雅思阅读时间不够用怎么办

2024-11-16 12:14:28| 收藏本文下载本文作者：xttkjm

下面小编给大家整理雅思阅读时间不够用怎么办（共含8篇），希望大家喜欢！同时，但愿您也能像本文投稿人“xttkjm”一样，积极向本站投稿分享好文章。

雅思阅读时间不够用怎么办

篇1：雅思阅读时间不够用怎么办

雅思阅读时间不够用?这些技巧可以帮你

首先，我们需要回顾一些细节，在做题过程中哪些环节可以进行提速?一般来说，雅思阅读题分为两种，题目有序和题目无序。对于按照文章顺序的题目：诸如选择题，或者是判断题，我们会带着关键词去进行定位(涉及到同义替换)。当寻找答案位置不困扰我们的时候，很多情况下真正影响我们速度的就只能是我们对定位处的信息快速抓取能力。

而对于不按文章顺序出题的题目(标题或者匹配信息)呢?我们处理的任务就一下子变多了：

1. 总结题干关键词

2. 归纳大意

3. 归纳段意的同时关注是否有相符合的细节

4. 判断这一段是否有我们需要的信息，因为有些段落未必出现题目

以上，我们能够发现，除了圈画关键词之外，其实阅读速度的提升并非是找到一个捷径，通过简单的几句话来判断/预测某一段的内容达到省时间的目的;相反，这是一种能力提升后的产物。

当我们能够熟练处理一句话，一段话的时候，我们的速度自然得到了提升。雅思作为一种English proficiency test，即熟练水平测试，其考察的是大家对于文章的理解。尤其是对于志在冲阅读高分的同学来说，能力的提升能够帮助有效化解考题的组合拳。

因此，如果真正想提升自己的做题速度，归根到底，我们寻求的应该是如何快速准确把握文章内容。

如何才能快速准确把握文章内容呢?最重要的应该是把握每个句子的核心意思，即我们需要提炼出一个句子的主干。这需要各位同学们对平时刷过的文章，尤其是那些读起来比较费劲的文章进行不断的总结回顾。

在平时的阅读练习中，如何边做题边训练自己的速度，以达到越做越快，越做越好呢?

掌握以下方法，并在训练真题中时时关注，时时锻炼，一定能让你的阅读速度和正确率上一个台阶~

1. 关注词汇的用法

词汇首当其冲，但这里我要讲的词汇并非是指一味地去扩充词汇量，而是提醒各位烤鸭，在平时阅读练习的过程中大家需要关注并积累常见词汇的用法。这些用法会有助于我们去梳理亦或是预判句子结构。

举个例子【真题回顾】

Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual and properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.

Question (T/F/NG):

In a sociological explanation, personal values are more powerful than authority.

这是节选真题中的一段话以及相应的一道题目。

你选TRUE还是FALSE?还是NOT GIVEN呢?

这道题出现了两个动词merge和surrender，很多烤鸭应该已经比较熟悉了，分别是“合并”以及“投降”的意思，但是单单知道这两个词的意思未必能够直接解决题目，这个句子仍然存在一些难点，比如“that”，“discipline to the service of...”。

咋一看很长，但如果我们从这两个词的用法上去拆解这个句子，那么问题很快就能得到解决。

merge 有一个用法是merge A with B，在这个用法的情境下，我们很快就知道此处的“that”指代的应该是前面的code/personality;而surrender则有surrender sth to sb/sth的用法。

因此，这句话就能从结构上简化为

the subject merges personal code with institutional code, surrendering individual properties to the service of authority

(实验对象会将自己的个人准则与组织的准则融合，自身的价值观向权威机构屈服)

当然了，这一类词也并不只局限于动词，包括我们熟悉的both的用法：

This growing concern about intellectual property rights was a feature of the period--it reflected both the humanist notion of the individual, rational scientists who invents and discovers through private intellectual labor, and the growing connection between original science and commercial exploitation.

大家可以自行尝试分析一下这句话，能否快速抓住这句话的主干。

2. 关注句与句的联系

在解决了单句之后，我们也需要关注一下句子和句子之间的联系，因为光凭单单一句话是无法体现出作者的真正意图。

因此，如果想要准确把握作者的想法，我们必须熟悉各种可能出现的句与句之间的联系方式。当然，我们已经熟悉了很多种连接方式：however, moreover, even if, also...

下面我给大家呈现一些真题中出现的其他的连接方式：

an alternative to this explanation of genetic programming is to see....

alternative这个词值得大家关注一下，很多时候做“其他的”理解，那么很明显，这里是和前文表示一种并列关系

Only the thick vegetation at the skirt of the often cloud-covered peak of Sierra Negra offers respite from the barren terrain below. This inhospitable environment is home to the giant Galapagos tortoise.

这里我给大家打了两句话，大家不妨试着用我之前谈到的技巧给第一句做减法;

而第二句中“this inhospitable environment”这样的指代性的表达在文本里时常出现，能够快速概括前面的内容，并引出作者后续的想法。

这一类表达还有一些更常见的形式，比如this,that,it等，能够快速反映出这部分内容，对我们的阅读速度以及准度也是有一定帮助的。

通过以上的分析，如果各位同学想要真正的达到快速且准确做阅读的目的，我强烈推荐大家深入文本，从词汇/句子这些很细微的东西入手，从而真正实现对文本的驾驭，这也就是“绝对实力”。当然，光有这些能力也还不够，之后有机会，我也会与大家分享一些解题技巧。

雅思考试阅读模拟练习及答案

1. The failure of a high-profile cholesterol drug has thrown a spotlight on the complicated machinery that regulates cholesterol levels. But many researchers remain confident that drugs to boost levels of ’good’ cholesterol are still one of the most promising means to combat spiralling heart disease.

