托福TPO5阅读真题翻译及答案Part

下面是小编整理的托福TPO5阅读真题翻译及答案Part，本文共9篇，欢迎大家阅读借鉴，并有积极分享。

篇1：托福TPO5阅读真题翻译及答案Part1

Minerals and Plants

Research has shown that certain minerals are required by plants for normal growth and development. The soil is the source of these minerals, which are absorbed by the plant with the water from the soil. Even nitrogen, which is a gas in its elemental state, is normally absorbed from the soil as nitrate ions. Some soils are notoriously deficient in micro nutrients and are therefore unable to support most plant life. So-called serpentine soils, for example, are deficient in calcium, and only plants able to tolerate low levels of this mineral can survive. In modern agriculture, mineral depletion of soils is a major concern, since harvesting crops interrupts the recycling of nutrients back to the soil.

Mineral deficiencies can often be detected by specific symptoms such as chlorosis (loss of chlorophyll resulting in yellow or white leaf tissue), necrosis (isolated dead patches), anthocyanin formation (development of deep red pigmentation of leaves or stem), stunted growth, and development of woody tissue in an herbaceous plant. Soils are most commonly deficient in nitrogen and phosphorus. Nitrogen-deficient plants exhibit many of the symptoms just described. Leaves develop chlorosis; stems are short and slender, and anthocyanin discoloration occurs on stems, petioles, and lower leaf surfaces. Phosphorus-deficient plants are often stunted, with leaves turning a characteristic dark green, often with the accumulation of anthocyanin. Typically, older leaves are affected first as the phosphorus is mobilized to young growing tissue. Iron deficiency is characterized by chlorosis between veins in young leaves.

Much of the research on nutrient deficiencies is based on growing plants hydroponically, that is, in soilless liquid nutrient solutions. This technique allows researchers to create solutions that selectively omit certain nutrients and then observe the resulting effects on the plants. Hydroponics has applications beyond basic research, since it facilitates the growing of greenhouse vegetables during winter. Aeroponics, a technique in which plants are suspended and the roots misted with a nutrient solution, is another method for growing plants without soil.

While mineral deficiencies can limit the growth of plants, an overabundance of certain minerals can be toxic and can also limit growth. Saline soils, which have high concentrations of sodium chloride and other salts, limit plant growth, and research continues to focus on developing salt-tolerant varieties of agricultural crops. Research has focused on the toxic effects of heavy metals such as lead, cadmium, mercury, and aluminum; however, even copper and zinc, which are essential elements, can become toxic in high concentrations. Although most plants cannot survive in these soils, certain plants have the ability to tolerate high levels of these minerals.

Scientists have known for some time that certain plants, called hyperaccumulators, can concentrate minerals at levels a hundredfold or greater than normal. A survey of known hyperaccumulators identified that 75 percent of them amassed nickel, cobalt, copper, zinc, manganese, lead, and cadmium are other minerals of choice. Hyperaccumulators run the entire range of the plant world. They may be herbs, shrubs, or trees. Many members of the mustard family, spurge family, legume family, and grass family are top hyperaccumulators. Many are found in tropical and subtropical areas of the world, where accumulation of high concentrations of metals may afford some protection against plant-eating insects and microbial pathogens.

Only recently have investigators considered using these plants to clean up soil and waste sites that have been contaminated by toxic levels of heavy metals-an environmentally friendly approach known as phytoremediation. This scenario begins with the planting of hyperaccumulating species in the target area, such as an abandoned mine or an irrigation pond contaminated by runoff. Toxic minerals would first be absorbed by roots but later relocated to the stem and leaves. A harvest of the shoots would remove the toxic compounds off site to be burned or composted to recover the metal for industrial uses. After several years of cultivation and harvest, the site would be restored at a cost much lower than the price of excavation and reburial, the standard practice for remediation of contaminated soils. For examples, in field trials, the plant alpine pennycress removed zinc and cadmium from soils near a zinc smelter, and Indian mustard, native to Pakistan and India, has been effective in reducing levels of selenium salts by 50 percent in contaminated soils.

Paragraph 1: Research has shown that certain minerals are required by plants for normal growth and development. The soil is the source of these minerals, which are absorbed by the plant with the water from the soil. Even nitrogen, which is a gas in its elemental state, is normally absorbed from the soil as nitrate ions. Some soils are notoriously deficient in micro nutrients and are therefore unable to support most plant life. So-called serpentine soils, for example, are deficient in calcium, and only plants able to tolerate low levels of this mineral can survive. In modern agriculture, mineral depletion of soils is a major concern, since harvesting crops interrupts the recycling of nutrients back to the soil.

篇2：托福TPO5阅读真题翻译及答案Part1

1. According to paragraph 1, what is true of plants that can grow in serpentine soil?

○ They absorb micronutrients unusually well.

○ They require far less calcium than most plants do.

○ They are able to absorb nitrogen in its elemental state.

○ They are typically crops raised for food.

Paragraph 2: Mineral deficiencies can often be detected by specific symptoms such as chlorosis (loss of chlorophyll resulting in yellow or white leaf tissue), necrosis (isolated dead patches), anthocyanin formation (development of deep red pigmentation of leaves or stem), stunted growth, and development of woody tissue in an herbaceous plant. Soils are most commonly deficient in nitrogen and phosphorus. Nitrogen-deficient plants exhibit many of the symptoms just described. Leaves develop chlorosis; stems are short and slender, and anthocyanin discoloration occurs on stems, petioles, and lower leaf surfaces. Phosphorus-deficient plants are often stunted, with leaves turning a characteristic dark green, often with the accumulation of anthocyanin. Typically, older leaves are affected first as the phosphorus is mobilized to young growing tissue. Iron deficiency is characterized by chlorosis between veins in young leaves.

2. The word “exhibit” in the passage is closest in meaning to

○ fight off

○ show

○ cause

○ spread

3. According to paragraph 2, which of the following symptoms occurs in phosphorus-deficient plants but not in plants deficient in nitrogen or iron?

○ Chlorosis on leaves

○ Change in leaf pigmentation to a dark shade of green

○ Short, stunted appearance of stems

○ Reddish pigmentation on the leaves or stem

4. According to paragraph 2, a symptom of iron deficiency is the presence in young leaves of

○ deep red discoloration between the veins

○ white or yellow tissue between the veins

○ dead spots between the veins

○ characteristic dark green veins

Paragraph 3: Much of the research on nutrient deficiencies is based on growing plants hydroponically, that is, in soilless liquid nutrient solutions. This technique allows researchers to create solutions that selectively omit certain nutrients and then observe the resulting effects on the plants. Hydroponics has applications beyond basic research, since it facilitatesthe growing of greenhouse vegetables during winter. Aeroponics, a technique in which plants aresuspended and the roots misted with a nutrient solution, is another method for growing plants without soil.

5. The word “facilitates” in the passage is closest in meaning to

○ slows down

○ affects

○ makes easier

○ focuses on

6. According to paragraph 3, what is the advantage of hydroponics for research on nutrient deficiencies in plants?

○ It allows researchers to control what nutrients a plant receives.

○ It allows researchers to observe the growth of a large number of plants simultaneously.

○ It is possible to directly observe the roots of plants.

○ It is unnecessary to keep misting plants with nutrient solutions.

7. The word “suspended” in the passage is closest in meaning to

○ grown

○ protected

○ spread out

○ hung

Paragraph 5: Scientists have known for some time that certain plants, called hyperaccumulators, can concentrate minerals at levels a hundredfold or greater than normal. A survey of known hyperaccumulators identified that 75 percent of them amassed nickel, cobalt, copper, zinc, manganese, lead, and cadmium are other minerals of choice. Hyperaccumulators run the entire range of the plant world. They may be herbs, shrubs, or trees. Many members of the mustard family, spurge family, legume family, and grass family are top hyperaccumulators. Many are found in tropical and subtropical areas of the world, where accumulation of high concentrations of metals may afford some protection against plant-eating insects and microbial pathogens.

8. Why does the author mention “herbs”, “shrubs”, and “trees”?

○ To provide examples of plant types that cannot tolerate high levels of harmful minerals.

○ To show why so many plants are hyperaccumulators.

○ To help explain why hyperaccumulators can be found in so many different places.

○ To emphasize that hyperaccumulators occur in a wide range of plant types.

9. The word “afford” in the passage is closest in meaning to

○ offer

○ prevent

○ increase

○ remove

Paragraph 6: Only recently have investigators considered using these plants to clean up soil and waste sites that have been contaminated by toxic levels of heavy metals-an environmentally friendly approach known as phytoremediation. This scenario begins with the planting of hyperaccumulating species in the target area, such as an abandoned mine or an irrigation pond contaminated by runoff. Toxic minerals would first be absorbed by roots but later relocated to the stem and leaves. A harvest of the shoots would remove the toxic compounds off site to be burned or composted to recover the metal for industrial uses. After several years of cultivation and harvest, the site would be restored at a cost much lower than the price of excavation and reburial, the standard practice for remediation of contaminated soils. For examples, in field trials, the plant alpine pennycress removed zinc and cadmium from soils near a zinc smelter, and Indian mustard, native to Pakistan and India, has been effective in reducing levels of selenium salts by 50 percent in contaminated soils.

10. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

○ Before considering phytoremediation, hyperaccumulating species of plants local to the target area must be identified.

○ The investigation begins with an evaluation of toxic sites in the target area to determine the extent of contamination.

○ The first step in phytoremediation is the planting of hyperaccumulating plants in the area to be cleaned up.

○ Mines and irrigation ponds can be kept from becoming contaminated by planting hyperaccumulating species in targeted areas.

11. It can be inferred from paragraph 6 that compared with standard practices for remediation of contaminated soils, phytoremediation

○ does not allow for the use of the removed minerals for industrial purposes

○ can be faster to implement

○ is equally friendly to the environment

○ is less suitable for soils that need to be used within a short period of time

12. Why does the author mention “Indian mustard”?

○ To warn about possible risks involved in phytoremediation

○ To help illustrate the potential of phytoremediation

○ To show that hyperaccumulating plants grow in many regions of the world

○ To explain how zinc contamination can be reduced

Paragraph 5: Scientists have known for some time that certain plants, called hyperaccumulators, can concentrate minerals at levels a hundredfold or greater than normal. ■A survey of known hyperaccumulators identified that 75 percent of them amassed nickel, cobalt, copper, zinc, manganese, lead, and cadmium are other minerals of choice. ■Hyperaccumulators run the entire range of the plant world. ■They may be herbs, shrubs, or trees. ■Many members of the mustard family, spurge family, legume family, and grass family are top hyperaccumulators. Many are found in tropical and subtropical areas of the world, where accumulation of high concentrations of metals may afford some protection against plant-eating insects and microbial pathogens.

