破解新托福真题之谜
“高树”通过精心收集，向本站投稿了8篇破解新托福真题之谜，下面是小编为大家整理后的破解新托福真题之谜，仅供参考，喜欢可以收藏与分享哟!
篇1：破解新托福真题之谜
近期，有关于新托福在宣传方面的问题性报道和争论一直相持不下，其中，关于新托福辅导书的讨论成为这些虚假宣传的焦点。现在市面上林林总总的新托福考试系列书籍扰乱了考生视线，记者在各大海外考试论坛上发现，辅导书之争成为学生争论的热点。
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新托福真题是中国学生期盼多年的ets教育“真经”，早在10月，泰德公司与ets签订协议，成为ets为配合新一代托福考试而开发的全新英语测评和教学工具———languedgetm课件在大中华区(中国内地、港澳)的独家经销商。美国教育考试服务中心(ets)授权给泰德教育公司并由该公司转授权出版的一套由大百科全书出版社出版的《托福全真试题集》。也许正因为该试题集推出时间较早，所以，当新托福在首次登陆中国时，这套真题已经繁衍出了许许多多的本土化产品。但无论第二年的准备材料究竟有多少，《托福全真试题集》才是ets奉送给中国学生的托福真经。该试题集由大百科全书出版社出版，包括了15套历年考试题及配套的8盘磁带构成，还配有1套供考生用的ets完全版托福仿真试卷及机考托福光盘1张。
除此之外，ets官方负责人还向学生推荐了一本ets托福考试官方指南，这是由ets官方出版的一本考试指南，该书的作者是参与了托福网考出题的老师。本书出版商是mcgraw-hill出版社，国内的出版社是世界图书出版社。书内包含了听说读写四部分的托福考试的真题。学生在选择时后一定要搞清楚什么才是真正的出自ets门下的托福真经。
篇2：新托福阅读真题全解析
新托福阅读真题全解析
文章内容小结题
这是托福阅读考试中经常出现的题目。顾名思义，是对全文内容的总结，考察的是对文章主旨和段落主旨的把握。正确选项是一些总结性的选项，错误选项的特点是：与原文不符，原文没有提到，或者是次要信息。次要信息也就是文中提到的某个细节性的信息，次要信息的选项具有极大的干扰，在做题时应注意识别。
句子简化题
这种题型的主要考查目的是：考查理解文章中某一特定复杂句子所传达的基本内容，并不受细枝末节的干扰，用简化的句子表达原句基本内容的能力。因此，语法水平在解题过程中就显得尤为重要。这种题目在托福阅读中的具体表现是题目中有“high sentence”。
修辞目的题
这是托福阅读题型中比较难得分的题目，这种题目注重考察单词，短语或句子在句子之内或句子之间起到的作用，这就要求平时阅读时，在涉猎原文细节信息的基础之上，要有意识地注意句子之间的逻辑关系以及段落的结构。
事实否定题
在解答这种题目的时候首先要注意的是避免惯性思维的影响。平时在做题习惯当中，看到与原文相符或者和原文一样的选项就选，但是到了这个题目，需要选择不属于题干内容或者与原文相反的选项，这是需要注意的一点。
插空题
这些题目中的一些较为复杂的逻辑关系会可能会造成失分。在解答托福阅读插空题，首要任务就是要找到线索词。也就是能够让了解句子之间逻辑或者语法联系的词，线索词亦是解题的关键。
如何快速完成托福阅读插句题：
1. 在段落之前的空，99%错误率!因为每段的中心容易出现在第一句，如果把第一句改变了，也就改变句意了。但同时请注意【两段式的插句题】，第二个段落前面或第一个段落后面的空反而容易是正确的!
2. 空后有代词this, these, that, those, he, she, they, it, such, each, other, one, another, both, each, anybody, none, some, any….的，一般来说是不对的，缘由是【代词不能跨距!】，如果在代词前面加了一句话，就会改变代词的指代对象。但是也是有例外的，比如该段只有一个主语，其他各句出现连续指代前句，就无法排除后有代词的选项。
3. 插入句中存在指代关系this, these, that, those, he, she, they, it, such, each, other, one, another, both, each, anybody, none, some, any….，一般不选择整段最前面的空!这是根据插入句本身无足轻重的地位决定的，一般不会考核段间承接关系，但【两段式插句题除外】!
4. 优先考虑【段落最后的空】，注意!这里说的是段落最后的，而不是最后一个空!(因为有时候最后一个空在段中)。因为放在最末尾，本身对文章没什么影响，所以，优先考虑这个空!
5. 空后有时间点，例如 ■ In 1832, ….，而本句又不强调事件，一般不做选择，时间一般和前句发生的时间承接较为紧密，不可拆分。
6. 空后出现转折however/ but....、因果Because, as....、递进what's more/ in addition/ first/ second….【90%】高频情况下作为最次要的考虑位置!因为插入句承起不到那么强悍的、连接句间逻辑关系作用的!但经过详细排查位置之后，无奈之下但能对应或前或后的信息，则可放入!
7. 插入句中若出现积极或消极概念，有两种可能，第一、插入句为消极和前句构成转折对立，则前一句存在积极概念;第二、插入句和前句构成递进解释，则前一句为存在消极概念。
解析新托福阅读考试题型：
第一种题型： 词汇题与以往的老TOEFL相比这个题型是太多没有发生改变：
The word X in the passage is closet in meaning to
第二种题型： 代词指代题 同老TOEFL,只不过去掉了行数,用加黑的方式让同学们发现所在.
