托福綜合寫(xiě)作(Integrated Writing)長(zhǎng)期以來(lái)都是托福考試的難點(diǎn)之一，全面考察考生快速閱讀、聽(tīng)取關(guān)鍵信息和原文復(fù)述的能力。由于閱讀和聽(tīng)力實(shí)力較弱導(dǎo)致綜合寫(xiě)作失分嚴(yán)重，想要提升卻不得其法。從傳統(tǒng)備考思路看提升閱讀和聽(tīng)力固然沒(méi)錯(cuò)，但如何在有限的時(shí)間內(nèi)加強(qiáng)針對(duì)性、高效提分才是關(guān)鍵。下面就為大家?guī)?lái)托福綜合寫(xiě)作的閱讀材料，希望在練習(xí)中能不斷提升大家的托福綜合寫(xiě)作能力。

托福綜合寫(xiě)作閱讀材料：

The cane toad is a large (1.8 kg) amphibianspecies native to Central and South America. It was deliberately introduced toAustralia in 1935 with the expectation that it would protect farmers’ crops byeating harmful insects. Unfortunately, the toad multiplied rapidly, and a largecane toad population now threatens small native animals that are not pest.Several measures have been proposed to stop the spread of the cane toad inAustralia.

蔗蜍是一種原產(chǎn)于中南美洲的兩棲動(dòng)物，個(gè)頭很大，重大1.8公斤。蔗蜍是在1935年由人工引進(jìn)至澳大利亞的。因?yàn)樗鼈兛梢猿院οx(chóng)，所以希望借由它們保護(hù)農(nóng)作物。不幸的是，蔗蜍繁殖迅速。而且，數(shù)量巨大的蔗蜍群體已經(jīng)開(kāi)始威脅一些對(duì)農(nóng)業(yè)無(wú)害的小型本土生物。現(xiàn)在提出了幾個(gè)解決蔗蜍在澳大利亞蔓延的方法。

One way to prevent the spread of the toadwould be to build a national fence. A fence that blocks the advance of thetoads will prevent them from moving into those parts of Australia that they havenot yet colonized. This approach has been used before: a national fence waserected in the early part of the twentieth century to prevent the spread ofrabbits, another animal species that was introduced in Australia from abroadand had a harmful impact on its native ecosystems.

第一個(gè)阻止蔗蜍蔓延的方法是建立一個(gè)全國(guó)范圍的圍欄。用圍欄控制蔗蜍增長(zhǎng)的方式是通過(guò)阻止它們遷徙實(shí)現(xiàn)的，這樣它們就不會(huì)聚集到那些尚未被它們控制的地區(qū)了。這種方法以前就用過(guò)。在二十世界初期，澳大利亞就從用這種圍欄阻止兔子的過(guò)度增長(zhǎng)。兔子由澳大利亞從他國(guó)引進(jìn)后，給當(dāng)?shù)氐纳鷳B(tài)平衡造成了巨大的災(zāi)難。

Second, the toads could be captured anddestroyed by volunteers. Cane toads can easily be caught in simple traps andcan even be captured by hand. Young toads and cane toad eggs are even easier togather and destroy, since they are restricted tothe water. If the Australiangovernment were to organize a campaign among Australian citizens to join forcesto destroy the toads, the collective effort might stop the toad from spreading.

第二，可以招募志愿者抓蔗蜍。簡(jiǎn)單的陷阱就可以抓到蔗蜍，甚至徒手都可以抓到。至于蝌蚪和卵因?yàn)槭巧钤谒锏模侨菀鬃サ胶拖麥纭Ｈ绻拇罄麃喺M織一個(gè)由澳大利亞公民參與的運(yùn)動(dòng)去消滅蔗蜍，那么可能會(huì)達(dá)到阻礙其蔓延的目的。

Third, researchers are developing adisease-causing virus to control the cane toad populations. This virus will bespecially designed: although it will be able to infect a number of reptile and amphibianspecies, it will not harm most of the infected species; it will specificallyharm only the cane toads. The virus will control the population of cane toadsby preventing them from maturing and reproducing.

第三，研究人員正在研究一種用于控制蔗蜍數(shù)量的致病病毒。這種病毒是專(zhuān)門(mén)為控制蔗蜍研制的。盡管這種病毒也可以感染相當(dāng)多數(shù)量的爬行動(dòng)物和兩棲動(dòng)物，但是這種感染基本是無(wú)害的。它只會(huì)影響蔗蜍。這種病毒通過(guò)阻礙蔗蜍的蔗蜍的成熟和繁殖實(shí)現(xiàn)控制其數(shù)量的目的。

托福綜合寫(xiě)作閱讀部分需要提取的觀點(diǎn)是：

- Main point: 提供了三個(gè)控制蔗蜍數(shù)量的方法

- Sub point 1: 建立全國(guó)范圍性的圍欄

- Sub point 2: 組織志愿者抓

- Sub point 3: 研制某種特殊病毒，阻礙蔗蜍的成熟和繁殖

托福綜合寫(xiě)作聽(tīng)力材料：

The cane toad won’t be as easy to get ridof as the reading suggests. The measures proposed by the reading are likelyeither to be unsuccessful or to cause unwanted environmental damage.

