你知道如何提高托福閱讀速度嗎
許多考生反映托福閱讀的文章很長(zhǎng)，而且靜不下來一直考試的時(shí)間不夠用，大大的降低了考生的閱讀的閱讀速度，很多同學(xué)不知道怎么提高托福閱讀速度，那么如何提高托福閱讀速度呢?今天就和小編一起來看一下吧!
你知道如何提高托福閱讀速度嗎?
The primary method previously used by paleontologists to estimate climatic changes that occurred during Pleistocene glacial cycles(新世紀(jì)冰川周期)was the determination of 18O/16O(18O與16O分別為氧元素)ratios in calcareous fossils.
第一眼看上去這個(gè)句子很長(zhǎng)，結(jié)構(gòu)很復(fù)雜，但是如果對(duì)這句話進(jìn)行意群劃分，我們會(huì)發(fā)現(xiàn)這個(gè)句子理解起來并沒有那么難。下面我們就來分析一下這個(gè)句子：首先，我們需要找到句子的主干。主語(yǔ)一般是由名詞或代詞來充當(dāng)?shù)?，這句話的主語(yǔ)顯然是“the method”;謂語(yǔ)一般是由動(dòng)詞來充當(dāng)?shù)?，那么這句話中的動(dòng)詞哪一個(gè)才是句子的謂語(yǔ)呢?如果考生對(duì)句子成分比較熟悉的話，很容易判斷出這個(gè)句子其實(shí)是一個(gè)主系表結(jié)構(gòu)，句子的系動(dòng)詞是“was”，后面的“the determination”自然就是句子的表語(yǔ)了。
找到了句子的主干，剩下的就是句子的修飾成分了。下面我們依次來看一下：主語(yǔ)前面的形容詞“primary”是來修飾主語(yǔ)的;主語(yǔ)后面的“previously used by paleontologists”是非謂語(yǔ)作后置定語(yǔ)，也是用來修飾主語(yǔ)的;接下來的“to estimate climatic changes”是不定式作目的狀語(yǔ)來修飾前面的動(dòng)詞“use”;然后，“that”引導(dǎo)的是一個(gè)定語(yǔ)從句，來修飾前面的“climatic changes”，其中“during”作時(shí)間狀語(yǔ)修飾前面的動(dòng)詞“occur”;最后是“系動(dòng)詞+表語(yǔ)”結(jié)構(gòu)。整個(gè)句子按照意群就可以劃分為：
1)The primary method 2)previously used by paleontologists 3)to estimate climatic changes 4)that occurred during Pleistocene glacial cycles 6)was the determination of 18O/16O ratios in calcareous fossils.
整個(gè)句子的結(jié)構(gòu)就變得清晰了，自然閱讀速度就上去了。
托?？荚囍袘?yīng)避免的四個(gè)錯(cuò)誤
一、 托福就是背單詞
新托福閱讀詞匯量在8000--10000左右，很多的高中生只有2000單詞，優(yōu)秀一些的學(xué)生可能會(huì)有4000左右，但要提高到8000還需不斷擴(kuò)充詞匯。同學(xué)中有很多將單詞書過了很多遍，但在實(shí)際讀文章，或是聽力答題的過程中還是顯得單薄。這是因?yàn)榭忌蠖嘤浀弥皇菃卧~的樣子而不熟悉它的發(fā)音和用法。 其實(shí)在新托福聽說讀寫這四個(gè)部分，詞匯考察是不同的。詞匯量考察最大的是閱讀部分，然而這一部分只需要考生眼熟即可。雖然聽力部分考察詞匯量要相對(duì)的少一些， 但對(duì)考生的要求更高， 就是一定要耳熟， 口語(yǔ)一定要嘴熟，寫作要手熟。但不管是哪一部分， 都需要考生對(duì)于大學(xué)英語(yǔ)四六級(jí)這些最為基礎(chǔ)核心的詞匯極為熟悉。托福考試 除了用單詞書系統(tǒng)去背單詞， 考生應(yīng)該總結(jié)聽過的每一篇聽力文章，讀過的每一篇閱讀文章中的生詞。這樣在實(shí)際運(yùn)用中掌握的單詞， 會(huì)很牢靠，因?yàn)槟悴粌H知道了它的意思 還有它的聲音以及用法。所以要將單詞書和托福文章結(jié)合起來，不能脫離文章死背單詞， 亦不能只做文章而不去總結(jié)。
二、 直接做托福題
對(duì)于基礎(chǔ)不是很好的同學(xué)， 不建議直接接觸托福。 如果備考時(shí)間較長(zhǎng)，建議先通過適合自己難度的教材來循序漸進(jìn)的提高自己在英語(yǔ)方面的綜合實(shí)力。托福考試 至于這方面應(yīng)用的材料， 在聽力方面，建議同學(xué)聽step by step 或listen to this 初中級(jí)。對(duì)高中生來說，英語(yǔ)學(xué)習(xí)的面比較窄，一般不能看懂西方的大學(xué)階段的教材。這就要求我們同學(xué)經(jīng)常聽VOA和一些西方的媒體及主流刊物，這里面涉及到一些專業(yè)詞匯，相對(duì)來說中國(guó)學(xué)生接觸得很少， 可以逐步積累。
三、 純靠實(shí)力，對(duì)整個(gè)考試沒有充分的把握
