[外语类试卷]托福模拟试卷21及答案与解析.doc

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1、托福模拟试卷 21及答案与解析 0 “Professors Office“ 1 Why does the man go to see his professor? （ A） He wants to withdraw from the class. （ B） He needs to ask the professor a question. （ C） His professor promised to give him a tape. （ D） His professor asked him to come to the office. 2 Why does the student say th

2、is: （ A） He is disrespectful. （ B） He is surprised. （ C） He is sorry. （ D） He is happy. 3 What does the professor mean when she says this: （ A） She is warning the student that she could take more serious action. （ B） She is indicating that she is not sure what she wants to do. （ C） She is asking the

3、 man to come up with a solution for the situation. （ D） She is forgiving the man for causing a problem in her class. 4 How does the professor feel about questions in class? （ A） She would rather answer questions during her office hours. （ B） She thinks that students who ask questions are showing int

4、erest. （ C） She does not like students to be disrespectful by asking questions. （ D） She wants her students to help each other instead of asking questions. 5 What will the man probably do during the next class? （ A） He will ask fewer questions. （ B） He will tape record the lecture. （ C） He will refe

5、r to the outline in the book. （ D） He will participate more in the discussion. 5 “Art Class“ 6 What is this lecture mainly about? （ A） Symmetry in the visual arts （ B） The characteristics of patterns （ C） How the brain organizes information （ D） A definition of beauty 7 What does the professor mean

6、when he says this: （ A） He plans to give others an opportunity to speak. （ B） He is talking too fast and intends to slow down. （ C） He needs to correct something that he has said. （ D） He wants to talk about that subject later. 8 Which of the following slides represents reflection symmetry? Click on

7、 the correct diagram. 9 How is it possible to recognize an object when only part of it is visible? （ A） The brain recognizes symmetry and visualizes the whole. （ B） The object is often familiar enough to be recognized. （ C） The pieces are large even though some are missing. （ D） The principles for i

8、dentification can be learned, 10 In addition to a system for organization, what characteristics define a pattern? Click on 2 answer choices. （ A） A basic unit （ B） An image （ C） Repetition （ D） Rotation 11 What assignment does the professor give his students? （ A） They are supposed to identify patte

9、rns in the classroom. （ B） They should be prepared for a quiz on this lecture. （ C） They need to go to the lab to complete an experiment. （ D） They have to design a pattern that includes symmetry. 11 “Biology Class“ 12 What aspect of the fossil record is this lecture mainly about? （ A） The impact hy

10、pothesis （ B） Mass extinctions （ C） Climate change （ D） Diversity in species 13 Identify the main periods of mass extinction. Click on 2 answer choices. （ A） Permian （ B） Cenozoic （ C） Cretaceous （ D） Mesozoic 14 Why does the professor say this: （ A） To express uncertainty （ B） To disagree with the

11、evidence （ C） To acknowledge the disappearance （ D） To ask for some ideas 15 What is the impact hypothesis? （ A） The theory that the continents drifted and collided with each other （ B） The idea that volcanic eruptions disrupted the climate worldwide （ C） The view that a lightening storm caused a gl

12、obal fire （ D） The premise that an asteroid crashed, blocking the sunlight on Earth 16 What is the evidence for the impact hypothesis? （ A） The clay from the Cretaceous Period contains an element that is rare on Earth. （ B） Both hemispheres suffered the same amount of damage and extinction. （ C） Aci

13、dic precipitation is still not evenly distributed across the Earth. （ D） Rocks that may have been part of an asteroid have been identified. 17 What can be inferred about the professors opinion? （ A） He is strongly in favor of the impact hypothesis. （ B） He does not believe that mass extinctions happ

14、ened. （ C） He thinks that mass extinctions were important to evolution. （ D） He views mass extinction as a preventable occurrence. 17 “Students on Campus“ 18 What are the students discussing? （ A） The T.A.in their class （ B） The womans presentation （ C） PowerPoint handouts （ D） The womans class 19 W

15、hich strategy does the woman use for her presentation? （ A） Read the information on the handouts （ B） Ask volunteers to participate （ C） Show visuals to explain the points （ D） Respond to questions from the group 20 Why did the woman make overhead copies of the slides? （ A） She was very nervous abou

