托福閱讀講義要從哪方面來準(zhǔn)備
面對一本厚厚的閱讀講義，要從哪些方面入手，感覺里面有無數(shù)的素材。這些問題都是最近收到比較頻繁的。如何去解決閱讀講義，小編就為大家從三個方面來講解歸納。
托福閱讀講義要從哪些方面來準(zhǔn)備?
面對一本厚厚的閱讀講義，大家都望而卻步。一般認真的考生都習(xí)慣把里面的題目做完，就OK了。其實不是這樣的，對于托福閱讀，不僅有做題，而且還可以從中學(xué)習(xí)到很多其他像寫作，口語里面的知識。尤其是對寫作的幫助很大，托福閱讀講義里有很多素材可以積累，幫助我們擴展綜合寫作中的例子。此外，還有很多不一樣的觀點可以領(lǐng)悟，能過發(fā)散我們的思維。今天就為大家分析從哪些方面來看托福講義。
一、單詞方面
我們需要的托福閱讀的詞匯量是8000左右，而托福講義里面的單詞其實會涉及到更多。如果考生在背完要求的8000單詞之后，想繼續(xù)擴展的話，不妨了解一下托福講義哪些生詞。在閱讀初期，建議大家先系統(tǒng)過一遍自己已經(jīng)掌握的8000詞匯，查缺補漏。之后再過渡到尋找生詞上，一般情況下，生詞大概背3遍左右才能基本掌握。當(dāng)生詞看得懂之后，托福的核心詞匯基本掌握了，這時候，考生不需要記8000之外的這些生詞。因為這些詞匯只要看懂就行，不影響其他部分。通常，托福詞匯8000和生詞意思的全面掌握，也需要將鞏固背3遍左右。
在背誦單詞的過程中，建議同學(xué)們按照上面的步驟，先把已經(jīng)掌握的8000詞匯溫習(xí)，再對托福閱讀講義中的生詞進行背誦，這樣一個循序漸進的過程更有利于單詞的全面掌握，而如果直接上手背誦講義生詞，則很難在短期內(nèi)適應(yīng)托福的難度，反而影響背詞的最終效果，甚至因為太難而產(chǎn)生對單詞的抵觸情緒。
二、語法方面
很多同學(xué)在備考托福的時候會有一個誤區(qū)，以為單詞多，看閱讀講義就很容易，其實不然，正式進入到托福閱讀講義的做題中會發(fā)現(xiàn)，里面中涉及到的句子絕對不是主、謂、賓的簡單組合，往往會穿插多種復(fù)雜修飾的成分，例如定語后置，不定式等。讓句子結(jié)構(gòu)變得錯綜復(fù)雜，從而使句意變得撲朔迷離，究其原因，主要是沒有系統(tǒng)掌握語法知識，就堂而皇之去看托福閱讀講義。在托福閱讀講義中，涉及到的語法點最關(guān)鍵的是復(fù)雜修飾，這些包括插入語、介賓結(jié)構(gòu)、分詞短語、不定式、從句，定語，等等。一句話一般都用上很多這種，讓考生不知道主語在哪兒，錯抓句子意思。如果在看閱讀講義之前，掌握了這些不同類型的修飾成分，并且能夠在一句話中準(zhǔn)確的識別出來，清楚地知道各成分間的邏輯關(guān)系，也就意味著掌握了托福閱讀講義中大部分的語法點了。像省略，疑問，倒裝這種句型反而在閱讀講義中出現(xiàn)的頻率較低。
三、做題方面
長久以來，考生受應(yīng)試思維比較大，面對厚厚一本閱讀講義，就直接硬做，做完就OK了。至于托?？荚嚳际裁矗綍r重點練什么，都已經(jīng)拋諸腦后。這種思維在閱讀講義做題中表現(xiàn)為，輕視段落及篇章整體的中心思想的理解，只是閱讀和題目相關(guān)的若干句子。這種做題方法看起來很快，實則不好。在做閱讀講義中，我們需要學(xué)會通過題干線索詞回到文章中找到相應(yīng)句子，但有些情況也會查不到相對應(yīng)的句子，這時候我們更應(yīng)該去了解相關(guān)技巧，而不是繼續(xù)硬做。比如題目中出現(xiàn)了對原文的改寫、考查多個段落相關(guān)的題以及最后一道篇章總結(jié)題等等，像這些無法直接找到相應(yīng)答案句的題，需要大家在通讀段落或文章的過程中才能全面把握住，所以，做題的正確打開方式應(yīng)該是根據(jù)托福閱讀講義的出題原則，在逐段瀏覽文章的過程中逐段做題，換句話說，就是讀一段再做與該段相關(guān)的題，以此類推，直到完成最后一題，而不是簡單的定位做題，只有這樣，才能全面把握住閱讀中考查的每一道題，盡可能少丟分。
托福閱讀真題練習(xí)：行星探索
托福閱讀文本：
In July of 1994, an astounding series of events took place. The world anxiously watched as,every few hours, a hurtling chunk of comet plunged into the atmosphere of Jupiter. All of the twenty-odd fragments, collectively called comet Shoemaker-Levy 9 after its discoverers, were once part of the same object, now dismembered and strung out along the same orbit. This cometary train, glistening like a string of pearls, had been first glimpsed only a few months before its fateful impact with Jupiter, and rather quickly scientists had predicted that the fragments were on a collision course with the giant planet. The impact caused an explosion clearly visible from Earth, a bright flaming fire that quickly expanded as each icy mass incinerated itself. When each fragment slammed at 60 kilometers per second into the dense atmosphere, its immense kinetic energy was transformed into heat, producing a superheated fireball that was ejected back through the tunnel the fragment had made a few seconds earlier. The residues from these explosions left huge black marks on the face of Jupiter, some of which have stretched out to form dark ribbons.
