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新托福阅读真题解析题目：热带雨林生物多样性

时间：2024年07月21日

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以下是小编为大家准备的新托福阅读真题解析题目：热带雨林生物多样性，本文共6篇，仅供参考，欢迎大家阅读。本文原稿由网友“寂寞倾城”提供。

篇1：新托福阅读真题解析题目：热带雨林生物多样性

新托福阅读真题解析题目：热带雨林生物多样性

热带雨林生物多样性

4月23日托福阅读内容回顾：

讲热带雨林生物多样性的，就说这里为什么会有这么多样的植物，因为经历过物种隔离所以这些植物就各长各的，而且这里不存在某一个物种的dominant或是 suppress其他物种，因为有一些吃幼苗的虫子会把离它们最近的同一类植物的幼苗吃掉，所以没有出现某类植物数量明显多于其他类的现象，再有就是因为植物多啊之类的原因所以生物也多。

热带雨林生物多样性原因，经历过物种隔离，不存在某一个物种占主导或者压制另一个物种的生长;又一些吃幼苗的虫子会把理它们最近的同一类植物的幼苗吃掉，没有出现植物数量明显多于其他种类的情况。雨林中植物种类本身也多。

参考练习：

官方真题Official 03：The Long-Term Stability of Ecosystems

官方真题Official 17：Animal Signals In The Rain Forest

官方真题Official 19：Succession, Climax, and Ecosystems

官方真题Official 26：Survival of Plants and Animals in Desert Conditions

新托福阅读题目:太平洋物种多样性

托福阅读题目考试日期：

月21日

新托福阅读题目

Plant and Animal Life of the Pacific Islands

太平洋物种多样性。有关太平洋群岛上的物种, 给了一幅图影响群岛上的物种的因素有land size、经度(越东越isolated species越少)、纬度(纬度高的不易有tropical plants)、wind，wind独立一段讨论。之后又说一些islands虽然isolated，但是形成了周游本岛才能生存的物种。举了一个例子是新西兰。后来讲了这些物种的几个特点，有题问哪个特点是没有提到。

托福阅读的金三角定律

金三角一：对于词汇量的要求较为严格

从某种意义上来讲，你积累的英语词汇量的多少，影响着你在托福阅读考试中取得的成绩。如果说你具备的词汇量达不到最基本的要求，即使你的语言能力再强也过不了托福难关。

金三角二：阅读大量英语文章，增加自己的知识面

当一个人知道的东西多了后，在面临问题时，就会显得更有自信，解决问题也会有自己的路子。这样方式在托福阅读考试能力训练中也同样适用，建议考生利用业余时间丰富自己的知识面，对各国或各地区等相关文化及常识有一定了解后。

金三角三：注意解题要领，无需阅读全篇文章

考生在解答托福阅读试题时往往会存在一定的误区，认为想要解答试题必须要阅读整片文章。提醒各位，这种理念是错误的。阅读文章的做种目的还不就是为了解答试题?只要能够准确的解答试题，不完全阅读文章页是可以的，有没有人会问你，全篇文章的详细内容，所以说，阅读时要秉着做题去阅读，而不是为了阅读而去阅读。

攻克托福阅读的十个妙招

一、列举和并列句

列举指的是： First,... Second,... Third,.。。等逐条列出。并列句是指：A ，B and C，即逐项列出。它们共同的特征是列出二点或三点以上的条目。该类型语言点常考的题型是“细节性问题”，主要有两种：

1. Which 题型

该题型只要求从并列的三顶中选一项作为答案，其它条目与题目无关。在这种情况下，往往题目的答案出自最后一个选项。

2 . EXCEPT 题型

该题型俗称“三缺一”题型，即题目 4 个选项中有三个符合文章内容，剩下一个不符合，题目便是要求选出这个不符合文章内容的选项。

例如： All of the following are mentioned as types of evidence concerning handedness EXCEPT 这种题型只适合于考并列、列举句，这是因为它要求其三个选项一定是文章中出现的，也就是并列或列举之处。利用这一特点。我们在读文章的时候就可多留意，如看到并列、列举句，可预想其有可能被考到;如发现题目中有“三缺一”题型，则应到并列、列举处找答案。

二、否定及转折句

否定句是指带有 NO 或 NOT ， NEVER 等否定词的句子，而转折句则指带有 HOWEVER ， BUT 或RATHER 等关联词引导的句子，它们可以用下面的句型说明： A is not B ， as C ， but is D 。对于以上的句型常出“推断性问题”。

三、举例句

句中由 as 或 such as ， for example 等引导的短语或句子为举例句，常考“推断性问题”和“细节性问题”。上面句型中的 as C 为插入的举例句。

四、数字与年代

文中的数字、年代、日期等常常是出题者注意的考题点，如年 10 月第 48 题。

五、最高级及绝对性词汇

文章中若出现 must ， all ， only ， anyone ， always ， never 等绝对性词汇或 first ， most beautiful 等最高级词汇，往往是考题要点，一般出“细节性题目”。这是因为它们都有一个共同的特点，那就是概念绝对，答案唯一，无论是出题还是做题，不会产出歧义和疑问，因此很容易出题，答案绝对正确。相反地，如果文章中出现相对性的词汇、例如 Some of the people chose red hats,some chose green hats,and others blue ones. 其中 some 为相对性词汇，如果我们出这样一道题： What color hats did some people choose 那么就没有唯一正确的答案，因为有可能为 red,green 或 blue ，给评卷带来困难。

六、比较级及比喻

如果文中含有 more than 或 as as ，like ( a fly )等句型，则为比较级或比喻句结构，往往也是考题点，一般出“推断性题目”。

七、同位语及插入语

文章中带有由 that is ，i.e. ，or 等词汇引导的名词词组，放在一个名词后面，为同位语;插入语是指副词、不定式、分词、从句等结构故在句首，句中或句尾，不做句子成分，但修饰整个句子、表达作者感情的语法结构。这些用逗号隔开的持殊结构往往也是考查的重点，一般会出“细节性题目”。

