【导语】“胖鼠鼠”通过精心收集，向本站投稿了7篇托福阅读真题解析，下面是小编为大家整理后的托福阅读真题解析，仅供参考，欢迎大家阅读，一起分享。
篇1：托福阅读真题解析
Passage Three学科分类：生物
题目：The day length and reproductive time in animal
内容回忆：
第1段提出 动物一般都会在食物充分的时候生产，如果食物不够，后代不足以生存，那动物如何判断呢。有很多的环境线索，其中最重要的是日长，日长不但影响动物繁殖和生产还影响动物的迁徙和冬眠;
第2，3段讲到这日长影响动物的理论在1900初提出，后来在19得到论证，通过研究者多年观察某种鸟类迁徙过程，发现其都是固定时间生产和迁徙，发现比起时间，日照和温度的影响更大;
第4段讲热带因为日照季节差别小，所以不根据日照生产，但是人工条件下发现日照还是有影响的;最后讲到日长对动物繁殖生产有影响，但是影响不同。一般大的哺乳动物怀孕4-7月，但是马要怀孕11月。
词汇题：
1.formulate = investigate
2.invariable = always
3.retained = kept
篇2：托福阅读真题解析
Passage Two学科分类：生物
题目：The north long-neck turtle
内容回忆：
第1段介绍了生活在澳洲热带的long-neck turtle，它们的栖息地非常地特殊，会随着干湿两季的不同，改变栖息地;
第2段讲到研究者们找了两年也没有找到这种龟的栖息地，但是当地的土著人知道，他们知道这种龟会将蛋产在水下。为了验证这个说法，研究者在水下放了很多radio transmitter，turtle下蛋的时候，transmitter会附在蛋上，结果真的发现，long-neck turtle会在水下14-17米的泥下下蛋;
第3段讲为什么turtle会选这里下蛋，这和它们生存的环境有关，它们生存的环境没有稳定的水，干湿两季是主要原因。
第4段讲到 为什么这种龟下蛋在水下，蛋可以生存下来，不同于别的蛋，它们的蛋特别抗压。
词汇题：
1.ingenious = comprehensive
2.feat = achievement
3.bizarre = strange
4.unpredictable = viable
篇3：托福阅读真题解析
Passage One学科分类：生物
题目：Body temperature
内容回忆：
第1段动物需要保持体温，还需要将热量传输到表面皮肤。表面的温度低于内部才会产生热量的传输。
第2段产生热量的是少部分器官，比如人体中的chest，abdomen，brain产生的热量就占所有热量的72%。
第3段运动的时候，会产生更多的热量，要比平时多上十多倍的热量，主要是肌肉产生。
第4段说的内部温度也不是都一样的，inner的温度保持恒定，但是器官直接也有温度差，可能会有0.5度的差别。
第5，6段主要讲热量是怎么传输到表面的。最后两段主要内容讲到，体温会根据日常的活动调节，不同的动物会不一样。比如夜行动物在夜间体温高，白天低。
词汇题：
1.uniform = constant
2.considerably = greatly
3.significance = importance
4.roughly = approximately
篇4：托福阅读真题解析
Passage Four学科分类：历史
题目：The United State interstate highway system
内容回忆：
第1段提出北美高速系统的建立，在1956年提出，1990年建立。主要还提到这个系统的三好处，加速，安全等等;
第2段讲到缺点，路的选择少，要绕，所以更费燃料，造成更大污染;
第3，4段讲这对老城区的巨大伤害，因为规划站在whole state的角度，对个别城市和古老社区考虑不周，造成破坏和萧条;
第5段讲到造成了new order，更多中心在郊区发展起来，更多人会在周末假期出去玩。;最后说到highway system和subway系统的重和。
词汇题：
1.alter = change
2.integrated = combined
3.hasten = sped up
篇5：托福阅读真题及答案解析
托福阅读真题练习：声音的文本+题目+答案
托福阅读文本：
A number of factors related to the voice reveal the personality of the speaker. The first is the broad area of communication, which includes imparting information by use of language, communicating with a group or an individual, and specialized communication through performance. A person conveys thoughts and ideas through choice of words, by a tone of voice that is pleasant or unpleasant, gentle or harsh, by the rhythm that is inherent within the language itself, and by speech rhythms that are flowing and regular or uneven and hesitant, and finally, by the pitch and melody of the utterance. When speaking before a group, a person's tone may indicate unsureness or fright, confidence or calm. At interpersonal levels, the tone may reflect ideas and feelings over and above the words chosen, or may belie them. Here the conversant's tone can consciously or unconsciously reflect intuitive sympathy or antipathy, lack of concern or interest, fatigue, anxiety, enthusiasm or excitement, all of which are usually discernible by the acute listener. Public performance is a manner of communication that is highly specialized with its own techniques for obtaining effects by voice and /or gesture. The motivation derived from the text, and in the case of singing, the music, in combination with the performer's skills, personality, and ability to create empathy will determine the success of artistic, political, or pedagogic communication.
