托福閱讀做題要先整體的讀一遍

時間：2020-07-19 13:30:11 楚薇0由分享

在目前浩浩蕩蕩的托福大軍中，大家都在糾結著一個問題：做托福閱讀文章時，要不要先把文章整體讀一遍?就這個問題而言，我們的“托兒”們不得不被倚天劍劈成兩大幫派：讀與不讀。下面將會為大家解釋為什么要在做托福閱讀題目之前要先將文章整體閱讀一遍。

托福閱讀做題要先整體的讀一遍

一、托福閱讀考試界面的設置

參加過考試的或是用?？架浖鲞^練習的“托兒”們都清晰的記得：當一篇托福閱讀文章問題出現(xiàn)的之前，一定是先以整篇文章的形式出現(xiàn)的，左邊并沒有顯示題目，只有將文章右邊的滾動軸拉至最低端，界面才會自動轉換為我們做題的界面，即左邊是問題，右邊是對應的文章。

那么，我們就分析一下為什么ETS有這樣的設置?ETS有什么樣的意圖?ETS想讓考生怎么做?這樣的設置顯而易見ETS是希望考生們可以在做題前將文章大致整體看一遍。就ETS出題的嚴謹性和科學性而言，這樣的設置毋庸置疑是幫助考生提高其做題的速度和正確率的。

我們已經(jīng)分析完出題人的意圖，那么接下來就是要解答界面設置導致的整體閱讀有哪些好處，如何幫助考生們答題，如何提高做題速度和正確率的。

二、整體閱讀托福閱讀文章對summary questions的幫助

對于托福閱讀速度不高，英語水平中等或中等以下的“托兒”們普遍反映的一個問題就是：沒有時間做最后的summary questions，或是做summary questions的時候不知道到哪里找答案或是正確率低。

我們先來分析一下summary questions，大家都知道這個題型出現(xiàn)在閱讀文章的最后一道題，而且是對全文觀點的總結。那么，既然是對于全篇文章觀點的總結，那么它考察的內容是文章的分論點，即一段或是幾段的主要內容。

如果是時間不夠，考生要直接選，很容易選錯，為什么?因為前面的12道題考察的基本上是文章的細節(jié)內容。我們都知道細節(jié)信息是summary questions的禁忌;所以，憑做題印象直接解題，那么就受前面解題思路的影響，很容易被誤導。但如果這時你在做題之前對整篇文章有了一個整體的閱讀，并在演草紙上做了大致的筆記，那么summary questions就可以輕而易舉的攻破，為什么?怎么做?

首先，整體閱讀不是逐字逐句，是scan文章，了解文章框架。

其次，在演草紙上簡單快速的寫下文章的主論點，若干個分論點(一段或是幾段的主要內容)，即大綱。(沒必要是完整的句子，可以參照聽力記筆記的方法，符合，中英文結合的方法。)

這樣，整體閱讀的步驟結束后，在演草紙上就能出來一片文章的框架，并且這個框架大綱可以在最短時間能基本解決summary questions中80%。而且可以幫助考生輕松排除summary questions中的錯誤選項。

綜上所述，做題前整體閱讀托福閱讀文章是極其必要的，希望這篇文章對大家解決托福閱讀考試的問題上有所幫助。

托福閱讀答題的時候可以看文章嗎?

一些沒參加過托?？荚嚨耐瑢W可能不了解閱讀考試的實際流程，比如，托福閱讀答題的時候可以看文章嗎?

托福閱讀考試，大約3-4篇文章，每篇文章長度大約為700詞，每篇文章包含10個問題。托福閱讀考試過程中你可以返回上一題查看并修改答案。考試的界面上，文章在左邊，題目在右邊，所以解答過程中都可以查看文章。

托福閱讀真題1

It is estimated that over 99 percent of all species that ever existed have become extinct. What causes extinction? When a species is no longer adapted to a changed environment, it may perish. The exact causes of a species' death vary from situation to situation. Rapid ecological change may render an environment hostile to a species. For example, temperatures may change and a species may not be able to adapt. Food resources may be affected by environmental changes, which will then cause problems for a species requiring these resources. Other species may become better adapted to an environment, resulting in competition and, ultimately, in the death of a species.

The fossil record reveals that extinction has occurred throughout the history of Earth. Recent analyses have also revealed that on some occasions many species became extinct at the same time — a mass extinction. One of the best-known examples of mass extinction occurred 65 million years ago with the demise of dinosaurs and many other forms of life. Perhaps the largest mass extinction was the one that occurred 225 million years ago, when approximately 95 percent of all species died, mass extinctions can be caused by a relatively rapid change in the environment and can be worsened by the close interrelationship of many species. If, for example, something were to happen to destroy much of the plankton in the oceans, then the oxygen content of Earth would drop, affection even organisms not living in the oceans. Such a change would probably lead to a mass extinction.