八、因果句

句中若有如下结构或词汇的称为因果句：

(1) 因果连词：because，since，for，as，therefore，so，consequently 等,

(2)表示因果的动词：cause ，result in ，originate from 等;

(3) 表示因果的名词： base, basis, result,consequence 等，这些因果句都是指明某两个事件之间因果关系的，尤为出题者所青陈。因为通过出题可以考查文中两个事件内在的因果关系。此种句型一般出“推断性问题”。

九、段落句

文章各段第一句( 段首句 )和末段员后一句( 文尾句 )都是十分重要的地方，往往是文章作者表达中思想，进行总结综述的地方，因此常出。

(1)主题性问题，(2)细节性问题(3)结构性问题。

十、特殊标点

有一些特殊标点的含义也属于考查范围，它们是：

(1) 破折号，表示解释。考细节性问题;

(2) 括号，表示解释。考细节性问题;

(3) 冒号，一股同上，有时冒号也表示列举，则考“ EXCEPT ”题目;

(4) 引号。表示引用，考细节性问题：

(5) 惊叹号，表示作者感情，考态度性问题。

新托福阅读真题解析题目：热带雨林生物多样性

篇2：托福阅读真题练习：生物多样性的+题目+答案

托福阅读真题练习：生物多样性的文本+题目+答案

托福阅读文本：

Biological diversity has become widely recognized as a critical conservation issue only in the past two decades. The rapid destruction of the tropical rain forests, which are the ecosystems with the highest known species diversity on Earth, has awakened people to the importance and fragility of biological diversity. The high rate of species extinctions in these environments is jolting, but it is important to recognize the significance of biological diversity in all ecosystems. As the human population continues to expand, it will negatively affect one after another of Earth's ecosystems. In terrestrial ecosystems and in fringe marine ecosystems (such as wetlands), the most common problem is habitat destruction. In most situations, the result is irreversible. Now humans are beginning to destroy marine ecosystems through other types of activities, such as disposal and run off of poisonous waste; in less than two centuries, by significantly reducing the variety of species on Earth, they have unraveled cons of evolution and irrevocably redirected its course.

Certainly, there have been periods in Earth's history when mass extinctions have occurred. The extinction of the dinosaurs was caused by some physical event, either climatic or cosmic. There have also been less dramatic extinctions, as when natural competition between species reached an extreme conclusion. Only .01 percent of the species that have lived on Earth have survived to the present, and it was largely chance that determined which species survived and which died out.

However, nothing has ever equaled the magnitude and speed with which the human species is altering the physical and chemical world and demolishing the environment. In fact, there is wide agreement that it is the rate of change humans are inflicting, even more than the changes themselves, that will lead to biological devastation. Life on Earth has continually been in flux as slow physical and chemical changes have occurred on Earth, but life needs time to adapt — time for migration and genetic adaptation within existing species and time for the proliferation of new genetic material and new species that may be able to survive in new environments.

托福阅读题目：

1. What does the passage mainly discuss?

(A) Why people in preindustrial societies worked few hours per week

(B) Changes that have occurred in the number of hours that people work per week

(C)A comparison of the number of hours worked per year in several industries

(D) Working conditions during the Industrial Revolution

2. Compared to preiudustrial times, the number of hours in the workweek in the nineteenth

century

(A) remained constant

(B) decreased slightly

(D) increased significantly

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

(A) minimum.

(B) example

(D) standard

4. The word “henceforth” in line 13 is closest in meaning to

(A) in the end

(B) for a brief period

(D) on occasion

5. The “idea” mentioned in line 15 refers to

(A) the 60-hour workweek

(B) the reduction in the cost of automobiles

(D) the criticism of Ford by United States Steel and Westinghouse

6. What is one reason for the change in the length of the workweek for the average worker in the

United States during the 1930's?

(A) Several people sometimes shared a single job.

(B) Labor strikes in several countries influenced labor policy in the United States.

(D) The United States government instituted a 35-hour workweek.

7. Which of the following is mentioned as one of the purposes of the Fair Labor Standards Act of

1938 ?

(A) to discourage workers from asking for increased wages

(B) to establish a limit on the number of hours in the workweek

(D) to restrict trade with countries that had a long workweek

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

(A) required

(B) recommended

(D) considered

9. The word “immutable” in line 21 is closest in meaning to

(A) unmatched

(B) irregular

(D) unchangeable

10. Which of the following is NOT mentioned as evidence that the length of the workweek has

been declining since the nineteenth century?

(A) The half-day holiday (line 7)

(B) Henry Ford (lines 11-12)

(D) German metalworkers (line 21)

11. According to the passage , one goal of the Japanese government is to reduce the average

annual amount of work to

(A) 1,646 hours

(B) 1,800 hours

(D) 2,088 hours

托福阅读答案：

CBBCD CDAD

进行托福阅读训练的四种高分方法

托福阅读高分方法一：快速泛读(fastextensivereading)

泛读是指广泛阅读大量涉及不同领域的文章，要求读得快，理解和掌握文中的主要内容就可以。要确定一个明确的阅读定额，定额要结合自己的实际，可多可少，例如每天读20页。

托福阅读高分方法二：计时阅读(timedreading)

计时阅读每次进行5～10分钟即可，不宜太长。因为计时快速阅读，精力高度集中，时间一长，容易疲劳，精力分散反而乏味。

托福阅读高分方法三：寻读(Scanning)

寻读又称查读，同略读一样，寻读也是一种快速阅读技巧。

寻读是一种从大量的资料中迅速查找某一项具体事实或某一项特定信息，如人物、事件、时间、地点、数字等，而对其它无关部分略去不读的快速阅读方法。

托福阅读高分方法四：略读(skimming)

