TOEFL托福阅读真题

2024-05-08

TOEFL托福阅读真题（精选6篇）

篇1：TOEFL托福阅读真题

PASSAGE 29

During the second half of the nineteenth century, the production of food and feed crops in the United States rose at an extraordinarily rapid rate. Corn production increased by four and a half times, hay by five times, oats and wheat by seven times. The most crucial factor behind this phenomenal upsurge in productivity was the widespread adoption of labor-saving machinery by northern farmers. By 1850 horse-drawn reaping machines that cut grain were being introduced into the major grain-growing regions of the country. Horse-powered threshing machines to separate the seeds from the plants were already in general use. However, it was the onset of the Civil War in 1861 that provided the great stimulus for the mechanization of northern agriculture. With much of the labor force inducted into the army and with grain prices on the rise, northern farmers rushed to avail themselves of the new labor-saving equipment. In 1860 there were approximately 80,000 reapers in the country; five years later there were 350,000.

After the close of the war in 1865, machinery became ever more important in northern agriculture, and improved equipment was continually introduced. By 1880 a self-binding reaper had been perfected that not only cut the grain, but also gathered the stalks and bound them with twine. Threshing machines were also being improved and enlarged, and after 1870 they were increasingly powered by steam engines rather than by horses. Since steam-powered threshing machines were costly items — running from $ 1,000 to $4,000 — they were usually owned by custom thresher owners who then worked their way from farm to farm during the harvest season. Combines were also coming into use on the great wheat ranches in California and the Pacific Northwest. These ponderous machines — sometimes pulled by as many as 40 horses — reaped the grain, threshed it, and bagged it, all in one simultaneous operation.

The adoption of labor-saving machinery had a profound effect upon the sale of agricultural operations in the northern states — allowing farmers to increase vastly their crop acreage. By the end of century, a farmer employing the new machinery could plant and harvest two and half times as much corn as a farmer had using hand methods 50 years before.

1. What aspect of farming in the United States in the nineteenth century does the passage mainly

discuss?

(A) How labor-saving machinery increased crop Production

(B) Why southern farms were not as successful as Successful as northern farms

(D) The increase in the number of people farming

2. The word crucial in line 4 is closest in meaning to

(A) obvious

(B) unbelievable

(D) desirable

3. The phrase avail themselves in line 11 is closest in meaning to

(A) take care

(B) make use

(D) do more

4. According to the passage , why was the Civil War a stimulus for mechanization?

(A) The army needed more grain in order to feed the soldiers.

(B) Technology developed for the war could also the used by farmers.

(D) Machines were needed to replace a disappearing labor force.

5. The passage supports which of the following statements about machinery after the Civil War?

(A) Many farmers preferred not to use the new machinery.

(B) Returning laborers replaced the use of machinery.

(D) Poor-quality machinery slowed the pace of crop production.

6. Combines and self-binding reapers were similar because each

(A) could perform more than one function

(B) required relatively little power to operate

(D) required two people to operate

7. The word they in line 19 refers to

(A) grain stalks

(B) threshing machines

(D) horses

8. It can be inferred from the passage that most farmers did not own threshing machines because

(A) farmers did not know how to use the new machines

(B) farmers had no space to keep the machines

(D) the machines were too expensive for every farmer to own

9. The word ponderous in line 21 is closest in meaning to

(A) advanced

(B) heavy

(D) rapid

PASSAGE 29 ACBDC ABDB

篇2：TOEFL托福阅读真题

Researchers in the field of psychology have found that one of the best ways to make an important decision, such as choosing a university to attend or a business to invest in, involves the utilization of a decision worksheet. Psychologists who study optimization compare the actual decisions made by people to theoretical ideal decisions to see how similar they are. Proponents of the worksheet procedure believe that it will yield optimal, that is, the best decisions. Although there are several variations on the exact format that worksheets can take, they are all similar in their essential aspects. Worksheets require defining the problem in a clear and concise way and then listing all possible solutions to the problem. Next, the pertinent considerations that will be affected by each decision are listed, and the relative importance of each consideration or consequence is determined. Each consideration is assigned a numerical value to reflect its relative importance. A decision is mathematically calculated by adding these values together. The alternative with the highest number of points emerges as the best decision.

Since most important problems are multifaceted, there are several alternatives to choose from, each with unique advantages and disadvantages. One of the benefits of a pencil and paper decision-making procedure is that it permits people to deal with more variables than their minds can generally comprehend and remember. On the average, people can keep about seven ideas in their minds at once. A worksheet can be especially useful when the decision involves a large number of variables with complex relationships. A realistic example for many college students is the question What will I do after graduation? A graduate might seek a position that offers specialized training, pursue an advanced degree, or travel abroad for a year.

