從題型層面剖析托福閱讀備考

陳鈴1147由分享時間：2020-10-10 09:02:26

文章由段落構(gòu)成，段落由句子結(jié)合邏輯構(gòu)成，句子由詞和詞組結(jié)合語法構(gòu)成，即：文-段-局-詞四個維度。下面小編就和大家分享從題型層面剖析托福閱讀備考，來欣賞一下吧。

從題型層面剖析托福閱讀備考

詞：(詞匯題)

考查詞匯，首先重“量”。沒有一定的詞匯量，寸步難行。---詞匯題中很大一部分就是考查單詞的直接含義，如果認識該單詞與選項，幾乎可以立刻匹配，秒選正確答案。如果同學在這一部分出現(xiàn)問題，務(wù)必好好積累詞匯量，詞到病除。

除了量，還需要考查學生能否理解該單詞放入文本環(huán)境(context)后產(chǎn)生的細微、甚至與原意大相徑庭的引申含義。---詞匯題中真正造成困擾的部分正是考查單詞文本含義的，需要考生將單詞放入語境細致考查是否通順，才能選出答案。

詞匯題每篇至少3題，一套閱讀至少9題，占總題量近25%，可見詞匯之重要。而詞匯更是閱讀最小也是最基礎(chǔ)的單位，如果詞匯不過關(guān)，隱患無窮，導(dǎo)致其他題目做錯，實在是首要中的首要。

句：(句子改寫Paraphrase，句子插入insert，句子目的purpose，事實信息題facts，否定排除題non-facts，推理題infer)

句子改寫題Paraphrase：考查單個句子的理解。要求學生去對單獨一個句子(通常是長難句，長在哪?難在哪?)理解后選出選項中意思最接近的一項，即在不改變原句核心含義的前提下改寫原句。想要改寫一個句子，其必要條件必是對該句子徹底深入的理解，抓住核心內(nèi)容，理清句子邏輯。

句子目的題 Purpose：一個句子除了有表義性(傳遞信息)，還有“結(jié)構(gòu)性”(服務(wù)作者的寫作意圖)。Why does the author mention .......作者為什么要提到....考查學生對作者寫作意圖、句子功能的理解

句子插入 Insert：在理解單個句子的基礎(chǔ)上，考查學生對多個句子內(nèi)容及關(guān)系的把握。將一個句子插入到段落中合適的地方，必然要考查學生對“被插入句子”本身及上下文多個句子之間內(nèi)容和邏輯上的聯(lián)系。

事實信息題Facts與否定事實信息題non-facts：在具備了理解單個句子及多個句子含義、功能之后，考查閱讀能力的核心要素“提取信息”即“獲取知識”的能力(看書讀報的目的不就是獲取信息嗎?)對于“提取信息”從兩方面考查----“是否準確”與“是否全面”。

“是否準確”---即事實信息題，基于原文，獲得信息，回答針對一個事實信息的提問，如果答對了，即可認為你獲得的信息是準確的。

“是否全面”---即否定排除題。原文可能提供對于一個主體多方面多層次的介紹，在大量信息中把回答問題所需要的信息全部篩選出來，把不符合要求的答案去除，體現(xiàn)了對信息掌握的全面。

推理題 Infer：在獲取原文提供的最基本的信息后，能否通過邏輯思維做出最基本的一些推理或判斷?

如：根據(jù)“人類屬于哺乳動物，哺乳動物是胎生的”是否可以得出“人類是胎生的”這一結(jié)論?

段：(段落主旨題Main Idea, 段落結(jié)構(gòu)題 Organization , 段落關(guān)系題 Relationship)

古人寫作，原本是沒有段落，也沒有標點之分的。將多個，內(nèi)容上服務(wù)于同一主旨，的句子，按照一定的秩序(結(jié)構(gòu))排列起來，就形成了段落?？忌芊窭斫庖欢卧捪氡磉_的主要觀點?這需要一定的總結(jié)能力;能否發(fā)現(xiàn)該段句子究竟以什么秩序(結(jié)構(gòu))來排列?

而兩段話之間，又從內(nèi)容上有什么樣的聯(lián)系?

文：(全文主旨題，多選匹配題)

托福閱讀中其實并沒有真正意義上對全文內(nèi)容理解的考查，或者說非常的少。之所以將全文主旨題和多選匹配羅列于此，僅因為從某種意義上該類題目需要讀完全文后才可作答。而實質(zhì)上，全文主旨題其實還是對多個段落內(nèi)容的總結(jié);多選匹配是對討論對象信息的提取，與事實信息題即為相似，只不過要從全文范圍的內(nèi)找信息。

做題過程中比做題更重要的是什么?

1. chain of thoughts 完整的思維鏈條至關(guān)重要

2. Flexible Mind 彈性思維，靈活地閱讀，靈活地處理問題，絕非依葫蘆畫瓢

3. 良好的做題習慣(如讀完全部題干，不跳讀;圈畫關(guān)鍵詞;不漏讀選項等，細節(jié)決定成敗，習慣決定細節(jié))

托福閱讀高分練習素材之有學識的表現(xiàn)

One thing I have found out is that how smart or how educated a person is has nothing to do with how many years he spent in school. I have seen plenty of people who graduated from college who don't have the sense God gave a turkey - in other words, they were educated beyond their intelligence - and plenty who stopped even before they graduated from high school who have done an excellent job of educating themselves.