略读又称跳读(readingandskipping)或浏览(glancing)，是一种专门的，非常实用的快速阅读技能。

托福阅读成绩提升的方向

单词

根据自己的英语基础制定出每天能够坚持的，切实可行的背单词计划。

结合托福阅读文章记忆单词是颇为有效的方法。如脱离语言环境孤立地背单词汇，就很容易把单词的意义和正确用法遗忘或者混淆。而且，枯燥的单词书和字母表容易让人疲倦和产生挫败感。在精读托福文章的同时背单词，除了单词的收获，还能深入了解文章中的各类人文常识，趣味科普知识，从而产生每天坚持阅读，坚持背单词的兴趣和动力。另外，有效记单词的另一个重要原则是：一定要反复记忆。背过的单词一定要定期复习。

语法

掌握托福语法应侧重对句子的理解，应学会从句子的主干成分-----主谓结构入手，对并列句、比较句、指代句、复合句和双重否定句有充分的把握，注意人称、语态在句子中的变化，并结合句子上下问，正确地掌握其要表达的思想。要逐渐培养将一个长句子读成一个相对短的句子、即长句短读的能力。读完一个长句后自己能总结归纳，提炼其陈述的要点。

加大阅读广度

在和托福阅读8分以上的高分学员的交流中发现，他们的托福阅读技巧便是英语的积累阅读量大。有的是考前通读过多种托福阅读资料，有的是过去读过TOEFL、GRE和GMAT的各类文章，有的是因为工作的需要每天上网快速阅读英文参考文献。所以，积累和扩大自己的英文阅读量是迈向高分的必由之路。G类考试的阅读前两部分通常是使用性强的功能性短文，如菜单、产品说明、同志、住宿安排和广告等、非常贴近西方的实际生活，但对国内绝大多数考生而言很陌生。建议争取每天阅读一定量的原版英文报刊、书籍，如Time、Reader's Digest等。尤其注意其中的各类广告。

提高阅读速度

说起托福阅读高分策略不能忽略的一个问题便是阅读速度。托福考试的阅读部分，无论是A还是G类，都是同时测试考生的阅读速度和理解的精确度。而如何快速地阅读完长文章，留出充足的时间回答各类题型，是考生必然面临的一个难题。要想提高阅读速度首先要改掉阅读的不良习惯。针对大多数考生的通病，提出下面4点注意事项：

1、扩大眼睛扫描的宽度。要达到托福阅读的速度，请注意训练自己一眼看过，至少阅读到3~5个单词。

2、阅读过程中只使用眼睛和大脑两大器官。不要小声读出来(使用了嘴和耳朵：))，不要在心中默读(能默读说明你一眼只看到一个单词

3、遇到生单词不用紧张，学会通过上下文猜大意

4、有重点地阅读，把握文章结构和大意

有了以上基础，还要有针对性地训练和提高托福阅读所要求的各种阅读能力。按照对获得托福高分的重要性顺序，这些阅读能力依次为

把握长文章结构(Understanding framework of a passage)

快速浏览文章(Skimming)

扫描特定信息(Scanning)

理解复杂句子结构(Understanding complex structure)

通过上下问猜测句意(Understanding meaning from context)

形成概念(Forming a mental image)

在准备考试的过程中，除了要做IELTS考题之外，还要进行泛读和快速阅读。泛读可以选择一些英美主流媒体的文章，在网站上可以找到，目的是熟悉单词和句型。快速阅读就是用扫描文章的方法对其结构有大致的了解，并把握其主旨。同时，在重点句子和词汇上做出标记。这种方法对阅读考试帮助极大，平时可多加练习。另外，为了提高阅读的速度还要养成良好的阅读习惯，不能边看边用嘴跟着读，眼、嘴并用必会降低阅读速度;一旦发现生词(这种情况绝大多数同学都肯定要遇到)，先不要紧张，要通过英语构词法(前缀、词根和后缀)来分析推测词义，或结合上下文、前后词语去猜测，如果根据上下文及前后词语还是无法确切了解其真正含义，可以再看一下这个词对整个句子所构成的影响是肯定的，还是否定的，实际上这对你理解作者的意图已足够了，实在不行就做上记号，将来看一看是否影响答题，如无影响就坚决忽略。

托福阅读中的从句与分词

1.定语从句

托福阅读读完主句主语后，如果发现有定语从句的引导词that，which，who等，一定要跳过第一个或并列的几个带有时态的动词(定语从句的谓语动词)，直接寻找第二个带有或并列的几个带有时态的动词(主语的谓语动词)，并将从定语从句的引导词至第二个带有时态的动词之间的部分用括号括起来，括号中的这部分就是修饰主语主语的定语从句。这类句子的阅读解步骤与前面提到的托福阅读文章中的两类句子基本一致。

例子：

The Ediacara fossil formation, which contains the oldest known animal fossils, consists exclusively of soft-bodied forms.

分析：主语The Ediacara fossil formation，which contains the oldest known animal fossils非现在性定语从句作插入，谓语consists exclusively of ，宾语soft-bodied forms。

定语从句先不读，读完句子主干之后再读。

下面我们按照上述步骤来理解这句话。

①读句子主干：主语(The Ediacara fossil formation)→谓语(consists exclusively of)→宾语(soft-bodied forms)

翻译：E化石形势只包含了软体动物，

②读主语的定语从句：which contains the oldest known animal fossils

翻译：包含了已知的最古老的动物化石

整个句子的意思就是：E化石形成，它包含了已知的最古老的动物化石，只包含了软体动物。

2.后置分词

有些长难句中，主语和谓语之间夹杂着一个修饰主语的后置分词结构，包括现在分词结构和过去分词结构两种。后置的现在分词结构比较容易辨识，在阅读句子时，可以将现在分词与谓语动词之间的部分用括号括起来，先读句子的主干，再读括号中的部分。后置的过去分词结构是个难题，不少人容易将过去分词错当成主句谓语动词的过去式。为了避免这种错误，在读长难句的时候需要分析主语与动词之间是主动关系还是被动关系。如果主语与动词之间是被动关系，而该动词前面没有表示被动关系的be动词，那么这个词就是主语的后置过去分词，而不是句子的谓语。将这部分用括号括起来即可，对于托福阅读试题解答就很有帮助了。读句子步骤如上。

Petroleum, consisting of crude oil and natural gas, seems to originate from organic matter in marine sediment.

