托福閱讀如何快速的提升
托福閱讀如何快速的提升?托福閱讀想要快速的進行提升，一些科學(xué)的備考方法是必須要掌握的，本篇文章就為大家分享托福閱讀如何快速的提升，希望對大家的成績提高有所幫助。
托福閱讀如何快速的提升?
1、詞匯復(fù)習(xí)建議
除了常規(guī)的詞匯背誦以外，以下三類材料都可以作為備考利器：
1)托福在線練習(xí)題(TPO1-48)里出現(xiàn)過的所有詞匯題及答案要記熟;
2)翻閱離考試日期至少8個月的詞匯機經(jīng)，用近期反復(fù)考察的詞匯做一次現(xiàn)有詞匯水平的檢驗;
3)考前一周查看三立在線的詞匯機經(jīng)，大大提高真實考試詞匯題的正確率。
除此以外，日常備考時還應(yīng)養(yǎng)成隨手翻閱Merriam-Webster的好習(xí)慣，畢竟是官方指定的參考字典。
2、長難句復(fù)習(xí)建議
托福閱讀長難句結(jié)構(gòu)的劃分跟考生的語法基礎(chǔ)息息相關(guān)，但無外乎是常見的四、五種語法點的交替出現(xiàn)，比如定語后置，倒裝句，虛擬語氣等。
所以長難句如何有效秒殺它呢?
先從句子簡化題入手，橫向練習(xí)，找出薄弱語法點，針對性復(fù)習(xí)。再在精讀過程中，總結(jié)長難句，練習(xí)意群斷句，進一步鞏固。
3、邏輯結(jié)構(gòu)復(fù)習(xí)建議
聽力有聽寫跟讀，閱讀有復(fù)述?？赐暌徽魏螅芊癜讯温淦鸪修D(zhuǎn)合整理到85%的水平，關(guān)鍵就看能否抓住句間邏輯聯(lián)系。
在托福階段，邏輯基本以顯性的邏輯關(guān)聯(lián)詞作為代表，要熟記;
在此基礎(chǔ)上，要儲備常見的段落結(jié)構(gòu)，做到舉一反三，以不變應(yīng)萬變來面對新文章，新段落。
4、考前沖刺建議
學(xué)生常常都有這樣的困惑：TPO刷完了還有什么材料值得復(fù)習(xí)呢?
縱覽市面上所有的復(fù)習(xí)材料，在文章選取和題目設(shè)置上都有或多或少的硬傷。盲目地拿和真實考試有差距的題目進行練習(xí)，反而會打亂正確的解題思路，事倍功半。
苦刷TPO三百遍，更要來場全真?？简炓或灐翰徽f題源文章很難觸及，市面上所有的?？架浖谠u分標(biāo)準上都有這樣那樣的缺陷，導(dǎo)致很多考生的實際分數(shù)和平時練習(xí)的分數(shù)有一定落差，而只有ETS才有最權(quán)威的算分機制，其他渠道皆無從得知。
利用?？季恚瑱z驗所學(xué)所得，查漏補缺，及時調(diào)整復(fù)習(xí)策略，是從被動的考試者轉(zhuǎn)變成主動學(xué)習(xí)者最關(guān)鍵的一步!
托福閱讀素材：李光耀精通多國語言的心得
1. 英語再好，不練習(xí)都會退步
How many Mainland Chinese can learn English to the level that we can? A very small percentage. They are using Mandarin all the time, they will lose their English. I will give you an example. I used to meet the Taiwanese ministers, the older generation - all Harvard PhDs. In other words, they wrote their theses in English but worked in Taiwan in Mandarin. When I went to Taiwan, I spoke to them in Mandarin, first two days (my Mandarin was) very stiff. At the end of the week, I was more fluent. They came here to meet people from our ministries, first two days their English was halting, at the end of the week they became more fluent.
