托福阅读最后一题如何解答?详解文章总结题的解题方法

大家都知道，托福阅读有10大类题型，但是通过托福阅读的评分标准大家可以看出，最后一题的分值要比其它的题型的分值要高。所以针对这类题型，考生应该如何应对呢?小编在这里为大家带来了托福阅读最后一题文章总结题的解题技巧，希望对大家托福阅读提分有帮助。

托福阅读最后一题如何解答?详解文章总结题的解题方法

对于托福阅读的最后一题文章总结题，如果考过托福考试的或者将官方真题Official模考软件都刷的差不多的考生，那么你就可以发现托福阅读最后一题大致分为2种情况：比较普通的一种就是选3个文章写的主要内容;另一种是针对文章的某一部分的3个主要方面的。故此我们可以得出结论：一般情况 下阅读文章肯定是有个3个中心论点，不管是并列、顺承或者是递进，如果按照这个方法去解题，是因定能得到正确的答案。

大家都知道，在网上有各种各样的解题方法，但是考生拿来用的时候发现并没有完整的解答出题目。这是因为并不是所有的解题方法都适合你，如果考生一味的拿来主义，那么再好的经验和方法都是别人的，对于你自己的提升作用并不是很明显。所以考生在拿到高分考生的经验或技巧的时候，我们都要进行总结，让自己充分融入到做题方法中去，找到适合自己的就去，所以这时别人的方法或技巧就可以成为我们的引路石。下面这些就是托福阅读最后一题的解题方法，大家可以来参考一下哦。

1、一般情况下，托福阅读前面的几大题型都是针对某一段来进行出题的，所以大家在做前面几题的时候就可以对文章内容框架和逻辑顺序有一个大致的认识，因为题目的顺序一般文章顺序是一致的，这一点考生要牢记，这对自己总结做题方法也是很重要的。在这当中，考生可以总结每一段的论点，并且留意一下每一段的概括性的中思语句的布情况，为解答最后一题做准备。

2、一般对于托福阅读最后一题，首段可以直接忽略，大部分情况下，首段的内容都是文章的背景介绍，在文章在起到一个铺垫作用的段落，对于整个文章的总结来说关系不是很大。

3、由于考试时间的关系，考生没有那么多的时间在做最一题的时候去通读全文，考生做最后一题的时候，可以大致的去浏览一下正文，对于描述性的语句可以直接忽略，一般每段的重点内容都在段首部分，这很符合西方人的表达方式。考生只要找准每段的核心内容，这样对于最后一题的解答就容易多了。

4、有时在题目中，考生找到中心词再与相应的关键句进行对应，就这大大的提高解题的准确率了。

5、再有就是对阅读文章的分论点进行筛选，一般情况下分论点与主旨是环环相扣的，这时我们排除答案中的不相关的内容也是可以找出正确答案的。

6、如果最后一题是考察某个分论点的向个论述方面的，那么考生就可以缩小范围，然后就这个分论点找出正确答案。

在备考托福阅读的时候，我们要知道，在托福阅读考试中，出题者对于考生的考察不可能很直观的让考生来回答对问题，更为重要的是让考生能根据题目来思考，从而选择正确的答案，这也符合一般的托福考试的出题规律。如果考生掌握了这个规律，那么做起题来也就有了目标性了。

其实在托福阅读考试中，不用针对每一个单词都要去搞清楚。认为读懂文章的意思的，那么就可以答对所有题目了，其实并不然。上面就是小编为大家整理了的托福阅读最后一题的解题方法，虽然并不是一定适合你，但是从中，大家可以找到适合自己的做题习惯和方法。总之就是希望大家在托福阅读考试中，对大家找到正确的适合自己的方法有一个指引的作用适合自己的才是最好的。最后，小站教育编辑预祝大家托福考试能取得理想的成绩。

托福阅读真题1

The Moon, which has undergone a distinct and complex geological history, presents a striking appearance. The moon may be divided into two major terrains: the Maria (dark lowlands) and the Terrace (bright highlands). The contrast in the reflectivity (the capability of reflecting light) of these two terrains suggested to many early observers that the two terrains might have different compositions, and this supposition was confirmed by missions to the Moon such as Surveyor and Apollo. One of the most obvious differences between the terrains is the smoothness of the Maria in contrast to the roughness of the highlands. This roughness is mostly caused by the abundance of craters: the highlands are completely covered by large craters (greater than 40-50 km in diameter), while the craters of the Maria tend to be much smaller. It is now known that the vast majority of the Moon's craters were formed by the impact of solid bodies with the lunar surface.

Most of the near side of the Moon was thoroughly mapped and studied from telescopic pictures years before the age of space exploration. Earth-based telescopes can resolve objects as small as a few hundred meters on the lunar surface. Close observation of craters, combined with the way the Moon diffusely reflects sunlight, led to the understanding that the Moon is covered by a surface layer, or regolith, that overlies the solid rock of the Moon. Telescopic images permitted the cataloging of a bewildering array of land forms. Craters were studied for clues to their origin; the large wispy marks were seen. Strange, sinuous features were observed in the Maria. Although various land forms were catalogued, the majority of astronomers' attention was fixed on craters and their origins.

