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托福阅读真题TOEFL整合

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“裂纹虎克”通过精心收集，向本站投稿了6篇托福阅读真题TOEFL整合，今天小编在这给大家整理后的托福阅读真题TOEFL整合，我们一起来看看吧！

托福阅读真题TOEFL整合

篇1：TOEFL托福阅读真题整合

PASSAGE 31

Rent control is the system whereby the local government tells building owners how much they can charge their tenants in rent. In the United States, rent controls date back to at least World War II.

In 1943 the federal government imposed rent controls to help solve the problem of housing shortages during wartime. The federal program ended after the war, but in some locations, including New York City, controls continued. Under New York's controls, a landlord generally cannot raise rents on apartments as long as the tenants continue to renew their leases. In places such as Santa Monica, California, rent controls are more recent. They were spurred by the inflation of the 1970's, which, combined with California's rapid population growth, pushed housing prices, as well as rents, to record levels. In 1979 Santa Monica's municipal government ordered landlords to roll back their rents to the levels charged in 1978. Future rents could only go up by two-thirds as much as any increase in the overall price level.

In any housing market, rental prices perform three functions: (1) promoting the efficient maintenance of existing housing and stimulating the construction of new housing, (2) allocating existing scarce housing among competing claimants, and (3) rationing use of existing housing by potential renters.

One result of rent control is a decrease in the construction of new rental units. Rent controls have artificially depressed the most important long-term determinant of profitability — rents. Consider some examples. In a recent year in Dallas, Texas, with a 16 percent rental vacancy rate but no rent control laws, 11,000 new housing units were built. In the same year, in San Francisco, California, only 2,000 units were built. The major difference? San Francisco has only a 1.6 percent vacancy rate but stringent rent control laws. In New York City, except for government-subsidized construction, the only rental units being built are luxury units, which are exempt from controls. In Santa Monica, California, new apartments are not being constructed. New office rental space and commercial developments are, however. They are exempt from rent controls.

1. What does the passage mainly discuss?

(A) The construction of apartments in the United States.

(B) Causes and effects of rent control

(D) The shortage of affordable housing in the United States.

2. The word They in line 9 refers to

(A) the tenants

(B) their leases

(D) rent controls.

3. Which of the following was NOT a reason for the introduction of rent controls in Santa Monica,California?

(A) rapid population growth

(B) inflation

(D) record-high housing prices

4. The phrase roll back in line 11 is closest in meaning to

(A) credit

(B) measure

(D) reduce

5. The word stimulating in line 15 is closest in meaning to

(A) experimenting with

(B) identifying

(D) encouraging

6. It can be inferred that the purpose of rent control is to

(A) protect tenants

(B) promote construction

(D) decrease sales of rental units

7. The word depressed in line 19 is closest in meaning to

(A) saddened

(B) created

(D) defeated

8. The information in the last paragraph supports which of the following statements?

(A) San Francisco has eliminated its rent control laws.

(B) Rent control leads to a reduction in the construction of housing units

(D) There is a growing need for government-subsidized housing.

9. According to the passage , which of the following cities does NOT currently have rent controls?

(A) Santa Monica

(B) Dallas

(D) New York City

10. The word stringent in line 23 is closest in meaning to

(A) straightforward

(B) strict

(D) efficient

11. According to the passage , which of the following is NOT exempt from rent control?

(A) Luxury apartments

(B) Commercial development

(D) Office space.

PASSAGE 31 BDCDD ACBBB C

篇2：托福阅读真题TOEFL整合

PASSAGE 26

In July of 1994, an astounding series of events took place. The world anxiously watched as, every few hours, a hurtling chunk of comet plunged into the atmosphere of Jupiter. All of the twenty-odd fragments, collectively called comet Shoemaker-Levy 9 after its discoverers, were once part of the same object, now dismembered and strung out along the same orbit. This cometary train, glistening like a string of pearls, had been first glimpsed only a few months before its fateful impact with Jupiter, and rather quickly scientists had predicted that the fragments were on a collision course with the giant planet. The impact caused an explosion clearly visible from Earth, a bright flaming fire that quickly expanded as each icy mass incinerated itself. When each fragment slammed at 60 kilometers per second into the dense atmosphere, its immense kinetic energy was transformed into heat, producing a superheated fireball that was ejected back through the tunnel the fragment had made a few seconds earlier. The residues from these explosions left huge black marks on the face of Jupiter, some of which have stretched out to form dark ribbons.