分析：主语Petroleum，consisting of crude oil and natural gas后置定语做插入，seems to originate from谓语， organic matter宾语，in marine sediment地点状语。

下面我们按照上述步骤来理解这句话。

①读句子主干：主语(Petroleum)→谓语(seems to originate from)→宾语(organic matter)

翻译：石油看似来自于有机物。

②读主语的后置分词修饰成分(consisting of crude oil and natural gas)

翻译：包含了原油和天然气。

③读句子的其他修饰成分(in marine sediment)

翻译：在海洋沉淀里。

整个句子的意思就是：包含原油和天然气的石油看似来自于海洋沉淀里的有机物质。

托福阅读真题练习：生物多样性的文本+题目+答案

篇3：新托福阅读真题全解析

新托福阅读真题全解析

文章内容小结题

这是托福阅读考试中经常出现的题目。顾名思义，是对全文内容的总结，考察的是对文章主旨和段落主旨的把握。正确选项是一些总结性的选项，错误选项的特点是：与原文不符，原文没有提到，或者是次要信息。次要信息也就是文中提到的某个细节性的信息，次要信息的选项具有极大的干扰，在做题时应注意识别。

句子简化题

这种题型的主要考查目的是：考查理解文章中某一特定复杂句子所传达的基本内容，并不受细枝末节的干扰，用简化的句子表达原句基本内容的能力。因此，语法水平在解题过程中就显得尤为重要。这种题目在托福阅读中的具体表现是题目中有“high sentence”。

修辞目的题

这是托福阅读题型中比较难得分的题目，这种题目注重考察单词，短语或句子在句子之内或句子之间起到的作用，这就要求平时阅读时，在涉猎原文细节信息的基础之上，要有意识地注意句子之间的逻辑关系以及段落的结构。

事实否定题

在解答这种题目的时候首先要注意的是避免惯性思维的影响。平时在做题习惯当中，看到与原文相符或者和原文一样的选项就选，但是到了这个题目，需要选择不属于题干内容或者与原文相反的选项，这是需要注意的一点。

插空题

这些题目中的一些较为复杂的逻辑关系会可能会造成失分。在解答托福阅读插空题，首要任务就是要找到线索词。也就是能够让了解句子之间逻辑或者语法联系的词，线索词亦是解题的关键。

如何快速完成托福阅读插句题：

1. 在段落之前的空，99%错误率!因为每段的中心容易出现在第一句，如果把第一句改变了，也就改变句意了。但同时请注意【两段式的插句题】，第二个段落前面或第一个段落后面的空反而容易是正确的!

2. 空后有代词this, these, that, those, he, she, they, it, such, each, other, one, another, both, each, anybody, none, some, any….的，一般来说是不对的，缘由是【代词不能跨距!】，如果在代词前面加了一句话，就会改变代词的指代对象。但是也是有例外的，比如该段只有一个主语，其他各句出现连续指代前句，就无法排除后有代词的选项。

3. 插入句中存在指代关系this, these, that, those, he, she, they, it, such, each, other, one, another, both, each, anybody, none, some, any….，一般不选择整段最前面的空!这是根据插入句本身无足轻重的地位决定的，一般不会考核段间承接关系，但【两段式插句题除外】!

4. 优先考虑【段落最后的空】，注意!这里说的是段落最后的，而不是最后一个空!(因为有时候最后一个空在段中)。因为放在最末尾，本身对文章没什么影响，所以，优先考虑这个空!

5. 空后有时间点，例如 ■ In 1832, ….，而本句又不强调事件，一般不做选择，时间一般和前句发生的时间承接较为紧密，不可拆分。

6. 空后出现转折however/ but....、因果Because, as....、递进what's more/ in addition/ first/ second….【90%】高频情况下作为最次要的考虑位置!因为插入句承起不到那么强悍的、连接句间逻辑关系作用的!但经过详细排查位置之后，无奈之下但能对应或前或后的信息，则可放入!

7. 插入句中若出现积极或消极概念，有两种可能，第一、插入句为消极和前句构成转折对立，则前一句存在积极概念;第二、插入句和前句构成递进解释，则前一句为存在消极概念。

解析新托福阅读考试题型：

第一种题型：词汇题与以往的老TOEFL相比这个题型是太多没有发生改变：

The word X in the passage is closet in meaning to

第二种题型：代词指代题同老TOEFL,只不过去掉了行数,用加黑的方式让同学们发现所在.

The word X in the passage refers to托福考试雅思考试托福考试时间雅思考试时间

第三种题型：细节题依然考查我们对于文章细节的把握能力

factual information and negative factual information question.

第四种题型：推理题文章中明确给出所要推理的内容,如给你结果让你推原因等

which of the following can be inferred about X?

The author of the passage implies that X.....

第五种题型：插入句子题：这种题是新TOEFL新增题型,给出一句话让我们来判断这句话应加入一个段落四个方块的哪个部分用鼠标双击所选的黑色方块即可.这种题目本身不难做,因为需要加入的句子有明确的提示,如This is a question that has puzzled scientists for ages.要求将这句话插入一段话中.我们只需要找到关健词question就可以直接去找哪句话可能是作者提出的问题,将这句话加在那句话之后即可.

