兩步教你搞定托福閱讀文章總結(jié)題

時間：2020-07-19 13:30:51 楚薇0由分享

托福閱讀文章總結(jié)題通常在最后一題出現(xiàn)，考察考生對文章整體結(jié)構(gòu)、作者行文思路和全文核心觀點的把握。那么我們該如何在有限的做題時間內(nèi)理清文章架構(gòu)、抓住核心主旨呢?小編教大家兩步走的招數(shù)，輕松搞定托福閱讀文章總結(jié)題。

兩步教你搞定托福閱讀文章總結(jié)題

第一步就是要在最快的速度內(nèi)拉出文章構(gòu)架：即在做所有題之前先快速跳讀一遍文章。通讀文章的時候只需要讀每段的首句、末句和轉(zhuǎn)折句。一般抓住了首尾句和轉(zhuǎn)折句就抓住了一段的主旨。讀首尾句的原因我們大家都很理解，那么讀轉(zhuǎn)折句的意義何在呢?

文章的首句說了一件事，如果下面沒有轉(zhuǎn)折的話，那下面的話肯定是在解釋上一句話，或者順著上一句話往下說，最后可能在總結(jié)一下，那我們只讀首尾句就可以概括出這段話的主旨，但是如果出現(xiàn)了轉(zhuǎn)折，也就是說后面說的事情和之前講的不一樣，也就是說文章的意思有兩層，轉(zhuǎn)折句就是第二層意思的概括。讀的時候做筆記是非常有必要的，看似在浪費(fèi)時間，實則節(jié)省時間，因為免去了后面做題還要再看原文的痛苦，托福閱讀中的文章架構(gòu)都是很清晰，一般我們看段首尾句和轉(zhuǎn)折句就可以抓住文段的中心。

第二步判斷選項，做文章小結(jié)題，我們要謹(jǐn)記選出來的選項是要能概括文章大意的，所以一些細(xì)節(jié)性的，和文章表述相矛盾的，或者是文章中未提及的選項都可以借助排除法進(jìn)行選擇。那什么是細(xì)節(jié)性的呢?細(xì)節(jié)就是不需要被解釋的內(nèi)容，也就是說陳述的是一件事實，我們判斷一個句子是不是細(xì)節(jié)，就要看它前后有沒有解釋。和文章表述相矛盾或者是原文中沒有提到的信息要排除，為什么呢?因為我們選的要是能表達(dá)文章主要意思的選項，跟原文表述都相反怎么可能入選呢?有很多同學(xué)覺得自己分辨不出那些是文章沒提及的，那些是跟文章相違背的，其實這都是關(guān)于細(xì)節(jié)性的考察，我們之前做的題目就是積累細(xì)節(jié)的過程，要是一個選項中出現(xiàn)了我們沒看過的內(nèi)容，雖然不能很斷定的說文章有沒有提及，但絕對不是文章的主旨，因為主旨不可能只提一次，而且在不顯眼的地方出現(xiàn)的，借助我們記的筆記，總結(jié)出各段的大意，我們很容易判斷出那些是段落主旨大意那些是細(xì)節(jié)性或者無關(guān)的信息。

平時做托福閱讀文章題的時候我們不要單純的只求速度，還要弄明白這道題背后的出題意思，做完一個文章小結(jié)題，我們要仔細(xì)的對照跟文段主要意思的匹配關(guān)系，細(xì)細(xì)體會，文章小結(jié)題就會迎刃而解。

托福閱讀小結(jié)題的解題方法(實例詳解)

在托福閱讀題型中，小結(jié)題即每篇文章最后一道大題需要從六個選項中選出三個作為正確答案，每道題分值是2分。這題是考生最為頭疼的一個，很多考生都覺得這一道題很難因為選項多而且托福閱讀時間緊迫，通常在做到最后一題的時，還沒來得及仔細(xì)甄選，頁面已經(jīng)變成了“時間到”的提示，所以就很悲催的進(jìn)行了下一項的作答，相當(dāng)影響心情和對后面的考試產(chǎn)生不利影響。

其實，如果練習(xí)得多的考生并不覺得小結(jié)題特別的難，只要掌握一些做題方法，這題將會成為托福閱讀考試中性價比很高的一題。那么有哪些技巧可以幫助考生解答托福閱讀小結(jié)題呢?下面就跟小編一起來學(xué)習(xí)一下吧。

因為我們選的要是能表達(dá)文章主要意思的選項，跟原文表述都相反怎么可能入選呢?有很多同學(xué)覺得自己分辨不出那些是文章沒提及的，那些是跟文章相違背的，其實這都是關(guān)于細(xì)節(jié)性的考察，我們之前做的題目就是積累細(xì)節(jié)的過程，要是一個選項中出現(xiàn)了我們沒看過的內(nèi)容，雖然不能很斷定的說文章有沒有提及，但絕對不是文章的主旨，因為主旨不可能只提一次，而且在不顯眼的地方出現(xiàn)的，借助我們記的筆記，總結(jié)出各段的大意，我們很容易判斷出那些是段落主旨大意那些是細(xì)節(jié)性或者無關(guān)的信息。

托福閱讀真題1

Many prehistoric people subsisted as hunters and gatherers. Undoubtedly, game animals, including some very large species, provided major components of human diets. An important controversy centering on the question of human effects on prehistoric wildlife concerns the sudden disappearance of so many species of large animals at or near the end of the Pleistocene epoch. Most paleontologists suspect that abrupt changes in climate led to the mass extinctions. Others, however, have concluded that prehistoric people drove many of those species to extinction through overhunting. In their Pleistocene overkill hypothesis, they cite what seems to be a remarkable coincidence between the arrival of prehistoric peoples in North and South America and the time during which mammoths, giant ground sloths, the giant bison, and numerous other large mammals became extinct.

