托福閱讀中的倒裝句整理
托福閱讀之所以讓同學(xué)們苦惱，除了托福閱讀詞匯量較大以外，句子結(jié)構(gòu)復(fù)雜也是新托福閱讀的障礙之一。面對(duì)難句，我們必須迅速把握其主干和重點(diǎn)，下面介紹的倒裝句便是如此。來看看吧!
托福閱讀中的倒裝句整理
托福閱讀中的倒裝句主要有下列情況：
1.方位副詞放在句首
Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine。
2.介詞放在句首
Among the species of seabirds that use the windswept cliffs of the Atlantic coast of Canada in the summer to mate， lay eggs， and rear their young are common murres， Atlantic puffins， black-legged kittiwakes， and northern gannets。
3. 形容詞放在句首
Implicit in it is an aesthetic principle as well： that the medium has certain qualities of beauty and expressiveness with which sculptors must bring own aesthetic sensibilities into harmony。
4.過去分詞放在句首
Accustomed though we are to speaking of the films made before 1927 as “silent”， the film has never been， in the full sense of the word， silent。
5.現(xiàn)在分詞放在句首
Missing until recently were fossils clearly intermediate， or transitional， between land mammals and cetaceans。
句子倒裝的目的主要有兩個(gè)：
一是被提前的部分被強(qiáng)調(diào)，如上述的第四句：Accustomed though we are to speaking of the films made before 1927 as “silent”，其中的accustomed按照正常語序應(yīng)該放在are之后：Though we are accustomed to speaking of the films made before 1927 as “silent”。之所以將accustomed提前，是為了強(qiáng)調(diào)它。二是為了句子的平衡，否則將導(dǎo)致頭重腳輕的效果，如上述的第一句、第三句和第五句。以第五句為例，按照正常語序應(yīng)該是：Fossils clearly intermediate， or transitional， between land mammals and cetaceans were missing until recently。但是這種句子結(jié)構(gòu)比較糟糕，因?yàn)橹髡Z及其修飾語過長(從句首直到cetaceans)，而謂語部分were missing until recently較短，容易造成頭重腳輕的效果。第五句將missing提前，避免了這一現(xiàn)象。
托福閱讀中為了考試時(shí)能迅速把握句子的主干，大家需要進(jìn)行更多的閱讀和分析，每種托福閱讀難句類型都有一定的練習(xí)，在不斷的練習(xí)中自己總結(jié)不同類型文章的行文思路，不同類型考題的答題技巧，練得多了考試時(shí)就能駕輕就熟了。
托福閱讀中常見的八個(gè)問題
1、如何合理利用技巧完成托福閱讀?
參加托?？荚嚨目荚囈话慵性诟咧猩?、大學(xué)生，詞匯量在四五千左右，他們?cè)诮佑|托福閱讀的時(shí)候會(huì)遇到很多生詞，尤其是分門別類的學(xué)科詞匯，分為地理、天文、生物學(xué)、動(dòng)物學(xué)四大塊，學(xué)員就會(huì)有很多的誤解，到底應(yīng)該掌握多少詞匯才能做好托福閱讀。其實(shí)只要確定好中心詞匯和構(gòu)架詞匯的區(qū)別，對(duì)學(xué)科詞匯只需要認(rèn)知，對(duì)構(gòu)架詞匯需要熟知。在技巧中只需要通過分解句型，由于托福閱讀特別長，每個(gè)都是長連句分析，把它按照邏輯分解之后，按照關(guān)鍵詞，找到重點(diǎn)部分，最后找到簡潔的出題主干，就很容易理解了。
2、在讀托福閱讀的文章時(shí)應(yīng)該采用什么順序和方法?
讀文章一般都是先看題目再讀文章?？搭}目的話，托福和雅思的區(qū)別就在于要我們自己去定位，因?yàn)槊總€(gè)題目都是按照文章的順序順延下來的，只是在最后一個(gè)小結(jié)題目的時(shí)候需要翻開前面的文章，重點(diǎn)讀每一段的首末句找到它。
3、平時(shí)再教學(xué)中，學(xué)生做托福閱讀題目時(shí)有什么常見的誤區(qū)嗎?
