托福閱讀否定細節(jié)題怎么做解題策略
托福閱讀考試拿到高分，一方面是扎實的閱讀能力，另外一方面就是做題的能力。那么在具體的備考練習中，閱讀題型對應的解題技巧，也是大家重點練習的內容。具體的閱讀否定細節(jié)題的做題技巧是什么?下面小編為大家整理了詳細的內容，供大家參考!
托福閱讀否定細節(jié)題怎么做
對于托福閱讀否定信息題，一般都來否定某個事實，在題目中都會出現(xiàn)標志詞EXCEPT或者是NOT，而題干要要求在四個選項中選出一個和題干去掉EXCEPT或NOT之后所敘述內容不相符合的選項(聽起來好繞@@，以下簡稱“去否題干”)，其實就是四個選項中三個選項的內容是“正確的”(確切來講是符合“去否題干”內容的)，一個選項內容是不符合“去否題干”內容的，我們要做的就是找出它，是它是它就是它(沒錯，就是挑錯題)!
上面是對否定信息題的介紹，那么我們就會發(fā)現(xiàn)一個問題，我們都知道，事實信息題通常只需要找一個選項符合題干就可以了，否定事實信息題卻要在原文中找三個選項符合“去否的題干”!聰明的同學已經發(fā)現(xiàn)了，這意味著否定事實信息題需要很大很大的閱讀范圍，它考查的能力比事實信息題要更加注重“信息查找能力”。很明顯，這種思路是典型的“4選3”思路，與我們說的“巧解”大相徑庭，那么如何“巧解”否定信息題呢?
我們來看一個例題：
Paragraph 7: The Cognitive approach. Cognitive psychologists assert that our behavior is influenced by our values, by the ways in which we interpret our situations and by choice. For example, people who believe that aggression is necessary and justified-as during wartime-are likely to act aggressively, whereas people who believe that a particular war or act of aggression is unjust, or who think that aggression is never justified, are less likely to behave aggressively.
Paragraph 8: One cognitive theory suggests that aggravating and painful events trigger unpleasant feelings. These feelings, in turn, can lead to aggressive action, but not automatically. Cognitive factors intervene. People decide whether they will act aggressively or not on the basis of factors such as their experiences with aggression and their interpretation of other people's motives. Supporting evidence comes from research showing that aggressive people often distort other people's motives. For example, they assume that other people mean them harm when they do not.
9. According to the cognitive approach described in paragraphs 7 and 8, all of the following may influence the decision whether to act aggressively EXCEPT a person's
○Moral values
○Previous experiences with aggression
○Instinct to avoid aggression
○B(yǎng)eliefs about other people's intentions
這道題目的定位范圍是兩個自然段，四個選項中有三個會influence the decision whether to act aggressively，有一個選項不會“影響一個人決定是否要表現(xiàn)的具有侵略性”，我們要選擇這個選項。首先，在第七自然段的第二句“Cognitive psychologists assert that our behavior is influenced by our values, by the ways in which we interpret our situations and by choice.”中就提到moral values，對應A 選項。其次，在第八自然段中，第四句“People decide whether they will act aggressively or not on the basis of factors such as their experiences with aggression and their interpretation of other people's motives.”中提到兩個選項，一個是“their experiences with aggression”對應B選項，另外一個是“interpretation of other people's motives”對應D選項。只有C選項的instinct沒有提到，這道題目選擇C選項。
托福閱讀否定事實信息題解題方法
熟悉托福閱讀的考生都知道，托福閱讀有十大題型，這十大題型各有側重考查點，是ETS為考查我們各方面語言能力而設計的。因此，明確題型的特點和其所考查的能力，能夠幫助我們在做題的時候思路更加清晰，目標更加明確，正確率自然能夠得到保證。同時，針對不同題型的特定的解題技巧，也幫助我們更快、更準、更穩(wěn)的去解題。今天，等待我們去探索的，就是否定事實信息題--Negative Factual Information question。
否定事實信息題長得非常好辨識，問題標志詞為EXCEPT或NOT，題干要求在四個選項中選出一個和題干去掉EXCEPT或NOT之后所敘述內容不相符合的選項(聽起來好繞@@，以下簡稱“去否題干”)，其實就是四個選項中三個選項的內容是“正確的”(確切來講是符合“去否題干”內容的)，一個選項內容是不符合“去否題干”內容的，我們要做的就是找出它，是它是它就是它(沒錯，就是挑錯題)!那么問題來了，我們都知道，事實信息題通常只需要找一個選項符合題干就可以了，否定事實信息題卻要在原文中找三個選項符合“去否的題干”!聰明的同學已經發(fā)現(xiàn)了，這意味著否定事實信息題需要很大很大的閱讀范圍，它考查的能力比事實信息題要更加注重“信息查找能力”。很明顯，這種思路是典型的“4選3”思路，與我們說的“巧解”大相徑庭，那么如何“巧解”否定事實信息題呢?
