托福阅读读边做边读好吗

作者：leleforever时间：2025-12-04 下载本文

【简介】以下是小编整理了托福阅读读边做边读好吗（共8篇），希望你喜欢，也可以帮助到您，欢迎分享！在此，感谢网友“”投稿本文！

篇1：托福阅读读边做边读好吗

托福阅读读边做边读好吗

托福阅读题最基本的做题顺序可以衍生变化出两种做题顺序：读一段文章，做相应的题目，然后再读一段，再做相应的题目;读文章各段首句，然后看题目，再找文章内相应部分做题。

托福阅读题对于多数人来说，可能“读文章各段首句，然后看题目，再找文章内相应部分做题”的托福阅读做题顺序会比较合适，读各段首句可以粗略掌握文章大意和结构，做题再看内容再做能大大降低“工作量”，但是这种做法不利于对全文的消化吸收，从而不利于做总结题，也可能会遗漏文章内的一些细节而导致做错细节题。而新托福目前反馈大都是顺序出题的，所以建议练习时就尽量往“读一段做相应题目，再读一段再做相应题目”这一顺序去靠拢，可以对文章有全面的把握，虽然总量上还是要读完全文，但是对大脑的短期记忆的负担要比通读全文再做题目小很多。

在托福阅读题中，甚至可以扩展到ETS所有考试的阅读题目中，如果要用一个词来概括的话，那就是paraphrase，意译。无论是题干还是正确选项，大都能在原文中找出一句话来与之相对应。即题目是原文的意译。这种意译是通过同义词来完成的。即题干中多用近义词来对原文中的句子进行替换，来达到提出问题或者提出正确答案的意思。准确把握意译，是多数题目中准确在原文中定位信息、或者在迷惑选项中选出正确的那个，都有着重要的作用。

关于先看题目还是先看文章的问题。也就是做题时间安排的问题。由于对问题的回答建立在了熟悉全文的基础上，每个问题又有足够的时间返回全文，每个选项都一一进行斟酌。

托福阅读文段一般都依照老美的思路来成文，首段、尾段、首句、尾句以及过渡段(句)很重要，只要是依据美国人的阅读思路来安排托福阅读做题顺序，那托福阅读就不会像你想象的那样难以拿分。大家一定要早准备!通过积累，一定会有所收获!

新托福阅读背景知识：现实主义文学的发展

迷惘的一代

第一次世界大战结束几年之后，对这次战争的厌恶情绪开始在文学上有所反映。“迷惘的一代”的作家大多参加过这次战争，他们普遍有一种被欺骗、被出卖的感受。他们不再相信虚伪的道德说教，而以玩世不恭的生活态度来表示自己的消极抗议。“迷惘的一代”的代表作是海明威的《太阳照样升起》(1926)。有些作家没有赶上参加战争，如“爵士时代的歌手”菲茨杰拉尔德，他的情绪是和“迷惘的一代”相通的。海明威、菲茨杰拉尔德等作家唱出了幻灭的哀歌。稍晚的托马斯·沃尔夫(1900-1938)在短短的间写出了好几百万字小说，其中的主人公都是他自己，主题是不断寻求连作者自己也不甚清楚的目标。

现实主义文学的发展

这个时期传统现实主义的文学作品仍然不断出现，并且有所发展。德莱塞这个时期的作品，包括《欲望三部曲》(1912，1914，1947)和《美国的悲剧》(1925)，对现实的反映和批判越来越深刻。辛·刘易斯的《大街》(1920)粉碎了“村镇是美好的世外桃源”的神话。他后来的作品对商业、科技、宗教界的问题都作了揭露，他所塑造的巴比特成了庸俗、浮夸、讲求实利的中产阶级的典型人物。女作家蔽拉·凯瑟(1873-1947)以歌颂拓荒者开始，进而批判金钱势力，后来又从历史中去发掘现代美国所缺乏的精神美。

新托福阅读背景知识：战争文学

第二次世界大战后

第二次世界大战规模空前。战争中发生的事，如600万犹太人被屠杀，原子弹在广岛爆炸，使美国知识分子感到震惊。他们怀疑人性是否还有善良的一面，也感到人难以控制自己制造出来的巨大物质力量。他们对文明与进步的信念发生了极大动摇。50年代在“冷战”、麦卡锡主义和朝鲜战争的背景下，文坛趋于沉寂;印、70年代，经过越南战争、民权运动、学生运动、女权运动、水门案件，文坛活跃起来，出现了一批爱思索的作家。在他们眼里，美国的社会变得十分复杂，价值观念混乱。他们普遍感到不知怎样解释这样的现实，于是便通过怪诞、幻想、夸张的方式，再现生活中的混乱、恐怖和疯狂。他们表现的是没有目标与

方向的梦境世界他们讲的是支离破碎的故事，写的是“反英雄”、甚至是不完整的形象。这个时期，文学作品中对_(包括同性爱)的描写也更为; 露骨。

战争文学

战后出现的第一股文学浪潮是战争小说。其中较好的是梅勒的《裸者和死者》(1948)和詹姆斯·琼斯的《从

这里到永恒》(1951)。两部书的共同点是通过战争，写小兵、下级军官与军事机构的矛盾，即人的个性与扼杀个性的权力机构之间的冲突。这些小说已经触及战后整个一代文学最突出的一个主题。

新托福阅读背景知识：哈莱姆文艺复兴

“哈莱姆文艺复兴”

黑人文学代也有较大发展。在当时文艺界推祟“原始主义”的影响下，纽约的黑人区出现了“哈莱姆文艺复兴”。休斯(1902-1967)、卡伦(1903-1946)等都是当时涌现出来的优秀作家。他们的作品在描写异族情调的同时，发掘了黑人古老传统，树立了民族自尊心。到了30年代未，黑人文学的战斗性进一步增长，出现了理查德·赖特的《土生子》(1940)这样的优秀作品。

篇2：托福阅读边做练习边积累词汇方法介绍

托福阅读边做练习边积累词汇方法介绍结合实例告诉你背单词有多简单

托福阅读如何看文章积累新词汇?

