2020年托福阅读模拟试题及答案(卷七)

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托福阅读真题第7篇RegulationofBodyTemperature

托福阅读真题第7篇RegulationofBodyTemperature大多数动物都有可以生存的体温上限。

例如，在人类中，41摄氏度的体温会导致蛋白质功能丧失和神经系统崩溃，而42至43摄氏度的体温会导致是致命的。

鸟类的静息体温略高于哺乳动物（大约为40 至 41 摄氏度，而大多数哺乳动物为 35 至 38 摄氏度），它们无法在高于 46 至 47 摄氏度的体温下生存。

在高于 50 摄氏度的环境温度下，几乎所有动物都会死亡。

然而，在温度范围的另一端，极冷的耐受性更好。

例如，一些动物在解冻后可以冷冻并存活。

冷冻/解冻通常是危险的，因为冰晶会在细胞和破裂膜内形成。

然而，许多昆虫，如毛毛虫，少数种类的两栖动物，如林蛙，以及极少数爬行动物，如彩龟，都可以阻止其细胞中的晶体形成。

他们通过从肝脏中大量流出葡萄糖来响应皮肤表面的冰块来做到这一点。

储存在肝脏中的葡萄糖进入血液和细胞，降低它们的冰点，使细胞不会冻结成固体。

这些动物可以长时间完全冷冻 65% 或更多的身体，只有在温暖时期才解冻而不会产生有害影响。

他们通过从肝脏中大量流出葡萄糖来响应皮肤表面的冰块来做到这一点。

储存在肝脏中的葡萄糖进入血液和细胞，降低它们的冰点，使细胞不会冻结成固体。

这些动物可以长时间完全冷冻65% 或更多的身体，只有在温暖时期才解冻而不会产生有害影响。

他们通过从肝脏中大量流出葡萄糖来响应皮肤表面的冰块来做到这一点。

储存在肝脏中的葡萄糖进入血液和细胞，降低它们的冰点，使细胞不会冻结成固体。

这些动物可以长时间完全冷冻 65% 或更多的身体，只有在温暖时期才解冻而不会产生有害影响。

过去，动物被分为两类。

冷血动物需要外部热源（例如阳光）来温暖自己。

相比之下，温血动物使用内部热量来维持体温。

然而，这些术语具有误导性，因为许多冷血动物可以通过锻炼骨骼肌产生大量热量。

事实上，许多人在白天的体温至少与鸟类和哺乳动物等温血动物的体温一样温暖。

生物学家现在根据动物的热源和维持体温的能力对动物进行分类。

托福TPO7阅读真题Part3及参考答案

托福TPO7阅读真题Part3及参考答案托福TPO作为托福的模考工具，它的题目对于我们备考托福很有参考价值，为了帮助大家备考，下面小编给大家整理了托福TPO7阅读真题Part3及参考答案，望喜欢！托福TPO7阅读真题Part3Agriculture, Iron, and the Bantu PeoplesThere is evidence of agriculture in Africa prior to 3000 B.C. It may have developed independently, but many scholars believe that the spread of agriculture and iron throughout Africa linked it to the major centers of the Near East and Mediterranean world. The drying up of what is now the Sahara desert had pushed many peoples to the south into sub-Sahara Africa. These peoples settled at first in scattered hunting-and-gathering bands, although in some places near lakes and rivers, people who fished, with a more secure food supply, lived in larger population concentrations. Agriculture seems to have reached these people from the Near East, since the first domesticated crops were millets and sorghums whose origins are not African but west Asian. Once the idea of planting diffused, Africans began to develop their own crops, such as certain varieties of rice, and they demonstrated a continued receptiveness to new imports. The proposed areas of the domestication of African crops lie in a band that extends from Ethiopia across southern Sudan to West Africa. Subsequently, other crops, such as bananas, were introduced from Southeast Asia.Livestock also came from outside Africa. Cattle were introduced from Asia, as probably were domestic sheep and goats. Horses were apparently introduced by the Hyksos invaders of Egypt (1780-1560 B.C.) and then spread across the Sudan toWest Africa. Rock paintings in the Sahara indicate that horses and chariots were used to traverse the desert and that by 300-200 B.C., there were trade routes across the Sahara. Horses were adopted by peoples of the West African savannah, and later their powerful cavalry forces allowed them to carve out large empires. Finally, the camel was introduced around the first century A.D. This was an important innovation, because the camel's abilities to thrive in harsh desert conditions and to carry large loads cheaply made it an effective and efficient means of transportation. The camel transformed the desert from a barrier into a still difficult, but more accessible, route of trade and communication.Iron came from West Asia, although its routes of diffusion were somewhat different than those of agriculture. Most of Africa presents a curious case in which societies moved directly from a technology of stone to iron without passing through the intermediate stage of copper or bronze metallurgy, although some early copper-working sites have been found in West Africa. Knowledge of iron making penetrated into the forest and savannahs of West Africa at roughly the same time that iron making was reaching Europe. Evidence of iron making has been found in Nigeria, Ghana, and Mali.This technological shift cause profound changes in the complexity of African societies. Iron represented power. In West Africa the blacksmith who made tools and weapons had an important place in society, often with special religious powers and functions. Iron hoes, which made the land more productive, and iron weapons, which made the warrior more powerful, had symbolic meaning in a number of West Africa societies. Those who knew the secrets of making iron gained ritual andsometimes political power.Unlike in the Americas, where metallurgy was a very late and limited development, Africans had iron from a relatively early date, developing ingenious furnaces to produce the high heat needed for production and to control the amount of air that reached the carbon and iron ore necessary for making iron. Much of Africa moved right into the Iron Age, taking the basic technology and adapting it to local conditions and resources.The diffusion of agriculture and later of iron was accompanied by a great movement of people who may have carried these innovations. These people probably originated in eastern Nigeria. Their migration may have been set in motion by an increase in population caused by a movement of peoples fleeing the desiccation, or drying up, of the Sahara. They spoke a language, proto-Bantu ("Bantu" means "the people"), which is the parent tongue of a language of a large number of Bantu languages still spoken throughout sub-Sahara Africa. Why and how these people spread out into central and southern Africa remains a mystery, but archaeologists believe that their iron weapons allowed them to conquer their hunting-gathering opponents, who still used stone implements. Still, the process is uncertain, and peaceful migration-or simply rapid demographic growth-may have also caused the Bantu explosion.Paragraph 1: There is evidence of agriculture in Africa prior to 3000 B.C. It may have developed independently, but many scholars believe that the spread of agriculture and iron throughout Africa linked it to the major centers of the Near East and Mediterranean world. The drying up of what is now the Sahara desert had pushed many peoples to the south into sub-Sahara Africa. These peoples settled at first in scattered hunting-and-gathering bands, although in some places near lakes and rivers, people who fished, with a more secure food supply, lived in larger population concentrations. Agriculture seems to have reached these people from the Near East, since the first domesticated crops were millets and sorghums whose origins are not African but west Asian. Once the idea of planting diffused, Africans began to develop their own crops, such as certain varieties of rice, and they demonstrated a continued receptiveness to new imports. The proposed areas of the domestication of African crops lie in a band that extends from Ethiopia across southern Sudan to West Africa. Subsequently, other crops, such as bananas, were introduced from Southeast Asia.托福TPO7阅读题目Part31. The word "diffused" in the passage is closest in meaning to○ emerged○ was understood○ spread○ developed2. According to paragraph 1, why do researchers doubt that agriculture developed independently in Africa?○African lakes and rivers already provided enough food for people to survive without agriculture.○The earliest examples of cultivated plants discovered in Africa are native to Asia.○Africa's native plants are very difficult to domesticate.○African communities were not large enough to support agriculture.3. In paragraph 1, what does the author imply about changesin the African environment during this time period?○The climate was becoming milder, allowing for a greater variety of crops to be grown.○Although periods o f drying forced people south, they returned once their food supply was secure.○Population growth along rivers and lakes was dramatically decreasing the availability of fish.○A region that had once supported many people was becoming a desert where few could survive.Paragraph 2: Livestock also came from outside Africa. Cattle were introduced from Asia, as probably were domestic sheep and goats. Horses were apparently introduced by the Hyksos invaders of Egypt (1780-1560 B.C.) and then spread across the Sudan to West Africa. Rock paintings in the Sahara indicate that horses and chariots were used to traverse the desert and that by 300-200 B.C., there were trade routes across the Sahara. Horses were adopted by peoples of the West African savannah, and later their powerful cavalry forces allowed them to carve out large empires. Finally, the camel was introduced around the first century A.D. This was an important innovation, because the camel's abilities to thrive in harsh desert conditions and to carry large loads cheaply made it an effective and efficient means of transportation. The camel transformed the desert from a barrier into a still difficult, but more accessible, route of trade and communication.4. According to paragraph 2, camels were important because they○ were the first domesticated animal to be introduced to Africa○ allowed the people of the West African savannahs to carveout large empires○ helped African peoples defend themselves against Egyptian invaders○ made it cheaper and easier to cross the Sahara5. According to paragraph 2, which of the following were subjects of rock paintings in the Sahara?○Horses and chariots○Sheep and goats○Hyksos invaders from Egypt○Camels and cattleParagraph 3: Iron came from West Asia, although its routes of diffusion were somewhat different than those of agriculture. Most of Africa presents a curious case in which societies moved directly from a technology of stone to iron without passing through the intermediate stage of copper or bronze metallurgy, although some early copper-working sites have been found in West Africa. Knowledge of iron making penetrated into the forest and savannahs of West Africa at roughly the same time that iron making was reaching Europe. Evidence of iron making has been found in Nigeria, Ghana, and Mali.6. What function does paragraph 3 serve in the organization of the passage as a whole?○It contrasts the development of iron technology in West Asia and West Africa.○It discusses a non-agricultural contribution to Africa from Asia.○It introduces evidence that a knowledge of copper working reached Africa and Europe at the same time.○It compares the rates at which iron technology developed in different parts of Africa.Paragraph 4: This technological shift cause profound changes in the complexity of African societies. Iron represented power. In West Africa the blacksmith who made tools and weapons had an important place in society, often with special religious powers and functions. Iron hoes, which made the land more productive, and iron weapons, which made the warrior more powerful, had symbolic meaning in a number of West Africa societies. Those who knew the secrets of making iron gained ritual and sometimes political power.7. The word "profound" in the passage is closest in meaning to○ fascinating○ far-reaching○ necessary○ temporary8. The word "ritual" in the passage is closest in meaning to○ military○ physical○ ceremonial○ permanent9. According to paragraph 4, all of the following were social effects of the new metal technology in Africa EXCEPT: ○Access to metal tools and weapons created greater social equality.○Metal weapons increased the power of warriors.○Iron tools helped increase the food supply.○Technical knowledge gave religious power to its holders.Paragraph 5: Unlike in the Americas, where metallurgy was a very late and limited development, Africans had iron from a relatively early date, developing ingenious furnaces to producethe high heat needed for production and to control the amount of air that reached the carbon and iron ore necessary for making iron. Much of Africa moved right into the Iron Age, taking the basic technology and adapting it to local conditions and resources.10. 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.○While American iron makers developed the latest furnaces, African iron makers continued using earlier techniques.○Africans pro duced iron much earlier than Americans, inventing technologically sophisticated heating systems.○Iron making developed earlier in Africa than in the Americas because of the ready availability of carbon and iron ore.○Both Africa and the Americas developed the capacity for making iron early, but African metallurgy developed at a slower rate.Paragraph 6: The diffusion of agriculture and later of iron was accompanied by a great movement of people who may have carried these innovations. These people probably originated in eastern Nigeria. Their migration may have been set in motion by an increase in population caused by a movement of peoples fleeing the desiccation, or drying up, of the Sahara. They spoke a language, proto-Bantu ("Bantu" means "the people"), which is the parent tongue of a language of a large number of Bantu languages still spoken throughout sub-Sahara Africa. Why and how these people spread out into central and southern Africa remains a mystery, but archaeologists believe that their iron weapons allowed them to conquer their hunting-gatheringopponents, who still used stone implements. Still, the process is uncertain, and peaceful migration-or simply rapid demographic growth-may have also caused the Bantu explosion.11. The word "fleeing" in the passage is closest in meaning to○ afraid of○ displaced by○ running away from○ responding to12. Paragraph 6 mentions all of the following as possible causes of the "Bantu explosion" EXCEPT○ superior weapons○ better hunting skills○ peaceful migration○ increased populationParagraph 6: The diffusion of agriculture and later of iron was accompanied by a great movement of people who may have carried these innovations. These people probably originated in eastern Nigeria. ■Their migration may hav e been set in motion by an increase in population caused by a movement of peoples fleeing the desiccation, or drying up, of the Sahara. ■They spoke a language, proto-Bantu ("Bantu" means "the people"), which is the parent tongue of a language of a large number of Bantu languages still spoken throughout sub-Sahara Africa. Why and how these people spread out into central and southern Africa remains a mystery, but archaeologists believe that their iron weapons allowed them to conquer their hunting-gathering op ponents, who still used stone implements. ■Still, the process is uncertain, and peaceful migration-or simply rapid demographic growth-may have also caused the Bantu explosion. ■13. Look at the four squares ■ that indicate where the following sentence could be added to the passage.These people had a significant linguistic impact on the continent as well.Where would the sentence best fit?14. Direction: 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 2 points.Agriculture and iron working probably spread to Africa from neighboring regions.●●●Answer choices○Once Africans developed their own crops, they no longer borrowed from other regions.○The harshness of the African climate meant that agricultur e could not develop until after the introduction of iron tools.○The use of livestock improved transportation and trade and allowed for new forms of political control.○As the Sahara expanded, the camel gained in importance, eventually coming to have religious significance.○The spread of iron working had far-reaching effects on social, economic, and political organization in Africa.○Today's Bantu-speaking peoples are descended from a technologically advanced people who spread throughout Africa.托福TPO7阅读答案Part3参考答案：1. ○32. ○23. ○44. ○45. ○16. ○27. ○28.○39. ○110. ○211. ○312. ○213. ○214. The use of livestock improved…The spread of iron working…Today's Bantu-speaking peoples…托福TPO7阅读翻译Part3参考翻译：农业、铁器和班图人在非洲，早在公元前3 000年以前就有了农业的迹象。

