1、托福模拟试卷 51及答案与解析 0 This section measures your ability to understand conversations and lectures in English.Listen to each conversation and lecture only one time. After each conversation and lecture, you will answer some questions about it. Answer each question based on what is stated or implied by the
2、 speakers.You may take notes while you listen and use your notes to help you answer the questions. Your notes will not be scored.In some questions you will see this icon: . This means that you will hear, but not see, the question.Answer each question before moving on. Do not return to previous quest
3、ions.It will take about 60 minutes to listen to the conversations and lectures and answer the questions about them.Directions: Listen to Track 86. Directions: Now answer the questions. 1 What are the speakers mainly discussing? （ A） Getting financial aid for college （ B） Planning a students course s
4、chedule for the next four years （ C） Taking courses during the summer session （ D） Differences in admissions requirements between Hooper University and two other schools 2 Why does the student want to take classes at City College? （ A） Because Hooper University does not offer the classes he wants （
5、B） Because City College classes cost less money than ones at Hooper University （ C） So that he can take classes on the weekend （ D） So that he can graduate from Hooper University early 3 Why will the man probably take only two courses? （ A） Students are limited to two summer courses. （ B） He can att
6、end classes only on Saturday and Sunday. （ C） His financial aid will pay for only two courses. （ D） His summer job will keep him from taking more than two courses. 4 What will Ms. Brinker probably do for the man? Choose 2 answers. （ A） Give the man a student ID number （ B） Give the man a financial a
7、id form （ C） Help the man figure out which classes to take （ D） Help the man apply to Hooper University （ E） Put the mans information into the City College admission system 5 Listen to Track 87. （ A） The man waited too long to apply to City College. （ B） The man should not attend Hooper University.
8、（ C） The man will be able to do what he wants to do. （ D） The man is very unlucky. 5 World History 6 What is the main purpose of the lecture? （ A） To compare the study of world history to the study of United States history （ B） To explain to the students their next assignment （ C） To explain differe
9、nt approaches to the study of world history （ D） To explain the origins of history as an academic discipline 7 Why does the professor mention the Western-Heritage Model used in her high school? （ A） To explain why she prefers using the model （ B） To emphasize that the model was widely used in the pa
10、st （ C） To correct an error in a students description of the model （ D） To compare high school history courses to college history courses 8 According to the professor, what is an advantage of the Different-Cultures Model? （ A） It focuses on the history of the United States. （ B） It is based upon the
11、 most widely researched theories. （ C） It includes the history of a variety of cultural groups. （ D） It makes thematic connections across different cultural groups. 9 What aspect of Islamic civilization will the professor likely discuss in the course? （ A） A succession of Islamic rulers （ B） The anc
12、ient origins of Islamic architecture （ C） The isolation of European cultures from Islamic influence （ D） Islamic elements in African cultures 10 Match each of the topics below with the type of world history course in which it would most likely be discussed. Write your answer choices in the spaces wh
13、ere they belong. Answer Choices （ A） The contributions of Native American art to United States culture （ B） The independent discovery of printing techniques in Asia and Europe （ C） Ancient Roman foundations of the United States legal system 11 Listen to Track 89. （ A） She doubts that the course will
14、 fulfill the students expectations. （ B） She hopes that the students selected the course because of their interest. （ C） She is pleased that the course will fulfill the requirements. （ D） She is worried that the students might not be familiar with the course requirements. 11 Environmental Science 12
15、 What does the professor mainly discuss? （ A） A common weather pattern in the southern Great Plains region （ B） Factors that created an ecological and human disaster （ C） Farming techniques introduced during the Dust Bowl era （ D） The erosion of grasslands by excessive rainfall 13 What happened duri
16、ng the agricultural expansion in the southern Great Plains? （ A） People improved the soil by planting wheat. （ B） Raising cattle and other livestock became less common. （ C） Most of the landowners became farmers. （ D） Much of the grassland was destroyed. 14 What point does the professor make when he
17、 mentions that good topsoil takes thousands of years to form? （ A） It takes a long time to ruin good topsoil. （ B） It was wrong to believe that land could not be damaged. （ C） Farmers should not have moved on to other places. （ D） Plowing the land creates good topsoil faster than natural processes d
18、o. 15 Why does the professor mention that drought is often blamed as the cause of the Dust Bowl? （ A） To explain that many tenant farmers had to leave their land before the Dust Bowl era （ B） To emphasize that the Dust Bowl resulted mainly from soil erosion （ C） To show why the local population incr
