托福閱讀需要先讀文章嗎
托福閱讀需要先讀文章嗎?還是先看題目，為了幫助大家備考，下面小編給大家?guī)硐嚓P(guān)內(nèi)容，希望對大家有所幫助!
托福閱讀需要先讀文章嗎
首先，托福閱讀的時間限制需要考生快速閱讀和答題
很多托?？忌颊f，也許在托福閱讀中，最影響人的實(shí)力發(fā)揮的恐怕就是要求考生平均20分鐘讀完一篇文章和回答之后的題目。托福閱讀不同于CET4，CET6，與高考也是有區(qū)別的，因?yàn)檫@些都是大約4-5篇閱讀，20題。因此很多同學(xué)在一開始做托福閱讀的時候，十分不適應(yīng)托福閱讀的時間限制，有的人甚至在考前都沒有克服這個問題。所以為了高效答題，考生是不可能細(xì)讀托福閱讀整篇文章的。
其次，托福閱讀的題目也不需要考生讀全文
熟悉托福閱讀考試的考生知道，托福閱讀部分往往是根據(jù)文章內(nèi)容順序出題，一般每個段落對應(yīng)一至兩個題目?？忌诖痤}時面對的答題單位是段落。而且需要注意的是，托福閱讀題干中都有關(guān)鍵詞，考生只需要根據(jù)題干關(guān)鍵詞定位到文章具體內(nèi)容就可順利進(jìn)行托福閱讀答題。
那么，考生在托福閱讀答題時怎樣避免讀全文呢?
考生在閱讀文章時可以先閱讀文章的首段前4行，注意這里不是前2行，因?yàn)楝F(xiàn)在很多文章首句通常是由專業(yè)名詞組成或者是一些習(xí)語組成。因此這里建議首先讀完前4行來了解文章主題方向。接下來可以看每個段落的前兩句，大致了解段落主旨。然后根據(jù)以上內(nèi)容整理托福閱讀文章的整體框架。
在托福閱讀答題時則直接看題，然后在題中找關(guān)鍵詞回到原文，一些題目也可以通過特殊字符來辨認(rèn)，比如數(shù)字，大寫字母，拼寫十分怪異的單詞等等，當(dāng)一道題沒有這些標(biāo)示的時候也可以通過鄰近的其他試題來定位本題在原文中的位置。
托福閱讀考試流程
托福閱讀考試流程比較簡單，60分鐘完成3篇700詞左右的文章，每篇文章有14道題，出題順序是按照文章順序來的。那么托福考試中做題順序應(yīng)該是怎么樣的呢?是要先做題還是先閱讀文章?
一.做題的兩種基本方法
最基本的做題順序有兩種：先讀(全篇)文章再做題;先讀題目再讀文章(相應(yīng)部分)然后做題。托福閱讀最基本的做題順序又能衍生變化出兩種做題順序：讀一段文章，做相應(yīng)的題目，然后再讀一段，再做相應(yīng)的題目;讀文章各段首句，然后看題目，再找文章內(nèi)相應(yīng)部分做題。
二.哪種做題方法更優(yōu)
對于多數(shù)人來說，可能“讀文章各段首句，然后看題目，再找文章內(nèi)相應(yīng)部分做題”的托福閱讀做題順序會比較合適，讀各段首句可以粗略掌握文章大意和結(jié)構(gòu)，做題再看內(nèi)容再做能大大降低“工作量”，但是這種做法不利于對全文的消化吸收，從而不利于做總結(jié)題，也可能會遺漏文章內(nèi)的一些細(xì)節(jié)而導(dǎo)致做錯細(xì)節(jié)題。而托福目前反饋大都是順序出題的，所以建議練習(xí)時就盡量往“讀一段做相應(yīng)題目，再讀一段再做相應(yīng)題目”這一順序去靠攏，可以對文章有全面的把握，雖然總量上還是要讀完全文，但是對大腦的短期記憶的負(fù)擔(dān)要比通讀全文再做題目小很多。
三.Paraphrase的重要性
在IBT閱讀中，甚至可以擴(kuò)展到ETS所有考試的閱讀題目中，如果要用一個詞來概括的話，那就是paraphrase，意譯。無論是題干還是正確選項(xiàng)，大都能在原文中找出一句話來與之相對應(yīng)。即題目是原文的意譯。這種意譯是通過同義詞來完成的。即題干中多用近義詞來對原文中的句子進(jìn)行替換，來達(dá)到提出問題或者提出正確答案的意思。準(zhǔn)確把握意譯，是多數(shù)題目中準(zhǔn)確在原文中定位信息、或者在迷惑選項(xiàng)中選出正確的那個，都有著重要的作用。關(guān)于先看題目還是先看文章的問題。也就是做題時間安排的問題。由于對問題的回答建立在了熟悉全文的基礎(chǔ)上，每個問題又有足夠的時間返回全文，每個選項(xiàng)都一一進(jìn)行斟酌。托福閱讀文段一般都依照老美的思路來成文，首段、尾段、首句、尾句以及過渡段(句)很重要，只要是依據(jù)美國人的閱讀思路來安排托福閱讀做題順序，那托福閱讀就不會像你想象的那樣難以拿分。
托福閱讀真題練習(xí)
托福閱讀真題練習(xí)：蝴蝶的文本+題目+答案
托福閱讀文本：
Butterflies are among the most extensively studied insects — it is estimated that 90 percent of the world's species have scientific names. As a consequence, they are perhaps the best group of insects for examining patterns of terrestrial biotic diversity and distribution. Butterflies also have a favorable image with the general public. Hence, they are an excellent group for communicating information on science and conservation issues such as diversity.
Perhaps the aspect of butterfly diversity that has received the most attention over the past century is the striking difference in species richness between tropical and temperate regions. For example, in 1875 one biologist pointed out the diversity of butterflies in the Amazon when he mentioned that about 700 species were found within an hour's walk, whereas the total number found on the British islands did not exceed 66, and the whole of Europe supported only 321. This early comparison of tropical and temperate butterfly richness has been well confirmed.
