托福閱讀因?yàn)闀r(shí)間緊，文章篇幅長(zhǎng)，題量大而使得很多考生在考試的時(shí)候做題時(shí)間上顯得緊促，如何節(jié)約考試中審題的時(shí)間呢?下面就和小編一起來(lái)學(xué)習(xí)一下吧，幫助大家提高托福閱讀考試審題時(shí)間，考出理想成績(jī)。

如何加快托福閱讀的審題速度?切勿邊看邊讀

我們對(duì)一個(gè)句子的理解，有很多種解釋。

通常人們看到一個(gè)句子，會(huì)首先確定單詞。這個(gè)時(shí)間很快，快到我們反映不過(guò)來(lái)，不過(guò)語(yǔ)言學(xué)家們已經(jīng)證實(shí)有這個(gè)過(guò)程。

確定單詞后，大腦會(huì)反應(yīng)單詞的意思。 最先反應(yīng)的是經(jīng)常用到的意思。比如

The old man the boat.

這里，眼睛定位單詞后，大腦迅速把old man認(rèn)為是一個(gè)名詞組。當(dāng)我們接著看，感覺(jué)不對(duì)，才會(huì)回頭去分析這個(gè)句子。

這個(gè)理論告訴我們，你大腦中的高頻詞，直接影響你對(duì)句子的理解。應(yīng)用到IBT考試中，各位需要把各個(gè)學(xué)科的高頻詞多看一下，比如生物的光合作用、新陳代謝，地理的地殼、_X巖石之類的。 對(duì)各種名詞片語(yǔ)、動(dòng)詞片語(yǔ)進(jìn)行修飾的形容詞，副詞。說(shuō)起來(lái)很多，其實(shí)各位有堅(jiān)持做老托真題和新托的黃金23篇，可以發(fā)現(xiàn)這些詞語(yǔ)重復(fù)率很高。

另外，人對(duì)句子的理解是線性的。語(yǔ)言能力越差的(比如小孩子)，只能理解句子的越前面，造成理解錯(cuò)誤。(此理論僅限英語(yǔ)。 中文不行，其他各種語(yǔ)言本人水平有限，不知道)

從小孩子的實(shí)驗(yàn)來(lái)看，3到5歲的小孩理解句子只能記住前面部分。比如：

Put the forg on the red paper in the box.

小孩子會(huì)把青蛙放到紅紙上。

這里可以看到，他們閱讀的時(shí)候把句子意思理解錯(cuò)了，沒(méi)有看完。

但是，非常有趣的現(xiàn)象是， 這句話我們說(shuō)給小孩子聽(tīng)的時(shí)候，100%4小孩子都做出了正確的選擇 - 即把紅紙上的青蛙裝到了盒子里。

語(yǔ)言學(xué)給出了我們解釋，影響人們認(rèn)知句子的，還有語(yǔ)音。

根據(jù)這個(gè)實(shí)驗(yàn)，再結(jié)合平時(shí)我自己的情況，我推出了一個(gè)有理論依據(jù)的猜測(cè)： 閱讀時(shí)候習(xí)慣讀出聲來(lái)的，會(huì)讓你對(duì)句子的理解偏靠語(yǔ)音!從而讓你對(duì)直接閱讀句子的能力下降!

很多人肯定喜歡邊閱讀邊讀，感覺(jué)這樣可以加深理解。 我同意，但是，如果你花了30分鐘在閱和讀上，那至少再花30分鐘在閱上!不能讓讀的時(shí)間超過(guò)你看的時(shí)間。

就像我以前一樣，喜歡邊看邊讀，結(jié)果習(xí)慣了，看文章的時(shí)候，眼睛已經(jīng)定位一個(gè)比較長(zhǎng)的詞語(yǔ)，很熟悉很熟悉，但是語(yǔ)音還沒(méi)讀到那個(gè)單詞上，我的思維就卡住了，直到我讀出了那個(gè)單詞，我才知道這個(gè)單詞的意思。 這里可以看到，我已經(jīng)對(duì)語(yǔ)音很依賴了!這個(gè)現(xiàn)象非常危險(xiǎn)。

