發(fā)布時(shí)間: 2025年04月04日 09:55
TPO?？脊ぞ呤俏覜](méi)復(fù)習(xí)托福非常好的幫手，屬于我們一定要好好利用，下面我給大家?guī)?lái)托福閱讀真題:TPO11原文及答案，歡迎閱讀參考！
托福閱讀真題:TPO11原文
Ancient Egyptian Sculpture
In order to understand ancient Egyptian art, it is vital to know as much as possible of the elite Egyptians' view of the world and the functions and contexts of the art produced for them. Without this knowledge we can appreciate only the formal content of Egyptian art, and we will fail to understand why it was produced or the concepts that shaped it and caused it to adopt its distinctive forms. In fact, a lack of understanding concerning the purposes of Egyptian art has often led it to be compared unfavorably with the art of other cultures: Why did the Egyptians not develop sculpture in which the body turned and twisted through space like classical Greek statuary? Why do the artists seem to get left and right confused? And why did they not discover the geometric perspective as European artists did in the Renaissance? The answer to such questions has nothing to do with a lack of skill or imagination on the part of Egyptian artists and everything to do with the purposes for which they were producing their art.
The majority of three-dimensional representations, whether standing, seated, or kneeling, exhibit what is called frontality: they face straight ahead, neither twisting nor turning. When such statues are viewed in isolation, out of their original context and without knowledge of their function, it is easy to criticize them for their rigid attitudes that remained unchanged for three thousand years. Frontality is, however, directly related to the functions of Egyptian statuary and the contexts in which the statues were set up. Statues were created not for their decorative effect but to play a primary role in the cults of the gods, the king, and the dead. They were designed to be put in places where these beings could manifest themselves in order to be the recipients of ritual actions. Thus it made sense to show the statue looking ahead at what was happening in front of it, so that the living performer of the ritual could interact with the divine or deceased recipient. Very often such statues were enclosed in rectangular shrines or wall niches whose only opening was at the front, making it natural for the statue to display frontality. Other statues were designed to be placed within an architectural setting, for instance, in front of the monumental entrance gateways to temples known as pylons, or in pillared courts, where they would be placed against or between pillars: their frontality worked perfectly within the architectural context.
Statues were normally made of stone, wood, or metal. Stone statues were worked from single rectangular blocks of material and retained the compactness of the original shape. The stone between the arms and the body and between the legs in standing figures or the legs and the seat in seated ones was not normally cut away. From a practical aspect this protected the figures against breakage and psychologically gives the images a sense of strength and power, usually enhanced by a supporting back pillar. By contrast, wooden statues were carved from several pieces of wood that were pegged together to form the finished work, and metal statues were either made by wrapping sheet metal around a wooden core or cast by the lost wax process. The arms could be held away from the body and carry separate items in their hands; there is no back pillar. The effect is altogether lighter and freer than that achieved in stone, but because both perform the same function, formal wooden and metal statues still display frontality.
Apart from statues representing deities, kings, and named members of the elite that can be called formal, there is another group of three-dimensional representations that depicts generic figures, frequently servants, from the nonelite population. The function of these is quite different. Many are made to be put in the tombs of the elite in order to serve the tomb owners in the afterlife. Unlike formal statues that are limited to static poses of standing, sitting, and kneeling, these figures depict a wide range of actions, such as grinding grain, baking bread, producing pots, and making music, and they are shown in appropriate poses, bending and squatting as they carry out their tasks.
Paragraph 1: In order to understand ancient Egyptian art, it is vital to know as much as possible of the elite Egyptians' view of the world and the functions and contexts of the art produced for them. Without this knowledge we can appreciate only the formal content of Egyptian art, and we will fail to understand why it was produced or the concepts that shaped it and caused it to adopt its distinctive forms. In fact, a lack of understanding concerning the purposes of Egyptian art has often led it to be compared unfavorably with the art of other cultures: Why did the Egyptians not develop sculpture in which the body turned and twisted through space like classical Greek statuary? Why do the artists seem to get left and right confused? And why did they not discover the geometric perspective as European artists did in the Renaissance? The answer to such questions has nothing to do with a lack of skill or imagination on the part of Egyptian artists and everything to do with the purposes for which they were producing their art.
托福閱讀真題:TPO11題目
1. The word “vital” in the passage is closest in meaning to
attractive
essential
usual
practical
2. Paragraph 1 suggests that one reason Egyptian art is viewed less favorably than other art is that Egyptian art lacks
a realistic sense of human body proportion
a focus on distinctive forms of varying sizes
the originality of European art
the capacity to show the human body in motion
3. In paragraph 1, the author mentions all of the following as necessary in appreciating Egyptian art EXCEPT an understanding of
the reasons why the art was made
the nature of aristocratic Egyptian beliefs
the influences of Egyptian art on later art such as classical Greek art
how the art was used
Paragraph 2: The majority of three-dimensional representations, whether standing, seated, or kneeling, exhibit what is called frontality: they face straight ahead, neither twisting nor turning. When such statues are viewed in isolation, out of their original context and without knowledge of their function, it is easy to criticize them for their rigid attitudes that remained unchanged for three thousand years. Frontality is, however, directly related to the functions of Egyptian statuary and the contexts in which the statues were set up. Statues were created not for their decorative effect but to play a primary role in the cults of the gods, the king, and the dead. They were designed to be put in places where these beings could manifest themselves in order to be the recipients of ritual actions. Thus it made sense to show the statue looking ahead at what was happening in front of it, so that the living performer of the ritual could interact with the divine or deceased recipient. Very often such statues were enclosed in rectangular shrines or wall niches whose only opening was at the front, making it natural for the statue to display frontality. Other statues were designed to be placed within an architectural setting, for instance, in front of the monumental entrance gateways to temples known as pylons, or in pillared courts, where they would be placed against or between pillars: their frontality worked perfectly within the architectural context.
