托福閱讀備考：托福閱讀速度如何提高

時(shí)間：2020-06-24 16:00:04 楚薇0由分享

很多同學(xué)閱讀分?jǐn)?shù)提不上去的一大原因就是因?yàn)殚喿x速度太慢。托福閱讀篇幅較長，內(nèi)容偏學(xué)術(shù)，如果閱讀速度提不上去，肯定會(huì)影響閱讀成績。那么我們應(yīng)該如何提升閱讀速度呢?

托福閱讀備考：托福閱讀速度如何提高?

影響托福閱讀速度的因素有很多，比如閱讀文章不理解，很多詞匯不認(rèn)識(shí)，文章內(nèi)容太枯燥，長難句太多……想要提升托福閱讀速度就要從根本上解決這些問題。托福閱讀考試時(shí)間非常緊張，平均每道題的做題時(shí)間僅有不到2分鐘。所以快速閱讀能力在托?？荚囍蟹浅Ｖ匾Ｍ蠹夷苤匾暺饋?。

一. 閱讀文章讀不懂，如何提升閱讀速度

托福閱讀文章還是有一定難度的，很多同學(xué)初次接觸托福都覺得托福文章讀不懂或者需要花費(fèi)很久才能弄懂意思。那么讀不懂文章如何提升閱讀速度呢?從根本上講，閱讀讀不懂是因?yàn)樵~匯量和語法基礎(chǔ)太差。所以建議先背托福詞匯，看一遍基礎(chǔ)語法知識(shí)。詞匯是閱讀的根基，沒有詞匯量做基礎(chǔ)，閱讀速度是不可能有很大提升的。托福閱讀要求大家有很快的閱讀速度，如果一篇閱讀中生詞太多，就算快速讀完也不知道文章的意思。除了背單詞之外，還要掌握基本的語法知識(shí)，英語句子結(jié)構(gòu)與中文很不相同，掌握語法知識(shí)有助于大家理解文章中的長難句。所以總的來說，文章讀不懂要先將基本功練扎實(shí)。

二. 題目做太慢，如何提升做題速度

有的同學(xué)表示，閱讀文章能讀懂，但就是題目做的太慢，所以做閱讀總是超時(shí)。題目做的慢，其實(shí)是因?yàn)槿狈ψ鲱}技巧，不能快速在原文中定位題目位置。閱讀打好基礎(chǔ)以后，要學(xué)習(xí)一些做題的技巧，比如小結(jié)題應(yīng)該通讀文章段落找答案，推理題要根據(jù)文章意思推理得出，詞匯題要將選項(xiàng)帶入原句看是否通順……做題技巧是提升閱讀做題速度的高效方法。托福閱讀題目是按順序出題，基本上按照文章的文章結(jié)構(gòu)對(duì)應(yīng)題目，大家在做題的時(shí)候要快速定位題目位置，結(jié)合上下文快速選出答案。托福閱讀題目中很多選項(xiàng)似是而非非常具有迷惑性，一定要提高辨別能力，選擇最佳選項(xiàng)。

三. 課外練習(xí)很重要

托福閱讀速度考驗(yàn)大家的英語基本功，提升閱讀速度也需要大家在利用空暇時(shí)間多練習(xí)。多刷題是有幫助的，除了刷題之外，大家還要多去閱讀英文報(bào)刊雜志。很多同學(xué)看到一篇冗長的托福閱讀時(shí)，心里的壓力感倍增，感覺似乎“不可能完成”。大家平時(shí)在課余時(shí)間多讀英文報(bào)刊雜志，就會(huì)習(xí)慣英語的長篇文章，能減少心理上的壓力感，也能提升自己的閱讀速度。而且大家在閱讀英文報(bào)刊雜志的過程中還能積累生詞，擴(kuò)充知識(shí)面，可謂一舉多得，何樂而不為。

托福閱讀真題練習(xí)：土壤質(zhì)地

托福閱讀文本：

The mineral particles found in soil range in size from microscopic clay particles to large boulders. The most abundant particles — sand, silt, and clay — are the focus of examination in studies of soil texture. Texture is the term used to describe the composite sizes of particles in a soil sample, typically several representative handfuls.

To measure soil texture, the sand, silt, and clay particles are sorted out by size and weight. The weights of each size are then expressed as a percentage of the sample weight. In the field, soil texture can be estimated by extracting a handful of soil and squeezing the damp soil into three basic shapes; (1) cast, a lump formed by squeezing a sample in a clenched fist; (2) thread, a pencil shape formed by rolling soil between the palms; and (3) ribbon, a flatfish shape formed by squeezing a small sample between the thumb and index finger. The behavioral characteristics of the soil when molded into each of these shapes, if they can be formed at all, provide the basis for a general textural classification. The behavior of the soil in the hand test is determined by the amount of clay in the sample. Clay particles are highly cohesive, and when dampened, behave as a plastic. Therefore the higher the clay content in a sample, the more refined and durable the shapes into which it can be molded.

