托福阅读分类词汇精选：生物学类
托福阅读备考需要积累许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，下面小编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，供给……营养
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，还需要精准的做题策略。
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对付，有的文章则需要15分钟左右，所以这其中的时间安排就需要考生自主调节。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，这有助于科学分配阅读部分的做题时间，是非常必要的。
第二步：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，大多是结构明确的议论文、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该是把文章首句先吃透，文章首句经常为文章主题，然后把首段的其他句子尽快略读，文章其他段落采取同样的方法阅读。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，同时也应该
hibernate要学多久看一下第二句，如果有转折词，则此时第二句才是这一段的主旨。没有必要每个句子都理解，很多时候这样做无疑是白白浪费时间。以最快捷的方式了解文章大意，从而正确引导下一步做具体的题，而不至于出现大方向的理解错误。而自始至终考生应该遵循这条原则：看完文章，才能开始做题。
做题时，考生们应该明白以下道理：
1、有据可循。每篇文章题目都根据文章布局一步一步向前推进，即使有个别题打乱文章布局，在题干里总是有提供信息的关键词将考生带入文章的具体部位。
2、回归原文。做题时，根据题干或选项的关键词回归文章寻重现关键词或其释义的语言区域，同时排除相应的选项。
3、整句分析。遇到难句子时，应该对其进行句子结构分析，排除修饰成分，寻主干部分，从而迅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游戏，用各种
表达形式让考生晕头转向、雾里看花。考生应该明白自己的职责是辨别真伪，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 hyph
ae, 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.