我們來看一道例題：
Paragraph 2: The source had long been known but not exploited. Early in the century, a pump had come into use in which expanding steam raised a piston in a cylinder,and atmospheric pressure brought it down again when the steam condensed inside the cylinder to form a vacuum.This “atmospheric engine,” invented by Thomas Savery and vastly improved by his partner, Thomas Newcomen, embodied revolutionary principles, but it was so slow and wasteful of fuel that it could not be employed outside the coal mines for which it had been designed. In the 1760s, James Watt perfected a separate condenser for the steam, so that the cylinder did not have to be cooled at every stroke; then he devised a way to make the piston turn a wheel and thus convert reciprocating (back and forth) motion into rotary motion. He thereby transformed an inefficient pump of limited use into a steam engine of a thousand uses. The final step came when steam was introduced into the cylinder to drive the piston backward as well as forward thereby increasing the speed of the engine and cutting its fuel consumption.
According to paragraph 2, Watt's steam engine differed from earlier steam engines, in each of the following ways, EXCEPT:
It used steam to move a piston in a cylinder
It worked with greater speed.
It was more efficient in its use of fuel.
It could be used in many different ways.
--TPO6-1 Powering the Industrial Revolution
讀題干后，我們找到關鍵詞Watt's steam engine，題干問的是Watt's steam engine與earlier steam在哪些方面不同。通常，同學們在讀完題干后知道選項中有3個是Watt's steam engine的特點，然后就帶著關鍵詞回原文定位，定位后細讀定位內容，然后對比選項，選出答案為A。這是最普遍的同學們的做法。通過讀定位部分我們發(fā)現(xiàn)，定位部分的內容占據段落一半的內容，而且涉及蒸汽機的工作原理，增加了閱讀難度，那有沒有什么方法能夠快速解這道題呢?首先我們再來分析以下題干，題干問的是Watt's steam engine在哪些方面differed from早前的蒸汽機，differ from意為“不同于”，涉及到“比較”，同學們可以快速的開以下腦洞，猜想本題的正確選項很有可能是earlier steam engine的特點，也許這個特點只有earlier steam engine具備，也許是Watt's steam engine和earlier steam engine共有的特點，總之，如果發(fā)現(xiàn)earlier steam engine特點的選項，就一定是本題的正確答案了!這一點在我們讀段落第二句的時候一下子就得到了驗證，發(fā)現(xiàn)earlier steam engine是用expanding steam raised a piston in a cylinder，那么答案很顯然選A，這樣，我們規(guī)避了去核對剩下3個選項的繁瑣步驟，并且，由于選項的詞匯和句子都非常簡單，我們還可以通過讀剩下3個選項來幫助我們更好的理解文意。
托福閱讀原文及翻譯練習資料
托福閱讀原文：
Elements of Life
The creation of life requires a set of chemical elements for making the components of cells. Life on Earth uses about 25 of the 92 naturally occurring chemical elements, although just 4 of these elements—oxygen, carbon, hydrogen, and nitrogen—make up about 96 percent of the mass of living organisms. Thus, a first requirement for life might be the presence of most or all of the elements used by life.
