獲得托福閱讀滿分是所以考生的心愿，但是很多考生覺得托福閱讀滿分都只是一個不可觸及的夢，托福培訓(xùn)專家表示，只要掌握了方法，獲得托福閱讀滿分只需四步。下面一起來看看吧!

托福閱讀到底怎么沖擊滿分

分段閱讀做題，省去“掃讀”的時間

在四六級考試中，閱讀時間也很少，雖然單詞相對簡單，但是篇幅較長，逐字閱讀肯定是沒有時間的，所以做題技巧中掃讀是很重要的環(huán)節(jié)，目的是找到與題目相關(guān)的段落或者語句才能找到做題依據(jù)。而在托?？荚囍?，是每閱讀完一段就做只涉及該段的題目，信息集中，重要的是節(jié)省了大量的時間，緩解了托福閱讀文章通篇的眩暈感。而這部分題目就是四六級中常說的細(xì)節(jié)題。

文章說明性強(qiáng)，生詞不必怕

托福閱讀考試中對單詞量的要求還是很大的，即使單詞量很大了，也難免會遇上生僻詞的情況，而托?？荚囍羞x用的文章說明性特別強(qiáng)，往往是自定義 — 自解釋的模式，遇到生詞，即使不知道什么意思，也可以根據(jù)上下文語境弄清它們之間的關(guān)系，運用邏輯推理的方法作出正確的答案。其次，還可以分析選項，進(jìn)行對比，往往會發(fā)現(xiàn)選項中通常會出現(xiàn)兩個意思相反的選項，此時再仔細(xì)重讀原文就可以排除錯誤選項了。

近義詞選擇有技巧

幾乎每段中都會有生詞意思辨析題，有些詞考生一看就認(rèn)識，這樣的題目就很容易了，但是也不能粗心大意，如果時間富?；蛘甙盐詹淮?，可以把選項帶入文章中檢查一遍。對于那些不認(rèn)識的詞匯，也是有許多技巧的。首先是分析詞性，采用排除法排除詞性不一致的選項。其次是用代入法。選項中給出的詞意一般就是考生認(rèn)識的，將選項帶入，分析一下是否能夠保證原文合情合理，通順。

分段閱讀打基礎(chǔ)，全篇文章心里明

在分段閱讀的同時，可以記下關(guān)鍵詞或者中心句，在文章結(jié)束時就可以有根據(jù)回想起整篇文章的脈絡(luò)結(jié)構(gòu)，邏輯關(guān)系，對14題的選擇有很大幫助。同時題目中也明確給了做題方法，即沒有提到的信息或者不重要的觀點就可以排除了。

托福閱讀真題100篇原文+題目1

Fungi, of which there are over 100,000 species, including yeasts and other single-celled organisms as well as the common molds and mushrooms, were formerly classified as members of the plant kingdom. However, in reality they are very different from plants and today they are placed in a separate group altogether. The principal reason for this is that none of them possesses chlorophyll, and since they cannot synthesize their own carbohydrates, they obtain their supplies either from the breakdown of dead organic matter or from other living organisms. Furthermore the walls of fungal cells are not made of cellulose, as those of plants are, but of another complex sugarlike polymer called chitin, the material from which the hard outer skeletons of shrimps, spiders, and insects are made. The difference between the chemical composition of the cell walls of fungi and those of plants is of enormous importance because it enables the tips of the growing hyphae, the threadlike cells of the fungus, to secrete enzymes that break down the walls of plant cells without having any effect on those of the fungus itself. It is these cellulose-destroying enzymes that enable fungi to attack anything made from wood, wood pulp, cotton, flax, or other plant material.

The destructive power of fungi is impressive. They are a major cause of structural damage to building timbers, a cause of disease in animals and humans, and one of the greatest causes of agricultural losses. Entire crops can be wiped out by fungal attacks both before and after harvesting. Some fungi can grow at +50 C, while o°thers can grow at -5 C, so ev°en food in cold storage may not be completely safe from them. On the other hand, fungi bring about the decomposition of dead organic matter, thus enriching the soil and returning carbon dioxide to the atmosphere. They also enter into a number of mutually beneficial relationships with plants and other organisms. In addition, fungi are the source of many of the most potent antibiotics used in clinical medicine, including penicillin.

1. What does paragraph 1 mainly discuss?

(A) differences between simple and complex fungi

(B) functions of chlorophyll in plants

(C) functions of sugar in the walls of fungal cells

(D) differences between fungi and plants

2. Which of the following is mentioned as a major change in how scientists approach the study of fungi?

(A) Fungi are no longer classified as plants

(B) Some single-cell organisms are no longer classified as fungi.

(C) New methods of species identification have been introduced

(D) Theories about the chemical composition of fungi have been revised.

3. The word principal in line 4 is closest in meaning to

(A) true

(B) main

(C) logical

(D) obvious

4. According to the passage , how do fungi obtain carbohydrates?

(A) The absorb carbohydrates from their own cell walls.

(B) They synthesize chlorophyll to produce carbohydrates.

(C) They produce carbohydrates by breaking down chitin.

(D) They acquire carbohydrates from other organic matter, both living and dead.

