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托福阅读练习及详细解析：Artisans and Industrialization
Before 1815 manufacturing in the United States had been done in homes or shops by skilled artisans. As master craft workers, they imparted the knowledge of their trades to apprentices and journeymen. In addition, women often worked in their homes part-time, making finished articles from raw material supplied by merchant capitalists. After 1815 this older form of manufacturing began to give way to factories with machinery tended by unskilled or semiskilled laborers. Cheap transportation networks, the rise of cities, and the availability of capital and credit all stimulated the shift to factory production.
The creation of a labor force that was accustomed to working in factories did not occur easily. Before the rise of the factory, artisans had worked within the home. Apprentices were considered part of the family, and masters were responsible not only for teaching their apprentices a trade but also for providing them some education and for supervising their moral behavior. Journeymen knew that if they perfected their skill, they could become respected master artisans with their own shops. Also, skilled artisans did not work by the clock, at a steady pace, but rather in bursts of intense labor alternating with more leisurely time.
The factory changed that. Goods produced by factories were not as finished or elegant as those done by hand, and pride in craftsmanship gave way to the pressure to increase rates of productivity. The new methods of doing business involved a new and stricter sense of time. Factory life necessitated a more regimented schedule, where work began at the sound of a bell and workers kept machines going at a constant pace. At the same time, workers were required to discard old habits, for industrialism demanded a worker who was alert, dependable, and self-disciplined. Absenteeism and lateness hurt productivity and, since work was specialized, disrupted the regular factory routine. Industrialization not only produced a fundamental change in the way work was organized; it transformed the very nature of work.
The first generation to experience these changes did not adopt the new attitudes easily.The factory clock became the symbol of the new work rules. One mill worker who finally quit complained revealingly about “obedience to the ding-dong of the bell-just as though we are so many living machines.” With the loss of personal freedom also came the loss of standing in the community. Unlike artisan workshops in which apprentices worked closely with the masters supervising them, factories sharply separated workers from management. Few workers rose through the ranks to supervisory positions, and even fewer could achieve the artisan's dream of setting up one's own business. Even well-paid workers sensed their decline in status.In this newly emerging economic order, workers sometimes organized to protect their rights and traditional ways of life. Craft workers such as carpenters, printers, and tailors formed unions, and in 1834 individual unions came together in the National Trades' Union. The labor movement gathered some momentum in the decade before the Panic of 1837, but in the depression that followed, labor's strength collapsed. During hard times, few workers were willing to strike_or engage in collective action. And skilled craft workers, who spearheaded the union movement, did not feel a particularly strong bond with semiskilled factory workers and unskilled laborers. More than a decade of agitation did finally bring a workday shortened to 10 hours to most industries by the 185O’s, and the courts also recognized workers' right to strike, but these gains had little immediate impact.
Workers were united in resenting the industrial system and their loss of status, but they were divided by ethnic and racial antagonisms, gender, conflicting religious perspectives, occupational differences, political party loyalties, and disagreements over tactics. For them, the factory and industrialism were not agents of opportunity but reminders of their loss of independence and a measure of control over their lives. As United States society became more specialized and differentiated, greater extremes of wealth began to appear. And as the new markets created fortunes for the few, the factory system lowered the wages of workers by dividing labor into smaller, less skilled tasks.
Paragraph 1: Before 1815 manufacturing in the United States had been done in homes or shops by skilled artisans. As master craft workers, they imparted the knowledge of their trades to apprentices and journeymen. In addition, women often worked in their homes part-time, making finished articles from raw material supplied by merchant capitalists. After 181 5 this older form of manufacturing began to give way to factories with machinery tended by unskilled or semiskilled laborers. Cheap transportation networks, the rise of cities, and the availability of capital and credit all stimulated the shift to factory production.
1. Which of the following can be inferred from the passage about articles manufactured before 1815?
○They were primarily produced by women.
○They were generally produced in shops rather than in homes.
○They were produced with more concern for quality than for speed of production.
○They were produced mostly in large cities with extensive transportation networks.
Paragraph 2: The creation of a labor force that was accustomed to working in factories did not occur easily. Before the rise of the factory, artisans had worked within the home. Apprentices were considered part of the family, and masters were responsible not only for teaching their apprentices a trade but also for providing them some education and for supervising their moral behavior. Journeymen knew that if they perfected their skill, they could become respected master artisans with their own shops. Also, skilled artisans did not work by the clock, at a steady pace, but rather in bursts of intense labor alternating with more leisurely time.
2. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect answer choices change the meaning in important ways or leave out essential information.
○ Masters demanded moral behavior from apprentices but often treated them irresponsibly.
○The responsibilities of the master to the apprentice went beyond the teaching of a trade.
○ Masters preferred to maintain the trade within the family by supervising and educating the younger family members.
○ Masters who trained members of their own family as apprentices demanded excellence from them.
Paragraph 3: The factory changed that. Goods produced by factories were not as finished or elegant as those done by hand, and pride in craftsmanship gave way to the pressure to increase rates of productivity. The new methods of doing business involved a new and stricter sense of time. Factory life necessitated a more regimented schedule, where work began at the sound of a bell and workers kept machines going at a constant pace. At the same time, workers were required to discard old habits, for industrialism demanded a worker who was alert, dependable, and self-disciplined. Absenteeism and lateness hurt productivity and, since work was specialized, disrupted the regular factory routine. Industrialization not only produced a fundamental change in the way work was organized; it transformed the very nature of work.
3. The word disrupted in the passage is closest in meaning to
○Prolonged
○Established
○Followed
○Upset
Paragraph 4: The first generation to experience these changes did not adopt the new attitudes easily. The factory clock became the symbol of the new work rules. One mill worker who finally quit complained revealingly about “obedience to the ding-dong of the bell-just as though we are so many living machines.” With the loss of personal freedom also came the loss of standing in the community. Unlike artisan workshops in which apprentices worked closely with the masters supervising them, factories sharply separated workers from management. Few workers rose through the ranks to supervisory positions, and even fewer could achieve the artisan's dream of setting up one's own business. Even well-paid workers sensed their decline in status.
