托福阅读TPO16(试题+答案+译文)第2篇
TPO是托福tpo阅读我们常用的托福模考工具，对我们的备考很有价值，下面我给大家带来托福阅读TPO16(试题+答案+译文)第2篇:Development of the Periodic Table。
托福阅读原文
The periodic table is a chart that reflects the periodic recurrence of chemical and physical properties of the elements when the elements are arranged in order of increasing atomic number (the number of protons in the nucleus). It is a monumental scientific achievement, and its development illustrates the essential interplay between observation, prediction, and testing required for scientific progress. In the 1800's scientists were searching for new elements. By the late 1860's more than 60 chemical elements had been identified, and much was known about their descriptive chemistry. Various proposals were put forth to arrange the elements into groups based on similarities in chemical and physical properties. The next step was to recognize a connection between group properties (physical or chemical similarities) and atomic mass (the measured mass of an individual atom of an element). When the elements known at the time were ordered by increasing atomic mass, it was found that successive elements belonged to different chemical groups and that the order of the groups in this sequence was fixed and repeated itself at regular intervals. Thus when the series of elements was written so as to begin a new horizontal row with each alkali metal, elements of the same groups were automatically assembled in vertical columns in a periodic table of the elements. This table was the forerunner of the modern table.
When the German chemist Lothar Meyer and (independently) the Russian Dmitry Mendeleyev first introduced the periodic table in 1869-70, one-third of the naturally occurring chemical elements had not yet been discovered. Yet both chemists were sufficiently farsighted to leave gaps where their analyses of periodic physical and chemical properties indicated that new elements should be located. Mendeleyev was bolder than Meyer and even assumed that if a measured atomic mass put an element in the wrong place in the table, the atomic mass was wrong. In some cases this was true. Indium, for example, had previously been assigned an atomic mass between those of arsenic and selenium. Because there is no space in the periodic table between these two elements, Mendeleyev suggested that the atomic mass of indium be changed to a completely different value, where it would fill an empty space between cadmium and tin. In fact, subsequent work has shown that in a periodic table, elements should not be ordered strictly by atomic mass. For example, tellurium comes before iodine in the periodic table, even though its atomic mass is slightly greater. Such anomalies are due to the relative abundance of the "isotopes" or varieties of each element. All the isotopes of a given element have the same number of protons, but differ in their number of neutrons, and hence in their atomic mass. The isotopes of a given element have the same chemical properties but slightly different physical properties. We now know that atomic number (the number of protons in the nucleus), not atomic mass number (the number of protons and neutrons), determines chemical behavior.
Mendeleyev went further than Meyer in another respect: he predicted the properties of six elements yet to be discovered. For example, a gap just below aluminum suggested a new element would be found with properties analogous to those of aluminum. Mendeleyev designated this element "eka-aluminum" (eka is the Sanskrit word for "next") and predicted its properties. Just five years later an element with the proper atomic mass was isolated and named gallium by its discoverer. The close correspondence between the observed properties of gallium and Mendeleyev’s predictions for eka-aluminum lent strong support to the periodic law. Additional support came in 1885 when eka-silicon, which had also been described in advance by Mendeleyev, was discovered and named germanium.
The structure of the periodic table appeared to limit the number of possible elements. It was therefore quite surprising when John William Strut (Lord Rayleigh, discovered a gaseous element in 1894 that did not fit into the previous classification scheme. A century earlier, Henry Cavendish had noted the existence of a residual gas when oxygen and nitrogen are removed from air, but its importance had not been realized. Together with William Ramsay, Rayleigh isolated the gas (separating it from other substances into its pure state) and named it argon. Ramsay then studied a gas that was present in natural gas deposits and discovered that it was helium, an element whose presence in the Sun had been noted earlier in the spectrum of sunlight but that had not previously been known on Earth. Rayleigh and Ramsay postulated the existence of a new group of elements, and in 1898 other members of the series (neon, krypton, and xenon) were isolated.
托福阅读试题
1.The phrase interplay in the passage (paragraph 1) is closest in meaning to
A.sequence
B.interpretation
C.requirement
D.interaction
2.According to paragraph 1, what pattern did scientists notice when the known elements were written in order of increasing atomic mass?
A.The elements of the group of alkali metals were the first elements in the order of increasing atomic mass.
B.Repetition of the same atomic masses for elements in different groups appeared.
C.Elements with similar chemical properties appeared in the listing at regular intervals.
D.Elements were chemically most similar to those just before and after them in the order.
3.In paragraph 2, what is the author's purpose in presenting the information about the decision by Meyer and Mendeleyev to leave gaps in the periodic table?
A.To illustrate their confidence that the organizing principles of the periodic table would govern the occurrence of all chemical elements
B.To indicate that some of their analyses of periodic physical and chemical properties were later found to be wrong
C.To support the idea that they were unwilling to place new elements in the periodic table
D.To indicate how they handled their disagreement about where to place new elements
4.What reason does the author provide for the claim that Mendeleyev was bolder than Meyer?(in paragraph 2)
A.Mendeleyev corrected incorrect information Meyer had proposed.
B.Mendeleyev assumed that some information believed to be true about the elements was incorrect.
C.Mendeleyev argued that Meyer had not left enough gaps in the periodic table.
D.Mendeleyev realized that elements were not ordered by atomic mass in the periodic table.
5.According to paragraph 2, why did Mendeleyev suggest changing the atomic mass of indium?
A.Because indium did not fit into the periodic table in the place predicted by its atomic mass.
B.Because there was experimental evidence that the atomic mass that had been assigned to indium was incorrect.
C.Because there was an empty space between cadmium and tin in the periodic table.
D.Because the chemical properties of indium were similar to those of arsenic and selenium.
6.It can be inferred from paragraph 2 that tellurium comes before iodine in the periodic table even though tellurium's atomic mass is slightly greater because
A.iodine is less common than tellurium
B.both iodine and tellurium have no isotopes
C.the chemical behavior of tellurium is highly variable
D.the atomic number of tellurium is smaller than that of iodine
7.The phrase “abundance” in the passage (paragraph 2) is closest in meaning to
A.weight
B.requirement
C.plenty
D.sequence
8.The phrase “analogous to” in the passage (paragraph 3) is closest in meaning to
A.predicted by
B.expected of
C.similar to
D.superior to
9.Paragraph 3 suggests that Mendeleyev predicted the properties of eka-aluminum on the basis of
A.the atomic mass of aluminum
B.the position of the gap in the periodic table that eka-aluminum was predicted to fill
C.the similarity of eka-aluminum to the other five missing elements
D.observation of the properties of gallium
10.It can be inferred from paragraph 3 that the significance of the discovery of gallium was that it supported which of the following?
A.The idea that aluminum was correctly placed in the periodic table.
B.Mendeleyev's prediction that eka-silicon would be discovered next.
C.The organizing principle of the periodic table.
D.The idea that unknown elements existed.
11.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage (paragraph 4)? Incorrect choices change the meaning in important ways or leave out essential information.
A.Ramsay found evidence of helium in the spectrum of sunlight before he discovered that the element was also contained in natural gas deposits on Earth.
B.Ramsay thought he had discovered a new element present in natural gas deposits, but he was wrong since that element had been previously observed elsewhere on Earth.
C.After Ramsay had discovered a new element, called helium, in natural gas deposits on Earth, he also found evidence of its presence in the Sun.
D.Ramsay later discovered that helium, an element that was already known to be present in the Sun, was also present in natural gas deposits on Earth.
12.The word “postulated” in the passage (paragraph 4) is closest in meaning to
A.hypothesized
B.discovered
C.reported
D.generated
13. Look at the four squares [■] that indicate where the following sentence could be added to the passage. Where would the sentence best fit? It was a natural Idea to break up the series of elements at the points where the sequence of chemical groups to which the elements belonged began to repeat itself.
Paragraph1: The periodic table is a chart that reflects the periodic recurrence of chemical and physical properties of the elements when the elements are arranged in order of increasing atomic number (the number of protons in the nucleus). It is a monumental scientific achievement, and its development illustrates the essential interplay between observation, prediction, and testing required for scientific progress. In the 1800's scientists were searching for new elements. By the late 1860's more than 60 chemical elements had been identified, and much was known about their descriptive chemistry. Various proposals were put forth to arrange the elements into groups based on similarities in chemical and physical properties. ■【A】The next step was to recognize a connection between group properties (physical or chemical similarities) and atomic mass (the measured mass of an individual atom of an element). ■【B】When the elements known at the time were ordered by increasing atomic mass, it was found that successive elements belonged to different chemical groups and that the order of the groups in this sequence was fixed and repeated itself at regular intervals. ■【C】Thus when the series of elements was written so as to begin a new horizontal row with each alkali metal, elements of the same groups were automatically assembled in vertical columns in a periodic table of the elements. ■【D】This table was the forerunner of the modern table.
14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
The periodic table introduced by Meyer and Mendeleyev was the forerunner of the modern table of elements.
A.Lord Rayleigh provided evidence that the structure of the I—Ramsay and Lord Rayleigh challenged the importance of the periodic table limited the potential number of elements.
B.Chemical research that Henry Cavendish had done a century earlier.
C.Isotopes of a given element have exactly the same physical properties, but their chemical properties are slightly different.
D. Mendeleyev and Meyer organized the known elements into a F chart that revealed periodic recurrences of chemical and physical properties.
