托福閱讀背景知識匯總
托福考試中，閱讀想要做的又快有準確，不僅需要提升英語閱讀能力，還要掌握閱讀背景知識。下面小編就和大家分享托福閱讀背景知識知多少，來欣賞一下吧。
托福閱讀背景知識知多少 閱讀背景知識匯總
一.考古學(archaeology)題材
1.文化(cultural )考古學
形態(tài)(physical)考古學(多見)
2.化石(fossil )
化石構成?；仍锔林?礦物質環(huán)境)
化石形成原因。堅硬物質，迅速掩埋。
化石與動物的進化關系。
3.人的左右手
使用工具。證據(jù)：敲擊的劃痕;手柄的形狀。
牙齒上的劃痕。
大腦左右半球的大小差別;趾骨的粗細差別。
作畫時人像的方向
4.古代陶瓷的考古。
Clay，model，wheel (轉盤)，glaze，kiln
5.古代文字的考古。
二.印第安題材
1.白令海峽移民理論
2.印第安文化
3.印第安宗教觀
4.印第安建筑業(yè)：大、先進。
5.印第安手工業(yè)：好。
6.社會組織結構：嚴密、分工細、凝聚力強。
7.農業(yè)先進：A. irrigation; B. maize，squash，bean，pea。
三.動植物題材(必考)
1.植物學題材(不多見)
地衣、苔、真菌、蘑菇最常見。
樹冠上方生物。
植物在生態(tài)平衡中的作用。
2.動物學題材(90%以上)
考普通動物為多。最近?？鉴B類、螞蟻、動物智能與滅絕(聯(lián)系天文學與冰河理論)。
考動物進化(evolution)。
考動物的分類(classification)。
phyla(單數(shù)phylum)—門class—綱order—目family—科genus—屬species—種carnivore/predator—食肉動物herbivore—食草動物omnivore—雜食動物
動物的生活習性最為多見。
群居(social animal)動物的習性
螞蟻：社會組織結構—等級制(caste)：交流方式—信息素—氣味;生活來源;外來物種的有害性。
蜜蜂：群居個性;“8”字舞;蜜蜂智能;防御;天敵—大黃蜂。
大猩猩：智能：猩際關系
遷徙(migration )
野鴨、大雁：日照長短;辨別方向。
偽裝(camouflage)、花擬態(tài)(mimicry )
四.美國歷史題材
1.美國發(fā)展線索
發(fā)現(xiàn)美洲階段
哥倫布(意)，為黃金、茶葉、香料
West/East Indian
影響：世界觀變化;國家形勢變化;(愛爾蘭——土豆饑荒)
英國定居階段(English settlement )
1607第一個定居點Captain John Smith影響清教徒
1620五月花號
殖民時期(colonial era )
獨立戰(zhàn)爭(American Revolution )
新的國家(new nation)：南北不均衡
南北戰(zhàn)爭(Civil War )
戰(zhàn)后重建。持續(xù)近100年。
西進運動(Westward movement )
工業(yè)化大增長
world war I &; II
2.“大熔爐”：地理位置;民族融合1960’s;文化融合。
3.郵政。小馬快遞;鐵路郵政。
五.地理學題材
1.地理現(xiàn)象、土壤構成、降雪降雨。
2.冰川(glacier)、形成(foundation) à移動冰川(surge glacier )à危險
3.地球構成：地心構成
4.板塊構成學說
托福閱讀真題原題+題目
Tulips are Old World, rather than New World, plants, with the origins of the species lying in Central Asia. They became an integral part of the gardens of the Ottoman Empire from the sixteenth century onward, and, soon after, part of European life as well. Holland, in particular, became famous for its cultivation of the flower.
A tenuous line marked the advance of the tulip to the New World, where it was unknown in the wild. The first Dutch colonies in North America had been established in New Netherlands by the Dutch West India Company in 1624, and one individual who settled in New Amsterdam (today's Manhattan section of New York City) in 1642 described the flowers that bravely colonized the settlers' gardens. They were the same flowers seen in Dutch still-life paintings of the time: crown imperials, roses, carnations, and of course tulips. They flourished in Pennsylvania too, where in 1698 William Penn received a report of John Tateham's Great and Stately Palace, its garden full of tulips. By 1760, Boston newspapers were advertising 50 different kinds of mixed tulip roots. But the length of the journey between Europe and North America created many difficulties. Thomas Hancock, an English settler, wrote thanking his plant supplier for a gift of some tulip bulbs from England, but his letter the following year grumbled that they were all dead.
Tulips arrived in Holland, Michigan, with a later wave of early nineteenth-century Dutch immigrants who quickly colonized the plains of Michigan. Together with many other Dutch settlements, such as the one at Pella, Iowa, they established a regular demand for European plants. The demand was bravely met by a new kind of tulip entrepreneur, the traveling salesperson. One Dutchman, Hendrick van der Schoot, spent six months in 1849 traveling through the United States taking orders for tulip bulbs. While tulip bulbs were traveling from Europe to the United States to satisfy the nostalgic longings of homesick English and Dutch settlers, North American plants were traveling in the opposite direction. In England, the enthusiasm for American plants was one reason why tulips dropped out of fashion in the gardens of the rich and famous.
1. Which of the following questions does the passage mainly answer?
(A) What is the difference between an Old World and a New World plant?
(B) Why are tulips grown in many different parts of the world?
(C) How did tulips become popular in North America?
(D) Where were the first Dutch colonies in North America located?
2. The word integral in line 2 is closest in meaning to
(A) interesting
(B) fundamental
(C) ornamental
(D) overlooked
3. The passage mentions that tulips were first found in which of the following regions?
(A) Central Asia
(B) Western Europe
(C) India
(D) North America
4. The word flourished in line 11 is closest in meaning to
(A) were discovered
(B) were marketed
(C) combined
(D) thrived
5. The author mentions tulip growing in New Netherlands, Pennsylvania. and Michigan in order to
illustrate how
(A) imported tulips were considered more valuable than locally grown tulips
(B) tulips were commonly passed as gifts from one family to another
(C) tulips grew progressively more popular in North America
(D) attitudes toward tulips varied from one location to another
6. The word grumbled in line 16 is closest in meaning to
(A) denied
(B) warned
(C) complained
(D) explained
7. The passage mentions that one reason English and Dutch settlers planted tulips in their
gardens was that tulips
(A) were easy to grow
(B) had become readily available
(C) made them appear fashionable
(D) reminded them of home
8. The word they in line 20 refers to
(A) tulips
(B) plains
(C) immigrants
(D) plants
9. According to the passage , which of the following changes occurred in English gardens during
the European settlement of North America?
(A) They grew in size in order to provide enough plants to export to the New World.
(B) They contained a wider variety of tulips than ever before.
(C) They contained many new types of North American plants.
(D) They decreased in size on the estates of wealthy people.
10. The passage mentions which of the following as a problem associated with the importation of
tulips into North America?
(A) They were no longer fashionable by the time they arrived.
(B) They often failed to survive the journey.
(C) Orders often took six months or longer to fill.
(D) Settlers knew little about how to cultivate them.
PASSAGE 85 CBADC CDCCB
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