4. In paragraph 4, the author includes the quotation from a mill worker in order to
○Support the idea that it was difficult for workers to adjust to working in factories
○To show that workers sometimes quit because of the loud noise made by factory machinery
○Argue that clocks did not have a useful function in factories
○ Emphasize that factories were most successful when workers revealed their complaints
5. All of the following are mentioned in paragraph 4 as consequences of the new system for workers EXCEPT a loss of
○Freedom
○Status in the community
○Opportunities for advancement
○Contact among workers who were not managers
Paragraph 5: In this newly emerging economic order, workers sometimes organized to protect their rights and traditional ways of life. Craft workers such as carpenters, printers, and tailors formed unions, and in 1834 individual unions came together in the National Trades' Union. The labor movement gathered some momentum in the decade before the Panic of 1837, but in the depression that followed, labor's strength collapsed. During hard times, few workers were willing to strike_or engage in collective action. And skilled craft workers, who spearheaded the union movement, did not feel a particularly strong bond with semiskilled factory workers and unskilled laborers. More than a decade of agitation did finally bring a workday shortened to 10 hours to most industries by the 185O’s, and the courts also recognized workers' right to strike, but these gains had little immediate impact.
6. The phrase gathered some momentum in the passage is closest in meaning to
○Made progress
○Became active
○Caused changes
○Combined forces
7. The word spearheaded in the passage is closest in meaning to
○Led
○Accepted
○Changed
○Resisted
8. Which of the following statements about the labor movement of the 1800's is supported by paragraph 5?
○It was most successful during times of economic crisis.
○Its primary purpose was to benefit unskilled laborers.
○It was slow to improve conditions for workers.
○It helped workers of all skill levels form a strong bond with each other.
Paragraph 6: Workers were united in resenting the industrial system and their loss of status, but they were divided by ethnic and racial antagonisms, gender, conflicting religious perspectives, occupational differences, political party loyalties, and disagreements over tactics. For them, the factory and industrialism were not agents of opportunity but reminders of their loss of independence and a measure of control over their lives. As United States society became more specialized and differentiated, greater extremes of wealth began to appear. And as the new markets created fortunes for the few, the factory system lowered the wages of workers by dividing labor into smaller, less skilled tasks.
9. The author identifies political party loyalties, and disagreements over tactics as two of several factors that
○Encouraged workers to demand higher wages
○Created divisions among workers
○Caused work to become more specialized
○Increased workers' resentment of the industrial system
10. The word them in the passage refers to
○Workers
○Political patty loyalties
○Disagreements over tactics
○Agents of opportunity
Paragraph 1: Before 1815 manufacturing in the United States had been done in homes or shops by skilled artisans. ■As master craft workers, they imparted the knowledge of their trades to apprentices and journeymen. ■In addition, women often worked in their homes part-time, making finished articles from raw material supplied by merchant capitalists. ■After 181 5 this older form of manufacturing began to give way to factories with machinery tended by unskilled or semiskilled laborers. ■Cheap transportation networks, the rise of cities, and the availability of capital and credit all stimulated the shift to factory production.
11. Look at the four squares ■ that indicate where the following sentence can be added to the passage. This new form of manufacturing depended on the movement of goods to distant locations and a centralized source of laborers. Where would the sentence best fit?
○Before 1815 manufacturing in the United States had been done in homes or shops by skilled artisans. This new form of manufacturing depended on the movement of goods to distant locations and a centralized source of laborers. As master craft workers, they imparted the knowledge of their trades to apprentices and journeymen. ■In addition, women often worked in their homes part-time, making finished articles from raw material supplied by merchant capitalists. ■After 1815 this older form of manufacturing began to give way to factories with machinery tended by unskilled or semiskilled laborers. ■Cheap transportation networks, the rise of cities, and the availability of capital and credit all stimulated the shift to factory production.
○Before 1815 manufacturing in the United States had been done in homes or shops by skilled artisans. ■As master craft workers, they imparted the knowledge of their trades to apprentices and journeymen. This new form of manufacturing depended on the movement of goods to distant locations and a centralized source of laborers. In addition, women often worked in their homes part-time, making finished articles from raw material supplied by merchant capitalists. ■After 1815 this older form of manufacturing began to give way to factories with machinery tended by unskilled or semiskilled laborers. ■Cheap transportation networks, the rise of cities, and the availability of capital and credit all stimulated the shift to factory production.
○Before 1815 manufacturing in the United States had been done in homes or shops by skilled artisans. ■As master craft workers, they imparted the knowledge of their trades to apprentices and journeymen. ■In addition, women often worked in their homes part-time, making finished articles from raw material supplied by merchant capitalists. This new form of manufacturing depended on the movement of goods to distant locations and a centralized source of laborers. After 1815 this older form of manufacturing began to give way to factories with machinery tended by unskilled or semiskilled laborers. ■Cheap transportation networks, the rise of cities, and the availability of capital and credit all stimulated the shift to factory production.
○Before 1815 manufacturing in the United States had been done in homes or shops by skilled artisans. ■As master craft workers, they imparted the knowledge of their trades to apprentices and journeymen. ■In addition, women often worked in their homes part-time, making finished articles from raw material supplied by merchant capitalists. ■After 1815 this older form of manufacturing began to give way to factories with machinery tended by unskilled or semiskilled laborers. This new form of manufacturing depended on the movement of goods to distant locations and a centralized source of laborers.Cheap transportation networks, the rise of cities, and the availability of capital and credit all stimulated the shift to factory production.
12. Directions: Complete the table below by indicating which of the answer choices describe characteristics of the period before 1815 and which describe characteristics of the 1815-1 860 period. This question is worth 3 points.
Before 1815
●
●
1815-1850
●
●
●
Answer choices
A united, highly successful labor movement took shape.
Workers took pride in their workmanship.
The income gap between the rich and the poor increased greatly.
Transportation networks began to decline.
Emphasis was placed on following schedules.
Workers went through an extensive period of training.
Few workers expected to own their own businesses.
参考答案：
1. ○3
This is an Inference question asking for an inference that can be supported by the passage. The correct answer is choice 3, “They were produced with more concern for quality than for speed of production.” A number of statements throughout the passage support choice 3. Paragraph 1 states that “Before 1815 manufacturing in the United States had been done in homes or shops by skilled artisans . . . After 18 15 this older form of manufacturing began to give way to factories with machinery tended by unskilled or semiskilled laborers.” Paragraph 2 states that “Before the rise of the factory . . . skilled artisans did not work by the clock, at a steady pace, but rather in bursts of intense labor alternating with more leisurely time.” Paragraph 3 states, “The factory changed that.Goods produced by factories were not as finished or elegant as those done by hand, and pride in craftsmanship gave way to the pressure to increase rates of productivity.” Taken together, these three statements, about production rates, the rise of factories after 18 15, and the decline of craftsmanship after 18 15, support the inference that before 18 15, the emphasis had been on quality rather than on speed of production. Answer choices 1, 2, and 4 are all contradicted by the passage.
