深入解析托福閱讀句子插入題

時(shí)間：2024-03-17 06:54:54 楚薇20由分享

托福閱讀句子插入題是一種常見(jiàn)的題型，我們應(yīng)該怎么去解答它呢?下面小編給大家?guī)?lái)深入解析托福閱讀句子插入題，希望對(duì)大家有所幫助!

深入解析托福閱讀句子插入題

句子插入題是托福閱讀十大題型之一，從句子層面考察考生對(duì)句間邏輯關(guān)系、段落大意的理解和把握。這類(lèi)題目是給出一句話讓我們來(lái)判斷這句話應(yīng)加入一個(gè)段落中四個(gè)方塊的哪個(gè)部分,用鼠標(biāo)雙擊所選的黑色方塊即可。做這類(lèi)題目的關(guān)鍵首先是理解該句子，尋找其中的銜接詞，分析這個(gè)句子的特點(diǎn)和其在文中的作用，然后把這個(gè)句子帶入原文中檢驗(yàn)其是否合適。

掌握銜接詞對(duì)解答這類(lèi)問(wèn)題非常重要，因?yàn)樗抢斫馍舷挛暮瓦@個(gè)句子的邏輯關(guān)系的核心。銜接詞語(yǔ)主要包括代詞(指示代詞，例如this, these their, it, such, another ，這些通常是上文提到過(guò)的，所以可以采用就近原則來(lái)做。);關(guān)鍵同義詞，重復(fù)出現(xiàn)的形容詞，副詞和名詞;表示因果，轉(zhuǎn)折等關(guān)系的過(guò)渡詞語(yǔ)：如，therefore, so, however, as a result, consequently, on the contrary, however 等;遞進(jìn)擴(kuò)展詞：如，furthermore, also, as well, too, in addition, moreover, besides, even, additionally等;結(jié)構(gòu)配對(duì)詞：如，on the one hand…. on the other hand，some…others，同時(shí)還要注意一些表示順序的詞，如first ,second ,third等。

我們來(lái)具體來(lái)一個(gè)例子：1. But there is also another special kind of conversational flow among Southern women that contributed to their writing. 2. Some of their talk took the form of tales and vignettes told for their own sake.3. Sometimes humorous, sometimes sad; all were as bright as the figures in the fine needlepoint. 4.

Look at the four positions that indicate where the following sentences can be added to the …paragraph of the passage.

These tales included grotesque, comic, and poetic descriptions, character sketches, narratives, gusts of feeling, delicate ironies, and astute observations.

Click on a position to add the sentence to the passage.

A: position 1 B: Position 2 C: Position 3 D: Position 4

接下來(lái)再來(lái)看看如何解答這道題。理解要插入的句子，These tales included grotesque, comic, and poetic descriptions, character sketches, and narratives, gusts of feeling, delicate ironies, and astute observations. 我們看這個(gè)句子是主、謂、賓結(jié)構(gòu)，其中賓語(yǔ)為一些列的并列名詞和短語(yǔ)。尋找銜接詞，這個(gè)句子的銜接詞為：These tales。分析這個(gè)句子和上下文的關(guān)系：位置1 不可能，因?yàn)樗竺娴木渥邮且粋€(gè)主題型句子，即，提出論點(diǎn)，而我們要插入的句子為一個(gè)小點(diǎn)，屬于論據(jù)。然后看位置2，這里出現(xiàn)了和我們要加入句子一樣的信息點(diǎn)Some of their talk took the form of tales and vignettes told for their own sake。顯然句子放在位置2是不行的;位置3后面的句子是對(duì)其前面句子for their own sake的進(jìn)一步解釋。所以最后只能是位置4了。把這個(gè)句帶入各個(gè)位置。檢查每個(gè)位置，位置4是最恰當(dāng)?shù)摹?/p>

句子插入題的一個(gè)本質(zhì)和一個(gè)原則往往被大家忽略，導(dǎo)致失分很多。一個(gè)本質(zhì)---插入句是一句“可有可無(wú)”的話。題的出題位置大家比較清楚，一般處于倒數(shù)第二題的位置，并且用來(lái)出題的段落是大家應(yīng)該在前面的題目中已經(jīng)見(jiàn)到過(guò)，而之前的題目和文章既然大家理解起來(lái)沒(méi)有出現(xiàn)大的障礙，就說(shuō)明插入進(jìn)來(lái)的句子是一句可有可無(wú)的話。這就要從兩個(gè)方面來(lái)理解了。

何為“可有”?既然插入句能放進(jìn)原文中去，就說(shuō)明它和原文是有一定關(guān)系的，所以叫“可有”，這也就意味著，插入句的部分含義是在原文中有所重復(fù)的。所以我們的重點(diǎn)是回到文中找那部分被重復(fù)的句意。例如：

█Watt's steam engine soon showed what it could do. █It liberated industry fromdependence on running water. █The engine eliminated water in the mines by drivingefficient pumps, which m-ade possible deeper and deeper mining. █The ready availability ofcoal inspired William Murdoch during the 1790s to develop the first new form of nighttimeillumination to be discovered in a mill-ennium and a half. Coal gas rivaled smoky oil lamps andflickering candles, a-nd early in the new century, well-to-do Londoners grew accustomed togaslit houses and even streets. Iron manufacturers, which had starved for fuel while dependingon charcoal, also benefited from ever-increasing supplies of coal: b-last furnaces with steam-powered bellows turned out more iron and steel for the new machinery. Steam became themotive force of the Industrial Revolu-tion as coal and iron ore were the raw materials.

