托福閱讀細(xì)節(jié)題題型解析

細(xì)節(jié)題又叫事實(shí)信息題，考察的是學(xué)生對(duì)閱讀文章中明確指出的基本信息的理解，一般在一篇文章中考察3至6題。從題目所占的比例來(lái)看，如果同學(xué)們想在閱讀部分拿高分，那么一定要掌握細(xì)節(jié)題的解題方法和技巧。

托福閱讀細(xì)節(jié)題題型解析

細(xì)節(jié)題可以說(shuō)是能屈能伸的一種題型，它要容易，可以很容易，它要想難，可以非常難。

很多人復(fù)習(xí)到后期會(huì)發(fā)現(xiàn)，錯(cuò)的最多的竟然這個(gè)細(xì)節(jié)題，所以它是非常令人糾結(jié)的一種題型。

細(xì)節(jié)題和詞匯題加起來(lái)可以構(gòu)成整個(gè)托福閱讀考試題目的半壁江山，是我們?nèi)〉猛懈ｉ喿x高分的基礎(chǔ)。

細(xì)節(jié)題通常不要求我們?nèi)ダ斫庹恼碌闹髦即笠?，而是具體的信息，包括文中的一些事實(shí)，細(xì)節(jié)，定義及其它作者所呈現(xiàn)的信息。因此，同學(xué)們?cè)谧黾?xì)節(jié)題時(shí)，不需要對(duì)整篇文章逐字逐句理解，只需要對(duì)文中與題目相關(guān)的一句或者幾句話進(jìn)行理解便可。這一點(diǎn)也可以從細(xì)節(jié)題的題目問(wèn)法中看出。細(xì)節(jié)題通常問(wèn)到：

According to paragraph X, which of the following is true about Y?

The author’s description of X mentions which of the following?

According to paragraph X, Y did Z because… 等。

那么我們?cè)趺粗谰唧w的一個(gè)細(xì)節(jié)題考的是段落中的哪幾句話呢?此時(shí)，我們就需要根據(jù)題目中的關(guān)鍵詞幫助我們定位到原文相關(guān)的句子。關(guān)鍵詞指的是那些無(wú)法被改寫或者很難被改寫的詞和短語(yǔ)，這樣，我們就能快速找到原文的相應(yīng)句子。所以，題目中的關(guān)鍵詞通常是在段落中出現(xiàn)次數(shù)較少、較顯眼和特殊的詞，包括專有名詞、大寫、斜體、帶引號(hào)的詞和數(shù)字等。例如tpo 1-1-2 中問(wèn)到：where is the lower timberline mentioned in paragraph 1 likely to be found? 顯然，該題中的關(guān)鍵詞即為lower timberline，我們要尋找的信息是lower timberline出現(xiàn)在什么地方。有些同學(xué)可能會(huì)糾結(jié)lower timberline怎么去理解，其實(shí)，我們只需要在原文中找到一模一樣出現(xiàn)lower timberline的句子并理解整句話的意思就可以了，而不需要糾結(jié)個(gè)別詞或者短語(yǔ)的意思。

接下來(lái)，我們就回到第一段話中，從頭進(jìn)行快速閱讀，然后找到相應(yīng)的句子：In many semiarid areas, there is also a lower timberline where the forest passes into steppe or desert at its lower edge, usually because of a lack of moisture. 句子意思是：在很多半干旱的地區(qū)存在lower timberline，在這里，森林會(huì)變成干草原或者沙漠，由于缺乏水分。理解好了原句，我們就可以將四個(gè)選項(xiàng)與原文一一進(jìn)行比較，發(fā)現(xiàn)答案是A. In an area that has little water. 此選項(xiàng)雖然與原句所用的詞不一樣，但是表達(dá)了同樣的意思，這是托福閱讀考察的一個(gè)重要技能，叫同義改寫。

綜上，我們知道了細(xì)節(jié)題的解題方法：題目中尋找關(guān)鍵詞，然后定位原文，最后找出對(duì)原句進(jìn)行同義改寫的正確選項(xiàng)。

托福閱讀題目練習(xí)

托福閱讀題目練習(xí)：實(shí)用藝術(shù)和純藝術(shù)

托福閱讀復(fù)習(xí)中，大家也離不開(kāi)一些真題的練習(xí)，這樣可以幫助我們更全面的備考閱讀，了解自己在備考中的不足。下面為大家整理了相關(guān)的練習(xí)題，供大家參考復(fù)習(xí)。

