托福閱讀陷阱：專(zhuān)有名詞不一定是定位信息詞

在托福TOEFL閱讀中，存在許多致命的陷阱：文章句句都要讀句句都要懂嗎?常見(jiàn)單詞怎么還有這么生僻的意思?題干中的陷阱在哪兒等托福閱讀陷阱。下面小編給大家?guī)?lái)托福閱讀陷阱：專(zhuān)有名詞不一定是定位信息詞。

托福閱讀陷阱：專(zhuān)有名詞不一定是定位信息詞

老師們一定告訴過(guò)你們，看到專(zhuān)有名詞就畫(huà)出來(lái)，以方便定位，但是不分“青紅皂白”的畫(huà)專(zhuān)有名詞，只會(huì)得到適得其反的效果。

新托福閱讀中的題目定位其實(shí)不難，但前提是定位信息要選準(zhǔn)，也就是定位的點(diǎn)要對(duì)。通常情況下我們優(yōu)先選擇作為定位信息的是：專(zhuān)有名詞、術(shù)語(yǔ)、物質(zhì)名詞、特殊名稱(chēng)等，但在做題過(guò)程中要具體情況具體分析，考生們千萬(wàn)不可以一刀切。如OG Practice Test2的第七題中題干為“Paragraph 2 suggests that which of the following is one of the most important factors in determining differences in feeding preferences of East African herbivores?”該題干中有專(zhuān)有名詞“EastAfrican”，如果考生們用該詞定位，肯定會(huì)導(dǎo)致無(wú)法定位到該題對(duì)應(yīng)文章內(nèi)容的準(zhǔn)確位置。無(wú)法準(zhǔn)確定位，必然耗時(shí)，而且影響考試心情。實(shí)際上考生們?cè)诳荚嚂r(shí)應(yīng)該注意該篇文章的標(biāo)題為“FEEDING HABITS OF EASTAFRICAN HERBIVORES”，標(biāo)題中已經(jīng)出現(xiàn)“EAST AFRICAN HERBIVORES”，因此我們可以得知該篇文章整篇都是關(guān)于EAST AFRICAN HERBIVORES的，如果還是以它為定位詞，肯定定位不到所需信息的準(zhǔn)確位置。而該題的定位信息應(yīng)該為“differences in feeding preferences”。

托福閱讀備考的四個(gè)步驟

第一步，背單詞 。建議背誦大學(xué)4級(jí)單詞和托福單詞。4級(jí)單詞是為了打好基礎(chǔ)，對(duì)于基礎(chǔ)較為薄弱的考生，這部分的復(fù)習(xí)是很有必要的。另外就是托福詞匯，一般的托福詞匯書(shū)即可，為了使復(fù)習(xí)更有針對(duì)性。

第二步，語(yǔ)法 。新托福雖然不在單獨(dú)考語(yǔ)法題，但是語(yǔ)法不亂在寫(xiě)作、閱讀還是口語(yǔ)甚至聽(tīng)力上都占有舉足輕重的地位，因此掌握托福的基礎(chǔ)很有必要。在練習(xí)中可以通過(guò)寫(xiě)作，并在老師的批改指導(dǎo)下不斷地練習(xí)。

第三步，長(zhǎng)難句。英語(yǔ)考試的核心應(yīng)該是注重應(yīng)用和理解，分析長(zhǎng)難句，其實(shí)最關(guān)鍵的目的就是要去讓自己快速的理解和整合句意，以達(dá)到快速解題的目的。

第四步，看美劇 。尤其是要將中文字幕放在屏幕上面，英文字幕放在屏幕下面。這樣做的目的就是讓我們還原英語(yǔ)是一門(mén)語(yǔ)言的這個(gè)本質(zhì)，去多接觸英語(yǔ)怎么說(shuō)，通過(guò)量變達(dá)到質(zhì)變。

托福閱讀真題解析1

PASSAGE 5

Perhaps the most obvious way artistic creation reflects how people live is by mirroring theenvironment — the materials and technologies available to a culture. Stone, wood, tree bark, clay,and sand are generally available materials. In addition, depending on the locality, other resourcesmay be accessible: shells, horns, gold, copper, and silver. The different uses to which societies putthese materials are of interest to anthropologists who may ask, for example, why people chooseto use clay and not copper when both items are available. Although there are no conclusiveanswers yet, the way in which a society views its environment is sometimes apparent in its choiceand use of artistic materials. The use of certain metals, for example, may be reserved forceremonial objects of special importance. Or the belief in the supernatural powers of a stone ortree may cause a sculptor to be sensitive to that material.

What is particularly meaningful to anthropologist is the realization that although thematerials available to a society may to some extent limit or influence what it can do artistically,the materials by no means determine what is done. Why do the artists in Japanese society rakesand into patterns; and the artists in Roman society melt sand to form glass? Moreover, evenwhen the same material is used in the same way by members of different societies, the form orstyle of the work varies enormously from culture to culture. A society may simply choose torepresent objects or phenomena that are important to its population. An examination of the artof the Middle Ages tells us something about the medieval preoccupation with theologicaldoctrine. In addition to revealing the primary concerns of a society, the content of that society'sart may also reflect the culture's social stratification.

