首页 > 范文大全

托福阅读很差该怎么提高

时间：2024年04月07日

来源：威瀚小

编辑：本站小编

收藏本文

下载本文

以下是小编为大家准备的托福阅读很差该怎么提高，本文共9篇，希望对大家有帮助。本文原稿由网友“威瀚小”提供。

篇1：托福阅读很差该怎么提高

托福阅读很差该怎么提高

1、直的原则

“直”主要是指托福阅读在思维上要直截了当，所有题目的答案都基于原文内容，相应的位置可以在文章中找到。这个原则主要是提醒大家，解题必须以原文内容为基础，很多考生可能认为题目太复杂，从而给自己增加了更大的难度，事实上，只要找到题目的关键词回到原文来判断就可以了。

例如，解细节题有两个关键点：一是将问题的关键词提取出来，作为定位词返回到原文的某个范围;二是将选择的内容与原文进行比较，往往都会出现同义替换，考生必须注意。

2、细的原则

“细”是指考生在找原文的答案范围时必须细心，定位原文的解题方法是常用的一种方法，但题目中的关键词可能在文章中出现不止一次，所以提醒大家要细心，找出原文中包含关键词的句子，然后根据选择的内容做出必要的选择，选择意义最接近的选项来定位答案范围，进而判断正确答案。许多考生可能以为不够细心，觉得找到了答案，因此错过了正确的答案。

3.巧的原则

“巧”的意思是考生应该在定位过程中选择最合适的关键词，巧主要体现在:

(1)题目位置关键词通常包括人名、地名、数字、名词或动词等，当考生返回原文位置时，可以使用多个关键字同时定位，包含有题目关键词的原文内容的位置最有可能是答案的位置;

(2)在定位过程中，我们也可以使用一些特殊的符号、数字、专有名词等具有鲜明特征的内容进行跳读，题目中的关键词往往会在这些标记信息附近;

(3)托福阅读经常考查一些逻辑上密切相关的内容，如转折点、比较、否定、因果关系等，所以大家也可以在定位的过程中使用这些考点来定位。

托福阅读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.

托福阅读TPO31第2篇题目:Early Children Education

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.

托福阅读TPO31第2篇答案:Early Children Education

1.根据题目中Parents in Japan，定位可直接得到答案D。

2.这里对比了Chinese和Japanese家长之间的差别，所以A最合适。

3.focus是集中的意思，另外这里和focus配合的介词是on，concentrate也用 on，所以这里帮助推断。

4.根据Head Start定位，后面的内容就是对Head Start这个program的介绍，首先是 I960年开始的，和C矛盾，然后说是在US宣布了 War on Poverty (贫穷)的时候，所以是为穷人设计的，符合A。 B没提到，D在这段的开头提到了，但是不是针对Head Start的描述，Head Start目标是“whole child”，德智体美劳全面发展。

5.只有B不对应，其他的几个选项根据后文中的内容都是正确的。

6.利用 results of readiness programs定位到本段第一句，本句内容：参加这些 program留级的可能性小，而且还能省钱，所以选A。

7.A改变了原文意思，B文章没说只到27, D和原文意思正好相反。

8.comprehensive是全面的，综合的意思，使用代入法，A最易懂的，B完整的，C值得尊敬的，D客观的中，AC可以排除，不通顺，B和D之间就需要理解 comprehensive的词意来确定。

9.根据关键词定位至For instance开始的内容，其中不包括C。

10.A对应 “reduction in future costs〃证明是 long term 的 benefit，所以A错误。B对应 ”less-expensive programs are just as good as relatively expensive ones〃说明便宜和贵的一样好，B选项也不对。 C没提到。D对应not every child benefited to the same extent，正确。

11.seek本身是寻找，追求的意思。A是要求，B是设法，管理， C是失败，D是尝试，所以D 最合适。

12.关键词对应后，根据本段的第一句，Elkind是作为反面观点的例子出现的，所以是为了阐述另外一面的观点，选B。

13.要插入的句子中有not only，also的结构，那么起到的就是承上启下的作用。句子前面一定出现emotional distress的内容，后面要引出的就是 intended cognitive gains的相关内容，所以选B。

14.BDE

篇2：托福听力反应速度该怎么提高

托福听力反应速度该怎么提高

从老托到新托的改革，最大的变化就是凸显了听说的重要性。新托福不仅删除了中国学生比较擅长的语法题，更令大部分中国学生抓狂的是，在新托福当中极大限度的增加了对考生听力能力的测试。听力部分的讲座更加模拟美国大学真实课堂，讲座时间更加长;除了阅读部分不涉及听力之外，新托福口语和写作部分都有题目需要先听后说和先听后写。所以，在这样一个形势之下，对于每一个心怀出国梦想的人来说，攻克托福就意味着必须先修炼出强大而敏锐的英语听力能力，并且是真正的实力。因为只有实力，才能让你以不变应万变，因为只有实力，才能让你在去了美国之后，享受一流的大学课堂，真正学到知识。

