托福阅读真题TOEFL汇总

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新托福阅读背景知识精选5篇

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托福阅读真题1

PASSAGE 25

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.

The second era was initiated in the early decades of the twentieth century and might be called the vitamin period. Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of vitamin deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of them.

In the third era of nutritional history in the early 1950's to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.

1. What does the passage mainly discuss?

(A) The effects of vitamins on the human body

(B) The history of food preferences from the nineteenth century to the present

(D) Nutritional practices of the nineteenth century

2. It can be inferred from the passage that which of the following discoveries was made during the first era in the history of nutrition?

(A) Protein was recognized as an essential component of diet.

(B) Vitamins were synthesized from foods.

(D) Certain foods were found to be harmful to good health.

3. The word tempting in line 12 is closest in meaning to

(A) necessary

(B) attractive

(D) correct

4. It can be inferred from the passage that medical schools began to teach concepts of nutrition

in order to

(A) convince medical doctors to participate in research studies on nutrition

(B) encourage medical doctors to apply concepts of nutrition in the treatment of disease

(D) support the creation of artificial vitamins

5. The word Reckless in line 18 is closest in meaning to

(A) recorded

(B) irresponsible

(D) urgent

6. The word 'them in line 19 refers to

(A) therapies

(B) claims

(D) vitamins

7. Why did vitamin therapy begin losing favor in the 1950's

(A) The public lost interest in vitamins.

(B) Medical schools stopped teaching nutritional concepts.

(D) Claims for the effectiveness of vitamin therapy were seen to be exaggerated.

8. The phrase concomitant with in line 21 is closest in meaning to

(A) in conjunction with

(B) prior to

(D) in regard to

9. The word skyrocketing in line 23 is closest in meaning to

(A) internationally popular

(B) increasing rapidly

(D) surprising

10. The word extolling in line 24 is closest in meaning to

(A) analyzing

(B) questioning

(D) promising

11. The paragraph following the passage most probably discusses

(A) the fourth era of nutrition history

(B) problems associated with undernutrition

(D) why nutrition education lost its appeal

PASSAGE 25 CABBB DDABC A

托福阅读真题2

PASSAGE 26

In July of 1994, an astounding series of events took place. The world anxiously watched as, every few hours, a hurtling chunk of comet plunged into the atmosphere of Jupiter. All of the twenty-odd fragments, collectively called comet Shoemaker-Levy 9 after its discoverers, were once part of the same object, now dismembered and strung out along the same orbit. This cometary train, glistening like a string of pearls, had been first glimpsed only a few months before its fateful impact with Jupiter, and rather quickly scientists had predicted that the fragments were on a collision course with the giant planet. The impact caused an explosion clearly visible from Earth, a bright flaming fire that quickly expanded as each icy mass incinerated itself. When each fragment slammed at 60 kilometers per second into the dense atmosphere, its immense kinetic energy was transformed into heat, producing a superheated fireball that was ejected back through the tunnel the fragment had made a few seconds earlier. The residues from these explosions left huge black marks on the face of Jupiter, some of which have stretched out to form dark ribbons.

Although this impact event was of considerable scientific import, it especially piqued public curiosity and interest. Photographs of each collision made the evening television newscast and were posted on the Internet. This was possibly the most open scientific endeavor in history. The face of the largest planet in the solar system was changed before our very eyes. And for the very first time, most of humanity came to fully appreciate the fact that we ourselves live on a similar target, a world subject to catastrophe by random assaults from celestial bodies. That realization was a surprise to many, but it should not have been. One of the great truths revealed by the last few decades of planetary exploration is that collisions between bodies of all sizes are relatively commonplace, at least in geologic terms, and were even more frequent in the early solar system.

1. The passage mentions which of the following with respect to the fragments of comet

Shoemaker-Levy 9?

(A) They were once combine in a larger body.

(B) Some of them burned up before entering the atmosphere of Jupiter.

(D) They have an unusual orbit.

