1、托福模拟试卷 18及答案与解析 0 “Professors Office“ 1 Why does the man go to see his professor? （ A） To borrow some books for his project （ B） To hand in the first book report （ C） To ask about the professors requirements （ D） To talk about literary movements 2 How is the second part of the reading list different
2、 from the first part? （ A） More minority authors are represented. （ B） All of the writers are from North America. （ C） It includes books from the Post Modern Period. （ D） In addition to novels, some plays are on the list. 3 What does the man mean when he says this: （ A） He does not understand the te
3、rm. （ B） He is interested in the idea. （ C） He is not sure how to pronounce it. （ D） He thinks that the word is humorous. 4 What will the man probably do before the next meeting? （ A） Write a synopsis of each book on the list （ B） Make a list of books that he wants to read （ C） Finish the art projec
4、t on his computer （ D） Prepare to talk with the professor 5 What can be inferred about the professor? （ A） She does not have regular office hours. （ B） She is willing to help her students. （ C） She is not very flexible with assignments. （ D） She teaches British literature. 5 “Environmental Science C
5、lass“ 6 What aspect of wind power is the lecture mainly about? （ A） Electrical power in California （ B） Alternative energy sources （ C） Problems associated with turbines （ D） Wind as a renewable energy option 7 Which two regions of the United States have the greatest potential for supplying wind pow
6、er? Click on 2 answer choices. （ A） The Eastern Seaboard （ B） The Midwestern Plains （ C） The Desert Southwest （ D） The Pacific Northwest 8 Why does the professor say this: （ A） He is disagreeing with the figures. （ B） He is expressing surprise at the statistics, （ C） He is correcting a previous stat
7、ement. （ D） He is trying to maintain the students interest. 9 In the lecture, the professor identifies several problems associated with wind power. Indicate whether each of the following is one of the problems mentioned. Click in the correct box for each phrase. 10 How did the Tellus Institute solve
8、 the problem of intermittent wind? （ A） By building twice as many wind farms in problem areas （ B） By moving wind farms into areas of steady winds （ C） By using more wind turbines on each wind farm （ D） By separating one wind farm into two locations 11 What is the professors opinion about the future
9、 of wind power? （ A） He thinks that wind power will require more research before it becomes practical. （ B） He supports the use of wind power only as a secondary source of energy. （ C） He feels that most of the worlds energy problems will be solved by wind power. （ D） He believes that there are too
10、many problems associated with wind power. 11 “Philosophy Class“ 12 What is the discussion mainly about? （ A） The laws of motion （ B） The origin of water （ C） The nature of the universe （ D） The spirit of the world 13 Why does the student mention evolutionary theory? （ A） He is digressing from the ma
11、in topic. （ B） He is trying to embarrass the professor. （ C） He is expressing doubt about Greek philosophy. （ D） He is comparing evolution to Anaximanders theory. 14 Why does the professor say this: （ A） She is not happy with the students response. （ B） She is introducing an alternative view. （ C） S
12、he is going to expand on the comment. （ D） She is ending the discussion. 15 What view did the three Milesian philosophers share? （ A） They all believed that the mythology had a basis in fact. （ B） They introduced a scientific approach to explaining nature. （ C） They thought that water was the origin
13、al element. （ D） They all agreed with the teachings of Socrates. 16 What can be inferred about the early Greek philosophers? （ A） They were exploring the physical sciences. （ B） They recorded many of the Greek myths. （ C） They were primarily interested in religion. （ D） They had contact with other E
14、uropean scholars. 17 What does the professor mean when she says this: （ A） She is expressing strong agreement. （ B） She is introducing doubt. （ C） She is maintaining a neutral position. （ D） She is asking the students to agree. 17 “Professors Office“ 18 Why does the woman want to talk with her profe
15、ssor? （ A） She wants to make an appointment outside of office hours. （ B） She needs to get him to approve the topic for her research. （ C） She has some questions about the report she is writing. （ D） She would like a recommendation for a job in the lab. 19 What advice does the professor give the wom
16、an? （ A） Have some friends read the research （ B） Refer to the explanation in the textbook （ C） Ask a chemistry major to help her （ D） Include more references in the report 20 What does the professor offer to do? （ A） Read a draft of the report before she submits it （ B） Help her find some better re
17、ferences （ C） Show her how to complete the experiment （ D） Give her a job in the laboratory 21 Why does the professor say this: （ A） He realizes that she wont have time to revise the report. （ B） He is concerned that she will not complete the research. （ C） He recalls that he will not be available t
18、o help her. （ D） He wants her to get an extension to finish the project. 22 What is the professors opinion of the woman? （ A） He assumes that she is too busy to work. （ B） He is very impressed with her attitude. （ C） He thinks that she is not a serious student. （ D） He wants her to change her major
19、to chemistry. 22 “Biology Class“ 23 What aspect of bacteria is this lecture mainly about? （ A） How microscopic organisms are measured （ B） The use of bacteria for research in genetics （ C） Diseases caused by bacterial infections （ D） The three major types of bacteria 24 Which of the following slides
20、 contain cocci bacteria? 25 Which two characteristics are common in bacteria? Click on 2 answer choices. （ A） They have one cell. （ B） They are harmful to humans. （ C） They reproduce quickly. （ D） They die when exposed to air. 26 Why are bacteria being used in the research study at the university? （
21、 A） Bacteria have unusual cell formations. （ B） Bacteria live harmlessly on the skin. （ C） Bacteria are similar to other life forms. （ D） Bacteria cause many diseases in humans. 27 How does the professor help the students to remember the types of bacteria? （ A） He shows them many examples of slides.