Although we now tend to refer to the various craftsaccording to the materials used to construct them-clay, glass, wood, fiber, and metal-it was oncecommon to think of crafts in terms of function, which led to their being known as the "applied arts." Approaching crafts from the point of view offunction, we can divide them into simple categories: containers, shelters and supports. There is no way around the fact that containers, shelters, and supports must be functional. The applied arts are thus bound by the laws of physics, which pertain to both the materials used in their making and the substances and things to becontained, supported, and sheltered. These laws are universal in their application, regardlessof cultural beliefs, geography, or climate. If a pot has no bottom or has large openings in itssides, it could hardly be considered a container in any traditional sense. Since the laws ofphysics, not some arbitrary decision, have determined the general form of applied-artobjects, they follow basic patterns, so much so that functional forms can vary only withincertain limits. Buildings without roofs, for example, are unusual because they depart from thenorm. However, not all functional objects are exactly alike; that is why we recognize a ShangDynasty vase as being different from an Inca vase. What varies is not the basic form but theincidental details that do not obstruct the object's primary function.

Sensitivity to physical laws is thus an important consideration for the maker of applied-

artobjects. It is often taken for granted that this is also true for the maker of fine-

art objects. Thisassumption misses a significant difference between the two disciplines. Fine-

art objects are notconstrained by the laws of physics in the same way that applied-

art objects are. Because theirprimary purpose is not functional, they are only limited in terms of the materials used tomake them. Sculptures must, for example, be stable, which requires an understanding of theproperties of mass, weight distribution, and stress. Paintings must have rigid stretchers sothat the canvas will be taut, and the paint must not deteriorate, crack, or discolor. These areproblems that must be overcome by the artist because they tend to intrude upon his or herconception of the work. For example, in the early Italian Renaissance, bronze statues ofhorses with a raised foreleg usually had a cannonball under that hoof. This was done becausethe cannonball was needed to support the weight of the leg. In other words, the demands ofthe laws of physics, not the sculptor's aesthetic intentions, placed the ball there. That thisdevice was a necessary structural compromise is clear from the fact that the cannonballquickly disappeared when sculptors learned how to strengthen the internal structure of astatue with iron braces (iron being much stronger than bronze).

Even though the fine arts in the twentieth century often treat materials in new ways, the basicdifference in attitude of artists in relation to their materials in the fine arts and the applied artsremains relatively constant. It would therefore not be too great an exaggeration to say thatpractitioners of the fine arts work to overcome the limitations of their materials, whereas thoseengaged in the applied arts work in concert with their materials.

Paragraph 1: Although we now tend to refer to the various crafts according to the materialsused to construct them-clay, glass, wood, fiber, and metal-

it was once common to think ofcrafts in terms of function, which led to their being known as the "applied arts." Approachingcrafts from the point of view of function, we can divide them into simple categories: containers, shelters and supports. There is no way around the fact that containers, shelters, and supportsmust be functional. The applied arts are thus bound by the laws of physics, which pertain toboth the materials used in their making and the substances and things to be contained, supported, and sheltered. These laws are universal in their application, regardless of culturalbeliefs, geography, or climate. If a pot has no bottom or has large openings in its sides, it couldhardly be considered a container in any traditional sense. Since the laws of physics, not somearbitrary decision, have determined the general form of applied-

art objects, they follow basicpatterns, so much so that functional forms can vary only within certain limits. Buildingswithout roofs, for example, are unusual because they depart from the norm. However, not allfunctional objects are exactly alike; that is why we recognize a Shang Dynasty vase as beingdifferent from an Inca vase. What varies is not the basic form but the incidental details that donot obstruct the object's primary function.

托福閱讀中的熟詞僻義總結(jié)

托福閱讀考試中，也經(jīng)常會(huì)考到一些比較熟詞僻義，真的對(duì)這些內(nèi)容，我們大家在平時(shí)要做好積累工作，可以輔助我們更好地解答這類內(nèi)容。為大家匯總了考試中常見(jiàn)的這些詞匯內(nèi)容，供大家參考。

issue v. &n. 流出; 出版，發(fā)行;問(wèn)題

jar v. &n 震動(dòng);壇子

envision v.想象，預(yù)想

en-這個(gè)前綴可以表示“使……有能力”，vision意為視覺(jué)視野，讓你的眼前呈現(xiàn)出某種景象，自然就是想象預(yù)想。

literature n. 文獻(xiàn);文學(xué)

