托福阅读得分比实际高托福容错率分析.docx

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1、托福阅读得分比实际高，托福容错率分析 托福阅读中存在肯定的容错率，也就是即使做错了题目，也有可能不会被扣分。不过许多同学对于这个容错率的概念缺乏了解，并不清晰详细信息，也常会问出托福阅读25分能做几个之类的问题。下面我就结合数据为大家做具体介绍讲解。 托福阅读得分比实际高，托福容错率分析 托福阅读25分容错率观点排列 托福阅读25分错几个?网上有这么几种不同的观点： A：保证托福阅读25分以上最多错6-8个; B：在总题目44-45分的基础上，对39个错5-6个，托福阅读就可以拿到25分; C：也有人说在没有空题的状况下可以错3-6个; D：要看题目难度和考生整体水平即平均分，每次考试容差率不

2、同。 以上几种观点究竟是否精确呢? 稍安勿躁。这里，先给大家普及一下，什么是容错率。托福阅读容错率就是指依据题目的难度允许错却不扣分的题目。一般来说除了最终一道题，容错率为一题。 结合数据分析托福阅读容错率 我们都知道，托福阅读有三篇文章，总共42道题。除每篇文章的最终一题每题2分之外，其他题目都是每题一分。所以说托福阅读部分的原始总分是45分。而原始分与最终成果之间有个对应关系。如表格所示： 依据上面表格的分数对应关系，托福阅读假如想要拿到25分，原始分就要拿到39分，那么，同学们想要拿到39分的原始分，至多可以错几道题呢? 托福阅读25分容错率状况具体解读 首先，在每篇文章最终一道题全部作

3、对的状况下，原始分要39分那么基础题可以错6道题，也就是说在这种状况下托福阅读25分错6个题目。 其次，在每篇文章最终一道题全部做错的状况下，已经扣6分，原始分得分为39分，转换成最终成果恰好是25分。在这种状况下托福阅读25分只能错3道大题，基础题一道都不能错。 第三种就是比较困难的状况了。三道“6选3”大题，假如其中一道题选错一个选项即扣一分，而其他两道题没错，那么错5个基础题就能拿到托福阅读25分;假如错两个选项此题没法即扣两分，其他两道题没错，那么错4个基础题也能拿到托福阅读25分。 三道题中一题全对、一题全错、一题错一个选项，或者是每题选错一个选项，都要扣3分，那么基础题则错3个托福

4、阅读即可得25分。以此类推，想要托福阅读25分，原始分必需为39分，错3-6个题，所以说最多可错6道题。 托福阅读真题100篇原文+题目1 PASSAGE 17 Aviculturists, people who raise birds for commercial sale, have not yet learned how to simulate the natural incubation of parrot eggs in the wild. They continue to look for better ways to increase egg production and to

5、improve chick survival rates. When parrots incubate their eggs in the wild, the temperature and humidity of the nest are controlled naturally. Heat is transferred from the bird's skin to the top portion of the eggshell, leaving the sides and bottom of the egg at a cooler temperature. This temper

6、ature gradient may be vital to successful hatching. Nest construction can contribute to this temperature gradient. Nests of loosely arranged sticks, rocks, or dirt are cooler in temperature at the bottom where the egg contacts the nesting material. Such nests also act as humidity regulators by allow

7、ing rain to drain into the bottom sections of the nest so that the eggs are not in direct contact with the water. As the water that collects in the bottom of the nest evaporates, the water vapor rises and is heated by the incubating bird, which adds significant humidity to the incubation environment

8、. In artificial incubation programs, aviculturists remove eggs from the nests of parrots and incubate them under laboratory conditions. Most commercial incubators heat the eggs fairly evenly from top to bottom, thus ignoring the bird's method of natural incubation, and perhaps reducing the viabi

9、lity and survivability of the hatching chicks. When incubators are not used, aviculturists sometimes suspend wooden boxes outdoors to use as nests in which to place eggs. In areas where weather can become cold after eggs are laid, it is very important to maintain a deep foundation of nesting materia

10、l to act as insulator against the cold bottom of the box. If eggs rest against the wooden bottom in extremely cold weather conditions, they can become chilled to a point where the embryo can no longer survive. Similarly, these boxes should be protected from direct sunlight to avoid high temperatures

11、 that are also fatal to the growing embryo. Nesting material should be added in sufficient amounts to avoid both extreme temperature situations mentioned above and assure that the eggs have a soft, secure place to rest. 1. What is the main idea of the passage ? (A) Nesting material varies according

12、to the parrots' environment. (B) Humidity is an important factor in incubating parrots' eggs. (C) Aviculturists have constructed the ideal nest box for parrots. (D) Wild parrots' nests provide information useful for artificial incubation. 2. The word They in line 2 refers to (A) avicultu

13、rists (B) birds (C) eggs (D) rates 3. According to paragraph 2, when the temperature of the sides and bottom of the egg are cooler than the top, then (A) there may be a good chance for successful incubation (B) the embryo will not develop normally (C) the incubating parent moves the egg to a new pos

14、ition. (D) the incubation process is slowed down 4. According to paragraph 2, sticks, rocks, or dirt are used to (A) soften the bottom of the nest for the newly hatched chick (B) hold the nest together (C) help lower the temperature at the bottom of the nest (D) make the nest bigger 5. According to

15、paragraph 2, the construction of the nest allows water to (A) provide a beneficial source of humidity in the nest (B) loosen the materials at the bottom of the nest (C) keep the nest in a clean condition (D) touch the bottom of the eggs 6. All of the following are part of a parrot's incubation m

16、ethod EXCEPT (A) heating the water vapor as it rises from the bottom of the nest (B) arranging nesting material at the bottom of the nest (C) transferring heat from the parent to the top of the eggshell (D) maintaining a constant temperature on the eggshell 7. The word suspend in line 18 is closest