22、 （ B） He tells them to look at specimens in the lab. （ C） He uses the first letter to represent the shape. （ D） He explains the various DNA structures. 28 Why does the professor say this: （ A） He is showing the students some slides. （ B） He does not want the students to ask questions. （ C） He wants
23、the students to pay attention. （ D） He thinks that the information is very clear. 28 “History Class“ 29 What is the lecture mainly about? （ A） Provisions of the Homestead Act （ B） How to construct a log cabin （ C） Frontier homes in the West （ D） Early construction materials 30 How does the professor
24、 organize his lecture? （ A） He makes a persuasive argument in favor of sod homes. （ B） He narrates stories about life on the Western frontier. （ C） He explains the process for becoming a homesteader. （ D） He contrasts several types of homes in the West. 31 What does the professor imply about constru
25、ction materials for early homes? （ A） Settlers used the materials from the natural environment. （ B） Not many of the materials from that era have survived. （ C） Most of the supplies had to be shipped in by railroad. （ D） Wagons and tents were used in constructing homes. 32 What is the evidence for t
26、he inexpensive price of a sod home? （ A） Short stories and novels （ B） Letters written to relatives （ C） Newspaper advertisements （ D） Personal records and accounts 33 Why does the professor say this: （ A） To criticize the sod house （ B） To demonstrate uncertainty （ C） To draw a conclusion （ D） To u
27、phold an opinion 一、 Sections Three： Reading Comprehension 33 MASS WASTING PROCESSES 1 The downslope movement of rock, mud, or other material under the influence of gravity is known as mass wasting. While the angle of the slope is a major factor in the potential for mass wasting, the slope is not the
28、 sole determiner of mass wasting events. Water plays a significant role, especially where it is plentiful during the rainy season. Earthquakes may cause rockslides, mudflows, and other mass movements. Factors such as the presence or absence of vegetation and human activities can also influence the p
29、otential for mass wasting. 2 One way to classify mass wasting processes is on the basis of the material involved, such as rock, debris, earth, or mud. The manner in which the material moves is also important and is generally described as a fall, a slide, or a flow. A fall occurs when weathering loos
30、ens boulders from cliffs or rock faces, causing the boulders to break away and fall. A slide takes place whenever material remains fairly coherent and moves along a well-defined surface. A flow involves the movement of debris containing a large amount of water. 3 Many mass wasting processes are desc
31、ribed as slides. Rockslides occur when a coherent mass of rock breaks loose and slides down a slope as a unit. If the material involved is mostly separate pieces, it is called a debris slide. Slides are among the fastest and most destructive mass movements. Usually rockslides occur in a geologic set
32、ting where the rock layers are inclined, or where there are joints and fractures in the rock that are parallel to the slope. When such a rock unit is undercut at the base of the slope, it loses support and the rock eventually collapses. Rain or snowmelt can trigger a rockslide by wetting the underly
33、ing surface to the point that friction can no longer hold the rock in place. The fastest type of slide is a rock avalanche, in which a mass of rock literally floats on air as it moves downslope. The high speed of a rock avalanche is the result of air becoming trapped and compressed beneath the falli
34、ng mass of debris, allowing it to move down the slope as a buoyant sheet. 4 Mudflows are relatively rapid mass wasting events that involve soil and a large amount of water. Because of their fluid properties, mudflows follow canyons and stream channels. Mudflows often take place in semiarid mountaino
35、us regions and on the slopes of some volcanoes. Although rainstorms in semiarid regions are infrequent, they are typically heavy when they occur. When a rainstorm or rapidly melting snow creates a sudden flood, large quantities of soil and loose rock are washed into nearby stream channels because th
