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托福阅读OG真题资料

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以下是小编为大家整理的托福阅读OG真题资料，本文共6篇，欢迎阅读与收藏。本文原稿由网友“朋友你好”提供。

篇1：托福阅读OG真题资料

托福阅读OG真题资料

Joy and sadness are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universal sign of anger. As the originator of the theory of evolution, Darwin believed that the universal recognition of facial expressions would have survival value. For example, facial expressions could signal the approach of enemies (or friends) in the absence of language.

【A】 Most investigators concur that certain facial expressions suggest the same emotions in all people. 【B】Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions.【C】 In classic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust, fear, happiness, and sadness. 【D】 He then asked people around the world to indicate what emotions were being depicted in them. Those queried ranged from European college students to members of the Fore, a tribe that dwells in the New Guinea highlands. All groups, including the Fore, who had almost no contact with Western culture, agreed on the portrayed emotions. The Fore also displayed familiar facial expressions when asked how they would respond if they were the characters in stories that called for basic emotional responses. Ekman and his colleagues more recently obtained similar results in a study of ten cultures in which participants were permitted to report that multiple emotions were shown by facial expressions. The participants generally agreed on which two emotions were being shown and which emotion was more intense.

Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles and in the brain. The facial-feedback hypothesis argues, however, that the causal relationship between emotions and facial expressions can also work in the opposite direction. According to this hypothesis, signals from the facial muscles (“feedback”) are sent back to emotion centers of the brain, and so a person's facial expression can influence that person's emotional state. Consider Darwin's words: “The free expression by outward signs of an emotion intensifies it. On the other hand, the repression, as far as possible, of all outward signs softens our emotions.” Can smiling give rise to feelings of good will, for example, and frowning to anger?

Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.

What are the possible links between facial expressions and emotion? One link is arousal, which is the level of activity or preparedness for activity in an organism. Intense contraction of facial muscles, such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal then leads to heightened emotional activity. Other links may involve changes in brain temperature and the release of neurotransmitters (substances that transmit nerve impulses.) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-called Duchenne smile, which is characterized by “crow's feet” wrinkles around the eyes and a subtle drop in the eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead to pleasant feelings.

Ekman's observation may be relevant to the British expression “keep a stiff upper lip” as a recommendation for handling stress. It might be that a “stiff” lip suppresses emotional response—as long as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening the lip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response.

