托福閱讀的5種高效復習方法

時間：2020-07-18 14:35:33 楚薇0由分享

托福閱讀在托福備考的時間，應(yīng)該怎么復習?其實高效的、有針對性地復習往往讓托福備考事半功倍，那么如何高效復習呢?小編將為大家?guī)?種托福的復習方法，讓大家能夠在托?？荚囍腥〉幂^大的進步與成果!

托福閱讀的5種復習方法

第1點:托福詞匯基礎(chǔ)要扎實。托福閱讀有一個很大的特色就是有專門考察單詞的題型，也就是托福閱讀詞匯題。從文章中抽出一個單詞，讓考生選擇與這個單詞詞義最接近最符合的。這些詞匯是沒有一個大綱讓考生去背的，只有靠考生平時自己大量的托福閱讀詞匯積累，尤其是一些學術(shù)學科的詞匯。

第2點: 托福閱讀試題基本語法知識要了解。托福閱讀考試是一項比較全面的考察學生英語能力的內(nèi)容，所以從詞匯開始，一直到句子已經(jīng)篇章都有對應(yīng)的考題類型去考察。但是要理解句子的含義，光是詞匯認識也不一定能完全搞清楚，有的時候需要通過語法知識去分析。這種語法在很多題型中有所體現(xiàn)。

第3點:邏輯關(guān)系詞要牢記在心。托福閱讀試題英語句子的理解很多時候是要去理解其邏輯關(guān)系的，常見的邏輯關(guān)系有并列(and, as well)，比較(than, as….as)，因果(because, so, therefore, thus, result from)，遞進(also, furthermore)，轉(zhuǎn)折(but, however, yet)等等。

第4點:快速閱讀能力要加強。托福閱讀考試每篇的時間是規(guī)定為20分鐘，除了看托福閱讀文章長篇的文章外，還有11或13道題目的內(nèi)容，所以時間是非常緊張的，因此在托福閱讀的時候速度就很關(guān)鍵?？忌牡粢恍╅喿x的壞習慣，例如逐字閱讀，出聲閱讀，或者指著閱讀等，這樣的習慣只會拖慢閱讀的速度。所以快速托福閱讀能力在考試中是非常重要的，讀的時候要以意群來看。

第5點:注重歸納的能力培養(yǎng)。托福閱讀最后一大題都是以全文意思的歸納為基礎(chǔ)才能完成的，尤其是summary，考察的就是考生對文章的整體把握。因此考生在平時練習的時候一定要注意對文章段落的歸納，能夠在較短的時間內(nèi)把文章段落的中心大意讀出來，然后進行總結(jié)，最后選擇出最能代表文章中心含義的內(nèi)容。

托福閱讀應(yīng)該如何分析好句子成分

托福閱讀難句1. Wearing masks and costumes, they often impersonated other people, animals, or supernatural beings, and mined the desired effect – success in hunt or battle, the coming rain, the revival of the Sun – as an actor might.

戴著面具身著盛裝的人們，經(jīng)常扮演各種其他人物、動物或超自然生靈，并且作為一個扮演者所能做的，就是期盼一個在狩獵或戰(zhàn)役中獲勝、降雨的來臨，陽光的重現(xiàn)的結(jié)果。

托福閱讀文章難句2.But these factors do not account for the interesting question of how there came to be such a concentration of pregnant ichthyosaurs in a particular place very close to their time of giving birth.

但是這些事實不能解釋這個令人感興趣的問題，就是為什么在一個特殊的靠近他們出生的地方如此的集中了這么多懷孕的魚龍。

3.A series of mechanical improvements continuing well into the nineteenth century, including the introduction of pedals to sustain tone or to soften it, the perfection of a metal frame, and steel wire of the finest quality, finally produced an instruments capable of myriad tonal effects from the most delicate harmonies to an almost orchestral fullness of sound, from a liquid, singing tone to a ship, percussive brilliance.

十九世紀一系列持續(xù)的機械進步，包括踏板的傳入、金屬結(jié)構(gòu)的完善和鋼絲最完美的質(zhì)量，最后產(chǎn)生了一種能容納無數(shù)音調(diào)-從最精致的和弦到一個成熟管弦的聲音或從一個清澈的歌聲到輝煌的敲擊樂的效果的樂器。

4.Accustomed though we are to speaking of the films made before 1972 as “silent”, the film has never been, in the full sense of the word, silent.

雖然我們習慣于談到1972年以前的電影是無聲的，但用一句完全感性的話來說電影從來就不是沒有聲音的。

5.For a number of years the selection of music for each film program rested entirely in the hands of the conductor or leader of the orchestra, and very often the principal qualifications for holding such a position was not skill or taste so much as the ownership of a large personal library of musical pieces.

