詳解托福各科備考方法及經(jīng)驗(yàn)
2戰(zhàn)托?？荚?15分 ,詳解各科備考方法及經(jīng)驗(yàn)。今天小編給大家?guī)碓斀馔懈８骺苽淇挤椒敖?jīng)驗(yàn),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。
2戰(zhàn)托?？荚?15分 詳解各科備考方法及經(jīng)驗(yàn)
托福聽力備考
一般對(duì)于托福聽力的備考，主要是通過精聽來練習(xí)。如果考生實(shí)在是找不到好的聽力材料的話，那么官方真題Official就是一個(gè)不錯(cuò)的備考資料，小站論壇上就有免費(fèi)的下載資源，大家可以去下載。另外如果要想要獲得提高的話，大家還可以根據(jù)不同的倍速來練習(xí)，這樣的效果會(huì)比較好。如果反復(fù)聽你都是聽不懂的話，八成是因?yàn)槟愕耐懈Ｔ~匯不認(rèn)識(shí)，那么你除了去背單詞之外，在練習(xí)時(shí)碰到的不認(rèn)識(shí)的單詞你都要記錄下來，然后去背。大家在備考的時(shí)候一定要進(jìn)行精聽的練習(xí)，因?yàn)檫@個(gè)很重要，有時(shí)候在聽的時(shí)候一不走神出題點(diǎn)就過去了，這就是大家為什么細(xì)節(jié)題總是錯(cuò)的原因了。
托福閱讀備考
在托福閱讀備考當(dāng)中，個(gè)人認(rèn)為詞匯是很重要的，除了閱讀的基礎(chǔ)需要之外，還有一點(diǎn)很重要的就是在托福閱讀考試中有專門針對(duì)詞匯進(jìn)行考察的題型，所以這對(duì)于詞匯方面的備考尤其顯得重要。所以這里我用的無老師的詞匯書，大家也可以看看，不僅僅對(duì)閱讀有幫助，其它科目也很有幫助的。
另外，對(duì)于托福閱讀，建議大家不要使用紙質(zhì)資料來練習(xí)，因?yàn)榭荚囀菣C(jī)考的，你平時(shí)練習(xí)的時(shí)候如果用紙質(zhì)的話，那么你就會(huì)導(dǎo)致考試的時(shí)候不習(xí)慣，這樣會(huì)嚴(yán)重影響自己的閱讀速度的。在閱讀考試中，如果閱讀速度跟不上的話，那么你就會(huì)有做不完題的情況發(fā)生，這樣損失可就大了。大家在閱讀的時(shí)候還可以做一做筆記，這樣對(duì)做托福閱讀的最后一題總結(jié)題是很有幫助的?，F(xiàn)實(shí)中和考試結(jié)構(gòu)的題型相似的就是官方真題Official了，大家可以用來練習(xí)的哦，一篇不行，那么就多刷幾遍。
托?？谡Z備考
托福口語可能是最讓大陸考生又愛又恨的一個(gè)考試科目了?？梢哉f托福口語考試考生找不到一個(gè)標(biāo)準(zhǔn)。很多考生得分不高都是失足于托?？谡Z考試上。備考托?？谡Z，考生需要多練習(xí)托?？荚嚦？荚掝}，并且要錄音，并且在練習(xí)的時(shí)候，要把每道題的寫作思路都要寫下來，這樣你就會(huì)發(fā)現(xiàn)你在備考時(shí)是如何去分析題目，并給出答案的 .對(duì)于托福獨(dú)立口語題目，大家還是要以積累為主;綜合口語大家關(guān)鍵是要將聽力部分的內(nèi)容聽明白，這樣才能有把握答題。個(gè)人覺得近來托?？荚囍锌谡Z的難度在不斷的增大，尤其是在獨(dú)立口語方面，所以大家要看一些新題。新出來的官方真題Official40-48就跟現(xiàn)在的考試難度相差不多，所以大家一定要多多的去練習(xí)哦。
托福寫作備考
對(duì)于托福寫作和口語考試差不多，是最讓考生心里沒有底的。在面對(duì)托福獨(dú)立寫作的各種奇怪的題目，考生經(jīng)常會(huì)因?yàn)檎也坏秸擖c(diǎn)和論據(jù)而犯愁，有的考生甚至是考完了拿到一個(gè)不錯(cuò)的托福成績時(shí)，這個(gè)問題也沒有完美的解決。這里小編可以給大家一個(gè)托福寫作的訣竅，其實(shí)也就是個(gè)人的經(jīng)驗(yàn)啦，就是你在寫作的時(shí)候，對(duì)于自己的觀點(diǎn)一定要自圓其說。不管你說的是對(duì)與否，你都要相信你說的是對(duì)的，然后配合上一些實(shí)例來驗(yàn)證你的論點(diǎn)京味可以了。如果你解決了文章的結(jié)構(gòu)和內(nèi)容，那么接下來就是要解決文章的長度了，一般寫作的要求是300字左右，但是個(gè)人建議最好能夠達(dá)到500+這樣得高分的機(jī)率將會(huì)大大的提升。
最后還有三點(diǎn)想強(qiáng)調(diào)：
1. 我一本單詞書都沒背。相比背單詞，我更喜歡在學(xué)習(xí)中積累。把聽力、閱讀中不認(rèn)識(shí)的單詞都積累下來然后背過，這樣記憶會(huì)更深刻持久。
2. 官方真題Official乃托福備考之魂!尤其是對(duì)于聽力和閱讀。非常接近真實(shí)的考試，而且可以提供足夠的背景知識(shí)。
3. ipad的確是個(gè)好東西!