The word X in the passage refers to托福考试 雅思考试托福考试时间雅思考试时间
第三种题型： 细节题 依然考查我们对于文章细节的把握能力
factual information and negative factual information question.
第四种题型： 推理题 文章中明确给出所要推理的内容,如给你结果让你推原因等
which of the following can be inferred about X?
The author of the passage implies that X.....
第五种题型： 插入句子题：这种题是新TOEFL新增题型,给出一句话让我们来判断这句话应加入一个段落四个方块的哪个部分用鼠标双击所选的黑色方块即可.这种题目本身不难做,因为需要加入的句子有明确的提示,如This is a question that has puzzled scientists for ages.要求将这句话插入一段话中.我们只需要找到关健词question就可以直接去找哪句话可能是作者提出的问题,将这句话加在那句话之后即可.
托福阅读答题技巧：
1.扩大托福词汇量
从某种意义上来讲，词汇量的大小是TOEFL阅读理解高分的基础和关键。如果词汇量没有达到基本要求(五千以上)，纵然你有“葵花宝典”在手，也只能命丧ETS的“毒招”之下。所以，以牺牲词汇量为代价的技巧练习简直是一味巨毒无比的“五毒散”。
2.通过练习使学生养成高效的阅读方法--即所谓的托福阅读技巧
TOEFL的阅读量非常大，一般的中国考生根本无法把文章全部读完，所谓的“扫读法”、“跳读法”和“略读法”也只能适用于少数类型的文章，根本不能解决本质问题。那么，文章到底应该怎么读法呢?一句话，主动地阅读文章的关键部位。所谓主动是指不能象一般的阅读那样完全被动地接受信息，而应该不断的进行思考和预测;所谓关键部位，主要是每一段的开头和结尾部分。由于TOEFL的阅读理解文章全部选自于正式出版物，文章的逻辑结构非常完整和严谨，而且出现的逻辑模式也是屈指可数。经过系统的训练，考生的预测可以做到非常准确的程度。这样，通过阅读文章的几处关键部位，就能很快地把握整个文章的结构和内在的逻辑关系，也就解决了问题的70%。
3.解题训练
排除法恐怕是一直以来大多数学生在解阅读理题目时使用最多的方法。事实上，这种方法具有致命的缺点：干扰大、费时间。更有效和迅速的办法是读完题干之后，就在脑子反映出一个模糊的或者是不完整的答案，然后直接在选项中寻找接近的答案进行判断。这种能力必须在平时的训练和讲解中逐渐养成和加强，决非什么技巧之类的东西可以替代。
托福阅读如何应对词汇题
Tip 1: 单词记忆
单词记忆主要就是背单词。背单词是很多同学觉得非常痛苦的事情，经常会有学生来问要怎么背，背了一些又马上忘了另外一些。所以关于如何去背单词，在这里有几点建议：
1、利用零散的时间背单词。利用零散的时间背单词可以使用单词卡片。不过，为了保证效率，首先要确定哪些单词需要记忆。理论上，单词量越多越好。实际上，如果一味贪多，结果容易打疲劳战，而且效率低。所以，只记那些常考的核心词汇，而对于那些不太常用的学科名词、物质名词一般加以忽略。
2、进行高频率的重复，建议把重复的周期控制在7天以内。具体说来，就是每天背100个单词，将过一遍这些单词的时间控制在半个小时以内，每天过4遍，第二天再过一遍前一天的。如果程度不是很好的同学可以压缩到50个左右，但尽量不要低于50个。单词材料可以找一些相关的新托福阅读词汇书，或者是以往考过的词汇题内容。
3、把背单词和阅读相结合。广泛的阅读也是增加词汇量的一种方法，并且能够在阅读中加强对已经背过的单词的记忆。当一篇文章的生词量在5%左右的时候，这些生词的词义是可推的。所以我们在选择阅读材料的时候，应尽量将单词量控制在10%左右。单词太多，看不懂文章，太少又起不到提高的作用。相关材料可以上一些网站看，例如economist, national geographic等等。
Tip 2: 词根词缀
有了一定的单词基础，那么通过词根词缀去猜单词也不成问题了。而且除了单词有同义词，词根词缀也有同义关系。例如都是表达否定的同义前缀就有in-，un, non-，dis-等等，表示否定的后缀有-less，所以当看到题目中的单词有这类的否定含义，那么就可以去找选择项中也有否定前缀和后缀的词，也许就是正确选项，因为都是具有否定关系的。例如incalculable和unmeasured就是一组同义词。所以对于一些常见词缀词根是需要考生记忆的。具体有哪些可以参见一些英语字典的附录。
Tip 3: 逻辑关系
逻辑关系主要是看上下文及背景内容。比较常见的逻辑关系是并列，转折，因果，递进等，所以考生要特别注意记忆逻辑关系连接词。例如这句话The heavy amounts of heat and pollution rising form cities both delay and stimulate the fall of precipitation, depriving some areas of rain while drenching others.这句话中出现一个逻辑关系连接词while，这个词是表示一种转折，意思是然而，所以drenching和之前的动作depriving构成了反义关系，depriving意思是剥夺，所以drenching可以猜测其意可能与剥夺相反，前文为剥夺了一些地方的雨，那么相反就是给予另一些地方更多的雨，所以可以看到选择项中C. Thoroughly wetting就是表达了多雨这个意思。而drenching本意就是湿透的意思。
Tip 4：代入验证
由于新托福的题目都是单选题，所以范围已经缩小到四选一，尤其是对词汇题来说，有一种方法就是将选项中的词放入到原文中去阅读，看意思与上下文是否合拍通顺，如文章中选择的单词前后有介词，就更能显出代入验证的好处。例如有这样一句话：When hoisted up in the sky, the microscopic particles act as... 选择项则为A. Lifted B. Grouped C. returned D. pointed, 四个选项代入后，发现只有A选项能和后面的介词UP连接通顺，所以答案就是A选项，表示升起的意思。
托福阅读备考的基本技能
Academic Reading Skills
The Reading section measures test takers’ ability to understand university-level academic texts and passages. In English-speaking academic environments students are expected to read and understand information from textbooks and other types of academic material. Below are three possible purposes for academic reading.