单词量不够一直是很多考生阅读时遇到的障碍之一。考生除了通过背词汇书提高词汇量之外，也可以利用托福阅读文章来积累新词汇。具体该如何操作呢?首先，考生将一篇托福阅读文章中不认识的单词划出来，标上序号，然后整理到笔记本上。整理完成后，很多考生自然会想到通过查阅词典来记录单词的意思。事实上，考生在精读时，不要过分依赖词典，而是多尝试练习猜词的方法，这样真正上考场时，考生遇到生词不会过分紧张。具体来说，在查阅词典之前，考生应该先根据单词所在的上下文语境猜测单词的含义，然后再通过查阅词典来进行核实，最后将正确含义记录在笔记本上。

托福阅读中的学科词汇要积累吗?

是不是所有自己不认识的单词都需要仔细背诵呢?当然不是。托福阅读文章具有多学科的特点，所以，势必会有很多学科词汇是考生所不认识的，对于专业的学科词汇，考生只要做到识记含义即可，比如，perennial (多年生植物)、biennial (两年生植物)、annual (一年生植物)等植物学词汇。那么，哪些词汇是必须认真背诵与掌握的呢?简单地说，就是那些影响考生理解句子的单词。以下面这个例句为例。

Papermaking spread quickly to Egypt—and eventually to Sicily and Spain—but it was several centuries before paper supplanted parchment for copies of the Koran, probably because of theconservative nature of religious art and its practitioners. (托福官方真题34 “Islamic Art and the Book”)

大部分考生在精读这句话时会查阅这四个划线的单词，其中Koran表示伊斯兰教中的《古兰经》，这一专有名词考生只作基本了解即可，因为考生即使不认识这个单词，也不会干扰对句子的理解。而其余的三个单词supplant (取代)、parchment (羊皮卷)、conservative (保守的)都会妨碍考生对原句的理解，如果考生不认识这些单词，就会很难理解出句子的意思为“经过多个世纪之后，纸张才取代羊皮卷用来抄写某个东西”这个关键信息，也会不明白because of后面提及的原因究竟是什么。从词性的角度来说，影响句子理解的单词一般是动词和形容词，因为它们通常透露着原句的重要细节。从托福阅读考试来说，动词和形容词也是词汇题比较“青睐”的考查对象。

托福阅读可以积累写作用的词汇

此外，考生还可以从托福阅读文章中积累写作中可以用到的单词或词组。以下面例句为例。

In the wake of the Roman Empire’s conquest of Britain in the first century A.D., a large number of troops stayed in the new province, and these troops had a considerable impact on Britain with their camps, fortifications(碉堡), and participation in the local economy. (托福官方真题19 “The Roman Army’s Impact on Britain”)

考生可能不认识considerable，查阅后会知道它意为“相当大的;重要的”，那么have a considerable on sth.就表示“对……产生重大影响”，这个词组在很多写作话题中都可以使用，考生可以将其作为写作表达积累起来，比如，考生要表达“阅读对人的性格产生着重大影响”的含义，则可以说：“Reading books has a considerable impact on people’s characters.”

精读词汇的最后一步就是在笔记本上把那些需要重点记忆的单词用荧光笔再次强调突出，然后多花时间进行重点背诵和记忆。

托福阅读长难句：大气引擎

This “atmospheric engine,” invented by Thomas Savery and vastly improved by his partner, Thomas Newcomen, embodied revolutionary principles, but it was so slow and wasteful of fuel that it could not be employed outside the coal mines for which it had been designed. (43, TPO6)

embody /ɪm'bɒdɪ/ v. 体现(想法﹑ 感情等)，使(想法﹑ 感情等)具体化;包括或含有某物

revolutionary /'rɛvə'lʊʃə'nɛri/ adj. 革命的

employ = make use of sb/sth 使用

我是分界线，大家先自己分析哦。

This “atmospheric engine,” (invented by Thomas Savery and vastly improved by his partner, Thomas Newcomen,) embodied revolutionary principles, but it was so slow and wasteful of fuel (that it could not be employed outside the coal mines) (for which it had been designed.) (43, TPO6)

老邪分析：

修饰一：(invented by Thomas Savery and vastly improved by his partner, Thomas Newcomen,) ，插入语，修饰this “atmospheric engine”，大家注意这里的断句，This “atmospheric engine” embodied revolutionary principles被隔开了，断句很重要

中文：由Thomas Savery发明并由他的搭档Thomas Newcomen大力改善的

修饰二：(that it could not be employed outside the coal mines) ，从句，so…that结构

中文：不能在煤矿的以外的地方使用

修饰三：(for which it had been designed.) ，从句，修饰coal mines

中文：引擎被设计

参考翻译：

这个由Thomas Savery发明并由他的搭档Thomas Newcomen大力改善的“大气引擎”体现了革命性的原理，但它如此慢和浪费燃料以致于不能再煤矿的以外的地方使用，尽管原来是这么设计的。

这个句子的主要修饰成分就是从句和插入语，大家务必想清楚，每一个修饰成分修饰的是什么，才能看清楚这个句子的结构。

其实状语从句不是特别会影响大家对于句子的理解。

托福阅读长难句：蒸汽印刷厂

At the same time, operators of the first printing presses run by steam rather than by hand found it possible to produce a thousand pages in an hour rather thanthirty. (31, TPO6)

我是分界线，大家先自己分析哦。

At the same time, operators of the first printing presses (run by steam) rather than (by hand) found it possible (to produce a thousand pages in an hour rather than thirty.)

