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托福閱讀真題預(yù)測(cè)及答案解析

　　天才不是別的，而是辛勞和勤奮。以下是小編為大家搜索整理的托福閱讀真題預(yù)測(cè)及答案解析，希望對(duì)正在關(guān)注的您有所幫助！

托福閱讀真題預(yù)測(cè)及答案解析

　　托福閱讀真題預(yù)測(cè)及答案解析 1

　　詞匯題：

　　subtly=slightly

　　eventually=in the end

　　Decipher=figure out

　　sought=tried to obtain

　　fleeting=brief

　　uniformly=consistently

　　burgeoning=increasingly

　　In profile=view from the side

　　Restrict=limit

　　第一篇：

　　題材劃分：生物類文章

　　主要內(nèi)容：

　　地球上的溫度很少超過(guò)50℃，生物在高溫以及低溫條件下都很難生存，由于生物體內(nèi)的一些生理過(guò)程隨溫度的升高反應(yīng)速度變快，酶的活性也受溫度影響。絕大部分生物在40℃的代謝速度大約是10℃時(shí)的2至4倍(不同物種之間會(huì)有差異)。高溫條件下，大部分生物都不能存活，除了生活在溫泉里的細(xì)菌，它們的生物分子之間如蛋白質(zhì)分子之間結(jié)構(gòu)會(huì)加強(qiáng)，來(lái)保證它們?cè)诟邷叵虏粫?huì)depart，這種細(xì)菌能夠在80℃條件下生存，最高能忍受110℃的環(huán)境。海水因?yàn)楹}，冰點(diǎn)會(huì)低于零度，對(duì)魚很不利，因?yàn)檫@些魚的細(xì)胞對(duì)高鹽分很敏感，不能通過(guò)這種方式來(lái)防止freeze。這些魚細(xì)胞里的balabala會(huì)聚在一起，形成較高濃度來(lái)保證不結(jié)冰，冰雪在形成的時(shí)候，是在小的冰的晶核或者其他東西為晶核為基礎(chǔ)生長(zhǎng)的。這種就是通過(guò)coating在細(xì)胞內(nèi)起這種作用的晶核表面，來(lái)阻止結(jié)冰。極地地區(qū)一些陸生生物，也通過(guò)這種方式來(lái)抵御嚴(yán)寒的冬天。它們體內(nèi)的balabala濃度在冬天最高能達(dá)到30%。

　　解析：整體文章詞匯相對(duì)較簡(jiǎn)單，只是第一篇相對(duì)而言比較難進(jìn)入狀態(tài)，所以一定要調(diào)整好自己的心態(tài)。對(duì)于文章中出現(xiàn)的學(xué)術(shù)詞匯可基本忽略不計(jì)。

　　相似TPO練習(xí)推薦：

　　TPO5-Minerals and Plants

　　TPO22-Spartina

　　第二篇

　　題材劃分：地質(zhì)類文章

　　主要內(nèi)容：

　　關(guān)于flowerfossil說(shuō)很花的化石很少很難保存，因?yàn)榛ㄊ怯蓀art構(gòu)成會(huì)隨age變化，還有在fossil過(guò)程中會(huì)有transportation之類的，所以難以找到花的fossil，然后講了china clay的特點(diǎn)，它主要由含鋁的物質(zhì)構(gòu)成的，說(shuō)是在某個(gè)C時(shí)期，在歐洲和northAmerica有大量的deposit，然后發(fā)現(xiàn)把它扔到水里，可以filter出一些C，然后這個(gè)方法是一個(gè)人在尋找C的過(guò)程中發(fā)現(xiàn)的，然后講了第一朵花M，有一種技術(shù)能3D保存，比較了一下這個(gè)技術(shù)和直接compression的優(yōu)點(diǎn)，compression能表示overall的情況，而C技術(shù)能保存detailed的信息。最后還講了一下ancient flowers都很小，它們的petals和另一個(gè)部位沒(méi)什么differences。