4. According to paragraph 2, why are Egyptian statues portrayed frontality?
To create a psychological effect of distance and isolation
To allow them to fulfill their important role in ceremonies of Egyptian life
To provide a contrast to statues with a decorative function
To suggest the rigid, unchanging Egyptian philosophical attitudes
5. The word “context” in the passage is closest in meaning to
connection
influence
environment
requirement
6. The author mentions “an architectural setting” in the passage in order to
suggest that architecture was as important as sculpture to Egyptian artists
offer a further explanation for the frontal pose of Egyptian statues
explain how the display of statues replaced other forms of architectural decoration
illustrate the religious function of Egyptian statues
7. The word “they” in the passage refers to
statues
gateways
temples
pillared courts
Paragraph 3: Statues were normally made of stone, wood, or metal. Stone statues were worked from single rectangular blocks of material and retained the compactness of the original shape. The stone between the arms and the body and between the legs in standing figures or the legs and the seat in seated ones was not normally cut away. From a practical aspect this protected the figures against breakage and psychologically gives the images a sense of strength and power, usually enhanced by a supporting back pillar. By contrast, wooden statues were carved from several pieces of wood that were pegged together to form the finished work, and metal statues were either made by wrapping sheet metal around a wooden core or cast by the lost wax process. The arms could be held away from the body and carry separate items in their hands; there is no back pillar. The effect is altogether lighter and freer than that achieved in stone, but because both perform the same function, formal wooden and metal statues still display frontality.
8. According to paragraph 3, why were certain areas of a stone statue left uncarved?
To prevent damage by providing physical stability
To emphasize that the material was as important as the figure itself
To emphasize that the figure was not meant to be a real human being
To provide another artist with the chance to finish the carving
9. The word “core” in the passage is closest in meaning to
material
layer
center
frame
10. According to paragraph 3, which of the following statements about wooden statues is true?
Wooden statues were usually larger than stone statues.
Wooden statues were made from a single piece of wood.
Wooden statues contained pieces of metal or stone attached to the front.
Wooden statues had a different effect on the viewer than stone statues.
Paragraph 4: Apart from statues representing deities, kings, and named members of the elite that can be called formal, there is another group of three-dimensional representations that depicts generic figures, frequently servants, from the nonelite population. The function of these is quite different. Many are made to be put in the tombs of the elite in order to serve the tomb owners in the afterlife. Unlike formal statues that are limited to static poses of standing, sitting, and kneeling, these figures depict a wide range of actions, such as grinding grain, baking bread, producing pots, and making music, and they are shown in appropriate poses, bending and squatting as they carry out their tasks.
11. The word depicts in the passage is closest in meaning to
imagines
classifies
elevates
portrays
12. According to paragraph 4, what is the difference between statues that represent the Egyptian elite and statues that represent the nonelite classes?
Statues of the elite are included in tombs, but statues of the nonelite are not.
Statues of the elite are in motionless poses, while statues of the nonelite are in active poses.
Statues of the elite are shown standing, while statues of the nonelite are shown sitting or kneeling.
Statues of the elite serve an important function, while statues of the nonelite are decorative.
Paragraph 4: Apart from statues representing deities, kings, and named members of the elite that can be called formal, there is another group of three-dimensional representations that depicts generic figures, frequently servants, from the nonelite population. The function of these is quite different. Many are made to be put in the tombs of the elite in order to serve the tomb owners in the afterlife. Unlike formal statues that are limited to static poses of standing, sitting, and kneeling, these figures depict a wide range of actions, such as grinding grain, baking bread, producing pots, and making music, and they are shown in appropriate poses, bending and squatting as they carry out their tasks.
13. Look at the four squares [] that indicate where the following sentence could be added to the passage.
In fact, it is the action and not the figure itself that is important.
Where would the sentence best fit?
14.Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
The distinctive look of ancient Egyptian sculpture was determined largely by its function.
Answer Choices
The twisted forms of Egyptian statues indicate their importance in ritual actions.
The reason Egyptian statues are motionless is linked to their central role in cultural rituals.
Stone, wood, and metal statues all display the feature of frontality.
Statues were more often designed to be viewed in isolation rather than placed within buildings.
The contrasting poses used in statues of elite and nonelite Egyptians reveal their difference in social status.
Although the appearances of formal and generic statues differ, they share the same function.
托福閱讀真題:TPO11答案
1. 2
2. 4
3. 3
4. 2
5. 3
6. 2
7. 1
8.1
9. 3
10. 4
11. 4
12. 2
13. 4
14. The reason Egyptian
Stone, wood, and
The contrasting poses
托福閱讀真題:TPO11原文及答案相關(guān) 文章 ：
★ 11.26托?？荚嚱馕鲋?獨(dú)立口語(yǔ)和寫(xiě)作
托福TPO作為托福的模考工具，它的題目對(duì)于我們備考托福很有參考價(jià)值，為了幫助大家備考，下面我給大家整理了托福TPO3閱讀真題原文Part3，望喜歡！
? ? ?托福TPO3閱讀真題原文Part3
The Long-Term Stability of Ecosystems
Plant communities assemble themselves flexibly, and their particular structure depends on the specific 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.
An ecologist who studies a pond today may well find it relatively unchanged in a year's time. Individual fish may be replaced, but the number of fish will tend to be the same from one year to the next. We can say that the properties of an ecosystem are more stable than the individual organisms that compose the ecosystem.
At one time, ecologists believed that species diversity made ecosystems stable. They believed that the greater the diversity the more stable the ecosystem. Support for this idea came from the observation that long-lasting climax communities usually have more complex food webs and more species diversity than pioneer communities. Ecologists concluded that the apparent stability of climax ecosystems depended on their complexity. To take an extreme example, farmlands dominated by a single crop are so unstable that one year of bad weather or the invasion of a single pest can destroy the entire crop. In contrast, a complex climax community, such as a temperate forest, will tolerate considerable damage from weather to pests.
The question of ecosystem stability is complicated, however. The first problem is that ecologists do not all agree what "stability" means. Stability can be defined as simply lack of change. In that case, the climax community would be considered the most stable, since, by definition, it changes the least over time. Alternatively, stability can be defined as the speed with which an ecosystem returns to a particular form following a major disturbance, such as a fire. This kind of stability is also called resilience. In that case, climax communities would be the most fragile and the least stable, since they can require hundreds of years to return to the climax state.
