如何避免托福阅读中的回读
在考托福阅读的时候回读这种习惯是非常浪费时间的，可能会导致最后做不完题目，那么如何避免托福阅读中的回读呢?下面小编就给大家分享一下!
如何避免托福阅读中的回读
知己知彼，方能百战百胜，我先探究一下回读产生的原因
回读产生的原因：
考托们应该都知道阅读难度大。难度大主要体现在：
1.生词
2 .长难句理解能力差
3.文章结构复杂
以上三个问题占到2个，回读是注定了的。
所以接下来，咱们谈一下解决方案：
1.生词-生词这个问题，真的没有什么好说的，记就行了，有四六级or雅思托福词汇基础的就直接记gmat词汇就好，记完之后再记学科词汇。
ps:不管单词积累有多少，考试中只能是减少生词量，不可能杜绝生词的出现，所以大家碰见学科类的生词也不要太慌，这些生词不会影响你做题的。但是!!!!!假如偏义词or动词or形容词大量不认识，一定会影响做题!!!而且这是问题是你词汇量不够造成的，gmat是没有锅的。
2.长难句理解能力差 -这个问题很尬，因为长难句理解差的话，不光是阅读回读的问题了，句子改错的句子成分分析也绝对会受影响，所以上过我课的学生应该知道，我都是先讲句子改错后讲阅读来进行承接。好，扯远了，我们来谈谈解决。
长难句的解决 无非2点方法：
1.抱着语法书啃-很多哈，比如曼哈顿，白勇老师的语法书 杨鹏老师的长难句 等等
2.拿长难句每天进行分析练习，每天怼10个句子，多怼一段时间，也会好很多
刘十三：长难句分析入门-刘十三
PS: 长难句理解只是有利于阅读单个句子的理解。长难句理解能力强，只是句子改错的基础而已，任重道远啊，熏弟们。
3.文章结构复杂-语言基础好的肯定都有一段时间包括考试中，会觉得单个句子都可以理解，但是放在一个自然段or一篇文章里面，上下句就联系不起来了。
这个问题很严重，因为阅读的解题没有一道题跟上下句or段落间无关，只要他出现，那么考试中解题一定是随缘选。所以上过课的朋友，我都是先讲怎么快速梳理文章结构，再讲做题思路。
那么有人可能会问了，老师，那梳理文章结构会不会影响做题速度，我个人愚见不会，你回读的功夫比你梳理文章结构的时间多多了，而且还造成你紧张，哪个划算自己想。
接下来讲一下怎么梳理文章结构。
首先我们先确定一个点所有的gmat文章都是逻辑性很强的，言下之意，你可以把段落or文章理解成论点(通常在段首，没有就归纳)-论据的 argument关系。边读边做笔记，笔记怎么简单怎么记，自己看得懂就行。
我以一个自然段来做范例。
Recent years have brought minority-owned businesses in the United States unprecedented opportunities—as well as new and significant risks. Civil rights activists have long argued that one of the principal reasons why Blacks, Hispanics, and other minority groups have difficulty establishing themselves in business is that they lack access to the sizable orders and subcontracts that are generated by large companies. Now 转折Congress, in apparent agreement, has required by law that businesses awarded federal contracts of more than 0,000 do their best to find minority subcontractors and record their efforts to do so on forms filed with the government. Indeed, 递进some federal and local agencies have gone so far as to set specific percentage goals for apportioning parts of public works contracts to minority enterprises.
论点：
M b --- o , r
论据：
a. cr – 少数 企业 ――缺订单
b. con -- 大公司――帮助小公司 and 纪录成果
c. f l ――设定百分比
我都是写得还凑合的简单，大家要相信自己考试的情况下，你怎么简单的笔记，你自己也能回忆起来的。
这样写下来有两个好处：1.避免回读浪费时间 2.文章逻辑理解更好，方便后面做题
怎么去训练这个东西，很简单， 刷og 的时候写写画画，写得简单一点快一点，真的不会影响你的速度的，就像我刚刚谈到的，你都有回读的问题了，何不选择一个实用的读法呢?
托福阅读成绩忽高忽低的原因
托福阅读，很多考友的阅读成绩是忽高忽低，之所以会出现这样的问题是由于什么呢?
一提到托福阅读，很多考友第一反应就是，这东西分数要高!现实情况也是这样的，如果你真的要达到托福100分这个程度，那么对于你来说，阅读不达到27分几乎是不可能的。如果能达到28分或者29分，那么你得到100分的几率就会相应大增。
但是现实情况是，很多考友的阅读成绩是忽高忽低，有的时候可以一篇文章1个都不错，有的时候会1篇文章错到6、7个。完全无规律可言。诚然，当一篇文章一个都不错的时候，代表了你实力某种意义上的提升，但是，水桶理论告诉我们，你的水平是由木桶里最短的那一块板子决定的。因此你经常会发现，在考试的时候托福成绩很难会证明你做过全对。
其实之所以会出现这样的问题，完全是因为托福考试是一场时间与经验的交锋!
