如何有效的提高托福閱讀成績(jī)
面對(duì)托福閱讀這一個(gè)問(wèn)題，你想到了有效的提高的方法了嗎?現(xiàn)在學(xué)習(xí)啦就帶你一起去看看有效的提高托福閱讀成績(jī)的方法。
如何有效的提高托福閱讀成績(jī)
在考托福閱讀的時(shí)候先讀完全文再做題?這是沒(méi)有必要的;那么是不讀文章直接看題目，然后回到原文當(dāng)中來(lái)尋找對(duì)應(yīng)點(diǎn)么?其實(shí)也不對(duì)。因?yàn)楹芏嗳藢?duì)于原文的理解達(dá)不到考試的要求。
對(duì)于托福口語(yǔ)和托福寫(xiě)作兩項(xiàng)表現(xiàn)不佳的國(guó)內(nèi)學(xué)生來(lái)說(shuō)，托福的閱讀和聽(tīng)力如果不拿到27分以上話(huà)，想拿到托福100分是真的很有難度的。
在考托福閱讀的時(shí)候先讀完全文再做題?這是沒(méi)有必要的;那么是不讀文章，直接看題目，然后回到原文當(dāng)中來(lái)尋找對(duì)應(yīng)點(diǎn)么?其實(shí)這樣也不對(duì)。因?yàn)楹芏嗳藢?duì)于原文的理解達(dá)不到考試的要求。對(duì)于托福閱讀來(lái)說(shuō)，最好的方式，就是讀一段做幾個(gè)題，然后發(fā)現(xiàn)涉及到第二段的內(nèi)容的時(shí)候，再開(kāi)始讀第二段，當(dāng)讀完第二段的時(shí)候，再回頭來(lái)做幾個(gè)題，而且做每道題的時(shí)候，都一定要回到原文當(dāng)中，來(lái)對(duì)照原文才能進(jìn)行選擇，而不是根據(jù)記憶來(lái)進(jìn)行選擇。
不過(guò)這并不意味著，我們不需要很仔細(xì)的理解原文。恰恰相反，托福閱讀的重中之重，就是對(duì)于原文的理解，不過(guò)很可惜的是，很多托?？加眩闯两诖罅孔鲱}無(wú)法自拔，要么沉迷于技巧，希望技巧解決一切。事實(shí)上，單詞量是閱讀的基礎(chǔ)，在達(dá)到足夠詞匯量的前提后，通過(guò)對(duì)照翻譯的練習(xí)，對(duì)正文進(jìn)行深層次的細(xì)致理解，明確文章背后隱藏的實(shí)際含義，同時(shí)通過(guò)加大習(xí)題量提升自己的做題及閱讀速度，三管齊下，方能切實(shí)地提高閱讀成績(jī)
那么單詞可以解決一切么?應(yīng)該也不會(huì)，但是但此時(shí)解決一切的開(kāi)始。當(dāng)我們把單詞這一關(guān)過(guò)了之后，就可以進(jìn)入今天所想討論的范圍了，就是細(xì)致性的理解。
當(dāng)我們說(shuō)到理解的時(shí)候，很多考友總是在說(shuō)，我理解了，但是就是做不對(duì)題。簡(jiǎn)單來(lái)說(shuō)，這是不可能的事情，因?yàn)橥懈？荚嚳嫉木褪悄愕睦斫猓绻憷斫饬?，但是做不?duì)題，那么只有2種可能，1 你單純的是因?yàn)樽鲱}少，不理解托?？荚嚨乃悸罚钦咦疃嘁簿褪悄茏屇?篇文章錯(cuò)2-3道出了單詞題之外的其他題目，而且其他2篇文章最多錯(cuò)1道題。如果多于此的話(huà)，那就很有可能是第2種可能，也就是并沒(méi)有真正的理解。當(dāng)然，還有第3種可能，也就是查單詞之前，沒(méi)理解，查單詞之后才理解了。
其實(shí)簡(jiǎn)單來(lái)說(shuō)，如果做了5套TPO閱讀之后，仍然不能讓自己穩(wěn)定在27分以上的話(huà)，那么其實(shí)就是在理解上有問(wèn)題了。那么，理解，到底要理解到什么層面呢?今天 稍微翻譯一段，你體會(huì)一下。
原文：A symbiotic relationship is an interaction between two or more species in which one species lives in or on another species. There are three main types of symbiotic relationships: parasitism, commensalism, and mutualism. The first and the third can be key factors in the structure of a biological community; that is, all the populations of organisms living together and potentially interacting in a particular area.