5. The passage mentions shrimps, spiders, and insects in line 9 because their skeletons

(A) can be destroyed by fungi

(B) have unusual chemical compositions

(C) contain a material found in the walls of fungal cells

(D) secrete the same enzymes as the walls of fungal cells do

6. Which of the following terms is defined in the passage ?

(A) chlorophyll (line 5)

(B) polymer (line 8)

(C) hyphae (line 12)

(D) enzymes (line 14)

7. The word those in line 13 refers to

(A) tips

(B) hyphae

(C) enzymes

(D) walls

8. Fungi have all of the following characteristics EXCEPT

(A) They grow hyphae.

(B) They secrete enzymes.

(C) They synthesize cellulose.

(D) They destroy crops.

9. The word Entire in line 18 is closest in meaning to

(A) certain

(B) whole

(C) mature

(D) diseased

10. The passage describes the negative effects of fungi on all the following EXCEPT

(A) buildings

(B) animals

(C) food

(D) soil

11. The phrase bring about in line 21 is closest in meaning to

(A) cause

(B) join

(C) take

(D) include

12. The passage mentions penicillin in line 25 as an example of

(A) a medicine derived from plants

(B) a beneficial use of fungi

(C) a product of the relationship between plants and fungi

(D) a type of fungi that grows at extreme temperatures.

托福閱讀真題100篇原文+題目2

PASSAGE 16

The first flying vertebrates were true reptiles in which one of the fingers of the front limbs became very elongated, providing support for a flap of stretched skin that served as a wing. These were the pterosaurs, literally the winged lizards. The earliest pterosaurs arose near the end of the Triassic period of the Mesozoic Era, some 70 million years before the first known fossils of true birds occur, and they presumably dominated the skies until they were eventually displaced by birds. Like the dinosaurs, some the pterosaurs became gigantic; the largest fossil discovered is of an individual that had a wingspan of 50 feet or more, larger than many airplanes. These flying reptiles had large, tooth-filled jaws, but their bodies were small and probably without the necessary powerful muscles for sustained wing movement. They must have been expert gliders, not skillful fliers, relying on wind power for their locomotion.

Birds, despite sharing common reptilian ancestors with pterosaurs, evolved quite separately and have been much more successful in their dominance of the air. They are an example of a common theme in evolution, the more or less parallel development of different types of body structure and function for the same reason — in this case, for flight. Although the fossil record, as always, is not complete enough to determine definitively the evolutionary lineage of the birds or in as much detail as one would like, it is better in this case than for many other animal groups. That is because of the unusual preservation in a limestone quarry in southern Germany of Archaeopteryx, a fossil that many have called the link between dinosaurs and birds. Indeed, had it not been for the superb preservation of these fossils, they might well have been classified as dinosaurs. They have the skull and teeth of a reptile as well as a bony tail, but in the line-grained limestone in which these fossils occur there are delicate impressions of feathers and fine details of bone structure that make it clear that Archaeopteryx was a bird. All birds living today, from the great condors of the Andes to the tiniest wrens, trace their origin back to the Mesozoic dinosaurs.

1. What does the passage mainly discuss?

(A) Characteristics of pterosaur wings

(B) The discovery of fossil remains of Archaeopteryx

(C) Reasons for the extinction of early flying vertebrates

(D) The development of flight in reptiles and birds

2. Which of the following is true of early reptile wings?

(A) They evolved from strong limb muscles.

(B) They consisted of an extension of skin.

(C) They connected the front and back limbs.

(D) They required fingers of equal length.

3. The word literally in line 3 is closest in meaning to

(A) creating

(B) meaning

(C) related to

(D) simplified

4. It can be inferred from the passage that birds were probably dominant in the skies

(A) in the early Triassic period

(B) before the appearance of pterosaurs

(C) after the decline of pterosaurs

(D) before dinosaurs could be found on land.

5. The author mentions airplanes in line 8 in order to

(A) illustrate the size of wingspans in some pterosaurs

(B) compare the energy needs of dinosaurs with those of modern machines

(C) demonstrate the differences between mechanized flight and animal flight

(D) establish the practical applications of the study of fossils

6. The word They in line 10 refers to

(A) powerful muscles

(B) bodies

(C) jaws

(D) flying reptiles

7. According to the passage , pterosaurs were probably not skillful fliers (lines 10-11) because

(A) of their limited wingspan

(B) of their disproportionately large bodies

(C) they lacked muscles needed for extended flight

(D) climate conditions of the time provided insufficient wind power

8. In paragraph 2, the author discusses the development of flight in birds as resulting from

(A) a similarity in body structure to pterosaurs

(B) an evolution from pterosaurs

(C) the dominance of birds and pterosaurs over land animals

(D) a separate but parallel development process to that of pterosaurs

9. The word classified in line 21 is closest in meaning to

(A) perfected

(B) replaced

(C) categorized

(D) protected

10. Which of the following helped researchers determine that Archaeopteryx was not a dinosaur?

(A) Its tail

(B) Its teeth

(C) The shape of its skull

(D) Details of its bone structure

11. What is the significance of the discovery that was made in southern Germany?

(A) It is thought to demonstrate that birds evolved from dinosaurs.

(B) It is proof that the climate and soils of Europe have changed over time.

(C) It suggests that dinosaurs were dominant in areas rich in limestone.

(D) It supports the theory that Archaeopteryx was a powerful dinosaur.

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