Even the kind of stability defined as simple lack of change is not always associated with maximum diversity. At least in temperate zones, maximum diversity is often found in mid-successional stages, not in the climax community. once a redwood forest matures, for example, the kinds of species and the number of individuals growing on the forest floor are reduced. In general, diversity, by itself, does not ensure stability. Mathematical models of ecosystems likewise suggest that diversity does not guarantee ecosystem stability-just the opposite, in fact. A more complicated system is, in general, more likely than a simple system to break down. A fifteen-speed racing bicycle is more likely to break down than a child's tricycle.
Ecologists are especially interested to know what factors contribute to the resilience of communities because climax communities all over the world are being severely damaged or destroyed by human activities. The destruction caused by the volcanic explosion of Mount St. Helens, in the northwestern United States, for example, pales in comparison to the destruction caused by humans. We need to know what aspects of a community are most important to the community's resistance to destruction, as well as its recovery.
Many ecologists now think that the relative long-term stability of climax communities comes not from diversity but from the "patchiness" of the environment, an environment that varies from place to place supports more kinds of organisms than an environment that is uniform. A local population that goes extinct is quickly replaced by immigrants from an adjacent community. Even if the new population is of a different species, it can approximately fill the niche vacated by the extinct population and keep the food web intact.
Paragraph 1: Plant communities assemble themselves flexibly, and their particular structure depends on the specific 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.
托福TPO3閱讀真題題目Part3
1. The word "particular" in the passage is closest in meaning to
○natural
○final
○specific
○complex
2. According to paragraph 1, which of the following is NOT true of climax communities?
○They occur at the end of a succession.
○They last longer than any other type of community.
○The numbers of plants in them and the mix of species do not change.
○They remain stable for at least 500 years at a time.
Paragraph 2: An ecologist who studies a pond today may well find it relatively unchanged in a year's time. Individual fish may be replaced, but the number of fish will tend to be the same from one year to the next. We can say that the properties of an ecosystem are more stable than the individual organisms that compose the ecosystem.
3. According to paragraph 2, which of the following principles of ecosystems can be learned by studying a pond?
○Ecosystem properties change more slowly than individuals in the system.
○The stability of an ecosystem tends to change as individuals are replaced.
○Individual organisms are stable from one year to the next.
○A change in the members of an organism does not affect an ecosystem's properties.
Paragraph 3: At one time, ecologists believed that species diversity made ecosystems stable. They believed that the greater the diversity the more stable the ecosystem. Support for this idea came from the observation that long-lasting climax communities usually have more complex food webs and more species diversity than pioneer communities. Ecologists concluded that the apparent stability of climax ecosystems depended on their complexity. To take an extreme example, farmlands dominated by a single crop are so unstable that one year of bad weather or the invasion of a single pest can destroy the entire crop. In contrast, a complex climax community, such as a temperate forest, will tolerate considerable damage from weather to pests.
4. According to paragraph 3, ecologists once believed that which of the following illustrated the most stable ecosystems?
○Pioneer communities
○Climax communities
○Single-crop farmlands
○Successional plant communities
Paragraph 4: The question of ecosystem stability is complicated, however. The first problem is that ecologists do not all agree what "stability" means. Stability can be defined as simply lack of change. In that case, the climax community would be considered the most stable, since, by definition, it changes the least over time. Alternatively, stability can be defined as the speed with which an ecosystem returns to a particular form following a major disturbance, such as a fire. This kind of stability is also called resilience. In that case, climax communities would be the most fragile and the least stable, since they can require hundreds of years to return to the climax state.
5. According to paragraph 4, why is the question of ecosystem stability complicated?
○The reasons for ecosystem change are not always clear.
○Ecologists often confuse the word "stability" with the word "resilience."
○The exact meaning of the word "stability" is debated by ecologists.
○There are many different answers to ecological questions.
6. According to paragraph 4, which of the following is true of climax communities?○They are more resilient than pioneer communities.
○They can be considered both the most and the least stable communities.
○They are stable because they recover quickly after major disturbances.
○They are the most resilient communities because they change the least over time.
Paragraph 5: Even the kind of stability defined as simple lack of change is not always associated with maximum diversity. At least in temperate zones, maximum diversity is often found in mid-successional stages, not in the climax community. once a redwood forest matures, for example, the kinds of species and the number of individuals growing on the forest floor are reduced. In general, diversity, by itself, does not ensure stability. Mathematical models of ecosystems likewise suggest that diversity does not guarantee ecosystem stability-just the opposite, in fact. A more complicated system is, in general, more likely than a simple system to break down. A fifteen-speed racing bicycle is more likely to break down than a child's tricycle.
7. Which of the following can be inferred from paragraph 5 about redwood forests?
○They become less stable as they mature.
○They support many species when they reach climax.
○They are found in temperate zones.
○They have reduced diversity during mid-successional stages.
8. The word "guarantee" in the passage is closest in meaning to
○increase
○ensure
○favor
○complicate
9. In paragraph 5, why does the author provide the information that "A fifteen-speed racing bicycle is more likely to break down than a child's tricycle"?
○To illustrate a general principle about the stability of systems by using an everyday example
○To demonstrate that an understanding of stability in ecosystems can be applied to help understand stability in other situations
○To make a comparison that supports the claim that, in general, stability increases with diversity
○To provide an example that contradicts mathematical models of ecosystems
Paragraph 6: Ecologists are especially interested to know what factors contribute to the resilience of communities because climax communities all over the world are being severely damaged or destroyed by human activities. The destruction caused by the volcanic explosion of Mount St. Helens, in the northwestern United States, for example, pales in comparison to the destruction caused by humans. We need to know what aspects of a community are most important to the community's resistance to destruction, as well as its recovery.
