托福閱讀文章的四個來源
相信大家都很好奇托福閱讀的文章來源于哪里?知道了我們就可以去找一些針對性的閱讀材料來復(fù)習(xí)了，下面小編給大家?guī)硗懈ｉ喿x文章的四個來源，希望能幫助到大家!
托福閱讀文章的四個來源
托福閱讀文章來源一共涉及到以下幾個部分：
托福閱讀文章來源一：自然和自然科學(xué)
大約占比30%左右，也就是所有題材中占比最大的一部分，這個部分包含天體、地理、氣候和化學(xué)等學(xué)科內(nèi)容;
托福閱讀文章來源二：生物科學(xué)
大約占比20%左右，這一部分包含，動物學(xué)、植物學(xué)、細(xì)胞學(xué)和生物化學(xué)等學(xué)科的相關(guān)學(xué)習(xí)內(nèi)容，接下來排的
托福閱讀文章來源三：藝術(shù)和美國歷史
這部分內(nèi)容大致涵蓋音樂、表演、電影和電視等藝術(shù)形式。
托福閱讀文章來源四：社科類文章和人文類文章
分別占比10%左右，社科類文章包括經(jīng)濟(jì)學(xué)、考古學(xué)、人類學(xué)、通信和媒體等內(nèi)容，而人文類文章則更多涵蓋歷史和語言學(xué)等內(nèi)容，占比最少并且基本很少考察的題材則是人物傳記類，這類文章更容易出現(xiàn)在GRE、SAT等北美升學(xué)類考試中。
那么，如果把這些題材占比從高到底排序的話，就形成了一條題材的線索線，即人類文明的發(fā)展史。首先，在人類出現(xiàn)之前，宇宙中存在天體、地理、氣候條件等一系列的客觀因素，這是第一類托福閱讀文章來源中的題材，隨后，地球上開始形成了生物體，比如動物、植物、微生物等，再接著，人類出現(xiàn)了，并且從繁衍生息的過程中積淀了文化和藝術(shù)，比如音樂、油畫等，再后來，人類開始意識到科學(xué)的重要性，例如經(jīng)濟(jì)學(xué)、通信等現(xiàn)代科學(xué)技術(shù)，最后人類開始回顧自己的歷史，就有了考古學(xué)，傳記等題材。
綜上所述，托福閱讀文章來源中涉及更多的則是自然科學(xué)類的文章，考生在托福閱讀備考的過程中，可以對相關(guān)文章和知識進(jìn)行一定的了解和學(xué)習(xí)，這樣在考場之上對于文章的理解就會更加深刻。
新托福閱讀各題型解題技巧分享
1.新托福閱讀題型之細(xì)節(jié)題(FactualInformation)
可以說，細(xì)節(jié)題是新托福閱讀所有題型中是最重要的題型了，因為在整場考試中它所占的比重非常的大，細(xì)節(jié)題是否拿捏到位直接影響到考生最后的語言成績。以下就是關(guān)于細(xì)節(jié)題題型的一些解題技巧
解法：為了尋找細(xì)節(jié)題的答案，我們考生一般會選擇去讀段落，他們錯誤的認(rèn)為，只要把段落讀懂了，那么答案自然而然也就出來了。但是，他們沒有考慮到時間成本，我們應(yīng)該盡量避免整段整段去理解翻譯式的中國式做題方式。
a.仔細(xì)閱讀問題
b.提取題干中關(guān)鍵詞并且定位原文段落中關(guān)鍵詞所在的句子;關(guān)鍵詞的確定順序：特殊形式單詞(人名、地名、專有名詞、特殊符號等)→名詞(避免重復(fù)出現(xiàn)的名詞)→動詞(注意同義近義的替換)
c.閱讀定位句理解。
d.比較定位句和四個選項。
2.新托福閱讀題型之否定細(xì)節(jié)題或排除題(NOT&&EXCEPT)
此類題目是細(xì)節(jié)題的反面題型。細(xì)節(jié)題是找四個選項中在文中提及的選項，而與之相反，排除題是要求考生在四個選項中選出與原文相反或者在原文中未曾提及的選項。做題思路也就一目了然了，我們不必正面突破，急于判斷出錯誤的描述，而是可以采取迂回戰(zhàn)術(shù)，將四個選項分別代回原文驗證，在文中出現(xiàn)的并且符合題干語境的就是正確描述，即錯誤答案，排除三個正確描述之后剩下的那一個選項即為正確答案。
3.新托福閱讀題型之推論題(Inference)
推論題是新托福閱讀細(xì)節(jié)題的一種變形，所推出的結(jié)論也是全部建立在文中事實的基礎(chǔ)之上，但此種題型難度高于細(xì)節(jié)題，因為它對考生的理解能力有一定的要求。做此類題目，考生一定要避免主觀臆斷，推論是考驗學(xué)生加工處理信息的能力，但是不要額外添加自己的背景知識。
解法：提取題干中的關(guān)鍵詞回文定位所有出現(xiàn)關(guān)鍵詞的句子，綜合各句中心信息得出客觀推論。
托福閱讀真題訓(xùn)練1
ffeterd spanning in line 18d- The interrelationship of science, technology, and industry is taken for granted today — summed up, not altogether accurately, as research and development. Yet historically this widespread faith in the economic virtues of science is a relatively recent phenomenon, dating back in the United States about 150 years, and in the Western world as a whole not over 300 years at most. Even in this current era of large scale, intensive research and development, the interrelationships involved in this process are frequently misunderstood. Until the coming of the Industrial Revolution, science and technology evolved for the most part independently of each other. Then as industrialization became increasingly complicated, the craft techniques of preindustrial