朗讀的速度太慢了，浪費(fèi)時(shí)間。 而且ETS給出的文章中有大量故意制造的難句，就像剛才的例子： The old man the boat，肯定要導(dǎo)致你回頭重讀。你的時(shí)間是不夠的。

所以，托福閱讀審題的時(shí)候，千萬(wàn)不要邊看邊讀，或邊看邊讀的時(shí)間超過(guò)了閱讀時(shí)間。

托福閱讀近義詞選擇技巧

生詞不必害怕

托福閱讀考試中對(duì)單詞量的要求還是很大的，即使單詞量很大了，也難免會(huì)遇上生僻詞的情況，而托?？荚囍羞x用的文章說(shuō)明性特別強(qiáng)，往往是自定義 — 自解釋的模式，遇到生詞，即使不知道什么意思，也可以根據(jù)上下文語(yǔ)境弄清它們之間的關(guān)系，運(yùn)用邏輯推理的方法作出正確的答案。其次，還可以分析選項(xiàng)，進(jìn)行對(duì)比，往往會(huì)發(fā)現(xiàn)選項(xiàng)中通常會(huì)出現(xiàn)兩個(gè)意思相反的選項(xiàng)，此時(shí)再仔細(xì)重讀原文就可以排除錯(cuò)誤選項(xiàng)了。

分段做托福閱讀試題

在四六級(jí)考試中，閱讀時(shí)間也很少，雖然單詞相對(duì)簡(jiǎn)單，但是篇幅較長(zhǎng)，逐字閱讀肯定是沒(méi)有時(shí)間的，所以做題技巧中掃讀是很重要的環(huán)節(jié)，目的是找到與題目相關(guān)的段落或者語(yǔ)句才能找到做題依據(jù)。而在托福閱讀考試中，是每閱讀完一段就做只涉及該段的題目，信息集中，重要的是節(jié)省了大量的時(shí)間，緩解了托福閱讀文章通篇的眩暈感。而這部分題目就是四六級(jí)中常說(shuō)的細(xì)節(jié)題。

托福閱讀近義詞選擇有技巧

幾乎每段中都會(huì)有生詞意思辨析題，有些詞考生因?yàn)橹啦簧偻懈ｉ喿x技巧，一看就認(rèn)識(shí)，這樣的題目就很容易了，但是也不能粗心大意，如果時(shí)間富?；蛘甙盐詹淮?，可以把選項(xiàng)帶入文章中檢查一遍。對(duì)于那些不認(rèn)識(shí)的詞匯，也是有許多技巧的。首先是分析詞性，采用排除法排除詞性不一致的選項(xiàng)。其次是用代入法。選項(xiàng)中給出的詞意一般就是考生認(rèn)識(shí)的，將選項(xiàng)帶入，分析一下是否能夠保證原文合情合理，通順。

分段托福閱讀打基礎(chǔ)

在分段閱讀的同時(shí)，可以記下關(guān)鍵詞或者中心句，在文章結(jié)束時(shí)就可以有根據(jù)回想起整篇文章的脈絡(luò)結(jié)構(gòu)，邏輯關(guān)系，對(duì)14題的選擇有很大幫助。同時(shí)題目中也明確給了做題方法，即沒(méi)有提到的信息或者不重要的觀點(diǎn)就可以排除了。

托福閱讀真題1

As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were one such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children efficiently in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

1. It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was

(A) the growing number of schools in frontier communities

(B) an increase in the number of trained teachers

(C) the expanding economic problems of schools

(D) the increased urbanization of the entire country

2. The word means in line 6 is closest in meaning to

(A) advantages

(B) probability

(C) method

(D) qualifications

3. The phrase coincided with in line 8 is closest in meaning to

(A) was influenced by

(B) happened at the same time as

(C) began to grow rapidly

(D) ensured the success of

4. According to the passage , one important change in United States education by the 1920's was

that

(A) most places required children to attend school

(B) the amount of time spent on formal education was limited

(C) new regulations were imposed on nontraditional education

(D) adults and children studied in the same classes

5. Vacation schools and extracurricular activities are mentioned in lines 10-11 to illustrate

(A) alternatives to formal education provided by public schools

(B) the importance of educational changes

(C) activities that competed to attract new immigrants to their programs.

