老托福阅读真题及答案passage

老托福阅读真题及答案passage（精选5篇）

篇1：老托福阅读真题及答案passage

:老托福阅读文本 passage29

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.

老托福阅读题目 passage29

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

(C) Farming practices before the Civil War

(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

(C) important

(D) desirable

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

(A) take care

(B) make use

(C) get rid

(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.

(C) It was hoped that harvesting more grain would lower the price of grain.

(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.

(C) The use of farm machinery continued to increase.

(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

(C) was utilized mainly in California

(D) required two people to operate

7. The word “they” in line 19 refers to

(A) grain stalks

(B) threshing machines

(C) steam engines

(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

(C) thresher owner had chance to buy the machines before farmers did

(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

(C) complex

(D) rapid

老托福阅读答案 passage29

ACBDC ABDB

托福技巧：托福阅读做题要以TOEFL真题为基础

托福阅读实战经验分享：词汇掌握了，你会发现阅读变得轻松很多。阅读做题要以托福TOEFL真题为基础。平时不管是读书还是看新闻，都要有意识地练习scan、skip、skim的方法……

阅读是与旧托福相比改变最少的，题目方向大体保持了一致。

阅读在国内普遍分数都还好，但托福TOEFL的考试内容越来越BT，所以也不能小看。

平时爱看书的人，积累的中文阅读能力强的，对英文阅读往往也有一定提升。

就像上面所说的，词汇掌握了，你会发现阅读变得轻松很多。

阅读做题要以托福TOEFL真题为基础。

平时不管是读书还是看新闻，都要有意识地练习scan、skip、skim的方法。

具体做阅读题时，排除法很有效。

复习期间每天抽出点时间读读英文小说是很不错的选择。

阅读的文章只要出现以下内容都应引起注意：举例证明、罗列式例举、转折、否定、因果、下定义、比较级(最高级)、同位语(插入语)、数字年代、特殊标点(引号、破折号)。

阅读当中遇到特别生僻或专业的术语，多少会在后面有所解释。

阅读做题的时间比较紧张，比如我习惯一边看文章一边做笔记，虽然这样条理很清楚，但会让时间显得更紧张。

平时要熟悉下机考的操作。比如我平常练习时大概每篇阅读能在15分钟以内完成，但具体考试时往往都是做到只剩两三秒……

托福阅读辅导:老托福阅读真题及答案 passage29

篇2：老托福阅读真题及答案passage

Plants are subject to attack and infection by a remarkable variety of symbiotic species and have evolved a diverse array of mechanisms designed to frustrate the potential colonists. These can be divided into preformed or passive defense mechanisms and inducible or active systems. Passive plant defense comprises physical and chemical barriers that prevent entry of pathogens, such as bacteria, or render tissues unpalatable or toxic to the invader. The external surfaces of plants, in addition to being covered by an epidermis and a waxy cuticle, often carry spiky hairs known as trichomes, which either prevent feeding by insects or may even puncture and kill insect larvae. Other trichomes are sticky and glandular and effectively trap and immobilize insects.

If the physical barriers of the plant are breached, then preformed chemicals may inhibit or kill the intruder, and plant tissues contain a diverse array of toxic or potentially toxic substances, such as resins, tannins, glycosides, and alkaloids, many of which are highly effective deterrents to insects that feed on plants. The success of the Colorado beetle in infesting potatoes, for example, seems to be correlated with its high tolerance to alkaloids that normally repel potential pests. Other possible chemical defenses, while not directly toxic to the parasite, may inhibit some essential step in the establishment of a parasitic relationship. For example, glycoproteins in plant cell walls may inactivate enzymes that degrade cell walls. These enzymes are often produced by bacteria and fungi.

Active plant defense mechanisms are comparable to the immune system of vertebrate animals, although the cellular and molecular bases are fundamentally different. Both, however, are triggered in reaction to intrusion, implying that the host has some means of recognizing the presence of a foreign organism. The most dramatic example of an inducible plant defense reaction is the hypersensitive response. In the hypersensitive response, cells undergo rapid necrosis — that is, they become diseased and die — after being penetrated by a parasite; the parasite itself subsequently ceases to grow and is therefore restricted to one or a few cells around the entry site. Several theories have been put forward to explain the basis of hypersensitive resistance.

老托福阅读题目 passage11

1. What does the passage mainly discuss?

(A) The success of parasites in resisting plant defense mechanisms

(B) Theories on active plant defense mechanisms

(C) How plant defense mechanisms function

(D) How the immune system of animals and the defense mechanisms of plants differ

2. The phrase “subject to” in line 1 is closest in meaning to

(A) susceptible to

(B) classified by

(C) attractive to

(D) strengthened by

3. The word “puncture” in line 8 is closest in meaning to

(A) pierce

(B) pinch

(C) surround

(D) cover .

