2020年托福阅读模拟试题及答案(卷九)

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托福阅读真题第9套

第9套The Western Roman Empire in the Fifth CenturyShortly after the death of emperor Theodosius in395A.D.,the Roman Empire was permanently divided into Eastern and Western empires.By the fifth century A.D.,the power of the Western Roman Empire had declined considerably,though the Eastern Roman Empire centered in Byzantium continued to flourish.Various problems contributed to this undermining of the West.1.The word unfavorable in the passage is closest in meaning toA.negativeB.uncontrollableC.unexpectedD.long lastingThe accessions of Arcadius and Honorius,sons of Theodosius,as emperors in the East and West,respectively,illustrate the unfortunate pattern of child heirs that had unfavorable effects for both empires.When Arcadius died in408,he was succeeded by his seven-year-old son,Theodosius II.Reigning until423,Honorius was succeeded by his nephew Valentinian III,who was only five.Because of their young ages,【Theodosius'sons and grandsons could not rule without older advisors and supervising regents upon whom they naturally became dependent and from whom they were unable to break away after reaching maturity.】As powerful individuals vied for influence and dominance at court,the general welfare was often sacrificed to private rivalries and ambitions.Moreover,it was the women of the dynasty who were the more capable and interesting characters.Holding the keys to succession through birth and inheritance,they became active players in the political arena.2.According to paragraph2,which of the following was one result of the pattern of rule by child emperorsA.The common people lost respect for the position of emperor.B.Regents and advisors attempted to put an end to traditional rivalries for dominance within the court.C.Women within the dynasty gained increased influence and power.D.Traditional rules of succession by inheritance were changed.3.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage.Incorrect choices change the meaning in important ways or leave out essential information.【Theodosius'sons and grandsons could not rule without older advisors and supervising regents upon whom they naturally became dependent and from whom they were unable to break away after reaching maturity.】A.As young rulers,the sons and grandsons of Theodosius necessarily depended onolder advisors,and as adults,they were unable to rule independently of these advisors.B.The sons and grandsons of Theodosius were too young when they came to power to rule without the assistance of older advisors.C.On reaching maturity,the sons and grandsons of Theodosius attempted to break away from the older officials who had advised them since childhood.D.Because the sons and grandsons of Theodosius were young when they became rulers,older advisors were able to prevent them from breaking away.Compared with the East,however,the West faced a greater number of external threats along more permeable frontiers.Whereas the East could pursue war and diplomacy more effectively with their enemies on the long eastern frontier,the West was exposed to the more volatile tribal Germanic peoples on a frontier that stretched along the Rhine and Danube rivers for1,000miles.The East,however,only had to guard the last500miles of the Danube.In addition,the East had many more human and material resources with which to pursue its military and diplomatic objectives.The East also had a more deeply rooted unity in the Greek culture of the numerous Greek and Near Eastern cities that Rome had inherited from earlier Grecian tin culture had not achieved comparable penetration of the less urbanized West outside of Italy.The penetration of Germanic culture from the north had been so extensive along the permeable Rhine-Danube frontier that it was often difficult to distinguish between barbarians(speakers of German and other languages unrelated to Latin)and Romans in those regions by the fifth century anyway.4.In describing the frontiers of the Western Empire as more permeable the author means that these frontiersA.had more places where crossings could occurB.were more distant from the centerC.were more likely to be changedD.were more poorly equipped5.The word pursue in the passage is closest in meaning toA.expandB.engage inC.controlD.avoid6.The word comparable in the passage is closest in meaning toA.similarB.desirableC.necessaryD.noticeable7.Which of the following is NOT identified in paragraph3as a factor contributing to the greater stability and success of the Eastern empireA shorter border subject to invasion by Germanic tribesB.Greater cultural unity among the inhabitantsC.More resources available for achieving political goalsD.Lower population densities outside of urban areas8.In paragraph3,why does the author discuss the Germanic cultureA.To compare the less urbanized West outside of Italy to the more urbanized EastB.To explain why Roman military and political objectives necessarily changed in the fifth centuryC.To emphasize that the Romans had more of a cultural disadvantage in the West than in the EastD.To explain why there were as many speakers of German as there were Romans on the western frontierOne of the most outstanding features at the beginning of this period was the prominence of Germanic generals in the high command of the Roman Imperial army. The trend became significant,and several practical reasons can explain it.The foremost probably was the sheer need for military manpower that made it attractive to recruit bands of Germanic peoples for the armies,which,in turn,gave chieftains and warlords the opportunity to gain Imperial favor and advance in rank.Second,one way to turn Germanic chieftains from potential enemies into loyal supporters was to offer them a good position in the Roman military.Third,although Theodosius had risen to power as a military leader,he was also a cultured aristocrat and preferred to emphasize the civilian role of the emperor and to rely for protection on Germanic generals whose loyalties were primarily to him,their patron.9.Which of the following is NOT identified in paragraph4as a reason the practice arose of making Germanic chieftains generals in the Roman high commandA.It helped reduce the number of possible enemies against the empire.B.It helped make it possible to maintain an imperial military force of sufficient size.C.It was cheaper than recruiting and training Roman generals.D.It gave Theodosius confidence that his generals would remain loyal while he focused on other matters.10.According to paragraph4,by becoming generals in the Roman army,Germanic chieftains were given a chance toA.obtain benefits from the emperorB.influence Roman civilian lifeC.help shape military policyD.attract Germanic recruits into the Roman armyUnfortunately,the high positions achieved by Germanic officers often aroused the jealousy and hostility of high-ranking Roman military and civilian officials.Such positions also gave their Germanic holders a chance to act on both personal and tribalanimosities