当然，托福听力并不可怕，它的提高是有方法的，而且必须遵循正确的方法。在我看来，托福听力的提高三分天下。

一、辨音能力

听力的境界有高下之分，刚开始的时候，是一个单词一个单词地去听，慢慢地可以一个意群一个意群地去听，再后来，可以一个句子一个句子地去听，当然，到了一定境界，你就会忘记你听到的是英语，而进入耳朵的只是一个一个的意思。这就像你听汉语一样，我们从来不去想“我正在听汉语”。这是一种“得意忘形”的境界。如果你达到了这种境界，那么托福听力立刻就成了我们小学的社会科学课考试，极其简单。

但是，对于一个跟着中国的中学教育、大学教育，然后考过四六级的人来说，是远远达不到这种境界的。所以，在准备托福听力的时候，我们首先要做的功课，就是解决对英语的辨音能力。辨音能力指的是听到一个单词能反应出它的意思，让它成为你的积极的听觉词汇。

解决辨音能力最有效的两个方法：一是听写，二是精听。

1. 听写

听写指的是将一篇听力录音中的原文全部听抄下来。对于准备托福考试的考生而言，最好的听写材料就是老托的段子。听写能最有效地检验和提高一个人的辨音能力，听写之后对照正确文本，反复再听，直到可以全部听清楚为止，这是听力提高最有效的方法。

2. 精听

精听指的是一边看着正确的文本一边听录音，听的时候要划出自己不熟悉的单词，在第一遍录音结束后查单词，然后再反复听，直到可以脱稿听为止。精听最适合的材料是SSS(Scientific American’s Sixty-second Science)，因为它非常短，只有一分钟，但信息量很大，更重要的是，它是托福听力出题的重要来源。

二、反应速度

以英语为母语的人在听到一个单词之后的反应速度是0.03秒，我们不是以英语为母语的，所以我们对单词的反应速度可能不能完全达到这个指标，但是尽可能地去接近它，无疑是取得托福听力高分必须做到功课。因为你在听托福听力的时候，不可能等你听明白了前面的单词，然后再放后面的录音，而事实上，托福听力的语速也只是美国大学教授上课的一半语速，所以，不仅为了取得托福高分，更重要的是为了到美国能跟上美国的课堂，我们花大力气将反应速度练上去是完全必要的。

而练习反应速度的最重要也是最有效的一个方法，叫做“变速练习”。变速练习指的是利用变速软件加快语速，来增加我们对材料反应的灵敏度和准确度。但有一点要强调的是，变速练习只适合于对你常速已经可以听懂的材料进行，因为如果对你不熟悉或者本来就听不懂的材料进行变速，那么结果必然是更加听不懂，这样的意义是不大的。明白了这一点，那么你就知道了其实变速练习的材料是十分广泛的，既可以是你已经听写过的老托段子，也可以是SSS的材料，更可以是你已经做过的托福听力题。

三、听力笔记

新托福针对老托的最明显的改革之一，就是允许考生在一边听听力的时候一边记笔记，这不仅是因为新托的听力变长了，需要利用笔记来弥补脑记的不足，更重要的是，这符合美国大学课堂对学生课堂上课的真实需求。托福听力，尤其是讲座，考到的题目都是重点的信息，包括主要话题、重要细节和文章结构等。如果能在听听力的过程中，记下这些重要的内容，那么对于做题是帮助极大的。

当然，要强调的是，较强的笔记能力是需要建立在前两项能力较强的基础上。如果你听一篇材料，还是需要经常去反应很多单词的意思，或者你的反应速度很慢，那么你是不可能心有余力去记笔记的。

而针对托福听力的笔记，最主要需要记下来的信息包括两点：一是YES OR NO(√×)，二是对应(术语和定义的对应，数字、时间、人名、颜色、方位和对象的对应，以及人名、地名，和建筑名称和它们的特征的对应)。另外，笔记也有一个基本的格式，最关键是要记出“主”、“问”、“例”。只有这样去记，才能保证你的笔记层次清晰、逻辑清晰、信息有效，也才能真正在考试的有限时间内迅速做题。

托福听力练习对照文本

You might think that most of the patients at sleep clinics are being treated for sleeplessness, commonly referred to as insomnia, but that is not the case.