Second, the voice gives psychological clues to a person's self-image, perception of others, and emotional health. Self-image can be indicated by a tone of voice that is confident, pretentious, shy, aggressive, outgoing, or exuberant, to name only a few personality traits. Also the sound may give a clue to the facade or mask of that person, for example, a shy person hiding behind an overconfident front. How a speaker perceives the listener's receptiveness, interest, or sympathy in any given conversation can drastically alter the tone of presentation, by encouraging or discouraging the speaker. Emotional health is evidenced in the voice by free and melodic sounds of the happy, by constricted and harsh sound of the angry, and by dull and lethargic qualities of the depressed.
托福阅读题目：
1. What does the passage mainly discuss?
(A) The function of the voice in performance
(B) The connection between voice and personality
(C) Communication styles
(D) The production of speech
2. What does the author mean by stating that, “At interpersonal levels, tone may reflect ideas and
feelings over and above the words chosen” (lines 9-10)?
(A) Feelings are expressed with different words than ideas are.
(B) The tone of voice can carry information beyond the meaning of words.
(C)A high tone of voice reflects an emotional communication.
(D) Feelings are more difficult to express than ideas.
3. The word “Here” in line 10 refers to
(A) interpersonal interactions
(B) the tone
(C) ideas and feelings
(D) words chosen
4. The word “derived” in line 15 is closest in meaning to
(A) discussed
(B) prepared
(C) registered
(D) obtained
5. Why does the author mention “artistic, political, or pedagogic communication” in line 17?
(A)As examples of public performance
(B)As examples of basic styles of communication
(C) To contrast them to singing
(D) To introduce the idea of self-image
6.According to the passage , an exuberant tone of voice, may be an indication of a person's
(A) general physical health
(B) personality
(C) ability to communicate
(D) vocal quality
7.According to the passage , an overconfident front may hide
(A) hostility
(B) shyness
(C) friendliness
(D) strength
8. The word “drastically” in line 24 is closest in meaning to
(A) frequently
(B) exactly
(C) severely
(D) easily
9. The word “evidenced” in line 25 is closest in meaning to
(A) questioned
(B) repeated
(C) indicated
(D) exaggerated
10.According to the passage , what does a constricted and harsh voice indicate?
(A) lethargy
(B) depression
(C) boredom
(D) anger
托福阅读答案：
BBADABBCCD
托福阅读真题练习：水彩画的文本+题目+答案
托福阅读文本：
The year 1850 may be considered the beginning of a new epoch in America art, with respect to the development of watercolor painting. In December of that year, a group of thirty artists gathered in the studio of John Falconer in New York City and drafted both a constitution and bylaws, establishing The Society for the Promotion of Painting in Water Color. In addition to securing an exhibition space in the Library Society building in lower Manhattan, the society founded a small school for the instruction of watercolor painting. Periodic exhibitions of the members' paintings also included works by noted English artists of the day, borrowed from embryonic private collections in the city. The society's activities also included organized sketching excursions along the Hudson River. Its major public exposure came in 1853, when the society presented works by its members in the “Industry of All Nations” section of the Crystal Palace Exposition in New York.
The society did not prosper, however, and by the time of its annual meeting in 1854 membership had fallen to twenty-one. The group gave up its quarters in the Library Society building and returned to Falconer's studio, where it broke up amid dissension. No further attempt to formally organize the growing numbers of watercolor painters in New York City was made for more than a decade. During that decade, though, Henry Warren's Painting in Water Color was published in New York City in 1856 — the book was a considerable improvement over the only other manual of instruction existing at the time, Elements of Graphic Art, by Archibald Roberson,published in 1802 and by the 1850's long out of print.