文學(xué)化翻譯版：共生是物種之間的一種交互作用，其中一個(gè)物種必須依賴(lài)另外一個(gè)物種以生存。共生關(guān)系共有三種類(lèi)型：寄生、共棲和互惠共生。其中第一種和第三種是一個(gè)生物群落構(gòu)成的關(guān)鍵要素。所謂生物群落，指的是在某個(gè)特定區(qū)域內(nèi)，所有生物體共同生存并且相互影響。
細(xì)致理解版(括號(hào)內(nèi)為講解)：共生關(guān)系其實(shí)是2種，或者2種以上的物種的一種互相作用(也就是2個(gè)，或者多個(gè)生物需要基情的生活在一起)，在這樣一種共生關(guān)系之中，其中的一種生物必須住在另外一種生物的體內(nèi)或者體表。主要有3種共生關(guān)系：大P，大C，和大M( 也不懂他們之間的差別是什么-_-~~~~)。第一個(gè)(大P)和第三個(gè)(大M)是這樣一種生物學(xué)群體結(jié)構(gòu)之中的最關(guān)鍵的(也就是大P和大M是生物群體之中最為常見(jiàn)的，這也就是說(shuō)大C出現(xiàn)的是最少的，最不著老爺和太太待見(jiàn)的);這也就是說(shuō)，所有生物體都住在一起，而且很有可能在一個(gè)特定的區(qū)域生活在一起(哦!原來(lái)這句話(huà)是在解釋biological community生物群落，到底是什么意思的)。
到細(xì)致理解版這個(gè)層面，這個(gè)理解才算是到位的，才是可以做對(duì)題目的，前面的文學(xué)化翻譯版翻譯的都對(duì)，但是你總是隱隱約約的感覺(jué)缺少一點(diǎn)什么。而我們?nèi)绻朐陂喿x里面取得高分的話(huà)，就一定要達(dá)到細(xì)致理解版這個(gè)層面才行。單詞不認(rèn)識(shí)怎么破?繼續(xù)背單詞!閱讀速度慢怎么破?做題多了之后，速度自然就快了。時(shí)間來(lái)不及了怎么破?
想要取得托福閱讀高分必備的三種能力
想在托福閱讀中取得好的成績(jī)，多閱讀背景知識(shí)文章，可以了解背景知識(shí)，可借此機(jī)會(huì)熟悉學(xué)科常用詞匯。
想要取得托福閱讀的高分總的來(lái)講需要這三種能力：信息定位能力、速讀理解能力、研讀整理能力。在平時(shí)要多注意閱讀自然科學(xué)、人文科學(xué)、藝術(shù)、商務(wù)等學(xué)科的文章，練習(xí)鍛煉這三種能力。
想在托福閱讀中取得好的成績(jī)，那么你要了解托福閱讀考試機(jī)制。在托福閱讀中，一般選材會(huì)涉及自然科學(xué)(天文、地質(zhì)、生物學(xué)等)、人文和社會(huì)科學(xué)(文學(xué)、歷史、人類(lèi)學(xué)、社會(huì)學(xué)等)以及藝術(shù)和商務(wù)等學(xué)科領(lǐng)域。多閱讀這些文章，一方面可以了解相關(guān)的常識(shí)和背景知識(shí)，同時(shí)可借此機(jī)會(huì)熟悉不同學(xué)科的常用詞匯。
一、信息定位能力
練習(xí)快速掃描，在文章或段落中定位并查找重要的事實(shí)和信息，包括主題信息、概念名稱(chēng)、日期、地點(diǎn)和數(shù)字等。經(jīng)常反復(fù)地練習(xí)，可以提高閱讀的速度和流利程度。
二、速讀理解能力
[1] 在掌握語(yǔ)法知識(shí)(如：語(yǔ)句結(jié)構(gòu)、代詞等)以后，應(yīng)采用各種手段，努力擴(kuò)大詞匯量，掃除閱讀中存在的生字障礙。
[2] 練習(xí)速讀，訓(xùn)練通過(guò)快速瀏覽而非逐句細(xì)讀發(fā)現(xiàn)文章主旨的能力。托福閱讀考試的選材，從文體角度看，大多是說(shuō)明體和議論體的正式書(shū)面語(yǔ)文章。其語(yǔ)篇模式一般為導(dǎo)言、主題、支撐、結(jié)論四部分，并且每一段落的開(kāi)頭?？砂l(fā)現(xiàn)主題句。
根據(jù)英語(yǔ)語(yǔ)篇的上述特點(diǎn)，閱讀時(shí)注意文章的首尾段落以及每一段落的開(kāi)始一、二句話(huà)，常有助于迅速發(fā)現(xiàn)所讀內(nèi)容的主旨。同時(shí)，注意語(yǔ)篇中一些具有語(yǔ)義提示作用的信息詞和短語(yǔ)(見(jiàn)漫談六)，對(duì)于重要信息的快速查找和定位也是有幫助的。
[3] 還可以根據(jù)托?？荚嚨念}型有針對(duì)性地進(jìn)行一些練習(xí)，包括就文章中出現(xiàn)的代詞(he， they， that， these， it， one， others等)，找出它們所指代的名詞;根據(jù)文章提供的信息，練習(xí)推理、預(yù)測(cè)和歸納結(jié)論的能力;選擇閱讀中遇到的生字，根據(jù)前后語(yǔ)句所提供的上下文線(xiàn)索猜測(cè)字義，例如：
Everyone faces times when one goal or another has to come first; deciding which goals are most important is setting priorities.(根據(jù)語(yǔ)句結(jié)構(gòu)，劃線(xiàn)單字的意義由is提示是指the most important goals)
A skyscraper， or building more than twenty stories high， is built on a foundation of concrete supported by piles driven into the ground.(句中or在這里表示“或者說(shuō)”，提示劃線(xiàn)單字的意義為building more than twenty stories high)
