托福阅读备考除了单词还需要练这些技巧能力

在很多同学看来，托福阅读考试中词汇是重点，因此许多人备考重心都完全放在词汇上。今天小编给大家带来托福阅读备考除了单词还需要练这些技巧能力,希望能够帮助到大家，下面小编就和大家分享，来欣赏一下吧。

托福阅读备考除了单词还需要练这些技巧能力

托福阅读备考需要练习把握文章主旨

首先，新托福的每一篇文章都附加了标题，可以通过对文章标题格式，内容，可能应用的文章书写格式三个方面对文章整体进行把握。

其次，每篇文章的长度由原来的300-400增长到了现有的700字左右，且段落由原有的2-4段增长到现有的5-10段，那么对于文章主旨的把握能力就显得无比重要。而要做到在短短的3-4分钟以内完成这件事情，就要求我们对段落结构，段落大意，以及段间结构即文章大纲的把握做到精准的程度。

托福阅读必备泛读能力怎么练?

所谓泛读能力是指得在短时间以内对一篇文章内容迅速把握。在对文章段落主旨句的阅读中，我们需要读的内容约有8-15句话左右，在3-4分钟以内完成对这些句子的阅读并总结文章大纲，就要求我们对于托福句子式结构熟识于心。而托福阅读中，句子长，成份杂一直以来都是大家在阅读上遇到的最大障碍之一。解决这个问题的方法，可以采用泛读技巧中的主句阅读方式，即对读到的每个句子进行结构分析，找出主句，再补充其它成份的细节内容。

当我们对段内句子的主要意思，讲述对象，及讲述方向有所了解之后，后期解题过程中使用到的答案定位(或关键词定位)便可以达到快，准，稳的效果。

把握住了文章主旨就得到了文章的写作方向与目的，辅以段落间的关系，会使得解题过程轻松无比。

如何把握托福阅读的段落结构?

文章写作过程中，为了清楚的表达中心思想，会采用不同的段落结构，而结构的选取与文章类型及内容无关，仅是选取一种最为清晰的表达方式。段落内部结构从大体上来讲可以分为总——分——总的分点并列结构，或者总——分的观点递进阐述结构。相对来讲前者更赋逻辑性，而后者因其逻辑性较差而导致在阅读过程中难度系数相对较大。当大家对段落内部结构的分析日渐成熟的时候，便可以对段落主旨大意总结的驾驭做到轻车熟路，进而节约阅读时间。

托福阅读句子结构分析技巧

托福阅读中的句式结构复杂，想要快速的把握完整的句意，便需要分析其间所存在的各种句式，了解每种句式的结构结成，识别方法，处理方法，更进一些，还可以探究其写作方法，达到对每种句式从里到外的熟悉。

托福阅读单词重要吗?

虽然我们一直在强调单词不是最重要的，但是没有单词是万万不能的，对于单词的积累不是弹指间能完成的，而在记忆单词的时候也有无数种方法可以借鉴，

比如：记忆曲线记忆法：按照词汇书上的分类，每天一个pst，每天要做到及时复习。根据人的记忆曲线来讲，最初记忆过的单词要在最短的时间内进行不断的复习，才会对其记忆深刻。

词根词缀记忆法：这个方法大家在查字典的时候也可以注意一下，词根多来自于拉丁文等，此法有助于对首次遇到的生词进行拆分，猜测词意。

总而言之，记忆单词是学习一种语言最基础有用的方法，对于考试取得高分尤其如此，我们在学习过程中不能一味的复制别人的方法，要学会思考，找到属于自己的方法。

托福阅读真题原题+题目

A number of factors related to the voice reveal the personality of the speaker. The first is the broad area of communication, which includes imparting information by use of language, communicating with a group or an individual, and specialized communication through performance. A person conveys thoughts and ideas through choice of words, by a tone of voice that is pleasant or unpleasant, gentle or harsh, by the rhythm that is inherent within the language itself, and by speech rhythms that are flowing and regular or uneven and hesitant, and finally, by the pitch and melody of the utterance. When speaking before a group, a person's tone may indicate unsureness or fright, confidence or calm. At interpersonal levels, the tone may reflect ideas and feelings over and above the words chosen, or may belie them. Here the conversant's tone can consciously or unconsciously reflect intuitive sympathy or antipathy, lack of concern or interest, fatigue, anxiety, enthusiasm or excitement, all of which are usually discernible by the acute listener. Public performance is a manner of communication that is highly specialized with its own techniques for obtaining effects by voice and /or gesture. The motivation derived from the text, and in the case of singing, the music, in combination with the performer's skills, personality, and ability to create empathy will determine the success of artistic, political, or pedagogic communication.

Second, the voice gives psychological clues to a person's self-image, perception of others, and emotional health. Self-image can be indicated by a tone of voice that is confident, pretentious, shy, aggressive, outgoing, or exuberant, to name only a few personality traits. Also the sound may give a clue to the facade or mask of that person, for example, a shy person hiding behind an overconfident front. How a speaker perceives the listener's receptiveness, interest, or sympathy in any given conversation can drastically alter the tone of presentation, by encouraging or discouraging the speaker. Emotional health is evidenced in the voice by free and melodic sounds of the happy, by constricted and harsh sound of the angry, and by dull and lethargic qualities of the depressed. ‍

1. What does the passage mainly discuss?

(A) The function of the voice in performance

(B) The connection between voice and personality

(C) Communication styles

(D) The production of speech

2. What does the author mean by stating that, At interpersonal levels, tone may reflect ideas and feelings over and above the words chosen (lines 9-10)?

