如何提高托福閱讀水平
如何提高托福閱讀水平？為了方便大家備考，下面小編就給大家分享一下！
如何提高托福閱讀水平
只讀文章段落中的第一句，你就可以對(duì)作者的思路有一個(gè)大致的把握。這樣可以幫你節(jié)約時(shí)間，而將更多的時(shí)間花在回答問(wèn)題上。
提高托福閱讀答題速度4步法
前面我們告訴你如何處理閱讀理解文章的6個(gè)策略和閱讀理解的3種題型，現(xiàn)在我們告訴你在做閱讀題時(shí)該如何運(yùn)用這些策略和技巧：
1。解剖文章的第1段;
2。在腦子里面形成一個(gè)作者思路圖;
3。停下來(lái)，總結(jié)一下文章大意;
4。開(kāi)始答題。
解剖文章第1段
積極主動(dòng)地解讀文章的第1段，時(shí)盡量記住作者提出的問(wèn)題(現(xiàn)象或觀點(diǎn))，和一些與文章內(nèi)容相關(guān)的概念和詞匯，如這篇文章講的是印第安人風(fēng)俗，光電子顯像鏡還是諷刺文學(xué)。文章的論題是什么，作者想說(shuō)什么?
在腦子里面形成一個(gè)作者思路圖
在腦子里或者在草稿紙上畫一個(gè)文章的結(jié)構(gòu)思路題。各個(gè)段落的目的是什么，主題又是什么?再次提醒，TOEFL考察的是你的答題能力而非閱讀能力。你不必完全掌握整篇文章，了解文章中的每一個(gè)細(xì)節(jié)。(其實(shí)，你也沒(méi)有那么多時(shí)間)。相反，你應(yīng)該只讀文章段落的第1句，而快速瀏覽其余部分。當(dāng)你“讀”完這篇文章時(shí)，你就能對(duì)文章的結(jié)構(gòu)思路有總體的把握。
總結(jié)文章大意
在回答問(wèn)題前，花幾秒鐘總結(jié)一下文章的思路和主題。
開(kāi)始答題
根據(jù)你對(duì)文章的整體思路來(lái)答題。將問(wèn)題(或選項(xiàng))定位到文章中具體的某個(gè)段落甚至具體的句子。這里，你可以比第2個(gè)步驟更仔細(xì)。
所以要裝上馬達(dá)提升托福閱讀答題速度，提高了速度，你的托福閱讀高分離你也就不遠(yuǎn)了。
托福閱讀滿分攻略：直捷閱讀法
托福閱讀拿滿分必須做精讀。說(shuō)起英語(yǔ)閱讀，各位同學(xué)從初中以后就開(kāi)始接觸，它的重要性在各類考試中均占了很大的比重!可以說(shuō)戰(zhàn)勝閱讀就是征服了考試!特別是托福閱讀，因?yàn)橥懈？荚囍?，第一?xiàng)就是考閱讀，如果做不好會(huì)巧妙地影響后面的其他考試情緒!如果做的好，會(huì)信心百倍地考其他內(nèi)容!閱讀閱讀可分成三個(gè)層次，請(qǐng)各位同學(xué)對(duì)號(hào)入座!
A： 原始人階段---能夠準(zhǔn)確的認(rèn)出所讀的文字，能夠讀出文章的語(yǔ)意內(nèi)容和編排結(jié)構(gòu)等。
B： 白領(lǐng)階段---會(huì)看懂同義詞或同意轉(zhuǎn)述，能夠準(zhǔn)確明白所接觸的詞匯句子的含義等。
C： 土豪階段---通過(guò)所讀懂的句子進(jìn)行判斷，分析，推斷，歸納等的過(guò)程。
托福閱讀如果想考到20-25分，達(dá)到B 階段就可以! 但是如果想當(dāng)土豪，就必須達(dá)到C 階段的閱讀能力!很不幸的是，我們很多同學(xué)處在A階段，甚至是A--階段，就是說(shuō)詞匯還沒(méi)有背完!托福詞匯量核心要有6000以上，越多越好!如果這個(gè)沒(méi)有，可以說(shuō)就很難考到一個(gè)理想的閱讀分?jǐn)?shù)!
