托福備考心得與經(jīng)驗(yàn)分享
托福備考是一個(gè)長(zhǎng)期且枯燥的過(guò)程，只有耐得住寂寞加上正確的復(fù)習(xí)方法，這樣才能讓你的托?？荚嚦煽?jī)得到提升。今天小編給大家?guī)?lái)托福備考心得與經(jīng)驗(yàn)分享,希望能夠幫助到大家，下面小編就和大家分享，來(lái)欣賞一下吧。
托福成績(jī)從77到100 備考心得與經(jīng)驗(yàn)分享
先來(lái)說(shuō)一下成績(jī)：28+26+22+24 此成績(jī)?yōu)槎?zhàn)成績(jī)。
一戰(zhàn)成績(jī)：25+17+14+21
從準(zhǔn)備二戰(zhàn)開(kāi)始就一直在本版潛?，版內(nèi)的諸多經(jīng)驗(yàn)貼給了我不少的經(jīng)驗(yàn)和鼓勵(lì)?，F(xiàn)在在國(guó)內(nèi)讀研究生二年級(jí)，實(shí)驗(yàn)室各種雜活，完全沒(méi)有時(shí)間復(fù)習(xí)(這時(shí)候才知道本科時(shí)充裕時(shí)間的寶貴，學(xué)弟學(xué)妹們一定要珍惜啊)，導(dǎo)致我只好把復(fù)習(xí)時(shí)間主要放到過(guò)年時(shí)滿(mǎn)打滿(mǎn)算的三周年假里。加上元旦后的十天復(fù)習(xí)和開(kāi)學(xué)來(lái)水的一周，共計(jì)復(fù)習(xí)了40天左右，從77到100覺(jué)得有些成功的經(jīng)驗(yàn)，失敗的教訓(xùn)可以給諸位戰(zhàn)友分享，這也就是本帖的初衷之一。周?chē)鷾?zhǔn)備托福的人不多，有很多想說(shuō)的話(huà)想和人分享，這是本帖的初衷之二。從去年七月開(kāi)始準(zhǔn)備G到現(xiàn)在近九個(gè)月的時(shí)間，終于結(jié)束，做個(gè)階段總結(jié)，這是本帖的初衷之三。
說(shuō)說(shuō)我的復(fù)習(xí)背景
國(guó)內(nèi)研究生二年級(jí)，四級(jí)498，六級(jí)三次才剛過(guò)線(xiàn)，考研英語(yǔ)74，GRE 151+170+3。
渣到爆吧，之前一戰(zhàn)之后唯一有信心的是閱讀，覺(jué)得努?下還能提分，其他感覺(jué)是毫無(wú)希望啊，尤其聽(tīng)?和口語(yǔ)。在此背景下，我開(kāi)始痛苦糾結(jié)的二戰(zhàn)。
說(shuō)說(shuō)閱讀
閱讀好像能說(shuō)的經(jīng)驗(yàn)很少，因?yàn)榭歼^(guò)GRE，前面也說(shuō)了對(duì)閱讀有點(diǎn)信心，所以二戰(zhàn)主要是就是刷
官方真題Official，刷了十套之后基本在25以上，但錯(cuò)的題主要是詞匯和最后一個(gè)總結(jié)題，然后開(kāi)始停下來(lái)背單詞，主要刷了鎮(zhèn)魂單詞和機(jī)經(jīng)大范圍，刷完再做題，基本就是在27以上了。
閱讀有長(zhǎng)難句的帖子很不錯(cuò)。
閱讀的考場(chǎng)經(jīng)驗(yàn)是，進(jìn)去以后不要太快的點(diǎn) continue，否則就會(huì)被別人的試話(huà)筒打擾，當(dāng)然也不要太慢否則聽(tīng)?又會(huì)受影響。
說(shuō)說(shuō)聽(tīng)?