Although this impact event was of considerable scientific import, it especially piqued public curiosity and interest. Photographs of each collision made the evening television newscast and were posted on the Internet. This was possibly the most open scientific endeavor in history. The face of the largest planet in the solar system was changed before our very eyes. And for the very first time, most of humanity came to fully appreciate the fact that we ourselves live on a similar target, a world subject to catastrophe by random assaults from celestial bodies. That realization was a surprise to many, but it should not have been. One of the great truths revealed by the last few decades of planetary exploration is that collisions between bodies of all sizes are relatively commonplace, at least in geologic terms, and were even more frequent in the early solar system.

1. The passage mentions which of the following with respect to the fragments of comet

Shoemaker-Levy 9?

(A) They were once combine in a larger body.

(B) Some of them burned up before entering the atmosphere of Jupiter.

(D) They have an unusual orbit.

2. The word collectively in line 3 is closest in meaning to

(A) respectively

(B) popularly

(D) together

3. The author compares the fragments of comet Shoemaker-Levy 9 to all of the following EXCEPT

(A) a dismembered body

(B) a train

(D) a giant planet

4. Before comet Shoemaker-Levy 9 hit Jupiter in July 1994, scientists

(A) had been unaware of its existence

(B) had been tracking it for only a few months

(D) had decided it would not collide with the planet

5. Before the comet fragments entered the atmosphere of Jupiter, they were most likely

(A) invisible

(B) black

(D) exploding

6. Superheated fireballs were produced as soon as the fragments of comet Shoemaker- Levy 9

(A) hit the surface of Jupiter

(B) were pulled into Jupiter's orbit

(D) entered the atmosphere of Jupiter

7. The phrase incinerated itself in line 9 is closest in meaning to

(A) burned up

(B) broke into smaller pieces

(D) grew in size

8. Which of the following is mentioned as evidence of the explosions that is still visible on

Jupiter?

(A) fireballs

(B) ice masses

(D) tunnels

9. Paragraph 2 discusses the impact of the comet Shoemaker-Levy 9 primarily in terms of

(A) its importance as an event of great scientific significance

(B) its effect on public awareness of the possibility of damage to Earth

(D) the effect it had on television broadcasting

10. The target in line 20 most probably referred to

(A) Earth

(B) Jupiter

(D) a comet

PASSAGE 26 ADDBC DACBA

篇3：托福阅读真题TOEFL整合

PASSAGE 29

During the second half of the nineteenth century, the production of food and feed crops in the United States rose at an extraordinarily rapid rate. Corn production increased by four and a half times, hay by five times, oats and wheat by seven times. The most crucial factor behind this phenomenal upsurge in productivity was the widespread adoption of labor-saving machinery by northern farmers. By 1850 horse-drawn reaping machines that cut grain were being introduced into the major grain-growing regions of the country. Horse-powered threshing machines to separate the seeds from the plants were already in general use. However, it was the onset of the Civil War in 1861 that provided the great stimulus for the mechanization of northern agriculture. With much of the labor force inducted into the army and with grain prices on the rise, northern farmers rushed to avail themselves of the new labor-saving equipment. In 1860 there were approximately 80,000 reapers in the country; five years later there were 350,000.

After the close of the war in 1865, machinery became ever more important in northern agriculture, and improved equipment was continually introduced. By 1880 a self-binding reaper had been perfected that not only cut the grain, but also gathered the stalks and bound them with twine. Threshing machines were also being improved and enlarged, and after 1870 they were increasingly powered by steam engines rather than by horses. Since steam-powered threshing machines were costly items — running from $ 1,000 to $4,000 — they were usually owned by custom thresher owners who then worked their way from farm to farm during the harvest season. Combines were also coming into use on the great wheat ranches in California and the Pacific Northwest. These ponderous machines — sometimes pulled by as many as 40 horses — reaped the grain, threshed it, and bagged it, all in one simultaneous operation.

The adoption of labor-saving machinery had a profound effect upon the sale of agricultural operations in the northern states — allowing farmers to increase vastly their crop acreage. By the end of century, a farmer employing the new machinery could plant and harvest two and half times as much corn as a farmer had using hand methods 50 years before.

1. What aspect of farming in the United States in the nineteenth century does the passage mainly

discuss?

(A) How labor-saving machinery increased crop Production

(B) Why southern farms were not as successful as Successful as northern farms

(D) The increase in the number of people farming

2. The word crucial in line 4 is closest in meaning to

(A) obvious

(B) unbelievable

(D) desirable

3. The phrase avail themselves in line 11 is closest in meaning to

(A) take care

(B) make use

(D) do more

4. According to the passage , why was the Civil War a stimulus for mechanization?

(A) The army needed more grain in order to feed the soldiers.

(B) Technology developed for the war could also the used by farmers.

(D) Machines were needed to replace a disappearing labor force.

5. The passage supports which of the following statements about machinery after the Civil War?

(A) Many farmers preferred not to use the new machinery.

