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托福阅读真题1
PASSAGE 46
Pennsylvania's colonial ironmasters forged iron and a revolution that hadboth industrial and political implications. The colonists in North Americawanted the right to the profits gained from their manufacturing. However,England wanted all of the colonies' rich ores and raw materials to feed its ownfactories, and also wanted the colonies to be a market for its finished goods.England passed legislation in 1750 to prohibit colonists from making finishediron products, but by 1771, when entrepreneur Mark Bird established the Hopewellblast furnace in Pennsylvania, iron making had become the backbone of Americanindustry. It also had become one of the major issues that fomented therevolutionary break between England and the British colonies. By the time theWar of Independence broke out in 1776, Bird, angered and determined, wasmanufacturing cannons and shot at Hopewell to be used by the ContinentalArmy.
After the war, Hopewell, along with hundreds of other iron plantations,continued to form the new nation's industrial foundation well into thenineteenth century. The rural landscape became dotted with tall stone pyramidsthat breathed flames and smoke, charcoal-fueled iron furnaces that produced theversatile metal so crucial to the nation's growth. Generations of ironmasters,craftspeople, and workers produced goods during war and peace-ranging fromcannons and shot to domestic items such as cast-iron stoves, pots, and sashweights for windows.
The region around Hopewell had everything needed for iron production: awealth of iron ore near the surface, limestone for removing impurities from theiron, hardwood forests to supply the charcoal used for fuel, rushing water topower the bellows that pumped blasts of air into the furnace fires, and workersto supply the labor. By the 1830's, Hopewell had developed a reputation forproducing high quality cast-iron stoves, for which there was a steady market. AsPennsylvania added more links to its transportation system of roads, canals, andrailroads, it became easier to ship parts made by Hopewell workers to sites allover the east coast. There they were assembled into stoves and sold from RhodeIsland to Maryland as the Hopewell stove. By the time the last fires burned outat Hopewell ironworks in 1883, the community had produced some 80,000 cast-ironstoves.
1. The word implications in line 2 is closest in meaning to
(A) significance
(B) motives
(C) foundations
(D) progress
2. It can be inferred that the purpose of the legislation passed by Englandin 1750 was to
(A) reduce the price of English-made iron goods sold in the colonies
(B) prevent the outbreak of the War of Independence
(C) require colonists to buy manufactured goods from England.
(D) keep the colonies from establishing new markets for their rawmaterials.
3. The author compares iron furnaces to which of the following?
(A) cannons
(B) pyramids
(C) pots
(D) windows
4. The word rushing in line 21 is closest in meaning to
(A) reliable
(B) fresh
(C) appealing
(D) rapid
5. Pennsylvania was an ideal location for the Hopewell ironworks for all ofthe following reasons
EXCEPT
(A) Many workers were available in the area.
(B) The center of operations of the army was nearby.
(C) The metal ore was easy to acquire
(D) There was an abundance of wood.
6. The passage mentions roads, canals, and railroads in line 25 in order toexplain that
(A) improvements in transportation benefited the Hopewell ironworks
(B) iron was used in the construction of various types oftransportation
(C) the transportation system of Pennsylvania was superior to that of otherstates.
(D) Hopewell never became a major transportation center
7. The word they in line 26 refers to
(A) links
(B) parts
(C) workers
(D) sites
8. The word some in line 28 is closest in meaning to
(A) only
(B) a maximum of
(C) approximately
(D) a variety of
PASSAGE 46 ACBDB ABC
托福阅读真题2
PASSAGE 47
As the twentieth century began, the importance of formal education in theUnited States increased. The frontier had mostly disappeared and by 1910 mostAmericans lived in towns and cities. Industrialization and the bureaucratizationof economic life combined with a new emphasis upon credentials and expertise tomake schooling increasingly important for economic and social mobility.Increasingly, too, schools were viewed as the most important means ofintegrating immigrants into American society.
The arrival of a great wave of southern and eastern European immigrants atthe turn of the century coincided with and contributed to an enormous expansionof formal schooling. By 1920 schooling to age fourteen or beyond was compulsoryin most states, and the school year was greatly lengthened. Kindergartens,vacation schools, extracurricular activities, and vocational education andcounseling extended the influence of public schools over the lives of students,many of whom in the larger industrial cities were the children of immigrants.Classes for adult immigrants were sponsored by public schools, corporations,unions, churches, settlement houses, and other agencies.

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