官方真题Official4托福阅读Passage1原文+题目+答案解析(原TPO)

官方真题Official4托福阅读Passage1原文+题目+答案解析(原TPO)（通用3篇）

篇1：官方真题Official4托福阅读Passage1原文+题目+答案解析(原TPO)

Question 1 of 14

正确答案：D

题目解析：以White-tailed deer做关键词定位至最后一句：The other species, the Columbian white-tailed deer, in earlier times was common in the open prairie country; it is now restricted to the low, marshy islands and flood plains along the lower Columbia River.说白尾鹿过去是什么什么地方的，现在是什么什么地方的，也就是它们的生活环境发生了变化，所以D不再在原来的地方生活正确。A说反，white-tailed deer现在生活在lowlands和marshes，而不是A说的来源于;B的比较关系原文无提及;C的replace没有提及。

Question 2 of 14

正确答案：B

题目解析：段落倒数第二句“Deer may move from high-elevation browse areas in summer down to the lowland areas in late fall.”意思是：深秋时，鹿可能会从夏天高海拔吃草地区迁移到低地地区。深秋也就是快到冬天了，因为高地食物不够了，所以才去低地。对应B选项。很多同学会错选C，这部分同学应该是定位到了最后一句话：Even with snow on the ground, the high bushy understory is exposed; also snow and wind bring down leafy branches of cedar, hemlock, red alder, and other arboreal fodder.说即使有雪覆盖地面，高的understory会暴露(understory指的是林下植被)，而且还说风会leafy branches吹下来。C虽然提到了understory，但是easier说法和原文不符，原文说的是高的understroy在会曝露出来，有一定局限性，也没体现出比起以前更简单。A在原文物体及;D说冬天迁徙与上文的late fall冲突，也错。

Question 3 of 14

正确答案：C

题目解析：inhibit: 阻止，阻拦。A是组成;B是结合;C是限制，约束;D是建立。根据词意，C正确。对应原文：Where the forest inhibits the growth of grass and other meadow plants, the black-tailed deer browses on huckleberry, salal, dogwood, and almost any other shrub or herb.后半句说鹿吃别的东西去了，说明没有这种草，也就是这种草没长起来，之前说森林怎么样了这种草的生长，当然是阻止，A组成B结合意思差不多，都不对。D建立完全不靠谱。

Question 4 of 14

正确答案：D

题目解析：in the same breath从表面意思上说就是在同一个呼吸的时候，其实能够猜出文中的意思应该是同时或者立刻之意，所以D的immediately对。A是没有耐心的;B是幽默的;C是连续不断地;D是立即地。对应原文：The early explorers and settlers told of abundant deer in the early 1800s and yet almost in the same breath bemoaned the lack of this succulent game animal.带回原文，说那些人知道18代有很多鹿，但怎么样他们又因为没有鹿而难过，A没耐心B不幽默都不靠谱，C持续不能表达当时人们失望的心情，而且原文也没有信息说持续难过，不对。

Question 5 of 14

正确答案：A

题目解析：功能目的题，往前看，这两个人明显是早期探险家的一个例子，读前句说他们知道原本有很多鹿的但又没找到，很显然这句话不足以作为一个观点，往前看本段中心句： The numbers of deer have fluctuated markedly since the entry of Europeans into Puget Sound country. 本段中心句说鹿的数量变化很大，对应A选项的varied，所以A正确。BCD都没有提及。

Question 6 of 14

正确答案：C

题目解析：以人名和时间做关键词定位至最后一句：A recent Douglas biographer states:” The deer which once picturesquely dotted the meadows around the fort were gone in 1832, hunted to extermination in order to protect the crops." 说那些鹿gone了，还有被hunt了，所以应该是没有鹿了，B说反，C对;作者只是说把鹿打死为了保护农作物，没说农作物的产量上升，D不对;A没说。

Question 7 of 14

正确答案：A

题目解析：功能目的题，往前看，前句说the numbers of deer declined still further，鹿的数量进一步下降，然后才让读者recall哥伦比亚白尾鹿的例子，也就是说白尾鹿就是人类破坏生存环境导致鹿群数量下降的一个证明，所以答案A正确。

Question 8 of 14

正确答案：A

题目解析：A indefinite: 不定的。indefinite period: 没有限制的时间段。B没有如期开始，C非常短，D不重要都和不定没关系，不靠谱，A答案说这段时间的末端还没定下来，含有不定的意思，正确。

Question 9 of 14

正确答案：B

题目解析：B 问整个第四段，看首句，而且首句说reduction in numbers，与问题中的deer population重合，说鹿数量的下降预示它们的生存变得艰难，但看选项发现没有与之重合的选项，于是可以继续往下看，下面就说到有的鹿群完蛋了，但同时也有的鹿群繁盛了，众多答案中只有B说到鹿的数量增加，所以答案是B。当然也可以排除法，A选项关于1940s原文说early 1940s，跟答案说的1940s不一样，错;C说黑尾鹿没有了，刚好和原文黑尾鹿数量增加相反，错;原文没有冬夏对比，D错。

