托福閱讀長(zhǎng)難句分析方法
托福閱讀的難點(diǎn)之一就是長(zhǎng)難句，能否快速分析出長(zhǎng)難句是托福閱讀提升做題速度的關(guān)鍵。接下來(lái)，一起來(lái)看看小編為大家?guī)?lái)的托福閱讀長(zhǎng)難句分析方法匯總。
托福閱讀長(zhǎng)難句分析方法匯總
一.托福閱讀長(zhǎng)難句分析方法之同位語(yǔ)
所謂同位語(yǔ)，顧名思義，就是起重復(fù)性解釋作用的成分。在托福閱讀中遇到同位語(yǔ)最佳的處理方法就是刪除同位語(yǔ)，從而更好地理解。關(guān)于同位語(yǔ)的識(shí)別，一般都是以A, B的形式出現(xiàn)，例如，the president of USA, Trump，關(guān)于刪除方法，則以保留最簡(jiǎn)單的表達(dá)為刪除原則。
二.托福閱讀長(zhǎng)難句分析方法之插入語(yǔ)
所謂插入語(yǔ)就是不影響句子含義和結(jié)構(gòu)的插入成分。常見(jiàn)的插入語(yǔ)有that is, that is to say, what’s more, to tell you the truth, frankly speaking等，處理插入語(yǔ)的最佳辦法就是刪除。
三.托福閱讀長(zhǎng)難句分析方法之定語(yǔ)
定語(yǔ)的“定”主要指限定，形容詞、名詞、介詞短語(yǔ)等都可以作定語(yǔ)，來(lái)修飾、限定名詞。
英語(yǔ)中也可以用一個(gè)句子來(lái)修飾、限定一個(gè)名詞(或者名詞詞組、句子)，這樣的句子叫做定語(yǔ)從句。被修飾的名詞(詞組、句子)叫做先行詞，連接定語(yǔ)從句和主句的叫做關(guān)系詞，即that。關(guān)系詞分為兩類，關(guān)系代詞(that which who whom whose)和關(guān)系副詞(when where why)，關(guān)系詞在從句中起三個(gè)作用——指代前面先行詞，連接從句和主句，在定語(yǔ)從句中作成分。
前置定語(yǔ)的識(shí)別：adj. + n. (比較容易判斷)
后置定語(yǔ)的識(shí)別：形容詞短語(yǔ)(adj. + prep. + n./prep.)
e.g. A book useful for your management
一本有助你進(jìn)行管理的書(shū)。
介詞短語(yǔ)(prep. + n./pron.)
分詞短語(yǔ)(ving/ved + prep. + n./pron.)
e.g. A person walking on the road.
動(dòng)詞不定式(to do sth.)
e.g. A way to solve the problem.
表語(yǔ)形容詞(alike, alive, alone)
注：不定代詞只能用后置定語(yǔ)修飾
四.托福閱讀長(zhǎng)難句分析方法之狀語(yǔ)
首先需要強(qiáng)調(diào)的是狀語(yǔ)修飾非名詞，狀語(yǔ)的位置比較隨意。可以充當(dāng)狀語(yǔ)的成分比較多，有副詞，e.g. He secretly decided to leave the room.
介詞短語(yǔ)e.g. We have friends all over the world.
不定式(短語(yǔ))I went there to see my grandmother.
分詞(短語(yǔ))現(xiàn)在分詞e.g. Being a poor teacher, he can’t afford to buy a car.
過(guò)去分詞e.g. He entered, accompanied by his son.
形容詞e.g. He said nothing but sat silent smoking.
詞組e.g. I shall stay another five months.
復(fù)合結(jié)構(gòu)e.g. It being a holiday, the library isn’t open.
從句e.g. Next time you come in, please close the door.
有的時(shí)候名詞也可以作狀語(yǔ)e.g. We’ve been waiting hours waiting for you.
加快托福閱讀速度的四步驟 首段第一句很重要
快速的技巧在于每一段的第一句。想想，考試中的每篇文章都是經(jīng)過(guò)千錘百煉的，而好的文章都有一個(gè)很好的思路，這種思路經(jīng)常體現(xiàn)在文章段落的第一句。所以，從理論上來(lái)說(shuō)，你只需閱讀文章每個(gè)段落的第一句，而不必顧及段落的其他內(nèi)容。既然，考試不以你對(duì)文章的理解計(jì)分(而是以你答案對(duì)錯(cuò)計(jì)分)，你沒(méi)有理由去關(guān)注那些對(duì)你答題沒(méi)有幫助的內(nèi)容。
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。
攻克的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。
解剖文章的第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(huà)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。
停下來(lái)，總結(jié)一下文章大意
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)。
托福閱讀真題1
The most thoroughly studied cases of deception strategies employed by ground-nesting birds involve plovers, small birds that typically nest on beaches or in open fields, their nests merely scrapes in the sand or earth. Plovers also have an effective repertoire of tricks for distracting potential nest predators from their exposed and defenseless eggs or chicks.
The ever-watchful plover can detect a possible threat at a considerable distance. When she does, the nesting bird moves inconspicuously off the nest to a spot well away from eggs or chicks. At this point she may use one of several ploys. One technique involves first moving quietly toward an approaching animal and then setting off noisily through the grass or brush in a low, crouching run away from the nest, while emitting rodent like squeaks. The effect mimics a scurrying mouse or vole, and the behavior rivets the attention of the type of predators that would also be interested in eggs and chicks.
Another deception begins with quiet movement to an exposed and visible location well away from the nest. Once there, the bird pretends to incubate a brood. When the predator approaches, the parent flees, leaving the false nest to be searched. The direction in which the plover escapes is such that if the predator chooses to follow, it will be led still further away from the true nest.
