提高托福閱讀速度的經(jīng)驗(yàn)方法
想要做到托福閱讀提高，首先要做的就是快速閱讀托福文章，這樣就有更多的時(shí)間進(jìn)行做題和思考。提高托福閱讀速度可以采用快速泛讀、計(jì)時(shí)閱讀、尋讀、略讀等方法。如何將這些方法利用，下面為大家分享托福閱讀經(jīng)驗(yàn)。
提高托福閱讀速度的經(jīng)驗(yàn)方法
快速泛讀是指廣泛閱讀大量涉及不同領(lǐng)域的文章，要求讀得快，理解和掌握文中的主要內(nèi)容就可以。要確定一個(gè)明確的閱讀定額，定額要結(jié)合自己的實(shí)際，可多可少，例如每天讀20頁(yè)。
而計(jì)時(shí)閱讀每次進(jìn)行5～10分鐘即可，不宜太長(zhǎng)。因?yàn)橛?jì)時(shí)快速閱讀，精力高度集中，時(shí)間一長(zhǎng)，容易疲勞，精力分散反而乏味。
尋讀又稱(chēng)查讀，同略讀一樣，尋讀也是一種快速閱讀技巧。它是一種從大量的資料中迅速查找某一項(xiàng)具體事實(shí)或某一項(xiàng)特定信息，如人物、事件、時(shí)間、地點(diǎn)、數(shù)字等，而對(duì)其它無(wú)關(guān)部分略去不讀的快速閱讀方法。
它與略讀不同，略讀時(shí)，讀者事先對(duì)材料一無(wú)所知，而尋讀則是在讀者對(duì)材料有所了解的情況下進(jìn)行的。具體地說(shuō)，尋讀帶有明確的目的性，有針對(duì)性地選擇問(wèn)題的答案。
略讀又稱(chēng)跳讀(reading and skipping)或?yàn)g覽(glancing)，是一種專(zhuān)門(mén)的，非常實(shí)用的快速閱讀技能。
在進(jìn)行托福閱讀略讀時(shí)，要利用印刷細(xì)節(jié)，如文章的標(biāo)題、副標(biāo)題、小標(biāo)題、斜體詞、黑體詞、腳注、標(biāo)點(diǎn)符號(hào)等，對(duì)文章進(jìn)行預(yù)測(cè)略讀。預(yù)測(cè)略讀要了解作者的思路、文章方式(模式)，以便把握大意，有關(guān)的細(xì)節(jié)及其相互關(guān)系。
以一般閱讀速度(200～250wpm)閱讀文章開(kāi)頭的一、二段，力求抓住文章大意，背景情況，作者的文章風(fēng)格，口吻或語(yǔ)氣等。閱讀段落的主題句和結(jié)論句。抓住主題句就掌握了段落大意，然后略去細(xì)節(jié)不讀，以求得略讀速度。注意轉(zhuǎn)折詞和序列詞。轉(zhuǎn)折詞如however，moreover，inaddition等;序列詞如firstly，secondly等。
托福閱讀猜詞的七大技巧
一、利用定義式線索進(jìn)行猜測(cè)
定義是作者為了更好地表達(dá)思想，在文章中對(duì)一些重要的概念、難懂的術(shù)語(yǔ)或 詞匯等所作的解釋。這些解釋提供的信息具有明確的針對(duì)性，利用它們猜測(cè)詞義比較容易。例如:Kinetic energy is the energy of moving particles. Kinetic enegry 可能是生詞，由定義可知，表語(yǔ)是說(shuō)明主語(yǔ)性質(zhì)內(nèi)容的。所以kinetic energy就是“運(yùn)動(dòng)粒子的能量”。再如Typhoons are cyclones，storms with strong winds rotating around a low-pressure center.如果cyclones是生詞，推斷該詞義的線索就是其后面的解釋“繞低氣壓中心形成的暴風(fēng)雨”由此我們可知cyclones的意思是“繞低氣壓中心形成的暴風(fēng)雨”。在這種解釋中定義句的謂語(yǔ)動(dòng)詞多為：be, mean, deal with, be considered, to be, refer to, be called, be known as, define, represent, signify, constitute等。
二、根據(jù)進(jìn)一步闡述猜測(cè)詞義
雖然進(jìn)一步闡述不如定義那樣嚴(yán)謹(jǐn)、詳細(xì)，但是提供的信息足以使我們猜出生詞的詞義。復(fù)述部分可以是適當(dāng)?shù)脑~，短語(yǔ)或者句子。例如Experts in kinesics, in their study of body motion as related to speech ,hope to discover new methods of communications. 逗號(hào)中短語(yǔ)的意思是“對(duì)肢體語(yǔ)言進(jìn)行研究的學(xué)科”。短語(yǔ)與前面生詞kinesics是同位關(guān)系，因此我們不難猜出kinesics指“肢體語(yǔ)言學(xué)”。在這種復(fù)述當(dāng)中,構(gòu)成同位關(guān)系的兩部分之間多用逗號(hào)連接，有時(shí)也使用破折號(hào)，冒號(hào)，分號(hào)，引號(hào)，和括號(hào)等。另外同位語(yǔ)前還常有or, similarly, that is to say, in other words, namely, or other, 等副詞或短語(yǔ)出現(xiàn)。