二戰(zhàn)里的時(shí)間花的最多的就是聽(tīng)?了，你們也看到我一戰(zhàn)的渣聽(tīng)?了，一戰(zhàn)前主要是用的聽(tīng)寫(xiě)，開(kāi)始效果還是很明顯的，但是很快就感受不到進(jìn)步了，所以二戰(zhàn)用了精聽(tīng)，版內(nèi)有個(gè)分析幾種方法的帖子，?非常棒。
整個(gè)復(fù)習(xí)進(jìn)度
1. 科學(xué)六十秒，因?yàn)橐粦?zhàn)把老托已經(jīng)用完了，二戰(zhàn)直接就用了sss，早期的精聽(tīng)就是血虐啊，速度且不說(shuō)，sss的專(zhuān)業(yè)詞匯也是聽(tīng)不懂，甚至看不懂，但就是堅(jiān)持，因?yàn)橹涝趯?shí)際lecture中肯定有聽(tīng)不懂甚至看不懂的詞，要熟悉并學(xué)會(huì)處理這種問(wèn)題，大概再聽(tīng)了十天之后(就是元旦后復(fù)習(xí)那十天)，
明顯感到聽(tīng)到的句子變慢了，也慢慢學(xué)會(huì)了對(duì)不熟悉名詞的處理方法，因?yàn)槲闹幸话銜?huì)對(duì)重要名詞做描述，不描述可能是他不重要。我覺(jué)得這種的能?很重要。 P.S. sss之間區(qū)別也很大，一般mind 和health向的段子較長(zhǎng)且單詞較為簡(jiǎn)單，可以先練這個(gè)方向。
2. 官方真題Official，從十天的精聽(tīng)之后，到正式開(kāi)始復(fù)習(xí)，中間有一個(gè)月基本是沒(méi)有做練習(xí)的，從2月7號(hào)正式開(kāi)始復(fù)習(xí)，正式做官方真題Official，不用擔(dān)心浪費(fèi)了材料。
a. 一開(kāi)始的復(fù)習(xí)節(jié)奏是早上 先練精聽(tīng)(一般是昨天練過(guò)的那套官方真題Official)，再做一套官方真題Official，經(jīng)過(guò)大概十天的練習(xí)，慢慢習(xí)慣了官方真題Official的長(zhǎng)度，語(yǔ)速，基本上已經(jīng)能聽(tīng)到文章的大部分內(nèi)容，這段時(shí)間的官方真題Official的聽(tīng)?基本能保證在21分左右。
b. 做了一段時(shí)間感覺(jué)不到進(jìn)步，剛好因?yàn)槿痛竽瓿跻煌Ｖ箯?fù)習(xí)了兩天，重新開(kāi)始就調(diào)整了順序，每天早上先做官方真題Official，再對(duì)今天所做這套官方真題Official材料進(jìn)?行精聽(tīng)練習(xí)，這段時(shí)間，我增加了官方真題Official到1.3倍速，練了兩天習(xí)慣后，開(kāi)始放慢速度，嘗試聽(tīng)細(xì)節(jié)，然后特別注意第一次做題時(shí)因?yàn)闆](méi)聽(tīng)到而做錯(cuò)題的部分，我覺(jué)得這是一個(gè)習(xí)慣找出出題點(diǎn)的過(guò)程，這段時(shí)間的復(fù)習(xí)基本上能保證拿到23分左右。
c. 然后做到官方真題Official20的時(shí)候又崩了，那套直接17，一朝回到解放前啊。緊接著幾套也不理想，導(dǎo)致我甚至開(kāi)始懷疑人生…分析原因：這幾套難度有點(diǎn)增加，再就是一些一些細(xì)節(jié)聽(tīng)不到，即使聽(tīng)到很多的信息，但做題時(shí)在一個(gè)聽(tīng)到的選項(xiàng)和一個(gè)沒(méi)聽(tīng)到的選項(xiàng)(邏輯上好像更有可能的選項(xiàng))之間，開(kāi)始傾向于更加主觀的推斷。發(fā)現(xiàn)問(wèn)題之后，就開(kāi)始琢磨解決方法，那個(gè)時(shí)候和考試大概剩兩周，考慮到后面的時(shí)間要給寫(xiě)作和口語(yǔ)，覺(jué)得繼續(xù)練習(xí)到能聽(tīng)到所有細(xì)節(jié)好像不太現(xiàn)實(shí)，只好想到投機(jī)取巧的方法：在遇到一個(gè)包含一個(gè)聽(tīng)到信息和一個(gè)看似合理的選項(xiàng)的時(shí)候，看看那個(gè)沒(méi)聽(tīng)到的選項(xiàng)里的單詞和信息，是不是難到自己聽(tīng)不到或者聽(tīng)不懂的，假如真的挺難的，就選這個(gè)，假如信息很簡(jiǎn)單，就選那個(gè)聽(tīng)到的。這個(gè)技巧后來(lái)經(jīng)過(guò)練習(xí)，竟然還比較有用。這段時(shí)間基本穩(wěn)定在25左右了。