in the arena of Imperial politics.Internal Roman rivalries and power struggles aggravated the situation.Rival factional leaders often granted Imperial titles and conceded territory to one Germanic leader or another in return for help against fellow Romans.While the Romans were thus distracted by internal conflict,other tribes seized the opportunity to cross into Roman territory unopposed.When the Romans could not dislodge them,peace was bought with further titles and territorial concessions as allies.In the midst of it all,alliances and coalitions between Roman emperors or powerful commanders and various tribes or tribal kings were made, unmade,and remade so often that it is nearly impossible to follow their course. Accordingly,all of these situations proved dangerous to the peace and safety of the West.11.Which of the following is identified in paragraph5as a negative consequence of making Germanic chieftains high-ranking officers in the Roman armyA.Romans no longer sought achievement through the military.B.Germanic generals sometimes used their military power to advance their own and their tribes'interests.C.Germanic soldiers focused on achieving imperial titles rather than military success.D.Greater divisions developed between the Western Empire and the Eastern Empire, which lacked military leadership.12.According to paragraph5,what is one way that internal conflict in Rome endangered the peace and safety of the WestA.The conflict made it more difficult to make peace through the process of granting imperial titles and territorial concessions.B.The conflict made it easier for invaders to cross the frontier and enter Roman territory.C.The conflict discouraged Roman leaders from creating alliances and coalitions with Germanic tribes.D.The conflict made it nearly impossible to track the activities of enemy tribes outside Roman territory.13.Look at the four squares that indicate where the following sentence could be added to the passage.Once within Roman borders,they proved difficult to remove.Where would the sentence best fit Click on a square to add the sentence to the passage.Unfortunately,the high positions achieved by Germanic officers often aroused the jealousy and hostility of high-ranking Roman military and civilian officials.Such positions also gave their Germanic holders a chance to act on both personal and tribal animosities in the arena of Imperial politics.Internal Roman rivalries and power struggles aggravated the situation.Rival factional leaders often granted Imperial titles and conceded territory to one Germanic leader or another in return for help againstfellow Romans.While the Romans were thus distracted by internal conflict,other tribes seized the opportunity to cross into Roman territory unopposed.【A】When the Romans could not dislodge them,peace was bought with further titles and territorial concessions as allies.【B】In the midst of it all,alliances and coalitions between Roman emperors or powerful commanders and various tribes or tribal kings were made,unmade,and remade so often that it is nearly impossible to follow their course.【C】Accordingly,all of these situations proved dangerous to the peace and safety of the West.【D】14..Drag your choices to the spaces where they belong.To review the passage,click on View Text.Answer ChoicesA.The division of the Roman Empire into two parts was particularly damaging for the Western Empire because it relied on the Eastern Empire for economic support.B.The heirs of Theodosius came to the throne as young children,allowing them to be dominated by advisors who competed for influence at the expense of the empire's welfare.C.Western emperors after Theodosius were unable to emphasize their civilian role because of their need to rely on the protection of Germanic generals loyal to them.pared to the Eastern Empire,the Western Empire had many disadvantages, including more foreign enemies and fewer material and human resources.E.Resentment against Germanic chieftains achieving high rank in the Roman military and factionalism among Roman leaders were among the causes of the period's considerable instability.F.As the resources needed to secure Rome's borders increased,serious conflicts developed among Roman leaders over how best to protect Roman territory against invading tribes.Features of Tropical MammalsThere are several important features of tropical mammals and their habitats that differentiate them from temperate-zone mammals.First,tropical mammals face different environmental stresses than do temperate-zone mammals,and they respond to stresses in different ways.Many temperate-zone mammals,of course,must endure extreme variation within a year;from cold winters with snow and low food supplies to hot summers with dry weather and abundant food.Many mammals respond with hibernation,staying more or less dormant for several months until conditions improve.【Tropical mammals,except in the high-altitude mountains,do not encounter such extreme annual changes,but they do face dry seasons,up to five months long,that sometimes severely reduce food supplies.】For some surprising reasons,they cannot alleviate this stress by hibernating,waiting for the rainy season to arrive with its increased food supplies.When a mammal in Canada or Alaska hibernates,many of its predators leave the area.This is not the case in the tropics.A mammal sleeping away the dry season in a burrow would be easy prey to snakes and other predators.Moreover,a big danger to sleeping mammals would be army ants.These voracious insects are very common in the tropics and would quickly eat a sleeping mouse or squirrel.Also,external parasites,such as ticks and mites,which are inactive in extreme cold,would continue to be very active on sleeping tropical mammals, sucking blood and doing considerable st,the great energy reserves needed to be able to sleep for an extended period through warm weather may be more than any mammal can physically accumulate.Therefore,tropical mammals need to stay active throughout the year.One way they counter the dry season's reduction in their normal foods is to switch food types seasonally.For instance,some rodents that eat mostly insects during the rainy season switch to seeds during the dry season;some bats that feed on insects switch to dry-season fruits.1.The word extreme in the passage is closest in meaning toA.greatB.repeatedC.unusualD.constant2.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage Incorrect choices change the meaning in important ways or leave out essential information.