新托福阅读推理题深度解析
推理题的标志是在题干中出现infer/imply/suggest/indicate/most likely 这样的词汇，它和细节题属于同源题目，都需要定位并且根据文中信息来选择答案。与细节题不同的是，推理题在找到原文中定位点之后考察的是学生对于文中信息的总结概括，或者反向推理的能力。下面小编给大家带来新托福阅读推理题。
新托福阅读推理题深度解析
推理题的两大分类：有共性的推理题和无共性的推理题。这里所谓的有共性推理题就是说题干中有和原文内容相同的关键词(也叫线索)。根据关键词回原文定位，然后进行推理。一般来说，大多数的推理题都属于这类题目。对于无共性的推理题，也就是题干中无线索，一般使用排除法，即根据各个选项的关键词回原文定位，通过排除法得出正确答案。返回原文找信息点，采用排除法是解决这两类题型解决的共同策略。
推理题大概有三个解题思路：一般对比推理、时间对比推理、集合概念推理。一般对比推理：根据两个事情的对比特征，问其中一个事物的特征，只要将与之形成对比的另外一个事情的特征否定掉就可以。时间对比推理：在这种推理中，一般有两个形成对比的时间段，它们所具有的特征一般相反。当题干问一个时间段的特征时，只要将与之相反的时间段的特征否定掉就可以了。集合概念推理 ：一个大的集合的两个方面形成对比，两者之间存在着互补性关系，也就是一个的增加意味着另一个的减少。反之，相同。
在这里我们先来看一个例子：
Passage：…The nineteenth century brought with it a burst of new discoveries and inventions that revolutionized the candle industry and made lighting available to all. In the early-to-mid-nineteenth century， a process was developed to refine tallow (fat from animals) with alkali and sulfuric acid. The result was a product called stearin. Stearin is harder and burns longer than unrefined tallow. This breakthrough meant that it was possible to make tallow candles that would not produce the usual smoke and rancid odor. Stearins were also derived from palm oils， so vegetable waxes as well as animal fats could be used to make candles...
Which of the following can be inferred from paragraph 1 about candles before the nineteenth century?
a.They did not smoke when they were burned.
b.They produced a pleasant odor as they burned.
c.They were not available to all.
d.They contained sulfuric acid.
正确答案是C.这一段的第一句就告诉我们：19世纪的一些新发明和发现也对蜡烛工业产生了一次巨大的革命，这次革命使得所有的人都使用上了照明。从这句话中我们可以得到两层信息：19世纪蜡烛工业有了一次革命性的变化;在没有这次变革之前，也就是在19世纪以前，照明并不是所有人都能使用的。因为作者在谈论的是蜡烛的变革，所以这里所说的“lighting照明”一定是与蜡烛有关的照明，其实也就是告诉我们19世纪以前并不是所有人都能够使用到蜡烛带来的照明，这一推论出的信息正好与选项C吻合。文章第一句同时也是一个时间的分水岭，告诉我们19世纪蜡烛工业的变革是怎么样的。“在19世纪早期到中期，蜡烛处理工艺使用alkali 和 sulfuric acid 来提炼 tallow，提炼后的产品就是 stearin，stearin 比未经提炼的tallow坚硬而且燃烧得更久。这一巨大的变化意味着制造出不产生烟和rancid味道的蜡烛是可能的。”在这里的一个关键词是 rancid，意思是(油脂食物，其味道、气味)不新鲜的;腐臭的;正好与选项b的pleasant odor相反。19世纪前的蜡烛产生usualsmoke(经常有烟)，这与选项a相反。Sulfuric acid是19世纪用来处理fallow的材料，在19世纪以前是没有使用的，这与选项d相反。
解答这类题目时要注意这些关键信息点：日期和数字、关键词： 表示多少的副词: many , some, much of, several , a few ,most …;情态动词：may, can , could…;表示过去的：used to be , was, were , at one time, previously ;表示不是唯一的： not only ,not exclusively等。
在此，我们再来看一道例题：
It should be obvious that cetaceans-whales , porpoises, and dolphins-are mammals. They breathe through lungs, not through gills, and give birth to live young. Their streamlined bodies, the absence of hind legs, and the presence of a fluke3 and blowhole4 cannot disguise their affinities with land-dwelling mammals. However, unlike the cases of sea otters and pinnipeds (seals, sea lions, and walruses, whose limbs are functional both on land and at sea), it is not easy to envision what the first whales looked like. Extinct but, already fully marine cetaceans are known from the fossil record. How was the gap between a walking mammal and a swimming whale bridged? Missing until recently were fossils clearly intermediate, or transitional, between land mammals and cetaceans.