在家的復(fù)習(xí)的情況基本就是這樣，在學(xué)校的一周就停止精聽(tīng)了，但是把官方真題Official放在mp3，即使考試那天都保證著，在做題前灌耳朵。這也算經(jīng)驗(yàn)的一點(diǎn)了。
聽(tīng)?的考場(chǎng)經(jīng)驗(yàn)就是，考試比平時(shí)?？几泻?jiǎn)單，一是考試的時(shí)候比官方真題Official?？际蔷窀?，因?yàn)槲也挥浌P記，所以對(duì)精?要求更高。二是正式考試有圖片顯?示出lecture中那些學(xué)術(shù)名詞，這點(diǎn)對(duì)于理清文章邏輯很有幫助。三是 經(jīng)典加試可以好好看看，到考場(chǎng)上可以早點(diǎn)做完，用來(lái)調(diào)整自己出去休息的時(shí)間，我覺(jué)得以教室一般人出去為宜，這樣不會(huì)因?yàn)榭谡Z(yǔ)說(shuō)的太早太晚而羞恥…..
說(shuō)說(shuō)口語(yǔ)雖然口語(yǔ)提分最明顯，但這個(gè)經(jīng)驗(yàn)真的很有限，假如?非要說(shuō)一個(gè)的話(huà)就是“練習(xí)”。
剛開(kāi)始練習(xí)口語(yǔ)真的無(wú)從下手，直到不計(jì)后果開(kāi)始練習(xí)，慢慢開(kāi)始有了感覺(jué)。
前兩個(gè)題，主要是用的超級(jí)機(jī)經(jīng)，我沒(méi)有練習(xí)完，但是練了三四天就又感覺(jué)了。就像很多人說(shuō)的，慢慢就開(kāi)始發(fā)現(xiàn)有段子可以通用。
后四個(gè)題，主要用官方真題Official，我練了不到二十套，借鑒了綠版的口語(yǔ)帖和官方真題Official口語(yǔ)錄音。
開(kāi)始練的時(shí)候，主要練有話(huà)說(shuō)，練到后期就要考慮時(shí)間等等因素了。
其實(shí)考試下來(lái)，因?yàn)榈谒念}甚至都說(shuō)清楚，估計(jì)最高20，沒(méi)想到這個(gè)分?jǐn)?shù)，總覺(jué)得是有運(yùn)氣成分在。
口語(yǔ)考場(chǎng)上的經(jīng)驗(yàn)就是一定要控制語(yǔ)速，注意調(diào)整節(jié)奏，不一定要追求多，和我同天考的一個(gè)同學(xué)，其他兩部分都是fair，結(jié)果第一部分得了limited，我們相互之間分析，認(rèn)為就是因?yàn)檎f(shuō)的太快，想說(shuō)的太多，導(dǎo)致閱卷人沒(méi)有辦法聽(tīng)清楚。
說(shuō)說(shuō)寫(xiě)作寫(xiě)作我這個(gè)分?jǐn)?shù)基本也就告別談經(jīng)驗(yàn)了，假如要說(shuō)的話(huà)，只有教訓(xùn)。
1. 一定要重視綜合寫(xiě)作，我同學(xué)一個(gè)good一個(gè)fair 拿了26，我兩個(gè)good才24。
2. 綜合寫(xiě)作一定要重視邏輯，其中信息都聽(tīng)到了，但是行文缺乏邏輯。導(dǎo)致這個(gè)尷尬分?jǐn)?shù)。
3. 雖然獨(dú)立寫(xiě)作字?jǐn)?shù)很重要，但是也希望盡量在保證字?jǐn)?shù)?足夠的前提下保證質(zhì)量，字?jǐn)?shù)并不像很多
人說(shuō)的那么唯一重要。我這回敲了510個(gè)單詞，分?jǐn)?shù)也不高么。
說(shuō)說(shuō)機(jī)經(jīng)