分析：

修饰一：(run by steam) ，非谓语动词，修饰printing presses，大家注意这里的run不是谓语动词，而是后面的found，这里易混

中文：通过蒸汽运行

修饰二：(by hand)，介词短语，修饰printing presses，注意rather than，超级高频短语，之前也碰到过了，它是一个介词，“而不是”

中文：而不是通过手

修饰三：(to produce a thousand pages in anhour rather than thirty.) ，非谓语，it指代这里的内容

中文：生产一千张纸在一个小时内而不需要三十小时。

主干：operators found it possible

参考翻译：

同时，第一批通过蒸汽运行而不是通过手动的蒸汽印刷厂的操作者们发现在一个小时内生产一千张纸是有肯能的，而不需要三十小时。

这个句子的主要修饰成分就是介词和非谓语动词，大家务必想清楚，每一个修饰成分修饰的是什么，才能看清楚这个句子的结构。

其实状语从句不是特别会影响大家对于句子的理解。

托福阅读边做练习边积累词汇方法介绍

篇3：托福阅读读不下去怎么办

很多考生在备考初期会反映：托福阅读看不下去，该如何下手?或者词汇量已经达到标准了，为什么托福阅读还是看不下去?不要担心，存在这些问题是很正常的，考生们可以先来看看托福教育专家对问题的分析以及给出的解决办法。

托福阅读读不下去怎么办

托福阅读看不懂的原因：

1.出现大量的生词，看不懂。

2.词汇量不低，但即便看懂了单词，依然不理解托福阅读文章。

托福阅读看不懂的解决办法和建议：

1.对于看不懂单词，首先有可能是因为词汇量的问题。建议大家在这个阶段里，积累词汇，并以词根词缀的方式来记忆更有助于牢固地积累，这里我们推荐大家《新托福词汇词根+联想+读音记忆法》，其中的托福词汇更贴近新托福词汇范围，并以更科学的方法帮助备考托福初期的考生更有效快速地提高词汇量，从而尽快将考生自己的经历放在托福阅读这样分数比重大的部分。当词汇积累到一定的程度时候，把托福阅读文章中的单词全直译出来，虽然不太会通顺，但至少能明白。

2.把句子里的所有修饰的词全省略，只剩下主谓宾。

3.如果考生说，我的词汇量似乎不少了，阅读过程中看得懂词汇，但就是不理解文章的意思，或者说，做错题目，怎么办?

“最无奈的莫过于看得懂文章，但做不对题”这种情况在新托福阅读出现以来，貌似成为一种常态。反而是在老托福的时期，这样的话，从来没有见过。究其原因还是因为新托福考试取消了语法的单项考察，但是在实际考试之中又将对于语法的考察融合在了新托福考试之中，这里面就是托福阅读考试体现得最为明显。

比如说：The extreme eriousness of desertification results from the vast areas of land and the tremendous numbers of people affected, as well as from the great difficulty of reversing or even slowing the process.

很多人在看到这句话的时候，经常翻译为“沙漠化是源于”或者翻译为“沙漠化导致”“很多的土地与很多的人去影响的原因。”这里面有两个点特别容易犯错误，一是result from是源于的意思，而不是单纯的导致的意思。二是affected在这里其实是后置定语，因此这里的意思是“被影响”，这里很多人又疑惑了，因为我们以前看到的东西都是，人的因素导致沙漠化啊，怎么又会是被影响呢?这就是你的问题了，你被自己以前获得的信息给影响了，你只要知道文章的作者是这么认为的就可以了，何必把自己脑中的信息强加在本文作者身上呢。

这句话其实是一个很浅显的例子，很多时候，考生只是认为自己已经把文章读懂了，但是实际上你们在对于文章的理解上有无数的错误，这其实就是语言的细节!这些细节点要想解决靠的是什么?靠的是单词的积累，靠的是语法的一步一步的打磨。

如果你经常有“最无奈的莫过于看得懂文章，但不对题”的感叹的时候，建议大家最好还是从自身下手，去检查自己的单词，以及语法。如果觉得不知道从哪里下手，到底该怎么提升，建议你做做老托福的语法，而且要多分析错题，这样做的效果是非常显著的。

新托福阅读背景知识：婆罗门

“婆罗门”

婆罗门”是指这一时期新英格兰地区一批有高度文化教养的作家，或称“绅士派诗人”。朗费罗、洛威

尔(1819-1891)和霍姆斯(1809-1894)都是知识界的名流。他们出于资产阶级民主主义和人道主义，歌颂爱国主义精神，反对蓄奴制，同情印第安人，也对社会流弊提出一些批评。由于他们的出身地位和文化教养，他们的观点和情绪一般较为温和。废奴文学19世纪30年代之后，北部进步人士掀起越来越高涨的废除黑奴运动。黑人的处境激起许多作家的同情，从爱默生、朗费罗到惠特曼都写过反对蓄奴的诗篇。影响最大的作品是斯托夫人的小说《汤姆叔叔的小屋》(1852)，林肯称她为“发动了一次战争的小妇人”。诗人惠蒂埃抗议蓄奴制的诗篇数量最多，反映了19世纪废奴运动历次重大的斗争。废奴文学虽限于道义上的谴责，却推动了废奴斗争，在文学史上也是19世纪现实主义创作的先声。

新托福阅读背景知识：乡土文学与马克·吐温

乡土文学与马克·吐温

乡土文学最先出现于19世纪20、30年代，南北战争后进一步发展。这种文学描绘本乡本土的传说与现实生活，地方色彩浓厚，基调是乐观的、抒情的，如描写西部矿工生活的布雷特·哈特(1836-1902)，或者是幽默的、机智的，如裘维特(1849-1909)，这是战后美国健康、活泼生活情趣的反映。马克。吐温的创作活动持续近50年，是这时期主要的作家，代表作是《哈克贝里·费思历险记》(1884)。他早期的短篇小说吸取西部乡土文学中幽默故事的特点，采用诙谐、滑稽的夸张手法表现美国的社会生活。他对战后美国社会的批评包括政治腐败、种族歧视、教育制度、宗教生活等方面。这些批评都是温和的、善意的。80年代以后，随着他对美国民主制的认识深化，讽刺成分增多，后期发展到愤怒的抗议甚至悲观失望。马克·吐温是幽默艺术的大师。他在滑稽中含有讽刺，逗趣中有所针砭，创造了独特的艺术风格。

新托福阅读背景知识：心理分析小说家亨利·詹姆斯

心理分析小说家亨利·詹姆斯

出身高贵、深受欧洲文化影响的亨利·詹姆斯是描写上层资产阶级精神面貌的代表作家。他的风格高雅、细致，讲究表现形式，与粗犷、诙谐、富于生活情趣的马克·吐温适成对比。詹姆斯虽然崇拜欧洲文化，但在