Reading purposes include
1. Reading to find information, which involves
effectively scanning text for key facts and important information
increasing reading fluency and rate
2. Basic comprehension, which requires the reader to
understand the general topic or main idea, major points, important facts and details, vocabulary in context, and pronoun references.
make inferences about what is implied in a passage
3. Reading to learn, which depends on the ability to
recognize the organization and purpose of a passage
understand relationships between ideas (for example, compare-and-contrast, cause-and-effect, agree-disagree, or steps in a process)
organize information into a category chart or a summary in order to recall major points and important details
infer how ideas throughout the passage connect
The TOEFL iBT test includes three basic categories of academic texts. The categories are based on the author’s objectives:
Exposition
Argumentation
Historical biographical/event narrative
Test takers do not need any special background knowledge to correctly answer the questions in the Reading section; all the information needed to answer the questions is contained in the passages.
Test takers must read through or scroll to the end of each passage before receiving questions on that passage. Once the questions appear, the passage is located on the right side of the computer screen, and the questions are on the left.
篇3：新托福综合写作真题完整解析
Throughout the Greek islands, archaeologists have found over 200 plate-sized ceramic disks dating to about to 3000 B.C.E. The disks are typically decorated on one side, while the other side is undecorated and has a raised edge that creates a shallow basin. They usually also have short handles. Archaeologists are still unclear about what the objects were used for. Three theories about their function have been proposed.
Pans for Cooking Food
Some archaeologists believe that the objects were used for cooking food. These archaeologists believe that food was placed on the undecorated side and that the raised edge on that side prevented the food from falling out of the pan. The handle would have made it easier and safer to remove the pan from a cooking fire or oven.
Drums
Other archaeologists believe that the objects were drums for making sounds. These archaeologists point out that animal skins could have been stretched over the side with the raised edge, creating an air chamber that would have amplified sound when the animal skin was struck. According to this theory, the person doing the drumming would hold the drum by the handle with one hand and strike the skin with the other hand.
Mirrors
Yet other archaeologists believe that the objects were a kind of ancient mirror. Although the objects are not made of a reflective material, they could have been used to create a reflection by pouring a liquid, such as olive oil, into the shallow basin with the raised edge. Supporters of this theory point out that the decorations found on the ceramic disks are similar to decorations found on hand-held metal mirrors made in ancient Greece.
Directions: You have 20 minutes to plan and write your response. Your response will be judged on the basis of the quality of your writing and on how well your response presents the points in the lecture and their relationship to the reading passage. Typically, an effective response will be 150 to 225 words.
阅读：出土了一种用陶土做的disk，一面有花纹，一面没花纹。没花纹那面周围有一圈凸起刚好形成了一个浅浅的碗。disk下面还有短短的手柄。这种disk有三种可能的用法。
1、用来做饭，disk无花纹面的碗刚好可以盛放食物，而手柄方便烹饪的时候移动disk。
2、用来当鼓，往disk上蒙上兽皮，就可以形成一个腔体。人们可以一手持手柄，一手击鼓。
