托福阅读笔记之TPO9 夏威夷植物的到来
托福TPO9真题全阅读文本附答案译文
Colonizing the Americas via the Northwest Coast (TPO9-1)It has long been accepted that the Americas were colonized by a migration of peoples from Asia, slowly traveling across a land bridge called Beringia (now the Bering Strait between northeastern Asia and Alaska) during the last Ice Age. The first water craft theory about the migration was that around11,000-12,000 years ago there was an ice-free corridor stretching from eastern Beringia to the areas of North America south of the great northern glaciers. It was the midcontinental corridor between two massive icesheets-the Laurentide to the west-that enabled the southward migration. But belief in this ice-free corridor began to crumble when paleoecologist Glen MacDonald demonstrated that some of the most important radiocarbon dates used to support the existence of an ice-free corridor were incorrect. He persuasively argued that such an ice-free corridor did not exist until much later, when the continental ice began its final retreat.Support is growing for the alternative theory that people using watercraft, possibly skin boats, moved southward from Beringia along the Gulf of Alaska and then southward along the Northwest Coast of North America possibly as early as 16,000 years ago. This route would have enabled humans to enter southern areas of the Americans prior to the melting of the continental glaciers. Until the early 1970s, most archaeologists did not consider the coast a possible migration route into the Americans because geologists originally believed that during the last Ice Age the entire Northwest Coast was coveredby glacial ice. It had been assumed that the ice extended westward from the Alaskan/Canadian mountains to the very edge of the continental shelf, the flat, submerged part of the continent that extend into the ocean. This would have created a barrier of ice extending from the Alaska Peninsula, through the Gulf of Alaska and southward along the Northwest Coast of North America to what is today the state of Washington.The most influential proponent of the coastal migration route has been Canadian archaeologist Knut Fladmark. He theorized that with the use of watercraft, people gradually colonized unglaciated refuges and areas along the continental shelf exposed by the lower sea level. Fladmark's hypothesis received additional support from the fact that the greatest diversity in Native American languages occurs along the west coast of the Americans, suggesting that this region has been settled the longest.More recent geologic studies documented deglaciation and the existence of ice-free areas throughout major coastal areas of British Columbia, Canada, by 13,000 years ago. Research now indicates that sizable areas of southeastern Alaska along the inner continental shelf were not covered by ice toward the end of the last Ice Age. One study suggests that except for a 250-mile coastal area between southwestern British Columbia and Washington State, the Northwest Coast of North America was largely free of ice by approximately 16,000 years ago. Vast areas along the coast may have been deglaciated beginning around 16,000 years ago, possibly providing a coastal corridor for the movement of plants, animals, and humans sometime between 13,000 and 14,000 years ago.The coastal hypothesis has gained increasing support in recent years because the remains of large land animals, such as caribou and brown bears, have been found in southeastern Alaska dating between 10,000 and 12,500 years ago. This is the time period in which most scientists formerly believed the area to be inhospitable for humans. It has been suggested that if the environment were capable of supporting breeding populations of bears, there would have been enough food resources to support humans. Fladmark and others believe that the first human colonization of America occurred by boat along the Northwest Coast during the very late Ice Age, possibly as early as 14,000 years ago. The most recent geologic evidence indicates that it may have been possible for people to colonize ice-free regions along the continental shelf that were still exposed by the lower sea level between 13,000 and 14,000 ago. The coastal hypothesis suggests an economy based on marine mammal hunting, saltwater fishing gathering, and the use of watercraft. Because of the barrier of ice to the east, the Pacific Ocean to the west, and populated areas to the north, there may have been a greater impetus for people to move in a southerly direction.Paragraph 1: It has long been accepted that the Americas were colonized by a migration of peoples from Asia, slowly traveling across a land bridge called Beringia (now the Bering Strait between northeastern Asia and Alaska) during the last Ice Age. The first water craft theory about the migration was thataround 11,000-12,000 years ago there was an ice-free corridor stretching from eastern Beringia to the areas of North America south of the great northern glaciers. It was the midcontinental corridor between two massive icesheets-the Laurentide to the west-that enabled the southward migration. But belief in this ice-free corridor began to crumble when paleoecologist Glen MacDonald demonstrated that some of the most important radiocarbon dates used to support the existence of an ice-free corridor were incorrect. He persuasively argued that such an ice-free corridor did not exist until much later, when the continental ice began its final retreat.1. According to paragraph 1, the theory that people first migrated to the Americans by way of an ice-free corridor was seriously called into question by paleoecologist Glen MacDonald's argument that the original migration occurred much later than had previously been believedthe demonstration that certain previously accepted radiocarbon dates were incorrectevidence that the continental ice began its final retreat much later than had previously been believedresearch showing that the ice-free corridor was not as long lasting as had been widely assumed2. The word persuasively in the passage is closest in meaning to aggressivelyinflexiblyconvincinglycarefullyParagraph 2: Support is growing for the alternative theory that people using watercraft, possibly skin boats, moved southward from Beringia along the Gulf of Alaska and then southward along the Northwest Coast of North America possibly as early as 16,000 years ago. This route would have enabled humans to enter southern areas of the Americans prior to the melting of the continental glaciers. Until the early 1970s, most archaeologists did not consider the coast a possible migration route into the Americans because geologists originally believed that during the last Ice Age the entire Northwest Coast was coveredby glacial ice. It had been assumed that the ice extended westward from the Alaskan/Canadian mountains to the very edge of the continental shelf, the flat, submerged part of the continent that extend into the ocean. This would have created a barrier of ice extending from the Alaska Peninsula, through the Gulf of Alaska and southward along the Northwest Coast of North America to what is today the state of Washington.3. Paragraph 2 begins by presenting a theory and then goes on todiscuss why the theory was rapidly accepted but then rejectedpresent the evidence on which the theory was basedcite evidence that now shows that the theory is incorrectexplain why the theory was not initially considered plausible4. The phrase prior to is closest in meaning tobeforeimmediately afterduringin spite of5. Paragraph 2 supports the idea that, before the 1970s, the most archaeologists held which of the following views about the earliest people to reach the Americas?They could not have sailed directly from Beringia to Alaska and then southward because, it was thought, glacial ice covered the entire coastal region.They were not aware that the climate would continue to become milderThey would have had no interest in migrating southward from Beringia until after the continental glaciers had begun to meltThey lacked the navigational skills and appropriate boats neededlong-distance trips.Paragraph 3: The most influential proponent of the coastal migration route has been Canadian archaeologist Knut Fladmark. He theorized that with the use of watercraft, people gradually colonized unglaciated refuges and areas alongthe continental shelf exposed by the lower sea level. Fladmark's hypothesis received additional support from the fact that the greatest diversity in Native American languages occurs along the west coast of the Americans, suggesting that this region has been settled the longest.6. 