19、eased when rainfall returned to normal （ D） To prove that the drought was the worst on record at that time 16 According to the professor, what did the Soil Erosion Act do to improve soil conservation? Choose 2 answers. （ A） It provided special equipment for farmers. （ B） It encouraged farmers to use
20、 better farming techniques. （ C） It turned damaged farmland into permanent grassland. （ D） It increased the variety of crops grown on each farm. 17 Listen to Track 91. （ A） To ask the students for their opinions （ B） To express uncertainty about a historical situation （ C） To emphasize a point he ha
21、s just made （ D） To correct an earlier statement 17 18 Why does the man go to see the woman? （ A） To ask her to talk to his professor about an exam （ B） To get help completing an assignment （ C） To get help understanding why he is having trouble in his classes （ D） To ask her opinion about which cla
22、ss he should take 19 What does the man imply about his Spanish class? （ A） He helps other students in the class. （ B） He is doing well in the class. （ C） He cannot complete all the assignments. （ D） He needs to study more for the class. 20 What problem does the man have with his reading assignments?
23、 （ A） He is not interested in what he reads. （ B） He cannot memorize definitions of terms. （ C） He is overwhelmed by the amount he has to read. （ D） He has difficulty identifying what is important information. 21 Why does the woman tell the man about her own experience as a student? （ A） To make him
24、 aware that other students have similar problems （ B） To encourage him to spend more time studying at the library （ C） To explain the importance of remembering details （ D） To convince him to take a study-skills course 22 What recommendations does the woman make about what the man should do? Choose
25、2 answers. （ A） Underline definitions in the text as he reads （ B） Write a summary of what he reads （ C） Read the text twice （ D） Find additional texts on his own 22 Astronomy 23 What is the lecture mainly about? （ A） How astronomers found the correct interpretation for a certain observation （ B） Ho
26、w astronomers distinguish between two kinds of nebulae （ C） Various improvements to the telescope over the last 300 years （ D） An old problem in astronomy that remains unsolved 24 According to the lecture, how did distant galaxies appear to eighteenth-century astronomers? （ A） Like the moons of plan
27、ets （ B） Like small clouds （ C） Like variable stars （ D） Like bright points of light 25 What could astronomers better estimate once they knew what nebulae really were? （ A） The diameter of variable stars （ B） The density of cosmic dust （ C） The size of the universe （ D） The average number of planets
28、 in a galaxy 26 According to the professor, what did a 1920s telescope allow astronomers to dc for the first time? （ A） Study the moons of Jupiter （ B） Observe gamma-ray bursters （ C） Reject the dust theory of nebulae （ D） Prove that galaxies are surprisingly small 27 What did eighteenth-century ast
29、ronomers have in common with astronomers today? （ A） They could not explain everything they detected with their instruments. （ B） They knew the correct distances of objects they could not identify. （ C） Their instruments were not powerful enough to detect spiral nebulae. （ D） They argued over the na
30、tural brightness of variable stars. 28 Listen to Track 94. （ A） She is certain about the correct answer. （ B） She is now aware that her original idea had a weakness. （ C） She is not convinced that the professor is right. （ D） She thinks that the professor misunderstood what she said earlier. 28 Art
31、History 29 What is the lecture mainly about? （ A） Various painting techniques （ B） Ways to determine the purpose of a piece of art （ C） How moral values are reflected in art （ D） How to evaluate a piece of art 30 According to the professor, what did ancient Greek philosophers value in a work of art?
32、 （ A） An accurate imitation of life （ B） An unusual perspective on life （ C） The expression of complex emotions （ D） The use of symbolism 31 Why does the professor talk about personal taste? （ A） To point out its importance in the evaluation of art （ B） To help students understand the meaning of aes
33、thetics （ C） To show that personal taste and aesthetics are the same （ D） To help explain art from different cultures 32 Why does the professor mention wheels and spheres? （ A） To illustrate how movement can be expressed in a piece of art （ B） To demonstrate that objects are more important than colo
34、rs in a piece of art （ C） To give an example of objects that have symbolic significance （ D） To explain why some objects rarely appear in works of art 33 The professor mentions four formal steps used in examining a piece of art. Place the steps in order from first to last. Write your answer choices
35、in the spaces where they belong. You can either write the letter of your answer choice or you can copy the sentence. Answer Choices （ A） Give an opinion about the piece of art. （ B） Identify possible symbols. （ C） Describe the piece of art. （ D） Determine the artists meaning. 34 Listen to Track 96.
