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托福阅读第限时吗

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托福阅读第限时吗（锦集8篇）由网友“图书馆之海”投稿提供，以下是小编精心整理的托福阅读第限时吗，希望对大家有所帮助。

托福阅读第限时吗

篇1：托福阅读第限时吗

托福阅读第一篇限时吗

不是的，从去年开始，就是三篇打通了，给你60分钟，不管你在那一片上花多久，你说的是很早以前的规定了

托福阅读时间把握做一篇阅读需要多长时间?

一.托福阅读时间把握

一般情况下如果不遇到加试的情况下，你有60分钟来应对3篇700字左右的文章及42道左右的题目。那么如果你按照20分钟一篇文章来解题的话，那么时间刚刚好是60分钟。但是大家需要知道的是托福阅读3篇文章的难易度是不一样的，如果前面的文章偏难一些的话，那么你多些时间后面文章简单一些问题还不大，但如果前面的文章题目较简单你同样是用20分钟，在后面遇到较难的文章和题目的时候就会时间不够用了。

所以这里小站君建议大家在托福阅读考试的时候第一篇阅读做题时最好不要超过20分钟。那么你的时间真的就不够用了，到最后时间快到的时候你后面的题目还没有来得及看只能靠猜了，想想这样的正确率将会大打折扣。

二.做题方法是先通读全文后看题目

很多考生都会有这样一个习惯，就是先将托福阅读文章通读一遍，然后再去看题目。这样做并不明智，如果你的阅读水平并不是极高的话，建议大家不要这样做，因为如果你的的阅读水平不够的话，或者词汇量积累不够，很有可能你的阅读文章将耗尽你大部分时间，从而没有时间去看题找答案了。

但是这种方法也不是完全不可取了，如果这篇文章是你曾经读过的，就算你一字一句读也不会浪费太多时间;还有一种就是前面提到的，你的阅读水平极高，可以应付这种阅读文章，否则用这种方法阅读肯定是做不完的。

托福阅读真题1

Any rock that has cooled and solidified from a molten state is an igneous rock. Therefore, if the Earth began as a superheated sphere in space, all the rocks making up its crust may well have been igneous and thus the ancestors of all other rocks. Even today, approximately 95 percent of the entire crust is igneous. Periodically, molten material wells out of the Earth's interior to invade the surface layers or to flow onto the surface itself. This material cools into a wide variety of igneous rocks. In the molten state, it is called magma as it pushes into the crust and lava when it runs out onto the surface.

All magma consists basically of a variety of silicate minerals (high in silicon-oxygen compounds), but the chemical composition of any given flow may differ radically from that of any other. The resulting igneous rocks will reflect these differences. Igneous rocks also vary in texture as well as chemistry. Granite, for instance, is a coarse-grained igneous rock whose individual mineral crystals have formed to a size easily seen by the naked eye. A slow rate of cooling has allowed the crystals to reach this size. Normally, slow cooling occurs when the crust is invaded by magma that remains buried well below the surface. Granite may be found on the surface of the contemporary landscape, but from its coarse texture we know that it must have formed through slow cooling at a great depth and later been laid bare by erosion. Igneous rocks with this coarse-grained texture that formed at depth are called plutonic.

On the other hand, if the same magma flows onto the surface and is quickly cooled by the atmosphere, the resulting rock will be fine-grained and appear quite different from granite, although the chemical composition will be identical. This kind of rock is called rhyolite. The most finely grained igneous rock is volcanic glass or obsidian, which has no crystals. Some researchers believe this is because of rapid cooling; others believe it is because of a lack of water vapor and other gases in the lava. The black obsidian cliffs of Yellowstone National Park are the result of a lava flow of basalt running head on into a glacier. Some of the glacier melted on contact, but suddenly there also appeared a huge black mass of glassy stone.

1. In the first paragraph, the author mentions that 95% of the Earth's crust is composed of

igneous rock to support the idea that

(A) the Earth began as a molten mass

(B) a thin layer of magma flows beneath the Earth's crust

(D) igneous rock is continually being formed

2. The word invade in line 5 is closest in meaning to

(A) move into

(B) neutralize

(D) deposit

3. The word contemporary in line 15 is closest in meaning to

(A) vast

(B) natural

(D) uneven

4. The word it in line 16 refers to

(A) granite

(B) surface

(D) texture

5. Granite that has been found above ground has been

(A) pushed up from below the crust by magma

(B) produced during a volcanic explosion

(D) pushed up by the natural shifting of the Earth

6. Which of the following is produced when magma cools rapidly?

(A) granite

(B) plutonic rock

(D) mineral crystals

7. The word finely in line 22 is closest in meaning to

(A) minutely

(B) loosely

(D) purely

8. Which of the following is another name for volcanic glass?

(A) Plutonic rock

(B) Crystal

(D) Obsidian

托福阅读真题2

Television has transformed politics in the United States by changing the way in which information is disseminated, by altering political campaigns, and by changing citizen's patterns of response to politics. By giving citizens independent access to the candidates, television diminished the role of the political party in the selection of the major party candidates. By centering politics on the person of the candidate, television accelerated the citizen's focus on character rather than issues.

Television has altered the forms of political communication as well. The messages on which most of us rely are briefer than they once were. The stump speech, a political speech given by traveling politicians and lasting 11/2 to 2 hours, which characterized nineteenth-century political discourse, has given way to the 30-second advertisement and the 10 second sound bite in broadcast news. Increasingly the audience for speeches is not that standing in front of the politician but rather the viewing audience who will hear and see a snippet of the speech on the news.

In these abbreviated forms, much of what constituted the traditional political discourse of earlier ages has been lost. In 15 or 30 seconds, a speaker cannot establish the historical context that shaped the issue in question, cannot detail the probable causes of the problem, and cannot examine alternative proposals to argue that one is preferable to others. In snippets, politicians assert but do not argue.

Because television is an intimate medium, speaking through it require a changed political style that was more conversational, personal, and visual than that of the old-style stump speech. Reliance on television means that increasingly our political world contains memorable pictures rather than memorable words. Schools teach us to analyze words and print. However, in a word in which politics is increasingly visual, informed citizenship requires a new set of skills.

Recognizing the power of television's pictures, politicians craft televisual, staged events, called pseudo-event, designed to attract media coverage. Much of the political activity we see on television news has been crafted by politicians, their speechwriters, and their public relations advisers for televised consumption. Sound bites in news and answers to questions in debates increasingly sound like advertisements.