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 to leave out essential information.Because this region has been settled the longest, it also displays the greatest diversity in Native American languages.Fladmark's hypothesis states that the west coast of the Americas has been settled longer than any other region.The fact that the greatest diversity of Native American languages occurs along the west coast of the Americans lends strength to Fradmark's hypothesis According to Fladmark, Native American languages have survived the longest along the west coast of the Americas.Paragraph 4: More recent geologic studies documented deglaciation and the existence of ice-free areas throughout major coastal areas of British Columbia,Canada, by 13,000 years ago. Research now indicates that sizable areas of southeastern Alaska along the inner continental shelf were not covered by ice toward the end of the last Ice Age. One study suggests that except for a250-mile coastal area between southwestern British Columbia and Washington State, the Northwest Coast of North America was largely free of ice by approximately 16,000 years ago. Vast areas along the coast may have been deglaciated beginning around 16,000 years ago, possibly providing a coastal corridor for the movement of plants, animals, and humans sometime between 13,000 and 14,000 years ago.7. The author's purpose in paragraph 4 is toindicate that a number of recent geologic studies seem to provide support for the coastal hypothesisindicate that coastal and inland migrations may have happened simultaneously explain why humans may have reached America's northwest coast before animals and plants didshow that the coastal hypothesis may explain how people first reached Alaska but it cannot explain how people reached areas like modern British Columbia and Washington State8. The word Vast in the passage is closest in meaning toFrozenVariousIsolatedHugeParagraph 5: The coastal hypothesis has gained increasing support in recent years because the remains of large land animals, such as caribou and brown bears, have been found in southeastern Alaska dating between 10,000 and 12,500 years ago. This is the time period in which most scientists formerly believed the area to be inhospitable for humans. It has been suggested that if the environment were capable of supporting breeding populations of bears, there would have been enough food resources to support humans. Fladmark and others believe that the first human colonization of America occurred by boat along the Northwest Coast during the very late Ice Age, possibly as early as 14,000 years ago.9. According to paragraph 5, the discovery of the remains of large land animals supports the coastal hypothesis by providing evidence thathumans were changing their hunting techniques to adapt to coastal rather than inland environmentsanimals had migrated from the inland to the coasts, an indication that a midcontinental ice-free corridor was actually implausiblehumans probably would have been able to find enough resources along thecoastal corridorthe continental shelf was still exposed by lower sea levels during the period when the southward migration of people began10. The word inhospitable in the passage is closest in meaning tonot familiarnot suitablenot dangerousnot reachable11. According to paragraph 5, the most recent geologic research provides support for a first colonization of America dating as far back as16,000 years ago14,000 years ago12,500 years ago10,000 years agoParagraph 6: The coastal hypothesis suggests an economy based on marine mammal hunting, saltwater fishing gathering, and the use of watercraft. Because of the barrier of ice to the east, the Pacific Ocean to the west, and populated areas to the north, there may have been a greater impetus for people to move in a southerly direction.12. The word impetus in the passage is closest in meaning tochanceprotectionpossibilityincentiveParagraph 1: It has long been accepted that the Americas were colonized by a migration of peoples from Asia, slowly traveling across a land bridge called Beringia (now the Bering Strait between northeastern Asia and Alaska) during the last Ice Age. ■The first water craft theory about the migration was that around 11,000-12,000 years ago there was an ice-free corridor stretching from eastern Beringia to the areas of North America south of the great northern glaciers. It was the midcontinental corridor between two massive icesheets-the Laurentide to the west-that enabled the southward migration. ■But belief in this ice-free corridor began to crumble when paleoecologist Glen MacDonald demonstrated that some of the most important radiocarbon dates used to support the existence of an ice-free corridor were incorrect. ■He persuasively argued that such an ice-free corridor did not exist until much later, when the continental ice began its final retreat. ■13. Look at the four squares [■] that indicate where the following sentencecould be added to the passage.Moreover, other evidence suggests that even if an ice-free corridor did exist, it would have lacked the resources needed for human colonization. Where could the sentence best fit?14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Recent evidence favors a rival to the long-standing theory that the Americas were colonized 11,000-12,000 years ago by people migrating south from Beringia along a midcontinental ice-free corridor●●●Answer ChoicesO Evidence that an ice-free corridor between two ice sheets developedwhen the continental ice first began to melt came primarily fromradiocarbon dating.O There is growing support for the theory that migration took place much earlier, by sea, following a coastal route along Alaska and down thenorthwest coast.O Recent geologic evidence indicates that contrary to what had beenbelieved, substantial areas along the coast were free of ice as early as16,000 years ago.O Research now indicates that the parts of the inner continental shelfthat remained covered with ice were colonized by a variety of earlyhuman groups well adapted to living in extremely cold environments.O There is evidence suggesting that areas along the coast may havecontained enough food resources between 13,000 and 14,000 years ago to have made human colonization possible.O Even though the northern part of the continent allowed for a morevaried economy, several early human groups quickly moved south.托托网托福模拟考试软件2.0配套资料托福TPO9真题全阅读文本附答案译文下载地址参考答案：1. 22. 33. 44. 15. 16. 37. 18.49. 310. 211. 212. 413. 414. 2 3 5托托网托福模拟考试软件2.0配套资料托福TPO9真题全阅读文本附答案译文下载地址参考译文从西海岸殖民美洲这种观念被人们接受很长时间了：美洲被一群来自亚洲的移民殖民统治着，他们在上一个冰河时代缓慢的跨越了一个叫做白令的大陆桥（现在白令海峡位于东北亚和阿拉斯加之间）。