道德情操方面更偏向于文化修养不高的美国人。美国人心地纯真、善良;比欧洲人(或常任欧洲的美国人)可爱，这是他的《贵妇人的画像》(1881)等小说中常出现的主题。他开创了心理分析小说的先河，他的作品，尤其是后期作品如《鸽翼》(1902)，不厌其详地发掘人物“最幽微、最朦胧的”思想与感觉，把“太空中跳动的脉搏”转化为形象。在心理分析精微细致这一点上，詹姆斯达到前所未有的境界，为小说艺术的表现力开辟了新的途径。

篇4：托福阅读读题技巧

托福阅读读题技巧

读题的时候，我们需要做的都不仅仅是搞清楚题目的类型、找出定位的关键词以及找到定位句，我们还需要在最开始就清楚地明白，题目到底是在问什么。

这样做会带来两个好处：

1.方便我们在之后的做题步骤中，有效地筛选出回答题目的信息，快速排除无效信息，减少纠结上浪费的时间;

2.能够帮助我们避开出题人故意设置的干扰选项

大家先来做一下下面这道题，

选自官方真题Official11的Ancient Egyptian Sculpture

Paragraph 1: In order to understand ancient Egyptian art, it is vital to know as much as possible of the elite Egyptians' view of the world and the functions and contexts of the art produced for them. Without this knowledge we can appreciate only the formal content of Egyptian art, and we will fail to understand why it was produced or the concepts that shaped it and caused it to adopt its distinctive forms. In fact, a lack of understanding concerning the purposes of Egyptian art has often led it to be compared unfavorably with the art of other cultures: Why did the Egyptians not develop sculpture in which the body turned and twisted through space like classical Greek statuary? Why do the artists seem to get left and right confused? And why did they not discover the geometric perspective as European artists did in the Renaissance? The answer to such questions has nothing to do with a lack of skill or imagination on the part of Egyptian artists and everything to do with the purposes for which they were producing their art.

问题1：Paragraph 1 suggests that one reason Egyptian art is viewed less favorably than other art is that Egyptian art lacks

A. a realistic sense of human body proportion

B. a focus on distinctive forms of varying sizes

C. the originality of European art

D. the capacity to show the human body in motion

这道题目的答案是D，小伙伴们检查检查，看看做没做对。

1.如果做对了，那么请尝试着给其他同学讲讲你是咋选的，如果能够讲清楚，那么代表你已经是阅读的大神级人物了。

2.如果没做对，且听我娓娓道来。

这道题目通常会犯的一个问题就是根据定位的句子：In fact, a lack of understanding concerning the purposes of Egyptian art has often led it to be compared unfavorably with the art of other cultures. 直接进行答案的选择。但实际上，如果你只定位或读到这个句子，那说明你根本没有看清楚题目，做题的时候根本没有动脑筋。

题目问的是：埃及艺术缺乏了一个什么东西，使得它不被人们喜欢?

这个句子虽然存在一个表示因果关系的led to，但总结一下就会发现，尽管结果“compared unfavorably with the art of other cultures”和题目一毛一样，这个句子给我们的原因却是“不理解埃及艺术”，也就是说“因为人们没有足够的理解埃及艺术的目的，才导致他们觉得埃及艺术很挫”呢!

只有欣赏者才会不理解埃及艺术，怎么可能是埃及艺术自身无法理解自己???

所以，只有读懂了题目的意思才能知道，原来找到了一个完全无用的信息啊。并且，我们也不会反复纠结“为什么没有一个选项能够对的上原文的信息”这个问题了。

接下来，我们需要做的事情就是继续寻找相关信息。

我们把冒号前后的两个完整句子连在一起看一下：

In fact, a lack of understanding concerning the purposes of Egyptian art has often led it to be compared unfavorably with the art of other cultures: Why did the Egyptians not develop sculpture in which the body turned and twisted through space like classical Greek statuary?

事实上，不理解埃及艺术的目的通常会导致大家不像喜欢其他文化一样喜欢埃及艺术：为什么埃及人创造的雕塑没有像古典希腊雕塑那样带有身体的转动和扭动呢?

绕来绕去，其实就是在说：

不清楚埃及艺术的目的——看到埃及雕塑缺乏body turned和twisted——认为埃及雕塑特别挫

看到这儿，我们已经能够妥妥的得出能够回答题目的答案了，那就是埃及艺术缺乏对肢体动作的描绘，答案很自然就是D!

看到这不禁感叹一句，艺术家也挺不容易的，作品搞得太大众吧，被人认为屌丝，搞得太阳春白雪，又会被诟病太装逼，为之奈何且为之奈何啊。。。

我们再来做一道题，选自官方真题Official20的Westward Migration

Paragraph 2: Why were these hundreds of thousands of settlers—most of them farmers, some of them artisans—drawn away from the cleared fields and established cities and villages of the East? Certain characteristics of American society help to explain this remarkable migration. The European ancestors of some Americans had for centuries lived rooted to the same village or piece of land until some religious, political, or economic crisis uprooted them and drove them across the Atlantic. Many of those who experienced this sharp break thereafter lacked the ties that had bound them and their ancestors to a single place. Moreover, European society was relatively stratified; occupation and social status were inherited. In American society, however, the class structure was less rigid; some people changed occupations easily and believed it was their duty to improve their social and economic position. As a result, many Americans were an inveterately restless, rootless, and ambitious people. Therefore, these social traits helped to produce the nomadic and daring settlers who kept pushing westward beyond the fringes of settlement. In addition, there were other immigrants who migrated west in search of new homes, material success, and better lives.

问题：According to paragraph 2, all of the following are reasons why Americans migrated westward EXCEPT

A. the desire to move from one place to the next

B. the hope of improving their socioeconomic status

C. the opportunity to change jobs

D. the need to escape religious or political crises

如果你选的是A、B、C其中一个，那么请你仔细阅读并思考下面的问题：

1.题目问的是啥?

2.这个句子啥意思?The European ancestors of some Americans had for centuries lived rooted to the same village or piece of land until some religious, political, or economic crisis uprooted them and drove them across the Atlantic.