4. The word “which” in line 12 refers to

(A) tissues

(B) substances

(C) barriers

(D) insects

5. Which of the following substances does the author mention as NOT necessarily being toxic to the Colorado beetle?

(A) resins

(B) tannins

(C) glycosides

(D) alkaloids

6. Why does the author mention “glycoproteins” in line 17?

(A) to compare plant defense mechanisms to the immune system of animals

(B) to introduce the discussion of active defense mechanisms in plants

(C) to illustrate how chemicals function in plant defense

(D) to emphasize the importance of physical barriers in plant defense

7. The word “dramatic” in line 23 could best be replaced by

(A) striking

(B) accurate

(C) consistent

(D) appealing

8. Where in the passage does the author describe an active plant-defense reaction?

(A) Lines 1-3

(B) Lines 4-6

(C) Lines 13-15

(D) Lines 24-27

9. The passage most probably continues with a discussion of theories on

(A) the basis of passive plant defense

(B) how chemicals inhibit a parasitic relationship.

(C) how plants produce toxic chemicals

(D) the principles of the hypersensitive response.

老托福阅读答案 passage11

正确答案： CAABD CADD

托福阅读技巧：词汇题应对方法

为什么很多考生会对词汇题束手无措?一方面是因为考生的词汇量达不到，OG中词汇题的解释里有一句话，there is no “list of words” that must be tested. 这句话就告诉考生死了那条心去背所谓的大纲词汇，因为没有大纲，而考试中要考查到的单词可能是来自牛津字典或朗文字典中的任何一个单词，范围大的离谱;而另一方面则是因为有的考生没有学会从上下文或者从语法结构去猜测词义。

因为OG中的解释还有一句a word might have more than one meaning, but in the reading passage, only one of those meaning is relevant. 所以很有可能考生在考试中所碰到的词汇并不是已经让人熟知的第一词义，而是要根据语境上下文推断出的第二词义甚至是第三词义，所以又对考生做题增加了难度。最可悲的是不仅文章中的单词意思不知道，连4个选项中的单词都有不认识不熟悉的，这样的结果就只能是乱猜一气，听天由命全凭运气，当然考试结果也不会好。所以在此将给考生一点准备新托福阅读考试词汇题的建议和解题方法，希望能给考生攻克词汇题给予一些帮助。

Tip: 单词记忆

单词记忆主要就是背单词。背单词是很多同学觉得非常痛苦的事情，经常会有学生来问药怎么背，背了一些又马上忘了另外一些。所以关于如何去背单词，在这里有几点建议：

1、利用零散的时间背单词。利用零散的时间背单词可以使用单词卡片。不过，为了保证效率，首先要确定哪些单词需要记忆。理论上，单词量越多越好。实际上，如果一味贪多，结果容易打疲劳战，而且效率低。所以，只记那些常考的核心词汇，而对于那些不太常用的学科名词、物质名词一般加以忽略。

2、进行高频率的重复，建议把重复的周期控制在7天以内。具体说来，就是每天背100个单词，将过一遍这些单词的时间控制在半个小时以内，每天过4遍，第二天再过一遍前一天的。如果程度不是很好的同学可以压缩到50个左右，但尽量不要低于50个。单词材料可以找一些相关的新托福阅读词汇书，或者是以往考过的词汇题内容。

把背单词和阅读相结合。广泛的阅读也是增加词汇量的一种方法，并且能够在阅读中加强对已经背过的单词的记忆。当一篇文章的生词量在5%左右的时候，这些生词的词义是可推的。所以我们在选择阅读材料的时候，应尽量将单词量控制在10%左右。单词太多，看不懂文章，太少又起不到提高的作用。相关材料可以上一些网站看，例如economist, national geographic等等。

篇3：老托福阅读真题及答案passage

PASSAGE 33

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

(C) Research on how people make 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

(C) beneficial

(D) fundamental

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

(A) relevant

(B) preceding

(C) insightful

(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

(C) Deciding which consequences are most important

(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

(C) has the most points assigned to it

(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

(C) providing historical background

(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

(C) some people have difficulty making minor as well as major decisions

(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

(C) personal

(D) concise

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

(A) Proponents (line 5)

(B) Optimal (line 5)

(C) Variables (line 17)

(D) Long-range goals (line 25)

10. The word it in line 24 refers to

(A) worksheet

(B) problem

(C) distinction

(D) decision

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

(A) ask

(B) explain

(C) change

(D) predict

PASSAGE 33 ADADC ABDBB C

托福阅读怎么抓住定位词

首先介绍一下，什么是定位词?