1. What is the main point of the passage ?

(A) Citizens in the United States are now more informed about political issues because of

television coverage.

(B) Citizens in the United States prefer to see politicians on television instead of in person.

introduction of television.

(D) Politics in the United States has been significantly changed by television.

2. The word disseminated in line 2 is closest in meaning to

(A) analyzed

(B) discussed

(D) stored

3. It can be inferred that before the introduction of television, political parties

(A) had more influence over the selection of political candidates

(B) spent more money to promote their political candidates

(D) received more money

4. The word accelerated in line 5 is closest in meaning to

(A) allowed

(B) increased

(D) started

5. The author mentions the stump speech in line 7 as an example of

(A) an event created by politicians to attract media attention

(B) an interactive discussion between two politicians

(D) a style of speech common to televised political events

6. The phrase given way to in line 10 is closest in meaning to

(A) added interest to

(B) modified

(D) been replaced by

7. The word that in line 12 refers to

(A) audience

(B) broadcast news

(D) advertisement

8. According to the passage , as compared with televised speeches, traditional political discourse

was more successful at

(A) allowing news coverage of political candidates

(B) placing political issues within a historical context

(D) providing detailed information about a candidates private behavior

9. The author states that politicians assert but do not argue (line 18) in order to suggest that

politicians

(A) make claims without providing reasons for the claims

(B) take stronger positions on issues than in the past

(D) dislike having to explain their own positions on issues to citizens

10. The word Reliance in line 21 is closest in meaning to

(A) abundance

(B) clarification

(D) information

11. The purpose of paragraph 4 is to suggest that

(A) politicians will need to learn to become more personal when meeting citizens

(B) politicians who are considered very attractive are favored by citizens over politicians who are

less attractive

(D) citizens will need to learn how to evaluate visual political images in order to become better

informed

12. According to paragraph 5, staged political events are created so that politicians can

(A) create more time to discuss political issues

(B) obtain more television coverage for themselves

(D) engages in debates with their opponents

13. Which of the following statements is supported by the passage ?

(A) Political presentations today are more like advertisements than in the past.

(B) Politicians today tend to be more familiar with the views of citizens than in the past.

(D) Political speeches today focus more on details about issues than in the past.

篇2：高三英语限时阅读训练

试题预览

高三英语限时阅读训练

London-Lazy students can now give up on work altogether as two Oxford University students have made scores of A-grade essays (论文) on the website for students to copy.

The essays are on the new website, “revise. it”

The website includes an “EssayLab” designed to make cheating (舞弊) as effective and effortless as possible.

Its homepage announces to surfers (网上冲浪者): “The revise. it EssayLab is a bank of hundreds of A-Level essays covering popular topics.”

“Next time you are asked to write an essay, why not see what we have on the subject-if you are in a lazy state of mind you can even use our guide to writing the essays and then just hand them in.”

Nick Rose and Jordan Mayo, both 19 and first from Manchester, spent much of their first year as students at the university setting up the website. There is no charge for downloading the essays.

“I have never been very good at essay writing,” Rose admitted. “We don’t see essay bank as a cheating way. It’s a surprising valuable resource. You can learn a lot by reading other people’s work on the subject.”

Among other tips, the website suggests inventing important speeches to give essays extra weight: “Popular people to quote (引用) are Douglass Hurd or Disraeli.”

Hurd was a foreign secretary in the 1980s and Disraeli was a 19th century prime minister.

Teachers are expressing their opinions by e-mail that they are angry about the website that “encourages students to cheat”, but students disagree.

According to Rose: “Exams are a fight. It’s us against them.”

1. It can be inferred from this passage that ______.

A. students who visit the website “revise. it” are all lazy

B. students in Oxford University are all lazy

C. websites in Oxford University are all set up by students

D. websites can provide people with different kinds of information

2. Nick Rose and Jordan Mayo set up their website for the purpose of ______.

A. helping students to cheat in exams B. helping students to improve their writing

C. making money to pay for their schooling D. making their teacher free

3. What Rose said at last suggests that in England ______.

A .it is difficult for students to pass their exams

B. it is difficult for teachers to finish their teaching

C. students are not satisfied with the education system

D. students are too lazy to learn anything

Fish have ears. Really. They’re quite small and have no opening to the outside world carrying sound through the body. For the past seven years, Simon Thorrold, a university professor, has been examining fish ears, small round ear bones called otoliths.

As fish grow, so do their otoliths. Each day, their otoliths gain a ring of calcium carbonate (碳酸钙). By looking through a microscope (显微镜) and counting these rings, Thorrold can determine the exact age of a young fish. As a fish gets older, its otoliths no longer get daily rings. Instead, they get yearly rings, which can also be counted, giving information about the fish’s age, just like the growth rings of a tree.

Ring counting is nothing new to fish scientists. But Thorold has turned to a new direction. They’re examining the chemical elements (元素) of each otolith ring.

The daily ring gives us the time, but chemistry tells us about the environment in which the fish swam on any given day. These elements tell us about the chemistry of the water that the fish was in. It also says something about water temperature, which determines how much of these elements will gather within each otolith ring.

Thorrold can tell, for example, if a fish spent time in the open ocean before entering the less salty water of coastal areas. He can basically tell where fish are spending their time at any given stage of history.

In the case of the Atlantic croaker, a popular saltwater food fish, Thorrold and his assistant have successfully followed the traveling of young fish from mid-ocean to the coast, a journey of many hundreds of miles.

This is important to managers in the fish industry, who know nearly nothing about the whereabouts of the young fish for most food fish in the ocean. Eager to learn about his technology, fish scientists are now lending Thorrold their ears.

4. What can we learn about fish ears from the text?

A. They are small soft rings. B. They are not seen from the outside.

C. They are opening only on food fish. D. They are not used to receive sound.

5. Why does the writer compare the fish to trees?

A. Trees gain a growth ring each day. B. trees also have otoliths.

C. Their growth rings are very small. D. They both have growth rings.

6. Why is it important to study the chemistry of otolith rings?

A. The elements of the otoliths can tell the history of the sea.

B. Chemical contents of otoliths can tell how fast fish can swim.

C. We can know more about fish and their living environment.

D. Scientists can know exactly how old a fish is.

7. How would you understand “fish scientists are now lending their ears”?

A. They are very interested in Thorrold’s research fingings.

B. They want to know where they can find fish.

C. They lend their fish for chemical studies.

D. They wonder if Thorrold can find growth rings from their ears.

My son and I were trying to sell the house we had repaired but in the barn(谷仓)there were bats(蝙蝠)and they would not leave. The barn was their home. They told us so in their own way. They hung there in the barn and seemed determined to stay for the season. Don't worry about it, Dad, Patrick said. They keep down the mosquitoes(蚊子).”

