詳解托福閱讀的解題技巧和訓(xùn)練方法

時(shí)間：2020-07-18 14:36:12 楚薇0由分享

在托福閱讀考試中，有好的訓(xùn)練方法和一定量的解題技巧，可以為你的托福閱讀得到高分。那具體這些解題技巧和方法我們應(yīng)該如何應(yīng)用到平時(shí)的練習(xí)中去呢?下面小編就為大家整理了這些，希望可以幫助到大家，快來(lái)一起學(xué)習(xí)吧。

詳解托福閱讀的解題技巧和訓(xùn)練方法

1.每一篇文章第一次做時(shí)，盡量按照考試速度要求做。

2.做完后，接下來(lái)就要認(rèn)真把文章讀一遍，劃出把文章里不懂的單詞和長(zhǎng)難句，查出單詞意思，(借助語(yǔ)法知識(shí))認(rèn)真分析長(zhǎng)難句，同時(shí)還要把錯(cuò)題(包括碰巧猜對(duì)的題目)認(rèn)真分析，特別是OG和漢客筆記的題目(還有北極星最后幾套ETS出的題目)，一定要把題目涉及的文章內(nèi)容仔細(xì)看，甚至在文章中劃出涉及考題的內(nèi)容，培養(yǎng)對(duì)易出題的考點(diǎn)的感覺，甚至揣摩ETS的出題思路。等到這些工作都做完，這篇文章也就基本吃透了，這時(shí)再重新把文章讀一遍，最好多讀兩遍。這個(gè)過(guò)程其實(shí)就是精讀了。只要時(shí)間允許，做過(guò)一次的閱讀文章最好都盡量精讀，吃透它。光作對(duì)題只是一個(gè)淺顯的要求，就像只顧吃飯，對(duì)材料認(rèn)真分析、精讀才是真正消化吸收。

3.等過(guò)了三五天，或者兩三周以后，有空的話再把這篇文章看(做)一遍，作為鞏固，復(fù)習(xí)，而且有時(shí)還會(huì)溫故知新。

P.S 如果時(shí)間不足，OG的文章是一定要精讀的，而且題目也要仔細(xì)研究，這是出題思路和考試最為接近的資料。這些原則在新托福閱讀其實(shí)也是同樣適用的，只要文章中出現(xiàn)如下內(nèi)容，都要引起注意：舉例證明，羅列式例舉，轉(zhuǎn)折(否定)，因果，下定義，比較級(jí)(最高級(jí))，同位語(yǔ)(插入語(yǔ))，數(shù)字年代，特殊標(biāo)點(diǎn)(引號(hào)，破折號(hào)等)。

閱讀具體的做題順序

閱讀最基本的做題順序有兩種：先讀(全篇)文章再做題;先讀題目再讀文章(相應(yīng)部分)然后做題

它們又能衍生變化出兩種做題順序：讀一段文章，做相應(yīng)的題目，然后再讀一段，再做相應(yīng)的題目;讀文章各段首句，然后看題目，再找文章內(nèi)相應(yīng)部分做題

對(duì)于廣大非牛來(lái)說(shuō)，可能“讀文章各段首句，然后看題目，再找文章內(nèi)相應(yīng)部分做題”會(huì)比較合適，讀各段首句可以粗略掌握文章大意和結(jié)構(gòu)，做題再看內(nèi)容再做能大大降低“工作量”，但是這種做法不利于對(duì)全文的消化吸收，從而不利于做總結(jié)題，也可能會(huì)遺漏文章內(nèi)的一些細(xì)節(jié)而導(dǎo)致做錯(cuò)細(xì)節(jié)題。而新托福目前反饋大都是順序出題的，所以建議練習(xí)時(shí)就盡量往“讀一段做相應(yīng)題目，再讀一段再做相應(yīng)題目”這一順序去靠攏，可以對(duì)文章有全面的把握，雖然總量上還是要讀完全文，但是對(duì)大腦的短期記憶的負(fù)擔(dān)要比通讀全文再做題目小很多。

托福閱讀題型破解

閱讀一般來(lái)說(shuō)是中國(guó)人的強(qiáng)項(xiàng)了，也是拿分的主力。如果你口語(yǔ)不牛，作文一般，還想考到100分，那么閱讀應(yīng)該保證在28分以上。(我認(rèn)為對(duì)于多數(shù)人來(lái)說(shuō)，要達(dá)到一百分，28，26，22，24這個(gè)結(jié)構(gòu)是比較容易達(dá)到的。)