(官方真題Official6-Powering the Industrial Revolution)

Look at the four squares [█] that indicate where the following sentence coul-d be added tothe passage.

The factories did not have to go to the streams when power could come to th-e factories.

Where would the sentence best fit?

在上題中，“l(fā)iberated industry from dependence on running water”和 “The factories did not have to go to the streams”句意便發(fā)生了重合。所以我們可以確定，文中第二句話的前后應(yīng)該是我們可以選擇的范圍。

何為“可無(wú)”?這個(gè)便是經(jīng)常被大家忽略的地方。既然這句話，可以省略，那么這個(gè)插入句究竟要符合什么特點(diǎn)呢?還是以上題為例，我們發(fā)現(xiàn) “l(fā)iberated industry from dependence on running water”和 “The factories didnot have to go to the streams”句意發(fā)生了重合，那究竟應(yīng)該把插入句放在第二個(gè)█還是第三個(gè)█呢?這時(shí)就需要分情況討論了：

情況1：放在第二個(gè)█，也就是說(shuō)我們認(rèn)為插入句是和下文有關(guān)系，既然要符合“可無(wú)”這個(gè)本質(zhì)，所以說(shuō)插入句必須是對(duì)下文概括或者引出。

情況2：放在第三個(gè)█，也就是說(shuō)我們認(rèn)為插入句是和上文有關(guān)系，既然要符合“可無(wú)”這個(gè)本質(zhì)，所以說(shuō)插入句必須是對(duì)上文進(jìn)一步解釋。

綜合以上兩種情況，我們會(huì)發(fā)現(xiàn)，插入句要么總結(jié)引出下文，要么進(jìn)一步解釋上文。所以我們會(huì)發(fā)現(xiàn)，在插入題中，前一句的敘述范圍應(yīng)該總比后一句大?！「鶕?jù)上述內(nèi)容，也就引出了我們需要注意的一個(gè)非常重要的做題原則。

一個(gè)原則。在插入題中，句子的敘述順序遵循從大到小，從抽象到具體的原則。找到重復(fù)的句意后，按照大小順序安置插入句的位置。在上題中，“l(fā)iberated industry from dependence on running water”的意思是解放了工廠對(duì)水流的依賴。 “The factories did not have to go to the streams”的意思是工廠不用去往河流的位置。顯然前者說(shuō)得更概括和抽象，后者更具體，所以按照從大到小的順序，應(yīng)該選擇第二個(gè)█。

怎樣Hold住托福閱讀中的生詞

在托福閱讀中遇到生詞，對(duì)理解無(wú)大礙者可一躍而過(guò)。只有難以推測(cè)的生詞才借助詞典。但過(guò)多依賴詞典會(huì)打斷托福閱讀思路，影響速度及理解，這就需要學(xué)生會(huì)猜詞。本文小編將告訴大家如何應(yīng)對(duì)托福閱讀生詞。

可這不是說(shuō)平時(shí)閱讀一涉及到托福閱讀生詞便去猜測(cè)，如有條件使用詞典，同學(xué)們還是應(yīng)該將不會(huì)的生詞一一查明，并加以記憶。只有這樣才能擴(kuò)充我們的詞匯量，提高閱讀理解能力。猜詞可有多種方法，下面介紹幾種常用且準(zhǔn)確性高的方法，同樣也適合在托福閱讀考試中。

一、托福閱讀利用上下文線索猜測(cè)詞義

1、根據(jù)同義、反義關(guān)系猜詞

Today' s teenagers seem to be more liberal in their ideas than their _______ grandparents.

A. freethinking B. traditional C. old D. happy

traditional與liberal意思相反，故選B。

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2、根據(jù)句意或段落文章的上、下文猜測(cè)詞義

Klebold and Harris felt _______ and wanted to revenge against those who disliked playing

together with them or laughed at them.

A. discouraged B. ashamed C. tired D. separated

根據(jù)下文的disliked playing together with them判斷此處應(yīng)為“感到孤立”，故選D。

托福閱讀真題訓(xùn)練1

The most thoroughly studied cases of deception strategies employed by ground-nesting birds involve plovers, small birds that typically nest on beaches or in open fields, their nests merely scrapes in the sand or earth. Plovers also have an effective repertoire of tricks for distracting potential nest predators from their exposed and defenseless eggs or chicks.