你可能认为大多数睡眠门诊的病人都在治疗失眠，通常被称为失眠症，但不是这样的。

The majority of sleep-clinic patients suffer from disorders of excessive sleep, or “hypersomnia.”

睡眠门诊的大多数病人遭受的是过度的睡眠紊乱，或者“嗜睡”

While most insomniacs somehow manage to drag themselves through the day and function at acceptable, although not optimal levels, this is not so for people who suffer from hypersomnia.

当大多数失眠症患者以某种方法设法拖着他们自己度过白天并强差人意的活动的时候，尽管不是理想水平，遭受嗜睡症的人不是这样。

They are incapacitated by irresistible urges to sleep during the day, often in inappropriate situations—at business meetings, in supermarkets, or at parties.

他们由于不可抵抗的冲动在白天期间睡觉而丧失了行为能力，通常在不合适的情况下——在商务会议上，在超市里，或者在聚会中。

Even more dangerous is their failure to remain awake when driving or operating machinery.

甚至跟危险的是他们不能在开车和操作机器时保持清醒。

Falling asleep in such situations could obviously be life-threatening. Many hypersomniacs suffer from narcolepsy, for which the primary symptom is excessive daytime sleepiness.

在这样的情况下睡着很明显能危及生命。许多嗜睡症患者遭受嗜睡发作之苦，因为那个的主要症状是过度的白天睡眠。

Though not apparent in childhood, this symptom most often appears for the first time during the teen years and continues throughout a person's life.

虽然在童年时不明显，这个症状许多时候第一次出现在青少年期间，并会继续贯穿一个人的一生。

The sleep attacks may occur as many as fifteen to twenty times during the course of the day and last for periods from fifteen minutes up to two hours.

这种睡眠(嗜睡症)的发作可能会在一天的进程中发生多达15—20次，并且持续时长从15分钟一直到两个小时。

What can be done to help those suffering from narcolepsy?

能做些什么去帮助那些遭受嗜睡发作之苦的(人)呢?

There are certain drugs that can help, and specialists suggest voluntary napping to decrease the frequency of such sleep attacks.

有某些药能帮助，并且专家建议自发的打盹以降低这样的睡眠发作的频率。

托福听力练习对照文本

Not long ago, some of you may have read about a team of mountain-climbing scientists who helped to recalculate the elevation of the highest mountain in the world: Mt. Everest.

不久前, 你们中的一些(人)可能已经读过关于一队登山科学家帮助重新计算了世界最高峰：珠穆朗玛峰的海拔。

Of course, the elevation of Mt. Everest was determined many years ago, using traditional surveying methods.

当然，珠穆朗玛峰的海拔许多年前就被确定了，使用的是传统的调查方法。

But these scientists wanted to make a more precise measurement using a new method that takes advantage of recent advances in technology.

但是这些科学家想要做一个更精确的测量使用一个新的方法利用最近的科技进步。

It's called the Global Positioning System.

它(科技)被称作全球定位系统。

The Global Positioning System uses 24 satellites that circle the Earth.

这个全球定位系统使用围绕地球的24颗卫星

Each of these satellites is constantly sending out signals.

每颗卫星都是在不断地发送信号。

And each signal contains important information that can be used to determine the longitude, latitude, and elevation of any point on the Earth's surface.

而且每个信号都包含着重要的信息，能够被用来确定经度，纬度，和地球表面上任意点的海拔。

Well, in order to use this system to calculate Mt. Everest's elevation, scientists needed to put a special receiver on its summit to receive signals from the satellites.

好，为了使用这个系统计算珠穆朗玛峰的海拔，科学家需要在它的顶点放置一个特殊的接收器接收来自卫星的信号。

The problem with this was that, in the past, the receivers were much too heavy for climbers to carry.

这事儿的问题曾经是，在过去，接收器对于登山者携带来说都太沉重了。

But now these receivers have been reduced to about the size and weight of a handheld telephone, so climbers were able to take a receiver to the top of Everest and, from there, to access the satellite system signals that would allow them to determine the precise elevation.

但是现在这些接收器已经被减小到大约一个手持电话的尺寸和重量，所以攀登者能够带着接收器去珠穆朗玛之巅并且，从那里，接入能够允许他们去确定精确海拔的卫星系统信号

And it turns out that the famous peak is actually a few feet higher than was previously thought.

结果是这个著名的山峰事实上比之前想的要高几英尺。

托福听力练习对照文本

Human populations near the equator have evolved dark skin over many generations because of exposure to the fierce rays of the Sun.