10. The word "pales" in the passage is closest in meaning to
○increases proportionally
○differs
○loses significance
○is common
Paragraph 7: Many ecologists now think that the relative long-term stability of climax communities comes not from diversity but from the "patchiness" of the environment, an environment that varies from place to place supports more kinds of organisms than an environment that is uniform. A local population that goes extinct is quickly replaced by immigrants from an adjacentcommunity. Even if the new population is of a different species, it can approximately fill the niche vacated by the extinct population and keep the food web intact.
11.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incurred choices change the meaning in important ways or leave out essential information.
○Ecologists now think that the stability of an environment is a result of diversity rather than patchiness.
○Patchy environments that vary from place to place do not often have high species diversity.
○Uniform environments cannot be climax communities because they do not support as many types of organisms as patchy environments.
○A patchy environment is thought to increase stability because it is able to support a wide variety of organisms.
12.The word "adjacent" in the passage is closest in meaning to
○foreign
○stable
○fluid
○neighboring
Paragraph 6: █Ecologists are especially interested to know what factors contribute to the resilience of communities because climax communities all over the world are being severely damaged or destroyed by human activities. █The destruction caused by the volcanic explosion of Mount St. Helens, in the northwestern United States, for example, pales in comparison to the destruction caused by humans. █We need to know what aspects of a community are most important to the community's resistance to destruction, as well as its recovery. █
13.Look at the four squares [█] that indicate where the following sentence could be added to the passage.
In fact, damage to the environment by humans is often much more severe than damage by natural events and processes.
Where would the sentence best fit? Click on a square to add the sentence to the passage.
14.Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
The process of succession and the stability of a climax community can change over time.
●
●
●
Answer choices
○The changes that occur in an ecosystem from the pioneer to the climax community can be seen in one human generation.
○A high degree of species diversity does not always result in a stable ecosystem.
○The level of resilience in a plant community contributes to its long-term stability.
○Ecologists agree that climax communities are the most stable types of ecosystems.
○Disagreements over the meaning of the term "stability" make it difficult to identify the most stable ecosystems.
○The resilience of climax communities makes them resistant to destruction caused by humans
托福TPO3閱讀真題答案Part3
參考答案：
1. ○3
2. ○3
3. ○1
4. ○2
5. ○3
6. ○2
7. ○3
8. ○2
9. ○1
10. ○3
11. ○4
12. ○4
13. ○2
14. A high degree of species diversity
The level of resilience in
Disagreements over the
托福TPO3閱讀翻譯Part3
參考翻譯：生態(tài)系統(tǒng)的長(zhǎng)期穩(wěn)定
植物群體可以自由地聚集，它們特殊的結(jié)構(gòu)取決于聚集區(qū)域的具體歷史。生態(tài)學(xué)家使用"演替"來(lái)詮釋植物群落和生態(tài)系統(tǒng)隨著時(shí)間推移所發(fā)生的變化。演替中的第一個(gè)群落被稱(chēng)作先鋒群落，而處于演替最后那個(gè)長(zhǎng)期生存的群落被稱(chēng)為頂極群落。先鋒群落和緊接著的植物群落的變化周期是從1到500年不等，植物數(shù)量和混合種類(lèi)數(shù)量的變化是慢慢積累的。頂極群落本身也改變，但其變化周期超過(guò)500年。
現(xiàn)代一個(gè)研究池塘的生態(tài)學(xué)會(huì)發(fā)現(xiàn)池塘在一年當(dāng)中相對(duì)而言是不變的。個(gè)別魚(yú)類(lèi)可能被替換，但年復(fù)一年魚(yú)的總數(shù)都趨于一致。也就是說(shuō)，一個(gè)生態(tài)系統(tǒng)自身的屬性要比由單一生物體組成的生態(tài)系統(tǒng)更穩(wěn)定。
生態(tài)學(xué)家們一度認(rèn)為物種的多樣性使生態(tài)系統(tǒng)穩(wěn)定，生態(tài)系統(tǒng)物種越多樣則生態(tài)系統(tǒng)越穩(wěn)定。通過(guò)觀察得出的結(jié)論支持了這個(gè)觀點(diǎn)，長(zhǎng)期持久的頂極群落通常要比先鋒群落具備更為復(fù)雜的食物網(wǎng)和更多的物種。生態(tài)學(xué)家家們得出的結(jié)論是：頂點(diǎn)生態(tài)系統(tǒng)的穩(wěn)定性明顯取決于他們的復(fù)雜化程度。舉個(gè)極端的例子，在單一作物的農(nóng)田中，一年的惡劣天氣或單一害蟲(chóng)的入侵就可以摧毀所有作物。與此相反，在一個(gè)復(fù)雜的頂極群落里，如溫帶森林，他們便可以抵御來(lái)自氣候和害蟲(chóng)的干擾和入侵。
不管怎樣，生態(tài)系統(tǒng)穩(wěn)定性的問(wèn)題非常復(fù)雜。首先，不是所有的生態(tài)學(xué)家都贊同"穩(wěn)定"的含義。穩(wěn)定性可以簡(jiǎn)單地定義為缺乏變化。如果是這樣的話(huà)，頂極群落將被視為最穩(wěn)定的，因?yàn)楦鶕?jù)定義，他們隨著時(shí)間推移而變化得最少。另外，穩(wěn)定性也可以界定為生態(tài)系統(tǒng)在經(jīng)歷了嚴(yán)重破壞之后回復(fù)原貌的速度，比如火災(zāi)。這種穩(wěn)定性也被稱(chēng)作彈性。在這種情況下，頂極群落將是最脆弱和最不穩(wěn)定的，因?yàn)樗麄兛赡苄枰獢?shù)百年時(shí)間才能恢復(fù)到頂點(diǎn)狀態(tài)。
即使是這種被定義為簡(jiǎn)單地缺乏變化的穩(wěn)定性并非總是與最多樣的物種聯(lián)系起來(lái)。至少在溫帶地區(qū)，會(huì)經(jīng)常在演替過(guò)程中發(fā)現(xiàn)最多物種，而不是在頂極群落中。例如，紅杉樹(shù)林一旦成熟，其中的物種數(shù)量以及單個(gè)物種的數(shù)量都會(huì)減少。一般來(lái)說(shuō)，多樣性本身并不能保證穩(wěn)定性(事實(shí)上正相反)，生態(tài)系統(tǒng)的數(shù)學(xué)模型也可以得出同樣的結(jié)論。一個(gè)更復(fù)雜的系統(tǒng)可能比一個(gè)簡(jiǎn)單的系統(tǒng)更容易被破壞(一個(gè)十五速的 賽車(chē) 比一個(gè)孩子的三輪車(chē)更容易損壞)。