时间，其实很短，1篇文章20分钟的时间。只要做过几篇你就会发现，并没有留给我们太多思考的时间和空间，一切的判断都像是在电光火石之间作出的。但是在家里练习的时候却不是这样，没有喧闹的考场，没有严格的时间限制，关键是没有巨大的压力，你会发现你几乎可以发挥出你全部的功力!这就是为什么很多考友都是在考试的时候，没有平时的发挥好，就是这个原因。
其实很多考友之所以觉得自己的阅读好，那是因为国内的英语考试难度低，而且考察的也没有托福考试考察的精细。举个简单的例子，很多考友都会默认性的认为result后面接的都是结果，但是实际上result from后面接的应该是原因。再比如，很多考友都会认为absence这个单词的意思是“缺席”，也就是“人没来”的意思，但是托福考试中却是“没有”的意思，就是因为这一个又一个的细节，使得你这里错一题，那里错一题。然后很快，1篇文章就错了5-7题。
这里表面上是因为单词不熟悉，但是如果细究起来，是你对于英语本身不够熟悉。而且如果再向下继续梳理的话，就很快会涉及到2个层面第一个是单词，第二个是语法。多背单词，这是几乎每一个考友都会想到的，但是语法，好吧，其实这是很多考友所欠缺的，但是仅仅是没有注意到而已。
但是当我们谈到这里的时候，其实，还应该有第三点，也就是经常被很多考友忽略的点浮出了水面，其实就是固定搭配。比如说刚才提到的result from以及absence of其实都算是此列，很多考友之前很少会关注这些点。
不过各位小鸥们也不必担心，亦鸥老师告诉你其实你只要踏踏实实的把TPO做透，这些问题其实全都会迎刃而解。关键的是要做透，因为很多考友之前仅仅是很习惯于，把TPO做完了之后，就扔在一边，其实我们应该做的是，将那些错题仔仔细细的分析一遍，去看看自己到底有什么地方错了，以及为什么会错!这才是最重要的!永远要知道托福阅读其实就像是一本书，你只要将这本书读完了，并且牢牢地记在心里，那么你就会有好成绩。而不是单纯的抚摸两遍这本书，你的成绩就会变好的，换句话说，做题的过程其实是一个查缺补漏的过程，而不是一个单纯的做题的过程。
因此，如果你的阅读成绩忽高忽低，那么就要从1 单词 2 语法 3 固定搭配这三个角度去分析，你的原因一定至少是其中之一!
托福阅读真题及答案1
Aviculturists, people who raise birds for commercial sale, have not yet learned how to simulate the natural incubation of parrot eggs in the wild. They continue to look for better ways to increase egg production and to improve chick survival rates.
When parrots incubate their eggs in the wild, the temperature and humidity of the nest are controlled naturally. Heat is transferred from the bird's skin to the top portion of the eggshell, leaving the sides and bottom of the egg at a cooler temperature. This temperature gradient may be vital to successful hatching. Nest construction can contribute to this temperature gradient. Nests of loosely arranged sticks, rocks, or dirt are cooler in temperature at the bottom where the egg contacts the nesting material. Such nests also act as humidity regulators by allowing rain to drain into the bottom sections of the nest so that the eggs are not in direct contact with the water. As the water that collects in the bottom of the nest evaporates, the water vapor rises and is heated by the incubating bird, which adds significant humidity to the incubation environment.
In artificial incubation programs, aviculturists remove eggs from the nests of parrots and incubate them under laboratory conditions. Most commercial incubators heat the eggs fairly evenly from top to bottom, thus ignoring the bird's method of natural incubation, and perhaps reducing the viability and survivability of the hatching chicks. When incubators are not used, aviculturists sometimes suspend wooden boxes outdoors to use as nests in which to place eggs. In areas where weather can become cold after eggs are laid, it is very important to maintain a deep foundation of nesting material to act as insulator against the cold bottom of the box. If eggs rest against the wooden bottom in extremely cold weather conditions, they can become chilled to a point where the embryo can no longer survive. Similarly, these boxes should be protected from direct sunlight to avoid high temperatures that are also fatal to the growing embryo. Nesting material should be added in sufficient amounts to avoid both extreme temperature situations mentioned above and assure that the eggs have a soft, secure place to rest.
1. What is the main idea of the passage ?
(A) Nesting material varies according to the parrots' environment.
(B) Humidity is an important factor in incubating parrots' eggs.
(C) Aviculturists have constructed the ideal nest box for parrots.
(D) Wild parrots' nests provide information useful for artificial incubation.
2. The word They in line 2 refers to
(A) aviculturists
(B) birds
(C) eggs
(D) rates
3. According to paragraph 2, when the temperature of the sides and bottom of the egg are cooler
than the top, then
(A) there may be a good chance for successful incubation
(B) the embryo will not develop normally
(C) the incubating parent moves the egg to a new position.