蔗蜍不會(huì)像閱讀部分說(shuō)的那么容易出去的。閱讀部分提供的觀點(diǎn)不但是不會(huì)奏效，甚至?xí)?duì)

環(huán)境造成損害。

First of all, a national fence probablywon’t stop the spread of the toad. That’s because young toads and toad eggs arefound in rivers and streams. No matter where the fence is located, at some pointthere will be rivers or steams flowing from one side to the other. Thesewaterways will be able to carry the young toads and their eggs to the otherside. Since it’s only necessary for a few young toads or eggs to get though thefence in order to establish population on the other side, the fence is unlikelyto be effective.

首先，一個(gè)全國(guó)范圍內(nèi)的圍欄不會(huì)阻止蔗蜍的蔓延。這是因?yàn)轵蝌胶驼狎苈咽巧钤诤铀拖髦械摹２还車(chē)鷻谠趺窗才牛倳?huì)有跨過(guò)河流和小溪的地方。在這些地方，流水可以越過(guò)圍欄。蝌蚪和蔗蜍卵可以通過(guò)這些水流穿過(guò)圍欄。只要有很小數(shù)量的蝌蚪和蔗蜍穿過(guò)圍欄，它們就可以建立起一個(gè)種群。所以，這種圍欄的方法是無(wú)效的。

Secondly, a massive group of volunteers couldhave success trapping and destroying toads. But it’s likely that theseuntrained volunteers would inadvertently destroy many of Australia’s nativefrogs some of which are endangered. It’s not always easy to tell the canetoadapart from native frogs especially when it’s young.

第二，人數(shù)眾多的志愿者隊(duì)伍的確可以抓住和消滅蔗蜍。但是這些沒(méi)有經(jīng)過(guò)訓(xùn)練的志愿者很可能會(huì)無(wú)意間殺死很多澳大利亞原產(chǎn)的青蛙，而其中的一些已經(jīng)是瀕危物種的。蔗蜍和澳大利亞原產(chǎn)青蛙并不容易區(qū)分，尤其是在它們都是幼體的時(shí)候。

Third, using the virus is a bad ideabecause it could have terrible consequences for cane toads in their originalhabitat in Central and South America. You might be wondering how can virus releasedin Australia cause harm in the Americas. Well, Australian reptiles andamphibians are often transported to other continents by researchers or petcollectors for example. Once the animals infected by the virus reach Centraland South American, the virus will attack the native cane toads and devastatetheir populations. That would be an ecological disaster because in the Americanscane toads are a native species and a vital part of the ecosystem. So if theyare eliminated the whole ecosystem will suffer.

第三，病毒可能會(huì)對(duì)蔗蜍原產(chǎn)的中南美洲的生態(tài)環(huán)境造成嚴(yán)重的破壞，所以使用病毒也是一個(gè)壞主意。你們可能很好奇為什么投放在澳大利亞的病毒會(huì)破換美洲的環(huán)境。恩，研究者或者寵物飼養(yǎng)者常常會(huì)被澳大利亞的爬行動(dòng)物和兩棲類(lèi)動(dòng)物帶到其他的大洲。一旦感染此病毒的動(dòng)物被帶到了中南美洲，那么這種病毒就會(huì)感染當(dāng)?shù)氐恼狎埽沟闷鋽?shù)量銳減。因?yàn)檎狎茉诿乐奘窃锓N，是生態(tài)系統(tǒng)的重要組成部分，所以其數(shù)量銳減將會(huì)是生態(tài)災(zāi)難。所以，如果蔗蜍滅絕了，那么美洲的生態(tài)系統(tǒng)也會(huì)受到破壞。

托福綜合寫(xiě)作聽(tīng)力筆記：

- Main point: 三個(gè)方法是無(wú)效甚至只有害的

- Sub point 1: 蔗蜍的蝌蚪和卵可以通過(guò)流水穿過(guò)圍欄，方法無(wú)效

- Sub point 2: 盡管志愿者可以抓到蔗蜍，但是可能會(huì)錯(cuò)抓當(dāng)?shù)貫l危的原產(chǎn)青蛙

- Sub point 3: 使用病毒可能會(huì)破壞蔗蜍原產(chǎn)地中南美洲的生態(tài)平衡

本篇范文可以借鑒的模板是：

The lecturer argues against the three measuresmentioned in the reading passage to _____________________.

The lecturer argues that the first measure,_______________________. The reading passage, however, argues that such a______would ______________.

Regarding the second measure,__________, thelecturer explains that ________________. The reading passage gives the oppositeview: ___________________.

Finally, the lecturer objects to the thirdmeasure—_______________. She points out that __________________. This is indirect contradiction with the claim in the reading passage that _____________________.

托福綜合寫(xiě)作范文(僅供參考)：

The lecturer argues against the threemeasures mentioned in the reading passage to reduce the population of the canetoad, a species introduced to the Australian continent.

The lecturer argues that the first measure,a national fence, would not prevent the flow of streams or rivers and,therefore, would allow young toads or toad eggs to travel to the other side ofthe fence. The reading passage, however, argues that such a fence wouldeffectively cut off the route that animals use to establish colonies and expandin population.

Regarding the second measure, recruiting alarge group of volunteers, the lecturer explains that volunteers often havedifficulty distinguishing between cane toads and native frogs, an endangered species;therefore, they might kill members of both species. The reading passage givesthe opposite view: Organizing a large group of volunteers to join anextermination campaign would speed the destruction of cane toads.

Finally, the lecturer objects to the thirdmeasure—using an infectious virus. She points out that a virus intended toeliminate Australia’s cane toad population could be transmitted through animal transportationto other continents where cane toads are an essential part of the ecosystem.This is in direct contradiction with the claim in the reading passage that aninfectious virus could be developed to stop the reproduction of cane toadswithout harming other species.

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