TOEFL词汇测试-Entry Level

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toefl primary超全考试介绍-概述说明以及解释

toefl primary超全考试介绍-概述说明以及解释1.引言1.1 概述TOEFL Primary是一项专为初中生和小学生设计的英语能力测试。

随着全球英语学习的普及和学生竞争日益激烈，TOEFL Primary作为一项广泛认可的国际英语考试，在全球范围内备受关注和重视。

TOEFL Primary考试旨在评估学生的英语听力、阅读和口语能力。

它分为两个级别，TOEFL Primary Step 1和TOEFL Primary Step 2，适用于不同年龄段的学生。

该考试的题目设计生动有趣，以学生熟悉的主题和情境为基础，旨在激发学生的兴趣和积极性。

通过TOEFL Primary考试，学生可以测试和展示他们的英语语言技能，为将来的学术和职业发展做好准备。

对于学生而言，通过参加TOEFL Primary考试，他们可以提高自己的英语水平，扩展词汇量，培养语言思维和表达能力。

对于学校和教育机构来说，TOEFL Primary考试可以帮助他们更好地评估和比较学生的英语水平，为他们提供更好的英语教学和辅导。

此外，TOEFL Primary考试还为学生提供了一个国际认可的证书，这对于申请国际学校、参加国际交流项目或获取奖学金等都具有重要意义。

对于家长来说，了解孩子在英语能力方面的真实水平，也可以更好地帮助他们规划孩子的学习和教育发展。

总之，TOEFL Primary考试是一项重要而受欢迎的英语能力测试，其概念简单而有效，目的是为了衡量学生的英语听说读写能力，促进学生的英语学习和发展。

随着全球英语教育的不断进步，TOEFL Primary将持续发展，并为更多学生提供更好的英语学习机会和发展平台。

1.2 文章结构本文将分为三个主要部分，引言、正文和结论。

以下是每个部分的详细介绍：引言部分将对TOEFL Primary考试进行概述。

首先，文章将简要介绍TOEFL Primary的背景和发展，包括该考试的起源和目的。

接下来，文章将说明本篇文章的结构，以引导读者对内容有一个整体的了解。

《词以类记TOEFLiBT词汇》

模拟测试与实战演练
模拟考试环境
模拟真实的考试环境，进行词汇测试，提高应对能力。
实战演练
在实际应用中，如写作、阅读等，运用所学的词汇，提高词汇的运用能力。
反馈与调整
根据模拟测试和实战演练的结果，及时反馈并调整复习策略，提高复习效果。
THANKS FOR WATCHING
感谢您的观看
进行简短的写作。
02 词汇学习方法
词根记忆法
总结词
高效、科学
详细描述
通过学习词根，可以理解单词的构造和演变过程，从而更好地记忆和理解单词。例如，通过学习“bio（生物）”这个词根，可以更容易地记忆“biology（生物学）”这个词。
语境记忆法
总结词
实用、生动
详细描述
将单词放入实际的语境中，通过上下文来理解单词的含义和用法。这种方法可以帮助记忆更长久，并且更好地理解单词的实际应用。例如，通过阅读句子“The cat sat on the mat.（猫坐在垫子上。）”可以更生动地理解 “mat（垫子）”这个词。
日常对话
书中的词汇不仅适用于正式场合，也适用于日常生活中的交流。
生活场景
词汇适用于各种生活场景，如购物、旅行、家庭生活等，有助于提高口语表达能力。
跨文化交流
对于想要出国留学或旅行的人来说，这本书可以帮助他们更好地理解和融入当地文化。
工作场合应用
职场必备
书中的词汇适用于各种职场环境，如商务会议、项目报告、邮件沟通等。
生活词汇
总结词
生活词汇是指日常生活中常用的词汇，通常涉及到衣、食、住、行等方面。
详细描述
这类词汇比较常见，是人们在日常生活中交流的基础。在TOEFL考试中，生活词汇的考查通常出现在阅读、听力、写作和口语部分，要求考生能够运用这些词汇进行日常交流和表达。

TOEFL词汇

absence n. 缺少；不在，缺席
absolute adj. 完全的；绝对的 "complete；definite, certain"
absolutely adv. 完全地；绝对地 utterly，definitely
absorb vt. 吸收（液体、知识） "take in, receive"
blazing adj. 炽烧的，闪耀的
abnormal adj. 反常的，异常的；变态的 "anomalous, unusual"
normal adj. 正常的，正规的，标准的
abolish vt. 废除，取消 "eliminate, annul"
abolition n. 废除，取消
abundant adj. 丰富的，充裕的；大量的 "plentiful, profuse"
abundantly adv. 丰富地 "in great numbers, amply"
abundance n. 丰富，充裕 "profusion, richness"
abuse vt. 滥用；虐待 misuse
on_account_of 由于，因为 "because of, due to"
take_account_of 考虑到；体谅
take_into_account 重视，考虑
accounting n. 会计学
accountant n. 会计员，会计师
accredit vt. 授权 "authorize, commission"
absorption n. 吸收 "assimilation, reception"