其实很简单，打个比方，你和朋友约好了去酒吧，朋友和你说酒吧在沈阳新东方正对面，这个酒吧你是不知道地点的，也就是你的目的地;而新东方却很熟知，那么你只需找到新东方便可以找到酒吧了。在这里新东方是已知的，就是用来定位的词汇，而酒吧则是你的目的所在，也便是你要找的答案。

定位词的称呼有很多，如关键词，主旨词，功能词，中心词等等。这些只是个名称罢了，含义都是一致的：一个可以根据题干回原文定位，并能够找到出处的词，这个题干中的词就是定位词 or key word。

定位词有什么样的特征?

定位词总体特征：不可变性和细节性

不可变性：定位词是用来定位的，所以必须找那些回原文依然不变的词汇，才有意义。通常不用动词和副词来定位。通常是名词或充当定语的形容词。

细节性：不要找大概念的词汇，更不要拿代表全文主旨的词汇来定位。换句话说不要找那些原文一大堆的词汇，无法定位。

如， 95年英国剑桥委员会British Council给出的唯一样题文章的题目是:The Spectacular Eruption of Mount St.Helens

下面有一道选择题是“ According to the text the eruption of Mount St.Helens and other volcanoes has influenced our climate by…”

拿这道题为例，如果大家把Mount St.Helens 作为关键词回原文进行定位，那你会郁闷致死，全文主要讲的就是圣海伦斯火山的喷发，原文有N多个Mount St.Helens，所以即使这个词属于大写的专有名词，但他违背了细节性，是概括性的词汇，也不能作为定位词来寻找答案。

究竟哪些词在阅读当中充当定位词?

以下是定位词的分类：

1.特殊词汇

在阅读中有一些词张的比较特殊，这种词很容易被记住，也很容易回原文定位。

好比，在大街上上看到一个人光着身子跑步-------特殊难看

一个人的个子超高，像姚明一样------特殊长

一个人身上穿着10多种颜色的衣服，而且不停的摇头-----特殊怪

特殊怪，特殊长，特殊难

这三种词就是特殊词的所有特征，在文中看到这样的词，一定要警惕。如，

Sequoia 美洲杉 ---特殊怪，很好定位，也经常作为考点。

sodium 【化学】钠---特殊难，大家只要知道是一种化学元素足矣。

Simultaneous 同时的---特殊长，这种词本身的特点决定应作为定位词。

2.数字：通常指时间，金钱和百分比。

有一个道题目是这样问的：

“What are the dates of the TWO major eruptions before 1980?”

那么像1980 3185$ 69%这些词因为长相原因，段落全是英文，突然跑出来几个数字，十分显眼，也就很好回原文找到他们。

3.专有名词：斜体字，大写人名,地名，大写的专有名词，这一点大家都很熟悉，不用多说。

4.特殊符号：

在特殊符号里或者旁边的词，最好通过符号回原文进行定位，如“paper conversation”，(three cubic miles) 这些词本身并没有什么特别，但放在符号里面，就可以根据符号回原文进行寻找。

总之，在国外考试的阅读中，无论是阅读文章，还是回答后面的10几道题目，定位词的寻找，都是一种有效的应试策略，更是学术文章的阅读的重要方法。

托福阅读不同题型的方法和技巧

一、单词题目

平时注意单词量的积累，力求达到可以随时随地记忆单词的境界。其实我们在记忆单词的时候也可以适当地使用一些策略，那就是在我们可以把自己的侧重点放在动词和形容词的记忆上。考试过后，你就会发现这个策略的事半功倍了。此外，对于自己不认识的单词，我们应该主动回原文找同义词，或找相关的提示信息。

二、找代词指代对象的题目

在考试中，它们主要会以如下两种形式出现。

(1)it、one、their、its、that类，这种题目主要是考查我们对于并列关系的掌握，这时，我们应该主动去看这个词所在的那整句话，从已知话中找到处于相同地位的词。

(2)考查由that、which涉及到的定语从句类，我们在面对这种题目时，应该有意识的在选项中找从句中谓语动词的发起者或接受者，因为只有这样才可以迈出通向胜利的第一步。