大多數(shù)學(xué)生的問題都在于對(duì)句子的理解，尤其是復(fù)合句，學(xué)生無法理解整個(gè)句子，而是會(huì)按照個(gè)別的單次來分散，造成句子理解的中斷。我們?cè)诮虒?dǎo)的時(shí)候會(huì)把句子分解，讓學(xué)生去看句子的構(gòu)架，這樣學(xué)生去找主干的話就會(huì)容易的多了。由于托福閱讀中，一長段的內(nèi)容實(shí)際上有效信息并不多，要從中找出有效信息就需要對(duì)句型有了解，只看獨(dú)立的詞就無法理解意思。
4、托福閱讀是需要六級(jí)以上的詞匯量才能得到相對(duì)較高的分?jǐn)?shù)嗎?為什么?
學(xué)生考過六級(jí)之后不一定能在托福上獲得高分，六級(jí)和托福的考試還是有非常大的區(qū)別。六級(jí)的詞匯量是考托福起碼的一個(gè)基礎(chǔ)。因?yàn)榱?jí)背誦的大多數(shù)是構(gòu)架詞匯，這些是需要熟練的。如果有六級(jí)詞匯的基礎(chǔ)，后續(xù)學(xué)習(xí)中基礎(chǔ)提高也會(huì)比較快。
5、對(duì)于基礎(chǔ)較差的學(xué)生，或者是詞匯量不足的高中生，如何學(xué)習(xí)托福去拿到一個(gè)較好的分?jǐn)?shù)?
現(xiàn)在教研組也開發(fā)出了針對(duì)不同學(xué)生所需要的詞表，詞匯會(huì)劃分等級(jí)層層遞進(jìn)，我們現(xiàn)在也已經(jīng)開始對(duì)學(xué)生實(shí)行，效果也很好。
6、那對(duì)于基礎(chǔ)較差的學(xué)生，需要他們?cè)~匯量增加到六級(jí)的程度，是否也會(huì)比較困難?
也不會(huì)很難。詞表設(shè)計(jì)十分合理，每一級(jí)別都是考試中經(jīng)常出現(xiàn)的高頻詞匯，我們也會(huì)讓學(xué)生每天掌握一定的量，學(xué)生如果能按照老師的要求每天完成，進(jìn)展還是很快的。
7、近期的托福閱讀考試趨勢(shì)如何?
最近考試可能會(huì)出現(xiàn)一些經(jīng)濟(jì)類、美國國家文化、城市類的比較多，通過最近幾次的考試也能看出這些內(nèi)容以前都有涉及到，現(xiàn)在漸漸地考試中出現(xiàn)多了，像考古學(xué)現(xiàn)在也有出現(xiàn)，這些類型的文章對(duì)學(xué)生的難度也會(huì)比較大，對(duì)學(xué)生熟悉度較低，尤其像考古學(xué)的內(nèi)容會(huì)涉及到專業(yè)性的詞匯，這些詞匯會(huì)有很基礎(chǔ)的構(gòu)架，我們會(huì)讓學(xué)生記下來，這樣答題也會(huì)比較容易。
8、對(duì)于近期要準(zhǔn)備托福考試的學(xué)生，是否有建議?
建議學(xué)生正式備考的時(shí)間不超過三個(gè)月?？荚嚽斑€是希望同學(xué)不要浮躁，按照老師的要求去專心備考，不要有特別多的僥幸心理。有同學(xué)可能覺得選擇題可以按照所謂的技巧去蒙題猜題。我們確實(shí)是有給到一些很便捷的猜測題目方法，但是如果在考試時(shí)間比較充裕的前提下，還是安心備考，從最基礎(chǔ)的學(xué)起，學(xué)習(xí)必要詞匯，分析文章的方法，培養(yǎng)成一個(gè)良好的閱讀習(xí)慣。
托福閱讀真題1
The Native American peoples of the north Pacific Coast created a highly complex maritime culture as they invented modes of production unique to their special environment. In addition to their sophisticated technical culture, they also attained one of the most complex social organizations of any nonagricultural people in the world.
