托福阅读分类词汇精选：生物学类.docx

托福阅读分类词汇精选：生物学类 托福阅读备考须要积累很多词汇才能读懂文章，为了帮助大家备考生物类的阅读文章，下面我给大家带来托福阅读分类词汇精选：生物学类，希望对大家有所帮助1 托福阅读分类词汇精选：生物学类 chlorophyll 叶绿素 amino acids 氨基酸 protein 蛋白质 nitrogen 氮 photosynthetic(adj.) photosynthesis(n.) 光合作用 botany植物学 botanist 植物学家 lichen 地衣，苔藓 fungus(pl. fungi ) 菌类 algae(pl. alga) 海藻 bacterium(pl.bacteria)细菌 organism 有机物 rodent 啮齿类动物 primate 灵长类动物 mammal 哺乳类动物 reptile 爬行类动物 predator 捕食者 prey 被捕食者 acquatic 水生的 artery 动脉 vein 静脉 fingernail 指甲 scale 鳞片 claw 爪子 horn 角 nourish 滋养，供应养分 clam 蚌 crab 虾 beaver 狸 pond 池塘 puddle 水坑 snail 蜗牛 shrimp 虾 hormone 荷尔蒙 intestine 肠 corn 谷物 squash 南瓜 bean 豆类植物 nectar花蜜 pollen花粉 hive 蜂巢 moss 苔藓 hibernate 冬眠 penguin 企鹅 reef 礁 coral 珊瑚 beak 鸟嘴 enzymes 酵母 larvae 幼虫 tadpole 蝌蚪 caterpillar 毛虫 grasshopper 蚱蜢 toad 蟾蜍 herbicide 除草剂 secretion(n.) secrete(v.) 分泌 pancreas 胰腺 odor 气味 roe 鱼卵 caviar 鱼子酱 raccoon 浣熊 gland 腺体 cricket 蟋蟀 托福阅读的做题策略分析 从题型来看，TOEFL阅读的特点是题量大，涉及的词汇面广。要想考好阅读，要求考生不光有扎实的英语基础，还须要精准的做题策略。 第一步：花两三分钟时间扫描每篇文章头一两个句子，做一个简短的scanning，定位文章难易程度，以及了解文章大致主题。虽然平均每篇文章做题时间为11分钟，但是有的文章七八分钟便可以轻松应付，有的文章则须要15分钟左右，所以这其中的时间支配就须要考生自主调整。一般来说，5篇文章中有2篇难度大一些，按部就班做题就有可能因时间不够而做错好几道题甚至是来不及做，带来巨大的损失。因此首先定位文章难易程度，同时目测文章的题量分布，这有助于科学安排阅读部分的做题时间，是特别必要的。 其次步：通过阅读文章结构来进一步进行scanning。所谓结构，即文章的骨架子。 TOEFL文章涉及人文社科和自然科学，大多是结构明确的争论文、说明文，它们最显著的特点是呈板块结构。 TOEFL文章均由数个自然段组成，正确的阅读文章的方法应当是把文章首句先吃透，文章首句常常为文章主题，然后把首段的其他句子尽快略读，文章其他段落实行同样的方法阅读。各段落其他句子一般来说都是用来说明各个段落的主题句，同时也应当看一下其次句，假如有转折词，则此时其次句才是这一段的主旨。没有必要每个句子都理解，许多时候这样做无疑是白白奢侈时间。以最快捷的方式了解文章大意，从而正确引导下一步做详细的题，而不至于出现大方向的理解错误。而自始至终考生应当遵循这条原则：看完文章，才能起先做题。 做题时，考生们应当明白以下道理： 1、有据可循。每篇文章题目都依据文章布局一步一步向前推动，即使有个别题打乱文章布局，在题干里总是有供应信息的关键词将考生带入文章的详细部位。 2、回来原文。做题时，依据题干或选项的关键词回来文章找寻重现关键词或其释义的语言区域，同时解除相应的选项。 3、整句分析。遇到难句子时，应当对其进行句子结构分析，解除修饰成分，找寻主干部分，从而快速把握整个句子的意思，不要盯着单个的词不放，不然就会因小失大。 4、基于事实。每个问题的四个选项或者是对文章中相关部分的正确释度、或者是歪曲原文、或者与原文毫不相干。换句话说，命题专家在设置试题时会玩一些文字嬉戏，用各种表达形式让考生晕头转向、雾里看花。考生应当明白自己的职责是辨别真伪，找到符合文章意思和题意的选项。 托福阅读真题训练1 Fungi, of which there are over 100,000 species, including yeasts and other single-celled organisms as well as the common molds and mushrooms, were formerly classified as members of the plant kingdom. However, in reality they are very different from plants and today they are placed in a separate group altogether. The principal reason for this is that none of them possesses chlorophyll, and since they cannot synthesize their own carbohydrates, they obtain their supplies either from the breakdown of dead organic matter or from other living organisms. Furthermore the walls of fungal cells are not made of cellulose, as those of plants are, but of another complex sugarlike polymer called chitin, the material from which the hard outer skeletons of shrimps, spiders, and insects are made. The difference between the chemical composition of the cell walls of fungi and those of plants is of enormous importance because it enables the tips of the growing hyphae, the threadlike cells of the fungus, to secrete enzymes that break down the walls of plant cells without having any effect on those of the fungus itself. It is these cellulose-destroying enzymes that enable fungi to attack anything made from wood, wood pulp, cotton, flax, or other plant material. The destructive power of fungi is impressive. They are a major cause of structural damage to building timbers, a cause of disease in animals and humans, and one of the greatest causes of agricultural losses. Entire crops can be wiped out by fungal attacks both before and after harvesting. Some fungi can grow at +50 C, while o°thers can grow at -5 C, so ev°en food in cold storage may not be completely safe from them. On the other hand, fungi bring about the decomposition of dead organic matter, thus enriching the soil and returning carbon dioxide to the atmosphere. They also enter into a number of mutually beneficial relationships with plants and other organisms. In addition, fungi are the source of many of the most potent antibiotics used in clinical medicine, including penicillin. 