在大陸，有多少中國人的英語能和我們說的一樣好?(李光耀受英語教育，以優(yōu)異成績從劍橋大學(xué)法學(xué)專業(yè)畢業(yè)。)非常少。他們每天都使用中文，英文水平就會降低。我舉個例子。我見過臺灣一些老一輩的部長們，都是哈佛的博士。他們的畢業(yè)論文是用英文寫的，但在臺灣工作時，他們使用中文。我去臺灣的時候，我和他們說中文，開始的一兩天，我的中文非常生硬。差不多一周后，我說的更流利了。當(dāng)他們來新加坡和我們的部長會面時，最初一兩天他們的英文說的磕磕巴巴，但差不多一個禮拜就流利多了。
2. 流利比詞匯量更重要
Learn young, never mind the standard, capture the fluency, capture the way you speak it, capture the grammar, never mind if your vocabulary is limited, you can expand it later on.
從小學(xué)起，別在意是否標(biāo)準，努力說的流暢，學(xué)會表達方式，正確使用語法，不要在乎詞匯量太少，以后會擴大的。
3. 多開口才能活學(xué)活用
You need to spend the time and effort. You must have the interest. At the end of the day, it must be a live language. Apart from watching it on the TV or reading the newspapers, you must meet people and talk. Then it is a live language.
你要花時間和精力。一定要有興趣。歸根結(jié)底，必須在生活中使用語言。除了看電視和讀報，你必須和人們交談。這才是活的語言。
4. 從小學(xué)語言記得更牢
Language is heard and spoken long before people learn to write and to read. The more frequently one uses a language, the easier it is to express one's thoughts in it. The younger one learns to speak a langugae, the more permanently it is remembered.
人們學(xué)會讀寫一種語言之前很久就會聽說。一個人使用一種語言越頻繁，就越容易用它來表達思想。學(xué)習(xí)語言的年紀越小，就越不會忘記。
5. 西學(xué)為體，中學(xué)為用
I may speak the English language better than I speak the Chinese language because I learnt English early in life. But I'll never be an Englishman in a thousand generations and I have not got the Western value system inside me; it's an Eastern value system with the western value system superimposed.
我的英文大概比中文好，因為我從小就學(xué)習(xí)英文。但無論再過多少年，我都不會是個英國人，我并沒有接受西方價值觀。我的價值觀是帶有西方色彩的東方價值觀。
托福閱讀素材：芬蘭基于平等的教育體系
Finnish education often seems paradoxical to outside observers because it appears to break a lot of the rules we take for granted. Finnish children don’t begin school until age 7. They have more recess, shorter school hours than many U.S. children do (nearly 300 fewer hours per year in elementary school), and the lightest homework load of any industrialized nation. There are no gifted programs, almost no private schools, and no high-stakes national standardized tests.
Yet over the past decade Finland has consistently performed among the top nations on the Programme for International Student Assessment (PISA), a standardized test given to 15-year olds in 65 nations and territories around the world. Finland’s school children didn’t always excel. Finland built its excellent, efficient, and equitable educational system in a few decades from scratch, and the concept guiding almost every educational reform has been equity. The Finnish paradox is that by focusing on the bigger picture for all, Finland has succeeded at fostering the individual potential of most every child.
I recently accompanied Krista Kiuru, Finland’s minister of education and science, when she visited the Eliot K-8 Innovation School in Boston, and asked her what Finland is doing that we could learn from.
I visited four Finnish schools while researching my book Parenting Without Borders. While there, I frequently heard a saying: “We can’t afford to waste a brain.” It was clear that children were regarded as one of Finland’s most precious resources. You invest significantly in providing the basic resources so that all children may prosper. How do these notions undergird your educational system?
We used to have a system which was really unequal. My parents never had a real possibility to study and have a higher education. We decided in the 1960s that we would provide a free quality education to all. Even universities are free of charge. Equal means that we support everyone and we’re not going to waste anyone’s skills. We don’t know what our kids will turn out like—we can’t know if one first-grader will become a famous composer, or another a famous scientist. Regardless of a person’s gender, background, or social welfare status, everyone should have an equal chance to make the most of their skills. It’s important because we are raising the potential of the entire human capital in Finland. Even if we don’t have oil or minerals or any other natural resources, well, we think human capital is also a valuable resource.
How well do you think Finland’s educational system, one based more squarely on equity rather than high achievement, is working?
