下面是范文網(wǎng)小編整理的TOEFL閱讀真題整合3篇(托福閱讀真題 小站)，供大家賞析。
TOEFL閱讀真題整合1
The nervous system of vertebrates is characterized by a hollow, dorsal nerve cord that ends in the head region as an enlargement, the brain. Even in its most primitive form this cord and its attached nerves are the result of evolutionary specialization, and their further evolution from lower to higher vertebrate classes is a process that is far from fully understood. Nevertheless, the basic arrangements are similar in all vertebrates, and the study of lower animals gives insight into the form and structure of the nervous system of higher animals. Moreover, for any species, the study of the embryological development of the nervous system is indispensable for an understanding of adult morphology.
In any vertebrate two chief parts of the nervous system may be distinguished. These are the central nervous system (the nerve cord mentions above), consisting of the brain and spinal cord, and the peripheral nervous system, consisting of the cranial, spinal, and peripheral nerves, together with their motor and sensory endings. The term autonomic nervous system refers to the parts of the central and peripheral systems that supply and regulate the activity of cardiac muscle, smooth muscle, and many glands.
The nervous system is composed of many millions of nerve and glial cells, together with blood vessels and a small amount of connective tissue. The nerve cells, or neurons, are characterized by many processes and are specialized in that they exhibit to a great degree the phenomena of irritability and conductivity. The glial cells of the central nervous system are supporting cells collectively termed neuroglia. They are characterized by short processes that have special relationships to neurons, blood vessels, and connective tissue. The comparable cells in the peripheral nervous system are termed neurilemmal cells.
1. What does the passage mainly discuss?
(A) The parts of a neuron
(B) The structure of animals' nerve
(C) The nervous system of vertebrates
(D) The development of the brain
2. According to the passage , the nerve cord of vertebrates is
(A) large
(B) hollow
(C) primitive
(D) embryological
3. The author implies that a careful investigation of a biological structure in an embryo may
(A) Improved research of the same structure in other species
(B) A better understanding of the fully developed structure
(C) Discovering ways in which poor development can be corrected
(D) A method by which scientists can document the various stages of development
4. The two main parts of the central nervous system are the brain and the
(A) sensory endings
(B) cranial nerve
(C) spinal cord
(D) peripheral nerves
5. All of the following are described as being controlled by the autonomic nervous system EXCEPT
(A) connective tissue
(B) cardiac muscle
(C) glandular activity
(D) smooth muscle
6. In what lines does the author identify certain characteristic of nerve cells?
(A) lines 1-2
(B) lines 9-12
(C) lines 12-14
(D) lines 16-18
PASSAGE 44 CBBCA D
TOEFL閱讀真題整合2
Elizabeth Hazen and Rachel Brown copatented one of the most widely acclaimed wonder drugs of the post-Second World War years. Hazen and Brown's work was stimulated by the wartime need to find a cure for the fungus infections that afflicted many military personnel. Scientists had been feverishly searching for an antibiotic toxic enough to kill the fungi but safe enough for human use, since, unfortunately, the new wonder drugs such as penicillin and streptomycin killed the very bacteria in the body that controlled the fungi. It was to discover a fungicide without that double effect that Brown, of New York State's Department of Health Laboratories at Albany, and Hazen, senior microbiologist at the Department of Health in New York, began their long-distance collaboration. Based upon Hazen's previous research at Columbia University, where she had built an impressive collection of fungus cultures, both were convinced that an antifungal organism already existed in certain soils.
They divided the work. Hazen methodically screened and cultured scores of soil samples, which she then sent to her partner, who prepared extracts, isolated and purified active agents, and shipped them back to New York, where Hazen could study their biological properties. On a 1948 vacation, Hazen fortuitously collected a clump of soil from the edge of W.B. Nourse's cow pasture in Fauquier County, Virginia, that, when tested, revealed the presence of the microorganisms. In farm owner Nourse's honor, Hazen named it Streptomyces Noursei, and within a year the two scientists knew that the properties of their substance distinguished it from previously described antibiotics. After further research they eventually reduced their substance to a fine, yellow powder, which they first named fungiciden. Then renamed nystatin (to honor the New York State laboratory) when they learned the previous name was already in use. Of their major discovery, Brown said lightly that it simply illustrated how unpredictable consequences can come from rather modest beginnings.