E.Mendeleyev's successful prediction of the properties of then- r unknown elements lent support to the acceptance of the periodic law.
F.In the 1890's, Ramsay and Lord Rayleigh isolated argon and proposed the existence of a new series of elements.
托福 阅读答案
1.interplay相互作用，所以D的interaction正确。从单词本身看，inter表示在……之间，play是起到什么什么作用，所以interplay是相互作用。原句说观察、预测与实验相互作用，所以答案是interaction，A顺序B解释C要求都错。
2.以increasing atomic mass做关键词定位至倒数第三句，说把元素按照原子量增加的顺序排布，发现相邻元素属于不同的族，族的顺序是固定的，每隔固定数量的元素会重现。所以正确答案是C。A的alkali metals，B的same atomic mass原文都没说;D说相邻元素性质相近与原文相反。
3.修辞目的题，先找到两个人名，说两个人都非常有远见，在周期表中给没发现的元素留了空隙，也就是A说的托福tpo阅读他们足够自信认为元素周期律适用于所有元素;B的wrong和C的unwilling都跟原文说反;D的disagreement原文没说。
4.修辞目的题，先找到两个人名，说门捷列夫比梅伊尔更胆儿大，他推测如果用来在周期表中排序的原子量与元素周期律互相冲突的时候，就说明原子量错了，也就是选项B说的门捷列夫认为以前被大家所认识到的一些东西是错的。两个人的意见是一样的，只是门捷列夫更进一步，所以A和C说两者的意见有差异不对;D说不是按原子量排序的错。
5.以changing the atomic mass of indium做关键词定位至第六句，说由于元素周期表中砷和硒之间没有空位，所以铟的原子量是错的。因为前面说如果原子量把元素放错了位置，就说明原子量是错的，后一句是为了证明这个观点的，所以答案是A。B的experimental evidence和D的化学性质相似原文都没说;C有space与原文相反。
6.以tellerium coms before iodine做关键词定位至倒数第五句for example处，但这句话只是一个例子，所以往前看，说元素不应该严格按照原子量排列，而且最后一句又说决定元素化学性质的是原子序数，不是原子量，也就是应该按照原序数量排列，所以答案D正确。A谁common谁不common，B有没有同位素还有C的化学性质多变没有信息能推出。
7.abundance丰度，答案是plenty。原句说这种异常，也就是尽管原子量大却排在前面这种异常是由于同位素的什么，然后后面就解释每种同位素的原子序数相同，但中子数不同，导致原子量不同，猜到每种同位素的多少不同，所以答案plenty，B要求D顺序明显不对;A重量不同原文已经直接说了不用再说一遍。
8.analogous to可类比的，相似的，所以答案similar to正确。原句说铝元素之下的空格表明一个性质与铝怎么样的元素的存在，前文都说了相邻的元素属于不同的族，而且族会相隔固定数目的元素出现，而且根据常识也知道元素周期表中上下两元素性质相似，所以答案是similar。A实现预测的是人，不是铝元素的性质;B期待不靠谱;D谁比谁好原文没说。
9.以eka-aluminum做关键词定位至第三句，但这句话只说了预测了eka的性质，没说根据什么预测的，看上一句，说eka是铝之下的那个空格里的元素，而且跟铝性质相似，所以答案是B，eka要填的那个空格。A铝的原子量C另外五个没发现的元素D的gallium原文都没说。
10.gallium做关键词定位至倒数第三句，但这句话只是说命名为GA，没说支持什么，往下看说GA的发现支持了元素周期律，而问题刚好是问GA的发现支持了什么，所以答案是C，元素周期表的组成规律，也就是元素周期律。
11.原文的结构是R研究了一种气体，并且发现这种气体是氦，所以答案是D。A完全搞乱了原文的结构，氦在太阳光谱中不是R发现的;B的转折关系错;C和A的错误相似，氦在太阳光谱中不是R发现的。
12.postulate推断，推测，所以hypothesize正确。原句说这两个人怎么样一个新的元素族的存在，接着后面的人分离出了这些元素，既然是后面的人分离的，discover和report就不对，因为这两个词有他们两个发现的意思;generate完全不对，这两个人不能产生元素。
13.三个过渡点，分别是名词chemical groups，名词sequence和动词词组repeat itself，这几个点都可以确定B或者C是答案，但B前后的atomic mass说明两句话的过渡是非常紧密的，所以B被排除，答案是C。
14.Lord选项错，原文没说他的研究提供了元素周期表限制元素数量的证据，不选。Ramsay and Lord选项错，原文没说他们俩挑战了卡文迪许，不选。Isotopes选项是原文第二段中的一个细节，不选。Mendeleyev and Meyer选项对应原文第一段后半部分，正确。Mendeleyev’s选项对应原文第三段最后两句，正确。In the 1890’s选项对应全文最后一句话，正确。
托福阅读译文
元素周期表是按原子序数(元素原子核中质子的数量)由小到大依次排列，反映化学周期性和元素的物理特征的图表。这一科学发现具有里程碑的意义，它进一步证明了科学探索过程中观察、预测和实证之间的根本联系。19世纪一开始，科学家们不断探索新的元素。到19世纪60年代后期，已经发现了60种以上的化学元素，而许多描述性化学被认知。人们提出各种建议，认为该基于化学和物理特征的相似性将化学元素排列成组。他们接下来又证实了元素的族群特性(物理或是化学相似性)和原子质量(一种元素的单个原子的测量质量)之间存在联系。当时元素还是按照原子质量从小到大排列，人们发现，一些具备连续性的元素却分属不同的化学组，并且发现在这种排列方式下，元素群组的顺序是固定的且定期重复。因此，当每一新行都以碱性金属元素开始并逐步将这一系列的元素排列出来时，元素周期表中同一组中的元素就会自动归入一个垂直纵列中。这个表格就是现代元素周期表的雏形。
当德国化学家迈耶(Lother Meyer)和(彼此独立的)俄国化学家门捷列夫在1869年到1870年间首次发布元素周期表时，有三分之一的天然化学元素还没被发现。然而这两位化学家都极富远见，他们在周期表上留白，对元素物理性和化学性的分析空白处还有新的元素有待发现。门捷列夫比迈耶更为大胆，他甚至做出假设，如果周期表按原子质量排列，但元素位置不对的话，那么原子质量也是错的。在某些情况下，这个设想是正确的。以铟为例，先前测量出铟的原子质量在砷和硒之间。但是因为在周期表中这两个元素之间没有缝隙，由此门捷列夫提出铟的原子质量变为截然不同的一个值，这样就可以将其置于镉和锡之间的空位。事实上，接下来的研究表明，元素周期表中元素不能严格按照原子质量排列。例如，尽管碲的原子质量比碘略大，但在元素周期表中，它却排在碘前面。出现这种反常现象，主要是因为相对丰富的“同位素 ”或者各种元素的多样性。同一元素的所有同位素具有相同的质子数，但中子数不同，因此它们的原子质量也不一样。一个特定元素的同位素具有相同的化学特征，但在物理性质上有一些细微差异。现在我们知道，是原子数目(原子核中质子的数量)而非原子质量(质子和中子的数量)决定着元素的化学性质。
门捷列夫在另一个研究上也比迈耶更为深入：他预测还有六种元素的性质待被发现。例如，就在铝下面有一个空位，这表明还有一个性质和铝类似的新元素存在。门捷列夫将该元素定义为“铝下元素 ”(eka是梵语词，意思是 “下一个”)并且还预测了其性质。仅仅5年之后，原子质量相吻合的元素就被分离出来，发现者将其命名为“镓”。镓所表现出的特性和门捷列夫对“铝下元素”的预测一一对应，这为元素法则提供了一个强有力的依据。还有一个例证，1885年发现“硅下元素”，同样为门捷列夫所预测，后来命名为锗。
元素周期表的框架似乎限制了可能存在的元素数量。因此，当约翰?威廉姆?斯特拉特(瑞利男爵)，在1894年发现一种气态元素不能适应之前的元素表时会非常惊讶。一个世纪以前，亨利?卡文迪许就注意到，当氧气和氮气从空气中被移除后仍然有残余气体存在，但当时没人意识到其中的重要性。瑞利和威廉?拉姆齐一道，共同分离出一种气体(将之与其他物质隔离并存于一个真空环境)并将其命名为氩。拉姆齐经过研究又发现了另一种存在于自然界中的气体元素——氦，该元素在太阳中存在，并且很早就被发现存在于太阳光谱中，但是之前并没有在地球上找到过。瑞利和拉姆齐做出假设，认为存在一组新元素， 1898年，这一系列元素中的其他元素(氖，氪，氙)也被成功分离出来。
具有相同质子数，不同中子数(或不同质量数)同一元素的不同核素互为同位素(Isotopes)。
Eka是一个用来为在元素周期表中位于某个元素下面的位置的化学元素命名的前缀。前缀eka-尤其用于命名尚未发现的元素。例如，在发现锗以前它被称为硅下元素(eka-硅，ekasilicon)。
托福阅读TPO16(试题+答案+译文)第2篇相关 文章 ：
托福阅读TPO20(试题+答案+译文)第3篇:FossilPreservation
TPO是我们常用的托福模考工具，对我们的备考很有价值，下面我给大家带来托福阅读TPO20(试题+答案+译文)第3篇:Fossil Preservation。
托福阅读原文
【1】When one considers the many ways by which organisms are completely destroyed after death, it is remarkable that fossils are as common as they are. Attack by scavengers and bacteria, chemical decay, and destruction by erosion and other geologic agencies make the odds against preservation very high. However, the chances of escaping complete destruction are vastly improved if the organism happens to have a mineralized skeleton and dies in a place where it can be quickly buried by sediment. Both of these conditions are often found on the ocean floors, where shelled invertebrates (organisms without spines) flourish and are covered by the continuous rain of sedimentary particles. Although most fossils are found in marine sedimentary rocks, they also are found in terrestrial deposits left by streams and lakes. On occasion, animals and plants have been preserved after becoming immersed in tar or quicksand, trapped in ice or lava flows, or engulfed by rapid falls of volcanic ash.
