如何正確準(zhǔn)備托福閱讀環(huán)節(jié)

時(shí)間：2020-07-18 14:35:35 楚薇0由分享

新托?？荚囬喿x部分的難度總體上與大部分中國(guó)考生的閱讀熟練程度相當(dāng)。但從局部上講，中國(guó)考生仍會(huì)感到篇章應(yīng)用題難于基礎(chǔ)理解題，新題型難于舊題型。如何正確準(zhǔn)備托福閱讀環(huán)節(jié)?一起來(lái)看看吧!

如何正確準(zhǔn)備托福閱讀環(huán)節(jié)

閱讀部分的總體結(jié)構(gòu)是3篇長(zhǎng)度為630～670個(gè)英語(yǔ)單詞的閱讀材料，每篇閱讀材料后有13道題，考生每完成1道題即依次出現(xiàn)下一道題。要求平均每25分鐘完成1篇閱讀材料及其試題。共歷時(shí)75分鐘。閱讀材料的難度與大學(xué)課本的難度相當(dāng);題材涉及美國(guó)歷史、政治、文化、藝術(shù)和自然等，有一定學(xué)術(shù)性(例如，跨文化心理研究cross- culture psychological studies)，但較聽(tīng)力材料的學(xué)術(shù)性低(not as academic as the listening materials)。3篇閱讀材料的長(zhǎng)度、難度及其后的題型結(jié)構(gòu)基本相同，考生窺一斑可知全豹(divine the whole from the part)。透徹地解讀了1篇閱讀材料的內(nèi)容，其他問(wèn)題都可以迎刃而解。下面就各類(lèi)題型做一簡(jiǎn)單介紹：

1.基礎(chǔ)理解題 (Basic Comprehension Questions)

新托福的基礎(chǔ)理解題除插話(huà)題(Insert Text items)和修辭目的題(Rhetorical Purpose items)外，仍以舊托福出現(xiàn)過(guò)的傳統(tǒng)題型為主。

基礎(chǔ)理解題重點(diǎn)考查考生對(duì)基礎(chǔ)項(xiàng)目的理解，特別是考生根據(jù)文章的詞匯、句法義內(nèi)容(lexical，syntax and semantic content)理解把握重要信息的能力。它主要包括以下幾種具體題型：

1)詞匯題 (Vocabulary items)：考查考生根據(jù)上下文理解特定詞和短語(yǔ)的能力。這種題型雖難度不大，但占每篇文章后所有題目的，故考生仍應(yīng)重視起來(lái)。

2)指代關(guān)系題(Reference items)：考查考生認(rèn)定代詞與指代前項(xiàng)的技巧(anaphoric devices)以及先行詞(antecedents)/后置詞(postcedents)的關(guān)系的能力。

3)句子簡(jiǎn)化題 (Sentence Simplification items)：考查考生認(rèn)定文章中某一復(fù) 雜句的基本內(nèi)容，并不受細(xì)枝末節(jié)的干擾，用簡(jiǎn)化的句子表達(dá)原句基本意思的能力。

4)插話(huà)題(Insert Text items)：考查考生將特定的一句話(huà)插入文章順序相連的4 個(gè)句子(the four successive sentences)之間的能力。要做好此題，考生必須深入理解各個(gè)句子間的詞匯、語(yǔ)法和邏輯聯(lián)系。這是新題型，有相當(dāng)難度，考生應(yīng)特別重視。

5)事實(shí)信息題(Factual Information items)：考查考生抓住文章中闡明的信息，并排除干擾，正確回答問(wèn)題的能力?？忌娜蝿?wù)是選出題中某意譯的短語(yǔ)，使之與文章中某相應(yīng)句子建立對(duì)應(yīng)關(guān)系。此題型雖然有難度，數(shù)量也較大，但屬于老題型。

6)正誤判斷題(True or False items)：考查考生根據(jù)文章中闡明的信息，判斷題中的短語(yǔ)哪些是正確的，哪些是錯(cuò)誤的，或文章沒(méi)有提到的信息。

7)推論題(Inference items)：文章中有些論點(diǎn)/觀(guān)點(diǎn)沒(méi)有明確闡述，但卻強(qiáng)烈暗示出來(lái)了。例如，由結(jié)果推斷造成結(jié)果的起因;如果文中有比較，推論題就可能問(wèn)及比較的基礎(chǔ)是什么;如果文中有對(duì)某一新現(xiàn)象的明確闡述，推論題就可能要求推論舊現(xiàn)象的特征。推論題雖然是傳統(tǒng)題型，但難度很大，需要考生花一番功夫準(zhǔn)備。

8)修辭目的題(Rhetorical Purpose items)：考查考生透過(guò)表面特定的修辭方法發(fā)掘潛在目的的能力。要求考生發(fā)現(xiàn)外在修辭特征背后的修辭目的。

