托福阅读背景知识汇总

托福考试中，阅读想要做的又快有准确，不仅需要提升英语阅读能力，还要掌握阅读背景知识。下面小编就和大家分享托福阅读背景知识知多少，来欣赏一下吧。

托福阅读背景知识知多少 阅读背景知识汇总

一.考古学(archaeology)题材

1.文化(cultural )考古学

形态(physical)考古学(多见)

2.化石(fossil )

化石构成。化石比原物更沉重(矿物质环境)

化石形成原因。坚硬物质，迅速掩埋。

化石与动物的进化关系。

3.人的左右手

使用工具。证据：敲击的划痕;手柄的形状。

牙齿上的划痕。

大脑左右半球的大小差别;趾骨的粗细差别。

作画时人像的方向

4.古代陶瓷的考古。

Clay，model，wheel (转盘)，glaze，kiln

5.古代文字的考古。

二.印第安题材

1.白令海峡移民理论

2.印第安文化

3.印第安宗教观

4.印第安建筑业：大、先进。

5.印第安手工业：好。

6.社会组织结构：严密、分工细、凝聚力强。

7.农业先进：A. irrigation; B. maize，squash，bean，pea。

三.动植物题材(必考)

1.植物学题材(不多见)

地衣、苔、真菌、蘑菇最常见。

树冠上方生物。

植物在生态平衡中的作用。

2.动物学题材(90%以上)

考普通动物为多。最近常考鸟类、蚂蚁、动物智能与灭绝(联系天文学与冰河理论)。

考动物进化(evolution)。

考动物的分类(classification)。

phyla(单数phylum)—门class—纲order—目family—科genus—属species—种carnivore/predator—食肉动物herbivore—食草动物omnivore—杂食动物

动物的生活习性最为多见。

群居(social animal)动物的习性

蚂蚁：社会组织结构—等级制(caste)：交流方式—信息素—气味;生活来源;外来物种的有害性。

蜜蜂：群居个性;“8”字舞;蜜蜂智能;防御;天敌—大黄蜂。

大猩猩：智能：猩际关系

迁徙(migration )

野鸭、大雁：日照长短;辨别方向。

伪装(camouflage)、花拟态(mimicry )

四.美国历史题材

1.美国发展线索

发现美洲阶段

哥伦布(意)，为黄金、茶叶、香料

West/East Indian

影响：世界观变化;国家形势变化;(爱尔兰——土豆饥荒)

英国定居阶段(English settlement )

1607第一个定居点Captain John Smith影响清教徒

1620五月花号

殖民时期(colonial era )

独立战争(American Revolution )

新的国家(new nation)：南北不均衡

南北战争(Civil War )

战后重建。持续近100年。

西进运动(Westward movement )

工业化大增长

world war I &; II

2.“大熔炉”：地理位置;民族融合1960’s;文化融合。

3.邮政。小马快递;铁路邮政。

五.地理学题材

1.地理现象、土壤构成、降雪降雨。

2.冰川(glacier)、形成(foundation) à移动冰川(surge glacier )à危险

3.地球构成：地心构成

4.板块构成学说

托福阅读真题原题+题目

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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