One interesting, and controversial, finding is that extinctions during the past 250 million years have tended to be more intense every 26 million years. This periodic extinction might be due to intersection of the Earth's orbit with a cloud of comets, but this theory is purely speculative. Some researchers have also speculated that extinction may often be random. That is, certain species may be eliminated and others may survive for no particular reason. A species' survival may have nothing to do with its ability or inability to adapt. If so, some of evolutionary history may reflect a sequence of essentially random events.

1. The word it in line 3 refers to

(A) environment

(B) species

(D) 99 percent

2. The word ultimately in line 8 is closest in meaning to

(A) exceptionally

(B) dramatically

(D) unfortunately

3. What does the author say in paragraph 1 regarding most species in Earth's history

(A) They have remained basically unchanged from their original forms.

(B) They have been able to adapt to ecological changes.

(D) They are no longer in existence.

4. Which of the following is NOT mentioned in paragraph 1 as resulting from rapid ecological

change?

(A) Temperature changes

(B) Availability of food resources

(D) Competition among species

5. The word demise in line 12 is closest in meaning to

(A) change

(B) recovery

(D) death

6. Why is plankton mentioned in line 17?

(A) To demonstrate the interdependence of different species.

(B) To emphasize the importance of food resources in preventing mass extinction.

ocean.

(D) To point out that certain species could never become extinct.

7. According to paragraph 2, evidence from fossils suggests that

(A) Extinction of species has occurred from time to time throughout Earth's history.

(B) Extinctions on Earth have generally been massive

(D) Dinosaurs became extinct much earlier than scientists originally believed.

8. The word finding in line 20 is closest in meaning to

(A) published information

(B) research method

(D) scientific discovery

9. Which of the following can be inferred about the theory mentioned in Line 21-23?

(A) Many scientists could be expected to disagree with it.

(B) Evidence to support the theory has recently been found.

(D) Most scientists believe the theory to be accurate.

10. In paragraph 3, the author makes which of the following statements about a species' survival?

(A) It reflects the interrelationship of many species.

(B) It may depend on chance events.

(D) It is associated with astronomical conditions.

11. According to the passage , it is believed that the largest extinction of a species occurred

(A) 26 million years ago

(B) 65 million years ago

(D) 250 million years ago

PASSAGE 77 BCDCD AADAB C

托福閱讀真題2

Archaeological discoveries have led some scholars to believe that the first Mesopotamian inventors of writing may have been a people the later Babylonians called Subarians. According to tradition, they came from the north and moved into Uruk in the south. By about 3100 B.C., they were apparently subjugated in southern Mesopotamia by the Sumerians, whose name became synonymous with the region immediately north of the Persian Gulf, in the fertile lower valleys of the Tigris and Euphrates. Here the Sumerians were already well established by the year 3000 B.C. They had invented bronze, an alloy that could be cast in molds, out of which they made tools and weapons. They lived in cities, and they had begun to acquire and use capital. Perhaps most important, the Sumerians adapted writing (probably from the Subarians) into a flexible tool of communication.

Archaeologists have known about the Sumerians for over 150 years. Archaeologists working at Nineveh in northern Mesopotamia in the mid-nineteenth century found many inscribed clay tablets. Some they could decipher because the language was a Semitic one (Akkadian), on which scholars had already been working for a generation. But other tablets were inscribed in another language that was not Semitic and previously unknown. Because these inscriptions made reference to the king of Sumer and Akkad, a scholar suggested that the new language be called Sumerian.

But it was not until the 1890's that archaeologists excavating in city-states well to the south of Nineveh found many thousands of tablets inscribed in Sumerian only. Because the Akkadians thought of Sumerian as a classical language (as ancient Greek and Latin are considered today), they taught it to educated persons and they inscribed vocabulary, translation exercises, and other study aids on tablets. Working from known Akkadian to previously unknown Sumerian, scholars since the 1890's have learned how to read the Sumerian language moderately well. Vast quantities of tablets in Sumerian have been unearthed during the intervening years from numerous sites.

1. According to the passage , the inventors of written language in Mesopotamia were probably

the

(A) Babylonians

(B) Subarians

(D) Sumerians

2. The word subjugated in line 4 is closest in meaning to

(A) distinguished

(B) segregated

(D) conquered

3. The phrase synonymous with in line 5 is closest in meaning to

(A) equivalent to

(B) important for