老托福閱讀試題及答案：PASSAGE19
為了幫助大家備考托福閱讀，提高成績(jī)，下面小編給大家?guī)?lái)老托福閱讀真題及答案:passage 19，希望大家喜歡!
老托福閱讀試題及答案：PASSAGE 19
The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865).
1. What does the passage mainly discuss?
(A) Factors that slowed the growth of cities in Europe.
(B) The evolution of cities in North America
(C) Trade between North American and European cities
(D) The effects of the United Sates' independence on urban growth in New England.
2. The word "they" in line 4 refers to
(A) North American colonies
(B) cities
(C) centuries
(D) town economies
3. The passage compares early European and North American cities on the basis of which of the following?
(A) Their economic success
(B) The type of merchandise they exported
(C) Their ability to distribute goods to interior settlements
(D) The pace of their development
4. The word "accordingly" in line 11 is closest in meaning to
(A) as usual
(B) in contrast
(C) to some degree
(D) for that reason
5. According to the passage , early colonial cities were established along the Atlantic coastline of North America due to
(A) an abundance of natural resources
(B) financial support from colonial governments
(C) proximity to parts of Europe
(D) a favorable climate
6. The passage indicates that during colonial times, the Atlantic coastline cities prepared which of the following for shipment to Europe?
(A) Manufacturing equipment
(B) Capital goods
(C) Consumer goods
(D) Raw materials
7. According to the passage , all of the following aspects of the plantation system influenced the growth of southern cities EXCEPT the
(A) location of the plantations
(B) access of plantation owners to shipping
(C) relationships between plantation residents and city residents
(D) economic self-sufficiency of the plantations
8. It can be inferred from the passage that, in comparison with northern cities, most southern cities were
(A) more prosperous
(B) smaller
(C) less economically self-sufficient
(D) tied less closely to England than to France
9. The word "recorded" in line 26 is closest in meaning to
(A) imagined
(B) discovered
(C) documented
(D) planned
10. The word "drawing" in line 28 is closest in meaning to
(A) attracting
(B) employing
(C) instructing
(D) representing
11. The passage mentions the period following the Civil War (line 29) because it was a time of
(A) significant obstacles to industrial growth
(B) decreased dependence on foreign trade
(C) increased numbers of people leaving employment on farms
(D) increased migration from northern states to southern states
正確答案： BBDDC DCBCA C
提升托福閱讀能力的方法有哪些？
方法一：概括地觀察
在練習(xí)時(shí)我們會(huì)讀一些文章或者段子，首先我們可以進(jìn)行略讀。對(duì)于文章的首段或者每段的內(nèi)容進(jìn)行概括，我們就可以知道這些文章都講了些什么，而不是去通讀，逐字去讀，逐詞去讀，這樣不僅浪費(fèi)時(shí)間，而且對(duì)于自己的閱讀能力的提升也是微乎其微的。
方法二：要學(xué)會(huì)提問(wèn)題
在閱讀的時(shí)候，考生要學(xué)會(huì)提問(wèn)題，在閱讀完一個(gè)段落之后，可以在每段的句首位置寫(xiě)出一個(gè)問(wèn)題，當(dāng)你看到這個(gè)問(wèn)題的就會(huì)想到這個(gè)段落講的是什么意思。這樣不僅讓自己的對(duì)段落有了清楚的認(rèn)識(shí)，還能做到很的歸納總結(jié)的作用。
方法三：學(xué)會(huì)來(lái)引導(dǎo)閱讀
當(dāng)你在閱讀文章的時(shí)候，可以為文章的標(biāo)題、副題、圖片及首句設(shè)定問(wèn)題，可以把它們寫(xiě)在各自己的位置，這樣你在看問(wèn)題的時(shí)候，就可以幫助你更清晰的了解文章的內(nèi)容了。
方法四：尋找問(wèn)題的答案
我們?cè)谧鐾懈ｉ喿x題的時(shí)候，最主要的就是要找到閱讀題的答案。這個(gè)問(wèn)題的答案是跟隨著我們的問(wèn)題的，我們?cè)陂喿x的時(shí)候，要帶著問(wèn)題去閱讀，這樣對(duì)我們把握閱讀文章重點(diǎn)來(lái)說(shuō)是非常重要的。
