老托福閱讀試題及答案：PASSAGE6
為了幫助大家備考托福閱讀，提高成績，下面小編給大家?guī)砝贤懈ｉ喿x真題及答案:passage 6，希望大家喜歡!
老托福閱讀試題及答案：PASSAGE 6
Potash (the old name for potassium carbonate) is one of the two alkalis (the other being soda, sodium carbonate) that were used from remote antiquity in the making of glass, and from the early Middle Ages in the making of soap: the former being the product of heating a mixture of alkali and sand, the latter a product of alkali and vegetable oil. Their importance in the communities of colonial North America need hardly be stressed.
Potash and soda are not interchangeable for all purposes, but for glass- or soap-making either would do. Soda was obtained largely from the ashes of certain Mediterranean sea plants, potash from those of inland vegetation. Hence potash was more familiar to the early European settlers of the North American continent.
The settlement at Jamestown in Virginia was in many ways a microcosm of the economy of colonial North America, and potash was one of its first concerns. It was required for the glassworks, the first factory in the British colonies, and was produced in sufficient quantity to permit the inclusion of potash in the first cargo shipped out of Jamestown. The second ship to arrive in the settlement from England included among its passengers experts in potash making.
The method of making potash was simple enough. Logs was piled up and burned in the open, and the ashes collected. The ashes were placed in a barrel with holes in the bottom, and water was poured over them. The solution draining from the barrel was boiled down in iron kettles. The resulting mass was further heated to fuse the mass into what was called potash.
In North America, potash making quickly became an adjunct to the clearing of land for agriculture, for it was estimated that as much as half the cost of clearing land could be recovered by the sale of potash. Some potash was exported from Maine and New Hampshire in the seventeenth century, but the market turned out to be mainly domestic, consisting mostly of shipments from the northern to the southern colonies. For despite the beginning of the trade at Jamestown and such encouragements as a series of acts "to encourage the making of potash," beginning in 1707 in South Carolina, the softwoods in the South proved to be poor sources of the substance.
1. What aspect of potash does the passage mainly discuss?
(A) How it was made
(B) Its value as a product for export
(C) How it differs from other alkalis
(D) Its importance in colonial North America
2. All of the following statements are true of both potash and soda EXPECT:
(A) They are alkalis.
(B) They are made from sea plants.
(C) They are used in making soap.
(D) They are used in making glass.
3. They phrase "the latter" in line 4 refers to
(A) alkali
(B) glass
(C) sand
(D) soap
4. The word "stressed" in line 6 is closest in meaning to
(A) defined
(B) emphasized
(C) adjusted
(D) mentioned
5. The word "interchangeable" in line 7 is closest in meaning to
(A) convenient
(B) identifiable
(C) equivalent
(D) advantageous
6. It can be inferred from the passage that potash was more common than soda in colonial North America because
(A) the materials needed for making soda were not readily available
(B) making potash required less time than making soda
(C) potash was better than soda for making glass and soap
(D) the colonial glassworks found soda more difficult to use
7. According to paragraph 4, all of the following were needed for making potash EXCEPT
(A) wood
(B) fire
(C) sand
(D) water
8. The word "adjunct" in line 22 is closest in meaning to
(A) addition
(B) answer
(C) problem
(D) possibility
9. According to the passage , a major benefit of making potash was that
(A) it could be exported to Europe in exchange for other goods
(B) it helped finance the creation of farms
(C) it could be made with a variety of materials
(D) stimulated the development of new ways of glassmaking
10. According to paragraph 5, the softwoods in the South posed which of the following problems for southern settles?
(A) The softwoods were not very plentiful.
(B) The softwoods could not be used to build houses.
(C) The softwoods were not very marketable.
(D) The softwoods were not very useful for making potash.
正確答案： DBDBC ACABD
托福閱讀的滿分訓(xùn)練方法
1.詞匯
從某種意義上來講，詞匯量的大小是TOEFL閱讀理解高分的基礎(chǔ)和關(guān)鍵。如果詞匯量沒有達到基本要求(五千以上)，縱然你有"葵花寶典"在手，也只能命喪ETS的"毒招"之下。所以，以犧牲詞匯量為代價的技巧練習(xí)簡直是一味巨毒無比。
2.通過練習(xí)使學(xué)生養(yǎng)成高效的閱讀方法——即所謂的閱讀技巧
TOEFL的閱讀量非常大，一般的中國考生根本無法把文章全部讀完，所謂的"掃讀法"、"跳讀法"和"略讀法"也只能適用于少數(shù)類型的文章，根本不能解決本質(zhì)問題。那么，文章到底應(yīng)該怎么讀法呢?一句話，主動地閱讀文章的關(guān)鍵部位。所謂主動是指不能象一般的閱讀那樣完全被動地接受信息，而應(yīng)該不斷的進行思考和預(yù)測;所謂關(guān)鍵部位，主要是每一段的開頭和結(jié)尾部分。由于TOEFL的閱讀理解文章全部選自于正式出版物，文章的邏輯結(jié)構(gòu)非常完整和嚴謹，而且出現(xiàn)的邏輯模式也是屈指可數(shù)。經(jīng)過系統(tǒng)的訓(xùn)練，考生的預(yù)測可以做到非常準確的程度。這樣，通過閱讀文章的幾處關(guān)鍵部位，就能很快地把握整個文章的結(jié)構(gòu)和內(nèi)在的邏輯關(guān)系，也就解決了問題的70%.