托福阅读答题技巧：

1.扩大托福词汇量

从某种意义上来讲，词汇量的大小是TOEFL阅读理解高分的基础和关键。如果词汇量没有达到基本要求(五千以上)，纵然你有“葵花宝典”在手，也只能命丧ETS的“毒招”之下。所以，以牺牲词汇量为代价的技巧练习简直是一味巨毒无比的“五毒散”。

2.通过练习使学生养成高效的阅读方法--即所谓的托福阅读技巧

TOEFL的阅读量非常大，一般的中国考生根本无法把文章全部读完，所谓的“扫读法”、“跳读法”和“略读法”也只能适用于少数类型的文章，根本不能解决本质问题。那么，文章到底应该怎么读法呢?一句话，主动地阅读文章的关键部位。所谓主动是指不能象一般的阅读那样完全被动地接受信息，而应该不断的进行思考和预测;所谓关键部位，主要是每一段的开头和结尾部分。由于TOEFL的阅读理解文章全部选自于正式出版物，文章的逻辑结构非常完整和严谨，而且出现的逻辑模式也是屈指可数。经过系统的训练，考生的预测可以做到非常准确的程度。这样，通过阅读文章的几处关键部位，就能很快地把握整个文章的结构和内在的逻辑关系，也就解决了问题的70%。

3.解题训练

排除法恐怕是一直以来大多数学生在解阅读理题目时使用最多的方法。事实上，这种方法具有致命的缺点：干扰大、费时间。更有效和迅速的办法是读完题干之后，就在脑子反映出一个模糊的或者是不完整的答案，然后直接在选项中寻找接近的答案进行判断。这种能力必须在平时的训练和讲解中逐渐养成和加强，决非什么技巧之类的东西可以替代。

托福阅读如何应对词汇题

Tip 1: 单词记忆

单词记忆主要就是背单词。背单词是很多同学觉得非常痛苦的事情，经常会有学生来问要怎么背，背了一些又马上忘了另外一些。所以关于如何去背单词，在这里有几点建议：

1、利用零散的时间背单词。利用零散的时间背单词可以使用单词卡片。不过，为了保证效率，首先要确定哪些单词需要记忆。理论上，单词量越多越好。实际上，如果一味贪多，结果容易打疲劳战，而且效率低。所以，只记那些常考的核心词汇，而对于那些不太常用的学科名词、物质名词一般加以忽略。

2、进行高频率的重复，建议把重复的周期控制在7天以内。具体说来，就是每天背100个单词，将过一遍这些单词的时间控制在半个小时以内，每天过4遍，第二天再过一遍前一天的。如果程度不是很好的同学可以压缩到50个左右，但尽量不要低于50个。单词材料可以找一些相关的新托福阅读词汇书，或者是以往考过的词汇题内容。

3、把背单词和阅读相结合。广泛的阅读也是增加词汇量的一种方法，并且能够在阅读中加强对已经背过的单词的记忆。当一篇文章的生词量在5%左右的时候，这些生词的词义是可推的。所以我们在选择阅读材料的时候，应尽量将单词量控制在10%左右。单词太多，看不懂文章，太少又起不到提高的作用。相关材料可以上一些网站看，例如economist, national geographic等等。

Tip 2: 词根词缀

有了一定的单词基础，那么通过词根词缀去猜单词也不成问题了。而且除了单词有同义词，词根词缀也有同义关系。例如都是表达否定的同义前缀就有in-，un, non-，dis-等等，表示否定的后缀有-less，所以当看到题目中的单词有这类的否定含义，那么就可以去找选择项中也有否定前缀和后缀的词，也许就是正确选项，因为都是具有否定关系的。例如incalculable和unmeasured就是一组同义词。所以对于一些常见词缀词根是需要考生记忆的。具体有哪些可以参见一些英语字典的附录。

Tip 3: 逻辑关系

逻辑关系主要是看上下文及背景内容。比较常见的逻辑关系是并列，转折，因果，递进等，所以考生要特别注意记忆逻辑关系连接词。例如这句话The heavy amounts of heat and pollution rising form cities both delay and stimulate the fall of precipitation, depriving some areas of rain while drenching others.这句话中出现一个逻辑关系连接词while，这个词是表示一种转折，意思是然而，所以drenching和之前的动作depriving构成了反义关系，depriving意思是剥夺，所以drenching可以猜测其意可能与剥夺相反，前文为剥夺了一些地方的雨，那么相反就是给予另一些地方更多的雨，所以可以看到选择项中C. Thoroughly wetting就是表达了多雨这个意思。而drenching本意就是湿透的意思。

Tip 4：代入验证

由于新托福的题目都是单选题，所以范围已经缩小到四选一，尤其是对词汇题来说，有一种方法就是将选项中的词放入到原文中去阅读，看意思与上下文是否合拍通顺，如文章中选择的单词前后有介词，就更能显出代入验证的好处。例如有这样一句话：When hoisted up in the sky, the microscopic particles act as... 选择项则为A. Lifted B. Grouped C. returned D. pointed, 四个选项代入后，发现只有A选项能和后面的介词UP连接通顺，所以答案就是A选项，表示升起的意思。

托福阅读备考的基本技能

Academic Reading Skills

The Reading section measures test takers’ ability to understand university-level academic texts and passages. In English-speaking academic environments students are expected to read and understand information from textbooks and other types of academic material. Below are three possible purposes for academic reading.

Reading purposes include

1. Reading to find information, which involves

effectively scanning text for key facts and important information

increasing reading fluency and rate

2. Basic comprehension, which requires the reader to

understand the general topic or main idea, major points, important facts and details, vocabulary in context, and pronoun references.

make inferences about what is implied in a passage

3. Reading to learn, which depends on the ability to

recognize the organization and purpose of a passage

understand relationships between ideas (for example, compare-and-contrast, cause-and-effect, agree-disagree, or steps in a process)

organize information into a category chart or a summary in order to recall major points and important details

infer how ideas throughout the passage connect

The TOEFL iBT test includes three basic categories of academic texts. The categories are based on the author’s objectives:

Exposition

Argumentation

Historical biographical/event narrative

Test takers do not need any special background knowledge to correctly answer the questions in the Reading section; all the information needed to answer the questions is contained in the passages.

