托福閱讀零基礎備考3個訓練重點詳解

托福閱讀對于零基礎或是英語基礎較差的考生來說還是比較有難度的，因此大家在備考時也會在閱讀上花比較多的心思。今天給大家?guī)砹送懈ｉ喿x零基礎備考3個訓練重點詳解,希望能夠幫助到大家在托?？荚囍心酶叻?，下面小編就和大家分享，來欣賞一下吧。

【新手必看】托福閱讀零基礎備考3個訓練重點詳解

托福閱讀 單詞如何準備?

閱讀在托福聽說讀寫四項中，單詞量要求是最高的一項。對于單詞而言，科學數(shù)據(jù)證明，單詞至少需要過五遍以上才能夠真正記得單詞，因此一定要強調單詞重復，我們哈耶普推薦學生使用的單詞書是王玉梅。具體背單詞而言，會出現(xiàn)的最主要的問題是，很多孩子在背了幾遍單詞后，往往會在閱讀中只會覺得熟悉甚至是出現(xiàn)在某個單詞的上面或者下面，但就是不認識這個單詞什么意思，這種情況的解決辦法便是，背單詞的同時熟讀所給的例句，通過其中的意思去記背單詞，這樣單詞出現(xiàn)在閱讀中就會容易反映出來具體的意思。需要注意的是，單詞不能憑空去背，一定要強調默寫這個過程，同時默寫需要注意正確率，尤其是錯誤的單詞應該自己整理出來，否則會出現(xiàn)不認識的一直都不認識，哪怕默寫很多很多遍。

托福閱讀長難句分析技巧

長難句分析的基礎是最基本的語法，這一點對于孩子們來說，很多孩子都是有較大的缺陷的，因此一定確?；竞唵蔚恼Z法不出錯。另外，分析長難句要有技巧去分析，不能是純翻譯。如果單純地去翻譯，其實電子詞典就能做這個功能，長難句最主要的是如何把句子肢解成能夠快速理解的短句。建議可以使用老托福的文章來練習長難句分析。

托福文章閱讀技巧訓練心得

這一點是尤為重要的，像閱讀和聽力這樣的客觀題目，技巧的運用并不是三兩下就可以掌握的。冰凍三尺非一日之寒，這類客觀題目的技巧的運用一定有一個循序漸進的過程，首先要熟練掌握對應題型的解題技巧，第二需要在簡單題目中運用此技巧這樣才能夠確保自己會用技巧以及用技巧的信心，第三才是在難題中使用技巧解題。這一過程中，尤其是在技巧學習的初期，哪怕是所有做對的題目，都需要把技巧重復看在其中是如何運用的。

最后，針對所有考前的備考學生，尤其是考試心態(tài)不太穩(wěn)定的學生，閱讀這部分需要注意的是，平時的全真?？挤浅ｊP鍵，一方面是訓練考試心態(tài)，另一方面是針對?？贾?，一定要總結自己的分數(shù)所暴露出來的問題，分析自己的錯題類型都主要集中在哪些方面，有針對性解決，而非僅僅只看一個分數(shù)。很簡單，例如同樣是23分的學生，存在的問題也不盡相同。

托?？荚囬喿x文章練習

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

CABBB DDABC A

托福閱讀材料練習：文化背景決定工作理念

在許多企業(yè)文化中，“團隊合作”被視為非常重要的組成部分，優(yōu)秀的“團隊合作”精神也被視為一個好員工必須具備的。而不同的人對于“團隊合作”的看法和期望又是由什么決定的呢?

一篇文章稱，在不同文化生活的人對工作的理解也不一樣。例如人們對“團隊合作”就有不同的期望。

a new article in a special section on culture and psychology in

perspectives on psychological science, a journal of the associationfor

psychological science, explains that people in different cultures think about

work in different ways.

日前，一篇刊登在美國心理科學 聯(lián)合會的學術期刊《心理科學視角》文化與心理版塊的文章稱，在不同文化生活的人對工作的理解也不一樣。

for example, people have different expectations about teamwork, says

cristina b. gibson, of the university of western australia.

例如，人們對“團隊合作”就有不同的期望，西澳大學教授克里斯蒂娜.b.吉布森說道。

gibson has interviewed people to understand how they conceptualizeteams.

“in the us, people used a lot of sports metaphors. elsewhere, that just wasn't a

common metaphor.” in latin america, for example, many people talked about the

work team as a family.

托福閱讀材料練習：保持好記憶

being in a good mood decreases the brain's working memory， us researchers

say.

“this explains why you might not be able to remember a phone number you get

at a party when you are having a good time，” elizabeth martin， a doctoral

student of psychology at the university of missouri， says in a statement. “this

research is the first to show that positive mood can negatively impact working

memory storage capacity.”

the researchers gauged study participants’ mood before and after showing

them a video clip - some saw a bit of a stand-up comedy routine， while others

saw a video on how to install flooring.

those who viewed the comedy routine were in significantly better moods

after viewing the video， while the mood of flooring group had not changed. both

groups were then given a memory test.

the study， published in the journal cognition and emotion， found those who

watched the comedy routine performed significantly worse on the task.

美國研究人員稱，好心情可能會降低大腦的工作記憶(屬程序性記憶、短時記憶，是一種短暫時刻的知覺)能力。

“這就能解釋為什么明明在派對上玩得很開心，卻記不住從派對上得到的電話號碼，”密蘇里大學心理學博士伊麗莎白馬丁在一份報告中指出?！霸撗芯渴状握f明，積極情緒有損于工作記憶容量?！?/p>

研究人員在受試者觀看視頻片段前后對其情緒進行了測量。其中一部分受試者所看的是輕松喜劇節(jié)目，另一些人所看的視頻則關于如何鋪地板。

那些看了喜劇的受試者觀后情緒更佳，而“地板視頻”受試者觀前觀后情緒并無波動。兩組都接受了記憶測試。

此項刊登于《認知與情感》雜志的研究發(fā)現(xiàn)，觀看了喜劇的受試者在記憶測試中表現(xiàn)明顯差于另一組受試者。