Astronomers have known for a fairly long time that the shape of craters changes as they increase in size. Small craters with diameters of less than 10-15 km have relatively simple shapes. They have rim crests that are elevated above the surrounding terrain, smooth, bowl-shaped interiors, and depths that are about one-sixth their diameters. The complexity of shape increases for larger craters.

1. What does the passage mainly discuss?

(A) What astronomers learned from the Surveyor and Apollo space missions.

(B) Characteristics of the major terrains of the Moon.

(C) The origin of the Moon's craters.

(D) Techniques used to catalogue the Moon's land forms.

2. The word undergone in line 1 is closest in meaning to

(A) altered

(B) substituted

(C) experienced

(D) preserved

3. According to the passage , the Maria differ from the Terrace mainly in terms of

(A) age

(B) manner of creation

(C) size

(D) composition

4. The passage supports which of the following statements about the Surveyor and Apollo missions?

(A) They confirmed earlier theories about the Moon's surface.

(B) They revealed that previous ideas about the Moon's craters were incorrect.

(C) They were unable to provide detailed information about the Moon's surface.

(D) They were unable to identify how the Moon's craters were made.

5. The word vast in line 11 is closest in meaning to

(A) special

(B) known

(C) varied

(D) great

6. All of the following are true of the Maria EXCEPT:

(A) They have small craters.

(B) They have been analyzed by astronomers.

(C) They have a rough texture.

(D) They tend to be darker than the terrace.

7. All of the following terms are defined in the passage EXCEPT

(A) Moon (line 1)

(B) reflectivity (line 3)

(C) regolith (line 16)

(D) Maria (line 2)

8. The author mentions wispy marks in line 19 as an example of

(A) an aspect of the lunar surface discovered through lunar missions

(B) a characteristic of large craters

(C) a discovery made through the use of Earth-based telescopes

(D) features that astronomers observed to be common to the Earth and the Moon

9. According to the passage , lunar researchers have focused mostly on

(A) the possibility of finding water on the Moon

(B) the lunar regolith

(C) cataloging various land formations

(D) craters and their origins

10. The passage probably continues with a discussion of

(A) the reasons craters are difficult to study

(B) the different shapes small craters can have

(C) some features of large craters

(D) some difference in the ways small and large craters were formed

BCDAD CACDC

托福阅读真题2

PASSAGE 97

The Moon, which has undergone a distinct and complex geological history, presents a striking appearance. The moon may be divided into two major terrains: the Maria (dark lowlands) and the Terrace (bright highlands). The contrast in the reflectivity (the capability of reflecting light) of these two terrains suggested to many early observers that the two terrains might have different compositions, and this supposition was confirmed by missions to the Moon such as Surveyor and Apollo. One of the most obvious differences between the terrains is the smoothness of the Maria in contrast to the roughness of the highlands. This roughness is mostly caused by the abundance of craters: the highlands are completely covered by large craters (greater than 40-50 km in diameter), while the craters of the Maria tend to be much smaller. It is now known that the vast majority of the Moon's craters were formed by the impact of solid bodies with the lunar surface.

Most of the near side of the Moon was thoroughly mapped and studied from telescopic pictures years before the age of space exploration. Earth-based telescopes can resolve objects as small as a few hundred meters on the lunar surface. Close observation of craters, combined with the way the Moon diffusely reflects sunlight, led to the understanding that the Moon is covered by a surface layer, or regolith, that overlies the solid rock of the Moon. Telescopic images permitted the cataloging of a bewildering array of land forms. Craters were studied for clues to their origin; the large wispy marks were seen. Strange, sinuous features were observed in the Maria. Although various land forms were catalogued, the majority of astronomers' attention was fixed on craters and their origins.

Astronomers have known for a fairly long time that the shape of craters changes as they increase in size. Small craters with diameters of less than 10-15 km have relatively simple shapes. They have rim crests that are elevated above the surrounding terrain, smooth, bowl-shaped interiors, and depths that are about one-sixth their diameters. The complexity of shape increases for larger craters.

1. What does the passage mainly discuss?

(A) What astronomers learned from the Surveyor and Apollo space missions.

(B) Characteristics of the major terrains of the Moon.

(C) The origin of the Moon's craters.

(D) Techniques used to catalogue the Moon's land forms.

2. The word undergone in line 1 is closest in meaning to

(A) altered

(B) substituted

(C) experienced

(D) preserved

3. According to the passage , the Maria differ from the Terrace mainly in terms of

(A) age

(B) manner of creation

(C) size

(D) composition

4. The passage supports which of the following statements about the Surveyor and Apollo missions?

(A) They confirmed earlier theories about the Moon's surface.

(B) They revealed that previous ideas about the Moon's craters were incorrect.

(C) They were unable to provide detailed information about the Moon's surface.

(D) They were unable to identify how the Moon's craters were made.