toefl ibt词汇 2.0

toefl ibt词汇2.0
托福ibt 词汇 2.0 指的是托福网考（Internet-Based Test）所需的词汇量在 2.0
万左右。

托福考试主要测试考生在学术英语中的阅读、听力、写作和口语能力，因此需要掌握一定量的学术英语词汇。

具体来说，托福ibt 词汇 2.0 包括以下几个方面：
1.阅读部分：需要掌握约1 万个词汇，其中学术词汇约有3000 个左右。

这些词汇涉
及各种学科领域，如自然科学、社会科学、人文科学等。

2.听力部分：需要掌握约1 万个词汇，其中学术词汇约有4000 个左右。

这些词汇主
要涉及学术讲座、课堂讨论、学术报告等场景。

3.写作部分：需要掌握约8000 个词汇，其中学术词汇约有2000 个左右。

这些词汇
用于写作学术论文、综合写作任务等。

4.口语部分：需要掌握约6000 个词汇，其中学术词汇约有1500 个左右。

这些词汇
用于进行学术讨论、课堂发言等。

需要注意的是，托福ibt 词汇 2.0 只是一个大致的参考数字，实际考试中所需
的词汇量还会根据考生自身的英语水平和考试难度而有所不同。

因此，考生在备考过程中，除了记忆托福词汇书中的词汇外，还需要注重提高自己的英语基础和阅读、听力能力，以更好地应对托福考试。

托福测试题

TOEFL Diagnostic Test Part I. Vocabulary TestSet One1. The word “incredible” in the passage is closest in meaning toA.confusingfortingC.unbelievableD.interesting2. The word “out of sight” in the passage is closest in meaning toA.far awayB.hiddenC.partly visibleD.discovered3. The word “dramatic” in the passage is closest in meaning toA.gradualplexC.visibleD.striking4. The word “precious” in the passage is closest in meaning toA.exactB.scarceC.valuableD.initial5. The word “exposed” in the passage is closest in meaning toA.explainedB.visibleC.identifiedD.located6. The word “threatened” in the passage is closest in meaning toA.restrictedB.endangeredC.preventedD.rejected7. The word “assistance” in the passage is close st in meaning toA.criticismB.leadershipC.helpD.approval8. The word “unprecedented” in the passage is closest in meaning toA.difficult to controlB.without any restrictionC.unlike anything in the pastD.rapidly expanding9. The word “particular” in the passage is closest in meaning toA.naturalB.finalC.specificplex10. The phrase "in the same breath" in the passage is closest in meaning toA.impatientlyB.humorouslyC.continuouslyD.immediately11. The word “guarantee” in the passage is closest in meaning toA.increaseB.ensureC.favorplicate12. The word “attain” in the passage is closest in meaning toA.requireB.resistC.achieveD.endure13. The word “rebound” in the passage is closest in meaning toA.declineB.recoveryC.exchangeD.movement14. The word “principal” in the passage is closest in meaning toA.majorB.likelyC.well protectedD.distinct15. The word “trappings” in the passage is closest in meaning toA.conditionsB.problemsC.influencesD.decorationsSet Two16. The w ord “accumulate” in the passage is closest in meaning toA.grow upB.build upC.spread outD.break apart17. The word “enhance” in the passage is closest in meaning toA.protectB.improveanizeD.match18. The word “exhibit” in the passage is closest in meaning toA.fight offB.showC.causeD.spread19. The word “suspended” in the passage is closest in meaning toA.grownB.protectedC.spread outD.hung20. The word “overwhelming” in the passage is closest in meaning t oA.powerfulB.favorableC.currentD.reasonable21. The word “championed” in the passage is closest in meaning toA.superfluousB.superviseC.invalidateD.supported22. The word “attributes” in the passage is closest in meaning toA.ascribesB.disintegrateC.defibrillateD.prerequisite23. The word “autonomous” in the passage is closest in meaning toA.superintendentB.importantC.independentD.superimpose24. The word “penchant” in the passage is closest in meaning topromiseB.inclinationC.jeopardyD.presumptuous25. The word “prevalent” in the passage is closest in meaning toA.parochialB.prevailingC.provincialD.underprivileged26. The word “delicate” in the passage is closest in meaning toA.fragileB.palatableplexD.magnanimous27. The phrase “devoid of” in the passage is closest in meaning toA.destitute ofB.assassinated byC.except forD.despair of28. The word “progressively” in the passage is closest in meaning toA.degeneratelyB.explosivelyC.inadvertentlyD.increasingly29. The word “diversification” in the passage is closest in meaning toA.emergence of many varietiesB.steady decline in numberC.gradual increase in body sizeD.sudden disappearance30. The word “integral” is closest in meaning toA.inherentB.valetudinarianC.antidisestablishmentarianD.cogentSet Three: Write down the Chinese meaning of each of the following words.31. entrepreneur 32. mammal 33. atmosphere 34. essay35. asteroid 36. astronomy 37. meteorology 38. geology39. linguistics 40. anthropology 41. archaeology 42. predator43. mechanism 44. spine 45. molecule 46. decomposition47. irrigate 48. ancestor 49. glacier 50. liquidPart II. Reading ComprehensionPassage OneVarious studies have shown that increased spending on education has not led to measurable improvements in learning. Between 1980 and 2008, staff and teachers at U.S. public schools grew roughly twice as fast as students. Yet students showed no additional learning in achievement tests.Universities show similar trends of increased administration personnel and costs without greater learning, as documented in Richard Arum and Josipa Roksa's recent book Academically Adrift Limited Learning on College Campuses.A survey shows that 63% of employers say that recent college graduates don't have the skills they need to succeed and 25% of employers say that entry-level writing skills are lacking. Some simplistically attribute the decline in our public education system to the drain of the skilled students by private schools, but far more significant events were at work. Public schools worked well until about the 1970s. In fact, until that time, public schools provided far better education than private ones. It was the underperforming students who were threw out of public schools and went to private ones.A prominent reason public schools did well was that many highly qualified women had few options for working outside the house other than being teachers or nurses. They accepted relatively low pay, difficult working conditions, and gave their very best.Having such a large supply of talented women teachers meant that society could pay less for their services. Women's liberation opened up new professional opportunities for women, and, over time, some of the best left teaching as a career option, bringing about a gradual decline in the quality of schooling.Also around that time, regulations, government, and unions came to dictate pay, prevent adjustments, and introduce bureaucratic (官僚的) standard for adjustment. Large education bureaucracies and unions came to dominate the landscape, confusing activity with achievement. Bureaucrats regularly rewrite curriculums, talk nonsense about the theories of education, and require ever more administrators. The end result had been that, after all the spending, students have worse math and reading skills than both their foreign peers and earlier generations spending far less on education — as all the accumulating evidence now documents.1. What do we learn from various studies on America's public education?A) Achievement tests have failed to truly reflect the quality of teaching.B) Public schools lack the resources to compete with private schools.C) Little improvement in education has resulted from increased spending.D) The number of students has increased much faster than that of teachers.2. How do some people explain the decline in public education?A) Government investment does not meet school's needs.B) Skilled students are moving for private schools.C) Qualified teachers are far from adequately paid.D) Training of students' basic skills is neglected.3. What was significant contribution to the past glory of public schools?A) Well-behaved students.B) Efficient administration.C) Talented women teachers.D) Generous pay for teachers.4. Why did some of the best women teachers leave teaching?A) New career opportunities were made available to them by women's liberation.B) Higher academic requirements made it difficult for them to stay in their jobs.C) They were unhappy with the bureaucratic administration in their schools.D) The heavy teaching loads left them little time and energy for family life.5. What docs the author think is one of the results of government involvement in education?A) Increasing emphasis on theories of education.B) Highly standardized teaching methods.C) Students' improved academic performance.D) An ever-growing number of administrators.Passage TwoMost people consider the landscape to be unchanging, but Earth is a dynamic body, and its surface is continually altering-slowly on the human time scale, but relatively rapidly when compared to the great age of Earth (about 4,500 billion years). There are two principal influences that shape the terrain: constructive processes such as uplift, which create new landscape features, and destructive forces such as erosion, which gradually wear away exposed landforms.Hills and mountains are often regarded as the epitome of permanence, successfully resisting the destructive forces of nature, but in fact they tend to be relatively short-lived in geological terms. As a general rule, the higher a mountain is, the more recently it was formed; for example, the high mountains of the Himalayas are only about 50 million years old. Lower mountains tend to be older, and are often the eroded relics of much higher mountain chains. About 400 million years ago, when the present-day continents of North America and Europe were joined, the Caledonian mountain chain was the same size as the modern Himalayas. Today, however, the relics of the Caledonian orogeny (mountain-building period) exist as the comparatively low mountains of Greenland, the northern Appalachians in the United States, the Scottish Highlands, and the Norwegian coastal plateau.The Earth's crust is thought to be divided into huge, movable segments, called plates, which float on a soft plastic layer of rock. Some mountains were formed as a result of these plates crashing into each other and forcing up the rock at the plate margins. In this process, sedimentary rocks that originally formed on the seabed may be folded upwards to altitudes of more than 26,000 feet. Other mountains may be raised by earthquakes, which fracture the Earth's crust and can displace enough rock to produce block mountains. A third type of mountain may be formed as a result of volcanic activity which occurs in regions of active fold mountain belts, such as in theCascade Range of western North America. The Cascades are made up of lavas and volcanic materials. Many of the peaks are extinct volcanoes.Whatever the reason for mountain formation, as soon as land rises above sea level it is subjected to destructive forces. The exposed rocks are attacked by the various weather processes and gradually broken down into fragments, which are then carried away and later deposited as sediments. Thus, any landscape represents only a temporary stage in the continuous battle between the forces of uplift and those of erosion.The weather, in its many forms, is the main agent of erosion. Rain washes away loose soil and penetrates cracks in the rocks. Carbon dioxide in the air reacts with the rainwater, forming a weak acid (carbonic acid) that may chemically attack the rocks. The rain seeps underground and the water may reappear later as springs. These springs are the sources of streams and rivers, which cut through the rocks and carry away debris from the mountains to the lowlands.Under very cold conditions, rocks can be shattered by ice and frost. Glaciers may form in permanently cold areas, and these slowly moving masses of ice cut out valleys, carrying with them huge quantities of eroded rock debris. In dry areas the wind is the principal agent of erosion. It carries fine particles of sand, which bombard exposed rock surfaces, thereby wearing them into yet more sand. Even living things contribute to the formation of landscapes. Tree roots force their way into cracks in rocks and, in so doing, speed their splitting. In contrast, the roots of grasses and other small plants may help to hold loose soil fragments together, thereby helping to prevent erosion by the wind.6. According to paragraph 1, which of the following statements is true of changes in Earth's landscape?A.They occur more often by uplift than by erosion.B.They occur only at special times.C.They occur less frequently now than they once did.D.They occur quickly in geological terms.7. Which of the following can be inferred from paragraph 2 about the mountains of the Himalayas?A.Their current height is not an indication of their age.B.At present, they are much higher than the mountains of the Caledonian range.C.They were a uniform height about 400 million years ago.D.They are not as high as the Caledonian mountains were 400 million years ago.8. According to paragraph 3, one cause of mountain formation is theA.effect of climatic change on sea levelB.slowing down of volcanic activityC.force of Earth's crustal plates hitting each otherD.replacement of sedimentary rock with volcanic rock9. 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.When they are relatively young, hills and mountains successfully resist the destructiveforces of nature.B.Although they seem permanent, hills and mountains exist for a relatively short period ofgeological time.C.Hills and mountains successfully resist the destructive forces of nature, but only for ashort time.D.Hills and mountains resist the destructive forces of nature better than other types oflandforms.10. According to paragraph 6, which of the following is both a cause and result of erosion?A.glacial activityB.rock debrisC.tree rootsD.sand11. According to paragraph 6, grass roots performs the function ofA.destructive forceB.constructive forceC.preventive measureD.negative impact12. According to this passage, which one of the following statement is accurate?A.The formation of mountains is, as it is indicated, not so much earthquake as volcanicactivity that is the most important process contributing to earth’s crust.B.Destructive geological forces are mainly manifested by volcanic or earthquake activitiesand destroy mountains.C.The altitude of a mountains reveals that there is reverse correlation between height andage, just as Caledonian and Himalayas mountains.D.Earth, in contrast to the great age of earth, it is relatively speedy in terms of changing andtherefore it could be concluded that it is a static entity.Part III. Listening TestRecording One1. What is the possible topic of this excerpt?A.piece of landB.dating techniquesC.geologic featureRecording Two2. What is the possible topic of this excerpt?A.art in late 1900th centuryB.French womenC.some artistsRecording Three3. What is the possible topic of this excerpt?A.early agricultureB.near eastC.an ancient siteRecording Four4. What will the professor talk about in the very beginning of the lecture?A.vision correctionB.printing pressC.accessible booksD.demand for eyeglassesRecording Five5. What is the possible topic of this excerpt?A.Western United StatesB.National parksC.the largest cave in USD.Lechuguila CaveRecording Six6. What is the possible topic of this excerpt?A.a certain animalB.birds that preen feathersC.conflicting drivesD.displacement activities.Recording Seven7. What is the possible topic of this excerpt?A.passive habitat selectionB.active habitat selectionC.where to liveD.effect of a certain preferenceRecording Eight8. What is the possible topic of this excerpt?A.what kind of navigational tools the pacific islanders use to navigateB.how successful are Polynesians and Micronesians in navigationC.why locating near the equator is very important for pacific islanders for navigateD.why seafarers look for another place to settle downRecording Nine9. How many kinds of distraction display does the professor mention?Answer: _________________ (One Word)10. What are the names of distraction display mentioned in the recording?Answer: ________ (One or Two Words) display and birds giving impression of a _______ (Two Words) or some other small animals11. In the example of the Purple Sandpiper, what is the purpose of it dragging its wings? Answer: to pretend it has a second pair of ______ (One Word)Recording Ten12. How did ancient Greeks deal with not being able to see well?Answer: They had someone else ______ (One Word) for them or use “________ (Two Words)”Recording Eleven13. What is the first adaptation of salt marsh grasses to face highly saline conditions? Answer: _________________ (Two Words)14. Briefly summarize the process of osmosis.Answer: Water from the side containing __________________ (Two Words) of salt will move to the side with __________________ (Two Words) of salt.15. What is the second adaptation of certain plants to cope with saline environment? Answer: Such plants excrete ________ (Two Words)。

新托福考试备考策略与模拟试题

新托福考试备考策略与模拟试题托福考试作为全球范围内广泛认可的英语水平测试之一，对于计划出国留学或工作的学生和专业人士来说，是一项重要的评估标准。

新托福考试（TOEFL iBT）以其科学的测试体系和全面的评估内容，更加准确地反映了考生的英语听说读写能力。

为了在新托福考试中取得理想的成绩，考生需要制定合理的备考策略，并进行有效的模拟练习。

本文将介绍新托福考试的备考策略，并提供一些模拟试题的解题思路，帮助考生更好地准备考试。

一、了解考试结构与评分标准新托福考试包括四个部分：阅读、听力、口语和写作。

每个部分都有其独特的考试形式和评分标准。

阅读部分包含3-4篇文章，每篇文章后跟一系列问题；听力部分包括对话和讲座，要求考生在听后回答问题；口语部分要求考生就特定话题进行即兴发言；写作部分则要求考生撰写一篇综合性和独立性的文章。

