B 跨学科 数学
Chinese, Japanese and Korean all have simpler number words. They express mathematical concepts(概念) more clearly than English. The language difference has drawn lots of attention. Several recent studies have connected the weaker mathematical 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(十二个). 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. 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 confuse 17 with 71. As a result, children working with English number words have a harder time doing difficult calculations(计算). 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 America 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 tongue, all the Maths problems have become clearer and less difficult.
(
A. the weaker mathematical abilities of young learners of English
B. the weaker mathematical abilities of English-speaking children
C. the stronger mathematical abilities of young learners of English
D. the stronger mathematical abilities of English-speaking children
(
A. Ten.
B. Eleven.
C. More than a dozen.
D. More than two dozen.
(
A. $6+2+7$
B. $7+1+7$
C. $8+1+6$
D. $8+2+5$
6
(
A. Why some Asian languages can make Maths learning easier.
B. Why some Asian languages are easier than English.
C. How Asian children do basic calculations within ten.
D. How children's mathematical abilities are judged in different countries.
Chinese, Japanese and Korean all have simpler number words. They express mathematical concepts(概念) more clearly than English. The language difference has drawn lots of attention. Several recent studies have connected the weaker mathematical 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(十二个). 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. 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 confuse 17 with 71. As a result, children working with English number words have a harder time doing difficult calculations(计算). 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 America 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 tongue, all the Maths problems have become clearer and less difficult.
(
B
)29. Several recent studies have found a connection between English number words and .A. the weaker mathematical abilities of young learners of English
B. the weaker mathematical abilities of English-speaking children
C. the stronger mathematical abilities of young learners of English
D. the stronger mathematical abilities of English-speaking children
(
D
)30. How many basic number words are there in English?A. Ten.
B. Eleven.
C. More than a dozen.
D. More than two dozen.
(
D
)31.(创新考法·跨学科融合)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. $8+2+5$
6
(
A
)32. What is the passage mainly about?A. Why some Asian languages can make Maths learning easier.
B. Why some Asian languages are easier than English.
C. How Asian children do basic calculations within ten.
D. How children's mathematical abilities are judged in different countries.
答案：B[语篇解读]本文主要介绍了为什么一些亚洲语言可以让数学学习变得更容易。
29. B 30. D
31. D 推理判断题。根据第四段中"For example,‘9+5’becomes ‘9+1+4’."可知,这是凑十法,所以"8+7"可改为"8+2+5"。
32. A 主旨大意题。通读全文可知,本文主要介绍了为什么一些亚洲语言可以让数学学习变得更容易。
29. B 30. D
31. D 推理判断题。根据第四段中"For example,‘9+5’becomes ‘9+1+4’."可知,这是凑十法,所以"8+7"可改为"8+2+5"。
32. A 主旨大意题。通读全文可知,本文主要介绍了为什么一些亚洲语言可以让数学学习变得更容易。
解析：
【分析】
本题为跨学科英语阅读理解题，需结合原文信息与数学知识解题。解题思路如下：
1. 第29题：定位原文第一段最后一句，查找研究发现的英语数词与英语儿童数学能力的关联，匹配对应选项；
2. 第30题：定位原文第二段关于英语基础数词数量的描述，直接匹配选项；
3. 第31题：结合原文凑十法的示例，理解凑十法规则（将一个加数拆出1与另一个加数凑成10），对8+7进行拆分计算；
4. 第32题：通读全文，归纳文章核心内容（亚洲语言让数学学习更轻松的原因），确定主旨。
【解析】
29. 根据原文第一段最后一句“Several recent studies have connected the weaker mathematical abilities of English-speaking children with English number words.”，可知研究发现英语数词与说英语的孩子较弱的数学能力有关，故选B；
30. 根据原文第二段第二句“English, however, has more than two dozen(十二个).”，可知英语的基础数词超过两打，故选D；
31. 根据原文第四段凑十法的示例“9+5”变为“9+1+4”，即把一个加数拆出1与另一个加数凑成10，因此“8+7”应将7拆为2和5，变为“8+2+5”，故选D；
32. 通读全文，文章对比亚洲语言（如中文）与英语的数词特点，核心说明亚洲语言能让数学学习更轻松，对应选项A，故选A。
【答案】
29.B 30.D 31.D 32.A
【知识点】
英语阅读理解、跨学科融合、主旨与细节理解
【点评】
本题为跨学科英语阅读题，融合数学凑十法知识，考查学生的信息定位、推理判断及主旨归纳能力，需准确抓取原文关键信息，结合数学方法解题，整体难度适中。
【难度系数】
0.6
本题为跨学科英语阅读理解题，需结合原文信息与数学知识解题。解题思路如下：
1. 第29题：定位原文第一段最后一句，查找研究发现的英语数词与英语儿童数学能力的关联，匹配对应选项；
2. 第30题：定位原文第二段关于英语基础数词数量的描述，直接匹配选项；
3. 第31题：结合原文凑十法的示例，理解凑十法规则（将一个加数拆出1与另一个加数凑成10），对8+7进行拆分计算；
4. 第32题：通读全文，归纳文章核心内容（亚洲语言让数学学习更轻松的原因），确定主旨。
【解析】
29. 根据原文第一段最后一句“Several recent studies have connected the weaker mathematical abilities of English-speaking children with English number words.”，可知研究发现英语数词与说英语的孩子较弱的数学能力有关，故选B；
30. 根据原文第二段第二句“English, however, has more than two dozen(十二个).”，可知英语的基础数词超过两打，故选D；
31. 根据原文第四段凑十法的示例“9+5”变为“9+1+4”，即把一个加数拆出1与另一个加数凑成10，因此“8+7”应将7拆为2和5，变为“8+2+5”，故选D；
32. 通读全文，文章对比亚洲语言（如中文）与英语的数词特点，核心说明亚洲语言能让数学学习更轻松，对应选项A，故选A。
【答案】
29.B 30.D 31.D 32.A
【知识点】
英语阅读理解、跨学科融合、主旨与细节理解
【点评】
本题为跨学科英语阅读题，融合数学凑十法知识，考查学生的信息定位、推理判断及主旨归纳能力，需准确抓取原文关键信息，结合数学方法解题，整体难度适中。
【难度系数】
0.6