【Tropical mammals,except in the high-altitude mountains,do not encounter such extreme annual changes,but they do face dry seasons,up to five months long,that sometimes severely reduce food supplies.】A.Most tropical mammals do not experience extreme temperature changes but can suffer severe food losses from long dry seasons.B.Tropical mammals in high-altitude mountains encounter more severe food shortages than other tropical mammals.C.Dry seasons up to five months long cause as much damage to food resources of tropical mammals as extreme annual changes.D.Dry seasons do not severely reduce the food supplies of tropical mammals every year but they do occur sometimes.3.According to paragraph1,mammals in the tropics encounter extreme temperature variations in which of the following situationsA.During hot summersB.During the dry seasonC.In high-altitude mountainsD.During the rainy season4.According to paragraph1,a tropical mammal hibernating throughout the dry season would encounter all of the following difficulties EXCEPT:A.It would be easy prey for predators such as snakes.B.It would not be able to maintain a steady body temperature.C.It might be attacked by army ants.D.It could not accumulate sufficient energy reserves.The abundance of tropical fruit brings up another interesting difference between temperate and tropical mammals:a surprising number of tropical mammals eat a lot of fruit,even among the carnivore group,which,as its name implies,should be eating meat.All the carnivores in Brazil,save pumas,jaguars,and otters,are known to eat fruit on occasion.Upon reflection,however,it makes sense that these mammals consume fruit.Fruit is very abundant in the tropics,available throughout much of the year,and,at least when it is ripe,easily digested by mammalian digestive systems.A consequence of such frugivory(fruit eating)is that many mammals have become, together with frugivorous birds,major dispersal agents of fruit seeds,which they spit out or which travel unharmed through their digestive tracts to be deposited in feces far from the mother tree.Some biologists believe that,even though the carnivores plainly are specialized for hunting down,killing,and eating animal prey,it is likely that fruit has always been a part of their diet.5.The phrase Upon reflection in the passage is closest in meaning toA.For this reasonB.After considerationC.Most importantlyD.In general6.Paragraph2indicates which of the following about fruit trees in the tropicsA.They have been the plants most studied by biologists in the tropics.B.They don't need to grow much before they begin to produce fruit that tropical animals can eat.C.They can spread to areas far from the mother tree,in part because of the eating habits of some carnivores.D.They have become the main source of food for pumas,jaguars,and otters.Finally,there are some differences in the kinds of animals inhabiting tropical and temperate regions.For instance,in tropical regions there are few social rodents like beavers and prairie dogs and very few rabbit species.On the other hand,some groups occur solely in the tropics and do extremely well there.There are about75to 100species of New World monkeys(depending on which primate specialist you consult),all of which occur in tropical areas.Arboreal(tree-living)mammals such as monkeys and sloths are plentiful in tropical forests,probably because there is a rich, resource-filled,dense canopy to occupy and feed in.The closed canopy blocks light to the ground,which allows only an undergrowth that is sparse and poor in resources, and consequently permits few opportunities for mammals to live and feed there.Bats thrive in the tropics,being very successful both in terms of number of species and in their abundances.Nine families of bats occur in Brazil,including more than140 species;only four families and40species occur in the entire United States,an areasimilar in size to Brazil.While most North American bats feed on insects,the diets of Brazilian bats are more varied and include fruit,nectar,and fish.7.The word consult in the passage is closest in meaning toA.believeB.admireC.findD.ask8.Why does the author provide the information that The closed canopy blocks light to the groundA.To illustrate why rodents living in tropical forests live in social groupsB.To illustrate why tropical forests have so many species of batsC.To explain why there are few mammals that live on the groundD.To explain why some species of monkeys do very well in the tropics9.It can be inferred from paragraph3that the animals most likely to inhabit tropical regions are animals thatA.live in treesB.outnumber social rodentsC.do not require a variety of food resourcesD.prefer the dark10.Select the TWO answer choices that indicate ways in which Brazilian and North American bats discussed in paragraph3differ.To obtain credit,you must select TWO answers.A.Their dietsB.Their ability to co-exist with abrboreal mammalsC.The size of their habitatsD.The number of species in each location11.What can be inferred from paragraph3about the greater variety of bats in Brazil compared to bats in North AmericaA.North America is too cold for many varieties of bats.B.The more varied diets of Brazilian bats allow more diversity in the bat population.C.An insect diet is less nutritious than a diet of fruit,nectar,and fish.D.Brazilian bats are arboreal and North American bats are not.12.Look at the four squares that indicate where the following sentence could be added to the passage.A possible explanation for this difference is related to what they eat.Where would the sentence best fit.Click on a square to add the sentence to the passage.Finally,there are some differences in the kinds of animals inhabiting tropical and temperate regions.For instance,in tropical regions there are few social rodents like beavers and prairie dogs and very few rabbit species.On the other hand,some groups occur solely in the tropics and do extremely well there.There are about75to 100species of New World monkeys(depending on which primate specialist you consult),all of which occur in tropical areas.Arboreal(tree-living)mammals such as monkeys and sloths are plentiful in tropical forests,probably because there is a rich, resource-filled,dense canopy to occupy and feed in.The closed canopy blocks light to the ground,which allows only an undergrowth that is sparse and poor in resources, and consequently permits few opportunities for mammals to live and feed there.【A】Bats thrive in the tropics,being very successful both in terms of number of species and in their abundances.【B】Nine families of bats occur in Brazil,including more than 140species;only four families and40species occur in the entire United States,an area similar in size to Brazil.【C】While most North American bats feed on insects,the diets of Brazilian bats are more varied and include fruit,nectar,and fish.【D】13.Directions:Select from the seven phrases below the phrases that correctly characterize tropical mammals and the phrases that correctly characterize temperate-zone mammals.Drag each phrase you select into the appropriate column of the table.Two of the phrases will NOT be used.This question is worth3points. Answer ChoicesA.Endure extreme temperature fluctuationsB.May reproduce several times a yearC.Endure a long dry seasonD.Have thick fur coatsE.Some amass large energy reservesF.Some have predators that are not present all yearG.Remain active all yeartropical mammals temperate-zone mammalsHoneybee SocietyHoneybee colonies are essentially societies of females.In a hive of perhaps20,000 bees,only a few hundred will be male bees,called drones.