托福閱讀四大必考題材梳理
托福閱讀考察學(xué)生在學(xué)術(shù)背景環(huán)境下的英文書(shū)面理解能力，考試所選文章題材涵蓋各個(gè)話題領(lǐng)域，那么有哪些題材是經(jīng)常出現(xiàn)的呢?下面小編就和大家分享托福閱讀四大必考題材梳理，來(lái)欣賞一下吧。
托福閱讀四大必考題材梳理
第一類(lèi)
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(jìn)。
5.印第安手工業(yè)：好。
6.社會(huì)組織結(jié)構(gòu)：嚴(yán)密、分工細(xì)、凝聚力強(qiáng)。
7.農(nóng)業(yè)先進(jìn)：A.irrigation;B.maize，squash，bean，pea。
第二類(lèi)
動(dòng)植物題材(必考)
1.植物學(xué)題材(不多見(jiàn))
①地衣、苔、真菌、蘑菇最常見(jiàn)。
②樹(shù)冠上方生物。
③植物在生態(tài)平衡中的作用。
2.動(dòng)物學(xué)題材(90%以上)
①考普通動(dòng)物為多。最近?？鉴B(niǎo)類(lèi)、螞蟻、動(dòng)物智能與滅絕(聯(lián)系天文學(xué)與冰河理論)。
②考動(dòng)物進(jìn)化(evolution)。
③考動(dòng)物的分類(lèi)(classification)。
phyla(單數(shù)phylum)—門(mén) class—綱order—目 family—科 genus—屬 species—種 carnivore/predator—食肉動(dòng)物 herbivore—食草動(dòng)物 omnivore—雜食動(dòng)物
④動(dòng)物的生活習(xí)性最為多見(jiàn)。
⑤群居(social animal)動(dòng)物的習(xí)性
a)螞蟻：社會(huì)組織結(jié)構(gòu)—等級(jí)制(caste)：交流方式—信息素—?dú)馕?生活來(lái)源;外來(lái)物種的有害性。
b)蜜蜂：群居個(gè)性;“8”字舞;蜜蜂智能;防御;天敵—大黃蜂。
c)大猩猩：智能：猩際關(guān)系
⑥遷徙(migration)
野鴨、大雁：日照長(zhǎng)短;辨別方向。
⑦偽裝(camouflage)、花擬態(tài)(mimicry)
第三類(lèi)
考古學(xué)題材
1.文化(cultural)考古學(xué)
形態(tài)(physical)考古學(xué)(多見(jiàn))
2.化石(fossil)
①化石構(gòu)成。化石比原物更沉重(礦物質(zhì)環(huán)境)
②化石形成原因。堅(jiān)硬物質(zhì)，迅速掩埋。
③化石與動(dòng)物的進(jìn)化關(guān)系。
3.人的左右手
①使用工具。證據(jù)：敲擊的劃痕;手柄的形狀。
②牙齒上的劃痕。
③大腦左右半球的大小差別;趾骨的粗細(xì)差別。
④作畫(huà)時(shí)人像的方向
4.古代陶瓷的考古。
Clay，model，wheel(轉(zhuǎn)盤(pán))，glaze，kiln
5.古代文字的考古。
第四類(lèi)
美國(guó)歷史題材
1.美國(guó)發(fā)展線索
①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(guó)家形勢(shì)變化;(愛(ài)爾蘭——土豆饑荒)
②英國(guó)定居階段(English settlement)
1607第一個(gè)定居點(diǎn)Captain John S影響清教徒
1620五月花號(hào)
③殖民時(shí)期(colonial era)
④獨(dú)立戰(zhàn)爭(zhēng)(American Revolution)
⑤新的國(guó)家(new nation)南北不均衡
⑥南北戰(zhàn)爭(zhēng)(Civil War)
⑦戰(zhàn)后重建。持續(xù)近100年。
⑧西進(jìn)運(yùn)動(dòng) (Westward movement)
⑨工業(yè)化大增長(zhǎng)
⑩world war I &; II End：1960
2.“大熔爐”：地理位置;民族融合1960’s;文化融合。
3.郵政。①快遞;②鐵路郵政。
托福閱讀素材之小說(shuō)里的經(jīng)典名言
1. Honeydew by Edith Pearlman
伊迪絲·皮爾曼的《蜜露》
Pearlman writes quiet stories about theblips of tumult . She's been writing short stories -- and only short stories --for decades, chronicling the lives of earnest blue collar workers and whimsicalacademics. Most of the stories are set in her native Massachusetts; all of themreveal something tender and universal about everyday life.