Interestingly, this requirement can probably be met by almost any world. Scientists have determined that all chemical elements in the universe besides hydrogen and helium (and a trace amount of lithium) were produced by stars. These are known as heavy elements because they are heavier than hydrogen and helium. Although all of these heavy elements are quite rare compared to hydrogen and helium, they are found just about everywhere.
Heavy elements are continually being manufactured by stars and released into space by stellar deaths, so their amount compared to hydrogen and helium gradually rises with time. Heavy elements make up about 2 percent of the chemical content (by mass) of our solar system, the other 98 percent is hydrogen and helium. In some very old star systems, which formed before many heavy elements were produced, the heavy-element share may be less than 0.1 percent. Nevertheless, every star system studied has at least some amount of all the elements used by life. Moreover, when planetesimals—small, solid objects formed in the early solar system that may accumulate to become planets—condense within a forming star system, they are inevitably made from heavy elements because the more common hydrogen and helium remain gaseous. Thus, planetesimals everywhere should contain the elements needed for life, which means that objects built from planetesimals—planets, moons, asteroids, and comets-also contain these elements. The nature of solar-system formation explains why Earth contains all the elements needed for life, and it is why we expect these elements to be present on other worlds throughout our solar system, galaxy, and universe.
Note that this argument does not change, even if we allow for life very different from life on Earth. Life on Earth is carbon based, and most biologists believe that life elsewhere is likely to be carbon based as well. However, we cannot absolutely rule out the possibility of life with another chemical basis, such as silicon or nitrogen. The set of elements (or their relative proportions) used by life based on some other element might be somewhat different from that used by carbon-based life on Earth. But the elements are still products of stars and would still be present in planetesimals everywhere. No matter what kinds of life we are looking for, we are likely to find the necessary elements on almost every planet, moon, asteroid, and comet in the universe.
A somewhat stricter requirement is the presence of these elements in molecules that can be used as ready-made building blocks for life, just as early Earth probably had an organic soup of amino acids and other complex molecules. Earth's organic molecules likely came from some combination of three sources: chemical reactions in the atmosphere, chemical reactions near deep-sea vents in the oceans, and molecules carried to Earth by asteroids and comets. The first two sources can occur only on worlds with atmospheres or oceans, respectively. But the third source should have brought similar molecules to nearly all worlds in our solar system.
Studies of meteorites and comets suggest that organic molecules are widespread among both asteroids and comets. Because each body in the solar system was repeatedly struck by asteroids and comets during the period known as the heavy bombardment (about 4 billion years ago), each body should have received at least some organic molecules. However, these molecules tend to be destroyed by solar radiation on surfaces unprotected by atmospheres. Moreover, while these molecules might stay intact beneath the surface (as they evidently do on asteroids and comets), they probably cannot react with each other unless some kind of liquid or gas is available to move them about. Thus, if we limit our search to worlds on which organic molecules are likely to be involved in chemical reactions, we can probably rule out any world that lacks both an atmosphere and a surface or subsurface liquid medium, such as water.