【真题练习】托福阅读考试模拟试题训练附答案(七)

【真题练习】托福阅读考试模拟试题训练附答案（七）托福阅读是考生子容易拿分的部分，多多练习将对托福分数的整体提高有很大帮助哦！那么，在以下内容中，我们就为大家带来了一些托福阅读的题目以及答案，希望能为大家的备考带来帮助。

Hormones in the BodyUp to the beginning of the twentieth century, the nervous system was thought to control all communication within the body and the resulting integration of behavior. Scientists had determined that nerves ran, essentially, on electrical impulses. These impulses were thought to be the engine for thought, emotion, movement, and internal processes such as digestion. However, experiments by William Bayliss and Ernest Starling on the chemical secretin, which is produced in the small intestine when food enters the stomach, eventually challenged that view. From the small intestine, secretin travels through the bloodstream to the pancreas. There, it stimulates the release of digestive chemicals. In this fashion, the intestinal cells that produce secretin ultimately regulate the production of different chemicals in a different organ, the pancreas.Such a coordination of processes had been thought to require control by the nervous system; Bayliss and Starling showed that it could occur through chemicals alone. This discovery spurred Starling to coin the term hormone to refer to secretin, taking it from the Greek word hormon, meaning “to excite” or “to set in motion.”A hormone is a chemical produced by one tissue to make things happen elsewhere.As more hormones were discovered, they were categorized, primarily according to the process by which they operated on the body. Some glands (which make up the endocrine system) secrete hormones directly into the bloodstream. Such glands include the thyroid and the pituitary. The exocrine system consists of organs and glands that produce substances that are used outside the bloodstream, primarily for digestion. The pancreas is one such organ, although it secretes some chemicals into the blood and thus is also part of the endocrine system.Much has been learned about hormones since their discovery. Some play such key roles in regulating bodily processes or behavior that their absence would cause immediate death. The most abundant hormones have effects that are less obviously urgent but can be more far-reaching and difficult to track: They modify moods and affect human behavior, even some behavior we normally think of as voluntary. Hormonal systems are very intricate. Even minute amounts of the right chemicals can suppress appetite, calm aggression, and change the attitude of a parent toward a child. Certain hormones accelerate the development of the body, regulating growth and form; others may even define an individual’s personality characteristics. The quantities andproportions of hormones produced change with age, so scientists have given a great deal of study to shifts in the endocrine system over time in the hopes of alleviating ailments associated with aging.In fact, some hormone therapies are already very common. A combination of estrogen and progesterone has been prescribed for decades to women who want to reduce mood swings, sudden changes in body temperature, and other discomforts caused by lower natural levels of those hormones as they enter middle age. Known as hormone replacement therapy (HRT), the treatment was also believed to prevent weakening of the bones. At least one study has linked HRT with a heightened risk of heart disease and certain types of cancer. HRT may also increase the likelihood that blood clots —dangerous because they could travel through the bloodstream and block major blood vessels—will form. Some proponents of HRT have tempered their enthusiasm in the face of this new evidence, recommending it only to patients whose symptoms interfere with their abilities to live normal lives.Human growth hormone may also be given to patients who are secreting abnormally low amounts on their own. Because of the complicated effects growth hormone has on the body, such treatments are generally restricted to children who would be pathologically small in stature without it. Growth hormone affects not just physical size but also the digestion of food and the aging process. Researchers and family physicians tend to agree that it is foolhardy to dispense it in cases in which the risks are not clearly outweighed by the benefits.。

托福阅读TPO7（试题+答案+译...

托福阅读TPO7(试题+答案+译文)第1篇:TheGeologicHistoryoftheMediterraneanTPO是我们常用的托福模考工具，对我们的备考很有价值，下面小编给大家带来托福阅读TPO7(试题+答案+译文)第1篇:The Geologic History of the Mediterranean。