2. Drug company Pfizer announced on 2 December that it was cancelling all clinical trials of torcetrapib， a drug designed to raise heart-protective high-density lipoproteins (HDLs)。 In a trial of 15000 patients， a safety board found that more people died or suffered cardiovascular problems after taking the drug plus a cholesterol-lowering statin than those in a control group who took the statin alone.

3. The news came as a kick in the teeth to many cardiologists because earlier tests in animals and people suggested it would lower rates of cardiovascular disease. “There have been no red flags to my knowledge，” says John Chapman， a specialist in lipoproteins and atherosclerosis at the National Institute for Health and Medical Research (INSERM) in Paris who has also studied torcetrapib. “This cancellation came as a complete shock.”

4. Torcetrapib is one of the most advanced of a new breed of drugs designed to raise levels of HDLs， which ferry cholesterol out of artery-clogging plaques to the liver for removal from the body. Specifically， torcetrapib blocks a protein called cholesterol ester transfer protein (CETP)， which normally transfers the cholesterol from high-density lipoproteins to low density， plaque-promoting ones. Statins， in contrast， mainly work by lowering the ’bad’ low-density lipoproteins.

Under pressure

5. Researchers are now trying to work out why and how the drug backfired， something that will not become clear until the clinical details are released by Pfizer. One hint lies in evidence from earlier trials that it slightly raises blood pressure in some patients. It was thought that this mild problem would be offset by the heart benefits of the drug. But it is possible that it actually proved fatal in some patients who already suffered high blood pressure. If blood pressure is the explanation， it would actually be good news for drug developers because it suggests that the problems are specific to this compound. Other prototype drugs that are being developed to block CETP work in a slightly different way and might not suffer the same downfall.

6. But it is also possible that the whole idea of blocking CETP is flawed， says Moti Kashyap， who directs atherosclerosis research at the VA Medical Center in Long Beach， California. When HDLs excrete cholesterol in the liver， they actually rely on LDLs for part of this process. So inhibiting CETP， which prevents the transfer of cholesterol from HDL to LDL， might actually cause an abnormal and irreversible accumulation of cholesterol in the body. “You’re blocking a physiologic mechanism to eliminate cholesterol and effectively constipating the pathway，” says Kashyap.

Going up

7. Most researchers remain confident that elevating high density lipoproteins levels by one means or another is one of the best routes for helping heart disease patients. But HDLs are complex and not entirely understood. One approved drug， called niacin， is known to both raise HDL and reduce cardiovascular risk but also causes an unpleasant sensation of heat and tingling. Researchers are exploring whether they can bypass this side effect and whether niacin can lower disease risk more than statins alone. Scientists are also working on several other means to bump up high-density lipoproteins by， for example， introducing synthetic HDLs. “The only thing we know is dead in the water is torcetrapib， not the whole idea of raising HDL，” says Michael Miller， director of preventive cardiology at the University of Maryland Medical Center， Baltimore.

雅思考试阅读模拟练习及答案

Questions 1-7

This passage has 7 paragraphs 1-7.

Choose the correct heading for each paragraph from the list of headings below.

Write the correct number i-ix in boxes 1-7 on your answer sheet.

List of Headings

i. How does torcetrapib work?

ii. Contradictory result prior to the current trial

iii. One failure may possibly bring about future success

iv. The failure doesn’t lead to total loss of confidence

v. It is the right route to follow

vi. Why it’s stopped

vii. They may combine and theoretically produce ideal result

viii. What’s wrong with the drug

ix. It might be wrong at the first place

Questions 7-13

Match torcetrapib，HDLs，statin and CETP with their functions (Questions 8-13)。。

Write the correct letter A， B， C or D in boxes 8-13 on your answer sheet.

NB You may use any letter more than once.

7.It has been administered to over 10，000 subjects in a clinical trial.

8.It could help rid human body of cholesterol.

9.Researchers are yet to find more about it.

10. It was used to reduce the level of cholesterol.

11. According to Kashyap， it might lead to unwanted result if it’s blocked.

12. It produced contradictory results in different trials.

13. It could inhibit LDLs.

List of choices

A. Torcetrapic

B. HDLS

C. Statin

D. CETP

(by Zhou Hong)

篇2：雅思阅读时间不够用的原因分析

雅思阅读时间不够用之语法&词汇问题

什么是语法?说话用词的顺序既是语法，为何要学英语语法?因为中英间顺序有时一样有时是不一样的。中文说我爱你我恨你我舔你，英文也是这么说的，一个句子主体部分就是A+V+B，一个名词做了什么或一个名词是什么样的。遇到修饰成分会和中文不一样，有时会放在名词前面有时放在名词后面。所以我们读句子的关键就是a找到句子主体部分，b找到名词后面的修饰成分，其余部分和中文语法是很相近的，按顺序翻译即可。

但有时语法没问题，词汇好像也都可以，整个句子却译不出，题目找不到。这涉及到词汇在雅思阅读中的两个问题，a词义的语境义转化，b同义替换，这是靠单纯背单词书难以解决的，我们会在之后详细讲解。

