托福tpo閱讀真題

現(xiàn)在留學(xué)的學(xué)生越來(lái)越多，留學(xué)可以開(kāi)闊眼界，也能學(xué)習(xí)不一樣的教育體制，而且國(guó)外名校眾多，教育水平也一流。下面小編就來(lái)和大家說(shuō)說(shuō)“托福tpo閱讀真題”這個(gè)問(wèn)題

托福 tpo閱讀真題

托福閱讀文段的結(jié)構(gòu)和出題點(diǎn)都有一定的規(guī)律，比如說(shuō)托福閱讀文段一般是總分總的格式，考生重點(diǎn)關(guān)注首段，尾段，轉(zhuǎn)折句，開(kāi)頭句，基本上就能找到主題句，從這個(gè)方面來(lái)說(shuō)，練習(xí)托福閱讀真題，從中總結(jié)托福閱讀考試經(jīng)驗(yàn)是十分必要的，下面為大家整理一份“TPO托福閱讀真題答案及解析”，希望對(duì)大家有所幫助。

托福閱讀真題：

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.

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.

托福閱讀25分以上必備技能

世界本沒(méi)有長(zhǎng)難句，修飾成分多了，便有了長(zhǎng)難句。閱讀并不難，閱讀過(guò)程中把它分開(kāi)理解其實(shí)很簡(jiǎn)單，第一次讀懂意思再看問(wèn)題，然后帶著問(wèn)題閱讀，就可以找答案了，如果你詞匯量不足，原文大意都讀不懂，那肯定先努力提高單詞量啦。而今天這篇干貨，就是來(lái)幫助大家啃下托福閱讀這塊硬骨頭的，筆記千萬(wàn)要記好哦!

速度大部分來(lái)于短時(shí)間內(nèi)理解長(zhǎng)難句的能力

大家在看長(zhǎng)難句的時(shí)候，多思考，一個(gè)句子為什么這么長(zhǎng)，常見(jiàn)的修飾成分到底有哪些?其實(shí)不多，連詞、非謂語(yǔ)動(dòng)詞、介詞以及同位語(yǔ)或插入語(yǔ)。

根據(jù)托福官方指南的數(shù)據(jù)統(tǒng)計(jì)，中國(guó)考生的閱讀平均分是20分，相對(duì)應(yīng)的題目錯(cuò)誤數(shù)量為11道題。很多考生看到這里蜜汁自信，我們的平均分很高嘛，說(shuō)明閱讀的備考肯定so easy。然而，從全世界各個(gè)參加托?？荚嚨牡赜騺?lái)看，我們的閱讀分?jǐn)?shù)并沒(méi)有很高，只是相對(duì)于更加弱的口語(yǔ)和聽(tīng)力來(lái)說(shuō)，我們的閱讀分?jǐn)?shù)還過(guò)得去而已。所以，如果目標(biāo)學(xué)校是美國(guó)Top50之內(nèi)的考生，這個(gè)分?jǐn)?shù)肯定是遠(yuǎn)遠(yuǎn)不夠的。

許多同學(xué)一直會(huì)抱怨：“我每天都會(huì)刷真題，但是我的閱讀分?jǐn)?shù)一點(diǎn)兒也沒(méi)提高啊?”。

答案很簡(jiǎn)單， 但并不能提高你的英文閱讀能力，就像你想變的瘦一點(diǎn)，每天就往稱上稱一稱，數(shù)字是不會(huì)變的!沒(méi)有真正去認(rèn)真分析不懂的地方，分?jǐn)?shù)當(dāng)然只能原地踏步了。所以，對(duì)于含金量很高的學(xué)術(shù)文章來(lái)說(shuō)，做完題目以后，我們應(yīng)該認(rèn)真把文章看一看，總結(jié)里面的學(xué)術(shù)詞匯、生詞，重新分析一下理解錯(cuò)的句子、段落，這樣借助精讀真題后，我們才能更好的提高能力，提升分?jǐn)?shù)。關(guān)于托福的閱讀部分大家可以從以下幾個(gè)方面來(lái)入手準(zhǔn)備。

詞匯問(wèn)題是閱讀中的十分普遍的，高中畢業(yè)生的詞匯量在3500左右，但是托福考試要求的詞匯量是8000-10000，這種差距有的時(shí)候會(huì)讓考生望而卻步，單詞的積累和沉淀需要時(shí)間，但是正確的學(xué)習(xí)方法和習(xí)慣，往往事半功倍。