皮爾曼安安靜靜的筆調(diào)下有些許動(dòng)蕩和喧囂。她一直就在寫(xiě)短篇小說(shuō)，而且數(shù)十年來(lái)只寫(xiě)短篇小說(shuō)，記錄著熱忱勤勉的藍(lán)領(lǐng)工人還有異想天開(kāi)的學(xué)者們的生活。大部分的故事背景都設(shè)置在她的故土馬薩諸塞州，每一則故事都展現(xiàn)了日常生活細(xì)小而普遍的一面。
2. Fools by Joan Silber
瓊·西爾珀的《傻瓜》
Each story in Fools confronts the question:What makes an action foolish, as opposed to brave? And when is it better to befoolish, as opposed to steadfast in our established beliefs?
《傻瓜》中每一則故事都面臨這樣一個(gè)問(wèn)題：比之勇敢，怎樣的行為才算愚昧?與我們深信不疑的信念相對(duì)，何時(shí)做個(gè)傻瓜才是更好的選擇?
3. Single, Carefree, Mellow by KatherineHeiny
凱瑟琳·海尼的《單身、隨性、成熟》
Katherine Heiny writes stories that quietlyhighlight the dramas of dating life, from teenagehood through adulthood. Heinywrites about both lovers growing estranged through social media, and younggirls learning about the power of their own sexualities, with wry humor.
凱瑟琳·海尼的故事不動(dòng)聲色地突出了約會(huì)的戲劇色彩，從豆蔻年華到成年時(shí)期，不一而足。海尼不單單寫(xiě)因社交媒體而逐漸疏離的情侶，也寫(xiě)年輕女孩認(rèn)識(shí)到其聲色的威力，筆調(diào)不乏揶揄嘲諷。
4. When I Was a Child I Read Books byMarilynne Robinson
瑪麗蓮·羅賓遜《小時(shí)候，我讀書(shū)》
Marilynne In When I Was a Child I Read Books,Robinson fluidly contemplates significance of community and the power of theindividual. You don't have to be a religious thinker to find beauty inRobinson's poetic musings.
《小時(shí)候，我讀書(shū)》一書(shū)中，羅賓遜行文流暢，深思社區(qū)的重要性和個(gè)體的力量。讀者即便不信奉宗教，也能發(fā)現(xiàn)羅賓遜富有詩(shī)意的哲思之美。
5. The Double Life of Liliane by Lily Tuck
莉莉·塔克《莉蓮的雙重生活》
Lily Tuck's latest novel isn't exactly amemoir, but it sits somewhere between novel and autobiography, blurring thelines between related memory and imagined possible scenarios. Like Tuck,heroine Liliane's parents divorced when she was young, wreaking personal havocthat mirrored the tragedies unfolding in Europe at the same time.
莉莉·塔克的最新小說(shuō)確切說(shuō)來(lái)不是回憶錄，介于小說(shuō)和自傳間，模糊了記憶和想象場(chǎng)景的界限。和莉莉·塔克小時(shí)候一樣，女主人翁莉蓮年少父母離異，深受重創(chuàng)，也映照出同期歐洲的悲劇。
6. Neverhome by Laird Hunt
拉瑞德·亨特《不歸》
Hunt tells his story about a womandisguised as a male solider through letters. The story is loosely based on abundle of letters Hunt stumbled upon written by a real undercover femalesoldier and is a smart work of historical fiction that encouragescontemplation.
亨特通過(guò)書(shū)信形式講述了一個(gè)女子偽裝成男軍人的故事。亨特偶然間撞見(jiàn)一捆信件，是一個(gè)真實(shí)的臥底女軍人所寫(xiě)的，亨特的歷史小說(shuō)稍稍以此為參照，引人深思，是部智慧的作品。
7. Infinite Home by Kathleen Alcott
凱思琳·奧爾科特《無(wú)限的家園》
Protagonist Edith has built a happy familyof her own among her tenants -- until she gets slammed with potential evictionas her mind begins to worsen. The unsteady state of their home and theirlandlady forges an even closer bond between the housemates in this lyricalmeditation on what really makes up a family.
主人公伊蒂絲與其房客們建立了一個(gè)幸福的家庭，然而，隨著記性變差，她或?qū)⒈或?qū)逐。家庭不穩(wěn)定，女房東與房客們的關(guān)系更緊密了。這部抒情的沉思錄引人思考究竟何為組成家庭的要素。
8. Here by Richard McGuire
里查德·麥奎爾《這兒》
This book is a heartwarming time capsule,and fluid look at the way our interior lives have evolved, and how they'veremained the same.
這本書(shū)是溫暖人心的時(shí)空膠囊，以溫婉的視角看我們的內(nèi)心演變以及又如何初心不變。
9. The Folded Clock by Heidi Julavits
海蒂·朱拉薇姿《折疊的時(shí)鐘》
The Folded Clock is a Diary, a collectionof musings written offhandedly each day by its author. It's been scrubbed ofidentifying details, but otherwise remains a deeply personal collection ofthoughts about motherhood, language, and what success really means.
