大家都知道，托福閱讀有10大類題型，但是通過托福閱讀的評(píng)分標(biāo)準(zhǔn)大家可以看出，最后一題的分值要比其它的題型的分值要高。所以針對這類題型，考生應(yīng)該如何應(yīng)對呢?小編在這里為大家?guī)砹送懈ｉ喿x最后一題文章總結(jié)題的解題技巧，希望對大家托福閱讀提分有幫助。

托福閱讀最后一題如何解答?詳解文章總結(jié)題的解題方法

對于托福閱讀的最后一題文章總結(jié)題，如果考過托?？荚嚨幕蛘邔⒐俜秸骖}Official?？架浖妓⒌牟畈欢嗟目忌?，那么你就可以發(fā)現(xiàn)托福閱讀最后一題大致分為2種情況：比較普通的一種就是選3個(gè)文章寫的主要內(nèi)容;另一種是針對文章的某一部分的3個(gè)主要方面的。故此我們可以得出結(jié)論：一般情況 下閱讀文章肯定是有個(gè)3個(gè)中心論點(diǎn)，不管是并列、順承或者是遞進(jìn)，如果按照這個(gè)方法去解題，是因定能得到正確的答案。

大家都知道，在網(wǎng)上有各種各樣的解題方法，但是考生拿來用的時(shí)候發(fā)現(xiàn)并沒有完整的解答出題目。這是因?yàn)椴⒉皇撬械慕忸}方法都適合你，如果考生一味的拿來主義，那么再好的經(jīng)驗(yàn)和方法都是別人的，對于你自己的提升作用并不是很明顯。所以考生在拿到高分考生的經(jīng)驗(yàn)或技巧的時(shí)候，我們都要進(jìn)行總結(jié)，讓自己充分融入到做題方法中去，找到適合自己的就去，所以這時(shí)別人的方法或技巧就可以成為我們的引路石。下面這些就是托福閱讀最后一題的解題方法，大家可以來參考一下哦。

1、一般情況下，托福閱讀前面的幾大題型都是針對某一段來進(jìn)行出題的，所以大家在做前面幾題的時(shí)候就可以對文章內(nèi)容框架和邏輯順序有一個(gè)大致的認(rèn)識(shí)，因?yàn)轭}目的順序一般文章順序是一致的，這一點(diǎn)考生要牢記，這對自己總結(jié)做題方法也是很重要的。在這當(dāng)中，考生可以總結(jié)每一段的論點(diǎn)，并且留意一下每一段的概括性的中思語句的布情況，為解答最后一題做準(zhǔn)備。

2、一般對于托福閱讀最后一題，首段可以直接忽略，大部分情況下，首段的內(nèi)容都是文章的背景介紹，在文章在起到一個(gè)鋪墊作用的段落，對于整個(gè)文章的總結(jié)來說關(guān)系不是很大。

3、由于考試時(shí)間的關(guān)系，考生沒有那么多的時(shí)間在做最一題的時(shí)候去通讀全文，考生做最后一題的時(shí)候，可以大致的去瀏覽一下正文，對于描述性的語句可以直接忽略，一般每段的重點(diǎn)內(nèi)容都在段首部分，這很符合西方人的表達(dá)方式。考生只要找準(zhǔn)每段的核心內(nèi)容，這樣對于最后一題的解答就容易多了。

4、有時(shí)在題目中，考生找到中心詞再與相應(yīng)的關(guān)鍵句進(jìn)行對應(yīng)，就這大大的提高解題的準(zhǔn)確率了。

5、再有就是對閱讀文章的分論點(diǎn)進(jìn)行篩選，一般情況下分論點(diǎn)與主旨是環(huán)環(huán)相扣的，這時(shí)我們排除答案中的不相關(guān)的內(nèi)容也是可以找出正確答案的。

6、如果最后一題是考察某個(gè)分論點(diǎn)的向個(gè)論述方面的，那么考生就可以縮小范圍，然后就這個(gè)分論點(diǎn)找出正確答案。

在備考托福閱讀的時(shí)候，我們要知道，在托福閱讀考試中，出題者對于考生的考察不可能很直觀的讓考生來回答對問題，更為重要的是讓考生能根據(jù)題目來思考，從而選擇正確的答案，這也符合一般的托福考試的出題規(guī)律。如果考生掌握了這個(gè)規(guī)律，那么做起題來也就有了目標(biāo)性了。