另外一種會(huì)以定語(yǔ)從句的形式出現(xiàn)如從句Obesity, which is a medical disorder that affects approximately 20-30% of the population of the United States of America. It is an excessive accumulation of body fat that results from the storage of excess food energy calories in the body's fat cells. 根據(jù)生詞obesity后面的非限制性定語(yǔ)從句which is a medical disorder that affects approximately 20-30% of the population of the United States of America. It is an excessive accumulation of body fat that results from the storage of excess food energy calories in the body's fat cells. 我們可以推斷出 obesity的含義，即“過(guò)度肥胖”。
三、根據(jù)舉例猜測(cè)詞義
恰當(dāng)?shù)呐e例能夠提供猜測(cè)生詞的重要線索，例如The consequences of epochal events such as wars and great scientific discoveries are not confined to a small geographical area as they were in the past. 句中“戰(zhàn)爭(zhēng)”和“重大科學(xué)發(fā)現(xiàn)”是生詞的實(shí)例，通過(guò)它們我們可以猜出epochal的 大致詞義“重要的”。
四、根據(jù)上下文的語(yǔ)境關(guān)聯(lián)猜測(cè)詞義
例如Computers have been used for most kinds of crime, including fraud theft, larceny, embezzlement, burglary, sabotage, murder and forgery, since the first cases were reported in 1985. 這句話中有許多生詞出現(xiàn)，但通過(guò)上文的crime和murder一詞，我們可以知道這些下劃線詞都是與犯罪有關(guān)的詞。在考試中，就不必費(fèi)心去考慮它們的具體意思，知道大概類(lèi)別即可。再如Goran Ivanisevic fears only one service in tennis -- Michael Stichs. His toss is always the same: the straight one or the topspin. Sampras has a good serve and Becker too, but Stichs is the toughest to read.在此例中，大多數(shù)詞用于網(wǎng)球運(yùn)動(dòng)中的一些專(zhuān)門(mén)詞匯，我們可以不必理會(huì)，而主要關(guān)注認(rèn)識(shí)的那些詞。這樣能夠大概理解此句講的是網(wǎng)球選手Goran害怕某種service, 通過(guò)上下文大致可得知這是指網(wǎng)球運(yùn)動(dòng)中的一個(gè)動(dòng)作(比如發(fā)球、扣球等)。其實(shí)，service就是“發(fā)球”的意思。從形容詞straight可知Stichs發(fā)球的特點(diǎn)，而且他是最難預(yù)測(cè)的一個(gè)。這樣一來(lái)就可以很好地把握文章內(nèi)容了。
五、根據(jù)對(duì)比關(guān)系猜測(cè)詞義
在一個(gè)句子或段落中，有對(duì)兩個(gè)事物或現(xiàn)象進(jìn)行對(duì)比性的描述，我們可以根據(jù)生詞或難詞的反義詞猜測(cè)其詞義。 例如：Unlike her gregarious sister, Jane is a shy, unsociable person who does not like to go to parties or to make new friends. Gregarious, 對(duì)許多人來(lái)說(shuō)可能是個(gè)生詞，但是句中單詞unlike可以提示我們Gregarious和后面的詞unsociable person是對(duì)比關(guān)系。分析出這種關(guān)系后，我們便能猜出意為Gregarious是“愛(ài)交際的”。
六、根據(jù)常識(shí)性線索猜測(cè)題義
這是指根據(jù)篇章(句子或段落)以外的其他知識(shí)來(lái)猜測(cè)詞義。有時(shí)僅靠分析篇章內(nèi)在邏輯關(guān)系無(wú)法猜出詞義。這時(shí)，就需要運(yùn)用生活經(jīng)驗(yàn)和普通常識(shí)確定詞義。例如：The cat came quickly through the grass towards the birds ,when it was just a few from the feet from the victim, it gather its legs under itself and pounced.如果pounce 是生詞。推測(cè)該詞我們可以憑借我們的常識(shí)，我們知道當(dāng)貓看到鳥(niǎo)時(shí)，通常它會(huì)先把爪子收起來(lái)，然后再突然向小鳥(niǎo)發(fā)起進(jìn)攻。由此可以推斷pounce一詞的意思是“突然攻擊”。