2.篇章應(yīng)用題 Reading to Learn Questions

篇章應(yīng)用題不僅要求根據(jù)詞匯、句法和語(yǔ)義內(nèi)容理解具體的點(diǎn)和大意，且要求辨析(identify)文章的結(jié)構(gòu)和目的。具體說(shuō)來(lái)，要求將文章的信息升華組織成一個(gè)腹稿框架(mental framework);區(qū)分主要和次要觀(guān)點(diǎn)、根本與非根本(essential and non-essential)內(nèi)容;理解諸如因果關(guān)系(cause effect relationship)、比較反襯關(guān)系(comparison-contrast relationship)和論證(argument)等修辭功能。另外，還要求考生根據(jù)原文內(nèi)容，使用圖表(schematic table)和/或總結(jié)表(summary table)重構(gòu)(reconstruct)中心思想和重點(diǎn)論證信息(the major supporting information)。

篇章應(yīng)用題要求考生對(duì)全篇有系統(tǒng)深入的理解，從而進(jìn)行重構(gòu)。它要求考生能從文章中提取和記憶重要的信息并將其應(yīng)用在新的情境中。如果考生頭腦中能形成 (conceptualize)一個(gè)框架，他就能根據(jù)文章重構(gòu)中心思想和相關(guān)重要信息。

新托福閱讀考試中哪些題型出現(xiàn)頻率最高　

1 詞匯題

問(wèn)法：The word/phrase _X is closest in meaning to____

技巧：

(1)首先看是否認(rèn)識(shí), 如果在認(rèn)識(shí), 在選項(xiàng)中找同義或近義詞, 并代入原文檢驗(yàn)

(2)如果不認(rèn)識(shí),將4個(gè)選項(xiàng)代入原文, 看上下文是否合理

(3)看原詞所在句子前后2句, 找重復(fù)對(duì)應(yīng)

(4)如果懸想中有2個(gè)懸想都在上下文中合理,選擇在含義上與原詞沾邊的詞

(5)選項(xiàng)中不認(rèn)識(shí)的詞不輕易去選

做題順序：

看單詞，看選項(xiàng)，原文驗(yàn)證

注意：

(1)不可能所有單詞都認(rèn)識(shí)

(2)注意熟詞僻義, 一定看完所有選項(xiàng),并代回原文驗(yàn)證

2 指代題

問(wèn)法：The word they/ their/ it/ its/ some in the passage refers to

技巧：

(1)單復(fù)數(shù)

it找單數(shù)名詞或名詞性詞組

they找復(fù)數(shù)名詞或名詞性詞組

(2)在主從復(fù)合句, 并列句中, 后半句的代詞主語(yǔ)優(yōu)先指代前半句主語(yǔ)的核心詞(有例外, 要從意義判斷)

(3)簡(jiǎn)單句中,代詞優(yōu)先指代主語(yǔ)核心詞, 次之制代賓語(yǔ)核心詞.

(4)代詞所在句子找不到合適的指代, 優(yōu)先指代前一句主語(yǔ), 次之指代后一句賓語(yǔ)

(5)一句話(huà)中, 相同的代詞指代相同

3 直接事實(shí)題

問(wèn)法：According to the passage, what/ which/ why/ when-

技巧：定位原文, 細(xì)讀

(1)題干明確定位 (如給出第幾段, highlight)

(2) 題干無(wú)明確定位

A 找題干中人名, 地名, 物種名, 大寫(xiě), 斜體, 數(shù)字年代, 符號(hào).

B 定位某一段, 再定位某一位置

C 用核心名詞定位

4 infer題(需要精確理解)

注意：既然是infer, imply, 就一定不是原文中明確說(shuō)的

技巧：

(1)時(shí)間前后推理

(2)排除法

a 原文直接清楚描述的,排除

b 與原文無(wú)關(guān)的新內(nèi)容,排除

(3)不要加入自己的觀(guān)點(diǎn)

5 舉例說(shuō)明概述題 (例子的作用)

技巧：

(1)重點(diǎn)不是例子本身, 而是舉例子的目的及例子的服務(wù)對(duì)象

(2)概述的同義改寫(xiě)就是答案

6 EXCEPT列舉題

技巧：重視文中三個(gè)或三個(gè)以上的列舉 (遇到的話(huà)就做筆記記下來(lái)---Sissi如是說(shuō))

定位：核心關(guān)鍵詞 such as n1, n2, n3………A, B, and/ or C.

