新托福閱讀推理題深度解析
推理題的標志是在題干中出現(xiàn)infer/imply/suggest/indicate/most likely 這樣的詞匯，它和細節(jié)題屬于同源題目，都需要定位并且根據(jù)文中信息來選擇答案。與細節(jié)題不同的是，推理題在找到原文中定位點之后考察的是學(xué)生對于文中信息的總結(jié)概括，或者反向推理的能力。下面小編給大家?guī)硇峦懈ｉ喿x推理題。
新托福閱讀推理題深度解析
推理題的兩大分類：有共性的推理題和無共性的推理題。這里所謂的有共性推理題就是說題干中有和原文內(nèi)容相同的關(guān)鍵詞(也叫線索)。根據(jù)關(guān)鍵詞回原文定位，然后進行推理。一般來說，大多數(shù)的推理題都屬于這類題目。對于無共性的推理題，也就是題干中無線索，一般使用排除法，即根據(jù)各個選項的關(guān)鍵詞回原文定位，通過排除法得出正確答案。返回原文找信息點，采用排除法是解決這兩類題型解決的共同策略。
推理題大概有三個解題思路：一般對比推理、時間對比推理、集合概念推理。一般對比推理：根據(jù)兩個事情的對比特征，問其中一個事物的特征，只要將與之形成對比的另外一個事情的特征否定掉就可以。時間對比推理：在這種推理中，一般有兩個形成對比的時間段，它們所具有的特征一般相反。當題干問一個時間段的特征時，只要將與之相反的時間段的特征否定掉就可以了。集合概念推理 ：一個大的集合的兩個方面形成對比，兩者之間存在著互補性關(guān)系，也就是一個的增加意味著另一個的減少。反之，相同。
在這里我們先來看一個例子：
Passage：…The nineteenth century brought with it a burst of new discoveries and inventions that revolutionized the candle industry and made lighting available to all. In the early-to-mid-nineteenth century， a process was developed to refine tallow (fat from animals) with alkali and sulfuric acid. The result was a product called stearin. Stearin is harder and burns longer than unrefined tallow. This breakthrough meant that it was possible to make tallow candles that would not produce the usual smoke and rancid odor. Stearins were also derived from palm oils， so vegetable waxes as well as animal fats could be used to make candles...
Which of the following can be inferred from paragraph 1 about candles before the nineteenth century?
a.They did not smoke when they were burned.
b.They produced a pleasant odor as they burned.
c.They were not available to all.
d.They contained sulfuric acid.
正確答案是C.這一段的第一句就告訴我們：19世紀的一些新發(fā)明和發(fā)現(xiàn)也對蠟燭工業(yè)產(chǎn)生了一次巨大的革命，這次革命使得所有的人都使用上了照明。從這句話中我們可以得到兩層信息：19世紀蠟燭工業(yè)有了一次革命性的變化;在沒有這次變革之前，也就是在19世紀以前，照明并不是所有人都能使用的。因為作者在談?wù)摰氖窍灎T的變革，所以這里所說的“l(fā)ighting照明”一定是與蠟燭有關(guān)的照明，其實也就是告訴我們19世紀以前并不是所有人都能夠使用到蠟燭帶來的照明，這一推論出的信息正好與選項C吻合。文章第一句同時也是一個時間的分水嶺，告訴我們19世紀蠟燭工業(yè)的變革是怎么樣的?！霸?9世紀早期到中期，蠟燭處理工藝使用alkali 和 sulfuric acid 來提煉 tallow，提煉后的產(chǎn)品就是 stearin，stearin 比未經(jīng)提煉的tallow堅硬而且燃燒得更久。這一巨大的變化意味著制造出不產(chǎn)生煙和rancid味道的蠟燭是可能的?！痹谶@里的一個關(guān)鍵詞是 rancid，意思是(油脂食物，其味道、氣味)不新鮮的;腐臭的;正好與選項b的pleasant odor相反。19世紀前的蠟燭產(chǎn)生usualsmoke(經(jīng)常有煙)，這與選項a相反。Sulfuric acid是19世紀用來處理fallow的材料，在19世紀以前是沒有使用的，這與選項d相反。
解答這類題目時要注意這些關(guān)鍵信息點：日期和數(shù)字、關(guān)鍵詞： 表示多少的副詞: many , some, much of, several , a few ,most …;情態(tài)動詞：may, can , could…;表示過去的：used to be , was, were , at one time, previously ;表示不是唯一的： not only ,not exclusively等。
在此，我們再來看一道例題：
It should be obvious that cetaceans-whales , porpoises, and dolphins-are mammals. They breathe through lungs, not through gills, and give birth to live young. Their streamlined bodies, the absence of hind legs, and the presence of a fluke3 and blowhole4 cannot disguise their affinities with land-dwelling mammals. However, unlike the cases of sea otters and pinnipeds (seals, sea lions, and walruses, whose limbs are functional both on land and at sea), it is not easy to envision what the first whales looked like. Extinct but, already fully marine cetaceans are known from the fossil record. How was the gap between a walking mammal and a swimming whale bridged? Missing until recently were fossils clearly intermediate, or transitional, between land mammals and cetaceans.