3.The European ancestors of some Americans是美国人还是欧洲人?

答案：

1.下列哪一个原因不是美国人向西迁移的原因?

2.某些美国人的欧洲祖先几个世纪以来生活地点没有发生改变，直到某些宗教、政治或经济危机把他们赶出家园，迫使他们穿越了大西洋(来到美洲)。

3.米国人的欧洲祖先当然是欧洲人咯

所以，D选项的逃离宗教、政治危机，其实和米国人一点关系都没有，而是欧洲人最开始向西穿越大西洋、来到美洲的根本原因，那么D也就是这道题目的答案了(问题回顾：下列哪一个原因不是美国人向西迁移的原因?)

托福阅读：经典十周复习建议

第一周-第二周：完成OG剩余阅读题，开始做TPO 1-5(其中有和OG重复的题目，可跳过)

1. 把上课遗留下来或作为作业的题目都做完;

2. 核对答案，分析对错，错的题目一定要搞明白;

3. 精读错误率高的文章。

精读要求：摘录每篇生词，标注词性、中文、同义词，着重记忆词性为动词、形容词的单词;

分析和做错题目有关的定位句，如果是长句，用课上的办法作分析，能翻译一下;

划出每段的段落大意。

第三周-第四周：开始做TPO 6-10，刚开始不宜追求速度，要保证质量

1. 可以每天安排做一篇TPO阅读，可以不记时;

2. 核对答案，分析对错，错误率高的文章同样要做精读，精读要求同上;

3. 开始整理学科单词，如果这篇是关于地质学，自动把文章中和这个学科有关的单词摘录下来，归为一类。

第五周-第六周：继续做TPO 11-20，慢慢加大做题量，寻找自己薄弱题型

1. 每天不计时至少做一篇TPO阅读;

2. 对比近几周做题情况，找出自己薄弱的题型，比如：推断题，那就先把上课笔记再好好看下，以及往后的日子里，每天单独挑3-5题推断题作专项训练;

3. 整理学科单词，同上。

第七周-第八周：开始进入模拟考试环节，完成TPO 21-25

1. 每天必须做两篇TPO阅读，必须计时，如果说前面几周大多在纸面上做阅读，那从这时开始必须转为上机，渐渐适应考试状态;

2. 核对答案，开始计算分值，并和OG上的参考评分作对比，看看和自己所期待的分值之间的差距为多少;

3. 开始快速复习之前背过的单词(红宝书)，这里指的复习不是统统重新背一遍，指的是复习自己当初背觉得很难或者容易忘记的单词，所以如果事先有记录，那这时背起来就比较有方向;

4. 还可以选用《托福核心词汇21天突破》，把高频词再扫看一到两遍。

第九周-第十周：后冲刺的两周，积极做题，调整心态

1. 依然不需要做其他额外的材料，还是做TPO，完成剩下的TPO 26-30;

2. 每次练习尽可能连贯地做三篇，计时，上机做，基本还原考试真实情况;

3. 核对答案，计算分值，估计自己终分值的区间;

4. 单词照背，同上，在考前把之前自己整理的所有学科单词复习一篇。

托福阅读备考：题型及主题的确定

1、题型——注重解题方法

托福阅读10种题型，除后的小结题外大都属于考查文章细节的题目。根据题干中的关键词定位是至关重要的一步，然后就是理解。此时如果词汇量太小怎么办?事实上做阅读我们永远要牢记的就是找句子主干，考查的信息基本都在主干中体现了，

比如：

The deer which once picturesquely dotted the meadows around the fort were gone [in 1832], hunted to extermination in order to protect the crops。

这个句子较长，其中有which引导的定语从句，还有hunted… 这个状语，而解题时我们只需要句子的主干The deer were gone。多数同学在做题时有个习惯就是看到一句话后就开始逐词阅读，甚至试图把它翻译成中文，这可谓“兵家大忌”。

遇到一句话先抓主干，遇到整段记得扫描段落有无显眼的连词，举例信号词等，浏览每段的主题句。

再说一下小结题，大多数考生的切肤之痛。一是做到后一题时时间已所剩无几，二是后一题是对全文的主要内容的总结，相对复杂。

在课堂中，我一再向学生强调把握全文结构及大意的重要性，而如何去把握?

一是做题之前可大概浏览文章的标题及每段首句。作为学术性的阅读文章，首句基本都是主题句。尤其是总分结构的文章，比如TPO6中的Infantile Amnesia, 虽然文章较难理解，但是文中明确提出了三种观点first，second，third… 那么此类文章小结题的选项太显而易见了。再者，文章的每段会对应出2-3道题，那么题目中对应的部分基本都是段落的核心所在。从这两点就可以很快了解文章的主要内容。所以在进行TPO练习时，做题虽不可或缺，但还要注意多加练习快速阅读文章的能力。

2、主题——增加背景知识

有部分学生反映做阅读时很难投入进去，有一点原因就是对于文章所述内容太过陌生，如果你对其略知一二，相信定会有所不同。比如TPO中有篇文章讲到化学元素周期表，对于高中生来说再熟悉不过了，阅读的时候半读半猜，估计也可以理解的89不离十了。

若考试准备时间充足，可以多加涉猎，扩充自己的知识背景;若时间紧张，则需搞定TPO套题。根据文章记忆单词，并不是文章中出现的每一个“陌生的面孔”都要去熟悉，比如一些繁琐的专有名词跳过即可。主要记忆的当然是一些动词、名词及形容词，尤其是出现在句子主干中，与解题有关的词汇。

除了词汇，应学会分析题干及题目，比如题干中出现了effect，conclusion之类的词，其实已经界定了我们寻找的范围——段落靠后的部分，还有就是观点性和总结性的句子永远会是考察的重点所在。做题的时候学会分析原文和选项，进行对比，比如句子简化题，做一题需要看五个长句，似乎很花费时间，但并不需要每个句子都要细看，而是先明确原句的逻辑及主干，抓住选项中的关键点与原句进行比较。