Which of the following can be inferred from paragraph 1 about early sea otters?
a. It is not difficult to imagine what they looked like
b.There were great numbers of them.
c. They lived in the sea only.
d.They did not leave many fossil remains.
首先我们来对题目的出题范围进行定位，题干的blowhole可以作为定位词汇，定位到原文的第四句话：“However, unlike the cases of sea otters and pinnipeds (seals, sea lions, and walruses, whose limbs are functional both on land and at sea), it is not easy to envision what the first whales looked like.” 在这句话里交代了“unlike the casess of sea otters”，即与sea otters 不一样的是，whales 的陈述是：it is not easy to envision what the first whales looked like. 即，不容易看出第一头鲸长什么样子。而sea ottter 是和鲸鱼相反，所以选择A选项，即不难看出第一头sea otter 长什么样子。所以实际上，这种题目虽然叫做推理题，但是并不需要同学们在做题的时候推的过远，基本考察的还是对原文信息概括和总结的能力。
托福阅读TPO31第2篇:Early Children Education
【1】Preschools—educational programs for children under the age of five—differ significantly from one country to another according to the views that different societies hold regarding the purpose of early childhood education. For instance, in a cross-country comparison of preschools in China, Japan, and the United States, researchers found that parents in the three countries view the purpose of preschools very differently. Whereas parents in China tend to see preschools primarily as a way of giving children a good start academically, Japanese parents view them primarily as a way of giving children the opportunity to be members of a group. In the United States, in comparison, parents regard the primary purpose of preschools as making children more independent and self-reliant, although obtaining a good academic start and having group experience are also important.
【2】While many programs designed for preschoolers focus primarily on social and emotional factors, some are geared mainly toward promoting cognitive gains and preparing preschoolers for the formal instruction they will experience when they start kindergarten. In the United Stated, the best-known program designed to promote future academic success is Head Start. Established in the 1960s when the United States declared the War on Poverty, the program has served over 13 million children and their families. The program, which stresses parental involvement, was designed to serve the “whole child”, including children’s physical health, self-confidence, social responsibility, and social and emotional development.
【3】Whether Head Start is seen as successful or not depends on the lens through which one is looking. If, for instance, the program is expected to provide long-term increases in IQ (intelligence quotient) scores, it is a disappointment. Although graduates of Head Start programs tend to show immediate IQ gains, these increases do lot last. On the other hand, it is clear that Head Start is meeting its goal of getting preschoolers ready for school. Preschoolers who participate in Head Start are better prepared for future schooling than those who do not. Furthermore, graduates of Head Start programs have better future school grade. Finally, some research suggests that ultimately Head Start graduates show higher academic performance at the end of high school, although the gains are modest.
【4】In addition, results from other types of preschool readiness programs indicate that those who participate and graduate are less like to repeat grades, and they are more like to complete school than readiness program, for every dollar spent on the program, taxpayers saved seven dollars by the time the graduated reached the age of 27.
【5】The most recent comprehensive evaluation of early intervention programs suggests that, taken as a group, preschool programs can provide significant benefits, and that government funds invested early in life may ultimately lead to a reduction in future costs. For instance, compared with children who did not participate in early intervention programs, participants in various programs showed gains in emotional or cognitive development, better educational outcomes, increased economic self-sufficiency, reduced levels of criminal activity, and improved health-related behaviors. Of course, not every program produced all these benefits, and not every child benefited to the same extent. Furthermore, some researchers argue that less-expensive programs are just as good as relatively expensive ones, such as Head Start. Still, the results of the evaluation were promising, suggesting that the potential benefits of early intervention can be substantial.
【6】Not everyone agrees that programs that seek to enhance academic skills during the preschool years are a good thing. In fact, according to developmental psychologist David Elkind, United States society tends to push children so rapidly that they begin to feel stress and pressure at a young age. Elkind argues that academic success is largely dependent upon factors out of parents’ control, such as inherited abilities and a child’s rate of maturation. Consequently, children of a particular age cannot be expected to master educational material without taking into account their current level of cognitive development. In short, children require development appropriate educational practice, which is education that is based on both typical development and the unique characteristics of a given child.
1.According to paragraph l, parents in Japan tend to think of preschool primarily as a place where children can
A.get a good academic start.
B.expand their emotional development.
C.become more independent.
D.experience being part of a group.
2.The word "Whereas" in the passage is closet in meaning to
A.Although.
B.Because.
C.Moreover.
D.Already.
3.The word "focus" in the passage is closet in meaning to
A.consider.
B.respect.
C.concentrate.