生態(tài)學(xué)家們更想弄清楚到底哪些因素有助于促成群落的恢復(fù)，因?yàn)槭澜绺鞯氐捻敇O群落都因?yàn)槿祟?lèi)活動(dòng)而遭受到嚴(yán)重的損壞或毀壞。就像美國(guó)西北部圣海倫火山的猛烈噴發(fā)所造成的破壞，在人類(lèi)活動(dòng)對(duì)環(huán)境造成的破壞面前也相形見(jiàn)絀。我們必須了解對(duì)群落抵抗、破壞和恢復(fù)來(lái)說(shuō)哪些是最重要的。
現(xiàn)在的很多生態(tài)學(xué)家們認(rèn)為，頂極群落相對(duì)長(zhǎng)期的穩(wěn)定性并非來(lái)自于多樣性，而是來(lái)自環(huán)境的"補(bǔ)綴"，隨處變化的環(huán)境比始終如一的環(huán)境更有利于多種有機(jī)體的生存。當(dāng)?shù)匚锓N滅亡后，馬上就會(huì)被相鄰群落的移民取代。即便是另一種不同的物種，他們也可以填補(bǔ)那些已滅絕生物的空缺，并保持食物網(wǎng)的完整。
托福TPO3閱讀真題原文及答案翻譯Part3相關(guān) 文章 ：
1. 新托福閱讀考試需要多長(zhǎng)時(shí)間
People who develop different skills are more successful than people who develop one skill only.
托福寫(xiě)作范文參考:
When it comes to the qualities of successful people, people varying in education background and experience tend to give distinctive answers. Some would argue that those who are successful should be versatile and excel in lots of skills like communication skills, leadership skills and even organizational skills while others believe that one who is exceptional in one area is more likely to be successful. I personally believe that a versatile person with various skill sets can be more successful.
Admittedly, as the saying goes Jack of all trades and master of none and there are rare cases where some people who are expert in only one field stand out. However, it is more common for versatile people with multiple skills to be successful because of the following reasons.
First off, people who are talented and versatile are more competitive and competent in their career, and they enjoy a better change to be promoted in a professional setting. Actually, a lot of positions require a combination of skill sets, such as paying attention to details, knowledge in a specific field and communication skills, etc. Indeed, more skills will give someone more chance to get promoted. For instance, if a computer programmer just knows how to write program and focuses only on the technical side of the job, chances are that he would never get promoted. On the other hand, if not only does the computer programmer have programming skills but also he is a genius people-wise, he might get a better shot to be promoted as a manager in charge of a team of computer programmers. Thus, he can enjoy more opportunities in his career.
Additionally, it is much easier for a versatile person with various skill sets to build rapport with people and make friends. It is self-evident that people with all kinds of skills will be very attractive and charismatic. A person who not only has professional knowledge in one specific field but also has people skills and leadership skills will be very popular and standing out among his or her peers. For instance, my friend Alex, a bright young professional working in the financial industrial. He was awarded the most valuable banker in his company because of his professionalism and dedication to serving the customers and clients. Not only is he successful in his professional life, but also he is an amateur violinist. Actually, he plays for a city choir to represent the community and go against other cities' choir. Such skills can be very useful when building up connections with people and thus he can expand his social network easily. Furthermore, he can use these skills to entertain his clients and customers on certain occasions and have their trust on him.
In conclusion, a versatile person with various skill sets can be more competitive and outstrip others in the workplace, eventually they enjoy better chance to be promoted. Another advantage of having multiples skills is that it can be much easier and readily for them to network and expand their social connections.
附：托福作文怎么寫(xiě)?
1：確保你的筆跡是盡可能清晰。
Handwriting that is hard to read may unconsciously prejudice the readers who are grading you essay. Be sure your handwriting is not too small or too large。
2：遵循一個(gè)明確，邏輯結(jié)構(gòu)。
All TWE essay should consist of three basic parts:
An introductory paragraph
An body: consists of two or three paragraphs。
A concluding paragraph
3：使用具體的`例子，具體原因。
Whenever you make a general statement, you should support it with specific examples。
4：使用信號(hào)詞來(lái)表示的轉(zhuǎn)換。
Signal words can be used to join paragraph to paragraph and sentence to sentence。
5：使用不同的句子類(lèi)型。
Good writing in English consists of a more or less equal balance between short, simple sentences consisting of only one clause and longer sentences containing two or more clauses. Therefore, make an effort to use sentences of various lengths。
首先可以確定這是個(gè)并列句。
第一分句：Inequalities of wealth and rank certainly exist, and have probably existed in most pastoralist societies,
該分句的主語(yǔ)是復(fù)數(shù)名詞Inequalities of wealth and rank（財(cái)富和等級(jí)的不平等），其中有兩個(gè)并列謂語(yǔ)：
1、certainly exist
2、haveprobably existed in most pastoralist societies
第二分句：but except in periods of military conquest, they are normally too slight to generate the stable.