二戰(zhàn)的時(shí)候大概提前一周開(kāi)始看機(jī)經(jīng)，看了口語(yǔ)和寫(xiě)作，結(jié)果只有口語(yǔ)第四題中了，而這恰好就是我口語(yǔ)里自我感覺(jué)答的最差的題，因?yàn)榭吹筋}的瞬間開(kāi)始在記憶里尋找，導(dǎo)致閱讀部分沒(méi)有看懂所有。
相較于機(jī)經(jīng)是否命中，我反倒覺(jué)得用機(jī)經(jīng)練習(xí)的過(guò)程比較重要，尤其口語(yǔ)獨(dú)立題，用機(jī)經(jīng)練反應(yīng)還是有用的。
說(shuō)說(shuō)考試之外
1. 復(fù)習(xí)托福一定要學(xué)會(huì)心理調(diào)節(jié)，我主要的脫產(chǎn)復(fù)習(xí)時(shí)間在過(guò)年寒假期間，周?chē)鞣N同學(xué)聚會(huì)，但沒(méi)辦法因?yàn)閺?fù)習(xí)只能拒絕。又恰好碰到做到官方真題Official20成績(jī)不升反降，那個(gè)時(shí)候心情可想，甚至開(kāi)始懷疑
自己的選擇，不過(guò)一次次告訴自己，自己的選擇一定是有價(jià)值的，總算挺過(guò)了那個(gè)時(shí)期。包括考試前一天，收到美國(guó)老師的批評(píng)郵件，簡(jiǎn)直情緒糟透了，不過(guò)告訴自己，假如拿不到推薦信，才更應(yīng)該好好考試，這才上了考場(chǎng)。
2. 復(fù)習(xí)托福一定要學(xué)會(huì)多任務(wù)處理。前面說(shuō)了實(shí)驗(yàn)室的各種活，但是在整個(gè)復(fù)習(xí)過(guò)程中一定要有自
己的主題，多任務(wù)處理，并不是讓你把所有問(wèn)題放在同等級(jí)別去解決，而是應(yīng)該知道輕重緩急，復(fù)習(xí)托福，其他的事情即使拖一拖，也要完成當(dāng)天任務(wù)。
3. 復(fù)習(xí)托福一定要學(xué)會(huì)抵抗誘惑，我其實(shí)沒(méi)甚么太多資格說(shuō)這話(huà)，但我能保證在復(fù)習(xí)的時(shí)候我的電腦桌面上和任務(wù)欄上只有托福相關(guān)內(nèi)容。
4. 調(diào)整作息時(shí)間，從正式開(kāi)始復(fù)習(xí)，我就保證每天七點(diǎn)半起床，模擬一定在九點(diǎn)左右開(kāi)始，最后有好結(jié)果，這個(gè)一定有狀態(tài)加成。
5. 認(rèn)清自己的狀態(tài)，別欺騙自己，復(fù)習(xí)到什么程度只有自己最清楚。
6. 一定要學(xué)會(huì)總結(jié)，不要一門(mén)心思做官方真題Official，一直做下去不總結(jié)，都浪費(fèi)了就。
7. 期待最好的結(jié)果，做最壞的打算，實(shí)際上我都把三戰(zhàn)的錢(qián)都打到賬戶(hù)了,而且考完之后一直沒(méi)有停
止復(fù)習(xí)….
8. 時(shí)間和效率的問(wèn)題，前期復(fù)習(xí)，可能無(wú)法保證效率，那就保證時(shí)間，后期復(fù)習(xí)，效率就會(huì)慢慢上來(lái)了，這可能也是量變到質(zhì)變的過(guò)程了。
結(jié)束語(yǔ)
稀里糊涂的說(shuō)了很多沒(méi)用的話(huà)，但是真切是我的復(fù)習(xí)狀態(tài)，我知道最后的分?jǐn)?shù)一定有運(yùn)氣成分，但能有這樣的進(jìn)步，我欣賞我自己的努?(不是我自戀啊)。
下個(gè)階段的主題變成了科研，相較于努?再加幾分，我覺(jué)得做出成果，發(fā)篇文章對(duì)于申請(qǐng)phd也許更有意義。
托福的復(fù)習(xí)實(shí)在痛苦煎熬，但這其中的收獲不限于考試(看美劇不需要字幕，深深覺(jué)得有意義)
我的復(fù)習(xí)經(jīng)驗(yàn)當(dāng)然可能不具有普遍意義，但假如你能獲得一點(diǎn)點(diǎn)啟發(fā)，甚至只是情緒上的鼓勵(lì)，那也將是我的榮幸。
感謝所有給我啟發(fā)的帖子的主人，感謝給我?guī)椭募胰撕团笥?，祝福所有?復(fù)習(xí)的朋友都有好的結(jié)果!
