托福阅读文章的四个来源
相信大家都很好奇托福阅读的文章来源于哪里?知道了我们就可以去找一些针对性的阅读材料来复习了，下面小编给大家带来托福阅读文章的四个来源，希望能帮助到大家!
托福阅读文章的四个来源
托福阅读文章来源一共涉及到以下几个部分：
托福阅读文章来源一：自然和自然科学
大约占比30%左右，也就是所有题材中占比最大的一部分，这个部分包含天体、地理、气候和化学等学科内容;
托福阅读文章来源二：生物科学
大约占比20%左右，这一部分包含，动物学、植物学、细胞学和生物化学等学科的相关学习内容，接下来排的
托福阅读文章来源三：艺术和美国历史
这部分内容大致涵盖音乐、表演、电影和电视等艺术形式。
托福阅读文章来源四：社科类文章和人文类文章
分别占比10%左右，社科类文章包括经济学、考古学、人类学、通信和媒体等内容，而人文类文章则更多涵盖历史和语言学等内容，占比最少并且基本很少考察的题材则是人物传记类，这类文章更容易出现在GRE、SAT等北美升学类考试中。
那么，如果把这些题材占比从高到底排序的话，就形成了一条题材的线索线，即人类文明的发展史。首先，在人类出现之前，宇宙中存在天体、地理、气候条件等一系列的客观因素，这是第一类托福阅读文章来源中的题材，随后，地球上开始形成了生物体，比如动物、植物、微生物等，再接着，人类出现了，并且从繁衍生息的过程中积淀了文化和艺术，比如音乐、油画等，再后来，人类开始意识到科学的重要性，例如经济学、通信等现代科学技术，最后人类开始回顾自己的历史，就有了考古学，传记等题材。
综上所述，托福阅读文章来源中涉及更多的则是自然科学类的文章，考生在托福阅读备考的过程中，可以对相关文章和知识进行一定的了解和学习，这样在考场之上对于文章的理解就会更加深刻。
新托福阅读各题型解题技巧分享
1.新托福阅读题型之细节题(FactualInformation)
可以说，细节题是新托福阅读所有题型中是最重要的题型了，因为在整场考试中它所占的比重非常的大，细节题是否拿捏到位直接影响到考生最后的语言成绩。以下就是关于细节题题型的一些解题技巧
解法：为了寻找细节题的答案，我们考生一般会选择去读段落，他们错误的认为，只要把段落读懂了，那么答案自然而然也就出来了。但是，他们没有考虑到时间成本，我们应该尽量避免整段整段去理解翻译式的中国式做题方式。
a.仔细阅读问题
b.提取题干中关键词并且定位原文段落中关键词所在的句子;关键词的确定顺序：特殊形式单词(人名、地名、专有名词、特殊符号等)→名词(避免重复出现的名词)→动词(注意同义近义的替换)
c.阅读定位句理解。
d.比较定位句和四个选项。
2.新托福阅读题型之否定细节题或排除题(NOT&&EXCEPT)
此类题目是细节题的反面题型。细节题是找四个选项中在文中提及的选项，而与之相反，排除题是要求考生在四个选项中选出与原文相反或者在原文中未曾提及的选项。做题思路也就一目了然了，我们不必正面突破，急于判断出错误的描述，而是可以采取迂回战术，将四个选项分别代回原文验证，在文中出现的并且符合题干语境的就是正确描述，即错误答案，排除三个正确描述之后剩下的那一个选项即为正确答案。
3.新托福阅读题型之推论题(Inference)
推论题是新托福阅读细节题的一种变形，所推出的结论也是全部建立在文中事实的基础之上，但此种题型难度高于细节题，因为它对考生的理解能力有一定的要求。做此类题目，考生一定要避免主观臆断，推论是考验学生加工处理信息的能力，但是不要额外添加自己的背景知识。
解法：提取题干中的关键词回文定位所有出现关键词的句子，综合各句中心信息得出客观推论。
托福阅读真题训练1
ffeterd spanning in line 18d- The interrelationship of science, technology, and industry is taken for granted today — summed up, not altogether accurately, as research and development. Yet historically this widespread faith in the economic virtues of science is a relatively recent phenomenon, dating back in the United States about 150 years, and in the Western world as a whole not over 300 years at most. Even in this current era of large scale, intensive research and development, the interrelationships involved in this process are frequently misunderstood. Until the coming of the Industrial Revolution, science and technology evolved for the most part independently of each other. Then as industrialization became increasingly complicated, the craft techniques of preindustrial society gradually gave way to a technology based on the systematic application of scientific knowledge and scientific methods. This changeover started slowly and progressed unevenly. Until late in the nineteenth century, only a few industries could use scientific techniques or cared about using them. The list expanded noticeably after 1870, but even then much of what passed for the application of science was engineering science rather than basic science.
Nevertheless, by the middle of the nineteenth century, the rapid expansion of scientific knowledge and of public awareness — if not understanding — of it had created a belief that the advance of science would in some unspecified manner automatically generate economic benefits. The widespread and usually uncritical acceptance of this thesis led in turn to the assumption that the application of science to industrial purposes was a linear process, starting with fundamental science, then proceeding to applied science or technology, and through them to industrial use. This is probably the most common pattern, but it is not invariable. New areas of science have been opened up and fundamental discoveries made as a result of attempts to solve a specific technical or economic problem. Conversely, scientists who mainly do basic research also serve as consultants on projects that apply research in practical ways.
