托福閱讀小結(jié)題怎么做
2024-04-22 10:32:31 來(lái)源：中國(guó)教育在線(xiàn)
隨著人們經(jīng)濟(jì)水平的提高，對(duì)于很多家庭來(lái)說(shuō)，留學(xué)不再是一個(gè)可望而不可及的事情，許多人都想要留學(xué)，那其中托福閱讀小結(jié)題怎么做？針對(duì)這個(gè)問(wèn)題，下面中國(guó)教育在線(xiàn)小編就來(lái)和大家分享一下。
托福 閱讀小結(jié)題怎么做
在托福閱讀題型中，小結(jié)題即每篇文章最后一道大題需要從六個(gè)選項(xiàng)中選出三個(gè)作為正確答案，每道題分值是2分。這題是考生最為頭疼的一個(gè)，很多考生都覺(jué)得這一道題很難因?yàn)檫x項(xiàng)多而且托福閱讀時(shí)間緊迫，通常在做到最后一題的時(shí)，還沒(méi)來(lái)得及仔細(xì)甄選，頁(yè)面已經(jīng)變成了“時(shí)間到”的提示，所以就很悲催的進(jìn)行了下一項(xiàng)的作答，相當(dāng)影響心情和對(duì)后面的考試產(chǎn)生不利影響。
其實(shí)，如果練習(xí)得多的考生并不覺(jué)得小結(jié)題特別的難，只要掌握一些做題方法，這題將會(huì)成為托福閱讀考試中性?xún)r(jià)比很高的一題。那么有哪些技巧可以幫助考生解答托福閱讀小結(jié)題呢?下面就跟小編一起來(lái)學(xué)習(xí)一下吧。
第一步就是要在最快的速度內(nèi)拉出文章構(gòu)架：即在做所有題之前先快速跳讀一遍文章。通讀文章的時(shí)候只需要讀每段的首句、末句和轉(zhuǎn)折句。一般抓住了首尾句和轉(zhuǎn)折句就抓住了一段的主旨。讀首尾句的原因我們大家都很理解，那么讀轉(zhuǎn)折句的意義何在呢?
文章的首句說(shuō)了一件事，如果下面沒(méi)有轉(zhuǎn)折的話(huà)，那下面的話(huà)肯定是在解釋上一句話(huà)，或者順著上一句話(huà)往下說(shuō)，最后可能在總結(jié)一下，那我們只讀首尾句就可以概括出這段話(huà)的主旨，但是如果出現(xiàn)了轉(zhuǎn)折，也就是說(shuō)后面說(shuō)的事情和之前講的不一樣，也就是說(shuō)文章的意思有兩層，轉(zhuǎn)折句就是第二層意思的概括。讀的時(shí)候做筆記是非常有必要的，看似在浪費(fèi)時(shí)間，實(shí)則節(jié)省時(shí)間，因?yàn)槊馊チ撕竺孀鲱}還要再看原文的痛苦，托福閱讀中的文章架構(gòu)都是很清晰，一般我們看段首尾句和轉(zhuǎn)折句就可以抓住文段的中心。
第二步判斷選項(xiàng)，做文章小結(jié)題，我們要謹(jǐn)記選出來(lái)的選項(xiàng)是要能概括文章大意的，所以一些細(xì)節(jié)性的，和文章表述相矛盾的，或者是文章中未提及的選項(xiàng)都可以借助排除法進(jìn)行選擇。那什么是細(xì)節(jié)性的呢?細(xì)節(jié)就是不需要被解釋的內(nèi)容，也就是說(shuō)陳述的是一件事實(shí)，我們判斷一個(gè)句子是不是細(xì)節(jié)，就要看它前后有沒(méi)有解釋。和文章表述相矛盾或者是原文中沒(méi)有提到的信息要排除，為什么呢?
