2005年11月份托福阅读真题及答案

Questions 34-43
A number of factors related to the voice reveal the personality of the speaker.
The first is the broad area of communication, which includes imparting information
by use of language, communicating with a group or an individual, and specialized
line communication through performance. A person conveys thoughts and ideas through
(5)  choice of words, by a tone of voice that is pleasant or unpleasant, gentle or harsh, by
the rhythm that is inherent within the language itself, and by speech rhythms that are
flowing and regular or uneven and hesitant, and finally, by the pitch and melody of the
utterance. When speaking before a group, a person's tone may indicate unsureness or
fright, confidence or calm. At interpersonal levels, the tone may reflect ideas and
(10) feelings over and above the words chosen, or may belie them. Here the conversant's
tone can consciously or unconsciously reflect intuitive sympathy or antipathy, lack of
concern or interest, fatigue, anxiety, enthusiasm or excitement, all of which are .usually
discernible by the acute listener. Public performance is a manner of communication
that is highly specialized with its own techniques for obtaining effects by voice and /or
(15) gesture. The motivation derived from the text, and in the case of singing, the music, in
combination with the performer's skills, personality, and ability to create empathy will
determine the success of artistic, political, or pedagogic communication.
Second, the voice gives psychological clues to a person's self-image, perception of
others, and emotional health. Self-image can be indicated by a tone of voice that is
(20) confident, pretentious, shy, aggressive, outgoing, or exuberant, to name only a few
personality traits. Also the sound may give a clue to the facade or mask of that person,
for example, a shy person hiding behind an overconfident front. How a speaker
perceives the listener's receptiveness, interest, or sympathy in any given conversation
can drastically alter the tone of presentation, by encouraging or discouraging the
(25) speaker. Emotional health is evidenced in the voice by free and melodic sounds of the
happy, by constricted and harsh sound of the angry, and by dull and lethargic qualities
of the depressed
 

34. What does the passage mainly discuss?
(A) The function of the voice in performance
(B) The connection between voice and
personality
(C) Communication styles
(D) The production of speech
 
35. What does the author mean by staring that, "At interpersonal levels, tone may reflect ideas and feelings over and above the words chosen"
(lines 9-10)?
(A) Feelings are expressed with different words
than ideas are.
(B) The tone of voice can cany information
beyond the meaning of words.
(C) A high tone of voice reflects an emotional
communication.
(D) Feelings are more difficult to express than
ideas.
 
36. The word "Here" in line 10 refers to
(A) interpersonal interactions
(B) the tone
(C) ideas and feelings
(D) words chosen
 
37. The word "derived" in line 15 is closest in
meaning to
(A) discussed
(B) prepared
(C) registered
(D) obtained
 
38. Why does the author mention "artistic,
political, or pedagogic communication" in line
17?
(A) As examples of public performance
(B) As examples of basic styles of
communication
(C) To contrast them to singing
(D) To introduce the idea of self-image
 
39. According to the passage, an exuberant tone of voice, may be an indication of a person's
(A) general physical health
(B) personality
(C) ability to communicate
(D) vocal quality
 
40. According to the passage, an overconfident
front may hide
(A) hostility
(B) shyness
(C) friendliness
(D) strength
 
41. The word "drastically" in line 24 is closest in
meaning to
(A) frequently
(B) exactly
(C) severely
(D) easily
 
42. The word "evidenced" in line 25 is closest in
meaning to
(A) questioned
(B) repeated
(C) indicated
(D) exaggerated
 
43. According to the passage, what does a
constricted and harsh voice indicate?
(A) Lethargy
(B) Depression
(C) Boredom
(D) Anger

Questions 44-50
As the twentieth century began, the importance of formal education in the United
States increased The frontier had mostly disappeared and by 1910 most Americans
lived in towns and cities. Industrialization and the bureaucratization of economic
line life combined with a new emphasis upon credentials and expertise to make schooling
(5)  increasingly important for economic and social mobility. Increasingly, too, schools
were viewed as the most important means of integrating immigrants into American
society.
The arrival of a great wave of southern and eastern European immigrants at the turn
of the century coincided with and contributed to an enormous expansion of formal
(10) schooling. By 1920 schooling to age fourteen or beyond was compulsory in most
states, and the school year was greatly lengthened. Kindergartens, vacation schools,
extracurricular activities, and vocational education and counseling extended the
influence of public schools over the lives of students, many of whom in the larger
industrial cities were the children of immigrants. Classes for adult immigrants were
(15) sponsored by public schools, corporations, unions, churches, settlement houses, and
other agencies.
Reformers early in the twentieth century suggested that education programs should
suit the needs of specific populations. Immigrant women were one such population.
Schools tried to educate young women so they could occupy productive places in the
(20) urban industrial economy, and one place many educators considered appropriate for
women was the home.
Although looking after the house and family was familiar to immigrant women,
American education gave homemaking a new definition. In preindustrial economies,
homemaking had meant the production as well as the consumption of goods, and it
(25) commonly included income-producing activities both inside and outside the home,
in the highly industrialized early-twentieth-century United States, however,
overproduction rather than scarcity was becoming a problem. Thus, the ideal American
homemaker was viewed as a consumer rather than a producer. Schools trained women
to be consumer homemakers cooking, shopping, decorating, and caring for children
(30) "efficiently" in their own homes, or if economic necessity demanded, as employees
in the homes of others. Subsequent reforms have made these notions seem quite
out-of-date.