了解每个部分的具体要求，有助于考生有的放矢地进行复习。

二、制定个性化的备考计划每个考生的英语水平和学习习惯都有所不同，因此备考计划应当根据个人的实际情况来制定。

首先，考生需要评估自己的英语水平，确定在哪些方面需要加强。

然后，制定一个切实可行的学习计划，包括每天的学习时间、每周的学习目标以及整个备考周期的阶段性目标。

此外，定期进行模拟测试，以监测学习进度和效果。

三、提升词汇与语法能力词汇和语法是英语学习的基础，也是新托福考试的重要组成部分。

考生应当通过阅读、听力和写作练习来积累词汇，并通过语法练习来巩固语法知识。

使用词汇卡片、在线词汇学习工具或参加词汇学习小组都是不错的选择。

同时，注意学习和运用常见的语法结构，如时态、语态、句型等，以提高语言的准确性和流畅性。

四、加强听说读写综合训练新托福考试强调语言的综合运用能力，因此考生需要在听说读写各方面进行均衡的训练。

对于阅读部分，可以通过阅读英文报刊、杂志和学术文章来提高阅读速度和理解能力；对于听力部分，可以通过听英文广播、观看英文电影和电视节目来提高听力理解能力；对于口语部分，可以通过与他人用英语交流、参加口语练习班或使用口语学习软件来提高口语表达能力；对于写作部分，则可以通过写作练习和参加写作工作坊来提高写作技巧。

托福考试内容介绍

托福考试内容介绍托福考试内容介绍托福考试内容：阅读部分新托福阅读*的篇幅比笔考托福(PBT)的篇幅略长，难度也有所增加。

新托福考试阅读部分为60-100分钟，包括3-5篇*，每篇650-750字，对应12-14道题。

题目类型1.图表题Fill in a Table2.篇章总结题Prose Summary3.词汇题Vocabulary4.指代关系题Reference5.简化句子题Sentence Simplification6.插入文本题Insert Text7.事实信息题Factual Information8.推断题Inference9.修辞目的题Rhetorical Purpose10.否定排除题Negative Factual Information除了最后一道试题之外，其他试题都是针对*的某一部分提问，试题的出现顺序与*的段落顺序一致。

最后一题针对整篇*提问，要求考生从多个选择项中挑选若干项对全文惊醒总结或归纳。

在完成答题的过程中，考生可以使用“复查”功能瞬间找出没有回答的题目，而不必每道题都检查一遍。

托福考试内容：听力部分新托福听力部分取消了以往托福考试的短对话形式，由两端较长的校园情景对话(Conversation)和四段课堂演讲(Lecture)组成。

每段对话涉及2个或2个以上的说话者，分别对应5道试题。

每段演讲对应6道试题。

听力部分的时间为60-90分钟，每段对话是2-3分钟，每段演讲是4-6分钟。

考生在听录音资料之前无法得知试题。

在播放录音资料时，电脑屏幕上会显示相应的背景图片。

考生可以在听录音过程中记笔记。

考生不能复查、修改已提交的答案。

题目类型1.Gist-Content(内容主旨题，理解讲座或对话的主旨大意)2.Gist-Purpose(目的主旨题，考察对话目的)3.Detail (细节题，听懂并记住讲座或对话中明晰的细节或事实)4.Understanding the Function of What Is Said(句子功能题，测试是否理解某一句话的功能)5.Understanding the Speakers Attitude(说话人态度题，考查是否能听出说话人的态度或观点)6.Understanding Organization(组织结构题，识别整个听力材料的结构和听力材料中两个部分之间的`关系)7.Connecting Content(连接内容题，考查对材料中各观点之间的关系的理解能力，有时需要根据所听内容来推测)8.Making Inferences(推论题，根据已听到的内容得出结论)托福考试内容：口语部分新托福考试的口语部分共有6道题目，总时间约为20分钟。