希望上面的備考經(jīng)驗(yàn)及總結(jié)方法對(duì)大家托福備考有幫助。在考試中，考生有一個(gè)好的心態(tài)也是可能讓自己在考場(chǎng)上超常發(fā)揮的。最后，小站教育編輯說大家托福考試能取得理想的成績。
托福閱讀真題原題+題目
The spectacular aurora light displays that appear in Earth's atmosphere around the north and south magnetic poles were once mysterious phenomena. Now, scientists have data from satellites and ground-based observations from which we know that the aurora brilliance is an immense electrical discharge similar to that occurring in a neon sign.
To understand the cause of auroras, first picture the Earth enclosed by its magnetosphere, a huge region created by the Earth's magnetic field. Outside the magnetosphere, blasting toward the earth is the solar wind, a swiftly moving plasma of ionized gases with its own magnetic filed. Charged particles in this solar wind speed earthward along the solar wind's magnetic lines of force with a spiraling motion. The Earth's magnetosphere is a barrier to the solar winds, and forces the charged particles of the solar wind to flow around the magnetosphere itself. But in the polar regions, the magnetic lines of force of the Earth and of the solar wind bunch together. Here many of the solar wind's charged particles break through the magnetosphere and enter Earth's magnetic field. They then spiral back and forth between the Earth's magnetic poles very rapidly. In the polar regions, electrons from the solar wind ionize and excite the atoms and molecules of the upper atmosphere, causing them to emit aurora radiations of visible light.
The colors of an aurora depend on the atoms emitting them. The dominant greenish white light comes from low energy excitation of oxygen atoms. During huge magnetic storms oxygen atoms also undergo high energy excitation and emit crimson light. Excited nitrogen atoms contribute bands of color varying from blue to violet. Viewed from outer space, auroras can be seen as dimly glowing belts wrapped around each of the Earth's magnetic poles. Each aurora hangs like a curtain of light stretching over the polar regions and into the higher latitudes. When the solar flares that result in magnetic storms and aurora activity are very intense, aurora displays may extend as far as the southern regions of the United States.
Studies of auroras have given physicists new information about the behavior of plasmas, which has helped to explain the nature of outer space and is being applied in attempts to harness energy from the fusion of atoms.
1. What does the passage mainly discuss?
(A) The methods used to observe auroras from outer space
(B) The formation and appearance of auroras around the Earth's poles
(C) The factors that cause the variety of colors in auroras
(D) The periodic variation in the display of auroras
2. The word phenomena in line 2 is closest in meaning to
(A) ideas
(B) stars
(C) events
(D) colors
3. The word picture in line 5 is closest in meaning to
(A) frame
(B) imagine
(C) describe
(D) explain
4. The passage describes the magnetosphere as a barrier (line 10) because
(A) its position makes it difficult to be observed from Earth
(B) it prevents particles from the solar wind from easily entering Earth's atmosphere
(C) it increases the speed of particles from the solar wind
(D) it is strongest in the polar regions
5. The word them in line 16 refers to
(A) polar regions
(B) electrons
(C) atoms and molecules
(D) aurora radiations
6. According to the passage , which color appears most frequently in an aurora display?
(A) greenish-white
(B) crimson
(C) blue
(D) violet
7. The word emit in line 20 is closest in meaning to
(A) change from
(B) connect with
(C) add to
(D) give off
8. The word glowing in line 22 is closest in meaning to
(A) shining
(B) moving
(C) charging
(D) hanging
9. Auroras may be seen in the southern regions of the United Sates when
(A) magnetic storms do not affect Earth
(B) solar flares are very intense
(C) the speed of the solar wind is reduced
(D) the excitation of atoms is low
10. The passage supports which of the following statements about scientists'n derstanding of
auroras?
(A) Before advances in technology, including satellites, scientists knew little about auroras.
(B) New knowledge about the fusion of atoms allowed scientists to learn more about auroras.
(C) Scientists cannot explain the cause of the different colors in auroras.
(D) Until scientists learn more about plasma physics, little knowledge about auroras will be available.
11. Which of the following terms is defined in the passage ?
(A) magnetosphere (line 6)
(B) electrons (line 15)
(C) ionize (line 15)
(D) fusion (line 29)
BCBBC ADABA A
托福閱讀真題原題+題目
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.
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 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.
(C) Effective techniques 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
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 vitamins
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 interest 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) 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) promising
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
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