如何加快託福閱讀的審題速度?切勿邊看邊讀

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託福閱讀因爲時間緊，文章篇幅長，題量大而使得很多考生在考試的時候做題時間上顯得緊促，如何節約考試中審題的時間呢?下面就和小編一起來學習一下吧，幫助大家提高託福閱讀考試審題時間，考出理想成績。

如何加快託福閱讀的審題速度?切勿邊看邊讀

我們對一個句子的理解，有很多種解釋。

通常人們看到一個句子，會首先確定單詞。這個時間很快，快到我們反映不過來，不過語言學家們已經證實有這個過程。

確定單詞後，大腦會反應單詞的意思。最先反應的是經常用到的意思。比如

The old man the boat.

這裏，眼睛定位單詞後，大腦迅速把old man認爲是一個名詞組。當我們接着看，感覺不對，纔會回頭去分析這個句子。

這個理論告訴我們，你大腦中的高頻詞，直接影響你對句子的理解。應用到IBT考試中，各位需要把各個學科的高頻詞多看一下，比如生物的光合作用、新陳代謝，地理的地殼、_X岩石之類的。對各種名詞片語、動詞片語進行修飾的形容詞，副詞。說起來很多，其實各位有堅持做老託真題和新託的黃金23篇，可以發現這些詞語重複率很高。

另外，人對句子的理解是線性的。語言能力越差的(比如小孩子)，只能理解句子的越前面，造成理解錯誤。(此理論僅限英語。中文不行，其他各種語言本人水平有限，不知道)

從小孩子的實驗來看，3到5歲的小孩理解句子只能記住前面部分。比如：

Put the forg on the red paper in the box.

小孩子會把青蛙放到紅紙上。

這裏可以看到，他們閱讀的時候把句子意思理解錯了，沒有看完。

但是，非常有趣的現象是，這句話我們說給小孩子聽的時候，100%4小孩子都做出了正確的選擇 - 即把紅紙上的青蛙裝到了盒子裏。

語言學給出了我們解釋，影響人們認知句子的，還有語音。

根據這個實驗，再結合平時我自己的情況，我推出了一個有理論依據的猜測：閱讀時候習慣讀出聲來的，會讓你對句子的理解偏靠語音!從而讓你對直接閱讀句子的能力下降!

很多人肯定喜歡邊閱讀邊讀，感覺這樣可以加深理解。我同意，但是，如果你花了30分鐘在閱和讀上，那至少再花30分鐘在閱上!不能讓讀的時間超過你看的時間。

就像我以前一樣，喜歡邊看邊讀，結果習慣了，看文章的時候，眼睛已經定位一個比較長的詞語，很熟悉很熟悉，但是語音還沒讀到那個單詞上，我的思維就卡住了，直到我讀出了那個單詞，我才知道這個單詞的意思。這裏可以看到，我已經對語音很依賴了!這個現象非常危險。

朗讀的速度太慢了，浪費時間。而且ETS給出的文章中有大量故意製造的難句，就像剛纔的例子： The old man the boat，肯定要導致你回頭重讀。你的時間是不夠的。

所以，託福閱讀審題的時候，千萬不要邊看邊讀，或邊看邊讀的時間超過了閱讀時間。

託福閱讀近義詞選擇技巧

生詞不必害怕

託福閱讀考試中對單詞量的要求還是很大的，即使單詞量很大了，也難免會遇上生僻詞的情況，而托福考試中選用的文章說明性特別強，往往是自定義 — 自解釋的模式，遇到生詞，即使不知道什麼意思，也可以根據上下文語境弄清它們之間的關係，運用邏輯推理的方法作出正確的答案。其次，還可以分析選項，進行對比，往往會發現選項中通常會出現兩個意思相反的選項，此時再仔細重讀原文就可以排除錯誤選項了。

分段做託福閱讀試題

在四六級考試中，閱讀時間也很少，雖然單詞相對簡單，但是篇幅較長，逐字閱讀肯定是沒有時間的，所以做題技巧中掃讀是很重要的環節，目的是找到與題目相關的段落或者語句才能找到做題依據。而在託福閱讀考試中，是每閱讀完一段就做只涉及該段的題目，信息集中，重要的是節省了大量的時間，緩解了託福閱讀文章通篇的眩暈感。而這部分題目就是四六級中常說的細節題。

託福閱讀近義詞選擇有技巧

幾乎每段中都會有生詞意思辨析題，有些詞考生因爲知道不少託福閱讀技巧，一看就認識，這樣的題目就很容易了，但是也不能粗心大意，如果時間富裕或者把握不大，可以把選項帶入文章中檢查一遍。對於那些不認識的詞彙，也是有許多技巧的。首先是分析詞性，採用排除法排除詞性不一致的選項。其次是用代入法。選項中給出的詞意一般就是考生認識的，將選項帶入，分析一下是否能夠保證原文合情合理，通順。