13. Look at the four squares [■] that indicate where the following sentence could be added to the passage.

Certain minerals are more likely to be accumulated in large quantities than others.

Where could the sentence best fit?

14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.

Plants need to absorb certain minerals from the soil in adequate quantities for normal growth and development.

●

●

●

Answer Choices

○Some plants are able to accumulate extremely high levels of certain minerals and thus can be used to clean up soils contaminated with toxic levels of these minerals.

○Though beneficial in lower levels, high levels of salts, other minerals, and heavy metals can be harmful to plants.

○When plants do not absorb sufficient amounts of essential minerals, characteristic abnormalities result.

○Because high concentrations of sodium chloride and other salts limit growth in most plants, much research

has been done in an effort to develop salt-tolerant agricultural crops.

○Some plants can tolerate comparatively low levels of certain minerals, but such plants are of little use for recycling nutrients back into depleted soils.

○Mineral deficiencies in many plants can be cured by misting their roots with a nutrient solution or by transferring the plants to a soilless nutrient solution

篇3：托福TPO5阅读真题翻译及答案Part1

参考翻译：矿物质和植物

研究表明，某些矿物质是植物正常生长发育所必需的。土壤是这些矿物质的来源，它们通过水分被植物从土壤中吸收。即使是元素状态为气体的氮，也通常作为硝酸根离子从土壤中被吸收。众所周知，一些土壤缺乏微量营养素，因此大多数植物不能生长。例如所谓的蛇纹岩土壤，由于缺乏钙，只有那些能忍受如此低含量的钙的植物才能够存活。在现代农业，土壤矿物质枯竭是一个大问题，因为收割庄稼切断了养分返回土壤的循环。

矿物质缺乏通常可由特定的症状检测出来，如褪绿(叶绿素损失导致黄叶或白叶的现象)、坏疽(孤立的坏死斑)、花青素的形成(形成深红色叶片和茎色素沉积)、发育不良以及草本植物长木质组织。土壤最常缺乏的是氮和磷。氮缺乏植物表现出了刚才描述的许多症状：叶片黄化、茎短而细以及发生在茎、叶柄以及下叶表面的花青素变色。磷缺乏的植物往往发育不良，叶片变成特殊的深绿色，经常伴随着花青素的积累。由于磷流向新生的组织，通常较老的叶片首先受到影响。铁缺乏症的特点是嫩叶的叶脉之间萎黄。

大多数关于营养素缺乏症的研究都基于水培法，即在无土营养液中培养。这项技术允许研咳嗽贝丛烊狈δ持钟氐娜芤海缓蠊鄄於灾参锷ぴ斐傻挠跋臁K喾ǖ挠τ靡丫搅嘶⊙芯浚蛭俳宋率沂卟嗽诙镜纳ぁ？掌嘌ǎ恢职阎参镄移鹄矗涓颗缟嫌旱募际酰橇硗庖恢治尥猎耘嗟姆椒ā

虽然缺乏矿物质会抑制植物生长，但某些矿物质过量可能会有毒，同样也会抑制植物生长。含有高浓度的氯化钠和其他盐类的盐碱土壤抑制植物生长，于是研究继续集中开发耐盐农作物品种。着重研究重金属的毒性作用，如铅、镉、汞、铝;然而即使是铜和锌这样的必需元素，如果浓度过高也会产生毒性。虽然大多数植物无法在这种土壤生存，某些植物却能够忍耐如此高含量的矿物质。

科学家早前就了解到，某些所谓的富集植物能够比普通植物多集中100倍甚至更多的矿物质。一项对已知富集植物的调查表明，它们中75%积聚了镍，而钴、铜、锌、锰、铅和镉则是其他选择性聚集的矿物质。富集植物存在于整个世界范围，它们可能是草本植物、灌木或树。芥属、大戟属、豆科和禾本科植物中的许多成员都是靠前的富集植物。许多富集植物被发现于热带和亚热带，金属可以为植物提供保护，对抗植食昆虫和细菌病原体。

直到最近研究者才考虑用这些植物来清理已经被有毒重金属污染的土壤和废弃物物处理点--一种被称为植物修复法的修复方法。这套方案首先从在目标区域种植超积累物种开始，如在废弃矿井和被径流污染的灌溉池塘。有毒矿物质首先被根吸收，随后被运送至茎和叶。收割下来的枝叶将被焚烧以移除有毒化合物或被制成混合肥料回收金属用于工业。经过几年的种植和收割，该污染点将被修复，而其造价远比修复污染土壤的标准做法--挖掘和填埋来得低。举例来说，在实地试验中，高山菥蓂从靠近一个锌冶炼厂的土壤中去除了锌和镉，原产自巴基斯坦和印度的印度芥菜可以将染土壤中硒的水平有效地降低了50%。

篇4：TPO5托福阅读真题原文及答案解析Part2

托福TPO5阅读真题文本：Part2

The Origin of the Pacific Island People

The greater Pacific region, traditionally called Oceania, consists of three cultural areas: Melanesia, Micronesia, and Polynesia. Melanesia, in the southwest Pacific, contains the large islands of New Guinea, the Solomons, Vanuatu, and New Caledonia. Micronesia, the area north of Melanesia, consists primarily of small scattered islands. Polynesia is the central Pacific area in the great triangle defined by Hawaii, Easter Island, and New Zealand. Before the arrival of Europeans, the islands in the two largest cultural areas, Polynesia and Micronesia, together contained a population estimated at 700,000.

Speculation on the origin of these Pacific islanders began as soon as outsiders encountered them, in the absence of solid linguistic, archaeological, and biological data, many fanciful and mutually exclusive theories were devised. Pacific islanders are variously thought to have come from North America, South America, Egypt, Israel, and India, as well as Southeast Asia. Many older theories implicitly deprecated the navigational abilities and overall cultural creativity of the Pacific islanders. For example, British anthropologists G. Elliot Smith and W. J. Perry assumed that only Egyptians would have been skilled enough to navigate and colonize the Pacific. They inferred that the Egyptians even crossed the Pacific to found the great civilizations of the New World (North and South America). In 1947 Norwegian adventurer Thor Heyerdahl drifted on a balsa-log raft westward with the winds and currents across the Pacific from South America to prove his theory that Pacific islanders were Native Americans (also called American Indians). Later Heyerdahl suggested that the Pacific was peopled by three migrations: by Native Americans from the Pacific Northwest of North America drifting to Hawaii, by Peruvians drifting to Easter Island, and by Melanesians. In 1969 he crossed the Atlantic in an Egyptian-style reed boat to prove Egyptian influences in the Americas. Contrary to these theorists, the overwhelming evidence of physical anthropology, linguistics, and archaeology shows that the Pacific islanders came from Southeast Asia and were skilled enough as navigators to sail against the prevailing winds and currents.

The basic cultural requirements for the successful colonization of the Pacific islands include the appropriate boat-building, sailing, and navigation skills to get to the islands in the first place, domesticated plants and gardening skills suited to often marginal conditions, and a varied inventory of fishing implements and techniques. It is now generally believed that these prerequisites originated with peoples speaking Austronesian languages (a group of several hundred related languages) and began to emerge in Southeast Asia by about 5000 B.C.E. The culture of that time, based on archaeology and linguistic reconstruction, is assumed to have had a broad inventory of cultivated plants including taro, yarns, banana, sugarcane, breadfruit, coconut, sago, and rice. Just as important, the culture also possessed the basic foundation for an effective maritime adaptation, including outrigger canoes and a variety of fishing techniques that could be effective for overseas voyaging.

Contrary to the arguments of some that much of the pacific was settled by Polynesians accidentally marooned after being lost and adrift, it seems reasonable that this feat was accomplished by deliberate colonization expeditions that set out fully stocked with food and domesticated plants and animals. Detailed studies of the winds and currents using computer simulations suggest that drifting canoes would have been a most unlikely means of colonizing the Pacific. These expeditions were likely driven by population growth and political dynamics on the home islands, as well as the challenge and excitement of exploring unknown waters.

Because all Polynesians, Micronesians, and many Melanesians speak Austronesian languages and grow crops derived from Southeast Asia, all these peoples most certainly derived from that region and not the New World or elsewhere. The undisputed pre-Columbian presence in Oceania of the sweet potato, which is a New World domesticate, has sometimes been used to support Heyerdahl's “American Indians in the Pacific” theories. However, this is one plant out of a long list of Southeast Asian domesticates. As Patrick Kirch, an American anthropologist, points out, rather than being brought by rafting South Americans, sweet potatoes might just have easily been brought back by returning Polynesian navigators who could have reached the west coast of South America.

Paragraph1: The greater Pacific region, traditionally called Oceania, consists of three cultural areas: Melanesia, Micronesia, and Polynesia. Melanesia, in the southwest Pacific, contains the large islands of New Guinea, the Solomons, Vanuatu, and New Caledonia. Micronesia, the area north of Melanesia, consists primarily of small scattered islands. Polynesia is the central Pacific area in the great triangle defined by Hawaii, Easter Island, and New Zealand. Before the arrival of Europeans, the islands in the two largest cultural areas, Polynesia and Micronesia, together contained a population estimated at 700,000.

托福TPO5阅读题目：Part2

1. According to paragraph 1, all of the following are true statements about Melanesia, Micronesia, and Polynesia EXCEPT:

○ Collectively, these regions are traditionally known as Oceania.

○ These islands of Micronesia are small and spread out.

○ Hawaii, Easter Island, and New Zealand mark the boundaries of Polynesia.

○ Melanesia is situated to the north of Micronesia.