赤道附近的人类种群由于曝露在强烈的太阳光线中，在经过很多代之后已经进化出了深色的皮肤。

A similar phenomenon has also occurred in other parts of the animal kingdom.

一个类似的现象也发生在动物王国的其他其他部分。

The African grass mouse is a good example.

非洲草鼠是个很好的例子。

Most mice are nocturnal, but the African grass mouse is active during daylight hours.

大多数老鼠是夜间活动的，但是非洲草鼠在白天的时候活跃。

This means that it spends its days searching for food in the semidry bush and scrub habitats of eastern and southern Africa.

这意味着它花费它的白天(时间)寻找食物，在东部和南部非洲的半干的灌木丛栖息地中。

Its fur is striped, like a chipmunk's, which helps it blend in with its environment.

它的皮毛是有条纹的，像金花鼠的(皮毛)，这帮助它融入了它(周围)的环境。

Because it spends a lot of time in the intense tropical sun, the grass mouse has also evolved two separate safeguards against the Sun's ultraviolet radiation.

由于它在强烈的热带阳光中度过了很多时间，草鼠还逐步形成了两项单独的保护措施抵御太阳的紫外线辐射。

First, like the populations of humans in this region of the world, the skin of the grass mouse contains lots of melanin, or dark pigment.

第一项，像在世界的这个区域的人类种群一样，草鼠的皮肤包含了很多黑色素，或者说黑的色素。

Second, and quite unusual, this mouse has a layer of melanin-pigmented tissue between its skull and skin.

第二项，而且相当不同寻常(的是)，这种老鼠在它的头盖骨和皮肤之间有一层黑色素着色的组织。

This unique “cap” provides an extra measure of protection for the grass mouse and three other types of African mouse-like rodents that are active during the day.

这个独特的“帽子”为草鼠和其他三种非洲的类鼠的啮齿类动物提供了一项额外的保护措施。

The only other species scientists have identified with the same sort of skull adaptation is the white tent-making bat of the Central American tropics.

科学家已经鉴定的有同样的头骨的适应(形式的)唯一的另外的物种是中美洲热带地区的白尾皮蝠

Although these bats sleep during the day, they do so curled up with their heads exposed to the sun.

虽然这些蝙蝠在白天的时候睡觉，它们这样做(晒太阳)把头部暴露在阳光下地蜷缩着

篇3：托福阅读该如何备考

托福阅读不知道如何备考?先对这3件事就对了

重点培养归纳总结的能力

托福阅读最后一大题都是以全文意思的归纳为基础才能完成的，尤其是summary，考察的就是考生对文章的整体把握。因此考生在平时练习的时候一定要注意对文章段落的归纳，能够在较短的时间内把文章段落的中心大意读出来，然后进行总结，最后选择出最能代表文章中心含义的内容。

学习提升阅读速度的方法技巧

托福阅读考试每篇的时间是规定为20分钟，除了看托福阅读文章长篇的文章外，还有11或13道题目的内容，所以时间是非常紧张的，因此在托福阅读的时候速度就很关键。考生要改掉一些阅读的坏习惯，例如逐字阅读，出声阅读，或者指着阅读等，这样的习惯只会拖慢阅读的速度。所以快速托福阅读能力在考试中是非常重要的，读的时候要以意群来看。

把阅读词汇基础打扎实

托福阅读有一个很大的特色就是有专门考察单词的题型，也就是托福阅读词汇题。从文章中抽出一个单词，让考生选择与这个单词词义最接近最符合的。这些词汇是没有一个大纲让考生去背的，只有靠考生平时自己大量的托福阅读词汇积累，尤其是一些学术学科的词汇。

托福阅读素材：心态年轻的人寿命更长

Age-liars and birthday-deniers... you'd best learn a thing or two from those who are young at heart. People who feel younger than their actual chronological age may live longer than those who feel older than they truly are, a new study says.

谎报年龄、否认生日……想要变得年轻，那么你最好试着学学那些拥有年轻心态的人。一项新的研究称，那些自我感觉比实际年龄小的人可能比那些自我感觉比实际年龄大的人更加长寿。

Perceived age might play a role in more than just how you feel. Results from the study, published in the Journal of the American Medical Association suggest that people who feel a year or more older than they truly are could have around 41 percent greater risk for death.

感知年龄所起到的作用可能远远不止于你的感觉如何。从《美国医学协会杂志》(The Journal of the American Medical Association)的研究结果来看，那些感觉自己比实际年龄大一岁或好几岁的人会比一般人高出近41%的死亡风险。

University College London researchers looked at nearly 6,500 older adults, with an average age of 65.8 for the study. Around 70 percent of the subjects felt younger than they were, about a quarter felt their precise age and just under 5 percent felt a year or more older than they were, when asked “How old do you feel you are?”