A decision-making worksheet begins with a succinct statement of the problem that will also help to narrow it. It is important to be clear about the distinction between long-range and immediate goals because long-range goals often involve a different decision than short-range ones. Focusing on long-range goals, a graduating student might revise the question above to What will I do after graduation that will lead to successful career?

1. What does the passage mainly discuss?

(A) A tool to assist in making complex decisions.

(B) A comparison of actual decisions and ideal decisions

(D) Differences between long-range and short-range decision making

2. The word essential in line 7 is closest in meaning to

(A) introductory

(B) changeable

(D) fundamental

3. The word pertinent in line 9 is closest in meaning to

(A) relevant

(B) preceding

(D) responsive

4. Of the following steps, which occurs before the others in making a decision worksheet?

(A) Listing the consequences of each solution

(B) Calculating a numerical summary of each solution

(D) Writing down all possible solutions

5. According to decision-worksheet theory, an optimal decision is defined as one that

(A) has the fewest variables to consider

(B) uses the most decision worksheets

(D) is agreed to by the greatest number of people

6. The author develops the discussion in paragraph 1 by means of

(A) describing a process

(B) classifying types of worksheets

(D) explaining a theory

7. The author states that On the average, people can keep about seven ideas in their minds at

once (lines 17-18) to explain that

(A) most decisions involve seven steps

(B) human mental capacity has limitations

(D) people can learn to keep more than seven ideas in their minds with practice

8. The word succinct in line 24 is closest in meaning to

(A) creative

(B) satisfactory

(D) concise

9. Which of the following terms is defined in the passage ?

(A) Proponents (line 5)

(B) Optimal (line 5)

(D) Long-range goals (line 25)

10. The word it in line 24 refers to

(A) worksheet

(B) problem

(D) decision

11. The word revise in line 26 is closest in meaning to

(A) ask

(B) explain

(D) predict

篇3：TOEFL托福阅读真题

在教学中, 英语阅读理解是考查和测试学生英语能力的一种主要形式, 高考阅读理解的题量逐年增加, 知识面逐年拓宽, 灵活度逐年增大。面对新的形势, 寻找即时的、地道的、活生生的、文化底蕴深厚的阅读材料是很有必要的。而每年的高考真题是不可多得的好材料。因为真题是经过命题专家认真研究分析决定的, 选取的材料也是最近最新的、原汁原味的, 题目的信度和效度也是非常高的。

英语真题中最有价值的部分是阅读理解篇章, 通过对真题的阅读, 可增加词汇量, 巩固语言结构, 提高对长难句的分析能力, 熟悉背景知识, 通晓文化习俗, 了解作者意图。同时也可以将阅读材料改编成完形填空和缺词填空, 还可以就文章的内容进行拓展, 写心得体会, 成为书面表达的写作训练。

一、英语高考阅读真题教学步骤

《普通高中课程标准实验教科书教师教学用书》明确指出, 阅读的基本技能主要指:掌握基本事实, 抓住中心思想, 了解时空顺序, 理解文章内涵, 从上下文猜测不熟悉的语言现象, 分析作者的观点、态度、意图, 读懂图表和说明书等, 分析语篇结构, 获取语言和文化知识, 综合评价文章等。根据语言学专家对于不同阅读目的的划分, 在实际的教学过程中, 我们可以采取四步训练法, 即:reading for information, reading for structure, reading for ideas, reading for writing。具体步骤如下。

第一步:reading for information。通读全文, 先不做题目, 而是了解文本的主要意思。同时在有疑问和重要的地方标注记号, 用简单的语句叙述大意, 也可以直接用文章的主题句来概括。

第二步:reading for structure。对所有标注记号的部分仔细分析, 可以借助词典或向老师同学求助, 重点突破难词和难句, 根据文章大意和上下文, 联系构词法和句法, 分析理解句子, 做到词不离句、句不离段, 在语境中强化词法和句法。这一阶段不能看文章的正确答案和解析, 而是要自己去解释、分析。

第三步:reading for ideas。再重新阅读文章, 经过对生词难句的处理, 阅读已经顺畅了很多, 但仍有一些看似简单、没有任何生词但意思却不容易理解的句子, 需要在再通读中解决。可以结合文章的思路, 分析语篇结构, 对作者的写作手法、逻辑顺序和技巧以及思想进行整理归纳, 以产生新的观点。

