在目前的托福大軍中，很多考生都在糾結(jié)著一個(gè)問(wèn)題：做托福閱讀文章時(shí)，要不要先把文章整體讀一遍?就這個(gè)問(wèn)題而言，我們的考生們不得不被倚天劍劈成兩大幫派：讀與不讀。根據(jù)我個(gè)人經(jīng)驗(yàn)而談，我站在了“讀”的陣營(yíng)里，下面我將會(huì)為大家解釋為什么要在做托福閱讀題目之前要先將文章整體閱讀一遍。

托福閱讀要全看完嗎

在《孫子兵法》上有一句話(huà)總是被世人朗朗上口的傳頌著：知己知彼，百戰(zhàn)不殆。那么就我們學(xué)術(shù)來(lái)講就是要在任何問(wèn)題上抱著知其然，知其所以然的態(tài)度。所以，首先，我們要明白出題人(ETS)的出題意圖。

一、考試界面的設(shè)置。

參加過(guò)考試的或是用?？架浖鲞^(guò)練習(xí)的“托兒”們都清晰的記得：當(dāng)一篇托福閱讀文章問(wèn)題出現(xiàn)的之前，一定是先以整篇文章的形式出現(xiàn)的，左邊并沒(méi)有顯示題目，只有將文章右邊的滾動(dòng)軸拉至最低端，界面才會(huì)自動(dòng)轉(zhuǎn)換為我們做題的界面，即左邊是問(wèn)題，右邊是對(duì)應(yīng)的文章。那么，我們就分析一下為什么ETS有這樣的設(shè)置?ETS有什么樣的意圖?ETS想讓考生怎么做?這樣的設(shè)置顯而易見(jiàn)ETS是希望考生們可以在做題前將文章大致整體看一遍。就ETS出題的嚴(yán)謹(jǐn)性和科學(xué)性而言，這樣的設(shè)置毋庸置疑是幫助考生提高其做題的速度和正確率的。

我們已經(jīng)分析完出題人的意圖，那么接下來(lái)就是要解答界面設(shè)置導(dǎo)致的整體閱讀有哪些好處，如何幫助考生們答題，如何提高做題速度和正確率的。

二、整體閱讀對(duì)summaryquestions的幫助

對(duì)于閱讀速度不高，英語(yǔ)水平中等或中等以下的“托兒”們普遍反映的一個(gè)問(wèn)題就是：沒(méi)有時(shí)間做最后的summaryquestions，或是做summary

questions的時(shí)候不知道到哪里找答案或是正確率低。

我們先來(lái)分析一下summary

questions，大家都知道這個(gè)題型出現(xiàn)在閱讀文章的最后一道題，而且是對(duì)全文觀點(diǎn)的總結(jié)。那么，既然是對(duì)于全篇文章觀點(diǎn)的總結(jié)，那么它考察的內(nèi)容是文章的分論點(diǎn)，即一段或是幾段的主要內(nèi)容。如果是時(shí)間不夠，考生要直接選，很容易選錯(cuò)，為什么?因?yàn)榍懊娴?2道題考察的基本上是文章的細(xì)節(jié)內(nèi)容。我們都知道細(xì)節(jié)信息是summary

questions的禁忌;所以，憑做題印象直接解題，那么就受前面解題思路的影響，很容易被誤導(dǎo)。但如果這時(shí)你在做題之前對(duì)整篇文章有了一個(gè)整體的閱讀，并在演草紙上做了大致的筆記，那么summary

questions就可以輕而易舉的攻破，為什么?怎么做?

首先，整體閱讀不是逐字逐句，是scan文章，了解文章框架。

其次，在演草紙上簡(jiǎn)單快速的寫(xiě)下文章的主論點(diǎn)，若干個(gè)分論點(diǎn)(一段或是幾段的主要內(nèi)容)，即大綱。(沒(méi)必要是完整的句子，可以參照聽(tīng)力記筆記的方法，符合，中英文結(jié)合的方法。)