再如It's really cold out tonight. My hands are practically numb. 根據(jù)生活經(jīng)驗(yàn)，天氣寒冷時(shí)，手肯定是numb “凍僵的，凍得麻木的”。
七、利用構(gòu)詞法猜測(cè)詞義
此法包括利用前、后綴及合成詞猜測(cè)詞義。
7.1前、后綴猜測(cè)詞義
英語(yǔ)中的前綴、后綴構(gòu)詞頗多，且特定的"綴"往往表示特定的含義，把握住這一點(diǎn)，可起到"以不變應(yīng)萬(wàn)變"的效果。例如He had been overworking and fell ill at last. overwork是由前綴over-加動(dòng)詞構(gòu)成，over有"超過(guò)，過(guò)于"之意，overwork意思是"工作過(guò)多，勞累過(guò)度"。再如，overburden負(fù)擔(dān)過(guò)重，overcharge要價(jià)過(guò)高，overdo做得過(guò)分。英語(yǔ)中常用的前綴還有：mis-錯(cuò)，誤：misfortune不幸;mislead誤導(dǎo);mismanage處理不當(dāng)mid-中央：midnight半夜;midway半路under-低于：underdone半生不熟的;underestimate 低估;anti-反對(duì)：antibody抗體;anticyclone反氣旋;antifreeze防凍劑。還有一些后綴派生詞：例如1)You must stop dreaming and face reality.(-ty為名詞的標(biāo)志); 2)The country is trying to popularize education. (-ize為及物動(dòng)詞的標(biāo)志，再如realize, modernize)。
7.2利用合成詞猜測(cè)詞義
Family members take turns choosing a special activity for the evening, and everyone partakes in for fun. 根據(jù)短語(yǔ)構(gòu)成及上下文意思看，此處partakes in相當(dāng)于takes part in。再如break out-outbreak(名詞"爆發(fā)")，set out-outset(名詞"起始")，come in-income(名詞“收入”)。
托福閱讀材料練習(xí)：肺部有味覺(jué)
Take a deep breath. Taste anything? Actually, your lungs may. Because scientists have discovered that the same receptors that exist on the tongue to taste bitter substances are also found on the smooth muscle of the lungs.
Researchers were studying the receptors on smooth lung muscles that regulate contraction and relaxation of theairways. That’s when they made the discovery—which was so unexpected that the researchers themselves were skeptical.
Finally, they became convinced that the receptors were really there, though not clustered in taste buds as they are on the tongue. The scientists then exposed human and mouse airways to various bitter compounds to gauge the effects.
Many toxic compounds are bitter, so the researchers expected the lung muscle to tense up and contract—to compel the breather to move away from whatever was bitter and perhaps toxic. But, in a second surprise, bitter compounds relaxed and opened airways better than any existing asthma drug. The study is in the journal Nature Medicine. [Deepak Deshpande et al., "Bitter taste receptors on airway smooth muscle bronchodilate by localized calcium signaling and reverse obstruction"]
Researchers will continue to search for the role of the receptors. Meanwhile, the work represents a surprising new lead in the search for drugs to treat asthma, emphysema or chronic bronchitis.