托福阅读常见背景词汇积累

动物：

动物分类：物种 species

食肉动物carnivore

食草动物herbivore

杂食动物omnivore

捕食者predator

被捕食者prey

两栖类amphibian

微生物microbe

哺乳动物mammal

爬虫类reptile

食腐动物scavenger

水栖的aquatic

脊椎动物vertebrate

无脊椎动物invertebrate

生活习性：

群居 social animal

迁徙 migrate

伪装 camouflage

冬眠hibernate

免疫immune

呼吸respiration

达尔文学说Darwinism

进化evolve

退化degenerate

灭绝extinct

生存survive

祖先ancestor

后代offspring

驯养domesticate

饲养raise

放牧graze

昆虫insect

黑猩猩chimpanzee

蜥蜴lizard

恐龙dinosaur

贝壳类shellfish

蛤clam

海豚dolphin

海绵体sponge

浮游生物plankton

珊瑚(虫)coral

鱼鳞scale

呼吸孔blowhole

腮gill

繁殖reproduce/proliferate/multiply

植物：

苔藓 lichen

真菌 fungi

蘑菇 mushroom

生态平衡 ecological balance

欧美历史

发现美洲阶段：哥伦布、印第安土人

独立战争American Revolution

南北战争Civil War

殖民地colony

定居点settlement

独立independence

移民immigrant

奴隶制slavery

拓荒者pioneer

种族的 ethnic

西班牙裔Hispanic

印第安人Indian

保护区reservation

自治autonomy

黑人African American

采摘gathering

不毛之地barren land

沃土fertile land

放牧graze

牲口棚barn

牧场pasture

灌溉irrigate

杀虫剂pesticide

种植园plantation

考古进化类话题

年代age period/epoch/era

编年的chronological

石器时代Stone Age

青铜器时代(B.C.) Bronze Age

铁器时代(1400B.C.) Iron Age

人类学anthropology

起源origin

祖先ancestor

分布distribution

种族race

人造物品artifact

古董antique

遗迹relic

农业

人口危机population crisis

气候的不稳定性instability of climatic conditions

种植业crop cultivation

畜牧业livestock farming

乳品业dairy farming

园艺horticulture

小麦wheat

玉米corn, maize

棉花cotton

谷物grain

高粱sorghum

烟草tobacco

灌溉irrigation

天然肥料animal waste

化肥pesticide

杀虫剂pesticide, insecticide

轮种crop rotation

间种companion planting

牛cattle

奶牛cows

羊goat

兽群/牧群herd

鹿deer

托福阅读易错题型的详细解析

托福阅读易错题型分析：文章总结题

原因：

托福阅读后面一题的错题率是非常高的，主要错题原因有答题时间不足或者考生能力不足。

分析及解决方法：

文章总结题处在后面一题位置，题型分值较高但是极容易出错。这个题型考察考生对于文章整体的把握，需要足够的解题时间。一部分考生由于时间紧张，往往匆匆作答，很难答对;还有部分考生是因为不能抓住文章主旨，分不清重点答不对题。

考生要想不出错，则要分不同情况选择方法解答题目。如果时间不足，可以选择较长的选项;如果时间充足，则可以按照这样的步骤答题：首先阅读题干中对于原文的相关总结，有利于下面的正确选出正确选项;第二步是把选项看一遍，排除明显和原文观点矛盾的选项或者是原文细节、例证的选项;之后参考剩余选项提炼出关键词，找回原文的相关出处，确定正误。

托福阅读易错题型分析：词汇题

原因：

这是托福阅读考试当是出场率较高的一类题型，这种题型的易错原因主要是因为词汇量不足、忽略词汇语境的作用导致的。

分析及解决方法：

对于托福阅读考试当中出现频率较高的题型——词汇题，大部分原因是因为考生的词汇的不足，造成词汇不熟悉或者被选项词给难住了。考生需要知道的是，托福阅读考试词汇题一般考察的是英语六级以上的词汇水平，要想这类题型不出错，那么你的词汇基础就一定要打好。

还有一部分同学不是因为托福词汇量不足而导致题目做错的，这类考生的原因就是词汇的语境使用不清楚，直接选择了自己记忆的词汇含义，所以所选择的答案就错了。这样的弊端往往是对于一词多义的情况难以确定具体释义或者是生僻释义考察的情况出错。考生要学会根结合语境解答词汇题的方法。比如，根据例子与主要论证对象特质一致这个原理来解题，如果考察的词汇是形容一个例子中的对象，这个对象所属的大概念的特点已知，往往这个词汇也具有类似的含义。又比如，利用“and”前后连接的句子感论坛彩一致或者转折词前后的内容相反的原则解题等等。

托福阅读易错题型分析：句子简化题

原因：

这种题型可能大家常见的解决方法就是根据翻译来解题，但是你的翻译正确吗?这就是这种题型错误的主要原因了。

分析及解决方法：

这种题型的正确解题方法应该是利用对句子的理解来解题，而不是靠翻译，再说你的翻译也不一定是正确的。这类题型容易出错的主要原因在于考生往往先对原句进行翻译，然后从选项中找出和原句翻译类似的答案。这样的解题方式的弊端在于浪费时间，而且往往选项翻译都和原句出入不大，在选择时常常出错。

句子简化题的正确做法是利用逻辑解题。使用这种方式不容易出错，因为这种解题方法是从题型考察目的得来的。步骤是：首先看到句子之后的头一个反应是找句子内部的逻辑关系。常见的逻辑关系有两种转折或者因果。举例来说，若原句有转折的逻辑关系，头一步需要做的事情是排掉选项中逻辑关系不对的即不是表示转折的，若选项中还有两个以上逻辑关系都相符合，那么采用的原则是逻辑成分的对应。托福阅读文章技巧：这是头一步有逻辑关系的时候采用的方法;如果原句中没有明显的逻辑关系需要采用第二步--提取原句中的主干信息，排掉选项中主干信息不符的选项。