分段託福閱讀打基礎

在分段閱讀的同時，可以記下關鍵詞或者中心句，在文章結束時就可以有根據回想起整篇文章的脈絡結構，邏輯關係，對14題的選擇有很大幫助。同時題目中也明確給了做題方法，即沒有提到的信息或者不重要的觀點就可以排除了。

託福閱讀真題1

As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were one such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children efficiently in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

1. It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was

(A) the growing number of schools in frontier communities

(B) an increase in the number of trained teachers

(D) the increased urbanization of the entire country

2. The word means in line 6 is closest in meaning to

(A) advantages

(B) probability

(D) qualifications

3. The phrase coincided with in line 8 is closest in meaning to

(A) was influenced by

(B) happened at the same time as

(D) ensured the success of

4. According to the passage , one important change in United States education by the 1920's was

that

(A) most places required children to attend school

(B) the amount of time spent on formal education was limited

(D) adults and children studied in the same classes

5. Vacation schools and extracurricular activities are mentioned in lines 10-11 to illustrate

(A) alternatives to formal education provided by public schools

(B) the importance of educational changes

(D) the increased impact of public schools on students.

6. According to the passage , early-twentieth century education reformers believed that

(A) different groups needed different kinds of education

(B) special programs should be set up in frontier communities to modernize them

(D) more women should be involved in education and industry

7. The word it in line 22 refers to

(A) consumption

(B) production

(D) education

PASSAGE 47 DCBAD AC

託福閱讀真題2

According to sociologists, there are several different ways in which a person may become recognized as the leader of a social group in the United States. In the family, traditional cultural patterns confer leadership on one or both of the parents. In other cases, such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of selection. In larger groups, leaders are usually chosen formally through election or recruitment.

Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent evidence that there is any category of natural leaders. It seems that there is no set of personal qualities that all leaders have in common; rather, virtually any person may be recognized as a leader if the person has qualities that meet the needs of that particular group.

Furthermore, although it is commonly supposed that social groups have a single leader, research suggests that there are typically two different leadership roles that are held by different individuals. Instrumental leadership is leadership that emphasizes the completion of tasks by a social group. Group members look to instrumental leaders to get things done. Expressive leadership, on the other hand, is leadership that emphasizes the collective well-being of a social group's members. Expressive leaders are less concerned with the overall goals of the group than with providing emotional support to group members and attempting to minimize tension and conflict among them. Group members expect expressive leaders to maintain stable relationships within the group and provide support to individual members. Instrumental leaders are likely to have a rather secondary relationship to other group members. They give orders and may discipline group members who inhibit attainment of the group's goals. Expressive leaders cultivate a more personal or primary relationship to others in the group. They offer sympathy when someone experiences difficulties or is subjected to discipline, are quick to lighten a serious moment with humor, and try to resolve issues that threaten to divide the group. As the differences in these two roles suggest, expressive leaders generally receive more personal affection from group members; instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect.

1. What does the passage mainly discuss?

(A) The problems faced by leaders

(B) How leadership differs in small and large groups

(D) The role of leaders in social groups

2. The passage mentions all of the following ways by which people can become leaders EXCEPT

(A) recruitment

(B) formal election process

(D) traditional cultural patterns

3. In mentioning natural leaders in line 9, the author is making the point that

(A) few people qualify as natural leaders

(B) there is no proof that natural leaders exist

(D) natural leaders share a similar set of characteristics

4. Which of the following statements about leadership can be inferred from paragraph 2?

(A) A person who is an effective leader of a particular group may not be an effective leader in

another group.

(B) Few people succeed in sharing a leadership role with another person.

(D) Most people desire to be leaders but can produce little evidence of their qualifications.

5. The passage indicates that instrumental leaders generally focus on

(A) ensuring harmonious relationships

(B) sharing responsibility with group members

(D) achieving a goal

6. The word collective in line 17 is closest in meaning to

(A) necessary

(B) typical

(D) particular

7. The word them in line 19 refers to

(A) expressive leaders

(B) goals of the group

(D) tension and conflict

8. A secondary relationship mentioned in line 22 between a leader and the members of a group

could best be characterized as

(A) distant

(B) enthusiastic

(D) personal

9. The word resolve in line 27 is closest in meaning to

(A) avoid repeating

(B) talk about

(D) find a solution for

10. Paragraphs 3 and 4 organize the discussion of leadership primarily in term of

(A) examples that illustrate a problem

(B) cause and effect analysis

(D) comparison and contrast

PASSAGE 48 DCBAD CCADD

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