老托福阅读试题及答案：PASSAGE24
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老托福阅读试题及答案：PASSAGE 24
The spectacular aurora light displays that appear in Earth's atmosphere around the north and south magnetic poles were once mysterious phenomena. Now, scientists have data from satellites and ground-based observations from which we know that the aurora brilliance is an immense electrical discharge similar to that occurring in a neon sign.
To understand the cause of auroras, first picture the Earth enclosed by its magnetosphere, a huge region created by the Earth's magnetic field. Outside the magnetosphere, blasting toward the earth is the solar wind, a swiftly moving plasma of ionized gases with its own magnetic filed. Charged particles in this solar wind speed earthward along the solar wind's magnetic lines of force with a spiraling motion. The Earth's magnetosphere is a barrier to the solar winds, and forces the charged particles of the solar wind to flow around the magnetosphere itself. But in the polar regions, the magnetic lines of force of the Earth and of the solar wind bunch together. Here many of the solar wind's charged particles break through the magnetosphere and enter Earth's magnetic field. They then spiral back and forth between the Earth's magnetic poles very rapidly. In the polar regions, electrons from the solar wind ionize and excite the atoms and molecules of the upper atmosphere, causing them to emit aurora radiations of visible light.
The colors of an aurora depend on the atoms emitting them. The dominant greenish white light comes from low energy excitation of oxygen atoms. During huge magnetic storms oxygen atoms also undergo high energy excitation and emit crimson light. Excited nitrogen atoms contribute bands of color varying from blue to violet. Viewed from outer space, auroras can be seen as dimly glowing belts wrapped around each of the Earth's magnetic poles. Each aurora hangs like a curtain of light stretching over the polar regions and into the higher latitudes. When the solar flares that result in magnetic storms and aurora activity are very intense, aurora displays may extend as far as the southern regions of the United States.
Studies of auroras have given physicists new information about the behavior of plasmas, which has helped to explain the nature of outer space and is being applied in attempts to harness energy from the fusion of atoms.
1. What does the passage mainly discuss?
(A) The methods used to observe auroras from outer space
(B) The formation and appearance of auroras around the Earth's poles
(C) The factors that cause the variety of colors in auroras
(D) The periodic variation in the display of auroras
2. The word "phenomena" in line 2 is closest in meaning to
(A) ideas
(B) stars
(C) events
(D) colors
3. The word "picture" in line 5 is closest in meaning to
(A) frame
(B) imagine
(C) describe
(D) explain
4. The passage describes the magnetosphere as a barrier (line 10) because
(A) its position makes it difficult to be observed from Earth
(B) it prevents particles from the solar wind from easily entering Earth's atmosphere
(C) it increases the speed of particles from the solar wind
(D) it is strongest in the polar regions
5. The word "them" in line 16 refers to
(A) polar regions
(B) electrons
(C) atoms and molecules
(D) aurora radiations
6. According to the passage , which color appears most frequently in an aurora display?
(A) greenish-white
(B) crimson
(C) blue
(D) violet
7. The word "emit" in line 20 is closest in meaning to
(A) change from
(B) connect with
(C) add to
(D) give off
8. The word "glowing" in line 22 is closest in meaning to
(A) shining
(B) moving
(C) charging
(D) hanging
9. Auroras may be seen in the southern regions of the United Sates when
(A) magnetic storms do not affect Earth
(B) solar flares are very intense
(C) the speed of the solar wind is reduced
(D) the excitation of atoms is low
10. The passage supports which of the following statements about scientists' understanding of auroras?
(A) Before advances in technology, including satellites, scientists knew little about auroras.
(B) New knowledge about the fusion of atoms allowed scientists to learn more about auroras.
(C) Scientists cannot explain the cause of the different colors in auroras.
(D) Until scientists learn more about plasma physics, little knowledge about auroras will be available.