Paragraph 2: Speculation on the origin of these Pacific islanders began as soon as outsiders encountered them, in the absence of solid linguistic, archaeological, and biological data, many fanciful and mutually exclusive theories were devised. Pacific islanders are variously thought to have come from North America, South America, Egypt, Israel, and India, as well as Southeast Asia. Many older theories implicitly deprecated the navigational abilities and overall cultural creativity of the Pacific islanders. For example, British anthropologists G. Elliot Smith and W. J. Perry assumed that only Egyptians would have been skilled enough to navigate and colonize the Pacific. They inferred that the Egyptians even crossed the Pacific to found the great civilizations of the New World (North and South America). In 1947 Norwegian adventurer Thor Heyerdahl drifted on a balsa-log raft westward with the winds and currents across the Pacific from South America to prove his theory that Pacific islanders were Native Americans (also called American Indians). Later Heyerdahl suggested that the Pacific was peopled by three migrations: by Native Americans from the Pacific Northwest of North America drifting to Hawaii, by Peruvians drifting to Easter Island, and by Melanesians. In 1969 he crossed the Atlantic in an Egyptian-style reed boat to prove Egyptian influences in the Americas. Contrary to these theorists, theoverwhelming evidence of physical anthropology, linguistics, and archaeology shows that the Pacific islanders came from Southeast Asia and were skilled enough as navigators to sail against the prevailing winds and currents.

2. By stating that the theories are “mutually exclusive” the author means that

○ if one of the theories is true, then all the others must be false

○ the differences between the theories are unimportant

○ taken together, the theories cover all possibilities

○ the theories support each other

3. The word “overwhelming” in the passage is closest in meaning to

○ powerful

○ favorable

○ current

○ reasonable

4. According to paragraph 2, which of the following led some early researchers to believe that the Pacific islanders originally came from Egypt?

○ Egyptians were known to have founded other great civilizations.

○ Sailors from other parts of the world were believed to lack the skills needed to travel across the ocean.

○ Linguistic, archaeological, and biological data connected the islands to Egypt.

○ Egyptian accounts claimed responsibility for colonizing the Pacific as well as the Americas.

5. Which of the following can be inferred from paragraph 2 about early theories of where the first inhabitants of the Pacific islands came from?

○ They were generally based on solid evidence.

○ They tried to account for the origin of the characteristic features of the languages spoken by Pacific islanders.

○ They assumed that the peoples living in Southeast Asia did not have the skills needed to sail to the Pacific islands.

○ They questioned the ideas of G. Elliot Smith and W. J. Perry.

Paragraph 3: The basic cultural requirements for the successful colonization of the Pacific islands include the appropriate boat-building, sailing, and navigation skills to get to the islands in the first place, domesticated plants and gardening skills suited to often marginal conditions, and a varied inventory of fishing implements and techniques. It is now generally believed that these prerequisites originated with peoples speaking Austronesian languages (a group of several hundred related languages) and began to emerge in Southeast Asia by about 5000 B.C.E. The culture of that time, based on archaeology and linguistic reconstruction, is assumed to have had a broad inventory of cultivated plants including taro, yarns, banana, sugarcane, breadfruit, coconut, sago, and rice. Just as important, the culture also possessed the basic foundation for an effective maritime adaptation, including outrigger canoes and a variety of fishing techniques that could be effective for overseas voyaging.

6. The word “implements” in the passage is closest in meaning to

○ skills

○ tools

○ opportunities

○ practices

7. All of the following are mentioned in paragraph 3 as required for successful colonization of the Pacific islands EXCEPT

○ knowledge of various Austronesian languages

○ a variety of fishing techniques

○ navigational skills

○ knowledge of plant cultivation

8. In paragraph 3, why does the author provide information about the types of crops grown and boats used in Southeast Asia during the period around 5000 B. C. E.?

○ To evaluate the relative importance of agriculture and fishing to early Austronesian peoples

○ To illustrate the effectiveness of archaeological and linguistic methods in discovering details about life in ancient times

○ To contrast living conditions on the continent of Asia with living conditions on the Pacific islands

○ To demonstrate that people from this region had the skills and resources necessary to travel to and survive on the Pacific islands

Paragraph 4: Contrary to the arguments of some that much of the pacific was settled by Polynesians accidentally marooned after being lost and adrift, it seems reasonable that this feat was accomplished by deliberate colonization expeditions that set out fully stocked with food and domesticated plants and animals. Detailed studies of the winds and currents using computer simulations suggest that drifting canoes would have been a most unlikely means of colonizing the Pacific. These expeditions were likely driven by population growth and political dynamics on the home islands, as well as the challenge and excitement of exploring unknown waters. Because all Polynesians, Micronesians, and many Melanesians speak Austronesian languages and grow crops derived from Southeast Asia, all these peoples most certainly derived from that region and not the New World or elsewhere. The undisputed pre-Columbian presence in Oceania of the sweet potato, which is a New World domesticate, has sometimes been used to support Heyerdahl's “American Indians in the Pacific” theories. However, this is one plant out of a long list of Southeast Asian domesticates. As Patrick Kirch, an American anthropologist, points out, rather than being brought by rafting South Americans, sweet potatoes might just have easily been brought back by returning Polynesian navigators who could have reached the west coast of South America.

9. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

○ Some people have argued that the Pacific was settled by traders who became lost while transporting domesticated plants and animals.

○ The original Polynesian settlers were probably marooned on the islands, but they may have been joined later by carefully prepared colonization expeditions.

○ Although it seems reasonable to believe that colonization expeditions would set out fully stocked, this is contradicted by much of the evidence.

○ The settlement of the Pacific islands was probably intentional and well planned rather than accidental as some people have proposed.

10. The word “undisputed” in the passage is closest in meaning to

○ mysterious

○ unexpected

○ acknowledged

○ significant

11. According to paragraph 4, which of the following is NOT an explanation for why a group of people might have wanted to colonize the Pacific islands?

○ As their numbers increased, they needed additional territory.

○ The winds and currents made the islands easy to reach.

○ The political situation at home made emigration desirable.

○ They found exploration challenging and exciting.

12. Why does the author mention the views of “Patrick Kirch”?

○ To present evidence in favor of Heyerdahl's idea about American Indians reaching Oceania

○ To emphasize the familiarity of Pacific islanders with crops from many different regions of the world

○ To indicate that supposed proof for Heyerdahl's theory has an alternative explanation

○ To demonstrate that some of the same crops were cultivated in both South America and Oceania

Paragraph 2: Speculation on the origin of these Pacific islanders began as soon as outsiders encountered them, in the absence of solid linguistic, archaeological, and biological data, many fanciful and mutually exclusive theories were devised. Pacific islanders are variously thought to have come from North America, South America, Egypt, Israel, and India, as well as Southeast Asia. ■Many older theories implicitly deprecated the navigational abilities and overall cultural creativity of the Pacific islanders. ■For example, British anthropologists G. Elliot Smith and W. J. Perry assumed that only Egyptians would have been skilled enough to navigate and colonize the Pacific. ■They inferred that the Egyptians even crossed the Pacific to found the great civilizations of the New World (North and South America). ■In 1947 Norwegian adventurer Thor Heyerdahl drifted on a balsa-log raft westward with the winds and currents across the Pacific from South America to prove his theory that Pacific islanders were Native Americans (also called American Indians). Later Heyerdahl suggested that the Pacific was peopled by three migrations: by Native Americans from the Pacific Northwest of North America drifting to Hawaii, by Peruvians drifting to Easter Island, and by Melanesians. In 1969 he crossed the Atlantic in an Egyptian-style reed boat to prove Egyptian influences in the Americas. Contrary to these theorists, the overwhelming evidence of physical anthropology, linguistics, and archaeology shows that the Pacific islanders came from Southeast Asia and were skilled enough as navigators to sail against the prevailing winds and currents.

13. Look at the four squares [■] that indicate where the following sentence could be added to the passage.

Later theories concentrate on journeys in the other direction.

Where could the sentence best fit?

Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer c

14. hoices do not belong in the summary because they express ideas that are not presented in the passage or

15. are minor ideas in the passage. This question is worth 2 points.

Together, Melanesia, Micronesia, and Polynesia make up the region described as the Pacific islands, or Oceania.

●

●

●

Answer Choices

○The first Europeans to reach the area assumed that the islands' original inhabitants must have drifted to Oceania, perhaps from Egypt or the Americas.

○It is now believed that the process of colonization required a great deal of skill, determination, and planning and could not have happened by chance.

○Using linguistic and archaeological evidence, anthropologists have determined that the first Pacific islanders were Austronesian people from Southeast Asia.

○New evidence suggests that, rather than being isolated, Pacific islanders engaged in trade and social interaction with peoples living in Southeast Asia.

○Although early colonizers of the islands probably came from agriculture-based societies, they were obliged to adopt an economy based on fishing.

○Computer simulations of the winds and currents in the Pacific have shown that reaching the Pacific islands was probably much easier than previously thought

托福TPO5阅读真题翻译：Part2

参考答案：

1.○4

2.○1

3.○1

4.○2

5.○3

6.○2

7.○1

8.○4

9.○4

10.○3

11.○2

12.○3

13.○4

14. The first Europeans to…

It is now believed that…

Using linguistic and…

托福TPO5阅读翻译Part2

参考翻译：太平洋群岛居民的起源

广义的太平洋地区，传统上被称作大洋洲，由三块文化区域组成：美拉尼西亚，密克罗尼西亚和波利尼西亚。美拉尼西亚在西南太平洋，包含了新几内亚岛、所罗门、瓦努阿图和新喀里多尼亚的广大岛屿。密克罗尼西亚在美拉尼西亚的北边，主要由一些分散的岛屿组成。波利尼西亚是太平洋中心地区，位于由夏威夷、复活节群岛和新西兰的三大岛屿组成的三角区域中。在欧洲人到来之前，最大的波利尼西亚和密克罗尼西亚岛屿群一共有差不多70万人口。