托福阅读原文In 1970 geologists Kenneth J.Hsu and William B.F. Ryan were collecting research data while aboard the oceanographicresearch vessel Glomar Challenger.Anobjective of this particular cruise wasto investigate the floor of theMediterranean and to resolve questions aboutits geologic history. One questionwas related to evidence that theinvertebrate fauna (animals without spines) ofthe Mediterranean had changedabruptly about 6 million years ago. Most of theolder organisms were nearlywiped out, although a few hardy species survived. Afew managed to migrate into the Atlantic.Somewhat later, the migrants returned,bringing new species with them. Why didthe near extinction and migrationsoccur?Another task for the GlomarChallenger’sscientists was to try to determine the origin of the domelikemasses buried deepbeneath the Mediterranean seafloor. These structures had beendetected yearsearlier by echo-sounding instruments, but they had never beenpenetrated in thecourse of drilling. Were they salt domes such as are commonalong the UnitedStates Gulf Coast, and if so, why should there have been somuch solidcrystalline salt beneath the floor of the Mediterranean?With question such as these clearly beforethem, thescientists aboard the Glomar Challenger processed to the Mediterraneantosearch for the answers. On August 23, 1970,they recovered a sample. Thesampleconsisted of pebbles of hardened sediment that had once been soft,deep-seamud, as well as granules of gypsum and fragments of volcanic rock. Nota singlepebble was found that might have indicated that the pebbles came fromthenearby continent. In the days following, samples of solid gypsumwererepeatedly brought on deck as drilling operations penetrated theseafloor.Furthermore, the gypsum was found to possess peculiarities ofcomposition andstructure that suggested it had formed on desert flats. Sedimentabove andbelow the gypsum layer contained tiny marine fossils, indicatingopen-oceanconditions. As they drilled into the central and deepest part oftheMediterranean basin, the scientists took solid, shiny, crystalline saltfromthe core barrel. Interbedded with the salt were thin layers of whatappeared tobe windblown silt.The time had come to formulate ahypothesis. The investigators theorized that about 20 million years ago, theMediterranean wasa broad seaway linked to the Atlantic by two narrow straits.Crustal movements closedthe straits, and the landlocked Mediterranean began toevaporate. Increasingsalinity caused by the evaporation resulted in theextermination of scores ofinvertebrate species. Only a few organisms especiallytolerant of very saltyconditions remained. As evaporation continued, the remainingbrine (salt water)became so dense that the calcium sulfate of the hard layerwas precipitated. Inthe central deeper part of the basin, the last of the brineevaporated toprecipitate more soluble sodium chloride (salt). Later, under theweight ofoverlying sediments, this salt flowed plastically upward to form saltdomes.Before this happened, however, the Mediterranean was a vast desert 3,000metersdeep. Then, about 5.5 million yearsago came the deluge. As a result ofcrustaladjustments and faulting, the Strait of Gibraltar, where theMediterranean nowconnects to the Atlantic, opened, and water cascadedspectacularly back intothe Mediterranean.Turbulent waters tore into thehardened salt flats, brokethem up, and ground them into the pebbles observed inthe first sample taken bythe Challenger. As the basin was refilled, normalmarine organisms returned.Soon layer of oceanic ooze began to accumulate abovethe old hard layer.Thesalt and gypsum, the faunal changes, and the unusualgravel provided abundantevidence that the Mediterranean was once a desert.托福阅读试题1.The word “objective”in the passage(paragraph 1) is closest in meaning toA.achievementB.requirementC.purposeD.feature2.Which of the following is NOT mentionedin paragraph 1 asa change thatoccurred in the fauna of the Mediterranean?A.Most invertebrate species disappearedduring a wave of extinctions.B.A few hardy species wiped out many of theMediterranean’s i nvertebrates.C.Some invertebrates migrated to AtlanticOcean.D.New species of fauna populated theMediterranean when the old migrants returned.3.1.Whatdoes the author imply by saying“Not a single pebble was found that might have indicated that thepebbles came from the nearby continent”?(paragraph 3)A.The most obvious explanation for theorigin of the pebbles was not supported by the evidence.B.The geologists did not find as manypebbles as they expected.C.The geologists were looking for aparticular kind of pebble.D.The different pebbles could not have comefrom only one source.4.Which of the following can be inferredfrom paragraph 3 about the solidgypsum layer?A.It did not contain any marine fossil.B.It had formed in open-ocean conditions.C.It had once been soft, deep-sea mud.D.It contained sediment from nearbydeserts.5.Select the TWO answer choice from paragraph3 that identify materialsdiscovered in the deepest part of the Mediterraneanbasin. To receive credityou must select TWO answers.A.Volcanic rock fragmentsB.Thin silt layersC.Soft, deep-sea mudD.Crystalline salt6.What is the main purpose of paragraph 3?A.To describe the physical evidencecollected by Hsu and RyanB.To explain why some of the questionsposed earlier in the passage could not be answered by the findings of theGlomar ChallengerC.To evaluate techniques used by Hsu andRyan to explore the sea floorD.To describe the most difficult problemsfaced by the Glomar Challenger expedition7.According to paragraph 4, which of thefollowing was responsible for theevaporation of the Mediterranean’s waters?A.The movements of Earth’s crustB.The accumulation of sediment layersC.Changes in the water level of theAtlantic OceanD.Changes in Earth’s temperature8.The word “scores”in the passage(paragraph 4) is closest in meaning toA.membersrge numbersC.populationsD.different types9.According to paragraph 4, what causedmost invertebrate species in theMediterranean to become extinct?A.The evaporation of chemicals necessaryfor their survivalB.Crustal movements that connected theMediterranean to the saltier AtlanticC.The migration of new species through thenarrow straitsD.Their inability to tolerate theincreasing salt content of the Mediterranean10.Which of the sentences below bestexpresses the essential information inthe highlighted sentence in the passage(paragraph 4) ? Incorrect choices change the meaning inimportant ways or leaveout essential information.A.The strait of Gibraltar reopened when theMediterranean and the Atlantic became connected and the cascades of water fromone sea to the other caused crustal adjustments and faulting.B.The Mediterranean was dramaticallyrefilled by water fromthe Atlantic when crustal adjustments and faultingopened the Strait of Gibraltar, the place where the two seas are joined.C.The cascades of water from the Atlanticto the Mediterranean were not as spectacular as the crustal adjustments andfaulting that occurred when the Strait of Gibraltar was connected to thoseseas.D.As a result of crustal adjustments andfaulting and the creation of the Strait of Gibraltar, the Atlantic andMediterranean were connected and became a single sea with spectacular cascadesof water between them.11.The word “Turbulent”in the passage(paragraph 4) is closest in meaning toA.FreshB.DeepC.ViolentD.Temperate12. Look at the four squares [■] thatindicate where the following sentence could be added to the passage. Thus,scientists had information about the shape of the domes but not about theirchemical composition and origin.■【A】Another task for theGlomar Challenger’s scientists was totry to determine the origin of thedomelike masses buried deep beneath theMediterranean seafloor. ■【B】These structures had been detected years earlierby echo-soundinginstruments, but they had never been penetrated in the courseof drilling. ■【C】Were theysalt domes such as are common alongthe United States Gulf Coast, and if so, whyshould there have been so muchsolid crystalline salt beneath the floor of theMediterranean? ■[D】Where would the sentence best fit?13. Direction: An introductory sentence fora brief summary of the passage is provided below. Complete the summary byselecting the THREE answer choices that express the most important ideas in thepassage. Some sentences do not belong in the summary because they express ideasthat are not presented in the passage or are minor ideas in the passage. Thisquestion is worth 2 points.An expedition to the Mediterranean answeredsome long-standing questionsabout the ocean’s history.A.The Glomar Challenger expeditioninvestigated changes in invertebrate fauna and some unusual geologic features.B.Researchers collected fossils todetermine which new species migrated from the Atlantic with older species.C.Scientists aboard the Glomar Challengerwere the first to discover the existence of domelike masses underneath theseafloor.D.Samples recovered from the expeditionrevealed important differences in chemical composition and fossil distributionamong the sediment layers.E.Evidence collected by the GlomarChallenger supports geologists' beliefs that the Mediterranean had evaporatedand become a desert, before it refilled with water.F.Mediterraneansalt domes formed after crustal movements opened the straits between theMediterranean and the Atlantic, and the Mediterranean refilled with water.托福阅读答案1.C2.文第四句话说到“Most of theolder organisms were nearly wiped out(大部分更加古老的生物都几乎灭绝了)”对应选项A;第五句说到“A few managed to migrate into the Atlantic(一些物种成功地迁移到了大西洋)”，对应选项C;第六句说到“the migrants returned, bringing new species with them(这些物种又回到了地中海，并带回新的物种)”，对应选项D。