TPO9阅读详细答案
THE ARRIVAL OF PLANT LIFE IN HAWAII1. at random随机，所以D的without definite pattern无固定模式正确，原句说spore 能够被风搬运到很远的地方，并且怎么样散落到mountain flank，风吹的东西明显不可能很确定。
A最后B很久C成功都没有体现出风搬运的特点，错2. 以lichen, fungus和algae做关键词定位至第三句以后，说algae捕获太阳能并储存，而fungi从土壤中吸收矿物质，滋养algae。
问的是fungi如何受益，所以前半句是答案，A正确。
B虽然提到sun，但不是保护，注意不要错选；C和D都没说3. 原文说岛上最早的生物是能够symbiosis的，然后解释了symbiosis。
A说最早的symbiosis，原文说最早的生物，所以A偷换概念，错；原文说生物能symbiosis，然后才说symbiosis很重要，B遗漏信息，错；C正确；D完全改变了原文的结构，错4. abundantly充足地，充分地，所以B的plentifully正确。
原句说lichens加快了岩石的分解，怎么样提供了岩石中的mineral，岩石分解了，岩石中的矿物会分散到土壤中，肯定就多了。
A的occasionally说反；C和D完全不靠谱5. propagate繁殖，推广，所以multiply正确。
原句说这些植物通过产生小的spore 来干嘛，对spore的解释是小的细胞，包含making a new plant的所有必要信息，从making a new plant看出是繁殖的意思，B出现C生存D进化都不对6. 以lichen和fern做关键词定位至前两句，说lichen分解了岩石，准备了富含矿物质的土壤，接着其他的植物就来了，然后就出现了fern，所以lichen对fern的作用是提供适合生长的土壤，A正确。
B错，原文说decomposition的不是fern，是岩石；C和D都没说7. this指代之前的整个句子，就近原则看后半句，说另外一个flora在地球上进化出来，冒号之后就是那个flora，所以后面的那个this应该指的是这个flora的进化，答案D。
新托福TPO9阅读原文译文
新托福TPO9阅读原文(一):Colonizing the Americas via the Northwest Coast TPO-9-1：Colonizing the Americas via the Northwest CoastIt has long been accepted that the Americas were colonized by a migration of peoples from Asia, slowly traveling across a land bridge called Beringia (now the Bering Strait between northeastern Asia and Alaska) during the last Ice Age. The first water craft theory about this migration was that around 11,000-12,000 years ago there was an ice-free corridor stretching from eastern Beringia to the areas of North America south of the great northern glaciers. It was this midcontinental corridor between two massive ice sheets–the Laurentide to the east and the Cordilleran to the west–that enabled the southward migration. But belief in this ice-free corridor began to crumble when paleoecologist Glen MacDonald demonstrated that some of the most important radiocarbon dates used to support the existence of an ice-free corridor were incorrect. He persuasively argued that such an ice-free corridor did not exist until much later, when the continental ice began its final retreat.Support is growing for the alternative theory that people using watercraft, possibly skin boats, moved southward from Beringia along the Gulf of Alaska and then southward along the Northwest coast of North America possibly as early as 16,000 years ago. This route would have enabled humans to enter southern areas of the Americas prior to the melting of the continental glaciers. Until the early 1970s,most archaeologists did not consider the coast a possible migration route into the Americas because geologists originally believed that during the last Ice Age the entire Northwest Coast was covered by glacial ice. It had been assumed that the ice extended westward from the Alaskan/Canadian mountains to the very edge of the continental shelf, the flat, submerged part of the continent that extends into the ocean. This would have created a barrier of ice extending from the Alaska Peninsula, through the Gulf of Alaska and southward along the Northwest Coast of north America to what is today the state of Washington.The most influential proponent of the coastal migration route has been Canadian archaeologist Knut Fladmark. He theorized that with the use of watercraft, people gradually colonized unglaciated refuges and areas along the continental shelf exposed by the lower sea level. Fladmark’s hypothesis rece ived additional support form from the fact that the greatest diversity in native American languages occurs along the west coast of the Americas, suggesting that this region has been settled the longest.More recent geologic studies documented deglaciation and the existence of ice-free areas throughout major coastal areas of British Columbia, Canada, by 13,000 years ago. Research now indicates that sizable areas of southeastern Alaska along the inner continental shelf were not covered by ice toward the end of the last Ice Age. One study suggests that except for a 250-mile coastal area between southwestern British Columbia and Washington State, the Northwest Coast of North America was largely free of ice by approximately 16,000 years ago. Vast areas along the coast may have been deglaciated beginning around 16,000 years ago, possibly providing a coastal corridor for the movement of plants, animals, and humans sometime between 13,000 and 14,000 years ago.The coastal hypothesis has gained increasing support in recent years because the remains of large land animals, such as caribou and brown bears, have been found in southeastern Alaska dating between 10,000 and 12,500 years ago. This is the time period in which most scientists formerly believed the area to be inhospitable for humans. It has been suggested that if the environment were capable of supporting breeding populations of bears, there would have been enough food resources to support humans. Fladmark and other believe that the first human colonization of America occurred by boat along the Northwest Coast during the very late Ice Age, possibly as early as 14,000 years ago. The most recent geologic evidence indicates that it may have been possible for people to colonize ice-free regions along the continental shelf that were still exposed by the lower sea level between13,000 and 14,000 years ago.The coastal hypothesis suggests an economy based on marine mammal hunting, saltwater fishing, shellfish gathering, and the use of watercraft. Because of the barrier of ice to the east, the Pacific Ocean to the west, and populated areas to the north, there may have been a greater impetus for people to move in a southerly direction.译文TPO-9-1：美国西北海岸的移民这种观念被人们接受很长时间了：美洲被一群来自亚洲的移民殖民统治着，他们在上一个冰河时代缓慢地跨越了一个叫做白令的大陆桥(现在白令海峡位于东北亚和阿拉斯加之间)。
TPO-9 Reading 1 解析
Q1正确答案：B解析：原文指出，当古生态学家Glen MacDonald证明了一些用来支持不冻走廊存在的一些最重要的放射性碳的时间不正确时，这个关于不冻走廊的理论也就瓦解了。
B是对demonstrated that … were incorrect的同义转述。
A中的the original migration occurred much later偷换了原文的概念an ice-free corridor did not exist until much later。
C中的the continental ice began its final retreat much later是对原文细节的胡乱嫁接。
D中的not as long lasting as中文中找不到依据。
Q2正确答案：C解析：原文指出，他令人信服地指出，那样的不冻走廊直到很久以后当大陆冰川开始最后的消退时才出现。
其中的persuasively意为“令人信服地”。
四个选项中，A意为“挑衅地”，B意为“顽固地”，C意为“有说服力地”，D意为“小心地”，只有C最符合条件，故为答案。
Q3正确答案：D解析：第2段提出了另外一种理论：人们沿着海岸线南行，并解释了为何以前大部分考古学家都不认为海岸是进入美洲的可能的移民路线。
因此，D正确。
A中的but then rejected无中生有。
B中的present the evidence找不到依据。
该段指出这个理论得到了越来越多人的支持，并没有说这个理论不正确，因此C不正确。
Q4正确答案：A解析：原文中说，这条路线使人类可以在大陆冰河解冻之前进入美洲南部地区。
其中的prior to意为“在……之前”。
四个选项中，A意为“在……之前”，B意为“紧随其后”，C意为“在……期间”，D意为“尽管”，只有A符合条件，故为答案。
Q5正确答案：A解析：第2段指出，直到20世纪70年代早期，大部分考古学家都不认为海岸是进入美洲的可能的移民路线，因为地理学家一开始就坚信整个西北海岸在上个冰河时代是被冰川覆盖的。
托福阅读真题词汇 TPO 9
共生的 真菌 光合作用 水分，水汽 分解 蕨类 裂缝 施肥;授精 纯粹的 加强 被子植物 包裹 诱惑的 休眠的，蛰伏的 浮力 漂浮 延长的 浸泡，沉浸于 抵抗的 群岛 胶囊
有意识的 证明合理，维护 处理，应付 学科；纪律 繁荣 令人振奋的，提神的
conception manner utilitarian reveal facilitate sufficient comment compelling inhibition motivation perceivable as opposed to strengthen approach unbiased persuasive numerous intensity
动物群 藻类 抓住，捕获 分子 滋养 熔化的，炽热的 苔藓 繁殖;传播;宣传 有利的 繁殖 裸露的 裸子植物 诱惑 蒲公英 有浮力的 椰子 变迁 浸泡 显著的 抵抗 将…封入内部
symbiotic fungus—fungi photosynthesis moisture decomposition fern crevice fertilize sheer enhance angiosperm wrap tempting dormant buoyancy drift prolonged immerse resistant archipelago capsule
放射性碳
date
persuasively
有 说 服 力 地 retreat
=compellingly/convincingly
skin boat
皮艇
prior to
melt edge barrier unglaciated deglaciate caribou
融化 边缘，优势 障碍 未形成冰川的 冰川消融 北美驯鹿
托福培训丨植物在托福听力中的常见出场方式