A general theory of diversity would have to predict not only this difference between temperate and tropical zones, but also patterns within each region, and how these patterns vary among different animal and plant groups. However, for butterflies, variation of species richness within temperate or tropical regions, rather man between them, is poorly understood. Indeed, comparisons of numbers of species among the Amazon basin, tropical Asia, and Africa are still mostly "personal communication" citations, even for vertebrates. In other words, unlike comparison between temperate and tropical areas, these patterns are still in the documentation phase.
In documenting geographical variation in butterfly diversity, some arbitrary, practical decisions are made. Diversity, number of species, and species richness are used synonymously;little is known about the evenness of butterfly distribution. The New World butterflies make up the preponderance of examples because they are the most familiar species. It is hoped that by focusing on them, the errors generated by imperfect and incomplete taxonomy will be minimized.
托福閱讀題目：
1. Which aspect of butterflies does the passage mainly discuss?
(A) Their physical characteristics
(B) Their names
(C) Their adaptation to different habitats
(D) Their variety
2. The word "consequence" in line 2 is closest in meaning to
(A) result
(B) explanation
(C) analysis
(D) requirement
3. Butterflies are a good example for communicating information about conservation issuesbecause they
(A) are simple in structure
(B) are viewed positively by people
(C) have been given scientific names
(D) are found mainly in temperate climates
4. The word "striking" in line 8 is closest in meaning to
(A) physical
(B) confusing
(C) noticeable
(D) successful
5. The word "exceed" in line 11 is closest in meaning to
(A) locate
(B) allow
(C) go beyond
(D) come close to
6. All of the following are mentioned as being important parts of a general theory of diversity EXCEPT
(A) differences between temperate and tropical zones
(B) patterns of distribution of species in each region
(C) migration among temperate and tropical zones
(D) variation of patterns of distribution of species among different animals and plants
7. The author mentions tropicalAsia in lines 19 as an example of a location where
(A) butterfly behavior varies with climate
(B) a general theory of butterfly diversity has not yet been firmly established
(C) butterflies are affected by human populations
(D) documenting plant species is more difficult than documenting butterfly species
8. Which of the following is NOT well understood by biologists?
(A) European butterfly habitats
(B) Differences in species richness between temperate and tropical regions
(C) Differences in species richness within a temperate or a tropical region
(D) Comparisons of behavior patterns of butterflies and certain animal groups
9. The word "generated" in line 26 is closest in meaning to
(A) requested
(B) caused
(C) assisted
(D) estimated
托福閱讀答案：
DABCC CBCB
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