Although this impact event was of considerable scientific import, it especially piqued public curiosity and interest. Photographs of each collision made the evening television newscast and were posted on the Internet. This was possibly the most open scientific endeavor in history. The face of the largest planet in the solar system was changed before our very eyes. And for the very first time, most of humanity came to fully appreciate the fact that we ourselves live on a similar target, a world subject to catastrophe by random assaults from celestial bodies. That realization was a surprise to many, but it should not have been. One of the great truths revealed by the last few decades of planetary exploration is that collisions between bodies of all sizes are relatively commonplace, at least in geologic terms, and were even more frequent in the early solar system.
托福閱讀題目：
1. The passage mentions which of the following with respect to the fragments of comet
Shoemaker-Levy 9?
(A) They were once combine in a larger body.
(B) Some of them burned up before entering the atmosphere of Jupiter.
(C) Some of them are still orbiting Jupiter.
(D) They have an unusual orbit.
2. The word "collectively" in line 3 is closest in meaning to
(A) respectively
(B) popularly
(C) also
(D) together
3. The author compares the fragments of comet Shoemaker-Levy 9 to all of the following
EXCEPT
(A) a dismembered body
(B) a train
(C) a pearl necklace
(D) a giant planet
4. Before comet Shoemaker-Levy 9 hit Jupiter in July 1994, scientists
(A) had been unaware of its existence
(B) had been tracking it for only a few months
(C) had observed its breakup into twenty-odd fragments
(D) had decided it would not collide with the planet
5. Before the comet fragments entered the atmosphere of Jupiter, they were most likely
(A) invisible
(B) black
(C) frozen
(D) exploding
6. Superheated fireballs were produced as soon as the fragments of comet Shoemaker- Levy 9
(A) hit the surface of Jupiter
(B) were pulled into Jupiter's orbit
(C) were ejected back through the tunnel
(D) entered the atmosphere of Jupiter
7. The phrase "incinerated itself" in line 9 is closest in meaning to
(A) burned up
(B) broke into smaller pieces
(C) increased its speed
(D) grew in size
8. Which of the following is mentioned as evidence of the explosions that is still visible on
Jupiter?
(A) fireballs
(B) ice masses
(C) black marks
(D) tunnels
9. Paragraph 2 discusses the impact of the comet Shoemaker-Levy 9 primarily in terms of
(A) its importance as an event of great scientific significance
(B) its effect on public awareness of the possibility of damage to Earth
(C) the changes it made to the surface of Jupiter
(D) the effect it had on television broadcasting
10. The "target" in line 20 most probably referred to
(A) Earth
(B) Jupiter
(C) the solar system
(D) a comet
托福閱讀答案：
ADDBC DACBA
托福閱讀真題練習(xí)：臨床營養(yǎng)學(xué)
托福閱讀文本：
The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period." Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of vitamin deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950's to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions.
Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.
托福閱讀題目：
1. What does the passage mainly discuss?
(A) The effects of vitamins on the human body
(B) The history of food preferences from the nineteenth century to the present
(C) The stages of development of clinical nutrition as a field of study
(D) Nutritional practices of the nineteenth century
2. It can be inferred from the passage that which of the following discoveries was made during the
first era in the history of nutrition?
(A) Protein was recognized as an essential component of diet.
(B) Vitamins were synthesized from foods.
(C) Effective techniques of weight loss were determined.
(D) Certain foods were found to be harmful to good health.
3. The word "tempting" in line 12 is closest in meaning to
(A) necessary
(B) attractive
(C) realistic
(D) correct
4. It can be inferred from the passage that medical schools began to teach concepts of nutrition in
order to
(A) convince medical doctors to participate in research studies on nutrition
(B) encourage medical doctors to apply concepts of nutrition in the treatment of disease
(C) convince doctors to conduct experimental vitamin therapies on their patients
(D) support the creation of artificial vitamins
5. The word "Reckless" in line 18 is closest in meaning to
(A) recorded
(B) irresponsible
(C) informative
(D) urgent
6. The word 'them" in line 19 refers to
(A) therapies
(B) claims
(C) effects
(D) vitamins
7. Why did vitamin therapy begin losing favor in the 1950's
(A) The public lost interest in vitamins.
(B) Medical schools stopped teaching nutritional concepts.
(C) Nutritional research was of poor quality
(D) Claims for the effectiveness of vitamin therapy were seen to be exaggerated.
8. The phrase "concomitant with" in line 21 is closest in meaning to
(A) in conjunction with
(B) prior to
(C) in dispute with
(D) in regard to
9. The word "skyrocketing" in line 23 is closest in meaning to
(A) internationally popular
(B) increasing rapidly
(C) acceptable
(D) surprising
10. The word "extolling" in line 24 is closest in meaning to
(A) analyzing
(B) questioning
(C) praising
(D) promising
11. The paragraph following the passage most probably discusses
(A) the fourth era of nutrition history
(B) problems associated with undernutrition
(C) how drug companies became successful
(D) why nutrition education lost its appeal
托福閱讀答案：
CABBB DDABCA
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