提高托福阅读速度的经验方法.docx

《提高托福阅读速度的经验方法.docx》由会员分享，可在线阅读，更多相关《提高托福阅读速度的经验方法.docx（14页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、提高托福阅读速度的经验方法 想要做到托福阅读提高，首先要做的就是快速阅读托福文章，这样就有更多的时间进行做题和思索。提高托福阅读速度可以采纳快速泛读、计时阅读、寻读、略读等方法。如何将这些方法利用，下面为大家共享托福阅读阅历。 提高托福阅读速度的阅历方法 快速泛读是指广泛阅读大量涉及不同领域的文章，要求读得快，理解和驾驭文中的主要内容就可以。要确定一个明确的阅读定额，定额要结合自己的实际，可多可少，例如每天读20页。 而计时阅读每次进行510分钟即可，不宜太长。因为计时快速阅读，精力高度集中，时间一长，简单疲惫，精力分散反而乏味。 寻读又称查读，同略读一样，寻读也是一种快速阅读技巧。它是一种从

2、大量的资料中快速查找某一项详细事实或某一项特定信息，如人物、事务、时间、地点、数字等，而对其它无关部分略去不读的快速阅读方法。 它与略读不同，略读时，读者事先对材料一窍不通，而寻读则是在读者对材料有所了解的状况下进行的。详细地说，寻读带有明确的目的性，有针对性地选择问题的答案。 略读又称跳读(reading and skipping)或阅读(glancing)，是一种特地的，特别好用的快速阅读技能。 在进行托福阅读略读时，要利用印刷细微环节，如文章的标题、副标题、小标题、斜体词、黑体词、脚注、标点符号等，对文章进行预料略读。预料略读要了解作者的思路、文章方式(模式)，以便把握大意，有关的细微环

3、节及其相互关系。 以一般阅读速度(200250wpm)阅读文章开头的一、二段，力求抓住文章大意，背景状况，作者的文章风格，口吻或语气等。阅读段落的主题句和结论句。抓住主题句就驾驭了段落大意，然后略去细微环节不读，以求得略读速度。留意转折词和序列词。转折词如however，moreover，inaddition等;序列词如firstly，secondly等。 托福阅读猜词的七大技巧 一、利用定义式线索进行揣测 定义是作者为了更好地表达思想，在文章中对一些重要的概念、难懂的术语或 词汇等所作的说明。这些说明供应的信息具有明确的针对性，利用它们揣测词义比较简单。例如:Kinetic energy i

4、s the energy of moving particles. Kinetic enegry 可能是生词，由定义可知，表语是说明主语性质内容的。所以kinetic energy就是“运动粒子的能量”。再如Typhoons are cyclones，storms with strong winds rotating around a low-pressure center.假如cyclones是生词，推断该词义的线索就是其后面的说明“绕低气压中心形成的暴风雨”由此我们可知cyclones的意思是“绕低气压中心形成的暴风雨”。在这种说明中定义句的谓语动词多为：be, mean, deal wi

5、th, be considered, to be, refer to, be called, be known as, define, represent, signify, constitute等。 二、依据进一步阐述揣测词义 虽然进一步阐述不如定义那样严谨、具体，但是供应的信息足以使我们猜诞生词的词义。复述部分可以是适当的词，短语或者句子。例如Experts in kinesics, in their study of body motion as related to speech ,hope to discover new methods of communications. 逗号中短

6、语的意思是“对肢体语言进行探讨的学科”。短语与前面生词kinesics是同位关系，因此我们不难猜出kinesics指“肢体语言学”。在这种复述当中,构成同位关系的两部分之间多用逗号连接，有时也运用破折号，冒号，分号，引号，和括号等。另外同位语前还常有or, similarly, that is to say, in other words, namely, or other, 等副词或短语出现。另外一种会以定语从句的形式出现如从句Obesity, which is a medical disorder that affects approximately 20-30% of the popul

7、ation of the United States of America. It is an excessive accumulation of body fat that results from the storage of excess food energy calories in the body's fat cells. 依据生词obesity后面的非限制性定语从句which is a medical disorder that affects approximately 20-30% of the population of the United States of A

