老托福閱讀真題及答案：PASSAGE30
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老托福閱讀真題及答案：PASSAGE 30
PASSAGE 30
Butterflies are among the most extensively studied insects — it is estimated that 90 percent of the world's species have scientific names. As a consequence, they are perhaps the best group of insects for examining patterns of terrestrial biotic diversity and distribution. Butterflies also have a favorable image with the general public. Hence, they are an excellent group for communicating information on science and conservation issues such as diversity.
Perhaps the aspect of butterfly diversity that has received the most attention over the past century is the striking difference in species richness between tropical and temperate regions. For example, in 1875 one biologist pointed out the diversity of butterflies in the Amazon when he mentioned that about 700 species were found within an hour's walk, whereas the total number found on the British islands did not exceed 66, and the whole of Europe supported only 321. This early comparison of tropical and temperate butterfly richness has been well confirmed.
A general theory of diversity would have to predict not only this difference between temperate and tropical zones, but also patterns within each region, and how these patterns vary among different animal and plant groups. However, for butterflies, variation of species richness within temperate or tropical regions, rather man between them, is poorly understood. Indeed, comparisons of numbers of species among the Amazon basin, tropical Asia, and Africa are still mostly personal communication citations, even for vertebrates. In other words, unlike comparison between temperate and tropical areas, these patterns are still in the documentation phase.
In documenting geographical variation in butterfly diversity, some arbitrary, practical decisions are made. Diversity, number of species, and species richness are used synonymously; little is known about the evenness of butterfly distribution. The New World butterflies make up the preponderance of examples because they are the most familiar species. It is hoped that by focusing on them, the errors generated by imperfect and incomplete taxonomy will be minimized.
1. Which aspect of butterflies does the passage mainly discuss?
(A) Their physical characteristics
(B) Their names
(C) Their adaptation to different habitats
(D) Their variety
2. The word consequence in line 2 is closest in meaning to
(A) result
(B) explanation
(C) analysis
(D) requirement
3. Butterflies are a good example for communicating information about conservation issues
because they
(A) are simple in structure
(B) are viewed positively by people
(C) have been given scientific names
(D) are found mainly in temperate climates
4. The word striking in line 8 is closest in meaning to
(A) physical
(B) confusing
(C) noticeable
(D) successful
5. The word exceed in line 11 is closest in meaning to
(A) locate
(B) allow
(C) go beyond
(D) come close to
6. All of the following are mentioned as being important parts of a general theory of diversity
EXCEPT
(A) differences between temperate and tropical zones
(B) patterns of distribution of species in each region
(C) migration among temperate and tropical zones
(D) variation of patterns of distribution of species among different animals and plants
7. The author mentions tropical Asia in lines 19 as an example of a location where
(A) butterfly behavior varies with climate
(B) a general theory of butterfly diversity has not yet been firmly established
(C) butterflies are affected by human populations
(D) documenting plant species is more difficult than documenting butterfly species
8. Which of the following is NOT well understood by biologists?
(A) European butterfly habitats
(B) Differences in species richness between temperate and tropical regions
(C) Differences in species richness within a temperate or a tropical region
(D) Comparisons of behavior patterns of butterflies and certain animal groups
9. The word generated in line 26 is closest in meaning to
(A) requested
(B) caused
(C) assisted
(D) estimated
PASSAGE 30 DABCC CBCB
托福閱讀考試中的陷阱總結(jié)
“陷阱”一：細(xì)節(jié)題考查精確定位。
托福閱讀中的細(xì)節(jié)題其實(shí)不難，但前提是定位的點(diǎn)要對(duì)，比如下面這個(gè)例題：
Two species of deer have been prevalent in the Puget Sound area of Washington State in the Pacific Northwest of the United States. The black-tailed deer, a lowland, west-side cousin of the mule deer of eastern Washington, is now the most common. The other species, the Columbian white-tailed deer, in earlier times was common in the open prairie country, it is now restricted to the low, marshy islands and flood plains along the lower Columbia River.
According to paragraph 1, which of the following is true of the white-tailed deer of Puget Sound?