2. ○2
This is a Sentence Simplification question. As with all of these items, a single sentence in the passage is highlighted: Apprentices were considered part of the family, and masters were responsible not only for teaching their apprentices a trade but also for providing them some education and for supervising their moral behavior. The correct answer is choice 2. Choice 2 contains all of the essential information in the highlighted sentence. The highlighted sentence explains why (part of the family) and how (education, moral behavior) a master's responsibility went beyond teaching a trade. The essential information is the fact that the master's responsibility went beyond teaching a trade. Therefore, choice 2 contains all that is essential without changing the meaning of the highlighted sentence.Choice 1 changes the meaning of the highlighted sentence b~ stating that masters often treated apprentices irresponsibly.Choice 3 contradicts the essential meaning of the highlighted sentence. The fact that “Apprentices were considered part of the family . . . ” suggests that they were not actual family members.Choice 4, like choice 3, changes the meaning of the highlighted sentence by discussing family members as apprentices.
3. ○4
This is a Vocabulary question. The word being tested is disrupted. It is highlighted in the passage. The correct answer is choice 4, “upset.” The word “upset” here is used in the context of “hurting productivity.” When something is hurt or damaged, it is “upset.”
4. ○1
This is a Factual Information question asking for specific information that can be found in paragraph 4. The correct answer is choice I, “support the idea that it was difficult for workers to adjust to working in factories.” The paragraph begins by stating that workers did not adopt new attitudes toward work easily and that the clock symbolized the new work rules. The author provides the quotation as evidence of that difficulty. There is no indication in the paragraph that workers quit due to loud noise, so choice 2 is incorrect. Choice 3 (usefulness of clocks) is contradicted by the paragraph. The factory clock was “useful,” but workers hated it. Choice 4 (workers complaints as a cause of a factory's success) is not discussed in this paragraph.
5. ○4
This is a Negative Factual Information question asking for specific information that can be found in paragraph 4. Choice 4, “contact among workers who were not managers,” is the correct answer. The paragraph explicitly contradicts this by stating that “factories sharply separated workers from management.” The paragraph explicitly states that workers lost choice I (freedom), choice 2 (status in the community), and choice 3 (opportunities for advancement) in the new system, so those choices are all incorrect.
6. ○1
This is a Vocabulary question. The phrase being tested is “gathered some momentum.” It is highlighted in the passage. The correct answer is choice I, “made progress.” To “gather momentum” means to advance with increasing speed.
7. ○1
This is a Vocabulary question. The word being tested is spearheaded. It is highlighted in the passage. The correct answer is choice 1, “led.” The head of a spear leads the rest of the spear, so the crafts workers who “spearheaded” this movement led it.
8. ○3
This is a Factual Information question asking for specific information that can be found in paragraph 5. The correct answer is choice 3, “It was slow to improve conditions for workers.” The paragraph states, “More than a decade of agitation did finally bring a workday shortened to 10 hours to most industries by the 1850's, and the courts also recognized workers' right to strike, but these gains had little immediate impact.” This statement explicitly supports choice 3. All three other choices are contradicted by the paragraph.
9. ○2
This is a Factual Information question asking for specific information about a particular phrase in the passage. The phrase in question is highlighted in the passage. The correct answer is choice 2, “created divisions among workers.” The paragraph states (emphasis added): “ . . . they (workers) were divided by ethnic and racial antagonisms, gender; conflicting religious perspectives, occupational differences, political part loyalties, and disagreements over tactics.” So “political party loyalties and disagreements over tactics'' are explicitly stared as two causes of division among workers. The other choices are not stated and are incorrect.
10. ○1
This is a Reference question. The word being tested is them. It is highlighted in the passage. This is a simple pronoun-referent item. The word them in this sentence refers to those people to whom ”the factory and industrialism were not agents of opportunity but reminders of their loss of independence and a measure of control over their lives.“ Choice 1, ”Workers,“ is the only choice that refers to this type of person, so it is the correct answer.
11. ○4
This is an Insert Text question. You can see the four black squares in paragraph 1 that represent the possible answer choices here. Before 1815 manufacturing in the United States had been done in homes or shops by skilled artisans. ■ As master craft workers, they imparted the knowledge of their trades to apprentices and journeymen. ■ In addition, women often worked in their homes part-time, making finished articles from raw material supplied by merchant capitalists. W After 1815 this older form of manufacturing began to give way to factories with machinery tended by unskilled or semiskilled laborers. ■ Cheap transportation networks, the rise of cities, and the availability of capital and credit all stimulated the shift to factory production. The sentence provided, ”This new form of manufacturing depended on the movement of goods to distant locations and a centralized source of laborers,“ is best inserted at square 4. The inserted sentence refers explicitly to ”a new form of manufacturing.“ This ”new form of manufacturing“ is the one mentioned in the sentence preceding square 4, ”factories with machinery tended by unskilled or semiskilled laborers.“ The inserted sentence then explains that this new system depended on ”the movement of goods to distant locations and a centralized source of laborers.“ The sentence that follows square 4 goes on to say, ”Cheap transportation networks, the rise of cities, and the availability of capital and credit all stimulated the shift to factory production.“ Thus the inserted sentence contains references to both the sentence before square 4 and the sentence after square 4. This is not true of any of the other possible insert points, so square 4 is the correct answer.
12. ○○Before 1815: 2 6 1815-1850: 3 5 7
This is a Fill in a Table question. It is completed correctly below. The correct choices for the ”Before 18 15“ column are 2 and 6. Choices 3, 5, and 7 belong in the ”1815-1 850“ column. Choices 1 and 4 should not be used in either column.