1. What does paragraph 1 mainly discuss? (A) differences between simple and complex fungi (B) functions of chlorophyll in plants (C) functions of sugar in the walls of fungal cells (D) differences between fungi and plants 2. Which of the following is mentioned as a major change in how scientists approach the study of fungi? (A) Fungi are no longer classified as plants (B) Some single-cell organisms are no longer classified as fungi. (C) New methods of species identification have been introduced (D) Theories about the chemical composition of fungi have been revised. 3. The word principal in line 4 is closest in meaning to (A) true (B) main (C) logical (D) obvious 4. According to the passage , how do fungi obtain carbohydrates? (A) The absorb carbohydrates from their own cell walls. (B) They synthesize chlorophyll to produce carbohydrates. (C) They produce carbohydrates by breaking down chitin. (D) They acquire carbohydrates from other organic matter, both living and dead. 5. The passage mentions shrimps, spiders, and insects in line 9 because their skeletons (A) can be destroyed by fungi (B) have unusual chemical compositions (C) contain a material found in the walls of fungal cells (D) secrete the same enzymes as the walls of fungal cells do 6. Which of the following terms is defined in the passage ? (A) chlorophyll (line 5) (B) polymer (line 8) (C) hyphae (line 12) (D) enzymes (line 14) 7. The word those in line 13 refers to (A) tips (B) hyphae (C) enzymes (D) walls 8. Fungi have all of the following characteristics EXCEPT (A) They grow hyphae. (B) They secrete enzymes. (C) They synthesize cellulose. (D) They destroy crops. 9. The word Entire in line 18 is closest in meaning to (A) certain (B) whole (C) mature (D) diseased 10. The passage describes the negative effects of fungi on all the following EXCEPT (A) buildings (B) animals (C) food (D) soil 11. The phrase bring about in line 21 is closest in meaning to (A) cause (B) join (C) take (D) include 12. The passage mentions penicillin in line 25 as an example of (A) a medicine derived from plants (B) a beneficial use of fungi (C) a product of the relationship between plants and fungi (D) a type of fungi that grows at extreme temperatures. 托福阅读真题训练2 PASSAGE 16 The first flying vertebrates were true reptiles in which one of the fingers of the front limbs became very elongated, providing support for a flap of stretched skin that served as a wing. These were the pterosaurs, literally the winged lizards. The earliest pterosaurs arose near the end of the Triassic period of the Mesozoic Era, some 70 million years before the first known fossils of true birds occur, and they presumably dominated the skies until they were eventually displaced by birds. Like the dinosaurs, some the pterosaurs became gigantic; the largest fossil discovered is of an individual that had a wingspan of 50 feet or more, larger than many airplanes. These flying reptiles had large, tooth-filled jaws, but their bodies were small and probably without the necessary powerful muscles for sustained wing movement. They must have been expert gliders, not skillful fliers, relying on wind power for their locomotion. Birds, despite sharing common reptilian ancestors with pterosaurs, evolved quite separately and have been much more successful in their dominance of the air. They are an example of a common theme in evolution, the