Question 10 of 14

正确答案：B

题目解析：B rebound: 反弹。A是下降;B是恢复;C是交换;D是移动。根据词意，正确答案就是B。

Question 11 of 14

正确答案：B

题目解析：B : in addition那部分和后面like举的那两个例子，都是非常次要的信息，可以忽略不看。主干部分缩略一下，去掉一些修饰成分后就变成：AE发现了browse in open areas更加有营养。longtime那里是对这个人的一个修饰(同位语成分)。B选项将主要内容复述了出来。A错在随意篡改语句的注意，原句根本没提到这个人的family;C错在biologist like E，这改变了原文的主语，而且it is important原句没有说;D把原文的非主干部分提升成改写之后句子的主干，结构改变，而且遗漏了主干内容，错。

Question 12 of 14

正确答案：D

题目解析：D，排除法，原文第一句就说这段主要就在说鹿群数量增加的原因，然后分别用first，second和but the most表明了三个原因，分别对应选项A/B/C选项，所以D是没说的，选D。

Question 13 of 14

正确答案：B

题目解析：B 有三个点，一是副词there指一个地点，所以在正确插入点之前必须存在一个地点，按这个来看，只有B和D有可能;第二和第三个点是待插入句当中的两个名词food和winter，按照上下句有名词重叠的原则，B对D错。

Question 14 of 14

正确答案：BCE

题目解析：The balance选项前半句是对的，但后半句与第一段的最后两句说反，应该是黑多，错 Deer populations选项对应原文第三段首句和第四段第二三句，正确。in the long term选项对应原文第五段首句，第二句和第四句，正确。because选项太细节，不选。although选项对应原文第四段首句和第五句，正确。wildlife选项原文没有提及，错。

托福阅读通读有用么

在《孙子兵法》上有一句话总是被世人朗朗上口的传颂着：知己知彼，百战不殆。那么就我们学术来讲就是要在任何问题上抱着知其然，知其所以然的态度。所以，首先，我们要明白出题人(ETS)的出题意图。

一、考试界面的设置。

参加过考试的或是用模考软件做过练习的“托儿”们都清晰的记得：当一篇托福阅读文章问题出现的之前，一定是先以整篇文章的形式出现的，左边并没有显示题目，只有将文章右边的滚动轴拉至最低端，界面才会自动转换为我们做题的界面，即左边是问题，右边是对应的文章。那么，我们就分析一下为什么ETS有这样的设置?ETS有什么样的意图?ETS想让考生怎么做?这样的设置显而易见ETS是希望考生们可以在做题前将文章大致整体看一遍。就ETS出题的严谨性和科学性而言，这样的设置毋庸置疑是帮助考生提高其做题的速度和正确率的。

我们已经分析完出题人的意图，那么接下来就是要解答界面设置导致的整体阅读有哪些好处，如何帮助考生们答题，如何提高做题速度和正确率的。

二、整体阅读对summary questions的帮助

对于阅读速度不高，英语水平中等或中等以下的“托儿”们普遍反映的一个问题就是：没有时间做最后的summary questions，或是做summary questions的时候不知道到哪里找答案或是正确率低。

我们先来分析一下summary questions，大家都知道这个题型出现在阅读文章的最后一道题，而且是对全文观点的总结。那么，既然是对于全篇文章观点的总结，那么它考察的内容是文章的分论点，即一段或是几段的主要内容。如果是时间不够，考生要直接选，很容易选错，为什么?因为前面的12道题考察的基本上是文章的细节内容。我们都知道细节信息是summary questions的禁忌;所以，凭做题印象直接解题，那么就受前面解题思路的影响，很容易被误导。但如果这时你在做题之前对整篇文章有了一个整体的阅读，并在演草纸上做了大致的笔记，那么summary questions就可以轻而易举的攻破。

为什么?怎么做?

首先，整体阅读不是逐字逐句，是scan文章，了解文章框架。

其次，在演草纸上简单快速的写下文章的主论点，若干个分论点(一段或是几段的主要内容)，即大纲。(没必要是完整的句子，可以参照听力记笔记的方法，符合，中英文结合的方法。)

这样，整体阅读的步骤结束后，在演草纸上就能出来一片文章的框架，并且这个框架大纲可以在最短时间能基本解决summary questions中80%。而且可以帮助考生轻松排除summary questions中的错误选项。

综上所述，做题前的整体阅读是极其必要的。并希望这篇文章对大家解决托福阅读问题上有所帮助。

官方真题Official4托福阅读Passage1原文文本+题目+答案解析(原TPO)

篇2：官方真题Official4托福阅读Passage1原文+题目+答案解析(原TPO)

The earliest discovered traces of art are beads and carvings, and then paintings, from sites dating back to the Upper Paleolithic period. We might expect that early artistic efforts would be crude, but the cave paintings of Spain and southern France show a marked degree of skill. So do the naturalistic paintings on slabs of stone excavated in southern Africa. Some of those slabs appear to have been painted as much as 28,000 years ago, which suggests that painting in Africa is as old as painting in Europe. But painting may be even older than that. The early Australians may have painted on the walls of rock shelters and cliff faces at least 30,000 years ago, and maybe as much as 60,000 years ago.