該分句是帶有介詞短語(yǔ)的簡(jiǎn)單句，they 指代上文的復(fù)數(shù)名詞 Inequalities of wealth and rank
那么，整個(gè)句子改寫(xiě)為三個(gè)簡(jiǎn)單句：
Inequalities of wealth and rank certainly exist. 財(cái)富和等級(jí)的不平等確實(shí)存在。
Inequalities of wealth and rank have probably existed in most pastoralist societies. 財(cái)富和等級(jí)的不平等或許已經(jīng)在多數(shù)理想社會(huì)中存在。
Inequalities of wealth and rank are normally too slight to generate the stable except in periods of military conquest. 除了在軍事戰(zhàn)領(lǐng)期間，財(cái)富和等級(jí)的不平等一般說(shuō)來(lái)過(guò)于微不足道而不足以形成這類(lèi)穩(wěn)定的局面。
The inequalities is most marked during periods of military conquest（這些不平等在軍事戰(zhàn)領(lǐng)期間極為顯著）與 they are normally too slight to generate… 以及前面的一句在意思上大相徑庭。
究竟正與否，需要看題目的要求。如選擇不能表述上文意思的一項(xiàng)，它應(yīng)該是正確的；反之，則是錯(cuò)誤的。
為了幫助大家備考托福閱讀，提高成績(jī)，下面我給大家?guī)?lái)新托福閱讀一篇幾道題，希望大家喜歡!
新托福閱讀一篇幾道題
新托福閱讀有三篇 文章 每篇文章對(duì)應(yīng)有11道試題，均為選擇題。除了最后一道試題之外，其他試題都是針對(duì)文章的某一部分提問(wèn)，試題的出現(xiàn)順序與文章的段落順序一致。托福閱讀滿(mǎn)分30分。
最后一題針對(duì)整篇文章提問(wèn)，要求考生從多條選擇項(xiàng)中挑選若干項(xiàng)對(duì)全文進(jìn)行 總結(jié) 或歸納。新一代托福閱讀文章的篇幅比老托福閱讀文章的篇幅略長(zhǎng)，在此時(shí)限中考生可以復(fù)查、修改已遞交的答案。
與老托福不同的是，考生不需要在答題之前通讀全文，而是在做題的過(guò)程中分段閱讀文章。
托福閱讀詞匯題多少分
托福閱讀詞匯題多少分呢?托福閱讀考試中，詞匯題是考試最常見(jiàn)的題型類(lèi)型之一。要想拿到這部分的高分，大家還是需要在平時(shí)的備考中多積累詞匯，多進(jìn)行詞匯題的練習(xí)。下面就來(lái)為大家詳細(xì)的解析一下托福閱讀詞匯題的分?jǐn)?shù)。
總結(jié)托福復(fù)習(xí)的55套題目中(TPO+EXTRA+OG)
633個(gè)詞匯題，587個(gè)細(xì)節(jié)題，195否定題，目的題213，推斷題160，總結(jié)150，句子 簡(jiǎn)化133，指代30個(gè)，配對(duì) 15。
所以你看出來(lái)什么特點(diǎn)了嗎?詞匯題是題量最大的題型
平均每套題中詞匯題占到11.5個(gè)，比例是27.4%，其重要性可想而知。
托福閱讀總共有3篇文章如遇到加試，則隨機(jī)3篇文章算分，另1篇文章不算分。每篇文章700個(gè)字，對(duì)應(yīng)14道題目。其中，13道題是基礎(chǔ)信息和推斷題，每道題1分。最后一道題是小結(jié)題，俗稱(chēng)大題，滿(mǎn)分2分。大題一般情況下是6選3，3個(gè)選項(xiàng)錯(cuò)一個(gè)扣一分，扣完為止，即在答題中錯(cuò)2或3個(gè)選項(xiàng)，這個(gè)題目不得分。因此，每篇文章對(duì)應(yīng)14個(gè)題目，共15分。
托福閱讀部分整體42道題，對(duì)應(yīng)原始分?jǐn)?shù)滿(mǎn)分45分。將會(huì)給出原始分?jǐn)?shù)與最終分?jǐn)?shù)的對(duì)應(yīng)。托福閱讀滿(mǎn)分為42至45分不等，轉(zhuǎn)換為標(biāo)準(zhǔn)分后滿(mǎn)分為30分。
托福閱讀學(xué)科詞匯
在托福閱讀考試中，經(jīng)常會(huì)出現(xiàn)一些學(xué)科詞匯，這類(lèi)詞匯專(zhuān)業(yè)性比較強(qiáng)，不容易理解。因此大家在平時(shí)的備考中，還是要對(duì)積累這樣的學(xué)科詞匯。為大家匯總了相關(guān)的內(nèi)容，供大家參考。
acoustics(聲學(xué))，the scientific study of sound;
aeronautics(航空學(xué)，航空術(shù))，the science of designing and flying airplanes;
aesthetics，esthetics(美學(xué)，審美學(xué))，the study of beauty, especially beauty in art;
dietetics(營(yíng)養(yǎng)學(xué))，the science that is concerned with what people eat and drink and how this affects their health;
genetics(遺傳學(xué))，the study of how the qualities of living things are affected and passed on by genes;
linguistics(語(yǔ)言學(xué))，the study of language in general and of particular languages, their structure, grammar, and history;
logistics(后勤學(xué))，the study or skill of moving soldiers, supplying them with food etc.;
orthodontics(畸齒矯正術(shù)，正齒學(xué))，the practice or skill of making teeth move into the right position when they have not been growing correctly。
【以 其它 詞根或后綴結(jié)尾的學(xué)科名稱(chēng)】
astronomy(天文學(xué))，the scientific study of the stars and planets;
gastronomy(美食學(xué)，烹飪法)，the art and science of cooking and eating good food;
botany(植物學(xué))，the scientific study of plants;
demography(人口統(tǒng)計(jì)學(xué))，the study of how human populations change, for example the study of how many births, deaths, marriages etc. happen in a particular place at a particular time;
topography(地形學(xué))，the science of describing an area of land, or making maps of it;
horticulture(園藝學(xué))，the practice or science of growing flowers, fruit, and vegetables;
jurisprudence(法學(xué)，法理學(xué))，the science or study of law;
obstetrics(產(chǎn)科學(xué))，the part of medical science that deals with the birth of children;
pedagogy( 教育 學(xué))，the practice of teaching, or the study of teaching;
podiatry(足病學(xué)，足醫(yī)術(shù))，the part of medical science that deals with diseases of the foot。
新托福閱讀真題分享
托福閱讀考試日期：
2018年7月8日
新托福閱讀題目回憶：
但是最大的區(qū)別是和sun的距離不一樣。金星和地球曾經(jīng)有著很多水，不過(guò)因?yàn)榻鹦请x太陽(yáng)近，水蒸發(fā)了，大氣層只剩下carbon dioxide;但是地球的液態(tài)水流得比較好，而且地球的地形也和金星不一樣，有很多river valley，讓生命存活并且改變了topography。
為了幫助大家備考托福閱讀，提高成績(jī)，下面我給大家?guī)?lái)老托福閱讀100篇passage 33試題及答案，希望大家喜歡!