【2】The term "fossil" often implies petrifaction, literally a transformation into stone. After the death of an organism, the soft tissue is ordinarily consumed by scavengers and bacteria. The empty shell of a snail or clam may be left behind, and if it is sufficiently durable and resistant to dissolution, it may remain basically unchanged for a long period of time. Indeed, unaltered shells of marine invertebrates are known from deposits over 100 million years old. In many marine creatures, however, the skeleton is composed of a mineral variety of calcium carbonate called aragonite. Although aragonite has the same composition as the more familiar mineral known as calcite, it has a different crystal form, is relatively unstable, and in time changes to the more stable calcite.
【3】Many other processes may alter the shell of a clam or snail and enhance its chances for preservation. Water containing dissolved silica, calcium carbonate, or iron may circulate through the enclosing sediment and be deposited in cavities such as marrow cavities and canals in bone once occupied by blood vessels and nerves. In such cases, the original composition of the bone or shell remains, but the fossil is made harder and more durable. This addition of a chemically precipitated substance into pore spaces is termed "permineralization."
【4】Petrifaction may also involve a simultaneous exchange of the original substance of a dead plant or animal with mineral matter of a different composition. This process is termed " replacement" because solutions have dissolved the original material and replaced it with an equal volume of the new substance. Replacement can be a marvelously precise process, so that details of shell ornamentation, tree rings in wood, and delicate structures in bone are accurately preserved.
【5】Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon. Leaves and tissue of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents. The carbon often remains behind as a blackened silhouette.
【6】Although it is certainly true that the possession of hard parts enhances the prospect of preservation, organisms having soft tissues and organs are also occasionally preserved. Insects and even small invertebrates have been found preserved in the hardened resins of conifers and certain other trees. X-ray examination of thin slabs of rock sometimes reveals the ghostly outlines of tentacles, digestive tracts, and visual organs of a variety of marine creatures. Soft parts, including skin, hair, and viscera of ice age mammoths, have been preserved in frozen soil or in the oozing tar of oil seeps.
【7】The probability that actual remains of soft tissue will be preserved is improved if the organism dies in an environment of rapid deposition and oxygen deprivation. Under such conditions, the destructive effects of bacteria are diminished. The Middle Eocene Messel Shale (from about 48 million years ago) of Germany accumulated in such an environment. The shale was deposited in an oxygen-deficient lake where lethal gases sometimes bubbled up and killed animals. Their remains accumulated on the floor of the lake and were then covered by clay and silt. Among the superbly preserved Messel fossils are insects with iridescent exoskeletons (hard outer coverings), frogs with skin and blood vessels intact, and even entire small mammals with preserved fur and soft tissue.
托福阅读试题
1.The word "agencies" in the passage (paragraph 1) is closest in meaning to
A.combinations.
B.problems.
C.forces.
D.changes.
2.In paragraph 1, what is the author's purpose in providing examples of how organisms are destroyed?
A.To emphasize how surprising it is that so many fossils exist.
B.To introduce a new geologic theory of fossil preservation.
C.To explain why the fossil record until now has remained incomplete.
D.To compare how fossils form on land and in water.
3.The word "terrestrial" in the passage (paragraph 1) is closest in meaning to
A.land.
B.protected.
C.alternative.
D.similar.
4.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage (paragraph 2)? Incorrect choices change the meaning in important ways or leave out essential information.
A.When snail or clam shells are left behind, they must be empty in order to remain durable and resist dissolution.
B.Although snail and clam shells are durable and resist dissolving, over time they slowly begin to change.
C.Although the soft parts of snails or clams dissolve quickly, their hard shells resist dissolution for a long time.
D.Empty snail or clam shells that are strong enough not to dissolve may stay in their original state for a long time.
5.Why does the author mention "aragonite" in the passage (paragraph 2)?
A.To emphasize that some fossils remain unaltered for millions of years.
B.To contrast fossil formation in organisms with soft tissue and in organisms with hard shells.
C.To explain that some marine organisms must undergo chemical changes in order to fossilize.
D.To explain why fossil shells are more likely to survive than are fossil skeletons.
6.The word "enhance" in the passage (paragraph 3) is closest in meaning to
A.control.
B.limit.
C.combine.
D.increase.
7.Which of the following best explains the process of permineralization mentioned in paragraph 3?
A.Water containing calcium carbonate circulates through a shell and deposits sediment.
B.Liquid containing chemicals hardens an already existing fossil structure.
C.Water passes through sediment surrounding a fossil and removes its chemical content.
D.A chemical substance enters a fossil and changes its shape.
8.The word "precise" in the passage (paragraph 4) is closest in meaning to
A.complex.
B.quick.
C.exact.
D.reliable.
9.Paragraph 5 suggests which of the following about the carbonization process?
A.It is completed soon after an organism dies.
B.It does not occur in hard-shell organisms.
C.It sometimes allows soft-tissued organisms to be preserved with all their parts.
D.It is a more precise process of preservation than is replacement.
10.The word "prospect" in the passage (paragraph 6) is closest in meaning to
A.completion.
B.variety.
C.possibility.
D.speed.
11.According to paragraph 7, how do environments containing oxygen affect fossil preservation?
A.They increase the probability that soft-tissued organisms will become fossils.
B.They lead to more bacteria production.
C.They slow the rate at which clay and silt are deposited.
D.They reduce the chance that animal remains will be preserved.
12.According to paragraph 7， all of the following assist in fossil preservation EXCEPT
A.the presence of calcite in an organism's skeleton.
B.the presence of large open areas along an ocean floor.
C.the deposition of a fossil in sticky substances such as sap or tar.
D.the rapid burial of an organism under layers of silt.
13. Look at the four squares [■] that indicate where the following sentence can be added to the passage. Where would the sentence best fit? Click on a square [■] to insert the sentence in the passage. But the evidence of past organic life is not limited to petrifaction. ■【A】Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon. ■【B】Leaves and tissue of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents. ■【C】The carbon often remains behind as a blackened silhouette.■【D】
14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points. The remains of ancient life are amazingly well preserved in the form of fossils.
A.Environmental characteristics like those present on ocean floors increase the likelihood that plant and animal fossils will occur.
B.Fossils are more likely to be preserved in shale deposits than in deposits of clay and silt.
C.The shells of organisms can be preserved by processes of chemical precipitation or mineral exchange.
D.Freezing enables the soft parts of organisms to survive longer than the hard parts.
E.Comparatively few fossils are found in the terrestrial deposits of streams and lakes.
F.Thin films of carbon may remain as an indication of soft tissue or actual tissue may be preserved if exposure to bacteria is limited.
