你知道如何提高托福阅读速度吗.docx

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1、你知道如何提高托福阅读速度吗 很多考生反映托福阅读的文章很长，而且静不下来始终考试的时间不够用，大大的降低了考生的阅读的阅读速度，许多同学不知道怎么提高托福阅读速度，那么如何提高托福阅读速度呢?今日就和我一起来看一下吧! 你知道如何提高托福阅读速度吗? The primary method previously used by paleontologists to estimate climatic changes that occurred during Pleistocene glacial cycles(新世纪冰川周期)was the determination of 18O/16O(1

2、8O与16O分别为氧元素)ratios in calcareous fossils. 第一眼看上去这个句子很长，结构很困难，但是假如对这句话进行意群划分，我们会发觉这个句子理解起来并没有那么难。下面我们就来分析一下这个句子：首先，我们须要找到句子的主干。主语一般是由名词或代词来充当的，这句话的主语明显是“the method”;谓语一般是由动词来充当的，那么这句话中的动词哪一个才是句子的谓语呢?假如考生对句子成分比较熟识的话，很简单推断出这个句子其实是一个主系表结构，句子的系动词是“was”，后面的“the determination”自然就是句子的表语了。 找到了句子的主干，剩下的就是句子的

3、修饰成分了。下面我们依次来看一下：主语前面的形容词“primary”是来修饰主语的;主语后面的“previously used by paleontologists”是非谓语作后置定语，也是用来修饰主语的;接下来的“to estimate climatic changes”是不定式作目的状语来修饰前面的动词“use”;然后，“that”引导的是一个定语从句，来修饰前面的“climatic changes”，其中“during”作时间状语修饰前面的动词“occur”;最终是“系动词+表语”结构。整个句子根据意群就可以划分为： 1)The primary method 2)previously u

4、sed by paleontologists 3)to estimate climatic changes 4)that occurred during Pleistocene glacial cycles 6)was the determination of 18O/16O ratios in calcareous fossils. 整个句子的结构就变得清楚了，自然阅读速度就上去了。 托福考试中应避开的四个错误 一、 托福就是背单词 新托福阅读词汇量在8000-10000左右，许多的中学生只有2000单词，优秀一些的学生可能会有4000左右，但要提高到8000还需不断扩充词汇。同学中有许多将

5、单词书过了许多遍，但在实际读文章，或是听力答题的过程中还是显得单薄。这是因为考生大多记得只是单词的样子而不熟识它的发音和用法。 其实在新托福听说读写这四个部分，词汇考察是不同的。词汇量考察最大的是阅读部分，然而这一部分只须要考生眼熟即可。虽然听力部分考察词汇量要相对的少一些， 但对考生的要求更高， 就是肯定要耳熟， 口语肯定要嘴熟，写作要手熟。但不管是哪一部分， 都须要考生对于高校英语四六级这些最为基础核心的词汇极为熟识。托福考试 除了用单词书系统去背单词， 考生应当总结听过的每一篇听力文章，读过的每一篇阅读文章中的生词。这样在实际运用中驾驭的单词， 会很牢靠，因为你不仅知道了它的意思 还有它

6、的声音以及用法。所以要将单词书和托福文章结合起来，不能脱离文章死背单词， 亦不能只做文章而不去总结。 二、 干脆做托福题 对于基础不是很好的同学， 不建议干脆接触托福。 假如备考时间较长，建议先通过适合自己难度的教材来按部就班的提高自己在英语方面的综合实力。托福考试 至于这方面应用的材料， 在听力方面，建议同学听step by step 或listen to this 初中级。对中学生来说，英语学习的面比较窄，一般不能看懂西方的高校阶段的教材。这就要求我们同学常常听VOA和一些西方的媒体及主流刊物，这里面涉及到一些专业词汇，相对来说中国学生接触得很少， 可以逐步积累。 三、 纯靠实力，对整个考

7、试没有充分的把握 新托福考试每一部分都有各自要求， 考生必选细致研读考试指南。托福考试 例如写作，许多同学倾向用困难的单词，用困难的单词有两大弱点：一、极其简单拼法错误，二、用得不够恰当。有的单词在字典里翻译得并不精确，一旦运用，只会让人啼笑皆非。所以单词的应用要以得体适用为主，而不是单纯寻求困难词汇。再比如听力部分，许多同学都会盲目地记录一些文章细微环节，而忽视了对文章整体架构和主要信息的把握。托福考试 另外缺乏对文章内容进行归纳总结的实力，把握不住文章的重点。所以最终答题仍是不得要领。阅读更是假如没有对各种题型的全面把握，驾驭其特点，在考试中会相当麻烦。 四、 没有时间概念，没有上机模拟