In a division of labor similar to that of the hunting peoples in the interior and among foraging peoples throughout the world, the men did most of the fishing, and the women processed the catch. Women also specialized in the gathering of the abundant shellfish that lived closer to shore. They collected oysters, crabs, sea urchins, mussels, abalone, and clams, which they could gather while remaining close to their children. The maritime life harvested by the women not only provided food, but also supplied more of the raw materials for making tools than did fish gathered by the men. Of particular importance for the native tool kit before the introduction of metal was the wide knife made from the larger mussel shells, and a variety of cutting edges that could be made from other marine shells.
The women used their tools to process all of the fish and marine mammals brought in by the men. They cleaned the fish, and dried vast quantities of them for the winter. They sun-dried fish when practical, but in the rainy climate of the coastal area they also used smokehouses to preserve tons of fish and other seafood annually. Each product had its own peculiar characteristics that demanded a particular way of cutting or drying the meat, and each task required its own cutting blades and other utensils.
After drying the fish, the women pounded some of them into fish meal, which was an easily transported food used in soups, stews, or other dishes to provide protein and thickening in the absence of fresh fish or while on long trips. The woman also made a cheese-like substance from a mixture of fish and roe by aging it in storehouses or by burying it in wooden boxes or pits lined with rocks and tree leaves.
1. Which aspect of the lives of the Native Americans of the north Pacific Coast does the passage
mainly discuss?
(A) Methods of food preservation
(B) How diet was restricted by the environment
(C) The contributions of women to the food supply
(D) Difficulties in establishing successful farms
2. The word unique in line 2 is closest in meaning to
(A) comprehensible
(B) productive
(C) intentional
(D) particular
3. The word attained in line 3 is closest in meaning to
(A) achieved
(B) modified
(C) demanded
(D) spread
4. It can be inferred from paragraph 1 that the social organization of many agricultural peoples is
(A) more complex than that of hunters and foragers
(B) less efficient than that of hunters and foragers
(C) more widespread than that of hunters and foragers
(D) better documented than that of hunters and foragers
5. According to the passage , what is true of the division of labor mentioned in line 5?
(A) It was first developed by Native Americans of the north Pacific Coast.
(B) It rarely existed among hunting
(C) It was a structure that the Native Americans of the north Pacific Coast shared with many
other peoples.
(D) It provided a form of social organization that was found mainly among coastal peoples.
6. The word abundant in line 7 is closest in meaning to
(A) prosperous
(B) plentiful
(C) acceptable
(D) fundamental
7. All of the following are true of the north Pacific coast women EXCEPT that they
(A) were more likely to catch shellfish than other kinds of fish
(B) contributed more materials for tool making than the men did
(C) sometimes searched for food far inland from the coast
(D) prepared and preserved the fish
8. The word They in line 16 refers to
(A) women
(B) tools
(C) mammals
(D) men
9. The Native Americans of the north Pacific Coast used smokehouses in order to
(A) store utensils used in food preparation
(B) prevent fish and shellfish from spoiling
(C) have a place to store fish and shellfish
(D) prepare elaborate meals
10. The wore peculiar in line 19 is closest in meaning to
(A) strange
(B) distinctive
(C) appealing
(D) biological
11. All of following are true of the cheese-like substance mentioned in paragraph 4 EXCEPT that it
was
(A) made from fish
(B) not actually cheese
(C) useful on long journeys
(D) made in a short period of time
PASSAGE 39 CDAAC BCABB D
托福閱讀真題2
According to anthropologists, people in preindustrial societies spent 3 to 4 hours per day or about 20 hours per week doing the work necessary for life. Modern comparisons of the amount of work performed per week, however, begin with the Industrial Revolution (1760-1840) when 10- to 12-hour workdays with six workdays per week were the norm. Even with extensive time devoted to work, however, both incomes and standards of living were low. As incomes rose near the end of the Industrial Revolution, it became increasingly common to treat Saturday afternoons as a half-day holiday. The half holiday had become standard practice in Britain by the 1870's, but did not become common in the United States until the 1920's.
