如何加快托福阅读的审题速度?切勿边看边读

时间：2024-01-26 13:04:15 楚薇20由分享

托福阅读因为时间紧，文章篇幅长，题量大而使得很多考生在考试的时候做题时间上显得紧促，如何节约考试中审题的时间呢?下面就和小编一起来学习一下吧，帮助大家提高托福阅读考试审题时间，考出理想成绩。

如何加快托福阅读的审题速度?切勿边看边读

我们对一个句子的理解，有很多种解释。

通常人们看到一个句子，会首先确定单词。这个时间很快，快到我们反映不过来，不过语言学家们已经证实有这个过程。

确定单词后，大脑会反应单词的意思。最先反应的是经常用到的意思。比如

The old man the boat.

这里，眼睛定位单词后，大脑迅速把old man认为是一个名词组。当我们接着看，感觉不对，才会回头去分析这个句子。

这个理论告诉我们，你大脑中的高频词，直接影响你对句子的理解。应用到IBT考试中，各位需要把各个学科的高频词多看一下，比如生物的光合作用、新陈代谢，地理的地壳、_X岩石之类的。对各种名词片语、动词片语进行修饰的形容词，副词。说起来很多，其实各位有坚持做老托真题和新托的黄金23篇，可以发现这些词语重复率很高。

另外，人对句子的理解是线性的。语言能力越差的(比如小孩子)，只能理解句子的越前面，造成理解错误。(此理论仅限英语。中文不行，其他各种语言本人水平有限，不知道)

从小孩子的实验来看，3到5岁的小孩理解句子只能记住前面部分。比如：

Put the forg on the red paper in the box.

小孩子会把青蛙放到红纸上。

这里可以看到，他们阅读的时候把句子意思理解错了，没有看完。

但是，非常有趣的现象是，这句话我们说给小孩子听的时候，100%4小孩子都做出了正确的选择 - 即把红纸上的青蛙装到了盒子里。

语言学给出了我们解释，影响人们认知句子的，还有语音。

根据这个实验，再结合平时我自己的情况，我推出了一个有理论依据的猜测：阅读时候习惯读出声来的，会让你对句子的理解偏靠语音!从而让你对直接阅读句子的能力下降!

很多人肯定喜欢边阅读边读，感觉这样可以加深理解。我同意，但是，如果你花了30分钟在阅和读上，那至少再花30分钟在阅上!不能让读的时间超过你看的时间。

就像我以前一样，喜欢边看边读，结果习惯了，看文章的时候，眼睛已经定位一个比较长的词语，很熟悉很熟悉，但是语音还没读到那个单词上，我的思维就卡住了，直到我读出了那个单词，我才知道这个单词的意思。这里可以看到，我已经对语音很依赖了!这个现象非常危险。

朗读的速度太慢了，浪费时间。而且ETS给出的文章中有大量故意制造的难句，就像刚才的例子： The old man the boat，肯定要导致你回头重读。你的时间是不够的。

所以，托福阅读审题的时候，千万不要边看边读，或边看边读的时间超过了阅读时间。

托福阅读近义词选择技巧

生词不必害怕

托福阅读考试中对单词量的要求还是很大的，即使单词量很大了，也难免会遇上生僻词的情况，而托福考试中选用的文章说明性特别强，往往是自定义 — 自解释的模式，遇到生词，即使不知道什么意思，也可以根据上下文语境弄清它们之间的关系，运用逻辑推理的方法作出正确的答案。其次，还可以分析选项，进行对比，往往会发现选项中通常会出现两个意思相反的选项，此时再仔细重读原文就可以排除错误选项了。

分段做托福阅读试题

在四六级考试中，阅读时间也很少，虽然单词相对简单，但是篇幅较长，逐字阅读肯定是没有时间的，所以做题技巧中扫读是很重要的环节，目的是找到与题目相关的段落或者语句才能找到做题依据。而在托福阅读考试中，是每阅读完一段就做只涉及该段的题目，信息集中，重要的是节省了大量的时间，缓解了托福阅读文章通篇的眩晕感。而这部分题目就是四六级中常说的细节题。

托福阅读近义词选择有技巧

几乎每段中都会有生词意思辨析题，有些词考生因为知道不少托福阅读技巧，一看就认识，这样的题目就很容易了，但是也不能粗心大意，如果时间富裕或者把握不大，可以把选项带入文章中检查一遍。对于那些不认识的词汇，也是有许多技巧的。首先是分析词性，采用排除法排除词性不一致的选项。其次是用代入法。选项中给出的词意一般就是考生认识的，将选项带入，分析一下是否能够保证原文合情合理，通顺。