三、考查文章内容的题目

在历次的托福考试中，也存在着两大主要题型，即：文章细节考查题和文章结构考查题。

1、文章细节考查题

解答文章细节考查题，我们一般都可以回到原文中去做定位，找到相近或相似的内容，进而得出答案。

常见的定位有以下3种：

(1)题目本身给出定位。

(2)至少先可作出一个段落的定位。

(3)位置多夹于前后两题位置之间。

2、文章结构考查题

一定要注意：

(1)千万不要根据你读的信息去作推理。

(2)不要把文章从头到尾当成一个整体，尽可能各段独立。

(3)根据经验，在考试中，整篇文章的最后一句出题较多，所以应该仔细阅读这个重要的句子。

以上是针对托福考试阅读部分的常见题型做出的一些有关于考试解题方法与技巧的分项介绍。

在整个的阅读考试中，我们还应该了解到：

(1)在这个特殊的考试时间段内，我们的记忆比理解更为重要，在解题的时候一定要完全忠实于原文，切忌私自做出任何的主观臆断。

(2)在做题步骤方面，我们可以先简读原文(主要是各个段落的第一，二句话)，而后阅读题目，最后观察选项做出判断。值得我们特别注意的是，我们在做出判断的时候，切忌不要选择在选项中存在比较，而在原文中没有明确表示过的项目;切忌不要去选择那些说法过于绝对化的选项。

篇4：老托福阅读真题及答案passage

The first flying vertebrates were true reptiles in which one of the fingers of the front limbs became very elongated, providing support for a flap of stretched skin that served as a wing. These were the pterosaurs, literally the “winged lizards.” The earliest pterosaurs arose near the end of the Triassic period of the Mesozoic Era, some 70 million years before the first known fossils of true birds occur, and they presumably dominated the skies until they were eventually displaced by birds. Like the dinosaurs, some the pterosaurs became gigantic; the largest fossil discovered is of an individual that had a wingspan of 50 feet or more, larger than many airplanes. These flying reptiles had large, tooth-filled jaws, but their bodies were small and probably without the necessary powerful muscles for sustained wing movement. They must have been expert gliders, not skillful fliers, relying on wind power for their locomotion.

Birds, despite sharing common reptilian ancestors with pterosaurs, evolved quite separately and have been much more successful in their dominance of the air. They are an example of a common theme in evolution, the more or less parallel development of different types of body structure and function for the same reason — in this case, for flight. Although the fossil record, as always, is not complete enough to determine definitively the evolutionary lineage of the birds or in as much detail as one would like, it is better in this case than for many other animal groups. That is because of the unusual preservation in a limestone quarry in southern Germany of Archaeopteryx, a fossil that many have called the link between dinosaurs and birds. Indeed, had it not been for the superb preservation of these fossils, they might well have been classified as dinosaurs. They have the skull and teeth of a reptile as well as a bony tail, but in the line-grained limestone in which these fossils occur there are delicate impressions of feathers and fine details of bone structure that make it clear that Archaeopteryx was a bird. All birds living today, from the great condors of the Andes to the tiniest wrens, trace their origin back to the Mesozoic dinosaurs.

1. What does the passage mainly discuss?

(A) Characteristics of pterosaur wings

(B) The discovery of fossil remains of Archaeopteryx

(C) Reasons for the extinction of early flying vertebrates

(D) The development of flight in reptiles and birds

2. Which of the following is true of early reptile wings?

(A) They evolved from strong limb muscles.

(B) They consisted of an extension of skin.

(C) They connected the front and back limbs.

(D) They required fingers of equal length.

3. The word “literally” in line 3 is closest in meaning to

(A) creating

(B) meaning

(C) related to

(D) simplified

4. It can be inferred from the passage that birds were probably dominant in the skies

(A) in the early Triassic period

(B) before the appearance of pterosaurs

(C) after the decline of pterosaurs

(D) before dinosaurs could be found on land.

5. The author mentions airplanes in line 8 in order to

(A) illustrate the size of wingspans in some pterosaurs

(B) compare the energy needs of dinosaurs with those of modern machines

(C) demonstrate the differences between mechanized flight and animal flight

(D) establish the practical applications of the study of fossils

6. The word “They” in line 10 refers to

(A) powerful muscles

(B) bodies

(C) jaws

(D) flying reptiles

7. According to the passage , pterosaurs were probably “not skillful fliers” (lines 10-11) because

(A) of their limited wingspan

(B) of their disproportionately large bodies

(C) they lacked muscles needed for extended flight

(D) climate conditions of the time provided insufficient wind power

8. In paragraph 2, the author discusses the development of flight in birds as resulting from

(A) a similarity in body structure to pterosaurs

(B) an evolution from pterosaurs

(C) the dominance of birds and pterosaurs over land animals

(D) a separate but parallel development process to that of pterosaurs

9. The word “classified” in line 21 is closest in meaning to

(A) perfected

(B) replaced

(C) categorized

(D) protected

10. Which of the following helped researchers determine that Archaeopteryx was not a dinosaur?

(A) Its tail

(B) Its teeth

(C) The shape of its skull

(D) Details of its bone structure

11. What is the significance of the discovery that was made in southern Germany?

(A) It is thought to demonstrate that birds evolved from dinosaurs.