What Americans Keep Ignoring About Finland's School Success
We created a school system based on equality to make sure we can develop everyone’s potential. Now we can see how well it’s been working. Last year the OECD tested adults from 24 countries measuring the skill levels of adults aged 16-65, on a survey called the PIAAC (Programme for International Assessment of Adult Competencies), which tests skills in literacy, numeracy, and problem solving in technology-rich environments. Finland scored at or near the top on all measures. But there were differences between age groups. The test showed that all younger Finns who had had a chance to go to compulsory basic school after the reforms had extremely high knowledge; those who were older, and who were educated before the reforms, had average know-how. So, our educational system is creating people who have extremely good skills and strong know-how—a know-how which is created by investing into education. We have small class sizes and everyone is put in the same class, but we support struggling students more than others, because those individuals need more help. This helps us to be able to make sure we can use/develop everyone’s skills and potential.
I remember being struck by how many vocational or hands-on classes (home economics, art, technology, and so forth) were available to students at every Finnish school I visited. At one secondary school I visited, kids were cooking breakfast; at another, I saw that all the kids had learned how to sew their own bathing suits. More than one teacher remarked, “It’s important for students to have different activities to do during the day.” And there seems to be no stigma about vocational education. Is this attitude true of all schools in Finland?
Yes, we definitely believe that for young people handcrafts, cooking, creative pursuits, and sports, are all important. We believe these help young people benefit more from the skills they’re learning in school.
Do you think that this takes time away from academics?
Academics isn’t all kids need. Kids need so much more. School should be where we teach the meaning of life; where kids learn they are needed; where they can learn community skills. We like to think that school is also important for developing a good self-image, a strong sensitivity to other people’s feelings … and understanding it matters to take care of others. We definitely want to incorporate all those things in education.
I also believe that breaking up the school day with different school subjects is very important. We offer a variety of subjects during the school day. We’re also testing out what it’s like to have breaks in the middle of the school day for elementary school students. At a few elementary schools recently we’ve been offering sports, handcrafts, or school clubs during the middle of the school day, rather than just in the morning or after school as we already do. This is to help kids to think of something else, and do something different and more creative during the day.
An American librarian I spoke with, who was a visiting scholar in Finland, was struck by things like the fact that there was no concept of Internet filtering or censorship there. She was struck by how much autonomy was given to children as well as to teachers. At the same time, she noticed how much support teachers in Finland get. She visited one first-grade classroom that was taught by a relatively new teacher, and seven adults were standing in the back of the room watching the teacher: the master teacher, a specialty subject teacher from her teaching university, her advisor from university, and a couple of other student teachers. Right after the class, they got together and talked about how the lesson went. This sort of observation/debriefing seemed to be quite common. Finland is also well known for investing heavily in continuous professional development. Can you tell me more about this combination of independence and support?
Teachers have a lot of autonomy. They are highly educated--they all have master’s degrees and becoming a teacher is highly competitive. We believe we have to have highly educated teachers, because then we can trust our teachers and know they are doing good work. They do have to follow the national curriculum, although we do have local curriculums as well. But we think that we’ve been able to create good results due to our national, universal curriculum.
We don’t test our teachers or ask them to prove their knowledge. But it’s true that we do invest in a lot of additional teacher training even after they become teachers.
We also trust in our pupils. Of course we give them exams and tests so that we know how they are progressing but we don’t test them at the national level. We believe in our schools because we consider all schools equal. We don’t school shop in Finland and we don’t have to think about which area to live in to go to a good school.
In Finland we are starting to have some issues … in some suburban schools with more immigrants or higher unemployment, but we support those schools by investing more in them, in the struggling schools.
But you know, money doesn’t make for a better education necessarily. We don’t believe that spending on a particular school will make any one of them better so much as focusing on the content of what we do and giving children individual support.