那么，想在短期內(nèi)想達(dá)到C 階段，有沒(méi)有可能呢?當(dāng)然有方法!就是要做精讀托福文章!所謂的精讀就是快速把握文章中的重要信息和內(nèi)容，準(zhǔn)確提高對(duì)字詞，句篇的分析能力和解讀能力，通過(guò)結(jié)合相關(guān)考點(diǎn)提高其準(zhǔn)確性和速度，理解材料中的難點(diǎn)和要點(diǎn)并進(jìn)行歸納推斷判斷等能力!最后達(dá)到人文合一的境界!
STEP1, 詞匯要求各位同學(xué)每天至少瀏覽200-300個(gè)單詞，爭(zhēng)取一個(gè)月內(nèi)識(shí)別6000+個(gè)單詞，越多越好!市面上有很多背單詞的書籍，大家可以用來(lái)研讀，肯定會(huì)提高背詞能力的!
STEP2, 迅速去掉修飾，直達(dá)主干結(jié)構(gòu)。如動(dòng)詞不定時(shí)，現(xiàn)在分詞，過(guò)去分詞，關(guān)系詞等技巧處理。
STEP3，迅速識(shí)別特殊句式：如省略句式，倒裝句式，強(qiáng)調(diào)句式，插入句式，分割句式等
STEP4, 提高對(duì)某些重點(diǎn)句子的理解：如帶轉(zhuǎn)折的句子，帶歸納字眼的句子，帶概括動(dòng)詞的句子，設(shè)問(wèn)的句子，段首段末句式等
STEP5,文章的整體把握閱讀，什么地方快速閱讀，什么地方慢速閱讀，要達(dá)到快慢結(jié)合，重點(diǎn)突出，最后達(dá)到我們閱讀雜志或報(bào)紙的程度!
掌握以上方法，可在最短時(shí)間內(nèi)迅速提高閱讀速度和理解力，該方法稱為“直捷閱讀法”。
舉個(gè)例子：
The third main type of volcano is the extinct volcano .Extinct volcanoes are inactive and have never erupted over the course of human history . There are many extinct volcanoes around the world including Mount Kilimanjaro (in Tanzania),Mount Warning (in Australia),and La Chaine des Puys (in France).While they are inactive now, some volcanoes take more than a million years to reactivate after erupting. For this reason ,many scientist argue there is no point in determining whether a volcano is dormant or extinct.
大家先自己理解下整個(gè)段落，然后給大家分析下不太需要讀的地方。
The third main type of volcano (文章主題在講火山，重復(fù)多的字眼不是重點(diǎn)詞匯，忽略)is the extinct volcano(段落主旨) .Extinct volcanoes are inactive and have never erupted(否定詞匯，考點(diǎn)) over the course of human history(時(shí)間狀語(yǔ)不重要，忽略或快速閱讀，除非題目考與時(shí)間相關(guān)的題目) . There are many extinct volcanoes (強(qiáng)調(diào)句型，關(guān)注)around the world including Mount Kilimanjaro (in Tanzania),Mount Warning (in Australia),and La Chaine des Puys (in France)(地點(diǎn)狀語(yǔ)不重要，忽略或快速閱讀，除非題目考和地點(diǎn)相關(guān)的題目).While they are inactive now(盡管，緊挨著的句子不重要，重點(diǎn)看轉(zhuǎn)折后的句子!), some volcanoes take more than a million years to reactivate after erupting(對(duì)數(shù)字要敏感). For this reason(過(guò)度短語(yǔ)，忽略) ,many scientist argue there is no point(強(qiáng)調(diào)句型，否定考點(diǎn)，作者觀點(diǎn)!必讀)in determining whether a volcano is dormant or extinct. (具體結(jié)論，考點(diǎn)。)
一秒閱讀提示：紅線的地方是考生忽略或快速閱讀的地點(diǎn)!只要把黑色字讀明白，那么這段文章的主題就明白啦!做托福閱讀最重要的是短時(shí)間內(nèi)讀明白作者的意圖，觀點(diǎn)!這就是一秒快速閱讀的精髓。
托福閱讀真題訓(xùn)練1
Although only 1 person in 20 in the Colonial period lived in a city, the cities had a disproportionate influence on the development of North America. They were at the cutting edge of social change. It was in the cities that the elements that can be associated with modern capitalism first appeared — the use of money and commercial paper in place of barter, open competition in place of social deference and hierarchy, with an attendant rise in social disorder, and the appearance of factories using coat or water power in place of independent craftspeople working with hand tools. The cities predicted the future, wrote historian Gary. B. Nash, even though they were but overgrown villages compared to the great urban centers of Europe, the Middle East and China.