【A】They are around only in the spring or summerlong enough to rise to treetop level in a comet-like swarm, chasing after one of the queen bees that have assembled from various hives at a mating site.【B】Of the many drones assembled,only10to15will actually mate with a queen during one of her mating flights.【C】Each drone that is successful dies in the process,however,and a similar fate awaits drones that aren't successful;once matingis done,they will be expelled from their hives or killed.【D】1..The phrase expelled from in the passage is closest in meaning toA.forced fromB.carried fromC.left byD.guided from2..It can be inferred from paragraph1that drones are around only in spring or summer becauseA.they are born in these seasonsB.mating flights occur in these seasonsC.they are expelled from the hive in these seasonsD.they are unable to survive in colder seasons3..According to paragraph1,all of the following are true about honeybee drones EXCEPT:A.They are a small percentage of the bees in a hive.B.They die in the process if they mate with a queen bee.C.They are accepted back in the hive if they fail to mate.D.They swarm at mating sites to chase after a queen bee.The week of mating flights prepares the queen for a lifetime of prodigious egg laying; she will produce up to2,000fertile eggs a day for years.Nearly all of the offspring that hatch from these eggs are female;they are the hive's worker bees;and they are well named,for it is they who will maintain the hive,forage for food,store the food away,care for newly laid eggs,and more.It is they who will do everything for the colony,in other words,except lay eggs and mate with the queen.4..Which of the following can be inferred from the discussion of bee society in paragraphs1and2A.Male bees have no function other than to mate with the queen.B.Male bees have higher status than female bees in the hive.C.Female bees produce numerous offspring.D.Female bees play a relatively unimportant role in the hive.Over their brief adult lives of perhaps six weeks,every worker bee takes on,in a predictable order,nearly all the worker tasks that the hive has to offer.For the first three days of her life,a worker is primarily a cleaner of the cells that the bee larvae (immature,wormlike bees)are stored in.As the days pass,she becomes primarily a larvae feeder,then a hive construction worker,then an entrance guard and food storer, and finally a forager,going out to secure nectar,pollen,and water for the colony. Within this structure,however,a worker's life is one of surprising flexibility.After becoming a construction worker,for example,she still engages in some cell cleaning;and throughout her life,she spends a good deal of time resting and patrolling the hive.5..According to paragraph3,the main task for the most mature worker bees isA.storing nectar and pollenB.cleaning bee larvae cellsC.guarding the entrance to the hiveD.obtaining food and water for the hiveImportantly,there is no chain of command in a colonyno group of workers communicating the message more food needed now or cell cleaning needed over here. How,then,does all this work get organized among tens of thousands of bees Bees are prompted to act either because of environmental conditions(the temperature of the hive,for example)or because of signals or cues they receive from other bees.The signals are explicit acts of communication,as with the famous waggle dance that bees perform to inform their fellow workers of the location of food sites.6..The word prompted in the passage is closest in meaning toA.ableB.requiredC.programmedD.stimulated7..The word explicit in the passage is closest in meaning toA.unusually creativeB.clearly expressedC.ordinaryD.necessary8..Why does the author mention the famous waggle dance that bees perform in the passageA.To give an example of a signal shared between worker beesB.To indicate how worker bees are able to find good food sitesC.To show how environmental conditions affect bee behaviorD.To illustrate how the presence of food stimulates bee activityQuite often,however,bees are reacting to cues they get from other bees that simply imply a given condition.Take,as an example,a cue that researcher Thomas Seeley confirmed that has to do with unloading time at the hive.In a well-fed hive,forager bees gather food only from flower patches that have lots of nectar.When a hive is near starvation,however,the foragers aren't so choosy;then low-yield flower patches will do.So,how does a forager know whether to be choosy or not How is she informed of the nutritional status of the colony,in other words Her informational source is the length of time it takes her to unload her food.Providing the cues are the food-storer bees,which receive the food the foragers bring back and then process itinto honey and pack it away in the hive.It takes a returning forager a relatively long time to make contact with a food-storer bee in a well-fed hive,but a relatively short time in a starving hive.Why Because in a well-fed hive,the food storers have plenty to keep them busythere is plenty of food to store away.If,however,a forager can make contact with a food storer within15seconds of entering the hive,the forager knows the colony is low on food and will start paying visits to low-yield sites.This is but one example of how life in the colony is self-organizing;each bee's behavior is shaped by the behavior of other bees.9..The word imply in the passage is closest in meaning toA.introduceB.suggestC.stateD.reveal10..According to paragraph5,which of the following describes forager bee activity when a hive has not been receiving sufficient foodA.The foragers spend time looking for high-yield flower patches.B.The foragers return to the hive only infrequently.C.The foragers bring nectar from low-yield as well as high-yield flower patches.D.The foragers travel long distances looking for nectar.11..According to paragraph5,how does a returning forager bee know that the hive is well fedA.The food-storer bees signal the foragers to remain in the hive.B.The food-storer bees are producing honey,not storing food.C.The food-storer bees ignore forager bees that are bringing low-quality food.D.The food-storer bees are busy and not readily available to unload food.12..In which of the following ways does paragraph5relate to paragraph4A.Paragraph5continues the discussion of the location of food sites begun in paragraph4.B.Paragraph5elaborates on the topic introduced in paragraph4about types of communication between bees.C.Paragraph5discusses the research that made the waggle dance in paragraph4 famous.D.Paragraph5explains in further detail the foraging activities of worker bees mentioned in paragraph4.13..Look at the four squares that indicate where the following sentence could be added to the passage.Lacking the body parts to collect nectar and pollen,they have no function in the community once the opportunity to mate has passed.Where would the sentence best fit Click on a square to add the sentence to the。