第四步:reading for writing。这是阅读比较高的境界, 在一定量的语言输入基础上, 结合读者的自身体验, 选取文章的适当话题发表自己的看法, 这样可以跨越时间和空间的限制与智者先人对话, 并训练语言表达能力, 是有意义的语言输出。

二、英语高考阅读真题教学过程

现以2009年浙江省高考英语阅读理解D篇文章为例, 采取四步训练法进行高考阅读真题教学。这篇文章选材地道、语言优美、有文化底蕴, 而且例子形象生动, 容易让人产生共鸣, 是很好的精泛读教学材料。

第一步:让学生阅读文章, 了解文章大意, 并将生词和重要词句画出来。这一步骤五分钟内完成。阅读后请了四个学生分别说出该文的大意:“When hearing bad news, some people will be very angry.”“We should receive it with a calm state of mind.When facing bad news, we should learn to accept it.”“Everyone will hear bad news.We should face it.”“Big winners know, when delivering any bad news, they should share the feeling of the receiver.”前面三个学生的回答差不多, 都是从读者的角度来看待。第四个学生的回答直接引用了文章的句子。对于这四个答案, 让学生讨论哪个比较接近文章的真正意思。对于理解的偏差, 问题在哪里呢?带着这个问题, 我们进入了第二步reading for structure。

第二步:此时给学生三分钟的时间把所画的难点部分列出来。

首先是词汇问题。我们会碰到以下几种情况。第一, 误看单词, 如把poor看成pour, diner看成dinner, fist看成first;第二, 单词掌握不牢固, 如exhausted, broad, professionals, appreciated, 还有对关键词deliver意思的不确定, 在教材中学过的有“送报纸”“接生孩子”的意思, 在这里“deliver bad news”学生有点转不过弯来;第三, 不能利用构词法知识识别生词, 如misfortune, employee, merrily, 尤其是merrily, 当提示“Merry Christmas”时, 学生才知道它的含义。其中最重要的词就是文章中的unsympathetic, 文章用了“a smiling neighbor, with a broad smile, cheerfully, merrily”来衬托当事人沮丧、焦急的心情, 从全文的理解不难猜出是“幸灾乐祸的, 毫无同情心的”意思, 但也有一些学生把握不到位。

其次是句型结构。在这篇文章中有两个句型值得一提。It’s not the news that makes someone angry...这句很好地烘托了主题, 但很多学生理解为定语从句, 对典型的句型掌握不到位影响了整体的理解。另外是虚拟语气的倒装用法:Had my neighbor told me of the upcoming rainstorm with sympathy, I would have appreciated his warning.Had the Greyhound salesclerk sympathetically informed me that my bus had already left, I probably would have said, “Oh, that’s all right.I’ll catch the next one.”对于这块知识掌握不扎实的学生, 在理解时会有云里雾里的感觉。

在reading for structure阶段, 学生可以学习和巩固许多语言知识, 如第二段中的“strike sb on the face”, 第四段中的两个句子“A doctor advising a patient she needs an operation does it in a caring way”和“A boss informing an employee he didn’t get a job takes on a sympathetic tone”的结构完全一样, 分词短语作定语来修饰主语。

第三步:在这步中, 主要了解作者的写作手法、逻辑顺序和技巧以及思想。如文章的第一段用古埃及法老的故事引出作者的想法, 很多学生在做第一道题目时对选项“introduce a topic”弄不清楚, 这里的introduce仅仅理解成“介绍”, 就很难选择了;第二、三段则是作者用亲身经历的两件事来说明第一段中法老的做法, 表达了作者在接到坏消息时的愤怒心情, 由此引出下段对于传递消息, 尤其是坏消息时一种恰当态度的重要性。这样的写法让读者容易产生共鸣, 易于接受作者的观点, 文章的主题句“Big winners know, when delivering any bad news, they should share the feeling of the receiver”的出现就顺理成章了, 形成了一篇很好的说理文章。接下来, 作者用“unfortunately”作为关联词, 谈到很多人在很多场合没有这种“share the feeling of the receiver”的意识, 又是两个情景问句, 让读者身临其境地感受对于幸灾乐祸的、毫无同情心的这种态度的愤怒, 用“land your fist fight on their unsympathetic faces”来佐证了“Dreams of head-cutting”, 这样第三个题目就迎刃而解了。最后, 作者用了两个虚拟语气的句子, 对前面谈到的两个例子进行了假设, 一种恰当的态度可以改变很多事情, 大家会心存感激, 缓和气氛, 首尾呼应, 引出结束语:Delivering bad news properly is important in communication.这也就是第四个题目“What is the main idea of the text?”的答案。