在外界看來，芬蘭的教育似乎很矛盾，因為它打破了很多我們認為理所當(dāng)然的規(guī)則。芬蘭的孩子到了7歲才開始接受教育。相比于很多的美國孩子，這里的孩子擁有更多的假期、更短的上課時間(小學(xué)每年的上課時間少于300個小時)，而且在所有的工業(yè)化國家里，他們擁有最輕的作業(yè)壓力。這里沒有特長項目、幾乎不存在私立學(xué)校，也沒有高風(fēng)險的國家級標(biāo)準化考試。
然而過去十年里，在國際學(xué)生評估項目(PISA，一個在全球65個國家和地區(qū)開展的針對15歲學(xué)生的測試)中，芬蘭持續(xù)名列前茅。過去，芬蘭學(xué)校里的學(xué)生并不那么優(yōu)秀。在過去幾十年里，芬蘭從無到有建立了自己杰出、高效、平等的教育體系，而且引領(lǐng)所有教育改革的觀念都是平等。芬蘭悖論在于專注于更大的圖
最近，我陪同芬蘭教育和科學(xué)部長克莉絲塔·克以伍盧參觀了位于波士頓的艾略特學(xué)習(xí)創(chuàng)新學(xué)校(Eliot K-8 Innovation School)，并且向她咨詢了我們可以向芬蘭學(xué)習(xí)的地方。
為了著書《育兒無國界》(Parenting Without Borders)，我來到芬蘭的四所學(xué)校參觀、調(diào)研。當(dāng)時，我反復(fù)聽到一句話：“我們無法承擔(dān)浪費一個大腦?！焙苊黠@，孩子被視為芬蘭最珍貴的資源之一。你們大量投資來提供基本的資源，為的是所有的孩子都能有所作為。這些概念是如何從底層加固你們的教育體系的呢?
過去我們的體系非常不公平。我的父母就沒有真正的機會去學(xué)習(xí)、去接受高等教育。上個世紀60年代，我們決定給所有人提供免費的高質(zhì)量教育。甚至連大學(xué)都是免費的。平等意味著我們支持每一個人，我們不打算浪費任何一個人的才能。我們不曉得孩子們以后會變成什么樣——我們無從知道一個一年級的孩子是否會成為著名的作曲家，或者另一個孩子能否成為杰出的科學(xué)家。不論性別、背景、抑或福利狀況，每一個人都應(yīng)該擁有平等的機會來最好地發(fā)揮才能。這一點很重要，因為我們在培養(yǎng)芬蘭整個人力資本的潛能。即使我們沒有了石油、礦物質(zhì)或者其他的自然資源，那么，我們依然認為人力資本是一種珍貴的資源。
就芬蘭這個更直接地基于公平而非高成就的教育體系，你認為它運行得怎么樣?
我們創(chuàng)建了一個基于平等的學(xué)校體系，從而確保我們能夠發(fā)揮每一個人的潛能?，F(xiàn)在我們可以看到它運行得多么好。去年，經(jīng)濟合作與發(fā)展組織(OECD)在一項名為“國際成人能力測評項目”(PIAAC)的調(diào)研中，對24個國家年齡在16-65區(qū)間的成人進行了能力水平測試，包括讀寫能力、計算能力以及富科技環(huán)境中解決問題的能力。在所有的測試中，芬蘭得分最高，或者接近最高。不過年齡段之間存在著差異。測試表明所有年輕的芬蘭人，即那些有機會進入改革之后的義務(wù)型基礎(chǔ)學(xué)校的人，都擁有極高的知識水平;那些年長一些的人，即那些在改革之前接受教育的人，擁有一般的知識水平。因此，我們的教育體系是創(chuàng)造有極高技能和訣竅的人——通過投資教育來實現(xiàn)。我們采取小班制，所有人都在同樣的班級里，不過我們會給予學(xué)習(xí)吃力的孩子更多的支持，因為他們需要更多的幫助。這樣有助于我們確保利用/發(fā)展每一個人的才能和潛力。
在我參觀的每一個芬蘭學(xué)校里看到有如此多可供學(xué)生選擇的職業(yè)課或者手工課(家政、藝術(shù)、技術(shù)等等)時，我記得自己當(dāng)時被震驚了。在一所中學(xué)里，孩子們在做早飯;在另一所中學(xué)，我看到所有的孩子已經(jīng)學(xué)習(xí)了如何縫補浴衣。不止一位老師強調(diào)說，“每天讓孩子們做一些不同的活動是很重要的?！边@種職業(yè)教育似乎并無污名。在芬蘭，所有的學(xué)校都是這種態(tài)度嗎?
