托福閱讀如何沖刺30分滿分

時(shí)間：2020-07-19 16:29:48 楚薇0由分享

托福閱讀30分是很多人夢(mèng)寐以求的成績(jī)，如何進(jìn)軍托福閱讀30分呢?為了幫助大家提高，下面小編給大家?guī)?lái)托福閱讀如何沖刺30分滿分。

托福閱讀如何沖刺30分滿分

托福詞匯量先達(dá)標(biāo)再談滿分

從某種意義上來(lái)講，詞匯量的大小是TOEFL閱讀理解高分的基礎(chǔ)和關(guān)鍵。如果詞匯量沒(méi)有達(dá)到基本要求(五千以上)，縱然考生刷透機(jī)經(jīng)熟練掌握各種解題技巧，也無(wú)法確保滿分的順利獲得。所以，考生如果沒(méi)有具備足夠應(yīng)對(duì)托?？荚嚨脑~匯量，那么奢談滿分其實(shí)只是在浪費(fèi)時(shí)間。

必須掌握快速看懂文章的閱讀技巧

托?？荚囬喿x部分的閱讀量非常大，一般的中國(guó)考生根本無(wú)法把文章全部讀完，所謂的"掃讀法"、"跳讀法"和"略讀法"也只能適用于少數(shù)類型的文章，根本不能解決本質(zhì)問(wèn)題。那么，文章到底應(yīng)該怎么讀法呢?一句話，主動(dòng)地閱讀文章的關(guān)鍵部位。所謂主動(dòng)是指不能象一般的閱讀那樣完全被動(dòng)地接受信息，而應(yīng)該不斷的進(jìn)行思考和預(yù)測(cè);所謂關(guān)鍵部位，主要是每一段的開(kāi)頭和結(jié)尾部分。由于托福的閱讀理解文章全部選自于正式出版物，文章的邏輯結(jié)構(gòu)非常完整和嚴(yán)謹(jǐn)，而且出現(xiàn)的邏輯模式也是屈指可數(shù)。經(jīng)過(guò)系統(tǒng)的訓(xùn)練，考生的預(yù)測(cè)可以做到非常準(zhǔn)確的程度。這樣，通過(guò)閱讀文章的幾處關(guān)鍵部位，就能很快地把握整個(gè)文章的結(jié)構(gòu)和內(nèi)在的邏輯關(guān)系，也就解決了理解問(wèn)題。

通過(guò)訓(xùn)練掌握高效率的解題訓(xùn)練

排除法恐怕是一直以來(lái)大多數(shù)學(xué)生在解閱讀理題目時(shí)使用最多的方法。事實(shí)上，這種方法具有致命的缺點(diǎn)：干擾大、費(fèi)時(shí)間。更有效和迅速的辦法是讀完題干之后，就在腦子反映出一個(gè)模糊的或者是不完整的答案，然后直接在選項(xiàng)中尋找接近的答案進(jìn)行判斷。這種能力必須在平時(shí)的訓(xùn)練和講解中逐漸養(yǎng)成和加強(qiáng)，決非什么技巧之類的東西可以替代。

托福閱讀從16分到30分逆襲打臉式閱讀備考攻略分享

考生情況介紹

小左是上海某寄宿制國(guó)際學(xué)校的高二學(xué)生，初次參加托?？荚嚨梅州^低，總分只有70分，而其中閱讀也是得分最低的一科為16分。之后她通過(guò)為期3個(gè)月左右的備考，成功把托?？荚嚦煽?jī)提升到了105分，閱讀也一下子收獲了30分滿分的佳績(jī)。

考生經(jīng)歷自述

我所在的班級(jí)屬于留學(xué)班，班里的同學(xué)基本上都有高中畢業(yè)就出國(guó)讀本科的意愿，平時(shí)大家對(duì)各種留學(xué)考試的分?jǐn)?shù)什么的也比較關(guān)注。我在班里應(yīng)該算是英語(yǔ)比較好的，平時(shí)自己也很喜歡看各種原版的小說(shuō)。然后高二下半學(xué)期的時(shí)候決定考一下托福試試水。沒(méi)想到因?yàn)闇?zhǔn)備不足，只考到了70分，而且自己自認(rèn)為比較有把握的閱讀得分最低，只有16分。

本來(lái)沒(méi)考好就已經(jīng)很難受，沒(méi)想到在寢室里查分?jǐn)?shù)的時(shí)候還被室友看到了，平時(shí)跟這個(gè)室友關(guān)系也一般，結(jié)果她就把我的分?jǐn)?shù)宣揚(yáng)的全班都知道了，然后就零零星星聽(tīng)到各種吐槽說(shuō)就這水平還想出國(guó)/平時(shí)看那么多原版書(shū)閱讀才這點(diǎn)分之類的怪話(沒(méi)有當(dāng)我面說(shuō)，但幾個(gè)關(guān)系比較好的閨蜜都有說(shuō)給我聽(tīng))。