Which of the following can be inferred from paragraph 1 about early sea otters?
a. It is not difficult to imagine what they looked like
b.There were great numbers of them.
c. They lived in the sea only.
d.They did not leave many fossil remains.
首先我們來對題目的出題范圍進行定位，題干的blowhole可以作為定位詞匯，定位到原文的第四句話：“However, unlike the cases of sea otters and pinnipeds (seals, sea lions, and walruses, whose limbs are functional both on land and at sea), it is not easy to envision what the first whales looked like.” 在這句話里交代了“unlike the casess of sea otters”，即與sea otters 不一樣的是，whales 的陳述是：it is not easy to envision what the first whales looked like. 即，不容易看出第一頭鯨長什么樣子。而sea ottter 是和鯨魚相反，所以選擇A選項，即不難看出第一頭sea otter 長什么樣子。所以實際上，這種題目雖然叫做推理題，但是并不需要同學(xué)們在做題的時候推的過遠，基本考察的還是對原文信息概括和總結(jié)的能力。
托福閱讀TPO31第2篇:Early Children Education
【1】Preschools—educational programs for children under the age of five—differ significantly from one country to another according to the views that different societies hold regarding the purpose of early childhood education. For instance, in a cross-country comparison of preschools in China, Japan, and the United States, researchers found that parents in the three countries view the purpose of preschools very differently. Whereas parents in China tend to see preschools primarily as a way of giving children a good start academically, Japanese parents view them primarily as a way of giving children the opportunity to be members of a group. In the United States, in comparison, parents regard the primary purpose of preschools as making children more independent and self-reliant, although obtaining a good academic start and having group experience are also important.
【2】While many programs designed for preschoolers focus primarily on social and emotional factors, some are geared mainly toward promoting cognitive gains and preparing preschoolers for the formal instruction they will experience when they start kindergarten. In the United Stated, the best-known program designed to promote future academic success is Head Start. Established in the 1960s when the United States declared the War on Poverty, the program has served over 13 million children and their families. The program, which stresses parental involvement, was designed to serve the “whole child”, including children’s physical health, self-confidence, social responsibility, and social and emotional development.
【3】Whether Head Start is seen as successful or not depends on the lens through which one is looking. If, for instance, the program is expected to provide long-term increases in IQ (intelligence quotient) scores, it is a disappointment. Although graduates of Head Start programs tend to show immediate IQ gains, these increases do lot last. On the other hand, it is clear that Head Start is meeting its goal of getting preschoolers ready for school. Preschoolers who participate in Head Start are better prepared for future schooling than those who do not. Furthermore, graduates of Head Start programs have better future school grade. Finally, some research suggests that ultimately Head Start graduates show higher academic performance at the end of high school, although the gains are modest.
【4】In addition, results from other types of preschool readiness programs indicate that those who participate and graduate are less like to repeat grades, and they are more like to complete school than readiness program, for every dollar spent on the program, taxpayers saved seven dollars by the time the graduated reached the age of 27.