Another method of determining soil texture involves the use of devices called sediment sieves,screens built with a specified mesh size. When the soil is filtered through a group of sieves, each with a different mesh size, the particles become grouped in corresponding size categories. Each category can be weighed to make a textural determination. Although sieves work well for silt, sand, and larger particles, they are not appropriate for clay particles. Clay is far too small to sieve accurately; therefore, in soils with a high proportion of clay, the fine particles are measured on the basis of their settling velocity when suspended in water. Since clays settle so slowly, they are easily segregated from sand and silt. The water can be drawn off and evaporated, leaving a residue of clay, which can be weighed.

托福閱讀題目：

1. What does the passage mainly discuss?

(A) Characteristics of high quality soil

(B) Particles typically found in most soils

(D) Ways to determine the texture of soil

2. The author mentions "several representative handfuls" in line 4 in order to show

(A) the range of soil samples

(B) the process by which soil is weighed

(D) how small soil particles are weighted

3. The phrase "sorted out" in line 5 is closest in meaning to

(A) mixed

(B) replaced

(D) separated

4. It can be inferred that the names of the three basic shapes mentioned in paragraph 2 reflect

(A) the way the soil is extracted

(B) the results of squeezing the soil

(D) the difficulty of forming different shapes

5. The word "dampened" in line 14 is closest in meaning to

(A) damaged

(B) stretched

(D) examined

6. Which of the following can be inferred from the passage about a soil sample with little or no

clay in it?

(A) It is not very heavy.

(B) It may not hold its shape when molded.

(D) Its texture cannot be classified

7. The word "they" in line 21 refers to

(A) categories

(B) sieves

(D) clay particles

8. It can be inferred from the passage that the sediment sieve has an advantage over the hand test

in determining soil texture because

(A) using the sieve takes less time

(B) the sieve can measure clay

(D) the sieve allows for a more exact measure

9. During the procedure described in paragraph 3, when clay particles are placed into water they

(A) stick to the sides of the water container

(B) take some time to sink to the bottom

(D) dissolve quickly

10. The word "fine" in line 24 is closest in meaning to

(A) tiny

(B) many

(D) various

11.All of the following words are defined in the passage EXCEPT

(A) texture (line 3)

(B) ribbon (line 10)

(D) evaporated (line 25)

托福閱讀答案：

DADBC BBDBA D

托福閱讀真題練習(xí)：行星探索

托福閱讀文本：

In July of 1994, an astounding series of events took place. The world anxiously watched as,every few hours, a hurtling chunk of comet plunged into the atmosphere of Jupiter. All of the twenty-odd fragments, collectively called comet Shoemaker-Levy 9 after its discoverers, were once part of the same object, now dismembered and strung out along the same orbit. This cometary train, glistening like a string of pearls, had been first glimpsed only a few months before its fateful impact with Jupiter, and rather quickly scientists had predicted that the fragments were on a collision course with the giant planet. The impact caused an explosion clearly visible from Earth, a bright flaming fire that quickly expanded as each icy mass incinerated itself. When each fragment slammed at 60 kilometers per second into the dense atmosphere, its immense kinetic energy was transformed into heat, producing a superheated fireball that was ejected back through the tunnel the fragment had made a few seconds earlier. The residues from these explosions left huge black marks on the face of Jupiter, some of which have stretched out to form dark ribbons.

Although this impact event was of considerable scientific import, it especially piqued public curiosity and interest. Photographs of each collision made the evening television newscast and were posted on the Internet. This was possibly the most open scientific endeavor in history. The face of the largest planet in the solar system was changed before our very eyes. And for the very first time, most of humanity came to fully appreciate the fact that we ourselves live on a similar target, a world subject to catastrophe by random assaults from celestial bodies. That realization was a surprise to many, but it should not have been. One of the great truths revealed by the last few decades of planetary exploration is that collisions between bodies of all sizes are relatively commonplace, at least in geologic terms, and were even more frequent in the early solar system.

托福閱讀題目：

1. The passage mentions which of the following with respect to the fragments of comet

Shoemaker-Levy 9?

(A) They were once combine in a larger body.

(B) Some of them burned up before entering the atmosphere of Jupiter.

(D) They have an unusual orbit.

2. The word "collectively" in line 3 is closest in meaning to

(A) respectively

(B) popularly

(D) together

3. The author compares the fragments of comet Shoemaker-Levy 9 to all of the following

EXCEPT