登录
What is the best language for learning Maths?
Chinese, Japanese and Korean all have simpler number words. They express Maths concepts(概念) more clearly than English. Several studies have linked(联系) weaker Maths abilities in English-speaking children to English number words.
Chinese, for example, has just ten basic number words. English, however, has more than two dozen(二十几个). The trouble starts at "11". English has a word "eleven" for that number. Chinese, Japanese and Korean have words that can be translated as "ten-one"—spoken with the "ten" first. That makes it easier for children to understand the place value(位值). Students can easily see that the number system is based on units of 10.
English number words over 10 don't make the place value clear. Children are more likely to mistake 17 for 71. So, children working with English number words have a harder time doing calculations(计算). They make more mistakes.
It seems easier for Chinese speakers than for English speakers to use the "make-a-ten" method(十进制). When adding two numbers, Chinese students often break down the numbers into parts and regroup them into tens and ones. For example, 9 plus 5 becomes 9 plus 1 plus 4.
Now, we should feel lucky that we are learning Maths in China. Thanks to our mother language, all the Maths problems have become less difficult and less confusing(不清楚的).
(
A. weaker Maths abilities in young learners of English
B. stronger Maths abilities in young learners of English
C. weaker Maths abilities in English-speaking children
D. stronger Maths abilities in English-speaking children
(
A. Chinese is the world's best language for learning Maths.
B. English is the world's worst language for learning Maths.
C. Chinese number words over 10 make the place value clear.
D. Japanese is a better language for learning Maths than Korean.
(
A. 6+4+5 B. 7+1+7 C. 8+1+6 D. 8+2+5
(
A. Next to B. Because of C. According to D. Replying to
Chinese, Japanese and Korean all have simpler number words. They express Maths concepts(概念) more clearly than English. Several studies have linked(联系) weaker Maths abilities in English-speaking children to English number words.
Chinese, for example, has just ten basic number words. English, however, has more than two dozen(二十几个). The trouble starts at "11". English has a word "eleven" for that number. Chinese, Japanese and Korean have words that can be translated as "ten-one"—spoken with the "ten" first. That makes it easier for children to understand the place value(位值). Students can easily see that the number system is based on units of 10.
English number words over 10 don't make the place value clear. Children are more likely to mistake 17 for 71. So, children working with English number words have a harder time doing calculations(计算). They make more mistakes.
It seems easier for Chinese speakers than for English speakers to use the "make-a-ten" method(十进制). When adding two numbers, Chinese students often break down the numbers into parts and regroup them into tens and ones. For example, 9 plus 5 becomes 9 plus 1 plus 4.
Now, we should feel lucky that we are learning Maths in China. Thanks to our mother language, all the Maths problems have become less difficult and less confusing(不清楚的).
(
C
) 1. According to the passage, studies have found a relationship between English number words and C
.A. weaker Maths abilities in young learners of English
B. stronger Maths abilities in young learners of English
C. weaker Maths abilities in English-speaking children
D. stronger Maths abilities in English-speaking children
(
C
) 2. What can we learn from the first three paragraphs?A. Chinese is the world's best language for learning Maths.
B. English is the world's worst language for learning Maths.
C. Chinese number words over 10 make the place value clear.
D. Japanese is a better language for learning Maths than Korean.
(
D
) 3. According to the passage, if you use the "make-a-ten" method to work out Maths problems, "8+7" will become "D
".A. 6+4+5 B. 7+1+7 C. 8+1+6 D. 8+2+5
(
B
) 4. "B
" can take the place of the underlined part "Thanks to" in the last paragraph.A. Next to B. Because of C. According to D. Replying to
答案
1. C 2. C 3. D 4. B
解析
【分析】
本题为英语阅读理解题，需结合原文内容定位关键信息，逐一分析各题选项：第1题需找研究发现的英语数词与数学能力的关联；第2题需梳理前三段内容，判断选项与原文是否相符；第3题需理解“凑十法”的应用规则；第4题需猜测短语“Thanks to”的同义词，解题核心是精准定位原文细节、理解文意。
【解析】
1. 第1题：根据原文第一段最后一句“Several studies have linked weaker Maths abilities in English-speaking children to English number words.”，可知研究发现英语数词与英语儿童较弱的数学能力有关，对应选项C。
2. 第2题：前三段提到中文、日语、韩语的数词（如“11”对应“ten-one”）能让孩子更容易理解位值，选项C符合；A选项“最好的语言”原文未提及，B选项“最差的语言”表述绝对，D选项原文未比较日语和韩语，均错误。
3. 第3题：“make-a-ten”（凑十法）是将数字拆分为凑成10的部分，原文例子“9+5=9+1+4”，则“8+7”应拆为“8+2+5”（8+2=10，剩余5），对应选项D。
4. 第4题：“Thanks to”意为“多亏，由于”，选项中“because of”（因为，由于）意思相近；A“紧邻”、C“根据”、D“回复”均不符合，对应选项B。
【答案】
1. C 2. C 3. D 4. B
【知识点】
英语阅读理解、细节理解、词义猜测
【点评】
本题围绕语言对数学学习的影响展开，主要考查学生提取原文细节、理解文意及猜测词义的能力，题目设置贴合原文，需学生精准定位关键信息，整体难度适中。
【难度系数】
0.6
本题为英语阅读理解题，需结合原文内容定位关键信息，逐一分析各题选项：第1题需找研究发现的英语数词与数学能力的关联；第2题需梳理前三段内容，判断选项与原文是否相符；第3题需理解“凑十法”的应用规则；第4题需猜测短语“Thanks to”的同义词，解题核心是精准定位原文细节、理解文意。
【解析】
1. 第1题：根据原文第一段最后一句“Several studies have linked weaker Maths abilities in English-speaking children to English number words.”，可知研究发现英语数词与英语儿童较弱的数学能力有关，对应选项C。
2. 第2题：前三段提到中文、日语、韩语的数词（如“11”对应“ten-one”）能让孩子更容易理解位值，选项C符合；A选项“最好的语言”原文未提及，B选项“最差的语言”表述绝对，D选项原文未比较日语和韩语，均错误。
3. 第3题：“make-a-ten”（凑十法）是将数字拆分为凑成10的部分，原文例子“9+5=9+1+4”，则“8+7”应拆为“8+2+5”（8+2=10，剩余5），对应选项D。
4. 第4题：“Thanks to”意为“多亏，由于”，选项中“because of”（因为，由于）意思相近；A“紧邻”、C“根据”、D“回复”均不符合，对应选项B。
【答案】
1. C 2. C 3. D 4. B
【知识点】
英语阅读理解、细节理解、词义猜测
【点评】
本题围绕语言对数学学习的影响展开，主要考查学生提取原文细节、理解文意及猜测词义的能力，题目设置贴合原文，需学生精准定位关键信息，整体难度适中。
【难度系数】
0.6