2020年高考英语模拟卷(九)(pdf,含解析)

2020年高考英语模拟卷及答案解析（九）阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳选项。

ASuper CampsWe are a leading provider of childcare in the UK,offering OFSTED registered holiday camps to children aged4to14throughout the school holidays.Operating at60＋locations,we have holiday camps available in London and the South East,as far south as Cornwall and all the way up to North Yorkshire.Whether you are looking for fun holiday clubs and kid activities,a five-day specialist holiday camp for older children or a combination of the two to keep your children entertained throughout the school holidays,we have your childcare covered!Our multi-activity holiday camps offer an abundance of fun, age-oriented(导向的)activities(4-5-year-olds,6-9-year-olds and 10-12-year-olds),from swimming and go-karting to arts and crafts and LEGO workshops.These day camps are a great choice for parents looking for regular childcare service,available as individual days or a week at a time.For children looking for a school holiday experience,our specialist holiday camps are the ideal choice.Our Cookery:International Cuisine, a5-day specialist course is a cookery camp with a difference,where children can really master their cooking skills!Bushcraft:Rainforest Adventure is the perfect outdoor adventure camp for children with a passion for bush craft and survival skills,with activities like Laser Tag and making campfires to inspire the interest of young adventurers!Meanwhile,our LEGO Play course is a holiday camp focusing on the art of building amazing creations with LEGO bricks.This camp really motivates the imagination of children in a way that only uses LEGO bricks!All new for2019,our Chelsea Foundation FC Camps invite all football fans to take a shot at our Multi-Dimensional soccer camps! Children will receive hours of on-pitch training and competition with Chelsea FC approved coaches,as well as hours of off-pitch sessions around nutrition,recovery and lifestyle!To find your nearest holiday camp,simply enter your postcode or town in the box above or choose your camp by county here and BOOK ONLINE TODAY!1.What’s the author’s purpose in writing the text?A.To advertise holiday camps.B.To encourage donations.C.To introduce camping skills.D.To tell the history of SuperCamps.2.What do we know about SuperCamps?A.It operates camps all over the world.B.It provides camps for people of all ages.C.It asks parents to send children to the nearest camp.D.It organizes different activities for different age groups.3.Which camp should a child attend if he/she wants to learn survival skills?A.Cookery:International Cuisine.B.Bushcraft:Rainforest Adventure.C.LEGO Play.D.Chelsea Foundation FC Camps.【答案】ADB【文章大意】这是一篇应用文。

2020年高考英语模拟试题及答案(九)

2020 年高考英语模拟试题及答案（九）第一部分阅读理解（共两节，满分 40 分）第一节（共 15 小题；每小题 2 分，满分 30 分）阅读下列短文，从每题所给的 A、B、C 和 D 四个选项中，选出最佳选项。