說(shuō)到這吧，申請(qǐng)的路還長(zhǎng)著呢，但道阻且長(zhǎng)還不得認(rèn)真去跑!
托福閱讀真題原題+題目
Naturalists and casual observers alike have been struck by the special relationship between squirrels and acorns (the seeds of oak trees). Ecologists, though, cannot observe these energetic mammals scurrying up and down oak trees and eating and burying acorns without wondering about their complex relationship with trees. Are squirrels dispersers and planters of oak forests or pesky seed predators? The answer is not simple. Squirrels may devour many acorns, but by storing and failing to recover up to 74 percent of them as they do when seeds are abundant, these arboreal rodents can also aid regeneration and dispersal of the oaks.
Their destructive powers are well documented. According to one report, squirrels destroyed tens of thousands of fallen acorns from an oak stand on the University of Indiana campus. A professor there estimated that each of the large white oaks had produced between two and eight thousand acorns, but within weeks of seed maturity, hardly an intact acorn could be found among the fallen leaves. Deer, turkey, wild pigs, and bears also feed heavily on acorns, but do not store them, and are therefore of no benefit to the trees. Flying squirrels, chipmunks, and mice are also unlikely to promote tree dispersal, as they often store seeds in tree cavities and underground burrows. Only squirrels — whose behavior of caching (hiding) acorns below the leaf litter — often promote successful germination of acorns, and perhaps blue jays, important long-distance dispersers, seem to help oaks spread and reproduce.
Among squirrels, though, there is a particularly puzzling behavior pattern. Squirrels pry off the caps of acorns, bite through the shells to get at the nutritious inner kernels, and then discard them half-eaten. The ground under towering oaks is often littered with thousands of half-eaten acorns, each one only bitten from the top. Why would any animal waste so much time and energy and risk exposure to such predators as red-tail hawks only to leave a large part of each acorn uneaten? While research is not conclusive at this point, one thing that is certain is that squirrels do hide some of the uneaten portions, and these acorn halves, many of which contain the seeds, may later germinate.
1. What does the passage mainly discuss?
(A) The ecology of oak trees
(B) Factors that determine the feeding habits of Squirrels
(C) Various species of animals that promote the dispersal of tree seeds
(D) The relationship between squirrels and oak trees
2. The word they in line 7 refers to
(A) oak forests
(B) acorns
(C) squirrels
(D) predators
3. According to the passage , what do squirrels do when large quantities of acorns are available?
(A) They do not store acorns.
(B) They eat more than 74 percent of available acorns.
(C) They do not retrieve all the acorns that they have stored.
(D) They hide acorns in tree cavities.
4. The word estimated in line 11 is closest in meaning to
(A) commented
(B) judged
(C) observed
(D) discovered
5. Why does the author mention the University of Indiana campus in line 10 -11?
(A) to provide evidence that intact acorns are hard to find under oak trees
(B) to indicate a place where squirrels can aid seed dispersal of oaks
(C) to argue in favor of additional studies concerning the destructive force of squirrels
(D) to support the claim that squirrels can do great damage to oak stands
6. It can be inferred from paragraph 3 that chipmunks do not aid in the dispersal of oak trees
because
(A) they store their acorns where they cannot germinate
(B) they consume most of their stored acorns
(C) their stored acorns are located and consumed by other species
(D) they cannot travel the long distance required for dispersal
7. According to the passage , which of the following do squirrels and blue jays have in common?
(A) They travel long distances to obtain acorns.
(B) They promote the reproduction of oak trees.
(C) They bury acorns under fallen leaves.
(D) They store large quantities of acorns.
