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  劍橋雅思6test2passage3閱讀原文+題目+答案解析

  Numeration

  One of the first great intellectual feats of a young child is learning how to talk, closely followed by learning how to count. From earliest childhood we are so bound up with our system of numeration that it is a feat of imagination to consider the problems faced by early humans who had not yet developed this facility. Careful consideration of our system of numeration leads to the conviction that, rather than being a facility that comes naturally to a person, it is one of the great and remarkable achievements of the human race.

  It is impossible to learn the sequence of events that led to our developing the concept of number. Even the earliest of tribes had a system of numeration that, if not advanced, was sufficient for the tasks that they had to perform. Our ancestors had little use for actual numbers; instead their considerations would have been more of the kind Is this enough? rather than How many? when they were engaged in food gathering, for example. However, when early humans first began to reflect on the nature of things around them, they discovered that they needed an idea of number simply to keep their thoughts in order. As they began to settle, grow plants and herd animals, the need for a sophisticated number system became paramount. It will never be known how and when this numeration ability developed, but it is certain that numeration was well developed by the time humans had formed even semi-permanent settlements.

  Evidence of early stages of arithmetic and numeration can be readily found. The indigenous peoples of Tasmania were only able to count one, two, many; those of South Africa counted one, two, two and one, two twos, two twos and one, and so on. But in real situations the number and words are often accompanied by gestures to help resolve any confusion. For example, when using the one, two, many type of system, the word many would mean, Look at my hands and see how many fingers I am showing you. This basic approach is limited in the range of numbers that it can express, but this range will generally suffice when dealing with the simpler aspects of human existence.

  The lack of ability of some cultures to deal with large numbers is not really surprising. European languages, when traced back to their earlier version, are very poor in number words and expressions. The ancient Gothic word for ten, tachund, is used to express the number 100 as tachund tachund. By the seventh century, the word teon had become interchangeable with the tachund or hund of the Anglo-Saxon language, and so 100 was denoted as hund teontig, or ten times ten. The average person in the seventh century in Europe was not as familiar with numbers as we are today. In fact, to qualify as a witness in a court of law a man had to be able to count to nine!

  Perhaps the most fundamental step in developing a sense of number is not the ability to count, but rather to see that a number is really an abstract idea instead of a simple attachment to a group of particular objects. It must have been within the grasp of the earliest humans to conceive that four birds are distinct from two birds; however, it is not an elementary step to associate the number 4, as connected with four birds, to the number 4, as connected with four rocks. Associating a number as one of the qualities of a specific object is a great hindrance to the development of a true number sense. When the number 4 can be registered in the mind as a specific word, independent of the object being referenced, the individual is ready to take the first step toward the development of a notational system for numbers and, from there, to arithmetic.

  Traces of the very first stages in the development of numeration can be seen in several living languages today. The numeration system of the Tsimshian language in British Columbia contains seven distinct sets of words for numbers according to the class of the item being counted: for counting flat objects and animals, for round objects and time, for people, for long objects and trees, for canoes, for measures, and for counting when no particular object is being numerated. It seems that the last is a later development while the first six groups show the relics of an older system. This diversity of number names can also be found in some widely used languages such as Japanese.

  Intermixed with the development of a number sense is the development of an ability to count. Counting is not directly related to the formation of a number concept because it is possible to count by matching the items being counted against a group of pebbles, grains of corn, or the counter’s fingers. These aids would have been indispensable to very early people who would have found the process impossible without some form of mechanical aid. Such aids, while different, are still used even by the most educated in today’s society due to their convenience. All counting ultimately involves reference to something other than the things being counted. At first it may have been grains or pebbles but now it is a memorised sequence of words that happen to be the names of the numbers.

  劍橋雅思6test2passage3閱讀題目

  Questions 27-31

  27 A developed system of numbering

  28 An additional hand signal

  29 In seventh-century Europe, the ability to count to a certain number

  30 Thinking about numbers as concepts separate from physical objects

  31 Expressing number differently according to class of item

  A was necessary in order to fulfil a civic role.

  B was necessary when people began farming.

  C was necessary for the development of arithmetic.

  D persists in all societies.

  E was used when the range of number words was restricted.

  F can be traced back to early European languages.

  G was a characteristic of early numeration systems.

  Questions 32-40

  Do the following statements agree with the information given in Reading Passage 3?