托福阅读难度及题型的信息
机考模式
新托福阅读考试分两种模式：Short Format以及Long Format。前者历时60分钟，要求学生在规定时间里完成三篇阅读约36-42道题目;而后者则将考试时间拉长至100分钟，按需完成60-70道题目。
本来这对学生来说只是“小菜一碟”，但自从新托福将考试形式由笔试改为电脑操作，这对很多人来说无疑是“当头一棒”。也许对大多数人来说看几个小时的网上新闻或是打上半天的游戏都不是什么新鲜事儿，但面对屏幕做上一两个小时的题目倒真不是随便可以信手拈来的。
建议各位正在准备托福 阅读备考的同学，平时要养成习惯通过电脑来阅读，至于阅读的内容将会在第四个点里再作详细介绍。关于这一点的备考和写作的备考策略是一致的，大家可以结合起来一起准备。
考试强度
无论是Short Format还是Longre Format，托福阅读考试强度上对考生的要求都是相当大的，新托福阅读部分每篇文章字数增至了700字左右。然而，在新托福阅读当中，对于初学者来说最难的不是单词，而是要求在规定时间里完成规定的题数。
新托福阅读不同于CET4，CET6，与高考也有很大区别，因为CET4、CET6与高考的阅读考试大都是提供约4-5篇文章，然后出20道选择题，要求考生根据所读文章答题。最大的不同在于这些考试都没有要求做完每个科目考试所用的时间。
因此很多同学在一开始做托福 阅读的时候，十分不适应托福阅读的时间限制，有的人甚至在考前都没有克服这个问题。有的同学在考试前总是按一篇文章来练，认为自己在20分钟内(按总的时间平均分配到每篇阅读文章的用时)完成12-14题绰绰有余。但问题在于托福考试并非一篇一篇来考，而是将3篇或5篇看作一个整体来考验学生对强度的适应能力。
由此建议考生在托福 阅读备考期间一定要养成3篇一练或者5篇一练的习惯，培养自己在规定时间里完成尽可能多的题数，并保证一定的正确率。
有很多的专业考生，因为平时课业负担较大，可用于支配学习托福的时间有限，希望在考前通过高强度的课程学习来提高考试成绩。
针对基础较好短期内需要考试的学生，我们推荐学生采用75%的正课占比，侧重于个性化的考试应对，针对自己薄弱的地方，对症下药，并辅以适量的配套训练来检测学习效果，确保对知识点的掌握。
托福阅读题型变化
考试题型的主要变化在于题型中增加了词汇解释题、填表、插入句子和完成段落等。根据新托福阅读测试的目的，考生需要在平时训练中着重培养和加强三种阅读技能，即信息定位能力、速读理解能力和研读整理能力，来帮助自己适应新题型。
这一点表现出新托福考试阅读明显雅思化，因此增加题目并不意味着增加难度，其难度体现在考生对题型的熟悉程度。可以说，新托福阅读内容的难度降低，于是便通过题型变化增加难度，因此阅读理解部分并不需要过于担心，关键是了解题型。
知识面和信息量
大家都知道，做题基于托福 阅读读文章的基础之上，因此增进阅读能力会对完成题目起到至关重要的作用。在备考阶段，大家要多读各类题材的文章。新托福阅读测试的选材大多涉及自然科学 (天文、地质、生物学等)、人文和社会科学(文学、历史、人类学、社会学等)以及艺术和商务等学科领域。多阅读这些文章，一方面可以了解相关的常识和背景知识，同时可借此机会熟悉不同学科的常用词汇。
各类书籍、报刊及网上文章都可以选择作为练习阅读的材料，如果是选取带有一定学术性的文章或大学教材则是再好也没有了。这一点大家可以结合适应“机考”这一变化来共同实现更多地去选择在电脑上阅读文章而非实际的报纸或杂志。
托福阅读只要找出最优选项即可
托福阅读不管复习的如何也不管考试时你是怎么做的托福阅读试题，只要结果对了就好，那么这时一些托福阅读技巧可能就非常有用了，下面就来看看具体该如何做选择的的方法，希望对大家有所帮助。
在进行托福阅读训练的时候，如果你只是坚持找关键词，却忽视了其他的一些短语，寻找题目中的词语在文章中是否出现，那么你的托福阅读分数是很难提升的。注意关键词不是托福阅读考试的一切。
这里必须承认，当正确答案是原文重现的时候，我们去采用，原文当中出现的词，在正确答案之中也出现，这种做题方法，从理论上是说得通的。但是事情往往不是这么简单!这里有可能出现问题的点，就是在于“最优选项”。
所谓的托福阅读试题最优选项，一种可能形式与原文更为接近的选项。另一种可能性，则是排除掉其中3个错误答案，最后得到那个与原文关系不大，但是也没有明显错误的选项。
这里很显然，最优选项之中的正确答案，都不是可以通过简单的寻找哪个选项之中的词，在原文之中也出现这种方法来解决的。而且考虑到中国考生在阅读之中必须拿到27分以上的成绩，因此，细节题和句子简化题是绝对不被允许错的!因此，这种通过简单的寻找一一对应的词汇的方法也是行不通的。
此路不通，另寻他路。那这种托福阅读技巧是什么?其实很简单，就是读懂!哪怕你不能完全懂，退而求其次，其中的逻辑关系一定要懂!或者说，对于托福阅读来说，核心的内容就是要弄清其中的逻辑关系。不过，句子之中的逻辑关系，并不是简单的so，because这些连词，里面的逻辑更多指的是，各种动词所体现出来的因果关系，这才是核心。
换句话说，在准备托福阅读的时候，应该尽一切可能去读懂每一个句子之中的每一点细节，只有这样才是拿到高分的捷径!而不是，去通过只言片语进行猜测，通过猜测考托福，只能是死路一条。
托福阅读练习及详细解析：Artisans and Industrialization
托福阅读练习方法解析丨卡时间、整错题并细读文章
一.20分钟内完成一篇阅读
要求自己在20分钟之内完成一篇文章。期间排除环境干扰，一切都模拟真实考试环境，目的是为了在考试前对真实考试的压力和精力需求有直接的体验。
二.及时归纳整理错题
做完题之后还要对题目进行剖析，错误选项为什么错，正确选项为什么对。在这个环节要注意分析自己喜欢错哪个类型的题目，并进行总结。同时，把错题和错题所对应的段落复制到错题文档中。
三.细读文章
这是真正能够提高阅读能力的环节。回到原文之中，逐句逐词读文章，遇到每一个自己不认识的单词都查一下，并且结合文章内容，把它背诵下来。每个意思不确定的词组，也要通过一切手段搞懂。在单词和词组的基础之上，搞懂文章每一句话的意思、每个段落的内部逻辑、段落之间的关系和文章的构成。
托福作为一个标准化的考试，它的考点以及文章构造的方式总是固定的。而逻辑的展开方式，无非也就是因果、并列、递进、转折、让步那么几种。我们需要做的无非是多遍熟悉文章的写作和构建方式，之后在考试中，看到一个段落能够对段落的构建方式有准确的预判和把握。这是提高对篇章把握能力的有效方法。
四.利用译文找出不理解的地方
这个步骤无非是一边读英文，一边核对中文，看看自己对于每一句话的理解是否得当。因为我们保不准会出现这样的情况：一开始以为自己读懂了，其实却是一个错误的理解。这种情况比完全没读懂还要可怕，因为它把问题隐藏了。
大家在刚开始做托福阅读的时候容易只追求正确率忽略做题时间，而且做完题目后还会忽略掉分析错误细读文章的环节。如果大家备考中有这样的陋习，希望上文中的练习方法能帮助大家更好地备考阅读。
托福阅读词汇实践出真知