托福培训丨植物在托福听力中的常见出场方式朗阁托福培训中心吴灵燕但凡对于托福考试有一点了解的学生就知道生物学在整个托福考试中的重要性，其出现的比例之大可能类似于米饭出现在南方人的餐桌上的概率了。
而从如今的考题趋势来看，现在的考试中生物学的内容不仅仅考动物，植物学以及衍生的农业技术都成为了如今考试的重点。
本文中，朗阁托福培训中心的专家将说说植物在托福听力中的常见考察点。
TPO中出现的部分植物种类首先，我们简略地整理一下TPO中出现的植物。
TPO 32 Lecture 2考到了橡树oak tree。
橡树是世界上最大的开花植物，生命期很长，果实是鼠类的食物，橡树是美国的国树。
这篇文章中提到了食物链关系，考到了老鼠、蛾子、橡树以及橡树叶子的关系。
TPO 27 Lecture 1考到了红树mangrove。
红树一般生长在沿海的岸边，泥土松软的潮肩带，这些地方的基层不怎么稳定，盐分比较高。
红树的根起呼吸作用，并能使它在被水淹没的情况下都能生存，被称为“植物海水淡化器”。
这篇文章主要讲了红树的根能够分解污染物，从而保护珊瑚的生长环境。
TPO 25 Lecture 1考到了榧树Florida Torrey。
榧树属于乔木类植物，榧树的种子有很大的药用价值，能够驱蚊虫。
一、植物的光合作用(photosynthesis)Photosynthesis is a process used by plants and other organisms to convert light, energy, normally from the sun, into chemical energy that can be used to fuel the organism’s activities.不论对于植物还是人类乃至整个地球来说，光和作用都是非常重要的过程。
简单来说，光和作用就是绿色植物利用光能将其所吸收的二氧化碳(carbon dioxide)和水转化为有机物(organics), 并释放出氧气(oxygen)的过程。
托福TPO9阅读真题（文本+答案+翻译）：Part3
托福TPO9阅读真题(文本+答案+翻译)：Part3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TPO9阅读真题(文本+答案+翻译)：Part3，望喜欢！托福TPO9阅读文本：Part3The Arrival of Plant Life in HawaiiWhen the Hawaiian Islands emerged from the sea as volcanoes, starting about five million years ago, they were far removed from other landmasses. Then, as blazing sunshine alternated with drenching rains, the harsh, barren surfaces of the black rocks slowly began to soften. Winds brought a variety of life-forms.Spores light enough to float on the breezes were carried thousands of miles from more ancient lands and deposited at random across the bare mountain flanks. A few of these spores found a toehold on the dark, forbidding rocks and grew and began to work their transformation upon the land. Lichens were probably the first successful flora. These are not single individual plants; each one is a symbiotic combination of an alga and a fungus. The algae capture the sun's energy by photosynthesis and store it in organic molecules. The fungi absorb moisture and mineral salts from the rocks, passing these on in waste products that nourish algae. It is significant that the earliest living things that built communities on these islands are examples of symbiosis, a phenomenon that depends upon the close cooperation of two or more forms of life and a principle that is very important in island communities.Lichens helped to speed the decomposition of the hard rock surfaces, preparing a soft bed of soil that was abundantlysupplied with minerals that had been carried in the molten rock from the bowels of Earth. Now, other forms of life could take hold: ferns and mosses (two of the most ancient types of land plants) that flourish even in rock crevices. These plants propagate by producing spores-tiny fertilized cells that contain all the instructions for making a new plant-but the spore are unprotected by any outer coating and carry no supply of nutrient. Vast numbers of them fall on the ground beneath the mother plants. Sometimes they are carried farther afield by water or by wind. But only those few spores that settle down in very favorable locations can start new life; the vast majority fall on barren ground. By force of sheer numbers, however, the mosses and ferns reached Hawaii, survived, and multiplied. Some species developed great size, becoming tree ferns that even now grow in the Hawaiian forests.Many millions of years after ferns evolved (but long before the Hawaiian Islands were born from the sea), another kind of flora evolved on Earth: the seed-bearing plants. This was a wonderful biological invention. The seed has an outer coating that surrounds the genetic material of the new plant, and inside this covering is a concentrated supply of nutrients. Thus the seed's chances of survival are greatly enhanced over those of the naked spore. One type of seed-bearing plant, the angiosperm, includes all forms of blooming vegetation. In the angiosperm the seeds are wrapped in an additional layer of covering. Some of these coats are hard-like the shell of a nut-for extra protection. Some are soft and tempting, like a peach or a cherry. In some angiosperms the seeds are equipped with gossamer wings, like the dandelion and milkweed seeds. These new characteristics offered better ways for the seed to move to new habitats. Theycould travel through the air, float in water, and lie dormant for many months.Plants with large, buoyant seeds-like coconuts-drift on ocean currents and are washed up on the shores. Remarkably resistant to the vicissitudes of ocean travel, they can survive prolonged immersion in saltwater when they come to rest on warm beaches and the conditions are favorable, the seed coats soften. Nourished by their imported supply of nutrients, the young plants push out their roots and establish their place in the sun.By means of these seeds, plants spread more widely to new locations, even to isolated islands like the Hawaiian archipelago, which lies more than 2,000 miles west of California and 3,500 miles east of Japan. The seeds of grasses, flowers, and blooming trees made the long trips to these islands. (Grasses are simple forms of angiosperms that bear their encapsulated seeds on long stalks.) In a surprisingly short time, angiosperms filled many of the land areas on Hawaii that had been bare.Paragraph 2: Spores light enough to float on the breezes were carried thousands of miles from more ancient lands and deposited at random across the bare mountain flanks. A few of these spores found a toehold on the dark, forbidding rocks and grew and began to work their transformation upon the land. Lichens were probably the first successful flora. These are not single individual plants; each one is a symbiotic combination of an alga and a fungus. The algae capture the sun's energy by photosynthesis and store it in organic molecules. The fungi absorb moisture and mineral salts from the rocks, passing these on in waste products that nourish algae.It is significant that the earliest living thing that built communities on these islands are examples of symbiosis, a phenomenon that depends upon theclose cooperation of two or more forms of life and a principle that is very important in island communities.托福TPO9阅读题目：Part31. The phrase "at random" in the passage is closest in meaning to○finally○over a long period of time○successfully○without a definite pattern2. It can be inferred from paragraph 2 that the fungi in lichens benefit from their symbiotic relationship with algae in what way?○The algae help the fungi meet some of their energy needs.○The algae protect the fungi from the Sun's radiation.○The algae provide the fungi with greater space for absorbing water.○The fungi produce less waste in the presence of algae.3. 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.○Some of the earliest important examples of symbiosis-the close cooperation of two or more living things-occur in island communities.○Symbiosis-the close cooperation of pairs or small groups of living organisms-is especially important in these island environments.○The first organisms on these islands worked toget her closely in a relationship known as symbiosis, which is particularly important on islands.