In 1866 the NationalAcademy of Design was host to an exhibition of watercolor painting in its elaborate neo-Venetian Gothic building on Twenty-Third Street in New York City. The exhibit was sponsored by an independent group called The Artists Fund Society. Within a few months of this event, forty-two prominent artists living in and near New York City founded The American Society of Painters in Water Colors.
托福阅读题目：
1. This passage is mainly about
(A) the most influential watercolor painters in the mid-1800's
(B) efforts to organize watercolor painters in New York City during the mid-1800's
(C) a famous exhibition of watercolor paintings in New York City in the mid-1800's
(D) styles of watercolor painting in New York City during the mid-1800's
2. The year 1850 was significant in the history of watercolor painting mainly because
(A) a group of artists established a watercolor painting society
(B) watercolor painting was first introduced to New York City
(C) John Falconer established his studio for watercolor painters
(D) The first book on watercolor painting was published
3. The word “securing” in line 5 is closest in meaning to
(A) locking
(B) creating
(C) constructing
(D) acquiring
4. All of the following can be inferred about the Society for the promotion of Painting in
Watercolor EXCEPT:
(A) The society exhibited paintings in lower Manhattan.
(B) Instruction in watercolor painting was offered by members of the society
(C) The society exhibited only the paintings of its members.
(D) Scenes of the Hudson River appeared often in the work of society members.
5. The exhibition at the Crystal Palace of the works of the Society for the Promotion of Painting in
Watercolor was significant for which of the following reasons?
(A) It resulted in a dramatic increase in the popularity of painting with watercolor.
(B) It was the first time an exhibition was funded by a private source.
(C) It was the first important exhibition of the society's work.
(D) It resulted in a large increase in the membership of the society.
6. The word “it” in line 15 refers to
(A) time
(B) group
(C) building
(D) studio
7. Which of the following is true of watercolor painters in New York City in the late 1850's?
(A) They increased in number despite a lack of formal organization.
(B) They were unable to exhibit their paintings because of the lack of exhibition space.
(C) The Artists Fund Society helped them to form The American Society of Painters in Water
Colors.
(D) They formed a new society because they were not allowed to join groups run by other kinds of
artists.
8. Henry Warren's Painting in Water Color was important to artists because it
(A) received an important reward
(B) was the only textbook published that taught painting
(C) was much better than an earlier published fundamental of instruction
(D) attracted the interest of art collectors
9. The word “considerable” in line 19 is closest in meaning to
(A) sensitive
(B) great
(C) thoughtful
(D) planned
10. The year 1866 was significant for watercolor painting for which of the following reasons?
(A) Elements of GraphicArt was republished.
(B) Private collections of watercolors were first publicly exhibited.
(C) The neo-Venetian Gothic building on Twenty-Third Street in New York City was built.
(D) The NationalAcademy of Design held an exhibition of watercolor paintings.
11. The word “prominent” in line 25 is closest in meaning to
(A) wealthy
(B) local
(C) famous
(D) organized
托福阅读答案：
BADCC BACBD C
托福阅读真题练习：霍霍坎的文本+题目+答案
托福阅读文本：
The observation of the skies has played a special part in the lives and cultures of peoples since the earliest of times. Evidence obtained from a site known as the Hole in the Rock, in Papago Park in Phoenix, Arizona, indicates that it might have been used as an observatory by a prehistoric people known as the Hohokam.
The physical attributes of the site allow its use as a natural calendar/clock. The “hole” at Hole in the Rock is formed by two large overhanging rocks coming together at a point, creating a shelter with an opening large enough for several persons to pass through. The northeast-facing overhang has a smaller opening in its roof. It is this smaller hole that produces the attributes that may have been used as a calendar/clock.
Because of its location in the shelter's roof, a beam of sunlight can pass through this second hole and cast a spot onto the shelter's wall and floor. This spot of light travels from west to east as the sun moves across the sky. It also moves from north to south and back again as the Earth travels around the Sun, the west-to-east movement could have been used to establish a daily clock, much like a sundial, while the north-to-south movement could have been used to establish a seasonal calendar.
The spot first appears and starts down the surface of the wall of the shelter at different times of the morning depending on the time of the year. The spot grows in size from its first appearance until its maximum size is achieved roughly at midday. It then continues its downward movement until it reaches a point where it jumps to the floor of the shelter. As the Sun continues to move to the west, the spot continues to move across the shelter floor and down the butte, or hill, toward a group of small boulders. If a person is seated on a certain one of these rocks as the spot reaches it, the Sun can be viewed through the calendar hole. This occurs at different times in the afternoon depending on the time of year.