(B) It is proof that the climate and soils of Europe have changed over time.

(C) It suggests that dinosaurs were dominant in areas rich in limestone.

(D) It supports the theory that Archaeopteryx was apowerful dinosaur.

正确答案：DBBCA DCDCDA

托福阅读的实用技巧整理

首先，无论什么技巧都必须要有基本的单词量做基础。没人喜欢背单词，但是只有有足够的单词量才能应对托福阅读中的各种层出不穷的问题。用的是谁的单词书其实没有多大分别，你只要认认真真的把一本单词书背个70%，那也就差不多了，托福阅读的主要考察对象不是单词，只是透过单词来表达一种意思，只要你能猜出来这种意思并且在这个基础上把题答对，那么，对少单词都不是问题。

其次，对于难句长句的理解。还是要明白大意就好，但是要能够根据大意准确定位找到答案。大家可以专门找些难句和长句来进行有针对性的练习。把那些句子反复读，反复看，看上十几遍，觉得很通顺、觉得句子写得很好自己以后也要这么写了才算好。速度慢不是问题，但是坚持下来，大家对难句和长句的理解能力就好冥想提高。

再次，大家在专门练习托福阅读题的时候，还是多看看OG，OG是非常有指向性的，而且那上面说的一些小技巧还是不错的。Delta上的题目要难一些，主要是有一些题目需要考生进行引申、做一些文学上的理解，当然这些在托福中是不会出现的。所以做题的时候不要想得太复杂，第一感觉是什么就选什么，很有效。

托福阅读词汇的积累练习

mores 风俗，习惯

submit 屈从;提交;主张，认为

backfire 产生反效果;逆火

speculate 推测;思索;投机(venture)

wield 行使(权利);挥舞(宝剑)

recreation 再创造; 消遣，娱乐

peer 同等人，同辈人;凝视

project 预测;凸出;投掷，发射;计划

mitigate减轻，缓和

negate 否认

familial 家庭的

vain 无用的，虚荣的

vein 面纱; 掩饰

bound n. 范围 v. 跳跃;以…为界;bind的过去式和过去分词

be bound to do 必定，一定

rationale 基本原理，论据

launch 开始，发动;发射

supplant = in place of 代替

retain 保留

status quo 现状

downplay 低估，贬低

radical 词根，激进分子; 根本的;激进的

conviction 信念;定罪

credit 功劳，声望，信任

appeal to 求助于

gloss 掩饰;使有光泽

explain away 搪塞，把…解释过去

complementary 补充的

complimentary 称赞的，问候的

indefensible 站不住脚的

misgiving 疑虑

dissent 异议，不同意

dispense with 免除

exempt 免除

shun 避开

identity 身份，本体; 同一性，完全相同;特性

sustain 维持; 遭受; 忍耐

contend 主张，声称;争论 (n. contention)

object n. 物体 v.反对 (objection n.反对)

objective n. 目标; adj.客观的

dispose 处理，处置;安排，使用

except that 只是，只可惜;除了

fanciful 幻想的，想象中的

apprehend 领会，理解; 逮捕; 忧虑

whereupon 于是，因此

administer 实施;给与;服用(药);管理

formulate 明确地表达

champion v. 拥护; n. 冠军

posit 断定，假定

advance 使前进，推进; 促进，加速; 提出，倡导

primacy n. 首位，首要 (adj. primary)

篇5：老托福阅读真题及答案passage

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

The risks agriculture faces in developing countries

Synthesis of an online debate

A Two things distinguish food production from all other productive activities: first, every single person needs food each day and has a right to it; and second, it is hugely dependent on nature. These two unique aspects, one political, the other natural, make food production highly vulnerable and different from any other business. At the same time, cultural values are highly entrenched in food and agricultural systems worldwide.

B Farmers everywhere face major risks, including extreme weather, long-term climate change, and price volatility in input and product markets. However, smallholder farmers in developing countries must in addition deal with adverse environments, both natural, in terms of soil quality, rainfall, etc., and human, in terms of infrastructure, financial systems, markets, knowledge and technology. Counter-intuitively, hunger is prevalent among many smallholder farmers in the developing world.

C Participants in the online debate argued that our biggest challenge is to address the underlying causes of the agricultural system’s inability to ensure sufficient food for all, and they identified as drivers of this problem our dependency on fossil fuels and unsupportive government policies.

