托福阅读句子插入题核心技巧解读

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托福阅读难点题型解题思路实例分析 ,句子插入题核心技巧解读。今天小编给大家带来托福阅读难点题型解题思路实例分析,希望可以帮助到大家，下面小编就和大家分享，来欣赏一下吧。

托福阅读难点题型解题思路实例分析句子插入题核心技巧解读

托福阅读句子插入提解题核心分析

句子插入题解题核心就在于要把待插入句子放在方框内，使得它能和上下文衔接得当。如何做到上下文衔接得当?其一：句意。其二：逻辑。如果待插入句子中出现代词加名词短语，我们一定在原文中找到这个代词的指代;如果文中只有一处合适，答案就是那句话的后面;如果有两处以上符合，那么我们就观察一下这句话中有没有逻辑关系词，我们一定要确定这句话和上文逻辑关系正确。

托福阅读插入题实例介绍

Paragraph 6:■Because they are always swimming, tunas simply have to open their mouths andwater is forced in and over their gills. ■Accordingly, they have lost most ofthe muscles that other fishes use to suck in water and push it past the gills.■In fact, tunas must swim to breathe. ■They must also keep swimming to keepfrom sinking, since most have largely or completely lost the swim bladder, thegas-filled sac that helps most other fish remain buoyant.

Look at the foursquares [■] that indicate where the following sentence could be added to thepassage.

Consequently,tunas do not need to suck in water.

Where would the sentence best fit?

待插入句子中出现名词：tuna，我们不难发现，这段就是围绕tuna来写的，所以考虑逻辑关系词：consequently，表明上文提到了原因，下文应该是吞拿鱼不吸水的后果。我们在第二个方框后看到accordingly，这个词也是表示结果，后面说到“它们丢失了大部分用于吸水的肌肉”，所以这道题很好做了，逻辑简单，肯定是不吸水在先，然后才会丢失肌肉，所以答案是B。

托福阅读真题原题+题目

Tulips are Old World, rather than New World, plants, with the origins of the species lying in Central Asia. They became an integral part of the gardens of the Ottoman Empire from the sixteenth century onward, and, soon after, part of European life as well. Holland, in particular, became famous for its cultivation of the flower.

A tenuous line marked the advance of the tulip to the New World, where it was unknown in the wild. The first Dutch colonies in North America had been established in New Netherlands by the Dutch West India Company in 1624, and one individual who settled in New Amsterdam (today's Manhattan section of New York City) in 1642 described the flowers that bravely colonized the settlers' gardens. They were the same flowers seen in Dutch still-life paintings of the time: crown imperials, roses, carnations, and of course tulips. They flourished in Pennsylvania too, where in 1698 William Penn received a report of John Tateham's Great and Stately Palace, its garden full of tulips. By 1760, Boston newspapers were advertising 50 different kinds of mixed tulip roots. But the length of the journey between Europe and North America created many difficulties. Thomas Hancock, an English settler, wrote thanking his plant supplier for a gift of some tulip bulbs from England, but his letter the following year grumbled that they were all dead.

Tulips arrived in Holland, Michigan, with a later wave of early nineteenth-century Dutch immigrants who quickly colonized the plains of Michigan. Together with many other Dutch settlements, such as the one at Pella, Iowa, they established a regular demand for European plants. The demand was bravely met by a new kind of tulip entrepreneur, the traveling salesperson. One Dutchman, Hendrick van der Schoot, spent six months in 1849 traveling through the United States taking orders for tulip bulbs. While tulip bulbs were traveling from Europe to the United States to satisfy the nostalgic longings of homesick English and Dutch settlers, North American plants were traveling in the opposite direction. In England, the enthusiasm for American plants was one reason why tulips dropped out of fashion in the gardens of the rich and famous.

1. Which of the following questions does the passage mainly answer?

(A) What is the difference between an Old World and a New World plant?

(B) Why are tulips grown in many different parts of the world?

(D) Where were the first Dutch colonies in North America located?

2. The word integral in line 2 is closest in meaning to

(A) interesting

(B) fundamental

(D) overlooked

3. The passage mentions that tulips were first found in which of the following regions?

(A) Central Asia

(B) Western Europe

(D) North America

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

(A) were discovered

(B) were marketed

(D) thrived

5. The author mentions tulip growing in New Netherlands, Pennsylvania. and Michigan in order to

illustrate how

(A) imported tulips were considered more valuable than locally grown tulips

(B) tulips were commonly passed as gifts from one family to another

(D) attitudes toward tulips varied from one location to another

6. The word grumbled in line 16 is closest in meaning to

(A) denied

(B) warned

(D) explained

7. The passage mentions that one reason English and Dutch settlers planted tulips in their

gardens was that tulips

(A) were easy to grow

(B) had become readily available

(D) reminded them of home

8. The word they in line 20 refers to

(A) tulips

(B) plains

(D) plants

9. According to the passage , which of the following changes occurred in English gardens during

the European settlement of North America?

(A) They grew in size in order to provide enough plants to export to the New World.

(B) They contained a wider variety of tulips than ever before.

(D) They decreased in size on the estates of wealthy people.

10. The passage mentions which of the following as a problem associated with the importation of

tulips into North America?

(A) They were no longer fashionable by the time they arrived.

(B) They often failed to survive the journey.

(D) Settlers knew little about how to cultivate them.

PASSAGE 85 CBADC CDCCB

托福阅读真题原题+题目

The smooth operation of an ant colony depends on ten to twenty different signals, most of which are pheromones (chemical signals triggering behavioral responses). It is estimated that red fire ants employ at least twelve different chemical signals. The simplest of these is the carbon dioxide from the respiration of an ant cluster, a chemical that acts as a pheromone to promote aggregation. Workers move toward a source of carbon dioxide, resulting in solitary ants moving to join a group. At the other extreme, the most complex of the fire ants' signals is probably colony odor, by which the workers of a particular colony or nest identify another worker as local or foreign. Each ant nest has its own odor as a result of its location, history, and local food supply. The resident ants pick up this odor on their bodies, so that ants of the same species, but from different nests, have different colony odors. This allows ants to identify intruders and maintain colony integrity.

Fire ants also make use of an alarm pheromone to alert workers to an emergency, and their scouts lay down a trail pheromone as a guide during mass migrations. A fire ant queen emits a chemical signal that identifies her to the colony's workers. They respond by scurrying to gather around her. The decomposing corpse of a dead ant also generates a signal, to which workers respond by eliminating the corpse from the nest.

Ants provide examples of both public (accessible to other species) and private messages. One of their most important private messages concerns food, for a food source is worth keeping secret. Each species marks its trails with signals that are meaningless to others, so that an ant crossing a trail left by another ant species typically notices nothing. On the other hand, a secret signal to mark a dead body is unnecessary. Many kinds of ants perceive a natural decomposition product of dead insects as a signal to remove a corpse. If an outsider recognizes this message and moves the body, no harm is done.

1. What aspect of ants does the passage mainly discuss?

(A) The relationship between the queen and the worker ants

(B) Ways in which ants use chemical signals

(D) The importance of respiration in the production of ant pheromones

2. The phrase smooth operation in line 1 is closest in meaning to

(A) daily activity

(B) effective functioning

(D) permanent location

3. According to the passage , carbon dioxide serves which of the following functions for fire ants?

(A) It protects the queen.

(B) It attracts other ant species.

(D) It encourages the ants to gather together.