多年以來電影音樂的選擇程序完全掌握在導演和音樂督導手中，通常擁有這些權(quán)力的主要資格并非是自身的技藝和品味而更多的是因為擁有大量的個人音樂素材庫。

6.Rather, they were made of a top layer of woolen or glazed worsted wool fabric, consisting of smooth, compact yarn from long wool fibers, dyed dark blue, green, or brown with a bottom layer of a coarser woolen material, either natural or a shade of yellow.

更進一步，他們是由一個頂層是毛紡或光滑的精紡羊毛織物制作，包含光滑，緊湊的紗線來自長羊毛的纖維染成蘭黑色、綠色、或褐色底層含有粗糙天然的和暗黃色的毛紡材料。

托福閱讀真題1

Elizabeth Hazen and Rachel Brown copatented one of the most widely acclaimed wonder drugs of the post-Second World War years. Hazen and Brown's work was stimulated by the wartime need to find a cure for the fungus infections that afflicted many military personnel. Scientists had been feverishly searching for an antibiotic toxic enough to kill the fungi but safe enough for human use, since, unfortunately, the new wonder drugs such as penicillin and streptomycin killed the very bacteria in the body that controlled the fungi. It was to discover a fungicide without that double effect that Brown, of New York State's Department of Health Laboratories at Albany, and Hazen, senior microbiologist at the Department of Health in New York, began their long-distance collaboration. Based upon Hazen's previous research at Columbia University, where she had built an impressive collection of fungus cultures, both were convinced that an antifungal organism already existed in certain soils.

They divided the work. Hazen methodically screened and cultured scores of soil samples, which she then sent to her partner, who prepared extracts, isolated and purified active agents, and shipped them back to New York, where Hazen could study their biological properties. On a 1948 vacation, Hazen fortuitously collected a clump of soil from the edge of W.B. Nourse's cow pasture in Fauquier County, Virginia, that, when tested, revealed the presence of the microorganisms. In farm owner Nourse's honor, Hazen named it Streptomyces Noursei, and within a year the two scientists knew that the properties of their substance distinguished it from previously described antibiotics. After further research they eventually reduced their substance to a fine, yellow powder, which they first named fungiciden. Then renamed nystatin (to honor the New York State laboratory) when they learned the previous name was already in use. Of their major discovery, Brown said lightly that it simply illustrated how unpredictable consequences can come from rather modest beginnings.

1. What is the main topic of the passage ?

(A) The lives of Hazen and Brown.

(B) The development of a safe fungicide.

(D) The development of penicillin.

2. What can be inferred from the passage about penicillin?

(A) It effectively treats fungus infections.

(B) It was developed before nystatin.

(D) One of its by-products is nystatin.

3. Why does the author mention Columbia University in line 10?

(A) Hazen and Brown developed nystatin there.

(B) Brown was educated there.

(D) It awarded a prize to Hazen and Brown.

4. The word both in line 11 refers to

(A) Hazen and Brown

(B) penicillin and streptomycin

(D) double effect

5. What substance did Brown and Hazen analyze?

(A) Dirt

(B) Streptomycin

(D) Penicillin

6. Who was W. B. Nourse?

(A) A microbiologist

(B) A teacher of Hazen's

(D) A farmer

PASSAGE 43 BBCAA D

托福閱讀真題2

The nervous system of vertebrates is characterized by a hollow, dorsal nerve cord that ends in the head region as an enlargement, the brain. Even in its most primitive form this cord and its attached nerves are the result of evolutionary specialization, and their further evolution from lower to higher vertebrate classes is a process that is far from fully understood. Nevertheless, the basic arrangements are similar in all vertebrates, and the study of lower animals gives insight into the form and structure of the nervous system of higher animals. Moreover, for any species, the study of the embryological development of the nervous system is indispensable for an understanding of adult morphology.

In any vertebrate two chief parts of the nervous system may be distinguished. These are the central nervous system (the nerve cord mentions above), consisting of the brain and spinal cord, and the peripheral nervous system, consisting of the cranial, spinal, and peripheral nerves, together with their motor and sensory endings. The term autonomic nervous system refers to the parts of the central and peripheral systems that supply and regulate the activity of cardiac muscle, smooth muscle, and many glands.

The nervous system is composed of many millions of nerve and glial cells, together with blood vessels and a small amount of connective tissue. The nerve cells, or neurons, are characterized by many processes and are specialized in that they exhibit to a great degree the phenomena of irritability and conductivity. The glial cells of the central nervous system are supporting cells collectively termed neuroglia. They are characterized by short processes that have special relationships to neurons, blood vessels, and connective tissue. The comparable cells in the peripheral nervous system are termed neurilemmal cells.

1. What does the passage mainly discuss?

(A) The parts of a neuron

(B) The structure of animals' nerve

(D) The development of the brain

2. According to the passage , the nerve cord of vertebrates is

(A) large

(B) hollow

(D) embryological

3. The author implies that a careful investigation of a biological structure in an embryo may

(A) Improved research of the same structure in other species

(B) A better understanding of the fully developed structure

(D) A method by which scientists can document the various stages of development