○It is significant to note that organisms in the beginningstages of the development of island life cannot survive without close cooperation.Paragraph 3: Lichens helped to speed the decomposition of the hard rock surfaces, preparing a soft bed of soil that was abundantly supplied with minerals that had been carried in the molten rock from the bowels of Earth. Now, other forms of life could take hold: ferns and mosses (two of the most ancient types of land plants) that flourish even in rock crevices. These plantspropagate by producing spores-tiny fertilized cells that contain all the instructions for making a new plant-but the spore are unprotected by any outer coating and carry no supply of nutrient. Vast numbers of them fall on the ground beneath the mother plants. Sometimes they are carried farther afield by water or by wind. But only those few spores that settle down in very favorable locations can start new life; the vast majority fall on barren ground. By force of sheer numbers, however, the mosses and ferns reached Hawaii, survived, and multiplied. Some species developed great size, becoming tree ferns that even now grow in the Hawaiian forests.4. The word "abundantly" in the passage is closest in meaning to○ occasionally○ plentifully○ usefully○ fortunately5. The word "propagate" in the passage is closest in meaning to○ multiply○ emerge○ live○ evolve6. According to paragraph 3, what was the relationship between lichens and ferns in the development of plant life on Hawaii?○Ferns were able to grow because lichens created suitable soil.○The decomposition of ferns produced minerals that were used by lichens.○Lichens and ferns competed to grow in the sam e rocky environments.○Lichens and ferns were typically found together in volcanic areas.Paragraph 4: Many millions of years after ferns evolved (but long before the Hawaiian Islands were born from the sea), another kind of flora evolved on Earth: the seed-bearing plants. Thiswas a wonderful biological invention. The seed has an outer coating that surrounds the genetic material of the new plant, and inside this covering is a concentrated supply of nutrients. Thus the seed's chances of survival are greatly enhanced over those of the naked spore. One type of seed-bearing plant, the angiosperm, includes all forms of blooming vegetation. In the angiosperm the seeds are wrapped in an additional layer of covering. Some of these coats are hard-like the shell of a nut-for extra protection. Some are soft and tempting, like a peach or a cherry. In some angiosperms the seeds are equipped with gossamer wings, like the dandelion and milkweed seeds. These new characteristics offered better ways for the seed to move to new habitats. They could travel through the air, float in water, and lie dormant for many months.7. The word "This" in the passage refers to○the spread of ferns and mosses in Hawaii○the creation of the Hawaiian Islands○the evolution of ferns○the development of plants that produce seeds8. According to paragraph 4, why do seeds have a greater chance of survival than spores do? To receive credit, you must select TWO answer choices.○Seeds need less water to grow into a mature plant than spores do.○Seeds do not need to rely on outside sources of nutrients.○Seeds are better protected from environmental dangers than spores are.○Seeds are heavier than spores and are therefore more likely to take root and grow.9. Why does the author mention "a nut", "a peach", and "a cherry"?○To indicate that some seeds are less likely to survive than others○To point out that many angiosperms can be eaten○To provide examples of blooming plants○To illustrate the variety of coverings among angiosperm seeds10. The word "dormant" in the passage is closest in meaning to○hidden○inactive○underground○preservedParagraph5: Plants with large, buoyant seeds-like coconuts-drift on ocean currents and are washed up on the shores.Remarkably resistant to the vicissitudes of ocean travel, they can survive prolonged immersion in saltwater when they come to rest on warm beaches and the conditions are favorable, the seed coats soften. Nourished by their imported supply of nutrients, the young plants push out their roots and establish their place in the sun.11. According to paragraph 5, a major reason that coconuts can establish themselves in distant locations is that their seeds can○survive long exposure to heat on island beaches○float and survive for long periods in ocean water○use saltwater for maintenance and growth○maintain hard, protective coats even after growing roots12. According to the passage, which of the following characteristics do spores and seeds have in common?○They may be surrounded by several layers of covering.○They are produced by flowering plants.○They may be spread by wind.○They are able to grow in barren soils.Paragraph 3: Lichens helped to speed the decomposition of the hard rock surfaces, preparing a soft bed of soil that was abundantly supplied with minerals that had been carried in the molten rock from the bowels of Earth. Now, other forms of life could take hold: ferns and mosses (two of the most ancient types of land plants) that flourish even in rock crevices. ■These plants propagate by producing spores-tiny fertilized cells that contain all the instructions for making a new plant-but the spore are unprotected by any outer coating and carry no supply of nutrient. ■Vast numbers of them fall on the ground beneath the mother plants. ■Sometimes they are carried farther afield by water or bywind. ■But only those few spores that settle down in very favorable locations can start new life; the vast majority fall on barren ground. By force of sheer numbers, however, the mosses and ferns reached Hawaii, survived, and multiplied. Some species developed great size, becoming tree ferns that even now grow in the Hawaiian forests.13. Look at the four squares [■] that indicate where the following sentence could be added to the passage.So since the chances of survival for any individual spore are small, the plants have to produce many spores in order to propagate.Where could the sentence best fit?14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.After the formation of the Hawaiian Islands, much time passed before conditions were suitable for plant life.●●●Answers Choices○Algae are classified as symbiotic because they produce energy through the process of photosynthesis.○The first successful plants on Hawaii were probably lichens, which consist of algae and fungi living in a symbiotic relationship.○Lichens helped create favorable conditions for the growthof spore-producing plants such as ferns and mosses.○Seed-bearing plants evolved much later than spore-producing plants, but both types of plants had evolved well before the formation of the Hawaiian Islands.○Unlike spores, seeds must move to new habitats in order to have a strong chance of survival and growth.○Seed-bearing plants arrived and spread quickly in Hawaii, thanks to characteristics that increased their seeds' ability to survive and to move to different areas托福TPO9阅读答案：Part3参考答案：1. ○42. ○13. ○34. ○25. ○16. ○17. ○48. ○2, 39. ○410. ○211. ○212. ○313. ○214. The first successful plants…Lichens helped create favorable…Seed-bearing plants arrived…托福TPO9阅读翻译：Part3参考翻译：夏威夷植物的到来大约500万年以前，当夏威夷群岛作为火山从海洋中出现的时候，它们与其他大陆相距甚远。
11.8号托福阅读真题答案解析
11.8号托福阅读真题答案解析本文关于2017年11月18日阅读真题回忆，有利于考生备考复习。
让我们回忆一下最近考试的内容：环境类，生物类，词汇题等，请考生们要认真的阅读哦，来店铺会给你不一样的精彩内容，店铺会在考试后第一时间更新。
11.8号托福阅读答案解析阅读部分考试回忆如下：1. Preventing Overgrowth among Tree Branchesshedding剪枝的意义。
一个是因为有些树枝消耗掉的碳物质比生产的多，另一个原因是有时候气候很干，剪枝减少水的消耗。
