托福閱讀如何做全對
托福閱讀中如何能托福閱讀如何做全對?想必這是不少人都關(guān)心的，其實(shí)還是有一些托福閱讀技巧可以運(yùn)用的，對于托福閱讀試題來說有的時(shí)候通過一些特征就能看出對與錯(cuò)，下面就為各位來總結(jié)一下四點(diǎn)判斷選項(xiàng)的方法。
托福閱讀如何做全對
托福閱讀技巧：如何準(zhǔn)確判斷選項(xiàng)
1)段意對：
如果某個(gè)選項(xiàng)恰好是剛剛筆記上記下的段意，則選項(xiàng)為正確選項(xiàng)。題干要求選出三個(gè)能概括文章主要內(nèi)容的選項(xiàng)，用正常的思維去想一想，我們一般用什么來概括文章的主要內(nèi)容呢?當(dāng)然是段意了。
2)細(xì)節(jié)錯(cuò)：
人家要的是托福閱讀文章的主要內(nèi)容，細(xì)節(jié)顯然是錯(cuò)誤答案。關(guān)鍵是怎么判斷細(xì)節(jié)——標(biāo)準(zhǔn)就是細(xì)節(jié)是不需要被解釋的內(nèi)容。舉個(gè)例子：我說“你是個(gè)好人”這就不是細(xì)節(jié)，這個(gè)需要解釋：你為什么是好人。
可是我說“你朋友借了你100塊錢不還你也不催債”，這就是個(gè)細(xì)節(jié)。這句話不需要解釋，它是用來解釋你是個(gè)好人這句話的。所以說，看到一個(gè)選項(xiàng)，覺得這話沒什么要解釋的，那這個(gè)選項(xiàng)一定錯(cuò)了。
3)和文意相反的選項(xiàng)是錯(cuò)的：
這個(gè)理由很明白，不用解釋什么，關(guān)鍵是你怎么知道哪個(gè)選項(xiàng)是和文意相悖的呢?你不是說只讀每段的首末句和轉(zhuǎn)折句嗎?很多含有細(xì)節(jié)的句字都讀不到呀。
這個(gè)問題的解決辦法在于做題中積累信息。開始的快速閱讀只是構(gòu)建文章的框架，做主旨題之前的托福閱讀試題的過程就是積累細(xì)節(jié)的過程，這個(gè)不用刻意為之，因?yàn)橹暗念}目都是句子定位或者段落定位的，做題的過程中自然會(huì)讀到每段的細(xì)節(jié)。
4)編造出來的選項(xiàng)是錯(cuò)的：
有一種情況是比較讓人郁悶的，就是看到一個(gè)選項(xiàng)，又不是段意，也不能準(zhǔn)確判斷就是個(gè)細(xì)節(jié)，并且也判斷不出這個(gè)選項(xiàng)和文中的那個(gè)內(nèi)容有所違背。這時(shí)候有些考生就慌了，覺得自己是文章沒有讀仔細(xì)，又返回去讀文章，可是慌慌張張讀了半天還是找不到和這個(gè)選項(xiàng)有關(guān)的內(nèi)容。
其實(shí)不必回去讀文章了，關(guān)鍵是頭腦要冷靜。人家要的文章的主要內(nèi)容，主要內(nèi)容一定是某一段的段意或者某幾段段意的總結(jié)，所以這時(shí)候要做的惟一事情就是把段意再總結(jié)一遍，如果這個(gè)選項(xiàng)和某一段或某幾段的段意相符，那么正確，否則這就是一個(gè)編造選項(xiàng)，當(dāng)機(jī)立斷地把它排除掉!
托福閱讀真題練習(xí)：北美殖民時(shí)期
托福閱讀文本：
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 theAtlantic 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).
托福閱讀題目：
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) NorthAmerican 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
NorthAmerica 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
托福閱讀答案：
BBDDC DCBCAC
托福閱讀真題練習(xí)：美國歷史
托福閱讀文本：
During the seventeenth and eighteenth centuries, almost nothing was written about the contributions of women during the colonial period and the early history of the newly formed United States. Lacking the right to vote and absent from the seats of power, women were not considered an important force in history. Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the American Revolution, and Abigail Adams penned important letters showing she exercised great political influence over her husband, John, the second President of the United States. But little or no notice was taken of these contributions. During these centuries, women remained invisible in history books.
Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors writing about women. These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory in nature, and they were uncritical in their selection and use of sources.
During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records of activities in which women were engaged. National, regional, and local women's organizations compiled accounts of their doings. Personal correspondence, newspaper clippings, and souvenirs were saved and stored. These sources from the core of the two greatest collections of women's history in the United States one at the Elizabeth and Arthur Schlesinger Library at Radcliffé College, and the other the Sophia Smith Collection at Smith College. Such sources have provided valuable materials for later generations of historians.
Despite the gathering of more information about ordinary women during the nineteenth century, most of the writing about women conformed to the "great women" theory of history, just as much of mainstream American history concentrated on "great men." To demonstrate that women were making significant contributions to American life, female authors singled out women leaders and wrote biographies, or else important women produced their autobiographies. Most of these leaders were involved in public life as reformers, activists working for women's right to vote, or authors, and were not representative at all of the great of ordinary woman. The lives of ordinary people continued, generally, to be untold in the American histories being published.
托福閱讀題目：
1. What does the passage mainly discuss?
(A) The role of literature in earlyAmerican histories
(B) The place ofAmerican women in written histories
(C) The keen sense of history shown byAmerican women
(D) The "great women" approach to history used by American historians
2. The word "contemporary" in line 6 means that the history was
(A) informative
(B) written at that time
(C) thoughtful
(D) faultfinding
3. In the first paragraph, Bradstreet, Warren, and Adams are mentioned to show that
(A) a woman's status was changed by marriage
(B) even the contributions of outstanding women were ignored
(C) only three women were able to get their writing published
(D) poetry produced by women was more readily accepted than other writing by women
4. The word "celebratory" in line 12 means that the writings referred to were
(A) related to parties
(B) religious
(C) serious
(D) full of praise
5. The word "they" in line 12 refers to
(A) efforts
(B) authors
(C) counterparts
(D) sources
6. In the second paragraph, what weakness in nineteenth-century histories does the author point
out?
(A) They put too much emphasis on daily activities
(B) They left out discussion of the influence of money on politics.
(C) The sources of the information they were based on were not necessarily accurate.
(D) They were printed on poor-quality paper.
7. On the basis of information in the third paragraph, which of the following would most likely
have been collected by nineteenth-century feminist organizations?
(A) Newspaper accounts of presidential election results
(B) Biographies of John Adams
(C) Letters from a mother to a daughter advising her how to handle a family problem
(D) Books about famous graduates of the country's first college
8. What use was made of the nineteenth-century women's history materials in the Schlesinger
Library and the Sophia Smith Collection?
(A) They were combined and published in a multivolume encyclopedia
(B) They formed the basis of college courses in the nineteenth century.
(C) They provided valuable information for twentieth-century historical researchers.
(D) They were shared among women's colleges throughout the United States.
9. In the last paragraph, the author mentions all of the following as possible roles of
nineteenth-century "great women" EXCEPT
(A) authors
(B) reformers
(C) activists for women's rights
(D) politicians
10. The word "representative" in line 29 is closest in meaning to
(A) typical
(B) satisfied
(C) supportive
(D) distinctive
托福閱讀答案：
BBBDB CCCDA
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