托福阅读文章类型有哪几类

学术性文章的篇章结构

在学术性文章中一般需要具备三个组成部分：

(1)Topic 话题即文章的主角是什么，比如讲解某个科学理论、研究某种社会现象，探讨某个历史事件;在托福文章中这种导入性信息往往出现在篇首位置，考生可以根据篇首段信息对整篇文章所要讨论的核心内容有一个大体的了解。

(2)Aspects 方面：即将篇首的话题延伸拓展为若干个方面进行阐述说明。若话题为某个科学论点则方面可能分为若干个支持论据，若话题为某种自然现象则方面可能分为若干个内外成因，若话题为某个历史事件这方面为几段发展时期，在托福阅读文章中往往依照各个方面之间的层次关系，将各个方面拆分为若干个独立的自然段落共同组成行文主体。

(3)Attitude态度即文章的作者对于所讨论话题持怎样的态度，或是积极肯定、或是消极否定、或是保持中立，在托福阅读文章中态度往往是被较多的淡化甚至有可能省略不提。

Topic话题 +Aspects方面 + Attitude态度这三要素加起来就是标准学术论文体的“T+A+A 篇章结构”，托福文章大都遵循这种结构这就可以通过篇首段落信息来把控整个文章话题及大致的讨论方向，再抓住文章的各个段落的主旨就可以了解到整个文章的脉络和文章的逻辑结构。

学术性文章的段落结构

学术性文章的自然段落一般需要具备两个组成部分：

(1) Topic Sentence 主旨句：表达段落的主旨即本段想要表达的核心内容是什么。

(2) Detail 细节：为了详细说明段落中心含义，所罗列的相关支持内容即本段通过哪些例证来阐明主旨句。

Topic Sentence主旨句 + Detail细节这两个要素加起来就是标准学术论文体的“TS+D段落结构”，托福文章段落遵循这种结构就可以通过段落的主旨句把握该段的中心含义了。

篇2：托福阅读真题

PASSAGE 4

The term Hudson River school was applied to the foremost representatives ofnineteenth-century North American landscape painting. Apparently unknown during the goldendays of the American landscape movement, which began around 1850 and lasted until the late1860's, the Hudson River school seems to have emerged in the 1870's as a direct result of thestruggle between the old and the new generations of artists, each to assert its own style as therepresentative American art. The older painters, most of whom were born before 1835, practicedin a mode often self-taught and monopolized by landscape subject matter and were securelyestablished in and fostered by the reigning American art organization, the National Academy ofDesign. The younger painters returning home from training in Europe worked more with figuralsubject matter and in a bold and impressionistic technique; their prospects for patronage in theirown country were uncertain, and they sought to attract it by attaining academic recognition inNew York. One of the results of the conflict between the two factions was that what in previousyears had been referred to as the American, native, or, occasionally, New York school — the mostrepresentative school of American art in any genre — had by 1890 become firmly established inthe minds of critics and public alike as the Hudson River school.

The sobriquet was first applied around 1879. While it was not intended as flattering, it washardly inappropriate. The Academicians at whom it was aimed had worked and socialized in NewYork, the Hudson's port city, and had painted the river and its shores with varying frequency.Most important, perhaps, was that they had all maintained with a certain fidelity a manner oftechnique and composition consistent with those of America's first popular landscape artist,Thomas Cole, who built a career painting the Catskill Mountain scenery bordering the HudsonRiver. A possible implication in the term applied to the group of landscapists was that many ofthem had, like Cole, lived on or near the banks of the Hudson. Further, the river had long servedas the principal route to other sketching grounds favored by the Academicians, particularly theAdirondacks and the mountains of Vermont and New Hampshire.

1. What does the passage mainly discuss?

(A) The National Academy of Design

(B) Paintings that featured the Hudson River

(D) The training of American artists in European academies

(A) Figural painting

(B) Landscape painting

(D) Historical painting

3. The word struggle in line 5 is closest in meaning to

(A) connection

(B) distance

(D) competition

4. The word monopolized in line 7 is closest in meaning to

(A) alarmed

(B) dominated

(D) pursued

5. According to the passage , what was the function of the National Academy of Design for the

painters born before 1835?