  In boxes 32-40 on your answer sheet, write

  TRUE if the statement agrees with the information

  FALSE if the statement contradicts the information

  NOT GIVEN if there is no information on this

  32 For the earliest tribes, the concept of sufficiency was more important than the concept of quantity.

  33 Indigenous Tasmanians used only four terms to indicate numbers of objects.

  34 Some peoples with simple number systems used body language to prevent misunderstanding of expressions of number.

  35 All cultures have been able to express large numbers clearly.

  36 The word ‘thousand’ has Anglo-Saxon origins.

  37 In general, people in seventh-century Europe had poor counting ability.

  38 In the Tsimshian language, the number for long objects and canoes is expressed with the same word.

  39 The Tsimshian language contains both older and newer systems of counting.

  40 Early peoples found it easier to count by using their fingers rather than a group of pebbles.

  劍橋雅思6test2passage3閱讀答案解析

  Question 27

  答案: B

  關鍵詞：developed/system of numbering

  定位原文: 第2段倒數第2句“As they began to settle…”

  解題思路: sophisticated和number system分別與題干 developed和system of numbering屬于同義表達，因此只要找出與grow plants and herd animals的同義表達項就可以，顯然farming可以代替。因此正確答案為B。

  Question 28

  答案： E

  關鍵詞：hand signal

  定位原文: 第3段第3句“But in real situations…”

  解題思路: 定位句之前所舉的具體例子中表示數字的詞有限，即題干E表達的the range of number words was restricted，gestures又與hand signal互為近義詞。所以正確答案是E。

  Question 29

  答案： A

  關鍵詞： seventh-century Europe / count to a certain number

  定位原文: 第4段中最后兩句“The average person…”

  解題思路: count to nine與count to a certain number屬于同義表達，a witness in a court of law與題干A的fulfill a civic role屬于同義表達。正確答案是A。

  Question 30

  答案： C

  關鍵詞： concept/ physical objects

  定位原文: 第5段第1句“Perhaps…”;最后一句“...from there, to arithmetic”

  解題思路: 題干中 concepts 和 physical objects 分別與 abstract idea 和 particular objects互為近義詞。正確答案是C。

  Question 31

  答案： G

  關鍵詞： class of item

  定位原文: 第6段第1、2句“Traces of…”

  解題思路: 根據第6段開頭the very first stages和第二句中the class of the item得出正確答案是G。

  Question 32

  答案：TRUE

  關鍵詞：the earliest tribes

  定位原文: 第2段第3句“...their considerations would have…”

  解題思路: 他們會更多地考慮“夠了嗎?”而不是“有多少?Sufficiency與 quantity 分別和Is this enough 與How many為同義轉換關系。

  Question 33

  答案：FALSE

  關鍵詞：Tasmanians

  定位原文: 第3段第2句“The indigenous peoples…”

  解題思路: 只有三個詞而不是四個。

  Question 34

  答案： TRUE

  關鍵詞：peoples with simple number systems

  定位原文: 第3段第3句“But in real situations…”

  解題思路: accompanied by gesture to help resolve any confusion 與題干use body language to prevent…屬于同義表達。

  Question 35

  答案： FALSE

  關鍵詞：large numbers

  定位原文: 第4段第1句“The lack of…”

  解題思路: 一些文化缺少處理較大數字的能力，這并不令人驚訝。 這個意思與題干全然想矛盾。

  Question 36

  答案：NOT GIVEN

  關鍵詞：Anglo-Saxon

  定位原文: 第4段第4句“ By the seventh…”

  解題思路: 到公元7世紀，“teon” 一詞變得可以與盎格魯一撒克遜語中的詞語文中對應點“tachund”或“hund”相互交換，因此100可表示為“hund teontig”或者“十乘十”。并沒有提到“千”。

  Question 37

  答案：TRUE

  關鍵詞：seventh-century Europe

  定位原文: 第4段最后兩句“The average person…”

  解題思路: 數到9就可以作證人，足見計數能力之差。

  Question 38

  答案：FALSE

  關鍵詞：Tsimshian language

  定位原文: 第6段第2句“The numeration…”

  解題思路: 題干意思與原文相駁斥。這個題比較容易判斷。

  Question 39

  答案：TRUE

  關鍵詞: Tsimshian language

  定位原文: 第6段倒數第2句“It seems that…”

  解題思路: 看起來最后一組詞語是后來發展的，而前六組則帶有古代計數方法的痕跡。所以題目說的有新舊兩套計數系統是正確的。

  Question 40

  答案： NOT GIVEN

  關鍵詞：early peoples / fingers / pebbles

  定位原文: 第7段第2句“Counting is not directly…”

  解題思路: 計算與數字概念的形成并非直接相關，因為我們完全有可能將被計數的物品用一堆石子、一把谷粒或者計數者的手指代替來進行計算。沒有提到二者簡易度的比較。

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