1、托福模拟试卷 5及答案与解析 0 1 Why does the woman go to see her advisor? （ A） To ask if she can choose a new elective class. （ B） To enroll in a seminar class for next semester. （ C） To get advice on improving her art history grade. （ D） To change her major from chemistry to art history. 2 What aspect of her co
2、urse is the woman having trouble with? （ A） The complexity of the subject matter. （ B） The student input required in class. （ C） The number of research assignments. （ D） The professors unusual lecture style. 3 What will the woman do during her next art history class? （ A） Contribute a single comment
3、 during the class discussion. （ B） Ask her professor for tips on how to participate more. （ C） Talk about her favorite Impressionist painters. （ D） Voice as many of her opinions as she can. 4 What does the man mean when he says this: （ A） He is not sure he has heard the woman correctly. （ B） He alre
4、ady knows about the womans problem. （ C） He is uncertain which elective the woman is taking. （ D） He is concerned about the womans situation. 5 Why does the woman say this: （ A） To assure the man that she will get a high grade in the class. （ B） To emphasize that the format of seminar classes is unf
5、amiliar to her. （ C） To suggest that her professor is not giving her enough work. （ D） To request help with some of her specific class assignments. 5 6 What is the talk mainly about? （ A） The processes by which natural and cultured pearls are created. （ B） Some common misconceptions about the format
6、ion of pearls. （ C） The development of a technology to produce artificial pearls. （ D） A biological explanation of why pearls form in oysters. 7 What role does nacre play in the formation of pearls? （ A） It provides the nucleus around which a natural pearl develops. （ B） It is a calcium coating that
7、 protects the outside of the oysters shell. （ C） It penetrates the membrane covering the oysters soft body. （ D） It is the luminous substance that forms the pearls outer layers. 8 Why does the professor mention growth rings in trees? （ A） To compare natural pearl development to something the student
8、s are familiar with. （ B） To show the contrast between growth rings in pearls and those in living organisms. （ C） To highlight a process that occurs more frequently in cultured pearls than natural pearls. （ D） To explain why it is easy for scientists to determine the age of natural pearls. 9 What do
9、es the professor say about round natural pearls? （ A） They do not look as attractive as they used to. （ B） They have become more common than they once were. （ C） People are willing to pay large amounts of money for them. （ D） No one is entirely sure how they are formed. 10 What is usually used as th
10、e nucleus for a cultured pearl? （ A） A fragment of mollusk shell. （ B） A large grain of sand. （ C） A particle of plant material. （ D） A tiny parasite. 11 Why does the professor say this: （ A） To make sure the woman does not misunderstand how cultured pearls are made. （ B） To indicate that the manufa
11、cture of cultured pearls is still an inexact science. （ C） To express uncertainty about the process used to manufacture cultured pearls. （ D） To define the technical differences in the formation of natural and cultured pearls. 11 12 What aspect of Navajo textiles does the professor mainly discuss? （
12、 A） How they are used by the Navajo people today. （ B） The transformations in style over different periods. （ C） The ways in which they differ from Pueblo textiles. （ D） How they were affected by the Pueblo people. 13 Why does the professor mention the Pueblo Revolt of 1680? （ A） To give an example
13、of the difficulties Pueblo weavers faced. （ B） To explain an important influence on the earliest Navajo textiles. （ C） To illustrate the cultural significance of weaving to Native American peoples. （ D） To show how Navajo textiles were superior to the Pueblos. 14 According to the lecture, what are s
14、ome characteristics of textiles from the Classical Period? Click on 2 answers. （ A） They were mostly made from imported cloth. （ B） Their patterns were simple in design. （ C） The designs initially featured natural fiber colors. （ D） They were traded to other tribes for basic goods. 15 Why were Trans
15、itional Period textiles made from factory-produced yarns? （ A） The Navajo were interested in introducing more colors to their work. （ B） Factory products become cheaper and easier to acquire than natural wools. （ C） The number of Navajo people who weaved textiles significantly decreased. （ D） These
16、were the only materials available after the Navajo livestock were killed. 16 What does the professor mean when he says this: （ A） He does not think the students need to learn about the Pueblo. （ B） He wants the students to comment on what he has just said. （ C） He thinks he has digressed from the ma
