托福閱讀考試真題及答案

　　在社會的各個領(lǐng)域，只要有考核要求，就會有試題，借助試題可以更好地考核參考者的知識才能。那么你知道什么樣的試題才能有效幫助到我們嗎？下面是小編精心整理的托福閱讀考試真題及答案，歡迎閱讀，希望大家能夠喜歡。

　　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

　　(C) Farming practices before the Civil War

　　(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

　　(C) important

　　(D) desirable

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

　　(A) take care

　　(B) make use

　　(C) get rid

　　(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.

　　(C) It was hoped that harvesting more grain would lower the price of grain.

　　(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.

　　(C) The use of farm machinery continued to increase.

　　(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

　　(C) was utilized mainly in California

　　(D) required two people to operate

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

　　(A) grain stalks

　　(B) threshing machines

　　(C) steam engines

　　(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

　　(C) thresher owner had chance to buy the machines before farmers did

　　(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

　　(C) complex

　　(D) rapid

　　正確答案： ACBDC ABDB

　　托福聽力考試要求

　　1、Basic Comprehension: Gist + Details

　　基本理解能力的考察大概占到托福聽力總體比例的70%左右，首先，幾乎是每篇對話和講座的第一道題都是主旨題，只不過問法可能不一樣，而細節(jié)題占的比例也比較大。

　　TPO和最近考過的托福聽力真題的最大區(qū)別在于：TPO聽力中的細節(jié)題絕大多數(shù)都可以通過原文內(nèi)容直接定位正確答案，而現(xiàn)在真題中的很多題目需要考生聽到細節(jié)以后，結(jié)合自己的邏輯分析后，才能選出正確答案，有自己分析加工判斷的過程。

　　這可能就是很多同學(xué)，僅僅用TPO訓(xùn)練之后，聽力難以得到現(xiàn)實中高分的原因之一。

　　2、Pragmatic Understanding: Stance + Function

　　語義功能理解題大概占到總體聽力題的20%左右，語義功能理解的考查的題型主要以部分重聽題為主，所謂語義功能理解，就是要求考生透過教授或者學(xué)生說話的字面意思，推斷話語中的真正含義。

　　所以，部分重聽題做題的兩條黃金原則：

　　不選和重放錄音內(nèi)容過度重合的答案

　　不選和重放錄音內(nèi)容字面意思相近的答案

　　什么叫做錄音內(nèi)容和選項字面意思相近呢?舉個例子，比如TPO12/C1中的第5題中重放錄音的內(nèi)容是：Tell meabout it.題目問老師為什么講這句話。

　　其中一個選項的是：She didnt hear what the student said;

　　還有一個選項是：She wants thestudent to explain his comment.

　　這兩個選項就屬于是典型的字面意思相近。所以我們應(yīng)該選：Sheunderstands the students problem這個答案。

　　因為俚語：Tell me aboutit=Youre telling me，解釋為：誰說不是呢，相當(dāng)于：Ithink so的意思。

　　很多老師或者是書籍將Tellme about it解釋為：告訴我吧。可謂是貽笑大方。即使你不知道tellme about it的準確意思，也可以利用這兩條技巧排除法，選出正確答案。

　　3、Connective Information: Categorization + Summarization

　　這個部分的內(nèi)容是比較難的，當(dāng)然，在托福聽力考試中所占的比例相應(yīng)也不會特別高，大概是在10%左右，因為這種類型題目的答案不會在原文中一模一樣被聽到。

　　比如summarization的題目：TPO25，lecture3的第5題：問的是Howdoes the professor organize the information in the lecture?

　　對于這種觀點組織題，考生需要通過對文章細節(jié)的把握和自己的分析才能得出答案。

　　而Categorization(分類)往往是通過表格題的形式來呈現(xiàn)。大家做表格題的時候，一定要注意，如果錯一個，整個題就不得分了。

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