托福 阅读答案
1.agency代理，中介，作用，所以答案是force，选C。原句说由于腐食动物和细菌的侵袭，化学侵蚀和其他地质什么的作用，使得保存的难度非常大。combination组合明显不靠谱，problem是个负向词，不靠谱，之前并列的都不是变化，change不对。
2.修辞目的题，修辞点所在句是一个例子，所以往前看，前一句说fossil遭破坏的方式和fossil一样多，后面就跟了很多破坏的方式，所以答案是A，阐释为什么如此多破坏之下还有这么多化石存在。往后看也可以，下一句说如果化石有骨架的话被保留的机会会大增，也就是一直都在说化石存留下来的机会，所以A是正确答案。
3.terrestrial陆地的，陆生的，所以正确答案是A。原文说尽管大部分的化石都是在海洋中找到的，但也有一些是在河湖中的什么沉积物当中找到的，既然前文都说了大部分是在海洋里找到的，肯定后面会说是在陆地上找到的，所以答案是terrestrial，B/C/D都不靠谱。
4.原句的结构是并列加条件，所以正确答案是D。A的must be empty原文没说;B和C的关系都错误;D说的是shell会被剩下，如果足够耐腐蚀，就能保存一段时间。
5.修辞目的题，先看例子所在 句子 ，说很多海洋生物的骨骼包含calcite，没有答案，往前看，前一句说一亿年前的沉积物中能发现骨骼不变的海生无脊椎动物，与A靠谱，但A本身不是一个观点，所以A不对;B和D完全没说，不对;强调的中心在例子所在句的下一句，说arogonite的晶体形状不同，相对不那么稳定，会变成更稳定的形式，所以答案是C，想稳定的话必须再变。
6.enhance提升，提高，所以正确答案是D的increase。原文说很多化学过程都能改变壳体的结构并且怎么样它们作为化石保留下来的机会，combine明显不靠谱;limit和control意思相近，而且这两个词与increase意思相反，所以其他三个都不对。
7.以permineralization做关键词定位至最后一句。说将chemically precipitate的物质加入precipitate的过程叫做permineralization，this指代前文，所以往前看，前面说血管和神经占据的空隙会被充填，骨头和壳体会留下来，变得更坚固，所以答案是B，变得更坚硬。A的包含calcium不全面，而且原文的变硬也没说;C的remove chemical content和D的change shape都没说。
8.precise精确的，所以C 的exact正确。原文说replacement是一个非常什么样的过程，壳体的纹饰，树轮和骨架上的微细结构都被记录下来，B快和D可信完全不靠谱，细微结构被记录下来不见得复杂，所以complex也不对。
9.此段较短，完全可以快速扫完，当然用排除法也比较好。A错，原文说生命死后要经过若干过程才会carbonization，所以A的soon明显错;B正确，原文明确指出carbonization发生在柔软组织中，当然也就不会发生在硬壳动物身上;C的all their parts和D的比较原文都没说，都错。
10.prospect展望，前景，勘探，所以C 的possibility正确。原句说尽管有硬壳提高了保存下来的什么，但软体动物也能偶尔被保存下来。根据让步推出硬壳动物应该是容易保存下来，但跟保存下来的完整性和种类都无关，所以variety和completion都不对，speed完全不沾边。
11.以oxygen做关键词定位至第一句，说如果快速埋藏，并且在缺氧环境下，化石保存的概率会增加，也就是说氧的存在不利于化石的保存，所以正确答案是D，A与D刚好完全相反，所以A错，也说明两个相反的有一个对;C完全没说;B错，原文说缺氧能减轻细菌的破坏作用，但并不意味着有氧细菌就会变多，所以B没说。
12.EXCEPT题，排除法，由于考全文，应该关注各段开头。A的skeleton和calcite做关键词定位至第六段首句，正确，不选;B的ocean floor在原文中虽然有出现，但open areas没有，所以B错，选;C的sap or tar做关键词定位至第六段最后一句，正确，不选;D的rapid burial和layer of silt做关键词定位至第七段第一句，正确，不选。
13.如果找名词过渡，最容易找到的当属petrification，但遗憾的是，整段中既没有petrification，也没有 同义词 替换，这段段首已经开始说carbonization，也就是说petrification应该是上一段或者下一段说的，也就是A或者D正确，但待插入句说不仅限于，也就是前面已经说过petrification了，所以A对D错。
14.Environmental选项对应原文首段第三句，A正确。Fossils选项的比较原文没说，B不选。The shells选项对应原文第三段最后一句和第四段开头句，C正确。Freezing选项在原文第六段结尾捎带提了一下，但没说比较，D不选。Comparatively选项与原文第一段倒数第二句说反，E不选。The films选项对应原文第五段和第七段开头，F正确。
托福阅读译文
【1】如果想想生物在死之后被完全摧毁的种.种方式，能够这样频繁出现化石是一件很令人惊讶的事。食腐动物和细菌的破坏、化学性腐烂、腐蚀以及 其它 地质因素都会非常不利于保存。不过，如果生物体碰巧具有矿化的骨骼并且死于可以迅速被沉积物掩埋的地方，摆脱被完全摧毁的几率便会大大增加。海底通常就具有上述的两方面条件，这里生活着很多带壳的无脊椎动物(没有脊椎的动物)，不断累积的似雨的沉积颗粒会把它们掩埋起来。虽然多数的化石是在海洋沉积岩中发现的，但是在溪流和湖泊留下的陆相沉积物中也发现过。有时，浸入焦油和流沙、陷入冰或熔岩流或被急速降落的火山灰吞噬的动植物得以保存下来。 【2】术语“化石”常常意味着石化，字面意思就是变成了石头。生物体死后，软组织一般会被食腐动物和细菌吃掉。可能会留下蜗牛或蛤蜊空壳，如果空壳足够坚固并且能抵御分解，就有可能在很长一段时间内基本上保持原样。事实上，我们现在所知的在沉积物中发现的海洋无脊椎动物保存良好的壳已超过了1亿年之久。不过，很多海洋生物的骨骼是由称为霰石的各式碳酸钙矿物质组成的。虽然霰石与我们更为熟悉的矿物方解石具有同样的组成，但是它的晶型不同，相对不稳定，最终会变成更稳定的方解石。 【3】很多其他过程也许会改变哈喇壳或蜗牛壳并且增加它被保存下来的几率。 含有溶解的二氧化硅、碳酸钙或铁的水可能会在封闭的沉积物中流动，并沉积到诸如骨髓腔和骨头管道内，这些骨头管道曾经由血管和神经占据。这种情况下，骨和壳的原始组成没有改变，但是形成的化石更坚硬并且更持久。这种在孔隙中填充化学沉积物的过程就叫做“完全矿化”。 【4】石化还可能同时涉及死亡的动植物的原有物质与不同组成的矿物质的交换作用。该过程叫做“置换作用”，因为溶液溶解了原始物质并将其置换成为等体积的新物质。置换是一个让人难以置信的精确过程，贝壳装饰的细节、树木的年轮以及骨骼的精细结构都被精准地保存下来。 【5】另一种类型的石化，称为“碳化”，当软组织以碳薄膜的形式保存时会发生碳化。树叶和软体动物例如水母或蠕虫的组织可能会堆积起来，被掩埋并被压实，然后其中的挥发性成分会消失。碳通常以一种黑色轮廓的形式被保留下来。 【6】虽然拥有坚硬的部分的确会增加保存的可能性，但是具有软组织和器官的生物偶尔也会被保存下来。在针叶树以及某些其它的树种的凝固树脂中就发现了昆虫甚至是很小的无脊椎动物。对岩石薄片的X射线检查有时会发现可怕的触角轮廓、消化道和很多种海洋生物的视觉器官。冻土或石油渗漏时渗出的焦油中保存了包括皮肤、毛发和冰河时代猛犸象的内脏在内的软组织。 【7】如果生物体死于一个快速沉积和缺氧的环境，会有助于软组织残骸的保存。在这种条件下，细菌的破坏性影响会降低。德国始新世中期的麦塞尔页岩(来自4800万年前)就是在这种环境下积累起来的。该页岩在一个缺氧的湖泊里沉积，那里时有致命的气体冒出并杀死动物。动物的残骸在湖底聚集，然后被粘土和淤泥所覆盖。在保存完好的麦塞尔化石中有带闪亮外骨骼(硬质外部覆盖物)的昆虫，皮肤和血管完好无损的青蛙，甚至是毛皮和软组织都完整保存的小型哺乳动物。
托福阅读TPO20(试题+答案+译文)第3篇:Fossil Preservation相关 文章 ：
托福阅读TPO24(试题+答案+译文)第2篇:BreathingDuringSleep
为了帮助大家备考托福阅读，提高成绩，下面我给大家带来托福阅读TPO24(试题+答案+译文)第2篇:Breathing During Sleep，希望大家喜欢!
托福阅读原文
【1】Of all the physiological differences in human sleep compared with wakefulness that have been discovered in the last decade, changes in respiratory control are most dramatic. Not only are there differences in the level of the functioning of respiratory systems, there are even changes in how they function. Movements of the rib cage for breathing are reduced during sleep, making the contractions of the diaphragm more important. Yet because of the physics of lying down, the stomach applies weight against the diaphragm and makes it more difficult for the diaphragm to do its job. However, there are many other changes that affect respiration when asleep.
【2】During wakefulness, breathing is controlled by two interacting systems. The first is an automatic, metabolic system whose control is centered in the brain stem. It subconsciously adjusts breathing rate and depth in order to regulate the levels of carbon dioxide (CO2) and oxygen (O2), and the acid-base ratio in the blood. The second system is the voluntary, behavioral system. Its control center is based in the forebrain, and it regulates breathing for use in speech, singing, sighing, and so on. It is capable of ignoring or overriding the automatic, metabolic system and produces an irregular pattern of breathing.
【3】During NREM (the phase of sleep in which there is no rapid eye movement) breathing becomes deeper and more regular, but there is also a decrease in the breathing rate, resulting in less air being exchanged overall. This occurs because during NREM sleep the automatic, metabolic system has exclusive control over breathing and the body uses less oxygen and produces less carbon dioxide. Also, during sleep the automatic metabolic system is less responsive to carbon dioxide levels and oxygen levels in the blood. Two things result from these changes in breathing control that occur during sleep. First, there may be a brief cessation or reduction of breathing when falling asleep as the sleeper waxes and wanes between sleep and wakefulness and their differing control mechanisms. Second, once sleep is fully obtained, there is an increase of carbon dioxide and a decrease of oxygen in the blood that persists during NREM.
【4】But that is not all that changes. During all phases of sleep, several changes in the air passages have been observed. It takes twice as much effort to breathe during sleep because of greater resistance to airflow in the airways and changes in the efficiency of the muscles used for breathing. Some of the muscles that help keep the upper airway open when breathing tend to become more relaxed during sleep, especially during REM (the phase of sleep in which there is rapid eye movement). Without this muscular action, inhaling is like sucking air out of a balloon—the narrow passages tend to collapse. Also there is a regular cycle of change in resistance between the two sides of the nose. If something blocks the "good" side, such as congestion from allergies or a cold, then resistance increases dramatically. Coupled with these factors is the loss of the complex interactions among the muscles that can change the route of airflow from nose to mouth.