society gradually gave way to a technology based on the systematic application of scientific knowledge and scientific methods. This changeover started slowly and progressed unevenly. Until late in the nineteenth century, only a few industries could use scientific techniques or cared about using them. The list expanded noticeably after 1870, but even then much of what passed for the application of science was engineering science rather than basic science.
Nevertheless, by the middle of the nineteenth century, the rapid expansion of scientific knowledge and of public awareness — if not understanding — of it had created a belief that the advance of science would in some unspecified manner automatically generate economic benefits. The widespread and usually uncritical acceptance of this thesis led in turn to the assumption that the application of science to industrial purposes was a linear process, starting with fundamental science, then proceeding to applied science or technology, and through them to industrial use. This is probably the most common pattern, but it is not invariable. New areas of science have been opened up and fundamental discoveries made as a result of attempts to solve a specific technical or economic problem. Conversely, scientists who mainly do basic research also serve as consultants on projects that apply research in practical ways.
In sum, the science-technology-industry relationship may flow in several different ways, and the particular channel it will follow depends on the individual situation. It may at times even be multidirectional.
1. What is the author's main purpose in the passage ?
(A) To show how technology influenced basic science
(B) To describe the scientific base of nineteenth-century American industries
(C) To correct misunderstandings about the connections between science, technology, and industry
(D) To argue that basic science has no practical application
2. The word altogether in line 2 is closest in meaning to
(A) completely
(B) realistically
(C) individually
(D) understandably
3. The word intensive in line 5 is closest in meaning to
(A) decreased
(B) concentrated
(C) creative
(D) advanced
4. The list mentioned in line 13 refers to
(A) types of scientific knowledge
(B) changes brought by technology
(C) industries that used scientific techniques
(D) applications of engineering science
5. The understanding of research and development in the late nineteenth century is based on
which of the following?
(A) Engineering science is not very important.
(B) Fundamental science naturally leads to economic benefits.
(C) The relationship between research and development should be criticized.
(D) Industrial needs should determine what areas fundamental science focuses on.