对于太平洋群岛居民起源的思索开始于外来者和岛民们接触的最初，由于缺乏可靠的语言学、考古学和生物学资料，出现了很多奇异并且互斥的理论。之前太平洋岛民曾被认为来自北美洲、南美洲、埃及、以色列、印度以及东南亚。许多古老的理论含蓄地贬低了太平洋群岛居民的航海能力和综合文化创造力。比如说，英国人类学家G. Elliot Smith 和W. J. Perry认为只有埃及人才能熟练地航海和统治太平洋。他们推断埃及人甚至曾经穿越过太平洋去寻找新世界的文明(北美洲和南美洲)。1947年，挪威探险家Thor Heyerdahl为了证明他的太平洋群岛居民是美国本土居民(也被称作美国印第安人)的理论，用一只带有标志的轻质木筏，借助风力和水流从南美洲漂流过了太平洋。后来Heyerdahl表明太平洋人来自三个移民群体：从北美洲西北部太平洋地区漂流到夏威夷的美国本土居民，从秘鲁去往复活节岛的漂流者，还有美拉尼西亚人。1969年，他驾驶一条埃及样式的芦苇船穿过大西洋，证明埃及人在美洲的影响。与这些理论相矛盾的是，有关物理人类学、语言学和考古学的权威证据表明，太平洋岛居民来自东南亚，并且他们有足够的能力来逆着风和洋流航行。

成功地将太平洋群岛殖民地化需要的基础文化条件包括：适当的造船、航行和航海技术以首先到达岛屿;适应贫瘠条件的驯化植物和园艺技术;各种各样的捕鱼器具和技术。现在普遍认为这些先决条件是那些说南岛语(一个有几百种亲属语种的语系)的人所带来的，他们公元前5 0前就出现在东南亚。通过考古学和语言学的重建发现，那个时候的文明拥有广泛的植物储存，包括芋头、纱、香蕉、甘蔗、面包果、椰子、西米和稻米。同样重要的是，当时的社会也具备适应海洋的基础，包括桅杆船和各种各样有利于越洋航行的捕鱼技术。

与那个太平洋人很多都是波利尼西亚人偶然迷失并漂流而定居下来的说法相反的是，这些功绩是通过有意的殖民远征来实现的，他们那些准备周详，出发时满载食物、已培育好的植物和以驯化的动物。通过电脑模拟对风向和洋流进行的详细研究表明，船只漂流是最不可能的殖民太平洋的途径。远征可能是由本土的人口增长、_以及探索未知水域的挑战和兴奋所驱动的。因为所有的波利尼西亚人、密克罗尼西亚人和很多美拉尼西亚人说南岛语，种植的庄稼起源于东南亚，所以所有的这些人最有可能来自那个地方，而不是新世界或者其他地方。甘薯，一种新世界的品种，在哥伦比亚发现美洲大陆前它就在大洋洲的出现，这是无可置疑的，这有时候被用来证明Heyerdahl的太平洋岛民是美国印第安人的理论。然而，这是一种在东南亚培育的植物的长名单之外的植物。正如美国人类学家Patrick Kirch所指出的，比起从南美漂流过来，甘薯更容易被那些到过南美的玻利尼西亚返航者携带来。

篇5：托福阅读真题及答案

北美地区6月8日托福考试真题回忆

206月8日北美地区托福考试都考了哪些题目?以下是年6月8日北美地区托福真题，大家可以练习使用。

托福机经阅读

我遇到了加试，还不是经典加试，人品差哇。

有一篇是讲地球的形成的，先讲了星球大概形成的一个过程。然后具体说了地球内部的硅浮上来，重物质下去。还讲了地幔和地壳的形成。然后还有什么一开始是一些神马物质，后来这些物质就走掉了，还有水汽，还有其他氢啊神马的进来，然后形成最终状态。

有个著名的帝国破灭了，分成了东和西。然后东比较好，需要防卫的边界线不是很多，还有很多资源;西的话就比较悲惨，要各种防卫，内忧外患。还有西的话君主特别年轻，8岁和5岁还是神马的就登基了，然后权臣当道，等他们成年了，也没有发言权了。然后就说很多人都是为了自己的利益来的，牺牲民众的利益，外敌就入侵了。

还有一篇讲一个国家内战求民主，但是结果很不理想，想要的木有达到。穷苦民众无力去撼动大地主的利益，然后教堂啥的影响很小，商人首创严重，大地主反而获利很大。还讲了这个国家对周边国家的一些影响，有些国家出乎意料还从中受益了。

还有一篇一点印象都木有了!

托福机经听力

有一道是去找教授的，我没听太清楚。姑娘写了篇论文，和教授分析自己的论文。貌似选择的题目是和网络还有杂志相关的，我没听清楚到底是网络对纸质媒介的影响，还是网络规范的制定神马的，这里有题目的。姑娘说自己找了很多资料，教授表示挺惊讶的，估计觉着资料很难找。然后姑娘天马行空，想写的东西特别多，还想比较1970年的和现在的情况。教授让她不要弄那么大的题目，最后她绝对专注于目前。

还有一篇是讲一个男孩选了两门生物课，一门钢琴课。然后导师劝他放弃其中一门课。男孩说自己非常喜欢生物，也很爱音乐，但是自己确实没有那么多的时间，每天两个小时的弹琴也没有能保证。导师也说他是个很好的学生，但是最近的成绩确实不够理想。让他想清楚自己到底想做神马。学校里有选不同方向的学生，但是他们一般两个方向都是相关的。她问男孩是不是想弹钢琴去讲生物神马的。男孩一开始不肯放弃，后来被劝着劝着觉着导师挺有道理的，决定回家仔细想想放弃哪一门。

有一篇讲百老汇的。说18x.x年有一个新的方式出现了。那段时间新兴了很多中产阶级，需要娱乐，这里有题。新出来的和普通的不一样，有很多新点子，引入了芭蕾神马的，还全美巡演，还有移动舞台，给观众全新的体验。

还有一篇讲电影的，教授说这些名字你们都很熟悉吧，但是你们不一定知道全部的信息。然后就具体讲了迪士尼的动画。说了其中一部，非常重要，重要的原因貌似是第一部盈利的，这里有题。然后讲了一个拍摄的新技巧，说镜头拉近，附近的东西会变大，树啊栅栏啊啥的都变大了，但是太阳不会变大。这个就挺难弄的，如果让画家画的话太费力了。然后有个人去看了部舞台剧，舞台剧是有背景的，给了灵感，这里有题。然后就弄了滤片啥的在相机里拍摄，就解决问题啦。

托福机经口语

1、有三个了解大学的选择

a. 周末学校一日游

b. 周末两天在playground玩

c. 参加大学的课程

问选择哪种去最好的了解学校

2、有人送了一块地，问是用来养花种菜呢还是建儿童游乐园

3、阅读：有人给学校写了封建议信，刊登在学校的报纸上。学校附近有一个小咖啡厅兮兮的东西，提供饮料和小cookie。这是非常好的，但是有两个建议，一个是提供一些耐吃的食物，三明治神马的;一个是建议多一些轻音乐。

对话：一男一女，女孩说觉得这个建议非常赞啊。说那里是休息的一个好地方，吃点东西神马的太便利了。但是饿的时候小cookie木有用，确实需要一些其他的吃的;然后音乐太吵了，自己在那里完全没有办法看书，只能回宿舍。

4、阅读：一个协同作战之类的词，讲动物之间一般会一起做一样的事情。而且协同作战还会让他们更团结，抵抗外敌。

听力：教授举了某种动物做例子，说在迁徙的时候，如果一只口渴停下来喝水，其他不渴的也会停下来喝，喝完再一起继续迁徙。为嘛他们要一起呢，因为在dry open grass上有很危险的敌人，有狮子神马的。如果单独行动太危险了，很有可能丧命。

5、一男一女对话。男孩很苦恼，遇到问题了。他现在住的屋子的房东准备把屋子卖了，然后有个看上的买家非常着急要买，他还有一周多一些的时间可以搬家。他现在有两个选择方案，一个是他的朋友在学校附近有个屋子在招租，但是他觉着这样他就没法定下心来学习了;还有就是和父母住一起，但是父母住的地方忒远了。很难抉择。

6、有关动物的。说动物有两个适应特性，一个是Physical适应，一个是habit适应还是神马的。讲了一个动物在极度寒冷的地方，为了保持自身的热量如何很好地用两种方法来适应。一个是他们的颜色是黑色的，黑色能吸收更多的太阳光，热量传到身体里面。一个是它们平时站在冰块上，于是它们采取不同于寻常的站立方式，木有用两只脚，而是用了脚后跟。

托福机经写作

1、阅读材料

科学家们和在两个相隔1500Mile的地方发现一个我不认识的物种，这个动物正常情况下是黑色带有少许白色斑点，结果两次发现的是全白色的，这个发现非常神奇。但是科学家们仔细分析了下，说这两个东西不是同一物种，并从三个方面给出了分析。

a. 轻微的颜色差异：第一次非常白，第二次微白;

b. 相隔太远：两次相隔了1500mile，他们在岸边不会走这么远;

c. 年龄估计：第一次估计是20岁，那就意味着第二次得要30岁，科学家表示不太可能，我没太能弄懂这个的意思，但是就是这么说的。

综上所述，这两个物种不是同一个。

听力材料

教授的观点是认为他们是同一个物种，从三点分别驳斥了这些科学家的观点

a. 这个生物生活的地方会长貌似是藻类alga,然后这个藻类不同季节的生长情况不太一样。不同季节会对这个动物的颜色有一定的影响，有可能白还是不白时候是被这个藻类覆盖了。

b. 这个生物按生活习性分为两类，一类是hunting，一类是fishing，有可能被发现的是fishing的，它待在冰上，随着冰漂移mi也是很容易滴，所以在这两个地方发现同一个是很有可能的。

c. 年龄有可能被预估错误了，这个生物到20岁以后就没啥变化了，20岁和30岁长得很像的。科学家认为是20岁，万一是25捏?反正就是年龄预估这事不靠谱。

综上所述，教授认为，很有可能是同一个物种

2、有些人认为成绩应该由许多小assignment的成绩综合，有些人认为应该1-2次大成绩。写出自己的观点，并给出案例和分析。

托福阅读真题及答案

Timberline Vegetation on Mountains

The transition from forest to treeless tundra on a mountain slope is often a dramatic one. Within a vertical distance of just a few tens of meters, trees disappear as a life-form and are replaced by low shrubs, herbs, and grasses. This rapid zone of transition is called the upper timberline or tree line. In many semiarid areas there is also a lower timberline where the forest passes into steppe or desert at its lower edge, usually because of a lack of moisture.

