托福阅读讲义要从哪些方面来准备

楚薇2分享 2024-03-07 05:42:10

面对一本厚厚的阅读讲义，要从哪些方面入手，感觉里面有无数的素材。这些问题都是最近收到比较频繁的。如何去解决阅读讲义，小编就为大家从三个方面来讲解归纳。

托福阅读讲义要从哪些方面来准备?

面对一本厚厚的阅读讲义，大家都望而却步。一般认真的考生都习惯把里面的题目做完，就OK了。其实不是这样的，对于托福阅读，不仅有做题，而且还可以从中学习到很多其他像写作，口语里面的知识。尤其是对写作的帮助很大，托福阅读讲义里有很多素材可以积累，帮助我们扩展综合写作中的例子。此外，还有很多不一样的观点可以领悟，能过发散我们的思维。今天就为大家分析从哪些方面来看托福讲义。

一、单词方面

我们需要的托福阅读的词汇量是8000左右，而托福讲义里面的单词其实会涉及到更多。如果考生在背完要求的8000单词之后，想继续扩展的话，不妨了解一下托福讲义哪些生词。在阅读初期，建议大家先系统过一遍自己已经掌握的8000词汇，查缺补漏。之后再过渡到寻找生词上，一般情况下，生词大概背3遍左右才能基本掌握。当生词看得懂之后，托福的核心词汇基本掌握了，这时候，考生不需要记8000之外的这些生词。因为这些词汇只要看懂就行，不影响其他部分。通常，托福词汇8000和生词意思的全面掌握，也需要将巩固背3遍左右。

在背诵单词的过程中，建议同学们按照上面的步骤，先把已经掌握的8000词汇温习，再对托福阅读讲义中的生词进行背诵，这样一个循序渐进的过程更有利于单词的全面掌握，而如果直接上手背诵讲义生词，则很难在短期内适应托福的难度，反而影响背词的最终效果，甚至因为太难而产生对单词的抵触情绪。

二、语法方面

很多同学在备考托福的时候会有一个误区，以为单词多，看阅读讲义就很容易，其实不然，正式进入到托福阅读讲义的做题中会发现，里面中涉及到的句子绝对不是主、谓、宾的简单组合，往往会穿插多种复杂修饰的成分，例如定语后置，不定式等。让句子结构变得错综复杂，从而使句意变得扑朔迷离，究其原因，主要是没有系统掌握语法知识，就堂而皇之去看托福阅读讲义。在托福阅读讲义中，涉及到的语法点最关键的是复杂修饰，这些包括插入语、介宾结构、分词短语、不定式、从句，定语，等等。一句话一般都用上很多这种，让考生不知道主语在哪儿，错抓句子意思。如果在看阅读讲义之前，掌握了这些不同类型的修饰成分，并且能够在一句话中准确的识别出来，清楚地知道各成分间的逻辑关系，也就意味着掌握了托福阅读讲义中大部分的语法点了。像省略，疑问，倒装这种句型反而在阅读讲义中出现的频率较低。

三、做题方面

长久以来，考生受应试思维比较大，面对厚厚一本阅读讲义，就直接硬做，做完就OK了。至于托福考试考什么，平时重点练什么，都已经抛诸脑后。这种思维在阅读讲义做题中表现为，轻视段落及篇章整体的中心思想的理解，只是阅读和题目相关的若干句子。这种做题方法看起来很快，实则不好。在做阅读讲义中，我们需要学会通过题干线索词回到文章中找到相应句子，但有些情况也会查不到相对应的句子，这时候我们更应该去了解相关技巧，而不是继续硬做。比如题目中出现了对原文的改写、考查多个段落相关的题以及最后一道篇章总结题等等，像这些无法直接找到相应答案句的题，需要大家在通读段落或文章的过程中才能全面把握住，所以，做题的正确打开方式应该是根据托福阅读讲义的出题原则，在逐段浏览文章的过程中逐段做题，换句话说，就是读一段再做与该段相关的题，以此类推，直到完成最后一题，而不是简单的定位做题，只有这样，才能全面把握住阅读中考查的每一道题，尽可能少丢分。

托福阅读真题练习：行星探索

托福阅读文本：

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.

托福阅读题目：

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.

(D) They have an unusual orbit.

2. The word "collectively" in line 3 is closest in meaning to

(A) respectively

(B) popularly

(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

(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

(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

(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

(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

(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

(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

(D) the effect it had on television broadcasting

10. The "target" in line 20 most probably referred to

(A) Earth

(B) Jupiter

(D) a comet

托福阅读答案：

ADDBC DACBA

托福阅读真题练习：临床营养学

托福阅读文本：

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.

托福阅读题目：

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

(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.

(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

(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

(D) support the creation of artificial vitamins

5. The word "Reckless" in line 18 is closest in meaning to

(A) recorded

(B) irresponsible

(D) urgent

6. The word 'them" in line 19 refers to

(A) therapies

(B) claims

(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.

(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

(D) in regard to

9. The word "skyrocketing" in line 23 is closest in meaning to

(A) internationally popular

(B) increasing rapidly

(D) surprising

10. The word "extolling" in line 24 is closest in meaning to

(A) analyzing

(B) questioning

(D) promising

11. The paragraph following the passage most probably discusses

(A) the fourth era of nutrition history

(B) problems associated with undernutrition

(D) why nutrition education lost its appeal

托福阅读答案：

CABBB DDABCA

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