8. The phrase pry off in line 21 is closest in meaning to
(A) swallow
(B) remove
(C) squeeze
(D) locate
9. The word littered in line 22 is closest in meaning to
(A) covered
(B) displayed
(C) fertilized
(D) planted
10. According to the passage , scientists cannot explain which of the following aspects of squirrel
behavior?
(A) Where squirrels store their acorn caches
(B) Why squirrels prefer acorns over other seeds
(C) Why squirrels eat only a portion of each acorn they retrieve
(D) Why squirrels prefer acorns from a particular species of oak trees
PASSAGE 98 DCCBD DBBAC
托福閱讀真題原題+題目
The Moon, which has undergone a distinct and complex geological history, presents a striking appearance. The moon may be divided into two major terrains: the Maria (dark lowlands) and the Terrace (bright highlands). The contrast in the reflectivity (the capability of reflecting light) of these two terrains suggested to many early observers that the two terrains might have different compositions, and this supposition was confirmed by missions to the Moon such as Surveyor and Apollo. One of the most obvious differences between the terrains is the smoothness of the Maria in contrast to the roughness of the highlands. This roughness is mostly caused by the abundance of craters: the highlands are completely covered by large craters (greater than 40-50 km in diameter), while the craters of the Maria tend to be much smaller. It is now known that the vast majority of the Moon's craters were formed by the impact of solid bodies with the lunar surface.
Most of the near side of the Moon was thoroughly mapped and studied from telescopic pictures years before the age of space exploration. Earth-based telescopes can resolve objects as small as a few hundred meters on the lunar surface. Close observation of craters, combined with the way the Moon diffusely reflects sunlight, led to the understanding that the Moon is covered by a surface layer, or regolith, that overlies the solid rock of the Moon. Telescopic images permitted the cataloging of a bewildering array of land forms. Craters were studied for clues to their origin; the large wispy marks were seen. Strange, sinuous features were observed in the Maria. Although various land forms were catalogued, the majority of astronomers' attention was fixed on craters and their origins.
Astronomers have known for a fairly long time that the shape of craters changes as they increase in size. Small craters with diameters of less than 10-15 km have relatively simple shapes. They have rim crests that are elevated above the surrounding terrain, smooth, bowl-shaped interiors, and depths that are about one-sixth their diameters. The complexity of shape increases for larger craters.
1. What does the passage mainly discuss?
(A) What astronomers learned from the Surveyor and Apollo space missions.
(B) Characteristics of the major terrains of the Moon.
(C) The origin of the Moon's craters.
(D) Techniques used to catalogue the Moon's land forms.
2. The word undergone in line 1 is closest in meaning to
(A) altered
(B) substituted
(C) experienced
(D) preserved
3. According to the passage , the Maria differ from the Terrace mainly in terms of
(A) age
(B) manner of creation
(C) size
(D) composition
4. The passage supports which of the following statements about the Surveyor and Apollo missions?
(A) They confirmed earlier theories about the Moon's surface.
(B) They revealed that previous ideas about the Moon's craters were incorrect.
(C) They were unable to provide detailed information about the Moon's surface.
(D) They were unable to identify how the Moon's craters were made.
5. The word vast in line 11 is closest in meaning to
(A) special
(B) known
(C) varied
(D) great
6. All of the following are true of the Maria EXCEPT:
(A) They have small craters.
(B) They have been analyzed by astronomers.
(C) They have a rough texture.
(D) They tend to be darker than the terrace.
7. All of the following terms are defined in the passage EXCEPT
(A) Moon (line 1)
(B) reflectivity (line 3)
(C) regolith (line 16)
(D) Maria (line 2)
8. The author mentions wispy marks in line 19 as an example of
(A) an aspect of the lunar surface discovered through lunar missions
(B) a characteristic of large craters
(C) a discovery made through the use of Earth-based telescopes
(D) features that astronomers observed to be common to the Earth and the Moon
9. According to the passage , lunar researchers have focused mostly on
(A) the possibility of finding water on the Moon
(B) the lunar regolith
(C) cataloging various land formations
(D) craters and their origins
10. The passage probably continues with a discussion of
(A) the reasons craters are difficult to study
(B) the different shapes small craters can have
(C) some features of large craters
(D) some difference in the ways small and large craters were formed
PASSAGE 97 BCDAD CACDC
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