2020語法不過關(guān)怎么做好托福閱讀題

語法不過關(guān)怎么做好托福閱讀題?提高語法能力重在這2點。下面小編就和大家分享語法不過關(guān)怎么做好托福閱讀題，來欣賞一下吧。

語法不過關(guān)怎么做好托福閱讀題?提高語法能力重在這2點

托福閱讀詞匯過關(guān)還需語法能力

很多托?？忌趥淇贾芯邆淞艘欢ǖ脑~匯量后，就覺得應對托福閱讀沒什么壓力了，很多難點問題好像都能迎刃而解。然而事實并非如此，有的學生的詞匯量不錯，各種詞匯書都背過，學科詞匯也都掌握，刷題量也不少，可是分數(shù)就是提高不了。背后的原因應該就是語法問題了。語法掌握是否熟練直接反映在做題速度上。而很多同學有這樣的體會，不考慮答題時間，文章都能看懂，題都能做對。一旦加上時間限制就手忙腳亂，不僅答不完題，正確率也有所下降。其實，閱讀考試的時限就是對我們語法是否熟練的考驗。這些同學慢慢看能看懂，說明知道語法規(guī)則。但是知道不等于熟悉，相反，如果一個對語法規(guī)則很熟悉的同學，即使面對很多生詞，也能快速地讀完文章，做對題目。那么這個問題如何解決呢?

托福閱讀提升語法能力要點分析

1.熟悉語法規(guī)則

對于托福閱讀，常見的語法現(xiàn)象有定語從句，主賓表同四個名詞性從句，以及非謂語動詞。對于多數(shù)的學生而言，單個的語法現(xiàn)象不足以成為閱讀的障礙，真正的障礙來自于文章句子里面所體現(xiàn)的多個語法現(xiàn)象，也就是我們平時所說的長難句。經(jīng)常做錯題分析的同學也明白，自己錯題的原因并非沒有找到相關(guān)的信息，而是定位到有效信息后，沒有看懂句子的意思，導致錯題。所以備考階段需要有針對性，要加強長難句分析的訓練，由易到難，熟練掌握語法規(guī)則。

2.精讀文章，分析段落結(jié)構(gòu)，劃分句子成分，并翻譯文章大意

句子是語法的載體，在做完題目之后必須要精讀文章，把每段的段落層次劃分清楚，把比較難懂的句子單獨拿出來劃出主干部分，并翻譯出大意。在這一環(huán)節(jié)，翻譯是必要的，翻譯其實就是語言的輸出，如果輸出的信息是正確的，那么我們的理解就是正確的，同時還有利于老師對于學生語法知識盲點的準確判斷，改進教學。

綜上所述，托福閱讀中語法水平對于大家的理解文章和解題能力還是很關(guān)鍵的，考生在備考中也需要努力提升語法能力才能在考試中取得更好成績，希望本文內(nèi)容能夠給大家?guī)硪恍﹩l(fā)和幫助。

托福閱讀真題原題+題目

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies' responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies' emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults.

1. What does the passage mainly discuss?

(A) How babies differentiate between the sound of the human voice and other sounds

(B) The differences between a baby's and an adult's ability to comprehend language

(C) How babies perceive and respond to the human voice in their earliest stages of language

development

(D) The response of babies to sounds other than the human voice

2. Why does the author mention a bell and a rattle in lines 4-5?

(A) To contrast the reactions of babies to human and nonhuman sounds

(B) To give examples of sounds that will cause a baby to cry

(C) To explain how babies distinguish between different nonhuman sounds

(D) To give examples of typical toys that babies do not like

3. Why does the author mention syllables pronounced with rising and falling inflections in lines

7-8?

(A) To demonstrate how difficult it is for babies to interpret emotions

(B) To illustrate that a six-week-old baby can already distinguish some language differences

(C) To provide an example of ways adults speak to babies

(D) To give a reason for babies' difficulty in distinguishing one adult from another

4. The word diverse in line 14 is closest in meaning to

(A) surrounding

(B) divided

(C) different

(D) stimulating

5. The word noted in line 17 is closest in meaning to

(A) theorized

(B) requested

(C) disagreed

(D) observed

6. The word They in line 18 refers to

(A) mothers

(B) investigators

(C) babies

(D) words

7. The passage mentions all of the following as ways adults modify their speech when talking to

babies EXCEPT

(A) giving all words equal emphasis

(B) speaking with shorter sentences

(C) speaking more loudly than normal

(D) using meaningless sounds

8. The word emphasize in line 19 is closest in meaning to

(A) stress

(B) repeat

(C) explain

(D) leave out

9. Which of the following can be inferred about the findings described in paragraph 2?

(A) Babies who are exposed to more than one language can speak earlier than babies exposed to

a single language.