17、in subject. （ D） He wants to talk more about interactions between the Pueblo and Navajo. 17 Why does the professor say this: （ A） To indicate that students should already understand these differences. （ B） To notify students that it is not essential to memorize this information. （ C） To imply that t
18、he distinction between the two usages is overstated. （ D） To emphasize that he does not have time to define terms used in the talk. 17 18 Why does the man go to see his manager? （ A） To ask if he can wait tables earlier in the day. （ B） To request a transfer to the kitchen staff. （ C） To quit his jo
19、b in the school cafeteria. （ D） To get permission to join the jazz band. 19 What does the woman imply about the man? （ A） He should have talked to her sooner. （ B） He has to set his priorities. （ C） He is a talented musician. （ D） He has performed well as a waiter. 20 Why does the woman feel that th
20、e man will be a capable kitchen hand? （ A） The position only requires basic cooking and cleaning skills. （ B） He has some previous experience in a restaurant kitchen. （ C） He is a fast worker who will be able to deal with the dinner rush. （ D） He gets along with all the staff who work in the kitchen
21、 now. 21 What can be inferred about the man? （ A） He is concerned that the woman does not have time to talk. （ B） He is puzzled by the unexpected response. （ C） He is uncertain of the best way to explain his problem. （ D） He is worried the woman will misunderstand him. 22 Why does the man say this:
22、（ A） To encourage the woman to elaborate on her suggestion, （ B） To accept the womans proposal. （ C） To indicate that the woman is mistaken. （ D） To politely express doubt about the womans idea, 22 23 What is the discussion mainly about? （ A） General features used to define what deserts are. （ B） Ch
23、aracteristics shared by all types of deserts. （ C） The effects of deserts on the global climate. （ D） Different factors that lead to the formation of a desert. 24 Why does the professor mention the trade winds? （ A） To show why there are no deserts in subtropical regions. （ B） To clarify the distinc
24、tion between sandy deserts and other types. （ C） To explain the formation of one of the largest deserts. （ D） To elaborate on what causes the rain-shadow effect. 25 What are two key features of rain-shadow deserts mentioned in the discussion? Click on 2 answers. （ A） They occur mostly in subtropical
25、 regions. （ B） They lie next to mountain ranges. （ C） They receive only a small amount of sun. （ D） Their exposure to moist air currents is blocked. 26 Why do cold coastal currents create deserts? （ A） They prevent the accumulation of rain clouds. （ B） They make it too cold for plants to grow. （ C）
26、They cause the rain-shadow effect to occur. （ D） They keep moisture contained on a continents western edge. 27 In the talk, the professor provides several examples of deserts from around the world. Indicate which geographical or climatic feature formed these deserts. One of the answer choices will N
27、OT be used. Click in the correct box for each phrase. 28 What can be inferred about the woman? （ A） She is surprised by the fact the professor shared, （ B） She is concerned that she misheard the professor. （ C） She is not sure about a term the professor just used. （ D） She is having trouble followin
28、g the discussion. 28 29 What is the talk mainly about? （ A） Actors who became famous as a result of method acting. （ B） Different approaches to method acting in modern American theater. （ C） The history of Russian theater in the twentieth century. （ D） Two important figures in the development of met
29、hod acting. 30 Why does the professor mention the censorship policies of Czar Nicholas I1? （ A） To suggest that theater was a major part of Russian culture in the twentieth century. （ B） To establish the context in which Stanislavski developed his ideas about acting. （ C） To explain why Stanislavski
30、 chose certain actors to study and analyze. （ D） To describe the impact that Stanislavskis career had on Russian culture. 31 According to the professor, why did method acting take off in the United States? （ A） It was associated with European intellectualism and high society. （ B） It was based on th
31、eories about acting that were popular in Hollywood. （ C） Its use was encouraged by influential organizations like the Actors Studio. （ D） Its introduction coincided with a cultural shift toward authenticity. 32 Based on information in the lecture, indicate which features below belong to each person.