托福试题及答案2020

托福试题及答案20201. 阅读部分A. 阅读材料一1.1. 问题一：文章中提到的主要观点是什么？答案：文章主要讨论了城市化进程对环境的影响。

1.2. 问题二：作者在文中使用了哪些论据来支持他的观点？答案：作者使用了统计数据、专家意见和历史案例来支持他的观点。

B. 阅读材料二2.1. 问题一：文章中提到的主要观点是什么？答案：文章主要探讨了教育对于个人发展的重要性。

2.2. 问题二：作者在文中使用了哪些论据来支持他的观点？答案：作者使用了教育研究结果、个人经历和比较分析来支持他的观点。

2. 听力部分A. 听力材料一1.1. 问题一：讲座中教授提到了哪种类型的动物？答案：教授提到了迁徙鸟类。

1.2. 问题二：教授是如何解释这种动物的行为的？答案：教授通过观察和实验数据来解释这种动物的迁徙行为。

B. 听力材料二2.1. 问题一：对话中两位学生讨论了什么话题？答案：两位学生讨论了即将到来的期末考试。

2.2. 问题二：他们对这个话题的态度如何？答案：他们对这个话题感到紧张和焦虑。

3. 口语部分A. 口语任务一1.1. 问题一：描述一个你曾经遇到的挑战，并解释你是如何克服它的。

答案：我遇到的挑战是准备一个重要的演讲。

我通过多次练习和向老师寻求建议来克服它。

B. 口语任务二2.1. 问题一：你更喜欢在图书馆学习还是在咖啡馆学习？为什么？答案：我更喜欢在图书馆学习，因为它提供了一个安静和专注的环境。

4. 写作部分A. 写作任务一1.1. 问题一：描述一个你认为重要的社会问题，并提出解决方案。

答案：我认为环境污染是一个重要的社会问题。

解决方案包括提高公众意识和推动可持续能源的使用。

B. 写作任务二2.1. 问题一：你同意还是不同意以下观点：学校应该要求学生穿校服？给出你的理由。

答案：我同意这个观点，因为校服可以减少学生之间的社会压力，并促进学校精神。

托福备考托福阅读34套TPO样题+解析+译文7--2 Ancient Rome and Greece

托福考试复习托福阅读TPO7(试题+答案+译文)第2篇:Ancient Rome and Greece托福阅读原文There is a quality of cohesiveness aboutthe Roman worldthat applied neither to Greece nor perhaps to any othercivilization, ancientor modern. Like the stone of Roman wall, which were heldtogether both by theregularity of the design and by that peculiarly powerfulRoman cement, so thevarious parts of the Roman realm were bonded into amassive, monolithic entityby physical, organizational, and psychologicalcontrols. The physical bondsincluded the network of military garrisons, whichwere stationed in everyprovince, and the network of stone-built roads thatlinked the provinces withRome. The organizational bonds were based on thecommon principles of law andadministration and on the universal army ofofficials who enforced commonstandards of conduct. The psychological controlswere built on fear andpunishment—on the absolute certainty that anyone oranything that threatenedthe authority of Rome would be utterly destroyed.The source of Roman obsession with unityand cohesion maywell have lain in the pattern of Rome’s early development.Whereas Greece hadgrown from scores of scattered cities, Rome grew from onesingleorganism.While the Greek world had expanded along the Mediterranean seaslanes, theRoman world was assembled by territorial conquest. Of course, thecontrast isnot quite so stark: in Alexander the Great the Greeks had found thegreatestterritorial conqueror of all time; and the Romans, once they movedoutsideItaly, did not fail to learn the lessons of sea power. Yet theessentialdifference is undeniable. The key to the Greek world lay in itshigh-poweredships; the key to Roman power lay in its marching legions. TheGreeks werewedded to the sea; the Romans, to the land. The Greek was a sailorat heart;the Roman, a landsman.Certainly, in trying to explain the Romanphenomenon, onewould have to place great emphasis on this almost instinct forthe territorialimperative. Roman priorities lay in the organization,exploitation, and defenseof their territory. In all probability it was thefertile plain of Latium,where the Latins who founded Rome originated, thatcreated the habits andskills of landed settlement, landed property, landedeconomy, landedadministration, and a land-based society. From this arose theRoman genius formilitary organization and orderly government. In turn, a deep attachmentto theland, and to the stability which rural life engenders, fostered theRomanvirtues: gravitas, a sense of responsibility, pietas, a sense of devotiontofamily and country, and iustitia, a sense of the natural order.Modern attitudes to Roman civilizationrange from theinfinitely impressed to the thoroughly disgusted. As always,there are thepower worshippers, especially among historians, who arepredisposed to admirewhatever is strong, who feel more attracted to the mightof Rome than to thesubtlety of Greece. At the same time, there is a solid bodyof opinion thatdislikes Rome. For many, Rome is at best the imitator and thecontinuator ofGreece on a larger scale. Greek civilization had quality; Rome,mere quantity.Greece was original; Rome, derivative. Greece had style; Rome hadmoney. Greecewas the inventor; Rome, the research and development division.Such indeed wasthe opinion of some of the more intellectual Romans. “Had theGreeks heldnovelty in such disdain as we,” asked Horace in his epistle, “whatwork ofancient date would now exist?”Rome’s debt to Greece was enormous. TheRomans adoptedGreek religion and moral philosophy. In literature, Greek writerswereconsciously used as models by their Latin successors. It wasabsolutelyaccepted that an educated Roman should be fluent in Greek. Inspeculativephilosophy and the sciences, the Romans made virtually no advance onearlyachievements.Yet it would be wrongto suggest that Romewas somehow a junior partner in Greco-Roman civilization.The Roman genius wasprojected into newspheres—especially into those of law,military organization,administration, and engineering. Moreover, the tensionsthat arose within theRoman state produced literary and artistic sensibilitiesof the highest order.It was no accident that many leading Roman soldiers andstatesmen were writersof high caliber.托福阅读试题1.Which of the sentences below bestexpresses the essential informationin the highlighted sentence in the passage(paragraph 1) ? Incorrect choices change the meaning inimportant ways or leaveout essential information.A.The regularity and power of stone wallsinspired Romans attempting to unify the parts of their realm.B.Although the Romans used different typesof designs when building their walls, they used regular controls to maintaintheir realm.C.Several types of control united the Romanrealm, just as design and cement held Roman walls together.D.Romans built walls to unite the variousparts of their realm into a singleentity, which was controlled by powerfullaws.2.According to paragraph 1, all of thefollowing are controls that heldtogether the Roman world EXCEPTA.administrative and legal systemsB.the presence of the militaryC.a common languageD.transportation networks3.The phrase “obsessionwith” in the passage(paragraph 2) is closest in meaning toA.thinking aboutB.fixation onC.interest inD.attitude toward4.According to paragraph 2, which of thefollowing was NOT characteristicof Rome’s early development?A.Expansion by sea invasionB.Territorial expansionC.Expansion from one original settlementD.Expansion through invading armies5.Why does the author mention “Alexanderthe Great” in the passage? (paragraph 2)A.To acknowledge that Greek civilizationalso expanded by land conquestB.To compare Greek leaders to Roman leadersC.To give an example of Greek leader whomRomans studiedD.To indicate the superior organization ofthe Greek military6.The word “fostered”in the passage(paragraph 3) is closest in meaning toA.acceptedbinedC.introducedD.encouraged7.Paragraph 3 suggests which of thefollowing about the people of Latium?A.Their economy was based on traderelations with other settlements.B.They held different values than thepeople of Rome.C.Agriculture played a significant role inthe society.D.They possessed unusual knowledge ofanimal instincts.8.Paragraph 4 indicates that somehistorians admire Roman civilizationbecause ofA.the diversity of cultures within RomansocietyB.its strengthC.its innovative natureD.the large body of literature that itdeveloped9.In paragraph 4, the author develops adescription of Roman civilizationbyparing the opinions of Romanintellectuals to Greek intellectualsB.identifying which characteristics ofRoman civilization were copied from GreeceC.explaining how the differences betweenRoman and Greece developed as time passedD.contrasting characteristics of Romancivilization with characteristics of Greek civilization10.According to paragraph 4, intellectualRomans such as Horace held whichof the following opinions about theircivilization?A.Ancient works of Greece held little valuein the Roman world.B.The Greek civilization had been surpassedby the Romans.C.Roman civilization produced little thatwas original or memorable.D.Romans valued certain types ofinnovations that had been ignored by ancient Greeks.11.The word “spheres” in thepassage(paragraph 5) is closest in meaning toA.abilitiesB.areasbinationsD.models12.Which of the following statements aboutleading Roman soldiers andstatesmen is supported by paragraphs 5 and 6?A.They could read and write the Greeklanguage.B.They frequently wrote poetry and plays.C.They focused their writing on militarymatters.D.They wrote according to the philosophicallaws of the Greeks.13. Look at the four squares [■] thatindicate where the following sentence could be added to the passage. Theyesteem symbols of Roman power, such as the massive Colosseum.Modern attitudes to Roman civilizationrange from the infinitelyimpressed to the thoroughly disgusted. ■【A】As always,there are the powerworshippers, especiallyamong historians, who arepredisposed to admire whatever is strong, who feelmore attracted to the mightof Rome than to the subtlety of Greece. ■【B】At the sametime, there is a solid body ofopinion that dislikes Rome. ■【C】For many,Rome is at best the imitator and thecontinuator of Greece on a larger scale. ■【D】Greekcivilization had quality; Rome, mere quantity.Greece was original; Rome,derivative. Greece had style; Rome had money. Greecewas the inventor; Rome, theresearch and development division. Such indeed wasthe opinion of some of themore intellectual Romans. “Had the Gr eeks heldnovelty in such disdain as we,”asked Horace in his epistle, “what work ofancient date would now exist?”Where would the sentence best fit?14. Direction: An introductory sentence fora brief summary of the passage is provided below. Complete the summary byselecting the THREE answer choices that express the most important ideas in thepassage. Some sentences do not belong in the summary because they express ideasthat are not presented in the passage or are minor ideas in the passage. Thisquestion worth 2 points.The Roman world drew its strength fromseveral important sources.A.Numerous controls imposed by Roman rulersheld its territory together.B.The Roman military was organizeddifferently from older military organizations.C.Romans valued sea power as did theLatins, the original inhabitants of Rome.D.Roman values were rooted in a strongattachment to the land and the stability of rural life.E.Rome combined aspects of ancient Greekcivilization with its own contributions in new areas.catedRomans modeled their own literature and philosophy on the ancient Greeks.托福阅读答案1.C2.C3.原文该单词所在句子为:"Thesource of Roman obsession with unity and cohesion may well have lain in thepattern of Rome’s early development." 可以理解为: "罗马人对整体性和团结的执着来自于罗马早期的发展。

2020年普通高等学校招生统一考试模拟试卷英语试题含解析七

2020年普通高等学校招生统一考试英语卷(七)第一部分阅读理解合肥市质检)A (2019·Panama City，PanamaFor beach vacations that get you out of town and invite you and your family to dive into culture，consider a trip to Panama City.Here，you will enjoy beaches and city exploring.Book your stay at the Westin Playa Bonita，where you can book a room starting at $222 a night.There are various programs，including beach Olympics，stargazing(天体观察) and Spanish lessons.Jupiter，FloridaThis place offers you quality time you can spend with your loved ones.Book your stay at Jupiter Beach Resort & Spa，with rates for a family of four starting at $207 a night.Here，you can shoot baskets at the basketball courts，take a dip in the pool or teach your children beach yoga.San Diego，CaliforniaThe West Coast is a great spot for cheap beach vacations，so tell your family to pack their bags for a visit to San Diego.A cheap $10 Uber ride from the airport will have you pull up at the Kona Kai Resort & Spa.Here，a family of four can stay in a Deluxe Guest Room starting at $159 per night.Your kids can practice cannonballs atthe pool after a visit to the world-famous San Diego Zoo.Kihei，HawaiiFor west coasters who are growing bored with their background，fly to the islands of Hawaii.Stay at the Aston at the Maui Banyan，with a charge of $179 a night for a family of four.Here，you'll witness some of the best sunsets of your life while your kids play in the Pacific.And if you set about cooking a fancy meal，you'll enjoy suites that come with a full kitchen.1．Which of the following charges you least a night?A．The Westin Playa Bonita. B．Jupiter Beach Resort & Spa.C．The Kona Kai Resort & Spa. D．The Aston at the Maui Banyan.2．What can you do at the Aston at the Maui Banyan?A．Admire beautiful sunsets. B．Visit a world-famous zoo.C．Observe fantastic stars. D．Play some beach sports.3．What is the common feature of the four destinations?A．They all offer rooms with a full kitchen.B．They are all intended for family trips.C．They all pick up visitors from the airport.D．They all provide bike riding on the beach.B (2019·山东省、湖北省部分重点中学质检)．The reasoning：It stresses Not long ago I saw the following headline：“An antihomework trend goes global”．children out and it steals“precious family time”Hmm...I wonder. As a teacher, one of the problems I often come across is that students attach far too little importance to their studies，resulting in bad or incomplete work.I also wonder about the“precious family time”．If homework were abolished，would the time freed up be used for reading poetry aloud at the dinner table or having heart-to-heart discussions about the social and political landscapes(局面)？In the age of the Internet and games such as C andy Crush Saga，which have absorbed the time and interest of otherwise intelligent adults，I am doubtful.When I was a kid，homework actually created precious family time.I still remember，after supper，clearing the table and replacing the dishes with my schoolbooks.And then，in swing shifts，my working-class parents would sit down with me and，to the best of their abilities，help me when and where they could.I've often thought that the homework question could be dealt with if one thought of homework in terms of learning to play a musical instrument.For me，this was the clarinet (单簧管)，which I began learning to play at age 9.Every week I took a 30-minute lesson from an old Polish man，Mr. Markiewicz.“Practice an hour a day，and you'll be playing the clarinet before you know it.”Because my motivation was strong，I did practice an hour a day，and I did learn to play it in a reasonable amount of time.Let's get rid of homework，but only the word“homework”，and replace it with“practice”．As a teacher，it's all I ask：that my students listen up in class and then go home to practice，so that when they return to me to show me how much they understand.I—and their parents—can be proud of them.4．What might happen in the house with no homework according to the author?A．Students will play games.B．Students will develop new interest.C．There will be more precious family time.D．There will be more arguments among the family.5．What does the author intend to do in Paragraph 3?A．Mourn his precious family time's passing.B．Show the powerful parental forces.C．Prove the advantage of homework.D．Represent his uneasy life as a student.6．What does the author suggest students do about the homework?A．Get rid of it. B．Don't see it as a load.C．Take great pride in it. D．Improve their motivation for it.C (2019·太原市模拟)Gabriella's family immigrated to the US from Peru when she was two years old.As a compound bilingual(熟谙两种语言的人)，Gabriella develops two linguistic codes at the same time，with a set of concepts，learning both English and Spanish.Her teenage brother，on the other hand，might be a coordinate bilingual，working with two sets of concepts，learning English in school，Spanish at home.Finally，Gabriella's parents are likely to be subordinate bilinguals who learned a second language by translating it into their mother tongue.Regardless of accent and pronunciation，all types of bilingual people can become fully proficient in a language.It seems that the difference may not be apparent.But recently brain imaging technology has given a glimpse into how specific aspects of language learning affect the bilingual brain.It's well known that the brain'sleft hemisphere(半球) is in charge of logical processes，while the right hemisphere is more active in emotional and social nguage involves both types of functions.Critical period hypothesis says children learn languages more easily because their developing brains let them use both hemispheres in language learning，while in most adults，language relies on one hemisphere，usually the left.Before the 1960s，bilingualism was considered a handicap that slowed the children's development by forcing them to spend too much energy distinguishing between languages.But a recent study did show that bilingualism may make you smarter.It does make your brain more complex，healthier，and more actively engaged，and even if you didn't have the good fortune of learning a second language like a child，it's never too late to do yourself a favor and make the linguistic leap from“Hello”to“Hola”“Bonjour”or“nihao”because when it comes to our brains，a little exercise can go a long way.7．Why is Gabriella's family used as the example in Paragraph 1?A．To show that the family are bilinguals.B．To explain the advantages of bilinguals.C．To illustrate the three types of bilinguals.D．To prove all ages can learn foreign languages.8．Why do the children learn languages more easily than adults?A．Because they learn languages with a set of concepts.B．Because they use both hemispheres to learn languages.C．Because their mother tongue doesn't influence them much.D．Because they can easily translate one language into another.9．Which of the following best explains“handicap”underlined in Paragraph 3?A．Disease. B．Disability. C．Disadvantage. D．Illness.10．What can we infer from the text?A．The left brain is more important for language learning.B．Learning languages can promote the brain development.C．The proficiency of language becomes weak gradually with age.D．Immigrants have advantages in learning languages over natives.第二节(共5小题；每小题2分，满分10分)根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。