In the United States, the first third of the twentieth century saw the workweek move from 60 hours per week to just under 50 hours by the start of the 1930's. In 1914 Henry Ford reduced daily work hours at his automobile plants from 9 to 8. In 1926 he announced that henceforth his factories would close for the entire day on Saturday. At the time, Ford received criticism from other firms such as United States Steel and Westinghouse, but the idea was popular with workers.
The Depression years of the 1930's brought with them the notion of job sharing to spread available work around; the workweek dropped to a modem low for the United States of 35 hours. In 1938 the Fair Labor Standards Act mandated a weekly maximum of 40 hours to begin in 1940, and since that time the 8-hour day, 5-day workweek has been the standard in the United States. Adjustments in various places, however, show that this standard is not immutable. In 1987, for example, German metalworkers struck for and received a 37.5-hour workweek; and in 1990 many workers in Britain won a 37-hour week. Since 1989, the Japanese government has moved from a 6- to a 5-day workweek and has set a national target of 1,800 work hours per year for the average worker. The average amount of work per year in Japan in 1989 was 2,088 hours per worker, compared to 1,957 for the United States and 1,646 for France.
1. What does the passage mainly discuss?
(A) Why people in preindustrial societies worked few hours per week
(B) Changes that have occurred in the number of hours that people work per week
(C) A comparison of the number of hours worked per year in several industries
(D) Working conditions during the Industrial Revolution
2. Compared to preiudustrial times, the number of hours in the workweek in the nineteenth century
(A) remained constant
(B) decreased slightly
(C) decreased significantly
(D) increased significantly
3. The word norm in line 5 is closest in meaning to
(A) minimum.
(B) example
(C) possibility
(D) standard
4. The word henceforth in line 13 is closest in meaning to
(A) in the end
(B) for a brief period
(C) from that time on
(D) on occasion
5. The idea mentioned in line 15 refers to
(A) the 60-hour workweek
(B) the reduction in the cost of automobiles
(C) the reduction in the workweek at some automobile factories
(D) the criticism of Ford by United States Steel and Westinghouse
6. What is one reason for the change in the length of the workweek for the average worker in the
United States during the 1930's?
(A) Several people sometimes shared a single job.
(B) Labor strikes in several countries influenced labor policy in the United States.
(C) Several corporations increased the length of the workweek.
(D) The United States government instituted a 35-hour workweek.
7. Which of the following is mentioned as one of the purposes of the Fair Labor Standards Act of
1938 ?
(A) to discourage workers from asking for increased wages
(B) to establish a limit on the number of hours in the workweek
(C) to allow employers to set the length of the workweek for their workers
(D) to restrict trade with countries that had a long workweek
8. The word mandated in line 18 is closest in meaning to
(A) required
(B) recommended
(C) eliminated
(D) considered
9. The word immutable in line 21 is closest in meaning to
(A) unmatched
(B) irregular
(C) unnecessary
(D) unchangeable
10. Which of the following is NOT mentioned as evidence that the length of the workweek has
been declining since the nineteenth century?
(A) The half-day holiday (line 7)
(B) Henry Ford (lines 11-12)
(C) United States Steel and Westinghouse (line 14-15)
(D) German metalworkers (line 21)
11. According to the passage , one goal of the Japanese government is to reduce the average
annual amount of work to
(A) 1,646 hours
(B) 1,800 hours
(C) 1,957 hours
(D) 2,088 hours
PASSAGE 40 BDDCC ABADCB
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