第四步:这是一篇很好的文章, 尤其可以在学习语言之后学生可以学习一些为人处世、做人做事的道理, 对于现在的学生有现实的教育意义。因此, 在读完之后, 可以让学生就“How to deliver bad news after reading this passage?”进行讨论。在讨论的基础上, 让学生写一篇题为“What do you think of the passage?What can you learn from it?”的读后感。

学生的书面练习又是很好的改错训练材料。教师可以事先打印好, 让学生改错, 然后一起欣赏, 也可以让学生评分, 鼓励学生去发现文章中值得借鉴的地方, 丰富自己的表达, 从而提高自身的英语写作水平。

三、英语高考阅读真题教学反思

英语高考阅读真题教学是以高考真题为载体, 对阅读材料进行深入挖掘, 从而扩大词汇量, 巩固语言知识, 熟悉英语国家的文化背景, 深入了解英语国家人士的语言思维, 从而扩展学生的阅读思路, 训练学生的阅读技巧, 培养学生的思维能力, 进一步提高英语能力。教师在教学中也要注意以下一些问题。

1. 教师要积极研读高考阅读真题, 利用精泛读

结合的办法, 选取一些文章给学生泛读, 教师做简单的讲评, 对于内容丰富、语言优美、底蕴深厚的文章进行精读, 激发学生的兴趣, 保持阅读的激情, 可以使学生有很大的收获, 从而提高学生的语言能力。

2. 在高考阅读真题教学中, 要结合高考词汇

表, 对于高频词和常见的短语搭配、语言结构要做到落实, 真正让学生掌握, 做到在阅读中学习, 在学习中巩固, 在巩固中提高。

3. 在教学中, 不要急于做文章后的选择题, 要

篇4：新托福阅读攻略之快速阅读

固定结构有所取舍

1n1, n2, n3...结构：

在这种结构中，考生只需认识其中任意一个n所代表的名词。因为在这些词之间没有任何转折词，也就表明它们之间是顺承关系。根据顺承关系的特征可知，这些词所表达的都是一种意思，故在此结构中我们只需找到其中一个认识的单词即可，不必在别的生词上浪费时间。

例如：

Aggressive behavior is intended to cause injury, pain, suffering, damage, or destruction.

在这个句子中，injury、pain、suffering、damage、destruction几个名词为并列关系，只要读其中的一个单词(如：pain)，我们便可知这是一些表示“负面”特性的词汇，于是aggressive behavior即可译为故意造成“负面”影响的行为。

2n1 or n2, n1 and n2结构：

在此结构中，我们应将其统统理解为n1=n2，或者进一步来说，只要认识n1或n2中的任何一个词即可。我们没有必要去了解or 是表示“或”的关系，或者and表示“和”的关系。因为在快速阅读中，or或and所表示的都是顺承关系，它们连接的前后两个词所表达的意思是相同的。故我们在阅读时，可将其都简单理解为“＝”。正如上例中的injury、pain、suffering、damage、destruction这几个单词是用or连接的，即可把它们视为injury = pain = suffering = damage = destruction，所以它们所表达的意义都一样，都是表示“负面”特性的词汇。又如： Base-20, or vigesimal, systems are less used.这个句子中base-20 = vigesimal可根据此结构译为“20进制”。

3n1 of n2结构：

在这种结构中，我们要始终记住n1才是核心名词，故n1是我们在阅读时的关键。而n2对n1起修饰、限定作用，译为“n2的n1”，所以在阅读时即使不认识n2，大家也不必紧张。有时在阅读中往往出现多个of 连接几个名词(即n1 of n2 of n3)的现象，从而给我们对文章的理解造成障碍，但只要我们对n1 of n2结构意义重心进行推导，便可知在n1 of n2 of n3结构中，n1仍是核心名词，仍是我们理解句意的关键。其修饰关系则为从后向前修饰，即在翻译时采取从后向前的翻译方式，译为“n3的n2的n1”。例如：An understanding of the derivation of the word competition supports that...这个句子，根据n1 of n2 of n3结构，我们不难读出它的主要意思为“an understanding supports that...”，从而译为：对“竞争”这个词(的)起源的理解支持了……

4A such as B, C, D; such A as B, C, D结构：

在此结构中，such as是表示顺承关系的词组，其后的B、C、D都是对A的进一步举例。这样在认识A的情况下，我们大可不必浪费时间再去读B、C、D；在不认识A的情况下，就可只读B、C、D中任意一个单词。例如：Verbal attacks such as screaming and shouting or belittling and humiliating comments can also be a type of aggression. 通过上述方法，可将该句简化为：Verbal attacks can also be a type of aggression. (语言上的攻击也是攻击行为的一种。)