托福阅读题目：
1. What does the passage mainly discuss?
(A) observations of the stars by ancient people
(B) rock formations of Arizona
(C) a site used by ancient people to measure time
(D) the movement of the earth around the Sun
2. The word “obtained” in line 2 is closest in meaning to
(A) acquired
(B) transported
(C) covered
(D) removed
3. The word “attributes” in line 5 is closest in meaning to
(A) changes
(B) characteristics
(C) locations
(D) dimensions
4. The word “its” in line 10 refers to
(A) roof
(B) beam
(C) hole
(D) spot
5. The word “establish” in line 15 is closest in meaning to
(A) create
(B) locate
(C) consult
(D) choose
6. Which of the following is NOT true of the spot of light?
(A) It is caused by sunlight passing through a hole.
(B) It travels across the roof of the shelter.
(C) Its movement is affected by the position of the Sun.
(D) It movement could have been used to estimate the time of day.
7. From which of the following can be the time of year be determined?
(A) The movement of the spot of light from west to east
(B) The speed with which the spot of light moves
(C) The movement of the spot of light from north to south
(D) The size of the sport of light at midday
8. The word “roughly” in line 18 is closest in meaning to
(A) finally
(B) harshly
(C) uneasily
(D) approximately
9. The passage mentions that the Hole in the Rock was used as all of the following EXCEPT
(A) a calendar
(B) a home
(C) a clock
(D) an observatory
10. Which of the following can be inferred from the fourth paragraph?
(A) The boulders are located below the rock shelter.
(B) The person seated on the rock cannot see the shelter.
(C)After it passes the boulders, the spot of light disappears.
(D) The spot of light is largest when it first appears.
托福阅读答案：
CABCA BCDBA
篇6：新托福阅读真题全解析
新托福阅读真题全解析
文章内容小结题
这是托福阅读考试中经常出现的题目。顾名思义，是对全文内容的总结，考察的是对文章主旨和段落主旨的把握。正确选项是一些总结性的选项，错误选项的特点是：与原文不符，原文没有提到，或者是次要信息。次要信息也就是文中提到的某个细节性的信息，次要信息的选项具有极大的干扰，在做题时应注意识别。
句子简化题
这种题型的主要考查目的是：考查理解文章中某一特定复杂句子所传达的基本内容，并不受细枝末节的干扰，用简化的句子表达原句基本内容的能力。因此，语法水平在解题过程中就显得尤为重要。这种题目在托福阅读中的具体表现是题目中有“high sentence”。
修辞目的题
这是托福阅读题型中比较难得分的题目，这种题目注重考察单词，短语或句子在句子之内或句子之间起到的作用，这就要求平时阅读时，在涉猎原文细节信息的基础之上，要有意识地注意句子之间的逻辑关系以及段落的结构。
事实否定题
在解答这种题目的时候首先要注意的是避免惯性思维的影响。平时在做题习惯当中，看到与原文相符或者和原文一样的选项就选，但是到了这个题目，需要选择不属于题干内容或者与原文相反的选项，这是需要注意的一点。
插空题
这些题目中的一些较为复杂的逻辑关系会可能会造成失分。在解答托福阅读插空题，首要任务就是要找到线索词。也就是能够让了解句子之间逻辑或者语法联系的词，线索词亦是解题的关键。
如何快速完成托福阅读插句题：
1. 在段落之前的空，99%错误率!因为每段的中心容易出现在第一句，如果把第一句改变了，也就改变句意了。但同时请注意【两段式的插句题】，第二个段落前面或第一个段落后面的空反而容易是正确的!
2. 空后有代词this, these, that, those, he, she, they, it, such, each, other, one, another, both, each, anybody, none, some, any….的，一般来说是不对的，缘由是【代词不能跨距!】，如果在代词前面加了一句话，就会改变代词的指代对象。但是也是有例外的，比如该段只有一个主语，其他各句出现连续指代前句，就无法排除后有代词的选项。
3. 插入句中存在指代关系this, these, that, those, he, she, they, it, such, each, other, one, another, both, each, anybody, none, some, any….，一般不选择整段最前面的空!这是根据插入句本身无足轻重的地位决定的，一般不会考核段间承接关系，但【两段式插句题除外】!