3、用作镜子。往无花纹面里到些液体，就可以当镜子用了。而且，这种用法很像古希腊的手持镜子。
听力：上用法都不可信
1、不可能用于烹饪的。想一想我们家里用的pans and pots，使用之后会black end or discolored，因为长时间接触高温，炊具势必会发黑。但是出土的200件disk中没有一个出现了这种情况。
2、做鼓使用也不可能发出好听的声音。这中disk使用陶土制作，即使蒙上兽皮敲击的声音也远不如用兽皮和木头制作的鼓好听。此外，陶土制作的鼓非常沉，使用不便。
3、无法当作镜子。倒入液体后，disk就必须被水平放置，这样人们可以弯腰照镜子。但是被水平放置后，有花纹的那一面就看不见了。古希腊的镜子是手持的，垂直拿在手里，这样可以随时看见镜子的花纹。
主题
希腊发现了200多个圆盘状的ceramic disks，一边平面的有装饰，一边是周围有突起的边没装饰的。三种理论推测用途。
R&L对照
Reading:
1、Pans for cooking food.因为没装饰那边凹进去，盛菜不会撒，且有把手好握着;
2、Drums.把动物皮绑在disks周围突起上面，可以制成鼓等等;
3、Mirrors. 古人把水等液体放进去，容器放平，弯腰就能看见自己的figure。
Lecture: 逐一反驳
1、如果用来盛菜，会使ceramic disks变得blacken and discolor,因为高温。同时出土的近200多件，太少了，不会是盛菜用的;
2、这样的做法敲起来不会有好的声音，解释了一般的鼓部分原理。并且为什么古人放着那么多充足的适合做鼓的材料不用而用它呢;
3、如果是为了做镜子用，就要把镜子平放，那么人家干嘛还把背后平的那一面弄上装饰呢，反正又没人看得见嘛。
托福写作备考之学会正确立意
托福作文需要不断的练习与积累，但是想要高分首先还是得学会立意。
1， 要与论题相匹配。论题问的既然是提高生活质量与否，一些无关紧要的改变就应该弃之不用，比如烹调时间缩短这一项改变，是事实，且未对生活质量有直接明显影响，就应该避免用作主要论点。
2， 要能言之有物。这是再功利不过的一条标准。比如我自己提到了食物准备时间缩短能让人性情改变，破题时觉得不无可能，真落笔时却不知道由何说起，如果选了这一条为一个主要论点，结果是我说了一句话就走人，那还不如选个能下笔，能展示语言功底，也能显示思维缜密的写作方向。
3， 选择的无论是2个还是3个论点，内在一定要有联系。这其实是整个立意阶段的重头。要立意，就是要明白自己表达的对象是什么，明确立场。然后站在这个立场上，挑选支持自己的论点。
托福写作破题结束后，第二要做的重要事项便是整理行文思路。破题过程其实是个发散思维的过程，而立意，则是要把思维收回来，组织化，理清它的脉络纹路，让他们按照自认为最有说服力的顺序排列好，准备落于纸上的过程。这个说服力的强弱，应该以什么标准判断呢?笔者认为，能说服读者的议论，在论点选择上应该遵循一个原则：三个(或者两个)论点不能在层面上有交叉，但要符合一条明线：支持全文观点。而最打动读者的论点选择，不仅遵循上面的原则，三个看似不交叉的论点间还有一条暗线贯穿一致。令全文浑然天成，回味无穷。
立意的地一步，按照上面的原则看，当然是先确定观点。以题目为例，笔者愿意选择否，食物易于准备降低了人们的生活质量。第一步踏出去了。
确定观点后，破题时得到的思维方向，明显不利于我的就应该排除。比如营养价值改变这一条，虽然速食文化的确对人体有害，但另一项速食：生疏和熟粗粮，就是向有益方向改变的，两者势均力敌，仅管是很容易想到，也很容易举例论证的论点，却不宜使用，因为如此贸然用了，有思维不缜密之嫌。然而，这毕竟是一块好啃的骨头，如果其他论点都不好论证，还可以回头捡起这一条来，隐去健康速食那个事实进行作文，当然，这依然是下下之选。
托福写作中需排除异己
之后，便该比较遗留的可能性论点，选取能言之有物且不交叉的项目，作为主要论点了。托福写作考试发散思维时，思维如洪水，席卷一切进入视野的可用之材，但大浪淘尽后，选择时就要格外注意这些素材的特征属性，看准了着手点才能下手。一个可能的论点必须作者有话可说才能选用，但如果对一个论点有太多话要说，就应该停下来，看看这些话能否安插在其他论点上。这也是出于观察论点间交叉性的需要。比如我选生活节奏改变，引发出速食对食量的影响，再引出对身体的影响，但第一个选择的论点是营养价值对身体的影响，两个论点就交叉在一起了。
在挑选论点，寻找言之有物这个“物”的时候，一定要注意避免层面的交叉，而这个层面，也要从托福写作题目中来：题目问的是对生活质量的影响，这些选择的层面一定和生活质量有关。生活质量又有什么层面呢?身体健康是一层，心理健康是一层，这两者合并在一起，是人类健康生活的基本要求，而物质享受是在基本要求上的锦上添花，又可以算一层，三层不交叉的层面就找到了。以此为依据，再回头找匹配的论点，事半功倍。此处也需要注意，破题时给出的方向只是方向，不是成熟的论点。有需要时，可以把匹配的几个方向糅合成一个论点，方便下笔。
针对本题，三个论点如下：身体健康下降：速食对食量的影响。心理健康下降：快速的生活节奏造成压力。物质享受下降：精心调配的美食是一种格调，人们正在沉沦于生活压力中，丧失享受的品位。这三个论点,大家可能都看得心满意足,以为思路完成了,可以下笔了.事实上就这么下笔,的确已经可以成文了.可要写成一篇动人的议论,还是不够.因为这三个论点虽不交叉,却只有一条明线为关联:这条明线就是支持全文观点.细细研究,它们再无其它联系,如果写成文章,读后不会有一气呵成的畅快淋漓之感,也不会特别深入人心.
这条暗线，应该是什么呢?是让托福写作从死板规矩的举例说理，三片豆腐块儿拼成的死文字，变成有思想，又灵性，能从纸上走出来，走进读者内心去的，作者的心声。这暗线，就是前文提过的，能赋予文章品格的，刚柔之论，是或者以情，或者以理，串联整篇文章。
既然这条暗线要贯穿全文，就必须与各个论点有一定联系。而在串连所有论点的同时，要避免交叉，就使这个暗线出于一个全新的视角。之前笔者从题目用词的角度发散思维，再根据题目提问的出发点将发散开的思维分成三股收束起来。从题目本身入手，已无处再用力，可以使用的视角，只能从个人经验和知识中采凿-----而这正是独立写作的基本要求：writing based on knowledge and experience
托福备考之写作素材：家长影响
Children are prone to observe and follow their parents’ behaviors. For example, a child who sees his/her father exercising regularly will probably be active as an adult. Other positive behaviors demonstrated by parents could affect their children in various ways, including their dressing style, dental hygiene and table manners. On the contrary, children of smokers are more likely to pick up the habit of smoking because of parental modeling and because they have increased access to cigarettes. According to a recent survey conducted by the Kentucky Department for Public Health, a child of an alcoholic parent is four times more likely to become an alcoholic when he/she becomes an adult. In the cases above, the influences of parental modeling should never be underestimated with regards to how these actions affect their children.