5In addition to..., ..../ It is not just...,... / rather than..., .../ While / Though ..., ...结构：

以上几种结构在新托福阅读文章中经常出现。遇到这些句式结构时，考生可以只读逗号后面的句子，而逗号前以in addition to...; it is not just...; rather than...; while/though...连接的句子可以先不读。

In addition(to)表示对某个已经提到过的内容再做进一步补充，紧接在in addition to后面的内容往往是上文已经介绍过的内容，而逗号后的内容才是作者真正要补充的内容。

It is not just...,...; rather than..., ...这类句型表示否定，而在其逗号之后的内容是作者要肯定或强调的内容。这样，在快速阅读时，我们看到这样的结构时，直接去读逗号后的内容即可。例如：Cooperation, rather than evoking a characteristic at the opposite extreme of human nature from competition, is in reality a necessary factor in competition. 此句可简化为：Cooperation is in reality a necessary factor in competition. 这样很容易就了解了作者的观点。

While/though 引导的句子是让步状语从句，而在逗号后面的句子才是作者所要强调的句子，因为把while/though去掉后，相当于要在逗号后面的句子前加上but。这样作者所要强调的内容就显而易见了，例如：Though the actual boundaries and sizes and shapes of the plates are not known for sure, it has been postulated that there are six major plates. 此句可简化为：It has been postulated that there are six major plates.

上述方法只适用于在新托福阅读中经常出现的一些句子结构，并不是每句话都会存在这样的结构让我们轻而易举地进行取舍。因此我们还需掌握其他应用更加广泛的快速阅读技巧。

长句只读主干

在新托福阅读中，我们经常会遇到一些很长的句子，而想要迅速抓住这些句子大意的方法就是简化句子，只读它的主干成分。一般而言，一个句子的主干就是它的主语、谓语和宾语，其他成分均为从属成分，不作为我们在快速阅读时重点读的内容。所以，在遇到介词结构、分词结构、定语从句、状语从句时，我们应该快速扫描这些内容，无需仔细翻译理解。但需要大家注意的是，在三大从句中(名词性从句、定语从句、状语从句)，名词性从句必须仔细阅读，不能略过，因为它是一个句子的主要成分。然而托福的阅读文章中经常会出现由that引导的从句(一为名词性从句，一为定语从句)，这个时候我们就要具备能够区分名词从句和定语从句的能力，决定哪些需要读，哪些可以跳过。如何判断that之后的内容是应该详读还是略读呢？在这里有两种结构能够帮助大家迅速做出判断：

1、n. + that + v.= 定语从句(a.)

2、v. + that... = 名词性从句(n.)

1、在名词后出现that且that后直接就接谓语动词的从句为定语从句，这时我们暂可将that引导的这个句子略读。

2、在动词后直接出现that，此时that引导的就是名词性从句，即要仔细阅读that引导的句子。

此外，当句子的主干成分还不完整就被逗号隔开时，我们需要直接去寻找下一个逗号再继续读剩下的部分，而可以不去读两个逗号之间的部分，因为它们经常充当插入成分。其结构表示为：S，...，VO. 或 SV，...，O. 其中：S表示主语，V表示谓语，O表示宾语。在这两种结构中，两个逗号之间的内容是可以略过不读的内容。例如：Other possible defenses, while not directly toxic to the parasite, may inhibit some essential step in the establishment of a parasite relationship. 此句可简化为：Other possible defenses may inhibit some essential step in the establishment of a parasite relationship.

篇5：托福真题练习TOEFL

With much of the labor force inducted into the army and with grain prices on the rise, northern farmers rushed to avail themselves of the new labor-saving equipment. In 1860 there were approximately 80,000 reapers in the country; five years later there were 350,000.

After the close of the war in 1865, machinery became ever more important in northern agriculture, and improved equipment was continually introduced. By 1880 a self-binding reaper had been perfected that not only cut the grain, but also gathered the stalks and bound them with twine. Threshing machines were also being improved and enlarged, and after 1870 they were increasingly powered by steam engines rather than by horses. Since steam-powered threshing machines were costly items — running from $ 1,000 to $4,000 — they were usually owned by custom thresher owners who then worked their way from farm to farm during the harvest season. “Combines” were also coming into use on the great wheat ranches in California and the Pacific Northwest. These ponderous machines — sometimes pulled by as many as 40 horses — reaped the grain, threshed it, and bagged it, all in one simultaneous operation.

托福阅读题目：

1. What aspect of farming in the United States in the nineteenth century does the passage mainly discuss?