词汇和语法是无论在什么考试中都是最根本的问题。小伙伴们要为自己制定目标，比如每天复习多少旧单词，背下多少新单词，翻译多少长难句，因人而异。

篇3：雅思阅读时间不够用的原因分析

也就是跳读、略读，大家从中学阶段就听过这个，但是从来没有跳过，永远在一字一字读。在雅思阅读中快速阅读的目的是去寻找和题目对应词，而不是读懂每一个句子。如果大家读得快，读得准，一篇文章只需要读13+个句子即可。快速阅读是需要训练的，既是阅读能力、单词熟悉程度的问题，也是阅读习惯问题，关键点在于不要尝试读懂整段，而是重点放在快速反应单词上。在日常练习时要给自己顶下目标，一段8-10行的文字，保证在一分钟内扫读完。如果一个段落三分之一词汇不认识，还是滚去背单词吧。

篇4：雅思阅读时间不够用的原因分析

专注力不够集中，直接导致眼脑配合不够持久，尤其平时没有阅读长文的习惯导致在3000+词汇的阅读考试中会有走神的情况，读文章看在眼里，却不在心里。同时，还对雅思题型不了解。雅思题型很多，有的简单，有的较难，但是分值都是一样的。所以我们做题时针对不同分数段需求就会有所侧重，有所调整。

14种雅思阅读题型技巧讲解大全之摘要题

雅思阅读摘要题之题型要求

该类题目是一小段文字，是原文或原文中的几个段落主要内容的缩写或改写，我们称之为摘要。摘要中有几个空白部分要求填空。

摘要可分为两种：全文摘要和部分段落摘要。全文摘要信息来自全文，题目空格的数目较多。部分段落摘要信息来自原文某几个连续的段落，题目空格的数目较少。

考试中出现的大部分是部分段落摘要，信息来自原文连续的两到三段，题目空格的数量在5题左右。

对于部分段落摘要，有的在题目要求中会指出它来自原文的哪些段落，但大部分的部分段落摘要只是在题目要求中说它是原文的一个摘要或部分段落摘要，并不指出它来自原文的哪些段落。

按照填空内容，摘要也可分为三种：

1. 原文原词

2. 从多个选项中选词

3. 自己写词。

原文原词的题目要求中常有from the Reading Passage 的字样。从多个选项中选词，选项的数目常常超过题目空格的数目。最近考试中，绝大部分是原文原词或从多个选项中选词，很少有自己写词的。

雅思阅读摘要题之解题步骤

(1) 仔细读摘要的第一句话，找出它在原文中的出处，通常是和原文某段话的第一句相对应。如果题目要求中已经指出了摘要的出处，则此步可以略去不做。

(2) 注意空格前后的词，到原文中去找这些词的对应词。

对应词的特点如下：

A. 原词

B. 词性变化;如空格前的词为threatening, 是形容词，原文中的词为threat, 是名词。

C. 语态变化;一个是主动语态，一个是被动语态。

D. 同义词;如空格前的词为throw away，原文中的词为discard(丢弃，抛弃，遗弃)，它们是同义词。

(3) 仔细阅读对应所在的句子，确定正确答案。

(4) 注意语法，所填答案必须符合语法规定。

(5) 注意顺序性，即题目的顺序和原文的顺序基本一致。

雅思阅读摘要题之注意点

1. 注意题目要求中是否有字数限制。

若要求从原文选词或自己写词，会有字数要求，如Use ONE OR TWO WORDS等，答案必须满足这个要求。

2. 若从原文选词，只能选原文中连续的几个词，不能改变它们的顺序。

如原文为virgin fibre, 发生答案不可能是fibre virgin。原文为 advances in the technology，答案不可能是technology advances。

3. 若要求从原文选词，越是生词，越可能是答案。

下列比较生僻的词如sustainable(可持续的)、biodegradable(可生物降解的)、contaminants(废物，杂物)、nostrils(鼻孔)都是一些题目的答案。

4. 从选项中选词，要注意看题目要求是写答案本身，还是写选项前的代表字母。

选项前有代表字母的，肯定是要求答代表字母。最近的考试中，选项前大部分都有代表字母。

5. 从选项中选词，答案与原文的六大对应关系。

(1) 原文原词：与原文完全相同的词或短语。

(2) 词性变化：原文为necessary，是形容词，选项为necessity，是名词。

(3) 语态变化：原文为Governments have encouraged waste paper collection and sorting schemes，是主动语态。摘要中的句子为people have also been encouraged by government to collect their waste on a regular basis，是被动语态。

(4) 图表：如果原文中有图表，一般会有一题答案来自图表。

(5) 同义词：原文为tight，选项为restricted，是同义词。

(6) 归纳：有时文中没有直接提及，须从几句话中归纳出答案。一般比较难，目前考试中，至少有一个空格是归纳出来的。

6.从选项中选词，如果时间不够，可以直接从选项中选择，不看原文。

这时，要特别注意语法。这样做的准确性50%左右(视题目的难易及考生的水平而定)。所以除非时间不够，否则不建议大家这样做。

7. 如果要求自己写词，答案绝大部分是原文原词，少部分是对原文原词做的形式上的修改。

要求自己写词的机率很小，遇到过一次。在这一次的5个题目中有4个答案是原文原词，剩下一个，原文原词是de-inked，答案根据语法的需要改为de-ink。

雅思阅读模拟题：New Ways of Teaching History

New Ways of Teaching History

In a technology and media-driven world, it's becoming increasingly difficult to get our students’ attentions and keep them absorbed in classroom discussions. This generation, in particular, has brought a unique set of challenges to the educational table. Whereas youth are easily enraptured by high-definition television, computers, iPods, video games and cell phones, they are less than enthralled by what to them are obsolete textbooks and boring classroom lectures. The question of how to teach history in a digital age is often contentious. On the one side, the old guard thinks the professional standards history is in mortal danger from flash-in-the-pan challenges by the distal that are all show and no substance. On the other Side, the self-styled “disruptors” offer over-blown rhetoric about how digital technology has changed everything while the moribund profession obstructs all progress in the name of outdated ideals. At least, that's a parody (maybe not much of one) of how the debate proceeds. Both supporters and opponents of the digital share more disciplinary common ground than either admits.