36、ere is usually little or no vegetation to anchor the surface material. The result is a flowing mass of well-mixed mud, soil, rock, and water. The consistency of the mudflow may be similar to that of wet concrete, or it may be a soupy mixture not much thicker than muddy water. The water content influ
37、ences the rate of flow across the surface. When a mudflow is dense, it moves more slowly, but it can easily carry or push large boulders, trees, and even houses along with it. 5 In dry mountainous areas such as southern California, mudflows are a serious hazard to development on and near canyon hill
38、sides. The removal of native vegetation by brush fires has increased the probability of these destructive events. Past mudflows have contributed to the buildup of fan-shaped deposits at canyon mouths. Such fans are relatively easy to build on and often have scenic views, so many have become desirabl
39、e sites for residential development. However, because mudflows occur infrequently, homeowners are often unaware of the potential danger of building on the site of a previous mudflow. 6 Highly fluid, fast-flowing mudflows incorporate fine-grained sediment and are common after volcanic eruptions that
40、produce large volumes of volcanic ash. Mudflows containing volcanic debris are called lahars, a word originating in Indonesia, a region that experiences many volcanic eruptions. Lahars occur when highly unstable layers of ash and debris become saturated with water and flow down steep volcanic slopes
41、 along stream channels. In the northwestern United States, the eruption of Mount St. Helens in 1980 created several lahars that raced down the valley of the Toutle River, altering the landscape in a relatively short period. 34 All of the following are given as factors in mass wasting EXCEPT （ A） the
42、 angle of the slope （ B） the presence of water （ C） the absence of plants （ D） the type of mineral 35 The name of a mass wasting process is a reflection of （ A） the area in which the movement occurs （ B） the material that is moved and the way it moves （ C） the rate of movement relative to other proc
43、esses （ D） the mass and volume of the material involved 36 The word trigger in paragraph 3 is closest in meaning to （ A） prevent （ B） imitate （ C） cause （ D） decrease 37 Why does a rock avalanche move faster than other types of rockslides? （ A） The rock moves over a layer of compressed air. （ B） The
44、 rainfall is heavy where avalanches occur. （ C） The rock breaks apart as it moves downslope. （ D） The angle of the slope is almost vertical. 38 The word buoyant in paragraph 3 is closest in meaning to （ A） floating （ B） dangerous （ C） heavy （ D） sticky 39 The word anchor in paragraph 4 is closest in
45、 meaning to （ A） push （ B） replace （ C） hold （ D） improve 40 The word that in paragraph 4 refers to （ A） result （ B） consistency （ C） mudflow （ D） mixture 41 Which sentence below best expresses the essential information in the highlighted sentence in paragraph 5? Incorrect choices change the meaning
46、 in important ways or leave out essential information. （ A） Fire has destroyed much of the original vegetation, so mudflows are now more likely. （ B） More damage to vegetation is caused by brush fires than by any other natural event. （ C） It is necessary to remove dead and damaged vegetation after a
47、 mudflow but not after a fire. （ D） Fires occur frequently in areas where the vegetation has been cleared for development. 42 What can be inferred from paragraph 5 about mudflows in some parts of southern California? （ A） Mudflows rarely occur more than once in the same location. （ B） Mudflows cause
48、 the worst damage in areas that are heavily forested. （ C） Mudflows occur more often than other natural disasters such as fires. （ D） Mudflows are so dangerous because people do not expect them to occur. 43 It can be inferred from paragraph 6 that lahars （ A） contain less water than other mudflows （
49、 B） occur in Indonesia （ C） are relatively harmless events （ D） cause volcanic eruptions 44 Why does the author use the word raced in paragraph 6 while describing the lahars caused by the eruption of Mount St. Helens? （ A） To show that lahars are faster than rock avalanches （ B） To state ironically that lahars do not actually move quickly （ C） To emphasize the fast speed of lahars （ D） To explain why people could not outrun the mudflows 45 Look at the four squares,A,B,C , and D , which indicate where the following sentence could be added to the passage. Where would the