A. It is native to lowlands and marshes.
B. It is more closely related to the mule deer of eastern Washington than to other types of deer.
C. It has replaced the black-tailed deer in the open prairie.
D. It no longer lives in a particular type of habitat that it once occupied.
這是一個(gè)典型的細(xì)節(jié)題，在該題題干中，有的考生會(huì)選擇Puget Sound作為關(guān)鍵詞回原文定位，因?yàn)樗菍Ｓ忻~，在文中會(huì)比較顯眼。但是如果一旦選擇了這個(gè)地名，勢(shì)必會(huì)定位在該段的第一句話，托福細(xì)節(jié)題往往是定位在哪句就在哪句找答案，這樣的話考生是選不出正確答案的，因?yàn)槎ㄎ徊痪_。其實(shí)正確的關(guān)鍵詞應(yīng)該是white-tailed deer，這個(gè)用連字符連接的詞在文章中也是比較醒目的，按該詞定位應(yīng)是該段最后一句話。所以根據(jù)它的意思應(yīng)該選D項(xiàng)。其中A項(xiàng)與原句意思不符，B和C都與定位句信息無(wú)關(guān)。我們?cè)賮?lái)看另外一個(gè)否定事實(shí)細(xì)節(jié)題的例子：
Plant communities assemble themselves flexibly, and their structure depends on the particular 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.
According to paragraph 1, which of the following is NOT true of climax communities?
A. They occur at the end of a succession.
B. They last longer than any other type of community.
C. The numbers of plants in them and the mix of species do not change
D. They remain stable for at least 500 years at a time.
這個(gè)題大家都會(huì)選擇用climax communities去定位，但在定位過程中會(huì)出現(xiàn)很多問題。首先考生要學(xué)會(huì)跳躍式定位，即根據(jù)文章中特殊的標(biāo)點(diǎn)符號(hào)以及最醒目的詞來(lái)搜索我們真正需要的關(guān)鍵詞。文中的particular是加了陰影的，succession是在引號(hào)里面的，都非常醒目，通過看這兩個(gè)詞我們會(huì)發(fā)現(xiàn)它們附近沒有我們需要的東西;再比較突出的就是數(shù)字及破折號(hào)，在500的上方有a climax community，但它是單數(shù)，與題干關(guān)鍵詞不完全匹配，細(xì)節(jié)題講究的是精確定位，所以我們應(yīng)該選擇500斜下方的Climax communities，即該段的最后一句話。否定事實(shí)細(xì)節(jié)題的出題思路有兩種：一是無(wú)中生有，即根據(jù)定位點(diǎn)的內(nèi)容，四個(gè)選項(xiàng)只有一個(gè)沒有提到，這種思路多適用于選項(xiàng)比較簡(jiǎn)短的題目;二是張冠李戴，即根據(jù)定位點(diǎn)的內(nèi)容表述，只有一個(gè)選項(xiàng)與之矛盾，這種思路多適應(yīng)于選項(xiàng)比較長(zhǎng)的題目。就這個(gè)例題而言，根據(jù)定位的最后一句話，從表述上來(lái)說跟它相關(guān)的只有C和D兩個(gè)選項(xiàng)，D項(xiàng)的意思與原句相符，而C項(xiàng)與原句矛盾，所以正確答案是C。綜上所述，做新托福閱讀的細(xì)節(jié)題，最重要的一點(diǎn)就是要盡量地去精確定位。
“陷阱”二：無(wú)方向中隱藏方向。
新托福閱讀考試中絕大部分題目都是對(duì)應(yīng)具體段落的，這會(huì)為考生節(jié)省很多時(shí)間。但是也不排除有少量題目的范圍比較大或比較模糊，考生在尋找答案時(shí)難免一頭霧水，費(fèi)時(shí)費(fèi)力。其實(shí)這些看似沒有明確定位方向的題目都是暗藏玄機(jī)的。下面我們就來(lái)看一個(gè)例子：
Wind power has a significant cost advantage over nuclear power and has become competitive with coal-fired power plants in many places. With new technological advances and mass production, projected cost declines should make wind power one of the world’s cheapest ways to produce electricity. In the long run, electricity from large wind farms in remote areas might be used to make hydrogen gas from water during periods when there is less than peak demand for electricity. The hydrogen gas could then be fed into a storage system and used to generate electricity when additional or backup power is needed.