The upper timberline, like the snow line, is highest in the tropics and lowest in the Polar Regions. It ranges from sea level in the Polar Regions to 4,500 meters in the dry subtropics and 3,500-4,500 meters in the moist tropics. Timberline trees are normally evergreens, suggesting that these have some advantage over deciduous trees (those that lose their leaves) in the extreme environments of the upper timberline. There are some areas, however, where broadleaf deciduous trees form the timberline. Species of birch, for example, may occur at the timberline in parts of the Himalayas.

At the upper timberline the trees begin to become twisted and deformed. This is particularly true for trees in the middle and upper latitudes, which tend to attain greater heights on ridges, whereas in the tropics the trees reach their greater heights in the valleys. This is because middle- and upper- latitude timberlines are strongly influenced by the duration and depth of the snow cover. As the snow is deeper and lasts longer in the valleys, trees tend to attain greater heights on the ridges, even though they are more exposed to high-velocity winds and poor, thin soils there. In the tropics, the valleys appear to be more favorable because they are less prone to dry out, they have less frost, and they have deeper soils.

There is still no universally agreed-on explanation for why there should be such a dramatic cessation of tree growth at the upper timberline. Various environmental factors may play a role. Too much snow, for example, can smother trees, and avalanches and snow creep can damage or destroy them. Late-lying snow reduces the effective growing season to the point where seedlings cannot establish themselves. Wind velocity also increases with altitude and may cause serious stress for trees, as is made evident by the deformed shapes at high altitudes. Some scientists have proposed that the presence of increasing levels of ultraviolet light with elevation may play a role, while browsing and grazing animals like the ibex may be another contributing factor. Probably the most important environmental factor is temperature, for if the growing season is too short and temperatures are too low, tree shoots and buds cannot mature sufficiently to survive the winter months.

Above the tree line there is a zone that is generally called alpine tundra. Immediately adjacent to the timberline, the tundra consists of a fairly complete cover of low-lying shrubs, herbs, and grasses, while higher up the number and diversity of species decrease until there is much bare ground with occasional mosses and lichens and some prostrate cushion plants. Some plants can even survive in favorable microhabitats above the snow line. The highest plants in the world occur at around 6,100 meters on Makalu in the Himalayas. At this great height, rocks, warmed by the sun, melt small snowdrifts.

The most striking characteristic of the plants of the alpine zone is their low growth form. This enables them to avoid the worst rigors of high winds and permits them to make use of the higher temperatures immediately adjacent to the ground surface. In an area where low temperatures are limiting to life, the importance of the additional heat near the surface is crucial. The low growth form can also permit the plants to take advantage of the insulation provided by a winter snow cover. In the equatorial mountains the low growth form is less prevalent.

Paragraph 1: The transition from forest to treeless tundra on a mountain slope is often a dramatic one. Within a vertical distance of just a few tens of meters, trees disappear as a life-form and are replaced by low shrubs, herbs, and grasses. This rapid zone of transition is called the upper timberline or tree line. In many semiarid areas there is also a lower timberline where the forest passes into steppe or desert at its lower edge, usually because of a lack of moisture.

1. The word “dramatic” in the passage is closest in meaning to

○gradual

○complex

○visible

○striking

2. Where is the lower timberline mentioned in paragraph 1 likely to be found?

○In an area that has little water

○In an area that has little sunlight

○Above a transition area

○On a mountain that has on upper timberline.

3. Which of the following can be inferred from paragraph 1 about both the upper and lower timberlines?

○Both are treeless zones.

○Both mark forest boundaries.

○Both are surrounded by desert areas.

○Both suffer from a lack of moisture.

Paragraph 2: The upper timberline, like the snow line, is highest in the tropics and lowest in the Polar Regions. It ranges from sea level in the Polar Regions to 4,500 meters in the dry subtropics and 3,500-4,500 meters in the moist tropics. Timberline trees are normally evergreens, suggesting that these have some advantage over deciduous trees (those that lose their leaves) in the extreme environments of the upper timberline. There are some areas, however, where broadleaf deciduous trees form the timberline. Species of birch, for example, may occur at the timberline in parts of the Himalayas.

4. Paragraph 2 supports which of the following statements about deciduous trees?

○They cannot grow in cold climates.

○They do not exist at the upper timberline.

○They are less likely than evergreens to survive at the upper timberline.

○They do not require as much moisture as evergreens do.

Paragraph 3: At the upper timberline the trees begin to become twisted and deformed. This is particularly true for trees in the middle and upper latitudes, which tend to attain greater heights on ridges, whereas in the tropics the trees reach their greater heights in the valleys. This is because middle- and upper- latitude timberlines are strongly influenced by the duration and depth of the snow cover. As the snow is deeper and lasts longer in the valleys, trees tend to attain greater heights on the ridges, even though they are more exposed to high-velocity winds and poor, thin soils there. In the tropics, the valleys appear to be more favorable because they are less prone to dry out, they have less frost, and they have deeper soils.

5. The word “attain” in the passage is closest in meaning to

○require

○resist

○achieve

○endure

6. The word “they” in the passage refers to

○valleys

○trees

○heights

○ridges

7. The word “prone” in the passage is closest in meaning to，bj.xhd/toefl/来源：北京新航道托福培训

○adapted

○likely

○difficult

○resistant

8. According to paragraph 3, which of the following is true of trees in the middle and upper latitudes?

○Tree growth is negatively affected by the snow cover in valleys.

○Tree growth is greater in valleys than on ridges.

○Tree growth on ridges is not affected by high-velocity winds.

○Tree growth lasts longer in those latitudes than it does in the tropics.

Paragraph 4：There is still no universally agreed-on explanation for why there should be such a dramatic cessation of tree growth at the upper timberline. Various environmental factors may play a role. Too much snow, for example, can smother trees, and avalanches and snow creep can damage or destroy them. Late-lying snow reduces the effective growing season to the point where seedlings cannot establish themselves. Wind velocity also increases with altitude and may cause serious stress for trees, as is made evident by the deformed shapes at high altitudes. Some scientists have proposed that the presence of increasing levels of ultraviolet light with elevation may play a role, while browsing and grazing animals like the ibex may be another contributing factor. Probably the most important environmental factor is temperature, for if the growing season is too short and temperatures are too low, tree shoots and buds cannot mature sufficiently to survive the winter months.

9. Which of the sentences below best express the essential information in the highlighted sentence in the passage? In correct choices change the meaning in important ways or leave out essential information.

○Because of their deformed shapes at high altitudes, trees are not likely to be seriously harmed by the strong winds typical of those altitudes.

○As altitude increases, the velocity of winds increase, leading to a serious decrease in the number of trees found at high altitudes.

○The deformed shapes of trees at high altitudes show that wind velocity, which increase with altitude, can cause serious hardship for trees.

○Increased wind velocity at high altitudes deforms the shapes of trees, and this may cause serious stress for trees.

10. In paragraph 4, what is the author’s main purpose in the discussion of the dramatic cessation of tree growth at the upper timberline?

○To argue that none of several environment factors that are believed to contribute to that phenomenon do in fact play a role in causing it.

○To argue in support of one particular explanation of that phenomenon against several competing explanations

○To explain why the primary environmental factor responsible for that phenomenon has not yet been identified

○To present several environmental factors that may contribute to a satisfactory explanation of that phenomenon

Paragraph 6: The most striking characteristic of the plants of the alpine zone is their low growth form. This enables them to avoid the worst rigors of high winds and permits them to make use of the higher temperatures immediately adjacent to the ground surface. In an area where low temperatures are limiting to life, the importance of the additional heat near the surface is crucial. The low growth form can also permit the plants to take advantage of the insulation provided by a winter snow cover. In the equatorial mountains the low growth form is less prevalent.

11. The word “prevalent” in the passage is closest in meaning to

○predictable

○widespread

○successful

○developed

12. According to paragraph 6, all of the following statements are true of plants in the alpine zone EXCEPT:

○Because they are low, they are less exposed to strong winds.

○Because they are low, the winter snow cover gives them more protection from the extreme cold.

○In the equatorial mountains, they tend to be lower than in mountains elsewhere.

○Their low growth form keeps them closer to the ground, where there is more heat than further up.

Paragraph 5: Above the tree line there is a zone that is generally called alpine tundra. █Immediately adjacent to the timberline, the tundra consists of a fairly complete cover of low-lying shrubs, herbs, and grasses, while higher up the number and diversity of species decrease until there is much bare ground with occasional mosses and lichens and some prostrate cushion plants. █Some plants can even survive in favorable microhabitats above the snow line. The highest plants in the world occur at around 6,100 meters on Makalu in the Himalayas. █At this great height, rocks, warmed by the sun, melt small snowdrifts. █

13. Look at the four squares [█] that indicate where the following sentence could be added to the passage.

This explains how, for example, alpine cushion plants have been found growing at an altitude of 6,180 meters.

Where would the sentence best fit?

14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.

At the timberline, whether upper or lower, there is a profound change in the growth of trees and other plants.

Answer choices

○Birch is one of the few species of tree that can survive in the extreme environments of the upper timberline.

○There is no agreement among scientists as to exactly why plant growth is sharply different above and below the upper timberline.

○The temperature at the upper timberline is probably more important in preventing tree growth than factors such as the amount of snowfall or the force of winds.

○The geographical location of an upper timberline has an impact on both the types of trees found there and their physical characteristics.

○High levels of ultraviolet light most likely play a greater role in determining tree growth at the upper timberline than do grazing animals such as the ibex.

○Despite being adjacent to the timberline, the alpine tundra is an area where certain kinds of low trees can endure high winds and very low temperatures.

参考答案：

1. ○4

2. ○1

3. ○2

4. ○3

5. ○3

6. ○2

7. ○2

8. ○1

9. ○3

10. ○4

11. ○2

12. ○3

13. ○4

14. There is no agreement among…

The temperature at the upper …

The geographical location of…

托福阅读真题及答案

The Origins of Theater

In seeking to describe the origins of theater, one must rely primarily on speculation, since there is little concrete evidence on which to draw. The most widely accepted theory, championed by anthropologists in the late nineteenth and early twentieth centuries, envisions theater as emerging out of myth and ritual. The process perceived by these anthropologists may be summarized briefly. During the early stages of its development, a society becomes aware of forces that appear to influence or control its food supply and well-being. Having little understanding of natural causes, it attributes both desirable and undesirable occurrences to supernatural or magical forces, and it searches for means to win the favor of these forces. Perceiving an apparent connection between certain actions performed by the group and the result it desires, the group repeats, refines and formalizes those actions into fixed ceremonies, or rituals.