(A) It mediated conflicts between artists.

(B) It supervised the incorporation of new artistic techniques.

(D) It supported their growth and development.

6. The word it in line 12 refers to

(A) matter

(B) technique

(D) country

7. The word factions in line 13 is closest in meaning to

(A) sides

(B) people

(D) images

8. The word flattering in line 18 is closest in meaning to

(A) expressive

(B) serious

(D) flashy

9. Where did the younger generation of painters receive its artistic training?

(A) In Europe

(B) In the Adirondacks

(D) In New Hampshire

PASSAGE 4 BBDBD CACA

篇3：托福阅读真题

PASSAGE 5

Perhaps the most obvious way artistic creation reflects how people live is by mirroring theenvironment — the materials and technologies available to a culture. Stone, wood, tree bark, clay,and sand are generally available materials. In addition, depending on the locality, other resourcesmay be accessible: shells, horns, gold, copper, and silver. The different uses to which societies putthese materials are of interest to anthropologists who may ask, for example, why people chooseto use clay and not copper when both items are available. Although there are no conclusiveanswers yet, the way in which a society views its environment is sometimes apparent in its choiceand use of artistic materials. The use of certain metals, for example, may be reserved forceremonial objects of special importance. Or the belief in the supernatural powers of a stone ortree may cause a sculptor to be sensitive to that material.

What is particularly meaningful to anthropologist is the realization that although thematerials available to a society may to some extent limit or influence what it can do artistically,the materials by no means determine what is done. Why do the artists in Japanese society rakesand into patterns; and the artists in Roman society melt sand to form glass? Moreover, evenwhen the same material is used in the same way by members of different societies, the form orstyle of the work varies enormously from culture to culture. A society may simply choose torepresent objects or phenomena that are important to its population. An examination of the artof the Middle Ages tells us something about the medieval preoccupation with theologicaldoctrine. In addition to revealing the primary concerns of a society, the content of that society'sart may also reflect the culture's social stratification.

1. According to the passage , gold, copper, and silver are

(A) more difficult to handle than wood and

(B) of their stable social conditions

(D) available only in specific locations

2. The word conclusive in line 7 is closest in meaning to

(A) definitive

(B) controversial

(D) realistic

3. The word apparent in line 8 is closest in meaning to

(A) attractive

(B) logical

(D) distinct

4. Why does the author mention the supernatural powers of a stone or tree in line 10?

(A) to show that some sculptors avoid working with specific materials

(B) to emphasize the unusual properties of certain materials

(D) as an illustration of the impact of the environment on religious beliefs

5. The word it in line 13 refers to

(A) realization

(B) society

(D) influence

6. It can be inferred that the author mentions the Japanese and Roman societies because

(A) they influenced each other stone

(B) commonly used by artists in all societies

(D) they used the same artistic material in very different ways

7. According to the passage , all of the following statements about sand are true EXCEPT

(A) It is used to create glass.

(B) Roman artists mix it into their paints.

(D) Japanese artists use it to create artistic patterns.

8. The word Moreover in line 16 is closest in meaning to

(A) similarly

(B) in addition

(D) frequently

9. The word preoccupation in line 20 is closest in meaning to

(A) involvement

(B) separation

(D) argument

10. The word primary in line 21 is closest in meaning to

(A) discrete

(B) preliminary

(D) fundamental

PASSAGE 5 DACCB DBBAD

篇4：托福阅读真题

PASSAGE 6

Potash (the old name for potassium carbonate) is one of the two alkalis (the other being soda,sodium carbonate) that were used from remote antiquity in the making of glass, and from theearly Middle Ages in the making of soap: the former being the product of heating a mixture ofalkali and sand, the latter a product of alkali and vegetable oil. Their importance in thecommunities of colonial North America need hardly be stressed.

Potash and soda are not interchangeable for all purposes, but for glass- or soap-making eitherwould do. Soda was obtained largely from the ashes of certain Mediterranean sea plants, potashfrom those of inland vegetation. Hence potash was more familiar to the early European settlersof the North American continent.