AAs the most wonderful tools for learning and teaching English, iPads appeal to more and more students who use them to access online resources in their classrooms. With the help of the thousands of education and language apps available in Apple's app store, students make effective use of the iPad to learn in an interactive environment. Given below is a list of some of the best iPad apps for learning and teaching English.Grammar UpGrammar is the heart of any language and, thus, the Grammar Up app is one of the most highly recommended apps for English Learners. This app is specifically designed for people who want to improve their grammar, vocabulary and word selection. It consists of more than 1800 multiple-choice questions grouped under twenty different grammar categories.Learn English The Fun Way"Learn English the fun way" is an amazing app for grammar and matching lessons in which English learners get to do simple exercises such as matching an animal or a short description of something to its picture.SpeakingPalRecommended as one of the best apps for English educators and learners, SpeakingPal allows users to record and compare their speech with a native Englishspeaker. This amazing app combines video with automatic speech recognition software that tests your English speaking skills. You just have to speak with a video character and get immediate response on how well you said and pronounced all your English words. In short, this app basically understands and rates your speech.Wordflex Touch DictionarTurn your word-meanings search into a fun experience with the Wordflex Touch Dictionary app! Developed exclusively for iPad in association with the Oxford University Press, the Wordflex Touch Dictionary app converts your word entries into attractive trees which you can move, drag, share and reorganize using touch gestures. This app is among the best as it also contains audio pronunciations both in UK and US English, which is a great benefit for English learners.iBooksiBooks is a complete book library for the iPad users. It includes the iBookstore and allows users to download and read books for free. It also allows users to save their favorite classics for free. The app features a beautiful bookshelf on which you can browse various books; tap a book to open and read it, and add notes to your favorite paragraphs in the book. You can also create your own texts and upload them into the app.1.Which app might be the best choice for a kid who is beginning to learn grammar?A.Grammar UpB. Wordflex Touch DictionaryC. Learn English The Fun WayD. SpeakingPal2.Which of the following is Right according to the passage?A.The Grammar Up app is the best recommended app for English learners.B.Wordflex Touch Dictionary provides pronunciation in British and American English.C.SpeakingPal allows users to compete with a native English speaker.D.iBooks is a free book library for English learners and teachers.3.What's the purpose of the text?A.To advertise Apple's app store.B.To attract users to iPad.C.To distinguish some apps for English learning.D.To introduce some apps for English learners and educators.【答案】1. C2. B3. D【语篇解读】本文是说明文。

新托福TPO9阅读原文及译文（一...

新托福TPO9阅读原文及译文（一...第一篇：新托福TPO9阅读原文及译文(一)Colonizing the Americas via the Northwest Coast/tuofukecheng/zhiboke/第二篇：《宋史忠义一》原文阅读及译文赵师旦字潜叔，枢密副使稹之从子。

美容仪，身长六尺。

少年颇涉书史，尤刻意刑名之学。

用稹荫，试将作监主簿，累迁宁海军节度推官。

知江山县，断治出己，吏不能得民一钱，弃物道上，人无敢取。

以荐者改大理寺丞、知彭城县，迁太子右赞善大夫，移知康州。

侬智高破邕州，顺流东下，师旦使人觇贼，还报曰：“诸州守皆弃城走矣！”师旦叱曰：“汝亦欲吾走矣。

”乃大索，得谍者三人，斩以徇。

而贼已薄城下，师旦止有兵三百，开门迎战，杀数十人。

会暮，贼稍却，师旦语其妻，取州印佩之，使负其子以匿，曰：“明日贼必大至，吾知不敌，然不可以去，尔留，死无益也。

”遂与监押马贵部士卒固守州城。

召贵食，贵不能食，师旦独饱如平时；至夜，贵卧不安席，师旦即卧内大鼾。

迟明，贼攻城愈急，左右请少避，师旦曰：“战死与戮死何如？”众皆曰：“愿为国家死。

”至城破无一人逃者。

矢尽，与贵俱还，据堂而坐。

智高麾兵鼓噪争入，胁师旦，师旦大骂曰：“饿獠，朝廷负若何事，乃敢反邪！天子发一校兵，汝无遗类矣。

”智高怒，并贵害之。

贼既去州人为立庙事平赠光禄少卿赐其母王长安县太君冠帔录其子弟并从子三人。

师旦遇害时，年四十二。

柩过江山，江山之人迎师旦丧，哭祭于路，络绎数百里不绝。

同时有王从政者，以东头供奉官、阁门祗候，与侬智高战于太平场，被执，骂贼不已，至以沸汤沃之，终不屈而死。

赠信州刺史，录其孙二人。

（节选自《宋史?忠义一》4．下列对文中画波浪线部分的断句，正确的一项是（3分）（）A．贼既去州∕人为立庙事∕平∕赠光禄少卿∕赐其母王∕长安县太君冠帔∕录其子弟∕并从子三人。