【5】Other respiratory regulating mechanisms apparently cease functioning during sleep. For example, during wakefulness there is an immediate, automatic, adaptive increase in breathing effort when inhaling is made more difficult (such as breathing through a restrictive face mask). This reflexive adjustment is totally absent during NREM sleep. Only after several inadequate breaths under such conditions, resulting in the considerable elevation of carbon dioxide and reduction of oxygen in the blood, is breathing effort adjusted. Finally, the coughing reflex in reaction to irritants in the airway produces not a cough during sleep but a cessation of breathing. If the irritation is severe enough, a sleeping person will arouse, clear the airway, then resume breathing and likely return to sleep.
【6】Additional breathing changes occur during REM sleep that are even more dramatic than the changes that occur during NREM. The amount of air exchanged is even lower in REM than NREM because, although breathing is more rapid in REM,it is also more irregular, with brief episodes of shallow breathing or absence of breathing. In addition, breathing during REM depends much more on the action of the diaphragm and much less on rib cage action.
托福阅读试题
1.According to paragraph 1, which of the following can be inferred about the diaphragm during sleep?
A.During sleep the diaphragm requires increased movement of the rib cage.
B.The diaphragm helps with breathing as movements of the rib cage decrease during sleep.
C.The diaphragm requires a great amount of pressure to function properly.
D.The diaphragm contributes to the effective functioning of the rib cage.
2.According to paragraph 2, all of the following are true of the voluntary breathing system EXCEPT:
A.It has its control center in the brain stem.
B.It controls breathing for a number of activities during wakefulness.
C.It is able to bypass the automatic system.
D.It produces an irregular breathing pattern.
3.The word exclusive in the passage (paragraph 3) is closest in meaning to
A.consistent
B.perfect
C.partial
D.sole
4.According to paragraph 3, which of the following may occur just before NREM sleep begins?
A.The automatic, metabolic system may increase its dependence on air exchanges.
B.Breathing can stop for a short time as a person falls asleep.
C.An increase in the oxygen level in the blood can occur as sleep becomes fully obtained.
D.The level of carbon dioxide in the blood may drop suddenly.
5.What is the author's purpose in stating that inhaling is like sucking air out of a balloon?(in paragraph 4)
A.To refute the argument that additional effort is necessary for breathing during sleep.
B.To argue that REM sleep is more important than NREM sleep.
C.To illustrate the difficulty of breathing during sleep.
D.To illustrate how blockage of narrow passages can be prevented during sleep.
6.All of the following are mentioned in paragraph 4 as being characteristic of breathing during sleep EXCEPT
A.relaxation of the muscles involved in the respiratory system.
B.changes in resistance between the two sides of the nose.
C.easier airflow in the passages of the upper airway.
D.absence of certain complex muscle interactions.
7.According to paragraph 5, what happens during NREM sleep when inhaling is difficult?
A.There is an immediate, automatic, adaptive increase in breathing effort.
B.The sleeping person takes several inadequate breaths before the breathing effort is adjusted.
C.The coughing reflex causes the breathing effort to adjust.
D.The airways become cleared as the blood removes irritants.
8.It can be inferred from paragraph 5 that a very mild irritation during sleep will likely cause the sleeping person to
A.increase the breathing effort.
B.wake up and remove the source of irritation.
C.cough while still sleeping.
D.stop breathing temporarily while still sleeping.
9.The word considerable (paragraph 5)meaning to
A.significant.
B.Steady.
C.Usual.
D.necessary.
10.The word resume in the passage (paragraph 5) is closest in meaning to
A.reduce.
B.stop.
C.readjust.
D.restart.
11.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage (paragraph 6)? Incorrect choices change the meaning in important ways or leave out essential information.
A.Because breathing is more shallow and irregular in REM than in NREM, less air is exchanged in REM.
B.Breathing in NREM is less effective than breathing in REM because of irregular episodes of rapid breathing during NREM.
C.Because breathing is more rapid in NREM sleep than in REM sleep, breathing often becomes shallow.
D.Although REM has brief episodes of shallow breathing or lack of breathing, breathing is more rapid than in NREM.
12. Look at the four squares [■] that indicate where the following sentence could be added to the passage. Where would the sentence best fit? Click on a square to add the sentence to the passage. To better understand breathing during sleep, it is, however, helpful to first understand how respiration works in general.
paragraph1: Of all the physiological differences in human sleep compared with wakefulness that have been discovered in the last decade, changes in respiratory control are most dramatic. Not only are there differences in the level of the functioning of respiratory systems, there are even changes in how they function. Movements of the rib cage for breathing are reduced during sleep, making the contractions of the diaphragm more important. [■]【A】 Yet because of the physics of lying down, the stomach applies weight against the diaphragm and makes it more difficult for the diaphragm to do its job. [■]【B】 However, there are many other changes that affect respiration when asleep.
paragraph2: [■]【C】 During wakefulness, breathing is controlled by two interacting systems. [■]【D】The first is an automatic, metabolic system whose control is centered in the brain stem. It subconsciously adjusts breathing rate and depth in order to regulate the levels of carbon dioxide (CO2) and oxygen (O2), and the acid-base ratio in the blood. The second system is the voluntary, behavioral system. Its control center is based in the forebrain, and it regulates breathing for use in speech, singing, sighing, and so on. It is capable of ignoring or overriding the automatic, metabolic system and produces an irregular pattern of breathing.
13.Directions: From the seven statements below, select the statements that correctly characterize breathing during wakefulness and those statements that correctly characterize breathing during sleep. Drag each answer choice you select into the appropriate box of the table. Two of the answer choices will NOT be used. This question is worth 3 points.
A.The role of the rib cage increases and the role of the diaphragm decreases.
B.Carbon dioxide in blood rises and oxygen drops.
C.The coughing reflex is extremely complex.
D.A great deal of effort is used for breathing.
E.Upper airways are resistant to colds and allergies.
F.There is a drop in the volume of air that is exchanged.
G.Automatic and voluntary respiratory systems are both involved.
1 )
Wakefulne
A B C D E F G
2 )
Sleep
A B C D E F G
托福 阅读答案
1.以diaphragm做关键词定位至第三句和第四句，说ribcage运动变少，使得diaphragm更重要，但stomach的压力使得diaphragm工作起来更困难，B是正确答案。A的increased movement of the rib cage和C的需要pressure都与原文相反;D说diaphragm contributes to原文没有说。
2.EXCEPT题，排除法。A的centered in brain stem做关键词定位至第一句，但原文说这个特点是属于automatic，metabolic system的，而voluntary的center是在forebrain，所以A错，选;B的a number of activities做关键词定位至倒数第二句的一大堆活动，所以B正确，不选;C的bypass the automatic system和D的irregular breathing pattern做关键词都定位至最后一句，都正确，不选。
3.exclusive仅有，只有，排他，所以正确答案是sole。从单词本身看，include→exclude→exclusive，所以一定能得出排他之意。原句说在NREM期间，automatic系统怎么控制breathing，使得氧的需求量减少，前面一直在说两个系统，现在氧的需求量减少了，肯定是有系统不干活了，所以就是只有automatic在干活，所以答案是D只有。A持续、B完美，都不靠谱，C的partial刚好与原文意思相反，也不选。
4.此题关键词难找，可以顺序向下看，也可以用排除法，如果顺序向下看的话，会看到第一点说的是当sleeper在睡与醒之间摇摆的时候，发生了呼吸cessation，也就是stop，所以正确答案是B，stop for a short time。C和D一个说氧上升一个说二氧化碳下降，是一回事，都不是在睡觉期间发生的，所以都反了，而且两个一样的也都不选，A没说。
5.修辞目的题，先看修辞点所在的 句子 ，但原句整个都是一个例子，往前看。前一句仍然在说肌肉relax的事情，因此也是例子，所以看开头，开头说air passage在睡觉期间变了很多紧接着就解释睡觉期间呼吸很难，也就是开头所指的变化是睡觉的时候呼吸变难，所以正确答案是C。A的refute与原文相反;B的比较和D的prevent blockage原文都没说。
6.EXCEPT题，排除法。A的relaxation of the muscles做关键词定位至第三句，正确，不选;B的two sides of the nose做关键词定位至倒数第三句，正确，不选;C的upper airway做关键词定位至第三句，但答案的easier airflow原文完全没说，C错，选;D的complex muscle interaction做关键词都定位至最后一句，正确，不选。