The settlement at Jamestown in Virginia was in many ways a microcosm of the economy ofcolonial North America, and potash was one of its first concerns. It was required for theglassworks, the first factory in the British colonies, and was produced in sufficient quantity topermit the inclusion of potash in the first cargo shipped out of Jamestown. The second ship toarrive in the settlement from England included among its passengers experts in potash making.

The method of making potash was simple enough. Logs was piled up and burned in the open,and the ashes collected. The ashes were placed in a barrel with holes in the bottom, and waterwas poured over them. The solution draining from the barrel was boiled down in iron kettles. Theresulting mass was further heated to fuse the mass into what was called potash.

In North America, potash making quickly became an adjunct to the clearing of land foragriculture, for it was estimated that as much as half the cost of clearing land could be recoveredby the sale of potash. Some potash was exported from Maine and New Hampshire in theseventeenth century, but the market turned out to be mainly domestic, consisting mostly ofshipments from the northern to the southern colonies. For despite the beginning of the trade atJamestown and such encouragements as a series of acts to encourage the making of potash,beginning in 1707 in South Carolina, the softwoods in the South proved to be poor sources of thesubstance.

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

(A) How it was made

(B) Its value as a product for export

(D) Its importance in colonial North America

2. All of the following statements are true of both potash and soda EXPECT:

(A) They are alkalis.

(B) They are made from sea plants.

(D) They are used in making glass.

3. They phrase the latter in line 4 refers to

(A) alkali

(B) glass

(D) soap

4. The word stressed in line 6 is closest in meaning to

(A) defined

(B) emphasized

(D) mentioned

5. The word interchangeable in line 7 is closest in meaning to

(A) convenient

(B) identifiable

(D) advantageous

6. It can be inferred from the passage that potash was more common than soda in colonial North

America because

(A) the materials needed for making soda were not readily available

(B) making potash required less time than making soda

(D) the colonial glassworks found soda more difficult to use

7. According to paragraph 4, all of the following were needed for making potash EXCEPT

(A) wood

(B) fire

(D) water

8. The word adjunct in line 22 is closest in meaning to

(A) addition

(B) answer

(D) possibility

9. According to the passage , a major benefit of making potash was that

(A) it could be exported to Europe in exchange for other goods

(B) it helped finance the creation of farms

(D) stimulated the development of new ways of glassmaking

10. According to paragraph 5, the softwoods in the South posed which of the following problems

for southern settles?

(A) The softwoods were not very plentiful.

(B) The softwoods could not be used to build houses.

(D) The softwoods were not very useful for making potash.

PASSAGE 6 DBDBC ACABD

篇5：托福阅读真题

PASSAGE 37

A number of factors related to the voice reveal the personality of the speaker. The first is the broad area of communication, which includes imparting information by use of language, communicating with a group or an individual, and specialized communication through performance. A person conveys thoughts and ideas through choice of words, by a tone of voice that is pleasant or unpleasant, gentle or harsh, by the rhythm that is inherent within the language itself, and by speech rhythms that are flowing and regular or uneven and hesitant, and finally, by the pitch and melody of the utterance. When speaking before a group, a person's tone may indicate unsureness or fright, confidence or calm. At interpersonal levels, the tone may reflect ideas and feelings over and above the words chosen, or may belie them. Here the conversant's tone can consciously or unconsciously reflect intuitive sympathy or antipathy, lack of concern or interest, fatigue, anxiety, enthusiasm or excitement, all of which are usually discernible by the acute listener. Public performance is a manner of communication that is highly specialized with its own techniques for obtaining effects by voice and /or gesture. The motivation derived from the text, and in the case of singing, the music, in combination with the performer's skills, personality, and ability to create empathy will determine the success of artistic, political, or pedagogic communication.