5. The word vast in line 11 is closest in meaning to

(A) special

(B) known

(C) varied

(D) great

6. All of the following are true of the Maria EXCEPT:

(A) They have small craters.

(B) They have been analyzed by astronomers.

(C) They have a rough texture.

(D) They tend to be darker than the terrace.

7. All of the following terms are defined in the passage EXCEPT

(A) Moon (line 1)

(B) reflectivity (line 3)

(C) regolith (line 16)

(D) Maria (line 2)

8. The author mentions wispy marks in line 19 as an example of

(A) an aspect of the lunar surface discovered through lunar missions

(B) a characteristic of large craters

(C) a discovery made through the use of Earth-based telescopes

(D) features that astronomers observed to be common to the Earth and the Moon

9. According to the passage , lunar researchers have focused mostly on

(A) the possibility of finding water on the Moon

(B) the lunar regolith

(C) cataloging various land formations

(D) craters and their origins

10. The passage probably continues with a discussion of

(A) the reasons craters are difficult to study

(B) the different shapes small craters can have

(C) some features of large craters

(D) some difference in the ways small and large craters were formed

BCDAD CACDC

托福阅读真题3

Naturalists and casual observers alike have been struck by the special relationship between squirrels and acorns (the seeds of oak trees). Ecologists, though, cannot observe these energetic mammals scurrying up and down oak trees and eating and burying acorns without wondering about their complex relationship with trees. Are squirrels dispersers and planters of oak forests or pesky seed predators? The answer is not simple. Squirrels may devour many acorns, but by storing and failing to recover up to 74 percent of them as they do when seeds are abundant, these arboreal rodents can also aid regeneration and dispersal of the oaks.

Their destructive powers are well documented. According to one report, squirrels destroyed tens of thousands of fallen acorns from an oak stand on the University of Indiana campus. A professor there estimated that each of the large white oaks had produced between two and eight thousand acorns, but within weeks of seed maturity, hardly an intact acorn could be found among the fallen leaves. Deer, turkey, wild pigs, and bears also feed heavily on acorns, but do not store them, and are therefore of no benefit to the trees. Flying squirrels, chipmunks, and mice are also unlikely to promote tree dispersal, as they often store seeds in tree cavities and underground burrows. Only squirrels — whose behavior of caching (hiding) acorns below the leaf litter — often promote successful germination of acorns, and perhaps blue jays, important long-distance dispersers, seem to help oaks spread and reproduce.

Among squirrels, though, there is a particularly puzzling behavior pattern. Squirrels pry off the caps of acorns, bite through the shells to get at the nutritious inner kernels, and then discard them half-eaten. The ground under towering oaks is often littered with thousands of half-eaten acorns, each one only bitten from the top. Why would any animal waste so much time and energy and risk exposure to such predators as red-tail hawks only to leave a large part of each acorn uneaten? While research is not conclusive at this point, one thing that is certain is that squirrels do hide some of the uneaten portions, and these acorn halves, many of which contain the seeds, may later germinate.

1. What does the passage mainly discuss?

(A) The ecology of oak trees

(B) Factors that determine the feeding habits of Squirrels

(C) Various species of animals that promote the dispersal of tree seeds

(D) The relationship between squirrels and oak trees

2. The word they in line 7 refers to

(A) oak forests

(B) acorns

(C) squirrels

(D) predators

3. According to the passage , what do squirrels do when large quantities of acorns are available?

(A) They do not store acorns.

(B) They eat more than 74 percent of available acorns.

(C) They do not retrieve all the acorns that they have stored.

(D) They hide acorns in tree cavities.

4. The word estimated in line 11 is closest in meaning to

(A) commented

(B) judged

(C) observed

(D) discovered

5. Why does the author mention the University of Indiana campus in line 10 -11?

(A) to provide evidence that intact acorns are hard to find under oak trees

(B) to indicate a place where squirrels can aid seed dispersal of oaks

(C) to argue in favor of additional studies concerning the destructive force of squirrels

(D) to support the claim that squirrels can do great damage to oak stands

6. It can be inferred from paragraph 3 that chipmunks do not aid in the dispersal of oak trees

because

(A) they store their acorns where they cannot germinate

(B) they consume most of their stored acorns

(C) their stored acorns are located and consumed by other species

(D) they cannot travel the long distance required for dispersal

7. According to the passage , which of the following do squirrels and blue jays have in common?

(A) They travel long distances to obtain acorns.

(B) They promote the reproduction of oak trees.

(C) They bury acorns under fallen leaves.

(D) They store large quantities of acorns.

8. The phrase pry off in line 21 is closest in meaning to

(A) swallow

(B) remove

(C) squeeze

(D) locate

9. The word littered in line 22 is closest in meaning to

(A) covered

(B) displayed

(C) fertilized

(D) planted

10. According to the passage , scientists cannot explain which of the following aspects of squirrel

behavior?

(A) Where squirrels store their acorn caches

(B) Why squirrels prefer acorns over other seeds

(C) Why squirrels eat only a portion of each acorn they retrieve

(D) Why squirrels prefer acorns from a particular species of oak trees

DCCBD DBBAC

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