因?yàn)槲覀冞x的要是能表達(dá)文章主要意思的選項(xiàng)，跟原文表述都相反怎么可能入選呢?有很多同學(xué)覺(jué)得自己分辨不出那些是文章沒(méi)提及的，那些是跟文章相違背的，其實(shí)這都是關(guān)于細(xì)節(jié)性的考察，我們之前做的題目就是積累細(xì)節(jié)的過(guò)程，要是一個(gè)選項(xiàng)中出現(xiàn)了我們沒(méi)看過(guò)的內(nèi)容，雖然不能很斷定的說(shuō)文章有沒(méi)有提及，但絕對(duì)不是文章的主旨，因?yàn)橹髦疾豢赡苤惶嵋淮?，而且在不顯眼的地方出現(xiàn)的，借助我們記的筆記，總結(jié)出各段的大意，我們很容易判斷出那些是段落主旨大意那些是細(xì)節(jié)性或者無(wú)關(guān)的信息。
平時(shí)做托福閱讀文章題的時(shí)候我們不要單純的只求速度，還要弄明白這道題背后的出題意思，做完一個(gè)文章小結(jié)題，我們要仔細(xì)的對(duì)照跟文段主要意思的匹配關(guān)系，細(xì)細(xì)體會(huì)，文章小結(jié)題就會(huì)迎刃而解。
托福閱讀真題練習(xí)
托福閱讀真題練習(xí)：土壤質(zhì)地的文本+題目+答案
托福閱讀文本：
The mineral particles found in soil range in size from microscopic clay particles to large boulders. The most abundant particles — sand, silt, and clay — are the focus of examination in studies of soil texture. Texture is the term usedto describe the composite sizes of particles in a soil sample, typically several representative handfuls.
To measure soil texture, the sand, silt, and clay particles are sorted out by size and weight. The weights of each size are then expressed as a percentage of the sample weight. In the field, soil texture can be estimated by extracting ahandful of soil and squeezing the damp soil into three basic shapes; (1) cast, a lump formed by squeezing a sample in a clenched fist; (2) thread, a pencil shape formed by rolling soil between the palms; and (3) ribbon, a flatfish shapeformed by squeezing a small sample between the thumb and index finger. The behavioral characteristics of the soil when molded into each of these shapes, if they can be formed at all, provide the basis for a general texturalclassification. The behavior of the soil in the hand test is determined by the amount of clay in the sample. Clay particles are highly cohesive, and when dampened, behave as a plastic. Therefore the higher the clay content in a sample,the more refined and durable the shapes into which it can be molded.
Another method of determining soil texture involves the use of devices called sediment sieves,screens built with a specified mesh size. When the soil is filtered through a group of sieves, each with a different mesh size, the particlesbecome grouped in corresponding size categories. Each category can be weighed to make a textural determination. Although sieves work well for silt, sand, and larger particles, they are not appropriate for clay particles. Clay is far toosmall to sieve accurately; therefore, in soils with a high proportion of clay, the fine particles are measured on the basis of their settling velocity when suspended in water. Since clays settle so slowly, they are easily segregated fromsand and silt. The water can be drawn off and evaporated, leaving a residue of clay, which can be weighed.
托福閱讀題目：
1. What does the passage mainly discuss?
(A) Characteristics of high quality soil
(B) Particles typically found in most soils
(C) How a high clay content affects the texture of soil
(D) Ways to determine the texture of soil
2. The author mentions "several representative handfuls" in line 4 in order to show
(A) the range of soil samples
(B) the process by which soil is weighed
(C) the requirements for an adequate soil sample
(D) how small soil particles are weighted
3. The phrase "sorted out" in line 5 is closest in meaning to
(A) mixed
(B) replaced
(C) carried
(D) separated
4. It can be inferred that the names of the three basic shapes mentioned in paragraph 2 reflect
(A) the way the soil is extracted
(B) the results of squeezing the soil
(C) the need to check more than one handful
(D) the difficulty of forming different shapes
5. The word "dampened" in line 14 is closest in meaning to
(A) damaged
(B) stretched
(C) moistened
(D) examined
6. Which of the following can be inferred from the passage about a soil sample with little or noclay in it?
(A) It is not very heavy.
(B) It may not hold its shape when molded.