2. The word collectively in line 3 is closest in meaning to

(A) respectively

(B) popularly

(D) together

3. The author compares the fragments of comet Shoemaker-Levy 9 to all of the following EXCEPT

(A) a dismembered body

(B) a train

(D) a giant planet

4. Before comet Shoemaker-Levy 9 hit Jupiter in July 1994, scientists

(A) had been unaware of its existence

(B) had been tracking it for only a few months

(D) had decided it would not collide with the planet

5. Before the comet fragments entered the atmosphere of Jupiter, they were most likely

(A) invisible

(B) black

(D) exploding

6. Superheated fireballs were produced as soon as the fragments of comet Shoemaker- Levy 9

(A) hit the surface of Jupiter

(B) were pulled into Jupiter's orbit

(D) entered the atmosphere of Jupiter

7. The phrase incinerated itself in line 9 is closest in meaning to

(A) burned up

(B) broke into smaller pieces

(D) grew in size

8. Which of the following is mentioned as evidence of the explosions that is still visible on

Jupiter?

(A) fireballs

(B) ice masses

(D) tunnels

9. Paragraph 2 discusses the impact of the comet Shoemaker-Levy 9 primarily in terms of

(A) its importance as an event of great scientific significance

(B) its effect on public awareness of the possibility of damage to Earth

(D) the effect it had on television broadcasting

10. The target in line 20 most probably referred to

(A) Earth

(B) Jupiter

(D) a comet

PASSAGE 26 ADDBC DACBA

托福阅读真题3

PASSAGE 27

The mineral particles found in soil range in size from microscopic clay particles to large boulders. The most abundant particles — sand, silt, and clay — are the focus of examination in studies of soil texture. Texture is the term used to describe the composite sizes of particles in a soil sample, typically several representative handfuls.

To measure soil texture, the sand, silt, and clay particles are sorted out by size and weight. The weights of each size are then expressed as a percentage of the sample weight. In the field, soil texture can be estimated by extracting a handful of soil and squeezing the damp soil into three basic shapes; (1) cast, a lump formed by squeezing a sample in a clenched fist; (2) thread, a pencil shape formed by rolling soil between the palms; and (3) ribbon, a flatfish shape formed by squeezing a small sample between the thumb and index finger. The behavioral characteristics of the soil when molded into each of these shapes, if they can be formed at all, provide the basis for a general textural classification. The behavior of the soil in the hand test is determined by the amount of clay in the sample. Clay particles are highly cohesive, and when dampened, behave as a plastic. Therefore the higher the clay content in a sample, the more refined and durable the shapes into which it can be molded.

Another method of determining soil texture involves the use of devices called sediment sieves, screens built with a specified mesh size. When the soil is filtered through a group of sieves, each with a different mesh size, the particles become grouped in corresponding size categories. Each category can be weighed to make a textural determination. Although sieves work well for silt, sand, and larger particles, they are not appropriate for clay particles. Clay is far too small to sieve accurately; therefore, in soils with a high proportion of clay, the fine particles are measured on the basis of their settling velocity when suspended in water. Since clays settle so slowly, they are easily segregated from sand and silt. The water can be drawn off and evaporated, leaving a residue of clay, which can be weighed.‍

1. What does the passage mainly discuss?

(A) Characteristics of high quality soil

(B) Particles typically found in most soils

(D) Ways to determine the texture of soil

2. The author mentions several representative handfuls in line 4 in order to show

(A) the range of soil samples

(B) the process by which soil is weighed

(D) how small soil particles are weighted

3. The phrase sorted out in line 5 is closest in meaning to

(A) mixed

(B) replaced

(D) separated

4. It can be inferred that the names of the three basic shapes mentioned in paragraph 2 reflect

(A) the way the soil is extracted

(B) the results of squeezing the soil

(D) the difficulty of forming different shapes

5. The word dampened in line 14 is closest in meaning to

(A) damaged

(B) stretched

(D) examined

6. Which of the following can be inferred from the passage about a soil sample with little or no

clay in it?

(A) It is not very heavy.

(B) It may not hold its shape when molded.

(D) Its texture cannot be classified

7. The word they in line 21 refers to

(A) categories

(B) sieves

(D) clay particles

8. It can be inferred from the passage that the sediment sieve has an advantage over the hand

test in determining soil texture because

(A) using the sieve takes less time

(B) the sieve can measure clay

(D) the sieve allows for a more exact measure

9. During the procedure described in paragraph 3, when clay particles are placed into water they

(A) stick to the sides of the water container

(B) take some time to sink to the bottom

(D) dissolve quickly

10. The word fine in line 24 is closest in meaning to

(A) tiny

(B) many

(D) various

11. All of the following words are defined in the passage EXCEPT

(A) texture (line 3)

(B) ribbon (line 10)

(D) evaporated (line 25)

PASSAGE 27 DADBC BBDBA D

托福阅读真题TOEFL汇总

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托福阅读真题TOEFL汇总

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