詳細(xì)對比托福閱讀比雅思閱讀

時間：2020-06-24 18:04:06 楚薇0由分享

很多人在橫向?qū)Ρ冗@兩個考試的時候，認(rèn)為托福比雅思更難更學(xué)術(shù)。比如，除了閱讀，托福的口語和寫作也都包含聽力環(huán)節(jié)，對大家的聽力水平提出了更高要求。然鵝!唯有閱讀這個部分，有人說雅思比托福難。此話當(dāng)真?下面我們就來詳細(xì)對比一下托福和雅思的閱讀考試。

托福閱讀比雅思閱讀簡單?詳細(xì)對比

托福閱讀VS雅思閱讀
	托福	雅思
時間	54分鐘（不含加試的情況）	60分鐘
題目數(shù)量	3篇文章每篇10題一共30題	3篇文章每篇13-14題一共40題
文章長度	700詞左右/篇	800-1000詞/篇
題型	單項(xiàng)選擇題、多項(xiàng)選擇題（6選3、7選5等）	選擇題、填空題（形式多樣）、判斷正誤題、標(biāo)題匹配題、段落匹配題、信息匹配題、簡答題等
文章來源	由ETS考試中心根據(jù)學(xué)術(shù)材料撰寫改編，市面上沒有	選自報(bào)刊、雜志、書籍、學(xué)術(shù)期刊的真實(shí)文本
題材	學(xué)術(shù)文章	題材廣泛

根據(jù)總結(jié)，相比雅思，托福閱讀呈現(xiàn)以下特點(diǎn)：

No.1 托福閱讀題目考查更直觀

托?；舅蓄}目均為ABCD形式的選擇題，只不過題目內(nèi)部考查的側(cè)重點(diǎn)不同。而雅思閱讀的題型較多，不同的題型需要學(xué)生有不同的應(yīng)考策略。

比如，雅思有一類判斷正誤題，要求考生除了判斷某個論述正確、錯誤還是NOT GIVEN(未提及)。這就很容易讓過度推斷的人被套路，通過文章的一些蛛絲馬跡進(jìn)行了判斷，但其實(shí)文章并沒有直接的內(nèi)容證據(jù)提供支持。

No.2 托福閱讀文章更強(qiáng)調(diào)學(xué)術(shù)性

正如上表所總結(jié)的，托福文章都是由出題人從學(xué)術(shù)研究中總結(jié)凝練改編而來，所以文章相對來說比較枯燥，語言很學(xué)術(shù)化，不生活化。而雅思的文章廣度上更大，有雜志文章、書籍文章也有學(xué)術(shù)期刊文章，可讀性明顯要高很多。

也正因如此，托福文章的模式化程度更高，比如習(xí)慣在首段指明文章大意，每段段首句子寫明段落大意。大家在答題時似乎也更有“套路”可尋。

那么，怎么判斷托福和雅思哪個考試的閱讀更難呢?韓冰老師通過藍(lán)思指數(shù)(對文本復(fù)雜度進(jìn)行衡量的工具)對比了雅思劍14的12篇文章和托福TPO59-62的12篇文章。

從結(jié)果來看，托福和雅思的閱讀文章的藍(lán)思指數(shù)綜合平均值均為1290左右，相當(dāng)于美國高中10-11年級(高一高二)的文本閱讀難度;平均句長是21個單詞;對考生的詞匯量要求也十分相近。

唯有在文章長度上，雅思明顯難于托福。雅思文章平均達(dá)到了862詞，而托福穩(wěn)定在700詞左右。但考慮到托?？忌菍χ聊婚喿x，會降低大家的閱讀速度，所以兩者的文本閱讀難度其實(shí)是差不多的。

托福雅思閱讀分?jǐn)?shù)換算
托福	雅思
30	9
29	8-8.5
27-28	7.5
24-26	7
19-23 （中國考生平均21）	6.5
13-18	（中國考生平均6.15） 6
8-12	5.5
4-7	5
3	4.5
0-2	0-4

根據(jù)ETS發(fā)布的《2018全球托福成績報(bào)告》，中國大陸托福考生托福平均分為80分，其中托福閱讀為21分。而《2018中國大陸地區(qū)雅思考生學(xué)術(shù)表現(xiàn)白皮書》顯示，中國大陸地區(qū)雅思考生平均分為5.72分，其中雅思閱讀平均分為6.15分。

托福閱讀真題練習(xí)：籃球制作

托福閱讀文本：

The Native Americans of northern California were highly skilled at basketry, using the reeds,grasses, barks, and roots they found around them to fashion articles of all sorts and sizes — not only trays, containers, and cooking pots, but hats, boats, fish traps, baby carriers, and ceremonial objects.