托福写作举一反三：
① affect 影响
=influence, impact
? The children and spouse of a smoker will be adversely affected by the constant smoke in their environment.
② underestimate 低估
=underrate
? Children always look to their mother for guidance, and therefore the influence that a mother has over a child could never be underestimated.
? Under no circumstances should we underestimate the importance of helping students obtain a thorough understanding of what has been printed in their textbooks.
? 反义词：overestimate
-托福写作话题词汇-
家族纽带 family tie
亲情 family bond
代沟 generation gap
家庭观念 family value
核心家庭 nuclear family
父母指导 parental guidance
相互理解 mutual understanding
尊重父母 respect one’s parents
托福写作真题重现：
? Parents learn more from their children than children learn from their parents. (.11.9)
? Teachers had a greater influence on young people in the past than they do today. (.5.26)
托福写作思路分析：工人做不同类型的工作
Do you agree or disagree with the following statement?
Workers would be happier if they are doing different types of tasks during their workday than doing the same task.
新托福写作思路解析：工人做不同类型的工作
I agree
1. Workers will get tired easily if they keep doing the same type of task for a long time.(长时间做同样的工作会导致效率下降，不同的工作可以转化思维)
2. By doing a variety of tasks a person can develop skills in different areas.(不同的工作会有不同的要求，从而积累工作经验，这对于未来的职业发展有好处)
篇4：新托福写作真题：Mediaandcelebrities解析+
新托福写作真题：Media and celebrities托福写作题目
Topic：Media and celebrities
Do you agree or disagree with the following statement? Television, newspapers, magazines, and other media pay too much attention to the personal lives of famous people such as public figures and celebrities. Use specific reasons and details to explain your opinion.
新托福写作真题：Media and celebrities解析
参考分析：
不能同意这个观点——因为这样的说法过于片面。有些媒体(大众传媒mass media)表现得过于关注名人。但是真正的起因(the real cause)却是大众(the public; the broad masses of the people)本身——大众过于关注名人以及名人的私生活。媒体不过是在迎合大众(cater to the needs of customers;过去几年里,电视一直迎合大众的口味。In the past several years, television has been playing to the gallery.)，因为媒体也是商业机构(commercial organization)，也要盈利(profit-driving)。不是所有媒体都在一味迎合大众，也不是所有的television program, newspaper column都在关注名人。
新托福写作真题：Media and celebrities范文
范文：
同意电视等媒体过分注重公众人物的报道：
(1)媒体为了满足大众的好奇心(SATISFY THE CURIOSITY)，所以过分注重公众人物的报道。比如说，名人的食品和生活方式等等。
(2)媒体为了赚钱的需要，集中在公共人物的报道。
(3)媒体为了监督公众人物。所以经常报道他们的私生活。
In this global information age where newspapers or magazines are always handy and TV has already turned so many people into couch tomatoes, few people concern about what these mass media has brought to us; we just accept it anyway. While I think the current focus on personal lives of famous people by these media requires further consideration.
Admittedly, it is reasonable for those media to continuously pay great attention to celebrities, the present fierce competition of the various media, the hard-to-pleased audiences' taste, the bombastic effect of coverage of these shining figures. No surprise sometimes that we feel we just know more than those famous people than themselves.
However, the consequence of such intense coverage on public figures' personal lives not only violate those being focused on a certain level, but also do harm to us being informed in some ways. Firstly, the privacy of those celebrities is ineluctably encroached from time to time. Sometimes the result is sad - do not forget the tragedy of Princess Diana. Secondly, our attention is certainly being diverted by such tide of craziness about celebrities. What about those viewers who want to see something about ordinary people' lives? How can mass media not concern more about those people suffering from pain and poverty?
Furthermore, one of the significant results of the current fad on famous figures is that their behavior is so influential while at the same time the media have little guarantee to ensure what the say and do will not mislead the mass public and even cause more problems. For example, if a famous figure is being asked about his or her point of view in a field he or she is not quite acquainted, the words presented to the audience may be misleading. This is especially harmful to those young people who are more likely to watch those programs of their idols, and also are mostly vulnerable to influential but harmful sayings.
In a sense, I do not quite appreciate the coverage of people in the center of spotlight; maybe once the mass media turn a little bit from their current focus to other aspects of the society, they may find out that the world is wonderful all the same.
托福写作掌握这“2+3”：你的句子逻辑再也不会错!