36、（ A） He will assign 12 pieces of art to evaluate. （ B） He is organizing a class trip to the art museum. （ C） It takes a lot of time to evaluate a piece of art. （ D） Students will now be able to evaluate art quickly. 一、 Sections Three： Reading Comprehension 34 This section measures your ability to un
37、derstand academic passages in English. There are three passages in the section. Give yourself 20 minutes to read each passage and answer the questions about it. The entire section will take 60 minutes to complete. You may look back at a passage when answering the questions. You can skip questions an
38、d go back to them later as long as there is time remaining. Directions: Read the passage. Then answer the questions. Give yourself 20 minutes to complete this practice set. DEER POPULATIONS OF THE PUGET SOUND Two species of deer have been prevalent in the Puget Sound area of Washington state in the
39、Pacific Northwest of the United States. The black-tailed deer, a lowland, west-side cousin of the mule deer of eastern Washington, is now the most common. The other species, the Columbian white-tailed deer, in earlier times was common in the open prairie country; it is now restricted to the low, mar
40、shy islands and flood plains along the lower Columbia River. Nearly any kind of plant of the forest understory can be part of a deers diet. Where the forest inhibits the growth of grass and other meadow plants, the black-tailed deer browses on huckleberry, salal, dogwood, and almost any other shrub
41、or herb. But this is fair-weather feeding. What keeps the black-tailed deer alive in the harsher seasons of plant decay and dormancy? One compensation for not hibernating is the built-in urge to migrate. Deer may move from high-elevation browse areas in summer down to the lowland areas in late fall.
42、 Even with snow on the ground, the high bushy understory is exposed; also snow and wind bring down leafy branches of cedar, hemlock, red alder, and other arboreal fodder. The numbers of deer have fluctuated markedly since the entry of Europeans into Puget Sound country. The early explorers and settl
43、ers told of abundant deer in the early 1800s and yet almost in the same breath bemoaned the lack of this succulent game animal. Famous explorers of the North American frontier, Lewis and Clark arrived at the mouth of the Columbia River on November 14, 1805, in nearly starved circumstances. They had
44、experienced great difficulty finding game west of the Rockies and not until the second of December did they kill their first elk. To keep 40 people alive that winter, they consumed approximately 150 elk and 20 deer. And when game moved out of the lowlands in early spring, the expedition decided to r
45、eturn east rather than face possible starvation. Later on in the early years of the nineteenth century, when Fort Vancouver became the headquarters for the Hudsons Bay Company, deer populations continued to fluctuate. David Douglas, Scottish botanical explorer of the 1830s, found a disturbing change
46、 in the animal life around the fort during the period between his first visit in 1825 and his final contact with the fort in 1832. A recent Douglas biographer states: “The deer which once picturesquely dotted the meadows around the fort were gonein 1832, hunted to extermination in order to protect t
47、he crops.“ Reduction in numbers of game should have boded ill for their survival in later times. A worsening of the plight of deer was to be expected as settlers encroached on the land, logging, burning, and clearing, eventually replacing a wilderness landscape with roads, cities, towns, and factori
48、es. No doubt the numbers of deer declined still further. Recall the fate of the Columbian white-tailed deer, now in a protected status. But for the black-tailed deer, human pressure has had just the opposite effect. Wildlife zoologist Helmut Buechner(1953), in reviewing the nature of biotic changes
49、in Washington through recorded time, says that “since the early 1940s, the state has had more deer than at any other time in its history, the winter population fluctuating around approximately 320,000 deer(mule and black-tailed deer), which will yield about 65,000 of either sex and any age annually for an indefinite period.“ The causes of this population rebound are consequences of other human actions. First, the major predators of deer wolves, cougar, and lynx have been greatly reduced in numbers. Second, conservation has been insured by limiting times for and types of hunting. But