Unfortunately they also kept the buyers away. when we had asked a person to sell the house for us he had refused to show it because of the bats. Bats are popular, Patrick comforted me. They're ecological(生态学的).Isn't there a machine you can buy that produces high-frequency sounds to keep bats away?” I don't know,” said Patrick. But I like bats, and whoever buys this house will probably like them too.&n

篇3：托福阅读

1. What does the passage mainly discuss?

(A)A tool to assist in making complex decisions.

(B)A comparison of actual decisions and ideal decisions

(D) Differences between long-range and short-range decision making

2. The word “essential” in line 7 is closest in meaning to

(A) introductory

(B) changeable

(D) fundamental

3. The word “pertinent” in line 9 is closest in meaning to

(A) relevant

(B) preceding

(D) responsive

4. Of the following steps, which occurs before the others in making a decision worksheet?

(A) Listing the consequences of each solution

(B) Calculating a numerical summary of each solution

(D) Writing down all possible solutions

5.According to decision-worksheet theory, an optimal decision is defined as one that

(A) has the fewest variables to consider

(B) uses the most decision worksheets

(D) is agreed to by the greatest number of people

6. The author develops the discussion in paragraph 1 by means of

(A) describing a process

(B) classifying types of worksheets

(D) explaining a theory

7. The author states that “On the average, people can keep about seven ideas in their minds at once

(lines 17-18) to explain that

(A) most decisions involve seven steps

(B) human mental capacity has limitations

(D) people can learn to keep more than seven ideas in their minds with practice

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

(A) creative

(B) satisfactory

(D) concise

9. Which of the following terms is defined in the passage ?

(A) Proponents (line 5)

(B) Optimal (line 5)

(D) Long-range goals (line 25)

10. The word ”it“ in line 24 refers to

(A) worksheet

(B) problem

(D) decision

11. The word ”revise“ in line 26 is closest in meaning to

(A) ask

(B) explain

(D) predict

篇4：托福阅读

ADADCABDBB C

托福阅读之心理学知识

1.认知

在托福听力中认知类文章首先会提出一种现象，然后分析这种现象产生的原因。一般情况下通过举例子等方法进行分析。例如，

TPO10 lecture 4关于儿童健忘症的两种解释。一种是儿童在3岁之前的阶段确实也形成了记忆，但是在我们长大的过程中就慢慢遗忘了;另一种是3岁以下的孩子缺乏记忆认知能力。

TPO15 lecture 1做事情时的精力分散和怎么集中精力做事情。首先讲的分散精力的一种遗忘;以电脑上敲字母为例子，后来又举分辨字母大小写的例子，讲到大脑区域的一部分V5与注意力的关系。

2.条件反射

一般情况下，这类文章会根据一个例子，然后提出假设，接着用实验验证假设，最后得出结论，考生可以分析文章的假设的观点，实验的方法以及结论，这三部分加深对文章的理解。

TPO14 lecture 1举了一个关于单词的例子解释了认识能力，记忆力和想象力，这些都是引导我们熟悉某事物并相信其存在的内在精神过程。每一个过程都有其局限性，可能会让我们产生错误的新年或做出错误的预测。

TPO2 lecture 1肌肉运动规律反应出我们的想法。约翰沃森认为喉部的运动是我们思想的符号。这是因为我们

解决问题的时候喉部肌肉运动增加。威廉詹姆斯认为人们都有自己意识不到的动作和活动，但是这些结论都是不确定的。

心理学高频词汇

psychology n. 心理学;心理状态

behaviorism n. 行为主义

muscular adj. 肌肉的;肌肉发达的;强健的

amnesia n. 健忘症，[内科] 记忆缺失

cognitive adj. 认知的，认识的

psychology n. 心理学;心理状态

infants n. 婴儿(infant的复数);婴幼儿

cognitive adj. 认知的，认识的

distraction n. 注意力分散;消遣;心烦意乱

心理学家从事基础研究的目的是描述、解释、预测和影响行为。应用心理学家还有第五个目的--提高人类生活的质量。这些目标构成了心理学事业的基础。

心理学符号的含义：符号在希腊语里是灵魂的意思，后来变成英文psyche。

托福阅读|心理学专业核心词汇及真题梳理

篇5：托福阅读材料

下面是托福阅读材料的集锦，希望对你们有帮助，谢谢。

托福阅读材料：全球气候变暖

Rice yields falling under global warming

全球气候变暖也与亚洲的一些主要大米出产国的耕地面积减少有关。

Global warming is cutting rice yields in many parts of Asia, according to research, with more declines to come.

Yields have fallen by 10-20% over the last 25 years in some locations.

The group of mainly US-based scientists studied records from 227 farms in six important rice-producing countries such as Thailand, Vietnam, India and China.

This is the latest in a line of studies to suggest that climate change will make it harder to feed the world's growing population by cutting yields.

In , other researchers found that rice yields in the Philippines were dropping by 10% for every 1C increase in night-time temperature.

That finding, like others, came from experiments on a research station.

The latest data, by contrast, comes from working, fully-irrigated farms that grow ”green revolution“ crops, and span the rice-growing lands of Asia from the Indian state of Tamil Nadu to the outskirts of Shanghai.

Describing the findings, which are published in Proceedings of the National Academy of Sciences (PNAS), lead researcher Jarrod Welch said:

”We found that as the daily minimum temperature increases, or as nights get hotter, rice yields drop.“

The mechanism involved is not clear but may involve rice plants having to respire more during warm nights, so expending more energy, without being able to photosynthesise.

By contrast, higher temperatures during the day were related to higher yields; but the effect was less than the yield-reducing impact of warmer nights.

However, if temperatures continue to rise as computer models of climate project, Mr Welch says hotter days will eventually begin to bring yields down.

We see a benefit of [higher] daytime temperatures principally because we haven't seen a scenario where daytime temperatures cross over a threshold where they'd stop benefiting yields and start reducing them,” he told BBC News.