Unlike her gregarious sister， Jane is a shy， unsociable person who does not like to go to parties or to make new friends. (從Unlike所表示的對(duì)照關(guān)系，可以確定劃線(xiàn)單字的意義正是shy， unsociable的反面，即sociable， friendly)
In spite of the fact that the beautiful egret is in danger of dying out completely， many clothing manufacturers still offer handsome prices for their long， elegant tail feathers， which are used as decorations on ladies’ hats.(從全句的意思，特別是描述其特征的feathers等詞，可判斷劃線(xiàn)單字是指a type of bird)
三、研讀整理能力
[1] 訓(xùn)練閱讀除需要培養(yǎng)理解文章含義和增強(qiáng)查找信息的能力外，還應(yīng)適當(dāng)注意所讀材料的組織結(jié)構(gòu)及寫(xiě)作手法，例如：該文章的組織方式可能是比較對(duì)照、分類(lèi)、因果等，某個(gè)例子在闡述過(guò)程中有何作用。這有助于理解把握文章內(nèi)涵和歸納概括內(nèi)容提要。
[2] 練習(xí)概括提要，區(qū)分主要與次要內(nèi)容。對(duì)于描述過(guò)程的文章，可練習(xí)按順序總結(jié)步驟，寫(xiě)出提要。若文章涉及信息分類(lèi)，可嘗試制作圖表并將相關(guān)內(nèi)容分類(lèi)排列。雖然新托?？荚嚥⒉灰笞约涸O(shè)計(jì)分類(lèi)圖表，但這項(xiàng)練習(xí)有助于加強(qiáng)信息整理的意識(shí)，可以幫助考生更快適應(yīng)此類(lèi)題型。見(jiàn)下例：
Scholars’ opinion about why L. cave dwellers hid their art(學(xué)者關(guān)于L.洞居民為何藏匿其藝術(shù)發(fā)表的觀點(diǎn)) Reasons to substantiate this opinion (證實(shí)此觀點(diǎn)的理由) Reasons to disprove this opinion
(反證此觀點(diǎn)的理由)
[3] 根據(jù)提要或圖表對(duì)閱讀內(nèi)容進(jìn)行口頭或書(shū)面的總結(jié)概述，以配合口語(yǔ)和寫(xiě)作部分綜合型考題的需要。
[4] 選取句子或段落練習(xí)釋義解述(paraphrase)。一方面，閱讀測(cè)試包含考查對(duì)解述語(yǔ)句的辨識(shí)能力;此外，在口語(yǔ)和寫(xiě)作部分的綜合型考題中也需要運(yùn)用此項(xiàng)技能。
托福閱讀真題練習(xí)1
The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms.
Such migration was particularly rapid following the Civil War (1861-1865).
1. What does the passage mainly discuss?
(A) Factors that slowed the growth of cities in Europe.
(B) The evolution of cities in North America
(C) Trade between North American and European cities
(D) The effects of the United Sates' independence on urban growth in New England.
2. The word they in line 4 refers to
(A) North American colonies
(B) cities
(C) centuries
(D) town economies
3. The passage compares early European and North American cities on the basis of which of the
following?
(A) Their economic success
(B) The type of merchandise they exported
(C) Their ability to distribute goods to interior settlements
(D) The pace of their development
4. The word accordingly in line 11 is closest in meaning to
(A) as usual
(B) in contrast
(C) to some degree
(D) for that reason
5. According to the passage , early colonial cities were established along the Atlantic coastline of
North America due to
(A) an abundance of natural resources
(B) financial support from colonial governments
(C) proximity to parts of Europe
(D) a favorable climate
6. The passage indicates that during colonial times, the Atlantic coastline cities prepared which of
the following for shipment to Europe?
