老托福閱讀真題及答案passage3

時(shí)間：2024-02-17 04:48:30 楚薇20由分享

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老托福閱讀真題及答案passage3

PASSAGE 3

The Native Americans of northern California were highly skilled at basketry, using the reeds,grasses, barks, and roots they found around them to fashion articles of all sorts and sizes — notonly trays, containers, and cooking pots, but hats, boats, fish traps, baby carriers, and ceremonialobjects.

Of all these experts, none excelled the Pomo — a group who lived on or near the coast duringthe 1800's, and whose descendants continue to live in parts of the same region to this day. Theymade baskets three feet in diameter and others no bigger than a thimble. The Pomo people weremasters of decoration. Some of their baskets were completely covered with shell pendants;others with feathers that made the baskets' surfaces as soft as the breasts of birds. Moreover, thePomo people made use of more weaving techniques than did their neighbors. Most groups madeall their basketwork by twining — the twisting of a flexible horizontal material, called a weft,around stiffer vertical strands of material, the warp. Others depended primarily on coiling — aprocess in which a continuous coil of stiff material is held in the desired shape with tightwrapping of flexible strands. Only the Pomo people used both processes with equal ease andfrequency. In addition, they made use of four distinct variations on the basic twining process,often employing more than one of them in a single article.

Although a wide variety of materials was available, the Pomo people used only a few. Thewarp was always made of willow, and the most commonly used weft was sedge root, a woodyfiber that could easily be separated into strands no thicker than a thread. For color, the Pomopeople used the bark of redbud for their twined work and dyed bullrush root for black in coiledwork. Though other materials were sometimes used, these four were the staples in their finestbasketry.

If the basketry materials used by the Pomo people were limited, the designs were amazinglyvaried. Every Pomo basketmaker knew how to produce from fifteen to twenty distinct patternsthat could be combined in a number of different ways.

1. What best distinguished Pomo baskets

from baskets of other groups?

(A) The range of sizes, shapes, and designs

(B) The unusual geometric

(D) The rare materials used

2. The word fashion in line 2 is closest in meaning to

(A) maintain

(B) organize

(D) create

3. The Pomo people used each of the following materials to decorate baskets EXCEPT

(A) shells

(B) feathers

(D) bark

4. What is the author's main point in the second paragraph?

(A) The neighbors of the Pomo people tried to improve on the Pomo basket weaving techniques.

(B) The Pomo people were the most skilled basket weavers in their region.

(D) The Pomo baskets have been handed down for generations.

5. The word others in line 9 refers to

(A) masters

(B) baskets

(D) surfaces

6. According to the passage , a weft is a

(A) tool for separating sedge root

(B) process used for coloring baskets

(D) pattern used to decorate baskets

7. According to the passage , what did the Pomo people use as the warp in their baskets?

(A) bullrush

(B) willow

(D) redbud

8. The word article in line 17 is close in meaning to

(A) decoration

(B) shape

(D) object

9. According to the passage . The relationship between redbud and twining is most similar to the

relationship between

(A) bullrush and coiling

(B) weft and warp

(D) sedge and weaving

10. The word staples in line 23 is closest in meaning to

(A) combinations

(B) limitations

(D) basic elements

11. The word distinct in lime 26 is closest in meaning to

(A) systematic

(B) beautiful

(D) compatible

12. Which of the following statements about Pomo baskets can be best inferred from the

passage ?

(A) Baskets produced by other Native Americans were less varied in design than those of the

Pomo people.

(B) Baskets produced by Pomo weavers were primarily for ceremonial purposes.

(D) The basketmaking production of the Pomo people has increased over the years.

PASSAGE 3 BDCBB CBDAD CA

托福閱讀備考新手常見(jiàn)的4個(gè)問(wèn)題答疑

1、托福閱讀如何使用技巧?

參加托福考試的考試一般集中在高中生、大學(xué)生，詞匯量在四五千左右，他們?cè)诮佑|托福閱讀的時(shí)候會(huì)遇到很多生詞，尤其是分門(mén)別類的學(xué)科詞匯，分為地理、天文、生物學(xué)、動(dòng)物學(xué)四大塊，學(xué)員就會(huì)有很多的誤解，到底應(yīng)該掌握多少詞匯才能做好托福閱讀。其實(shí)只要確定好中心詞匯和構(gòu)架詞匯的區(qū)別，對(duì)學(xué)科詞匯只需要認(rèn)知，對(duì)構(gòu)架詞匯需要熟知。在技巧中只需要通過(guò)分解句型，由于托福閱讀特別長(zhǎng)，每個(gè)都是長(zhǎng)連句分析，把它按照邏輯分解之后，按照關(guān)鍵詞，找到重點(diǎn)部分，最后找到簡(jiǎn)潔的出題主干，就很容易理解了。

2、讀托福閱讀文章應(yīng)該使用哪種順序方法?

讀文章一般都是先看題目再讀文章。看題目的話，托福和雅思的區(qū)別就在于要我們自己去定位，因?yàn)槊總€(gè)題目都是按照文章的順序順延下來(lái)的，只是在最后一個(gè)小結(jié)題目的時(shí)候需要翻開(kāi)前面的文章，重點(diǎn)讀每一段的首末句找到它。

3、托福閱讀做題時(shí)有哪些常見(jiàn)誤區(qū)?

大多數(shù)同學(xué)的問(wèn)題都在于對(duì)句子的理解，尤其是復(fù)合句，考生無(wú)法理解整個(gè)句子，而是會(huì)按照個(gè)別的單次來(lái)分散，造成句子理解的中斷。因此考生備考閱讀時(shí)需要學(xué)會(huì)把句子分解，去看句子的構(gòu)架，這樣去找主干的話就會(huì)容易的多了。由于托福閱讀中，一長(zhǎng)段的內(nèi)容實(shí)際上有效信息并不多，要從中找出有效信息就需要對(duì)句型有了解，只看獨(dú)立的詞就無(wú)法理解意思。

4、托福閱讀詞匯量過(guò)大學(xué)六級(jí)就能拿高分嗎?

考生考過(guò)六級(jí)之后不一定能在托福上獲得高分，六級(jí)和托福的考試還是有非常大的區(qū)別。六級(jí)的詞匯量是考托福起碼的一個(gè)基礎(chǔ)。因?yàn)榱?jí)背誦的大多數(shù)是構(gòu)架詞匯，這些是需要熟練的。如果有六級(jí)詞匯的基礎(chǔ)，后續(xù)學(xué)習(xí)中基礎(chǔ)提高也會(huì)比較快。