D On the question of mitigating the risks farmers face, most essayists called for greater state intervention. In his essay, Kanayo F. Nwanze, President of the International Fund for Agricultural Development, argued that governments can significantly reduce risks for farmers by providing basic services like roads to get produce more efficiently to markets, or water and food storage facilities to reduce losses. Sophia Murphy, senior advisor to the Institute for Agriculture and Trade Policy, suggested that the procurement and holding of stocks by governments can also help mitigate wild swings in food prices by alleviating uncertainties about market supply.

_he personal names in the text refer to the authors of written contributions to the online debate.

E Shenggen Fan, Director General of the International Food Policy Research Institute, held up social safety nets and public welfare programmes in Ethiopia, Brazil and Mexico as valuable ways to address poverty among farming families and reduce their vulnerability to agriculture shocks. However, some commentators responded that cash transfers to poor families do not necessarily translate into increased food security, as these programmes do not always strengthen food production or raise incomes. Regarding state subsidies for agriculture, Rokeya Kabir, Executive Director of Bangladesh Nari Progati Sangha, commented in her essay that these ‘have not compensated for the stranglehold exercised by private traders. In fact, studies show that sixty percent of beneficiaries of subsidies are not poor, but rich landowners and non-farmer traders.’

F Nwanze, Murphy and Fan argued that private risk management tools, like private insurance, commodity futures markets, and rural finance can help small-scale producers mitigate risk and allow for investment in improvements. Kabir warned that financial support schemes often encourage the adoption of high-input agricultural practices, which in the medium term may raise production costs beyond the value of their harvests. Murphy noted that when futures markets become excessively financialised they can contribute to short-term price volatility, which increases farmers’ food insecurity. Many participants and commentators emphasised that greater transparency in markets is needed to mitigate the impact of volatility, and make evident whether adequate stocks and supplies are available. Others contended that agribusiness companies should be held responsible for paying for negative side effects.

G Many essayists mentioned climate change and its consequences for small-scale agriculture. Fan explained that ‘in addition to reducing crop yields, climate change increases the magnitude and the frequency of extreme weather events, which increase smallholder vulnerability.’ The growing unpredictability of weather patterns increases farmers’ difficulty in managing weather-related risks. According to this author, one solution would be to develop crop varieties that are more resilient to new climate trends and extreme weather patterns. Accordingly, Pat Mooney, co-founder and executive director of the ETC Group, suggested that ‘if we are to survive climate change, we must adopt policies that let peasants diversify the plant and animal species and varieties/breeds that make up our menus.’

H Some participating authors and commentators argued in favour of community- based and autonomous risk management strategies through collective action groups, co-operatives or producers’ groups. Such groups enhance market opportunities for small-scale producers, reduce marketing costs and synchronise buying and selling with seasonal price conditions. According to Murphy, ‘collective action offers an important way for farmers to strengthen their political and economic bargaining power, and to reduce their business risks.’ One commentator, Giel Ton, warned that collective action does not come as a free good. It takes time, effort and money to organise, build trust and to experiment. Others, like Marcel Vernooij and Marcel Beukeboom, suggested that in order to ‘apply what we already know’, all stakeholders, including business, government, scientists and civil society, must work together, starting at the beginning of the value chain.

I Some participants explained that market price volatility is often worsened by the presence of intermediary purchasers who, taking advantage of farmers’ vulnerability, dictate prices. One commentator suggested farmers can gain greater control over prices and minimise price volatility by selling directly to consumers. Similarly, Sonali Bisht, founder and advisor to the Institute of Himalayan Environmental Research and Education (INHERE), India, wrote that community-supported agriculture, where consumers invest in local farmers by subscription and guarantee producers a fair price, is a risk-sharing model worth more attention. Direct food distribution systems not only encourage small-scale agriculture but also give consumers more control over the food they consume, she wrote.

List of People

A Kanayo F. Nwanze

B Sophia Murphy

C Shenggen Fan

D Rokeya Kabir

E Pat Mooney

F Giel Ton

G Sonali Bisht

Questions 10 and 11

Choose TWO letters, A-E.

Write the correct letters in boxes 10 and 11 on your answer sheet.

Which TWO problems are mentioned which affect farmers with small farms in developing countries?

A lack of demand for locally produced food

B lack of irrigation programmes

C being unable to get insurance

D the effects of changing weather patterns

E having to sell their goods to intermediary buyers

Questions 12 and 13

Choose TWO letters, A-E.

Write the correct letters in boxes 12 and 13 on your answer sheet.