有些人在复习托福阅读一开始就抱着词汇书背，我认为那样做背起来特别容易忘，而且还到实际中还不知道怎么用。其实不妨这样做，那一开始就做真题，就像摸考一样，然后在对答案的时候，遇到的不懂得单词，再看那些跟着每一套阅读真题的单词(有一些书就是跟着每套题的单词，全篇翻译都有的)，这时候再背单词，做一套，背一套，大概这样做上4、5套题，你的感觉就是，大体主要的单词也就是这些了，那你就提高到一个境界了。
而且复习托福阅读真题让你对真题书而有熟，是一举几得的事。我就是这么做的，是清华的一个家伙介绍给我的，真是不错，现在大概复习有1个多月了，错题数能控制在2个以内。当然另外，还要注意一点，那就是一个阅读的方法问题，我也想说一下，希望对大家有用。
托福阅读备考的方法
其实快速阅读的技巧在掌握文章的思路，使整篇文章的段落层次，清晰在大脑中展现。
在读第一段时，特别是第一句，往往给我们一个大致的思路，文章的论题是什么，作者想说什么?然后第二段的第一句，然后在想一想作者下面又想讲什么，这一段里有没有什么重要的细节。然后第三段，又讲了什么，这里面的重要细节又是什么。
几段下来，每次读的时候都要来个小小的总结。各个段落的目的是什么，主题又是什么?这样，在脑子里面形成一个作者思路图 ，在脑子里或者在草稿纸上画一个文章的结构思路题。
在回答问题前，花几秒钟总结一下文章大意，它的思路和主题。
再次提醒，TOEFL考察的是你的答题能力而非阅读能力。你不必完全掌握整篇文章，了解文章中的每一个细节。(其实，你也没有那么多时间)。相反，你应该只读文章段落的第1句，而快速浏览其余部分。当你”读“完这篇文章时，你就能对文章的结构思路有总体的把握。
答题。根据你对文章的整体思路来答题。将问题(或选项)定位到文章中具体的某个段落甚至具体的句子。因为你这样做完，你会觉得每一段的思路、脉络都会非常清晰，做题的时候，就可以很快找到出题点，而且对于偏离主题的题一眼就能看出，主题词就会显得格外明显。而实际中每一次的小结只需要几秒钟的一个停顿就可以，大家不妨试试，就会明白了。
需要注意的是，复习的时候，一定要看原文章，将文章通读，遇到忘了的单词，在重新回来查书上的解释，然后再背。这样背过的单词就不再是一个个孤立的单 词，而且也省去了枯燥背单词的时间，更主要的是，这样背过的单词，你会对这个词的用法很熟悉，不容易忘，或者就像有些人所说的，明明在单词表里觉得挺熟的 词，到了真正的阅读中，又会觉得很生疏，或者不能立刻反映出它的意思了。
托福阅读备考时大家要在做托福阅读真题的同时理解背诵单词，这样才能进一步加强托福阅读学习的质量，希望对大家有帮助。
提高托福阅读答对率有技巧
一、新托福阅读的新题型重点考察句子间的关系
在托福阅读中有那么一个段落，其中有4 个框框，他代表你在题干中的那句话可以拖入这个里面来，做题的方法是：第一步一定要优先阅读题干中要被拖入到原文的那句话。第二步找要被代入原文那句话当中的关键字和要点。因为我们知道，如果要把一句话代入到原文当中，这句话肯定和原文有很强的关联性。
然后我们找的是要被代入原文那句话中的关联词，这有很多，比方说一旦看到”因为“，前面讲的就可能是原因，因为这个结果后面有一个情况;再比如你看到THUS，通常表示结果，那么正确选项在第一个空和第二个空的可能性不是很大，在第三个空和第四个空的可能性比较大，因为它表示结果，基本都在比较靠后的位置;比如我们看到in contrast，跟前面正好是相反的，所以说这些关键词特别重要，从一定意义上来讲是我们做这种题型成败的关键。
我们要找逻辑关系，你要代入这句话的话，跟前面或者后面的话肯定有一种逻辑关系在里面，到底前后是转折还是递进还是表示结果还是什么样的关系，这是我们的情况。一般来说，多数中国同学做这个题还是比较容易的，我建议大家在备考的时候大量练习此类题目的做法。
二、多选题的关键在于题干
iBT的听力和阅读的多选题应该如何把握?这也确实是中国同学比较容易错的一个地方，新托福iBT中的多选题是这样的，即一部分题型，每道题当中都有几个选项是正确选项，也就是我们说的多选题。比如说，阅读题最后一道题一般都是多选题，多选题分两类，一类叫图表题，给你一个图表，让你6选3或者 8选4。第二类叫文章内容小节题，文章内容概述题，什么意思呢?先给你一句话，这句话就是这篇文章的中心思想，请问下面哪几个选项中反映了这篇文章的中心思想。
这样的话，这个题目是我们的第二个问法，这是阅读中我们最常见的两种多选题，这种题同学们不要有畏惧心理，因为这类题目分值也比较高，一般是2 分或3分。我们即使答错一个空，3分题还会拿到两分，不会给你扣掉所有的分。
第二，这个问题是基于你之前问题的答案的基础上，当你把之前其他的问题都答完了，你整个的这篇文章读的也很好了，再做这个题的话，基本上问题不大了。只要别错太多，这种题多少都会有分的。第三，这类题目的数量比较少。所以我们做这个题要特别的细心，做这个题的关键在于对这道题题干中的那句话的理解，因为这句话就是文章的概述，基本上下面的答案都是符合这句话的，或和这句话有关联点的，跟这句话扯得太远的一般就是错误选项，所以要求我们特别细心，越细心越好。
托福阅读词汇实践出高分
托福阅读复习其实并不只有做题，大家在托福阅读备考时还要结合背单词进行，托福阅读词汇实践出真知，我们一起来看看具体内容。
有些人在复习托福阅读一开始就抱着词汇书背，我认为那样做背起来特别容易忘，而且还到实际中还不知道怎么用。其实不妨这样做，那一开始就做真题，就像摸考一样，然后在对答案的时候，遇到的不懂得单词，再看那些跟着每一套阅读真题的单词(有一些书就是跟着每套题的单词，全篇翻译都有的)，这时候再背单词，做一套，背一套，大概这样做上4、5套题，你的感觉就是，大体主要的单词也就是这些了，那你就提高到一个境界了。
而且复习托福阅读真题让你对真题书而有熟，是一举几得的事。我就是这么做的，是清华的一个家伙介绍给我的，真是不错，现在大概复习有1个多月了，错题数能控制在2个以内。当然另外，还要注意一点，那就是一个阅读的方法问题，我也想说一下，希望对大家有用。
托福阅读备考的方法
其实快速阅读的技巧在掌握文章的思路，使整篇文章的段落层次，清晰在大脑中展现。
在读第一段时，特别是第一句，往往给我们一个大致的思路，文章的论题是什么，作者想说什么?然后第二段的第一句，然后在想一想作者下面又想讲什么，这一段里有没有什么重要的细节。然后第三段，又讲了什么，这里面的重要细节又是什么。
几段下来，每次读的时候都要来个小小的总结。各个段落的目的是什么，主题又是什么?这样，在脑子里面形成一个作者思路图 ，在脑子里或者在草稿纸上画一个文章的结构思路题。
在回答问题前，花几秒钟总结一下文章大意，它的思路和主题。
再次提醒，TOEFL考察的是你的答题能力而非阅读能力。你不必完全掌握整篇文章，了解文章中的每一个细节。(其实，你也没有那么多时间)。相反，你应该只读文章段落的第1句，而快速浏览其余部分。当你”读“完这篇文章时，你就能对文章的结构思路有总体的把握。
答题。根据你对文章的整体思路来答题。将问题(或选项)定位到文章中具体的某个段落甚至具体的句子。因为你这样做完，你会觉得每一段的思路、脉络都会非常清晰，做题的时候，就可以很快找到出题点，而且对于偏离主题的题一眼就能看出，主题词就会显得格外明显。而实际中每一次的小结只需要几秒钟的一个停顿就可以，大家不妨试试，就会明白了。