Of all these experts, none excelled the Pomo — a group who lived on or near the coast during the 1800's, and whose descendants continue to live in parts of the same region to this day. They made baskets three feet in diameter and others no bigger than a thimble. The Pomo people were masters of decoration. Some of their baskets were completely covered with shell pendants; others with feathers that made the baskets' surfaces as soft as the breasts of birds. Moreover, the Pomo people made use of more weaving techniques than did their neighbors. Most groups made all their basketwork by twining — the twisting of a flexible horizontal material, called a weft, around stiffer vertical strands of material, the warp. Others depended primarily on coiling — a process in which a continuous coil of stiff material is held in the desired shape with tight wrapping of flexible strands. Only the Pomo people used both processes with equal ease and frequency. In addition, they made use of four distinct variations on the basic twining process, often employing more than one of them in a single article.

Although a wide variety of materials was available, the Pomo people used only a few. The warp was always made of willow, and the most commonly used weft was sedge root, a woody fiber that could easily be separated into strands no thicker than a thread. For color, the Pomo people used the bark of redbud for their twined work and dyed bullrush root for black in coiled work. Though other materials were sometimes used, these four were the staples in their finest basketry.

If the basketry materials used by the Pomo people were limited, the designs were amazingly varied. Every Pomo basketmaker knew how to produce from fifteen to twenty distinct patterns that could be combined in a number of different ways.

托福閱讀題目：

1. What best distinguished Pomo baskets

from baskets of other groups?

(A) The range of sizes, shapes, and designs

(B) The unusual geometric

(D) The rare materials used

2. The word "fashion" in line 2 is closest in meaning to

(A) maintain

(B) organize

(D) create

3. The Pomo people used each of the following materials to decorate baskets EXCEPT

(A) shells

(B) feathers

(D) bark

4. What is the author's main point in the second paragraph?

(A) The neighbors of the Pomo people tried to improve on the Pomo basket weaving techniques.

(B) The Pomo people were the most skilled basket weavers in their region.

(D) The Pomo baskets have been handed down for generations.

5. The word "others " in line 9 refers to

(A) masters

(B) baskets

(D) surfaces

6.According to the passage , a weft is a

(A) tool for separating sedge root

(B) process used for coloring baskets

(D) pattern used to decorate baskets

7.According to the passage , what did the Pomo people use as the warp in their baskets?

(A) bullrush

(B) willow

(D) redbud

8. The word "article" in line 17 is close in meaning to

(A) decoration

(B) shape

(D) object

9. According to the passage . The relationship between redbud and twining is most similar to the

relationship between

(A) bullrush and coiling

(B) weft and warp

(D) sedge and weaving

10. The word "staples" in line 23 is closest in meaning to

(A) combinations

(B) limitations

(D) basic elements

11. The word "distinct" in lime 26 is closest in meaning to

(A) systematic

(B) beautiful

(D) compatible

12. Which of the following statements about Pomo baskets can be best inferred from the passage ?

(A) Baskets produced by other Native Americans were less varied in design than those of the

Pomo people.

(B) Baskets produced by Pomo weavers were primarily for ceremonial purposes.

(D) The basketmaking production of the Pomo people has increased over the years.

托福閱讀答案：

BDCBB CBDAD CA

托福閱讀真題練習(xí)：水形成

托福閱讀文本：

The geology of the Earth's surface is dominated by the particular properties of water. Present on Earth in solid, liquid, and gaseous states, water is exceptionally reactive. It dissolves, transports,and precipitates many chemical compounds and is constantly modifying the face of the Earth.

Evaporated from the oceans, water vapor forms clouds, some of which are transported by wind over the continents. Condensation from the clouds provides the essential agent of continental erosion: rain. Precipitated onto the ground, the water trickles down to form brooks, streams, and rivers, constituting what are called the hydrographic network. This immense polarized network channels the water toward a single receptacle: an ocean. Gravity dominates this entire step in the cycle because water tends to minimize its potential energy by running from high altitudes toward the reference point, that is, sea level.

The rate at which a molecule of water passes though the cycle is not random but is a measure of the relative size of the various reservoirs. If we define residence time as the average time for a water molecule to pass through one of the three reservoirs — atmosphere, continent, and ocean — we see that the times are very different. A water molecule stays, on average, eleven days in the atmosphere, one hundred years on a continent and forty thousand years in the ocean. This last figure shows the importance of the ocean as the principal reservoir of the hydrosphere but also the rapidity of water transport on the continents.

A vast chemical separation process takes places during the flow of water over the continents. Soluble ions such as calcium, sodium, potassium, and some magnesium are dissolved and transported. Insoluble ions such as aluminum, iron, and silicon stay where they are and form the thin, fertile skin of soil on which vegetation can grow. Sometimes soils are destroyed and transported mechanically during flooding. The erosion of the continents thus results from two closely linked and interdependent processes, chemical erosion and mechanical erosion. Their respective interactions and efficiency depend on different factors.

托福閱讀題目：

1. The word "modifying" in line 4 is closest in meaning to

(A) changing

(B) traveling

(D) destroying

2. The word "which" in line 5 refers to

(A) clouds

(B) oceans

(D) compounds

3.According to the passage , clouds are primarily formed by water

(A) precipitating onto the ground

(B) changing from a solid to a liquid state