8、merica. It is an excessive accumulation of body fat that results from the storage of excess food energy calories in the body's fat cells. 我们可以推断出 obesity的含义，即“过度肥胖”。 三、依据举例揣测词义 恰当的举例能够供应揣测生词的重要线索，例如The consequences of epochal events such as wars and great scientific discoveries are not confined

9、to a small geographical area as they were in the past. 句中“斗争”和“重大科学发觉”是生词的实例，通过它们我们可以猜出epochal的 大致词义“重要的”。 四、依据上下文的语境关联揣测词义 例如Computers have been used for most kinds of crime, including fraud theft, larceny, embezzlement, burglary, sabotage, murder and forgery, since the first cases were reported in

10、 1985. 这句话中有很多生词出现，但通过上文的crime和murder一词，我们可以知道这些下划线词都是与犯罪有关的词。在考试中，就不必费心去考虑它们的详细意思，知道也许类别即可。再如Goran Ivanisevic fears only one service in tennis - Michael Stichs. His toss is always the same: the straight one or the topspin. Sampras has a good serve and Becker too, but Stichs is the toughest to read.

11、在此例中，大多数词用于网球运动中的一些特地词汇，我们可以不必理睬，而主要关注相识的那些词。这样能够也许理解此句讲的是网球选手Goran胆怯某种service, 通过上下文大致可得知这是指网球运动中的一个动作(比如发球、扣球等)。其实，service就是“发球”的意思。从形容词straight可知Stichs发球的特点，而且他是最难预料的一个。这样一来就可以很好地把握文章内容了。 五、依据对比关系揣测词义 在一个句子或段落中，有对两个事物或现象进行对比性的描述，我们可以依据生词或难词的反义词揣测其词义。 例如：Unlike her gregarious sister, Jane is a shy

12、, unsociable person who does not like to go to parties or to make new friends. Gregarious, 对很多人来说可能是个生词，但是句中单词unlike可以提示我们Gregarious和后面的词unsociable person是对比关系。分析出这种关系后，我们便能猜出意为Gregarious是“爱交际的”。 六、依据常识性线索揣测题义 这是指依据篇章(句子或段落)以外的其他学问来揣测词义。有时仅靠分析篇章内在逻辑关系无法猜出词义。这时，就须要运用生活阅历和一般常识确定词义。例如：The cat came quic

13、kly through the grass towards the birds ,when it was just a few from the feet from the victim, it gather its legs under itself and pounced.假如pounce 是生词。推想该词我们可以凭借我们的常识，我们知道当猫看到鸟时，通常它会先把爪子收起来，然后再突然向小鸟发起进攻。由此可以推断pounce一词的意思是“突然攻击”。 再如It's really cold out tonight. My hands are practically numb. 依据生

14、活阅历，天气寒冷时，手确定是numb “冻僵的，冻得麻木的”。 七、利用构词法揣测词义 此法包括利用前、后缀及合成词揣测词义。 7.1前、后缀揣测词义 英语中的前缀、后缀构词颇多，且特定的"缀"往往表示特定的含义，把握住这一点，可起到"以不变应万变"的效果。例如He had been overworking and fell ill at last. overwork是由前缀over-加动词构成，over有"超过，过于"之意，overwork意思是"工作过多，劳累过度"。再如，overburden负担过重，over

15、charge要价过高，overdo做得过分。英语中常用的前缀还有：mis-错，误：misfortune不幸;mislead误导;mismanage处理不当mid-中心：midnight半夜;midway半路under-低于：underdone半生不熟的;underestimate 低估;anti-反对：antibody抗体;anticyclone反气旋;antifreeze防冻剂。还有一些后缀派生词：例如1)You must stop dreaming and face reality.(-ty为名词的标记); 2)The country is trying to popularize edu

16、cation. (-ize为及物动词的标记，再如realize, modernize)。 7.2利用合成词揣测词义 Family members take turns choosing a special activity for the evening, and everyone partakes in for fun. 依据短语构成及上下文意思看，此处partakes in相当于takes part in。再如break out-outbreak(名词"爆发")，set out-outset(名词"起始")，come in-income(名词“收入”

17、)。 托福阅读材料练习：肺部有味觉 Take a deep breath. Taste anything? Actually, your lungs may. Because scientists have discovered that the same receptors that exist on the tongue to taste bitter substances are also found on the smooth muscle of the lungs. Researchers were studying the receptors on smooth lung musc