3.解題訓(xùn)練
排除法恐怕是一直以來大多數(shù)學(xué)生在解閱讀理題目時使用最多的方法。事實上，這種方法具有致命的缺點：干擾大、費時間。更有效和迅速的辦法是讀完題干之后，就在腦子反映出一個模糊的或者是不完整的答案，然后直接在選項中尋找接近的答案進行判斷。這種能力必須在平時的訓(xùn)練和講解中逐漸養(yǎng)成和加強，決非什么技巧之類的東西可以替代。
除了上述三方面的訓(xùn)練之外，如果能夠?qū)σ恍┗镜谋尘爸R加以補充的話，更能確保閱讀理解的準確率和速度。
怎么提高閱讀理解分數(shù)?
所以對于這部分考生，大家備考時就要特別注意托福閱讀的題型以及主題的練習(xí)，這樣才能_你的托福閱讀考試總是低分的尷尬，下面小編就帶大家一起來認識一下托福閱讀的題型及主題，希望對大家有幫助。
1、題型——注重解題方法
托福閱讀10種題型，除最后的小結(jié)題外大都屬于考查文章細節(jié)的題目。根據(jù)題干中的關(guān)鍵詞定位是至關(guān)重要的一步，然后就是理解。此時如果詞匯量太小怎么辦?事實上做閱讀我們永遠要牢記的就是找句子主干，考查的信息基本都在主干中體現(xiàn)了，
比如：The deer which once picturesquely dotted the meadows around the fort were gone [in 1832], hunted to extermination in order to protect the crops.
這個句子較長，其中有which引導(dǎo)的定語從句，還有hunted… 這個狀語，而解題時我們只需要句子的主干The deer were gone。多數(shù)同學(xué)在做題時有個習(xí)慣就是看到一句話后就開始逐詞閱讀，甚至試圖把它翻譯成中文，這可謂“兵家大忌”。
遇到一句話先抓主干，遇到整段記得掃描段落有無顯眼的連詞，舉例信號詞等，瀏覽每段的主題句。
再說一下小結(jié)題，大多數(shù)考生的切膚之痛。一是做到最后一題時時間已所剩無幾，二是最后一題是對全文的主要內(nèi)容的總結(jié)，相對復(fù)雜。
在課堂中，我一再向?qū)W生強調(diào)把握全文結(jié)構(gòu)及大意的重要性，而如何去把握?
