老託福閱讀試題及答案：PASSAGE24
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老託福閱讀試題及答案：PASSAGE 24
The spectacular aurora light displays that appear in Earth's atmosphere around the north and south magnetic poles were once mysterious phenomena. Now, scientists have data from satellites and ground-based observations from which we know that the aurora brilliance is an immense electrical discharge similar to that occurring in a neon sign.
To understand the cause of auroras, first picture the Earth enclosed by its magnetosphere, a huge region created by the Earth's magnetic field. Outside the magnetosphere, blasting toward the earth is the solar wind, a swiftly moving plasma of ionized gases with its own magnetic filed. Charged particles in this solar wind speed earthward along the solar wind's magnetic lines of force with a spiraling motion. The Earth's magnetosphere is a barrier to the solar winds, and forces the charged particles of the solar wind to flow around the magnetosphere itself. But in the polar regions, the magnetic lines of force of the Earth and of the solar wind bunch together. Here many of the solar wind's charged particles break through the magnetosphere and enter Earth's magnetic field. They then spiral back and forth between the Earth's magnetic poles very rapidly. In the polar regions, electrons from the solar wind ionize and excite the atoms and molecules of the upper atmosphere, causing them to emit aurora radiations of visible light.
The colors of an aurora depend on the atoms emitting them. The dominant greenish white light comes from low energy excitation of oxygen atoms. During huge magnetic storms oxygen atoms also undergo high energy excitation and emit crimson light. Excited nitrogen atoms contribute bands of color varying from blue to violet. Viewed from outer space, auroras can be seen as dimly glowing belts wrapped around each of the Earth's magnetic poles. Each aurora hangs like a curtain of light stretching over the polar regions and into the higher latitudes. When the solar flares that result in magnetic storms and aurora activity are very intense, aurora displays may extend as far as the southern regions of the United States.
Studies of auroras have given physicists new information about the behavior of plasmas, which has helped to explain the nature of outer space and is being applied in attempts to harness energy from the fusion of atoms.
1. What does the passage mainly discuss?
(A) The methods used to observe auroras from outer space
(B) The formation and appearance of auroras around the Earth's poles
(C) The factors that cause the variety of colors in auroras
(D) The periodic variation in the display of auroras
2. The word "phenomena" in line 2 is closest in meaning to
(A) ideas
(B) stars
(C) events
(D) colors
3. The word "picture" in line 5 is closest in meaning to
(A) frame
(B) imagine
(C) describe
(D) explain
4. The passage describes the magnetosphere as a barrier (line 10) because
(A) its position makes it difficult to be observed from Earth
(B) it prevents particles from the solar wind from easily entering Earth's atmosphere
(C) it increases the speed of particles from the solar wind
(D) it is strongest in the polar regions
5. The word "them" in line 16 refers to
(A) polar regions
(B) electrons
(C) atoms and molecules
(D) aurora radiations
6. According to the passage , which color appears most frequently in an aurora display?
(A) greenish-white
(B) crimson
(C) blue
(D) violet
7. The word "emit" in line 20 is closest in meaning to
(A) change from
(B) connect with
(C) add to
(D) give off
8. The word "glowing" in line 22 is closest in meaning to
(A) shining
(B) moving
(C) charging
(D) hanging
9. Auroras may be seen in the southern regions of the United Sates when
(A) magnetic storms do not affect Earth
(B) solar flares are very intense
(C) the speed of the solar wind is reduced
(D) the excitation of atoms is low
10. The passage supports which of the following statements about scientists' understanding of auroras?
(A) Before advances in technology, including satellites, scientists knew little about auroras.
(B) New knowledge about the fusion of atoms allowed scientists to learn more about auroras.
(C) Scientists cannot explain the cause of the different colors in auroras.
(D) Until scientists learn more about plasma physics, little knowledge about auroras will be available.