其實(shí)在托福閱讀考試中，不用針對每一個(gè)單詞都要去搞清楚。認(rèn)為讀懂文章的意思的，那么就可以答對所有題目了，其實(shí)并不然。上面就是小編為大家整理了的托福閱讀最后一題的解題方法，雖然并不是一定適合你，但是從中，大家可以找到適合自己的做題習(xí)慣和方法?？傊褪窍Ｍ蠹以谕懈ｉ喿x考試中，對大家找到正確的適合自己的方法有一個(gè)指引的作用適合自己的才是最好的。最后，小站教育編輯預(yù)祝大家托?？荚嚹苋〉美硐氲某煽?。

托福閱讀真題1

The Moon, which has undergone a distinct and complex geological history, presents a striking appearance. The moon may be divided into two major terrains: the Maria (dark lowlands) and the Terrace (bright highlands). The contrast in the reflectivity (the capability of reflecting light) of these two terrains suggested to many early observers that the two terrains might have different compositions, and this supposition was confirmed by missions to the Moon such as Surveyor and Apollo. One of the most obvious differences between the terrains is the smoothness of the Maria in contrast to the roughness of the highlands. This roughness is mostly caused by the abundance of craters: the highlands are completely covered by large craters (greater than 40-50 km in diameter), while the craters of the Maria tend to be much smaller. It is now known that the vast majority of the Moon's craters were formed by the impact of solid bodies with the lunar surface.

Most of the near side of the Moon was thoroughly mapped and studied from telescopic pictures years before the age of space exploration. Earth-based telescopes can resolve objects as small as a few hundred meters on the lunar surface. Close observation of craters, combined with the way the Moon diffusely reflects sunlight, led to the understanding that the Moon is covered by a surface layer, or regolith, that overlies the solid rock of the Moon. Telescopic images permitted the cataloging of a bewildering array of land forms. Craters were studied for clues to their origin; the large wispy marks were seen. Strange, sinuous features were observed in the Maria. Although various land forms were catalogued, the majority of astronomers' attention was fixed on craters and their origins.

Astronomers have known for a fairly long time that the shape of craters changes as they increase in size. Small craters with diameters of less than 10-15 km have relatively simple shapes. They have rim crests that are elevated above the surrounding terrain, smooth, bowl-shaped interiors, and depths that are about one-sixth their diameters. The complexity of shape increases for larger craters.

1. What does the passage mainly discuss?

(A) What astronomers learned from the Surveyor and Apollo space missions.

(B) Characteristics of the major terrains of the Moon.

(C) The origin of the Moon's craters.

(D) Techniques used to catalogue the Moon's land forms.

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

(A) altered

(B) substituted

(C) experienced

(D) preserved

3. According to the passage , the Maria differ from the Terrace mainly in terms of

(A) age

(B) manner of creation

(C) size

(D) composition

4. The passage supports which of the following statements about the Surveyor and Apollo missions?

(A) They confirmed earlier theories about the Moon's surface.

(B) They revealed that previous ideas about the Moon's craters were incorrect.

(C) They were unable to provide detailed information about the Moon's surface.

(D) They were unable to identify how the Moon's craters were made.

5. The word vast in line 11 is closest in meaning to

(A) special

(B) known

(C) varied

(D) great

6. All of the following are true of the Maria EXCEPT:

(A) They have small craters.

(B) They have been analyzed by astronomers.

(C) They have a rough texture.

(D) They tend to be darker than the terrace.