B．贼既去∕州人为立庙事∕平∕赠光禄少卿∕赐其母王长安县太君冠帔∕录其子弟∕并从子三人。

2020中石油托福考试模拟题

2020中石油托福考试模拟题题目一：托福阅读托福考试是世界上最具权威性的英语水平考试之一，被广泛认可和采用。

在2020年的中石油托福考试模拟题中，阅读部分将是考试的重要组成部分。

本文将针对2020中石油托福考试模拟题中的阅读部分进行解析和探讨。

首先，让我们来看一道典型的托福阅读题目：Passage 1: Fossils in Greenland。

这道题目要求考生们通过阅读一篇关于格陵兰岛化石的文章，并回答相关问题。

阅读材料将围绕格陵兰岛的地质构造、化石种类和形成时间等方面展开。

在解答问题之前，我们应该先通读全文，掌握阅读材料的大意和主要内容。

接下来，我们需要开展逐题分析。

每道题目都有其特定的要求和难点，我们需要抓住关键词，理清答题思路。

例如，题目一要求我们判断下列哪个选项正确地描述了格陵兰岛地质构造的变化。

我们可以通过定位关键词，并结合文中相关段落，找到正确答案。

此外，托福阅读还会考察考生们的词汇理解能力，对于一些生词和专业术语的掌握是必要的。

在遇到生词时，我们可以通过上下文来猜测其意思，或者借助词根词缀的知识进行推测。

除了阅读理解之外，本次托福模拟考试还设置了一些其他类型的阅读题目，例如配对题、细节理解题等。

针对这些题型的答题要求，我们需要加强对文章细节的理解，通过逐行阅读和标注关键信息的方式来提高答题准确率。

在备考过程中，没有捷径可走，唯有多加练习。

阅读大量的英语文章，并进行适当的阅读速度和理解力的训练，可以提高自己的阅读水平和应对考试的能力。

在结尾处，我们总结了本文讨论的重点。

在2020中石油托福考试模拟题中，阅读部分的复杂性不容小觑。

掌握阅读技巧、扩充词汇量、培养快速阅读能力，都是提高阅读成绩的关键。

希望本文提供的解析和建议能够对考生备考托福阅读部分有所帮助。

题目二：托福听力托福考试中的听力部分是每位考生需要关注和重视的重要环节。

2020中石油托福考试模拟题中的听力部分涵盖了不同场景和话题，要求考生们能够快速听懂并准确理解听力材料的内容。

托福TPO9阅读第二篇原文及答案解析

托福TPO9阅读第二篇原文及答案解析托福TPO是我们托福阅读的重要参考资料，为了方便大家备考，下面小编给大家整理了托福TPO9阅读第二篇原文及答案解析，希望大家喜欢。

托福TPO9阅读原文Part2Reflection in TeachingTeachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing" conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy." The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian … and not rich or detailed enough to drive systematic reflection." Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing welearned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect - for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.Paragraph 1: Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in thediscipline of teaching.托福TPO9阅读题目Part21. The word "justified" in the passage is closest in meaning to○supported○shaped○stimulated○suggested2. According to paragraph 1, it was believed that reflection could help teachers○understand intellectual principles of teaching○strengthen their intellectual connection to their work○use scientific fact to improve discipline and teaching○adopt a more disciplined approach to teachingParagraph 2: Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing" conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.3. The word "flourish" in the passage is closest in meaning to○ continue○ occur○ succeed○ apply4. All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT:○It was designed so that teachers would eventually reflect without help from others.○It was used by a group of teachers over a period of years.○It involved having teachers take part in discussions of classroom events.○It involved having teachers record in writing their reflections about teaching.5. According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that○ the number of teache rs involved in their program was too large○ the concepts of teacher reflection were so abstract that they could not be applied○ the ideas involved in reflection were actually not new and refreshing○ several years would be needed to acquire the habit of reflecting on their teachingParagraph 3: Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian … and not rich or detailed enough to drive systematic reflection." Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributoryfactors in a considered manner by, in effect, standing outside the situation.6. The word "objective" in the passage is closest in meaning to○ unbiased○ positive○ systematic○ thor ough7. According to paragraph 3, what did the teachers working with Wildman and Niles often fail to do when they attempted to practice reflection?○Correctly calculate the amount of time needed for reflection.○Provide sufficiently detailed descriptions of the methods they used to help them reflect.○Examine thoughtfully the possible causes of events in their classrooms.○Establish realistic goals for themselves in practicing reflection.Paragraph 4: Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.8. How is paragraph 4 related to other aspects of the discussion of reflection in the passage?○It describes and comments on steps taken to overcome problems identified earlier in the passage.○It ch allenges the earlier claim that teachers rarely have the time to think about their own or others' teaching.○It identifies advantages gained by teachers who followed the training program described earlier in the passage.○It explains the process used to de fine the principles discussed later in the passage.Paragraph 5: Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."9. The word "compelling" in the passage is closest in meaning to○ commonly held○ persuasive○ original○ practicalParagraph 6: The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar pointabout the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect - for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.10. According to paragraph 6, teachers may be discouraged from reflecting because○ it is not generally supported by teacher educators○ the benefits of reflection may not be apparent immediately ○ it is impossible to teach and reflect on one's teaching at the same time○ they have often failed in their attempts to become reflective practitioners11. Which of the sentences below expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information○The practice of being reflective is no longer simply a habit among teachers but something that is externally motivated.○Most teachers need to explore ways to form the habit of reflection even when no external motivation exists.○Many aspects of the motivation to reflect have not been studied, including the comparative benefits of externally motivated and habitual reflection among teachers.○There has not been enough exploration of why teachers practice reflection as a habit with or without external motivation.Paragraph 4: Helping this group of teachers to revise their thinking about classroom events became central. ■This process took time and patience and effe ctive trainers. ■The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.Paragraph 5: ■Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. ■The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."12. Look at the four squares [■] that indicate where the following sentence could be added to the passage.However, changing teachers' thinking about reflection will not succeed unless there is support for reflection in the teaching environment.Where could the sentence best fit?13. 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 answer choices 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.Wildman and Niles have conducted research on reflection in teaching●●●Answer Choices○Through their work with Virginia teac hers, Wildman and Niles proved conclusively that reflection, though difficult, benefits both teachers and students.○Wildman and Niles found that considerable training and practice are required to understand classroom events and develop the skills involved in reflection.○Wildman and Niles identified three principles that teachers can use to help themselves cope with problems that may arise as a result of reflection.○Wildman and Niles concluded that teachers need sufficient resources as well as the cooperation and encouragement ofothers to practice reflection.○There are numerous obstacles to implementing reflection in schools and insufficient understanding of why teachers might want to reflect.○Whether teachers can overcome the difficulties involved in reflection may depend on the nature and intensity of their motivation to reflect托福TPO9阅读答案Part2参考答案：1. ○12. ○23. ○34. ○45. ○26. ○17. ○38.○19. ○210. ○211. ○312. ○313. Wildman and Niles found thatWildman and Niles concluded thatThere are numerous obstacles to托福TPO9阅读翻译Part2参考翻译：教学中的反思教师被认为受益于反思实践--有意识地更深入思考、仔细地检查发生在他们自己教室里的事件和相互影响。