托福模拟考试试题及答案

托福模拟考试试题及答案一、听力部分1. 听下面对话，选择正确答案。

- 问题：What does the woman want to do?- 选项：A. Borrow a book from the library.B. Return a book to the library.C. Find a quiet place to study.- 答案：C2. 听下面讲座，选择正确答案。

- 问题：What is the main topic of the lecture? - 选项：A. The history of photography.B. The impact of technology on art.C. The evolution of painting techniques.- 答案：B二、阅读部分1. 阅读下面短文，选择正确答案。

- 短文：[短文内容]- 问题：What is the main idea of the passage?- 选项：A. The importance of environmental protection.B. The benefits of urban development.C. The challenges of population growth.- 答案：A2. 阅读下面长文，选择正确答案。

- 长文：[长文内容]- 问题：According to the author, what is the mostsignificant factor contributing to success in business?- 选项：A. Innovation.B. Capital.C. Networking.- 答案：A三、口语部分1. 口语任务：描述你最喜欢的季节，并解释原因。

- 答案示例：- 我最喜欢的季节是秋天。

秋天的天气既不冷也不热，非常宜人。

此外，秋天是收获的季节，可以看到许多成熟的水果和蔬菜，这让我感到非常满足。

托福TOEFL考试阅读模拟题(含答案)

托福TOEFL考试阅读模拟题（含答案）托福阅读文本：The Native Americans of northern California were highly skilled at basketry, using thereeds,grasses, barks, and roots they found around them to fashion articles of all sorts and sizes — not only trays, containers, and cooking pots, but hats, boats, fish traps, baby carriers, and ceremonial objects.Of all these experts, none excelled the Pomo — a group who lived on or near the coast during the 1800's, and whose descendants continue to live in parts of the same region to this day. They made baskets three feet in diameter and others no bigger than a thimble. The Pomo people were masters of decoration. Some of their baskets were completely covered with shell pendants; others with feathers that made the baskets' surfaces as soft as the breasts of birds. Moreover, the Pomo people made use of more weaving techniques than did their neighbors. Most groups made all their basketwork by twining — the twisting of a flexible horizontal material, called a weft, around stiffer vertical strands of material, the warp. Others depended primarily on coiling — a process in which a continuous coil of stiff material is held in the desired shape with tight wrapping of flexible strands. Only the Pomo people used both processes with equal ease and frequency. In addition, they made use of four distinct variations on the basic twining process, often employing more than one of them in a single article.Although a wide variety of materials was available, the Pomo people used only a few. The warp was always made of willow, and the most commonly used weft was sedge root, a woody fiber that could easily be separated into strands no thicker than a thread. For color, the Pomo people used the bark of redbud for their twined work and dyed bullrush root for black in coiled work. Though other materials were sometimes used, these four were the staples in their finest basketry.If the basketry materials used by the Pomo people were limited, the designs were amazingly varied. Every Pomo basketmaker knew how to produce from fifteen to twenty distinct patterns that could be combined in a number of different ways.托福阅读题目：1. What best distinguished Pomo basketsfrom baskets of other groups?(A) The range of sizes, shapes, and designs(B) The unusual geometric(C) The absence of decoration(D) The rare materials used2. The word "fashion" in line 2 is closest in meaning to(A) maintain(B) organize(C) trade(D) create3. The Pomo people used each of the following materials to decorate baskets EXCEPT(A) shells(B) feathers(C) leaves(D) bark4. What is the author's main point in the second paragraph?(A) The neighbors of the Pomo people tried to improve on the Pomo basket weaving techniques.(B) The Pomo people were the most skilled basket weavers in their region.(C) The Pomo people learned their basket weaving techniques from other Native Americans.(D) The Pomo baskets have been handed down for generations.5. The word "others " in line 9 refers to(A) masters(B) baskets(C) pendants(D) surfaces6.According to the passage , a weft is a(A) tool for separating sedge root(B) process used for coloring baskets(C) pliable maternal woven around the warp(D) pattern used to decorate baskets7.According to the passage , what did the Pomo people use as the warp in their baskets?(A) bullrush(B) willow(C) sedge(D) redbud8. The word "article" in line 17 is close in meaning to(A) decoration(B) shape(C) design(D) object9. According to the passage . The relationship between redbud and twining is most similar to the relationship between(A) bullrush and coiling(B) weft and warp(C) willow and feathers(D) sedge and weaving10. The word "staples" in line 23 is closest in meaning to(A) combinations(B) limitations(C) accessories(D) basic elements11. The word "distinct" in lime 26 is closest in meaning to(A) systematic(B) beautiful(C) different(D) compatible12. Which of the following statements about Pomo baskets can be best inferred from the passage ?(A) Baskets produced by other Native Americans were less varied in design than those of the Pomo people.(B) Baskets produced by Pomo weavers were primarily for ceremonial purposes.(C) There were a very limited number of basketmaking materials available to the Pomo people.(D) The basketmaking production of the Pomo people has increased over the years.托福阅读模拟题答案：BDCBB CBDAD CA。

2020年托福写作模拟试题及答案(卷七)

2020年托福写作模拟试题及答案（卷七）改变家乡的环境托福考试作文题目：If you could change one important thing about your hometown, what would you change? Use reasons and specific examples to support your answer.参考分析：改变其环境，因为一个好的环境会使人们更加快乐、更加健康、更加有效率。

托福考试作文范文参考：If I could change one important thing about my hometown, it would be air pollution problem, and I will give the following reasons to explain why I want to solve the problem.The first and most important reason is that I hope that my hometown can become a beautiful city. As an old industrial city, my hometown has made a great deal of contribution or the country’s economic development. At a result，the natural environment of the city has been badly damaged. The forest has disappeared; the mountains have become bald, and the most awful thing is that the air quality becomes more and more worsen. People seldom see the blue sky during most time of year.Another reason why I want to change my hometown's air pollutionsituation is that the city's development needs clean and tidy environment to attract investors. nowadays people have come to know that the city's environment, which is so called “software facility of the city”，plays an important role in the city's future. For example, due to the fact that the environment of the city is very poor, many local students who pursue their study out of the city would rather find the job in other cities than coming back to their hometown after they graduated. In addition, nowadays people have paid more and more attention to their health. If the air pollution problem cannot be solved as quickly as possible, people's requirement for a healthy body will never be realized.In my mind, changing air pollution will apparently be my first choice if I can change one important thing about my hometown. Fortunately people in my hometown are gradually aware of the serious problem and start doing something about it.电影电视如何影响人们行为托福考试作文题目：How do movies or television influence people's behavior? Use reasons and specific examples to support your answer.参考分析：通过改变人们的价值观、世界观、审美观而改变人们行为。

2020年雅思阅读模拟试题及答案(卷七)