Test takers must read through or scroll to the end of each passage before receiving questions on that passage. Once the questions appear, the passage is located on the right side of the computer screen, and the questions are on the left.

篇4：官方真题Official4托福阅读Passage1原文+题目+答案解析(原TPO)

Deer Populations of the Puget Sound

Two species of deer have been prevalent in the Puget Sound area of Washington State in the Pacific Northwest of the United States. The black-tailed deer, a lowland, west-side cousin of the mule deer of eastern Washington, is now the most common. The other species, the Columbian white-tailed deer, in earlier times was common in the open prairie country; it is now restricted to the low, marshy islands and flood plains along the lower Columbia River.

Nearly any kind of plant of the forest understory can be part of a deer's diet. Where the forest inhibits the growth of grass and other meadow plants, the black-tailed deer browses on huckleberry, salal, dogwood, and almost any other shrub or herb. But this is fair-weather feeding. What keeps the black-tailed deer alive in the harsher seasons of plant decay and dormancy? One compensationfor not hibernating is the built-in urge to migrate. Deer may move from high-elevation browse areas in summer down to the lowland areas in late fall. Even with snow on the ground, the high bushy understory is exposed; also snow and wind bring down leafy branches of cedar, hemlock, red alder, and other arboreal fodder.

The numbers of deer have fluctuated markedly since the entry of Europeans into Puget Sound country. The early explorers and settlers told of abundant deer in the early 1800s and yet almost in the same breath bemoaned the lack of this succulent game animal. Famous explorers of the north American frontier, Lewis and Clark arrived at the mouth of the Columbia River on November 14, 1805, in nearly starved circumstances. They had experienced great difficulty finding game west of the Rockies and not until the second of December did they kill their first elk. To keep 40 people alive that winter, they consumed approximately 150 elk and 20 deer. And when game moved out of the lowlands in early spring, the expedition decided to return east rather than face possible starvation. Later on in the early years of the nineteenth century, when Fort Vancouver became the headquarters of the Hudson's Bay Company, deer populations continued to fluctuate. David Douglas, Scottish botanical explorer of the 1830s, found a disturbing change in the animal life around the fort during the period between his first visit in 1825 and his final contact with the fort in 1832. A recent Douglas biographer states:“ The deer which once picturesquely dotted the meadows around the fort were gone [in 1832], hunted to extermination in order to protect the crops.

Reduction in numbers of game should have boded ill for their survival in later times. A worsening of the plight of deer was to be expected as settlers encroached on the land, logging, burning, and clearing, eventually replacing a wilderness landscape with roads, cities, towns, and factories. No doubt the numbers of deer declined still further. Recall the fate of the Columbian white-tailed deer, now in a protected status. But for the black-tailed deer, human pressure has had just the opposite effect. Wildlife zoologist Helmut Buechner(1953), in reviewing the nature of biotic changes in Washington through recorded time, says that ”since the early 1940s, the state has had more deer than at any other time in its history, the winter population fluctuating around approximately 320,000 deer (mule and black-tailed deer), which will yield about 65,000 of either sex and any age annually for an indefinite period.“

The causes of this population rebound are consequences of other human actions. First, the major predators of deer—wolves, cougar, and lynx—have been greatly reduced in numbers. Second, conservation has been insured by limiting times for and types of hunting. But the most profoundreason for the restoration of high population numbers has been the fate of the forests. Great tracts of lowland country deforested by logging, fire, or both have become ideal feeding grounds of deer.In addition to finding an increase of suitable browse, like huckleberry and vine maple, Arthur Einarsen, longtime game biologist in the Pacific Northwest, found quality of browse in the open areas to be substantially more nutritive. The protein content of shade-grown vegetation, for example, was much lower than that for plants grown in clearings.

篇5：官方真题Official4托福阅读Passage1原文+题目+答案解析(原TPO)

Question 1 of 14

According to paragraph 1, which of the following is true of the white-tailed deer of Puget Sound?

A. It is native to lowlands and marshes.

B. It is more closely related to the mule deer of eastern Washington than to other types of deer.

C. It has replaced the black-tailed deer in the open prairie.

D. It no longer lives in a particular type of habitat that it once occupied.

Question 2 of 14

It can be inferred from the discussion in paragraph 2 that winter conditions

A. cause some deer to hibernate

B. make food unavailable in the highlands for deer

C. make it easier for deer to locate understory plants

D. prevent deer from migrating during the winter

Question 3 of 14

The word ”inhibits “ in the passage is closest in meaning to

A. consists of

B. combines

C. restricts

D. establishes

Question 4 of 14

The phrase ”in the same breath “ in the passage is closest in meaning to

A. impatiently

B. humorously

C. continuously

D. immediately

Question 5 of 14

The author tells the story of the explorers Lewis and Clark in paragraph 3 in order to illustrate which of the following points?

A. The number of deer within the Puget Sound region has varied over time.

B. Most of the explorers who came to the Puget Sound area were primarily interested in hunting game.

C. There was more game for hunting in the East of the United States than in the West.

D. Individual explorers were not as successful at locating games as were the trading companies.

Question 6 of 14

According to paragraph 3, how had Fort Vancouver changed by the time David Douglas returned in 1832?

A. The fort had become the headquarters for the Hudson's Bay Company.

B. Deer had begun populating the meadows around the fort.

C. Deer populations near the fort had been destroyed.

D. Crop yields in the area around the fort had decreased.

Question 7 of 14

Why does the author ask readers to recall “the fate of the Columbian white-tailed deer ” in the discussion of changes in the wilderness landscape?

A. To provide support for the idea that habitat destruction would lead to population decline

B. To compare how two species of deer caused biotic changes in the wilderness environment

C. To provide an example of a species of deer that has successfully adapted to human settlement

D. To argue that some deer species must be given a protected status

Question 8 of 14

The phrase “indefinite period ” in the passage is closest in meaning to period

A. whose end has not been determined

B. that does not begin when expected

C. that lasts only briefly

D. whose importance remains unknown

Question 9 of 14

Which of the following statements about deer populations is supported by the information in paragraph 4?