“There have been some recent studies on US crops, in particular corn, that showed the drop-off after that threshold is substantial,” said the University of California at San Diego researcher.

The assessment of climate impacts from the Intergovernmental Panel on Climate Change (IPCC) concluded that although a modest temperature rise could increase crop yields in some regions, for “temperature increases more than 3C, average impacts are stressful to all crops assessed and to all regions”.

A study published at the begining of last year concluded that half of the world's population could face a climate-induced food crisis by 2100, with the most extreme summers of the last century becoming routine towards the end of this century.

托福阅读材料：莫斯科烟雾死亡率

Death rate doubles in Moscow's smoke, heat

高温和森林大火带来的烟尘使俄罗斯首都莫斯科的居民饱受煎熬

Scorching heat and acrid smoke have nearly doubled death rates in Moscow, a city official said on Monday, as a shroud of smog from raging forest and peat fires beset Russia's capital for a third week.

Firefighters battled wildfires covering 1,740 square km (672 sq miles) -- bigger than the area of Greater London -- in what the state weather forecaster said was Russia's worst heat wave for a millennium.

“The average death rate in the city during normal times is between 360 and 380 people per day. Today, we are around 700,” Andrei Seltsovsky, Moscow's health department chief, told a city government meeting.

Russia's worst drought in decades has spooked world grain markets, driving wheat prices up at the swiftest rate in more than 30 years and raising the specter of a food crisis.

Seltsovsky said heat stroke was the main cause of the recent increase in deaths. He said ambulance dispatches in Moscow were up by about a quarter to 10,000 a day and problems linked to heart disease, bronchial asthma and strokes had increased.

“This is no secret,” Seltsovsky said. “Everyone thinks we're making secrets out of it. It's 40 degrees (Celsius, or 104 Fahrenheit) on the street. Abroad, people drown like flies and no one asks questions.”

Moscow morgues and hospitals were overcrowded, funeral parlors were doing a brisk business in coffins, and a sign in one crematorium said it was fully booked and taking no new orders.

“Today we have 80 bodies. We store them anywhere we can because the refrigerators are full,” an attendant at Hospital No. 62's morgue, designed to hold up to 35 corpses, told Reuters.

Until Monday, neither federal nor Moscow authorities had announced data on deaths from heat and pollution, giving rise to suspicion of a Soviet-style cover-up in the face of criticism of the government's handling of the wildfire crisis.

Officials say 52 people have been killed by fires that have ravaged forests and fields and destroyed a handful of villages since late July.

ECONOMIC IMPACT

Prime Minister Vladimir Putin last week announced a grain export ban from August 15 to December 31, sending prices higher and hurting shares of brewers such as Carlsberg and Heineken.

SovEcon, a leading agricultural analyst, said on Monday the government might extend the ban even longer, reducing -11 wheat exports to about 3 million tonnes instead of the earlier expected 10-11 million tonnes.

SovEcon also said Russia's wheat crop might be about one-third smaller than last year's, dropping to 43 million tonnes from 61.7 million tonnes in .

Russia's main sugar lobby warned on Monday that the drought may hamper this year's beet sugar output, reducing it from the earlier expected 4 million tonnes to 3.2-3.5 million tonnes.

The downgraded sugar beet forecast is not expect to change Russia's import needs as it has large domestic reserves. Almost all sugar produced in Russia is consumed domestically.

Kremlin critics have blamed Putin for what they call a sluggish and ineffective government response to the fires, but polls have so far shown no decline in his popularity.

Russia has begun to feel economic effects from the horrid weather conditions, which have prompted banks and businesses to reduce staffing and slowed activity in the service sector.

Alfa Bank, a Moscow investment bank, said it would not publish a daily research bulletin on Monday or Tuesday.

“Owing to severe weather in Moscow, there is only a limited presence at the bank,” an Alfa official said in an e-mail.

According to the business daily Kommersant, investment bank Uralsib shortened its workday on Monday, and state-controlled behemoth Sberbank closed some of its back offices.

But many Muscovites did report for work, trudging to metro stations or driving on streets where visibility was far below normal and smog veiled buildings.

Many people wore facemasks to try to filter the smoke, but the masks were increasingly hard to find and some doctors raised concerns about an official whitewash of the real impact of the smoke in Moscow.

An unnamed doctor at a Moscow clinic wrote on his Internet site over the weekend that he was wary of diagnosing patients with heat- and smoke-related illnesses for fear of dismissal.

Another doctor at a major hospital, speaking on condition of anonymity, told Reuters on Sunday that senior management had instructed staff not to link patients' illnesses with the heat.

Moscow authorities said over the weekend that reception centers were operating city-wide as refuges from the heat. But Vitaly Bredikhin, deputy manager of one of the centers, said that about 90 percent of the facilities lacked air-conditioning.

At one of the shelters, in an old building near Pushkin Square in the center of the city, about 10 elderly people sat in a hot dining room with no air-conditioning or even a fan.

托福阅读材料：美国对狼的保护

Judge orders US to keep protecting 'endangered' wolves

A federal judge has ordered the US to put Rocky Mountain grey wolves back on a list of protected endangered species.

Encouraged by the recovery of the once nearly-extinct wolf, the US last year moved to allow wolf hunts in two states while protecting them in a third.

But a judge ruled the law did not permit the US to protect part of a species population while allowing hunting of the rest.

Despite the ruling, Idaho said it would seek federal approval for a wolf hunt.

The decision puts wolves in the states of Montana and Idaho back on the endangered species list following their removal last year.

Wyoming's wolves had remained protected because the US government was unsatisfied with the state's wolf protection plan.

In Montana, US District Judge Donald Molloy came down on the side of a coalition of conservation groups who had challenged the US Fish and Wildlife Service's move to take the grey wolf off the endangered species list in Montana and Idaho.

Among several arguments, the coalition said the law did not permit the Fish and Wildlife Service to “partially delist” protected species - protecting the wolf in one state but not others.

Significant protection

“The plain language of the Endangered Species Act does not allow the agency to divide a [population segment] into a smaller taxonomy,” Judge Molloy wrote.

Grey wolves were once abundant in the US, but a government-sponsored hunting programme nearly eradicated them. The wolves were gone from Montana, Idaho, Wyoming and south-western Canada by the 1930s.