D.advise.
4.It can be inferred from paragraph 2 that the Head Start program was designed to serve children who
A.come from families that do not have a lot of money.
B.are not doing very well in kindergarten.
C.were born in the 1950s.
D.need programs that focus primarily on social and emotional factors.
5.According to paragraph 3, the Head Start program had NOT been successful at which of the following?
A.Helping children adjust to school.
B.Providing long-term increase in IQ scores.
C.Improving school performance throughout high school.
D.Preventing children from being placed in special-education classes.
6.In paragraph 4，the author mentions the "results from other types of readiness programs" to
A.provide support for the idea that preschool readiness programs have been somewhat successful.
B.question the idea that Head Start is more effective than other preschool readiness programs.
C.indicate school completion is usually the most reliable indicator of success in most readiness programs.
D.emphasize that participation in readiness programs can be increased if costs are reduced.
7.According to paragraph 4, a cost-benefit analysis of one preschool readiness program revealed that
A.only one dollar's worth of benefit was gained for every seven dollars spent on the program.
B.the benefits of the program lasted only until the participants reached age 27.C.taxpayers saved seven dollars for every dollars spent on the program.
D.to be successful, the program would need to receive about seven times as much money as it currently receives.
8.The word "comprehensive" in the passage is closest in meaning to
A.easily understood.
B.thorough.
C.respectable.
D.objective.
9.Paragraph 5 mentions that participants in early intervention programs have been shown to do all of the following better than nonparticipants EXCEPT
A.Take care of there health.
B.Support themselves financially.
C.Take care of their own children.
D.Have increased emotional development.
10.According to paragraph 5, which of the following is true about the benefits of early intervention programs?
A.These programs produce good short-term benefits but few long-term benefits.
B.Only the most expensive programs provide substantial benefits.
C.The Head Start program provides a range of benefits that no other program can provide.
D.Some children benefit more than others do from these programs.
11.The word "seek" in the passage is closet in meaning to
A.claim.
B.manage.
C.fail.
D.attempt.
12.The passage mentions "developmental psychologist David Elkind" in order to
A.give an example of an expert who has designed an effective early childhood education program.
B.introduce an alternative view about the value of early childhood education.
C.explain why early childhood education programs are less effective in the United States than in other countries.
D.refute the claim that academic success is dependent on factors outside parents' control.
13. Look at the four squares [■] that indicate where the following sentence can be added to the passage.Where would the sentence best fit? According Elkind, not only does this cause the child emotional distress, it also fails to bring the intended cognitive gains.
Not everyone agrees that programs that seek to enhance academic skills during the preschool years are a good thing. ■【A】 In fact, according to developmental psychologist David Elkind, United States society tends to push children so rapidly that they begin to feel stress and pressure at a young age. ■【B】 Elkind argues that academic success is largely dependent upon factors out of parents'control, such as inherited abilities and a child's rate of maturation. ■【C】Consequently, children of a particular age cannot be expected to master educational material without taking into account their current level of cognitive development. ■【D】ln short, children require development appropriate educational practice, which is education that is based on both typical development and the unique characteristics of a given child.
14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passages or are minor ideas in the passage. This question is worth 2 points.
Preschool programs provide opportunities for young children to develop socially, emotionally, and cognitively.
A.In addition to stressing academic development, preschools should be enjoyable, since studies show that children benefit from programs they find fun.
B.Preschool programs such as Head Start have been shown to help prepare children for school and may also have long-team benefits in helping children become effective adults.
C.Studies have shown that preschool programs are most effective when they focus on only one area of development rather than trying to serve the "whole child".
D.The primary purpose of preschool programs varies by country, with some stressing the importance of group experience, and others self-reliance or getting a good academic start.
E.Critics of preschool programs argue that these programs put undue pressure on children and may not be effective of children are not developmentally ready for academic work.
F.David Elkind is a critic of publicity funded preschool programs, arguing that the parent cannot control their children's emotional development.