新托福考試每一部分都有各自要求， 考生必選仔細(xì)研讀考試指南。托?？荚?例如寫作，很多同學(xué)傾向用復(fù)雜的單詞，用復(fù)雜的單詞有兩大弱點(diǎn)：一、極其容易拼寫錯(cuò)誤，二、用得不夠恰當(dāng)。有的單詞在字典里翻譯得并不準(zhǔn)確，一旦使用，只會(huì)讓人啼笑皆非。所以單詞的應(yīng)用要以得體適用為主，而不是單純尋求復(fù)雜詞匯。再比如聽力部分，很多同學(xué)都會(huì)盲目地記錄一些文章細(xì)節(jié)，而忽略了對(duì)文章整體架構(gòu)和主要信息的把握。托?？荚?另外缺乏對(duì)文章內(nèi)容進(jìn)行歸納總結(jié)的能力，把握不住文章的重點(diǎn)。所以最后答題仍是不得要領(lǐng)。閱讀更是如果沒有對(duì)各種題型的全面把握，掌握其特點(diǎn)，在考試中會(huì)相當(dāng)棘手。
四、 沒有時(shí)間概念，沒有上機(jī)模擬
從托福來講，很多同學(xué)在臨場(chǎng)考的時(shí)候，茫然不知所措，平時(shí)練得很少，閱讀20分鐘之內(nèi)不能很好的完成一篇文章，寫作在規(guī)定時(shí)間內(nèi)也‘敲’不完，再比如口語(yǔ)，15秒鐘的時(shí)間準(zhǔn)備，有35秒鐘時(shí)間去講，如果平時(shí)沒有充分的花時(shí)間去練習(xí)的話，準(zhǔn)備15秒，從頭到尾講出一些邏輯性的話，很多同學(xué)都無從下手。
托?？荚?建議平時(shí)可以對(duì)著鏡子，自己準(zhǔn)備15秒，在35秒之內(nèi)怎么把這段話說得流利是很重要的。 托福是上機(jī)考試，已經(jīng)習(xí)慣了書面答題的同學(xué)一定要提前先適應(yīng)一下機(jī)答的感覺。考前盡量嚴(yán)格按照考試流程做5套以上的模擬題，題目可以參考Barron, Kaplan, Delta, Longman等都是很好的?？疾牧?，通過真實(shí)的?？俭w驗(yàn)真實(shí)考試的時(shí)間和強(qiáng)度，才能在考場(chǎng)上充分發(fā)揮自己的水平。
托福閱讀真題訓(xùn)練1
The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called the vitamin period. Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of vitamin deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950's to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.
1. What does the passage mainly discuss?
(A) The effects of vitamins on the human body
(B) The history of food preferences from the nineteenth century to the present
(C) The stages of development of clinical nutrition as a field of study
(D) Nutritional practices of the nineteenth century
2. It can be inferred from the passage that which of the following discoveries was made during the first era in the history of nutrition?
(A) Protein was recognized as an essential component of diet.
(B) Vitamins were synthesized from foods.
(C) Effective techniques of weight loss were determined.
(D) Certain foods were found to be harmful to good health.
3. The word tempting in line 12 is closest in meaning to
(A) necessary
(B) attractive
(C) realistic
(D) correct
4. It can be inferred from the passage that medical schools began to teach concepts of nutrition
in order to
(A) convince medical doctors to participate in research studies on nutrition
(B) encourage medical doctors to apply concepts of nutrition in the treatment of disease
(C) convince doctors to conduct experimental vitamin therapies on their patients
(D) support the creation of artificial vitamins
5. The word Reckless in line 18 is closest in meaning to
(A) recorded
(B) irresponsible
(C) informative
(D) urgent
6. The word 'them in line 19 refers to
(A) therapies
(B) claims
(C) effects
(D) vitamins
7. Why did vitamin therapy begin losing favor in the 1950's
(A) The public lost interest in vitamins.
