托福阅读考试真题及答案

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托福阅读考试真题及答案

　　在社会的各个领域，只要有考核要求，就会有试题，借助试题可以更好地考核参考者的知识才能。那么你知道什么样的试题才能有效帮助到我们吗？下面是小编精心整理的托福阅读考试真题及答案，欢迎阅读，希望大家能够喜欢。

托福阅读考试真题及答案

　　During the second half of the nineteenth century, the production of food and feed crops in the United States rose at an extraordinarily rapid rate. Corn production increased by four and a half times, hay by five times, oats and wheat by seven times. The most crucial factor behind this phenomenal upsurge in productivity was the widespread adoption of labor-saving machinery by northern farmers. By 1850 horse-drawn reaping machines that cut grain were being introduced into the major grain-growing regions of the country. Horse-powered threshing machines to separate the seeds from the plants were already in general use. However, it was the onset of the Civil War in 1861 that provided the great stimulus for the mechanization of northern agriculture. With much of the labor force inducted into the army and with grain prices on the rise, northern farmers rushed to avail themselves of the new labor-saving equipment. In 1860 there were approximately 80,000 reapers in the country; five years later there were 350,000.

　　After the close of the war in 1865, machinery became ever more important in northern agriculture, and improved equipment was continually introduced. By 1880 a self-binding reaper had been perfected that not only cut the grain, but also gathered the stalks and bound them with twine. Threshing machines were also being improved and enlarged, and after 1870 they were increasingly powered by steam engines rather than by horses. Since steam-powered threshing machines were costly items — running from $ 1,000 to $4,000 — they were usually owned by custom thresher owners who then worked their way from farm to farm during the harvest season. "Combines" were also coming into use on the great wheat ranches in California and the Pacific Northwest. These ponderous machines — sometimes pulled by as many as 40 horses — reaped the grain, threshed it, and bagged it, all in one simultaneous operation.

　　The adoption of labor-saving machinery had a profound effect upon the sale of agricultural operations in the northern states — allowing farmers to increase vastly their crop acreage. By the end of century, a farmer employing the new machinery could plant and harvest two and half times as much corn as a farmer had using hand methods 50 years before.

　　1. What aspect of farming in the United States in the nineteenth century does the passage mainly discuss?

　　(A) How labor-saving machinery increased crop Production

　　(B) Why southern farms were not as successful as Successful as northern farms

　　(D) The increase in the number of people farming

　　2. The word "crucial" in line 4 is closest in meaning to

　　(A) obvious

　　(B) unbelievable

　　(D) desirable

　　3. The phrase "avail themselves" in line 11 is closest in meaning to

　　(A) take care

　　(B) make use

　　(D) do more

　　4. According to the passage , why was the Civil War a stimulus for mechanization?

　　(A) The army needed more grain in order to feed the soldiers.

　　(B) Technology developed for the war could also the used by farmers.

　　(D) Machines were needed to replace a disappearing labor force.

　　5. The passage supports which of the following statements about machinery after the Civil War?

　　(A) Many farmers preferred not to use the new machinery.

　　(B) Returning laborers replaced the use of machinery.

　　(D) Poor-quality machinery slowed the pace of crop production.

　　6. Combines and self-binding reapers were similar because each

　　(A) could perform more than one function

　　(B) required relatively little power to operate

　　(D) required two people to operate

　　7. The word "they" in line 19 refers to

　　(A) grain stalks

　　(B) threshing machines

　　(D) horses

　　8. It can be inferred from the passage that most farmers did not own threshing machines because

　　(A) farmers did not know how to use the new machines

　　(B) farmers had no space to keep the machines

　　(D) the machines were too expensive for every farmer to own

　　9. The word "ponderous" in line 21 is closest in meaning to

　　(A) advanced

　　(B) heavy

　　(D) rapid

　　正确答案： ACBDC ABDB

　　托福听力考试要求

　　1、Basic Comprehension: Gist + Details

　　基本理解能力的考察大概占到托福听力总体比例的70%左右，首先，几乎是每篇对话和讲座的第一道题都是主旨题，只不过问法可能不一样，而细节题占的比例也比较大。

　　TPO和最近考过的托福听力真题的最大区别在于：TPO听力中的细节题绝大多数都可以通过原文内容直接定位正确答案，而现在真题中的很多题目需要考生听到细节以后，结合自己的逻辑分析后，才能选出正确答案，有自己分析加工判断的过程。

　　这可能就是很多同学，仅仅用TPO训练之后，听力难以得到现实中高分的原因之一。

　　2、Pragmatic Understanding: Stance + Function

　　语义功能理解题大概占到总体听力题的20%左右，语义功能理解的考查的题型主要以部分重听题为主，所谓语义功能理解，就是要求考生透过教授或者学生说话的字面意思，推断话语中的真正含义。

　　所以，部分重听题做题的两条黄金原则：

　　不选和重放录音内容过度重合的答案

　　不选和重放录音内容字面意思相近的答案

　　什么叫做录音内容和选项字面意思相近呢?举个例子，比如TPO12/C1中的第5题中重放录音的内容是：Tell meabout it.题目问老师为什么讲这句话。

　　其中一个选项的是：She didnt hear what the student said;

　　还有一个选项是：She wants thestudent to explain his comment.

　　这两个选项就属于是典型的字面意思相近。所以我们应该选：Sheunderstands the students problem这个答案。

　　因为俚语：Tell me aboutit=Youre telling me，解释为：谁说不是呢，相当于：Ithink so的意思。

　　很多老师或者是书籍将Tellme about it解释为：告诉我吧。可谓是贻笑大方。即使你不知道tellme about it的准确意思，也可以利用这两条技巧排除法，选出正确答案。

　　3、Connective Information: Categorization + Summarization

　　这个部分的内容是比较难的，当然，在托福听力考试中所占的比例相应也不会特别高，大概是在10%左右，因为这种类型题目的答案不会在原文中一模一样被听到。

　　比如summarization的题目：TPO25，lecture3的第5题：问的是Howdoes the professor organize the information in the lecture?

　　对于这种观点组织题，考生需要通过对文章细节的把握和自己的分析才能得出答案。

　　而Categorization(分类)往往是通过表格题的形式来呈现。大家做表格题的时候，一定要注意，如果错一个，整个题就不得分了。

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