11. Which of the following terms is defined in the passage ?
(A) "magnetosphere" (line 6)
(B) "electrons" (line 15)
(C) "ionize" (line 15)
(D) "fusion" (line 29)
正確答案： BCBBC ADABA A
託福閱讀形容詞性從句解析
定語從句(Attributive Clauses)在句中作定語，其作用是修飾主句的某個名詞性成分，相當於形容詞，所以又稱爲形容詞性從句。通常定語從句皆置於它所修飾的名詞或代詞之後，被修飾的名詞或代詞叫做先行詞(antecedent)，而引導定語從句的詞稱爲關聯詞。
關聯詞常有3個作用：連接作用，引導定語從句;代替先行詞;在定語從句中擔當一個成分。關聯詞爲關係代詞和關係副詞。關係代詞在定語從句中可以用作主語、賓語、定語等;關係副詞在定語從句中只用作狀語。如：
★ One factor which may help ensure that some endangered languages do not die out completely is people's increasing appreciation of their cultural identity.(which may help ensure that some endangered languages do not die out completely是關係代詞which引導的定語從句，用以修飾which的先行詞factor, which在從句中用作主語)
★ And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to a smaller budget.(where new projects seem warranted是關係副詞where引導的定語從句，用以修飾where的先行詞regions, where在從句中用作地點狀語)
定語從句一般緊跟在其先行詞之後。如：
★ Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40% of the world's food.(關係代詞that引導的定語從句緊跟其先行詞artificial irrigation systems之後)
有時也可以與先行詞分離。如：
★ A new teacher will come tomorrow, who will teach you Chinese.(關係代詞who引導的定語從句與其先行詞teacher分離)
用作關聯詞的關係代詞有that, which, who, whom, whose, as等，但在此提醒考生們絕對沒有“what”。who, whom, whose指人，who是主格，在定語從句中用作主語(在非正式英語中也可以用作賓語，並且用作賓語時可以省去不用);whom是賓格，在定語從句中用作賓語(也可以省去不用);whose是屬格，在定語從句中用作定語(有時也可以指物)。如：
★ The American zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term ‘echolocation' to cover both sonar and radar, whether used by animals or by human instruments.(主格關係代詞who在從句中作主語)
★ The man who he talked about is a professor.(在非正式英語中who代替了whom,也可以省去不用)
★ He doesn't like the girl whom you refer to.(賓格關係代詞whom在從句中用作賓語，也可以省去不用)
★ The children whose parents give priority to work may feel lonely and alienated.(屬格關係代詞whose在定語從句中用作定語，指人)
★ The car whose wheels have been stolen was bought yesterday.(屬格關係代詞whose在定語從句中用作定語，指物，即car，可以用of which代替，但後者較爲正式)
That在定語從句中既可以用作主語，也可以用作賓語(在非正式文體中可省去);既可以指人，也可以指物。如：
★ These methods include strength training that duplicate what they are doing in their running events as well as plyometrics, a technique pioneered in the former Soviet Union.(關係代詞that在定語從句中用作主語，指物)
★ Put another way, basic heath-care is now recognized as a ‘public good', rather than a ‘private good' that one is expected to buy for oneself.(關係代詞that在定語從句中用作賓語，指物)
★ The students that hold a foreign degree seem to be more confident and independent.(關係代詞that在定語從句中用作主語，指人)
which在定語從句中既可以用作主語，也可以用作賓語;一般皆指物(在非正式文體中可省去)。如：
★ Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have stereoscopic forward and upward.(關係代詞which在定語從句中用作主語)
★ Those surveyed had experienced chronic illnesses, for which orthodox medicine had been able to provide little relief.(關係代詞which在定語從句中用作賓語，可以省去)
which在從句中也可以被用作定語和表語。如：
★ His money had been stolen, which news annoyed him.(關係代詞which在定語從句中用作定語)
★ They were completely mistrusted, which in fact, they were.(關係代詞which在定語從句中用作表語)
關係代詞在從句中用作介詞賓語時，介詞可以位於從句之首，也可以位於從句之末。但以位於從句之首較爲正式。如：
★ This has been encouraged through programs of language classes fro children and through ‘apprentice' scheme, in which the endangered language is used as the medium of instruction to teach people a traditional skill.(關係代詞which在定語從句中用作介詞in的賓語，介詞位於定語從句之首，即which之前)
★ This has been encouraged through programs of language classes fro children and through ‘apprentice' scheme, which the endangered language is used as the medium of instruction to teach people a traditional skill in.(介詞in位於定語從句之首，which在此可以省去)
像during, except或者表示分割作用的of等介詞通常放在關係代詞的前面。如：
★ The years during which he was away were long years to her.