7. All of the following terms are defined in the passage EXCEPT

(A) Moon (line 1)

(B) reflectivity (line 3)

(C) regolith (line 16)

(D) Maria (line 2)

8. The author mentions wispy marks in line 19 as an example of

(A) an aspect of the lunar surface discovered through lunar missions

(B) a characteristic of large craters

(C) a discovery made through the use of Earth-based telescopes

(D) features that astronomers observed to be common to the Earth and the Moon

9. According to the passage , lunar researchers have focused mostly on

(A) the possibility of finding water on the Moon

(B) the lunar regolith

(C) cataloging various land formations

(D) craters and their origins

10. The passage probably continues with a discussion of

(A) the reasons craters are difficult to study

(B) the different shapes small craters can have

(C) some features of large craters

(D) some difference in the ways small and large craters were formed

BCDAD CACDC

托福閱讀真題2

PASSAGE 97

The Moon, which has undergone a distinct and complex geological history, presents a striking appearance. The moon may be divided into two major terrains: the Maria (dark lowlands) and the Terrace (bright highlands). The contrast in the reflectivity (the capability of reflecting light) of these two terrains suggested to many early observers that the two terrains might have different compositions, and this supposition was confirmed by missions to the Moon such as Surveyor and Apollo. One of the most obvious differences between the terrains is the smoothness of the Maria in contrast to the roughness of the highlands. This roughness is mostly caused by the abundance of craters: the highlands are completely covered by large craters (greater than 40-50 km in diameter), while the craters of the Maria tend to be much smaller. It is now known that the vast majority of the Moon's craters were formed by the impact of solid bodies with the lunar surface.

Most of the near side of the Moon was thoroughly mapped and studied from telescopic pictures years before the age of space exploration. Earth-based telescopes can resolve objects as small as a few hundred meters on the lunar surface. Close observation of craters, combined with the way the Moon diffusely reflects sunlight, led to the understanding that the Moon is covered by a surface layer, or regolith, that overlies the solid rock of the Moon. Telescopic images permitted the cataloging of a bewildering array of land forms. Craters were studied for clues to their origin; the large wispy marks were seen. Strange, sinuous features were observed in the Maria. Although various land forms were catalogued, the majority of astronomers' attention was fixed on craters and their origins.

Astronomers have known for a fairly long time that the shape of craters changes as they increase in size. Small craters with diameters of less than 10-15 km have relatively simple shapes. They have rim crests that are elevated above the surrounding terrain, smooth, bowl-shaped interiors, and depths that are about one-sixth their diameters. The complexity of shape increases for larger craters.

1. What does the passage mainly discuss?

(A) What astronomers learned from the Surveyor and Apollo space missions.

(B) Characteristics of the major terrains of the Moon.

(C) The origin of the Moon's craters.

(D) Techniques used to catalogue the Moon's land forms.

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

(A) altered

(B) substituted

(C) experienced

(D) preserved

3. According to the passage , the Maria differ from the Terrace mainly in terms of

(A) age

(B) manner of creation

(C) size

(D) composition

4. The passage supports which of the following statements about the Surveyor and Apollo missions?

(A) They confirmed earlier theories about the Moon's surface.

(B) They revealed that previous ideas about the Moon's craters were incorrect.

(C) They were unable to provide detailed information about the Moon's surface.

(D) They were unable to identify how the Moon's craters were made.

5. The word vast in line 11 is closest in meaning to

(A) special

(B) known

(C) varied

(D) great

6. All of the following are true of the Maria EXCEPT:

(A) They have small craters.

(B) They have been analyzed by astronomers.

(C) They have a rough texture.

(D) They tend to be darker than the terrace.

7. All of the following terms are defined in the passage EXCEPT

(A) Moon (line 1)

(B) reflectivity (line 3)

(C) regolith (line 16)

(D) Maria (line 2)

8. The author mentions wispy marks in line 19 as an example of

(A) an aspect of the lunar surface discovered through lunar missions

(B) a characteristic of large craters

(C) a discovery made through the use of Earth-based telescopes

(D) features that astronomers observed to be common to the Earth and the Moon

9. According to the passage , lunar researchers have focused mostly on

(A) the possibility of finding water on the Moon

(B) the lunar regolith

(C) cataloging various land formations

(D) craters and their origins

10. The passage probably continues with a discussion of

(A) the reasons craters are difficult to study

(B) the different shapes small craters can have

(C) some features of large craters

(D) some difference in the ways small and large craters were formed

BCDAD CACDC

托福閱讀真題3

Naturalists and casual observers alike have been struck by the special relationship between squirrels and acorns (the seeds of oak trees). Ecologists, though, cannot observe these energetic mammals scurrying up and down oak trees and eating and burying acorns without wondering about their complex relationship with trees. Are squirrels dispersers and planters of oak forests or pesky seed predators? The answer is not simple. Squirrels may devour many acorns, but by storing and failing to recover up to 74 percent of them as they do when seeds are abundant, these arboreal rodents can also aid regeneration and dispersal of the oaks.