The US passed the Endangered Species Act in 1973 and the wolf was listed as endangered in 1974, affording it significant protection from hunters.

In the 1990s, the government reintroduced wild wolf populations into the northern Rocky Mountains, situated in the western US.

Powerful ranching interests in the states concerned have opposed protection of the wolves, saying they threaten livestock.

篇6：托福阅读攻略：精心研读每段第

托福阅读攻略：精心研读每段第一句

托福阅读的第一句按类型可分为：开门见山型、标靶型和导入型三类。根据这三个类型有如下的对付办法：

所谓开门见山型，即指文章直接推出论点，表达文章的中心思想或主题走向。开门见山型的特征往往为定义型句子。一般都较为简短有力，富有哲理性，不超过两行。文章如属于开门见山型，则主题的确立自不待言。

所谓标靶型，即作者在起笔处先推出某个错误的`论点或看法，然后加以批驳，给出作者所持的相反或相对立的观点。标靶型语句的特征往往为：“人们常常以为……”、“一般说来……”、“据称……”。遇到标靶型语句时，只要第一句作相反理解，即可确知文章的主旨。

所谓导入型，即作者先隐下主题思想不说，从别的细碎的地方谈起，渐渐接入正题。导入型的语句一般较为琐碎具体，甚至具体到某年某月。有时也纯为挑起读者的好奇心而设。如″American firms have a prob?鄄lem.″什么问题呢？作者只字不提。导入型语句尽管隐藏了主题思想，但文章的脉络、所涉及的范围依然清晰可见。如上句的举例，讨论的关键肯定在problem，范围局限在美国公司。

当然，分类并不是绝对的，有时我们也可看到几种类型缠绕在一起的句子。关键在于：读完第一句后，应能确定文章的中心思想，即或不能，也应尽可能地把握文章的讨论走向。完成了这一点，也就完成了初步阅读。剩下的就是在中心思想或文章的主题走向的指导下去做选择项了。

篇7：托福TPO9阅读第原文及答案解析

托福TPO9阅读原文Part2

Reflection in Teaching

Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.

Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be “drawn to these new, refreshing” conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy.“ The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.

Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being ”utilitarian … and not rich or detailed enough to drive systematic reflection.“ Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.

Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.

Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: ”Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea.“

The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect - for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.

Paragraph 1: Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.

托福TPO9阅读题目Part2

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

○supported

○shaped

○stimulated

○suggested

2. According to paragraph 1, it was believed that reflection could help teachers

○understand intellectual principles of teaching

○strengthen their intellectual connection to their work

○use scientific fact to improve discipline and teaching

○adopt a more disciplined approach to teaching

Paragraph 2: Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be ”drawn to these new, refreshing“ conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.

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

○ continue

○ occur

○ succeed

○ apply

4. All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT:

○It was designed so that teachers would eventually reflect without help from others.

○It was used by a group of teachers over a period of years.

○It involved having teachers take part in discussions of classroom events.

○It involved having teachers record in writing their reflections about teaching.

5. According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that

○ the number of teachers involved in their program was too large

○ the concepts of teacher reflection were so abstract that they could not be applied

○ the ideas involved in reflection were actually not new and refreshing

○ several years would be needed to acquire the habit of reflecting on their teaching

Paragraph 3: Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being ”utilitarian … and not rich or detailed enough to drive systematic reflection.“ Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.

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

○ unbiased

○ positive

○ systematic

○ thorough

7. According to paragraph 3, what did the teachers working with Wildman and Niles often fail to do when they attempted to practice reflection?

○Correctly calculate the amount of time needed for reflection.

○Provide sufficiently detailed descriptions of the methods they used to help them reflect.

○Examine thoughtfully the possible causes of events in their classrooms.

○Establish realistic goals for themselves in practicing reflection.

Paragraph 4: Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.

8. How is paragraph 4 related to other aspects of the discussion of reflection in the passage?

○It describes and comments on steps taken to overcome problems identified earlier in the passage.

○It challenges the earlier claim that teachers rarely have the time to think about their own or others' teaching.

○It identifies advantages gained by teachers who followed the training program described earlier in the passage.

○It explains the process used to define the principles discussed later in the passage.

Paragraph 5: Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: ”Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea.“

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

○ commonly held

○ persuasive

○ original

○ practical

Paragraph 6: The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect - for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.

10. According to paragraph 6, teachers may be discouraged from reflecting because

○ it is not generally supported by teacher educators

○ the benefits of reflection may not be apparent immediately

○ it is impossible to teach and reflect on one's teaching at the same time

○ they have often failed in their attempts to become reflective practitioners

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

○The practice of being reflective is no longer simply a habit among teachers but something that is externally motivated.

○Most teachers need to explore ways to form the habit of reflection even when no external motivation exists.

○Many aspects of the motivation to reflect have not been studied, including the comparative benefits of externally motivated and habitual reflection among teachers.

○There has not been enough exploration of why teachers practice reflection as a habit with or without external motivation.

Paragraph 4: Helping this group of teachers to revise their thinking about classroom events became central. ■This process took time and patience and effective trainers. ■The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.

Paragraph 5: ■Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. ■The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: ”Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea.“

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

However, changing teachers' thinking about reflection will not succeed unless there is support for reflection in the teaching environment.

Where could the sentence best fit?

13. 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.

Wildman and Niles have conducted research on reflection in teaching

●

Answer Choices

○Through their work with Virginia teachers, Wildman and Niles proved conclusively that reflection, though difficult, benefits both teachers and students.

○Wildman and Niles found that considerable training and practice are required to understand classroom events and develop the skills involved in reflection.

○Wildman and Niles identified three principles that teachers can use to help themselves cope with problems that may arise as a result of reflection.

○Wildman and Niles concluded that teachers need sufficient resources as well as the cooperation and encouragement of others to practice reflection.

○There are numerous obstacles to implementing reflection in schools and insufficient understanding of why teachers might want to reflect.