方法五：學(xué)會(huì)做標(biāo)記
如果在托福閱讀的時(shí)候，我們?nèi)绻龅搅怂饐?wèn)題關(guān)鍵詞或者短語(yǔ)，我們要將它標(biāo)記下來(lái)，并且要將它們積累起來(lái)。因?yàn)槿绻@里考到了，說(shuō)明之后 也可能會(huì)考到，這些關(guān)鍵記號(hào)和短語(yǔ)就是我們平時(shí)練習(xí)時(shí)需要的積累的知識(shí)，不但在之后做閱讀題或許會(huì)用得到，在托?？荚嚨?a href='http://www.zbfsgm.com/meng/xiaqita/' target='_blank'>其它學(xué)科可能也是會(huì)用得到的。
方法六：修正問(wèn)題
前面提到了，在閱讀的時(shí)候要帶著問(wèn)題去文章中找答案，如果我們發(fā)現(xiàn)有幾個(gè)答案都很相似，我們不是很確定哪一個(gè)是正確的，那么這時(shí)考生就要重新看到下問(wèn)題，并且將有關(guān)的答案標(biāo)記出來(lái)。再重讀文章的時(shí)候，遇到的不明的地方可以查閱資料，也可以問(wèn)一下老師和同學(xué)。這樣久而久之，你的所有問(wèn)題都會(huì)得到解決，這的閱讀水平也就隨之不斷的提高。
方法七：學(xué)會(huì)舉一反三
在托福閱讀的整個(gè)學(xué)習(xí)過(guò)程中，考生要學(xué)會(huì)類(lèi)推，也就是在你完全掌握了文章內(nèi)容之后，對(duì)于文章中出現(xiàn)的一些問(wèn)題，我們可以把它聯(lián)系到日常的生活當(dāng)中，如果在生活當(dāng)中我們會(huì)怎么樣，利用這樣的聯(lián)帶的關(guān)系，考生可以更加的對(duì)閱讀文章時(shí)行融匯貫通，大在的提高自己的閱讀興趣和能力。這也是托福閱讀提高的一個(gè)很好的途徑。
托福閱讀人物題材的內(nèi)容整理
文學(xué)家，藝術(shù)家，尤其是歌唱家，舞蹈家的女性(ETS重女輕男，陰盛陽(yáng)衰)
編號(hào) 考題 年月 職業(yè) 性別 姓名
1. 81/11 小說(shuō)家 女 EDITH WHARTON
2. 82/1 護(hù)士 女 GLARA LOUIS
3. 82/8 天文藝術(shù) 男 LUCIEN RUDAUX
4. 82/11 新聞攝影 女 M.B.WHITE
5. 85/5 政治家 男 馬丁路德·金
6. 85/11 文學(xué)家 女 C.F.WOOLSON
7. 86/3 女權(quán)主義 女 F.D.ROOSEVELT夫人
8. 87/8 雕塑家 女 M.ESCOBAR
9. 87/12 印第安人 女 ELLA GARSSO
10. 89/1 P1 小說(shuō)家 男 ROBERT HERRICK
11. 89/8 P11 歌唱家 女 ELLA FITZGERALD
12. 89/10P20 芭蕾舞 女 AGNES DE MILLE
13. 90/1 P25 鬧劇作家 女 MERRY OTIS WARREN
14. 90/5 P29 文學(xué)家 女 GERTRUDE STEIN
15. 90/10P40 農(nóng)化學(xué)家 男 G.W.CARVER
16. 91/1 P43 詩(shī)人 女 艾米麗 狄金森
17. 91/5 P46 畫(huà)家 女 GRANDMA MOSES
18. 91/10P59 畫(huà)家 女 C.L.GRAZA
19. 92/1 P64 舞蹈家 女 LUCINA CHILDS
20. 92/5 P68 舞蹈家 女 MARTHA GRAHAM
21. 92/8 P72 舞蹈家 女 MARTHA GRAHAM
22. P81 文學(xué)家 女 PEARL.S.BUCK
23. P88 發(fā)明家 男 MCCOY 潤(rùn)滑油
24. P93 舞蹈家 女 ISADORA DUNCAN
25. P100 小丑演員 男 JOHN DURANG
26. P104 藝術(shù)支持 女 G.V.WHITNEY
27. P112 數(shù)學(xué) 女 MARJORIE RICE
28. P115 畫(huà)家 女 G.O.KEEFFE
29. P117 發(fā)明家 男 THOMAS.A.EDISON
30. P123 畫(huà)家 男 WINSLOW HOMER
31. P131 畫(huà)家 女 GRANDMA MOSES
32. P143 詩(shī)人 女 HILDA DOOLITTLE
33. P146 雕塑家 女 LOUIS NEVELSON
34. 普樣1 詩(shī)人 女 MARIANNE MOORE
35. 96/1 文學(xué)家 女 JOICE CAROL OATES
托福閱讀背景材料：加拿大歷史
武俠世界里講究的是“無(wú)招勝有招”，可是出國(guó)留 學(xué)這檔子事兒，有經(jīng)驗(yàn)顯然要比沒(méi)經(jīng)驗(yàn)有利得多，天道電子書(shū)下載《誰(shuí)說(shuō)申請(qǐng)高手沒(méi)有秘密》留學(xué)之道盡收囊中。
offer來(lái)了，體檢過(guò)了，你還害怕什么?當(dāng)然是簽證，天道電 子書(shū)下載《玩轉(zhuǎn)留學(xué)簽證》讓 你的留學(xué)之路坦蕩到底。
History Well before Columbus 'discovered' America in 1492, prehistoric tribes from Asia had come across the Bering Strait; and around AD 1000, the Vikings, the first European vistors, had tried to settle in northern Newfoundland. By the time subsequent Europeans arrived, Canada's Indian tribes had already developed a multitude of languages, customs, religious beliefs, trading patterns, arts and crafts, laws and governments. Although a number of European countries were interested in establishing settlements in the Americas, it was French explorer Jacques Cartier who made the first claim on the area surrounding the St Lawrence River in 1534. Another French explorer, Samuel de Champlain, founded Quebec City in the early 1600s. In 1663 Canada, now home to about 3000 French