一開(kāi)始真的氣到想炸，后來(lái)覺(jué)得必須打臉，我這個(gè)人性格也比較剛，所以埋頭苦學(xué)了3個(gè)月，二戰(zhàn)托福直接105，閱讀特別爭(zhēng)氣拿到30分。查分的時(shí)候特意很大聲在寢室里面說(shuō)，看到那個(gè)室友的表情就暗爽到內(nèi)傷，也算是成功打臉了。接下來(lái)我就說(shuō)一下自己閱讀備考的幾個(gè)思路。

托福閱讀備考提分思路指點(diǎn)

我的閱讀備考思路主要集中在兩點(diǎn)上，一個(gè)點(diǎn)是提升詞匯量，另一個(gè)點(diǎn)是課外閱讀積累。

1. 提升閱讀詞匯量

先說(shuō)第一點(diǎn)，其實(shí)我自己的英語(yǔ)詞匯量并不算差，但第一次考托福之前沒(méi)有系統(tǒng)背誦過(guò)托福詞匯，所以自己的詞匯量其實(shí)和托?？荚嚨脑~匯量不太對(duì)路，或者說(shuō)深度有欠缺，在閱讀這塊就是很多詞匯看著是認(rèn)識(shí)的，但放在詞匯題里考就有點(diǎn)搞不清楚，詞匯題我應(yīng)該是錯(cuò)的比較多的。

所以我3個(gè)月備考的時(shí)候重點(diǎn)就在背詞匯上了。特別是托福背單詞幾本有名的詞匯書(shū)，我基本上都仔細(xì)從頭到尾背了不止一遍。我個(gè)人感覺(jué)就是，平時(shí)覺(jué)得自己詞匯量不錯(cuò)的話考托福單詞還是需要重新背的，因?yàn)橛泻芏鄦卧~可能并不是托?？荚囈蟮脑~匯，像我看了不少原版的小說(shuō)，其實(shí)里面有很多詞匯是托福考試詞匯里沒(méi)有的，只能說(shuō)考托福在背單詞這方面還是需要功利一點(diǎn)，該背的單詞書(shū)還是要背。

另外，背單詞要注意一下語(yǔ)境，比如這個(gè)詞匯到底是褒義還是貶義的，放在不同上下文里面也會(huì)有差別，這種差別有時(shí)候很微妙，但又是各種態(tài)度題的出題點(diǎn)，理解不到位的話也容易出錯(cuò)。這類詞匯的細(xì)節(jié)不能不防。

2. 補(bǔ)充話題背景知識(shí)

另一個(gè)點(diǎn)也是最初比較打我臉的，就是課外閱讀的積累。我平時(shí)是很喜歡看原版書(shū)的，當(dāng)然純粹是因?yàn)楦信d趣，所以看的大部分都是各種原版小說(shuō)，而且都是偏古早的經(jīng)典小說(shuō)。這種積累其實(shí)對(duì)托福來(lái)說(shuō)也有不匹配的問(wèn)題。

我一戰(zhàn)失利以后在做題過(guò)程中發(fā)現(xiàn)托福的閱讀文章是比較偏學(xué)術(shù)性的，無(wú)論是內(nèi)容還是用詞和我經(jīng)常看的小說(shuō)都有很大區(qū)別，換句話說(shuō)我自己積累的閱讀量對(duì)托福閱讀其實(shí)沒(méi)什么用處，最多也就是一些文學(xué)類話題的時(shí)候比較容易理解，但這類主題的閱讀文章數(shù)量很少，所以基本上可以忽略不計(jì)。

發(fā)現(xiàn)這個(gè)問(wèn)題以后我暫時(shí)就戒了原版小說(shuō)，然后也很功利的按照托福閱讀的文章話題去找各種類似的原版內(nèi)容來(lái)看，特別是那些我明顯看不太懂的文章，還有錯(cuò)誤率比較高的閱讀文章，我都會(huì)專門去補(bǔ)一些基本的常識(shí)，這個(gè)過(guò)程比較痛苦，畢竟看的都是自己其實(shí)不感興趣的話題，我一個(gè)文科少女強(qiáng)行去看天文地理的文章真的難受。不過(guò)好在托福閱讀考這些話題也比較淺，都是基礎(chǔ)知識(shí)，所以補(bǔ)充了基本常識(shí)以后我看這類文章也就沒(méi)那么面目可憎了。理解能力上去了以后做題目就瞬間輕松了一大截。

這里要戳穿一個(gè)說(shuō)法，就是托福閱讀考的都是基礎(chǔ)知識(shí)就算沒(méi)有學(xué)術(shù)背景也能看懂做題。我可以用自己的親身經(jīng)歷告訴你這就是坑人的。同一篇文章有沒(méi)有背景知識(shí)積累，無(wú)論是讀文章還是做題都完全是兩個(gè)概念。那些你平時(shí)從來(lái)沒(méi)接觸過(guò)的話題，什么天文類的宇宙現(xiàn)象，沒(méi)基礎(chǔ)情況下真的很難看懂，說(shuō)能做題的大概都是連蒙帶猜的。

所以我的觀點(diǎn)是最好把托福閱讀的話題自己過(guò)一遍，就用TPO來(lái)過(guò)，凡是看不懂的主題文章，自己去補(bǔ)背景知識(shí)，比如高頻的歷史類天文地理類還有生物類這3個(gè)大類，盡可能多積累些基礎(chǔ)知識(shí)，對(duì)看懂文章做題絕對(duì)是有好處的。