4. 优先考虑【段落最后的空】，注意!这里说的是段落最后的，而不是最后一个空!(因为有时候最后一个空在段中)。因为放在最末尾，本身对文章没什么影响，所以，优先考虑这个空!
5. 空后有时间点，例如 ■ In 1832, ….，而本句又不强调事件，一般不做选择，时间一般和前句发生的时间承接较为紧密，不可拆分。
6. 空后出现转折however/ but....、因果Because, as....、递进what's more/ in addition/ first/ second….【90%】高频情况下作为最次要的考虑位置!因为插入句承起不到那么强悍的、连接句间逻辑关系作用的!但经过详细排查位置之后，无奈之下但能对应或前或后的信息，则可放入!
7. 插入句中若出现积极或消极概念，有两种可能，第一、插入句为消极和前句构成转折对立，则前一句存在积极概念;第二、插入句和前句构成递进解释，则前一句为存在消极概念。
解析新托福阅读考试题型：
第一种题型： 词汇题与以往的老TOEFL相比这个题型是太多没有发生改变：
The word X in the passage is closet in meaning to
第二种题型： 代词指代题 同老TOEFL,只不过去掉了行数,用加黑的方式让同学们发现所在.
The word X in the passage refers to托福考试 雅思考试托福考试时间雅思考试时间
第三种题型： 细节题 依然考查我们对于文章细节的把握能力
factual information and negative factual information question.
第四种题型： 推理题 文章中明确给出所要推理的内容,如给你结果让你推原因等
which of the following can be inferred about X?
The author of the passage implies that X.....
第五种题型： 插入句子题：这种题是新TOEFL新增题型,给出一句话让我们来判断这句话应加入一个段落四个方块的哪个部分用鼠标双击所选的黑色方块即可.这种题目本身不难做,因为需要加入的句子有明确的提示,如This is a question that has puzzled scientists for ages.要求将这句话插入一段话中.我们只需要找到关健词question就可以直接去找哪句话可能是作者提出的问题,将这句话加在那句话之后即可.
托福阅读答题技巧：
1.扩大托福词汇量
从某种意义上来讲，词汇量的大小是TOEFL阅读理解高分的基础和关键。如果词汇量没有达到基本要求(五千以上)，纵然你有“葵花宝典”在手，也只能命丧ETS的“毒招”之下。所以，以牺牲词汇量为代价的技巧练习简直是一味巨毒无比的“五毒散”。
2.通过练习使学生养成高效的阅读方法--即所谓的托福阅读技巧
TOEFL的阅读量非常大，一般的中国考生根本无法把文章全部读完，所谓的“扫读法”、“跳读法”和“略读法”也只能适用于少数类型的文章，根本不能解决本质问题。那么，文章到底应该怎么读法呢?一句话，主动地阅读文章的关键部位。所谓主动是指不能象一般的阅读那样完全被动地接受信息，而应该不断的进行思考和预测;所谓关键部位，主要是每一段的开头和结尾部分。由于TOEFL的阅读理解文章全部选自于正式出版物，文章的逻辑结构非常完整和严谨，而且出现的逻辑模式也是屈指可数。经过系统的训练，考生的预测可以做到非常准确的程度。这样，通过阅读文章的几处关键部位，就能很快地把握整个文章的结构和内在的逻辑关系，也就解决了问题的70%。
3.解题训练
排除法恐怕是一直以来大多数学生在解阅读理题目时使用最多的方法。事实上，这种方法具有致命的缺点：干扰大、费时间。更有效和迅速的办法是读完题干之后，就在脑子反映出一个模糊的或者是不完整的答案，然后直接在选项中寻找接近的答案进行判断。这种能力必须在平时的训练和讲解中逐渐养成和加强，决非什么技巧之类的东西可以替代。
托福阅读如何应对词汇题
Tip 1: 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，经常会有学生来问要怎么背，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。
3、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。
Tip 2: 词根词缀
有了一定的单词基础，那么通过词根词缀去猜单词也不成问题了。而且除了单词有同义词，词根词缀也有同义关系。例如都是表达否定的同义前缀就有in-，un, non-，dis-等等，表示否定的后缀有-less，所以当看到题目中的单词有这类的否定含义，那么就可以去找选择项中也有否定前缀和后缀的词，也许就是正确选项，因为都是具有否定关系的。例如incalculable和unmeasured就是一组同义词。所以对于一些常见词缀词根是需要考生记忆的。具体有哪些可以参见一些英语字典的附录。
Tip 3: 逻辑关系
逻辑关系主要是看上下文及背景内容。比较常见的逻辑关系是并列，转折，因果，递进等，所以考生要特别注意记忆逻辑关系连接词。例如这句话The heavy amounts of heat and pollution rising form cities both delay and stimulate the fall of precipitation, depriving some areas of rain while drenching others.这句话中出现一个逻辑关系连接词while，这个词是表示一种转折，意思是然而，所以drenching和之前的动作depriving构成了反义关系，depriving意思是剥夺，所以drenching可以猜测其意可能与剥夺相反，前文为剥夺了一些地方的雨，那么相反就是给予另一些地方更多的雨，所以可以看到选择项中C. Thoroughly wetting就是表达了多雨这个意思。而drenching本意就是湿透的意思。
Tip 4：代入验证
由于新托福的题目都是单选题，所以范围已经缩小到四选一，尤其是对词汇题来说，有一种方法就是将选项中的词放入到原文中去阅读，看意思与上下文是否合拍通顺，如文章中选择的单词前后有介词，就更能显出代入验证的好处。例如有这样一句话：When hoisted up in the sky, the microscopic particles act as... 选择项则为A. Lifted B. Grouped C. returned D. pointed, 四个选项代入后，发现只有A选项能和后面的介词UP连接通顺，所以答案就是A选项，表示升起的意思。
托福阅读备考的基本技能
Academic Reading Skills
The Reading section measures test takers’ ability to understand university-level academic texts and passages. In English-speaking academic environments students are expected to read and understand information from textbooks and other types of academic material. Below are three possible purposes for academic reading.