说到句与句之间的关联，大家都应该听过一种说法，叫“英文重形合，中文重意合”，听起来特别高大上。说得简单点儿，意思就是说，中文靠脑补，英文靠关联。
举个例子，小时候，我们都背过一首唐诗：“白日依山尽，黄河入海流，欲穷千里目，更上一层楼”。仔细观察一下这四句诗，句与句之间没有任何明显的逻辑关联词，它是靠句子和句子之间个含义来让人读懂的。这就是所谓的“中文靠意合”。
那如果这四句诗要用英文的连接方式来写该怎么写呢?得写成“When白日依山尽，黄河入海流。if欲穷千里目，更上一层楼。”通过分析这四句诗你会发现，这四个句子之间被加上了逻辑关联词。也就是说英文这种语言是靠逻辑关联词来表达含义的。如果没有逻辑关联词的话，那可能句子理解起来就会有困难。
理解清楚了什么叫“形合”什么叫“意合”，那接下来，我们来我们引入今天我们要讲的两个重要概念。第一个叫“逻辑关系”，第二个叫“连接方式”。
两个概念：
逻辑关系&连接关系
“逻辑关系”是句子含义与含义之间的关系。比如说转折、因果、让步、并列、递进，这种叫“逻辑关系”。不管什么语言，它都可能来表达这种含义之间的关联。
“连接方式”指的是句子之间的密切程度，它靠什么词儿来连接，就证明了这两句话之间有不同的密切程度。同一种逻辑关系，可能有不同的逻辑关联词来表现，那表现出来的亲疏程度也是不同的。
三个关系：
单句连单句 并列句 从句
第一种关联方式，叫“单句连单句”。大家可以简单的记成“单+单”。举个例子，“I love you. However, you do not love me.”，大家发现这两句话是用句号来结尾的，证明这两句话之间是彼此独立的，井水不犯河水的，但是出现了“however”，证明了这两句话在含义上是转折的关系。“单句连单句”这种连接方式，是一种比较松散的关系。就好像你和你的朋友之间的关系一样，你和你的朋友原来是陌生人，只不过在人群中多看了彼此一眼，确认过眼神，成为了好朋友。假设你们碰不上呢，可能还是陌生人。所以说这是第一种逻辑关系连接方式，叫单句连单句。
第二种呢，叫并列句。什么是并列句呢，在这注意理解，并不是指的是并列的这种逻辑关系，而指的是这两句话之间是平等的并列关系，大不了你也小不了我。举个例子，比如说，“I love you, but you do not love me.”，大家观察一下这句话，整个只有一个完整的句子，两个短句是靠逗号和but连接的，所以说这两句话之间的紧密程度要比那个单句连单句之间要密切一点。由于用but连接，证明这两句话间的逻辑关系依然是转折，这就相当于这两句话之间的关系是亲戚关系。比如说你和你的表弟是来自于同一个大家庭，就算你们俩之间的关系不好，是转折关系，但依然血浓于水。在并列句当中，大家需要记住一个单词，这个单词是几个单词的首字母构成的，这个单词是“FanBoys”。F代表for，for连接两个句子时意思是“因为”;A代表and，表示“和”;N代表nor，意思是“没有”、“也不”;B代表but，意思是“但是”;O代表or，意思是“或者”;Y代表yet，也是表示“但是”;S表示so，“所以”。“FanBoys”，大家记住这几个字母。所有的这些单词都是来连接并列句的，而这些单词之前都要出现逗号，也就是说这两句话要用“，+and”、“，+but”、“，+so”、“，+for”，用这种关系来把句子连接起来，这样才符合这种句法规范。所以这个叫“FanBoys”。
第三种逻辑关系，或者叫关联方式是从句，这里的从句主要指的是状语从句。比如说，“Although I love you，you do not love me.”，你会发现这句话跟前边两种方式所表达的含义基本一致，但是亲密程度不一样了。这里出现了从句，什么是从句呢，就是这两句话是互相依存的，我不能只有从句而没有主句，就像这句话我不能说成“Although I love you.”没了，我没有主句，这是不对的。这两句话之间的逻辑关系是转折关系，也就是说有“Although”证明它是转折关系，但是这两句话之间的密切程度是很密切的，这就相当于这两句话之间是父母和孩子这种关系，不可能一个孩子没有父母，同理也不可能一个从句没有主句。
总结
好，我们来梳理一下这个思路，这三句话表达的含义都是一致的，逻辑关系也是一致的，但是这三种关联词，一种是靠“。+However”来连，一种是靠“，+but”来连，一种是靠“Although”来连，这三种所表达的连接方式的密切程度是逐渐加深的。所以大家你要思考一下啊，以后你要写句子的时候要想一想，这些句子之间有什么密切程度，有什么逻辑关系，我考虑到这两层，才能把句子之间的关联词用得比较精确，比较准确。所以说大家在写句子的时候一定要注意，英文当中的句子是要有关联词的，句与句之间要有关联，段与段之间要有过渡，写到了这个，才能满足评分标准当中的“Organization”，也就是说你的文章考官可以从头读到尾不会感觉到任何的困惑。
新托福写作真题：Media and celebrities解析+范文
篇5：托福阅读真题
PASSAGE 4
The term Hudson River school was applied to the foremost representatives ofnineteenth-century North American landscape painting. Apparently unknown during the goldendays of the American landscape movement, which began around 1850 and lasted until the late1860's, the Hudson River school seems to have emerged in the 1870's as a direct result of thestruggle between the old and the new generations of artists, each to assert its own style as therepresentative American art. The older painters, most of whom were born before 1835, practicedin a mode often self-taught and monopolized by landscape subject matter and were securelyestablished in and fostered by the reigning American art organization, the National Academy ofDesign. The younger painters returning home from training in Europe worked more with figuralsubject matter and in a bold and impressionistic technique; their prospects for patronage in theirown country were uncertain, and they sought to attract it by attaining academic recognition inNew York. One of the results of the conflict between the two factions was that what in previousyears had been referred to as the American, native, or, occasionally, New York school — the mostrepresentative school of American art in any genre — had by 1890 become firmly established inthe minds of critics and public alike as the Hudson River school.