(B) Mothers from different cultures speak to their babies in similar ways.

(C) Babies ignore facial expressions in comprehending aural language.

(D) The mothers observed by the researchers were consciously teaching their babies to speak.

10. What point does the author make to illustrate that babies are born with the ability to acquire

language?

(A) Babies begin to understand words in songs.

(B) Babies exaggerate their own sounds and expressions.

(C) Babies are more sensitive to sounds than are adults.

(D) Babies notice even minor differences between speech sounds.

11. According to the author, why do babies listen to songs and stories, even though they cannot

understand them?

(A) They understand the rhythm.

(B) They enjoy the sound.

(C) They can remember them easily.

(D) They focus on the meaning of their parents' words.

PASSAGE 66 CABCD AAABD B

托福閱讀真題原題+題目

Many prehistoric people subsisted as hunters and gatherers. Undoubtedly, game animals, including some very large species, provided major components of human diets. An important controversy centering on the question of human effects on prehistoric wildlife concerns the sudden disappearance of so many species of large animals at or near the end of the Pleistocene epoch. Most paleontologists suspect that abrupt changes in climate led to the mass extinctions. Others, however, have concluded that prehistoric people drove many of those species to extinction through overhunting. In their Pleistocene overkill hypothesis, they cite what seems to be a remarkable coincidence between the arrival of prehistoric peoples in North and South America and the time during which mammoths, giant ground sloths, the giant bison, and numerous other large mammals became extinct.

Perhaps the human species was driving others to extinction long before the dawn of history. Hunter-gatherers may have contributed to Pleistocene extinctions in more indirect ways. Besides overhunting, at least three other kinds of effects have been suggested: direct competition, imbalances between competing species of game animals, and early agricultural practices. Direct competition may have brought about the demise of large carnivores such as the saber-toothed cats. These animals simply may have been unable to compete with the increasingly sophisticated hunting skills of Pleistocene people.

Human hunters could have caused imbalances among game animals, leading to the extinctions of species less able to compete. When other predators such as the gray wolf prey upon large mammals, they generally take high proportions of each year's crop of young. Some human hunters, in contrast, tend to take the various age-groups of large animals in proportion to their actual occurrence. If such hunters first competed with the larger predators and then replaced them, they may have allowed more young to survive each year, gradually increasing the populations of favored species. As these populations expanded, they in turn may have competed with other game species for the same environmental niche, forcing the less hunted species into extinction. This theory, suggests that human hunters played an indirect role in Pleistocene extinctions by hunting one species more than another.

1. What does the passage mainly discuss?

(A) The effects of human activities on prehistoric wildlife

(B) The origins of the hunter-gatherer way of life

(C) The diets of large animals of the Pleistocene epoch

(D) The change in climate at the end of the Pleistocene epoch

2. The word Undoubtedly in line 1 is closest in meaning to

(A) occasionally

(B) unexpectedly

(C) previously

(D) certainly

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

(A) parts

(B) problems

(C) changes

(D) varieties

4. Which of the following is mentioned as supporting the Pleistocene overkill hypothesis?

(A) Many of the animals that became extinct were quite large.

(B) Humans migrated into certain regions around the time that major extinctions occurred.

(C) There is evidence that new species were arriving in areas inhabited by humans.

(D) Humans began to keep and care for certain animals.

5. The word Besides in line 14 is closest in meaning to

(A) caused by

(B) whereas

(C) in addition to

(D) in favor of

6. The author mentions saber-toothed cats in line 17 as an example of a carnivore that

(A) became extinct before the Pleistocene epoch

(B) was unusually large for its time

(C) was not able to compete with humans

(D) caused the extinction of several species

7. The word they in line 22 refers to

(A) human hunters

(B) game animals

(C) other predators

(D) large mammals

8. According to the passage , what is one difference between the hunting done by some humans

and the hunting done by gray wolves?

(A) Some humans hunt more frequently than gray wolves.

(B) Gray wolves hunt in larger groups than some humans.

(C) Some humans can hunt larger animals than gray wolves can hunt.

(D) Some humans prey on animals of all ages, but gray wolves concentrate their efforts on young

animals.

9. The word favored in line 26 is closest in meaning to

(A) large

(B) escaping

(C) preferred

(D) local

10. According to the passage , the imbalances discussed in paragraph 3 may have resulted from

(A) the effect of climate changes on large game animals

(B) large animals moving into a new environment

(C) humans hunting some species more than others

(D) older animals not being able to compete with younger animals

PASSAGE 75 ADABC CCDCC