【5】The most recent comprehensive evaluation of early intervention programs suggests that, taken as a group, preschool programs can provide significant benefits, and that government funds invested early in life may ultimately lead to a reduction in future costs. For instance, compared with children who did not participate in early intervention programs, participants in various programs showed gains in emotional or cognitive development, better educational outcomes, increased economic self-sufficiency, reduced levels of criminal activity, and improved health-related behaviors. Of course, not every program produced all these benefits, and not every child benefited to the same extent. Furthermore, some researchers argue that less-expensive programs are just as good as relatively expensive ones, such as Head Start. Still, the results of the evaluation were promising, suggesting that the potential benefits of early intervention can be substantial.
【6】Not everyone agrees that programs that seek to enhance academic skills during the preschool years are a good thing. In fact, according to developmental psychologist David Elkind, United States society tends to push children so rapidly that they begin to feel stress and pressure at a young age. Elkind argues that academic success is largely dependent upon factors out of parents’ control, such as inherited abilities and a child’s rate of maturation. Consequently, children of a particular age cannot be expected to master educational material without taking into account their current level of cognitive development. In short, children require development appropriate educational practice, which is education that is based on both typical development and the unique characteristics of a given child.
1.According to paragraph l, parents in Japan tend to think of preschool primarily as a place where children can
A.get a good academic start.
B.expand their emotional development.
C.become more independent.
D.experience being part of a group.
2.The word "Whereas" in the passage is closet in meaning to
A.Although.
B.Because.
C.Moreover.
D.Already.
3.The word "focus" in the passage is closet in meaning to
A.consider.
B.respect.
C.concentrate.
D.advise.
4.It can be inferred from paragraph 2 that the Head Start program was designed to serve children who
A.come from families that do not have a lot of money.
B.are not doing very well in kindergarten.
C.were born in the 1950s.
D.need programs that focus primarily on social and emotional factors.
5.According to paragraph 3, the Head Start program had NOT been successful at which of the following?
A.Helping children adjust to school.
B.Providing long-term increase in IQ scores.
C.Improving school performance throughout high school.
D.Preventing children from being placed in special-education classes.
6.In paragraph 4，the author mentions the "results from other types of readiness programs" to
A.provide support for the idea that preschool readiness programs have been somewhat successful.
B.question the idea that Head Start is more effective than other preschool readiness programs.
C.indicate school completion is usually the most reliable indicator of success in most readiness programs.
D.emphasize that participation in readiness programs can be increased if costs are reduced.
7.According to paragraph 4, a cost-benefit analysis of one preschool readiness program revealed that
A.only one dollar's worth of benefit was gained for every seven dollars spent on the program.
B.the benefits of the program lasted only until the participants reached age 27.C.taxpayers saved seven dollars for every dollars spent on the program.
D.to be successful, the program would need to receive about seven times as much money as it currently receives.
8.The word "comprehensive" in the passage is closest in meaning to
A.easily understood.
B.thorough.
C.respectable.
D.objective.
9.Paragraph 5 mentions that participants in early intervention programs have been shown to do all of the following better than nonparticipants EXCEPT
A.Take care of there health.
B.Support themselves financially.
C.Take care of their own children.
D.Have increased emotional development.
10.According to paragraph 5, which of the following is true about the benefits of early intervention programs?
A.These programs produce good short-term benefits but few long-term benefits.
B.Only the most expensive programs provide substantial benefits.
C.The Head Start program provides a range of benefits that no other program can provide.
D.Some children benefit more than others do from these programs.
11.The word "seek" in the passage is closet in meaning to
A.claim.
B.manage.
C.fail.
D.attempt.
12.The passage mentions "developmental psychologist David Elkind" in order to
A.give an example of an expert who has designed an effective early childhood education program.
B.introduce an alternative view about the value of early childhood education.
C.explain why early childhood education programs are less effective in the United States than in other countries.
D.refute the claim that academic success is dependent on factors outside parents' control.