11. Which of the following terms is defined in the passage ?
(A) "magnetosphere" (line 6)
(B) "electrons" (line 15)
(C) "ionize" (line 15)
(D) "fusion" (line 29)
正确答案： BCBBC ADABA A
托福阅读形容词性从句解析
定语从句(Attributive Clauses)在句中作定语，其作用是修饰主句的某个名词性成分，相当于形容词，所以又称为形容词性从句。通常定语从句皆置于它所修饰的名词或代词之后，被修饰的名词或代词叫做先行词(antecedent)，而引导定语从句的词称为关联词。
关联词常有3个作用：连接作用，引导定语从句;代替先行词;在定语从句中担当一个成分。关联词为关系代词和关系副词。关系代词在定语从句中可以用作主语、宾语、定语等;关系副词在定语从句中只用作状语。如：
★ One factor which may help ensure that some endangered languages do not die out completely is people's increasing appreciation of their cultural identity.(which may help ensure that some endangered languages do not die out completely是关系代词which引导的定语从句，用以修饰which的先行词factor, which在从句中用作主语)
★ And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to a smaller budget.(where new projects seem warranted是关系副词where引导的定语从句，用以修饰where的先行词regions, where在从句中用作地点状语)
定语从句一般紧跟在其先行词之后。如：
★ Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40% of the world's food.(关系代词that引导的定语从句紧跟其先行词artificial irrigation systems之后)
有时也可以与先行词分离。如：
★ A new teacher will come tomorrow, who will teach you Chinese.(关系代词who引导的定语从句与其先行词teacher分离)
用作关联词的关系代词有that, which, who, whom, whose, as等，但在此提醒考生们绝对没有“what”。who, whom, whose指人，who是主格，在定语从句中用作主语(在非正式英语中也可以用作宾语，并且用作宾语时可以省去不用);whom是宾格，在定语从句中用作宾语(也可以省去不用);whose是属格，在定语从句中用作定语(有时也可以指物)。如：
★ The American zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term ‘echolocation' to cover both sonar and radar, whether used by animals or by human instruments.(主格关系代词who在从句中作主语)
★ The man who he talked about is a professor.(在非正式英语中who代替了whom,也可以省去不用)
★ He doesn't like the girl whom you refer to.(宾格关系代词whom在从句中用作宾语，也可以省去不用)
★ The children whose parents give priority to work may feel lonely and alienated.(属格关系代词whose在定语从句中用作定语，指人)
★ The car whose wheels have been stolen was bought yesterday.(属格关系代词whose在定语从句中用作定语，指物，即car，可以用of which代替，但后者较为正式)
That在定语从句中既可以用作主语，也可以用作宾语(在非正式文体中可省去);既可以指人，也可以指物。如：
★ These methods include strength training that duplicate what they are doing in their running events as well as plyometrics, a technique pioneered in the former Soviet Union.(关系代词that在定语从句中用作主语，指物)
★ Put another way, basic heath-care is now recognized as a ‘public good', rather than a ‘private good' that one is expected to buy for oneself.(关系代词that在定语从句中用作宾语，指物)
★ The students that hold a foreign degree seem to be more confident and independent.(关系代词that在定语从句中用作主语，指人)
which在定语从句中既可以用作主语，也可以用作宾语;一般皆指物(在非正式文体中可省去)。如：
★ Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have stereoscopic forward and upward.(关系代词which在定语从句中用作主语)
★ Those surveyed had experienced chronic illnesses, for which orthodox medicine had been able to provide little relief.(关系代词which在定语从句中用作宾语，可以省去)
which在从句中也可以被用作定语和表语。如：
★ His money had been stolen, which news annoyed him.(关系代词which在定语从句中用作定语)
★ They were completely mistrusted, which in fact, they were.(关系代词which在定语从句中用作表语)
关系代词在从句中用作介词宾语时，介词可以位于从句之首，也可以位于从句之末。但以位于从句之首较为正式。如：
★ This has been encouraged through programs of language classes fro children and through ‘apprentice' scheme, in which the endangered language is used as the medium of instruction to teach people a traditional skill.(关系代词which在定语从句中用作介词in的宾语，介词位于定语从句之首，即which之前)
★ This has been encouraged through programs of language classes fro children and through ‘apprentice' scheme, which the endangered language is used as the medium of instruction to teach people a traditional skill in.(介词in位于定语从句之首，which在此可以省去)
像during, except或者表示分割作用的of等介词通常放在关系代词的前面。如：
★ The years during which he was away were long years to her.