一是做題之前可大概瀏覽文章的標題及每段首句。作為學(xué)術(shù)性的閱讀文章，首句基本都是主題句。尤其是總分結(jié)構(gòu)的文章，比如練習(xí)題6中的Infantile Amnesia, 雖然文章較難理解，但是文中明確提出了三種觀點first，second，third… 那么此類文章小結(jié)題的選項太顯而易見了。再者，文章的每段會對應(yīng)出2-3道題，那么題目中對應(yīng)的部分基本都是段落的核心所在。從這兩點就可以很快了解文章的主要內(nèi)容。所以在進行練習(xí)題練習(xí)時，做題雖不可或缺，但還要注意多加練習(xí)快速閱讀文章的能力。
2、主題——增加背景知識
有部分學(xué)生反映做閱讀時很難投入進去，有一點原因就是對于文章所述內(nèi)容太過陌生，如果你對其略知一二，相信定會有所不同。比如練習(xí)題中有篇文章講到化學(xué)元素周期表，對于高中生來說再熟悉不過了，閱讀的時候半讀半猜，估計也可以理解的八九不離十了。
若考試準備時間充足，可以多加涉獵，擴充自己的知識背景;若時間緊張，則需搞定練習(xí)題套題。根據(jù)文章記憶單詞，并不是文章中出現(xiàn)的每一個“陌生的面孔”都要去熟悉，比如一些繁瑣的專有名詞跳過即可。主要記憶的當然是一些動詞、名詞及形容詞，尤其是出現(xiàn)在句子主干中，與解題有關(guān)的詞匯。
除了詞匯，應(yīng)學(xué)會分析題干及題目，比如題干中出現(xiàn)了effect，conclusion之類的詞，其實已經(jīng)界定了我們尋找的范圍——段落靠后的部分，還有就是觀點性和總結(jié)性的句子永遠會是考察的重點所在。做題的時候?qū)W會分析原文和選項，進行對比，比如句子簡化題，做一題需要看五個長句，似乎很花費時間，但并不需要每個句子都要細看，而是先明確原句的邏輯及主干，抓住選項中的關(guān)鍵點與原句進行比較。
例如：As a result of crustal adjustments and faulting, the Strait of Gibraltar, where the Mediterranean now connects to the Atlantic, opened, and water cascaded spectacularly back into the Mediterranean.A. The strait of Gibraltar reopened when the Mediterranean and the Atlantic became connected and the cascades of water from one sea to the other caused crustal adjustments and faulting.B. The Mediterranean was dramatically refilled by water from the Atlantic when crustal adjustments and faulting opened the Strait of Gibraltar, the place where the two seas are joined.C. The cascades of water from the Atlantic to the Mediterranean were not as spectacular as the crustal adjustments and faulting that occurred when the Strait of Gibraltar was connected to those seas.D. As a result of crustal adjustments and faultin;g and the creation of the Strait of Gibraltar, the Atlantic and Mediterranean were connected and became a single sea with spectacular cascades of water between them.
原句是因果邏輯的句子，先找出其因： crustal adjustments and faulting，果：the Strait opened, and water cascaded spectacularly back into the Mediterranean.接著來看選項：A…. caused crustal adjustments and faulting 顯然是因果倒置了，毫不猶豫地滅掉;C. 因為此選項中出現(xiàn)比較not as spectacular as, 非常惹眼的一個核心詞，而原文中是修飾動詞的副詞spectacularly，并未進行比較，二話不說也排除掉;D. As a result of crustal adjustments and faulting and the creation of the Strait of Gibraltar,… 這原因里怎么多出來一項啊，擄袖子攆人吧!
管中窺豹，可見一斑。由此例可見找關(guān)鍵，作分析可幫助我們快速并且準確的找出選項。值得注意的一點是：無論解題方法多么巧妙，離開了大量的練習(xí)就是“無本之源”。
如何備考托福閱讀?
一、托福閱讀答題順序錯誤
順序影響速度，進而影響考試得分。
考生在托福閱讀答題時究竟是先看文章還是先讀題，就跟“先有雞還是先有蛋”的問題一樣難解，若你還沒有找到一個較合理的做題順序，不妨按照下面的流程來：
先看題，再看每道題目標示出的其對應(yīng)的段落，并在該段中進行考點定位，閱讀，最終選出答案。這樣比較容易取得托福閱讀高分。
二、托福閱讀答題思路錯誤
常聽學(xué)生說“這道題做錯是因為我當時想多了”。托福閱讀的選項之間意思很貼近。而托福閱讀基本是在考paraphrase(釋義)。
那么在做題的時候一定要注意：答案都是在文中能直接找的到的，不要去做任何推斷，哪怕是所謂的推斷題。
三、托福閱讀答題技巧運用不熟練
首先，我們做題時要時刻保持主動性。這里的主動是指在讀文章的時候應(yīng)主動思考并預(yù)判下文以及出題點。并且這招也是很多高分學(xué)員分享的經(jīng)驗。那么，“采取主動預(yù)判的做題方式，能夠幫助你更快的完成題目”這就是一種做題技巧。
不過，知道了技巧和會運用可是兩碼事。如何熟練的運用?要做系統(tǒng)的訓(xùn)練：托福閱讀的每篇文章的邏輯結(jié)構(gòu)都是很嚴謹?shù)?，并且這種嚴謹?shù)倪壿嬆Ｊ揭彩乔缚蓴?shù)。
四、閱讀核心基本功-單詞量不夠
很多25/26分的學(xué)生刷了數(shù)次托福閱讀依舊沒有滿分，分析原因發(fā)現(xiàn)他們有一個共性，那就是單詞背的不扎實。單詞不過關(guān)，很容易對題目和文章內(nèi)容的理解產(chǎn)生偏差。因為你只有看懂了，才會明白題意，才知道如何答題。不以詞匯量為基礎(chǔ)的所有做題技巧都是不可靠的。所以還是得踏踏實實背單詞!
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