　　解析：

　　就文章題材而言，是TPO和托�？荚囍薪�(jīng)常出現(xiàn)的題材類型，文章結(jié)構(gòu)比較簡(jiǎn)單，沒(méi)有特別難的單詞，難度一般。

　　相似TPO練習(xí)推薦：

　　TPO20- Fossil Preservation

　　TPO7-The Geologic History of the Mediterranean

　　第三篇

　　題材劃分：歷史類文章

　　主要內(nèi)容：

　　關(guān)于歐洲中世紀(jì)的literacyand方言。一開始說(shuō)辦學(xué)校只有有錢人家的男孩子能上，F(xiàn)地方600個(gè)學(xué)生上一個(gè)教Latin的學(xué)校目的是要讓他們以lawyer為career，還有一個(gè)學(xué)校人更多是以artisan和businessman為career的教accounting和方言，后來(lái)傳播開來(lái)了，會(huì)read and write的人也有一點(diǎn)了，人們開始會(huì)記錄家里的'收入和生活，還不會(huì)read和write的人也能聽別人講而懂一些消息，然后農(nóng)民和城里人在一年的節(jié)日都會(huì)pet aside work開始一些祭祀活動(dòng)drama,play之類的，還有translation一些圣經(jīng)之類的從Latin到別的語(yǔ)言，女人在encourage translation中也有作用，然后她們這樣是因?yàn)樗齻円猤uide their children，文章最后又critical地講了一下不會(huì)用read和write也可以懂知識(shí)，舉了2個(gè)人的例子。

　　解析：

　　就整體的文章結(jié)構(gòu)來(lái)看，考生可通過(guò)閱讀對(duì)應(yīng)的TS句來(lái)了解段落的大意，相對(duì)比較容易把握，題目難度也不高，基本上都可以從原文中找到對(duì)應(yīng)的信息點(diǎn)。

　　相似TPO練習(xí)推薦：

　　TPO28—EarlySaharan Pastoralists

　　TPO9-Colonizing the Americas via the NorthwestCoast

　　托福閱讀真題預(yù)測(cè)及答案解析 2

　　With so much focus on children’s use of screens， it’s easy for parents to forget about their own screen use。 “Tech is designed to really suck on you in，” says Jenny Radesky in her study of digital play， “and digital products are there to promote maximal engagement。 It makes it hard to disengage， and leads to a lot of bleed-over into the family routine。 ”

　　Radesky has studied the use of mobile phones and tablets at mealtimes by giving mother-child pairs a food-testing exercise。 She found that mothers who sued devices during the exercise started 20 percent fewer verbal and 39 percent fewer nonverbal interactions with their children。 During a separate observation， she saw that phones became a source of tension in the family。 Parents would be looking at their emails while the children would be making excited bids for their attention。

　　Infants are wired to look at parents’ faces to try to understand their world， and if those faces are blank and unresponsive—as they often are when absorbed in a device—it can be extremely disconcerting foe the children。 Radesky cites the “still face experiment” devised by developmental psychologist Ed Tronick in the 1970s。 In it， a mother is asked to interact with her child in a normal way before putting on a blankand not giving them any visual social feedback； The child becomes increasingly distressed as she tries to capture her mother’s attention。 “Parents don’t have to be exquisitely parents at all times， but there needs to be a balance and parents need to be responsive and sensitive to a child’s verbal or nonverbal s of an emotional need，” says Radesky。

　　On the other hand， Tronick himself is concerned that the worries about kids’ use of screens are born out of an “oppressive ideology that demands that parents should always be interacting” with their children： “It’s d on a somewhat fantasized， very white， very upper-middle-class ideology that says if you’re failing to expose your child to 30，000 words you are neglecting them�！� Tronick believes that just because a child isn’t learning from the screen doesn’t mean there’s no value to it—particularly if it gives parents time to have a shower， do housework or simply have a break from their child。 Parents， he says， can get a lot out of using their devices to speak to a friend or get some work out of the way。 This can make them feel happier， which lets then be more available to their child the rest of the time。