In sum, the science-technology-industry relationship may flow in several different ways, and the particular channel it will follow depends on the individual situation. It may at times even be multidirectional.
1. What is the author's main purpose in the passage ?
(A) To show how technology influenced basic science
(B) To describe the scientific base of nineteenth-century American industries
(C) To correct misunderstandings about the connections between science, technology, and industry
(D) To argue that basic science has no practical application
2. The word altogether in line 2 is closest in meaning to
(A) completely
(B) realistically
(C) individually
(D) understandably
3. The word intensive in line 5 is closest in meaning to
(A) decreased
(B) concentrated
(C) creative
(D) advanced
4. The list mentioned in line 13 refers to
(A) types of scientific knowledge
(B) changes brought by technology
(C) industries that used scientific techniques
(D) applications of engineering science
5. The understanding of research and development in the late nineteenth century is based on
which of the following?
(A) Engineering science is not very important.
(B) Fundamental science naturally leads to economic benefits.
(C) The relationship between research and development should be criticized.
(D) Industrial needs should determine what areas fundamental science focuses on.
6. The word it in line 16 refers to
(A) understanding
(B) public awareness
(C) scientific knowledge
(D) expansion
7. The word assumption in line 19 is closest in meaning to
(A) regulation
(B) belief
(C) contract
(D) confusion
8. Why does the author mention consultants in line 25?
(A) To show how new areas of science have given rise to new professions
(B) To distinguish between scientists who work in industry and those who do not
(C) To explain the ways in which scientists find financial support for their work
(D) To show how scientists who work in basic research contribute to applied science
9. Which of the following statements does the passage support?
(A) The development of science and of industry is now interdependent.
(B) Basic scientific research cannot generate practical applications.
(C) Industries should spend less money on research and development.
(D) Science and technology are becoming more separate.
PASSAGE 73 CABCB CBDA
托福阅读真题训练2
PASSAGE 74
Glaciers are large masses of ice on land that show evidence of past or present movement. They grow by the gradual transformation of snow into glacier ice.
A fresh snowfall is a fluffy mass of loosely packed snowflakes, small delicate ice crystals grown in the atmosphere. As the snow ages on the ground for weeks or months, the crystals shrink and become more compact, and the whole mass becomes squeezed together into a more dense form, granular snow. As new snow falls and buries the older snow, the layers of granular snow further compact to form firm, a much denser kind of snow, usually a year or more old, which has little pore space. Further burial and slow cementation — a process by which crystals become bound together in a mosaic of intergrown ice crystals — finally produce solid glacial ice. In this process of recrystallization, the growth of new crystals at the expense of old ones, the percentage of air is reduced from about 90 percent for snowflakes to less than 20 percent for glacier ice. The whole process may take as little as a few years, but more likely ten or twenty years or longer. The snow is usually many meters deep by the time the lower layers are converted into ice.
In cold glaciers those formed in the coldest regions of the Earth, the entire mass of ice is at temperatures below the melting point and no free water exists. In temperate glaciers, the ice is at the melting point at every pressure level within the glacier, and free water is present as small drops or as larger accumulations in tunnels within or beneath the ice.
Formation of a glacier is complete when ice has accumulated to a thickness (and thus weight) sufficient to make it move slowly under pressure, in much the same way that solid rock deep within the Earth can change shape without breaking. Once that point is reached, the ice flows downhill, either as a tongue of ice filling a valley or as thick ice cap that flows out in directions from the highest central area where the most snow accumulates. The trip down leads to the eventual melting of ice.
1. Which of the following does the passage mainly discuss?
(A) The effect of glaciers on climate
(B) Damage from glaciers
(C) Glacier formation
(D) The location of glaciers
2. Which of the following will cause density within the glacier to increase?
(A) Increased water and air content
(B) Pressure from the weight of new snow
(C) Long periods of darkness and temperature variations
(D) Movement of the glacier
3. The word bound in line 9 is closest in meaning to
(A) covered
(B) chosen
(C) planned
(D) held
4. Which of the following will be lost is a glacier forms?
(A) Air
(B) Pressure
(C) Weight
(D) Rocks
5. According to the passage , which of the following is the LEAST amount of time necessary for
glacial ice to form?
(A) several months
(B) several years
(C) at least fifty years
(D) a century
6. The word converted in line 15 is closest in meaning to
(A) changed
(B) delayed
(C) promoted
(D) dissolved
7. What is the purpose of the material in paragraph three?
(A) To define two types of glaciers
(B) To contrast glacier ice with non-glacier ice
(C) To present theories of glacier formation
(D) To discuss the similarities between glacial types
8. In temperate glaciers, where is water found?
(A) Only near the surface
(B) In pools of various depths
(C) In a thin layer below the firm
(D) In tunnels
9. The word it in line 21 refers to
(A) formation
(B) ice
(C) thickness
(D) weight
10. It can be inferred from the last paragraph that a glacier
(A) can revert to a fluffy mass
(B) maintains the same shape throughout the glacial process
(C) is too cold to be thoroughly studied
(D) can contribute water to lakes, rivers, or oceans
PASSAGE 74 CBDAB AADBD