7.以inhaling is difficult做关键词定位至第二句，但这句只说了difficult的事儿，没说发生了什么，往下看。下句说NREM期间什么adjustment都没有，只有在inadequate breaths之后才adjust，所以答案是B。A是wakeful时候才有的;C的因果关系原文没说;D完全没说。
8.以irritation做关键词定位至最后一句，说如果irritation太严重，睡着的人就会醒，按照正常的叙述顺序应该是先叙述mild的情况，前一句果然在说coughing reflex没产生cough，而产生了cessation of breathing，呼吸停止的状况，所以答案是D。C与原文相反;B是severe的时候才有的，A没说。
9.considerable可观的，相当的，重要的，所以正确答案是significant。从单词本身看，consider的考虑的意思是很常见的，加形容词词尾able变为值得考虑的，所以也是significant。原文说在若干次inadequate breaths之后，二氧化碳含量怎么上升氧气含量下降，才能调整breathing，一般我们说显著的变化，所以答案A，其他答案都不靠谱。
10.resume重新开始，再继续，所以正确答案是restart。原句说如果irritation太严重了，睡着的人会醒来，清理呼吸道，并且怎么呼吸，前一句都说了因为irritants呼吸停止，然后醒来，当然清理完就继续呼吸了呗，答案是D。A和B完全不靠谱，如果选C，之前应该adjust一次，但之前从来没说irritation严重的时候有先调整一次，所以C错。
11.原句的结构是exchange lower是因为blabla，所以正确答案是A，因果关系和结构都正确。其他答案都没提到exchange lower这个主干，而且B把原文非主干的部分变成了主干;C结果搞乱;D逻辑关系错。
12.两个过渡点，名词respiration和连词however。根据respiration可以初步确定答案是B或者C，但根据however断定B不对，因为两个however不能连续出现，所以正确答案是C。
13.第一段和第二段在讲wakeful部分，其余在讲sleep部分。The role选项对应第一段第三句，属于wakeful部分。Carbon dioxide选项对应第五段第四句，二氧化碳多氧少，属于sleep部分。The coughing选项原文没说reflex复杂，不属于任何一列，不选。A great deal选项对应原文第四段第三句，属于sleep部分。Upper airways选项原文没说，不选。There is选项对应原文第六段第二句，属于sleep部分。Automatic选项对应原文第二段首句，属于wakeful部分。
托福阅读译文
【1】关于人类睡觉和清醒时生理状态的差异在过去的十年里已被发现，在所有的这些差异中，呼吸系统控制方面的变化尤其引人注目。不仅是呼吸系统运作水平有差异，在如何运作方面也出现了变化。胸腔所做的呼吸运动在睡觉时会减少，使得横膈膜的收缩变得更为重要。然而由于躺下来的物理作用，胃部压迫横膈膜使得横膈膜难以工作。不管怎样，睡眠时还有很多其他的变化影响着呼吸。
【2】清醒的时候，呼吸受到两个互相影响的系统的控制。第一个是自动的新陈代谢系统，它的控制中心在脑干。它会潜意识的调整呼吸频率和深度来控制二氧化碳和氧气的浓度以及血液中的酸碱比。第二套系统是自发行为系统。它的控制中心在前脑，调节说话、 唱歌 、叹息等行为时的呼吸。它能忽略或无视自动新陈代谢系统并且产生无规律的呼吸模式。
【3】在NMER(睡觉时没有快速眼部活动的阶段)这个阶段中，呼吸会变得更深更有规律，但是呼吸频率会降低，导致总体空气交换减少。发生这个是因为在NREM睡眠阶段中，自动的新陈代谢系统会独自控制呼吸，身体会利用更少的氧气产生更少的二氧化碳。同时，自动的新陈代谢系统对血液中二氧化碳和氧气的含量反应并不灵敏。在睡眠中呼吸控制的变化会导致两个结果。第一，睡着时呼吸可能会有短暂的停止或减少，因为睡眠者在睡眠和清醒之间徘徊，而这两种状态的控制系统不一样。第二，一旦得到了充足的睡眠，血液中二氧化碳含量升高而氧气含量降低，在NREM阶段也会持续这样。
【4】但这并不是全部的变化。在睡眠的所有阶段中，气道的一些变化已经被观察到了。睡眠时需要付出两倍的努力去呼吸，因为呼吸道气流的阻力会比较强并且用来呼吸的肌肉的效率会有变化。一些在呼吸时帮助保持上呼吸道通畅的肌肉在睡觉的时候会变得松弛，特别是在REM阶段(就是有快速眼部运动的睡眠阶段)。没有这种肌肉运动，呼吸空气就像从气球里吸气一样，狭窄的通道会面临崩溃。而且鼻子两侧的阻力也会周期性改变。如果有时候堵塞了“好”的一边，比如过敏和感冒引起的堵塞，阻力就会大大增加。与这些因素一起的是那些能够改变从鼻子到嘴巴的气流路径的肌肉之间失去了复杂的交互。
【5】其他呼吸调节机制在睡眠时显然要停止运作。比如说，在清醒时如果呼吸变得困难的话就会有一个立即自动适应性的呼吸增强(比如戴上面具呼吸)。但在NREM状态时完全不存在这样反射性的调节。在这种情况下，只有几次不充分的呼吸后使得血液中二氧化碳的含量显著提升以及氧气的含量降低，呼吸才会被调整过来。最后，咳嗽反应在应对呼吸道中刺激物时产生的不是睡觉时咳嗽而是呼吸停止。如果刺激物足够严重，睡着的人会醒来清理气道，然后继续呼吸很可能再度入睡。
【6】发生在REM时期的多余的呼吸变化比发生在NREM时期的呼吸变化更显著。REM的空气交换量要比NREM低，因为尽管REM中呼吸更加急促，但也更加没有规律，包括一些简短的浅呼吸或呼吸暂停。另外，REM时期的呼吸更多取决于横膈膜而不是胸腔的作用。
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托福阅读TPO13(试题+答案+译文)第1篇:TypesofSocialGroups
为了帮助大家备考托福阅读，提高成绩，下面我给大家带来托福阅读TPO13(试题+答案+译文)第1篇:Types of Social Groups，希望大家喜欢!
托福阅读原文
Life places us in a complex web of relationships with other people. Our humanness arises out of these relationships in the course of social interaction. Moreover, our humanness must be sustained through social interaction—and fairly constantly so. When an association continues long enough for two people to become linked together by a relatively stable set of expectations, it is called a relationship.
People are bound within relationships by two types of bonds: expressive ties and instrumental ties. Expressive ties are social links formed when we emotionally invest ourselves in and commit ourselves to other people. Through association with people who are meaningful to us, we achieve a sense of security, love, acceptance, companionship, and personal worth. Instrumental ties are social links formed when we cooperate with other people to achieve some goal. Occasionally, this may mean working with instead of against competitors. More often, we simply cooperate with others to reach some end without endowing the relationship with any larger significance.
Sociologists have built on the distinction between expressive and instrumental ties to distinguish between two types of groups: primary and secondary. A primary group involves two or more people who enjoy a direct, intimate, cohesive relationship with one another. Expressive ties predominate in primary groups; we view the people as ends in themselves and valuable in their own right. A secondary group entails two or more people who are involved in an impersonal relationship and have come together for a specific, practical purpose. Instrumental ties predominate in secondary groups; we perceive people as means to ends rather than as ends in their own right. Sometimes primary group relationships evolve out of secondary group relationships. This happens in many work settings. People on the job often develop close relationships with coworkers as they come to share gripes, jokes, gossip, and satisfactions.
A number of conditions enhance the likelihood that primary groups will arise. First, group size is important. We find it difficult to get to know people personally when they are milling about and dispersed in large groups. In small groups we have a better chance to initiate contact and establish rapport with them. Second, face-to-face contact allows us to size up others. Seeing and talking with one another in close physical proximity makes possible a subtle exchange of ideas and feelings. And third, the probability that we will develop primary group bonds increases as we have frequent and continuous contact. Our ties with people often deepen as we interact with them across time and gradually evolve interlocking habits and interests.
Primary groups are fundamental to us and to society. First, primary groups are critical to the socialization process. Within them, infants and children are introduced to the ways of their society. Such groups are the breeding grounds in which we acquire the norms and values that equip us for social life. Sociologists view primary groups as bridges between individuals and the larger society because they transmit, mediate, and interpret a society's cultural patterns and provide the sense of oneness so critical for social solidarity.
Second, primary groups are fundamental because they provide the settings in which we meet most of our personal needs. Within them, we experience companionship, love, security, and an overall sense of well-being. Not surprisingly, sociologists find that the strength of a group's primary ties has implications for the group's functioning. For example, the stronger the primary group ties of a sports team playing together, the better their record is.
Third, primary groups are fundamental because they serve as powerful instruments for social control. Their members command and dispense many of the rewards that are so vital to us and that make our lives seem worthwhile. Should the use of rewards fail, members can frequently win by rejecting or threatening to ostracize those who deviate from the primary group's norms. For instance, some social groups employ shunning (a person can remain in the community, but others are forbidden to interact with the person) as a device to bring into line individuals whose behavior goes beyond that allowed by the particular group. Even more important, primary groups define social reality for us by structuring our experiences. By providing us with definitions of situations, they elicit from our behavior that conforms to group-devised meanings. Primary groups, then, serve both as carriers of social norms and as enforcers of them.
托福阅读试题
1.The word “complex”(Paragraph 1)in the passage is closest in meaning to
A.delicate
B.elaborate
C.private
D.common
2.According to paragraph 1, which of the following is true of a relationship?
A. It is a structure of associations with many people.
B. It should be studied in the course of a social interaction.
C. It places great demands on people.
D. It develops gradually overtime.
3.The word endowing in the passage(Paragraph 2)is closest in meaning to
A.leaving
B.exposing
C. providing
D. understanding
4.Which of the following can be inferred about instrumental ties from the author's mention of working with competitors in paragraph 2?
A. Instrumental ties can develop even in situations in which people would normally not cooperate.
B.Instrumental ties require as much emotional investment as expressive ties.
C. Instrumental ties involve security, love, and acceptance.
D.Instrumental ties should be expected to be significant.
5.According to paragraph 3, what do sociologists see as the main difference between primary and secondary groups?