13. Look at the four squares [■] that indicate where the following sentence can be added to the passage.Where would the sentence best fit? According Elkind, not only does this cause the child emotional distress, it also fails to bring the intended cognitive gains.
Not everyone agrees that programs that seek to enhance academic skills during the preschool years are a good thing. ■【A】 In fact, according to developmental psychologist David Elkind, United States society tends to push children so rapidly that they begin to feel stress and pressure at a young age. ■【B】 Elkind argues that academic success is largely dependent upon factors out of parents'control, such as inherited abilities and a child's rate of maturation. ■【C】Consequently, children of a particular age cannot be expected to master educational material without taking into account their current level of cognitive development. ■【D】ln short, children require development appropriate educational practice, which is education that is based on both typical development and the unique characteristics of a given child.
14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passages or are minor ideas in the passage. This question is worth 2 points.
Preschool programs provide opportunities for young children to develop socially, emotionally, and cognitively.
A.In addition to stressing academic development, preschools should be enjoyable, since studies show that children benefit from programs they find fun.
B.Preschool programs such as Head Start have been shown to help prepare children for school and may also have long-team benefits in helping children become effective adults.
C.Studies have shown that preschool programs are most effective when they focus on only one area of development rather than trying to serve the "whole child".
D.The primary purpose of preschool programs varies by country, with some stressing the importance of group experience, and others self-reliance or getting a good academic start.
E.Critics of preschool programs argue that these programs put undue pressure on children and may not be effective of children are not developmentally ready for academic work.
F.David Elkind is a critic of publicity funded preschool programs, arguing that the parent cannot control their children's emotional development.
托福閱讀答案
1.根據(jù)題目中Parents in Japan，定位可直接得到答案D。
2.這里對比了Chinese和Japanese家長之間的差別，所以A最合適。
3.focus是集中的意思， 另外這里和focus配合的介詞是on，concentrate也用 on，所以這里幫助推斷。
4.根據(jù)Head Start定位， 后面的內(nèi)容就是對Head Start這個program的介紹，首先是 I960年開始的，和C矛盾， 然后說是在US宣布了 War on Poverty (貧窮)的時候，所以是為窮人設(shè)計的，符合A。 B沒提到，D在這段的開頭提到了，但是不是針對Head Start的描述，Head Start目標 是"whole child"，德智體美勞全面發(fā)展。