Their destructive powers are well documented. According to one report, squirrels destroyed tens of thousands of fallen acorns from an oak stand on the University of Indiana campus. A professor there estimated that each of the large white oaks had produced between two and eight thousand acorns, but within weeks of seed maturity, hardly an intact acorn could be found among the fallen leaves. Deer, turkey, wild pigs, and bears also feed heavily on acorns, but do not store them, and are therefore of no benefit to the trees. Flying squirrels, chipmunks, and mice are also unlikely to promote tree dispersal, as they often store seeds in tree cavities and underground burrows. Only squirrels — whose behavior of caching (hiding) acorns below the leaf litter — often promote successful germination of acorns, and perhaps blue jays, important long-distance dispersers, seem to help oaks spread and reproduce.

Among squirrels, though, there is a particularly puzzling behavior pattern. Squirrels pry off the caps of acorns, bite through the shells to get at the nutritious inner kernels, and then discard them half-eaten. The ground under towering oaks is often littered with thousands of half-eaten acorns, each one only bitten from the top. Why would any animal waste so much time and energy and risk exposure to such predators as red-tail hawks only to leave a large part of each acorn uneaten? While research is not conclusive at this point, one thing that is certain is that squirrels do hide some of the uneaten portions, and these acorn halves, many of which contain the seeds, may later germinate.

1. What does the passage mainly discuss?

(A) The ecology of oak trees

(B) Factors that determine the feeding habits of Squirrels

(C) Various species of animals that promote the dispersal of tree seeds

(D) The relationship between squirrels and oak trees

2. The word they in line 7 refers to

(A) oak forests

(B) acorns

(C) squirrels

(D) predators

3. According to the passage , what do squirrels do when large quantities of acorns are available?

(A) They do not store acorns.

(B) They eat more than 74 percent of available acorns.

(C) They do not retrieve all the acorns that they have stored.

(D) They hide acorns in tree cavities.

4. The word estimated in line 11 is closest in meaning to

(A) commented

(B) judged

(C) observed

(D) discovered

5. Why does the author mention the University of Indiana campus in line 10 -11?

(A) to provide evidence that intact acorns are hard to find under oak trees

(B) to indicate a place where squirrels can aid seed dispersal of oaks

(C) to argue in favor of additional studies concerning the destructive force of squirrels

(D) to support the claim that squirrels can do great damage to oak stands

6. It can be inferred from paragraph 3 that chipmunks do not aid in the dispersal of oak trees

because

(A) they store their acorns where they cannot germinate

(B) they consume most of their stored acorns

(C) their stored acorns are located and consumed by other species

(D) they cannot travel the long distance required for dispersal

7. According to the passage , which of the following do squirrels and blue jays have in common?

(A) They travel long distances to obtain acorns.

(B) They promote the reproduction of oak trees.

(C) They bury acorns under fallen leaves.

(D) They store large quantities of acorns.

8. The phrase pry off in line 21 is closest in meaning to

(A) swallow

(B) remove

(C) squeeze

(D) locate

9. The word littered in line 22 is closest in meaning to

(A) covered

(B) displayed

(C) fertilized

(D) planted

10. According to the passage , scientists cannot explain which of the following aspects of squirrel

behavior?

(A) Where squirrels store their acorn caches

(B) Why squirrels prefer acorns over other seeds

(C) Why squirrels eat only a portion of each acorn they retrieve

(D) Why squirrels prefer acorns from a particular species of oak trees

DCCBD DBBAC

托福閱讀最后一題如何解答?詳解文章總結(jié)題的解題方法相關(guān)文章：