32、 Click in the correct box for each sentence.33 Why does the professor say this: （ A） To find out if any of the students have used method acting. （ B） To give the students instructions about a stage performance. （ C） To illustrate for students an application of method acting. （ D） To remind the stude
33、nts of something from a previous lecture. 34 What does the professor mean when she says this: （ A） She wants the students to speak up if they do not understand. （ B） She does not think the concept is relevant to the lecture topic. （ C） She does not want to explain the concept in any more detail. （ D
34、） She thinks the students have a good understanding of the lectures theme. 一、 Sections Three： Reading Comprehension 34 “Symbiotic Relationships“ Symbiosis is a close, long-lasting physical relationship between two different species. In other words, the two species are usually in physical contact and
35、 at least one of them derives some sort of benefit from this contact. There are three different categories of symbiotic relationships: parasitism, commensalism, and mutualism. Parasitism is a relationship in which one organism, known as the parasite, lives in or on another organism, known as the hos
36、t, from which it derives nourishment. Generally, the parasite is much smaller than the host. Although the host is harmed by the interaction, it is generally not killed immediately by the parasite, and some host individuals may live a long time and be relatively little affected by their parasites. So
37、me parasites are much more destructive than others, however. Newly established parasite/host relationships are likely to be more destructive than those that have a long evolutionary history. With a longstanding interaction between the parasite and the host, the two species generally evolve in such a
38、 way that they can accommodate one another. It is not in the parasites best interest to kill its host. If it does, it must find another. Likewise, the host evolves defenses against the parasite, often reducing the harm done by the parasite to a level the host can tolerate. Parasites that live on the
39、 surface of their hosts are known as ectoparasites. Fleas, lice, and some molds and mildews are examples of ectoparasites.A Many other parasites, like tapeworms, malaria parasites, many kinds of bacteria, and some fungi, are called endoparasites because they live inside the bodies of their hosts.B A
40、 tapeworm lives in the intestines of its host where it is able to resist being digested and makes use of the nutrients in the intestine. C Even plants can be parasites. Mistletoe is a flowering plant that is parasitic on trees. It establishes itself on the surface of a tree when a bird transfers the
41、 seed to the tree. It then grows down into the water-conducting tissues of the tree and uses the water and minerals it obtains from these tissues to support its own growth. D If the relationship between organisms is one in which one organism benefits while the other is not affected, it is called com
42、mensalism. It is possible to visualize a parasitic relationship evolving into a commensal one. Since parasites generally evolve to do as little harm to their host as possible and the host is combating the negative effects of the parasite, they might eventually evolve to the point where the host is n
43、ot harmed at all. There are many examples of commensal relationships. Orchids often use trees as a surface upon which to grow. The tree is not harmed or helped, but the orchid needs a surface upon which to establish itself and also benefits by being close to the top of the tree, where it can get mor
44、e sunlight and rain. Some mosses, ferns, and many vines also make use of the surfaces of trees in this way. In the ocean, many sharks have a smaller fish known as a remora attached to them. Remoras have a sucker on the top of their heads that they can use to attach to the shark. In this way, they ca
45、n hitchhike a ride as the shark swims along. When the shark feeds, the remora frees itself and obtains small bits of food that the shark misses. Then, the remora reattaches. The shark does not appear to be positively or negatively affected by remoras. Mutualism is another kind of symbiotic relations
46、hip and is actually beneficial to both species involved. In many mutualistic relationships, the relationship is obligatory; the species cannot live without each other. In others, the species can exist separately but are more successful when they are involved in a mutualistic relationship. Some speci
47、es of Acacia, a thorny tree, provide food in the form of sugar solutions in little structures on their stems. Certain species of ants feed on the solutions and live in the tree, which they will protect from other animals by attacking any animal that begins to feed on the tree. Both organisms benefit
48、; the ants receive food and a place to live, and the tree is protected from animals that would use it as food. One soil nutrient that is usually a limiting factor for plant growth is nitrogen. Many kinds of plants, such as beans, clover, and alder trees, have bacteria that live in their roots in lit
49、tle nodules. The roots form these nodules when they are infected with certain kinds of bacteria. The bacteria do not cause disease but provide the plants with nitrogen-containing molecules that the plants can use for growth. The nitrogen-fixing bacteria from the living site and nutrients that the plants provide, and the plants benefit from the nitrogen they receive. Glossary sucker: an adaptation for sucking nourishment or sticking to a surface nodules: growths in the form of knots 35 The word derives in the passage is closest in meaning to （ A） requests （ B） pursue