8、从托福来讲，许多同学在临场考的时候，茫然不知所措，平常练得很少，阅读20分钟之内不能很好的完成一篇文章，写作在规定时间内也敲不完，再比如口语，15秒钟的时间打算，有35秒钟时间去讲，假如平常没有充分的花时间去练习的话，打算15秒，从头到尾讲出一些逻辑性的话，许多同学都无从下手。 托福考试 建议平常可以对着镜子，自己打算15秒，在35秒之内怎么把这段话说得流利是很重要的。 托福是上机考试，已经习惯了书面答题的同学肯定要提前先适应一下机答的感觉。考前尽量严格根据考试流程做5套以上的模拟题，题目可以参考Barron, Kaplan, Delta, Longman等都是很好的模考材料，通过真实的模考体

9、验真实考试的时间和强度，才能在考场上充分发挥自己的水平。 托福阅读真题训练1 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 ce

10、ntury 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 ni

11、trogen 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

12、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

13、 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 nutritio

14、nal 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, n

15、utrition 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

16、 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 undernutri

17、tion that lead to chronic health problems. 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 (C) The stages of development of clinical nutrition as a field of study (D) Nutritional pra

18、ctices 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. (C) Effective techniques

19、of weight loss were determined. (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 (C) realistic (D) correct 4. It can be inferred from the passage that medical schools began to teach concepts of nutrition

20、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 (C) convince doctors to conduct experimental vitamin therapies on their patients (D) support the creation of artificial vi

21、tamins 5. The word Reckless in line 18 is closest in meaning to (A) recorded (B) irresponsible (C) informative (D) urgent 6. The word 'them in line 19 refers to (A) therapies (B) claims (C) effects (D) vitamins 7. Why did vitamin therapy begin losing favor in the 1950's (A) The public lost i

22、nterest in vitamins. (B) Medical schools stopped teaching nutritional concepts. (C) Nutritional research was of poor quality (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)

23、 prior to (C) in dispute with (D) in regard to 9. The word skyrocketing in line 23 is closest in meaning to (A) internationally popular (B) increasing rapidly (C) acceptable (D) surprising 10. The word extolling in line 24 is closest in meaning to (A) analyzing (B) questioning (C) praising (D) promi

24、sing 11. The paragraph following the passage most probably discusses (A) the fourth era of nutrition history (B) problems associated with undernutrition (C) how drug companies became successful (D) why nutrition education lost its appeal PASSAGE 25 CABBB DDABC A 托福阅读真题训练2 In July of 1994, an astound

25、ing 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 an

26、d 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 ca

27、used 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

28、 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 pi

29、qued 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 ver

30、y 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

31、 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. 1. The passage mentions which of the following with respect to the fragments of comet Shoemaker-Levy 9? (A)

32、They were once combine in a larger body. (B) Some of them burned up before entering the atmosphere of Jupiter. (C) Some of them are still orbiting Jupiter. (D) They have an unusual orbit. 2. The word collectively in line 3 is closest in meaning to (A) respectively (B) popularly (C) also (D) together

33、 3. The author compares the fragments of comet Shoemaker-Levy 9 to all of the following EXCEPT (A) a dismembered body (B) a train (C) a pearl necklace (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

34、it for only a few months (C) had observed its breakup into twenty-odd fragments (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 (C) frozen (D) exploding 6. Superheated fireballs were p

35、roduced as soon as the fragments of comet Shoemaker- Levy 9 (A) hit the surface of Jupiter (B) were pulled into Jupiter's orbit (C) were ejected back through the tunnel (D) entered the atmosphere of Jupiter 7. The phrase incinerated itself in line 9 is closest in meaning to (A) burned up (B) bro

36、ke into smaller pieces (C) increased its speed (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 (C) black marks (D) tunnels 9. Paragraph 2 discusses the impact of the comet Shoemaker-Levy 9 primarily

37、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 (C) the changes it made to the surface of Jupiter (D) the effect it had on television broadcasting 10. The target in line 20 most probably referred to (A) Earth (B) Jupiter (C) the solar system (D) a comet PASSAGE 26 ADDBC DACBA 你知道如何提高托福阅读速度吗本文来源：网络收集与整理，如有侵权，请联系作者删除，谢谢！第18页 共18页第 18 页 共 18 页第 18 页 共 18 页第 18 页 共 18 页第 18 页 共 18 页第 18 页 共 18 页第 18 页 共 18 页第 18 页 共 18 页第 18 页 共 18 页第 18 页 共 18 页第 18 页 共 18 页