分段托福阅读打基础

在分段阅读的同时，可以记下关键词或者中心句，在文章结束时就可以有根据回想起整篇文章的脉络结构，逻辑关系，对14题的选择有很大帮助。同时题目中也明确给了做题方法，即没有提到的信息或者不重要的观点就可以排除了。

托福阅读真题1

As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were one such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children efficiently in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

1. It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was

(A) the growing number of schools in frontier communities

(B) an increase in the number of trained teachers

(D) the increased urbanization of the entire country

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

(A) advantages

(B) probability

(D) qualifications

3. The phrase coincided with in line 8 is closest in meaning to

(A) was influenced by

(B) happened at the same time as

(D) ensured the success of

4. According to the passage , one important change in United States education by the 1920's was

that

(A) most places required children to attend school

(B) the amount of time spent on formal education was limited

(D) adults and children studied in the same classes

5. Vacation schools and extracurricular activities are mentioned in lines 10-11 to illustrate

(A) alternatives to formal education provided by public schools

(B) the importance of educational changes

(D) the increased impact of public schools on students.

6. According to the passage , early-twentieth century education reformers believed that

(A) different groups needed different kinds of education

(B) special programs should be set up in frontier communities to modernize them

(D) more women should be involved in education and industry

7. The word it in line 22 refers to

(A) consumption

(B) production

(D) education

PASSAGE 47 DCBAD AC

托福阅读真题2

According to sociologists, there are several different ways in which a person may become recognized as the leader of a social group in the United States. In the family, traditional cultural patterns confer leadership on one or both of the parents. In other cases, such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of selection. In larger groups, leaders are usually chosen formally through election or recruitment.

Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent evidence that there is any category of natural leaders. It seems that there is no set of personal qualities that all leaders have in common; rather, virtually any person may be recognized as a leader if the person has qualities that meet the needs of that particular group.

Furthermore, although it is commonly supposed that social groups have a single leader, research suggests that there are typically two different leadership roles that are held by different individuals. Instrumental leadership is leadership that emphasizes the completion of tasks by a social group. Group members look to instrumental leaders to get things done. Expressive leadership, on the other hand, is leadership that emphasizes the collective well-being of a social group's members. Expressive leaders are less concerned with the overall goals of the group than with providing emotional support to group members and attempting to minimize tension and conflict among them. Group members expect expressive leaders to maintain stable relationships within the group and provide support to individual members. Instrumental leaders are likely to have a rather secondary relationship to other group members. They give orders and may discipline group members who inhibit attainment of the group's goals. Expressive leaders cultivate a more personal or primary relationship to others in the group. They offer sympathy when someone experiences difficulties or is subjected to discipline, are quick to lighten a serious moment with humor, and try to resolve issues that threaten to divide the group. As the differences in these two roles suggest, expressive leaders generally receive more personal affection from group members; instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect.

1. What does the passage mainly discuss?

(A) The problems faced by leaders

(B) How leadership differs in small and large groups

(D) The role of leaders in social groups

2. The passage mentions all of the following ways by which people can become leaders EXCEPT

(A) recruitment

(B) formal election process

(D) traditional cultural patterns

3. In mentioning natural leaders in line 9, the author is making the point that

(A) few people qualify as natural leaders

(B) there is no proof that natural leaders exist

(D) natural leaders share a similar set of characteristics

4. Which of the following statements about leadership can be inferred from paragraph 2?

(A) A person who is an effective leader of a particular group may not be an effective leader in

another group.

(B) Few people succeed in sharing a leadership role with another person.

(D) Most people desire to be leaders but can produce little evidence of their qualifications.

5. The passage indicates that instrumental leaders generally focus on

(A) ensuring harmonious relationships

(B) sharing responsibility with group members

(D) achieving a goal

6. The word collective in line 17 is closest in meaning to

(A) necessary

(B) typical

(D) particular

7. The word them in line 19 refers to

(A) expressive leaders

(B) goals of the group

(D) tension and conflict

8. A secondary relationship mentioned in line 22 between a leader and the members of a group

could best be characterized as

(A) distant

(B) enthusiastic

(D) personal

9. The word resolve in line 27 is closest in meaning to

(A) avoid repeating

(B) talk about

(D) find a solution for

10. Paragraphs 3 and 4 organize the discussion of leadership primarily in term of

(A) examples that illustrate a problem

(B) cause and effect analysis

(D) comparison and contrast

PASSAGE 48 DCBAD CCADD

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