16、t going first. （ B） She was afraid that the computer program would fail. （ C） She took the mans advice about making them. （ D） She wanted to show them to the man. 21 What does the man mean when he says this: （ A） He does not appreciate the womans comment. （ B） He has difficulty hearing the woman. （

17、C） He wants the woman to continue. （ D） He understands the womans point of view. 22 Why didnt the class ask questions after the presentation? （ A） The material was presented very clearly. （ B） The presentation was not interesting to them. （ C） There wasnt enough time for questions. （ D） They were an

18、xious to make their presentations. 22 “Sociology Class“ 23 How does the professor organize the discussion? （ A） By defining gang activity, using information from articles （ B） By contrasting gang activity with noncriminal organizations （ C） By reading part of an article on gang activity to the class

19、 （ D） By reporting her research on gang activity in the local area 24 What was surprising about Thrashers study? （ A） The size of the study, which included 1300 gangs （ B） The excellent summary by the student who located the research （ C） The changes that were reported in the history of gangs （ D） T

20、he fact that gang activity has been prevalent for so long 25 According to the study by Moore, what causes gang activity? （ A） Cliques that form in high school （ B） Normal feelings of insecurity in teens （ C） Abusive family members in the home （ D） Loyalty to family already in the gang 26 Why does th

21、e professor say this: （ A） To show that she does not agree with the response （ B） To encourage the student to give an example （ C） To indicate that she does not understand （ D） To praise the student for his answer 27 What is the role of women in gangs? （ A） They are full members of the gangs. （ B） T

22、hey are protected by the gangs. （ C） They are a support system for the gangs. （ D） They have little contact with gangs. 28 In the discussion, the students identify aspects of gang activity. Indicate whether each of the following is one of the aspects. Click in the correct box for each phrase. 28 “An

23、thropology Class“ 29 Which of the following is an important reason the Haida people carve totem poles? （ A） To frighten away spirits （ B） To decorate the village （ C） To recall traditional stories （ D） To worship the animals 30 What does the professor mean when he says this: （ A） This fact does not

24、directly relate to the topic. （ B） He expects the students to write down the definition. （ C） He is expressing uncertainty about the information. （ D） The professor should not be talking about this tradition. 31 Why does the professor mention the coat of arms of Canada? （ A） To compare the symbolism

25、 to that of a totem pole （ B） To prove that the Haida live in Canada （ C） To argue that the Haida symbols are superior （ D） To place the events in chronological order 32 What does the saying low man on the totem pole mean? （ A） A very good representative member of the group （ B） A person who begins

26、to tell an important story （ C） A person who has the least status among the members （ D） A member of the community who is not accepted 33 Why do the master carvers work on the bottom figures? （ A） Master carvers are usually too old to work at the top of the pole. （ B） The figures near the bottom are

27、 more visible to the public. （ C） The totem pole is too large for just one carver to complete. （ D） The last carving is an honor reserved for the masters. 34 What does the professor mean when he says this: （ A） He is indicating that the information to follow is very reliable. （ B） He is showing the

28、class that he knows a great deal about the information. （ C） He is signaling that the students should learn this information. （ D） He is informing the students that there may be more information. 34 “Professors Office“ 35 Why does the man go to see his professor? （ A） He is worried about the profess

29、ors class. （ B） He wants to bring up the grade in her class. （ C） He would like some advice about his classes. （ D） He needs to get the womans signature. 36 Why does the man say this: （ A） He is apologizing for the problem. （ B） He is asking the woman to explain. （ C） He is thinking of what to say n

30、ext. （ D） He is correcting the professor politely. 37 What is the mans problem? （ A） He is taking too many classes this semester. （ B） He is failing one of his required courses. （ C） He has a problem with his academic advisor. （ D） He took classes with heavy reading assignments. 38 What does the pro

31、fessor suggest? （ A） Registration for a course in how to read faster （ B） Extra help sessions to bring up the grade in her class （ C） Immediate withdrawal from one of the courses （ D） Intensive study until the end of the semester 39 What can we infer about the situation? （ A） The student will probab

32、ly talk with his advisor before registration next term. （ B） The professor believes that the student will probably not take her advice. （ C） The date for changing the students schedule has probably passed already. （ D） The professor is probably the students academic program advisor. 39 “Psychology C

33、lass“ 40 What is the lecture mainly about? （ A） Neurotransmitters （ B） Seasonal affective disorder （ C） Genetic research （ D） The National Institute of Mental Health 41 What are neurotransmitters? （ A） Chemical imbalances （ B） Chemicals in the brain （ C） Images of the brain （ D） Genetic triggers 42