2020年12月20日托福阅读真题

2020年12月20日托福阅读真题12月20日托福阅读第一篇：
讲树木的年轮问题，通过同时比较生活在同一时间段同一地点同一物种的树木的年龄能够得出这个地区的降雨量气温之类的历史纪录;最后一段说的是能够通过年轮来得出气候变化情况，但是年轮会受各种因素影响，在气候比较harsh的时候甚至可能没有年轮长出来(有考点)所以用年轮推测气候变化不是很靠谱，但是如果说树木长在比较极端的环境下的话可能会受某一因素影响大一点，这种情况下能够通过年轮推测这个因素的变化。

12月20日托福阅读第二篇：
讲罗马帝国的经济发展的，罗马的发展和旺盛的需求带动了周边地区经济的发展，同时也带动了港口的发展;平均继承制使得地越分越少，所以更多的人迁徙到城市里，然后富裕的农场主们通过在郊区建立一些公共设施来提升自己的社会地位。

最后说的是罗马城的发展也使得旁边的小城市衰落，因为富裕的农场主都希望在罗马里谋求一个更高的地位，所以就不会留下来建设小城市了。

12月20日托福阅读第三篇：
讲鸟类储存能量;鸟类通过储存食物或者脂肪来度过食物不充足的时期，但是这个只能缓解食物短缺，不能彻底解决这个问题;越小的鸟就越需要更多的能量来生长，储存能量难度也更大，特别举了一个例子是蜂鸟需要不停的进食;大的鸟储存能量多，并且不需要消耗太多能量去生长，所以储存的能量能够撑很长时间，但是大鸟有时候需要储存能量来迁徙或者繁殖。

还说了有一些鸟会通过降低新陈代谢速率来减少能量消耗，类似于一种哺乳动物冬眠的状态，蜂鸟可能每天晚上to some degree(词汇题)都会这样。

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2020年托福阅读模拟试题及答案（卷九）
托福阅读文本：
The Native American peoples of the north Pacific Coast created a highly complex maritime culture as they invented modes of production unique to their special environment. In addition to their sophisticated technical culture, they also attained one of the most complex social organizations of any nonagricultural people in the world.
In a division of labor similar to that of the hunting peoples in the interior and among foraging peoples throughout the world, the men did most of the fishing, and the women processed the catch.
Women also specialized in the gathering of the abundant shellfish that lived closer to shore. They collected oysters, crabs, sea urchins, mussels, abalone, and clams, which they could gather while remaining close to their children. The maritime life harvested by the women not only provided food, but also supplied more of the raw materials for making tools than did fish gathered by the men. Of particular importance for the native tool kit before the introduction of metal was the wide knife made from the larger mussel shells, and a variety of cutting edges that could be made from other marine shells.
The women used their tools to process all of the fish and marine mammals brought in by the men. They cleaned the fish, and dried vast quantities of them for the winter. They sun-dried fish when practical, but
in the rainy climate of the coastal area they also used smokehouses to preserve tons of fish and other seafood annually. Each product had its own peculiar characteristics that demanded a particular way of cutting or drying the meat, and each task required its own cutting blades and other utensils.
After drying the fish, the women pounded some of them into fish meal, which was an easily transported food used in soups, stews, or other dishes to provide protein and thickening in the absence of fresh fish or while on long trips. The woman also made a cheese-like substance from a mixture of fish and roe by aging it in storehouses or by burying it in wooden boxes or pits lined with rocks and tree leaves.
托福阅读题目：
1. Which aspect of the lives of the Native Americans of the north Pacific Coast does the passage
mainly discuss?
(A) Methods of food preservation
(B) How diet was restricted by the environment
(C) The contributions of women to the food supply
(D) Difficulties in establishing successful farms
2. The word "unique" in line 2 is closest in meaning to
(A) comprehensible
(B) productive
(C) intentional
(D) particular
3. The word "attained" in line 3 is closest in meaning to
(A) achieved
(B) modified
(C) demanded
(D) spread
4. It can be inferred from paragraph 1 that the social organization of many agricultural peoples is
(A) more complex than that of hunters and foragers
(B) less efficient than that of hunters and foragers
(C) more widespread than that of hunters and foragers
(D) better documented than that of hunters and foragers
5.According to the passage , what is true of the "division of labor" mentioned in line 5?
(A) It was first developed by NativeAmericans of the north Pacific Coast.
(B) It rarely existed among hunting
(C) It was a structure that the Native Americans of the north Pacific Coast shared with many other
peoples.
(D) It provided a form of social organization that was found mainly。