I suppose the necessary quality would be motivation. I'm not sure how anybody would make it through four years of college and still be as, . . .um, unknowing as the day they entered. Or twelve years of high school for that matter. We provide twelve free years of education, or I should say thirteen since kindergarten is now included in most states. I guess we'll always have someone blaming the teachers if a child comes out not knowing how to read.

Let me get off my soapbox and continue with the purpose of this piece, which is to let you know that there are some shortcuts for people who would like to be a little more educated than they are. Lots of people dropped out of school for this reason or that, and now wish they could go back and redeem their learning, but feel like they have too big of a mountain to climb.

As an educator, I can tell you that you do not have to go back and learn every single item that you should have learned in school. In fact, the vast majority of people don't remember most of that information. There are certain things that help a person have an aura of being more learned, and here I have tried to distill this down to its very essence.

1. Build your vocabulary. It may not be fair, but most people judge how educated a person is by the words they use. A Roget's Thesaurus will do the trick, as will any number of vocabulary building books. Also, cut out the curse words. A person with a great store of words to use does not need to rely on vulgar language as a crutch.

Learning a great variety of words will give you more of a store to draw from. People who read a lot tend to have wider vocabularies than those who do not, which is probably how the idea got started that more intellectual you are, the more words you will know.

2. Read out loud from a book. This sounded silly to me when I first heard it. A friend said that he was trying to get some of the "country" out of how he talked and somebody had told him to try this. Oddly enough, it worked. You don't have to come out sounding like a national news anchor, just do it enough to get to where you want to be.

3. Invest in a book of quotations. Find a Bartlett's Familiar Quotations or some similar book. Just read over it. You'll be surprised to find that a lot of familiar sayings came from one of three sources: the Bible, Shakespeare, or Poor Richard's Almanac by Ben Franklin. Just being familiar with all the old saws of the English Language and where they came from will give you a smug feeling. Most people don't know this information.

4. Get one book with a synopsis of each of Shakespeare's plays. I had to take a Shakespeare class in college. Fortunately, I had one of these books that I happened to have picked up. I didn't have time to read the entire plays as they were assigned, so I read the synopsis. This gets the job done! Get familiar with the characters as well as the events. A lot of cultural references are based on Shakespeare.

5. Ditto with the Bible. Even if you don't believe the Bible, it doesn't hurt to be acquainted with the stories in it.

6. Get a GED book and work through it. The GED tends to be looked down on as a secondary, or "Good Enough Diploma." As a GED teacher, I can tell you that if you know enough to pass the GED, you have an education.

7. Read Cliff's Notes or MasterPlots. Get familiar with the characters and plots of most of the major works of literature.

8. Keep up with current events. Read the newspaper. Read the national news. Read all the national news magazines. You can go to the library and do this, they usually will have subscriptions to the major newspapers and magazines. Even though most magazines have a slant, usually liberal, this will teach you to read with an open mind. Take the information that you can use and discard the rest.

9. Know the history of your area. This is history come to life. Knowing about where you live is the very least you should know.

10. Show some curiosity. The more questions you ask, the more you wind up knowing. It's a fact that the smarter a person is, the more he realizes he doesn't know, and therefore asks questions.

You have made a good start by reading my enlightening piece. You're a little smarter already! Now get going, go learn some stuff.

托福閱讀真題原題+題目

By the turn of the century, the middle-class home in North American had been transformed. The flow of industry has passed and left idle the loom in the attic, the soap kettle in the shed, Ellen Richards wrote in 1908. The urban middle class was now able to buy a wide array of food products and clothing — baked goods, canned goods, suits, shirts, shoes, and dresses. Not only had household production waned, but technological improvements were rapidly changing the rest of domestic work. Middle-class homes had indoor running water and furnaces, run on oil, coal, or gas, that produced hot water. Stoves were fueled by gas, and delivery services provided ice for refrigerators. Electric power was available for lamps, sewing machines, irons, and even vacuum cleaners. No domestic task was unaffected. Commercial laundries, for instance, had been doing the wash for urban families for decades; by the early 1900's the first electric washing machines were on the market.

One impact of the new household technology was to draw sharp dividing lines between women of different classes and regions. Technological advances always affected the homes of the wealthy first, filtering downward into the urban middle class. But women who lived on farms were not yet affected by household improvements. Throughout the nineteenth century and well into the twentieth, rural homes lacked running water and electric power. Farm women had to haul large quantities of water into the house from wells or pumps for every purpose. Doing the family laundry, in large vats heated over stoves, continued to be a full day's work, just as canning and preserving continued to be seasonal necessities. Heat was provided by wood or coal stoves. In addition, rural women continued to produce most of their families' clothing. The urban poor, similarly, reaped few benefits from household improvements. Urban slums such as Chicago's nineteenth ward often had no sewers, garbage collection, or gas or electric lines; and tenements lacked both running water and central heating. At the turn of the century, variations in the nature of women's domestic work were probably more marked than at any time before.

1. What is the main topic of the passage ?

(A) The creation of the urban middle class

(B) Domestic work at the turn of the century

(D) Overcrowding in American cities.

2. According to the passage , what kind of fuel was used in a stove in a typical middle-class household?

(A) oil

(B) coal

(D) wood

3. Which of the following is NOT mentioned as a household convenience in the passage ?

(A) the electric fan

(B) the refrigerator

(D) the washing machine