When provided with merely a textbook as a supplemental learning tool, test results have revealed that most students fail to pinpoint the significance of historical events and individuals. Fewer still are able to cite and substantiate primary historical sources. What does this say about the way our educators are presenting information? The quotation comes from a report of a 1917 test of 668 Texas students. Less than 10 percent of school-age children attended high school in 1917; today, enrollments are nearly universal. The whole world has turned on its head during the last century but one thing has stayed the same: Young people remain woefully ignorant about history reflected from their history tests. Guess what? Historians are ignorant too, especially when we equate historical knowledge with the “Jeopardy” Daily Double. In a test, those specializing in American history did just fine. But those with specialties in medieval, European and African history failed miserably when confronted by items about Fort Ticonderoga, the Olive Branch Petition, or the Quebec Act — all taken from a typical textbook. According to the testers, the results from the recent National Assessment in History, like scores from earlier tests, show that young people are “abysmally ignorant” of their own history. Invoking the tragedy of last September, historian Diane Ravitch hitched her worries about our future to the idea that our nation's strength is endangered by youth who do poorly on such tests. But if she were correct, we could have gone down the tubes in 1917!

There is a huge difference between saying “Kids don’t know the history we want then to know” and saying “Kids don't know history at all.” Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which There is a huge difference between saying “Kids don’t know the history we want then to know” and saying “Kids don't know history at all.” Historical knowledge burrows itself into our cultural pores even if young people can't marshal it when faced by a multiple choice test. If we weren’t such hypocrites (or maybe if we were better historians) we'd have to admit that today's students follow in our own footsteps. For too long we've fantasized that by rewriting textbooks we could change how history is learned. The problem, however, is not the content of textbooks but the very idea of them. No human mind could retain the information crammed into these books in 1917, and it can do no better now. If we have learned anything from history that can be applied to every time period, it is that the only constant is change. The teaching of history, or any subject for that matter, is no exception. The question is no longer whether to bring new technologies into everyday education; now, the question is which technologies are most suitable for the range of topics covered in junior high and high school history classrooms. Fortunately, technology has provided us with opportunities to present our Civil War lesson plans or our American Revolution lesson plans in a variety of new ways.

Teachers can easily target and engage the learners of this generation by effectively combining the study of history with innovative multimedia- PowerPoint and presentations in particular can expand the scope of traditional classroom discussion by helping teachers to explain abstract concepts while accommodating students unique learning styles. PowerPoint study units that have been pre-made for history classrooms include all manner of photos, prints, maps, audio clips, video clips and primary sources which help to make learning interactive and stimulating. Presenting lessons in these enticing formats helps technology-driven students retain the historical information they'll need to know for standard exams.

Whether you are covering Revolutionary War lesson plans or World War II lesson plans, PowerPoint study units are available in formats to suit the needs of your classroom. Multimedia teaching instruments like PowerPoint software are getting positive results the world over, framing conventional lectures with captivating written, auditory and visual content that helps students recall names, dates and causal relationships within a historical context.

History continues to show us that new times bring new realities. Education is no exception to the rule. The question is not whether to bring technology into the educational environment. Rather, the question is which technologies are suitable for U.S. and world history subjects, from Civil War lesson plans to World War II lesson plans. Whether you’re covering your American Revolution lesson plans or your Cold War lesson plans, PowerPoint presentations are available in pre-packaged formats to suit your classroom's needs.

Meanwhile, some academic historians hold a different view on the use of technology in teaching history. One reason they hold is that not all facts can be recorded by film or videos and literature is relatively feasible in this case .Another challenge they have to be faced with is the painful process to learn new technology like the making of PowerPoint and the editing of audio and video clips which is also reasonable especially to some elderly historians.

Questions

Reading this passage has eight paragraphs, A- G

Choosing the correct heading for paragraphs A- G from the list of heading below

Write the appropriate number, i- x, in boxes 28-34 on your answer sheet

List of Headings

i unavoidable changing facts to be considered when picking up technology means

ii A debatable place where the new technologies stand in for history teaching

iii Hard to attract students in traditional ways of teaching history

iv Display of the use of emerging multimedia as leaching tools

v Both students and professionals as candidates did not produce decent results

vi A good concrete example illustrated to show how multimedia animates the history class

vii The comparisons of the new technologies applied in history class

viii Enormous breakthroughs in new technologies

ix Resistance of using new technologies from certain historian

x Decisions needed on which technique to be used for history teaching instead of improvement in the textbooks

28 Paragraph A

29 Paragraph B

30 Paragraph C

31 Paragraph D

32 Paragraph E

33 Paragraph F

34 Paragraph G

Question 35-37

Do the following statements agree with the information given in Reading Passage?

In boxes 35-37 on your answer sheet, write

YES if the statement is true

NO if the statement is false

NOT GIVEN if the information is not given in the passage

35 Modem people are belter at memorizing historical information compared with their ancestors.

36 New technologies applied in history- teaching are more vivid for students to memorize the details of historical events.

37 Conventional ways like literature arc gradually out of fashion as time goes by.

Question 38-40

Complete the following summary of the paragraphs of Reading Passage, using more than three words from the Reading Passage for each answer.

Write your answers in boxes 38-40 on your answer sheet.