★ He wrote many books, some of which you will read some day.
關係代詞who和that用作介詞賓語時，介詞須置於句末。如：
★ The writer you referred to was an unknown writer.(關係代詞who用作介詞to的賓語，介詞to須位於定語從句之末，who在口語中可以省去)
★ This is the problem that he has been complaining about.(關係代詞that用作介詞about的賓語，介詞about須位於定語從句之末)
有時定語從句中還有其他成分，介詞則位於定語從句之中。如：
This is the engineer who he cooperated with in the project.
先行詞指人時，關係代詞既可以用who, 也可以用that。但關係代詞在定語從句中用作主語時，多用主格who。如：
★ Beyond the practical need to make order out of chaos, the rise of the dictionaries is associated with the rise of the English middle class, who were anxious to define and circumscribe the various world to conquer.(persons, those, people等先行詞多用關係代詞who)
★ It is Tom who should be punished.(在強調結構中，指人時多用who)
★ The American zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term ‘echolocation' to cover both sonar and radar, whether used by animals or by human instruments.
如何快速攻克託福閱讀？
第一種：完全沒有做題，對於做題方法不熟悉
在短短的一個月內，想要在託福的閱讀部分獲得一個較高的分數，還是需要不斷的努力的。針對做題方法不熟悉這個問題：
需要大家在一個月的時間內，按照老師所講的託福閱讀的方法，來做大量的練習——刷題。俗話說 “紙上得來終覺淺，絕知此事要躬行”，大多數學生一直都是在聽老師講解，託福閱讀細節題怎麼做，推斷題怎麼做，修辭目的題怎麼做，但如果你自己沒有認真的去做幾套題，你是永遠無法掌握老師口中所講的方法的，也不能體會題幹中的規律和奧妙。因此對於沒有做過託福閱讀練習的同學來說，首先要做的就是，通過多做練習來提高託福閱讀做題方法的熟練度。對於做題方法都不太熟悉的同學來說，還是儘快的熟悉下託福閱讀的題型，學習做題方法，進行練習，這樣才能夠達到最佳的效果。
第二種：經過了專門的學習和練習，有些同學們還是會經常做錯題，及覺得做題時間不夠
對於第二類同學，也是佔絕大多數的同學來說，學會總結是至關重要的。既然我們都是經過了長時間的準備，對於託福閱讀的題型也很瞭解，那爲什麼還是會有錯題呢?
大多數同學在做題的過程中，會遇到一個問題：不符合題幹。也就是說，我們做題的過程當中，並沒有完全的符合文章的意思。很多同學在找到關鍵句之後，總是“我以爲…”“我認爲…”可是，這些認爲，並不符合文章的意思，這也是導致大部分同學做題出錯的罪魁禍首之一。其次，不符合題幹，並不僅僅指同學們自己想的部分，還包括大家自己做題的時候偷換概念。
讓我們舉官方真題Official20當中的一道題進行說明，這道題非常有代表性：
Q6 According to paragraph 3, what was the significance of the land law passed in 1820?
A It granted government-supported loans to farmers.
B It provided farmland at an affordable price.
C It required banks to offer loans to farmers.
D It enabled farmers to sell their land for a profit.