TOEFL托福考试必考词汇

TOEFL托福考试必考词汇为了让大家更好的预备托福考试，我给大家整理了托福考试重点词汇,下面我就和大家共享，来观赏一下吧。

通关秘籍之托福考试必考词汇1单词释义absent a 不在的，缺席的acquire v 获得aggregate an 聚集(的)，集合(的)，总计(的)，共计(的)analogy n 类比，相像archaeology n 考古学，古物学asteroid a 星状的n 小行星baboon n 狒狒battle n 战，战斗(行动)，交战bizarre a 稀奇奇怪的，不同寻常的brass n (主[pl])黄铜制品;铜管乐器burgeon v 发芽，(突然)进展，急速成长canyon n 峡(谷)cautious a 谨慎的，当心的chest 1 n 箱，柜，匣2 n 胸部，胸腔cliff n 峭壁，断崖commodity n 日用品;商品condor n 秃鹰consistent a 全都的，不冲突的convict v 证明……有罪，宣告……有罪，定……的罪crisscross anv 十字交叉(的)dam n 水闸，坝，堰deliberate a 深思熟虑的，盘算周到的devoid a 无一的，缺……的(of)dispute nv 辩论，争辩;争吵;争端dominate v 操纵，支配echo n 回声，反响v 共鸣emerge v 消失;发生entrepreneur n 企业家;创业人evolve v 进展;进化extent n 程度;广度feasible a 可实行的，行得通的flaw n 瑕疵，缺点formulate v 把……做成公式，用公式表示fur n 毛皮;[pl]兽皮，皮货geologic a 地质学的，地质的grasshopper n 蚱蜢，蝗虫hardware n 五金器具;金属制品，零件，部件;硬件hibernate v 冬眠;蛰居;越冬hunger n 饥，饥饿immortal an 不死的(人、物)incredible a 不行思议的;惊人的inner a (最高级为：innermost;inmost)内部的([opp]outer) intent n 意图;目的involve v 包括，涉及jury n 陪审团，(展览会、竞赛等的)全体评审员，评奖人lavish a 过分大方的;过于丰富的，过度的，铺张的limitation n 限制;界限;极限;限制因素loosely ad 宽松地，松散地mammalian an 哺乳动物(的)meander v 曲曲折折地流;曲折，弯曲microbe n 微生物;(尤指引起疾病的)细菌moderate a 中等的;适度的;有节制的mud n 泥，泥浆;泥淖needy a 贫困的，贫困的notwithstanding adconjprep 虽然，尽管……仍…… official 1 a 官方的，正式的2 n 官员，高级职员origin n 根源，起因，由来;出身，来历pack v 包，把……打包，包装patience n 忍耐，容忍，忍受;急躁，耐性periodic a 周期的，定期的，定时的pigeon n 鸽子pluck v 拔，扯(羽毛等);采，摘(华、果实) possess v 具有(力量、性质等)，把握(学问等) predominant a 把握主权的;有力的，有效的prison n 监狱，拘留所;监禁，禁闭propensity n 倾向，嗜好，癖puddle n (路上的)水坑，污水坑radiate v 辐射;向四周扩展react v 反应;发生反作用;抵抗recruit v 招募(新兵)，召集rehabilitate v 改善，复兴，使复原renounce v 抛弃，放弃，背弃reshape v 给……以新形态(新方针);改造reverse nv 颠倒，倒转，倒退;逆转rocky a 岩石的;岩石重叠的，岩石多的sack n 袋，包;麻袋;硬纸袋scholar n 学者，有文化的人seep v 渗出;漏出;(观念等)渗入shale n 页岩sight n 壮丽;奇观;风景smell n 气味;嗅觉spacious a 宽阔的，宽敞的([opp]cramped)splendid a 杰出的，显著的，宏大的，名声赫赫的stagnant a 停滞的，不流淌的;萧条的，不景气的stew n 炖煮的菜肴v 用文火渐渐煨炖stress 1 n 压力，压迫，紧迫，紧急2 v 着重，强调，加重语气说subspecies ([sing]，[pl])n [生]亚种superintendent n 管理人，监督人，指挥人;(某一部门的)主管，负责人sweat n 汗;出汗tan v 鞣(革)，硝(皮);使晒成棕褐色tenant n 租屋人，房客thickness n 厚度;密度;稠密tip 1 n (塔、手指、尾巴等的)尖，尖端，末端2 v 倾斜;翻倒;翻toxic a 有毒的;中毒的tremendous a 可怕的，惊人的;巨大的;特别的，俚极好的truth n 真理;真实;真相，事实understand v 听说，获悉vacuum n 真空vertical a 垂直的，直立的，直立的，纵的([opp]horizontal) volatile a 挥发(性)的weed n 杂草worm n 蠕虫通关秘籍之托福考试必考词汇2单词释义abrupt a 突然的，生硬的acquaint v 使熟识，了解[多用被动语态]agent n 作用物;成分ample a 丰富的，充分的，富有的arch n 拱门;弓形门v 把……做成拱形;使弯做弓形assume 1 v 假定，想象，设想;以……为先决条件2 v 担当，担当axis n 轴，轴线battery n [电]电池(组)bite v 咬，叮，蛰;紧咬n 一小口(食物)，少量(食物) boycott n 联合抵制;联合拒绝购买(使用、销售等) burden n 担子，负担，包袱canopy n (树)冠;冠层cathedral n 大教堂charcoal n (木)炭clerk n 办事员，职员;(商店的)店员commission nv 托付condense v 压缩;使浓缩consist v 有……组成(of);存在于(in);并存，并立(with) convey v 表达(意义);输送;搬运credit 1 v 归(功于某人)2 n 名誉，名望，声望dairy n 牛奶场deity n 神;神性;神的身份devastate v 蹂躏，破坏;使荒废disposal n 处置，处理domestic a 家里的;国内的，本国的eccentric a 特别的，反常的embryo an ([pl]embryos) 胚胎(的)，胚(的) entrance n 入口，大门evoke v 唤起;引起，招致extend v 扩充，扩大，扩展;发挥(力气);连续fatigue n 疲乏，劳累flavor n 风味formidable a 可怕的，可畏的;浩大的funnel n 漏斗，漏斗形物geographic a 地理学的，地理的grasp v 抓住，握紧，抱住，领悟，理解hardship n 困难，困苦hexagon n 六角形，六边形humorous a 有幽默感的，诙谐的，可笑的immobilize v 使不动，使固定in spite of 不管，不顾incorporate v 使混合;使加入inland a 内地的，内陆的intense a 激烈的，剧烈的;紧急的inviting a 引人注目的，吸引人的jurisdiction n 裁判权，司法权，管辖权，管辖范围，权限lava n 熔岩;火山岩limestone n 石灰石loom 1 n 织布机2 v 朦胧消失，(危急、忧虑等)阴森森地靠近makeup n 组成，结构meager a 瘦的;(土地)不毛的;思想贫乏的metropolis n 首都，主要都市;(产业、艺术等的)中心modem n 调制解调器v 用调制解调器联通motivation n 动机;动机因素;动力needlework n 针线活，女红;刺绣，缝纫notion n 意见，见解，想法，看法，观点;学说offensive n 进攻，攻势orientation n 方向;定向;取向pace n 步，步调，速度，进度patent n 专利(权);专利品，特权performance n 执行，实行，演奏;演出pianist n 钢琴家;钢琴师plow n 犁;黎形器具positive a 明确的，乐观的;建设性的;确定的([opp]negative) predict v 预言，预报，预报，预示prior a 在前的;优先的(to)([opp]posterior)propel v 推，推动，驱使publicize v 发表，公布;宣扬，为……做广告radar n 雷达，无线电探测器raw a 未加工的，粗的recreation n 疗养;消遣，消遣regulate v 调整(温度、速度等);管制，掌握renew v 重新开头，重订，更改(契约等) reservoir 1 n 贮水池，水库2 n (学问、精力等的)贮藏，积蓄revere v 敬重，崇敬roar n 轰鸣，喉(声) v 咆哮saber n 军刀，马刀scheme 1 n 系统;协作;组织2 n 方案;方案;路线;设计seemingly ad 表面上地shake v 摇;摇动;摇撼sieve n (细眼)筛，过滤网v 筛，筛选sloth n [动]树懒soup n (浓)汤;浓汤般的东西spirit n 精神，心灵，灵魂stagecoach n 公共马车，驿站马车sterile a 贫瘠的，无生殖力的，毫无结果的strength n 力气，体力;强度，浓度;特长([opp]weakness) subsist v 生存;活下去，维持生命，维持生活superheat v 使过(度加)热swarm 1 n (昆虫的)群，蜂群;大群;大堆2 v 蜂拥而至，涌往;挤满;布满tame v 驯服，制服a 驯服的，温存的temporarily ad 一时地，临时地，临时地thermodynamics n 热力学tin n 锡器;罐头tower 1 n 塔，楼塔;城堡2 v 高耸;赛过;(鹰等)飞翔treat 1 v 对待，待遇;处置;处理2 nv 探讨，论述trunk n 树干;躯干underscore v 在……下面划线;强调vaccinate v (给……)接种(疫苗)vertebrate an 脊椎动物(的)vocation n 职业，行业weave v (wove，woven/weaved)织;编制wool n 羊毛;绒线通关秘籍之托福考试必考词汇3单词释义absorb v 汲取acre 1 n 英亩2 n 地产，土地，耕地aggressive a 好斗的，敢做敢为的，有进取心的，行动乐观的analyze v 分析architecture n 建筑学;建筑(样式、风格);建筑物astonishing a 令人惊异的backbone n 脊骨，脊椎;骨干，主力bay n 湾，海湾，(山中的)凹地blade n (壳、草等的)叶片，叶身;刀片;刀口，刃breach v (对法律、义务等的)破坏;违反，不履行burial n 掩埋，葬礼，墓地can n 盖，罩子cavity n 穴，腔，空腔chief 1 a 主要的2 n 酋长cling v 缠住，绕住commonsense an 常识(的)conduct 1 v 实行;进行2 v 传导，传(热、电等)constant 1 a 稳定的，恒久的2 a 连续不断的convince v 使确信，说服，使承认critic n 批判家damp n 湿气，潮湿a 有湿气的，潮湿的v 弄湿，打湿delicate a 精致的，精致的;(仪器)灵敏的devour v 狼吞虎咽地吃;挥霍disrepute n 坏名声，声名狼藉dot v (-tt-)点缀eclipse n (日、月)食v 使失色;超越，盖过emit v (-tt-)出(声)，发、放(光等)，放射，放射(热等)entry n 入口;门口;登录exaggerate v 夸张，夸大external a 外部的，外面的([opp]interior);表面上的([opp]intrinsic) feat n 卓绝的手艺，技术，本事flax n 亚麻;亚麻皮，亚麻纤维fossil n 化石furnace n 炉子;熔炉v 在炉中烧热(金属)geomagnetic a 地磁的gravity n 重力，引力harm n 损害，损害;危害hide n 兽皮，皮革hurl nv 猛投，猛掷immune a 免疫(性)的incubate v 孵卵;孵化innocent a 天真无邪的;单纯的interact v 相互作用，相互影响involved a 简单的keen a 敏锐的，灵敏的lawn n 草地，草坪，草场limner n 画师，花匠，描述者loyal a 忠诚的;忠实的mammoth 1 n 猛犸(象)(古生代的巨象)2 an 巨物(的)，庞然大物(的);巨大(的)mechanism n 机制，机能;(机械)结构;机械装置(作用) microscopic a 用显微镜可见的;微观的;极微的([opp]macroscopic) modest a 有节制的，适度的，适中的;谨慎的，虚心的multiple 1 a 多重的;复合的，复式的，多数的，多样的2 n [数]倍数negate v 否定，否认;取消，使无效nourishing a 有养分的offshore aad 向海面吹的(地);离岸的(地);海面上的(地) ornament n 装饰，修饰;装饰物(品) v 装饰，修饰;美化paddle n 桨，桨状物;(轮船等的)蹼，桨板patriot n 爱国者;爱国主义者peripheral a 四周的，外围的;(神经)末梢区域的pigment n 颜料，色料，色素plummet v 笔直掉下;突然跌落postage n 邮费pregnant a 怀孕的，有孕的，怀胎的private a 私的，私人的，隐秘的;保密的proper a 适当的，相当的;正值的pueblo n ([pl]pueblos)印第安人的村庄radiation n 发光，放热，辐射线(热，能) ready 1 a 已做好预备(预备)的2 a 现成的，现有的rectangular a 矩形的，长方形的;成直角的reheating n 重新加热rent n 裂缝，缝隙;(意见等的)分裂，分歧reside v 居住;留驻;停留;存在review nv 回顾，评论;再验查;检查rod n 棍棒;杆saddle n 马鞍;鞍score 1 n 刻痕;裂缝;记号2 n 总谱，乐谱;(电影歌舞等的)配乐segment n 部分，节，段v 分割，分裂shallow a (水、器物等)浅的;薄的([opp]deep) signature n 签名，盖章smoke n 烟，烟尘v 用烟熏，熏制span 1 n 一段时间;很小的间隔;片刻，顷刻2 v 横跨，跨越n 跨度，跨距，范围3 v 达到，及staircase n 楼梯;楼梯间(室)stick 1 n 棒，棍;枝条;柴2 v 粘住;贴;使固着;安置stretch v 伸展，伸出;展substantial a 实质的，真正的superior a 较高的，上级的，有优势的，出众的([opp]inferior) sweep n 扫除，打扫v 扫过，擦过，拂过;吹去，刮去tank 1 n [军]战车，坦克2 n 贮水池，池塘tendency 1 n 倾向，趋势2 n 性情，偏好thin a 薄瘦的，细小的，稀疏的v 使薄瘦，使稀疏tire v 疲乏，使疲乏;使厌倦tract 1 n 宽阔的地面;(一大段)土地(森林)，地带;宽阔海面(天空) 2 n (政治、宗教的)短论;小册子;传单trench n 沟，渠v 掘沟tube n 管，管道;管状地下隧道undertake v 担当;承办;着手，从事vague a 模糊的，笼统的vessel 1 n 船，舰;飞船2 n 脉管，血管;导管volcano n 火山千里之行，始于足下。

青少年入门级a新概念英语课件

青少年入门级a新概念英语课件Teenagers' Entry-level A New Concept English CoursewareIntroductionWith the continuous development of society, English has become more and more important in people's daily lives. As the foundation of English learning, it is crucial for teenagers to establish a solid foundation in English. The entry-level A New Concept English courseware is specifically designed for teenagers who are just starting to learn English. This courseware aims to provide a comprehensive and systematic approach to learning English, focusing on the basic skills of listening, speaking, reading, and writing.Course StructureThe entry-level A New Concept English courseware is divided into several units, each of which covers a different aspect of English language learning. The courseware starts with basic greetings and introductions, gradually progressing to more complex topics such as family, hobbies, and daily routines. Each unit includes a variety of activities, exercises, and games to help teenagers practice and reinforce their English skills.Key Features1. Interactive Learning: The courseware is designed to be interactive and engaging, with activities such as quizzes, games, and role-playing exercises to keep teenagers interested and motivated.2. Multimedia Support: The courseware includes multimedia elements such as audio recordings, videos, and interactive exercises to help teenagers improve their listening and speaking skills.3. Comprehensive Content: The courseware covers a wide range of topics, including grammar, vocabulary, and pronunciation, to help teenagers develop a solid foundation in English.4. Self-assessment: The courseware includes self-assessment tools such as quizzes and tests to help teenagers track their progress and identify areas for improvement.Benefits of Using the Courseware1. Improve English Skills: The entry-level A New Concept English courseware provides teenagers with a solid foundation in English that will help them improve their listening, speaking, reading, and writing skills.2. Build Confidence: By using the courseware regularly and practicing their English skills, teenagers will build confidence in their ability to communicate in English.3. Enhance Learning Experience: The interactive and multimedia elements of the courseware make learning English fun and engaging for teenagers, enhancing their overall learning experience.4. Prepare for Exams: The courseware is designed to help teenagers prepare for English exams such as the TOEFL and IELTS, providing them with the necessary skills and knowledge to succeed.ConclusionThe entry-level A New Concept English courseware is an invaluable tool for teenagers who are just starting to learn English. By using this courseware regularly and practicing their English skills, teenagers can build a solid foundation in English and prepare themselves for future success. If you're a teenager looking to improve your English skills, consider using theentry-level A New Concept English courseware as a starting point on your language learning journey.。