Perhaps the human species was driving others to extinction long before the dawn of history. Hunter-gatherers may have contributed to Pleistocene extinctions in more indirect ways. Besides overhunting, at least three other kinds of effects have been suggested: direct competition, imbalances between competing species of game animals, and early agricultural practices. Direct competition may have brought about the demise of large carnivores such as the saber-toothed cats. These animals simply may have been unable to compete with the increasingly sophisticated hunting skills of Pleistocene people.

Human hunters could have caused imbalances among game animals, leading to the extinctions of species less able to compete. When other predators such as the gray wolf prey upon large mammals, they generally take high proportions of each year's crop of young. Some human hunters, in contrast, tend to take the various age-groups of large animals in proportion to their actual occurrence. If such hunters first competed with the larger predators and then replaced them, they may have allowed more young to survive each year, gradually increasing the populations of favored species. As these populations expanded, they in turn may have competed with other game species for the same environmental niche, forcing the less hunted species into extinction. This theory, suggests that human hunters played an indirect role in Pleistocene extinctions by hunting one species more than another.

1. What does the passage mainly discuss?

(A) The effects of human activities on prehistoric wildlife

(B) The origins of the hunter-gatherer way of life

(D) The change in climate at the end of the Pleistocene epoch

2. The word Undoubtedly in line 1 is closest in meaning to

(A) occasionally

(B) unexpectedly

(D) certainly

3. The word components in line 2 is closest in meaning to

(A) parts

(B) problems

(D) varieties

4. Which of the following is mentioned as supporting the Pleistocene overkill hypothesis?

(A) Many of the animals that became extinct were quite large.

(B) Humans migrated into certain regions around the time that major extinctions occurred.

(D) Humans began to keep and care for certain animals.

5. The word Besides in line 14 is closest in meaning to

(A) caused by

(B) whereas

(D) in favor of

6. The author mentions saber-toothed cats in line 17 as an example of a carnivore that

(A) became extinct before the Pleistocene epoch

(B) was unusually large for its time

(D) caused the extinction of several species

7. The word they in line 22 refers to

(A) human hunters

(B) game animals

(D) large mammals

8. According to the passage , what is one difference between the hunting done by some humans

and the hunting done by gray wolves?

(A) Some humans hunt more frequently than gray wolves.

(B) Gray wolves hunt in larger groups than some humans.

(D) Some humans prey on animals of all ages, but gray wolves concentrate their efforts on young

animals.

9. The word favored in line 26 is closest in meaning to

(A) large

(B) escaping

(D) local

10. According to the passage , the imbalances discussed in paragraph 3 may have resulted from

(A) the effect of climate changes on large game animals

(B) large animals moving into a new environment

(D) older animals not being able to compete with younger animals

PASSAGE 75 ADABC CCDCC

托福閱讀真題2

Under the Earth's topsoil, at various levels, sometimes under a layer of rock, there are deposits of clay. Look at cuts where highways have been built to see exposed clay beds; or look at a construction site, where pockets of clay may be exposed. Rivers also reveal clay along their banks, and erosion on a hillside may make clay easily accessible. What is clay made of? The Earth's surface is basically rock, and it is this rock that gradually decomposes into clay. Rain, streams, alternating freezing and thawing, roots of trees and plants forcing their way into cracks, earthquakes, volcanic action, and glaciers — all of these forces slowly break down the Earth's exposed rocky crust into smaller and smaller pieces that eventually become clay.

Rocks are composed of elements and compounds of elements. Feldspar, which is the most abundant mineral on the Earth's surface, is basically made up of the oxides silica and alumina combined with alkalis like potassium and some so-called impurities such as iron. Feldspar is an essential component of granite rocks, and as such it is the basis of clay. When it is wet, clay can be easily shaped to make a variety of useful objects, which can then be fired to varying degrees of hardness and covered with impermeable decorative coatings of glasslike material called glaze. Just as volcanic action, with its intense heat, fuses the elements in certain rocks into a glasslike rock called obsidian, so can we apply heat to earthen materials and change them into a hard, dense material. Different clays need different heat levels to fuse, and some, the low-fire clays, never become nonporous and watertight like highly fired stoneware. Each clay can stand only a certain amount of heat without losing its shape through sagging or melting. Variations of clay composition and the temperatures at which they are fired account for the differences in texture and appearance between a china teacup and an earthenware flowerpot.

1. The author's main point in paragraph 1 is that clay deposits

(A) conceal layers of rock

(B) can be found in various places

(D) must be removed from construction sites

2. It can be inferred from the passage that clay is LEAST likely to be plentiful in which of the following areas?

(A) in desert sand dunes

(B) in forests

(D) near rivers

3. The word accessible in line 4 is closest in meaning to

(A) buried

(B) improved

(D) workable