在IBT閱讀中，甚至可以擴(kuò)展到ETS所有考試的閱讀題目中，如果要用一個(gè)詞來(lái)概括的話，那就是paraphrase，意譯。無(wú)論是題干還是正確選項(xiàng)，大都能在原文中找出一句話來(lái)與之相對(duì)應(yīng)。即題目是原文的意譯。這種意譯是通過(guò)同義詞來(lái)完成的。即題干中多用近義詞來(lái)對(duì)原文中的句子進(jìn)行替換，來(lái)達(dá)到提出問題或者提出正確答案的意思。準(zhǔn)確把握意譯，是多數(shù)題目中準(zhǔn)確在原文中定位信息、或者在迷惑選項(xiàng)中選出正確的那個(gè)，都有著重要的作用。在后面的文章里我會(huì)結(jié)合實(shí)例解釋這一點(diǎn)。

關(guān)于先看題目還是先看文章的問題。也就是做題時(shí)間安排的問題。在此問題上我與有的朋友也有過(guò)爭(zhēng)執(zhí)。我個(gè)人習(xí)慣是先用5—7分鐘的時(shí)間通讀全文，然后平均每個(gè)問題有1分鐘的時(shí)間來(lái)回答。由于對(duì)問題的回答建立在了熟悉全文的基礎(chǔ)上，每個(gè)問題又有足夠的時(shí)間返回全文，每個(gè)選項(xiàng)都一一進(jìn)行斟酌。我認(rèn)為這樣準(zhǔn)確率比較高。但有的朋友本著居家過(guò)日子的心，認(rèn)為1000多字的文章只出十幾個(gè)題，必然有一些信息是沒用的。這樣通讀全文就會(huì)浪費(fèi)掉一些時(shí)間，不如先看題再回去找來(lái)的痛快。對(duì)此我不好妄加評(píng)論。每個(gè)人都應(yīng)該通過(guò)考前大量的練習(xí)來(lái)制定出最為適合自己的方法。

關(guān)于復(fù)習(xí)的時(shí)間安排。我認(rèn)為，弄完詞匯以后，就應(yīng)該著手突擊一下閱讀了。如今各種各樣的模擬題猶如英語(yǔ)輔導(dǎo)班一樣大量涌現(xiàn)。不會(huì)出現(xiàn)我們?cè)缙诳忌蓄}舍不得做的情況了。但也不能太急功近利，單詞沒弄好就硬上閱讀，有時(shí)候會(huì)適得其反。用1周的時(shí)間大量的突擊，也是對(duì)單詞的一個(gè)鞏固。找到感覺以后就可以開始下面的復(fù)習(xí)了。復(fù)習(xí)聽力口語(yǔ)作文的日子里，每天一定要最少做3篇文章的題量，按照考試的時(shí)間要求，千萬(wàn)不可放松。做得多了，就可以把閱讀當(dāng)作一種放松了。ETS的閱讀文章能教給我們各種學(xué)科的基礎(chǔ)知識(shí)。(這與GRE有區(qū)別。托福的專業(yè)性文章還都處于一個(gè)啟蒙的專業(yè)水平上，不像G那么變)閱讀還可以教給我們一些老美的思路，老美看待問題的方式。閱讀不會(huì)像你想象的那樣痛苦的。

無(wú)論是OG還是Delta，都把閱讀的題目分成十類，即：Understanding Facts and Details, IdentifyingNegative Facts, Locating Referents, Understanding Vocabulary in Context, Making Inferences,Determining Purposes, Recognizing Paraphrases (Simplifying sentences), Recognizing Coherence(Sentence inserting), Summarizing Important Ideas and Organizing information. 我將按順序一一解釋。

還有很重要的一點(diǎn)，做題的時(shí)候，無(wú)論考試還是練習(xí)，不光要分析對(duì)的選項(xiàng)為什么對(duì)，更要分析錯(cuò)的選項(xiàng)為什么錯(cuò)。有時(shí)候分析錯(cuò)誤的原因更為重要。有助于你把握出題的思路，培養(yǎng)感覺。這是非常有用的。

托福閱讀詞匯實(shí)踐出高分

有些人在復(fù)習(xí)托福閱讀一開始就抱著詞匯書背，我認(rèn)為那樣做背起來(lái)特別容易忘，而且還到實(shí)際中還不知道怎么用。其實(shí)不妨這樣做，那一開始就做真題，就像摸考一樣，然后在對(duì)答案的時(shí)候，遇到的不懂得單詞，再看那些跟著每一套閱讀真題的單詞(有一些書就是跟著每套題的單詞，全篇翻譯都有的)，這時(shí)候再背單詞，做一套，背一套，大概這樣做上4、5套題，你的感覺就是，大體主要的單詞也就是這些了，那你就提高到一個(gè)境界了。