★ He wrote many books, some of which you will read some day.
关系代词who和that用作介词宾语时，介词须置于句末。如：
★ The writer you referred to was an unknown writer.(关系代词who用作介词to的宾语，介词to须位于定语从句之末，who在口语中可以省去)
★ This is the problem that he has been complaining about.(关系代词that用作介词about的宾语，介词about须位于定语从句之末)
有时定语从句中还有其他成分，介词则位于定语从句之中。如：
This is the engineer who he cooperated with in the project.
先行词指人时，关系代词既可以用who, 也可以用that。但关系代词在定语从句中用作主语时，多用主格who。如：
★ Beyond the practical need to make order out of chaos, the rise of the dictionaries is associated with the rise of the English middle class, who were anxious to define and circumscribe the various world to conquer.(persons, those, people等先行词多用关系代词who)
★ It is Tom who should be punished.(在强调结构中，指人时多用who)
★ The American zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term ‘echolocation' to cover both sonar and radar, whether used by animals or by human instruments.
如何快速攻克托福阅读？
第一种：完全没有做题，对于做题方法不熟悉
在短短的一个月内，想要在托福的阅读部分获得一个较高的分数，还是需要不断的努力的。针对做题方法不熟悉这个问题：
需要大家在一个月的时间内，按照老师所讲的托福阅读的方法，来做大量的练习——刷题。俗话说 “纸上得来终觉浅，绝知此事要躬行”，大多数学生一直都是在听老师讲解，托福阅读细节题怎么做，推断题怎么做，修辞目的题怎么做，但如果你自己没有认真的去做几套题，你是永远无法掌握老师口中所讲的方法的，也不能体会题干中的规律和奥妙。因此对于没有做过托福阅读练习的同学来说，首先要做的就是，通过多做练习来提高托福阅读做题方法的熟练度。对于做题方法都不太熟悉的同学来说，还是尽快的熟悉下托福阅读的题型，学习做题方法，进行练习，这样才能够达到最佳的效果。
第二种：经过了专门的学习和练习，有些同学们还是会经常做错题，及觉得做题时间不够
对于第二类同学，也是占绝大多数的同学来说，学会总结是至关重要的。既然我们都是经过了长时间的准备，对于托福阅读的题型也很了解，那为什么还是会有错题呢?
大多数同学在做题的过程中，会遇到一个问题：不符合题干。也就是说，我们做题的过程当中，并没有完全的符合文章的意思。很多同学在找到关键句之后，总是“我以为…”“我认为…”可是，这些认为，并不符合文章的意思，这也是导致大部分同学做题出错的罪魁祸首之一。其次，不符合题干，并不仅仅指同学们自己想的部分，还包括大家自己做题的时候偷换概念。
让我们举官方真题Official20当中的一道题进行说明，这道题非常有代表性：
Q6 According to paragraph 3, what was the significance of the land law passed in 1820?
A It granted government-supported loans to farmers.
B It provided farmland at an affordable price.
C It required banks to offer loans to farmers.
D It enabled farmers to sell their land for a profit.