○Whether teachers can overcome the difficulties involved in reflection may depend on the nature and intensity of their motivation to reflect

托福TPO9阅读答案Part2

参考答案：

1. ○1

2. ○2

3. ○3

4. ○4

5. ○2

6. ○1

7. ○3

8.○1

9. ○2

10. ○2

11. ○3

12. ○3

13. Wildman and Niles found that

Wildman and Niles concluded that

There are numerous obstacles to

托福TPO9阅读翻译Part2

参考翻译：教学中的反思

教师被认为受益于反思实践--有意识地更深入思考、仔细地检查发生在他们自己教室里的事件和相互影响。教育家T o 怀尔德曼和J. o奈尔斯(1987)描述了一个在资深教师中开展反思实践的方案。这是合理的，因为人们认为反思的实践可以帮助老师们更加理性地对待他们的角色和从事的事业，并可以让他们能在教学准则中处理科学事实的缺乏和知识的不确定。

怀尔德曼和奈尔斯都特别喜欢研究在哪种情况下反思可能大量出现--一个几乎没有任何文献指导的课题。他们给弗吉利亚的一组教师设计了一个实验策略，并在几年内研究了这一组的40位教师。他们担心很多人可能认为沉浸在这种全新的教育概念中的结果就是，发现教师反思的抽象概念和现实之间的鸿沟太大而无法逾越。要反思像教学这样复杂的事件不是容易的。老师们都参加了关于教学事件计划的讨论，紧接着在工作人员的协助下去反思具体问题，然后是独立反思。

怀尔德曼和奈尔斯观察到系统教学反思需要一种以客观的方式来理解教室里发生事件的能力。他们起初认为参与研究的教师们太功利，并不是足够丰富和详细以促使系统反思的产生。教师们很少有机会和时间去客观地观察他们自己和其他老师的教学。更深的研究发现教师们更愿意评价事件而不是站在事件之外洞察一个事件的促进因素。

帮助这组教师修订他们关于课堂事件的认识变成了关键问题。这个过程需要时间和耐心以及有效的受训者。研究者认为训练同一个教师使他客观地看待事情需要大约20到30小时，而反思技巧的练习同样需要这么多时间。

怀尔德曼和奈尔斯确定了促进在教学环境中实现反思行为的3个原则。第一就是来自教学系统管理层的支持，这使得教师们明白反思实践的必要条件，并知道它与教学之间的联系。第二就是需要足够的时间和空间。项目中的教师们抱怨说让他们放弃别人当时的要求而为自己腾出时间去提升自己的反思能力是很困难的。第三就是以其他教师的支持为基础的亲密无间的环境。项目中的教师同样需要支持和鼓励以帮助他们去应付他们职业生活中的不如意的方面。怀尔德曼和奈尔斯作出了一个总结性的评论：”或许我们学到的最重要的观点就是教师不会因为这是好的，或者甚至是不可或缺的观念而自发地开展教学反思。"

怀尔德曼和奈尔斯的工作表明认识进行反思的某些困难的重要性。也有其他人知道这个，并指出相似的关于反思行为的教学职业文化阻碍。Zeichner 和Liston(1987)指出作为一个决策者的教师和作为一个将其他人观念付诸实施的教师之间，存在着角色上的不一致。比文化问题更基本的是动机问题。成为一个反思教学的执行者需要额外的付出(Jaworski,1993)而且只有一个模糊的目标，甚至不仅没有显而易见的回报，反而有易受责难的威胁。很少人直接质疑什么可能让一个教师想变成反思型教师。显然，使教师朝着反思行为奋斗的最直接的原因是师资培训者认为这是一件很好的事情。关于反思的动力存在许多未知的问题，例如外部驱动的反思的价值与通过习惯进行反思的价值是不同的。

篇8：托福tpo47阅读第答案及原文题目

托福tpo47阅读第一篇答案及原文题目

Roman Cultural Influence on Britain

After the Roman Empire’s conquest of Britain in the first century A.D., the presence of administrators, merchants, and troops on British soil, along with the natural flow of ideas and goods from the rest of the empire, had an enormous influence on life in the British Isles. Cultural influences were of three types: the bringing of objects, the transfer of craft workers, and the introduction of massive civil architecture. Many objects were not art in even the broadest sense and comprised utilitarian items of clothing, utensils, and equipment. We should not underestimate the social status associated with such mundane possessions which had not previously been available. The flooding of Britain with red-gloss pottery form Gaul (modern-day France), decorated with scenes from Classical mythology, probably brought many into contact with the styles and artistic concepts of the Greco-Roman world for the first time, whether or not the symbolism was understood. Mass-produced goods were accompanied by fewer more aesthetically impressive objects such as statuettes. Such pieces perhaps first came with officials for their own religious worship; others were then acquired by native leaders as diplomatic gifts or by purchase. Once seen by the natives, such objects created a fashion which rapidly spread through the province.

In the most extreme instances, natives literally bought the whole package of Roman culture. The Fishbourne villa, built in the third quarter of the first century A.D., probably for the native client king Cogidubnus, amply illustrates his Roman pretensions. It was constructed in the latest Italian style with imported marbles and stylish mosaics. It was lavishly furnished with imported sculptures and other Classical objects. A visitor from Rome would have recognized its owner as a participant in the contemporary culture of the empire, not at all provincial in taste. Even if those from the traditional families looked down on him, they would have been unable to dismiss him as uncultured. Although exceptional, this demonstrates how new cultural symbols bound provincials to the identify of the Roman world.

Such examples established a standard to be copied. One result was an influx of craft worker, particularly those skilled in artistic media like stone-carving which had not existed before the conquest. Civilian workers came mostly from Gaul and Germany. The magnificent temple built beside the sacred spring at Bath was constructed only about twenty years after the conquest. Its detail shows that it was carved by artists from northeast Gaul. In the absence of a tradition of

Classical stone-carving and building, the desire to develop Roman amenities would have been difficult to fulfill. Administrators thus used their personal contacts to put the Britons in touch with architects and masons. As many of the officials in Britain had strong links with Gaul, it is not surprising that early Roman Britain owes much to craft workers from that area. Local workshops did develop and stylistically similar groups of sculpture show how skills in this new medium became widerspread. Likewise skills in the use of mosaic, wall painting, ceramic decoration, and metal-working developed throughout the province with the eventual emergence of characteristically Romano-British styles.

This art had a major impact on the native peoples, and one of the most importance factors was a change in the scale of buildings. Pre-Roman Britain was highly localized, with people rarely traveling beyond their own region. On occasion large groups amassed for war or religious festivals, but society remained centered on small communities. Architecture of this era reflected this with even the largest of the fortified towns and hill forts containing no more than clusters of medium-sized structures. The spaces inside even the largest roundhouses were modest, and the use of rounded shapes and organic building materials gave buildings a human scale. But the effect of Roman civil architecture was significant. The sheer size of space enclosed within buildings like the basilica of London must have been astonishing. This was an architecture of dominance in which subject peoples were literally made to feel small by buildings that epitomized imperial power. Supremacy was accentuated by the unyielding straight lines of both individual buildings and planned settlements since these too provided a marked contrast with the natural curvilinear shapes dominant in the native realm.