A. Deer populations reached their highest point during the 1940s and then began to decline.

B. The activities of settlers contributed in unexpected ways to the growth of some deer populations in later times.

C. The cleaning of wilderness land for construction caused biotic changes from which the black-tailed deer population has never recovered.

D. Since the 1940s the winter populations of deer have fluctuated more than the summer populations have.

Question 10 of 14

The word “rebound ” in the passage is closest in meaning to

A. decline

B. recovery

C. exchange

D. movement

Question 11 of 14

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. Arthur Einarsen’s longtime family with the Pacific Northwest helped him discover areas where deer had an increase in suitable browse.

B. Arthur Einarsen found that deforested feeding grounds provided deer with more and better food.

C. Biologist like Einarsen believe it is important to find additional open areas with suitable browse for deer to inhabit.

D. According to Einarsen, huckleberry and vine maple are examples of vegetation that may someday improve the nutrition of deer in the open areas of the Pacific Northwest.

Question 12 of 14

Which of the following is NOT mentioned in paragraph 5 as a factor that has increased deer populations?

A. A reduction in the number of predators

B. Restrictions on hunting

C. The effects of logging and fire

D. Laws that protected feeding grounds of deer

Question 13 of 14

Look at the four squares [■] that indicate where the following sentence could be added to the passage. Where would the sentence best fit?There food is available and accessible throughout the winter..

Question 14 of 14

Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that not presented in the passage or are minor ideas in the passage. This question is worth 2 points. Deer in the Puget Sound area eat a wide variety of foods and migrate seasonally to find food.

A.The balance of deer species in the Puget Sound region has changed over time, with the Columbian white-tailed deer now outnumbering other types of deer.

B.Deer populations naturally fluctuate, but early settlers in the Puget Sound environment caused an overall decline in the deer populations of the areas at that time.

C.In the long term, black-tailed deer in the Puget Sound area have benefitted from human activities through the elimination of their natural predators, and more and better food in deforested areas.

D.Because Puget Sound deer migrate, it was and still remains difficult to determine accurately how many deer are living at any one time in the western United States.

E.Although it was believed that human settlement of the American West would cause the total number of deer to decrease permanently, the opposite has occurred for certain types of deer.

F.Wildlife biologists have long been concerned that the loss of forests may create nutritional deficiencies for deer.

篇6：官方真题Official4托福阅读Passage1原文+题目+答案解析(原TPO)

Question 1 of 14

正确答案：D

题目解析：以White-tailed deer做关键词定位至最后一句：The other species, the Columbian white-tailed deer, in earlier times was common in the open prairie country; it is now restricted to the low, marshy islands and flood plains along the lower Columbia River.说白尾鹿过去是什么什么地方的，现在是什么什么地方的，也就是它们的生活环境发生了变化，所以D不再在原来的地方生活正确。A说反，white-tailed deer现在生活在lowlands和marshes，而不是A说的来源于;B的比较关系原文无提及;C的replace没有提及。

Question 2 of 14

正确答案：B

题目解析：段落倒数第二句“Deer may move from high-elevation browse areas in summer down to the lowland areas in late fall.”意思是：深秋时，鹿可能会从夏天高海拔吃草地区迁移到低地地区。深秋也就是快到冬天了，因为高地食物不够了，所以才去低地。对应B选项。很多同学会错选C，这部分同学应该是定位到了最后一句话：Even with snow on the ground, the high bushy understory is exposed; also snow and wind bring down leafy branches of cedar, hemlock, red alder, and other arboreal fodder.说即使有雪覆盖地面，高的understory会暴露(understory指的是林下植被)，而且还说风会leafy branches吹下来。C虽然提到了understory，但是easier说法和原文不符，原文说的是高的understroy在会曝露出来，有一定局限性，也没体现出比起以前更简单。A在原文物体及;D说冬天迁徙与上文的late fall冲突，也错。

Question 3 of 14

正确答案：C

题目解析：inhibit: 阻止，阻拦。A是组成;B是结合;C是限制，约束;D是建立。根据词意，C正确。对应原文：Where the forest inhibits the growth of grass and other meadow plants, the black-tailed deer browses on huckleberry, salal, dogwood, and almost any other shrub or herb.后半句说鹿吃别的东西去了，说明没有这种草，也就是这种草没长起来，之前说森林怎么样了这种草的生长，当然是阻止，A组成B结合意思差不多，都不对。D建立完全不靠谱。

Question 4 of 14

正确答案：D

题目解析：in the same breath从表面意思上说就是在同一个呼吸的时候，其实能够猜出文中的意思应该是同时或者立刻之意，所以D的immediately对。A是没有耐心的;B是幽默的;C是连续不断地;D是立即地。对应原文：The early explorers and settlers told of abundant deer in the early 1800s and yet almost in the same breath bemoaned the lack of this succulent game animal.带回原文，说那些人知道1800年代有很多鹿，但怎么样他们又因为没有鹿而难过，A没耐心B不幽默都不靠谱，C持续不能表达当时人们失望的心情，而且原文也没有信息说持续难过，不对。

Question 5 of 14

正确答案：A

题目解析：功能目的题，往前看，这两个人明显是早期探险家的一个例子，读前句说他们知道原本有很多鹿的但又没找到，很显然这句话不足以作为一个观点，往前看本段中心句： The numbers of deer have fluctuated markedly since the entry of Europeans into Puget Sound country. 本段中心句说鹿的数量变化很大，对应A选项的varied，所以A正确。BCD都没有提及。

Question 6 of 14

正确答案：C

题目解析：以人名和时间做关键词定位至最后一句：A recent Douglas biographer states:” The deer which once picturesquely dotted the meadows around the fort were gone in 1832, hunted to extermination in order to protect the crops.\" 说那些鹿gone了，还有被hunt了，所以应该是没有鹿了，B说反，C对;作者只是说把鹿打死为了保护农作物，没说农作物的产量上升，D不对;A没说。