(D) the increased impact of public schools on students.

6. According to the passage , early-twentieth century education reformers believed that

(A) different groups needed different kinds of education

(B) special programs should be set up in frontier communities to modernize them

(C) corporations and other organizations damaged educational progress

(D) more women should be involved in education and industry

7. The word it in line 22 refers to

(A) consumption

(B) production

(C) homemaking

(D) education

PASSAGE 47 DCBAD AC

托福閱讀真題2

According to sociologists, there are several different ways in which a person may become recognized as the leader of a social group in the United States. In the family, traditional cultural patterns confer leadership on one or both of the parents. In other cases, such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of selection. In larger groups, leaders are usually chosen formally through election or recruitment.

Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent evidence that there is any category of natural leaders. It seems that there is no set of personal qualities that all leaders have in common; rather, virtually any person may be recognized as a leader if the person has qualities that meet the needs of that particular group.

Furthermore, although it is commonly supposed that social groups have a single leader, research suggests that there are typically two different leadership roles that are held by different individuals. Instrumental leadership is leadership that emphasizes the completion of tasks by a social group. Group members look to instrumental leaders to get things done. Expressive leadership, on the other hand, is leadership that emphasizes the collective well-being of a social group's members. Expressive leaders are less concerned with the overall goals of the group than with providing emotional support to group members and attempting to minimize tension and conflict among them. Group members expect expressive leaders to maintain stable relationships within the group and provide support to individual members. Instrumental leaders are likely to have a rather secondary relationship to other group members. They give orders and may discipline group members who inhibit attainment of the group's goals. Expressive leaders cultivate a more personal or primary relationship to others in the group. They offer sympathy when someone experiences difficulties or is subjected to discipline, are quick to lighten a serious moment with humor, and try to resolve issues that threaten to divide the group. As the differences in these two roles suggest, expressive leaders generally receive more personal affection from group members; instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect.

1. What does the passage mainly discuss?

(A) The problems faced by leaders

(B) How leadership differs in small and large groups

(C) How social groups determine who will lead them

(D) The role of leaders in social groups

2. The passage mentions all of the following ways by which people can become leaders EXCEPT

(A) recruitment

(B) formal election process

(C) specific leadership training

(D) traditional cultural patterns

3. In mentioning natural leaders in line 9, the author is making the point that

(A) few people qualify as natural leaders

(B) there is no proof that natural leaders exist

(C) natural leaders' are easily accepted by the members of a social group

(D) natural leaders share a similar set of characteristics

4. Which of the following statements about leadership can be inferred from paragraph 2?

(A) A person who is an effective leader of a particular group may not be an effective leader in

another group.

(B) Few people succeed in sharing a leadership role with another person.

(C) A person can best learn how to be an effective leader by studying research on leadership.

(D) Most people desire to be leaders but can produce little evidence of their qualifications.

5. The passage indicates that instrumental leaders generally focus on

(A) ensuring harmonious relationships

(B) sharing responsibility with group members

(C) identifying new leaders

(D) achieving a goal

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

(A) necessary

(B) typical

(C) group

(D) particular

7. The word them in line 19 refers to

(A) expressive leaders

(B) goals of the group

(C) group members

(D) tension and conflict

8. A secondary relationship mentioned in line 22 between a leader and the members of a group

could best be characterized as

(A) distant

(B) enthusiastic

(C) unreliable

(D) personal

9. The word resolve in line 27 is closest in meaning to

(A) avoid repeating

(B) talk about

(C) avoid thinking about

(D) find a solution for

10. Paragraphs 3 and 4 organize the discussion of leadership primarily in term of

(A) examples that illustrate a problem

(B) cause and effect analysis

(C) narration of events

(D) comparison and contrast

PASSAGE 48 DCBAD CCADD

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