(A) Manufacturing equipment
(B) Capital goods
(C) Consumer goods
(D) Raw materials
7. According to the passage , all of the following aspects of the plantation system influenced the
growth of southern cities EXCEPT the
(A) location of the plantations
(B) access of plantation owners to shipping
(C) relationships between plantation residents and city residents
(D) economic self-sufficiency of the plantations
8. It can be inferred from the passage that, in comparison with northern cities, most southern
cities were
(A) more prosperous
(B) smaller
(C) less economically self-sufficient
(D) tied less closely to England than to France
9. The word recorded in line 26 is closest in meaning to
(A) imagined
(B) discovered
(C) documented
(D) planned
10. The word drawing in line 28 is closest in meaning to
(A) attracting
(B) employing
(C) instructing
(D) representing
11. The passage mentions the period following the Civil War (line 29) because it was a time of
(A) significant obstacles to industrial growth
(B) decreased dependence on foreign trade
(C) increased numbers of people leaving employment on farms
(D) increased migration from northern states to southern states
答案：BBDDC DCBCA C
托福閱讀真題練習(xí)2
PASSAGE 20
(25)
In seventeenth-century colonial North America, all day-to-day cooking was done in the fireplace. Generally large, fireplaces were planned for cooking as well as for warmth. Those in the Northeast were usually four or five feet high, and in the South, they were often high enough for a person to walk into. A heavy timber called the mantel tree was used as a lintel to support the stonework above the fireplace opening. This timber might be scorched occasionally, but it was far enough in front of the rising column of heat to be safe from catching fire.
Two ledges were built across from each other on the inside of the chimney. On these rested the ends of a lug pole from which pots were suspended when cooking. Wood from a freshly cut tree was used for the lug pole, so it would resist heat, but it had to be replaced frequently because it dried out and charred, and was thus weakened. Sometimes the pole broke and the dinner fell into the fire. When iron became easier to obtain, it was used instead of wood for lug poles, and later fireplaces had pivoting metal rods to hang pots from.
Beside the fireplace and built as part of it was the oven. It was made like a small, secondary fireplace with a flue leading into the main chimney to draw out smoke. Sometimes the door of the oven faced the room, but most ovens were built with the opening facing into the fireplace. On baking days (usually once or twice a week) a roaring fire of oven wood, consisting of brown maple sticks, was maintained in the oven until its walls were extremely hot. The embers were later removed, bread dough was put into the oven, and the oven was sealed shut until the bread was fully baked.
Not all baking was done in a big oven, however. Also used was an iron bake kettle, which looked like a stewpot on legs and which had an iron lid. This is said to have worked well when it was placed in the fireplace, surrounded by glowing wood embers, with more embers piled on its lid.
1. Which of the following aspects of domestic life in colonial North America does the passage
mainly discuss?
(A) methods of baking bread
(B) fireplace cooking
(C) the use of iron kettles in a typical kitchen
(D) the types of wood used in preparing meals
2. The author mentions the fireplaces built in the South to illustrate
(A) how the materials used were similar to the materials used in northeastern fireplaces
(B) that they served diverse functions
(C) that they were usually larger than northeastern fireplaces
(D) how they were safer than northeastern fireplaces
3. The word scorched in line 6 is closest in meaning to
(A) burned
(B) cut
(C) enlarged
(D) bent
4. The word it in line 6 refers to
(A) the stonework
(B) the fireplace opening
(C) the mantel tree
(D) the rising column of heat
5. According to the passage , how was food usually cooked in a pot in the seventeenth century?
(A) By placing the pot directly into the fire
(B) By putting the pot in the oven
(C) By filling the pot with hot water
(D) By hanging the pot on a pole over the fire
6. The word obtain in line 12 is closest in meaning to
(A) maintain
(B) reinforce
(C) manufacture
(D) acquire
7. Which of the following is mentioned in paragraph 2 as a disadvantage of using a wooden lug
pole?
(A) It was made of wood not readily available.
(B) It was difficult to move or rotate.
(C) It occasionally broke.
(D) It became too hot to touch.
8. It can be inferred from paragraph 3 that, compared to other firewood, oven wood produced
(A) less smoke
(B) more heat
(C) fewer embers
(D) lower flames
9. According to paragraph 3, all of the following were true of a colonial oven EXCEPT:
(A) It was used to heat the kitchen every day.
(B) It was built as part of the main fireplace.
(C) The smoke it generated went out through the main chimney.
(D) It was heated with maple sticks.
10. According to the passage , which of the following was an advantage of a bake kettle?
(A) It did not take up a lot of space in the fireplace.
(B) It did not need to be tightly closed.
(C) It could be used in addition to or instead of the oven.
(D) It could be used to cook several foods at one time.
答案：BCACD DCBAA
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