例如：As a result of crustal adjustments and faulting, the Strait of Gibraltar, where the Mediterranean now connects to the Atlantic, opened, and water cascaded spectacularly back into the Mediterranean.A. The strait of Gibraltar reopened when the Mediterranean and the Atlantic became connected and the cascades of water from one sea to the other caused crustal adjustments and faulting.B. The Mediterranean was dramatically refilled by water from the Atlantic when crustal adjustments and faulting opened the Strait of Gibraltar, the place where the two seas are joined.C. The cascades of water from the Atlantic to the Mediterranean were not as spectacular as the crustal adjustments and faulting that occurred when the Strait of Gibraltar was connected to those seas.D. As a result of crustal adjustments and faultin;g and the creation of the Strait of Gibraltar, the Atlantic and Mediterranean were connected and became a single sea with spectacular cascades of water between them。

原句是因果逻辑的句子，先找出其因： crustal adjustments and faulting，果：the Strait opened, and water cascaded spectacularly back into the Mediterranean。接着来看选项：A…. caused crustal adjustments and faulting 显然是因果倒置了，毫不犹豫地灭掉;C. 因为此选项中出现比较not as spectacular as, 非常惹眼的一个核心词，而原文中是修饰动词的副词spectacularly，并未进行比较，二话不说也排除掉;D. As a result of crustal adjustments and faulting and the creation of the Strait of Gibraltar,… 这原因里怎么多出来一项啊，掳袖子撵人吧!

管中窥豹，可见一斑。由此例可见找关键，作分析可帮助我们快速并且准确的找出选项。值得注意的一点是：无论解题方法多么巧妙，离开了大量的练习就是“无本之源”。

篇5：托福阅读读理解真题

PASSAGE 59

The first birds appeared during late Jurassic times. These birds are known from four very good skeletons, two incomplete skeletons, and an isolated feather, all from the Solnhofen limestone of Bavaria, Germany. This fine-grained rock, which is extensively quarried for lithographic stone, was evidently deposited in a shallow coral lagoon of a tropical sea, and flying vertebrates occasionally fell into the water and were buried by the fine limy mud, to be preserved with remarkable detail. In this way, the late Jurassic bird skeletons, which have been named Archaeopteryx, were fossilized. And not only were the bones preserved in these skeletons, but also were imprints of the feathers. If the indications of feathers had not been preserved in association with Archaeopteryx, it is likely that these fossils would have been classified among the dinosaurs, for they show numerous theropod characteristics. Archaeopteryx were animals about the size of a crow, with an archeosaurian type of skull, a long neck, a compact body balanced on a pair of strong hind limbs, and a long tail. The forelimbs were enlarged and obviously functioned as wings.

Modern birds, who are the descendants of these early birds, are highly organized animals, with a constant body temperature and a very high rate of metabolism. In addition, they are remarkable for having evolved extraordinarily complex behavior patterns such as those of nesting and song, and the habit among many species of making long migrations from one continent to another and back each year.

Most birds also have very strong legs, which allow them to run or walk on the ground as well as to fly in the air. Indeed, some of the waterbirds, such as ducks and geese, have the distinction of being able to move around proficiently in the water, on land, and in the air, a range in natural locomotor ability that has never been attained by any other vertebrate.

1. According to the author, all of the following evidence relating to the first birds was found EXCEPT

(A) nesting materials

(B) four skeletons in good condition

(D) a single feather

2. The word preserved in line 8 is closest in meaning to

(A) confused with others

(B) gradually weakened

(D) lost permanently

3. It can be inferred from the passage that the Archaeopteryx were classified as birds on the basis

(A) imprints of bones

(B) imprints of feathers

(D) skeletons

4. The word they in line 10 refers to

(A) indications

(B) fossils

(D) characteristics

5. Why does the author mention a crow in line 11?

(A) to indicate the size of Archaeopteryx

(B) To specify the age of the Archaeopteryx fossils

(D) To demonstrate the superiority of the theropod to Archaeopteryx

6. It can be inferred from the passage that theropods were

(A) dinosaurs

(B) birds

(D) crows

7. The word constant in line 16 is closest in meaning to

(A) comfortable

(B) combined

(D) complementary

8. The author mentions all of the following as examples of complex behavior patterns evolved by

birds EXCEPT

(A) migrating

(B) nesting

(D) running

9. The word attained in line 23 is closest in meaning to

(A) required

(B) achieved

(D) merited

PASSAGE 59 ACBBA ACDB

篇6：托福阅读读理解真题

PASSAGE 60

By far the most important United States export product in the eighteenth and nineteenth centuries was cotton, favored by the European textile industry over flax or wool because it was easy to process and soft to tile touch. Mechanization of spinning and weaving allowed significant centralization and expansion in the textile industry during this period, and at the same time the demand for cotton increased dramatically. American producers were able to meet this demand largely because of tile invention of the cotton gin by Eli Whitney in 1793. Cotton could be grown throughout the South, but separating the fiber — or lint — from the seed was a laborious process. Sea island cotton was relatively easy to process by hand, because its fibers were long and seeds were concentrated at the base of the flower, but it demanded a long growing season, available only along the nation's eastern seacoast. Short-staple cotton required a much shorter growing season, but the shortness of the fibers and their mixture with seeds meant that a worker could hand-process only about one pound per day. Whitney's gin was a hand-powered machine with revolving drums and metal teeth to pull cotton fibers away from seeds. Using the gin, a worker could produce up to 50 pounds of lint a day. The later development of larger gins, powered by horses, water, or steam, multiplied productivity further.

The interaction of improved processing and high demand led to the rapid spread of the cultivation of cotton and to a surge in production. It became the main American export, dwarfing all others. In 1802, cotton composed 14 percent of total American exports by value. Cotton had a 36 percent share by 1810 and over a 50 percent share in 1830. In 1860, 61 percent of the value of American exports was represented by cotton.

In contrast, wheat and wheat flour composed only 6 percent of the value of American exports in that year. Clearly, cotton was king in the trade of the young republic. The growing market for cotton and other American agricultural products led to an unprecedented expansion of agricultural settlement, mostly in the eastern half of the United States — west of the Appalachian Mountains and east of the Mississippi River.