The researchers Peter Ucko and Andree Rosenfeld identified three principal locations of paintings in the caves of western Europe: (1) in obviously inhabited rock shelters and cave entrances; (2) in galleries immediately off the inhabited areas of caves; and (3) in the inner reaches of caves, whose difficulty of access has been interpreted by some as a sign that magical-religious activities were performed there.

The subjects of the paintings are mostly animals. The paintings rest on bare walls, with no backdrops or environmental trappings. Perhaps, like many contemporary peoples, Upper Paleolithic men and women believed that the drawing of a human image could cause death or injury, and if that were indeed their belief, it might explain why human figures are rarely depicted in cave art. Another explanation for the focus on animals might be that these people sought to improve their luck at hunting. This theory is suggested by evidence of chips in the painted figures, perhaps made by spears thrown at the drawings. But if improving their hunting luck was the chief motivation for the paintings, it is difficult to explain why only a few show signs of having been speared. Perhaps the paintings were inspired by the need to increase the supply of animals. Cave art seems to have reached a peak toward the end of the Upper Paleolithic period, when the herds of game were decreasing.

The particular symbolic significance of the cave paintings in southwestern France is more explicitly revealed, perhaps, by the results of a study conducted by researchers Patricia Rice and Ann Paterson. The data they present suggest that the animals portrayed in the cave paintings were mostly the ones that the painters preferred for meat and for materials such as hides. For example, wild cattle (bovines) and horses are portrayed more often than we would expect by chance, probably because they were larger and heavier (meatier) than other animals in the environment. In addition, the paintings mostly portray animals that the painters may have feared the most because of their size, speed, natural weapons such as tusks and horns, and the unpredictability of their behavior. That is, mammoths, bovines, and horses are portrayed more often than deer and reindeer. Thus, the paintings are consistent with the idea that the art is related to the importance of hunting in the economy of Upper Paleolithic people. Consistent with this idea, according to the investigators, is the fact that the art of the cultural period that followed the Upper Paleolithic also seems to reflect how people got their food. But in that period, when getting food no longer depended on hunting large game animals (because they were becoming extinct), the art ceased to focus on portrayals of animals.

篇3：官方真题Official4托福阅读Passage1原文+题目+答案解析(原TPO)

In 1977 ecologists Stephen Hubbell and Leslie Johnson recorded a dramatic example of how social interactions can produce and enforce regular spacing in a population. They studied competition and nest spacing in populations of stingless bees in tropical dry forests in Costa Rica. Though these bees do no sting, rival colonies of some species fight fiercely over potential nesting sites.

Stingless bees are abundant in tropical and subtropical environments, where they gather nectar and pollen from a wide variety of flowers. They generally nest in trees and live in colonies made up of hundreds to thousands of workers. Hubbell and Johnson observed that some species of stingless bees are highly aggressive to members of their species from other colonies, while other species are not. Aggressive species usually forage in groups and feed mainly on flowers that occur in high-density clumps. Nonaggressive species feed singly or in small groups and on more widely distributed flowers.

Hubbell and Johnson studied several species of stingless bees to determine whether there is a relationship between aggressiveness and patterns of colony distribution. They predicted that the colonies of aggressive species would show regular distributions, while those of nonaggressive species would show random or closely grouped (clumped) distribution. They concentrated their studies on a thirteen-hectare tract of tropical dry forest that contained numerous nests of nine species of stingless bees.

Though Hubbell and Johnson were interested in how bee behavior might affect colony distributions, they recognized that the availability of potential nest sites for colonies could also affect distributions. ?So as one of the first steps in their study, they mapped the distributions of trees suitable for nesting. ?They found that potential nest trees were distributed randomly through the study area. ?They also found that the number of potential nest sites was much greater than the number of bee colonies. ?What did these measurements show the researchers? The number of colonies in the study area was not limited by availability of suitable trees, and a clumped or regular distribution of colonies was not due to an underlying clumped or regular distribution of potential nest sites.

?

Hubbell and Johnson mapped the nests of five of the nine species of stingless bees accurately, and the nests of four of these species were distributed regularly. All four species with regular nest distributions were highly aggressive to bees from other colonies of their own species. The fifth species was not aggressive, and its nests were randomly distributed over the study area.