Reading purposes include
1. Reading to find information, which involves
effectively scanning text for key facts and important information
increasing reading fluency and rate
2. Basic comprehension, which requires the reader to
understand the general topic or main idea, major points, important facts and details, vocabulary in context, and pronoun references.
make inferences about what is implied in a passage
3. Reading to learn, which depends on the ability to
recognize the organization and purpose of a passage
understand relationships between ideas (for example, compare-and-contrast, cause-and-effect, agree-disagree, or steps in a process)
organize information into a category chart or a summary in order to recall major points and important details
infer how ideas throughout the passage connect
The TOEFL iBT test includes three basic categories of academic texts. The categories are based on the author’s objectives:
Exposition
Argumentation
Historical biographical/event narrative
Test takers do not need any special background knowledge to correctly answer the questions in the Reading section; all the information needed to answer the questions is contained in the passages.
Test takers must read through or scroll to the end of each passage before receiving questions on that passage. Once the questions appear, the passage is located on the right side of the computer screen, and the questions are on the left.
篇7：TPO托福阅读真题答案及解析
托福阅读真题：
The Long-Term Stability of Ecosystems
Plant communities assemble themselves flexibly, and their particular structure depends on the specific history of the area. Ecologists use the term “succession” to refer to the changes that happen in plant communities and ecosystems over time. The first community in a succession is called a pioneer community, while the long-lived community at the end of succession is called a climax community. Pioneer and successional plant communities are said to change over periods from 1 to 500 years. These changes—in plant numbers and the mix of species—are cumulative. Climax communities themselves change but over periods of time greater than about 500 years.
An ecologist who studies a pond today may well find it relatively unchanged in a year’s time. Individual fish may be replaced, but the number of fish will tend to be the same from one year to the next. We can say that the properties of an ecosystem are more stable than the individual organisms that compose the ecosystem.
At one time, ecologists believed that species diversity made ecosystems stable. They believed that the greater the diversity the more stable the ecosystem. Support for this idea came from the observation that long-lasting climax communities usually have more complex food webs and more species diversity than pioneer communities. Ecologists concluded that the apparent stability of climax ecosystems depended on their complexity. To take an extreme example, farmlands dominated by a single crop are so unstable that one year of bad weather or the invasion of a single pest can destroy the entire crop. In contrast, a complex climax community, such as a temperate forest, will tolerate considerable damage from weather to pests.