5.只有B不對應(yīng)，其他的幾個選項根據(jù)后文中的內(nèi)容都是正確的。
6.利用 results of readiness programs定位到本段第一句，本句內(nèi)容：參加這些 program留級的可能性小，而且還能省錢，所以選A。
7.A改變了原文意思，B文章沒說只到27, D和原文意思正好相反。
8.comprehensive是全面的，綜合的意思，使用代入法，A最易懂的，B完整的，C值得尊敬的，D客觀的 中，AC可以排除，不通順，B和D之間就需要理解 comprehensive的詞意來確定。
9.根據(jù)關(guān)鍵詞定位至For instance開始的內(nèi)容，其中不包括C。
10.A對應(yīng) "reduction in future costs〃證明是 long term 的 benefit，所以A錯誤。B對應(yīng) "less-expensive programs are just as good as relatively expensive ones〃說明便宜和貴的一樣好，B選項也不對。 C沒提到。D對應(yīng)not every child benefited to the same extent，正確。
11.seek本身是尋找，追求的意思。A是要求，B是設(shè)法，管理， C是失敗，D是嘗試，所以D 最合適。
12.關(guān)鍵詞對應(yīng)后，根據(jù)本段的第一句，Elkind是作為反面觀點的例子出現(xiàn)的，所以是為了闡述另外一面的觀點，選B。
13.要插入的句子中有not only，also的結(jié)構(gòu)，那么起到的就是承上啟下的作用。句子前面一定出現(xiàn)emotional distress的內(nèi)容，后面要引出的就是 intended cognitive gains的相關(guān)內(nèi)容，所以選B。
14.BDE
托福閱讀譯文
【1】由于不同社會持有的關(guān)于兒童早教目的觀點的不同，學(xué)前班(5歲以下兒童的教育項目)的形式在不同國家也大不相同。比如說，在一項中、日、美三國的跨國學(xué)前班調(diào)査中，調(diào)査者發(fā)現(xiàn)這三個國家的父母對學(xué)前教育的看法大相徑庭。中國的父母大都認為上學(xué)前班可以幫孩子們打開學(xué)術(shù)上的大門，日本父母則把其看做是一個使孩子融入集體的好機會。相比之下，美國父母認為學(xué)前班最主要的目的是讓孩子減少依賴性并變得更加自立，盡管獲得一個良好的學(xué)業(yè)開端和團隊經(jīng)驗同樣重要。
【2】許多為學(xué)齡前兒童設(shè)計的課程項目主要集中在社會因素和情感因素上，而有些主要是為提升學(xué)齡前孩子們的認知能力和給他們提供開始上幼兒園后會經(jīng)歷的正規(guī)指導(dǎo)。在美國，眾所周知，為促進未來學(xué)術(shù)成功設(shè)計的項目叫“Head Start”，在20世紀60年代美國開始“對貧窮開戰(zhàn)”時建立的。這個項目已經(jīng)為超過13000000孩子和其家庭提供服務(wù)。其強調(diào)的是家長的參與，為培養(yǎng)“全方位發(fā)展的兒童”所設(shè)計的，包括孩子的身體健康、自信心、社會責任感以及社交能力與情感的發(fā)展。
【3】“Head Start”的成功與否取決于人們看待的角度。比如說，如果人們希望它可以帶來智商的長期増長，那它終將是令人失望。因為，盡管“Head Start”可以使智力迅速地提高，但這種増長并不會持續(xù)太久。另一方面，很顯然，“Head Start”的目標是讓學(xué)齡前兒童做好上學(xué)的準備。相對那些沒參與過“Head Start”計劃的孩子們而言，參加了這個項目的孩子們對學(xué)業(yè)有著更充分的準備。而且，“Head Start”的畢業(yè)生今后的學(xué)習(xí)成績會更好。最后，調(diào)査表明，雖然收獲一般，但最終“Head Start”的畢業(yè)生在高中結(jié)束時會取得更高的學(xué)術(shù)成就。
【4】此外，從其他類型的學(xué)齡前預(yù)備項目的結(jié)果來看，那些參加過學(xué)前項目的畢業(yè)生很少重讀，他們更愿意完成學(xué)校而不是預(yù)備項目。在畢業(yè)生長到27歲時，納稅人在這個項目上曾經(jīng)花費的每1美元都可省下7美元。
【5】最近關(guān)于早期介入項目的綜合評估表明，總的來說，學(xué)前項目可以帶來巨大的收益，政府在早期投入的資金最終會減少未來的花銷。比如說，與沒有參與早期介入項目的孩子相比, 參加了各種項目的孩子在情感和認知能力上得到了提高，改善了教育成果，提高了經(jīng)濟的自足性，減少了犯罪行為的發(fā)生，健康行為得到了改進。當然，不是所有的項目都能產(chǎn)生這樣的收益，也不是每個孩子都能得到同等程度的提高。此外，一些調(diào)査者稱那些相對便宜的項目和昂貴項目結(jié)果一樣好。評估的結(jié)果仍然很樂觀，它認為早期介入的潛在好處是不可估量的。
【6】并不是所有人都認為在學(xué)前期追求學(xué)術(shù)上的提高是一件好事。事實上，據(jù)發(fā)展心理學(xué)家 大衛(wèi)??艾爾凱德所說，美國社會急于催促逼迫孩子，以至于他們年紀小卻感到壓力。艾爾凱德認為學(xué)術(shù)上的成功主要取決于父母控制以外的因素，如天生的能力和孩子的成熟程度。因此，如果不考慮特定年齡段孩子們目前的認知發(fā)展水平，就不能期待他們掌握教材?？傊?，孩子們需要發(fā)展適當?shù)慕逃龑嵺`，那就是基于孩子的典型發(fā)展和獨特性的教育。
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