Stories (myths) may then grow up around a ritual. Frequently the myths include representatives of those supernatural forces that the rites celebrate or hope to influence. Performers may wear costumes and masks to represent the mythical characters or supernatural forces in the rituals or in accompanying celebrations. As a person becomes more sophisticated, its conceptions of supernatural forces and causal relationships may change. As a result, it may abandon or modify some rites. But the myths that have grown up around the rites may continue as part of the group’s oral tradition and may even come to be acted out under conditions divorced from these rites. When this occurs, the first step has been taken toward theater as an autonomous activity, and thereafter entertainment and aesthetic values may gradually replace the former mystical and socially efficacious concerns.

Although origin in ritual has long been the most popular, it is by no means the only theory about how the theater came into being. Storytelling has been proposed as one alternative. Under this theory, relating and listening to stories are seen as fundamental human pleasures. Thus, the recalling of an event (a hunt, battle, or other feat) is elaborated through the narrator’s pantomime and impersonation and eventually through each role being assumed by a different person.

A closely related theory sees theater as evolving out of dances that are primarily pantomimic, rhythmical or gymnastic, or from imitations of animal noises and sounds. Admiration for the performer’s skill, virtuosity, and grace are seen as motivation for elaborating the activities into fully realized theatrical performances.

In addition to exploring the possible antecedents of theater, scholars have also theorized about the motives that led people to develop theater. Why did theater develop, and why was it valued after it ceased to fulfill the function of ritual? Most answers fall back on the theories about the human mind and basic human needs. One, set forth by Aristotle in the fourth century B.C., sees humans as naturally imitative—as taking pleasure in imitating persons, things, and actions and in seeing such imitations. Another, advanced in the twentieth century, suggests that humans have a gift for fantasy, through which they seek to reshape reality into more satisfying forms than those encountered in daily life. Thus, fantasy or fiction (of which drama is one form) permits people to objectify their anxieties and fears, confront them, and fulfill their hopes in fiction if not fact. The theater, then, is one tool whereby people define and understand their world or escape from unpleasant realities.

But neither the human imitative instinct nor a penchant for fantasy by itself leads to an autonomous theater. Therefore, additional explanations are needed. One necessary condition seems to be a somewhat detached view of human problems. For example, one sign of this condition is the appearance of the comic vision, since comedy requires sufficient detachment to view some deviations from social norms as ridiculous rather than as serious threats to the welfare of the entire group. Another condition that contributes to the development of autonomous theater is the emergence of the aesthetic sense. For example, some early societies ceased to consider certain rites essential to their well-being and abandoned them, nevertheless, they retained as parts of their oral tradition the myths that had grown up around the rites and admired them for their artistic qualities rather than for their religious usefulness.

Paragraph 1: In seeking to describe the origins of theater, one must rely primarily on speculation, since there is little concrete evidence on which to draw. The most widely accepted theory, championed by anthropologists in the late nineteenth and early twentieth centuries, envisions theater as emerging out of myth and ritual. The process perceived by these anthropologists may be summarized briefly. During the early stages of its development, a society becomes aware of forces that appear to influence or control its food supply and well-being. Having little understanding of natural causes, it attributes both desirable and undesirable occurrences to supernatural or magical forces, and it searches for means to win the favor of these forces. Perceiving an apparent connection between certain actions performed by the group and the result it desires, the group repeats, refines and formalizes those actions into fixed ceremonies, or rituals.

1. The word “championed” in the passage is closest in meaning to

○changed

○debated

○created

○supported

2. The word “attributes” in the passage is closest in meaning to

○ascribes

○leaves

○limits

○contrasts

3. According to paragraph 1, theories of the origins of theater

○are mainly hypothetical

○are well supported by factual evidence

○have rarely been agreed upon by anthropologists

○were expressed in the early stages of theater’s development

4. According to paragraph 1, why did some societies develop and repeat ceremonial actions?

○To establish a positive connection between the members of the society

○To help society members better understand the forces controlling their food supply

○To distinguish their beliefs from those of other societies

○To increase the society’s prosperity

Paragraph 2: Stories (myths) may then grow up around a ritual. Frequently the myths include representatives of those supernatural forces that the rites celebrate or hope to influence. Performers may wear costumes and masks to represent the mythical characters or supernatural forces in the rituals or in accompanying celebrations. As a person becomes more sophisticated, its conceptions of supernatural forces and causal relationships may change. As a result, it may abandon or modify some rites. But the myths that have grown up around the rites may continue as part of the group’s oral tradition and may even come to be acted out under conditions divorced from these rites. When this occurs, the first step has been taken toward theater as an autonomous activity, and thereafter entertainment and aesthetic values may gradually replace the former mystical and socially efficacious concerns.

5. The word “this” in the passage refers to

○the acting out of rites

○the divorce of ritual performers from the rest of society

○the separation of myths from rites

○the celebration of supernatural forces

6. The word “autonomous” in the passage is closest in meaning to

○artistic

○important

○independent

○established

7. According to paragraph 2, what may cause societies to abandon certain rites?

○Emphasizing theater as entertainment

○Developing a new understanding of why events occur

○Finding a more sophisticated way of representing mythical characters

○Moving from a primarily oral tradition to a more written tradition，来源：北京新航道托福培训

Paragraph 5: In addition to exploring the possible antecedents of theater, scholars have also theorized about the motives that led people to develop theater. Why did theater develop, and why was it valued after it ceased to fulfill the function of ritual? Most answers fall back on the theories about the human mind and basic human needs. One, set forth by Aristotle in the fourth century B.C., sees humans as naturally imitative—as taking pleasure in imitating persons, things, and actions and in seeing such imitations. Another, advanced in the twentieth century, suggests that humans have a gift for fantasy, through which they seek to reshape reality into more satisfying forms than those encountered in daily life. Thus, fantasy or fiction (of which drama is one form) permits people to objectify their anxieties and fears, confront them, and fulfill their hopes in fiction if not fact. The theater, then, is one tool whereby people define and understand their world or escape from unpleasant realities.

8. All of following are mentioned in paragraph 5 as possible reasons that led societies to develop theater EXCEPT:

○Theater allows people to face that they are afraid of.

○Theater gives an opportunity to imagine a better reality.

○Theater is a way to enjoy imitating other people.

○Theater provides people the opportunity to better understand the human mind.

9. Which of the following best describes the organization of paragraph 5?

○The author presents two theories for a historical phenomenon.

○The author argues against theories expressed earlier in the passage.

○The author argues for replacing older theories with a new one.

○The author points out problems with two popular theories.

Paragraph 6: But neither the human imitative instinct nor a penchant for fantasy by itself leads to an autonomous theater. Therefore, additional explanations are needed. One necessary condition seems to be a somewhat detached view of human problems. For example, one sign of this condition is the appearance of the comic vision, since comedy requires sufficient detachment to view some deviations from social norms as ridiculous rather than as serious threats to the welfare of the entire group. Another condition that contributes to the development of autonomous theater is the emergence of the aesthetic sense. For example, some early societies ceased to consider certain rites essential to their well-being and abandoned them, nevertheless, they retained as parts of their oral tradition the myths that had grown up around the rites and admired them for their artistic qualities rather than for their religious usefulness.

10. The word “penchant” in the passage is closest in meaning to

○compromise

○inclination

○tradition

○respect

11. Why does the author mention “comedy”?

○To give an example of early types of theater

○To explain how theater helps a society respond to threats to its welfare

○To help explain why detachment is needed for the development of theater

○To show how theatrical performers become detached from other members of society

12. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

○A society’s rites were more likely to be retained in the oral tradition if its myths were admired for artistic qualities.

○The artistic quality of a myth was sometimes an essential reason for a society to abandon it from the oral tradition.

○Some early societies stopped using myths in their religious practices when rites ceased to be seen as

useful for social well-being.

○Myths sometimes survived in a society’s tradition because of their artistic qualities even after they were no longer deemed religiously beneficial.

Paragraph 3: █Although origin in ritual has long been the most popular, it is by no means the only theory about how the theater came into being. █Storytelling has been proposed as one alternative. █Under this theory, relating and listening to stories are seen as fundamental human pleasures. █Thus, the recalling of an event (a hunt, battle, or other feat) is elaborated through the narrator’s pantomime and impersonation and eventually through each role being assumed by a different person.

13. Look at the four squares [█] that indicate where the following sentence could be added to the passage.

To enhance their listeners’ enjoyment, storytellers continually make their stories more engaging and memorable.

Where would the sentence best fit?

14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.

Anthropologists have developed many theories to help understand why and how theater originated.

Answer choices

○The presence of theater in almost all societies is thought to have occurred because early storytellers traveled to different groups to tell their stories.

○Many theorists believe that theater arises when societies act out myths to preserve social well-being.

○The more sophisticated societies became, the better they could influence desirable occurrences through ritualized theater.

○Some theories of theater development focus on how theater was used by group leaders to group leaders govern other members of society.

○Theater may have come from pleasure humans receive from storytelling and moving rhythmically.

○The human capacities for imitation and fantasy are considered possible reasons why societies develop theater.

参考答案：

1. ○4

2. ○1

3. ○1

4. ○4

5. ○3

6. ○3

7. ○2

8. ○4

9. ○1

10. ○2

11. ○3

12. ○4

13. ○4

14. Many theorists believe that…

Theater may have come from…

The human capacities for imitation…

篇6：托福TPO9阅读真题(+答案+翻译)：Part3

1. The phrase “at random” in the passage is closest in meaning to

○finally

○over a long period of time

○successfully

○without a definite pattern

2. It can be inferred from paragraph 2 that the fungi in lichens benefit from their symbiotic relationship with algae in what way?

○The algae help the fungi meet some of their energy needs.

○The algae protect the fungi from the Sun's radiation.

○The algae provide the fungi with greater space for absorbing water.

○The fungi produce less waste in the presence of algae.

3. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

○Some of the earliest important examples of symbiosis-the close cooperation of two or more living things-occur in island communities.