首先，對(duì)于基礎(chǔ)詞匯，就是高中+大學(xué)四級(jí)詞匯，大家一定要掌握得很牢靠，每個(gè)單詞要像apple、book一樣熟悉，先查漏補(bǔ)缺。任何學(xué)習(xí)過(guò)程都是循序漸進(jìn)的，只有基礎(chǔ)打牢了，再往高處走，不然就算之后稍稍有了一點(diǎn)小成就，那也是虛幻的空中樓閣。之后，在基礎(chǔ)牢靠的前提下，開(kāi)始進(jìn)入到托福詞匯部分，現(xiàn)在網(wǎng)上的、書(shū)籍的、紙質(zhì)的、包括手機(jī)里的背單詞軟件種類很多，在這里就不贅述了，大家先用心的挑好適合自己的材料就可以。

背誦托福單詞的注意點(diǎn)

1.對(duì)于閱讀部分的單詞，單詞意思放在首位，而不是拼寫(xiě)和發(fā)音，也就是說(shuō)在前幾遍的背誦中，只需要做到看到單詞，迅速反應(yīng)出意思即可。需要注意的是反應(yīng)時(shí)間超過(guò)2秒的，都算是沒(méi)有背下來(lái)，因?yàn)樵谕懈ｉ喿x中，我們的閱讀量很大，要想做完題目，閱讀速度要在100words/min，沒(méi)有很長(zhǎng)時(shí)間給我們思考單詞的意思，所以要十分熟悉單詞、反應(yīng)快。而針對(duì)聽(tīng)力和寫(xiě)作的詞匯，有不同的方法，在今后的相關(guān)文章中也會(huì)提到。

2.一定要大量、多次、重復(fù)的背誦，不要一個(gè)單詞盯很久。比如說(shuō)，10個(gè)單詞，先花5分鐘背第一遍，再花3-4分鐘背第二遍、第三遍，這樣的背誦方法比每個(gè)單詞盯著看3-5分鐘要有效得多，有利于我們集中精力，也不容易產(chǎn)生倦怠感。

3.按照記憶曲線，對(duì)于背過(guò)的單詞要有計(jì)劃的定期重復(fù)，我們才能把單詞從我們大腦中的快速記憶區(qū)挪到長(zhǎng)期記憶區(qū)。比如早上背了10個(gè)單詞重復(fù)了3遍，這些單詞只是暫時(shí)留在了快速記憶區(qū)，隨著時(shí)間的推移，很容易會(huì)遺忘，那么我們可以安排晚上和第二天早上再拿出來(lái)看一遍，兩天以后再?gòu)?fù)習(xí)一遍，一周以后再?gòu)?fù)習(xí)一遍，這些單詞就逐漸轉(zhuǎn)存到了你的長(zhǎng)期記憶區(qū)。在重復(fù)時(shí)發(fā)現(xiàn)有遺忘的部分不要擔(dān)心，這是正?，F(xiàn)象，慢慢重復(fù)你會(huì)發(fā)現(xiàn)忘記的越來(lái)越少，記住的越來(lái)越多。

托福閱讀考試題目回憶

其實(shí)每期的托?？荚嚨恼骖}回憶，也是大家備考的最佳內(nèi)容。那么對(duì)于12月15日和16日兩天的托?？荚嚕唧w的考試題目都有哪些內(nèi)容呢?為大家整理了詳細(xì)的內(nèi)容，供大家參考。

1.青蛙的孵化方式有的是有parents care 有的是沒(méi)有 討論了cost and benefits (Parental Care by Frogs)

2.美國(guó)人如何遷移- 海路 or 陸路

3.洛杉磯的公路發(fā)展(car suburb area)

4. Accounting for the High Density of Planet Mercury

5.Art and Culture of Pacific Northwest Communities

6.The Kingdom of Meroe

通過(guò)上文的內(nèi)容介紹，大家對(duì)“托福tpo閱讀真題”大家是不是有了一個(gè)大致的了解呢？如果大家還想了解更詳細(xì)、更多的相關(guān)內(nèi)容，則可以繼續(xù)關(guān)注本頻道，也可以向本頻道咨詢。

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