—Cynthia Graber
托福閱讀練習(xí)：考試助于學(xué)習(xí)
Tests aren't just a way for teachers to torture their students, according to a new study that finds the brain encodes better mental hints during test-taking than during studying alone.
考試不僅僅是老師用來(lái)折磨學(xué)生的手段，因?yàn)樽钚卵芯勘砻鳎荚嚂r(shí)大腦消化吸收學(xué)習(xí)材料的效果要比只是學(xué)習(xí)看書(shū)時(shí)產(chǎn)生的效果好一些。
Although many people view tests as a way to mark and grade students' progress, research has found that the act of retrieving information from memory actually makes remembering it easier. In other words, tests improve learning.
人們把考試視作給學(xué)生進(jìn)步打分的工具，然而研究發(fā)現(xiàn)，從記憶中檢索信息這一行為可使人們記東西更加容易。換句話說(shuō)，考試能讓你學(xué)識(shí)淵博。
The study author Mary Pyc, a postdoctoral fellow at Washington University in St. Louis and her co-author Katherine Rawson investigated pieces of information called "mediators." Mediators are concepts, ideas or phrases that connect one piece of information to another. To be a good mediator, the idea has to be both easy to remember and easy to link to the information you're trying to retrieve.
該研究論文的撰稿人、華盛頓大學(xué)博士后瑪麗-佩克和她的同事凱瑟琳-羅森著手于研究名為“介質(zhì)”的信息碎片?！敖橘|(zhì)”實(shí)際上就是一些概念、觀點(diǎn)或者短語(yǔ)，它們是連接各條信息的橋梁。要成為優(yōu)質(zhì)“介質(zhì)”，相關(guān)觀點(diǎn)必須易記且和你要檢索的信息相關(guān)。
To investigate the effect of testing on mediators, Pyc and Rawson had 118 English-speaking participants learn 48 Swahili words. Some of the learners took tests on the information and then got to restudy the material before being tested again. Others only studied and restudied without tests.
為了調(diào)查考試對(duì)“介質(zhì)”產(chǎn)生的效果，佩克和羅森讓118名講英語(yǔ)人士學(xué)習(xí)48個(gè)斯瓦希里語(yǔ)的單詞。在之后的實(shí)驗(yàn)中，一部分學(xué)習(xí)者對(duì)所學(xué)內(nèi)容進(jìn)行測(cè)試，然后在再次測(cè)試前重新學(xué)習(xí)。而另一些人則只是學(xué)習(xí)、再學(xué)習(xí)，沒(méi)有測(cè)試。
A week after learning the words, each group took a final test. Some tests required them to give the English translation from the Swahlii word alone. Another group got a test that gave them the Swahili word plus the mediator they'd used when learning the words. A third group not only had to translate the word, but they also had to remember and write down their mediator word.
一周后，每組都會(huì)進(jìn)行一次期終考試。一組被要求寫(xiě)出斯瓦希里語(yǔ)某些單詞的意思，而另一組則在釋義時(shí)研究者給他們看了自己學(xué)習(xí)時(shí)曾使用的“介質(zhì)”。第三組不僅需要給單詞釋義，還要記住并寫(xiě)下自己當(dāng)時(shí)使用的“介質(zhì)”。
Overall, the group that took practice tests did three times better than the study-only group. In addition, more test practice made for better mediators. Those who had to recall both their mediator and the translation got scores averaging 51 percent if they'd been in the pretesting group and just 34 percent if they'd only studied. Those who didn't have to remember their mediator, just link it to the translation, also did much better if they'd completed practice tests.
總體來(lái)講，經(jīng)常做測(cè)試的那一組的考試結(jié)果要比不做測(cè)試的那一組好出三倍。此外，測(cè)試較多使得學(xué)習(xí)者使用的“介質(zhì)”也較好。需要回憶“介質(zhì)”以及釋義的小組成員中，先前在測(cè)試較多小組中學(xué)習(xí)的成員平均分為51分，而那些曾在不測(cè)試小組中學(xué)習(xí)過(guò)的成員平均僅為34分。而在考試中不被要求回憶“介質(zhì)”只需釋義的人群，倘若之前做過(guò)較多測(cè)試，考試成績(jī)也要好得多。
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