1. According to the passage , gold, copper, and silver are

(A) more difficult to handle than wood and

(B) of their stable social conditions

(C) of the unique stylistic features of their art

(D) available only in specific locations

2. The word conclusive in line 7 is closest in meaning to

(A) definitive

(B) controversial

(C) concurrent

(D) realistic

3. The word apparent in line 8 is closest in meaning to

(A) attractive

(B) logical

(C) evident

(D) distinct

4. Why does the author mention the supernatural powers of a stone or tree in line 10?

(A) to show that some sculptors avoid working with specific materials

(B) to emphasize the unusual properties of certain materials

(C) as an example of how art can be influenced by cultural beliefs

(D) as an illustration of the impact of the environment on religious beliefs

5. The word it in line 13 refers to

(A) realization

(B) society

(C) extent

(D) influence

6. It can be inferred that the author mentions the Japanese and Roman societies because

(A) they influenced each other stone

(B) commonly used by artists in all societies

(C) essential to create ceremonial objects

(D) they used the same artistic material in very different ways

7. According to the passage , all of the following statements about sand are true EXCEPT

(A) It is used to create glass.

(B) Roman artists mix it into their paints.

(C) Its use varies from culture to culture.

(D) Japanese artists use it to create artistic patterns.

8. The word Moreover in line 16 is closest in meaning to

(A) similarly

(B) in addition

(C) in contrast

(D) frequently

9. The word preoccupation in line 20 is closest in meaning to

(A) involvement

(B) separation

(C) relationship

(D) argument

10. The word primary in line 21 is closest in meaning to

(A) discrete

(B) preliminary

(C) ideal

(D) fundamental

PASSAGE 5 DACCB DBBAD

托福閱讀真題解析2

PASSAGE 6

Potash (the old name for potassium carbonate) is one of the two alkalis (the other being soda,sodium carbonate) that were used from remote antiquity in the making of glass, and from theearly Middle Ages in the making of soap: the former being the product of heating a mixture ofalkali and sand, the latter a product of alkali and vegetable oil. Their importance in thecommunities of colonial North America need hardly be stressed.

Potash and soda are not interchangeable for all purposes, but for glass- or soap-making eitherwould do. Soda was obtained largely from the ashes of certain Mediterranean sea plants, potashfrom those of inland vegetation. Hence potash was more familiar to the early European settlersof the North American continent.

The settlement at Jamestown in Virginia was in many ways a microcosm of the economy ofcolonial North America, and potash was one of its first concerns. It was required for theglassworks, the first factory in the British colonies, and was produced in sufficient quantity topermit the inclusion of potash in the first cargo shipped out of Jamestown. The second ship toarrive in the settlement from England included among its passengers experts in potash making.

The method of making potash was simple enough. Logs was piled up and burned in the open,and the ashes collected. The ashes were placed in a barrel with holes in the bottom, and waterwas poured over them. The solution draining from the barrel was boiled down in iron kettles. Theresulting mass was further heated to fuse the mass into what was called potash.

In North America, potash making quickly became an adjunct to the clearing of land foragriculture, for it was estimated that as much as half the cost of clearing land could be recoveredby the sale of potash. Some potash was exported from Maine and New Hampshire in theseventeenth century, but the market turned out to be mainly domestic, consisting mostly ofshipments from the northern to the southern colonies. For despite the beginning of the trade atJamestown and such encouragements as a series of acts to encourage the making of potash,beginning in 1707 in South Carolina, the softwoods in the South proved to be poor sources of thesubstance.

1. What aspect of potash does the passage mainly discuss?

(A) How it was made

(B) Its value as a product for export

(C) How it differs from other alkalis

(D) Its importance in colonial North America

2. All of the following statements are true of both potash and soda EXPECT:

(A) They are alkalis.

(B) They are made from sea plants.

(C) They are used in making soap.

(D) They are used in making glass.

3. They phrase the latter in line 4 refers to

(A) alkali

(B) glass

(C) sand

(D) soap

4. The word stressed in line 6 is closest in meaning to

(A) defined

(B) emphasized

(C) adjusted

(D) mentioned

5. The word interchangeable in line 7 is closest in meaning to

(A) convenient

(B) identifiable

(C) equivalent

(D) advantageous

6. It can be inferred from the passage that potash was more common than soda in colonial North

America because

(A) the materials needed for making soda were not readily available

(B) making potash required less time than making soda

(C) potash was better than soda for making glass and soap

(D) the colonial glassworks found soda more difficult to use

7. According to paragraph 4, all of the following were needed for making potash EXCEPT

(A) wood

(B) fire

(C) sand

(D) water

8. The word adjunct in line 22 is closest in meaning to

(A) addition

(B) answer

(C) problem

(D) possibility

9. According to the passage , a major benefit of making potash was that

(A) it could be exported to Europe in exchange for other goods

(B) it helped finance the creation of farms

(C) it could be made with a variety of materials

(D) stimulated the development of new ways of glassmaking

10. According to paragraph 5, the softwoods in the South posed which of the following problems

for southern settles?

(A) The softwoods were not very plentiful.

(B) The softwoods could not be used to build houses.

(C) The softwoods were not very marketable.

(D) The softwoods were not very useful for making potash.

PASSAGE 6 DBDBC ACABD

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