(B) Returning laborers replaced the use of machinery.

(D) Poor-quality machinery slowed the pace of crop production.

6. Combines and self-binding reapers were similar because each

(A) could perform more than one function

(B) required relatively little power to operate

(D) required two people to operate

7. The word they in line 19 refers to

(A) grain stalks

(B) threshing machines

(D) horses

8. It can be inferred from the passage that most farmers did not own threshing machines because

(A) farmers did not know how to use the new machines

(B) farmers had no space to keep the machines

(D) the machines were too expensive for every farmer to own

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

(A) advanced

(B) heavy

(D) rapid

PASSAGE 29 ACBDC ABDB

篇4：TOEFL托福阅读真题整合

PASSAGE 32

By 1776 the fine art of painting as it had developed in western Europe up to this time had been introduced into the American colonies through books and prints, European visitors and immigrants, and traveling colonists who brought back copies (and a few original) of old master paintings and acquaintance with European art institutions.

By the outbreak of the Revolution against British rule in 1776, the status of the artists had already undergone change. In the mid-eighteenth century, painters had been willing to assume such artisan-related tasks as varnishing, gilding teaching, keeping shops, and painting wheel carriages, houses, and signs. The terminology by which artists were described at the time suggests their status: limner was usually applied to the anonymous portrait painter up to the 1760's; painter characterized anyone who could paint a flat surface. By the second half of the century, colonial artists who were trained in England or educated in the classics rejected the status of laborer and thought of themselves as artists. Some colonial urban portraitists, such as John Singleton Copley, Benjamin West, and Charles Wilson Peale, consorted with affluent patrons. Although subject to fluctuations in their economic status, all three enjoyed sufficient patronage to allow them to maintain an image of themselves as professional artists, an image indicated by their custom of signing their paintings. A few art collectors James Bowdoin III of Boston, William Byrd of Virginian, and the Aliens and Hamiltons of Philadelphia introduced European art traditions to those colonists privileged to visit their galleries, especially aspiring artists, and established in their respective communities the idea of the value of art and the need for institutions devoted to its encouragement.

Although the colonists tended to favor portraits, they also accepted landscapes, historical works, and political engravings as appropriate artistic subjects. With the coming of independence from the British Crown, a sufficient number of artists and their works were available to serve nationalistic purposes. The achievements of the colonial artists, particularly those of Copley, West, and Peale, lent credence to the boast that the new nation was capable of encouraging genius and that political liberty was congenial to the development of taste — a necessary step before art could assume an important role in the new republic.

1. What does the passage mainly discuss?

(A) European influence on colonial American painting

(B) The importance of patronage to artist

(D) Subjects preferred by artists in the American colonies in the eighteenth century.

2. The word outbreak in line 5 is closest in meaning to

(A) cause

(B) beginning

(D) explanation

3. The word undergone in line 6 is closest in meaning to

(A) led to

(B) transformed

(D) experienced

4. According to the passage , before the American Revolution the main task of limners was to

(A) paint wheel carriages

(B) paint portraits

(D) paint flat surfaces

5. It can be inferred from the passage that artists who were trained in England

(A) considered artists to be superior to painters

(B) barely painted portraitists

(D) imitated English painters

6. The word consorted in line 14 is closest in meaning to

(A) made decisions

(B) studies

(D) associated

7. The word sufficient in line 16 is closest in meaning to

(A) adequate

(B) temporary

(D) expensive

8. According to the passage , artists such as Copley, West and Peal signed their paintings

(A) increased the monetary value of the paintings

(B) made it more difficult for other artists to copy the paintings

(D) distinguished colonial American artists from European artists

9. The author mentions James Bowdoin III and William Byrd in line 17 as examples of which of

the following?

(A) Art gallery owners who displayed only European art

(B) Art collectors who had a profound influence on American attitudes toward art

(D) Patrons whose helped to encourage artisans to become artists

10. With which of the following would the author be most likely to agree?

(A) Countries that have not had a political revolution are unlikely to develop great art.

(B) The most successful art collectors are usually artists themselves.

(D) Colonial artists made an important contribution to the evolving culture of the new nation.

PASSAGE 32 CBDBA DACBD

篇5：TOEFL托福阅读真题整合

PASSAGE 33

Researchers in the field of psychology have found that one of the best ways to make an important decision, such as choosing a university to attend or a business to invest in, involves the utilization of a decision worksheet. Psychologists who study optimization compare the actual decisions made by people to theoretical ideal decisions to see how similar they are. Proponents of the worksheet procedure believe that it will yield optimal, that is, the best decisions. Although there are several variations on the exact format that worksheets can take, they are all similar in their essential aspects. Worksheets require defining the problem in a clear and concise way and then listing all possible solutions to the problem. Next, the pertinent considerations that will be affected by each decision are listed, and the relative importance of each consideration or consequence is determined. Each consideration is assigned a numerical value to reflect its relative importance. A decision is mathematically calculated by adding these values together. The alternative with the highest number of points emerges as the best decision.