Contemporary students can be aimed at without many difficulties by integrating studying history with novel. ..38.... Conventional classroom discussion is specially extended by two ways to assist the teachers to interpret ...39... and at the same time retain students' distinct learning modes. PowerPoint study units prepared beforehand comprising a wide variety of elements make ...40.... learning feasible. Combined classes like this can also be helpful in taking required tests.

篇5：雅思阅读时间不够用的原因分析

在任务型阅读的雅思考试中，我们要先读题，然后回到原文找答案。但自己总是秒忘，找的过程已经忘了要找的内容，再回去读题，反反复复，耽误时间。

我们可以通过记忆题目关键词来训练，一次划出两道题目中的关键词，然后回到原文读完一个段落检测自己是否还记得。可以准确记得两题后，练习记忆三题、四题、五题，以此类推，只要保证几分钟内能记得即可。划好关键词后会要求学生重复读两遍关键词，强化短时记忆。

6.The ISTP study examined public and private systems in every city of the world.

7. efficient cities can improve the quality of life for their inhabitants.

8. An inner-city tram network is dangerous for car drivers.

9. In Melbourne, people prefer to live in the outer suburbs.

10.Cities with high levels of bicycle usage can be efficient even when public transport is only averagely good

例如这样，关键词如标黄所示，如何划关键词我们之后还会讲解

上学时学业要求我们对事物要敏感，老师会刻意训练我们的短时记忆，比如要我们记忆路上的车辆牌照，比如问我们早上吃了什么，如果大家还记得吃了什么，说明记忆力都是没有问题的，就看大家去记什么了。

篇6：托福阅读时间不够用如何应对

托福阅读时间不够用如何应对?

托福考试对阅读能力较高要求

首先需要明确的一点是，托福考试中对于考生的阅读能力有较高要求，而这种要求不仅体现在阅读部分，考试中的其它部分也都需要运用到大家的阅读能力，因此，提升阅读能力是解决托福阅读时间问题的关键所在。具体来说，托福考试不仅有单独的托福阅读理解测试，而且在口语以及写作方面的测试中也明显的对阅读能力提出了要求。按照ETS的官方说明，托福阅读中的文章都是科普文章，结构特征和内容特征是比较明显的，所以大家可以从以下四个方面来提升托福阅读的解题效率减少耗时。

1. 背熟词汇才能更快看懂托福阅读文章

想要做好托福阅读，背托福单词是最基础的。这个就是需要学员自己完成任务。但是尤为重要的一点是，托福考试中，对单词的考查不仅仅是背过单词含义就可以，更重要的是要学会应用，学会在文章中理解使用单词。

2. 掌握句式提升托福阅读整体速度

同中文的一句一句短小的句子不同，英文中的句子多是长句，有时候一个句子就是一段。而且英文的句子多是主从复合句，以中式的思维逻辑来学习会很不习惯，不能适应句子的2.语序。这就需要托福考生在平时的训练中多读多看，扩大泛读。

3.了解托福阅读文章段落结构加速理解

托福阅读的文章大多都是学术性比较强的文章，而这类文章的特点之一就是大都具有明确的文章结构，特别是文章的中心内容和各个段落的大意，往往会在段落的段首第一句就直接给出，也就是说，考生如果能够熟练掌握学术类文章的大致结构，就能很大幅度提升阅读和理解文章的速度，对于解题中寻找各类核心内容细节案例的题型也会有更高效的定位方法。

4.应对特定题型学会高效解题技巧

除了文章的结构固定外，托福阅读题型中有很多题型都有比较高效的解决方法。比如出现频率较高的主旨题和态度题等等，看似需要通读全文才能解答，实际上都可以依靠快速阅读或者直接寻找中心句主旨句和态度词等便捷方法快速解决，掌握解题技巧后能够为大家节省出很多时间。

托福阅读提速还需学会边读边做笔记

除了上述技巧外，托福阅读考试过程中，学会快速记笔记也是有效地把握文章结构，记录重要信息的手段。如果大家能够养成边读边记的习惯，会让理解效率大大提高。从这个角度来看，同学们更应该以托福考试为契机，培养自己这种良好的阅读习惯，从而在学习和研究中达到事半功倍的效果。

托福阅读真题练习：真菌

托福阅读文本：

Fungi, of which there are over 100,000 species, including yeasts and other single-celled organisms as well as the common molds and mushrooms, were formerly classified as members of the plant kingdom. However, in reality they are very different from plants and today they are placed in a separate group altogether. The principal reason for this is that none of them possesses chlorophyll, and since they cannot synthesize their own carbohydrates, they obtain their supplies either from the breakdown of dead organic matter or from other living organisms. Furthermore the walls of fungal cells are not made of cellulose, as those of plants are, but of another complex sugarlike polymer called chitin, the material from which the hard outer skeletons of shrimps,spiders, and insects are made. The difference between the chemical composition of the cell walls of fungi and those of plants is of enormous importance because it enables the tips of the growing hyphae, the threadlike cells of the fungus, to secrete enzymes that break down the walls of plant cells without having any effect on those of the fungus itself. It is these cellulose-destroying enzymes that enable fungi to attack anything made from wood, wood pulp, cotton, flax, or other plant material.

The destructive power of fungi is impressive. They are a major cause of structural damage to building timbers, a cause of disease in animals and humans, and one of the greatest causes of agricultural losses. Entire crops can be wiped out by fungal attacks both before and after harvesting. Some fungi can grow at +50°C, while others can grow at -5°C, so even food in cold storage may not be completely safe from them. On the other hand, fungi bring about the decomposition of dead organic matter, thus enriching the soil and returning carbon dioxide to the atmosphere. They also enter into a number of mutually beneficial relationships with plants and other organisms. In addition, fungi are the source of many of the most potent antibiotics used in clinical medicine, including penicillin.

