初中生考托福110分經(jīng)驗分享
初中生考托福110分, 高分要講究方式方法，今天小編給大家?guī)沓踔猩纪懈?10分,希望能夠幫助到大家，下面小編就和大家分享，來欣賞一下吧。
初中生考托福110分 高分要講究方式方法
這里小編主要從她的托福4個考試科目的備考來為大家講解，希望大家可以從中揚長避短，找到適合自己的備考方法。
閱讀部分
托?？荚囀紫瓤嫉氖情喿x部分，這個考試部分可以說是中國考生最擅長的一個考試科目了，無非就是理解能力的考驗。相信從小學(xué)習(xí)英語的時候，每次的考試都會有閱讀理解部分，跟這個部分是很相似的，不同的是一個是紙質(zhì)考試，而托福是機考，文章篇幅偏長，這需要考生平時大量的積累詞匯及練習(xí)應(yīng)該是可以克服的。
在托福閱讀考試中，詞匯是很重要的，為此托福閱讀中專門設(shè)置有詞匯題。如果考生的詞匯量儲備不夠的話，那么你的閱讀理解能力將會大大降低，所以說這是托福閱讀考試中至關(guān)重要的一個部分。其次 就是閱讀的句法理解、段意理解乃至全文的理解是一個很費工夫的事情。在這里初三女生用到的方法就是精讀的方法，每做完一篇之后會把文章的長難句翻譯出來，整理每段的段意，再去分析每一道題。
聽力部分
對于聽力部分，可能是考生遇到困難最多的一個考試部分了，這部分的考試對于考生的理解能力的要求是很大的，同時還需要考生有一些通識基礎(chǔ)。如何應(yīng)對這樣的問題考生應(yīng)該如何解決呢?這時她的應(yīng)對策略是理解聽力材料。托?？荚囎鳛檎Z言能力測試，要求的并不是考生在某一學(xué)科的超人能力，重點在于理解上。另外她的另外一個備考方法就是反復(fù)的多聽，并且反復(fù)的去修改筆記，確定了一篇聽力的一個考點都沒有落下才會進行下一篇的練習(xí)。在備考時，大家可以往往個體SSS做為練習(xí)材料(SSS即科學(xué)美國人)，它的語速比考試略快，但是它的選擇是很接近托?？荚嚨?，最重要的是它比較短，很適合練習(xí)。即使不是為了考試，平時積累一些知識也會對你的學(xué)習(xí)有幫助的。
口語部分
從托?？谡Z考試開始，考試就是以語音或者文字的方式時行輸出了，托福口語主要是通過語音進行輸出。它主要考察的是你說話的條理性，看你能否詳細的展開自己的觀點或陳述。托?？谡Z考試總共有6道題，第1、2題即Task1、2為獨立口語，它們的主要提高方式就是多練習(xí)，但是考生備考時要注意一個技巧，那就是要自己多分類積累語料，比如環(huán)保、學(xué)習(xí)、生活，這些話題可以寫出“萬金油”的答案。第3題和第5題即Task3、5，是campussituation這兩題雖然內(nèi)容比較輕松，但是考生要抱著做聽力lecture的心態(tài)去認真對待。第4、6題即Task4、6的關(guān)鍵在于把握好時間，這個在復(fù)習(xí)的時候考生要反復(fù)的練習(xí)。在托?？谡Z考試中，哪些內(nèi)容一定要說，哪些內(nèi)容可以省略，掌握這些才能得到得分要點，這也是大家在備考時需要重點注意和要掌握的。
寫作部分
托福寫作考試也是一個輸出項，這里是需要通過文字的形式來輸出。這部分考生需要注意的時間緊，但是字數(shù)要求也要達到。其中也分為綜合寫作和獨立寫作。綜合寫作中，考生一定要盡量還原原文，原則上是還原越多越好，即使原文的詞句很基礎(chǔ)，但是切忌不要照抄原文，這和綜合口語里的原文復(fù)述是差不多的意思，便是字數(shù)也要達到評分標準里的要求。對于獨立寫作，首先考生要保證的是打字速度，在考試的30分鐘里要寫出500字左右或以上的文章。另外對于托福寫作考試而言，平時練習(xí)的時候?qū)τ诔？碱}目可以自制模板，這樣考試的時候就很方便快捷，同時積累詞句也是復(fù)習(xí)的重點。
托?？荚嚦藦?fù)習(xí)時要認真對待，你的英語水平也是很重要的。為什么一個初三的考生可以考110左右，而你大學(xué)或者更高也不能考出好的成績。小編認為努力復(fù)習(xí)和基礎(chǔ)是分不開的。最后，小編預(yù)祝大家托福考試能取得理想的成績。
托福閱讀真題原題+題目
During the seventeenth and eighteenth centuries, almost nothing was written about the contributions of women during the colonial period and the early history of the newly formed United States. Lacking the right to vote and absent from the seats of power, women were not considered an important force in history. Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the American Revolution, and Abigail Adams penned important letters showing she exercised great political influence over her husband, John, the second President of the United States. But little or no notice was taken of these contributions. During these centuries, women remained invisible in history books.
Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors writing about women. These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory in nature, and they were uncritical in their selection and use of sources.
During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records of activities in which women were engaged. National, regional, and local women's organizations compiled accounts of their doings. Personal correspondence, newspaper clippings, and souvenirs were saved and stored. These sources from the core of the two greatest collections of women's history in the United States one at the Elizabeth and Arthur Schlesinger Library at Radcliff Céol lege, and the other the Sophia Smith Collection at Smith College. Such sources have provided valuable materials for later generations of historians.
Despite the gathering of more information about ordinary women during the nineteenth century, most of the writing about women conformed to the great women theory of history, just as much of mainstream American history concentrated on great men. To demonstrate that women were making significant contributions to American life, female authors singled out women leaders and wrote biographies, or else important women produced their autobiographies. Most of these leaders were involved in public life as reformers, activists working for women's right to vote, or authors, and were not representative at all of the great of ordinary woman. The lives of ordinary people continued, generally, to be untold in the American histories being published.
1. What does the passage mainly discuss?
(A) The role of literature in early American histories
(B) The place of American women in written histories
(C) The keen sense of history shown by American women
(D) The great women approach to history used by American historians
2. The word contemporary in line 6 means that the history was
(A) informative
(B) written at that time
(C) thoughtful
(D) faultfinding
3. In the first paragraph, Bradstreet, Warren, and Adams are mentioned to show that
(A) a woman's status was changed by marriage
(B) even the contributions of outstanding women were ignored
(C) only three women were able to get their writing published
(D) poetry produced by women was more readily accepted than other writing by women
4. The word celebratory in line 12 means that the writings referred to were
(A) related to parties
(B) religious
(C) serious
(D) full of praise
5. The word they in line 12 refers to
(A) efforts
(B) authors
(C) counterparts
(D) sources
6. In the second paragraph, what weakness in nineteenth-century histories does the author point
out?
(A) They put too much emphasis on daily activities
(B) They left out discussion of the influence of money on politics.
(C) The sources of the information they were based on were not necessarily accurate.
(D) They were printed on poor-quality paper.
7. On the basis of information in the third paragraph, which of the following would most likely
have been collected by nineteenth-century feminist organizations?
(A) Newspaper accounts of presidential election results
(B) Biographies of John Adams
(C) Letters from a mother to a daughter advising her how to handle a family problem
(D) Books about famous graduates of the country's first college
8. What use was made of the nineteenth-century women's history materials in the Schlesinger
Library and the Sophia Smith Collection?
(A) They were combined and published in a multivolume encyclopedia
(B) They formed the basis of college courses in the nineteenth century.
(C) They provided valuable information for twentieth-century historical researchers.
(D) They were shared among women's colleges throughout the United States.
9. In the last paragraph, the author mentions all of the following as possible roles of nineteenth-century great women EXCEPT
(A) authors
(B) reformers
(C) activists for women's rights
(D) politicians
10. The word representative in line 29 is closest in meaning to
(A) typical
(B) satisfied
(C) supportive
(D) distinctive
托福閱讀真題原題+題目
The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms.
Such migration was particularly rapid following the Civil War (1861-1865).
1. What does the passage mainly discuss?
(A) Factors that slowed the growth of cities in Europe.
(B) The evolution of cities in North America
(C) Trade between North American and European cities
(D) The effects of the United Sates' independence on urban growth in New England.
2. The word they in line 4 refers to
(A) North American colonies
(B) cities
(C) centuries
(D) town economies
3. The passage compares early European and North American cities on the basis of which of the following?
(A) Their economic success
(B) The type of merchandise they exported
(C) Their ability to distribute goods to interior settlements
(D) The pace of their development
4. The word accordingly in line 11 is closest in meaning to
(A) as usual
(B) in contrast
(C) to some degree
(D) for that reason
5. According to the passage , early colonial cities were established along the Atlantic coastline of
North America due to
(A) an abundance of natural resources
(B) financial support from colonial governments
(C) proximity to parts of Europe
(D) a favorable climate
6. The passage indicates that during colonial times, the Atlantic coastline cities prepared which of
the following for shipment to Europe?
(A) Manufacturing equipment
(B) Capital goods
(C) Consumer goods
(D) Raw materials
7. According to the passage , all of the following aspects of the plantation system influenced the
growth of southern cities EXCEPT the
(A) location of the plantations
(B) access of plantation owners to shipping
(C) relationships between plantation residents and city residents
(D) economic self-sufficiency of the plantations
8. It can be inferred from the passage that, in comparison with northern cities, most southern
cities were
(A) more prosperous
(B) smaller
(C) less economically self-sufficient
(D) tied less closely to England than to France
9. The word recorded in line 26 is closest in meaning to
(A) imagined
(B) discovered
(C) documented
(D) planned
10. The word drawing in line 28 is closest in meaning to
(A) attracting
(B) employing
(C) instructing
(D) representing
11. The passage mentions the period following the Civil War (line 29) because it was a time of
(A) significant obstacles to industrial growth
(B) decreased dependence on foreign trade
(C) increased numbers of people leaving employment on farms
(D) increased migration from northern states to southern states
答案：BBDDC DCBCA C
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