2020年雅思阅读模拟试题及答案（卷七）New Ways of Teaching HistoryIn a technology and media-driven world, it's becoming increasingly difficult to get our students’attentions and keep them absorbed in classroom discussions. This generation, in particular, has brought a unique set of challenges to the educational table. Whereas youth are easily enraptured by high-definition television, computers, iPods, video games and cell phones, they are less than enthralled by what to them are obsolete textbooks and boring classroom lectures. The question of how to teach history in a digital age is often contentious. On the one side, the old guard thinks the professional standards history is in mortal danger from flash-in-the-pan challenges by the distal that are all show and no substance. On the other Side, the self-styled “disruptors”offer over-blown rhetoric about how digital technology has changed everything while the moribund profession obstructs all progress in the name of outdated ideals. At least, that's a parody (maybe not much of one) of how the debate proceeds. Both supporters and opponents of the digital share more disciplinary common ground than either admits.When provided with merely a textbook as a supplemental learning tool, test results have revealed that most students fail to pinpoint the significance of historical events and individuals. Fewer still are able to cite and substantiate primary historical sources. What does this sayabout the way our educators are presenting information? The quotation comes from a report of a 1917 test of 668 Texas students. Less than 10 percent of school-age children attended high school in 1917; today, enrollments are nearly universal. The whole world has turned on its head during the last century but one thing has stayed the same: Young people remain woefully ignorant about history reflected from their history tests. Guess what? Historians are ignorant too, especially when we equate historical knowledge with the "Jeopardy" Daily Double. In a test, those specializing in American history did just fine. But those with specialties in medieval, European and African history failed miserably when confronted by items about Fort Ticonderoga, the Olive Branch Petition, or the Quebec Act —all taken from a typical textbook. According to the testers, the results from the recent National Assessment in History, like scores from earlier tests, show that young people are "abysmally ignorant" of their own history. Invoking the tragedy of last September, historian Diane Ravitch hitched her worries about our future to the idea that our nation's strength is endangered by youth who do poorly on such tests. But if she were correct, we could have gone down the tubes in 1917!There is a huge difference between saying "Kids don’t know the history we want then to know" and saying "Kids don't know history at all." Historical knowledge burrows itself into our cultural pores even ifyoung people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which There is a huge difference between saying "Kids don’t know the history we want then to know" and saying "Kids don't know history at all." Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can beapplied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which technologies are most suitable for the range of topics covered in junior high and high school history classrooms. Fortunately, technology has provided us with opportunities to present our Civil War lesson plans or our American Revolution lesson plans in a variety of new ways.Teachers can easily target and engage the learners of this generation by effectively combining the study of history with innovative multimedia- PowerPoint and presentations in particular can expand the scope of traditional classroom discussion by helping teachers to explain abstract concepts while accommodating students* unique learning styles. PowerPoint study units that have been pre-made for history classrooms include all manner of photos, prints, maps, audio clips, video clips and primary sources which help to make learning interactive and stimulating. Presenting lessons in these enticing formats helps technology-driven students retain the historical information they'll need to know for standard exams.Whether you are covering Revolutionary War lesson plans or World War II lesson plans, PowerPoint study units are available in formats to suit the needs of your classroom. Multimedia teaching instruments likePowerPoint software are getting positive results the world over, framing conventional lectures with captivating written, auditory and visual content that helps students recall names, dates and causal relationships within a historical context.History continues to show us that new times bring new realities. Education is no exception to the rule. The question is not whether to bring technology into the educational environment. Rather, the question is which technologies are suitable for U.S. and world history subjects, from Civil War lesson plans to World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lesson plans, PowerPoint presentations are available in pre-packaged formats to suit your classroom's needs.Meanwhile, some academic historians hold a different view on the use of technology in teaching history. One reason they hold is that not all facts can be recorded by film or videos and literature is relatively feasible in this case .Another challenge they have to be faced with is the painful process to learn new technology like the making of PowerPoint and the editing of audio and video clips which is also reasonable especially to some elderly historians.QuestionsReading this passage has eight paragraphs, A- GChoosing the correct heading for paragraphs A- G from the list ofheading belowWrite the appropriate number, i- x, in boxes 28-34 on your answer sheetList of Headingsi unavoidable changing facts to be considered when picking up technology meansii A debatable place where the new technologies stand in for history teachingiii Hard to attract students in traditional ways of teaching historyiv Display of the use of emerging multimedia as leaching toolsv Both students and professionals as candidates did not produce decent resultsvi A good concrete example illustrated to show how multimedia animates the history classvii The comparisons of the new technologies applied in history class viii Enormous breakthroughs in new technologiesix Resistance of using new technologies from certain historianx Decisions needed on which technique to be used for history teaching instead of improvement in the textbooks28 Paragraph A29 Paragraph B30 Paragraph C31 Paragraph D32 Paragraph E33 Paragraph F34 Paragraph GQuestion 35-37Do the following statements agree with the information given in Reading Passage?In boxes 35-37 on your answer sheet, writeYES if the statement is trueNO if the statement is falseNOT GIVEN if the information is not given in the passage35 Modem people are belter at memorizing historical information compared with their ancestors.36 New technologies applied in history- teaching are more vivid for students to memorize the details of historical events.37 Conventional ways like literature arc gradually out of fashion as time goes by.Question 38-40Complete the following summary of the paragraphs of Reading Passage, using more than three words from the Reading Passage for each answer.Write your answers in boxes 38-40 on your answer sheet.Contemporary students can be aimed at without many difficulties by integrating studying history with novel. ..38.... Conventional classroom discussion is specially extended by two ways to assist the teachers to interpret ...39... and at the same time retain students' distinct learning modes. PowerPoint study units prepared beforehand comprising a wide variety of elements make ...40.... learning feasible. Combined classes like this can also be helpful in taking required tests.文章题目：历史教学的科技篇章结构：体裁：论述文题目：历史教学的科技结构：(一句话概括每段大意)A 关于科技在历史教学中的使用引起争议。

2020年雅思阅读模拟试题及答案(卷七)

托福阅读备考真题练习：Passage7

托福阅读备考真题练习：Passage7小马过河为大家准备了“托福阅读备考真题练习：Passage7”，供各位备考托福的考生们参考使用，来提高自己的托福成绩！免费咨询电话：400-0123-267As Philadelphia grew from a small town into a city in the first half of the eighteenth century, it became an increasingly important marketing center for a vast and growing agricultural hinterland. Market days saw the crowded city even more crowded, as farmers from within a radius of 24 or more kilometers brought their sheep, cows, pigs, vegetables, cider, and other products for direct sale to the townspeople. The High Street Market was continuously enlarged throughout the period until 1736, when it reached from Front Street to Third. By 1745 New Market was opened on Second Street between Pine and Cedar. The next year the Callowhill Market began operation.Along with market days, the institution of twice-yearly fairs persisted in Philadelphia even after similar trading days had been discontinued in other colonial cities. The fairs provided a means of bringing handmade goods from outlying places to would-be buyers in the city. Linens and stockings from Germantown, for example, were popular items.Auctions were another popular form of occasional trade. Because of the competition, retail merchants opposed these as well as the fairs. Although governmental attempts to eradicate fairs and auctions were less than successful, the ordinary course of economic development was on the merchants' side, as increasing business specialization became the order of the day. Export merchants became differentiated from their importing counterparts, and specialty shops began to appear in addition to general stores selling a variety of goods.One of the reasons Philadelphia's merchants generally prospered was because the surrounding area was undergoing tremendous economic and demographic growth. They did their business, after all, in the capital city of the province. Not only did they cater to the governor and his circle, but citizens from all over the colony came to the capital for legislative sessions of the assembly and council and the meetings of the courts of justice.1. What does the passage mainly discuss?(A) Philadelphia's agriculture importance(B) Philadelphia's development as a marketing center(C) The sale of imported goods in Philadelphia(D) The administration of the city of Philadelphia2. It can be inferred from the passage that new markets opened in Philadelphia because(A) they provided more modem facilities than older markets(B) the High Street Market was forced to close(C) existing markets were unable to serve the growing population(D) farmers wanted markets that were closer to the farms.3. The word "hinterland " in line 3 is closest in meaning to(A) tradition(B) association(C) produce(D) region4. The word "it" in line 6 refers to(A) the crowded city(B) a radius(C) the High Street Market(D) the period5. The word "persisted" in line 9 is closest in meaning to(A) returned(B) started(C) declined(D) continued6. According to the passage , fairs in Philadelphia were held(A) on the same day as market says(B) as often as possible(C) a couple of times a year(D) whenever the government allowed it7. It can be inferred that the author mentions "Linens and stockings" in line 12 to show that they were items that(A) retail merchants were not willing to sell(B) were not available in the stores in Philadelphia(C) were more popular in Germantown man in Philadelphia(D) could easily be transported8. The word "eradicate" in line 15 is closest in meaning to(A) eliminate(B) exploit(C) organize(D) operate9. What does the author mean by stating in lines 15-16 that "economic development was on the merchants' side "?(A) Merchants had a strong impact on economic expansion.(B) Economic forces allowed merchants to prosper.(C) Merchants had to work together to achieve economic independence(D) Specialty shops near large markets were more likely to be economically successful.10. The word "undergoing" in line 21 is closest in meaning to(A) requesting(B) experiencing(C) repeating(D) including正确答案： BCDCD CBABB来源于：小马过河小马过河资料下载频道，欢迎您来下载！。

托福(阅读)历年真题试卷汇编7(题后含答案及解析)