大多数同学都能够通过1820这个年代找到原文中相关的描写部分：In 1820 under a new land law, a farm could be bought for 100. The continued proliferation of banks made it easier for those without cash to negotiate loans in paper money. (在1820年，通过了一个新的土地法案，一个农场用100美元就能够买下。)这句话的意思非常简单，但是为什么还是有这么多同学会选错呢? 原因就是因为他们所关注的是法案的内容，而不是题目中所问的法案的重要性。这就是我们所说的，大家自己在偷换概念。此时，需要大家再次看清审题。因此建议同学们应采纳的做题顺序为：读题目找关键词---读句子---再次读题---选出正确选项。这样做的好处是既让大家看清楚题目，又能快而准确的解题。有时候因为题目没有读仔细，我们会出现重复看文段的现象，这样就降低了做题速度。不重复地去读文段，是解决托福阅读做题速度慢的最佳方法。
如何全面提高托福阅读能力
一、基础信息题
具体分析起来，新托福阅读基础信息题中除插话题和修辞目的题外，主要仍是旧托福出现过的传统题型。基础理解题重点考查读者对基础项目的理解，特别是读者根据文章的词汇、句法和语义内容理解把握重要信息的能力。总结发现，它主要包括以下几个具体题型：
词汇题：考查读者根据上下文理解特定词和短语的能力。这种题型虽难度不大，但占每篇文章后所有题目的三分之一，故考生仍应重视起来。
指代关系题：考查读者认定代词与其它首语重复机制以及先行词/后置词的关系的能力。
句子简化题：考查读者认定文章中某一特定复杂句子所传达的基本内容，并不受细枝末节的干扰，用简化的句子表达原句基本内容的能力。
插话题：考查读者将特定的一句话插入文章顺序相连的四个句子之间的能力。这个题型是国内考试常见的Cloze Test的进一步发展，可谓技高一筹。要完成任务，读者必须深入理解各个句子间的词汇、语法和逻辑联系。这是新题型，有相当难度，考生应特别重视。
事实信息题：考查读者抓住文章中阐明的信息，并排除干扰回答问题的能力。读者的任务是在题中某意译的短语选出一个与文章中某相应句子建立对应关系。此题型虽然有难度，数量也较大，但属于老题型。
正误判断题：考查读者根据文章中阐明的信息，判断题中的短语哪些是正确的，哪些是错误的或文章没有提到的信息。
推论题：文章中有些论点/观点没有明确阐述，但却强烈暗示出来了。例如，结果引出了，推论题就可能问造成结果的起因。如果文中有比较，推论题就可能问及比较的基础是什么。如果文中有对某一新现象的明确阐述，推论题就可能要求推论旧现象的特征。推论题虽然是传统题型，但难度很大，需要考生花大功夫准备。
修辞目的题：考查读者透过表面特定的修辞方法/方式发掘潜在的目的能力。要求读者发现外在修辞特征背后的修辞目的。
二、篇章应用题
新托福阅读篇章应用题不仅仅要求根据词汇、句法和语义内容理解具体的点和大意，而且要求认定文章的结构和目的。具体说来，要求将文章的信息升华组织成一个腹稿般的框架;区分主要和次要观点、根本内容与非根本内容;理解诸如因果关系、比较反衬关系和论证等修辞功能。要求读者根据原文内容，使用图表和/或总结表重构中心思想和重点支持信息。对全篇有系统深入的理解，从而进行重构是篇章应用题的关键目标。它要求读者能从文章提取和记忆重要的信息并将其应用在新的情境中。如果读者能在头脑中抽象出一个框架，他就必然能根据课文重构中心思想和相关重要信息。实际上篇章应用题是要求读者在篇章水平上对全文有一个总的把握。这对中国考生是一场全新的考验。它考察的是综合能力。是新托福阅读部分的难点和重点，要花大力气才能有所突破。归纳发现，它主要包括以下几个具体题型：
篇章总结题：考查读者理解全篇中心思想和相关重要信息的能力。读者通过区分主要和次要观点、以及文章没有提及的观点达到总结全篇的目的。实际上，这一题型要求通过对主旨句的选择和重组，完成一个完整的全篇总结。在篇章水平上对全文的综合理解和掌握， 以及瞬间的归纳总结能力是考查的重点。欲提高此题的分数， 考生应将功夫下在平时：经常锻炼自己在完成某篇章的阅读后，迅速赶写总结的能力。
图表题：考查考生从文章中归纳和组织主要但分散的观点和其他相关重要信息的能力。这种题型是听力部分填表题的在阅读部分的深化和发展。它同样是考查读者对分散信息点的进行简单的归类整理。
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