老托福閱讀100篇passage 33試題及答案
PASSAGE 33
Researchers in the field of psychology have found that one of the best ways to make an important decision, such as choosing a university to attend or a business to invest in, involves the utilization of a decision worksheet. Psychologists who study optimization compare the actual decisions made by people to theoretical ideal decisions to see how similar they are. Proponents of the worksheet procedure believe that it will yield optimal, that is, the best decisions. Although there are several variations on the exact format that worksheets can take, they are all similar in their essential aspects. Worksheets require defining the problem in a clear and concise way and then listing all possible solutions to the problem. Next, the pertinent considerations that will be affected by each decision are listed, and the relative importance of each consideration or consequence is determined. Each consideration is assigned a numerical value to reflect its relative importance. A decision is mathematically calculated by adding these values together. The alternative with the highest number of points emerges as the best decision.
Since most important problems are multifaceted, there are several alternatives to choose from, each with unique advantages and disadvantages. One of the benefits of a pencil and paper decision-making procedure is that it permits people to deal with more variables than their minds can generally comprehend and remember. On the average, people can keep about seven ideas in their minds at once. A worksheet can be especially useful when the decision involves a large number of variables with complex relationships. A realistic example for many college students is the question What will I do after graduation? A graduate might seek a position that offers specialized training, pursue an advanced degree, or travel abroad for a year.
A decision-making worksheet begins with a succinct statement of the problem that will also help to narrow it. It is important to be clear about the distinction between long-range and immediate goals because long-range goals often involve a different decision than short-range ones. Focusing on long-range goals, a graduating student might revise the question above to What will I do after graduation that will lead to successful career?
1. What does the passage mainly discuss?
(A) A tool to assist in making complex decisions.
(B) A comparison of actual decisions and ideal decisions
(C) Research on how people make decisions
(D) Differences between long-range and short-range decision making
2. The word essential in line 7 is closest in meaning to
(A) introductory
(B) changeable
(C) beneficial
(D) fundamental
3. The word pertinent in line 9 is closest in meaning to
(A) relevant
(B) preceding
(C) insightful
(D) responsive
4. Of the following steps, which occurs before the others in making a decision worksheet?
(A) Listing the consequences of each solution
(B) Calculating a numerical summary of each solution
(C) Deciding which consequences are most important
(D) Writing down all possible solutions
5. According to decision-worksheet theory, an optimal decision is defined as one that
(A) has the fewest variables to consider
(B) uses the most decision worksheets
(C) has the most points assigned to it
(D) is agreed to by the greatest number of people
6. The author develops the discussion in paragraph 1 by means of
(A) describing a process
(B) classifying types of worksheets
(C) providing historical background
(D) explaining a theory
7. The author states that On the average, people can keep about seven ideas in their minds at
once (lines 17-18) to explain that
(A) most decisions involve seven steps
(B) human mental capacity has limitations
(C) some people have difficulty making minor as well as major decisions
(D) people can learn to keep more than seven ideas in their minds with practice
8. The word succinct in line 24 is closest in meaning to
(A) creative
(B) satisfactory
(C) personal
(D) concise
9. Which of the following terms is defined in the passage ?
(A) Proponents (line 5)
(B) Optimal (line 5)
(C) Variables (line 17)
(D) Long-range goals (line 25)
10. The word it in line 24 refers to
(A) worksheet
(B) problem
(C) distinction
(D) decision
11. The word revise in line 26 is closest in meaning to
(A) ask
(B) explain
(C) change
(D) predict
PASSAGE 33 ADADC ABDBB C
托福閱讀怎么抓住定位詞
首先介紹一下，什么是定位詞?
其實(shí)很簡(jiǎn)單，打個(gè)比方，你和朋友約好了去酒吧，朋友和你說(shuō)酒吧在沈陽(yáng)新東方正對(duì)面，這個(gè)酒吧你是不知道地點(diǎn)的，也就是你的目的地;而新東方卻很熟知，那么你只需找到新東方便可以找到酒吧了。在這里新東方是已知的，就是用來(lái)定位的詞匯，而酒吧則是你的目的所在，也便是你要找的答案。
定位詞的稱(chēng)呼有很多，如關(guān)鍵詞，主旨詞，功能詞，中心詞等等。這些只是個(gè)名稱(chēng)罷了，含義都是一致的：一個(gè)可以根據(jù)題干回原文定位，并能夠找到出處的詞，這個(gè)題干中的詞就是定位詞 or key word。
定位詞有什么樣的特征?
定位詞總體特征：不可變性和細(xì)節(jié)性
不可變性：定位詞是用來(lái)定位的，所以必須找那些回原文依然不變的詞匯，才有意義。通常不用動(dòng)詞和副詞來(lái)定位。通常是名詞或充當(dāng)定語(yǔ)的形容詞。
細(xì)節(jié)性：不要找大概念的詞匯，更不要拿代表全文主旨的詞匯來(lái)定位。換句話(huà)說(shuō)不要找那些原文一大堆的詞匯，無(wú)法定位。
如，95年英國(guó)劍橋委員會(huì)British Council給出的唯一樣題 文章 的題目是:The Spectacular Eruption of Mount St.Helens
下面有一道選擇題是“ According to the text the eruption of Mount St.Helens and other volcanoes has influenced our climate by…”
拿這道題為例，如果大家把Mount St.Helens 作為關(guān)鍵詞回原文進(jìn)行定位，那你會(huì)郁悶致死，全文主要講的就是圣海倫斯火山的噴發(fā)，原文有N多個(gè)Mount St.Helens，所以即使這個(gè)詞屬于大寫(xiě)的專(zhuān)有名詞，但他違背了細(xì)節(jié)性，是概括性的詞匯，也不能作為定位詞來(lái)尋找答案。
究竟哪些詞在閱讀當(dāng)中充當(dāng)定位詞?