词汇题补充：exposed = unprotectedwith no warning = without any indication beforehandcongestion = overcrowding2. Crown of Thorns Starfish and Coral Reefs冠状棘海星，话题重复2011.01.08珊瑚的消失和一种海星的数量猛增有关系，主要说的是导致猛增的原因(环境+人)词汇题补充：outbreak = sudden increaseaccompany = occur along withconverge = come togetherseverity = seriousness原题重现：The crown of thorns starfish, Acanthaster Tlanci, is large, twenty-five to thirty-five centimeters in diameter, and has seven to twenty-one arms that are covered in spines. It feeds primarily on coral and is found from the Indian Ocean to the west coast of Central America, usually at quite low population densities. Sincethe mid-1950s, population outbreaks at densities four to six times greater than normal have occurred at the same time in places such as Hawaii, Tahiti, Panama, and the Great Barrier Reef. The result has often been the loss of a fifty percent to nearly one hundred percent of the coral cover over large areas.A single Acanthaster can consume five to six square meters of coral polyps per year, and dense populations can destroy up to six square kilometers per year and move on rapidly. Acanthasters show a preference for branching corals, especially Acroporids. After an outbreak in a particular area, it is common to find that Acroporids have been selectively removed, leaving a mosaic of living and dead corals. In places where Acroporids previously dominated the community devastation can be almost complete, and local areas of reefs have collapsed.Areas of dead coral are usually colonized rapidly by algae and often are later colonized by sponges and soft corals. Increases in abundance of plant-eating fish and decreases in abundance of coral-feeding fish accompany these changes. Coral larvae settle among the algae and eventually establish flourishing coral colonies. In ten to fifteen years the reefs often return to about the same percentage of coral cover as before. Development of a four-species diversity takes about twenty years.Two schools of thought exist concerning the cause of these outbreaks. One group holds that they are natural phenomena that have occurred many times in the past, citing old men's recollections of earlier outbreaks and evidence from traditional cultures. The other group maintains that recent human activities ranging from physical coral destruction through pollution to predator removal have triggered these events.One theory, the adult aggregation hypothesis, maintains thatmost species is more abundant than we realize when a storm destroys coral and causes a food shortage. The adult Acanthasters converge on remaining portions of healthy coral and feed hungrily. Certainly there have been outbreaks of Acanthaster following large storms, but there is little evidence that the storms have caused the enough reef damage to create a food shortage for these starfish.Two other hypotheses attempt to explain the increased abundance of Acanthaster after episodes of high terrestrial runoff following storms. The first hypothesis is that low salinity and high temperatures favor the survival of the starfish larvae. The second hypothesis emphasizes the food web aspect, suggesting that strong fresh water runoff brings additional nutrients to the coastal waters, stimulating phytoplankton production and promoting more rapid development and better survival of the starfish larvae.Those favoring anthropogenic (human influenced) causes have pointed to the large proportion of outbreaks that have been near centers of human populations. It has been suggested that coral polyps are the main predators of the starfish larvae. Destruction of coral by blasting and other bad land use practices would reduce predation on the starfish larvae and cause a feedback in which increases in Acanthaster populations cause still further coral destruction. Unfortunately, there are too few documented instances of physical destruction of coral being followed by outbreaks of Acanthaster for these hypotheses to be fully supported.Another group of hypothesis focuses on removal of Acanthaster's predators. Some have suggested that the predators might have been killed off by pollution whereas othershave suggested that the harvesting of vertebrate and invertebrate predators of Acanthaster could have reduced mortality and caused increased abundance of adults. The problem with this group of hypothesis is that it is difficult to understand how reduced predation would lead to sudden increases in Acanthaster numbers in several places at the same time in specific years. It seems probable that there is no single explanation but that there are elements of the truth in several of the hypotheses. That is there are natural processes that have led to outbreaks in the past, but human impact has increased the frequency and severity of the outbreaks.3.Dorset Culture格林兰岛Dorset Culture的起源，首先是由于气候变冷，一部分人迁走了，另一部分留下来的人创立了文明。
新托福阅读植物类的解题技巧
implement工具，器械，手段
prerequisite先决条件，前提
originate起源，来自，产生
emerge出现，形成
cultivate耕作，种植
foundation基础
maritime海的，海运的
adaptation适应
voyage航海，航行
accidentally偶然地
accomplish实现，完成
生命科学类之其他话题
昆虫（蚂蚁信息素、蚂蚁交流、蜜蜂交流、蝴蝶多样性）
鸟类（始祖鸟、人工孵化、鸟类换毛、欺骗战术、筑巢、迁徙、鸣叫）
水生动物（浮游生物、鳟鱼、鱼类体液、海豚）
动物习性（认知能力、哺育后代、工具使用、保温机制、生物钟、拟态行为、摄食行为、蝙蝠和寄生虫、捕食最优化）
灭绝与进化（史前人类活动导致巨型动物灭绝、物种灭绝、动物体型进化、物种适应性）
分析：该句为倒装句，only放句首倒装，陈述句语序的主句为“investigators have considered using these plants to clean up soil and waste sites”；“thathave been contaminated by toxic levels of heavy metals”定语从句，做soil and waste sites的定语，关系词为that；破折号后的内容“an environmentally friendly approach known as phytoremediation”为附加补充信息。
irrigation灌溉
relocate迁移，搬迁
harvest收割，丰收，收成
remove去掉，清除
新托福TPO9阅读原文及译文（一...
新托福TPO9阅读原文及译文（一...第一篇：新托福TPO9阅读原文及译文(一)Colonizing the Americas via the Northwest Coast/tuofukecheng/zhiboke/第二篇：《宋史忠义一》原文阅读及译文赵师旦字潜叔，枢密副使稹之从子。
美容仪，身长六尺。
少年颇涉书史，尤刻意刑名之学。
用稹荫，试将作监主簿，累迁宁海军节度推官。
知江山县，断治出己，吏不能得民一钱，弃物道上，人无敢取。
以荐者改大理寺丞、知彭城县，迁太子右赞善大夫，移知康州。
侬智高破邕州，顺流东下，师旦使人觇贼，还报曰：“诸州守皆弃城走矣！”师旦叱曰：“汝亦欲吾走矣。
”乃大索，得谍者三人，斩以徇。
而贼已薄城下，师旦止有兵三百，开门迎战，杀数十人。
会暮，贼稍却，师旦语其妻，取州印佩之，使负其子以匿，曰：“明日贼必大至，吾知不敌，然不可以去，尔留，死无益也。
”遂与监押马贵部士卒固守州城。
召贵食，贵不能食，师旦独饱如平时；至夜，贵卧不安席，师旦即卧内大鼾。
迟明，贼攻城愈急，左右请少避，师旦曰：“战死与戮死何如？”众皆曰：“愿为国家死。
”至城破无一人逃者。
矢尽，与贵俱还，据堂而坐。
智高麾兵鼓噪争入，胁师旦，师旦大骂曰：“饿獠，朝廷负若何事，乃敢反邪！天子发一校兵，汝无遗类矣。
”智高怒，并贵害之。
贼既去州人为立庙事平赠光禄少卿赐其母王长安县太君冠帔录其子弟并从子三人。
师旦遇害时，年四十二。
柩过江山，江山之人迎师旦丧，哭祭于路，络绎数百里不绝。
同时有王从政者，以东头供奉官、阁门祗候，与侬智高战于太平场，被执，骂贼不已，至以沸汤沃之，终不屈而死。
赠信州刺史，录其孙二人。
（节选自《宋史?忠义一》4．下列对文中画波浪线部分的断句，正确的一项是（3分）（）A．贼既去州∕人为立庙事∕平∕赠光禄少卿∕赐其母王∕长安县太君冠帔∕录其子弟∕并从子三人。
B．贼既去∕州人为立庙事∕平∕赠光禄少卿∕赐其母王长安县太君冠帔∕录其子弟∕并从子三人。
12月13日托福阅读答案解析
12月13日托福阅读答案解析Obviously=clearlyWidespread=commonDense=thickThus=consequentlyresultantShallow=smalldepthexerciseProfound=very strongEmergence=riseTactic=strategyAdjacent to=near toParallel=match12月13日托福阅读第一篇题材划分：生物类主要内容：板块运动可以改变生物多样性，提到生物区的划分，少于百分之二十的物种相似度就是不同的区越多说明那里的多样性越高。
比如板块分开的时候，多样性增加，反之亦然。
一个山脉可以把原本的湿润风给挡了，就变成沙漠不适合生长了。
或者一个障碍的形成可以把本来的一个物种分成两个，一南一北，等到在合并的时候，发现北部的可以到南部生活，但南部的很少到北部生活。
相似TPO练习推荐TPO31- Speciation in Geographically Isolated Populations相关背景知识：Speciation is the evolutionary process by which new biological species arise. The biologist Orator F. Cook was the first to coin the term ‘speciation’ for the splitting of lineages or “cladogenesis,” as opposed to “anagenesis” or “phyletic evolution” occurring within lineages. Charles Darwin was the first to describe the role of natural selection in speciation.There is research comparing the intensity of sexual selection in different clades with their number of species.There are four geographic modes of speciation in nature, based on the extent to which speciating populations are isolated from one another: allopatric, peripatric, parapatric, and sympatric. Speciation may also be induced artificially, through animal husbandry, agriculture, or laboratory experiments. Whether genetic drift is a minor or major contributor to speciation is the subject matter of much ongoing discussion.All forms of natural speciation have taken place over the course of evolution; however, debate persists as to the relative importance of each mechanism in driving biodiversity.One example of natural