五、阅读理解
Chinese, Japanese and Korean all have simpler number words. They express maths concepts more clearly than English. The language difference has drawn lots of attention. Several recent studies have connected weaker maths abilities of English-speaking children with English number words.
Chinese, for example, has just ten basic number words. English, however, has more than two dozen. 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 these children to understand the place value(位值). And the students can easily see the number system comes from units of 10.
English number words over 10 don't make the place value clear. Words for numbers 13 to 19 change the order of the ones and tens. Children often mix 17 with 71. As a result, children working with English number words have a harder time doing difficult calculations(运算). They make more mistakes.
It also feels more natural for Chinese speakers than for English speakers to use the make-a-ten method. When adding two numbers, Chinese students often break down the numbers into parts and regroup them into tens and ones. For example, “$9+5$” becomes “$9+1+4$”. This method greatly helps students work out maths problems. Many teachers in the USA are teaching their students the make-a-ten method. However, they are still having trouble because of the unclear and difficult English number words.
Now, you should feel lucky that you are learning maths in China. Thanks to your mother language, all the maths problems have become clearer and less difficult.
()1. What makes English-speaking children weaker in maths according to the first paragraph?
A. Their less interest in maths.
B. Their unclear English number words.
C. Their difficult maths problems at school.
D. Their poor learning habits in study.
()2. How many basic number words are there in English?
A. Ten.
B. Eleven.
C. More than a dozen.
D. More than two dozen.
()3. If you use the make-a-ten method, what will “$8+7$” become?
A. $6+2+7$.
B. $7+1+7$.
C. $8+1+6$.
D. $8+2+5$.
()4. What is the passage mainly about?
A. Why some Asian languages are easier than English.
B. How Asian children do basic calculations within ten.
C. Why some Asian languages can make maths learning easier.
D. How children's maths abilities are judged in different countries.

1. B
2. D
3. D
4. C

【分析】
本题是一篇关于语言差异与数学学习关系的阅读理解题，共4道小题，考查细节理解和主旨大意。解题时需先通读全文把握主旨，再针对每道题回到原文定位关键信息，通过对比选项与原文内容排除错误答案。
【解析】
1. 细节理解题：根据第一段最后一句“Several recent studies have connected weaker maths abilities of English-speaking children with English number words”，可知英语儿童数学能力较弱的原因是英语数字词的问题，对应选项B。
2. 细节理解题：根据第二段“English, however, has more than two dozen”，可知英语的基本数字词超过24个，对应选项D。
3. 细节理解题：根据第四段对make-a-ten方法的举例（9+5变为9+1+4），该方法是将其中一个数拆分为能与另一个数凑成10的部分和剩余部分；8+7中，8需要2凑10，故将7拆为2和5，即8+2+5，对应选项D。
4. 主旨大意题：全文围绕中文、日语、韩语等亚洲语言的数字词比英语更清晰，从而让数学学习更轻松展开，对应选项C。
【答案】
1.B 2.D 3.D 4.C
【知识点】
英语阅读理解、细节理解、主旨大意
【点评】
本题为语言类阅读理解，考查学生快速定位原文信息、理解细节及归纳主旨的能力，内容贴近生活，难度适中，适合初中学生巩固阅读技巧。
【难度系数】
0.6

读后词汇拓展 猜出画波浪线单词的词性和中文意思，并收入自己的小词典。
1. concept 2. regroup

1. n. 概念
2. v. 重新组合

【分析】本题要求判断单词的词性和中文意思，解题时需结合已掌握的英语词汇知识，回忆每个单词的词性及对应释义，准确匹配即可。
【解析】1. concept是常见的英语名词，对应的中文意思为“概念”；2. regroup是由前缀re-（表“重新”）加动词group（分组）构成的动词，对应的中文意思为“重新组合”。
【答案】1. n. 概念；2. v. 重新组合
【知识点】英语词汇的词性与词义
【点评】本题考查基础英语词汇的词性和释义，属于英语学习中的基础积累内容，难度较小。
【难度系数】0.9