The ever-watchful plover can detect a possible threat at a considerable distance. When she does, the nesting bird moves inconspicuously off the nest to a spot well away from eggs or chicks. At this point she may use one of several ploys. One technique involves first moving quietly toward an approaching animal and then setting off noisily through the grass or brush in a low, crouching run away from the nest, while emitting rodent like squeaks. The effect mimics a scurrying mouse or vole, and the behavior rivets the attention of the type of predators that would also be interested in eggs and chicks.

Another deception begins with quiet movement to an exposed and visible location well away from the nest. Once there, the bird pretends to incubate a brood. When the predator approaches, the parent flees, leaving the false nest to be searched. The direction in which the plover escapes is such that if the predator chooses to follow, it will be led still further away from the true nest.

The plover's most famous stratagem is the broken-wing display, actually a continuum of injury-mimicking behaviors spanning the range from slight disability to near-complete helplessness. One or both wings are held in an abnormal position, suggesting injury. The bird appears to be attempting escape along an irregular route that indicates panic. In the most extreme version of the display, the bird flaps one wing in an apparent attempt to take to the air, flops over helplessly, struggles back to its feet, runs away a short distance, seemingly attempts once more to take off, flops over again as the useless wing fails to provide any lift, and so on. Few predators fail to pursue such obviously vulnerable prey. Needless to say, each short run between flight attempts is directed away from the nest.

1. What does the passage mainly discuss?

(A) The nest-building techniques of plovers

(B) How predators search for plovers

(D) Why plovers are vulnerable to predators

2. The word merely in fine 3 is closest in meaning to

(A) often

(B) only

(D) at first

3. Which of the following is mentioned in the passage about plovers?

(A) Their eggs and chicks are difficult to find.

(B) They are generally defenseless when away from their nests.

(D) Their nests are on the surface of the ground.

4. The word emitting in line 10 is closest in meaning to

(A) bringing

(B) attracting

(D) minimizing

5. In the deception technique described in paragraph 2, the plover tries to

(A) stay close to her nest

(B) attract the predator's attention

(D) frighten the approaching predator

6. The word spanning in line 19 is closest in meaning to

(A) covering

(B) selecting

(D) explaining

7. According to paragraph 4, which of the following aspects of the plover's behavior gives the

appearance that it is frightened?

(A) Abnormal body position

(B) Irregular escape route

(D) Unusual amount of time away from the nest

8. The word pursue in line 25 is closest in meaning to

(A) catch

(B) notice

(D) chase

9. According to the passage , a female plover utilizes all of the following deception techniques

EXCEPT

(A) appearing to be injured

(B) sounding like another animal

(D) pretending to sit on her eggs

10. Which of the following best describes the organization of the passage ?

(A) A description of the sequence of steps involved in plovers nest building

(B) A generalization about plover behavior followed by specific examples

(D) A cause-and-effect analysis of the relationship between a prey and a predator

PASSAGE 63 CBDCB ABDCB

托福閱讀真題訓(xùn)練2

PASSAGE 64

What unusual or unique biological trait led to the remarkable diversification and unchallenged success of the ants for ever 50 million years? The answer appears to be that they were the first group of predatory eusocial insects that both lived and foraged primarily in the soil and in rotting vegetation on the ground. Eusocial refers to a form of insect society characterized by specialization of tasks and cooperative care of the young; it is rare among insects. Richly organized colonies of the land made possible by eusociality enjoy several key advantages over solitary individuals.

Under most circumstances groups of workers are better able to forage for food and defend the nest, because they can switch from individual to group response and back again swiftly and according to need. When a food object or nest intruder is too large for one individual to handle, nestmates can be quickly assembled by alarm or recruitment signals. Equally important is the fact that the execution of multiple-step tasks is accomplished in a series-parallel sequence. That is, individual ants can specialize in particular steps, moving from one object (such as a larva to be fed) to another (a second larva to be fed). They do not need to carry each task to completion from start to finish — for example, to check the larva first, then collect the food, then feed the larva. Hence, if each link in the chain has many workers in attendance, a series directed at any particular object is less likely to fail. Moreover, ants specializing in particular labor categories typically constitute a caste specialized by age or body form or both. There has been some documentation of the superiority in performance and net energetic yield of various castes for their modal tasks, although careful experimental studies are still relatively few.

What makes ants unusual in the company of eusocial insects is the fact that they are the only eusocial predators (predators are animals that capture and feed on other animals) occupying the soil and ground litter. The eusocial termites live in the same places as ants and also have wingless workers, but they feed almost exclusively on dead vegetation.

1. Which of the following questions does the passage primarily answer?

(A) How do individual ants adapt to specialized tasks?

(B) What are the differences between social and solitary insects?

(D) Why have ants been able to thrive for such a long time?

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

(A) inherited

(B) habitual

(D) natural

3. The word rotting in line 4 is closest in meaning to

(A) decaying

(B) collected

(D) cultivated