是的，我們真心認為對于年輕人而言，手工藝、做飯、創(chuàng)造性的追求以及運動，都很重要。我們認為這些在學(xué)校里學(xué)到的技能能夠使年輕人受益更多。
你認為這會減少學(xué)生們做學(xué)術(shù)的時間嗎?
學(xué)術(shù)并非所有孩子都需要的。孩子們需要更多的東西。學(xué)校應(yīng)該是我們教導(dǎo)孩子人生意義的地方;是讓孩子們明白他們的存在是有價值的地方;是孩子們學(xué)習(xí)社交技能的地方。對于孩子們培養(yǎng)良好的個人形象、對他人感受的強烈敏感力……以及理解關(guān)心他人是有必要的，我們認為學(xué)校起到同樣重要的作用。我們真心希望能夠把所有這些東西融入教育之中。
我還認為用不同的教學(xué)科目把一個教學(xué)日分解是非常重要的。在一個教學(xué)日里，我們教授不同的科目。我們也在嘗試在小學(xué)教學(xué)日的中間添加休息時間。最近在一些小學(xué)里，我們開始在教學(xué)日的中間提供運動、手工或者學(xué)校俱樂部，并非如我們之前做的那樣僅僅在早晨或者放學(xué)后。這是為了幫助孩子們思考一些其他的事情，在一天中做一些不同的、更具創(chuàng)造力的事情。
我曾經(jīng)跟一位來芬蘭做訪問學(xué)者的美國圖書管理員交談過，在芬蘭并不存在網(wǎng)絡(luò)過濾或者審查，這一事實讓她非常震驚。同樣令她震驚的還有，孩子以及老師竟然有如此大的自主權(quán)。與此同時，她注意到芬蘭的老師能夠得到如此大力的支持。她參觀過一個一年級的班級，當(dāng)時由一位新老師任教，還有七個成年人站在教室的后面聽課：一位高級教師，一位來自她所在大學(xué)的特長科任老師、她的大學(xué)導(dǎo)師、還有兩三位別的任課老師。一下課，他們就聚集起來，談?wù)撜n程進行得如何。這種聽課/課后解說的做法似乎非常普遍。芬蘭同樣以大力投資繼續(xù)職業(yè)發(fā)展著稱。你能詳細講一下這種獨立和支持的結(jié)合嗎?
老師們擁有很多自主權(quán)。他們都受過高等教育——都擁有碩士學(xué)歷，要成為老師，競爭也是相當(dāng)激烈的。我們必須擁有教育程度很高的老師，因為那樣我們才可以信任我們的老師，知道他們會教得很好。他們必須按照國定課程授課，盡管我們確實也有一些地方課程。不過我們認為按照我們的全國性統(tǒng)一課程，我們已經(jīng)能夠達到很好的結(jié)果。
我們不會考核我們的老師或者要他們證明自己多么有學(xué)識。不過我們確實為額外的教師培訓(xùn)投資很多，即使成為老師之后，他們也要接受這些培訓(xùn)。
我們也信任我們的孩子。當(dāng)然，我們也會給他們考試和測驗，這樣我們才能知道他們進步如何，不過我們沒有國家級別的考試。我們相信我們的學(xué)校，因為在我們眼中，所有的學(xué)校都是平等的。在芬蘭，我們不用選學(xué)校，不用考慮住在哪個地區(qū)才能進一所好學(xué)校。
在芬蘭，我們也開始有一些問題……存在于一些多移民或者高失業(yè)率的郊區(qū)學(xué)校，但是我們通過投入更多的資金來支持它們，支持這些有困難的學(xué)校。
不過你要知道，金錢并不一定能夠造就良好的教育。我們認為相比于把錢花在某一所學(xué)校使這所學(xué)校里的每一個人都變得更優(yōu)秀，關(guān)注我們在做的事情、給予每一個孩子支持才更有價值。
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