而且復(fù)習(xí)托福閱讀真題讓你對(duì)真題書而有熟，是一舉幾得的事。我就是這么做的，是清華的一個(gè)家伙介紹給我的，真是不錯(cuò)，現(xiàn)在大概復(fù)習(xí)有1個(gè)多月了，錯(cuò)題數(shù)能控制在2個(gè)以內(nèi)。當(dāng)然另外，還要注意一點(diǎn)，那就是一個(gè)閱讀的方法問題，我也想說(shuō)一下，希望對(duì)大家有用。

托福閱讀備考的方法

其實(shí)快速閱讀的技巧在掌握文章的思路，使整篇文章的段落層次，清晰在大腦中展現(xiàn)。

在讀第一段時(shí)，特別是第一句，往往給我們一個(gè)大致的思路，文章的論題是什么，作者想說(shuō)什么?然后第二段的第一句，然后在想一想作者下面又想講什么，這一段里有沒有什么重要的細(xì)節(jié)。然后第三段，又講了什么，這里面的重要細(xì)節(jié)又是什么。

幾段下來(lái)，每次讀的時(shí)候都要來(lái)個(gè)小小的總結(jié)。各個(gè)段落的目的是什么，主題又是什么?這樣，在腦子里面形成一個(gè)作者思路圖，在腦子里或者在草稿紙上畫一個(gè)文章的結(jié)構(gòu)思路題。

在回答問題前，花幾秒鐘總結(jié)一下文章大意，它的思路和主題。

再次提醒，TOEFL考察的是你的答題能力而非閱讀能力。你不必完全掌握整篇文章，了解文章中的每一個(gè)細(xì)節(jié)。(其實(shí)，你也沒有那么多時(shí)間)。相反，你應(yīng)該只讀文章段落的第1句，而快速瀏覽其余部分。當(dāng)你"讀"完這篇文章時(shí)，你就能對(duì)文章的結(jié)構(gòu)思路有總體的把握。

答題。根據(jù)你對(duì)文章的整體思路來(lái)答題。將問題(或選項(xiàng))定位到文章中具體的某個(gè)段落甚至具體的句子。因?yàn)槟氵@樣做完，你會(huì)覺得每一段的思路、脈絡(luò)都會(huì)非常清晰，做題的時(shí)候，就可以很快找到出題點(diǎn)，而且對(duì)于偏離主題的題一眼就能看出，主題詞就會(huì)顯得格外明顯。而實(shí)際中每一次的小結(jié)只需要幾秒鐘的一個(gè)停頓就可以，大家不妨試試，就會(huì)明白了。

需要注意的是，復(fù)習(xí)的時(shí)候，一定要看原文章，將文章通讀，遇到忘了的單詞，在重新回來(lái)查書上的解釋，然后再背。這樣背過(guò)的單詞就不再是一個(gè)個(gè)孤立的單詞，而且也省去了枯燥背單詞的時(shí)間，更主要的是，這樣背過(guò)的單詞，你會(huì)對(duì)這個(gè)詞的用法很熟悉，不容易忘，或者就像有些人所說(shuō)的，明明在單詞表里覺得挺熟的詞，到了真正的閱讀中，又會(huì)覺得很生疏，或者不能立刻反映出它的意思了。

托福閱讀備考時(shí)大家要在做托福閱讀真題的同時(shí)理解背誦單詞，這樣才能進(jìn)一步加強(qiáng)托福閱讀學(xué)習(xí)的質(zhì)量，希望對(duì)大家有幫助。

托福閱讀真題1

Glass fibers have a long history. The Egyptians made coarse fibers by 1600 B.C., and fibers survive as decorations on Egyptian pottery dating back to 1375 B.C. During the Renaissance (fifteenth and sixteenth centuries A.D.), glassmakers from Venice used glass fibers to decorate the surfaces of plain glass vessels. However, glassmakers guarded their secrets so carefully that no one wrote about glass fiber production until the early seventeenth century.

The eighteenth century brought the invention of spun glass fibers. R é ne-Antoine de R é a French scientist, tried to make artificial feathers from glass. He made fibers by rotating a wheel through a pool of molten glass, pulling threads of glass where the hot thick liquid stuck to the wheel. His fibers were short and fragile, but he predicted that spun glass fibers as thin as spider silk would be flexible and could be woven into fabric.

