托福閱讀速度有哪些要求

時間：2020-07-01 17:28:26 楚薇0由分享

為了幫助大家備考托福，下面學(xué)習(xí)啦為大家?guī)怼巴懈ｉ喿x速度有哪些要求”，希望對大家托福備考有所幫助。更多精彩盡請關(guān)注學(xué)習(xí)啦!

托福閱讀速度有哪些要求

托福閱讀速度要求

托福閱讀的時間是按篇來給的，也就是每篇托福閱讀文章只給你20分鐘的時間完成。

另外大家要注意的就是時間來不及的情況。這就要求大家平時訓(xùn)練時候，還是堅持一次性原則為好，盡量把答完一篇文章的時間控制在16分鐘內(nèi)，這是一個參考標(biāo)準(zhǔn)，如果達(dá)不到這個閱讀速度，面臨真題時候就會遭遇很大的難度。

提升托福閱讀速度的方法

一、略讀

略讀又稱跳讀(readingandskipping)或瀏覽(glancing)，是一種專門的，非常實用的快速閱讀技能。

略讀有下列幾個特點：

A、以極快的速度閱讀文章，尋找字面上或事實上的主要信息和少量的闡述信息。

B、可以跳過某個部分或某些部分不讀。

C、理解水平可以稍低一些，但也不能太低。

二、快速泛讀(fastextensivereading)

這里講的泛讀是指廣泛閱讀大量涉及不同領(lǐng)域的文章，要求讀得快，理解和掌握文中的主要內(nèi)容就可以。要確定一個明確的閱讀定額，定額要結(jié)合自己的實際，可多可少，例如每天讀20頁。

三、計時閱讀(timedreading)

計時閱讀每次進(jìn)行5～10分鐘即可，不宜太長。因為計時快速閱讀，精力高度集中，時間一長，容易疲勞，精力分散反而乏味。

四、尋讀(Scanning)

尋讀又稱查讀，同略讀一樣，尋讀也是一種快速閱讀技巧。

尋讀是一種從大量的資料中迅速查找某一項具體事實或某一項特定信息，如人物、事件、時間、地點、數(shù)字等，而對其它無關(guān)部分略去不讀的快速閱讀方法。

掌握了方法之后需要在平常多加練習(xí)，到了考試時才能用的得心應(yīng)手。

托福閱讀材料：電視相親

Eye-gazing party is a dating trend based on the practice of speed-dating in which participants do not speak to each other but instead, gaze at each other for a set amount of time before moving on.

Eye-gazing party(對眼相親會)是在速配相親基礎(chǔ)上發(fā)展起來的一種相親形式。參與對眼相親會的男女彼此之間不用開口說話，而是在限定的時間內(nèi)盯著對方看，時間一到就換個人繼續(xù)看。

Someone describes the experience as "having a conversation with another person's face", while others believe eye contact can reveal one’s attraction faster than anything else.

有人將這種相親會描述為“跟另一個人的臉對話”，也有人認(rèn)為眼神交流比任何行為都能更快散發(fā)一個人的魅力。

托福閱讀材料練習(xí)：肺部有味覺

Take a deep breath. Taste anything? Actually, your lungs may. Because scientists have discovered that the same receptors that exist on the tongue to taste bitter substances are also found on the smooth muscle of the lungs.

Researchers were studying the receptors on smooth lung muscles that regulate contraction and relaxation of theairways. That’s when they made the discovery—which was so unexpected that the researchers themselves were skeptical.

Finally, they became convinced that the receptors were really there, though not clustered in taste buds as they are on the tongue. The scientists then exposed human and mouse airways to various bitter compounds to gauge the effects.

Many toxic compounds are bitter, so the researchers expected the lung muscle to tense up and contract—to compel the breather to move away from whatever was bitter and perhaps toxic. But, in a second surprise, bitter compounds relaxed and opened airways better than any existing asthma drug. The study is in the journal Nature Medicine. [Deepak Deshpande et al., "Bitter taste receptors on airway smooth muscle bronchodilate by localized calcium signaling and reverse obstruction"]

Researchers will continue to search for the role of the receptors. Meanwhile, the work represents a surprising new lead in the search for drugs to treat asthma, emphysema or chronic bronchitis.