托福阅读题目：

1. What does paragraph 1 mainly discuss?

(A) differences between simple and complex fungi

(B) functions of chlorophyll in plants

(D) differences between fungi and plants

2. Which of the following is mentioned as a major change in how scientists approach the study of

fungi?

(A) Fungi are no longer classified as plants

(B) Some single-cell organisms are no longer classified as fungi.

(D) Theories about the chemical composition of fungi have been revised.

3. The word “principal” in line 4 is closest in meaning to

(A) true

(B) main

(D) obvious

4.According to the passage , how do fungi obtain carbohydrates?

(A) The absorb carbohydrates from their own cell walls.

(B) They synthesize chlorophyll to produce carbohydrates.

(D) They acquire carbohydrates from other organic matter, both living and dead.

5. The passage mentions shrimps, spiders, and insects in line 9 because their skeletons

(A) can be destroyed by fungi

(B) have unusual chemical compositions

(D) secrete the same enzymes as the walls of fungal cells do

6. Which of the following terms is defined in the passage ?

(A) “chlorophyll” (line 5)

(B) “polymer” (line 8)

(D) “enzymes” (line 14)

7. The word “those” in line 13 refers to

(A) tips

(B) hyphae

(D) walls

8. Fungi have all of the following characteristics EXCEPT

(A) They grow hyphae.

(B) They secrete enzymes.

(D) They destroy crops.

9. The word “Entire” in line 18 is closest in meaning to

(A) certain

(B) whole

(D) diseased

10. The passage describes the negative effects of fungi on all the following EXCEPT

(A) buildings

(B) animals

(D) soil

11. The phrase “bring about” in line 21 is closest in meaning to

(A) cause

(B) join

(D) include

12. The passage mentions “penicillin” in line 25 as an example of

(A) a medicine derived from plants

(B) a beneficial use of fungi

(D) a type of fungi that grows at extreme temperatures.

托福阅读答案：

DABDC CDCBD AB

托福阅读真题练习：电视

托福阅读文本：

Television has transformed politics in the United States by changing the way in which information is disseminated, by altering political campaigns, and by changing citizen's patterns of response to politics. By giving citizens independent access to the candidates, television diminished the role of the political party in the selection of the major party candidates. By centering politics on the person of the candidate, television accelerated the citizen's focus on character rather than issues.

Television has altered the forms of political communication as well. The messages on which most of us rely are briefer than they once were. The stump speech, a political speech given by traveling politicians and lasting 11/2 to 2 hours, which characterized nineteenth-century political discourse, has given way to the 30-second advertisement and the 10 second “sound bite” in broadcast news. Increasingly the audience for speeches is not that standing in front of the politician but rather the viewing audience who will hear and see a snippet of the speech on the news.

In these abbreviated forms, much of what constituted the traditional political discourse of earlier ages has been lost. In 15 or 30 seconds, a speaker cannot establish the historical context that shaped the issue in question, cannot detail the probable causes of the problem, and cannot examine alternative proposals to argue that one is preferable to others. In snippets, politicians assert but do not argue.

Because television is an intimate medium, speaking through it require a changed political style that was more conversational, personal, and visual than that of the old-style stump speech.Reliance on television means that increasingly our political world contains memorable pictures rather than memorable words. Schools teach us to analyze words and print. However, in a word in which politics is increasingly visual, informed citizenship requires a new set of skills.

Recognizing the power of television's pictures, politicians craft televisual, staged events,called pseudo-event, designed to attract media coverage. Much of the political activity we see on television news has been crafted by politicians, their speechwriters, and their public relations advisers for televised consumption. Sound bites in news and answers to questions in debates increasingly sound like advertisements.

托福阅读题目：

1. What is the main point of the passage ?

(A) Citizens in the United States are now more informed about political issues because of television coverage.

(B) Citizens in the United States prefer to see politicians on television instead of in person.

(D) Politics in the United States has been significantly changed by television.

2. The word “disseminated” in line 2 is closest in meaning to

(A) analyzed

(B) discussed

(D) stored

3. It can be inferred that before the introduction of television, political parties

(A) had more influence over the selection of political candidates

(B) spent more money to promote their political candidates

(D) received more money

4. The word “accelerated” in line 5 is closest in meaning to

(A) allowed

(B) increased

(D) started

5. The author mentions the “stump speech” in line 7 as an example of

(A) an event created by politicians to attract media attention

(B) an interactive discussion between two politicians

(D) a style of speech common to televised political events

6. The phrase “given way to” in line 10 is closest in meaning to

(A) added interest to

(B) modified

(D) been replaced by

7. The word “that” in line 12 refers to

(A) audience

(B) broadcast news

(D) advertisement

8. According to the passage , as compared with televised speeches, traditional political discourse

was more successful at

(A) allowing news coverage of political candidates

(B) placing political issues within a historical context

(D) providing detailed information about a candidates private behavior

9. The author states that “politicians assert but do not argue” (line 18) in order to suggest that

politicians

(A) make claims without providing reasons for the claims

(B) take stronger positions on issues than in the past

(D) dislike having to explain their own positions on issues to citizens

10. The word “Reliance” in line 21 is closest in meaning to

(A) abundance

(B) clarification

(D) information

11. The purpose of paragraph 4 is to suggest that

(A) politicians will need to learn to become more personal when meeting citizens

(B) politicians who are considered very attractive are favored by citizens over politicians who are

less attractive

(D) citizens will need to learn how to evaluate visual political images in order to become better

informed

12.According to paragraph 5, staged political events are created so that politicians can

(A) create more time to discuss political issues

(B) obtain more television coverage for themselves

(D) engages in debates with their opponents

13. Which of the following statements is supported by the passage ?

(A) Political presentations today are more like advertisements than in the past.

