托福備考之怎樣養(yǎng)成良好閱讀習慣呢

陳鈴221147由分享時間：2020-08-10 18:26:49

托福備考之怎樣養(yǎng)成良好閱讀習慣?今天小編給大家?guī)砹送懈淇贾鯓羽B(yǎng)成良好閱讀習慣，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。

托福備考之怎樣養(yǎng)成良好閱讀習慣

在托福閱讀備考的過程中，很多同學在都會感到有時在做題中的問題，是閱讀速度慢從而影響到了后的答題準確率。在我們的練習中應該怎樣去提升自己的答題速度呢?有什么更加優(yōu)化托福閱讀的方式呢?那么，在以下的內(nèi)容中就為大家詳解介紹一下吧。

無論是在托福備考或是四六級英語備考，只要是在語言類考試的復習中，你都可以發(fā)現(xiàn)，閱讀能力都是建立在足夠的詞匯基礎(chǔ)上的。所以，想要提升自己的閱讀能力，詞匯基礎(chǔ)自然是必不可少的基礎(chǔ)環(huán)節(jié)。那么，想要初入托福練習的朋友肯定會問，想要通順的閱讀一篇文章，詞匯量需要多少呢?

其實，對于在托福備考的過程中，如果你認認真真的將一本單詞書背誦和理解70-80%，在這時候，你就會發(fā)現(xiàn)，托福閱讀理解對你來說，并不是一件困難的事情。當然，我們還需要提醒大家，雖然在這里說到的是詞匯量的基礎(chǔ)，但是，單詞的理解還是需要回歸到句子中加以理解，僅僅糾結(jié)單詞本身的含義，對于閱讀的提升也不能給予很多幫助。

當然，想要快速理解句子中的完整內(nèi)容，僅僅依靠詞匯量的提升還是不夠的。在很大部分時間中，我們還是需要靠語法知識準確的理解其中的內(nèi)容。特別，是在文章中一些長難句的理解過程中，我們就需要通過詞匯與語法的互相結(jié)合，精準定位，準確找到答案。建議大家，在練習閱讀的同時，也需要找到自己語法知識的弱點加以強化，同時，對于一些長句和復雜句加以反復的練習，找到適合自己的方法。

在托福考試中，托福閱讀的時間對于多數(shù)同學來說都會是比較緊張的。所以，在托福閱讀的訓練中養(yǎng)成一個良好的習慣是非常重要的。比如，在托福閱讀練習中，盡量避免逐字逐句閱讀、出聲閱讀的方式，這樣的方法都會拖延閱讀時間。同時，在閱讀內(nèi)容中，我們也需要學會把握住特別敏感的一些詞匯。比如邏輯轉(zhuǎn)換關(guān)系詞，看到(because, so, therefore)應該馬上就會聯(lián)想到因果關(guān)系的內(nèi)容，而(also, furthermore)之后就是遞進關(guān)系的內(nèi)容，這樣對于自己的閱讀速度的提升也是會有很大大幫助。

最后，對于托福的來說，全面了解好各種題題型的答題方法，也會幫助自己提升答題速度。比如，很多同學在后一題花費不少時間，但總還容易丟分。我們也可以利用選項去回想每個分別在前十三道題目中的哪些地方出現(xiàn)過。結(jié)合題目做跳板，對應到相應的段落，就無需通篇尋找了。

托福閱讀真題原題+題目

In July of 1994, an astounding series of events took place. The world anxiously watched as, every few hours, a hurtling chunk of comet plunged into the atmosphere of Jupiter. All of the twenty-odd fragments, collectively called comet Shoemaker-Levy 9 after its discoverers, were once part of the same object, now dismembered and strung out along the same orbit. This cometary train, glistening like a string of pearls, had been first glimpsed only a few months before its fateful impact with Jupiter, and rather quickly scientists had predicted that the fragments were on a collision course with the giant planet. The impact caused an explosion clearly visible from Earth, a bright flaming fire that quickly expanded as each icy mass incinerated itself. When each fragment slammed at 60 kilometers per second into the dense atmosphere, its immense kinetic energy was transformed into heat, producing a superheated fireball that was ejected back through the tunnel the fragment had made a few seconds earlier. The residues from these explosions left huge black marks on the face of Jupiter, some of which have stretched out to form dark ribbons.

Although this impact event was of considerable scientific import, it especially piqued public curiosity and interest. Photographs of each collision made the evening television newscast and were posted on the Internet. This was possibly the most open scientific endeavor in history. The face of the largest planet in the solar system was changed before our very eyes. And for the very first time, most of humanity came to fully appreciate the fact that we ourselves live on a similar target, a world subject to catastrophe by random assaults from celestial bodies. That realization was a surprise to many, but it should not have been. One of the great truths revealed by the last few decades of planetary exploration is that collisions between bodies of all sizes are relatively commonplace, at least in geologic terms, and were even more frequent in the early solar system.

1. The passage mentions which of the following with respect to the fragments of comet

Shoemaker-Levy 9?

(A) They were once combine in a larger body.

(B) Some of them burned up before entering the atmosphere of Jupiter.

(D) They have an unusual orbit.

2. The word collectively in line 3 is closest in meaning to

(A) respectively

(B) popularly

(D) together

3. The author compares the fragments of comet Shoemaker-Levy 9 to all of the following EXCEPT

(A) a dismembered body

(B) a train

(D) a giant planet

4. Before comet Shoemaker-Levy 9 hit Jupiter in July 1994, scientists

(A) had been unaware of its existence

(B) had been tracking it for only a few months

(D) had decided it would not collide with the planet

5. Before the comet fragments entered the atmosphere of Jupiter, they were most likely

(A) invisible

(B) black

(D) exploding

6. Superheated fireballs were produced as soon as the fragments of comet Shoemaker- Levy 9

(A) hit the surface of Jupiter

(B) were pulled into Jupiter's orbit

(D) entered the atmosphere of Jupiter

7. The phrase incinerated itself in line 9 is closest in meaning to

(A) burned up

(B) broke into smaller pieces

(D) grew in size

8. Which of the following is mentioned as evidence of the explosions that is still visible on

Jupiter?

(A) fireballs

(B) ice masses

(D) tunnels

9. Paragraph 2 discusses the impact of the comet Shoemaker-Levy 9 primarily in terms of

(A) its importance as an event of great scientific significance

(B) its effect on public awareness of the possibility of damage to Earth

(D) the effect it had on television broadcasting

10. The target in line 20 most probably referred to

(A) Earth

(B) Jupiter

(D) a comet

PASSAGE 26 ADDBC DACBA

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

(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.

(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

(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

(D) support the creation of artificial vitamins

5. The word Reckless in line 18 is closest in meaning to

(A) recorded

(B) irresponsible

(D) urgent

6. The word 'them in line 19 refers to

(A) therapies

(B) claims

(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.

(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

(D) in regard to

9. The word skyrocketing in line 23 is closest in meaning to

(A) internationally popular

(B) increasing rapidly

(D) surprising

10. The word extolling in line 24 is closest in meaning to

(A) analyzing

(B) questioning

(D) promising

11. The paragraph following the passage most probably discusses

(A) the fourth era of nutrition history

(B) problems associated with undernutrition

(D) why nutrition education lost its appeal

PASSAGE 25 CABBB DDABC A

托福備考之怎樣養(yǎng)成良好閱讀習慣呢