A.Primary groups consist of people working together, while secondary groups exist outside of work settings.
B. In primary groups people are seen as means, while in secondary groups people are seen as ends.
C. Primary groups involve personal relationships, while secondary groups are mainly practical in purpose.
D.Primary groups are generally small, while secondary groups often contain more than two people.
6.Which of the following can be inferred from the author's claim in paragraph 3 that primary group relationships sometimes evolve out of secondary group relationships?
A.Secondary group relationships begin by being primary group relationships.
B.A secondary group relationship that is highly visible quickly becomes a primary group relationship.
C.Sociologists believe that only primary group relationships are important to society.
D. Even in secondary groups, frequent communication serves to bring people into close relationships.
7.The phrase “size up” in the passage(Paragraph 4)is closest in meaning to
A.enlarge
B.evaluate
C. impress
D. accept
8.Which of the sentences below best expresses the essential information in the highlighted sentence(Paragraph 5)in the passage? Incorrect choices change the meaning in important ways or leave out essential information.
A.Sociologists think that cultural patterns establish connections between the individual and the larger society.
B.Sociologists believe that individuals with a sense of oneness bridge the gap between society and primary groups.
C.Sociologists think primary groups contribute to social solidarity because they help maintain a society's cultural patterns.
D.Sociologists believe that the cultural patterns that provide social solidarity arise as bridges from primary groups.
9.This passage is developed primarily by
A.drawing comparisons between theory and practice
B.presenting two opposing theories
C.defining important concepts and providing examples of them
D.discussing causes and their effects
10.The word “deviate” in the passage(Paragraph 7)is closest in meaning to
A.detract
B.advance
C.select
D.depart
11.According to paragraph 7, why would a social group use shunning?
A.To enforce practice of the kinds of behavior acceptable to the group
B.To discourage offending individuals from remaining in the group
C.To commend and reward the behavior of the other members of the group
D.To decide which behavioral norms should be passed on to the next generation
12. Look at the four squares [■] that indicate where the following sentence could be added to the passage. Where would the sentence best fit? Look at the four squares [■] that indicate where the following sentence could be added to the passage. People who do not live alone, for example, tend to make healthier life choices and develop fewer pathologies than people who live by themselves. Where would the sentence best fit?
Second, primary groups are fundamental because they provide the settings in which we meet most of our personal needs. ■【A】Within them, we experience companionship, love, security, and an overall sense of well-being. ■【B】Not surprisingly, sociologists find that the strength of a group's primary ties has implications for the group's functioning. ■【C】For example, the stronger the primary group ties of a sports team playing together, the better their record is. ■【D】
13.Directions: Complete the table below by selecting three answer choices that are characteristics of primary groups and two answer choices that are characteristics of secondary groups. This question is worth 3 points.
A.Developing socially acceptable behavior
B. Working together against competitors
C.Experiencing pressure from outside forces
D.Viewing people as a means to an end
E.Existing for practical purposes
F.Providing meaning for life situations
G.Involving close relationships
1 )
Primary Groups
A B C D E F G
2 )
Secondary Groups
A B C D E F G
托福 阅读答案
1.complex复杂的，所以B的elaborate正确。原句说生活把我们放在什么样的与其他人的关系网中，因为很多人，所以关系网比较复杂正确。A的delicate脆弱的，纤细的，美味的;C的私人和D的普通都不靠谱
2.以relationship做关键词定位至最后一句，注意relationships不能做关键词，因为多次重复出现。原句说当这种association持续的时间足够长以至于两个人之间已经形成了稳定的expectation，就叫relationship，所以D说随时间develop正确。A的many people，B的study，C的demand都没说
3.endow赋予，捐助，所以provide提供，供给正确。原句说有时候我们与其他人合作只是做完某事，却没有任何significance，猜到这个词应该是有的意思，只有provide和leave表示有，但leave是剩下，所以不对。至于B暴露D理解完全不对
4.以competitor做关键词定位至倒数第二句，说偶尔这意味着与竞争对手合作而非竞争，而这个this意味着这句话跟前一句有联系。前一句说instrumental ties是我们在与别人合作达到某种目的的时候形成的，这与A说的通常不合作的人也有形成instrumental完全一样。B没说，C与原文的第三句说反，D与原文最后一句说反
5.分别以primary group和secondary group做关键词定位至第二句和第四句，分别说了两个group，primary的是比较亲密的，secondary是因为事先某种共同的目的才形成的，所以答案是C。A错，不是用work来区分这两个group的;两者同样不是以人数区分的，所以D错;C的end不end是原文在后面才说的，也不能区分这两个group
6.以evolve out of做关键词定位至倒数第三句，但这句话跟问题几乎是完全一样的，所以不是答案。往后看，this标示着上下句之间有联系。下句说这种evolve发生在工作背景下，接着说同事之间可以通过share各种东西变成非常亲密的朋友，也就是secondary变primary 的一个例子，所以正确答案是D。A说反;B和C均没说而且C有违常识
7.size up估量，估计，所以正确答案是B的evaluate。原句说面对面交流使得我们能够怎么样别人，评价别人是正确的。A的扩大别人明显是不对的。原文没说接受别人，也没说给别人留下印象，所以都不对
8.原文的结构是sociologist把primary group看成blabla，因为blabla。只有C表达了原因，A缺了原文的很多信息，错;B和D都缺失了原文很重要的because部分，所以都是错的
9.问本文的组织结构，问全文的题应该多关注各段的开头。原文首先提出了两个关系，然后又说expressive tie和instrumental tie，最后又说了primary group产生的条件。叙述两类关系用的笔墨明显不等，所以不是对比，所以B不对，A的理论和实践原文完全没说，而且也说到了对比，也不对;D的因果是原文完全没说的。作者定义了两个group和两个tie，所以C说定义概念是对的，而且作者在定义概念之后都有解释，所以C正确
10.deviate偏离，出轨，所以正确答案是D的depart偏离。原句说一旦奖励不行，group的成员可以威胁排斥那些怎么样规则的人，肯定是对规则不好的人，所以advance和中性的select不对;detract表示减损或者转移，跟depart所表示的离经叛道是两个意思，所以不对
11.以shunning做关键词定位至第四句，说人们会用shunning吧离经叛道的人弄回来，但没给出原因。这句中的for example说明是上句的例子，前面一句说如果奖励不行，我们就排斥那些不守规矩的人，所以一切都是为了强化规则，答案是A。B说不鼓励冒犯group当中的人，原文没说冒犯人;C的reward和D的next generation都没说
12.两个过渡点，分别是连词for example和名词healthier life choices，根据for example排除C和D，因为原文也有for example，而正常说话的时候两个for example是不连续使用的;而且根据healthier life choices跟原文中sense of well-being的同义替换也可以确定是A或者B，但A点后的them与前文衔接紧密，所以答案是B
13.此题不典型，因为作者用了 文章 的第四到七段较大篇幅讲primary，却只用了第二和第三段的部分讲到secondary，而且本文对于两个group的叙述存在交叉，交叉的部分主要在第二三两段，但这两段的叙述也是先primary后secondary，所以顺序性还是有的。第三段的四五两句分别对应existing和viewing两个答案，所以这两个答案属于secondary;第二段和第三段的第三句对应providing答案，第三段第二句对应involving答案，最后一段的第三句和第四句对应developing选项，结合11题的答案很容易选出这项
托福阅读译文
我们和他人一起生活在一个复杂的关系网中。我们的人性就产生于这种社会性的互动关系中，与此同时，我们的人性也必须通过经常性的社会互动才能得以维持。当两个人在比较稳定的期望值下的交流时间足够长并且形成一种联系时，这种联系就可以称为关系。
人与人之间的关系可以分为两种：情感纽带和工具纽带。情感纽带是当我们做情感投资并致力于他人的一种社会关系。通过和对我们来说十分重要的人交流从而得到安全感、爱情、认同、友谊以及个人价值等一系列情感。工具纽带是我们为达到某种目的而与他人进行合作时产生的社会联系方式。有些时候，这也许意味着变相与竞争者共事。更多的时候我们没有发展出任何更有意义的关系而只是简单的与他人合作达成目的。
社会学家基于情感纽带与工具纽带区别，将社会群体划分成两类：主要群体和次要群体。一个主要群体包含两个以上成员，他们彼此之间的关系是直接的,亲密的,聚合性的。情感纽带在主要社群中起主导作用，我们把人们自身看做目标和人们自己权利的价值。次要群体也是由两个以上成员组成，他们因非个人关系聚到一起都是为了一个特定的,实际的目标而努力。工具纽带在次要群体中起了重要的作用。我们把人自身看做是人目标的途径而不是人们自己权利的目标。有时主要群体的关系也会在次要群体中演化而来。这种现象在工作环境中时有发生。工作伙伴在共事过程中会彼此分享抱怨、玩笑、八卦以及满足感，由此也会发展出亲近的关系。
很多情况也会增加主要群体出现的可能性。首先，群体的规模非常重要。我们很难去了解那些散布在大群体中的某个人。而在小群体中我们有更多机会发起联系并与他人建立关系。第二，面对面的交流能让我们更好地了解彼此。与他人近距离接触和交谈可以更好地交流情感和思想。第三，频繁持续的交流也能增加我们发展主要群体的可能性。我们与他人的联系会随着我们与他人的互动时间而加深，并逐渐演化出连锁的习惯和兴趣。
主要群体是人与人之间乃至整个社会的基础。首先，主要群体在社会化进程中至关重要。在主要群体里，婴儿与孩童可以学习处世方式。这种群体是我们社会生活必备规范和价值的培养地。社会学家将主要群体比作独立个体与整个社会之间的桥梁，因为它能传达,调解并解读一个社会的 文化 模式，提供一种归属感有助于社会团结。
其次，主要群体之所以是基础是因为它能提供满足我们大多数人需求的环境。在主要群体中，我们可以收获友情、爱情、安全感以及所有幸福的情感。社会学家发现一个群体的主要纽带的强弱往往暗示着这个群体的功能，这不足为奇。例如，一个体育团队的主要群体纽带越强，他们就越容易取得好成绩。
第三，主要群体之所以是基础还因为他们充当了强有力的社会调控工具。群体中的成员掌控并分配能够维持我们生存的极其重要的资源。如果奖励方式不当，群体内成员就会通过拒绝或威胁来摒弃那些背离群体规范的人，例如，一些社会群体采取规避 措施 (人可以留在群体中，但禁止其他成员与其交流)，从而将特定群体中逾矩的个体慢慢同化与他人一致。更重要的是，主要群体通过构筑我们的 经验 来定义社会现实。他们根据我们的行为来定义我们的处境，以遵循群体分配的意义。因此，主要群体既是社会规范的载体同时也是社会规范的实施者。
托福TPO9阅读第二篇原文及答案解析
托福TPO是我们托福阅读的重要参考资料，为了方便大家备考，下面我给大家整理了托福TPO9阅读第二篇原文及答案解析，希望大家喜欢。
托福TPO9阅读原文Part2
Reflection in Teaching
Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing" conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy." The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian … and not rich or detailed enough to drive systematic reflection." Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."