剑桥英语等级和托福的对照表

剑桥英语等级和托福的对照表A Comparative Analysis of Cambridge English Levels and TOEFL ScoresIn the realm of English language proficiency tests, Cambridge English Exams and TOEFL (Test of English as a Foreign Language) occupy prominent positions. Both serve as reliable indicators of an individual's English language skills, but they differ in terms of their focus, format, and levels of difficulty. This article aims to provide a comprehensive comparison between Cambridge English levels and TOEFL scores, assisting learners in understanding the correspondence between these two frameworks.Firstly, let's delve into the Cambridge English Exams. These exams are designed by Cambridge Assessment English, a department of the University of Cambridge, and are globally recognized as a measure of English language skills. They span multiple levels, ranging from beginner to advanced, and cater to learners of different ages and backgrounds. Some of the well-known Cambridge English Exams include KET (Key English Test), PET (Preliminary English Test), FCE (First Certificate in English), CAE (Certificate inAdvanced English), and CPE (Certificate of Proficiency in English).On the other hand, TOEFL is a standardized test developed by the Educational Testing Service (ETS) to assess the English language proficiency of non-native speakers. It is widely used for undergraduate and graduate admissions in universities and colleges worldwide. TOEFL measures a test-taker's ability in four language skills: reading, listening, speaking, and writing. The total score ranges from 0 to 120, with each section contributing 30 points.Now, let's explore the correspondence between Cambridge English levels and TOEFL scores. While there is no exact one-to-one mapping between these two frameworks, we can draw approximations based on the general difficulty level and skills assessed.At the beginner level, KET corresponds to a relatively low TOEFL score, reflecting basic English proficiency. Progressing to the intermediate level, PET aligns with a slightly higher TOEFL score, indicating improved language skills.Moving up to the advanced levels, FCE, CAE, and CPE represent increasingly higher levels of English proficiency. FCE, being the intermediate-to-advanced level, correspondsto a mid-range TOEFL score, reflecting a strong command of the language. CAE, on the other hand, signifies a highlevel of proficiency, akin to a high TOEFL score. Finally, CPE, the highest level of Cambridge English Exams, corresponds to the top tier of TOEFL scores, indicatingnear-native or native-like proficiency.It's important to note that these correspondences are approximations and may vary depending on individual test-takers' performance and the specific requirements of the institutions they are applying to. Additionally, the focus and format of the two tests differ, with Cambridge English Exams often emphasizing practical communication skills,while TOEFL focuses more on academic language skills.Furthermore, when considering the use of these testsfor specific purposes, such as university admissions or job applications, it is crucial to consult the requirements of the respective institutions or organizations. Someinstitutions may have specific score requirements or preferences for either Cambridge English Exams or TOEFL.In conclusion, while there is no exact one-to-one mapping between Cambridge English levels and TOEFL scores, we can draw approximations based on the general difficulty level and skills assessed. Understanding these correspondences can help learners identify their current level of English proficiency and set appropriate goals for improvement. However, it's essential to keep in mind that both tests assess English proficiency from different angles and have their unique focus and format. Therefore, when preparing for either test, it's crucial to familiarize oneself with the specific format and requirements of the test and target the relevant skills accordingly.。

托福考试题型介绍

托福考试题型介绍托福考试是国际英语语言测试系统简称TOEFL（Test of English as a Foreign Language）的英文音译。

它是世界上最具影响力的英语水平考试之一，被广泛认可和接受。

托福考试分为四个部分：阅读、听力、口语和写作。

每个部分都有不同的题型和要求，下面将逐一介绍。

一、阅读部分（Reading）阅读部分主要考察考生的阅读理解和词汇运用能力。

常见的阅读题型包括：1. 主旨题（Main Idea Questions）：要求考生找出文章的中心思想或主旨。

2. 细节题（Detail Questions）：要求考生根据文章内容找出与题目相关的具体细节。

3. 推理题（Inference Questions）：要求考生根据文章进行推理，推断出某些细节或事实。

4. 词汇题（Vocabulary Questions）：要求考生根据上下文理解词汇的含义。

二、听力部分（Listening）听力部分主要考察考生的听力理解和笔记能力。

常见的听力题型包括：1. 主旨题（Main Idea Questions）：要求考生根据听力内容找出主要思想或主旨。

2. 细节题（Detail Questions）：要求考生根据听力内容找出与问题相关的具体细节。

3. 推理题（Inference Questions）：要求考生根据听力材料进行推理，推断出某些细节或事实。

4. 笔记题（Note-Taking Questions）：要求考生根据听力内容中的关键信息进行笔记，然后回答问题。

三、口语部分（Speaking）口语部分主要考察考生的口语表达和思维组织能力。

常见的口语题型包括：1. 个人陈述题（Personal Preference Questions）：要求考生就个人喜好、习惯或观点进行陈述和讨论。

2. 看图题（Integrated Speaking Tasks）：要求考生根据所给的图片进行描述和分析。

3. 听力反馈题（Integrated Speaking Tasks）：要求考生根据所听到的对话或短文进行回答和反馈。

toefl是什么意思

toefl是什么意思TOEFL是什么意思？TOEFL（Test of English as a Foreign Language）是一项国际英语考试，旨在评估非英语母语者的英语语言能力。

该考试主要针对希望在英语环境中学习、工作或居住的人士，尤其是计划在美国、加拿大、英国和澳大利亚等国家攻读本科或研究生学位的申请者。

TOEFL考试由美国教育测验服务机构（Education Testing Service）管理和监督，是全球范围内最广泛接受和认可的英语能力测试之一。

该考试的目的是确保考生具备进入大学或其他学术机构所需的英语沟通能力。

TOEFL考试有两种不同的形式：TOEFL iBT（TOEFL Internet-based Test）和TOEFL PBT（TOEFL Paper-based Test）。

目前，大部分考生选择参加TOEFL iBT考试，因为它更灵活、方便且具有更广泛的可选日期和地点。

TOEFL iBT考试主要通过计算机进行，包括四个部分：听力（Listening）、阅读（Reading）、口语（Speaking）和写作（Writing）。

听力部分旨在评估考生的听力理解能力。

考生将会听到多种英语口音、语速和场景的录音，并需要回答与所听内容相关的问题。

阅读部分测试考生的阅读理解能力，包含多个文章和相关问题。

口语部分通过录音评估考生的口语流利度、词汇运用和语法准确性。

考生需要回答与所给话题相关的问题，并进行短篇演讲。

写作部分测试考生的写作能力，要求考生根据给定的话题或论点撰写一篇独立的文章。

TOEFL考试的总分为120分，每个部分的分数为30分。

最终的分数报告还会显示每个部分的详细得分，以及整体评估等级。

除了总分，许多学术机构还对考生在听力和阅读部分的分数进行详细评估，以确定他们是否具备参加具体学术项目的能力。

TOEFL考试的有效期为两年，但不同学校和机构可能有不同的要求。

许多学术机构通常要求考生以满足特定的托福成绩要求，才能被录取或获得奖学金资格。

toefl分数等级划分

toefl分数等级划分TOEFL分数等级划分TOEFL是英语能力的国际标准测试，广泛应用于留学、工作和移民等领域。

TOEFL考试的分数等级划分是评估考生英语能力水平的重要依据。

本文将就TOEFL分数等级划分进行详细介绍。

一、TOEFL分数等级划分概述TOEFL考试分为四个部分：听力、阅读、口语和写作。

每个部分的得分范围从0到30，总分最高为120。

根据总分的不同，TOEFL 分数等级划分为以下四个等级：高级、中高级、中级和初级。

二、高级（100-120分）高级分数等级适用于那些英语能力非常出色的考生。

他们在各个部分的得分都在26-30之间，表现出非常优秀的英语听说读写能力。

这些考生能够自如地理解复杂的学术讲座、深入地阅读专业文章、流利地表达自己的观点并写出高质量的文章。

三、中高级（80-99分）中高级分数等级适用于那些英语能力较强的考生。

他们在各个部分的得分大致在21-25之间，表现出良好的英语听说读写能力。

这些考生能够基本上理解学术讲座的主要内容、阅读并理解各种类型的文章、能够流利地表达自己的观点和写出一般质量的文章。

四、中级（60-79分）中级分数等级适用于那些英语能力一般的考生。

他们在各个部分的得分大致在15-20之间，表现出一般的英语听说读写能力。

这些考生能够理解简单的学术讲座内容、能够读懂一些简单的文章、能够简单地表达自己的观点和写出简单的文章。

五、初级（0-59分）初级分数等级适用于那些英语能力较弱的考生。

他们在各个部分的得分大致在0-14之间，表现出较弱的英语听说读写能力。

这些考生只能理解简单的口语内容、阅读简单的文章、能够表达一些简单的观点和写出简单的句子。

六、TOEFL分数与英语能力的关系TOEFL考试的分数等级划分能够反映考生的英语能力水平。

高级分数等级的考生具备高级英语能力，适用于研究生院的学习和科研工作；中高级分数等级的考生具备中高级英语能力，适用于本科和研究生院的学习；中级分数等级的考生具备中级英语能力，适用于大学本科的学习；初级分数等级的考生英语能力较弱，需要进一步提高。