需要注意的是，复习的时候，一定要看原文章，将文章通读，遇到忘了的单词，在重新回来查书上的解释，然后再背。这样背过的单词就不再是一个个孤立的单 词，而且也省去了枯燥背单词的时间，更主要的是，这样背过的单词，你会对这个词的用法很熟悉，不容易忘，或者就像有些人所说的，明明在单词表里觉得挺熟的 词，到了真正的阅读中，又会觉得很生疏，或者不能立刻反映出它的意思了。
托福阅读备考时大家要在做托福阅读真题的同时理解背诵单词，这样才能进一步加强托福阅读学习的质量，希望对大家有帮助。
托福阅读指代题怎么做?指代题详细解析
一.托福阅读指代题常见提问方式
指代类问题与词汇类问题很相似。在文章中会有一个单词或短语用阴影标示出来，被标示的词汇经常是一个代词，然后考生会被问到：
The word ”X“ in the passage refers to…
四个选项都是来自于文章中的单词或短语，但只有一个选项是被阴影标示出的单词或短语所指代的内容。
二.托福阅读指代题解析
指代类问题考查考生辨认文章中单词间指代关系的能力。通常这种关系是代词与其先行词之间的关系，有时也考查其他语法的指代关系(如which或this)。(以上内容来自《托福考试官方指南》)根据《托福考试官方指南》的对指代题的介绍，我们清楚地知道这类题型考查的重点：代词的功能和词汇之间的语义关系。
三.托福阅读指代题如何找答案
根据指代题所考查的能力(代词的功能和词汇之间的语义关系)和提问方式，我们可以总结出指代题考查的就是根据代词的属性去判断(单数还是复数，指人还是指物)代词指代的是谁。这里需要注意的是：被指代对象在代词之前出现(所以找被指代对象的时候，应该在代词之前的内容中找);从句子开头往后找答案;代词和被指代对象的数、性和性质必须一致(数：单数复数;性：he or she;性质：人还是物);指代传递现象(they往前找的时候，找到了them，就还需要往前找到被指代的名词)。
四.托福阅读指代题做题方法分析
从句主语指代主句的主语/宾语
根据代词的属性判断(单数还是复数，指人还是指物)
关系代词(连词)指代先行词
插入结构不影响指代关系(n, which)
重复概念指代
就近原则(Tom and his friends, his指的就是Tom)
some-others指代
some + n. / some + of + n.: others→n.(Some boys are playing basketball while others are playing football.这里others就是指boys)
some + v.: some和others共同指代前面的某个概念(Some are playing basketball while others are playing football.这里some和others共同指代前面的某个概念，比如boys, children等)
攻克托福阅读的七个技巧
(1)概括地观察 Survey
首先略读每章或每页的大概内容，例如：可从书本的序言和目录开始，通常作者会在序言中交代撰述的重点及动机，而目录则可帮助你了解课本的组织架构及章节层次;阅读课文的名称 title，主题 main。
headings 及副题 sub-headings;注意每一主题的头一句，导言 introduction 和本章提要 summary(如果有的话)，图片说明 captions to all graphics 等，这样，你不用十五分钟便对内容有概略的了解。
(2)提出一个全面的问题 Write a general question
观察课文内容后，提出一个包含所有新托福阅读数据的问题，把问题写在每章节的开首，令自己可以看到此问题时，便忆起全部内容。
(3)提出各别问题来引导阅读 Write questions to guide your reading
当你看到主题、副题、图片及首句时，由此而提出有关问题，写在题目或图片旁边，帮助你阅读文章内容。
(4)寻求问题的答案 Read to answer the questions
阅读章节时，尽量跟随你的问题来找答案，把握课文重点。
(5)在答案下划线 Underline words that answer the question
在了解一段内容后，找出解答问题的重要字key words及短语phrases，并划记下来。在划记时可选用荧光笔，既方便又快捷。
(6)修正问题 Revise the questions
如果在阅读时，发现问题并未得到解答或不明确，可重新写下问题，并将有关答案的字词划记。再重读文章，遇到不明白的地方，再请教导师或同学。
(7)举一反三 Use examples
当你理解全文时，便可将知识整理起来，同时，学习类推的方法，将知识应用于其它类似事情或日常生活上，利用联带关系，才能把文章内容融会贯通，大大提高你的阅读兴趣和能力。例如：当银行利率提高时，会使银行的存款利息增加，而你可能会联想到投资受影响，或是你会类推更多其它事项。
造成托福阅读低分都有哪些原因
细节题定位不准
在新托福阅读考试中，细节题考查的是考生们文章定位的能力。其实托福阅读中的细节题其实不难，但前提是定位的点要对，托福细节题往往是定位在哪句就在哪句找答案，这样的话考生是选不出正确答案的，因为定位不精确。
而否定事实细节题的出题思路有两种：一是无中生有，即根据定位点的内容，四个选项只有一个没有提到，这种思路多适用于选项比较简短的题目;二是张冠李戴，即根据定位点的内容表述，只有一个选项与之矛盾，这种思路多适应于选项比较长的题目所以做新托福阅读的细节题，最重要的一点就是要尽量地去精确定位。
无方向中隐藏方向
新托福阅读考试中绝大部分题目都是对应具体段落的，这会为考生节省很多时间。但是也不排除有少量题目的范围比较大或比较模糊，考生在寻找答案时难免一头雾水，费时费力。
其实这些看似没有明确定位方向的题目都是暗藏玄机的。所以在面对这类问题的时候，考生应当学会利用排除法进行做题，不要因为在题目中找不到出路而影响了考试。
在托福阅读考试中要根据文章理性判断，不要感性选择答案，托福阅读文章又自己的着眼点。
如何快速突破托福阅读长难句
托福阅读备考的句子难在哪里呢?主要有三点：句子长，长度超过30单词的长句在每篇文章中保持在10句左右;概念难，句中往往含有很多“诡异”的陌生学术概念;结构异，英文中的特定语法结构如倒装，强调，修饰语后置等等。
快速理解复杂句是托福阅读考试得分最重要的能力。比较近来的考试难度，最明显的趋势就是句子结构的复杂冗长程度明显递增。纵观文章阅读考察的几个层次可发现：比句子微观的单词含义理解，只要认真准备就不是难点;比句子宏观的段落含义理解，弄懂主旨往往不难。
而相对地,句子的阅读相对需要更多技巧，考场上经常出现反复多遍阅读仍不能理解句子大意的情况，从而成为了阅读理解和得分的瓶颈。
下面浅谈托福阅读备考上的几大处理手段：