(C) Its shape is durable
(D) Its texture cannot be classified
7. The word "they" in line 21 refers to
(A) categories
(B) sieves
(C) larger particles
(D) clay particles
8. It can be inferred from the passage that the sediment sieve has an advantage over the hand test
in determining soil texture because
(A) using the sieve takes less time
(B) the sieve can measure clay
(C) less training is required to use the sieve
(D) the sieve allows for a more exact measure
9. During the procedure described in paragraph 3, when clay particles are placed into water they
(A) stick to the sides of the water container
(B) take some time to sink to the bottom
(C) separate into different sizes
(D) dissolve quickly
10. The word "fine" in line 24 is closest in meaning to
(A) tiny
(B) many
(C) excellent
(D) various
11.All of the following words are defined in the passage EXCEPT
(A) texture (line 3)
(B) ribbon (line 10)
(C) sediment sieves (line 18)
(D) evaporated (line 25)
托福閱讀答案：
DADBC BBDBA D
托福閱讀影響速度的因素
托福閱讀想要拿到高分，那么必須要攻克閱讀速度。在復(fù)習(xí)中，我們首先要了解影響速度的因素都有哪些，這樣我們才知道自己的復(fù)習(xí)目標(biāo)，攻克的困難是什么。為大家整理了詳細(xì)的內(nèi)容，供大家參考。
1. 逐字翻譯導(dǎo)致讀句子的速度慢
很多同學(xué)在翻譯句子的過(guò)程中，都沒(méi)有一個(gè)良好的習(xí)慣，只是機(jī)械地把所有英文單詞的中文意思堆砌起來(lái)。對(duì)于簡(jiǎn)單句來(lái)說(shuō)，這樣做其實(shí)無(wú)可厚非;但是遇到語(yǔ)法結(jié)構(gòu)稍微復(fù)雜的句子，這種方法便會(huì)立刻失效，于是同學(xué)們便會(huì)不斷重復(fù)回看這句話(huà)，想要弄清楚它的意思，這樣便造成了時(shí)間上的極大浪費(fèi)。所以我們?cè)谄綍r(shí)練習(xí)過(guò)程中需要訓(xùn)練自己養(yǎng)成一個(gè)良好的閱讀習(xí)慣，不要被那些單詞牽著走，而要主動(dòng)地去分析句子結(jié)構(gòu)：句子主語(yǔ)是誰(shuí)?這個(gè)主語(yǔ)怎么了，發(fā)生了什么事?誰(shuí)是修飾成分?誰(shuí)才是真正的謂語(yǔ)?當(dāng)我們能夠做到讀完一句理解一句，相信我們自然就能在要求時(shí)間之內(nèi)答完題了。
2. 練習(xí)少，對(duì)題目缺乏熟悉度
許多同學(xué)把備考托福閱讀等同于背單詞，因而一天到晚只跟單詞書(shū)親近，卻不曾正眼看過(guò)TPO中的閱讀文章。背單詞固然重要，畢竟單詞不會(huì)，文章也無(wú)法理解。但是想要提高分?jǐn)?shù)、想要沖刺閱讀高分，那我們就必須把TPO閱讀文章當(dāng)作圣經(jīng)一樣來(lái)對(duì)待。這不只是草草做題對(duì)答案了事，更是通過(guò)大量做題，來(lái)增強(qiáng)自己對(duì)于托福閱讀出題套路的了解，以期掌握每種題型的應(yīng)對(duì)方案，爭(zhēng)取做到讀完題之后，能夠立刻找到題干中的有效關(guān)鍵詞，再迅速回文定位答案。同學(xué)們不要覺(jué)得題海戰(zhàn)術(shù)是很笨的方法，多年實(shí)踐已經(jīng)證明，它其實(shí)是一種很有效率的學(xué)習(xí)方法，關(guān)鍵在于我們是否能夠通過(guò)題海戰(zhàn)術(shù)有所收獲，而不是為了做題而做題。
3. 文章結(jié)構(gòu)不夠熟悉
我特別強(qiáng)調(diào)做完題后，分析每篇文章的文章結(jié)構(gòu)這件事。為什么?因?yàn)槲恼陆Y(jié)構(gòu)大概也就那么幾種，見(jiàn)得多了，便就一見(jiàn)如故了。在考場(chǎng)上，我們根本沒(méi)有時(shí)間為了最后一道題而把文章再通讀一便。而倘若我們?cè)谧鲱}過(guò)程中，就能迅速總結(jié)出每一段的中心意思，那么這篇文章我們一定會(huì)讀得更通透，在做每一段相應(yīng)的題時(shí)也就能夠提高準(zhǔn)確率。而能否迅速總結(jié)出段落大意就依賴(lài)于平時(shí)嚴(yán)格的訓(xùn)練。不要做完了題就萬(wàn)事大吉，把每篇文章充分利用起來(lái)，觀察它們的結(jié)構(gòu)，多做總結(jié)，這樣的工作做得多了，必然會(huì)有所收獲的。
以上就是“托福閱讀小結(jié)題怎么做”的全部?jī)?nèi)容了，希望小編整理的資料能幫助到考生。如果想要了解更多相關(guān)資訊，歡迎關(guān)注留學(xué)頻道，為您提供更多精彩內(nèi)容。
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