settlers, became a province of France. Just as the French started to thrive on the fur trade, the British entered the scene, founding the Hudson's Bay Company in 1670 to add a bit of 'friendly' competition. For a while, the two European cultures coexisted peacefully. Then, in 1745, British troops captured a French fort in Nova Scotia - the struggle for control of the new land was on. The turning point in what became known as the Seven Years' War arrived when the British defeated the French at Quebec City in 1759. At the Treaty of Paris in 1763, France handed Canada over to Britain. By the end of the American Revolution (1775-83), a migration of about 50,000 British 'Loyalists' from the USA created a more even balance between the French and British populations. After the War of 1812 - the last war between Canada and the USA, in which Canada was victorious - Britain, fearful of losing Canada as it had the American Colonies, proclaimed the British North America Act (BNA Act) in 1867. The Act established the Dominion of Canada and became Canada's equivalent of a constitution. By 1885 the completion of the Canadian Pacific Railway - one of Canada's great historical sagas - joined the country's east and west coasts. By 1912 all provinces had become part of the central government except Newfoundland, which finally joined in 1949. After WWI Canada grew slowly in stature and prosperity, becoming a voluntary member of the Commonwealth in 1931. With the onset of WWII, Canada once again fought alongside Britain against Germany, though this time it also entered into defense agreements with the USA, declaring war on Japan after the attack on Pearl Harbor. In the years after WWII, Canada experienced a huge wave of European immigration, with a further influx of Asians, Arabs, Indians, Italians, Hispanics and Caribbeans arriving in the 1960s. The postwar era was a period of economic expansion and prosperity. In 1967 Canada celebrated its 100th anniversary with Expo, the World's Fair in Montreal, as one of the highlights. Since 1975, a series of land rights agreements has been signed with Canada's native peoples, giving them some control over vast swathes of the northern portion of the country. The social upheavals of the 1960s brought to the surface the festering resentments that French-speaking Quebec had with English-speaking Canada. In 1976 the Parti Quebecois (PQ), advocating separatism, won the provincial election in Quebec, though sentiments on the issue have since waxed and waned. In the 1980 sovereignty referendum, the separatists were defeated by 60% of the vote. In October 1995, the vote was extremely close, with Canada coming within a few thousand votes of breaking up. The prime minister, Jean Chrtien, has since attempted to appease the Quebeckers by recognising the province as a 'distinct society'. In 2000, Chrtien held an early election and secured his third consecutive term. Meanwhile, the passing of former prime minister Pierre Trudeau continues to be mourned, and disappointment over the nation's failed bid to hold the 2008 Olympics (losing to Beijing) is only slowly waning.
老托福閱讀試題及答案：PASSAGE 19相關(guān)文章：
★ 托福閱讀輔導(dǎo):老托福閱讀真題及答案passage29
老托福閱讀試題及答案：PASSAGE19