Passage1

available. The flooding of Britain with red-gloss pottery form Gaul (modern-day France), decorated with scenes from Classical mythology, probably brought many into contact with the styles and artistic concepts of the Greco-Roman world for the first time, whether or not the symbolism was understood. Mass-produced goods were accompanied by fewer more aesthetically impressive objects such as statuettes. Such pieces perhaps first came with officials for their own religious worship; others were then acquired by native leaders as diplomatic gifts or by purchase. Once seen by the natives, such objects created a fashion which rapidly spread through the province.

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

A. material

B. ordinary

C. valued

D. useful

2. Paragraph 1 suggests that one benefit for British natives in buying such items as red-gloss pottery made in Gaul was

A. improved quality of utilitarian items

B. Understanding the symbolism of Classical mythology

C. higher social standing

D. Learning to mass-produce pottery for a profit

3. Paragraph 1 supports which of the following ideas about contacts that existed between Britain and the Roman Empire before the Roman conquest of Britain?

A. They were sufficient for native Britons to become familiar with everyday Roman objects.

B. They were not sufficient for even very basic aspects of the culture of the Roman Empire to find their way into British life.

C. They were not sufficient for British to have heard of the power of the Roman Empire.

D. They were sufficient for individual Britons to become very interested in trying to participate in the culture of the Roman Empire.

Passage 2

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

A. exclusively

B. additionally

C. appropriately

D. richly

5. According to paragraph 2, the style and furnishings of the Fishbourne villa suggest that the person for whom it was built was

A. cultured according to the contemporary standards of the empire

B. caught between native and Roman traditions

C. originally a visitor from Rome

D. a member of a socially inferior family

Passage 3

Such examples established a standard to be copied. One result was an influx of craft worker, particularly those skilled in artistic media like stone-carving which had not existed before the

conquest. Civilian workers came mostly from Gaul and Germany. The magnificent temple built beside the sacred spring at Bath was constructed only about twenty years after the conquest. Its detail shows that it was carved by artists from northeast Gaul. In the absence of a tradition of Classical stone-carving and building, the desire to develop Roman amenities would have been difficult to fulfill. Administrators thus used their personal contacts to put the Britons in touch with architects and masons. As many of the officials in Britain had strong links with Gaul, it is not surprising that early Roman Britain owes much to craft workers from that area. Local workshops did develop and stylistically similar groups of sculpture show how skills in this new medium became widerspread. Likewise skills in the use of mosaic, wall painting, ceramic decoration, and metal-working developed throughout the province with the eventual emergence of characteristically Romano-British styles.

6. The word “sacred” in the passage is closet in meaning to

A. holy

B. ancient

C. natural

D. Secret

7. According to paragraph 3, one factor contributing to success of the earliest Roman-style construction projects in Britain was

A. the fact that long before the conquest many civilian workers from Gaul and Germany had settled in Britain

B. the rapid development of characteristically Romano-British styles

C. the availability, in northeast Gaul, of structures that could serve as standards to be copied

D. the use, by administrators, of personal connections to bring craft workers form Gaul into contact with Britons

Passage 4

8. In paragraph 4, why does the author mention that “Pre-Roman Britain was highly localized, with people rarely traveling beyond their own region”?

A. To suggest that the Roman conquest of Britain increased the standard of living for natives

B. To indicate that pre-Roman Britain was more interested in festivals and community life than conquering other regions

C. To explain why architecture during this period was not built to be particularly large

D. To illustrate how the traditional roundhouse evolved under the influence of Roman civil architecture

9. The word “modest” in the passage in closet in meaning to

A. comfortable

B. limited in number

C. poorly lit

D. not large

10. According to paragraph 4, people in pre-Roman Britain lived, for the most part, in

A. architecture that seemed imperial in size

B. small communities

C. large roundhouses

D. fortified towns

11. According to paragraph 4, why did straight lines in buildings and settlements emphasize the dominance of those who introduced them ?

A. Because straight lines were in contrast to the shapes found in pre-Roman architecture

B. Because unlike curved lines, which are shaped in all sorts of different ways, straight lines do no differ

C. Because the dominant lines in entire settlements were the same as those in individual buildings

D. Because building and settlements were easier to construct when the dominant lines were straight lines

12. According to paragraph 4, buildings from the pre-Roman period differed sharply from buildings reflection Roman civil architecture in each of the following respects EXCEPT

A. their outside and inside dimensions

B. the impact they had on people

C. the geometric shapes in which they were built

D. the positioning of buildings in clusters

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

Practical and unimpressive, most were barely taller than the average adult.

Where would the sentence best fit? Click on a square [■] to add the sentence to the passage.

but society remained centered on small communities. Architecture of this era reflected this with even the largest of the fortified towns and hill forts containing no more than clusters of medium-sized structures. The spaces inside even the largest roundhouses were modest, and the use of rounded shapes and organic building materials gave buildings a human scale. [■] But the effect of Roman civil architecture was significant. The sheer size of space enclosed within buildings like the basilica of London must have been astonishing. [■] This was an architecture of dominance in which subject peoples were literally made to feel small by buildings that epitomized imperial power. [■] Supremacy was accentuated by the unyielding straight lines of both individual buildings and planned settlements since these too provided a marked contrast with the natural curvilinear shapes dominant in the native realm.[■]

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 3 points.

Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it.

To review the passage, click VIEW TEXT.

The conquest of Britain by the Roman Empire resulted in significant cultural change.

Answer Choices

A. New objects entering Britain ranged from mass-produced articles for everyday use to works of art, and they were widely-and enthusiastically-accepted by native Britons.

B. Constructing and furnishing buildings in the Roman style required skills that native workers did not at first have, so workers were brought in from other parts of the empire.

C. Native Britons traveled to Gaul to learn Classical stone-carving and building techniques.

D. The conquest was followed by a building boom, and enough villas and temples in the Italian style were built that a visitor from Rome would have felt quite at home in post-conquest Britain.

