往年托福閱讀聽(tīng)力真題
往年托福閱讀聽(tīng)力真題原題
對(duì)于托福的閱讀理解題，題庫(kù)擴(kuò)充，新增了托業(yè)，即現(xiàn)場(chǎng)抽題有可能是傳統(tǒng)老托福樣式、聽(tīng)力單句樣式、托業(yè)混搭樣式，建議大家題型都能系統(tǒng)復(fù)習(xí)。下面就是小編給大家?guī)?lái)的托福閱讀真題，希望能幫助到大家!
托福閱讀真題原題
The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
臨床營(yíng)養(yǎng)學(xué)的歷史,或研究之間的關(guān)系健康與身體如何接受和利用食品物質(zhì),可分為四個(gè)不同的時(shí)期:第一次開(kāi)始于19世紀(jì),延續(xù)到二十世紀(jì)初的時(shí)候首次承認(rèn),食品中成分,是人類必不可少的功能,不同的食物提供不同數(shù)量的這些基本代理。在這個(gè)時(shí)代接近尾聲的時(shí)候，研究表明，體重的快速下降與氮失衡有關(guān)，只有通過(guò)提供與某些食物相關(guān)的足夠的膳食蛋白質(zhì)才能得到糾正。
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period." Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of vitamin deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of them.
第二個(gè)時(shí)代開(kāi)始于20世紀(jì)的前幾十年，可以稱為“維生素期”。維生素開(kāi)始在食物中被認(rèn)識(shí)，并被描述為缺乏癥。隨著維生素被認(rèn)為是健康所必需的食物成分，人們開(kāi)始提出以前沒(méi)有有效治療方法的每一種疾病和狀況都可能對(duì)維生素療法有反應(yīng)的觀點(diǎn)。在那個(gè)時(shí)候，醫(yī)學(xué)院開(kāi)始對(duì)將營(yíng)養(yǎng)概念融入基礎(chǔ)科學(xué)的課程更加感興趣。教育的主要重點(diǎn)是對(duì)維生素缺乏癥狀的認(rèn)識(shí)。這就是營(yíng)養(yǎng)療法在醫(yī)學(xué)中的價(jià)值從無(wú)知到否認(rèn)的開(kāi)端。有些人輕率地宣稱維生素的效果遠(yuǎn)遠(yuǎn)超出了實(shí)際使用維生素所能達(dá)到的效果。
In the third era of nutritional history in the early 1950's to mid-1960's, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of under nutrition that lead to chronic health problems.
在營(yíng)養(yǎng)史上的第三個(gè)時(shí)代，即1950年代早期到1960年代中期，維生素療法開(kāi)始聲名狼藉。與此同時(shí)，營(yíng)養(yǎng)教育在醫(yī)學(xué)院也變得不那么受歡迎。在此之前的10年，許多制藥公司發(fā)現(xiàn)他們的維生素銷(xiāo)量飆升，并迅速向執(zhí)業(yè)醫(yī)生提供大量的維生素樣本和文獻(xiàn)，頌揚(yáng)補(bǔ)充維生素對(duì)各種健康相關(guān)疾病的好處。對(duì)于維生素在疾病控制方面的成功的期望被夸大了?；仡欉^(guò)去，我們知道，維生素和礦物質(zhì)療法在治療健康危機(jī)時(shí)的效果遠(yuǎn)不如用于治療導(dǎo)致慢性健康問(wèn)題的長(zhǎng)期營(yíng)養(yǎng)不良問(wèn)題時(shí)的效果。
23.What does the passage mainly discuss?
(A) The effects of vitamins on the human body
(B) The history of food preferences from the nineteenth century to the present
(C) The stages of development of clinical nutrition as a field of study
(D) Nutritional practices of the nineteenth century
24. It can be inferred from the passage that which of the following discoveries was made during the first era in the history of nutrition?
(A) Protein was recognized as an essential component of diet.
(B) Vitamins were synthesized from foods.
(C)Effective techniques of weight loss were determined.
(D) Certain foods were found to be harmful to good health.