34、What happens when there is a reduction of light during the winter months? （ A） A decrease in melatonin may cause a chemical imbalance. （ B） The pineal gland begins functioning to compensate. （ C） The retina of the eye opens to receive more light. （ D） The mental processes in the brain are slower. 43

35、 Why does the professor think that the acronym S.A.D.is unsuitable? （ A） She did not participate in creating the acronym. （ B） It does not reflect the seriousness of the problem. （ C） Some of her patients object to the acronym. （ D） The acronym is not an abbreviation for the words. 44 What does the

36、professor mean when she says this: （ A） She is reminding the students of previous facts. （ B） She is disagreeing with the statistics. （ C） She is indicating that the example is unimportant. （ D） She is expressing uncertainty about the information. 45 In the lecture, the professor reports the prelimi

37、nary results of her research. Indicate whether each of the following is one of the findings. Click in the correct box for each sentence. 45 “Physics Class“ 46 What is the discussion mainly about? （ A） The theory of everything （ B） Einsteins unified field theory （ C） Advances in brain theory （ D） The

38、oretical mathematics 47 How does the professor explain the closed string? （ A） He refers the students to a web site. （ B） He rewords the definition in the book. （ C） He compares it with a thin rubber band. （ D） He contrasts it with an open string. 48 Why does the professor say this: （ A） He does not

39、 expect the student to answer the question. （ B） He does not know the answer to the question. （ C） He does not want to continue the debate in class. （ D） He does not want to influence the womans thinking. 49 According to the discussion, what reason does the man give for rejecting string theory? （ A）

40、 There may have been errors in the mathematical calculations. （ B） Strings have not been observed in a laboratory. （ C） String theory does not prove the theory of everything. （ D） The experiments were not performed correctly. 50 What can be inferred about the students? （ A） They have not formed opin

41、ions about the theory. （ B） They do not agree with the professors point of view. （ C） They have reached different conclusions about the theory. （ D） They have changed their minds during the discussion. 51 Why does the professor suggest that the students visit a web site? （ A） The textbook does not h

42、ave the latest information about the topic that they will debate. （ B） The web site should provide objective data, which they can use for the next discussion. （ C） The professor wants the students to understand the history of the theory they are studying. （ D） The site will prepare the students to c

43、omplete mathematical calculations before the next class. 一、 Sections Three： Reading Comprehension 51 A Scientific Debate: Neptunism vs. Plutonism 1. For modern geologists, the question of how rocks are formed has been answered. The processes by which sediments are cemented together to form sedimenta

44、ry rocks, subterranean magma shoots to the surface to form igneous rocks, and intense heat and pressure transform both of these into metamorphic rocks are well understood. But in the days when geology was just beginning to develop as a separate scientific discipline, the origin of Earths rocks was t

45、he subject of an intense debate. Among the theories circulating around the late eighteenth and early nineteenth centuries were two primary contenders: Neptunism, posited by the German Abraham Werner, and Plutonism, a theory of James Hutton, a Scottish geologist. 2. To fully understand the debate bet

46、ween Neptunism and Plutonism, it is essential to first examine the broader scientific context in place at the time. Before the nineteenth century, the accepted view of Earths history was defined by a concept known as Catastrophism. Its basic tenets were that the planet was of a young age and that it

47、s past was marked by a series of distinct and catastrophic events. In England in particular, this theory was influenced by the belief that a worldwide flood had occurred as described in the Christian Bible. 3. Werners theory of Neptunism relied on some of the assumptions inherent in Catastrophism. T

48、he word Neptunism comes from the name of the Roman god of the sea, Neptune, as Werner suggested that all of Earth had once been covered by a vast, hot ocean.The waters of this ocean, he said, contained small amounts of diluted minerals. Over time, these ancient waters evaporated and sank lower, and

49、as they disappeared, the minerals remained and fused into crystals to produce the rocks and landmasses visible on Earths surface. A series of later catastrophic floods, such as the one reported in the Bible, added more rocks and explained the different rock layers that geologists were beginning to discover around this time. 4. Concurrently, there were many other geologists who were starting to reject the notion of Catastrophism. A Much of the contemporary evidence being collected regarding fossils and the complexity and diversity of geologic formations suggested