speciation is the diversity of the three-spined stickleback, a marine fish that, after the last glacial period, has undergone speciation into new freshwater colonies in isolated lakes and streams. Over an estimated 10,000 generations, the sticklebacks show structural differences that are greater than those seen between different genera of fish including variations in fins, changes in the number or size of their bony plates, variable jaw structure, and color differences.During allopatric speciation, a population splits into two geographically isolated populations (for example, by habitat fragmentation due to geographical change such as mountain formation). The isolated populations then undergo genotypic and/or phenotypic divergence as: (a) they become subjected to dissimilar selective pressures;(b) they independently undergo genetic drift; (c) different mutations arise in the two populations. When the populations come back into contact, they have evolved such that they are reproductively isolated and are no longer capable of exchanging genes. Island genetics is the term associated with the tendency of small, isolated genetic pools to produce unusual traits. Examples include insular dwarfism and the radical changes among certain famous island chains, for example on Komodo. The Galápagos Islands are particularly famous for their influence on Charles Darwin. During his five weeks there he heard that Galápagos tortoises could be identified by island, and noticed that finches differed from one island to another, but it was only nine months later that he reflected that such facts could show that species were changeable. When he returned to England, his speculation on evolution deepened after experts informed him that these were separate species, not just varieties, and famously that other differing Galápagos birds were all species of finches. Though the finches were less important for Darwin, more recent research has shown the birds now known as Darwin’s finches to be a classic case of adaptive evolutionary radiation.12月13日托福阅读第二篇题材划分：生物类主要内容：主要讲关于夏威夷岛上的Noendemic animals and plants是如何移民到岛上的，主要通过风，动物皮毛和消化，以及通过人类的船只等。
2019年10月26日托福阅读考试真题及答案
2019年10月26日托福阅读考试真题及答案托福的最新一期考试，在上周末进行，大家对自己的考试有信心吗？跟着店铺来一起看看2019年10月26日托福阅读考试真题及答案。
A map of the Levant with Natufianregions across present-day Israel，Palestinian territories，and a long armextending into Lebanon and SyriaClimate Change and the NatufianPeople（14年6月15日考题）Did Sauropods live in Swamps？（重复15年9月17日，17年12月16日和19年4月14日考题；腕龙是否生活在沼泽里？最大的蜥脚类动物，一直认为它生活在沼泽中，依靠水中浮力支撑庞大体重，身体构造也适合在水中，比如长脖子让鼻孔露在水面呼吸；反驳观点认为它无法承受巨大的水压，胸腔无法承受无法正常呼吸，并且它的腿脚可以承受巨大的体重；长脖子的用处并不是用于吃更高处的植物，因为计算机模拟发现脖子的运动幅度只能吃地面2-3米高的植物）Life In the Desert（重复16年10月16日考题）Towns in the High Middle Ages（重复16年9月11日和17年4月1日考题；中世纪欧洲主要是农业社会，城镇的特点有：人口密度大；劳动分工；以市场贸易为基础，被地主控制，商人们为此和地主之间有竞争。
）The Qualities of a Good TroutStream（16年12月3日，17年4月15日和18年12月1日考题；trout 鲑鳟鱼）A Debate about Dinosaurs（重复17年11月18日，18年12月8日和19年5月4日考题；恐龙是否是温血动物，灭绝是否跟环境巨变有关）Extinction of the Mammoths（重复17年10月28日和1月7日考题；冰川期猛犸象灭绝理论，涉及气候因素，但有局限性）1968混乱年（重复18年3月24日，7月14日，19年1月5日和6月16日考题；the mostturbulent year，战后反对集权统治，要求自由平等，媒体力量大，带来变革，影响了社会，宗教等）Optimal Foraging Among Primates（18年1月13日和19年5月11日考题，猿类使用工具，最大化获得的营养，最小化消耗的能量）The role of the Horse inTransportation埃及的发展钢材对于美国工业发展的重要意义美国某种A开头的公路，从不被接受到被接受，讲了这类公路的好处第一次工业革命促进了德国城镇发展，经济上走向统一某种海洋植物，长度可达50米，从海底长到接近海面，形成海洋森林，具有两种不同的繁殖季且后代会有不同的基因，可以形成生态圈sea otter的生存情况和其对kelp生长的影响（吃它的根部），也讲了人类对于sea otter的影响，猎捕其皮毛。
3月19日托福阅读真题及答案解析
3月19日托福阅读真题及答案解析2016年3月19日托福阅读真题及答案解析在托福备考的四个项目中，相对而言，阅读还是比较难的，就2016年3月19日托福阅读，下面YJBYS店铺为大家搜索整理了相关的真题及答案解析，欢迎参考阅读，希望对大家有所帮助!想了解更多相关信息请持续关注我们应届毕业生培训网!阅读部分词汇题ardent=enthusiasticcompelling=persuasivescanty=fewdistinctive=characteristicsconfine=restrict toresemble= look likelone=singlePassage 1 The extinction trends 灭绝趋势文章解析第一篇文章一共五段，第一段开篇以物种数量的变化趋势引出extinction(大灭绝)的概念，然后对geological time(地质时间)中的extinction的情况做了大体描述。
第二段讨论这些灭绝的原因，除了气候因素、小行星撞地球外，提出人为因素，本段的考题主要是人为因素影响灭绝的时间要注意。
第三段写最近一次的冰川时期，美国北部和亚欧大陆北部都覆盖着广阔的冰川，生活在这些冰川地带南部边界的人们的生活方式为打猎，人们为了获得食物打猎致使大量的物种灭绝。
第四段写农业的产生改变的人们的生活方式，人们为了开垦土地种庄稼进一步破坏自然，导致大量物种的灭绝。
最后一段写欧洲殖民(European colonies)对当地带来的影响，导致物种大量灭绝。
解析：最近连考大灭绝话题，足见ETS对这个话题的重视度。
本篇文章表面上看在讲大灭绝，实质上同样把人类的发展史与物种的灭绝结合起来考，建议考生把文章中涉及的相关背景知识都做一个较好的了解，如：冰川世纪、农业的起源、欧洲和美国发展史，当然学科词汇必不可少。
相信对背景全面的了解、对词汇的熟练的掌握，能够帮考生们很好的应对这篇文章。
参考阅读：TPO 15 Mass ExtinctionsTPO 8 Extinction of the DinosaursTPO 15 Glacier FormationTPO 21 The Origins of AgricultureTPO 33 Extinction Episodes of the PastPassage 2 水生昆虫如何躲避捕食者本篇文章分为四个段落，第一段通过写生物有各种各样的方法伪装自己以便躲避捕食者，引出水生昆虫如何躲避捕食者，主要写颜色这个方面。
托福TPO9阅读第二篇原文及答案解析
托福TPO9阅读第二篇原文及答案解析托福TPO是我们托福阅读的重要参考资料，为了方便大家备考，下面小编给大家整理了托福TPO9阅读第二篇原文及答案解析，希望大家喜欢。
托福TPO9阅读原文Part2Reflection in TeachingTeachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing" conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy." The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian … and not rich or detailed enough to drive systematic reflection." Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing welearned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect - for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.Paragraph 1: Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in thediscipline of teaching.托福TPO9阅读题目Part21. The word "justified" in the passage is closest in meaning to○supported○shaped○stimulated○suggested2. According to paragraph 1, it was believed that reflection could help teachers○understand intellectual principles of teaching○strengthen their intellectual connection to their work○use scientific fact to improve discipline and teaching○adopt a more disciplined approach to teachingParagraph 2: Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing" conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.3. The word "flourish" in the passage is closest in meaning to○ continue○ occur○ succeed○ apply4. All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT:○It was designed so that teachers would eventually reflect without help from others.○It was used by a group of teachers over a period of years.○It involved having teachers take part in discussions of classroom events.○It involved having teachers record in writing their reflections about teaching.5. According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that○ the number of teache rs involved in their program was too large○ the concepts of teacher reflection were so abstract that they could not be applied○ the ideas involved in reflection were actually not new and refreshing○ several years would be needed to acquire the habit of reflecting on their teachingParagraph 3: Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian … and not rich or detailed enough to drive systematic reflection." Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributoryfactors in a considered manner by, in effect, standing outside the situation.6. The word "objective" in the passage is closest in meaning to○ unbiased○ positive○ systematic○ thor ough7. According to paragraph 3, what did the teachers working with Wildman and Niles often fail to do when they attempted to practice reflection?○Correctly calculate the amount of time needed for reflection.○Provide sufficiently detailed descriptions of the methods they used to help them reflect.○Examine thoughtfully the possible causes of events in their classrooms.○Establish realistic goals for themselves in practicing reflection.Paragraph 4: Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.8. How is paragraph 4 related to other aspects of the discussion of reflection in the passage?○It describes and comments on steps taken to overcome problems identified earlier in the passage.