liter詞根是文字的意思，和文字有關(guān)的記錄，就是文學(xué)，文獻(xiàn)。

lot n. 一塊地;命運(yùn)，簽

fine adj. 細(xì)小的，美好的;v.罰款

這個(gè)詞請(qǐng)大家一定格外用心識(shí)記，“微小的，細(xì)微的”這一詞義在托福閱讀中考察過(guò)多次，這里也給大家補(bǔ)充一下，在托福閱讀中多次考到的可以表示“微小的，細(xì)小的”一義的還有minute、tiny等。

minute adj. 微小的，細(xì)小的

novel adj. 新穎的

nov這個(gè)詞根表達(dá)的含義是新，所以我們熟悉的小說(shuō)novel一詞，就有了新穎的這一獨(dú)特詞義，這個(gè)詞也曾多次考察過(guò)托福閱讀詞匯題，各位童鞋備考時(shí)要多加關(guān)注。

casual 偶然的，隨便的

causal 原因的，因果關(guān)系的

pound v. 猛擊;亂敲

rear v. &n飼養(yǎng)，栽培;后面的

produce n. 產(chǎn)品(尤指農(nóng)產(chǎn)品)

project v. &n使突出，伸出;放映，投射;方案，工程

pro-這個(gè)前綴表示“向前”，-ject-這個(gè)詞根表示“投擲，扔”，結(jié)合詞根詞綴的構(gòu)成不難理解它的熟詞僻義考察。

relief n. 凸起，浮雕;(痛苦)減輕，安慰

provided conj. 倘若，在…條件下。

save conj. 除了

rent 斷口，裂縫

rift 裂縫， 「地質(zhì)」斷裂

pronounced adj. 斷然的，顯著的

scale v. &n 攀登; 天平，刻度; 鱗; 規(guī)模，范圍;「音」音階

這個(gè)詞請(qǐng)大家重點(diǎn)關(guān)注，上述七個(gè)詞義在之前的托?？荚囍卸荚啻慰疾爝^(guò)，詞義排名并不分先后。

school n. (魚)群;學(xué)派，流派

genre n. 類型，流派

score n. 「音樂(lè)」樂(lè)譜;刻痕;得分

screen v. &n 篩，過(guò)濾(器);掩蔽，屏風(fēng);屏幕

secure v. &adj. 得到;使安全;安全的

acquire 獲得

通常如果表示學(xué)習(xí)，習(xí)得某種技能或語(yǔ)言我們會(huì)用acquire這個(gè)詞，比如acquire a language/skill，它的名詞形式是acquisition。

season v. 調(diào)味

spot v. &n發(fā)現(xiàn)，認(rèn)出，定位;斑點(diǎn);場(chǎng)所

新托福閱讀真題分享

托福閱讀往期的考試內(nèi)容，可以作為大家的背景知識(shí)來(lái)儲(chǔ)備，這些真題內(nèi)容在接下來(lái)的考試中也有可能出現(xiàn)。因此大家掌握這些題目?jī)?nèi)容，對(duì)我們的考試也是有很大的幫助的。為大家整理了8月26日的托福閱讀考試題目，供大家參考。

托福閱讀考試日期：

2018年8月26日

新托福閱讀題目回憶：

題目：地球大氣環(huán)境

學(xué)科分類：Environment

主要內(nèi)容：

一開(kāi)始，地球的大氣層上充滿了氫氣和氦氣，然后由于氫氣和氦氣原子進(jìn)行碰撞，而且他們的質(zhì)量比較輕，所以它們就去外太空了，然后還有一種新的理論是由于一些星球的坍塌，氫氣和氦氣原子就在大氣層逐漸減少了，然后地球上很多火山噴發(fā)導(dǎo)致很多水蒸氣和二氧化碳被噴發(fā)出來(lái)，但是由于氣溫降低的時(shí)候，水蒸汽會(huì)凝結(jié)降水，然后二氧化碳會(huì)溶解在水里，所以大氣層中水蒸汽和二氧化碳都減少了。另外，由于當(dāng)時(shí)的一些生物會(huì)進(jìn)行光合作用，很多二氧化碳也減少了，沉降在了海底。另外，由于氮元素的化學(xué)性質(zhì)比較穩(wěn)定，氮原子也比較重不容易逃逸，所以現(xiàn)在地球上的氮?dú)庹己艽笠徊糠帧?/p>

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