托福閱讀提分有哪些實用小方法
今天小編給大家?guī)砹送懈ｉ喿x提分有哪些實用小方法,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。
托福閱讀提分有哪些實用小方法
從某種意義上來講，你積累的英語詞匯量的多少，影響著你在托?？荚囍腥〉玫某煽?。如果說你具備的詞匯量達不到基本的要求，即使你的語言能力再強也過不了托福難關(guān)。之所以說詞匯量的重要性，想必就算小編不加以強調(diào)，大家也都會很清楚。試想一下，如果你掌握的詞匯量不夠多，當(dāng)看見一個完整的句子時，你覺得你可能將整個句子要表達的意思理解清楚嗎?所以說，想要訓(xùn)練閱讀能力首先就要從詞匯量上下手，只有掌握足夠多的詞匯后，你才具備他警告閱讀能力的標(biāo)準(zhǔn)。
閱讀大量英語文章，增加自己的知識面
當(dāng)一個人知道的東西多了后，在面臨問題時，就會顯得更有自信，解決問題也會有自己的路子。這樣方式在閱讀能力訓(xùn)練中也同樣適用，考生利用業(yè)余時間豐富自己的知識面，對各國或各地區(qū)等相關(guān)文化及常識有一定了解后，在參加托福考試時，當(dāng)閱讀到自己有所了解的東西后，解題試題時就會比較有自信和感覺，不會因為自己的不了解或是不清楚，對文章要說的東西特別盲目。相信每一位考生在解答試題時，如果閱讀到自己熟悉的文章后，解答試題時也會比較輕松和容易。答題的準(zhǔn)確率自然而然的也就會有所上升。
注意解題要領(lǐng)，無需閱讀全篇文章
考生在解答閱讀試題時往往會存在一定的誤區(qū)，認為想要解答試題必須要閱讀整片文章。小編在這提醒各位烤鴨們，這種理念是錯誤的。閱讀文章的做種目的還不就是為了解答試題?只要能夠準(zhǔn)確的解答試題，不完全閱讀文章頁是可以的，有沒有人會問你，全篇文章的詳細內(nèi)容，所以說，閱讀時要秉著做題去閱讀，而不是為了閱讀而去閱讀。還有一點，考生解答閱讀試題時，可以先看題干，對所要提出的問題有了一定的了解后，帶著問題再去閱讀文章，這樣做在閱讀時就會有著重點，針對性強，解答也比較容易，只要找到題干的大概范圍，很輕松就可以選出想要的選項了。同時，也減少了大量的閱讀時間，為你的考試贏回不少時間，可以用這部分時間去解答其他較難的試題。
“適合別人的不一定適合自己”?？傊?，關(guān)于托?？荚囬喿x能力訓(xùn)練的相關(guān)方式，小編簡單為考生整理如上?？忌谟?xùn)練時可以選擇的參考，或許小編說的也有不對的地方，但是目的只是為了能夠讓大家更清楚托?？荚囬喿x能力訓(xùn)練的相關(guān)方式，考生可以根據(jù)自己的實際需求去訓(xùn)練，盡快找到適合自己的方式。
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
Fungi, of which there are over 100,000 species, including yeasts and other single-celled organisms as well as the common molds and mushrooms, were formerly classified as members of the plant kingdom. However, in reality they are very different from plants and today they are placed in a separate group altogether. The principal reason for this is that none of them possesses chlorophyll, and since they cannot synthesize their own carbohydrates, they obtain their supplies either from the breakdown of dead organic matter or from other living organisms. Furthermore the walls of fungal cells are not made of cellulose, as those of plants are, but of another complex sugarlike polymer called chitin, the material from which the hard outer skeletons of shrimps, spiders, and insects are made. The difference between the chemical composition of the cell walls of fungi and those of plants is of enormous importance because it enables the tips of the growing hyphae, the threadlike cells of the fungus, to secrete enzymes that break down the walls of plant cells without having any effect on those of the fungus itself. It is these cellulose-destroying enzymes that enable fungi to attack anything made from wood, wood pulp, cotton, flax, or other plant material.
The destructive power of fungi is impressive. They are a major cause of structural damage to building timbers, a cause of disease in animals and humans, and one of the greatest causes of agricultural losses. Entire crops can be wiped out by fungal attacks both before and after harvesting. Some fungi can grow at +50 C, while o°thers can grow at -5 C, so ev°en food in cold storage may not be completely safe from them. On the other hand, fungi bring about the decomposition of dead organic matter, thus enriching the soil and returning carbon dioxide to the atmosphere. They also enter into a number of mutually beneficial relationships with plants and other organisms. In addition, fungi are the source of many of the most potent antibiotics used in clinical medicine, including penicillin.
1. What does paragraph 1 mainly discuss?
(A) differences between simple and complex fungi
(B) functions of chlorophyll in plants
(C) functions of sugar in the walls of fungal cells
(D) differences between fungi and plants
2. Which of the following is mentioned as a major change in how scientists approach the study of fungi?
(A) Fungi are no longer classified as plants
(B) Some single-cell organisms are no longer classified as fungi.
(C) New methods of species identification have been introduced
(D) Theories about the chemical composition of fungi have been revised.
3. The word principal in line 4 is closest in meaning to
(A) true
(B) main
(C) logical
(D) obvious
4. According to the passage , how do fungi obtain carbohydrates?
(A) The absorb carbohydrates from their own cell walls.
(B) They synthesize chlorophyll to produce carbohydrates.
(C) They produce carbohydrates by breaking down chitin.
(D) They acquire carbohydrates from other organic matter, both living and dead.
5. The passage mentions shrimps, spiders, and insects in line 9 because their skeletons
(A) can be destroyed by fungi
(B) have unusual chemical compositions
(C) contain a material found in the walls of fungal cells
(D) secrete the same enzymes as the walls of fungal cells do
6. Which of the following terms is defined in the passage ?
(A) chlorophyll (line 5)
(B) polymer (line 8)
(C) hyphae (line 12)
(D) enzymes (line 14)
7. The word those in line 13 refers to
(A) tips
(B) hyphae
(C) enzymes
(D) walls
8. Fungi have all of the following characteristics EXCEPT
(A) They grow hyphae.
(B) They secrete enzymes.
(C) They synthesize cellulose.
(D) They destroy crops.
9. The word Entire in line 18 is closest in meaning to
(A) certain
(B) whole
(C) mature
(D) diseased
10. The passage describes the negative effects of fungi on all the following EXCEPT
(A) buildings
(B) animals
(C) food
(D) soil
11. The phrase bring about in line 21 is closest in meaning to
(A) cause
(B) join
(C) take
(D) include
12. The passage mentions penicillin in line 25 as an example of
(A) a medicine derived from plants
(B) a beneficial use of fungi
(C) a product of the relationship between plants and fungi
(D) a type of fungi that grows at extreme temperatures.
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