1. The main point of the passage is that the eighteenth and nineteenth centuries were a time

when

(A) the European textile industry increased its demand for American export products

(B) mechanization of spinning and weaving dramatically changed the textile industry

(D) cotton became the most important American export product

2. The word favored in line 2 is closest in meaning to

(A) preferred

(B) recommended

(D) included

3. All of the following are mentioned in the passage as reasons for the increased demand for

cotton EXCEPT

(A) cotton's softness

(B) cotton's ease of processing

(D) the growth that occurred in the textile industry.

4. The word laborious in line 8 is closest in meaning to

(A) unfamiliar

(B) primitive

(D) difficult

5. According to the passage , one advantage of Sea island cotton was its

(A) abundance of seeds

(B) long fibers

(D) adaptability to different climates

6. Which of the following can be inferred from the passage about cotton production in the United

States after the introduction of Whitney's cotton gin?

(A) More cotton came from Sea island cotton plants than before.

(B) More cotton came from short-staple cotton plants than before.

(D) Most cotton produced was exported to England.

7. The word surge in line 19 is closest in meaning to

(A) sharp increase

(B) sudden stop

(D) excess amount

8. The author mentions wheat and wheat flour in line 23 in order to

(A) show that Americans exported more agricultural products than they imported.

(B) show the increase in the amount of wheat products exported.

(D) demonstrate that wheat farming was becoming more profitable.

9. The word unprecedented in line 26 is closest in meaning to

(A) slow

(B) profitable

(D) never explained

10. According to the passage , the Mississippi River was

(A) one of the boundaries of a region where new agricultural settlement took place

(B) a major source of water for agricultural crops

(D) a main source of power for most agricultural machinery

PASSAGE 60 DACDB BACCA

篇7：托福阅读读理解真题

PASSAGE 61

From their inception, most rural neighborhoods in colonial North America included at least one carpenter, joiner, sawyer, and cooper in woodworking; a weaver and a tailor for clothing production; a tanner, currier, and cordwainer (shoemaker) for fabricating leather objects; and a blacksmith for metalwork. Where stone was the local building material, a mason was sure to appear on the list of people who paid taxes. With only an apprentice as an assistant, the rural artisan provided the neighborhood with common goods from furniture to shoes to farm equipment in exchange for cash or for goods in kind from the customer's field, pasture, or dairy. Sometimes artisans transformed material provided by the customer; wove cloth of yarn spun at the farm from the wool of the family sheep; made chairs or tables from wood cut in the customer's own woodlot; produced shoes or leather breeches from cow, deer, or sheepskin tanned on the farm.

Like their farming neighbors, rural artisans were part of an economy scene, by one historian, as an orchestra conducted by nature. Some tasks could not be done in the winter, other had to be put off during harvest time, and still others waited on raw materials that were only produced seasonally. As the days grew shorter, shop hours kept pace, since few artisans could afford enough artificial light to continue work when the Sun went down. To the best of their ability, colonial artisans tried to keep their shops as efficient as possible and to regularize their schedules and methods of production for the best return on their investment in time, tools, and materials. While it is pleasant to imagine a woodworker, for example, carefully matching lumber, joining a chest together without resort to nails or glue, and applying all thought and energy to carving beautiful designs on the finished piece, the time required was not justified unless the customer was willing to pay extra for the quality — and few in rural areas were. Artisans, therefore, often found it necessary to employ as many shortcuts and economics as possible while still producing satisfactory products.

1. What aspect of rural colonial North America does the passage mainly discuss?

(A) Farming practices

(B) The work of artisans

(D) Types of furniture that were popular

(A) investigation

(B) location

(D) records

3. The word fabricating in line 3 is closest in meaning to

(A) constructing

(B) altering

(D) demonstrating

4. It can be inferred from the passage that the use of artificial light in colonial times was

(A) especially helpful to woodworkers

(B) popular in rural areas

(D) expensive

5. Why did colonial artisans want to regularize their schedules and methods (line 18)?

(A) to enable them to produce high quality products

(B) to enable them to duplicate an item many times

(D) to keep expenses low

6. The phrase resort to in line 21 is closest in meaning to

(A) protecting with

(B) moving toward

(D) using

7. The word few' in lines 23 refers to

(A) woodworkers

(B) finished pieces

(D) chests

8. It can be inferred that the artisans referred to in the passage usually produced products that

were

(A) simple

(B) delicate

(D) exceptionally long-lasting

PASSAGE 61 BCADD DCA

2. The word inception in line 1 is closest in meaning to

篇8：如何加快托福阅读的审题速度?切勿边看边读

如何加快托福阅读的审题速度?切勿边看边读

我们对一个句子的理解，有很多种解释。

通常人们看到一个句子，会首先确定单词。这个时间很快，快到我们反映不过来，不过语言学家们已经证实有这个过程。

确定单词后，大脑会反应单词的意思。最先反应的是经常用到的意思。比如

The old man the boat.

这里，眼睛定位单词后，大脑迅速把old man认为是一个名词组。当我们接着看，感觉不对，才会回头去分析这个句子。

这个理论告诉我们，你大脑中的高频词，直接影响你对句子的理解。应用到IBT考试中，各位需要把各个学科的高频词多看一下，比如生物的光合作用、新陈代谢，地理的地壳、_X岩石之类的。对各种名词片语、动词片语进行修饰的形容词，副词。说起来很多，其实各位有坚持做老托真题和新托的黄金23篇，可以发现这些词语重复率很高。

另外，人对句子的理解是线性的。语言能力越差的(比如小孩子)，只能理解句子的越前面，造成理解错误。(此理论仅限英语。中文不行，其他各种语言本人水平有限，不知道)

从小孩子的实验来看，3到5岁的小孩理解句子只能记住前面部分。比如：

Put the forg on the red paper in the box.

小孩子会把青蛙放到红纸上。

这里可以看到，他们阅读的时候把句子意思理解错了，没有看完。

但是，非常有趣的现象是，这句话我们说给小孩子听的时候，100%4小孩子都做出了正确的选择 - 即把红纸上的青蛙装到了盒子里。

语言学给出了我们解释，影响人们认知句子的，还有语音。

根据这个实验，再结合平时我自己的情况，我推出了一个有理论依据的猜测：阅读时候习惯读出声来的，会让你对句子的理解偏靠语音!从而让你对直接阅读句子的能力下降!