(A) Feelings are expressed with different words than ideas are.

(B) The tone of voice can carry information beyond the meaning of words.

(C) A high tone of voice reflects an emotional communication.

(D) Feelings are more difficult to express than ideas.

3. The word Here in line 10 refers to

(A) interpersonal interactions

(B) the tone

(C) ideas and feelings

(D) words chosen

4. The word derived in line 15 is closest in meaning to

(A) discussed

(B) prepared

(C) registered

(D) obtained

5. Why does the author mention artistic, political, or pedagogic communication in line 17?

(A) As examples of public performance

(B) As examples of basic styles of communication

(C) To contrast them to singing

(D) To introduce the idea of self-image

6. According to the passage , an exuberant tone of voice, may be an indication of a person's

(A) general physical health

(B) personality

(C) ability to communicate

(D) vocal quality

7. According to the passage , an overconfident front may hide

(A) hostility

(B) shyness

(C) friendliness

(D) strength

8. The word drastically in line 24 is closest in meaning to

(A) frequently

(B) exactly

(C) severely

(D) easily

9. The word evidenced in line 25 is closest in meaning to

(A) questioned

(B) repeated

(C) indicated

(D) exaggerated

10. According to the passage , what does a constricted and harsh voice indicate?

(A) lethargy

(B) depression

(C) boredom

(D) anger

PASSAGE 37 BBADA BBCCD

托福阅读真题原题+题目

According to anthropologists, people in preindustrial societies spent 3 to 4 hours per day or about 20 hours per week doing the work necessary for life. Modern comparisons of the amount of work performed per week, however, begin with the Industrial Revolution (1760-1840) when 10- to 12-hour workdays with six workdays per week were the norm. Even with extensive time devoted to work, however, both incomes and standards of living were low. As incomes rose near the end of the Industrial Revolution, it became increasingly common to treat Saturday afternoons as a half-day holiday. The half holiday had become standard practice in Britain by the 1870's, but did not become common in the United States until the 1920's.

In the United States, the first third of the twentieth century saw the workweek move from 60 hours per week to just under 50 hours by the start of the 1930's. In 1914 Henry Ford reduced daily work hours at his automobile plants from 9 to 8. In 1926 he announced that henceforth his factories would close for the entire day on Saturday. At the time, Ford received criticism from other firms such as United States Steel and Westinghouse, but the idea was popular with workers.

The Depression years of the 1930's brought with them the notion of job sharing to spread available work around; the workweek dropped to a modem low for the United States of 35 hours. In 1938 the Fair Labor Standards Act mandated a weekly maximum of 40 hours to begin in 1940, and since that time the 8-hour day, 5-day workweek has been the standard in the United States. Adjustments in various places, however, show that this standard is not immutable. In 1987, for example, German metalworkers struck for and received a 37.5-hour workweek; and in 1990 many workers in Britain won a 37-hour week. Since 1989, the Japanese government has moved from a 6- to a 5-day workweek and has set a national target of 1,800 work hours per year for the average worker. The average amount of work per year in Japan in 1989 was 2,088 hours per worker, compared to 1,957 for the United States and 1,646 for France.

1. What does the passage mainly discuss?

(A) Why people in preindustrial societies worked few hours per week

(B) Changes that have occurred in the number of hours that people work per week

(C) A comparison of the number of hours worked per year in several industries

(D) Working conditions during the Industrial Revolution

2. Compared to preiudustrial times, the number of hours in the workweek in the nineteenth century

(A) remained constant

(B) decreased slightly

(C) decreased significantly

(D) increased significantly

3. The word norm in line 5 is closest in meaning to

(A) minimum.

(B) example

(C) possibility

(D) standard

4. The word henceforth in line 13 is closest in meaning to

(A) in the end

(B) for a brief period

(C) from that time on

(D) on occasion

5. The idea mentioned in line 15 refers to

(A) the 60-hour workweek

(B) the reduction in the cost of automobiles

(C) the reduction in the workweek at some automobile factories

(D) the criticism of Ford by United States Steel and Westinghouse

6. What is one reason for the change in the length of the workweek for the average worker in the

United States during the 1930's?

(A) Several people sometimes shared a single job.

(B) Labor strikes in several countries influenced labor policy in the United States.

(C) Several corporations increased the length of the workweek.

(D) The United States government instituted a 35-hour workweek.

7. Which of the following is mentioned as one of the purposes of the Fair Labor Standards Act of

1938 ?

(A) to discourage workers from asking for increased wages

(B) to establish a limit on the number of hours in the workweek

(C) to allow employers to set the length of the workweek for their workers

(D) to restrict trade with countries that had a long workweek

8. The word mandated in line 18 is closest in meaning to

(A) required

(B) recommended

(C) eliminated

(D) considered

9. The word immutable in line 21 is closest in meaning to

(A) unmatched

(B) irregular

(C) unnecessary

(D) unchangeable

10. Which of the following is NOT mentioned as evidence that the length of the workweek has

been declining since the nineteenth century?

(A) The half-day holiday (line 7)

(B) Henry Ford (lines 11-12)

(C) United States Steel and Westinghouse (line 14-15)

(D) German metalworkers (line 21)

11. According to the passage , one goal of the Japanese government is to reduce the average

annual amount of work to

(A) 1,646 hours

(B) 1,800 hours

(C) 1,957 hours

(D) 2,088 hours

PASSAGE 40 BDDCC ABADCB

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