—Cynthia Graber

托福閱讀練習(xí)：考試助于學(xué)習(xí)

Tests aren't just a way for teachers to torture their students, according to a new study that finds the brain encodes better mental hints during test-taking than during studying alone.

考試不僅僅是老師用來折磨學(xué)生的手段，因為最新研究表明，考試時大腦消化吸收學(xué)習(xí)材料的效果要比只是學(xué)習(xí)看書時產(chǎn)生的效果好一些。

Although many people view tests as a way to mark and grade students' progress, research has found that the act of retrieving information from memory actually makes remembering it easier. In other words, tests improve learning.

人們把考試視作給學(xué)生進(jìn)步打分的工具，然而研究發(fā)現(xiàn)，從記憶中檢索信息這一行為可使人們記東西更加容易。換句話說，考試能讓你學(xué)識淵博。

The study author Mary Pyc, a postdoctoral fellow at Washington University in St. Louis and her co-author Katherine Rawson investigated pieces of information called "mediators." Mediators are concepts, ideas or phrases that connect one piece of information to another. To be a good mediator, the idea has to be both easy to remember and easy to link to the information you're trying to retrieve.

該研究論文的撰稿人、華盛頓大學(xué)博士后瑪麗-佩克和她的同事凱瑟琳-羅森著手于研究名為“介質(zhì)”的信息碎片?！敖橘|(zhì)”實際上就是一些概念、觀點或者短語，它們是連接各條信息的橋梁。要成為優(yōu)質(zhì)“介質(zhì)”，相關(guān)觀點必須易記且和你要檢索的信息相關(guān)。

To investigate the effect of testing on mediators, Pyc and Rawson had 118 English-speaking participants learn 48 Swahili words. Some of the learners took tests on the information and then got to restudy the material before being tested again. Others only studied and restudied without tests.

為了調(diào)查考試對“介質(zhì)”產(chǎn)生的效果，佩克和羅森讓118名講英語人士學(xué)習(xí)48個斯瓦希里語的單詞。在之后的實驗中，一部分學(xué)習(xí)者對所學(xué)內(nèi)容進(jìn)行測試，然后在再次測試前重新學(xué)習(xí)。而另一些人則只是學(xué)習(xí)、再學(xué)習(xí)，沒有測試。

A week after learning the words, each group took a final test. Some tests required them to give the English translation from the Swahlii word alone. Another group got a test that gave them the Swahili word plus the mediator they'd used when learning the words. A third group not only had to translate the word, but they also had to remember and write down their mediator word.

一周后，每組都會進(jìn)行一次期終考試。一組被要求寫出斯瓦希里語某些單詞的意思，而另一組則在釋義時研究者給他們看了自己學(xué)習(xí)時曾使用的“介質(zhì)”。第三組不僅需要給單詞釋義，還要記住并寫下自己當(dāng)時使用的“介質(zhì)”。

Overall, the group that took practice tests did three times better than the study-only group. In addition, more test practice made for better mediators. Those who had to recall both their mediator and the translation got scores averaging 51 percent if they'd been in the pretesting group and just 34 percent if they'd only studied. Those who didn't have to remember their mediator, just link it to the translation, also did much better if they'd completed practice tests.

總體來講，經(jīng)常做測試的那一組的考試結(jié)果要比不做測試的那一組好出三倍。此外，測試較多使得學(xué)習(xí)者使用的“介質(zhì)”也較好。需要回憶“介質(zhì)”以及釋義的小組成員中，先前在測試較多小組中學(xué)習(xí)的成員平均分為51分，而那些曾在不測試小組中學(xué)習(xí)過的成員平均僅為34分。而在考試中不被要求回憶“介質(zhì)”只需釋義的人群，倘若之前做過較多測試，考試成績也要好得多。

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