托福（阅读）历年真题试卷汇编7(题后含答案及解析) 题型有： 3. Reading ComprehensionSections Three：Reading ComprehensionRemoving DamsP1: In the last century, many of the dams in the United States were built for water diversion, agriculture, factory watermills, and other purposes that allowed farming on lands that would otherwise be too dry, with low-cost hydroelectric power generation being a very significant side benefit. Building these dams was rather labor-intensive, which created jobs for workers and stimulated regional economic development. But those opposed to large dams can marshal a sobering array of criticisms based on those already built, which have provided some benefits but have without exception destroyed river environments and the human communities that depend on them.P2: Many, perhaps most, of the more than 90,000 dams in the country are now obsolete, expensive, and unsafe, and were built with no consideration of the environmental costs. As operating licenses come up for renewal in 1999, habitat restoration to original stream flows will be among the options considered. As these dams age and decay, they can also become public safety hazards, presenting a failure risk and a dangerous nuisance. Worse still, with the growth of the American population, more people are moving into risky areas. Dams that once could have failed without major repercussions are now upstream of cities and development. In 1998, the Army Corps announced that it would no longer be building large dams. In the few remaining sites where dams might be built, public opposition is so great that getting approval for projects is unlikely.P3: For many years, the United States Fish and Wildlife Service had advocated the removal of the Edwards Dam, which was built in 1837 on the Kennebec River in Augusta, Maine, to ease navigation and generate electricity. The Kennebec River was once home to all ten species of migratory fish native to Maine, along with several thriving commercial fisheries. Damming the river not only transformed the natural landscape, but it also prevented migration of salmon, shad, sturgeon, and other fish species up the river.In 1999, the Federal Energy Regulatory Commission (FERC) refused the renewal of the dam license due to excessive negative environmental impact, and the dam was removed, freeing a 17-mile stretch of the Kennebec River that had been submerged for 162 years. P4: The cost of keeping outdated hydroelectric equipment running decades after it was installed or upgrading dam safety systems may not be worth it. This was proven true on the Elwha River in the Olympic National Park in Washington when an extraordinarily rich salmon habitat was being disrupted by an outdated hydroelectric plant. Before dams were built on the Elwha River, 400,000 salmon returned each year to spawn, but that number dropped to fewer than 3,000 after dams were put up. Once the hydroelectric power generating capacities of the dams had outlived their useful lives, the importance of this salmon habitat necessitated the removal of the dams on the Elwha River. Simply removing the dams will not restore the salmon, however.Where 50-kilogram king salmon once fought their way up waterfalls to lay their eggs in gravel beds, there are now only concrete walls holding back still water and deep beds of muddy deposits.P5: When the negative environmental effects outweigh the benefits, a dam may be considered for removal. The Hetch Hetchy Dam, whose construction was one of the first major defeats of the nascent American environmental movement, was approved in 1913 to assist earthquake-ravaged San Francisco. Environmentalists and nature lovers, who said the valley’s beauty surpassed even Yosemite Valley’s, have constantly fought for its removal. They claim that restoring Hetch Hetchy Valley could reclaim an area that is half the size of Yosemite Valley and nearly identical in terms of beauty. Revenue and increased local spending from tourism could offset some or all of the losses from removing the dam. This problem can be thought of as appraising the relative value of two scarce resources, water and space, in Yosemite National Park.P6: How does one weigh the many different economic, cultural, and aesthetic considerations for removing or not removing these dams? Do certain interests, such as the rights of native people or the continued existence of native species of fish or wildlife, take precedence over economic factors, or should this be a utilitarian calculation of the greatest good for the greatest number? And does that number include only humans, or do other species count as well?P4: ■The cost of keeping outdated hydroelectric equipment running decades after it was installed or upgrading dam safety systems may not be worth it. ■This was proven true on the Elwha River in the Olympic National Park in Washington when an extraordinarily rich salmon habitat was being disrupted by an outdated hydroelectric plant. ■Before dams were built on the Elwha River, 400,000 salmon returned each year to spawn, but that number dropped to fewer than 3,000 after dams were put up. ■Once the hydroelectric power generating capacities of the dams had outlived their useful lives, the importance of this salmon habitat necessitated the removal of the dams on the Elwha River. Simply removing the dams will not restore the salmon, however. Where 50-kilogram king salmon once fought their way up waterfalls to lay their eggs in gravel beds, there are now only concrete walls holding back still water and deep beds of muddy deposits.1．According to paragraph 1, building dams was beneficial in each of the following ways EXCEPTA．increasing the amount of land that could be used for farmingB．strengthening local economiesC．increasing the availability of low-cost electricityD．expanding the aquatic habitats of native species正确答案：D解析：【否定事实信息题】末2行提到会破坏河流环境，与D选项矛盾。

2020年TPO7托福口语Task3原文及参考

2020年TPO7托福口语Task3原文及参考TPO7口语Task3题目：PassageSculpture Courses to be DiscontinuedUniversity administrators announced yesterday that the sculpture program, a division of the art department, will be eliminated. “The main reason is a lack of student interest,” reported one administrator. “Although the number of art students has increased, fewer and fewer art majors are taking sculpture classes.” Furthermore, the department’s only sculpture professor is retiring this year.” Given the art department’s limited budget, the administrator explained,“it just doesn't make sense to hire a new fu ll-timeprofessor to teacher sculpture for only a handful of students.”ConversationNow listen to two students discussing the article.Man： Everything all right?Woman：Yeah, I’m just upset about that article I showed you this morning.Man： Why? What’s the big deal?Woman：Well, as an art major, I think it’s a big lossfor the department. The university’s got it all wrong.Man： What do you mean?Woman：Well, the low enrollment isn’t because artmajors don’t want to take these classes; probl em is who has time to take them when there are so many other requirements?Man：I don’t understand.Woman：See, the classes they’re eliminating are all optional. The required courses are mostly painting and drawing, and they take up all our time. What we really needare different requirements. Then art majors could take abetter variety of classes, all the things we’re interested in.Man： That makes sense. But the thing about theprofessor …Woman：Well, that’s true. But still, they’re being drastic. If money is the problem, they could hire a part-time professor. Or most of the professors in the department have secondary fields.Man： Really?Woman： Yeah! At least a few painting teachers are also great sculptors. I’m sure one of them could teach t he class.QuestionThe woman expresses her opinion of the university’s plan. State her opinion and explain thereasons she gives forholding that opinion.Key Points1. fewer students interested2. retiring professor & limited budget外教范例录音，请模仿TPO7口语Task3参考答案(范文模板)：The woman doesn’t agree with the school’s plan to get rid of the sculpture class from the art department. According to the school, fewer and fewer students are enrolling in the course, but the woman says the low enrollment is not due to a lack of interest - it’s cos most art students are busy meeting the requirements of other classes such as painting and drawing since those classes are required whereas sculpture is only optional. Although many students like it, they don’t have time. So instead of removing the sculpture division altogether, they should change the requirements of these courses. The schoolalso notes the only sculpture professor is retiring and it’s not a good idea to hire a new one full time since they are short of money, but the woman says they don’t really need a full time teacher. A part timerinstead could do the job just fine and wouldn’t cost much. Plus, a lot ofother art professors that are already there and can also teach the class cos they do have some background in sculpture as well, such as those who teach painting, and she’s sure they can find one to fill the bill.。