Wind power is most economical in areas with steady winds. In areas where the wind dies down, backup electricity from a utility company or from an energy storage system becomes necessary. Backup power could also be provided by linking wind farms with a solar cell, with conventional or pumped-storage hydropower, or with efficient natural-gas-burning turbines. Some drawbacks to wind farms include visual pollution and noise, although these can be overcome by improving their design and locating them in isolated areas.
Based on the information in paragraph 3 and paragraph 4, what can be inferred about the states of North Dakota, South Dakota, and Texas mentioned at the end of paragraph 1?
A.They rely largely on coal-fired power plants.
B.They contain remote areas where the winds rarely die down.
C.Over 1 percent of the electricity in these states is produced by wind farms.
D.Wind farms in these states are being expanded to meet the power needs of the United States.
這個(gè)題目的題干涉及到三個(gè)段落，而事實(shí)上考生根本不需要去看第一段的內(nèi)容，因?yàn)榇鸢敢罁?jù)的是第三、四段的信息，但是這兩個(gè)段落如果都看的話內(nèi)容也不少，從應(yīng)試的角度來(lái)說太費(fèi)時(shí)間。正確的做法應(yīng)該是從選項(xiàng)中挖掘一下方向。A項(xiàng)里大家一般都會(huì)選擇有連字符的coal-fired作為關(guān)鍵詞去定位，B項(xiàng)沒有比較顯眼的詞就只能選名詞短語(yǔ)remote areas，C項(xiàng)選1 percent， D項(xiàng)選the United States。選完關(guān)鍵詞我們不難發(fā)現(xiàn)除了B項(xiàng)不大好定位以外，其他三個(gè)選項(xiàng)的關(guān)鍵詞都很醒目。經(jīng)過定位，A項(xiàng)應(yīng)該去比對(duì)第3段的第一句話，意思明顯矛盾;B項(xiàng)不好找，可以暫且跳過;C項(xiàng)和D項(xiàng)的關(guān)鍵詞在這兩段都找不到，這就屬于新托福閱讀中推理題的錯(cuò)誤答案設(shè)計(jì)方法之一 —— 無(wú)中生有。所以雖然我們沒有去驗(yàn)證B項(xiàng)的說法是否正確，但經(jīng)過排除也只能選B了。這樣的做題方法就會(huì)省時(shí)省力，且答案也是正確的。在考試中，這種情況往往會(huì)影響考生的心情，進(jìn)而影響水平的發(fā)揮，但是只要我們了解了ETS出題的套路就能把它們輕松搞定。
托福閱讀四種題型的解題方法
語(yǔ)感偏弱要短期內(nèi)突破
首先，默認(rèn)你的語(yǔ)法學(xué)得不錯(cuò)，默認(rèn)你的詞匯量達(dá)到四級(jí)水平。否則……高中英語(yǔ)先補(bǔ)起來(lái)。
先說一說限定題條件，即語(yǔ)感必須達(dá)到一定的水平。閱讀水平可以分為兩個(gè)大層次，第一層是語(yǔ)感偏弱階段。如果任何一篇托福閱讀文本，每段都能讀懂第一句，但第二句就迷糊了，第三句就完全迷失了，哪怕每個(gè)單詞都認(rèn)識(shí)，就是不知道作者在說什么，這就是典型語(yǔ)感偏弱。一般而言，語(yǔ)感偏弱的最高分也就是25分。