Since most important problems are multifaceted, there are several alternatives to choose from, each with unique advantages and disadvantages. One of the benefits of a pencil and paper decision-making procedure is that it permits people to deal with more variables than their minds can generally comprehend and remember. On the average, people can keep about seven ideas in their minds at once. A worksheet can be especially useful when the decision involves a large number of variables with complex relationships. A realistic example for many college students is the question What will I do after graduation? A graduate might seek a position that offers specialized training, pursue an advanced degree, or travel abroad for a year.

A decision-making worksheet begins with a succinct statement of the problem that will also help to narrow it. It is important to be clear about the distinction between long-range and immediate goals because long-range goals often involve a different decision than short-range ones. Focusing on long-range goals, a graduating student might revise the question above to What will I do after graduation that will lead to successful career?

1. What does the passage mainly discuss?

(A) A tool to assist in making complex decisions.

(B) A comparison of actual decisions and ideal decisions

(D) Differences between long-range and short-range decision making

2. The word essential in line 7 is closest in meaning to

(A) introductory

(B) changeable

(D) fundamental

3. The word pertinent in line 9 is closest in meaning to

(A) relevant

(B) preceding

(D) responsive

4. Of the following steps, which occurs before the others in making a decision worksheet?

(A) Listing the consequences of each solution

(B) Calculating a numerical summary of each solution

(D) Writing down all possible solutions

5. According to decision-worksheet theory, an optimal decision is defined as one that

(A) has the fewest variables to consider

(B) uses the most decision worksheets

(D) is agreed to by the greatest number of people

6. The author develops the discussion in paragraph 1 by means of

(A) describing a process

(B) classifying types of worksheets

(D) explaining a theory

7. The author states that On the average, people can keep about seven ideas in their minds at

once (lines 17-18) to explain that

(A) most decisions involve seven steps

(B) human mental capacity has limitations

(D) people can learn to keep more than seven ideas in their minds with practice

8. The word succinct in line 24 is closest in meaning to

(A) creative

(B) satisfactory

(D) concise

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

(A) Proponents (line 5)

(B) Optimal (line 5)

(D) Long-range goals (line 25)

10. The word it in line 24 refers to

(A) worksheet

(B) problem

(D) decision

11. The word revise in line 26 is closest in meaning to

(A) ask

(B) explain

(D) predict

PASSAGE 33 ADADC ABDBB C

篇6：托福阅读真题TOEFL整合

PASSAGE 30

Butterflies are among the most extensively studied insects — it is estimated that 90 percent of the world's species have scientific names. As a consequence, they are perhaps the best group of insects for examining patterns of terrestrial biotic diversity and distribution. Butterflies also have a favorable image with the general public. Hence, they are an excellent group for communicating information on science and conservation issues such as diversity.

Perhaps the aspect of butterfly diversity that has received the most attention over the past century is the striking difference in species richness between tropical and temperate regions. For example, in 1875 one biologist pointed out the diversity of butterflies in the Amazon when he mentioned that about 700 species were found within an hour's walk, whereas the total number found on the British islands did not exceed 66, and the whole of Europe supported only 321. This early comparison of tropical and temperate butterfly richness has been well confirmed.

A general theory of diversity would have to predict not only this difference between temperate and tropical zones, but also patterns within each region, and how these patterns vary among different animal and plant groups. However, for butterflies, variation of species richness within temperate or tropical regions, rather man between them, is poorly understood. Indeed, comparisons of numbers of species among the Amazon basin, tropical Asia, and Africa are still mostly personal communication citations, even for vertebrates. In other words, unlike comparison between temperate and tropical areas, these patterns are still in the documentation phase.

In documenting geographical variation in butterfly diversity, some arbitrary, practical decisions are made. Diversity, number of species, and species richness are used synonymously; little is known about the evenness of butterfly distribution. The New World butterflies make up the preponderance of examples because they are the most familiar species. It is hoped that by focusing on them, the errors generated by imperfect and incomplete taxonomy will be minimized.

1. Which aspect of butterflies does the passage mainly discuss?

(A) Their physical characteristics

(B) Their names

(D) Their variety

2. The word consequence in line 2 is closest in meaning to

(A) result

(B) explanation

(D) requirement

3. Butterflies are a good example for communicating information about conservation issues

because they

(A) are simple in structure

(B) are viewed positively by people