(B) Medical schools stopped teaching nutritional concepts.
(C) Nutritional research was of poor quality
(D) Claims for the effectiveness of vitamin therapy were seen to be exaggerated.
8. The phrase concomitant with in line 21 is closest in meaning to
(A) in conjunction with
(B) prior to
(C) in dispute with
(D) in regard to
9. The word skyrocketing in line 23 is closest in meaning to
(A) internationally popular
(B) increasing rapidly
(C) acceptable
(D) surprising
10. The word extolling in line 24 is closest in meaning to
(A) analyzing
(B) questioning
(C) praising
(D) promising
11. The paragraph following the passage most probably discusses
(A) the fourth era of nutrition history
(B) problems associated with undernutrition
(C) how drug companies became successful
(D) why nutrition education lost its appeal
PASSAGE 25 CABBB DDABC A
托福閱讀真題訓(xùn)練2
In July of 1994, an astounding series of events took place. The world anxiously watched as, every few hours, a hurtling chunk of comet plunged into the atmosphere of Jupiter. All of the twenty-odd fragments, collectively called comet Shoemaker-Levy 9 after its discoverers, were once part of the same object, now dismembered and strung out along the same orbit. This cometary train, glistening like a string of pearls, had been first glimpsed only a few months before its fateful impact with Jupiter, and rather quickly scientists had predicted that the fragments were on a collision course with the giant planet. The impact caused an explosion clearly visible from Earth, a bright flaming fire that quickly expanded as each icy mass incinerated itself. When each fragment slammed at 60 kilometers per second into the dense atmosphere, its immense kinetic energy was transformed into heat, producing a superheated fireball that was ejected back through the tunnel the fragment had made a few seconds earlier. The residues from these explosions left huge black marks on the face of Jupiter, some of which have stretched out to form dark ribbons.
Although this impact event was of considerable scientific import, it especially piqued public curiosity and interest. Photographs of each collision made the evening television newscast and were posted on the Internet. This was possibly the most open scientific endeavor in history. The face of the largest planet in the solar system was changed before our very eyes. And for the very first time, most of humanity came to fully appreciate the fact that we ourselves live on a similar target, a world subject to catastrophe by random assaults from celestial bodies. That realization was a surprise to many, but it should not have been. One of the great truths revealed by the last few decades of planetary exploration is that collisions between bodies of all sizes are relatively commonplace, at least in geologic terms, and were even more frequent in the early solar system.
1. The passage mentions which of the following with respect to the fragments of comet
Shoemaker-Levy 9?
(A) They were once combine in a larger body.
(B) Some of them burned up before entering the atmosphere of Jupiter.
(C) Some of them are still orbiting Jupiter.
(D) They have an unusual orbit.
2. The word collectively in line 3 is closest in meaning to
(A) respectively
(B) popularly
(C) also
(D) together
3. The author compares the fragments of comet Shoemaker-Levy 9 to all of the following EXCEPT
(A) a dismembered body
(B) a train
(C) a pearl necklace
(D) a giant planet
4. Before comet Shoemaker-Levy 9 hit Jupiter in July 1994, scientists
(A) had been unaware of its existence
(B) had been tracking it for only a few months
(C) had observed its breakup into twenty-odd fragments
(D) had decided it would not collide with the planet
5. Before the comet fragments entered the atmosphere of Jupiter, they were most likely
(A) invisible
(B) black
(C) frozen
(D) exploding
6. Superheated fireballs were produced as soon as the fragments of comet Shoemaker- Levy 9
(A) hit the surface of Jupiter
(B) were pulled into Jupiter's orbit
(C) were ejected back through the tunnel
(D) entered the atmosphere of Jupiter
7. The phrase incinerated itself in line 9 is closest in meaning to
(A) burned up
(B) broke into smaller pieces
(C) increased its speed
(D) grew in size
8. Which of the following is mentioned as evidence of the explosions that is still visible on
Jupiter?
(A) fireballs
(B) ice masses
(C) black marks
(D) tunnels
9. Paragraph 2 discusses the impact of the comet Shoemaker-Levy 9 primarily in terms of
(A) its importance as an event of great scientific significance
(B) its effect on public awareness of the possibility of damage to Earth
(C) the changes it made to the surface of Jupiter
(D) the effect it had on television broadcasting
10. The target in line 20 most probably referred to
(A) Earth
(B) Jupiter
(C) the solar system
(D) a comet
PASSAGE 26 ADDBC DACBA
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