大多數同學都能夠通過1820這個年代找到原文中相關的描寫部分：In 1820 under a new land law, a farm could be bought for 100. The continued proliferation of banks made it easier for those without cash to negotiate loans in paper money. (在1820年，通過了一個新的土地法案，一個農場用100美元就能夠買下。)這句話的意思非常簡單，但是爲什麼還是有這麼多同學會選錯呢? 原因就是因爲他們所關注的是法案的內容，而不是題目中所問的法案的重要性。這就是我們所說的，大家自己在偷換概念。此時，需要大家再次看清審題。因此建議同學們應採納的做題順序爲：讀題目找關鍵詞---讀句子---再次讀題---選出正確選項。這樣做的好處是既讓大家看清楚題目，又能快而準確的解題。有時候因爲題目沒有讀仔細，我們會出現重複看文段的現象，這樣就降低了做題速度。不重複地去讀文段，是解決託福閱讀做題速度慢的最佳方法。
如何全面提高託福閱讀能力
一、基礎信息題
具體分析起來，新託福閱讀基礎信息題中除插話題和修辭目的題外，主要仍是舊託福出現過的傳統題型。基礎理解題重點考查讀者對基礎項目的理解，特別是讀者根據文章的詞彙、句法和語義內容理解把握重要信息的能力。總結髮現，它主要包括以下幾個具體題型：
詞彙題：考查讀者根據上下文理解特定詞和短語的能力。這種題型雖難度不大，但佔每篇文章後所有題目的三分之一，故考生仍應重視起來。
指代關係題：考查讀者認定代詞與其它首語重複機制以及先行詞/後置詞的關係的能力。
句子簡化題：考查讀者認定文章中某一特定複雜句子所傳達的基本內容，並不受細枝末節的干擾，用簡化的句子表達原句基本內容的能力。
插話題：考查讀者將特定的一句話插入文章順序相連的四個句子之間的能力。這個題型是國內考試常見的Cloze Test的進一步發展，可謂技高一籌。要完成任務，讀者必須深入理解各個句子間的詞彙、語法和邏輯聯繫。這是新題型，有相當難度，考生應特別重視。
事實信息題：考查讀者抓住文章中闡明的信息，並排除干擾回答問題的能力。讀者的任務是在題中某意譯的短語選出一個與文章中某相應句子建立對應關係。此題型雖然有難度，數量也較大，但屬於老題型。
正誤判斷題：考查讀者根據文章中闡明的信息，判斷題中的短語哪些是正確的，哪些是錯誤的或文章沒有提到的信息。
推論題：文章中有些論點/觀點沒有明確闡述，但卻強烈暗示出來了。例如，結果引出了，推論題就可能問造成結果的起因。如果文中有比較，推論題就可能問及比較的基礎是什麼。如果文中有對某一新現象的明確闡述，推論題就可能要求推論舊現象的特徵。推論題雖然是傳統題型，但難度很大，需要考生花大功夫準備。
修辭目的題：考查讀者透過表面特定的修辭方法/方式發掘潛在的目的能力。要求讀者發現外在修辭特徵背後的修辭目的。
二、篇章應用題
新託福閱讀篇章應用題不僅僅要求根據詞彙、句法和語義內容理解具體的點和大意，而且要求認定文章的結構和目的。具體說來，要求將文章的信息昇華組織成一個腹稿般的框架;區分主要和次要觀點、根本內容與非根本內容;理解諸如因果關係、比較反襯關係和論證等修辭功能。要求讀者根據原文內容，使用圖表和/或總結表重構中心思想和重點支持信息。對全篇有系統深入的理解，從而進行重構是篇章應用題的關鍵目標。它要求讀者能從文章提取和記憶重要的信息並將其應用在新的情境中。如果讀者能在頭腦中抽象出一個框架，他就必然能根據課文重構中心思想和相關重要信息。實際上篇章應用題是要求讀者在篇章水平上對全文有一個總的把握。這對中國考生是一場全新的考驗。它考察的是綜合能力。是新託福閱讀部分的難點和重點，要花大力氣纔能有所突破。歸納發現，它主要包括以下幾個具體題型：
篇章總結題：考查讀者理解全篇中心思想和相關重要信息的能力。讀者通過區分主要和次要觀點、以及文章沒有提及的觀點達到總結全篇的目的。實際上，這一題型要求通過對主旨句的選擇和重組，完成一個完整的全篇總結。在篇章水平上對全文的綜合理解和掌握， 以及瞬間的歸納總結能力是考查的重點。欲提高此題的分數， 考生應將功夫下在平時：經常鍛鍊自己在完成某篇章的閱讀後，迅速趕寫總結的能力。
圖表題：考查考生從文章中歸納和組織主要但分散的觀點和其他相關重要信息的能力。這種題型是聽力部分填表題的在閱讀部分的深化和發展。它同樣是考查讀者對分散信息點的進行簡單的歸類整理。
老託福閱讀試題及答案：PASSAGE 24