伦敦大学学院(University College London)的研究人员调查了近6500名平均年龄为65.8岁的老年人。在回答“您感觉自己年龄有多大?”这个问题上，当中大约70%的老年人觉得自己比实际年龄小，约25%的人认为自己符合实际年龄，而只有不到5%的人认为自己比实际年龄大一岁或好几岁。

Those who felt older than they were had a higher death rate after a follow-up period of 99 months. While just 14.3 and 18.5 percent of people who felt younger or felt their age, respectively, died during those 99 months, 24.6 percent of those who felt aged beyond their years had died.

那些觉得自己年龄比实际大的人在接下来的99个月的随访期中死亡的可能性更高。而那些心态年轻以及心态岁数和实际年龄相当的人在接下来的99个月中的死亡可能性分别只有14.3%和18.5%，而那些觉得自己比实际年纪大的人有24.6%已经在这99个月中死亡。

The authors say more research is needed on the topic, but suggest it could be that those who feel “young at heart” have healthier behaviors and more resilience, giving them a stronger will to live. “Self-perceived age has the potential to change, so interventions may be possible. Individuals who feel older than their actual age could be targeted with health messages promoting positive health behaviors and attitudes toward aging,” the authors write in the study.

作者称，还需要做更多的研究来论证这个话题，但也同时表示那些心态年轻的人有更健康的行为习惯及更好的抗打击力，使得他们有更加强大的生存意志。作者在该项研究中写道：“自我感知年龄的状况将会改变，使得实施预防措施变得可能。那些觉得自己比实际年龄大的人可以通过健康暗示来增强其对于衰老的积极行为和态度。”

The good news is, you can change your perception of how young you are. And other studies suggest that there could be more benefits to thinking yourself younger, besides a longer life. One recent study found that helping participants have positive feelings toward age, by showing them positive word associations, helped older adults improve in physical tasks like balancing and getting up out of a chair, in as little as four weeks. A study found that negative stereotypes of aging and poor memory can make older adults feel up to five years older, regardless of their actual mental abilities.

好消息是，你可以改变自己对年纪的认知。其他的研究也表明，心态年轻除了能延长寿命外，还益处多多。最近有研究发现，通过对老年人讲积极鼓舞的话，帮助他们对年龄保持乐观的心态的方式，能在短短四周内，提高老年人的身体机能：如平衡能力，从椅子上站起来的能力。的一项研究发现，不论他们的实际心理能力如何，对衰老的消极刻板印象和记忆力衰退会使老年人感到自己比实际年龄老五岁。

There you have it. Age really should be treated as just a number.

现在你明白了，年龄真的应该仅仅被看成一个数字。

托福阅读素材：20几岁最需要学会的技能

What are the skills that are most important to learn during your 20s?

20几岁的时候最需要学的技能是什么?

1. Build a foundation for health.

锻炼强健的体魄。

In your twenties it's easy to feel like you're invincible. That fast food and the five margaritas you downed the night before burn right off and you wake up the next morning feeling fine. This does not last. Start building healthy habits now before they catch up to you later. At 30, I'm still struggling with this one myself. Get in the habit of eating healthfully and exercising. Your body will thank you for years later.

20几岁的时候，你很容易觉得自己所向披靡。吃个快餐、晚上喝的五杯玛格丽塔酒酒劲还没过，第二天醒来还感觉良好。但这持续不了多久的。在身体垮掉之前赶紧养成健康的习惯。30岁的时候，我仍旧在和自己的健康作斗争。习惯吃得健康一点，做做运动。几年之后，你的身体状况会感激你现在所作出的努力。

2. Learn resiliency.

学会振作。

Your twenties is a time when most are relatively free of the responsibilities that will increase into your thirties and forties. This is a great time to experiment, fail, and bounce back. Learn how to ride out failure and persevere. Life is full of challenges. The twenties are a great time to toughen up and start teaching yourself how to be emotionally and mentally resilient enough to weather both the joys and hardships to come.

20几岁是你最自由的时候，到了30岁和40岁的时候，责任就相对增加很多了。这是去尝试、失败、重新振作的最佳时期。学着怎么从失败当中爬起来并且坚持下去。生活中充满挑战。无论幸福还是悲伤，20岁都是你吃苦和学会怎么从精神上和身体上振作的最佳时期。

3. Figure out what lifestyle and career work for the real you.

找到你真正想要的生活方式和工作。

I felt like a failure throughout my twenties because most of my university friends seemed happy in corporate jobs that made me miserable. I felt constant pressure to fit a specific mold. It's only within the past year that I've started to come to terms with who I really am and what really makes me happy. Life is not one-size-fits-all. Choose the career and lifestyle that are true to you, not a version of that you wish you were.