《折疊的時(shí)鐘》是部日記，是作者每日隨手寫(xiě)就的遐思集。書(shū)中隱去了透露身份的信息，但仍是身為人母的感想、對(duì)語(yǔ)言的思考和闡述成功之道的個(gè)人思想集。
10. Can't and Won't by Lydia Davis
莉迪婭·戴維斯《"不行"與"不能"》
Davis' stories are quick, dreamy snapshotsof a mood or a sentiment, and they take the shape of the idle thoughts thatmake up most of our days. Davis's spare language is comforting and digestible,but leaves ample room for contemplation and imagination, too.
戴維斯的故事輕松宜人、直擊人心。故事取材于我們?nèi)粘Ｉ钇吡惆怂榈男乃枷敕?。戴維斯平實(shí)簡(jiǎn)練的語(yǔ)言安撫人心、易于理解，但有給讀者足夠想象和沉思的空間。
托福閱讀真題原題+題目
According to anthropologists, people in preindustrial societies spent 3 to 4 hours per day or about 20 hours per week doing the work necessary for life. Modern comparisons of the amount of work performed per week, however, begin with the Industrial Revolution (1760-1840) when 10- to 12-hour workdays with six workdays per week were the norm. Even with extensive time devoted to work, however, both incomes and standards of living were low. As incomes rose near the end of the Industrial Revolution, it became increasingly common to treat Saturday afternoons as a half-day holiday. The half holiday had become standard practice in Britain by the 1870's, but did not become common in the United States until the 1920's.
In the United States, the first third of the twentieth century saw the workweek move from 60 hours per week to just under 50 hours by the start of the 1930's. In 1914 Henry Ford reduced daily work hours at his automobile plants from 9 to 8. In 1926 he announced that henceforth his factories would close for the entire day on Saturday. At the time, Ford received criticism from other firms such as United States Steel and Westinghouse, but the idea was popular with workers.
The Depression years of the 1930's brought with them the notion of job sharing to spread available work around; the workweek dropped to a modem low for the United States of 35 hours. In 1938 the Fair Labor Standards Act mandated a weekly maximum of 40 hours to begin in 1940, and since that time the 8-hour day, 5-day workweek has been the standard in the United States. Adjustments in various places, however, show that this standard is not immutable. In 1987, for example, German metalworkers struck for and received a 37.5-hour workweek; and in 1990 many workers in Britain won a 37-hour week. Since 1989, the Japanese government has moved from a 6- to a 5-day workweek and has set a national target of 1,800 work hours per year for the average worker. The average amount of work per year in Japan in 1989 was 2,088 hours per worker, compared to 1,957 for the United States and 1,646 for France.
1. What does the passage mainly discuss?
(A) Why people in preindustrial societies worked few hours per week
(B) Changes that have occurred in the number of hours that people work per week
(C) A comparison of the number of hours worked per year in several industries
(D) Working conditions during the Industrial Revolution
2. Compared to preiudustrial times, the number of hours in the workweek in the nineteenth century
(A) remained constant
(B) decreased slightly
(C) decreased significantly
(D) increased significantly
3. The word norm in line 5 is closest in meaning to
(A) minimum.
(B) example
(C) possibility
(D) standard
4. The word henceforth in line 13 is closest in meaning to
(A) in the end
(B) for a brief period
(C) from that time on
(D) on occasion
5. The idea mentioned in line 15 refers to
(A) the 60-hour workweek
(B) the reduction in the cost of automobiles
(C) the reduction in the workweek at some automobile factories
(D) the criticism of Ford by United States Steel and Westinghouse
6. What is one reason for the change in the length of the workweek for the average worker in the
United States during the 1930's?
(A) Several people sometimes shared a single job.
(B) Labor strikes in several countries influenced labor policy in the United States.
(C) Several corporations increased the length of the workweek.
(D) The United States government instituted a 35-hour workweek.
7. Which of the following is mentioned as one of the purposes of the Fair Labor Standards Act of
1938 ?
(A) to discourage workers from asking for increased wages
(B) to establish a limit on the number of hours in the workweek
(C) to allow employers to set the length of the workweek for their workers
(D) to restrict trade with countries that had a long workweek
8. The word mandated in line 18 is closest in meaning to
(A) required
(B) recommended
(C) eliminated
(D) considered
9. The word immutable in line 21 is closest in meaning to
(A) unmatched
(B) irregular
(C) unnecessary
(D) unchangeable
10. Which of the following is NOT mentioned as evidence that the length of the workweek has
been declining since the nineteenth century?
(A) The half-day holiday (line 7)
(B) Henry Ford (lines 11-12)
(C) United States Steel and Westinghouse (line 14-15)
(D) German metalworkers (line 21)
11. According to the passage , one goal of the Japanese government is to reduce the average
annual amount of work to
(A) 1,646 hours
(B) 1,800 hours
(C) 1,957 hours
(D) 2,088 hours
PASSAGE 40 BDDCC ABADCB
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