Question 7 of 14

正确答案：A

题目解析：功能目的题，往前看，前句说the numbers of deer declined still further，鹿的数量进一步下降，然后才让读者recall哥伦比亚白尾鹿的例子，也就是说白尾鹿就是人类破坏生存环境导致鹿群数量下降的一个证明，所以答案A正确。

Question 8 of 14

正确答案：A

题目解析：A indefinite: 不定的。indefinite period: 没有限制的时间段。B没有如期开始，C非常短，D不重要都和不定没关系，不靠谱，A答案说这段时间的末端还没定下来，含有不定的意思，正确。

Question 9 of 14

正确答案：B

题目解析：B 问整个第四段，看首句，而且首句说reduction in numbers，与问题中的deer population重合，说鹿数量的下降预示它们的生存变得艰难，但看选项发现没有与之重合的选项，于是可以继续往下看，下面就说到有的鹿群完蛋了，但同时也有的鹿群繁盛了，众多答案中只有B说到鹿的数量增加，所以答案是B。当然也可以排除法，A选项关于1940s原文说early 1940s，跟答案说的1940s不一样，错;C说黑尾鹿没有了，刚好和原文黑尾鹿数量增加相反，错;原文没有冬夏对比，D错。

Question 10 of 14

正确答案：B

题目解析：B rebound: 反弹。A是下降;B是恢复;C是交换;D是移动。根据词意，正确答案就是B。

Question 11 of 14

正确答案：B

题目解析：B : in addition那部分和后面like举的那两个例子，都是非常次要的信息，可以忽略不看。主干部分缩略一下，去掉一些修饰成分后就变成：AE发现了browse in open areas更加有营养。longtime那里是对这个人的一个修饰(同位语成分)。B选项将主要内容复述了出来。A错在随意篡改语句的注意，原句根本没提到这个人的family;C错在biologist like E，这改变了原文的主语，而且it is important原句没有说;D把原文的非主干部分提升成改写之后句子的主干，结构改变，而且遗漏了主干内容，错。

Question 12 of 14

正确答案：D

题目解析：D，排除法，原文第一句就说这段主要就在说鹿群数量增加的原因，然后分别用first，second和but the most表明了三个原因，分别对应选项A/B/C选项，所以D是没说的，选D。

Question 13 of 14

正确答案：B

题目解析：B 有三个点，一是副词there指一个地点，所以在正确插入点之前必须存在一个地点，按这个来看，只有B和D有可能;第二和第三个点是待插入句当中的两个名词food和winter，按照上下句有名词重叠的原则，B对D错。

Question 14 of 14

正确答案：BCE

题目解析：The balance选项前半句是对的，但后半句与第一段的最后两句说反，应该是黑多，错 Deer populations选项对应原文第三段首句和第四段第二三句，正确。in the long term选项对应原文第五段首句，第二句和第四句，正确。because选项太细节，不选。although选项对应原文第四段首句和第五句，正确。wildlife选项原文没有提及，错。

托福阅读通读有用么

在《孙子兵法》上有一句话总是被世人朗朗上口的传颂着：知己知彼，百战不殆。那么就我们学术来讲就是要在任何问题上抱着知其然，知其所以然的态度。所以，首先，我们要明白出题人(ETS)的出题意图。

一、考试界面的设置。

参加过考试的或是用模考软件做过练习的“托儿”们都清晰的记得：当一篇托福阅读文章问题出现的之前，一定是先以整篇文章的形式出现的，左边并没有显示题目，只有将文章右边的滚动轴拉至最低端，界面才会自动转换为我们做题的界面，即左边是问题，右边是对应的文章。那么，我们就分析一下为什么ETS有这样的设置?ETS有什么样的意图?ETS想让考生怎么做?这样的设置显而易见ETS是希望考生们可以在做题前将文章大致整体看一遍。就ETS出题的严谨性和科学性而言，这样的设置毋庸置疑是帮助考生提高其做题的速度和正确率的。

我们已经分析完出题人的意图，那么接下来就是要解答界面设置导致的整体阅读有哪些好处，如何帮助考生们答题，如何提高做题速度和正确率的。

二、整体阅读对summary questions的帮助

对于阅读速度不高，英语水平中等或中等以下的“托儿”们普遍反映的一个问题就是：没有时间做最后的summary questions，或是做summary questions的时候不知道到哪里找答案或是正确率低。

我们先来分析一下summary questions，大家都知道这个题型出现在阅读文章的最后一道题，而且是对全文观点的总结。那么，既然是对于全篇文章观点的总结，那么它考察的内容是文章的分论点，即一段或是几段的主要内容。如果是时间不够，考生要直接选，很容易选错，为什么?因为前面的12道题考察的基本上是文章的细节内容。我们都知道细节信息是summary questions的禁忌;所以，凭做题印象直接解题，那么就受前面解题思路的影响，很容易被误导。但如果这时你在做题之前对整篇文章有了一个整体的阅读，并在演草纸上做了大致的笔记，那么summary questions就可以轻而易举的攻破。

为什么?怎么做?

首先，整体阅读不是逐字逐句，是scan文章，了解文章框架。

其次，在演草纸上简单快速的写下文章的主论点，若干个分论点(一段或是几段的主要内容)，即大纲。(没必要是完整的句子，可以参照听力记笔记的方法，符合，中英文结合的方法。)

这样，整体阅读的步骤结束后，在演草纸上就能出来一片文章的框架，并且这个框架大纲可以在最短时间能基本解决summary questions中80%。而且可以帮助考生轻松排除summary questions中的错误选项。

综上所述，做题前的整体阅读是极其必要的。并希望这篇文章对大家解决托福阅读问题上有所帮助。

官方真题Official4托福阅读Passage1原文文本+题目+答案解析(原TPO)

新托福阅读真题解析题目：热带雨林生物多样性.doc

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