語(yǔ)感偏弱的同學(xué)的問題主要是閱讀量不夠，基礎(chǔ)不夠扎實(shí)，哪怕分?jǐn)?shù)提高了題目做對(duì)了，很多時(shí)候?qū)ξ恼卤旧砣允呛翢o(wú)把握。這樣的情況其實(shí)可以通過大約20篇到30篇的托福閱讀訓(xùn)練在短期內(nèi)改善。這個(gè)過程一般一個(gè)星期就能完成，盡管過程會(huì)比較痛苦。但可以把這過程當(dāng)成是閱讀百科全書一樣，饒有興趣地去閱讀吧。
這個(gè)階段做題會(huì)錯(cuò)，但不要緊張，尤其不要撇開文章而只是研究解題方法。總而言之，語(yǔ)感偏弱是必須要解決的基礎(chǔ)問題，如果想拿25分以上的高分，就必須攻克。
做題前的整體把握
要想做好閱讀，第一分鐘是非常重要的，這一分鐘要做兩件事，一是文章的方向性把握，二是文章分論點(diǎn)的瀏覽。
先看標(biāo)題，再花30秒左右的時(shí)間看第一段，找出其主要內(nèi)容+方向+指示詞。主要內(nèi)容就是該篇文章要講的事情。方向就是作者對(duì)他所要說的這件事情的態(tài)度，分為正面態(tài)度和反面態(tài)度，比如對(duì)事實(shí)真假的判斷，對(duì)事物好壞的判斷。指示詞即遞進(jìn)或轉(zhuǎn)折詞。如果能力再?gòu)?qiáng)點(diǎn)可以多看一點(diǎn)，盡可能找出文章中出現(xiàn)的概念和文章行文的邏輯。
各題型解決方案
接下來(lái)就是重頭戲：閱讀解題方法的總結(jié)歸納，純技術(shù)內(nèi)容。
★第一種題型：句型插入題
句型插入題，考察的是什么呢?是指示代詞與結(jié)構(gòu)指示成分。
指示代詞就是這個(gè)那個(gè)之類，結(jié)構(gòu)指示成分就是first second for one thing這種。正確的插入位置會(huì)讓句子與句子之間形成極強(qiáng)的關(guān)聯(lián)關(guān)系，如此強(qiáng)大以至于你不必細(xì)究其內(nèi)容而僅從表面的邏輯上就能認(rèn)定，或者會(huì)使得句子中的結(jié)構(gòu)指示成分顯得無(wú)比合適。
★第二種題型：最后一題
最后一題的典型是六選三，這一題考察的是文章的分論點(diǎn)。而分論點(diǎn)可以很明確地通過每段第一句話得到。
最后一題解題方法的關(guān)鍵就是：分論點(diǎn)中提到的細(xì)節(jié)如果出現(xiàn)則不能選。比如說，一共4個(gè)分論點(diǎn)但卻有6個(gè)選項(xiàng)，其中就會(huì)有分論點(diǎn)的錯(cuò)誤表述，所以必然要拉上幾個(gè)細(xì)節(jié)內(nèi)容充數(shù)。當(dāng)然也不排除出題
人會(huì)莫名其妙弄出個(gè)和文章不相關(guān)的東西充數(shù)。這一題型的做法就是，識(shí)別出充數(shù)的3個(gè)選項(xiàng)，它們要么是細(xì)節(jié)，要么是NOT GIVEN，要么就是錯(cuò)誤表述。
★第三種題型：三缺一題型
三缺一是十分討厭的一種題型，因?yàn)椴坏貌辉谝粋€(gè)很大的文本范圍內(nèi)尋找證據(jù)排除選項(xiàng)?？梢詮奈闹姓页?個(gè)來(lái)，然后選那個(gè)你死活找不出來(lái)的選項(xiàng)。這是笨辦法。聰明的辦法是，先看選項(xiàng)，用一秒鐘給他們貼標(biāo)簽。
★第四種題型：句子改寫題
句子改寫題從正反兩個(gè)方面下手。正面解決句子是必須要做的，一般不會(huì)出現(xiàn)看不懂的情況，而是句子結(jié)構(gòu)比較復(fù)雜(人為制造的復(fù)雜)，比如A,like B, is better than C, not D, because of E.
先把句子的從句結(jié)構(gòu)、比較結(jié)構(gòu)、獨(dú)立成分和插入語(yǔ)全都理出來(lái)，而不要去管它的內(nèi)容。把握了這個(gè)句子的骨骼，而不要管肥肉瘦肉。一般而言，這樣做至少能排除掉兩個(gè)錯(cuò)得離譜的選項(xiàng)。
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