新东方托福学习前测试试题

TOEFL ibt 测试卷R测试时间：测评教师：学生姓名：测评地点：学员成绩：/120Time: 60 minutesScore: READING SECTION DIRECTIONSThe reading section measures your ability to read and understand passages in English. For most questions, you will choose the one best answer of four possible answers. You have 20 minutes to read the passage and answer all of the questions.Reading 1 “Layers of Social Class”Taken together, income, occupation, and education are good measures of people’s social standing. Using a layered model of stratification, most sociologists describe the class system in the United States as divided into several classes: upper, upper middle, lower middle, and lower class. Each class is defined by characteristics such as income, occupational prestige, and educational attainment. The different groups are arrayed along a continuum with those with the most money, education, and prestige at the top and those with the least at the bottom.In the United States, the upper class owns the major share of corporate and personal wealth; it includes those who have held wealth for generations as well as those who have recently become rich. Only a very small proportion of people actually constitute the upper class, but they control vast amounts of wealth and power in the United States. They exercise enormous control throughout society. Most of their wealth is inherited.→Despite social myths to the contrary, the best predictor of future wealth is the family into which you are born. Each year, the business magazine Forbes publishes a list of the “Forbes 400”– the four hundred wealthiest families and individuals in the country. Of all the wealth represented on the Forbes 400 list, more than half is inherited. Those on the list who could be called “self-made”were not typically of modest origins; most inherited significant assets (Forbes, 1997; Sklar and Collins, 1997). Those in the upper class with newly acquired wealth are known as the nouveau riche. Although they may have vast amounts of money, they are often not accepted into “old rich” circles.→The upper middle class includes those with high incomes and high social prestige. They tend to be well-educated professionals or business executives. Their earnings can be quite high indeed-successful business executives can earn millions of dollars a year. It is difficult to estimate exactly how many people fall into this group because ofthe difficulty of drawing lines between the upper, upper middle, and middle class. Indeed, the upper middle class is often thought of as “middle class”because their lifestyle sets the standard to which many aspire, but this lifestyle is simply beyond the means of a majority of people in the United States.→The middle class is hard to define; in part, being “middle class” is more than just economic position. By far the majority of Americans identify themselves as middle class even though they vary widely in lifestyle and in resources at their disposal. But the idea that the United States is an open-class system leads many to think that the majority have a middle-class lifestyle because, in general, people ten not to want to recognize class distinctions in the United States. Thus, the middle class becomes the ubiquitous norm even though many who call themselves middle class have tenuous hold on this class position.In the hierarchy of social class, the lower middle class include workers in the skilled trades and low-income bureaucratic workers, many of whom may actually define themselves as middle class. Examples are blue-collar workers (those in skilled trades who do manual labor) and many service workers, such as secretaries, hairdressers, waitresses, police, and firefighters. Medium to low income, education, and occupational prestige define the lower middle class relative to the class groups above it. The term “lower” in this class designation refers to the relative position of the group in the stratification system, but it has a pejorative sound to many people, especially to people who are members of this class.→The lower class is composed primarily of the displaced and poor. People in this class have little formal education and are often unemployed or working in minimum-wage jobs. [A] Forty percent of the poor work; 10 percent work year-round And full time –a proportion that has generally increased over time. Recently, the concept of the underclass has been added to the lower class. [B] The underclass includes those who have been left behind by contemporary economic developments.[C] Rejected from the economic system, those in the underclass may become dependent on public assistance or illegal activities. [D]1. The word those in the passage refers toA)characteristicsB)groupsC)classesD)continuum2. The word enormous in the passage is closest in meaning toA) very largeB) very newC)very earlyD)very good3.Which of the sentences below best expresses the information in the highlightedstatement in the passage? The other choices change the meaning or leave out important information.A)Although it is not generally accepted, your family provides the bestprediction of your future wealth.B)You can achieve great future wealth in spite of the family in which you mayhave been born.C)It is not true that your family will restrict the acquisition of your futurewealth and level of social status.D)Social myths are contrary to the facts about the future wealth and socialstatus of your family.4.Why does the author mention the “Forbes 400” in paragraph 3?A)To explain the meaning of the listing that appears every yearB)To support the statement that most wealthy people inherit their moneyC)To cast doubt on the claim that family income predicts individual wealthD)To give examples of successful people who have modest family connectionsParagraph 3 is marked with an arrow [→]5.In paragraph 4, the author states that business and professional people witheducational advantages are most often members of theA)lower middle classB)upper middle classC)nouveau richeD)upper classParagraph 4 is marked with an arrow [→]6.The word primarily in the passage is closest in meaning toA)mostlyB)somewhatC)finallyD)always7.The word contemporary in the passage is closest in meaning toA)unexpectedB)modernC)strategicD)reliable8.According to paragraph 5, why do most people identify themselves as middleclass in the United States?A)They have about the same lifestyle as everyone else in the country.B)They prefer not to admit that there are class distinctions in the United States.C)They don’t really know how to define their status because it is unclear.D)They identify themselves with the majority who have normal lifestyles.Paragraph 5 is marked with an arrow [→]9. What can be inferred about poor people in the United States?A) They are not able to find entry-level jobsB) They work in jobs that require little education.C) They are service workers and manual laborers.D) They do not try to find employment.10. According to paragraph 7,why has the underclass emerged?A) The new term was necessary because the lower class enjoyed a higherlifestyle than it had previously.B) The increase in crime has supported a new class of people who live byengaging in illegal activities.C) Changes in the economy have caused an entire class of people to survive bywelfare or crime.D) Minimum-wage jobs no longer support a class of people at a standard levelin the economic system.Paragraph 5 is marked with an arrow [→]11. All of the following are indicators of prestige in the United States EXCEPTA) the level of education that a person has achievedB) the amount of money that an individual has acquiredC) the type of employment that someone pursuesD) the hard work that a person does on a consistent basis12. Look at the four squares [■] that show where the following sentence could beinserted in the passage.The working poor constitute a large portion of those who are poor.Where could the sentence best be added?Click on a square [■] to insert the sentence in the passage.13.Directions: An introduction for a short summary of the passage appears below.Complete the summary by selecting the THREE answer choices that mention the most important points in the passage. Some sentences do not belong in the summary because they express ideas that are not included in the passage or are minor points from the passage.This question is worth 2 points.The levels of education, the acquisition of wealth, and occupational prestige determine social status in the United States.●●Answer Choices[A] People who have made their money more recently tend not to be accepted bythose who have inherited their wealth from family holdings.[B] The lower class includes working people with low incomes and a new underclassof people who are dependent on welfare or engage in crime.[C] The upper class tends to acquire wealth through inheritance, whereas the uppermiddle class has a high income that they earn in their professions.[D] Although the lifestyle of the upper middle class is the goal for the majority, it isdifficult for many people to maintain this standard of living.[E] Most people identify themselves as middle class, including blue-collar workersand service workers as well as bureaucratic employees.[F] It is still possible to move from one social class to another in the United States byworking your way up the ladder in a corporate environment.Reading 2 “THE ART OF THEATRE”The means by which an art form presents its message is referred to as the medium. Thus, sound produced by instruments or human voices is the medium of music. Paint on canvas or paper is the medium of painting. For literature, the medium is written language. For theatre, it is a story performed by actors on a stage.Drama is sometimes seen as a branch of literature because plays, like literature, are often printed in book form. However, there is an important difference between the two forms. Unlike a novel, a play is written to be performed, and the script of a play is not a finished work; it is an outline for a performance. The physical production of theplay—the scenery, lighting, and costumes—will affect the performance, and so will the actors. How the actors interpret their roles greatly influences the play’s effect on the audience.The basic encounter in theatre is between the performers and the audience. This is a special type of encounter because the performers are playing other people, characters. Moreover, the characters are part of a human story that has been written by a dramatist. This combination of elements distinguishes theatre from other art forms.Theatre has several other distinctive characteristics. First, the subject matter of theatre is always human beings. Second, theatre is universal—there is an impulse toward creating theatre in all societies. Third, theatre is transitory in nature—a play is an event that occurs through time. Finally, theatre is set apart by its basic elements: audience, performers, director, dramatist, purpose, viewpoint, and setting.Human beings and human concerns are always the subject matter of drama, even when the performers play animals, object, or abstract ideas. In the medieval play Everyman, some of the roles are abstract ideas such as Beauty, Knowledge, and Strength. The central character is Everyman, a human character, and the subject is death arriving before we want it to come—a theme that is universal to humans. The focus of drama is on human beings, even though different human concerns have been emphasized in different plays.In view of the human—centered quality of theatre, it is not surprising that the impulse toward theatre is universal. The urge to create drama has existed wherever human society has developed: in Europe, Asia, Africa, Australia, and the Americas. In every culture recorded in history or studied by anthropologists, we find rituals, ceremonies, and celebrations that include elements of theatre. At various times, these ceremonies and stories developed into a separate realm of theatre. In Greece, a fullydeveloped theatre emerged almost 2,500 years ago. In India, theatre became well-established around 2,000 years ago. Wherever theatre has become a separate art form, it has had certain essential qualities: a story—the play—is presented by one group—the performers—to another group—the audience.One special quality of a theatre performance is its immediacy. In the theatre, we live in the perpetual present tense. Theatre is a transitory art. A performance changes from moment to moment, and each moment is a direct, immediate adventure for the audience. The transitory nature of theatre is a quality it shares with music and dance, and sets it apart from literature and the visual arts. A novel or a painting is a fixed object; it exists as a finished product. The performing art, on the other hand, are not objects but events. Theatre occurs through time; it is an experience created by a series of sights, sounds, and impressions.14. How does the art of theatre convey its message?A) An instrument or voice produces sound.B) A camera converts light to images on film.C)People perform a story for another group.D)A person writes a story for others to read.15. The author discusses literature in paragraph 2 in order to illustrate what point?A)Literature and drama are both written forms of communication.B)Reading a novel and attending a play are different experiences.C）Both novelists and dramatists use an outline to organize ideas.D) Many actors prefer roles from classic works of literature.16.Which sentence below best expresses the essential information in the highlighted sentence in paragraph 3? Incorrect choices change the meaning in important ways or leave out essential information.A) A play’s scenery, lighting, and costumes contribute to the message of the play.B)Theatre is the only art form that mixes more than one medium in a singlework of art.C) A successful dramatist knows how to blend purpose, viewpoint, and themeinto a unique performance.D)Theatre is a distinct art form by the way it joins characters and audience in thetelling of a story.17.Why does the author mention Everyman in paragraph 5?A)To show that definition of theatre has evolved over timeB)To give an example of a play in which abstract ideas are charactersC)To compare the importance of beauty, knowledge, and strengthD)To illustrate the universal human desire to create theatre18.The word theme in paragraph 5 refers toA)performers playing animals, objects, or ideasB)death arriving before we want it to comeC)beauty, knowledge, and strengthD)Everyman as a central character19.The word urge in paragraph 6 is closest in meaning toA)moneyB)educationC)motivationD)patience20.The word realm in paragraph 6 is closest in meaning toA)formB)ritualC)scienceD)tool21.Which of the following can be inferred from paragraph 6 about the development of theatre?A)In every human society, theatre appeared before other forms of art.B)Theatre could not have developed without the support of political leaders.C)People created theatre as a way to promote peace between rival groups.D)Theatre emerged as a distinct art form at different times around the world.22.The word transitory in paragraph 7 is closest in meaning toA)temporaryB)beautifulC)surprisingD)expressive23.How is theatre similar to the other performing arts?A)It is based on works of literature.B)It exits as a finished product.C)It is an event that occurs through time.D)It is presented the same way every time.24.According to the passage, all of the following are true of theatre EXCEPTA)The impulse toward theatre is universal.B)The medium of theatre is written language.C)Theatre is a distinct form of art.D)The focus of theatre is always human.25.Look at the four squares, [A] [B] [C] and [D], which indicate where the following sentence could be added to the passage. Where would the sentence best fit?Thus, theatre is a shared event, an experience that includes both those who perform and who observe.In view of the human—centered quality of theatre, it is not surprising that the impulse toward theatre is universal. [A] The urge to create drama has existed wherever human society has developed: in Europe, Asia, Africa, Australia, and the Americas. In every culture recorded in history or studied by anthropologists, we find rituals, ceremonies, and celebrations that include elements of theatre. [B] At various times, these ceremonies and stories developed into a separate realm of theatre. In Greece, a fully developed theatre emerged almost 2,500 years ago. In India, theatre became well-established around 2,000 years ago. [C] Wherever theatre has become a separate art form, it has had certain essential qualities: a story—the play—is presented by one group—the performers—to another group—the audience. [D]26.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 this passage. Some sentences do not belong in the summarybecause they express ideas that are not presented in the passage or are minor ideas in the passage.Answer ChoicesA)Theatre is a form of literature because we can read plays in books.B)Theatre requires a human story, performers, and an audience.C)An actor must change his voice to play certain characters.D)The tendency toward creating theatre occurs in all human societies.E)Theatre developed as a separate art very early in Greece and India.F)Each theatre performance is an immediate yet transitory experience.Time: 60 minutesScore:LISTENING SECTION DIRECTIONSThe listening section measures your ability to understand conversations and lectures in English. You will hear two conversations and one lecture, each only one time. After each conversation or lecture, you will hear some questions about it. Answer all the questions based on what the speakers state or imply.You may take notes while you listen and use your notes to help you answer the questions. You have approximately 15 minutes to complete this section. Please don’t look at the questions until the conversation or lecture is over.Listening 1 “Professor’s office”1. Why does the man go to see his professor?A) To take a makeup test for a class that he missedB) To explain why he has been absent from classC) To turn in an extra credit project to the professorD) To ask the professor how to bring up his gradeC)Why did Ernie get a low grade on the last test?a)He does not understand the material.b)He is not a very good student.c)He did not have time to finish it.d)He was in a hurry to leave the class.D)What do we know about the test?a)There were 100questions on it.b)It was worth 25 percent of the final grade.c)The test was an extra credit assignment.d)The questions were very difficult.E)Why does the professor say this:a)Because she doesn’t understand what the man wants her to dob)Because she has finished the discussion about the man’s problemc)Because she wants the man to be more specific about his pland)Because she does not want to do what the man suggestsF)What can be inferred about the professor?a)She tries to be fair to all of her students.b)She is not very flexible about her policies.c)She does not have very many students.d)She is not sure what she wants to do.Listening 2 “Anthropology Class”G)Which of the following is the main topic of the lecture?a) A progressive view of agricultureb)The conditions for the development of agriculturec) A comparison of hunter-gatherers and farmersd)The negative effects of agriculture on early farmersH)What are two key characteristics of hunter-gatherers mentioned in the lecture?a)They were taller than farmers.b)They ate less well than farmersc)They lived longer than farmers.d)They were less physically fit than farmers.I)Why does the professor say this:a)To emphasize the point that he has just madeb)To indicate that another point will be madec)To demonstrate that the point is his opiniond)To regain the student’s attention for the next pointJ)How does the professor organize his lecture?a)He contrasts older theories of agriculture with newer ones.b)He makes an argument for the revisionist view of agriculture.c)He defines revisionism by giving examples of early farmers.d)He provides a chronological account of early farmers.10. Which of the following statements best summarizes the position of therevisionists?A) The agricultural revolution affected all human activity.B) The development of agriculture had a positive influence on nutrition.C) Agriculture contributed to the health risks for early farmers.D) Agriculture people had to move from place to place to plant crops.11. In the lecture, the professor describes the relationship between health andagriculture. Indicate whether each of the following is true or false. Click in the correct box for each phrase.Listening 3 “Business Class”12.What is the lecture mainly about?A)Commercials on televisionB)Marketing brand-name productsC)A book by Rob FrankelD)Selling Aunt Ruby’s chicken13.Why does the professor say this :A)To emphasize the importance of commercialsB)To correct something that he said earlierC)To identify the time limits for most commercialsD)To relate new information to a previous example14. According to the professor, why do consumers develop brand loyalty?A) They have a relationship with the personality that the product projects.B) They are able to recognize the brand easily when they see it.C) They tend to make decisions based on recommendations by friendsD) They find a product that they like and continue to buy it.15. How does the professor emphasize his point about branding?A) He uses Aunt Ruby’s chicken as an example.B) He defines it by contrasting it with related concepts.C) He refers to a book that he has written.D) He shows a familiar commercial in class.16. Why does the professor mention laundry detergent?A) To give an example of price warsB) To show that consumers buy different brandsC) To name an industry that introduces new brandsD) To explain the concept of brand loyalty17. According to the professor, what would be a good way to sell a product?A) Design a good logo to present the product to the publicB) Hire a celebrity that customers like and relate toC) Make it easy for consumers to recognize the packagingD) Increase the customer service for the productListening 4 “Students on Campus”18. What is the purpose of this conversation?A)The man wants to borrow the woman’s lab notes.B)The woman is helping the man to write a report.C)The man asks the woman to study for their test with him.D)The woman and the man are performing an experiment.19. What is the study about?A) Reaction times for drivers drinking alcohol in comparison with those ofnondrinkersB) The effects of drinking beer as compared with those of drinking gin and tonic.C) The time that it takes to stop a car going 35 miles per hour when the brakes areapplied.D) The problems of riding bicycles on college campuses that have 35mile-per-hour speed limits.20. According to the man, why is it important to mention that the subjects wererandomly selected ?A)The random selection explains why the results were so general.B)This information allows another researcher to repeat the experiment.C)The lab assistant included it in the example that the students received.D)Randomly selected subjects assure researchers of an accurate outcome.21. Why does the woman say this:A)She is not sure about her observation.B)She is insulting the man with this comment.C)She is certain the man agrees with her.D)She is asking for the man’s opinion.22. Which section includes the conclusions?A)DiscussionB)ResultsC)ChartD)IntroductionListening 5 “Biology Class”23. What aspect of blood does the professor mainly discuss?A)An explanation of stem cellsB) A process for blood transfusionC) A method for producing artificial bloodD) A discussion of blood typing24. Why does the student say this:A)She is apologizing for disagreeing with the professor.B)She is interrupting politely to ask a question.C)She is talking to herself during the lecture.D)She is changing the subject of the professor’s talk.25. Why does the professor mention fingerprints?A)To demonstrate that blood types are different for individualsB)To explain how most of the blood tests are performedC)To explain why O blood is considered universalD)To help students remember the different antigens26. In cross matching, how does a compatible match appear under the microscope?A)All of the cells are at an equal distance from each other.B)The arrangement of the cells looks like two parallel lines.C)The cells tend to group together in a large clump.D)The red cells and the plasma separate in an irregular pattern.27. Why does the professor mention artificial blood?A)She is referring to the textbook.B)She is answering a question.C)She is reporting her research.D)She is joking with the students.28. What does the professor imply when she says this :A)She is very uncertain about the risks of the research.B)She is somewhat interested in doing research in this area.C)She is with drawing her support for future research.D)She agrees that research should continue in spite of problems.Listening 6 “Orientation session”29. What is this discussion mainly about?A)Success in collegeB)How to read fasterC)Academic study skillsD)Research on college students30. How does the professor organize the discussion?A)She cites research to support her arguments.B)She gives a demonstration of her theory.C)She debates the issues with her students.D)She shares strategies that she developed.31. Why does the professor mention running?A)To digress from the topic with a personal storyB)To make a comparison between reading and runningC)To show that reading requires physical effortD)To clarify the times two rule32. Why does the professor say this:A)She doesn’t think the point is very important.B)She is trying to finish the lecture on time.C)She thinks the idea will fit in better later on.D)She doesn’t want the student to interrupt her.33. The professor mentions several negative habits. Match these habits to theexplanations. Click on the habit and drag it to the correct explanation.A)FixatingB)Auditory readingC)Regressing34. What would the professor probably like the students to do?A)Spend more time studying outside of classB)Use their dictionaries when they are readingC)Take one of her classes at the collegeD)Get help at the Learning CenterTime: 60 minutesScore: WRITING SECTION DIRECTIONSThe writing section measures your ability to use writing to communicate in an academic environment. You will answer a question based on your own knowledge and experience. You have 30 minutes to plan and write your response.。