Which TWO actions are recommended for improving conditions for farmers?

A reducing the size of food stocks

B attempting to ensure that prices rise at certain times of the year

C organising co-operation between a wide range of interested parties

D encouraging consumers to take a financial stake in farming

E making customers aware of the reasons for changing food prices

雅思剑12答案解析Test6阅读Passage1

Test 6 Passage 1

Question 1

答案：A

关键词：food production

定位原文：A段第一行：“Two things distinguish food production from all other productive activities: first…”

解题思路：A段提到了食品生产与其他生产活动有两点不同，第一每个人每天都需要食物并且有权享有食物，第二食品生产很大程度上依靠自然。所以A段提到了仅适用于食品生产的特征。

Question 2

答案：B

关键词：farmers in certain parts of the world

定位原文：B段前两句：“Farmers everywhere face major risks… However, smallholder farmers in developing countries must in addition deal with adverse environments, both natural… and human...”

解题思路：B段一开头就提到全球的农民都会遇到极端天气、长期气候变化及价格波动这些问题，后面又提到发展中国家的小农又要额外处理一些问题，包括自然问题及人为问题。题目中的certain parts of the world对应文中的developing countries。

Question 12&13

答案：CD

关键词：improving conditions for farmers

定位原文：H段第一句：“… in favour of community-based and autonomous risk management strategies through collective action groups, co-operatives or producers’ groups…” H段第三句：“collective action offers an important way for farmers to strengthen their political and economic bargaining power, and to reduce their business risks.”I段第三句：“community-supported agriculture, where consumers invest in local farmers by subscription and guarantee producers a fair price, is a risk-sharing model worth more attention”

解题思路：H段第一句提到很多作者及评论员都支持集体形式的自治风险管理策略，建立集体行动小组、合作企业或者生产商小组，H段第三句提到Murphy的观点，即这种集体行动能让农民增强他们在政治和经济上的交涉能力，并且削减他们的市场风险，与C选项对应。I段第三句提到在社区支持的农业中，顾客通过认购的方式投资当地农民，能保证比较合理的价格，这种形式分散了风险，值得更多关注，对应D选项。

雅思阅读常见八大题型做题技巧

1、identify the writer’s overall purpose, target audience, sources etc.

辨识作者的写作目的，目标读者，和文章来源这种阅读技能需要学生从文章的结构、内容、用词通篇考虑。往往对应的是文章最后的一道选择题。一般说来，雅思阅读文章的写作目的一般是介绍某个社会现象，目标读者一般都是普通的具有一定认知能力的非专业性读者，文章都来自一些偏学术化的杂志和书籍。但具体的写作目的目标读者和文章来源要具体分析了。那么同学们平时读一些文章的时候就下意识地问问自己作者为什么写这篇文章，作者希望什么样的人来读这样的文章等等这样的问题，其实问这些问题既是读懂一篇文章的手段也是目的。如果读完了一篇文章还不能回答这样的问题证明可能有些地方确实没读懂。

2、identify and follow key arguments in a text

识别并读懂文章中的主要论述观点这种阅读技能是指从整体去把握一篇文章的结构，并对相应的重要的文章观点进行提炼理解的能力。雅思的阅读文章比较学术性，所以相对与其他的文体而言结构其实是比较容易把握的。但还是需要经过真题文章的仔细分析体会去学习英文议论说明性文字的结构特点，尤其注意体会区别出作者自己的观点和别人的观点，以及先负后正的写法。

3、identify opinions and attitudes as opposed to facts

区分事实与观点态度能够区分文章中的内容是观点态度或者是事实是一个阅读者应该具备的基本技能。如果阅读的时候不分青红皂白都认为是事实，我们就缺失了对文章信息的判断能力，阅读将可能是极其混乱的。人们不只在阅读外语文章的时候会犯这种错误。那么在文章中如果出现一些类似表示观点态度的词(比如maintain, argue)要注意，这些词后面出现的应该就是观点和态度。观点和态度是主观的，不能被证明的。但如果是这样的表达：evidence show, experiment suggest后面跟的就应该是事实，可以被证明的。

4、locate specific information

定位细节信息雅思阅读有一种比较难的题型which paragraph contains the following information考察的就是定位细节信息的能力。这种能力是考察学生能不能在海量的信息里找到你最想找的信息然后进行阅读的能力。这反应了国外大学阅读量巨大的要求。学生不可能每个字都读，得具备这种找到最有价值的一点然后再进行相关阅读的能力。平时训练这种scanning的阅读技能。当然如果对全文结构不做一个skimming也就是大致了解文章结构而大致知道在哪几段中寻找，这种任务基本上是不可能完成的。这也反应了读书的一个基本步骤，拿到一本书我们应该先看目录，知道书的大致结构再由此在最相关的段落中寻找阅读兴趣点。因此这种题型需要skimming+scanning两种阅读技能的结合才能准确快速地解题。

