托福閱讀解題有技巧

陳鈴221147由分享時間：2024-02-05 08:54:05

托福閱讀中，一些詞匯和特殊符號往往暗示著考點，想要提高閱讀速度和解題效率，下面小編就和大家分享托福閱讀解題有技巧 ,希望能夠幫助到大家，快來學習一下吧。

托福閱讀解題有技巧八大考點暗示需掌握

一、例證：注意關鍵詞語或短語，如such as ，for example等。

文中涉及基本概述之后是由 such as ，for example 等引導的短語或句子結構處為例證的出題原則。托福的閱讀文章多是學術性的議論文，這樣就會出現“論證結構”，題目的設問方法為“文中某個例子的為了說明什么?”這類句子常考“推斷性問題”和“細節(jié)性問題”。 For example , for instance ,such as ，“:”是這類題型的標志，出現For example一定會有考題，但是出現for instance ,such as ，“:”的地方不一定有考題與之對應。

二、重要位置的轉折：轉折詞語和其出現位置是重點。

在文章前四行或每段首尾句出現的以but, however, nevertheless ,rather than ,on the other hand 為標志的轉折時，有兩種情況：一是，有考題;二是，揭示文章主題。Nevertheless 是這幾個詞匯中出現考點率最高的，but 和 however次之。

三、固定背景：重點留意文章內容。

文章中涉及殖民地北美文章和印第安人文章內容時，多半出現考察文章內容的題目，提問方式和正確答案的設計相對固定。

其中，殖民地北美文章一般都是議論建國之處美國歷史，內容涉及城市發(fā)展，經濟發(fā)展，藝術和農業(yè)等幾個方面，所有這些反映的主題都美國在不斷取得重大進步。這類文章的第一句話一般就點明文章的發(fā)生時間和議論主題。印第安人文章，由于歷史的原因，對于這類文章，內容都是積極，贊美和肯定。主要贊美的方面有：建筑、藝術、社會和農業(yè)。而對建筑的贊美可以總結為“高級的，復雜的”; 印第安人的藝術堪稱一絕，它們的審美價值和使用價值都很高;印第安人的社會可以概括為“主治嚴明、分工明確?！?/p>

四、定義：整體把握句子的上下文，采用就近原則尋找答案。

主要是針對一個不易理解的或者容易混淆的難詞、概念進行詮釋、解釋或定義。只要有定義，這里必定有考題。下定義的出題原則對應三種出題模式：行數題、正確答案是定義的改寫，正確答案符合定義的例子。這里需要注意同位語及插入，平行結構，帶有破折號的地方：注意的信息點為 that is，i.e.，or 等詞匯引導的名詞詞組。一般會出“細節(jié)性題目”。

五、列舉：鎖定信息點是集中列舉的關鍵;整體把握文章關鍵句是分散列舉的要點。

一般來說，原文提到三種以上的現象稱為列舉。列舉有集中和分散列舉。需要注意的地方為：名詞列舉，對應列舉，句子列舉和重復再現式列舉，分散式列舉。

六、比較：注意句式和一些特殊詞匯或短語。

compared with , the most X.X, favorite 等。

文章的首尾句出現同級比較、比較級、最高級，特別是最高級的時候很有可能出現考題。

七、因果：注意因果詞匯和句型。

文章各段首尾句(主要是全文首尾句)出現因果關系時常涉及考題。

常用的因果結構或者詞匯如下：

(1) 因果連詞：because ，since，for，as ，therefore ，so， consequently等

(2) 表示因果的動詞：cause ，result in ，originate from等;

(3) 表示因果的名詞：basev,basis,result,consequence等，這些因果句都是指明某兩個事件之間因果關系的.因為通過出題可以考查文中兩個事件內在的因果關系。

此種句型一般出“推斷性問題”。

八、特殊標點符號：理解文章內容和快速確定答案的小鑰匙。

一些特殊標點的含義也是考題出現的位置，需要加以注意。它們是：

(1) 破折號，表示解釋.考細節(jié)性問題;

(2) 括號，表示解釋.考細節(jié)性問題;

(3) 冒號，一股同上，有時冒號也表示列舉，則考"EXCEPT"題目;

(4) 引號.表示引用，考細節(jié)性問題，出現這個符號必有考題。引號的作用是引用和強調;

(5) 驚嘆號，表示作者感情，考態(tài)度性問題。

托福閱讀備考除了需要借鑒參考一些做題小技巧，更需要我們加強日常練習與反思，收獲閱讀能力和分數的同步提升。

托福閱讀真題原題+題目

What unusual or unique biological trait led to the remarkable diversification and unchallenged success of the ants for ever 50 million years? The answer appears to be that they were the first group of predatory eusocial insects that both lived and foraged primarily in the soil and in rotting vegetation on the ground. Eusocial refers to a form of insect society characterized by specialization of tasks and cooperative care of the young; it is rare among insects. Richly organized colonies of the land made possible by eusociality enjoy several key advantages over solitary individuals.

Under most circumstances groups of workers are better able to forage for food and defend the nest, because they can switch from individual to group response and back again swiftly and according to need. When a food object or nest intruder is too large for one individual to handle, nestmates can be quickly assembled by alarm or recruitment signals. Equally important is the fact that the execution of multiple-step tasks is accomplished in a series-parallel sequence. That is, individual ants can specialize in particular steps, moving from one object (such as a larva to be fed) to another (a second larva to be fed). They do not need to carry each task to completion from start to finish — for example, to check the larva first, then collect the food, then feed the larva. Hence, if each link in the chain has many workers in attendance, a series directed at any particular object is less likely to fail. Moreover, ants specializing in particular labor categories typically constitute a caste specialized by age or body form or both. There has been some documentation of the superiority in performance and net energetic yield of various castes for their modal tasks, although careful experimental studies are still relatively few.

What makes ants unusual in the company of eusocial insects is the fact that they are the only eusocial predators (predators are animals that capture and feed on other animals) occupying the soil and ground litter. The eusocial termites live in the same places as ants and also have wingless workers, but they feed almost exclusively on dead vegetation.

1. Which of the following questions does the passage primarily answer?

(A) How do individual ants adapt to specialized tasks?

(B) What are the differences between social and solitary insects?

(D) Why have ants been able to thrive for such a long time?

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

(A) inherited

(B) habitual

(D) natural

3. The word rotting in line 4 is closest in meaning to

(A) decaying

(B) collected

(D) cultivated

4. The word key in line 7 is closest in meaning to

(A) uncommon

(B) important

(D) temporary

5. According to the passage , one thing eusocial insects can do is rapidly switch from

(A) one type of food consumption to another

(B) one environment to another

(D) a defensive to an offensive stance

6. The task of feeding larvae is mentioned in the passage to demonstrate

(A) the advantages of specialization

(B) the type of food that larvae are fed

(D) the different stages of ant development

7. The author uses the word Hence in line 16 to indicate

(A) a logical conclusion

(B) the next step in a senes of steps

(D) the relationship among ants

8. All of the following terms art defined in the passage EXCEPT

(A) eusocial (line 3)

(B) series-parallel sequence (line 13)

(D) predators (line 23)

9. The word they in line 25 refers to

(A) termites

(B) ants

(D) predators

10. It can be inferred from the passage that one main difference between termites and ants is

that termites

(A) live above ground

(B) are eusocial

(D) eat almost no animal substances

PASSAGE 64 DCABC AACAD

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