托福阅读答案
1.根据题目中Parents in Japan，定位可直接得到答案D。
2.这里对比了Chinese和Japanese家长之间的差别，所以A最合适。
3.focus是集中的意思， 另外这里和focus配合的介词是on，concentrate也用 on，所以这里帮助推断。
4.根据Head Start定位， 后面的内容就是对Head Start这个program的介绍，首先是 I960年开始的，和C矛盾， 然后说是在US宣布了 War on Poverty (贫穷)的时候，所以是为穷人设计的，符合A。 B没提到，D在这段的开头提到了，但是不是针对Head Start的描述，Head Start目标 是"whole child"，德智体美劳全面发展。
5.只有B不对应，其他的几个选项根据后文中的内容都是正确的。
6.利用 results of readiness programs定位到本段第一句，本句内容：参加这些 program留级的可能性小，而且还能省钱，所以选A。
7.A改变了原文意思，B文章没说只到27, D和原文意思正好相反。
8.comprehensive是全面的，综合的意思，使用代入法，A最易懂的，B完整的，C值得尊敬的，D客观的 中，AC可以排除，不通顺，B和D之间就需要理解 comprehensive的词意来确定。
9.根据关键词定位至For instance开始的内容，其中不包括C。
10.A对应 "reduction in future costs〃证明是 long term 的 benefit，所以A错误。B对应 "less-expensive programs are just as good as relatively expensive ones〃说明便宜和贵的一样好，B选项也不对。 C没提到。D对应not every child benefited to the same extent，正确。
11.seek本身是寻找，追求的意思。A是要求，B是设法，管理， C是失败，D是尝试，所以D 最合适。
12.关键词对应后，根据本段的第一句，Elkind是作为反面观点的例子出现的，所以是为了阐述另外一面的观点，选B。
13.要插入的句子中有not only，also的结构，那么起到的就是承上启下的作用。句子前面一定出现emotional distress的内容，后面要引出的就是 intended cognitive gains的相关内容，所以选B。
14.BDE
托福阅读译文
【1】由于不同社会持有的关于儿童早教目的观点的不同，学前班(5岁以下儿童的教育项目)的形式在不同国家也大不相同。比如说，在一项中、日、美三国的跨国学前班调査中，调査者发现这三个国家的父母对学前教育的看法大相径庭。中国的父母大都认为上学前班可以帮孩子们打开学术上的大门，日本父母则把其看做是一个使孩子融入集体的好机会。相比之下，美国父母认为学前班最主要的目的是让孩子减少依赖性并变得更加自立，尽管获得一个良好的学业开端和团队经验同样重要。
【2】许多为学龄前儿童设计的课程项目主要集中在社会因素和情感因素上，而有些主要是为提升学龄前孩子们的认知能力和给他们提供开始上幼儿园后会经历的正规指导。在美国，众所周知，为促进未来学术成功设计的项目叫“Head Start”，在20世纪60年代美国开始“对贫穷开战”时建立的。这个项目已经为超过13000000孩子和其家庭提供服务。其强调的是家长的参与，为培养“全方位发展的儿童”所设计的，包括孩子的身体健康、自信心、社会责任感以及社交能力与情感的发展。
【3】“Head Start”的成功与否取决于人们看待的角度。比如说，如果人们希望它可以带来智商的长期増长，那它终将是令人失望。因为，尽管“Head Start”可以使智力迅速地提高，但这种増长并不会持续太久。另一方面，很显然，“Head Start”的目标是让学龄前儿童做好上学的准备。相对那些没参与过“Head Start”计划的孩子们而言，参加了这个项目的孩子们对学业有着更充分的准备。而且，“Head Start”的毕业生今后的学习成绩会更好。最后，调査表明，虽然收获一般，但最终“Head Start”的毕业生在高中结束时会取得更高的学术成就。
【4】此外，从其他类型的学龄前预备项目的结果来看，那些参加过学前项目的毕业生很少重读，他们更愿意完成学校而不是预备项目。在毕业生长到27岁时，纳税人在这个项目上曾经花费的每1美元都可省下7美元。
【5】最近关于早期介入项目的综合评估表明，总的来说，学前项目可以带来巨大的收益，政府在早期投入的资金最终会减少未来的花销。比如说，与没有参与早期介入项目的孩子相比, 参加了各种项目的孩子在情感和认知能力上得到了提高，改善了教育成果，提高了经济的自足性，减少了犯罪行为的发生，健康行为得到了改进。当然，不是所有的项目都能产生这样的收益，也不是每个孩子都能得到同等程度的提高。此外，一些调査者称那些相对便宜的项目和昂贵项目结果一样好。评估的结果仍然很乐观，它认为早期介入的潜在好处是不可估量的。
【6】并不是所有人都认为在学前期追求学术上的提高是一件好事。事实上，据发展心理学家 大卫??艾尔凯德所说，美国社会急于催促逼迫孩子，以至于他们年纪小却感到压力。艾尔凯德认为学术上的成功主要取决于父母控制以外的因素，如天生的能力和孩子的成熟程度。因此，如果不考虑特定年龄段孩子们目前的认知发展水平，就不能期待他们掌握教材。总之，孩子们需要发展适当的教育实践，那就是基于孩子的典型发展和独特性的教育。
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