很多人肯定喜欢边阅读边读，感觉这样可以加深理解。我同意，但是，如果你花了30分钟在阅和读上，那至少再花30分钟在阅上!不能让读的时间超过你看的时间。

就像我以前一样，喜欢边看边读，结果习惯了，看文章的时候，眼睛已经定位一个比较长的词语，很熟悉很熟悉，但是语音还没读到那个单词上，我的思维就卡住了，直到我读出了那个单词，我才知道这个单词的意思。这里可以看到，我已经对语音很依赖了!这个现象非常危险。

朗读的速度太慢了，浪费时间。而且ETS给出的文章中有大量故意制造的难句，就像刚才的例子： The old man the boat，肯定要导致你回头重读。你的时间是不够的。

所以，托福阅读审题的时候，千万不要边看边读，或边看边读的时间超过了阅读时间。

托福阅读近义词选择技巧

生词不必害怕

托福阅读考试中对单词量的要求还是很大的，即使单词量很大了，也难免会遇上生僻词的情况，而托福考试中选用的文章说明性特别强，往往是自定义 — 自解释的模式，遇到生词，即使不知道什么意思，也可以根据上下文语境弄清它们之间的关系，运用逻辑推理的方法作出正确的答案。其次，还可以分析选项，进行对比，往往会发现选项中通常会出现两个意思相反的选项，此时再仔细重读原文就可以排除错误选项了。

分段做托福阅读试题

在四六级考试中，阅读时间也很少，虽然单词相对简单，但是篇幅较长，逐字阅读肯定是没有时间的，所以做题技巧中扫读是很重要的环节，目的是找到与题目相关的段落或者语句才能找到做题依据。而在托福阅读考试中，是每阅读完一段就做只涉及该段的题目，信息集中，重要的是节省了大量的时间，缓解了托福阅读文章通篇的眩晕感。而这部分题目就是四六级中常说的细节题。

托福阅读近义词选择有技巧

几乎每段中都会有生词意思辨析题，有些词考生因为知道不少托福阅读技巧，一看就认识，这样的题目就很容易了，但是也不能粗心大意，如果时间富裕或者把握不大，可以把选项带入文章中检查一遍。对于那些不认识的词汇，也是有许多技巧的。首先是分析词性，采用排除法排除词性不一致的选项。其次是用代入法。选项中给出的词意一般就是考生认识的，将选项带入，分析一下是否能够保证原文合情合理，通顺。

分段托福阅读打基础

在分段阅读的同时，可以记下关键词或者中心句，在文章结束时就可以有根据回想起整篇文章的脉络结构，逻辑关系，对14题的选择有很大帮助。同时题目中也明确给了做题方法，即没有提到的信息或者不重要的观点就可以排除了。

托福阅读真题1

As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were one such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children efficiently in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

1. It can be inferred from paragraph 1 that one important factor in the increasing importance of education in the United States was

(A) the growing number of schools in frontier communities

(B) an increase in the number of trained teachers

(D) the increased urbanization of the entire country

2. The word means in line 6 is closest in meaning to

(A) advantages

(B) probability

(D) qualifications

3. The phrase coincided with in line 8 is closest in meaning to

(A) was influenced by

(B) happened at the same time as

(D) ensured the success of

4. According to the passage , one important change in United States education by the 1920's was

that

(A) most places required children to attend school

(B) the amount of time spent on formal education was limited

(D) adults and children studied in the same classes

5. Vacation schools and extracurricular activities are mentioned in lines 10-11 to illustrate

(A) alternatives to formal education provided by public schools

(B) the importance of educational changes

(D) the increased impact of public schools on students.

6. According to the passage , early-twentieth century education reformers believed that

(A) different groups needed different kinds of education

(B) special programs should be set up in frontier communities to modernize them

(D) more women should be involved in education and industry

7. The word it in line 22 refers to

(A) consumption

(B) production

(D) education

PASSAGE 47 DCBAD AC

托福阅读真题2

According to sociologists, there are several different ways in which a person may become recognized as the leader of a social group in the United States. In the family, traditional cultural patterns confer leadership on one or both of the parents. In other cases, such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of selection. In larger groups, leaders are usually chosen formally through election or recruitment.

Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent evidence that there is any category of natural leaders. It seems that there is no set of personal qualities that all leaders have in common; rather, virtually any person may be recognized as a leader if the person has qualities that meet the needs of that particular group.

Furthermore, although it is commonly supposed that social groups have a single leader, research suggests that there are typically two different leadership roles that are held by different individuals. Instrumental leadership is leadership that emphasizes the completion of tasks by a social group. Group members look to instrumental leaders to get things done. Expressive leadership, on the other hand, is leadership that emphasizes the collective well-being of a social group's members. Expressive leaders are less concerned with the overall goals of the group than with providing emotional support to group members and attempting to minimize tension and conflict among them. Group members expect expressive leaders to maintain stable relationships within the group and provide support to individual members. Instrumental leaders are likely to have a rather secondary relationship to other group members. They give orders and may discipline group members who inhibit attainment of the group's goals. Expressive leaders cultivate a more personal or primary relationship to others in the group. They offer sympathy when someone experiences difficulties or is subjected to discipline, are quick to lighten a serious moment with humor, and try to resolve issues that threaten to divide the group. As the differences in these two roles suggest, expressive leaders generally receive more personal affection from group members; instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect.

1. What does the passage mainly discuss?

(A) The problems faced by leaders

(B) How leadership differs in small and large groups

(D) The role of leaders in social groups

2. The passage mentions all of the following ways by which people can become leaders EXCEPT

(A) recruitment

(B) formal election process

(D) traditional cultural patterns

3. In mentioning natural leaders in line 9, the author is making the point that

(A) few people qualify as natural leaders

(B) there is no proof that natural leaders exist

(D) natural leaders share a similar set of characteristics