The sobriquet was first applied around 1879. While it was not intended as flattering, it washardly inappropriate. The Academicians at whom it was aimed had worked and socialized in NewYork, the Hudson's port city, and had painted the river and its shores with varying frequency.Most important, perhaps, was that they had all maintained with a certain fidelity a manner oftechnique and composition consistent with those of America's first popular landscape artist,Thomas Cole, who built a career painting the Catskill Mountain scenery bordering the HudsonRiver. A possible implication in the term applied to the group of landscapists was that many ofthem had, like Cole, lived on or near the banks of the Hudson. Further, the river had long servedas the principal route to other sketching grounds favored by the Academicians, particularly theAdirondacks and the mountains of Vermont and New Hampshire.
1. What does the passage mainly discuss?
(A) The National Academy of Design
(B) Paintings that featured the Hudson River
(C) North American landscape paintings
(D) The training of American artists in European academies
(A) Figural painting
(B) Landscape painting
(C) Impressionistic painting
(D) Historical painting
3. The word struggle in line 5 is closest in meaning to
(A) connection
(B) distance
(C) communication
(D) competition
4. The word monopolized in line 7 is closest in meaning to
(A) alarmed
(B) dominated
(C) repelled
(D) pursued
5. According to the passage , what was the function of the National Academy of Design for the
painters born before 1835?
(A) It mediated conflicts between artists.
(B) It supervised the incorporation of new artistic techniques.
(C) It determined which subjects were appropriate.
(D) It supported their growth and development.
6. The word it in line 12 refers to
(A) matter
(B) technique
(C) patronage
(D) country
7. The word factions in line 13 is closest in meaning to
(A) sides
(B) people
(C) cities
(D) images
8. The word flattering in line 18 is closest in meaning to
(A) expressive
(B) serious
(C) complimentary
(D) flashy
9. Where did the younger generation of painters receive its artistic training?
(A) In Europe
(B) In the Adirondacks
(C) In Vermont
(D) In New Hampshire
PASSAGE 4 BBDBD CACA
篇6：托福阅读真题
PASSAGE 5
Perhaps the most obvious way artistic creation reflects how people live is by mirroring theenvironment — the materials and technologies available to a culture. Stone, wood, tree bark, clay,and sand are generally available materials. In addition, depending on the locality, other resourcesmay be accessible: shells, horns, gold, copper, and silver. The different uses to which societies putthese materials are of interest to anthropologists who may ask, for example, why people chooseto use clay and not copper when both items are available. Although there are no conclusiveanswers yet, the way in which a society views its environment is sometimes apparent in its choiceand use of artistic materials. The use of certain metals, for example, may be reserved forceremonial objects of special importance. Or the belief in the supernatural powers of a stone ortree may cause a sculptor to be sensitive to that material.
What is particularly meaningful to anthropologist is the realization that although thematerials available to a society may to some extent limit or influence what it can do artistically,the materials by no means determine what is done. Why do the artists in Japanese society rakesand into patterns; and the artists in Roman society melt sand to form glass? Moreover, evenwhen the same material is used in the same way by members of different societies, the form orstyle of the work varies enormously from culture to culture. A society may simply choose torepresent objects or phenomena that are important to its population. An examination of the artof the Middle Ages tells us something about the medieval preoccupation with theologicaldoctrine. In addition to revealing the primary concerns of a society, the content of that society'sart may also reflect the culture's social stratification.
1. According to the passage , gold, copper, and silver are
(A) more difficult to handle than wood and
(B) of their stable social conditions
(C) of the unique stylistic features of their art
(D) available only in specific locations
2. The word conclusive in line 7 is closest in meaning to
(A) definitive
(B) controversial
(C) concurrent
(D) realistic
3. The word apparent in line 8 is closest in meaning to
(A) attractive
(B) logical
(C) evident
(D) distinct
4. Why does the author mention the supernatural powers of a stone or tree in line 10?
(A) to show that some sculptors avoid working with specific materials
(B) to emphasize the unusual properties of certain materials
(C) as an example of how art can be influenced by cultural beliefs
(D) as an illustration of the impact of the environment on religious beliefs
5. The word it in line 13 refers to
(A) realization
(B) society
(C) extent
(D) influence
6. It can be inferred that the author mentions the Japanese and Roman societies because
(A) they influenced each other stone
(B) commonly used by artists in all societies
(C) essential to create ceremonial objects
(D) they used the same artistic material in very different ways
7. According to the passage , all of the following statements about sand are true EXCEPT
(A) It is used to create glass.
(B) Roman artists mix it into their paints.
(C) Its use varies from culture to culture.
(D) Japanese artists use it to create artistic patterns.
8. The word Moreover in line 16 is closest in meaning to
(A) similarly
(B) in addition
(C) in contrast
(D) frequently
9. The word preoccupation in line 20 is closest in meaning to
(A) involvement
(B) separation
(C) relationship
(D) argument
10. The word primary in line 21 is closest in meaning to
(A) discrete
(B) preliminary
(C) ideal
(D) fundamental
PASSAGE 5 DACCB DBBAD
篇7：托福阅读真题
PASSAGE 6
Potash (the old name for potassium carbonate) is one of the two alkalis (the other being soda,sodium carbonate) that were used from remote antiquity in the making of glass, and from theearly Middle Ages in the making of soap: the former being the product of heating a mixture ofalkali and sand, the latter a product of alkali and vegetable oil. Their importance in thecommunities of colonial North America need hardly be stressed.