18、les that regulate contraction and relaxation of theairways. Thats when they made the discoverywhich was so unexpected that the researchers themselves were skeptical. Finally, they became convinced that the receptors were really there, though not clustered in taste buds as they are on the tongue. The

19、 scientists then exposed human and mouse airways to various bitter compounds to gauge the effects. Many toxic compounds are bitter, so the researchers expected the lung muscle to tense up and contractto compel the breather to move away from whatever was bitter and perhaps toxic. But, in a second sur

20、prise, bitter compounds relaxed and opened airways better than any existing asthma drug. The study is in the journal Nature Medicine. Deepak Deshpande et al., "Bitter taste receptors on airway smooth muscle bronchodilate by localized calcium signaling and reverse obstruction" Researchers w

21、ill continue to search for the role of the receptors. Meanwhile, the work represents a surprising new lead in the search for drugs to treat asthma, emphysema or chronic bronchitis. Cynthia Graber 托福阅读练习：考试助于学习 Tests aren't just a way for teachers to torture their students, according to a new stu

22、dy that finds the brain encodes better mental hints during test-taking than during studying alone. 考试不仅仅是老师用来熬煎学生的手段，因为最新探讨表明，考试时大脑消化汲取学习材料的效果要比只是学习看书时产生的效果好一些。 Although many people view tests as a way to mark and grade students' progress, research has found that the act of retrieving informatio

23、n from memory actually makes remembering it easier. In other words, tests improve learning. 人们把考试视作给学生进步打分的工具，然而探讨发觉，从记忆中检索信息这一行为可使人们记东西更加简单。换句话说，考试能让你学识渊博。 The study author Mary Pyc, a postdoctoral fellow at Washington University in St. Louis and her co-author Katherine Rawson investigated pieces o

24、f information called "mediators." Mediators are concepts, ideas or phrases that connect one piece of information to another. To be a good mediator, the idea has to be both easy to remember and easy to link to the information you're trying to retrieve. 该探讨论文的撰稿人、华盛顿高校博士后玛丽-佩克和她的同事凯瑟琳-罗森

25、着手于探讨名为“介质”的信息碎片。“介质”事实上就是一些概念、观点或者短语，它们是连接各条信息的桥梁。要成为优质“介质”，相关观点必需易记且和你要检索的信息相关。 To investigate the effect of testing on mediators, Pyc and Rawson had 118 English-speaking participants learn 48 Swahili words. Some of the learners took tests on the information and then got to restudy the material be

26、fore being tested again. Others only studied and restudied without tests. 为了调查考试对“介质”产生的效果，佩克和罗森让118名讲英语人士学习48个斯瓦希里语的单词。在之后的试验中，一部分学习者对所学内容进行测试，然后在再次测试前重新学习。而另一些人则只是学习、再学习，没有测试。 A week after learning the words, each group took a final test. Some tests required them to give the English translation fr

27、om the Swahlii word alone. Another group got a test that gave them the Swahili word plus the mediator they'd used when learning the words. A third group not only had to translate the word, but they also had to remember and write down their mediator word. 一周后，每组都会进行一次期终考试。一组被要求写出斯瓦希里语某些单词的意思，而另一组

28、则在释义时探讨者给他们看了自己学习时曾运用的“介质”。第三组不仅须要给单词释义，还要记住并写下自己当时运用的“介质”。 Overall, the group that took practice tests did three times better than the study-only group. In addition, more test practice made for better mediators. Those who had to recall both their mediator and the translation got scores averaging 51

29、 percent if they'd been in the pretesting group and just 34 percent if they'd only studied. Those who didn't have to remember their mediator, just link it to the translation, also did much better if they'd completed practice tests. 总体来讲，常常做测试的那一组的考试结果要比不做测试的那一组好出三倍。此外，测试较多使得学习者运用的“介质”也较好。须要回忆“介质”以及释义的小组成员中，从前在测试较多小组中学习的成员平均分为51分，而那些曾在不测试小组中学习过的成员平均仅为34分。而在考试中不被要求回忆“介质”只需释义的人群，倘如之前做过较多测试，考试成果也要好得多。 提高托福阅读速度的阅历方法本文来源：网络收集与整理，如有侵权，请联系作者删除，谢谢！第14页 共14页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页