By the start of the nineteenth century, glassmakers learned how to make longer, stronger fibers by pulling them from molten glass with a hot glass tube. Inventors wound the cooling end of the thread around a yarn reel, then turned the reel rapidly to pull more fiber from the molten glass. Wandering tradespeople began to spin glass fibers at fairs, making decorations and ornaments as novelties for collectors, but this material was of little practical use; the fibers were brittle, ragged, and no longer than ten feet, the circumference of the largest reels. By the mid-1870's, however, the best glass fibers were finer than silk and could be woven into fabrics or assembled into imitation ostrich feathers to decorate hats. Cloth of white spun glass resembled silver; fibers drawn from yellow-orange glass looked golden.

Glass fibers were little more than a novelty until the 1930's, when their thermal and electrical insulating properties were appreciated and methods for producing continuous filaments were developed. In the modern manufacturing process, liquid glass is fed directly from a glass-melting furnace into a bushing, a receptacle pierced with hundreds of fine nozzles, from which the liquid issues in fine streams. As they solidify, the streams of glass are gathered into a single strand and wound onto a reel.

1. Which of the following aspects of glass fiber does the passage mainly discuss?

(A) The major developments in its production

(B) Its relationship with pottery making

(D) The variety of its uses in modern industry

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

(A) decorative

(B) natural

(D) weak

3. Why was there nothing written about the making of Renaissance glass fibers until the seventeenth century?

(A) Glassmakers were unhappy with the quality of the fibers they could make.

(B) Glassmakers did not want to reveal the methods they used.

(D) Production methods had been well known for a long time.

4. According to the passage , using a hot glass tube rather than a wheel to pull fibers from molten

glass made the fibers

(A) quicker to cool

(B) harder to bend

(D) longer and more durable

5. The phrase this material in line 16 refers to

(A) glass fibers

(B) decorations

(D) novelties for collectors

6. The word brittle in line 17 is closest in meaning to

(A) easily broken

(B) roughly made

(D) shiny

7. The production of glass fibers was improved in the nineteenth century by which of the

following

(A) Adding silver to the molten glass

(B) Increasing the circumference of the glass tubes

(D) Using yarn reels

8. The word appreciated in line 23 is closest in meaning to

(A) experienced

(B) recognized

(D) increased

9. Which of the following terms is defined in the passage ?

(A) invention (line 7)

(B) circumference (line 17)

(D) bushing (line 25)

PASSAGE 53 ACBDA ADBD

托福閱讀真題2

Composers today use a wider variety of sounds than ever before, including many that were once considered undesirable noises. Composer Edgard Varèse(1 883-1965) called thus the liberation of sound...the right to make music with any and all sounds. Electronic music, for example — made with the aid of computers, synthesizers, and electronic instruments — may include sounds that in the past would not have been considered musical. Environmental sounds, such as thunder, and electronically generated hisses and blips can be recorded, manipulated, and then incorporated into a musical composition. But composers also draw novel sounds from voices and nonelectronic instruments. Singers may be asked to scream, laugh, groan, sneeze, or to sing phonetic sounds rather than words. Wind and string players may lap or scrape their instruments. A brass or woodwind player may hum while playing, to produce two pitches at once; a pianist may reach inside the piano to pluck a string and then run a metal blade along it. In the music of the Western world, the greatest expansion and experimentation have involved percussion instruments, which outnumber strings and winds in many recent compositions. Traditional percussion instruments are struck with new types of beaters; and instruments that used to be couriered unconventional in Western music — tom-toms, bongos, slapsticks, maracas—are widely used.

In the search for novel sounds, increased use has been made in Western music of microtones. Non-western music typically divides and interval between two pitches more finely than western music does, thereby producing a greater number of distinct tones, or microtones, within the same interval. Composers such as Krzysztof Penderecki create sound that borders on electronic noise through tone clusters — closely spaced tones played together and heard as a mass, block, or band of sound. The directional aspect of sound has taken on new importance as well. Loudspeakers or groups of instruments may be placed at opposite ends of the stage, in the balcony, or at the back and sides of the auditorium.

Because standard music notation makes no provision for many of these innovations, recent music scores may contain graphlike diagrams, new note shapes and symbols, and novel ways of arranging notation on the page.

1. What does the passage mainly discuss?

(A) The use of nontraditional sounds in contemporary music

(B) How sounds are produced electronically

(D) Several composers who have experimented with the electronic production of sound

2. The word wider in one 1 is closest in meaning to more impressive

(A) more distinctive

(B) more controversial

(D) more impressive

3. The passage suggests that Edgard Var è se is an example of a composer who

(A) criticized electronic music as too noiselike

(B) modified sonic of the electronic instruments he used in his music

(D) wrote music with environmental themes