托福閱讀真題1

During the second half of the nineteenth century, the production of food and feed crops in the United States rose at an extraordinarily rapid rate. Corn production increased by four and a half times, hay by five times, oats and wheat by seven times. The most crucial factor behind this phenomenal upsurge in productivity was the widespread adoption of labor-saving machinery by northern farmers. By 1850 horse-drawn reaping machines that cut grain were being introduced into the major grain-growing regions of the country. Horse-powered threshing machines to separate the seeds from the plants were already in general use. However, it was the onset of the Civil War in 1861 that provided the great stimulus for the mechanization of northern agriculture. With much of the labor force inducted into the army and with grain prices on the rise, northern farmers rushed to avail themselves of the new labor-saving equipment. In 1860 there were approximately 80,000 reapers in the country; five years later there were 350,000.

After the close of the war in 1865, machinery became ever more important in northern agriculture, and improved equipment was continually introduced. By 1880 a self-binding reaper had been perfected that not only cut the grain, but also gathered the stalks and bound them with twine. Threshing machines were also being improved and enlarged, and after 1870 they were increasingly powered by steam engines rather than by horses. Since steam-powered threshing machines were costly items — running from $ 1,000 to ,000 — they were usually owned by custom thresher owners who then worked their way from farm to farm during the harvest season. Combines were also coming into use on the great wheat ranches in California and the Pacific Northwest. These ponderous machines — sometimes pulled by as many as 40 horses — reaped the grain, threshed it, and bagged it, all in one simultaneous operation.

The adoption of labor-saving machinery had a profound effect upon the sale of agricultural operations in the northern states — allowing farmers to increase vastly their crop acreage. By the end of century, a farmer employing the new machinery could plant and harvest two and half times as much corn as a farmer had using hand methods 50 years before.

1. What aspect of farming in the United States in the nineteenth century does the passage mainly

discuss?

(A) How labor-saving machinery increased crop Production

(B) Why southern farms were not as successful as Successful as northern farms

(D) The increase in the number of people farming

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

(A) obvious

(B) unbelievable

(D) desirable

3. The phrase avail themselves in line 11 is closest in meaning to

(A) take care

(B) make use

(D) do more

4. According to the passage , why was the Civil War a stimulus for mechanization?

(A) The army needed more grain in order to feed the soldiers.

(B) Technology developed for the war could also the used by farmers.

(D) Machines were needed to replace a disappearing labor force.

5. The passage supports which of the following statements about machinery after the Civil War?

(A) Many farmers preferred not to use the new machinery.

(B) Returning laborers replaced the use of machinery.

(D) Poor-quality machinery slowed the pace of crop production.

6. Combines and self-binding reapers were similar because each

(A) could perform more than one function

(B) required relatively little power to operate

(D) required two people to operate

7. The word they in line 19 refers to

(A) grain stalks

(B) threshing machines

(D) horses

8. It can be inferred from the passage that most farmers did not own threshing machines because

(A) farmers did not know how to use the new machines

(B) farmers had no space to keep the machines

(D) the machines were too expensive for every farmer to own

9. The word ponderous in line 21 is closest in meaning to

(A) advanced

(B) heavy

(D) rapid

PASSAGE 29 ACBDC ABDB

托福閱讀真題2

Butterflies are among the most extensively studied insects — it is estimated that 90 percent of the world's species have scientific names. As a consequence, they are perhaps the best group of insects for examining patterns of terrestrial biotic diversity and distribution. Butterflies also have a favorable image with the general public. Hence, they are an excellent group for communicating information on science and conservation issues such as diversity.

Perhaps the aspect of butterfly diversity that has received the most attention over the past century is the striking difference in species richness between tropical and temperate regions. For example, in 1875 one biologist pointed out the diversity of butterflies in the Amazon when he mentioned that about 700 species were found within an hour's walk, whereas the total number found on the British islands did not exceed 66, and the whole of Europe supported only 321. This early comparison of tropical and temperate butterfly richness has been well confirmed.

A general theory of diversity would have to predict not only this difference between temperate and tropical zones, but also patterns within each region, and how these patterns vary among different animal and plant groups. However, for butterflies, variation of species richness within temperate or tropical regions, rather man between them, is poorly understood. Indeed, comparisons of numbers of species among the Amazon basin, tropical Asia, and Africa are still mostly personal communication citations, even for vertebrates. In other words, unlike comparison between temperate and tropical areas, these patterns are still in the documentation phase.

In documenting geographical variation in butterfly diversity, some arbitrary, practical decisions are made. Diversity, number of species, and species richness are used synonymously; little is known about the evenness of butterfly distribution. The New World butterflies make up the preponderance of examples because they are the most familiar species. It is hoped that by focusing on them, the errors generated by imperfect and incomplete taxonomy will be minimized.

1. Which aspect of butterflies does the passage mainly discuss?

(A) Their physical characteristics

(B) Their names

(D) Their variety

2. The word consequence in line 2 is closest in meaning to

(A) result

(B) explanation

(D) requirement

3. Butterflies are a good example for communicating information about conservation issues

because they

(A) are simple in structure

(B) are viewed positively by people