Except for Boston, whose population stabilized at about 16,000 in 1760, cities grew by exponential leaps through the eighteenth century. In the fifteen years prior to the outbreak of the War for independence in 1775, more than 200,000 immigrants arrived on North American shores. This meant that a population the size of Boston was arriving every year, and most of it flowed into the port cities in the Northeast. Philadelphia's population nearly doubted in those years, reaching about 30,000 in 1774, New York grew at almost the same rate, reaching about 25,000 by 1775.
The quality of the hinterland dictated the pace of growth of the cities. The land surrounding Boston had always been poor farm country, and by the mid-eighteenth century it was virtually stripped of its timber. The available farmland was occupied, there was little in the region beyond the city to attract immigrants. New York and Philadelphia, by contrast, served a rich and fertile hinterland laced with navigable watercourses. Scots, Irish, and Germans landed in these cities and followed the rivers inland. The regions around the cities of New York and Philadelphia became the breadbaskets of North America, sending grain not only to other colonies but also to England and southern Europe, where crippling droughts in the late 1760's created a whole new market.
1. Which of the following aspects of North America in the eighteenth century does the passage
mainly discuss?
(A) The effects of war on the growth of cities
(B) The growth and influence of cities
(C) The decline of farming in areas surrounding cities
(D) The causes of immigration to cities
2. Why does the author say that the cities had a disproportionate influence on the development
of North America (lines 1-2)?
(A) The influence of the cities was mostly negative
(B) The populations of the cities were small, but their influence was great.
(C) The cities were growing at a great rate.
(D) Most people pretended to live in cities
3. The phrase in place of in lines 4-5 is closest in meaning to
(A) connected to
(B) in addition to
(C) because of
(D) instead of
4. The word attendant in line 6 is closest in meaning to
(A) avoidable
(B) accompanying
(C) unwelcome
(D) unexpected
5. Which of the following is mentioned as an element of modern capitalism?
(A) Open competition
(B) Social deference
(C) Social hierarchy
(D) Independent craftspeople
6. It can be inferred that in comparison with North American cities, cities in Europe, the Middle
East, and China had
(A) large populations
(B) little independence
(C) frequent social disorder
(D) few power sources
7. The phrase exponential leaps in line 12 is closest in meaning to
(A) long wars
(B) new laws
(C) rapid increases
(D) exciting changes
8. The word it in line 15 refers to
(A) population
(B) size
(C) Boston
(D) Year
9. How many immigrants arrived in North America between 1760 and 1775?
(A) About 16,000
(B) About 25,000
(C) About 30,000
(D) More than 200,000
10. The word dictated in line 18 is closest in meaning to
(A) spoiled
(B) reduced
(C) determined
(D) divided
11. The word virtually in line 20 is closest in meaning to
(A) usually
(B) hardly
(C) very quickly
(D) almost completely
12. The region surrounding New York and Philadelphia is contrasted with the region surrounding
Boston in terms of
(A) quality of farmland
(B) origin of immigrants
(C) opportunities for fishing
(D) type of grain grown
13. Why does the author describe the regions around the cities of New York and Philadelphia as
breadbaskets?
(A) They produced grain especially for making bread.
(B) They stored large quantities of grain during periods of drought
(C) They supplied grain to other parts of North America and other countries.