托福閱讀真題1

Perhaps the most obvious way artistic creation reflects how people live is by mirroring theenvironment — the materials and technologies available to a culture. Stone, wood, tree bark, clay,and sand are generally available materials. In addition, depending on the locality, other resourcesmay be accessible: shells, horns, gold, copper, and silver. The different uses to which societies putthese materials are of interest to anthropologists who may ask, for example, why people chooseto use clay and not copper when both items are available. Although there are no conclusiveanswers yet, the way in which a society views its environment is sometimes apparent in its choiceand use of artistic materials. The use of certain metals, for example, may be reserved forceremonial objects of special importance. Or the belief in the supernatural powers of a stone ortree may cause a sculptor to be sensitive to that material.

What is particularly meaningful to anthropologist is the realization that although thematerials available to a society may to some extent limit or influence what it can do artistically,the materials by no means determine what is done. Why do the artists in Japanese society rakesand into patterns; and the artists in Roman society melt sand to form glass? Moreover, evenwhen the same material is used in the same way by members of different societies, the form orstyle of the work varies enormously from culture to culture. A society may simply choose torepresent objects or phenomena that are important to its population. An examination of the artof the Middle Ages tells us something about the medieval preoccupation with theologicaldoctrine. In addition to revealing the primary concerns of a society, the content of that society'sart may also reflect the culture's social stratification.

1. According to the passage , gold, copper, and silver are

(A) more difficult to handle than wood and

(B) of their stable social conditions

(D) available only in specific locations

2. The word conclusive in line 7 is closest in meaning to

(A) definitive

(B) controversial

(D) realistic

3. The word apparent in line 8 is closest in meaning to

(A) attractive

(B) logical

(D) distinct

4. Why does the author mention the supernatural powers of a stone or tree in line 10?

(A) to show that some sculptors avoid working with specific materials

(B) to emphasize the unusual properties of certain materials

(D) as an illustration of the impact of the environment on religious beliefs

5. The word it in line 13 refers to

(A) realization

(B) society

(D) influence

6. It can be inferred that the author mentions the Japanese and Roman societies because

(A) they influenced each other stone

(B) commonly used by artists in all societies

(D) they used the same artistic material in very different ways

7. According to the passage , all of the following statements about sand are true EXCEPT

(A) It is used to create glass.

(B) Roman artists mix it into their paints.

(D) Japanese artists use it to create artistic patterns.

8. The word Moreover in line 16 is closest in meaning to

(A) similarly

(B) in addition

(D) frequently

9. The word preoccupation in line 20 is closest in meaning to

(A) involvement

(B) separation

(D) argument

10. The word primary in line 21 is closest in meaning to

(A) discrete

(B) preliminary

(D) fundamental

PASSAGE 5 DACCB DBBAD

托福閱讀真題2

Potash (the old name for potassium carbonate) is one of the two alkalis (the other being soda,sodium carbonate) that were used from remote antiquity in the making of glass, and from theearly Middle Ages in the making of soap: the former being the product of heating a mixture ofalkali and sand, the latter a product of alkali and vegetable oil. Their importance in thecommunities of colonial North America need hardly be stressed.

Potash and soda are not interchangeable for all purposes, but for glass- or soap-making eitherwould do. Soda was obtained largely from the ashes of certain Mediterranean sea plants, potashfrom those of inland vegetation. Hence potash was more familiar to the early European settlersof the North American continent.

The settlement at Jamestown in Virginia was in many ways a microcosm of the economy ofcolonial North America, and potash was one of its first concerns. It was required for theglassworks, the first factory in the British colonies, and was produced in sufficient quantity topermit the inclusion of potash in the first cargo shipped out of Jamestown. The second ship toarrive in the settlement from England included among its passengers experts in potash making.

The method of making potash was simple enough. Logs was piled up and burned in the open,and the ashes collected. The ashes were placed in a barrel with holes in the bottom, and waterwas poured over them. The solution draining from the barrel was boiled down in iron kettles. Theresulting mass was further heated to fuse the mass into what was called potash.

In North America, potash making quickly became an adjunct to the clearing of land foragriculture, for it was estimated that as much as half the cost of clearing land could be recoveredby the sale of potash. Some potash was exported from Maine and New Hampshire in theseventeenth century, but the market turned out to be mainly domestic, consisting mostly ofshipments from the northern to the southern colonies. For despite the beginning of the trade atJamestown and such encouragements as a series of acts to encourage the making of potash,beginning in 1707 in South Carolina, the softwoods in the South proved to be poor sources of thesubstance.

1. What aspect of potash does the passage mainly discuss?

(A) How it was made

(B) Its value as a product for export

(D) Its importance in colonial North America

2. All of the following statements are true of both potash and soda EXPECT:

(A) They are alkalis.

(B) They are made from sea plants.

(D) They are used in making glass.

3. They phrase the latter in line 4 refers to

(A) alkali

(B) glass

(D) soap