以下是定位詞的分類(lèi)：
1.特殊詞匯
在閱讀中有一些詞張的比較特殊，這種詞很容易被記住，也很容易回原文定位。
好比，在大街上上看到一個(gè)人光著身子跑步-------特殊難看
一個(gè)人的個(gè)子超高，像姚明一樣------特殊長(zhǎng)
一個(gè)人身上穿著10多種顏色的衣服，而且不停的搖頭-----特殊怪
特殊怪，特殊長(zhǎng)，特殊難
這三種詞就是特殊詞的所有特征，在文中看到這樣的詞，一定要警惕。如，
Sequoia 美洲杉 ---特殊怪，很好定位，也經(jīng)常作為考點(diǎn)。
sodium 【化學(xué)】鈉---特殊難，大家只要知道是一種化學(xué)元素足矣。
Simultaneous 同時(shí)的---特殊長(zhǎng)，這種詞本身的特點(diǎn)決定應(yīng)作為定位詞。
2.數(shù)字：通常指時(shí)間，金錢(qián)和百分比。
有一個(gè)道題目是這樣問(wèn)的：
“What are the dates of the TWO major eruptions before 1980?”
那么像1980 3185$ 69%這些詞因?yàn)殚L(zhǎng)相原因，段落全是英文，突然跑出來(lái)幾個(gè)數(shù)字，十分顯眼，也就很好回原文找到他們。
3.專(zhuān)有名詞：斜體字，大寫(xiě)人名,地名，大寫(xiě)的專(zhuān)有名詞，這一點(diǎn)大家都很熟悉，不用多說(shuō)。
4.特殊符號(hào)：
在特殊符號(hào)里或者旁邊的詞，最好通過(guò)符號(hào)回原文進(jìn)行定位，如“paper conversation”，(three cubic miles) 這些詞本身并沒(méi)有什么特別，但放在符號(hào)里面，就可以根據(jù)符號(hào)回原文進(jìn)行尋找。
總之，在國(guó)外考試的閱讀中，無(wú)論是閱讀文章，還是回答后面的10幾道題目，定位詞的尋找，都是一種有效的應(yīng)試策略，更是學(xué)術(shù)文章的閱讀的重要 方法 。
托福閱讀不同題型的方法和技巧
一、單詞題目
平時(shí)注意單詞量的積累，力求達(dá)到可以隨時(shí)隨地記憶單詞的境界。其實(shí)我們?cè)谟洃泦卧~的時(shí)候也可以適當(dāng)?shù)厥褂靡恍┎呗?，那就是在我們可以把自己的?cè)重點(diǎn)放在動(dòng)詞和形容詞的記憶上?？荚囘^(guò)后，你就會(huì)發(fā)現(xiàn)這個(gè)策略的事半功倍了。此外，對(duì)于自己不認(rèn)識(shí)的單詞，我們應(yīng)該主動(dòng)回原文找 同義詞，或找相關(guān)的提示信息。
二、找代詞指代對(duì)象的題目
在考試中，它們主要會(huì)以如下兩種形式出現(xiàn)。
(1)it、one、their、its、that類(lèi)，這種題目主要是考查我們對(duì)于并列關(guān)系的掌握，這時(shí)，我們應(yīng)該主動(dòng)去看這個(gè)詞所在的那整句話(huà)，從已知話(huà)中找到處于相同地位的詞。
(2)考查由that、which涉及到的定語(yǔ)從句類(lèi)，我們?cè)诿鎸?duì)這種題目時(shí)，應(yīng)該有意識(shí)的在選項(xiàng)中找從句中謂語(yǔ)動(dòng)詞的發(fā)起者或接受者，因?yàn)橹挥羞@樣才可以邁出通向勝利的第一步。
三、考查文章內(nèi)容的題目
在歷次的托?？荚囍校泊嬖谥鴥纱笾饕}型，即：文章細(xì)節(jié)考查題和文章結(jié)構(gòu)考查題。
1、文章細(xì)節(jié)考查題
解答文章細(xì)節(jié)考查題，我們一般都可以回到原文中去做定位，找到相近或相似的內(nèi)容，進(jìn)而得出答案。
常見(jiàn)的定位有以下3種：
(1)題目本身給出定位。
(2)至少先可作出一個(gè)段落的定位。
(3)位置多夾于前后兩題位置之間。
2、文章結(jié)構(gòu)考查題
一定要注意：
(1)千萬(wàn)不要根據(jù)你讀的信息去作推理。
(2)不要把文章從頭到尾當(dāng)成一個(gè)整體，盡可能各段獨(dú)立。
(3)根據(jù) 經(jīng)驗(yàn)，在考試中，整篇文章的最后一句出題較多，所以應(yīng)該仔細(xì)閱讀這個(gè)重要的 句子 。
以上是針對(duì)托福考試閱讀部分的常見(jiàn)題型做出的一些有關(guān)于考試解題方法與技巧的分項(xiàng)介紹。
在整個(gè)的閱讀考試中，我們還應(yīng)該了解到：
(1)在這個(gè)特殊的考試時(shí)間段內(nèi)，我們的記憶比理解更為重要，在解題的時(shí)候一定要完全忠實(shí)于原文，切忌私自做出任何的主觀臆斷。
(2)在做題步驟方面，我們可以先簡(jiǎn)讀原文(主要是各個(gè)段落的第一，二句話(huà))，而后閱讀題目，最后觀察選項(xiàng)做出判斷。值得我們特別注意的是，我們?cè)谧龀雠袛嗟臅r(shí)候，切忌不要選擇在選項(xiàng)中存在比較，而在原文中沒(méi)有明確表示過(guò)的項(xiàng)目;切忌不要去選擇那些說(shuō)法過(guò)于絕對(duì)化的選項(xiàng)。
溫馨提示：