The plover's most famous stratagem is the broken-wing display, actually a continuum of injury-mimicking behaviors spanning the range from slight disability to near-complete helplessness. One or both wings are held in an abnormal position, suggesting injury. The bird appears to be attempting escape along an irregular route that indicates panic. In the most extreme version of the display, the bird flaps one wing in an apparent attempt to take to the air, flops over helplessly, struggles back to its feet, runs away a short distance, seemingly attempts once more to take off, flops over again as the useless wing fails to provide any lift, and so on. Few predators fail to pursue such obviously vulnerable prey. Needless to say, each short run between flight attempts is directed away from the nest.
1. What does the passage mainly discuss?
(A) The nest-building techniques of plovers
(B) How predators search for plovers
(C) The strategies used by plovers to deceive predators
(D) Why plovers are vulnerable to predators
2. The word merely in fine 3 is closest in meaning to
(A) often
(B) only
(C) usually
(D) at first
3. Which of the following is mentioned in the passage about plovers?
(A) Their eggs and chicks are difficult to find.
(B) They are generally defenseless when away from their nests.
(C) They are slow to react in dangerous situations.
(D) Their nests are on the surface of the ground.
4. The word emitting in line 10 is closest in meaning to
(A) bringing
(B) attracting
(C) producing
(D) minimizing
5. In the deception technique described in paragraph 2, the plover tries to
(A) stay close to her nest
(B) attract the predator's attention
(C) warn other plovers of danger
(D) frighten the approaching predator
6. The word spanning in line 19 is closest in meaning to
(A) covering
(B) selecting
(C) developing
(D) explaining
7. According to paragraph 4, which of the following aspects of the plover's behavior gives the
appearance that it is frightened?
(A) Abnormal body position
(B) Irregular escape route
(C) Unnatural wing movement
(D) Unusual amount of time away from the nest
8. The word pursue in line 25 is closest in meaning to
(A) catch
(B) notice
(C) defend
(D) chase
9. According to the passage , a female plover utilizes all of the following deception techniques
EXCEPT
(A) appearing to be injured
(B) sounding like another animal
(C) pretending to search for prey
(D) pretending to sit on her eggs
10. Which of the following best describes the organization of the passage ?
(A) A description of the sequence of steps involved in plovers nest building
(B) A generalization about plover behavior followed by specific examples
(C) A comparison and contrast of the nesting behavior of plovers and other ground nesting birds
(D) A cause-and-effect analysis of the relationship between a prey and a predator
PASSAGE 63 CBDCB ABDCB
托福閱讀真題2
What unusual or unique biological trait led to the remarkable diversification and unchallenged success of the ants for ever 50 million years? The answer appears to be that they were the first group of predatory eusocial insects that both lived and foraged primarily in the soil and in rotting vegetation on the ground. Eusocial refers to a form of insect society characterized by specialization of tasks and cooperative care of the young; it is rare among insects. Richly organized colonies of the land made possible by eusociality enjoy several key advantages over solitary individuals.
Under most circumstances groups of workers are better able to forage for food and defend the nest, because they can switch from individual to group response and back again swiftly and according to need. When a food object or nest intruder is too large for one individual to handle, nestmates can be quickly assembled by alarm or recruitment signals. Equally important is the fact that the execution of multiple-step tasks is accomplished in a series-parallel sequence. That is, individual ants can specialize in particular steps, moving from one object (such as a larva to be fed) to another (a second larva to be fed). They do not need to carry each task to completion from start to finish — for example, to check the larva first, then collect the food, then feed the larva. Hence, if each link in the chain has many workers in attendance, a series directed at any particular object is less likely to fail. Moreover, ants specializing in particular labor categories typically constitute a caste specialized by age or body form or both. There has been some documentation of the superiority in performance and net energetic yield of various castes for their modal tasks, although careful experimental studies are still relatively few.
What makes ants unusual in the company of eusocial insects is the fact that they are the only eusocial predators (predators are animals that capture and feed on other animals) occupying the soil and ground litter. The eusocial termites live in the same places as ants and also have wingless workers, but they feed almost exclusively on dead vegetation.
1. Which of the following questions does the passage primarily answer?
(A) How do individual ants adapt to specialized tasks?
(B) What are the differences between social and solitary insects?
(C) Why are ants predators?
(D) Why have ants been able to thrive for such a long time?
2. The word unique in line 1 is closest in meaning to
(A) inherited
(B) habitual
(C) singular
(D) natural
3. The word rotting in line 4 is closest in meaning to
(A) decaying
(B) collected
(C) expanding
(D) cultivated
4. The word key in line 7 is closest in meaning to
(A) uncommon
(B) important
(C) incidental
(D) temporary
5. According to the passage , one thing eusocial insects can do is rapidly switch from
(A) one type of food consumption to another
(B) one environment to another
(C) a solitary task to a group task
(D) a defensive to an offensive stance
6. The task of feeding larvae is mentioned in the passage to demonstrate
(A) the advantages of specialization
(B) the type of food that larvae are fed
(C) the ways ant colonies train their young for adult tasks
(D) the different stages of ant development
7. The author uses the word Hence in line 16 to indicate
(A) a logical conclusion
(B) the next step in a senes of steps
(C) a reason for further study
(D) the relationship among ants
8. All of the following terms art defined in the passage EXCEPT
(A) eusocial (line 3)
(B) series-parallel sequence (line 13)
(C) caste (line 19)
(D) predators (line 23)
9. The word they in line 25 refers to
(A) termites
(B) ants
(C) places
(D) predators
10. It can be inferred from the passage that one main difference between termites and ants is
that termites
(A) live above ground
(B) are eusocial
(C) protect their nests
(D) eat almost no animal substances
PASSAGE 64 DCABC AACAD
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