25.The word "tempting" in line 13 is closest in meaning to
(A) necessary
(B) attractive
(C) realistic
(D) correct
26. It can be inferred from the passage that medical schools began to teach concepts of nutrition in order to
(A) convince medical doctors to participate in research studies on nutrition
(B) encourage medical doctors to apply concepts of nutrition in the treatment of disease
(C)convince doctors to conduct experimental vitamin therapies on their patients
(D) support the creation of artificial vitamins
27. The word "Reckless" in line 19 is closest in meaning to
(A) recorded
(B) irresponsible
(C) informative
(D) urgent
28. The word 'them" in line 21 refers to
(A) therapies
(B) claims
(C) effects
(D) vitamins
29. Why did vitamin therapy begin losing favor in the 1950's
(A) The public lost interest in vitamins.
(B)Medical schools stopped teaching nutritional concepts.
(C) Nutritional research was of poor quality
(D) Claims for the effectiveness of vitamin therapy were seen to be exaggerated.
30.The phrase "concomitant with" in line 23 is closest in meaning to
(A) in conjunction with
(B) prior to
(C) in dispute with
(D) in regard to
托福聽(tīng)力真題原題
One of the most popular myths about the United States in the 19th Century was that of the free and simple life of the farmer. It was said that the farmers worked hard on their own land to produce whatever their families' needed. They might sometimes trade with their neighbors, but in general they could get along just fine by relying on themselves, not on commercial ties with others. This is how Thomas Jefferson idealized the farmer at the beginning of the 19th century. And at that time, this may have been close to the truth especially on the frontier. But by the mid century sweeping changes in agriculture were well under way as farmers began to specialize in the raising of crops such as cotton or corn or wheat. By late in the century revolutionary advances in farm machinery has vastly increased production of specialized crops and extensive network of railroads had linked farmers throughout the country to markets in the east and even overseas. By raising and selling specialized crops, farmers could afford more and finer goods and achieve a much higher standard of living but at a price. Now farmers were no longer dependent just on the weather and their own effort, their lives were increasingly controlled by banks, which had powder to grant or deny loans for new machinery, and by the railroads which set the rates for shipping their crops to market. As businessmen, farmers now had to worry about national economic depressions and the influence of world supply and demand on, for example, the price of wheat in Kansas. And so by the end of the 19th century, the era of Jefferson's independent farmer had come to a close.
關(guān)于19世紀(jì)美國(guó)農(nóng)民自由簡(jiǎn)單的生活，是最流行的神話之一。據(jù)說(shuō)農(nóng)民們?cè)谧约旱耐恋厣闲燎趧谧?，生產(chǎn)他們家庭需要的任何東西。他們有時(shí)可能會(huì)與鄰國(guó)進(jìn)行貿(mào)易，但總的來(lái)說(shuō)，他們可以依靠自己，而不是與他人的商業(yè)關(guān)系相處得很好。19世紀(jì)初，托馬斯·杰斐遜就是這樣把農(nóng)民理想化的。在當(dāng)時(shí)，這可能已經(jīng)接近事實(shí)了尤其是在邊境地區(qū)。但是到本世紀(jì)中葉，農(nóng)業(yè)發(fā)生了翻天覆地的變化，農(nóng)民開(kāi)始專門(mén)種植棉花、玉米或小麥等農(nóng)作物。到本世紀(jì)末，農(nóng)業(yè)機(jī)械的革命性進(jìn)步極大地增加了專門(mén)作物的產(chǎn)量，而廣泛的鐵路網(wǎng)絡(luò)將全國(guó)各地的農(nóng)民與東部甚至海外的市場(chǎng)聯(lián)系起來(lái)。通過(guò)種植和銷(xiāo)售專門(mén)的作物，農(nóng)民可以負(fù)擔(dān)得起更多和更好的商品，并達(dá)到更高的生活水平，但價(jià)格不菲?，F(xiàn)在農(nóng)民們不再只依賴天氣和自己的努力，他們的生活越來(lái)越多地由銀行控制，銀行有能力發(fā)放或拒絕貸款購(gòu)買(mǎi)新機(jī)器，以及由鐵路決定將作物運(yùn)往市場(chǎng)的價(jià)格。作為商人，農(nóng)民現(xiàn)在不得不擔(dān)心國(guó)家經(jīng)濟(jì)衰退以及世界供求對(duì)堪薩斯小麥價(jià)格的影響。因此，到19世紀(jì)末，杰斐遜的獨(dú)立農(nóng)民時(shí)代結(jié)束了。
Questions 16 to 19 are based on the talk in class about United States history.
16. What is the main topic of the talk?
17. According to the professor, what was the major change in agriculture during the 19th century?
18. According to the professor, what was one result of the increased use of machinery on farms in the United States?
19. According to the professor, why was world market important for the United States agriculture?
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