more or less parallel development of different types of body structure and function for the same reason in this case, for flight. Although the fossil record, as always, is not complete enough to determine definitively the evolutionary lineage of the birds or in as much detail as one would like, it is better in this case than for many other animal groups. That is because of the unusual preservation in a limestone quarry in southern Germany of Archaeopteryx, a fossil that many have called the link between dinosaurs and birds. Indeed, had it not been for the superb preservation of these fossils, they might well have been classified as dinosaurs. They have the skull and teeth of a reptile as well as a bony tail, but in the line-grained limestone in which these fossils occur there are delicate impressions of feathers and fine details of bone structure that make it clear that Archaeopteryx was a bird. All birds living today, from the great condors of the Andes to the tiniest wrens, trace their origin back to the Mesozoic dinosaurs. 1. What does the passage mainly discuss? (A) Characteristics of pterosaur wings (B) The discovery of fossil remains of Archaeopteryx (C) Reasons for the extinction of early flying vertebrates (D) The development of flight in reptiles and birds 2. Which of the following is true of early reptile wings? (A) They evolved from strong limb muscles. (B) They consisted of an extension of skin. (C) They connected the front and back limbs. (D) They required fingers of equal length. 3. The word literally in line 3 is closest in meaning to (A) creating (B) meaning (C) related to (D) simplified 4. It can be inferred from the passage that birds were probably dominant in the skies (A) in the early Triassic period (B) before the appearance of pterosaurs (C) after the decline of pterosaurs (D) before dinosaurs could be found on land. 5. The author mentions airplanes in line 8 in order to (A) illustrate the size of wingspans in some pterosaurs (B) compare the energy needs of dinosaurs with those of modern machines (C) demonstrate the differences between mechanized flight and animal flight (D) establish the practical applications of the study of fossils 6. The word They in line 10 refers to (A) powerful muscles (B) bodies (C) jaws (D) flying reptiles 7. According to the passage , pterosaurs were probably not skillful fliers (lines 10-11) because (A) of their limited wingspan (B) of their disproportionately large bodies (C) they lacked muscles needed for extended flight (D) climate conditions of the time provided insufficient wind power 8. In paragraph 2, the author discusses the development of flight in birds as resulting from (A) a similarity in body structure to pterosaurs (B) an evolution from pterosaurs (C) the dominance of birds and pterosaurs over land animals (D) a separate but parallel development process to that of pterosaurs 9. The word classified in line 21 is closest in meaning to (A) perfected (B) replaced (C) categorized (D) protected 10. Which of the following helped researchers determine that Archaeopteryx was not a dinosaur? (A) Its tail (B) Its teeth (C) The shape of its skull (D) Details of its bone structure 11. What is the significance of the discovery that was made in southern Germany? (A) It is thought to demonstrate that birds evolved from dinosaurs. (B) It is proof that the climate and soils of Europe have changed over time. (C) It suggests that dinosaurs were dominant in areas rich in limestone. (D) It supports the theory that Archaeopteryx was a powerful dinosaur. 托福阅读分类词汇精选：生物学类本文来源：网络收集与整理，如有侵权，请联系作者删除，谢谢！第20页 共20页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页