E. An important symbol of Roman supremacy was Roman architecture, whose enormous size, emphasized by the use of straight lines, made the natives feel insignificant.

F. Characteristically Romano-British concepts took hold in architecture; roundhouses were built much larger than before, and straight lines began to be used in interior spaces.是托福考试中很重要的一部分，考生们想要提高托福阅读的分数离不开平时的练习，其中托福tpo系列便是很好的复习资料。今天智课网给大家带来了托福tpo47阅读第一篇答案及原文题目，希望大家可以认真练习，这样才能在托福考试中取得理想的成绩。

Roman Cultural Influence on Britain

Passage1

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

A. material

B. ordinary

C. valued

D. useful

2. Paragraph 1 suggests that one benefit for British natives in buying such items as red-gloss pottery made in Gaul was

A. improved quality of utilitarian items

B. Understanding the symbolism of Classical mythology

C. higher social standing

D. Learning to mass-produce pottery for a profit

3. Paragraph 1 supports which of the following ideas about contacts that existed between Britain and the Roman Empire before the Roman conquest of Britain?

A. They were sufficient for native Britons to become familiar with everyday Roman objects.

B. They were not sufficient for even very basic aspects of the culture of the Roman Empire to find their way into British life.

C. They were not sufficient for British to have heard of the power of the Roman Empire.

D. They were sufficient for individual Britons to become very interested in trying to participate in the culture of the Roman Empire.

Passage 2

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

A. exclusively

B. additionally

C. appropriately

D. richly

5. According to paragraph 2, the style and furnishings of the Fishbourne villa suggest that the person for whom it was built was

A. cultured according to the contemporary standards of the empire

B. caught between native and Roman traditions

C. originally a visitor from Rome

D. a member of a socially inferior family

Passage 3

Such examples established a standard to be copied. One result was an influx of craft worker, particularly those skilled in artistic media like stone-carving which had not existed before the

6. The word “sacred” in the passage is closet in meaning to

A. holy

B. ancient

C. natural

D. Secret

7. According to paragraph 3, one factor contributing to success of the earliest Roman-style construction projects in Britain was

A. the fact that long before the conquest many civilian workers from Gaul and Germany had settled in Britain

B. the rapid development of characteristically Romano-British styles

C. the availability, in northeast Gaul, of structures that could serve as standards to be copied

D. the use, by administrators, of personal connections to bring craft workers form Gaul into contact with Britons

Passage 4

8. In paragraph 4, why does the author mention that “Pre-Roman Britain was highly localized, with people rarely traveling beyond their own region”?

A. To suggest that the Roman conquest of Britain increased the standard of living for natives

B. To indicate that pre-Roman Britain was more interested in festivals and community life than conquering other regions

C. To explain why architecture during this period was not built to be particularly large

D. To illustrate how the traditional roundhouse evolved under the influence of Roman civil architecture

9. The word “modest” in the passage in closet in meaning to

A. comfortable

B. limited in number

C. poorly lit

D. not large

10. According to paragraph 4, people in pre-Roman Britain lived, for the most part, in

A. architecture that seemed imperial in size

B. small communities

C. large roundhouses

D. fortified towns

11. According to paragraph 4, why did straight lines in buildings and settlements emphasize the dominance of those who introduced them ?

A. Because straight lines were in contrast to the shapes found in pre-Roman architecture

B. Because unlike curved lines, which are shaped in all sorts of different ways, straight lines do no differ

C. Because the dominant lines in entire settlements were the same as those in individual buildings

D. Because building and settlements were easier to construct when the dominant lines were straight lines

12. According to paragraph 4, buildings from the pre-Roman period differed sharply from buildings reflection Roman civil architecture in each of the following respects EXCEPT

A. their outside and inside dimensions

B. the impact they had on people

C. the geometric shapes in which they were built

D. the positioning of buildings in clusters

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

Practical and unimpressive, most were barely taller than the average adult.

Where would the sentence best fit? Click on a square [■] to add the sentence to the passage.

Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it.

To review the passage, click VIEW TEXT.

The conquest of Britain by the Roman Empire resulted in significant cultural change.

Answer Choices

A. New objects entering Britain ranged from mass-produced articles for everyday use to works of art, and they were widely-and enthusiastically-accepted by native Britons.

B. Constructing and furnishing buildings in the Roman style required skills that native workers did not at first have, so workers were brought in from other parts of the empire.

C. Native Britons traveled to Gaul to learn Classical stone-carving and building techniques.

D. The conquest was followed by a building boom, and enough villas and temples in the Italian style were built that a visitor from Rome would have felt quite at home in post-conquest Britain.

E. An important symbol of Roman supremacy was Roman architecture, whose enormous size, emphasized by the use of straight lines, made the natives feel insignificant.

F. Characteristically Romano-British concepts took hold in architecture; roundhouses were built much larger than before, and straight lines began to be used in interior spaces.

1-5.BCBDA 6-10.ADCDB 11-13.ADA 14.ABE

新托福阅读背景知识：垮掉的一代

“垮掉的一代”

50年代沉闷的政治空气使许多青年感到窒息，他们吸毒、群居，以颓唐、放纵的生活方式来表示自己的抗议。其中有些人把这种生活与情绪写入文学作品，这便是“垮掉的一代”文学。这种文学发展到60年代后，在国内民主运动高涨的背景下，增加了一些政治色彩。但是对他们中许多人来说，东方宗教与东方哲学更具有吸引力。“垮掉的一代”在诗歌创作方面较有生气，并恢复了美国诗歌朗诵的传统。

新托福阅读背景知识：黑色幽默

“黑色幽默”

进入60年代之后，人们对生活中的“非理性”和“异化”现象，有了更深切的体会。有些作家在作品中，用夸张、超现实的手法，将欢乐与痛苦、可笑与可怖、柔情与残酷、荒.唐古怪与一本正经揉和在一起，使读者哭笑不得，感到不安，从而对生活能有更深一层的认识。作者对世界前景的看法往往是悲观的。这就是“黑色幽默”文学，代表作有海勒的《第二十二条军规》(1961)等。有人将阿尔比的作品也列入“黑色幽默”派中。阿尔比是美国荒诞派戏剧的代表人物。他的喜剧并没有什么滑稽、幽默的成分，但是在使读者感到不安这一点上与“黑色幽默”一致。这说明荒诞派戏剧与“黑色幽默”小说之间存在着血缘关系。

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