The researchers also studied the process by which the aggressive species establish new colonies. Their observations provide insights into the mechanisms that establish and maintain the regular nest distribution of these species. Aggressive species apparently mark prospective nest sites with pheromones, chemical substances secreted by some animals for communication with other members of their species. The pheromone secreted by these stingless bees attracts and aggregates members of their colony to the prospective nest site; however, it also attracts workers from other nests.

If workers from two different colonies arrive at the prospective nest at the same time, they may fight for possession. Fights may be escalated into protracted battles. The researchers observed battles over a nest tree that lasted for two weeks. Each dawn, fifteen to thirty workers from two competing colonies arrived at the contested nest site. The workers from the two colonies faced off in two swarms and displayed and fought with each other. In the displays, pairs of bees faced each other, slowly flew vertically to a height of about three meters, and then grappled each other to the ground. When the two bees hit the ground, they separated, faced off, and performed another aerial display. Bees did not appear to be injured in these fights, which were apparently ritualized. The two swarms abandoned the battle at about 8 or 9 A.M. each morning, only to re-form and begin again the next day just after dawn. While this contest over an unoccupied nest site produced no obvious mortality, fights over occupied nests sometimes kill over 1,000 bees in a single battle.

1. The word “rival” in the passage is closest in meaning to

A) established

B) competing

C) nearby

D) different

2. According to paragraph 2, some species of stingless bees are aggressive mainly toward

A) nonaggressive bees that forage on the same flowers

B) aggressive bees of other species

C) bees from their own colony

D) bees of their own species from different colonies

3. According to paragraph 3, Hubbell and Johnson hypothesized that

A) the distribution pattern of bee colonies determines the degree of aggressiveness the bees display

B) nests of nonaggressive bees have either a random or a clumped distribution, while nests of aggressive bees have a regular distribution

C) nests of nonaggressive bees are generally both closer together and more regularly distributed than those of aggressive bees

D) nests of aggressive bees tend to be more regular in shape than those of nonaggressive bees

4. According to paragraph 4, why did Hubbell and Johnson begin their study by mapping all the potential nest sites?

A) To determine whether the availability of potential nest sites played a role in the distribution of bee colonies

B) To know exactly where in the study area the colonies of all the different bee species were located

C) To be sure that suitable nesting sites were equally available in all parts of the study area

D) To find out whether different species of bees preferred different types of trees as potential nest sites

5. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

A) The limited number of colonies was not due to the distribution or availability of potential nesting sites.

B) There was no lack of suitable trees or potential nesting sites in the study area.

C) The number of nests was directly related to the number or the distribution of suitable trees.

????D) Neither the number nor the distribution of colonies could be explained by the availability of suitable nest sites.

6. According to paragraph 5, Hubbell and Johnson determined

A) the order in which the colonies in the study area had been established

B) the level of aggressiveness of each of the nine species

C) the distribution pattern of the nests of five of the nine species

D) the number of colonies of each of the nine species

7. Why does the author indicate that “The fifth species was not aggressive, and its nests were randomly distributed over the study area.”?

A) To identify research results that contradicted Hubbell and Johnson’s original hypothesis

B) To indicate that research results confirmed that nest distribution was related to aggressiveness

C) To introduce the hypothesis that, within the same species, not all colonies are aggressive

D) To point out that both aggressive and nonaggressive species are equally successful at finding nest sites

8. The phrase “insights into” in the passage is closest in meaning to

A) tools to study

B) opportunities for

C) evidence of

D) an understanding of

9. According to paragraph 6, what is one result of using pheromones to mark nest sites?

A) The use of pheromones tends to result in nest clumping.

B) Pheromones attract animals other than bees to prospective nest sites.

C) Pheromones tend to make bees aggressive.

D) Pheromones secreted by bees of one colony also attract bees of other colonies.

10. The word “escalated” in the passage is closest in meaning to

A) intensified

B) transformed

C) combined

D) lengthened

11. Paragraph 7 supports which of the following ideas about fights over occupied nests?

A) They are more violent than battles over unoccupied nest sites.

B) They mostly occur between colonies of different species.

C) They are more frequent than battles over unoccupied sites.

D) They last longer than battles over unoccupied sites do.

12. Look at the four squares [?] that indicate where the following sentence could be added to the passage.

For example, a clumped distribution of nests might simply reflect a clumped distribution of suitable nesting sites.

Where does the sentence best fit?

13. Select from the seven sentences below the three sentences that correctly characterize aggressive species of stingless bees and the two sentences that correctly characterize nonaggressive species.

Answer Choices:

A) Nests are regularly distributed

B) Nests are sometimes located close together

C) Nests always occur in large clumps

D) Colonies are generally made up of fewer than 100 workers

E) Members of a colony feed alone or in small groups

F) Bees feed mainly on flowers that grow in high-density clumps