托福TPO7阅读原文Part2及翻译答案

托福TPO7阅读原文Part2及翻译答案现在大家在进行托福备考时TPO托福模考软件相信是大家用的最多的工具了，对于托福成绩的提升是非常有帮助的。

今天小编在这里整理了托福TPO7阅读原文Part2及翻译答案来分享给大家，希望对大家托福听力备考有帮助。

托福TPO7阅读原文Part2Ancient Rome and GreeceThere is a quality of cohesiveness about the Roman world that applied neither to Greece nor perhaps to any other civilization, ancient or modern. Like the stone of Roman wall, which were held together both by the regularity of the design and by that peculiarly powerful Roman cement, so the various parts of the Roman realm were bonded into a massive, monolithic entity by physical, organizational, and psychological controls. The physical bonds included the network of military garrisons, which were stationed in every province, and the network of stone-built roads that linked the provinces with Rome. The organizational bonds were based on the common principles of law and administration and on the universal army of officials who enforced common standards of conduct. The psychological controls were built on fear and punishment-on the absolute certainty that anyone or anything that threatened the authority of Rome would be utterly destroyed.The source of Roman obsession with unity and cohesion may well have lain in the pattern of Rome's early development. Whereas Greece had grown from scores of scattered cities, Rome grew from one single organism. While the Greek world had expanded along the Mediterranean seas lanes, the Roman world was assembled by territorial conquest. Of course, the contrast isnot quite so stark: in Alexander the Great the Greeks had found the greatest territorial conqueror of all time; and the Romans, once they moved outside Italy, did not fail to learn the lessons of sea power. Yet the essential difference is undeniable. The key to the Greek world lay in its high-powered ships; the key to Roman power lay in its marching legions. The Greeks were wedded to the sea; the Romans, to the land. The Greek was a sailor at heart; the Roman, a landsman.Certainly, in trying to explain the Roman phenomenon, one would have to place great emphasis on this almost instinct for the territorial imperative. Roman priorities lay in the organization, exploitation, and defense of their territory. In all probability it was the fertile plain of Latium, where the Latins who founded Rome originated, that created the habits and skills of landed settlement, landed property, landed economy, landed administration, and a land-based society. From this arose the Roman genius for military organization and orderly government. In turn, a deep attachment to the land, and to the stability which rural life engenders, fostered the Roman virtues: gravitas, a sense of responsibility, pietas, a sense of devotion to family and country, and iustitia, a sense of the natural order.Modern attitudes to Roman civilization range from the infinitely impressed to the thoroughly disgusted. As always, there are the power worshippers, especially among historians, who are predisposed to admire whatever is strong, who feel more attracted to the might of Rome than to the subtlety of Greece. At the same time, there is a solid body of opinion that dislikes Rome. For many, Rome is at best the imitator and the continuator of Greece on a larger scale. Greek civilization had quality; Rome, mere quantity. Greece was original; Rome, derivative. Greece hadstyle; Rome had money. Greece was the inventor; Rome, the research and development division. Such indeed was the opinion of some of the more intellectual Romans. "Had the Greeks held novelty in such disdain as we," asked Horace in his epistle, "what work of ancient date would now exist?"Rome's debt to Greece was enormous. The Romans adopted Greek religion and moral philosophy. In literature, Greek writers were consciously used as models by their Latin successors. It was absolutely accepted that an educated Roman should be fluent in Greek. In speculative philosophy and the sciences, the Romans made virtually no advance on early achievements.Yet it would be wrong to suggest that Rome was somehow a junior partner in Greco-Roman civilization. The Roman genius was projected into new spheres-especially into those of law, military organization, administration, and engineering. Moreover, the tensions that arose within the Roman state produced literary and artistic sensibilities of the highest order. It was no accident that many leading Roman soldiers and statesmen were writers of high caliber.Paragraph 1: There is a quality of cohesiveness about the Roman world that applied neither to Greece nor perhaps to any other civilization, ancient or modern. Like the stone of Roman wall, which were held together both by the regularity of the design and by that peculiarly powerful Roman cement, so the various parts of the Roman realm were bonded into a massive, monolithic entity by physical, organizational, and psychological controls. The physical bonds included the network of military garrisons, which were stationed in every province, and the network of stone-built roads that linked the provinces with Rome. The organizational bonds were based on the common principlesof law and administration and on the universal army of officials who enforced common standards of conduct. The psychological controls were built on fear and punishment-on the absolute certainty that anyone or anything that threatened the authority of Rome would be utterly destroyed.托福TPO7阅读题目Part21. 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.○The regularity and power of stone walls inspired Romans attempting to unify the parts of their realm.○Although the Romans used different types of designs when building their walls, they used regular controls to maintain their realm.○Several types of control united the Roman realm, just as design and cement held Roman walls together.○Romans built walls to unite the various parts of their realm into a single entity, which was controlled by powerful laws.2. According to paragraph 1, all of the following are controls that held together the Roman world EXCEPT○ administrative and legal systems○ the presence of the military○ a common language○ transportation networksParagraph 2: The source of Roman obsession with unity and cohesion may well have lain in the pattern of Rome's early development. Whereas Greece had grown from scores of scattered cities, Rome grew from one single organism. While the Greek world had expanded along the Mediterranean seas lanes,the Roman world was assembled by territorial conquest. Of course, the contrast is not quite so stark: in Alexander the Great the Greeks had found the greatest territorial conqueror of all time; and the Romans, once they moved outside Italy, did not fail to learn the lessons of sea power. Yet the essential difference is undeniable. The key to the Greek world lay in its high-powered ships; the key to Roman power lay in its marching legions. The Greeks were wedded to the sea; the Romans, to the land. The Greek was a sailor at heart; the Roman, a landsman.3. The phrase "obsession with" in the passage is closest in meaning to○ thinking about○ fixation on○ interest in○ attitude toward4. According to paragraph 2, which of the following was NOT characteristic of Rome's early development?○Expansion by sea invasion○Territorial expansion○Expansion from one original settlement○Expansion through invading armies5. Why does the author mention "Alexander the Great" in the passage?○To acknowledge that Greek civilization also expanded by land conquest○To compare Greek leaders to Roman leaders○To give an example of Greek leader whom Romans studied ○To indicate the superior organization of the Greek military Paragraph 3: Certainly, in trying to explain the Roman phenomenon, one would have to place great emphasis on thisalmost instinct for the territorial imperative. Roman priorities lay in the organization, exploitation, and defense of their territory. In all probability it was the fertile plain of Latium, where the Latins who founded Rome originated, that created the habits and skills of landed settlement, landed property, landed economy, landed administration, and a land-based society. From this arose the Roman genius for military organization and orderly government. In turn, a deep attachment to the land, and to the stability which rural life engenders, fostered the Roman virtues: gravitas, a sense of responsibility, peitas, a sense of devotion to family and country, and iustitia, a sense of the natural order.6. The word "fostered" in the passage is closest in meaning to○ accepted○ combined○ introduced○ encouraged7. Paragraph 3 suggests which of the following about the people of Latium?○ Their economy was based on trade relations with other settlements.○ They held different values than the people of Rome.○ Agriculture played a significant role in the society.○ They possessed unusual knowledge of animal instincts.Paragraph 4: Modern attitudes to Roman civilization range from the infinitely impressed to the thoroughly disgusted. As always, there are the power worshippers, especially among historians, who are predisposed to admire whatever is strong, who feel more attracted to the might of Rome than to the subtlety of Greece. At the same time, there is a solid body ofopinion that dislikes Rome. For many, Rome is at best the imitator and the continuator of Greece on a larger scale. Greek civilization had quality; Rome, mere quantity. Greece was original; Rome, derivative. Greece had style; Rome had money. Greece was the inventor; Rome, the research and development division. Such indeed was the opinion of some of the more intellectual Romans. "Had the Greeks held novelty in such disdain as we," asked Horace in his epistle, "what work of ancient date would now exist?"8. Paragraph 4 indicates that some historians admire Roman civilization because of○ the diversity of cultures within Roman society○ its strength○ its innovative nature○ the large body of literature that it developed9. In paragraph 4, the author develops a description of Roman civilization by○ comparing the opinions of Roman intellectuals to Greek intellectuals○ identifying which characteristics of Roman civilization were copied from Greece○ explaining how the differences betwe en Roman and Greece developed as time passed○ contrasting characteristics of Roman civilization with characteristics of Greek civilization10. According to paragraph 4, intellectual Romans such as Horace held which of the following opinions about their civilization?○Ancient works of Greece held little value in the Roman world.○The Greek civilization had been surpassed by the Romans.○Roman civilization produced little that was original or memorable.○Romans valued certain types of innovations that had be en ignored by ancient Greeks.Paragraph 5: Rome's debt to Greece was enormous. The Romans adopted Greek religion and moral philosophy. In literature, Greek writers were consciously used as models by their Latin successors. It was absolutely accepted that an educated Roman should be fluent in Greek. In speculative philosophy and the sciences, the Romans made virtually no advance on early achievements.Paragraph 6: Yet it would be wrong to suggest that Rome was somehow a junior partner in Greco-Roman civilization. The Roman genius was projected into new spheres-especially into those of law, military organization, administration, and engineering. Moreover, the tensions that arose within the Roman state produced literary and artistic sensibilities of the highest order. It was no accident that many leading Roman soldiers and statesmen were writers of high caliber.11. The word "spheres" in the passage is closest in meaning to○ abilities○ areas○ combinations○ models12. Which of the following statements about leading Roman soldiers and statesmen is supported by paragraphs 5 and 6?○They could read and write the Greek language.○They frequently wrote poetry and plays.○They focused their writing on military matters.○They wrote according to the philosophical law s of the Greeks.Paragraph 4: Modern attitudes to Roman civilization range from the infinitely impressed to the thoroughly disgusted. ■As always, there are the power worshippers, especially among historians, who are predisposed to admire whatever is strong, who feel more attracted to the might of Rome than to the subtlety of Greece. ■At the same time, there is a solid body of opinion that dislikes Rome. ■For many, Rome is at best the imitator and the continuator of Greece on a larger scale. ■Greek civilization had quality; Rome, mere quantity. Greece was original; Rome, derivative. Greece had style; Rome had money. Greece was the inventor; Rome, the research and development division. Such indeed was the opinion of some of the more intellectual Romans. "Had the Greeks held novelty in such disdain as we," asked Horace in his epistle, "what work of ancient date would now exist?"13. Look at the four squares [■] that indicate where the following sentence could be added to the passage.They esteem symbols of Roman power, such as the massive Colosseum.Where would the sentence best fit?14. Direction: 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 worth 2 points.The Roman world drew its strength from several important sources.●●●Answer choices○Numerous controls imposed by Roman rulers held its territory together.○The Roman military was organized differently from older military organizations.○Romans valued sea power as did the Latins, the original inhabitants of Rome.○Roman values were rooted in a strong attachment to the land and the stability of rural life.○Rome combined aspects of ancient Greek civilization with its own contributions in new areas.○Educated Romans modeled their own literature and philosophy on the ancient Greeks.托福TPO7阅读答案Part2参考答案：1. ○ 32. ○ 33. ○ 24. ○ 15. ○ 16. ○ 47. ○ 38.○ 29. ○ 410.○ 311. ○ 212. ○ 113. ○ 214. Numerous controls imposed…Roman values were rooted…Rome combined aspects of…托福TPO7阅读翻译Part2参考答案：古代罗马和希腊罗马具有一种希腊和其他任何不论是古代的还是现在的文明都不具备的凝聚力。

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2020年托福阅读模拟试题及答案（卷七）
托福阅读文本：
Aviculturists, people who raise birds for commercial sale, have not yet learned how to simulate the natural incubation of parrot eggs in the wild. They continue to look for better ways to increase egg production and to improve chick survival rates.
When parrots incubate their eggs in the wild, the temperature and humidity of the nest are controlled naturally. Heat is transferred from the bird's skin to the top portion of the eggshell, leaving the sides and bottom of the egg at a cooler temperature. This temperature gradient may be vital to successful hatching. Nest construction can contribute to this temperature gradient. Nests of loosely arranged sticks, rocks, or dirt are cooler in temperature at the bottom where the egg contacts the nesting material. Such nests also act as humidity regulators by allowing rain to drain into the bottom sections of the nest so that the eggs are not in direct contact with the water. As the water that collects in the bottom of the nest evaporates, the water vapor rises and is heated by the incubating bird, which adds significant humidity to the incubation environment.
In artificial incubation programs, aviculturists remove eggs from the nests of parrots and incubate them under laboratory conditions. Most commercial incubators heat the eggs fairly evenly from top to bottom,
thus ignoring the bird's method of natural incubation, and perhaps reducing the viability and survivability of the hatching chicks. When incubators are not used, aviculturists sometimes suspend wooden boxes outdoors to use as nests in which to place eggs. In areas where weather can become cold after eggs are laid, it is very important to maintain a deep foundation of nesting material to act as insulator against the cold bottom of the box. If eggs rest against the wooden bottom in extremely cold weather conditions, they can become chilled to a point where the embryo can no longer survive. Similarly, these boxes should be protected from direct sunlight to avoid high temperatures that are also fatal to the growing embryo. Nesting material should be added in sufficient amounts to avoid both extreme temperature situations mentioned above and assure that the eggs have a soft, secure place to rest.
托福阅读题目：
1. What is the main idea of the passage ?
(A) Nesting material varies according to the parrots' environment.
(B) Humidity is an important factor in incubating parrots' eggs.
(C)Aviculturists have constructed the ideal nest box for parrots.
(D) Wild parrots' nests provide information useful for artificial incubation.
2. The word "They" in line 2 refers to
(A) aviculturists
(B) birds
(C) eggs
(D) rates
3. According to paragraph 2, when the temperature of the sides and bottom of the egg are cooler than the top, then
(A) there may be a good chance for successful incubation
(B) the embryo will not develop normally
(C) the incubating parent moves the egg to a new position.
(D) the incubation process is slowed down
4.According to paragraph 2, sticks, rocks, or dirt are used to
(A) soften the bottom of the nest for the newly hatched chick
(B) hold the nest together
(C) help lower the temperature at the bottom of the nest
(D) make the nest bigger
5.According to paragraph 2, the construction of the nest allows water to
(A) provide a beneficial source of humidity in the nest
(B) loosen the materials at the bottom of the nest
(C) keep the nest in a clean condition
(D) touch the bottom of the eggs
6.All of the following are part of a parrot's incubation method EXCEPT。