The question of ecosystem stability is complicated, however. The first problem is that ecologists do not all agree what “stability” means. Stability can be defined as simply lack of change. In that case, the climax community would be considered the most stable, since, by definition, it changes the least over time. Alternatively, stability can be defined as the speed with which an ecosystem returns to a particular form following a major disturbance, such as a fire. This kind of stability is also called resilience. In that case, climax communities would be the most fragile and the least stable, since they can require hundreds of years to return to the climax state.
Even the kind of stability defined as simple lack of change is not always associated with maximum diversity. At least in temperate zones, maximum diversity is often found in mid-successional stages, not in the climax community. Once a redwood forest matures, for example, the kinds of species and the number of individuals growing on the forest floor are reduced. In general, diversity, by itself, does not ensure stability. Mathematical models of ecosystems likewise suggest that diversity does not guarantee ecosystem stability—just the opposite, in fact. A more complicated system is, in general, more likely than a simple system to break down. A fifteen-speed racing bicycle is more likely to break down than a child’s tricycle.
Ecologists are especially interested to know what factors contribute to the resilience of communities because climax communities all over the world are being severely damaged or destroyed by human activities. The destruction caused by the volcanic explosion of Mount St. Helens, in the northwestern United States, for example, pales in comparison to the destruction caused by humans. We need to know what aspects of a community are most important to the community’s resistance to destruction, as well as its recovery.
Many ecologists now think that the relative long-term stability of climax communities comes not from diversity but from the “patchiness” of the environment, an environment that varies from place to place supports more kinds of organisms than an environment that is uniform. A local population that goes extinct is quickly replaced by immigrants from an adjacent community. Even if the new population is of a different species, it can approximately fill the niche vacated by the extinct population and keep the food web intact.
Paragraph 1: Plant communities assemble themselves flexibly, and their particular structure depends on the specific history of the area. Ecologists use the term “succession” to refer to the changes that happen in plant communities and ecosystems over time. The first community in a succession is called a pioneer community, while the long-lived community at the end of succession is called a climax community. Pioneer and successional plant communities are said to change over periods from 1 to 500 years. These changes—in plant numbers and the mix of species—are cumulative. Climax communities themselves change but over periods of time greater than about 500 years.
TPO托福阅读题目
1. The word “particular” in the passage is closest in meaning to
○Natural
○Final
○Specific
○Complex
2. According to paragraph 1, which of the following is NOT true of climax communities?
○They occur at the end of a succession.
○They last longer than any other type of community.
○The numbers of plants in them and the mix of species do not change.
○They remain stable for at least 500 years at a time.
Paragraph 2: An ecologist who studies a pond today may well find it relatively unchanged in a year’s time. Individual fish may be replaced, but the number of fish will tend to be the same from one year to the next. We can say that the properties of an ecosystem are more stable than the individual organisms that compose the ecosystem.
3. According to paragraph 2, which of the following principles of ecosystems can be learned by studying a pond?
○Ecosystem properties change more slowly than individuals in the system.
○The stability of an ecosystem tends to change as individuals are replaced.
○Individual organisms are stable from one year to the next.
○A change in the members of an organism does not affect an ecosystem’s properties
Paragraph 3: At one time, ecologists believed that species diversity made ecosystems stable. They believed that the greater the diversity the more stable the ecosystem. Support for this idea came from the observation that long-lasting climax communities usually have more complex food webs and more species diversity than pioneer communities. Ecologists concluded that the apparent stability of climax ecosystems depended on their complexity. To take an extreme example, farmlands dominated by a single crop are so unstable that one year of bad weather or the invasion of a single pest can destroy the entire crop. In contrast, a complex climax community, such as a temperate forest, will tolerate considerable damage from weather of pests.
4. According to paragraph 3, ecologists once believed that which of the following illustrated the most stable ecosystems?
○Pioneer communities
○Climax communities
○Single-crop farmlands
○Successional plant communities
Paragraph 4: The question of ecosystem stability is complicated, however. The first problem is that ecologists do not all agree what “stability” means. Stability can be defined as simply lack of change. In that case, the climax community would be considered the most stable, since, by definition, it changes the least over time. Alternatively, stability can be defined as the speed with which an ecosystem returns to a particular form following a major disturbance, such as a fire. This kind of stability is also called resilience. In that case, climax communities would be the most fragile and the least stable, since they can require hundreds of years to return to the climax state.
5. According to paragraph 4, why is the question of ecosystem stability complicated?
○The reasons for ecosystem change are not always clear.