20几岁的时候我觉得自己很失败，因为我大多数的大学同学都有着幸福的工作，这让我觉得自己很可悲。为了一定的目标，我不断给自己施加压力。过去的一年里，我才真正开始思考我到底是个什么样的人，什么才能使我快乐。没有任何一种生活方式能适合所有人。选择你自己真正想要的生活方式跟职业，而不是像你所希望的那样。

4. Learn to live within your means.

学会靠自己生活。

Learn smart financial management now. Learn how to live within a budget and maintain good credit. A mistake I once made, and one I still see a number of my peers making, is being a slave to lifestyle: taking cabs everywhere, buying expensive clothing, and having meals out constantly. This is stupid and reckless. I know people who were left completely adrift despite having made great salaries because they had no savings when their careers hit a rough patch. Their income was spent all on things that are frivolous. Luxuries are a wonderful thing only if you can truly afford them. Don't be a slave to funding a lifestyle that will not last. Learn to live modestly and save up, and then you will have earned the right to purchase yourself some treats, in moderation.

现在开始，学些理财知识吧。学着怎么在不打破预算的情况下生活，还保持良好的信用额度。我曾经犯过一个错误，现在我仍旧看见我的很多朋友在犯这个错误，那就是成为了生活方式的奴隶：无论去哪儿都打的，买昂贵的衣服，还有经常去外面吃饭。这是愚蠢和鲁莽的。我见过那种人，尽管工资很高，但是当他们的工作遇到困难的时候却因为没有积蓄而彻底绝望。他们把所有的收入都用在那些没有意义的东西上。只有当你真正能负担得起的时候，奢侈才是恰到好处。不要去选择一种不会持久的奴隶的生活方式。学会谦虚地生活还有节约，然后你就可以有节制地给自己来个奖励。

5. Choose who you spend your time with carefully.

认真选择你的伴侣。

Time is a precious commodity and you start to realize that increasingly into your mid to late twenties. Choose your friends wisely. Separate yourself from toxic or negative influences, those who would waste your time, and those who encourage you to focus on the unimportant. Seek out people who give you happiness, who inspire you, who support you, and nourish those relationships instead.

在你二十五六岁时候你会开始发现，时间是一件珍贵的商品。明智地选择你的朋友。不要让自己被有害的的或者消极的人所影响，那些人只会浪费你的时间，他们只会让你专注于那些不重要的事情上。看看谁能给你带来幸福，谁激励你，谁支持你，让你们之间的关系升温。

篇4：三天提高托福阅读

托福阅读想要快速的进行提升，一些科学的备考方法是必须要掌握的，本篇文章就为大家分享三天提高托福阅读，希望对大家的成绩提高有所帮助。

三天提高托福阅读

1、词汇复习建议

除了常规的词汇背诵以外，以下三类材料都可以作为备考利器：

1)托福在线练习题(TPO1-48)里出现过的所有词汇题及答案要记熟;

2)翻阅离考试日期至少8个月的词汇机经，用近期反复考察的词汇做一次现有词汇水平的检验;

3)考前一周的词汇机经，大大提高真实考试词汇题的正确率。

除此以外，日常备考时还应养成随手翻阅Merriam-Webster的好习惯，毕竟是官方指定的参考字典。

2、长难句复习建议

托福阅读长难句结构的划分跟考生的语法基础息息相关，但无外乎是常见的四、五种语法点的交替出现，比如定语后置，倒装句，虚拟语气等。

所以长难句如何有效秒杀它呢?

先从句子简化题入手，横向练习，找出薄弱语法点，针对性复习。再在精读过程中，总结长难句，练习意群断句，进一步巩固。

3、逻辑结构复习建议

听力有听写跟读，阅读有复述。看完一整段后，能否把段落起承转合整理到85%的水平，关键就看能否抓住句间逻辑联系。

在托福阶段，逻辑基本以显性的逻辑关联词作为代表，要熟记;

在此基础上，要储备常见的段落结构，做到举一反三，以不变应万变来面对新文章，新段落。

4、考前冲刺建议

学生常常都有这样的困惑：TPO刷完了还有什么材料值得复习呢?