(B) Politicians today tend to be more familiar with the views of citizens than in the past.

(D) Political speeches today focus more on details about issues than in the past.

托福阅读答案：

DCABC DABAC DBA

篇7：托福阅读时间不够用如何应对

托福阅读时间不够用如何应对

托福考试对阅读能力较高要求

1. 背熟词汇才能更快看懂托福阅读文章

2. 掌握句式提升托福阅读整体速度

3.了解托福阅读文章段落结构加速理解

4.应对特定题型学会高效解题技巧

托福阅读提速还需学会边读边做笔记

总而言之，托福阅读时间不够用的问题想要解决并不困难，考生如果能结合上文提到的各类方法技巧，再加上一些练习的巩固，很快就能摆脱阅读时间不足的困扰，高效而准确地做好托福阅读拿到理想成绩。

托福阅读:托福阅读“雷区”

很多同学拿到托福考试的成绩之后，第一反应是：我平时模考的分数比这次考试的分数要高!为什么感觉考场上试卷的难度比模考的难度要大很多!现在就针对这一现象进行深入分析。

其实，咱们平时做的tpo中的托福阅读文章题目的练习及模考和真实考试的难度并不是像同学们想的相差那么大。但是，为什么考完试大家的第一反应就是感觉很难呢?

除了考场紧张和时间原因之外，有一种情况叫做：读题和读句子没读清楚就开始做题。

虽然这个情况在平时做题的时候很少显现出来，但是，却是我们考试尤其需要注意的部分。考试的时候，时间比较紧张，会导致有些考生没有看清楚题目和原文中的句子就开始做题。因此，所得到的“正确”答案，并不一定真的是正确答案。下面举个托福阅读文章的题目来进一步的说明：

例如有一道托福阅读经典题目，就会因考生没有仔细阅读原文而导致选项错误：

Cleisthenes’ principle contribution to the creation of democracy at Athens was to complete the long process of weakening family and clan structures, especially among the aristocrats, and to set in their place locality-based corporations called demes, which became the point of entry for all civic and most religious life in Athens. Out of the demes were created 10 artificial tribes of roughly equal population. From the demes, by either election or selection, came 500 members of a new council, 6000 jurors for the courts, 10 generals, and hundreds, of commissioners. The assembly was sovereign in all matters but in practice delegated its power to subordinate bodies such as the council, which prepared the agenda for the meetings of the assembly, and the courts, which took care of most judicial matters. Various committees acted as an executive branch, implementing policies of the assembly and supervising, for instance, the food and water supplies and public buildings.

According to paragraph 4, one role of the new council was to

A determine what issues came before the assembly

B prepare the agenda for the courts

C carry out the assembly’s policies

D oversee the distribution of food and water

这道题，很多同学选择的是b。我们可以看到这道题的关键词是new council。根据关键词定位，不难找到原文中的句子：the assembly was sovereign in all matters but in practice delegated its power to subordinate bodies such as council, which prepared the agenda for the meetings of the assembly, and the courts, which took care of most judicial matters.

这句话说的意思是council是负责准备assembly的日常会议，而court是去判定事物的。但是由于同学们有时候看句子看的太快了，经常看成了council去为court做日常的准备。并且大多数同学选择了之后，觉得自己是对的，感觉并没有什么不妥的地方。这就是没有仔细读原文的结果。

因此，如果想要在托福考试中阅读取得一个比较高的分数，还是希望各位考生认真读题，认真读原文。

每次解决一个小疑问，有关托福阅读更多相关知识点请关注后续系列文章哦。

托福阅读:重要语法难点之名词性从句

托福阅读的文章中，经常会出现一些长句子，并且在阅读考题中，还有专门针对长句理解设置的题目。同学们在阅读这些长句子的时候，往往会觉得比较吃力，常常感觉读了半天还是摸不着头脑。很多同学会觉得这些句子之所以读不懂，是因为句中出现了大量的生词或陌生的背景知识，但是有时候我们也会发现，还有很多的长句子，即使单词个个都认识，还是无法对于句意有一个准确的把握。所以很多时候难倒我们的并不见得是句子的长度或者某几个生词的出现，而是复杂的句子结构。

我们都知道，句子的基本构架是建立在五大基本句型之上的，基本句型中的成分例如主语、谓语、宾语、系动词、表语等对于一个句子来说是不可或缺的成分，在此基础上，各类修饰成分如定语、状语等的加入能让句子的结构不断壮大。事实上，这些句子成分除主干动词外，根据传递信息量的不同，都可以以单词、短语或句子的形式存在，理论上来讲，一个句子是可以无限延长的，各类长短不一的主干枝干成分穿插嵌套，就给我们阅读此类长句造成了很大的困难。大家常说的长难句，往往就包含了大量的各类从句。我们今天就从名词性从句的识别理解开始谈起。

在阅读长难句的时候，一个常见的基本思路是先删繁就简，即抛去句中所有的修饰成分统统不看，即便如此，充当句子主干成分的名词性从句也是我们不能放过的。在明确名词性从句三大类引导词that, if/whether, wh-/how的基础上，我们就来结合例句总结一下各类名词性从句常见的结构，做到快速识别、正确理解。

主语从句

1. 主语从句常规会出现在句首，位于主句谓语之前：

Why and how these people spread out into central and southern Africa remains a mystery, but archaeologists believe that their iron weapons allowed them to conquer their hunting-gathering opponents, who still used stone implements.