這樣，整體閱讀的步驟結(jié)束后，在演草紙上就能出來(lái)一片文章的框架，并且這個(gè)框架大綱可以在最短時(shí)間能基本解決summary

questions中80%。而且可以幫助考生輕松排除summary questions中的錯(cuò)誤選項(xiàng)。

綜上所述，做題前的整體閱讀是極其必要的。并希望這篇文章對(duì)大家解決托福閱讀問(wèn)題上有所幫助。

托福閱讀不需要每句話(huà)都讀懂

新托福閱讀是不是每句話(huà)都讀懂?許多托福考生認(rèn)為在做托福閱讀試題時(shí)必須要讀懂每字每句，事實(shí)上，這是不必要的。

Skimming是只看主要大意的速讀。一篇文章的大意是有重點(diǎn)的。比如，當(dāng)出現(xiàn)first second的這種歸類(lèi)總結(jié)的地方，或because，as a result這樣的因果關(guān)系，或是 but，however的語(yǔ)意轉(zhuǎn)折處，都需要格外留心。托福文章講述主要觀點(diǎn)之后通常會(huì)有for example來(lái)佐證，如果看懂了主要觀點(diǎn)，那么對(duì)示例所用的時(shí)間和精力就不需要太多了。Skimming的技巧在第一遍閱讀文章意圖抓住文章大意時(shí)是非常重要的。

Scanning是“掃描”，但具體到新托福閱讀備考中，大家最熟悉的莫過(guò)于查詞典時(shí)。在有意識(shí)地去查某個(gè)生詞的時(shí)候，我們不會(huì)去把它所在的頁(yè)上每一個(gè)字都看一遍才找到想要的。幾乎眼睛對(duì)詞典中的一頁(yè)掃一下，腦中只有要找的字，看到它，其他的地方都像沒(méi)有看到一樣。在托福閱讀中，scanning的技巧在回答問(wèn)題時(shí)，根據(jù)題干中問(wèn)到的內(nèi)容，在文章中scan，可以幫助考生準(zhǔn)確地定位，找到答案。

在第一遍通讀的過(guò)程中，考生不要期望每個(gè)字都一定要理解，遇到不懂的字不必多逗留或苦思冥想可能的意思，這樣會(huì)浪費(fèi)時(shí)間的。只需一直往下看，用前面介紹到的skimming原則，掌握文章的主旨即可。這個(gè)過(guò)程中，文章的第一段，尤其是每段的第一句話(huà)往往起著提綱挈領(lǐng)或起承轉(zhuǎn)合的作用，是閱讀時(shí)要多留心的地方。

托福閱讀中需要留心的三大項(xiàng)

第一，托福閱讀：詞匯量是要害。

各位如果覺(jué)得托福閱讀考試很難的話(huà)，請(qǐng)你必定要肯拿出時(shí)間來(lái)背單詞。磨刀不誤砍柴工，這句話(huà)一點(diǎn)都不假。即使你用一周時(shí)間，能把80%的單詞都記住，那也是很值得的。

第二，托福閱讀的做題次序。

現(xiàn)在還有人問(wèn)，先看疑問(wèn)再讀文章，又說(shuō)自己不習(xí)慣等等。其實(shí)，這個(gè)喜好在你自己。假設(shè)你覺(jué)得“先看疑問(wèn)再讀文章，并且找到答案就間斷，再讀下一個(gè)疑問(wèn)”這樣很習(xí)慣，那就堅(jiān)持下去。如果你覺(jué)得全部文章讀完再做心里踏實(shí)，那就讀完好了。

第一題，一般都是主旨題。先不管。從第二題開(kāi)始，看疑問(wèn)，然后看是讀第一段。不管有沒(méi)有找到答案，把這一段讀完再停。這樣，如果詞基本知道，語(yǔ)句結(jié)構(gòu)比較清楚的話(huà)，答案差不多就出來(lái)了。接下來(lái)仍是這樣，即使那一段很長(zhǎng)，我也是讀完一整段再做題。

可是這里要著重一下。如果你的托福閱讀程度不是特別高的話(huà)，當(dāng)你讀完一段，有些疑問(wèn)的答案你可能已經(jīng)知道了，可是仍需要定位到原文，再看一遍?？纯磫?wèn)題問(wèn)的是不是的確是你得出的答案等等?？倸w一句話(huà)，托福閱讀的答案都是從文章里來(lái)的，假設(shè)和文章對(duì)立了或者文章沒(méi)有這些說(shuō)法，那就必定不是準(zhǔn)確答案!

第三，托福閱讀解題技巧。

遇到不確定的問(wèn)題，先從原文找到定位，然后把確定不對(duì)的選項(xiàng)排除。就算是瞎蒙，50%也比25%好。這個(gè)也是做主旨題的一貫準(zhǔn)則。等你把文章通篇都讀完了，再回過(guò)頭看這個(gè)選項(xiàng)的時(shí)候，不準(zhǔn)確的說(shuō)法就可以排除了(如果你是最后做主旨題的話(huà)，一定不要忘了，還有一道題!)