○It ch allenges the earlier claim that teachers rarely have the time to think about their own or others' teaching.○It identifies advantages gained by teachers who followed the training program described earlier in the passage.○It explains the process used to de fine the principles discussed later in the passage.Paragraph 5: Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."9. The word "compelling" in the passage is closest in meaning to○ commonly held○ persuasive○ original○ practicalParagraph 6: The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar pointabout the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect - for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.10. According to paragraph 6, teachers may be discouraged from reflecting because○ it is not generally supported by teacher educators○ the benefits of reflection may not be apparent immediately ○ it is impossible to teach and reflect on one's teaching at the same time○ they have often failed in their attempts to become reflective practitioners11. Which of the sentences below expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information○The practice of being reflective is no longer simply a habit among teachers but something that is externally motivated.○Most teachers need to explore ways to form the habit of reflection even when no external motivation exists.○Many aspects of the motivation to reflect have not been studied, including the comparative benefits of externally motivated and habitual reflection among teachers.○There has not been enough exploration of why teachers practice reflection as a habit with or without external motivation.Paragraph 4: Helping this group of teachers to revise their thinking about classroom events became central. ■This process took time and patience and effe ctive trainers. ■The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.Paragraph 5: ■Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. ■The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."12. Look at the four squares [■] that indicate where the following sentence could be added to the passage.However, changing teachers' thinking about reflection will not succeed unless there is support for reflection in the teaching environment.Where could the sentence best fit?13. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Wildman and Niles have conducted research on reflection in teaching●●●Answer Choices○Through their work with Virginia teac hers, Wildman and Niles proved conclusively that reflection, though difficult, benefits both teachers and students.○Wildman and Niles found that considerable training and practice are required to understand classroom events and develop the skills involved in reflection.○Wildman and Niles identified three principles that teachers can use to help themselves cope with problems that may arise as a result of reflection.○Wildman and Niles concluded that teachers need sufficient resources as well as the cooperation and encouragement ofothers to practice reflection.○There are numerous obstacles to implementing reflection in schools and insufficient understanding of why teachers might want to reflect.○Whether teachers can overcome the difficulties involved in reflection may depend on the nature and intensity of their motivation to reflect托福TPO9阅读答案Part2参考答案：1. ○12. ○23. ○34. ○45. ○26. ○17. ○38.○19. ○210. ○211. ○312. ○313. Wildman and Niles found thatWildman and Niles concluded thatThere are numerous obstacles to托福TPO9阅读翻译Part2参考翻译：教学中的反思教师被认为受益于反思实践--有意识地更深入思考、仔细地检查发生在他们自己教室里的事件和相互影响。
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托福阅读笔记之TPO9 夏威夷植物的到来说到托福阅读备考，TPO是必不可少的备考神器，通过TPO练习来更好的适应阅读考试的节奏。
本文小编带来的托福阅读笔记是TPO9 The Arrival of Plant Life in Hawaii的内容，希望能够与正在备考的大家一起进步。
TPO9 The Arrival of Plant Life in Hawaii
文章题材：自然科学——植物如何传播种子
常见词汇：
dormant['dɔ:mənt]adj. 睡眠状态的，静止的[计算机] 静止的
sheer[ʃiə]adj. 纯粹的，全然的，陡峭的
phrase[freiz]n. 短语，习语，个人风格，乐句vt. 措词
supply[sə'plai]n. 补给，供给，供应，贮备vt. 补给
formation[fɔ:'meiʃən]n. 构造，编队，形成，队形，[地]地层
maintenance['meintinəns]n. 维护，保持，维修，生活费用
credit['kredit]n. 信用，荣誉，贷款，学分，赞扬，赊欠，贷方
illustrate['iləstreit]v. 举例说明，(为书)作插图，图解
survival[sə'vaivəl]n. 生存，幸存者
buoyant['bɔiənt]adj. 有浮力的，心情愉快的，趋于上涨的
易错题解析：
Paragraph 4 Many millions of years after ferns evolved (but long before the Hawaiian Island were born from the sea), another kind of flora evolved on Earth: the seed-bearing plants. This was a wonderful biological invention. The seed has an outer coating that surrounds the genetic material of the new plant, and inside this covering is a concentrated supply of nutrients. Thus, the speed's chances of survival are greatly enhanced over those of the naked spore. One type of seed-bearing plant, the angiosperm, includes all forms of blooming vegetation. In the angiosperm the seeds are wrapped in an additional layer of covering. Some of these coats are hard-like the shell of a nut-for extra protection. Some are soft and tempting, like a peach or a cherry. In some angiosperm the seeds are equipped with gossamer wings, like the dandelion and milkweed seeds. These new characteristics offered better ways for the seeds to move to new habitats. They could travel through the air, float in water, and lie dormant for many months.
8. According to paragraph 4, why do seeds have a greater chance of survival than spores do? To receive credit, you must select TWO answer choices.
○Seeds need less water to grow into a mature plant than spores do.
○Seeds do not need to rely on outside sources of nutrients.
○Seeds are better protected from environmental dangers than spores are.
○Seeds are heavier than spores and are therefore more likely to take root and grow.
题型：事实信息题。
答案是(BC)
解析：双选题，需在原文中找到确切信息，并且核实与选项的对应关系。
通过the speed’s chances of survival定位至第四句，而thus提示我们使得种子比孢子生存机会更大的原因应该在前一句寻找。
第三句后半部分内容a concentrated supply of nutrients 与B选项对应，前半部分内容说The seed has an outer coating, 并结合第四段第七句和之后关于angiosperm的内容对应C选项。
A和D选项原文未提及。
语法点：被动语态。
Paragraph 3：Lichens helped to speed the decomposition of the hard rock surfaces, preparing a soft bed of soil that was abundantly supplied with minerals that had been carried in the molten rock from the bowels of Earth. Now, other forms of life could take hold: ferns and mosses (two of the most ancient types of land plants) that flourish even in rock crevices. ■These plants propagate by producing spores-tiny fertilized cells that contain all the instructions for making a new plant-but the spores are unprotected by any outer coating and carry no supply of nutrient. ■Vast numbers of them fall on the ground beneath the mother plants. ■ Sometimes they are carried farther afield by water or by wind. ■But only those few spores that settle down in very favorable locations can start new life; the vast majority fall on barren ground. By force of sheer numbers, however, the mosses and ferns reached Hawaii, survived, and multiplied. Some species developed great size, becoming tree ferns that even now grow in the Hawaiian forests.
13. Look at the four squares [■] that indicate where the following sentence could be added to the passage.
So since the chances of survival for any individual spore are small, the plants have to produce many spores in order to propagate.
Where could the sentence best fit?
题型：句子插入题。
答案是(B)
解析：插入句是一个因果关系句，说明因为单个孢子的成活率低，因此植物需要大量产生孢子以保证繁衍，此句之前应该谈及了spore，此句之后应该谈及产生的大量孢子。
第二个位置前句首次提及spore，后句主语是vast numbers of them, 这个them指代的是spores, 所以第二个位置是正确位置。
易错选项：(A)。
以上就是小编带来的托福阅读笔记之TPO9 The Arrival of Plant Life in Hawaii，希望能够和备考的大家一起学习。
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