The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect - for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.
Paragraph 1: Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
托福TPO9阅读题目Part2
1. The word "justified" in the passage is closest in meaning to
○supported
○shaped
○stimulated
○suggested
2. According to paragraph 1, it was believed that reflection could help teachers
○understand intellectual principles of teaching
○strengthen their intellectual connection to their work
○use scientific fact to improve discipline and teaching
○adopt a more disciplined approach to teaching
Paragraph 2: Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing" conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
3. The word "flourish" in the passage is closest in meaning to
○ continue
○ occur
○ succeed
○ apply
4. All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT:
○It was designed so that teachers would eventually reflect without help from others.
○It was used by a group of teachers over a period of years.
○It involved having teachers take part in discussions of classroom events.
○It involved having teachers record in writing their reflections about teaching.
5. According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that
○ the number of teachers involved in their program was too large
○ the concepts of teacher reflection were so abstract that they could not be applied
○ the ideas involved in reflection were actually not new and refreshing
○ several years would be needed to acquire the habit of reflecting on their teaching
Paragraph 3: Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian … and not rich or detailed enough to drive systematic reflection." Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
6. The word "objective" in the passage is closest in meaning to
○ unbiased
○ positive
○ systematic
○ thorough
7. According to paragraph 3, what did the teachers working with Wildman and Niles often fail to do when they attempted to practice reflection?
○Correctly calculate the amount of time needed for reflection.
○Provide sufficiently detailed descriptions of the methods they used to help them reflect.
○Examine thoughtfully the possible causes of events in their classrooms.
○Establish realistic goals for themselves in practicing reflection.
Paragraph 4: Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
8. How is paragraph 4 related to other aspects of the discussion of reflection in the passage?
○It describes and comments on steps taken to overcome problems identified earlier in the passage.
○It challenges the earlier claim that teachers rarely have the time to think about their own or others' teaching.
○It identifies advantages gained by teachers who followed the training program described earlier in the passage.
○It explains the process used to define the principles discussed later in the passage.
Paragraph 5: Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."
9. The word "compelling" in the passage is closest in meaning to
○ commonly held
○ persuasive
○ original
○ practical
Paragraph 6: The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect - for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.
10. According to paragraph 6, teachers may be discouraged from reflecting because
○ it is not generally supported by teacher educators
○ the benefits of reflection may not be apparent immediately
○ it is impossible to teach and reflect on one's teaching at the same time
○ they have often failed in their attempts to become reflective practitioners
11. Which of the sentences below expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information
○The practice of being reflective is no longer simply a habit among teachers but something that is externally motivated.
○Most teachers need to explore ways to form the habit of reflection even when no external motivation exists.
○Many aspects of the motivation to reflect have not been studied, including the comparative benefits of externally motivated and habitual reflection among teachers.
○There has not been enough exploration of why teachers practice reflection as a habit with or without external motivation.
Paragraph 4: Helping this group of teachers to revise their thinking about classroom events became central. ■This process took time and patience and effective trainers. ■The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.
Paragraph 5: ■Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. ■The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."
12. Look at the four squares [■] that indicate where the following sentence could be added to the passage.
However, changing teachers' thinking about reflection will not succeed unless there is support for reflection in the teaching environment.
Where could the sentence best fit?
13. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
Wildman and Niles have conducted research on reflection in teaching
●
●
●
Answer Choices
○Through their work with Virginia teachers, Wildman and Niles proved conclusively that reflection, though difficult, benefits both teachers and students.
○Wildman and Niles found that considerable training and practice are required to understand classroom events and develop the skills involved in reflection.
○Wildman and Niles identified three principles that teachers can use to help themselves cope with problems that may arise as a result of reflection.
○Wildman and Niles concluded that teachers need sufficient resources as well as the cooperation and encouragement of others to practice reflection.
○There are numerous obstacles to implementing reflection in schools and insufficient understanding of why teachers might want to reflect.
○Whether teachers can overcome the difficulties involved in reflection may depend on the nature and intensity of their motivation to reflect
托福TPO9 阅读答案 Part2
参考答案：
1. ○1
2. ○2
3. ○3
4. ○4
5. ○2
6. ○1
7. ○3
8.○1
9. ○2
10. ○2
11. ○3
12. ○3
13. Wildman and Niles found that
Wildman and Niles concluded that
There are numerous obstacles to
托福TPO9阅读翻译Part2
参考翻译：教学中的 反思
教师被认为受益于反思实践--有意识地更深入思考、仔细地检查发生在他们自己教室里的事件和相互影响。 教育 家T o 怀尔德曼和J. o奈尔斯(1987)描述了一个在资深教师中开展反思实践的方案。这是合理的，因为人们认为反思的实践可以帮助老师们更加理性地对待他们的角色和从事的事业，并可以让他们能在教学准则中处理科学事实的缺乏和知识的不确定。
怀尔德曼和奈尔斯都特别喜欢研究在哪种情况下反思可能大量出现--一个几乎没有任何文献指导的课题。他们给弗吉利亚的一组教师设计了一个实验策略，并在几年内研究了这一组的40位教师。他们担心很多人可能认为沉浸在这种全新的教育概念中的结果就是，发现教师反思的抽象概念和现实之间的鸿沟太大而无法逾越。要反思像教学这样复杂的事件不是容易的。老师们都参加了关于教学事件计划的讨论，紧接着在工作人员的协助下去反思具体问题，然后是独立反思。
怀尔德曼和奈尔斯 观察到系统教学反思需要一种以客观的方式来理解教室里发生事件的能力。他们起初认为参与研究的教师们太功利，并不是足够丰富和详细以促使系统反思的产生。教师们很少有机会和时间去客观地观察他们自己和其他老师的教学。更深的研究发现教师们更愿意评价事件而不是站在事件之外洞察一个事件的促进因素。
帮助这组教师修订他们关于课堂事件的认识变成了关键问题。这个过程需要时间和耐心以及有效的受训者。研究者认为训练同一个教师使他客观地看待事情需要大约20到30小时，而反思技巧的练习同样需要这么多时间。
怀尔德曼和 奈尔斯确定了促进在教学环境中实现反思行为的3个原则。第一就是来自教学系统管理层的支持，这使得教师们明白反思实践的必要条件，并知道它与教学之间的联系。第二就是需要足够的时间和空间。项目中的教师们抱怨说让他们放弃别人当时的要求而为自己腾出时间去提升自己的反思能力是很困难的。第三就是以其他教师的支持为基础的亲密无间的环境。项目中的教师同样需要支持和鼓励以帮助他们去应付他们职业生活中的不如意的方面。怀尔德曼和奈尔斯作出了一个 总结 性的评论："或许我们学到的最重要的观点就是教师不会因为这是好的，或者甚至是不可或缺的观念而自发地开展教学反思。"
怀尔德曼 和奈尔斯 的工作表明认识进行反思的某些困难的重要性。也有其他人知道这个，并指出相似的关于反思行为的教学职业 文化 阻碍。Zeichner 和Liston(1987)指出作为一个决策者的教师和作为一个将其他人观念付诸实施的教师之间，存在着角色上的不一致。比文化问题更基本的是动机问题。成为一个反思教学的执行者需要额外的付出(Jaworski,1993)而且只有一个模糊的目标，甚至不仅没有显而易见的回报，反而有易受责难的威胁。很少人直接质疑什么可能让一个教师想变成反思型教师。显然，使教师朝着反思行为奋斗的最直接的原因是师资培训者认为这是一件很好的事情。关于反思的动力存在许多未知的问题，例如外部驱动的反思的价值与通过习惯进行反思的价值是不同的。
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