托福词以类记 txt-概述说明以及解释

托福词以类记txt-概述说明以及解释1.引言1.1 概述概述部分:托福考试是指托福（Test of English as a Foreign Language）考试，是由美国教育考试服务中心（ETS）主办的，用以评估非英语为母语的考生在英语听、说、读、写能力方面的水平。

这项考试对于想要申请留学或移民到英语国家的考生来说是非常重要的门槛。

在托福考试中，词汇是其中一个非常重要的部分，因为考生需要有足够的词汇量来进行听力、阅读、写作和口语的各项考试内容。

在本文中，我们将讨论如何利用词以类记的方法来帮助考生提升托福考试的词汇量。

通过将相似的单词归类整理，考生能够更加系统地学习和记忆词汇，从而在考试中更为游刃有余。

接下来的章节将逐步介绍什么是托福考试、为什么要用词以类记以及如何使用这种方法来提高托福成绩。

希望通过本文的阐述，读者能够对托福考试和词以类记方法有更深入的了解。

1.2 文章结构文章结构部分的内容：文章结构是指整篇文章的组织方式和框架，它决定了文章的逻辑性和连贯性。

在本篇文章中，我们将按照以下结构展开讨论：引言部分将从概述、文章结构和目的三个方面介绍本文的主题和重点；正文部分将分为三个部分，分别是“什么是托福”、“为什么要用词以类记”和“如何使用词以类记提高托福成绩”；结论部分将对前文进行总结，并重申文章的目的，同时展望未来可能的发展方向。

整个文章结构清晰明了，逻辑严谨，有助于读者更好地理解和吸收文章内容。

1.3 目的：本文的主要目的是介绍如何利用词以类记的方法来提高托福成绩。

通过系统地收集、整理和记忆单词，可以帮助考生更高效地掌握英语词汇，提升听力、阅读、口语和写作等方面的能力。

同时，词以类记也是一种提高记忆和理解能力的有效方法，有助于加强词汇的长期记忆和应用能力。

通过本文的介绍和指导，希望读者能够更好地理解和运用词以类记的方法，从而取得更好的托福成绩。

2.正文2.1 什么是托福：托福，全称为“Test of English as a Foreign Language”，即“作为外语的英语测试”，是美国教育考试服务中心（ETS）所主办的一项国际英语语言能力考试。

托福考试的词汇量需要满足多少

托福考试的词汇量需要满足多少一、托福词汇量需要多少托福考试词汇量要求8000 - 10000个单词，托福考试是英语语言测评类考试，考察考生英语听、说、读、写四个维度的英语能力，托福考试注重考察学术英语能力。