　　26.According to Jenny Radesky， digital products are designed to ______。

　　[A] simplify routine matters [B] absorb user attention

　　[C] better interpersonal relations [D] increase work efficiency

　　[答案][B]absorb user attention

　　27.Radesky’s food-testing exercise shows that mothers’ use of devices ______。

　　[A] takes away babies’ appetite [B] distracts children’s attention

　　[C] slows down babies’ verbal development [D] reduces mother-child communication

　　[答案][D]reduces mother-child communication

　　28.Radesky’s cites the “still face experiment” to show that _______。

　　[A] it is easy for children to get used to blank s

　　[B] verbal s are unnecessary for emotional exchange

　　[C] children are insensitive to changes in their parents’ mood

　　[D] parents need to respond to children’s emotional needs

　　[答案][D]parents need to respond to children’s emotional needs

　　29.The oppressive ideology mentioned by Tronick requires parents to_______。

　　[A] protect kids from exposure to wild fantasies

　　[B] teach their kids at least 30，000 words a year

　　[C] ensure constant interaction with their children

　　[D] remain concerned about kid’s use of screens

　　[答案][C]ensure constant interaction with their children

　　30.According to Tronick， kid’s use of screens may_______。

　　[A] give their parents some free time [B] make their parents more creative

　　[C] help them with their homework [D] help them become more attentive

　　[答案][A]give their parents some free time

　　托福閱讀真題預(yù)測(cè)及答案解析 3

　　Today， widespread social pressure to immediately go to college in conjunction with increasingly high expectations in a fast-moving world often causes students to completely overlook the possibility of taking a gap year。 After all， if everyone you know is going to college in the fall， it seems silly to stay back a year， doesn’t it？ And after going to school for 12 years， it doesn’t feel natural to spend a year doing something that isn’t academic。

　　But while this may be true， it’s not a good enough reason to condemn gap years。 There’s always a constant fear of falling behind everyone else on the socially perpetuated “race to the finish line，” whether that be toward graduate school， medical school or lucrative career。 But despite common misconceptions， a gap year does not hinder the success of academic pursuits—in fact， it probably enhances it。

　　Studies from the United States and Australia show that students who take a gap year are generally better prepared for and perform better in college than those who do not。 Rather than pulling students back， a gap year pushes them ahead by preparing them for independence， new responsibilities and environmental changes—all things that first-year students often struggle with the most。 Gap year experiences can lessen the blow when it comes to adjusting to college and being thrown into a brand new environment， making it easier to focus on academics and activities rather than acclimation blunders。

　　If you’re not convinced of the inherent value in taking a year off to explore interests， then consider its financial impact on future academic choices。 According to the National Center for Education Statistics， nearly 80 percent of college students end up changing their majors at least once。 This isn’t surprising， considering the basic mandatory high school curriculum leaves students with a poor understanding of themselves listing one major on their college applications， but switching to another after taking college classes。 It’s not necessarily a bad thing， but depending on the school， it can be costly to make up credits after switching too late in the game。 At Boston College， for example， you would have to complete an extra year were you to switch to the nursing school from another department。 Taking a gap year to figure things out initially can help prevent stress and save money later on。

　　31.One of the reasons for high-school graduates not taking a gap year is that 。

　　[A] they think it academically misleading[B] they have a lot of fun to expect in college

　　[C] it feels strange to do differently from others [D] it seems worthless to take off-campus courses

　　[答案][C]it feels strange to do differently from others

　　32.Studies from the US and Australia imply that taking a gap year helps 。

　　[A] keep students from being unrealistic[B] lower risks in choosing careers

　　[C] ease freshmen’s financial burdens [D] relieve freshmen of pressures

　　[答案][D]relieve freshmen of pressures

　　33.The word “acclimation” （Line 8， Para。 3） is closest in meaning to 。

　　[A] adaptation[B] application [C] motivation[D] competition

　　[答案][A]adaptation

　　34.A gap year may save money for students by helping them 。