纵览市面上所有的复习材料，在文章选取和题目设置上都有或多或少的硬伤。盲目地拿和真实考试有差距的题目进行练习，反而会打乱正确的解题思路，事倍功半。

苦刷TPO三百遍，更要来场全真模考验一验。暂不说题源文章很难触及，市面上所有的模考软件在评分标准上都有这样那样的缺陷，导致很多考生的实际分数和平时练习的分数有一定落差，而只有ETS才有最权威的算分机制，其他渠道皆无从得知。

利用模考卷，检验所学所得，查漏补缺，及时调整复习策略，是从被动的考试者转变成主动学习者最关键的一步!

影响托福备考时长的四大因素

首先，托福考试准备的时间的长短取决于你的基础，你是在什么基础上准备呢?高中毕业的水平，CET4或6的水平，或者已经考完了GRE了。而且这些考试有个共同的特点，不注重衡量你的听力，写作，最重要的是口语方面的水平。可能你的阅读和词汇都没有问题，但是你的口语在什么基础呢?听力呢?作文呢?一般来说，如果能每天复习6个小时左右，2个月左右的复习是还是必要的。就算考完GRE，最好也要2个月，有英语六级水平大概3个月左右。只有英语四级水平的话4个月也差不多了，如果连英语四级水平都没有，就要4个月甚至更多了。当然，这些时间都是非常粗略的。

其次，托福考试准备的时间取决于你有效的复习时间，注意是有效，你真正花在复习上的时间每天有多少时间呢，有些人每天能花出10个小时孜孜不倦的学习;有些人本身有工作，复习的时间也不长。有些人看似很忙，却能抽出很多空闲的时间复习，整出来的有效时间甚至比那些看上去不是很忙的人还多。

另外，托福考试准备的时间取决于你想要的托福考试分数，还有很重要的是托福考试单项分数。很多学校对托福考试单项成绩都有要求，这就意味着不能一门考得特别低，尤其是口语。如果托福考试分数想上100分就得确保托福阅读和听力不能低，最好是拿高分，托福口语不能太低，最好分数在20分以上，托福写作可以拿个一般的分数。对托福单项分数规划了之后，可以在制订计划时候更有目的性。如果你的目标只是80分，那么你应该为自己的各个部分更好的规划了，比如口语如果基础不好只能拿15分左右，那么你得保证你别的部分补充口语的空缺。

最后，托福考试准备的时间取决于你的态度，态度其实就是你学习的动力，你如果有强烈的愿望去战胜新托福，你的效率往往会很高，这样能大大缩短复习时间。相反，你报着无所谓的态度，每天报着一本托福词汇书，或者OG看，可能你也看不进多少。

托福阅读真题1

Rent control is the system whereby the local government tells building owners how much they can charge their tenants in rent. In the United States, rent controls date back to at least World War II.

In 1943 the federal government imposed rent controls to help solve the problem of housing shortages during wartime. The federal program ended after the war, but in some locations, including New York City, controls continued. Under New York's controls, a landlord generally cannot raise rents on apartments as long as the tenants continue to renew their leases. In places such as Santa Monica, California, rent controls are more recent. They were spurred by the inflation of the 1970's, which, combined with California's rapid population growth, pushed housing prices, as well as rents, to record levels. In 1979 Santa Monica's municipal government ordered landlords to roll back their rents to the levels charged in 1978. Future rents could only go up by two-thirds as much as any increase in the overall price level.

In any housing market, rental prices perform three functions: (1) promoting the efficient maintenance of existing housing and stimulating the construction of new housing, (2) allocating existing scarce housing among competing claimants, and (3) rationing use of existing housing by potential renters.

One result of rent control is a decrease in the construction of new rental units. Rent controls have artificially depressed the most important long-term determinant of profitability — rents. Consider some examples. In a recent year in Dallas, Texas, with a 16 percent rental vacancy rate but no rent control laws, 11,000 new housing units were built. In the same year, in San Francisco, California, only 2,000 units were built. The major difference? San Francisco has only a 1.6 percent vacancy rate but stringent rent control laws. In New York City, except for government-subsidized construction, the only rental units being built are luxury units, which are exempt from controls. In Santa Monica, California, new apartments are not being constructed. New office rental space and commercial developments are, however. They are exempt from rent controls.

1. What does the passage mainly discuss?

(A) The construction of apartments in the United States.

(B) Causes and effects of rent control

(D) The shortage of affordable housing in the United States.

2. The word They in line 9 refers to

(A) the tenants

(B) their leases

(D) rent controls.

3. Which of the following was NOT a reason for the introduction of rent controls in Santa Monica,California?

(A) rapid population growth

(B) inflation

(D) record-high housing prices

4. The phrase roll back in line 11 is closest in meaning to

(A) credit

(B) measure

(D) reduce

5. The word stimulating in line 15 is closest in meaning to

(A) experimenting with

(B) identifying

(D) encouraging

6. It can be inferred that the purpose of rent control is to

(A) protect tenants

(B) promote construction

(D) decrease sales of rental units

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

(A) saddened

(B) created

(D) defeated

8. The information in the last paragraph supports which of the following statements?

(A) San Francisco has eliminated its rent control laws.