6. The word it in line 16 refers to
(A) understanding
(B) public awareness
(C) scientific knowledge
(D) expansion
7. The word assumption in line 19 is closest in meaning to
(A) regulation
(B) belief
(C) contract
(D) confusion
8. Why does the author mention consultants in line 25?
(A) To show how new areas of science have given rise to new professions
(B) To distinguish between scientists who work in industry and those who do not
(C) To explain the ways in which scientists find financial support for their work
(D) To show how scientists who work in basic research contribute to applied science
9. Which of the following statements does the passage support?
(A) The development of science and of industry is now interdependent.
(B) Basic scientific research cannot generate practical applications.
(C) Industries should spend less money on research and development.
(D) Science and technology are becoming more separate.
PASSAGE 73 CABCB CBDA
托福閱讀真題訓(xùn)練2
PASSAGE 74
Glaciers are large masses of ice on land that show evidence of past or present movement. They grow by the gradual transformation of snow into glacier ice.
A fresh snowfall is a fluffy mass of loosely packed snowflakes, small delicate ice crystals grown in the atmosphere. As the snow ages on the ground for weeks or months, the crystals shrink and become more compact, and the whole mass becomes squeezed together into a more dense form, granular snow. As new snow falls and buries the older snow, the layers of granular snow further compact to form firm, a much denser kind of snow, usually a year or more old, which has little pore space. Further burial and slow cementation — a process by which crystals become bound together in a mosaic of intergrown ice crystals — finally produce solid glacial ice. In this process of recrystallization, the growth of new crystals at the expense of old ones, the percentage of air is reduced from about 90 percent for snowflakes to less than 20 percent for glacier ice. The whole process may take as little as a few years, but more likely ten or twenty years or longer. The snow is usually many meters deep by the time the lower layers are converted into ice.
In cold glaciers those formed in the coldest regions of the Earth, the entire mass of ice is at temperatures below the melting point and no free water exists. In temperate glaciers, the ice is at the melting point at every pressure level within the glacier, and free water is present as small drops or as larger accumulations in tunnels within or beneath the ice.
Formation of a glacier is complete when ice has accumulated to a thickness (and thus weight) sufficient to make it move slowly under pressure, in much the same way that solid rock deep within the Earth can change shape without breaking. Once that point is reached, the ice flows downhill, either as a tongue of ice filling a valley or as thick ice cap that flows out in directions from the highest central area where the most snow accumulates. The trip down leads to the eventual melting of ice.
1. Which of the following does the passage mainly discuss?
(A) The effect of glaciers on climate
(B) Damage from glaciers
(C) Glacier formation
(D) The location of glaciers
2. Which of the following will cause density within the glacier to increase?
(A) Increased water and air content
(B) Pressure from the weight of new snow
(C) Long periods of darkness and temperature variations
(D) Movement of the glacier
3. The word bound in line 9 is closest in meaning to
(A) covered
(B) chosen
(C) planned
(D) held
4. Which of the following will be lost is a glacier forms?
(A) Air
(B) Pressure
(C) Weight
(D) Rocks
5. According to the passage , which of the following is the LEAST amount of time necessary for
glacial ice to form?
(A) several months
(B) several years
(C) at least fifty years
(D) a century
6. The word converted in line 15 is closest in meaning to
(A) changed
(B) delayed
(C) promoted
(D) dissolved
7. What is the purpose of the material in paragraph three?
(A) To define two types of glaciers
(B) To contrast glacier ice with non-glacier ice
(C) To present theories of glacier formation
(D) To discuss the similarities between glacial types
8. In temperate glaciers, where is water found?
(A) Only near the surface
(B) In pools of various depths
(C) In a thin layer below the firm
(D) In tunnels
9. The word it in line 21 refers to
(A) formation
(B) ice
(C) thickness
(D) weight
10. It can be inferred from the last paragraph that a glacier
(A) can revert to a fluffy mass
(B) maintains the same shape throughout the glacial process
(C) is too cold to be thoroughly studied
(D) can contribute water to lakes, rivers, or oceans
PASSAGE 74 CBDAB AADBD
托福閱讀文章的四個來源相關(guān)文章：
托福閱讀文章的四個來源
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