○Symbiosis-the close cooperation of pairs or small groups of living organisms-is especially important in these island environments.

○The first organisms on these islands worked together closely in a relationship known as symbiosis, which is particularly important on islands.

○It is significant to note that organisms in the beginning stages of the development of island life cannot survive without close cooperation.

Paragraph 3: Lichens helped to speed the decomposition of the hard rock surfaces, preparing a soft bed of soil that was abundantly supplied with minerals that had been carried in the molten rock from the bowels of Earth. Now, other forms of life could take hold: ferns and mosses (two of the most ancient types of land plants) that flourish even in rock crevices. These plantspropagate by producing spores-tiny fertilized cells that contain all the instructions for making a new plant-but the spore are unprotected by any outer coating and carry no supply of nutrient. Vast numbers of them fall on the ground beneath the mother plants. Sometimes they are carried farther afield by water or by wind. But only those few spores that settle down in very favorable locations can start new life; the vast majority fall on barren ground. By force of sheer numbers, however, the mosses and ferns reached Hawaii, survived, and multiplied. Some species developed great size, becoming tree ferns that even now grow in the Hawaiian forests.

4. The word “abundantly” in the passage is closest in meaning to

○ occasionally

○ plentifully

○ usefully

○ fortunately

5. The word “propagate” in the passage is closest in meaning to

○ multiply

○ emerge

○ live

○ evolve

6. According to paragraph 3, what was the relationship between lichens and ferns in the development of plant life on Hawaii?

○Ferns were able to grow because lichens created suitable soil.

○The decomposition of ferns produced minerals that were used by lichens.

○Lichens and ferns competed to grow in the same rocky environments.

○Lichens and ferns were typically found together in volcanic areas.

Paragraph 4: Many millions of years after ferns evolved (but long before the Hawaiian Islands were born from the sea), another kind of flora evolved on Earth: the seed-bearing plants. Thiswas a wonderful biological invention. The seed has an outer coating that surrounds the genetic material of the new plant, and inside this covering is a concentrated supply of nutrients. Thus the seed's chances of survival are greatly enhanced over those of the naked spore. One type of seed-bearing plant, the angiosperm, includes all forms of blooming vegetation. In the angiosperm the seeds are wrapped in an additional layer of covering. Some of these coats are hard-like the shell of a nut-for extra protection. Some are soft and tempting, like a peach or a cherry. In some angiosperms the seeds are equipped with gossamer wings, like the dandelion and milkweed seeds. These new characteristics offered better ways for the seed to move to new habitats. They could travel through the air, float in water, and lie dormant for many months.

7. The word “This” in the passage refers to

○the spread of ferns and mosses in Hawaii

○the creation of the Hawaiian Islands

○the evolution of ferns

○the development of plants that produce seeds

8. According to paragraph 4, why do seeds have a greater chance of survival than spores do? To receive credit, you must select TWO answer choices.

○Seeds need less water to grow into a mature plant than spores do.

○Seeds do not need to rely on outside sources of nutrients.

○Seeds are better protected from environmental dangers than spores are.

○Seeds are heavier than spores and are therefore more likely to take root and grow.

9. Why does the author mention “a nut”, “a peach”, and “a cherry”?

○To indicate that some seeds are less likely to survive than others

○To point out that many angiosperms can be eaten

○To provide examples of blooming plants

○To illustrate the variety of coverings among angiosperm seeds

10. The word “dormant” in the passage is closest in meaning to

○hidden

○inactive

○underground

○preserved

Paragraph5: Plants with large, buoyant seeds-like coconuts-drift on ocean currents and are washed up on the shores. Remarkably resistant to the vicissitudes of ocean travel, they can survive prolonged immersion in saltwater when they come to rest on warm beaches and the conditions are favorable, the seed coats soften. Nourished by their imported supply of nutrients, the young plants push out their roots and establish their place in the sun.

11. According to paragraph 5, a major reason that coconuts can establish themselves in distant locations is that their seeds can

○survive long exposure to heat on island beaches

○float and survive for long periods in ocean water

○use saltwater for maintenance and growth

○maintain hard, protective coats even after growing roots

12. According to the passage, which of the following characteristics do spores and seeds have in common?

○They may be surrounded by several layers of covering.

○They are produced by flowering plants.

○They may be spread by wind.

○They are able to grow in barren soils.

Paragraph 3: Lichens helped to speed the decomposition of the hard rock surfaces, preparing a soft bed of soil that was abundantly supplied with minerals that had been carried in the molten rock from the bowels of Earth. Now, other forms of life could take hold: ferns and mosses (two of the most ancient types of land plants) that flourish even in rock crevices. ■These plants propagate by producing spores-tiny fertilized cells that contain all the instructions for making a new plant-but the spore are unprotected by any outer coating and carry no supply of nutrient. ■Vast numbers of them fall on the ground beneath the mother plants. ■Sometimes they are carried farther afield by water or by wind. ■But only those few spores that settle down in very favorable locations can start new life; the vast majority fall on barren ground. By force of sheer numbers, however, the mosses and ferns reached Hawaii, survived, and multiplied. Some species developed great size, becoming tree ferns that even now grow in the Hawaiian forests.

13. Look at the four squares [■] that indicate where the following sentence could be added to the passage.

So since the chances of survival for any individual spore are small, the plants have to produce many spores in order to propagate.

Where could the sentence best fit?

14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.

After the formation of the Hawaiian Islands, much time passed before conditions were suitable for plant life.

●

●

●

Answers Choices

○Algae are classified as symbiotic because they produce energy through the process of photosynthesis.

○The first successful plants on Hawaii were probably lichens, which consist of algae and fungi living in a symbiotic relationship.

○Lichens helped create favorable conditions for the growth of spore-producing plants such as ferns and mosses.

○Seed-bearing plants evolved much later than spore-producing plants, but both types of plants had evolved well before the formation of the Hawaiian Islands.

○Unlike spores, seeds must move to new habitats in order to have a strong chance of survival and growth.

○Seed-bearing plants arrived and spread quickly in Hawaii, thanks to characteristics that increased their seeds' ability to survive and to move to different areas

篇7：托福TPO9阅读真题(+答案+翻译)：Part3

参考答案：

1. ○4

2. ○1

3. ○3

4. ○2

5. ○1

6. ○1

7. ○4

8. ○2, 3

9. ○4

10. ○2

11. ○2

12. ○3

13. ○2

14. The first successful plants…

Lichens helped create favorable…

Seed-bearing plants arrived…

篇8：托福阅读真题及答案解析

托福阅读真题练习：声音的文本+题目+答案

托福阅读文本：

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 communication through performance. A person conveys thoughts and ideas through 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 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 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 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 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.

托福阅读题目：

1. 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

2. What does the author mean by stating 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 carry 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.

3. The word “Here” in line 10 refers to

(A) interpersonal interactions

(B) the tone

(C) ideas and feelings

(D) words chosen

4. The word “derived” in line 15 is closest in meaning to

(A) discussed

(B) prepared

(C) registered

(D) obtained

5. 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

6.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

7.According to the passage , an overconfident front may hide

(A) hostility

(B) shyness

(C) friendliness

(D) strength

8. The word “drastically” in line 24 is closest in meaning to

(A) frequently

(B) exactly

(C) severely

(D) easily

9. The word “evidenced” in line 25 is closest in meaning to

(A) questioned

(B) repeated

(C) indicated

(D) exaggerated

10.According to the passage , what does a constricted and harsh voice indicate?

(A) lethargy

(B) depression

(C) boredom

(D) anger

托福阅读答案：

BBADABBCCD

托福阅读真题练习：水彩画的文本+题目+答案

托福阅读文本：

The year 1850 may be considered the beginning of a new epoch in America art, with respect to the development of watercolor painting. In December of that year, a group of thirty artists gathered in the studio of John Falconer in New York City and drafted both a constitution and bylaws, establishing The Society for the Promotion of Painting in Water Color. In addition to securing an exhibition space in the Library Society building in lower Manhattan, the society founded a small school for the instruction of watercolor painting. Periodic exhibitions of the members' paintings also included works by noted English artists of the day, borrowed from embryonic private collections in the city. The society's activities also included organized sketching excursions along the Hudson River. Its major public exposure came in 1853, when the society presented works by its members in the “Industry of All Nations” section of the Crystal Palace Exposition in New York.

The society did not prosper, however, and by the time of its annual meeting in 1854 membership had fallen to twenty-one. The group gave up its quarters in the Library Society building and returned to Falconer's studio, where it broke up amid dissension. No further attempt to formally organize the growing numbers of watercolor painters in New York City was made for more than a decade. During that decade, though, Henry Warren's Painting in Water Color was published in New York City in 1856 — the book was a considerable improvement over the only other manual of instruction existing at the time, Elements of Graphic Art, by Archibald Roberson,published in 1802 and by the 1850's long out of print.

In 1866 the NationalAcademy of Design was host to an exhibition of watercolor painting in its elaborate neo-Venetian Gothic building on Twenty-Third Street in New York City. The exhibit was sponsored by an independent group called The Artists Fund Society. Within a few months of this event, forty-two prominent artists living in and near New York City founded The American Society of Painters in Water Colors.

托福阅读题目：

1. This passage is mainly about

(A) the most influential watercolor painters in the mid-1800's

(B) efforts to organize watercolor painters in New York City during the mid-1800's

(C) a famous exhibition of watercolor paintings in New York City in the mid-1800's

(D) styles of watercolor painting in New York City during the mid-1800's

2. The year 1850 was significant in the history of watercolor painting mainly because

(A) a group of artists established a watercolor painting society

(B) watercolor painting was first introduced to New York City

(C) John Falconer established his studio for watercolor painters

(D) The first book on watercolor painting was published

3. The word “securing” in line 5 is closest in meaning to

(A) locking

(B) creating

(C) constructing

(D) acquiring

4. All of the following can be inferred about the Society for the promotion of Painting in

Watercolor EXCEPT:

(A) The society exhibited paintings in lower Manhattan.

(B) Instruction in watercolor painting was offered by members of the society

(C) The society exhibited only the paintings of its members.

(D) Scenes of the Hudson River appeared often in the work of society members.

5. The exhibition at the Crystal Palace of the works of the Society for the Promotion of Painting in

Watercolor was significant for which of the following reasons?