因此词汇的学习和积累是备考的核心工作。

托福的词汇量要求较高，但是大家不用过于担心，因为词汇的积累是循序渐进的。

在国内，中考英语的词汇要求是2500个单词左右，高考英语的词汇要求是3500个单词左右，四级考试的词汇要求是4000个单词左右，六级考试的词汇要求是6000个单词左右。

所以，如果大家平时重视英语的学习和积累，有了四级/六级的英语的词汇积累，那么托福词汇的学习相对压力会减少一些。

二、托福词汇类型1、基础通用词汇（New General Service List）很多同学在学习托福词汇备考时会走入一个误区，那就是词汇越难越重要。

其实并不是。

灵活掌握基础通用词汇是备考的重点。

对于这类词汇，需要熟练的认知和运用，即一听到就能瞬间想到单词的意思，在口语表达中脱口而出，以为捏一般高频词汇是听说读写四项技能的基础。

2、学术词汇（New Academic Word List）包括963个核心词汇，筛选自学术语料库，剑桥英语语料库（Cambridge Corpus）及密西根大学学术口语语料库（MICASE）等大型语料库，囊括了学术英语中高频的重要词汇，是学习学术英语的必备。

当然托福考试作为一个学术英语考试，学术词汇的重要性自然不言而喻。

3、高频学科词汇学术词汇所包含的词汇是学术场景中的常用词汇，选择标准是在各大学科中出现频率高。

其实大部分学科词汇在托福考试中都会有定义和解释，所以探究的是听力理解和阅读理解能力，并不要求背诵这些单词。

但是一些高频的学科场景词也可以通过听力和阅读练习来总结和学习。

一般这些词的认知要求比较低，不需要你主动去用。

你只需要在听和读的过程中了解它们。

三、托福词汇记忆方法1、大浪淘沙法如果你的目标是一天记住100个单词，你需要背的单词量要达到500个。

史上最全托福词汇题590题(新托150题老托440题)

史上最全托福词汇题590题——（新托150题+老托440题）资料说明：这里是最全的托福词汇题，包括新托福TPO词汇题150题，和老托历史所有词汇题（俗称440题，托福阅读词汇1976-2004.10）。

一份超级牛的词汇资料，基本可以覆盖90%的阅读词汇题目。

当然，如果想考到105分以上，那这份词汇资料还是不充分的，但是如果你的目标只是100分，那么这份资料已经完全足够帮你搞定托福阅读词汇题了。

新托福TPO阅读词汇题150题前言我们的大脑会在遇到特定的情况时，非常自然的去遵循某种模式，比如说，打喷嚏的时候，人们会自然的说：“有人想你了。

”当打碎玻璃杯子的时候，人们会安慰：“碎碎平安。

”这些不断重复的事件积累起来，被人们牢记于心，而且在又一次出现的时候，被人们再次遵从这些现象。

对于记忆词汇的人们来说也存在同样的过程。

我们抱着一本单词书和一本鸡血书（或是视频、男/女神照片……），萦绕着信誓旦旦奋斗的情绪，恨不得早些搞定托福来弥补曾今脑子进过的水和回馈自己流过的汗水，因为重复积累记忆是最有效的背诵方式，不断的重复背诵各种词汇书就成为了鸡血生活的一部分。

在鸡血了一段时间后，发现自己能够将词汇书中的词汇记下来的数量少之又少，久而久之，干脆养成了看那些已经明白了的单词，而忽略那些怎么也记不下来的单词，这样的学习效果实在是惨不忍睹。

有同学说，背单词就是重复嘛，我重复了许多遍就记下来了；有同学说，背单词就是重复嘛，但我重复了许多遍还是记不下来。

重复的确是能够塑造记忆的方式，而对于记不下来的同学来说，要清楚你所重复的内容是否为有意义的信息。

就像你只重复记忆那些已经背好的单词，没有背过的单词自然就不会和你产生缘分。

每天试着多看一些你不认识的单词吧，就像读了《葵花宝典》，不去挥刀自宫还是练不成。

背单词有两个方向：一个是不断去重复记忆新的单词，另一个是不断实践使用已经记下来的单词。

对于后者来说，《托福TPO阅读词汇题》这个文档存在的意义就是利用托福真题中的词汇题来让你实践。

托福cefr对照表

托福cefr对照表
CEFR（共同欧洲语言参考框架）是一种用于评估语言能力的标准，而TOEFL（托福）是一种常用的英语语言能力测试。

它们之间
并没有直接的对照表，因为它们是由不同的组织和机构管理的。

然而，可以大致将它们进行对比。

根据一般的认知，CEFR的A1、A2级别对应于基础的英语能力，B1、B2级别对应于中等水平，C1、C2级别对应于高级水平。

而TOEFL考试则分为四个部分，阅读、听力、口语和写作。

根据学术
界的普遍认知，大致可以将CEFR的水平和TOEFL的分数对应起来。

一般来说，CEFR的A1水平对应于TOEFL的0-31分，A2水平对
应于TOEFL的32-45分，B1水平对应于TOEFL的46-59分，B2水平
对应于TOEFL的60-78分，C1水平对应于TOEFL的79-95分，C2水
平对应于TOEFL的96-120分。

这只是一个大致的对照，实际上每个
人在不同的考试中可能会有不同的表现，因此这种对照只能作为参考。

总的来说，CEFR和TOEFL都是用于评估英语能力的工具，但它
们并不是直接对应的关系，因此在准备考试或者评估自己的英语水
平时，最好根据具体的情况来选择合适的测试和学习方式。

希望这个回答能够帮到你，如果还有其他问题，欢迎继续提问。

托福考试词汇

托福考试词汇共100个1. Accommodation -住宿2. Admission -入学，入场费3. Affordable -负担得起的4. Ambition -雄心，抱负5. Ambiguous -模糊的，不明确的6. Analysis -分析7. Anxiety -焦虑，忧虑8. Applicant -申请人9. Arrogant -傲慢的，自大的10. Assessment -评估，评价11. Attainment -成就，获得12. Awareness -意识，认识13. Budget -预算14. Capacity -能力，容量15. Cautious -谨慎的，小心的16. Challenge -挑战17. Commencement -开始，毕业典礼18. Competitive -竞争的，有竞争力的19. Consequence -结果，后果20. Contribution -贡献，捐款21. Controversial -有争议的22. Coordination -协调，合作23. Creative -创造性的，创新的24. Curriculum -课程25. Debate -辩论26. Deficit -赤字，不足27. Dilemma -困境，进退两难的境地28. Diploma -文凭，证书29. Elaborate -详细的，精心制作的30. Emphasis -强调，重点31. Encouragement -鼓励，激励32. Evaluate -评估，评价33. Expensive -昂贵的34. Faculty -教师，学院35. Financial -财务的，金融的36. Funding -资金，资助37. Graduation -毕业，毕业典礼38. Impact -影响，冲击39. Innovative -创新的，新颖的40. Intellectual -智力的，知识的41. Internship -实习，实习期42. Investment -投资，投入43. Judgment -判断，审判44. Language barrier -语言障碍45. Majority -大多数，大半46. Management -管理，经营47. Mentorship -导师制，指导48. Motivation -动机，动力49. Necessity -必要性，需要50. Obstacle -障碍，阻碍51. Opportunity -机会，机遇52. Organizational skills -组织能力，团队协作能力53. Participation -参与，参加54. Perception -感知，观念55. Personality -个性，性格56. Planning -计划，规划57. Preparation -准备，预备58. Proficiency -熟练程度，精通59. Quality education -素质教育，优质教育60. Recognition -认可，承认61. Research -研究，调查62. Responsibility -责任，职责63. Strategic planning -战略规划，策略规划64. Student loan -学生贷款，助学金65. Talented -有才能的，有天赋的66. Target audience -目标受众，目标客户群67. Time management -时间管理，时间安排68. Training program -培训项目，培训课程69. Undergraduate degree -本科学位，学士学位70. Variety -多样性，种类丰富71. Vital -至关重要的，生命攸关的72. Welfare -福利，社会保障73. Work experience -工作经验，工作经历74. Xenophobia -排外主义，仇外心理75. Yearly -每年的，年度的76. Zealous -热情的，热心的77. Accommodation expenses -住宿费用78. Admission requirements -入学要求79. Affordable housing -经济适用房80. Ambitions and goals -抱负和目标81. Ambiguous statement -模糊的陈述82. Analysis of data -数据分析83. Anxiety disorders -焦虑症84. Applicant pool -申请人池85. Arrogance and haughtiness -傲慢和自大86. Assessment criteria -评估标准87. Attainment of goals -目标的实现88. Awareness campaign -意识宣传活动89. Budget allocation -预算分配90. Capacity building -能力建设91. Cautious approach -谨慎的态度92. Challenges and obstacles -挑战和障碍93. Commencement ceremony -毕业典礼94. Competitive advantage -竞争优势95. Consequences of actions -行动的后果96. Contribution to society -对社会的贡献97. Controversial issue -有争议的问题98. Coordination and collaboration -协调和合作99. Creative thinking -创造性思维100. Curriculum design -课程设计。

托福评分标准与评分对照表

托福评分标准与评分对照表
托福包含阅读、听力、口语以及写作4项，各项分数可划分不同等级，其中阅读和听力可划分4个等级，分别为高级、中高级、中低级和低级；口语和写作可划分5个等级，分别为高级、中高级、中低级、初级和低级。

此外各单项可按照CEFR等级可划分为CEFR Level A2-C2不等。

以下是托福考试Reading阅读、Listening听力、Speaking口语以及Writing 写作4项技能的分数等级介绍——
一、Reading阅读和Listening听力
1、高级（Advanced）：阅读24-30分，听力22-30分。

2、中高级（High-Intermediate）：阅读18-23分，听力17-21分。

3、中低级（Low-Intermediate）：阅读4-17分，听力9-16分。

4、低级（Below Low-Intermediate）：阅读0-3分，听力0-8分。

二、Speaking口语和Writing写作
1、高级（Advanced）：口语25-30分，写作24-30分。

2、中高级（High-Intermediate）：口语20-24分，写作17-23分。

3、中低级（Low-Intermediate）：口语16-19分，写作13-16分。

4、初级（Basic）：口语10-15分，写作7-12分。

5、低级（Below Basic）：口语0-9分，写作0-6分。

以上就是托福分数等级对照表介绍，希望能给同学们提供参考。