2. 主语从句在句首往往会显得句子头重脚轻，所以实际阅读中我们会见到大量形式主语it代替主语从句位于句首的情况，为的是达到句子结构的平衡：

To compare the compositions of a meteorite and the Sun, it is necessary that we use ratios of elements rather than simply the abundances of atoms.

It was no accident that many leading Roman soldiers and statesmen were writers of high caliber.

Soon it was realized that this principle of faunal (animal) succession was valid not only in England or France but virtually everywhere.

由以上的句子我们可以总结出三个常见的句式分别是：

It is + adj. + 主语从句

It is + n. + 主语从句

It is + done. + 主语从句

注意前两种句式中的be动词本质上是系动词，所以也可被换成其他系动词，例如：

Contrary to the arguments of some that much of the pacific was settled by Polynesians accidentally marooned after being lost and adrift, it seems reasonable that this feat was accomplished by deliberate colonization expeditions that set out fully stocked with food and domesticated plants and animals.

But as more and more accumulations of strata were cataloged in more and more places, it became clear that the sequences of rocks sometimes differed from region to region and that no rock type was ever going to become a reliable time marker throughout the world.

另外需要注意的是，形式主语it结构后边所跟的主语从句个数不限，可以是一个或过个并列，从以上例句就能看到这一点。

篇8：托福阅读做题时间老是不够用

托福阅读做题时间老是不够用

第一步：提速从开头段开始

花两三分钟时间扫描每篇文章头一两个句子，定位文章难易程度。虽然平均每篇文章做题时间为11分钟，但是有的文章七八分钟便可以轻松对付，有的文章则需要15分钟左右。

一般来说，4篇文章中有2篇难度大一些，比方说：如果最后一篇文章难度较大，且12-14道题，在这种情况下，按部就班做题就有可能因时间不够而做错好几道题，带来巨大的损失。因此首先定位文章难程度，同时目测文章的含金量(即题量分布)，有助于科学分配阅读部分的做题时间。

第二步：把握文章类型结构

所谓结构，即文章的骨架子。托福阅读文章是纯学术体(Academic)，是学生在大学里天天都能接触到的教科书风格的文章，这些文章涉及人文社科和自然科学，均议论文、说明文，最显著的特点是呈板块结构。因此考生要做的就是通过大量阅读同类文章学会把握这种学术体类型的文章结构，从而提升对此类文章的熟练度，确保在考试中能够第一时间摸准文章结构找到自己需要重点查看的内容。

第三步：重点看各段落首句

托福阅读文章均由数个自然段组成，正确的阅读文章的方法应该是把文章首句先吃透，文章首句经常为文章主题。然后把首段的其他句子尽快略读，文章其他段落采取同样的方法阅读。各段落其他句子一般来说都是用来说明各个段落的主题句，没有必要每个句子都精读，这种做法不仅理解难度大，而且不涉及考题，在这些细节部分过多停留无疑是白白浪费时间。大家只需要读完每段第一句知道本段大意，之后的解题有需要的再返回定位找找细节就可以了。

托福阅读：抓住难句的主干

1.定语(包含后置定语与定语从句)

2.同位语

3.并列结构

4.that引导的各种从句

5.插入结构

6.独立主格

7.倒装句

8.强调句

9.虚拟语气

对于不同类型的难句，把握主干的方法也不一样。以倒装句为例，主要有下列情况：

1.方位副词放在句首采集者退散

Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine。

2.介词放在句首

Among the species of seabirds that use the windswept cliffs of the Atlantic coast of Canada in the summer to mate, lay eggs, and rear their young are common murres, Atlantic puffins, black-legged kittiwakes, and northern gannets。

3. 形容词放在句首

Implicit in it is an aesthetic principle as well: that the medium has certain qualities of beauty and expressiveness with which sculptors must bring own aesthetic sensibilities into harmony。

4.过去分词放在句首

Accustomed though we are to speaking of the films made before 1927 as “silent”， the film has never been, in the full sense of the word, silent。

5.现在分词放在句首

Missing until recently were fossils clearly intermediate, or transitional, between land mammals and cetaceans。

句子倒装的目的主要有两个：

一是被提前的部分被强调，如上述的第四句：Accustomed though we are to speaking of the films made before 1927 as “silent”，其中的accustomed按照正常语序应该放在are之后：Though we are accustomed to speaking of the films made before 1927 as “silent”。之所以将accustomed提前，是为了强调它。二是为了句子的平衡，否则将导致头重脚轻的效果，如上述的第一句、第三句和第五句。以第五句为例，按照正常语序应该是：Fossils clearly intermediate, or transitional, between land mammals and cetaceans were missing until recently。但是这种句子结构比较糟糕，因为主语及其修饰语过长(从句首直到cetaceans)，而谓语部分were missing until recently较短，容易造成头重脚轻的效果。第五句将missing提前，避免了这一现象。

托福阅读长难句：钢梁建筑的墙体结构

For example, in traditional architecture, stone or brick walls served a structural role, but in a steel-beam building the walls were essentially hung from the internal skeleton of steel beams, which meant that walls and corners no longer needed to be solid but could be opened up in unexpected ways. (TPO37, 50)

beam /bi?m/ n. 梁

skeleton /'sk?l?tn/ n. 骨骼，骨架

分析：

这个句子的主干：

stone or brick walls served a structural role, but the walls were essentially hung from the internal skeleton of steel beams

修饰一：(For example) ，介词短语

中文：例如

修饰二：(in traditional architecture) ，介词短语

中文：在传统建筑设计中

修饰三：(in a steel-beam building) ，介词短语

中文：在钢梁的建筑中

修饰四：(which meant) ，从句