○Ecologists often confuse the word “stability” with the word “resilience.”
○The exact meaning of the word “stability” is debated by ecologists.
○There are many different answers to ecological questions.
6. According to paragraph 4, which of the following is true of climax communities?
○They are more resilient than pioneer communities.
○They can be considered both the most and the least stable communities.
○They are stable because they recover quickly after major disturbances.
○They are the most resilient communities because they change the least over time.
Paragraph 5: Even the kind of stability defined as simple lack of change is not always associated with maximum diversity. At least in temperate zones, maximum diversity is often found in mid-successional stages, not in the climax community. Once a redwood forest matures, for example, the kinds of species and the number of individuals growing on the forest floor are reduced. In general, diversity, by itself, does not ensure stability. Mathematical models of ecosystems likewise suggest that diversity does not guarantee ecosystem stability—just the opposite, in fact. A more complicated system is, in general, more likely than a simple system to break down. (A fifteen-speed racing bicycle is more likely to break down than a child’s tricycle.)
7. Which of the following can be inferred from paragraph 5 about redwood forests?
○They become less stable as they mature.
○They support many species when they reach climax.
○They are found in temperate zones.
○They have reduced diversity during mid-successional stages.
8. The word “guarantee” in the passage is closest in meaning to
○Increase
○Ensure
○Favor
○Complicate
9. In paragraph 5, why does the author provide the information that “(A fifteen-speed racing bicycle is more likely to break down than a child’s tricycle)”?
○To illustrate a general principle about the stability of systems by using an everyday example
○To demonstrate that an understanding of stability in ecosystems can be applied to help understand stability in other situations
○To make a comparison that supports the claim that, in general, stability increases with diversity
○To provide an example that contradicts mathematical models of ecosystems
Paragraph 6: Ecologists are especially interested to know what factors contribute to the resilience of communities because climax communities all over the world are being severely damaged or destroyed by human activities. The destruction caused by the volcanic explosion of Mount St. Helens, in the northwestern United States, for example, pales in comparison to the destruction caused by humans. We need to know what aspects of a community are most important to the community’s resistance to destruction, as well as its recovery.
10. The word “pales” in the passage is closest in meaning to
○Increases proportionally
○Differs
○Loses significance
○Is common
Paragraph 7：Many ecologists now think that the relative long-term stability of climax communities comes not from diversity but from the “patchiness” of the environment, an environment that varies from place to place supports more kinds of organisms than an environment that is uniform. A local population that goes extinct is quickly replaced by immigrants from an adjacent community. Even if the new population is of a different species, it can approximately fill the niche vacated by the extinct population and keep the food web intact.
11.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incurred choices change the meaning in important ways or leave out essential information.
○Ecologists now think that the stability of an environment is a result of diversity rather than patchiness.
○Patchy environments that vary from place to place do not often have high species diversity.
○Uniform environments cannot be climax communities because they do not support as many types of organisms as patchy environments.
○A patchy environment is thought to increase stability because it is able to support a wide variety of organisms.
12.The word “adjacent” in the passage is closest in meaning to
○Foreign
○Stable
○Fluid
○Neighboring
Paragraph 6: Ecologists are especially interested to know what factors contribute to the resilience of communities because climax communities all over the world are being severely damaged or destroyed by human activities. The destruction caused by the volcanic explosion of Mount St. Helens, in the northwestern United States, for example, pales in comparison to the destruction caused by humans. We need to know what aspects of a community are most important to the community’s resistance to destruction, as well as its recovery.
13.Look at the four squares [ ] that indicate where the following sentence could be added to the passage.
In fact, damage to the environment by humans is often much more severe than damage by natural events and processes.
Where would the sentence best fit? Click on a square to add the sentence to the passage.
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 sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
The process of succession and the stability of a climax community can change over time.
Answer choices
○The changes that occur in an ecosystem from the pioneer to the climax community can be seen in one human generation.
○A high degree of species diversity does not always result in a stable ecosystem.
○The level of resilience in a plant community contributes to its long-term stability.
○Ecologists agree that climax communities are the most stable types of ecosystems.
○Disagreements over the meaning of the term “stability” make it difficult to identify the most stable ecosystems.
○The resilience of climax communities makes them resistant to destruction caused by humans.
托福阅读真题解析（锦集7篇）