5、extract relevant information

摘取相关信息当定位到最相关的句子之后，雅思阅读考试是希望学生能细致阅读并摘取出相关的信息答案的。而不是像那种不需要读原文就能解出答案。那么平时大家也应该进行相应的精读训练，把一些平时难以读懂的句子仔细通过各种方法真正读懂其意思。当然阅读的时候应该带着问题去有针对性的阅读，搜寻我们想通过阅读得出的最相关的信息。这些阅读技能对应的是雅思绝大部分的细节题：包括填空题，表格题，句子完成题。

6、recognise key points for a summary

辨识概要里面的关键点这两种阅读技能在一定程度上都要求同学们能在阅读的时候区分出主旨和细节，以及主旨里面最核心的关键点。这两种阅读技能往往对应的就是heading题和summary题。要知道往往一篇文章其实都可以用几句话甚至是几个词来概括，那么平时同学们在阅读时一定要随时问自己一个问题：这段话可以用哪一句话概括，这一句话中最重要的一个单词是什么?其他的信息和这个核心句或核心词之间的关系是怎样的?细节和主旨，关键点和其他细节点之间的联系和区别在哪里?如果能回答这几个问题，这个阅读技能你也应该掌握了。但其实掌握了某种阅读技能就意味着你在阅读时要随时使用这种技能，技能不拿来应用又有什么意义呢?

7、group pieces of information in a text in accordance with salient criteria

根据明显的标准对文章中的信息进行归类这种阅读技能反映在题型上就是分类题或者是配对题。作者在论述过程中的很多信息其实是有内在关联的，文章之所以是一个整体就是因为这种关联性。在阅读过程当中要随时问问自己句子之间的关系是什么，信息和信息之间的关系是什么，作者是按照一个什么样的逻辑顺序来展开他的文章的。只有这样你才能真正看出那么多纷繁复杂的信息之间的关系并为它们进行归类。其实这和上文中提到的很多阅读技能一样，既是有效阅读的手段，也是检验你是否有效阅读的工具。

8、extract information from a prose text to put into a diagrammatic representation

从文章中摘取相关的信息填入图表图表在雅思听力，阅读，写作中都会出现。而使用图表来一幕了然地表达相关的文字信息或者用文字信息简洁地表示出图表也是一种非常重要的工作学习技能。因此同学们平时在阅读时候碰到带有图表的文字要留意图表和文字之间的对应关系。

雅思阅读应试技巧及方法

在雅思阅读考试前考生除了需要有扎实的阅读功底，还需要掌握一定的应试技巧和考场临场发挥应变能力。今天小编为大家准备的是雅思阅读应试技巧及方法，希望大家在考试前做一些这方面的功课，不要在考试当天再去临时抱佛脚。

技巧分享

首先考生要明白，雅思阅读考试考察的阅读理解能力和阅读技巧，而不是你能否看懂文章。建议考生多做阅读速读训练，也就是学会扫读和略读。扫读就是根据关键词，定位到相关语段，迅速寻找答案，略读适合应用在雅思阅读题型中的段落标记题，略读能更好的抓住文章的中心句段及关键信息。

文章难易度预判

雅思阅读文章是有难易度的，考生要根据文章难易度合理安排做题时间，本身时间就很紧张，第一篇文章预留10-12分钟，第二篇和第三篇文章难度大预留20分钟，留下5分钟检查答案，基本就差不多了。建议考生在模考时进行计时，精确到每一篇文章的做题时间，先易后难提升做题效率，难题后做，难度大的文章后做。

具体步骤如下：

阅读文章前先扫读题目，根据题型及关键词进行扫读和略读。特征性强的题目先做，遇到需要同义替换或细节题，可放到最后做。按照题目顺序做题，如遇到信息匹配题等乱序题，则考虑放到最后做。

审题重要性

审题是最为关键的，做好审题包括：题型分析、关键词划分、题目意图分析等。根据题型分析，考生可选择做题顺序;而划分关键词则能帮助考生尽快定位文章答案范围;做好题目意图分析也就是掌握文章大意。

雅思阅读临场经验之适当取舍

考试过程中难免会遇到难题，生词和不确定的答案，考生不要过度纠结在题目上，遵循一个原则，能拿到的分一个不能少，难拿的分数尽量拿。不要在个别题目上停留太久，捡了芝麻丢了西瓜。