Second, the voice gives psychological clues to a person's self-image, perception of others, and emotional health. Self-image can be indicated by a tone of voice that is confident, pretentious, shy, aggressive, outgoing, or exuberant, to name only a few personality traits. Also the sound may give a clue to the facade or mask of that person, for example, a shy person hiding behind an overconfident front. How a speaker perceives the listener's receptiveness, interest, or sympathy in any given conversation can drastically alter the tone of presentation, by encouraging or discouraging the speaker. Emotional health is evidenced in the voice by free and melodic sounds of the happy, by constricted and harsh sound of the angry, and by dull and lethargic qualities of the depressed. ?

1. What does the passage mainly discuss?

(A) The function of the voice in performance

(B) The connection between voice and personality

(D) The production of speech

2. What does the author mean by stating that, At interpersonal levels, tone may reflect ideas and feelings over and above the words chosen (lines 9-10)?

(A) Feelings are expressed with different words than ideas are.

(B) The tone of voice can carry information beyond the meaning of words.

(D) Feelings are more difficult to express than ideas.

3. The word Here in line 10 refers to

(A) interpersonal interactions

(B) the tone

(D) words chosen

4. The word derived in line 15 is closest in meaning to

(A) discussed

(B) prepared

(D) obtained

5. Why does the author mention artistic, political, or pedagogic communication in line 17?

(A) As examples of public performance

(B) As examples of basic styles of communication

(D) To introduce the idea of self-image

6. According to the passage , an exuberant tone of voice, may be an indication of a person's

(A) general physical health

(B) personality

(D) vocal quality

7. According to the passage , an overconfident front may hide

(A) hostility

(B) shyness

(D) strength

8. The word drastically in line 24 is closest in meaning to

(A) frequently

(B) exactly

(D) easily

9. The word evidenced in line 25 is closest in meaning to

(A) questioned

(B) repeated

(D) exaggerated

10. According to the passage , what does a constricted and harsh voice indicate?

(A) lethargy

(B) depression

(D) anger

PASSAGE 37 BBADA BBCCD

篇6：托福阅读真题

PASSAGE 38

During most of their lives, surge glaciers behave like normal glaciers, traveling perhaps only a couple of inches per day. However, at intervals of 10 to 100 years, these glaciers move forward up to 100 times faster than usual. The surge often progresses along a glacier like a great wave, proceeding from one section to another. Subglacial streams of meltwater might act as a lubricant, allowing the glacier to flow rapidly toward the sea. The increasing water pressure under the glacier might lift it off its bed, overcoming the friction between ice and rock, thus freeing the glacier, which rapidly sliders downhill. Surge glaciers also might be influenced by the climate, volcanic heat, or earthquakes. However, many of these glaciers exist in the same area as normal glaciers, often almost side by side.

Some 800 years ago, Alaska's Hubbard Glacier advanced toward the sea, retreated, and advanced again 500 years later. Since 1895, this seventy-mile-long river of ice has been flowing steadily toward the Gulf of Alaska at a rate of approximately 200 feet per year. In June 1986, however, the glacier surged ahead as much as 47 feet a day. Meanwhile, a western tributary, called Valerie Glacier, advanced up to 112 feet a day. Hubbard's surge closed off Russell Fiord with a formidable ice dam, some 2,500 feet wide and up to 800 feet high, whose caged waters threatened the town of Yakutat to the south.

About 20 similar glaciers around the Gulf of Alaska are heading toward the sea. If enough surge glaciers reach the ocean and raise sea levels, west Antarctic ice shelves could rise off the seafloor and become adrift. A flood of ice would then surge into the Southern Sea. With the continued rise in sea level, more ice would plunge into the ocean, causing sea levels to rise even higher, which in turn would release more ice and set in motion a vicious cycle. The additional sea ice floating toward the tropics would increase Earth's albedo and lower global temperatures, perhaps enough to initiate a new ice age. This situation appears to have occurred at the end of the last warm interglacial (the time between glacations), called the Sangamon, when sea ice cooled the ocean dramatically, spawning the beginning of the Ice Age.

1. What is the main topic of the passage ?

(A) The classification of different types of surge glaciers

(B) The causes and consequences of surge glaciers

(D) The history of a particular surge glacier

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

(A) records

(B) speeds

(D) periods

3. The author compares the surging motion of a surge glacier to the movement of a

(A) fish

(B) wave

(D) boat