首先，针对长句，利用主干精简长句。请看例句：On rare occasion when a fine piece of sculpture was desired, Americans turned to foreign sculptors, as in the 1770’s when the cities of New York and Charleston, South Carolina, commissioned the Englishman Joseph Wilton to make marble statues of William Pitt. (在零星的某些需要精美雕塑品的时候，美国人会转而求助外国雕刻艺术家，比如在1770年纽约市和南卡罗来纳的查理斯顿市就委托了英国人J.W.制作了掌权者William Pitt的大理石雕像。)
如果全部精读逐词翻译，由于信息过于杂乱会导致抓不住重点，也就是我们所说的句子虽然读了但对讲的是什么事情基本没印象概括不出来大意。但我们提炼句子主干，原句精简为：American turned to foreign sculptors. 大意立即明了是：美国人请外国雕刻艺术家帮忙。句子主旨很清晰。
其次：针对生僻概念，利用重点规避难点。例如：Were Earth to be juxtaposed with the Great Red Spot, our planet would be dwarfed in comparison, with a diameter less than half that of the Great Red Spot. (如果把地球和木星星云大红斑并排摆列的话，我们的星球显得相形见绌，直径不到大红斑的一半左右。)句中，”juxtaposed(两物体并排摆放)”为难点，但其由于作为虚拟条件并非句子主干，因此并不重要。
我们只需要认清该句阅读重心集中其后部——“our planet would be dwarfed”，地球小于大红斑星云。如果考试不熟悉dwarfed的含义，也可由对重点的补充说明“with a diameter less than half that of the GRS”明了这是在讲地球小于大红斑星云。
第三，利用语法突破理解弱势。很多同学学习语法多年，但却忽视了语法的重要层面：突出重点内容或弱化非重点。有效理解语法本质，便于我们从战略上确定句子是否会成为考点以及我们的理解重点。例如：Only when it has been chewed up and digested almost to a liquid can the food pass through the rumen and on through the gut.(只有食物被嚼碎并消化为液态，食物才能穿过反刍胃到达肚子。)
该句中含有倒装结构，在强调“when it has been chewed up and digested almost to liquid”这一动物消化的必需条件，使整个句子理解的重点。再看一个例句: 而Its peoples became great traders, bartering jewellery, pottery, animal pelts, tools, and other goods along extensive trading networks that stretched up and down eastern North America and as far west as the Rocky Mountains. (这儿的人成为了非常厉害的商人，沿着密集的从美国东北部蔓延到西部落基山脉的密集贸易网交易着珠宝，陶瓷，动物皮毛，工具以及其他的货物。)
尽管托福阅读考试句子后部更长更难，但并没有成为考点，也不是理解重点，原因为这是现在分词做伴随状语，本身表达的是非重点的补充信息。
托福阅读指代题怎么做?指代题详细解析
一.托福阅读指代题常见提问方式
指代类问题与词汇类问题很相似。在文章中会有一个单词或短语用阴影标示出来，被标示的词汇经常是一个代词，然后考生会被问到：
The word ”X" in the passage refers to…
四个选项都是来自于文章中的单词或短语，但只有一个选项是被阴影标示出的单词或短语所指代的内容。
二.托福阅读指代题解析
指代类问题考查考生辨认文章中单词间指代关系的能力。通常这种关系是代词与其先行词之间的关系，有时也考查其他语法的指代关系(如which或this)。(以上内容来自《托福考试官方指南》)根据《托福考试官方指南》的对指代题的介绍，我们清楚地知道这类题型考查的重点：代词的功能和词汇之间的语义关系。
三.托福阅读指代题如何找答案
根据指代题所考查的能力(代词的功能和词汇之间的语义关系)和提问方式，我们可以总结出指代题考查的就是根据代词的属性去判断(单数还是复数，指人还是指物)代词指代的是谁。这里需要注意的是：被指代对象在代词之前出现(所以找被指代对象的时候，应该在代词之前的内容中找);从句子开头往后找答案;代词和被指代对象的数、性和性质必须一致(数：单数复数;性：he or she;性质：人还是物);指代传递现象(they往前找的时候，找到了them，就还需要往前找到被指代的名词)。
四.托福阅读指代题做题方法分析
从句主语指代主句的主语/宾语
根据代词的属性判断(单数还是复数，指人还是指物)
关系代词(连词)指代先行词
插入结构不影响指代关系(n, which)
重复概念指代
就近原则(Tom and his friends, his指的就是Tom)
some-others指代
some + n. / some + of + n.: others→n.(Some boys are playing basketball while others are playing football.这里others就是指boys)
some + v.: some和others共同指代前面的某个概念(Some are playing basketball while others are playing football.这里some和others共同指代前面的某个概念，比如boys, children等)
托福阅读长难句：后置定语从句
我们知道
一个句子的主干(主谓宾)相当于它的骨架，识别了主干相当于抓住了句子的主要信息;而句子的其他修饰、说明及补充的部分(定状补同等)则相当于句子的血肉，血肉中往往包含了大量的附加信息。很多时候这些附加的信息对整句的理解起着辅助、加强甚至不可或缺的作用。
教学中笔者发现下面这个句子常常困扰一些语法功底不错的考生：
The physicist rightly dreads preciseargument, since an argument that is convincing only if it is precise loses all its force if theassumptions on which it is based are slightly changed, whereas an argument thatis convincing though imprecise may well be stable under small perturbations ofits underlying assumptions.