推薦托福閱讀中使用限時(shí)練習(xí)，把做過(guò)的閱讀里出現(xiàn)的單詞題的準(zhǔn)確選項(xiàng)都摘錄下來(lái)，盡管重復(fù)的幾率不大，可是有些詞是常常出現(xiàn)的。

上面的三件事就是我們?cè)趥淇纪懈ｉ喿x考試的過(guò)程中最需要留心的。只要把優(yōu)勢(shì)發(fā)揮出來(lái)，趨利避害，就能達(dá)到最佳的效果，預(yù)祝大家獲得好成績(jī)。

托福閱讀真題

Ethology is concerned with the study of adaptive, or survival, value of behavior and its evolutionary history. Ethological theory began to be applied to research on children in the 1960's but has become even more influential today. The origins of ethology can be traced back to the work of Darwin. Its modern foundations were laid by two European zoologists, Konrad Lorenz and Niko Tinbergen.

Watching the behaviors diverse animal species in their natural habitats, Lorenz, and Tinbergen observed behavior patterns that promote survival. The most well-known of these is imprinting, the early following behavior of certain baby birds that ensures that the young will stay close to their mother and be fed and protected from danger. Imprinting takes place during an early, restricted time period of development. If the mother goose is not present during this time, but an object resembling her in important features is, young goslings may imprint on it instead. Observations of imprinting led to major concept that has been applied in child development — the critical period. It refers to a limited times span during which the child is biologically prepared to acquire certain adaptive behaviors but needs the support of suitably stimulating environment. Many researchers have conducted studies to find out whether complex cognitive and social behaviors must be learned during restricted time periods. For example, if children are deprived of adequate food or physical and social stimulation during the early years of life, will their intelligence be permanently impaired? If language is not mastered during the preschool years, is the child's capacity to acquire it reduced?

Inspired by observations of imprinting, in 1969 the British psychoanalyst John Bowlby applied ethological theory to the understanding of the relationship between an infant and its parents. He argued that attachment behaviors of babies, such as smiling, babbling, grasping, and crying, are built-in social signals that encourage the parents to approach, care for, and interact with the baby. By keeping a parent near, these behaviors help ensure that the baby will be fed, protected from danger, and provided with the stimulation and affection necessary for healthy growth. The development of attachment in human infants is a lengthy process involving changes in psychological structures that lead to a deep affectional tie between parent and baby.

1. What was Darwin's contribution to ethology?

(A) Darwin improved on the original principles of ethology.

(B) Darwin was the professor who taught Lorenz and Tinbergen.

(C) Darwin's work provided the basis for ethology.

(D) Darwin was the first person to apply ethological theory to children.

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

(A) small

(B) varied

(C) wild

(D) particular

3. The word ensures in line 8 is closest in meaning to

(A) guarantees

(B) proves

(C) teaches

(D) assumes

4. According to the passage , if a mother goose is not present during the time period when

imprinting takes place, which of the following will most likely occur?

(A) The gosling will not imprint on any object.

(B) The gosling may not find a mate when it matures.

(C) The mother will later imprint on the gosling.

(D) The gosling may imprint on another object.

5. The word it in line 12 refers to

(A) development

(B) goose

(C) time

(D) object

6. The word suitably in line 16 is closest in meaning to

(A) willingly

(B) moderately

(C) appropriately

(D) emotionally

7. The author mentions all of the following as attachment behaviors of human infants EXCEPT

(A) grasping

(B) crying

(C) eating

(D) smiling

8. According to the passage , attachment behaviors of infants are intended to

(A) get the physical, emotional and social needs of the infant met

(B) allow the infant to become imprinted on objects that resemble the parent

(C) provide the infant with a means of self-stimulation

(D) prepare the infant to cope with separation

9. The phrase affectional tie in line 30 is closest in meaning to

(A) cognitive development

(B) emotional attachment

(C) psychological need

(D) behavioral change

10. It can be inferred from the passage that ethological theory assumes that

(A) to learn about human behavior only human subjects should be studied

(B) failure to imprint has no influence on intelligence

(C) the notion of critical periods applies only to animals

(D) there are similarities between animal and human behavior

PASSAGE 82 CBADD CCABD

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