(D) the incubation process is slowed down
4. According to paragraph 2, sticks, rocks, or dirt are used to
(A) soften the bottom of the nest for the newly hatched chick
(B) hold the nest together
(C) help lower the temperature at the bottom of the nest
(D) make the nest bigger
5. According to paragraph 2, the construction of the nest allows water to
(A) provide a beneficial source of humidity in the nest
(B) loosen the materials at the bottom of the nest
(C) keep the nest in a clean condition
(D) touch the bottom of the eggs
6. All of the following are part of a parrot's incubation method EXCEPT
(A) heating the water vapor as it rises from the bottom of the nest
(B) arranging nesting material at the bottom of the nest
(C) transferring heat from the parent to the top of the eggshell
(D) maintaining a constant temperature on the eggshell
7. The word suspend in line 18 is closest in meaning to
(A) build
(B) paint
(C) hang
(D) move
8. The word fatal in line 24 is closest in meaning to
(A) close
(B) deadly
(C) natural
(D) hot
9. The word secure in line 27 is closest in meaning to
(A) fresh
(B) dry
(C) safe
(D) warm
10. According to paragraph 3, a deep foundation of nesting material provides
(A) a constant source of humidity
(B) a strong nest box
(C) more room for newly hatched chicks
(D) protection against cold weather
11. Which of the following is a problem with commercial incubators?
(A) They lack the natural temperature changes of the outdoors.
(B) They are unable to heat the eggs evenly
(C) They do not transfer heat to the egg in the same way the parent bird does.
(D) They are expensive to operate.
12. Which of the following terms is defined in the passage ?
(A) Aviculturists (line 1)
(B) gradient (line 8)
(C) incubation (line 15)
(D) embryo (line 22)
托福阅读真题及答案2
PASSAGE 18
During the seventeenth and eighteenth centuries, almost nothing was written about the contributions of women during the colonial period and the early history of the newly formed United States. Lacking the right to vote and absent from the seats of power, women were not considered an important force in history. Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the American Revolution, and Abigail Adams penned important letters showing she exercised great political influence over her husband, John, the second President of the United States. But little or no notice was taken of these contributions. During these centuries, women remained invisible in history books.
Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors writing about women. These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory in nature, and they were uncritical in their selection and use of sources.
During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records of activities in which women were engaged. National, regional, and local women's organizations compiled accounts of their doings. Personal correspondence, newspaper clippings, and souvenirs were saved and stored. These sources from the core of the two greatest collections of women's history in the United States one at the Elizabeth and Arthur Schlesinger Library at Radcliff Céol lege, and the other the Sophia Smith Collection at Smith College. Such sources have provided valuable materials for later generations of historians.
Despite the gathering of more information about ordinary women during the nineteenth century, most of the writing about women conformed to the great women theory of history, just as much of mainstream American history concentrated on great men. To demonstrate that women were making significant contributions to American life, female authors singled out women leaders and wrote biographies, or else important women produced their autobiographies. Most of these leaders were involved in public life as reformers, activists working for women's right to vote, or authors, and were not representative at all of the great of ordinary woman. The lives of ordinary people continued, generally, to be untold in the American histories being published.
1. What does the passage mainly discuss?
(A) The role of literature in early American histories
(B) The place of American women in written histories
(C) The keen sense of history shown by American women
(D) The great women approach to history used by American historians
2. The word contemporary in line 6 means that the history was
(A) informative
(B) written at that time
(C) thoughtful
(D) faultfinding
3. In the first paragraph, Bradstreet, Warren, and Adams are mentioned to show that
(A) a woman's status was changed by marriage
(B) even the contributions of outstanding women were ignored
(C) only three women were able to get their writing published
(D) poetry produced by women was more readily accepted than other writing by women
4. The word celebratory in line 12 means that the writings referred to were
(A) related to parties
(B) religious
(C) serious
(D) full of praise
5. The word they in line 12 refers to
(A) efforts
(B) authors
(C) counterparts
(D) sources
6. In the second paragraph, what weakness in nineteenth-century histories does the author point
out?
(A) They put too much emphasis on daily activities
(B) They left out discussion of the influence of money on politics.
(C) The sources of the information they were based on were not necessarily accurate.
(D) They were printed on poor-quality paper.
7. On the basis of information in the third paragraph, which of the following would most likely
have been collected by nineteenth-century feminist organizations?
(A) Newspaper accounts of presidential election results
(B) Biographies of John Adams
(C) Letters from a mother to a daughter advising her how to handle a family problem
(D) Books about famous graduates of the country's first college
8. What use was made of the nineteenth-century women's history materials in the Schlesinger
Library and the Sophia Smith Collection?
(A) They were combined and published in a multivolume encyclopedia
(B) They formed the basis of college courses in the nineteenth century.
(C) They provided valuable information for twentieth-century historical researchers.
(D) They were shared among women's colleges throughout the United States.
9. In the last paragraph, the author mentions all of the following as possible roles of nineteenth-century great women EXCEPT
(A) authors
(B) reformers
(C) activists for women's rights
(D) politicians
10. The word representative in line 29 is closest in meaning to
(A) typical
(B) satisfied
(C) supportive
(D) distinctive
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