托福閱讀翻譯：
生命的元素
生命的創(chuàng)造需要一套用于制造細胞成分的化學元素?！暗厍蛏系纳笔褂昧?2種天然化學元素中的25種，盡管這些元素中只有4種：氧，碳，氫和氮——構成了大約96%的活生物體。因此，生命的第一個要求可能是生命需要用到的大部分或全部元素的存在。
有趣的是，幾乎所有的世界都可以滿足這個要求?？茖W家們已經確定，除了氫和氦(以及微量的鋰)之外，宇宙中的所有化學元素也都是由恒星產生的。這些被稱為重元素，因為它們比氫和氦重。盡管與氫和氦相比，所有這些重元素都很罕見，但它們幾乎遍布各處。
重元素不斷由恒星制造并通過恒星死亡釋放到太空中，因此它們的量與氫和氦相比隨著時間的推移逐漸增加。重元素占我們太陽系化學含量的百分之二(按質量計)，另外百分之九十八是氫和氦。在一些非常古老的恒星系統(tǒng)中，這些恒星系統(tǒng)在許多重元素出現(xiàn)之前形成，重元素份額可能低于0.1%。盡管如此，所研究的每個恒星系統(tǒng)都至少有一定數量的生命使用的元素。而且，當星子——在早期的太陽系中形成的，可以積聚組成行星的小的固體物質——凝聚成一個穩(wěn)定的行星系統(tǒng)，它們不可避免地由重元素制成，因為更常見的氫和氦氣保持氣態(tài)。因此，任何地方的星子都應該包含生命所需要的元素，這意味著由星子組成的——行星、衛(wèi)星、小行星和彗星等構成的物體——也包含這些元素。太陽系形成的本質解釋了為什么地球包含生命所需的所有元素，這就是為什么我們期望這些元素存在于整個太陽系，星系和宇宙中的其他世界。
請注意，即使我們允許生命與地球上的生命截然不同，這個論點也不會改變。地球上的生命是以碳為基礎的，大多數生物學家認為其他地方的生活也可能以碳為基礎。但是，我們不能完全排除使用另一種化學基礎如硅或氮的生命的可能性。基于某些其他元素的生命所使用的元素(或其相對比例)可能與地球上基于碳的生命所使用的元素有所不同。但這些元素仍然是恒星的產物，并且仍然會在各處的星子中出現(xiàn)。無論我們在尋找什么樣的生物，我們都可能在宇宙中的幾乎每個行星，月球，小行星和彗星上找到必要的元素。
一個更嚴格的要求是分子中存在這些元素，這些元素可以作為現(xiàn)成的生命基石，就像早期的地球可能有氨基酸和其他復雜分子的有機湯一樣。地球的有機分子可能來自三種來源的某一種組合：大氣中的化學反應，海洋深海通風口附近的化學反應以及小行星和彗星攜帶到地球的分子。前兩個來源分別只能出現(xiàn)在有大氣或海洋的世界上。 但是第三個來源應該給我們的太陽系中的幾乎所有世界帶來類似的分子。
對隕石和彗星的研究表明，有機分子在小行星和彗星中都很普遍。 由于太陽系中的每個個體在被稱為重度轟炸的時期(大約40億年前)一再遭到小行星和彗星的襲擊，所以每個個體至少應該接受一些有機分子。然而，這些分子往往被不受大氣保護的表面上的太陽輻射破壞。此外，盡管這些分子可能會在表面下保持完整(因為它們明顯對小行星和彗星有影響)，但除非某種液體或氣體可用于移動它們，否則它們可能無法相互反應。因此，如果我們將研究范圍限制在僅有有機分子可能參與化學反應的世界上，我們可以排除任何缺乏大氣和表面或地下液體介質(如水)的世界。
4種托福閱讀方法解讀
托福閱讀備考方法一 泛讀
這里講的泛讀是指廣泛閱讀大量涉及不同領域的文章，要求讀得快，理解和掌握文中的主要內容就可以。要確定一個明確的閱讀定額，定額要結合自己的實際，可多可少，例如每天讀20頁。
托福閱讀備考方法二 計時
計時閱讀每次進行5～10分鐘即可，不宜太長。因為計時快速閱讀，精力高度集中，時間一長，容易疲勞，精力分散反而乏味。
托福閱讀備考方法三 跳讀
尋讀又稱查讀，同略讀一樣，尋讀也是一種快速閱讀技巧。
尋讀是一種從大量的資料中迅速查找某一項具體事實或某一項特定信息，如人物、事件、時間、地點、數字等，而對其它無關部分略去不讀的快速閱讀方法。
托福閱讀備考方法四 略讀
略讀又稱跳讀(readingandskipping)或瀏覽(glancing)，是一種專門的，非常實用的快速閱讀技能。
略讀有下列幾個特點：
A.以極快的速度閱讀文章，尋找字面上或事實上的主要信息和少量的闡述信息。
B.可以跳過某個部分或某些部分不讀。
C.理解水平可以稍低一些，但也不能太低。
托福閱讀否定細節(jié)題怎么做解題策略相關文章：
★ 托福閱讀題型講解
★ 托福閱讀考試技巧
托福閱讀否定細節(jié)題怎么做解題策略