本句since之前的部分含有标准的S(The physicist)+V(dreads)+O(argument)结构，而since之后明显应该是原因状语(从句)的部分，所以句首的SVO就是整句的主句。下面我们来仔细分析since后面的部分：
第一行末尾的that紧跟an argument之后，显然做an argument的后置定语从句。that is convincing 是一个完整的主系表结构，only if 则引导了这个定语从句自身的(即小级别)条件状语从句it is precise (仍是一个完整的主系表结构);
接下来我们遇到了loses，since到loses之间是两个主系表从句，有各自的系动词，于是loses不属于这两个从句，只能与an argument对应，这一点也可从单复数上佐证。loses 与后面的 all its force 形成动宾结构，其中it 指代前文的an argument;
接下来的if引导了条件状语从句theassumptions on which it is based are slightly changed。其中on which it is based 做theassumptions的后置定语从句，同样的,it指前文的an argument。忽略定语从句，我们得到ifthe assumptions are slightly changed;
whereas后thatis convincing though imprecise紧跟着anargument后做它的后置定语从句。忽略掉它我们得到whereas anargument may well be stable under small perturbations of its underlyingassumptions.
至此since直到结尾我们已拆解完毕。即since后是个由whereas分割连接的并列句，这个并列句前一个子句的主语argument后跟了定语从句，且这个定语从句有自己的小一个级别的条件状语从句onlyif it is precise。同时第一个子句本身也有自己的条件状语从句ifthe assumptions on which it is based are slightly changed;
whereas后出现了第二个子句，这个子句的主语anargument同样带了自己的后置定语从句。
从since到结尾的大级别原因状语从句包含了两个并列子句、两个后置定语从句和两个条件状语从句(不同级别)。多个从句的层层嵌套增加了我们读懂整句的难度，但只要我们仔细梳理和分解，层层展开，理清各个从句、成分的作用，最终，这种难度的长句还是可以攻克的。
托福阅读长难句：水循环圈
Perhapsthe fact many of these first studies considered only algae of a size that couldbe collected in a net, a practice that overlooked the smaller phytoplanktonthat we now know grazers are most likely to feed on, led to a de-emphasis ofthe role of grazers in subsequent research.
这个句子谓语动词的识别稍有难度。
1. the fact 后描述的部分是这个fact的具体内容，所以the fact后为同位语从句;
2. a practice ...to feed on 作同位语。only algae of a size后出现的that could be collected ina net 对前者解释说明作用，为典型的后者定语从句;
3. 类似的that overlooked the smallerphytoplankton that we now know grazers are most likely to feed on 修饰说明a practice, 即为后者的后者定语从句。其中 that we now know grazersare most likely to feed on 为the smaller phytoplankton 的后者定语从句。仔细分析，we now know 类似插入语，如果在之前加as则更像比较状语从句。当然这个定语从句也可以写成 on which we now knowgrazers are most likely to feed;
4. led to 为整句谓语动词，于是 a de-emphasis 为整句宾语。
整句主干很简单，即Perhaps the fact let to a de-emphasis.但主语后跟了自带一个小级别定语从句的后置定语从句，接着又跟了个自带一个后置定语从句(同样嵌套了自己的定语从句)的同位语，读句子过程中，我们的思路容易被这些非主干成分打断。
例句2
The hydrologic cycle, a major topic inthis science, is the complete cycle of phenomena through which water passes,beginning as atmospheric water vapor, passing into liquid and solid form asprecipitation, thence along and into the ground surface, and finally againreturning to the form of atmospheric water vapor by means of evaporation andtranspiration.
1. 大多数同学可以准确识别出全句的主系表结构;
2. a major topic 显然做前面hydrologic cycle 的同位语;
3. the complete cycle of phenomena 是一个标准的“A of B”结构，我们知道，of B修饰/限定/解释/说明 A，主词为A;
4. 看到through which…可知后面是个定语从句;which定语从句里主谓是water passes, 后面跟了beginning, passing和 returning 三组现在分词伴随状语。其中returning 部分稍稍复杂，bymeans of evaporation and transpiration 为这个伴随状语内部的方式状语;
5. 需要注意的是处于句首或句尾的伴随状语，必须和主语一致。本句中beginning, passing和 returning三个动作的发起者都是water. 如果不一致，则应转化为独立主格结构。
整句主干可简化为The circle is the circle, 只是表语后跟了较长的后置定语从句稍稍增加了难度。
适中
托福阅读考试大致内容
对地球年龄的测定。早起人们有几种方法预测地球年龄，但结果令人不满意，因为很多都是猜测的，然后有人发现放射性元素后根据半衰期计算出一块岩石的年龄，这项结果惊人，因为岩石的年龄比之前任何一次都久远的多;但是另一位科学家发现了一块更古老的岩石，是地球上发现的最古老的岩石，但这个岩石不能代表地球的年龄，因为太阳系形成初期就有固态物体，但那时地球还处于混沌状态没有成型，于是必须在地球找出某些洞穴里形成于地球形成初期与彗星碰撞地球的坑.
托福阅读考试练习题目解析:美洲新英格兰地区农业发展
Passage3
适中
托福阅读考试大致内容
农业：英国殖民者刚到美洲新英格兰地区时的耕种方法。早期他们在那些已经清除植被的土地上耕种，但后来人口增加现有土地不够用，他们只好自己动手开垦土地，然后为了追求生产率，这些树不会clear out，然后他们也没有照搬在欧洲的耕种方法，最后还讲了New England地区土壤湿度草原茂盛，可以养牛，反过来还可以滋养土壤。
托福阅读考试练习题目解析:阳光对海洋生物的影响
Passage4
★ 托福口语解析