1. What is the main topic of the passage ?
(A) The lives of Hazen and Brown.
(B) The development of a safe fungicide.
(C) The New York State Department of Health.
(D) The development of penicillin.
2. What can be inferred from the passage about penicillin?
(A) It effectively treats fungus infections.
(B) It was developed before nystatin.
(C) It was developed before the Second World War.
(D) One of its by-products is nystatin.
3. Why does the author mention Columbia University in line 10?
(A) Hazen and Brown developed nystatin there.
(B) Brown was educated there.
(C) Hazen did research there.
(D) It awarded a prize to Hazen and Brown.
4. The word both in line 11 refers to
(A) Hazen and Brown
(B) penicillin and streptomycin
(C) the Department of Health laboratories at Albany and New York
(D) double effect
5. What substance did Brown and Hazen analyze?
(A) Dirt
(B) Streptomycin
(C) Bacteria
(D) Penicillin
6. Who was W. B. Nourse?
(A) A microbiologist
(B) A teacher of Hazen's
(C) A collector of fungi
(D) A farmer
PASSAGE 43 BBCAA D
TOEFL閱讀真題整合3
PASSAGE 45
By the turn of the century, the middle-class home in North American had been transformed. The flow of industry has passed and left idle the loom in the attic, the soap kettle in the shed, Ellen Richards wrote in 1908. The urban middle class was now able to buy a wide array of food products and clothing — baked goods, canned goods, suits, shirts, shoes, and dresses. Not only had household production waned, but technological improvements were rapidly changing the rest of domestic work. Middle-class homes had indoor running water and furnaces, run on oil, coal, or gas, that produced hot water. Stoves were fueled by gas, and delivery services provided ice for refrigerators. Electric power was available for lamps, sewing machines, irons, and even vacuum cleaners. No domestic task was unaffected. Commercial laundries, for instance, had been doing the wash for urban families for decades; by the early 1900's the first electric washing machines were on the market.
One impact of the new household technology was to draw sharp dividing lines between women of different classes and regions. Technological advances always affected the homes of the wealthy first, filtering downward into the urban middle class. But women who lived on farms were not yet affected by household improvements. Throughout the nineteenth century and well into the twentieth, rural homes lacked running water and electric power. Farm women had to haul large quantities of water into the house from wells or pumps for every purpose. Doing the family laundry, in large vats heated over stoves, continued to be a full day's work, just as canning and preserving continued to be seasonal necessities. Heat was provided by wood or coal stoves. In addition, rural women continued to produce most of their families' clothing. The urban poor, similarly, reaped few benefits from household improvements. Urban slums such as Chicago's nineteenth ward often had no sewers, garbage collection, or gas or electric lines; and tenements lacked both running water and central heating. At the turn of the century, variations in the nature of women's domestic work were probably more marked than at any time before.
1. What is the main topic of the passage ?
(A) The creation of the urban middle class
(B) Domestic work at the turn of the century
(C) The spread of electrical power in the United States
(D) Overcrowding in American cities.
2. According to the passage , what kind of fuel was used in a stove in a typical middle-class household?
(A) oil
(B) coal
(C) gas
(D) wood
3. Which of the following is NOT mentioned as a household convenience in the passage ?
(A) the electric fan
(B) the refrigerator
(C) the electric light
(D) the washing machine
4. According to the passage , who were the first beneficiaries of technological advances?
(A) Farm women
(B) The urban poor
(C) The urban middle class
(D) The wealthy
5. The word reaped in line 23 is closest in meaning to
(A) gained
(B) affected
(C) wanted
(D) accepted
6. Which of the following best characterizes the passage 's organization?
(A) analysis of a quotation
(B) chronological narrative
(C) extended definition
(D) comparison and contrast
7. Where in the passage does the author discuss conditions in poor urban neighborhoods?
(A) lines 3-5
(B) lines 6-7
(C) lines 8-9
(D) lines 22-23
PASSAGE 45 BCADA DD
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