17、in meaning to (A) build (B) paint (C) hang (D) move 8. The word fatal in line 24 is closest in meaning to (A) close (B) deadly (C) natural (D) hot 9. The word secure in line 27 is closest in meaning to (A) fresh (B) dry (C) safe (D) warm 10. According to paragraph 3, a deep foundation of nesting mat

18、erial provides (A) a constant source of humidity (B) a strong nest box (C) more room for newly hatched chicks (D) protection against cold weather 11. Which of the following is a problem with commercial incubators? (A) They lack the natural temperature changes of the outdoors. (B) They are unable to

19、heat the eggs evenly (C) They do not transfer heat to the egg in the same way the parent bird does. (D) They are expensive to operate. 12. Which of the following terms is defined in the passage ? (A) Aviculturists (line 1) (B) gradient (line 8) (C) incubation (line 15) (D) embryo (line 22) 托福阅读真题100

20、篇原文+题目2 PASSAGE 18 During the seventeenth and eighteenth centuries, almost nothing was written about the contributions of women during the colonial period and the early history of the newly formed United States. Lacking the right to vote and absent from the seats of power, women were not considered

21、an important force in history. Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the American Revolution, and Abigail Adams penned important letters showing she exercised great political influence over her husband, J

22、ohn, the second President of the United States. But little or no notice was taken of these contributions. During these centuries, women remained invisible in history books. Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors writing about women

23、. These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory in nature, and they were uncritical in their selection and use of sources. During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records of ac

24、tivities in which women were engaged. National, regional, and local women's organizations compiled accounts of their doings. Personal correspondence, newspaper clippings, and souvenirs were saved and stored. These sources from the core of the two greatest collections of women's history in th

25、e United States one at the Elizabeth and Arthur Schlesinger Library at Radcliff Col lege, and the other the Sophia Smith Collection at Smith College. Such sources have provided valuable materials for later generations of historians. Despite the gathering of more information about ordinary women duri

26、ng the nineteenth century, most of the writing about women conformed to the great women theory of history, just as much of mainstream American history concentrated on great men. To demonstrate that women were making significant contributions to American life, female authors singled out women leaders

27、 and wrote biographies, or else important women produced their autobiographies. Most of these leaders were involved in public life as reformers, activists working for women's right to vote, or authors, and were not representative at all of the great of ordinary woman. The lives of ordinary peopl

28、e continued, generally, to be untold in the American histories being published. 1. What does the passage mainly discuss? (A) The role of literature in early American histories (B) The place of American women in written histories (C) The keen sense of history shown by American women (D) The great wom

29、en approach to history used by American historians 2. The word contemporary in line 6 means that the history was (A) informative (B) written at that time (C) thoughtful (D) faultfinding 3. In the first paragraph, Bradstreet, Warren, and Adams are mentioned to show that (A) a woman's status was c

30、hanged by marriage (B) even the contributions of outstanding women were ignored (C) only three women were able to get their writing published (D) poetry produced by women was more readily accepted than other writing by women 4. The word celebratory in line 12 means that the writings referred to were

31、 (A) related to parties (B) religious (C) serious (D) full of praise 5. The word they in line 12 refers to (A) efforts (B) authors (C) counterparts (D) sources 6. In the second paragraph, what weakness in nineteenth-century histories does the author point out? (A) They put too much emphasis on daily

32、 activities (B) They left out discussion of the influence of money on politics. (C) The sources of the information they were based on were not necessarily accurate. (D) They were printed on poor-quality paper. 7. On the basis of information in the third paragraph, which of the following would most l

33、ikely have been collected by nineteenth-century feminist organizations? (A) Newspaper accounts of presidential election results (B) Biographies of John Adams (C) Letters from a mother to a daughter advising her how to handle a family problem (D) Books about famous graduates of the country's firs

34、t college 8. What use was made of the nineteenth-century women's history materials in the Schlesinger Library and the Sophia Smith Collection? (A) They were combined and published in a multivolume encyclopedia (B) They formed the basis of college courses in the nineteenth century. (C) They provi

35、ded valuable information for twentieth-century historical researchers. (D) They were shared among women's colleges throughout the United States. 9. In the last paragraph, the author mentions all of the following as possible roles of nineteenth-century great women EXCEPT (A) authors (B) reformers

36、 (C) activists for women's rights (D) politicians 10. The word representative in line 29 is closest in meaning to (A) typical (B) satisfied (C) supportive (D) distinctive 托福阅读真题100篇原文+题目3 PASSAGE 19 The principal difference between urban growth in Europe and in the North American colonies was th

37、e slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.

38、 In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and Fra

39、nce, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the

40、favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance. This was less true in the colonial South, where life centered around large farms, known as plantatio

41、ns, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located o

42、n navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway. When the United States became an independent nation in 1776, it did not have a single

43、city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Su

44、ch migration was particularly rapid following the Civil War (1861-1865). 1. What does the passage mainly discuss? (A) Factors that slowed the growth of cities in Europe. (B) The evolution of cities in North America (C) Trade between North American and European cities (D) The effects of the United Sa

45、tes' independence on urban growth in New England. 2. The word they in line 4 refers to (A) North American colonies (B) cities (C) centuries (D) town economies 3. The passage compares early European and North American cities on the basis of which of the following? (A) Their economic success (B) T

46、he type of merchandise they exported (C) Their ability to distribute goods to interior settlements (D) The pace of their development 4. The word accordingly in line 11 is closest in meaning to (A) as usual (B) in contrast (C) to some degree (D) for that reason 5. According to the passage , early colonial cities were established along the Atlantic coastline of North America due to (A) an abundance of natural resources (B) financial support from co