Potash and soda are not interchangeable for all purposes, but for glass- or soap-making eitherwould do. Soda was obtained largely from the ashes of certain Mediterranean sea plants, potashfrom those of inland vegetation. Hence potash was more familiar to the early European settlersof the North American continent.
The settlement at Jamestown in Virginia was in many ways a microcosm of the economy ofcolonial North America, and potash was one of its first concerns. It was required for theglassworks, the first factory in the British colonies, and was produced in sufficient quantity topermit the inclusion of potash in the first cargo shipped out of Jamestown. The second ship toarrive in the settlement from England included among its passengers experts in potash making.
The method of making potash was simple enough. Logs was piled up and burned in the open,and the ashes collected. The ashes were placed in a barrel with holes in the bottom, and waterwas poured over them. The solution draining from the barrel was boiled down in iron kettles. Theresulting mass was further heated to fuse the mass into what was called potash.
In North America, potash making quickly became an adjunct to the clearing of land foragriculture, for it was estimated that as much as half the cost of clearing land could be recoveredby the sale of potash. Some potash was exported from Maine and New Hampshire in theseventeenth century, but the market turned out to be mainly domestic, consisting mostly ofshipments from the northern to the southern colonies. For despite the beginning of the trade atJamestown and such encouragements as a series of acts to encourage the making of potash,beginning in 1707 in South Carolina, the softwoods in the South proved to be poor sources of thesubstance.
1. What aspect of potash does the passage mainly discuss?
(A) How it was made
(B) Its value as a product for export
(C) How it differs from other alkalis
(D) Its importance in colonial North America
2. All of the following statements are true of both potash and soda EXPECT:
(A) They are alkalis.
(B) They are made from sea plants.
(C) They are used in making soap.
(D) They are used in making glass.
3. They phrase the latter in line 4 refers to
(A) alkali
(B) glass
(C) sand
(D) soap
4. The word stressed in line 6 is closest in meaning to
(A) defined
(B) emphasized
(C) adjusted
(D) mentioned
5. The word interchangeable in line 7 is closest in meaning to
(A) convenient
(B) identifiable
(C) equivalent
(D) advantageous
6. It can be inferred from the passage that potash was more common than soda in colonial North
America because
(A) the materials needed for making soda were not readily available
(B) making potash required less time than making soda
(C) potash was better than soda for making glass and soap
(D) the colonial glassworks found soda more difficult to use
7. According to paragraph 4, all of the following were needed for making potash EXCEPT
(A) wood
(B) fire
(C) sand
(D) water
8. The word adjunct in line 22 is closest in meaning to
(A) addition
(B) answer
(C) problem
(D) possibility
9. According to the passage , a major benefit of making potash was that
(A) it could be exported to Europe in exchange for other goods
(B) it helped finance the creation of farms
(C) it could be made with a variety of materials
(D) stimulated the development of new ways of glassmaking
10. According to paragraph 5, the softwoods in the South posed which of the following problems
for southern settles?
(A) The softwoods were not very plentiful.
(B) The softwoods could not be used to build houses.
(C) The softwoods were not very marketable.
(D) The softwoods were not very useful for making potash.
PASSAGE 6 DBDBC ACABD
篇8：托福真题练习
1. What does the passage mainly discuss?
(A) Why people in preindustrial societies worked few hours per week
(B) Changes that have occurred in the number of hours that people work per week
(C)A comparison of the number of hours worked per year in several industries
(D) Working conditions during the Industrial Revolution
2. Compared to preiudustrial times, the number of hours in the workweek in the nineteenth
century
(A) remained constant
(B) decreased slightly
(C) decreased significantly
(D) increased significantly
3. The word “norm” in line 5 is closest in meaning to
(A) minimum.
(B) example
(C) possibility
(D) standard
4. The word “henceforth” in line 13 is closest in meaning to
(A) in the end
(B) for a brief period
(C) from that time on
(D) on occasion
5. The “idea” mentioned in line 15 refers to
(A) the 60-hour workweek
(B) the reduction in the cost of automobiles
(C) the reduction in the workweek at some automobile factories
(D) the criticism of Ford by United States Steel and Westinghouse
6. What is one reason for the change in the length of the workweek for the average worker in the
United States during the 1930's?
(A) Several people sometimes shared a single job.
(B) Labor strikes in several countries influenced labor policy in the United States.
(C) Several corporations increased the length of the workweek.
(D) The United States government instituted a 35-hour workweek.
7. Which of the following is mentioned as one of the purposes of the Fair Labor Standards Act of
1938 ?
(A) to discourage workers from asking for increased wages
(B) to establish a limit on the number of hours in the workweek
(C) to allow employers to set the length of the workweek for their workers
(D) to restrict trade with countries that had a long workweek
8. The word “mandated” in line 18 is closest in meaning to
(A) required
(B) recommended
(C) eliminated
(D) considered
9. The word “immutable” in line 21 is closest in meaning to
(A) unmatched
(B) irregular
(C) unnecessary
(D) unchangeable
10. Which of the following is NOT mentioned as evidence that the length of the workweek has
been declining since the nineteenth century?
(A) The half-day holiday (line 7)
(B) Henry Ford (lines 11-12)
(C) United States Steel and Westinghouse (line 14-15)
(D) German metalworkers (line 21)
11. According to the passage , one goal of the Japanese government is to reduce the average
annual amount of work to
(A) 1,646 hours
(B) 1,800 hours
(C) 1,957 hours
(D) 2,088 hours
托福阅读答案：
BDDCCABADCB
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