(A) It resulted in a dramatic increase in the popularity of painting with watercolor.

(B) It was the first time an exhibition was funded by a private source.

(C) It was the first important exhibition of the society's work.

(D) It resulted in a large increase in the membership of the society.

6. The word “it” in line 15 refers to

(A) time

(B) group

(C) building

(D) studio

7. Which of the following is true of watercolor painters in New York City in the late 1850's?

(A) They increased in number despite a lack of formal organization.

(B) They were unable to exhibit their paintings because of the lack of exhibition space.

(C) The Artists Fund Society helped them to form The American Society of Painters in Water

Colors.

(D) They formed a new society because they were not allowed to join groups run by other kinds of

artists.

8. Henry Warren's Painting in Water Color was important to artists because it

(A) received an important reward

(B) was the only textbook published that taught painting

(C) was much better than an earlier published fundamental of instruction

(D) attracted the interest of art collectors

9. The word “considerable” in line 19 is closest in meaning to

(A) sensitive

(B) great

(C) thoughtful

(D) planned

10. The year 1866 was significant for watercolor painting for which of the following reasons?

(A) Elements of GraphicArt was republished.

(B) Private collections of watercolors were first publicly exhibited.

(C) The neo-Venetian Gothic building on Twenty-Third Street in New York City was built.

(D) The NationalAcademy of Design held an exhibition of watercolor paintings.

11. The word “prominent” in line 25 is closest in meaning to

(A) wealthy

(B) local

(C) famous

(D) organized

托福阅读答案：

BADCC BACBD C

托福阅读真题练习：霍霍坎的文本+题目+答案

托福阅读文本：

The observation of the skies has played a special part in the lives and cultures of peoples since the earliest of times. Evidence obtained from a site known as the Hole in the Rock, in Papago Park in Phoenix, Arizona, indicates that it might have been used as an observatory by a prehistoric people known as the Hohokam.

The physical attributes of the site allow its use as a natural calendar/clock. The “hole” at Hole in the Rock is formed by two large overhanging rocks coming together at a point, creating a shelter with an opening large enough for several persons to pass through. The northeast-facing overhang has a smaller opening in its roof. It is this smaller hole that produces the attributes that may have been used as a calendar/clock.

Because of its location in the shelter's roof, a beam of sunlight can pass through this second hole and cast a spot onto the shelter's wall and floor. This spot of light travels from west to east as the sun moves across the sky. It also moves from north to south and back again as the Earth travels around the Sun, the west-to-east movement could have been used to establish a daily clock, much like a sundial, while the north-to-south movement could have been used to establish a seasonal calendar.

The spot first appears and starts down the surface of the wall of the shelter at different times of the morning depending on the time of the year. The spot grows in size from its first appearance until its maximum size is achieved roughly at midday. It then continues its downward movement until it reaches a point where it jumps to the floor of the shelter. As the Sun continues to move to the west, the spot continues to move across the shelter floor and down the butte, or hill, toward a group of small boulders. If a person is seated on a certain one of these rocks as the spot reaches it, the Sun can be viewed through the calendar hole. This occurs at different times in the afternoon depending on the time of year.

托福阅读题目：

1. What does the passage mainly discuss?

(A) observations of the stars by ancient people

(B) rock formations of Arizona

(C) a site used by ancient people to measure time

(D) the movement of the earth around the Sun

2. The word “obtained” in line 2 is closest in meaning to

(A) acquired

(B) transported

(C) covered

(D) removed

3. The word “attributes” in line 5 is closest in meaning to

(A) changes

(B) characteristics

(C) locations

(D) dimensions

4. The word “its” in line 10 refers to

(A) roof

(B) beam

(C) hole

(D) spot

5. The word “establish” in line 15 is closest in meaning to

(A) create

(B) locate

(C) consult

(D) choose

6. Which of the following is NOT true of the spot of light?

(A) It is caused by sunlight passing through a hole.

(B) It travels across the roof of the shelter.

(C) Its movement is affected by the position of the Sun.

(D) It movement could have been used to estimate the time of day.

7. From which of the following can be the time of year be determined?

(A) The movement of the spot of light from west to east

(B) The speed with which the spot of light moves

(C) The movement of the spot of light from north to south

(D) The size of the sport of light at midday

8. The word “roughly” in line 18 is closest in meaning to

(A) finally

(B) harshly

(C) uneasily

(D) approximately

9. The passage mentions that the Hole in the Rock was used as all of the following EXCEPT

(A) a calendar

(B) a home

(C) a clock

(D) an observatory

10. Which of the following can be inferred from the fourth paragraph?

(A) The boulders are located below the rock shelter.

(B) The person seated on the rock cannot see the shelter.

(C)After it passes the boulders, the spot of light disappears.

(D) The spot of light is largest when it first appears.

托福阅读答案：

CABCA BCDBA

篇9：往年托福阅读真题及答案

托福(TOEFL)历年真题的重要性不言而喻，这是目前托福考试出题思路的唯一参考资料，因此现今每场托福考试中都会出现大量的旧题，那么能拿到最高效的真题资料就尤为关键了。下面给大家带来托福阅读真题，希望对你们有所帮助。

往年托福阅读真题及答案

In discussing the growth of cities in the United States in the nineteenth century, one cannot really use the term “urban planning,” as it suggests modern concerns for spatial and service organization which, in most instances, did not exist before the planning revolution called the City Beautiful Movement that began in the 1890s.While there certainly were urban areas that were “planned” in the comprehensive contemporary sense of the word before that date, most notably Washington, D.C., these were the exception. Most “planned” in the nineteenth century was limited to areas much smaller than a city and was closely associated with developers trying to make a profit from a piece of land. Even when these small-scale plans were well designed, the developers made only those improvements that were absolutely necessary to attract the wealthy segment of the market. Indeed, it was the absence of true urban planning that allowed other factors to play such an important role in shaping the nineteenth-century American city.

1. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

A.Understanding the growth of cities in nineteenth-century America requires recognizing how the City Beautiful Movement of the 1890s changed “urban planning.”

B.For the most part, there was no “urban planning,” as that term is understood today, before the beginning of the City Beautiful Movement in the 1890s.

C.oncerns for spatial and service organization had little impact on the growth of cities before the 1890s when the City Beautiful Movement began.

D.The growth of cities in nineteenth-century America resulted in the creation of the City Beautiful Movement in the 1890s and the rise of the term “urban planning.”

首先我们先明确题目的要求，其实题目中一共应该是3个核心重点要求：

(1)best expresses the essential information in the highlighted sentence in the passage

(2)Incorrect choices change the meaning in important ways

(3)or leave out essential information.

通过对题目的分析我们不难发现，essential这个单词出现了2次，换言之，题目要求大家做的是“找出句子的核心含义”，那么什么算是“核心含义”呢?要明白这个问题就要深刻理解一个概念：英语句内逻辑结构

比如

although A, B 中 AB两部分为让步转折关系，核心点是转折后的B句，because A, B中 AB两部分为因果关系，核心点是结论B句。根据这样的理论我们来对之前的句子进行以下处理：

(1)找到逻辑关系词：

In discussing the growth of cities in the United States in the nineteenth century, one cannot really use the term “urban planning,” as it suggests modern concerns for spatial and service organization which, in most instances, did not exist before the planning revolution called the City Beautiful Movement that began in the 1890s.

A, as B 因果关系，核心是结论A

(2)找到从句/分句链接词和从句/分句

(分句)In discussingthe growth of cities in the United States in the nineteenth century,one cannot really use the term “urban planning,” as it suggests modern concerns for spatial and service organization which,(从句)in most instances, did not exist before the planning revolution called the City Beautiful Movement that began in the 1890s.

(3)剔除次要成分，从句，分句，仅保留句子主干

one cannot really use the term “urban planning,”

(4)根据句子逻辑按照重要级进行排列

①one cannot really use the term “urban planning,”

②as it suggests modern concerns for spatial and service organization

③which, in most instances, did not exist before the planning revolution called the City Beautiful Movement that began in the 1890s.

④In discussing the growth of cities in the United States in the nineteenth century,

到此为止，我们已经顺利完成了对这句话的拆分，也明白了整句话中那部分是最重要的，那部分是次要的，下一步就应该考虑选项的选择了。

因为题目的要求是：Incorrect choices change the meaning in important ways or leave out essential information.

所以正确选项的逻辑应该是：在保证有重点①的情况下，越详细越好，但只要没有重点①，那就一定是错误选项。

到此，其实正确答案已经顺利浮出水面，就是B选项：For the most part, there was no “urban planning,” as that term is understood today, before the beginning of the City Beautiful Movement in the 1890s.

给备考TOEFL的同学们提几点建议

从2016年3月份开始TOEFL考试出现了以下几点特点：

(1)多套题目并行考试

特点：同一场考试会有4-5套题同时在考，这就相当于是10几篇阅读，10几篇听力等

应对措施：坚持面授集训真题课程长线作战，上考场前尽可能熟悉2014年-2017年全盘TOEFL考场原题，上课+自习室刷题，在提高实力的同时，增强考运。

(2)阅读加试频繁

特点：之前甚至很多同学不知“阅读加试”为何物，很简单，当你看到你的阅读倒计时为“79:59”的时候，就是表示你需要完成4篇阅读，其中1篇为加试。

应对措施：从容!淡定!其实你要知道阅读加试总比听力加试爽一些吧?

(3)听力难度加大

特点：从2016年开始TOEFL就有难度提升的趋势，尤其是在听力方面体现的更加突出，非常喜欢在很细节的小点上出题

应对措施：“以听为主，以记为辅”，需要明白的是听力考试的本质还是在于“听懂”，很多同学花了大把大把的时间去记笔记，但最后发现记的都没考，考的都没记，需要明白的是，在听力考试过程中最重要的依然是“听懂”，笔记很大程度上来说只是一个辅助!而不是听力考试的全部!

(4)旧题频繁

特点：尤其是在听力和阅读部分几乎每场考试都有大量之前考过的旧题出现，目前TOEFL考试中复现概率最高的是2014年-2016年题目

应对措施：多做多练，而且请不要再只关注TPO(那是早就被ETS所废弃的题目，坚决不会出现在实际考试中!)