(D) They consumed more grain than all the other regions of North America.
答案：BBDBA ACADC DAC
托福閱讀真題訓(xùn)練2
The spectacular aurora light displays that appear in Earth's atmosphere around the north and south magnetic poles were once mysterious phenomena. Now, scientists have data from satellites and ground-based observations from which we know that the aurora brilliance is an immense electrical discharge similar to that occurring in a neon sign.
To understand the cause of auroras, first picture the Earth enclosed by its magnetosphere, a huge region created by the Earth's magnetic field. Outside the magnetosphere, blasting toward the earth is the solar wind, a swiftly moving plasma of ionized gases with its own magnetic filed. Charged particles in this solar wind speed earthward along the solar wind's magnetic lines of force with a spiraling motion. The Earth's magnetosphere is a barrier to the solar winds, and forces the charged particles of the solar wind to flow around the magnetosphere itself. But in the polar regions, the magnetic lines of force of the Earth and of the solar wind bunch together. Here many of the solar wind's charged particles break through the magnetosphere and enter Earth's magnetic field. They then spiral back and forth between the Earth's magnetic poles very rapidly. In the polar regions, electrons from the solar wind ionize and excite the atoms and molecules of the upper atmosphere, causing them to emit aurora radiations of visible light.
The colors of an aurora depend on the atoms emitting them. The dominant greenish white light comes from low energy excitation of oxygen atoms. During huge magnetic storms oxygen atoms also undergo high energy excitation and emit crimson light. Excited nitrogen atoms contribute bands of color varying from blue to violet. Viewed from outer space, auroras can be seen as dimly glowing belts wrapped around each of the Earth's magnetic poles. Each aurora hangs like a curtain of light stretching over the polar regions and into the higher latitudes. When the solar flares that result in magnetic storms and aurora activity are very intense, aurora displays may extend as far as the southern regions of the United States.
Studies of auroras have given physicists new information about the behavior of plasmas, which has helped to explain the nature of outer space and is being applied in attempts to harness energy from the fusion of atoms.
1. What does the passage mainly discuss?
(A) The methods used to observe auroras from outer space
(B) The formation and appearance of auroras around the Earth's poles
(C) The factors that cause the variety of colors in auroras
(D) The periodic variation in the display of auroras
2. The word phenomena in line 2 is closest in meaning to
(A) ideas
(B) stars
(C) events
(D) colors
3. The word picture in line 5 is closest in meaning to
(A) frame
(B) imagine
(C) describe
(D) explain
4. The passage describes the magnetosphere as a barrier (line 10) because
(A) its position makes it difficult to be observed from Earth
(B) it prevents particles from the solar wind from easily entering Earth's atmosphere
(C) it increases the speed of particles from the solar wind
(D) it is strongest in the polar regions
5. The word them in line 16 refers to
(A) polar regions
(B) electrons
(C) atoms and molecules
(D) aurora radiations
6. According to the passage , which color appears most frequently in an aurora display?
(A) greenish-white
(B) crimson
(C) blue
(D) violet
7. The word emit in line 20 is closest in meaning to
(A) change from
(B) connect with
(C) add to
(D) give off
8. The word glowing in line 22 is closest in meaning to
(A) shining
(B) moving
(C) charging
(D) hanging
9. Auroras may be seen in the southern regions of the United Sates when
(A) magnetic storms do not affect Earth
(B) solar flares are very intense
(C) the speed of the solar wind is reduced
(D) the excitation of atoms is low
10. The passage supports which of the following statements about scientists'n derstanding of
auroras?
(A) Before advances in technology, including satellites, scientists knew little about auroras.
(B) New knowledge about the fusion of atoms allowed scientists to learn more about auroras.
(C) Scientists cannot explain the cause of the different colors in auroras.
(D) Until scientists learn more about plasma physics, little knowledge about auroras will be available.
11. Which of the following terms is defined in the passage ?
(A) magnetosphere (line 6)
(B) electrons (line 15)
(C) ionize (line 15)
(D) fusion (line 29)
BCBBC ADABA A
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