(B) Rent control leads to a reduction in the construction of housing units

(D) There is a growing need for government-subsidized housing.

9. According to the passage , which of the following cities does NOT currently have rent controls?

(A) Santa Monica

(B) Dallas

(D) New York City

10. The word stringent in line 23 is closest in meaning to

(A) straightforward

(B) strict

(D) efficient

11. According to the passage , which of the following is NOT exempt from rent control?

(A) Luxury apartments

(B) Commercial development

(D) Office space.

PASSAGE 31 BDCDD ACBBB C

托福阅读真题2

By 1776 the fine art of painting as it had developed in western Europe up to this time had been introduced into the American colonies through books and prints, European visitors and immigrants, and traveling colonists who brought back copies (and a few original) of old master paintings and acquaintance with European art institutions.

By the outbreak of the Revolution against British rule in 1776, the status of the artists had already undergone change. In the mid-eighteenth century, painters had been willing to assume such artisan-related tasks as varnishing, gilding teaching, keeping shops, and painting wheel carriages, houses, and signs. The terminology by which artists were described at the time suggests their status: limner was usually applied to the anonymous portrait painter up to the 1760's; painter characterized anyone who could paint a flat surface. By the second half of the century, colonial artists who were trained in England or educated in the classics rejected the status of laborer and thought of themselves as artists. Some colonial urban portraitists, such as John Singleton Copley, Benjamin West, and Charles Wilson Peale, consorted with affluent patrons. Although subject to fluctuations in their economic status, all three enjoyed sufficient patronage to allow them to maintain an image of themselves as professional artists, an image indicated by their custom of signing their paintings. A few art collectors James Bowdoin III of Boston, William Byrd of Virginian, and the Aliens and Hamiltons of Philadelphia introduced European art traditions to those colonists privileged to visit their galleries, especially aspiring artists, and established in their respective communities the idea of the value of art and the need for institutions devoted to its encouragement.

Although the colonists tended to favor portraits, they also accepted landscapes, historical works, and political engravings as appropriate artistic subjects. With the coming of independence from the British Crown, a sufficient number of artists and their works were available to serve nationalistic purposes. The achievements of the colonial artists, particularly those of Copley, West, and Peale, lent credence to the boast that the new nation was capable of encouraging genius and that political liberty was congenial to the development of taste — a necessary step before art could assume an important role in the new republic.

1. What does the passage mainly discuss?

(A) European influence on colonial American painting

(B) The importance of patronage to artist

(D) Subjects preferred by artists in the American colonies in the eighteenth century.

2. The word outbreak in line 5 is closest in meaning to

(A) cause

(B) beginning

(D) explanation

3. The word undergone in line 6 is closest in meaning to

(A) led to

(B) transformed

(D) experienced

4. According to the passage , before the American Revolution the main task of limners was to

(A) paint wheel carriages

(B) paint portraits

(D) paint flat surfaces

5. It can be inferred from the passage that artists who were trained in England

(A) considered artists to be superior to painters

(B) barely painted portraitists

(D) imitated English painters

6. The word consorted in line 14 is closest in meaning to

(A) made decisions

(B) studies

(D) associated

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

(A) adequate

(B) temporary

(D) expensive

8. According to the passage , artists such as Copley, West and Peal signed their paintings

(A) increased the monetary value of the paintings

(B) made it more difficult for other artists to copy the paintings

(D) distinguished colonial American artists from European artists

9. The author mentions James Bowdoin III and William Byrd in line 17 as examples of which of

the following?

(A) Art gallery owners who displayed only European art

(B) Art collectors who had a profound influence on American attitudes toward art

(D) Patrons whose helped to encourage artisans to become artists

10. With which of the following would the author be most likely to agree?

(A) Countries that have not had a political revolution are unlikely to develop great art.

(B) The most successful art collectors are usually artists themselves.

(D) Colonial artists made an important contribution to the evolving culture of the new nation.

PASSAGE 32 CBDBA DACBD

篇5：如何提高托福阅读速度

托福阅读速度慢的三大原因

1.逐字翻译导致读句子的速度慢

很多同学在翻译句子的过程中，都没有一个良好的习惯，只是机械地把所有英文单词的中文意思堆砌起来。对于简单句来说，这样做其实无可厚非;但是遇到语法结构稍微复杂的句子，这种方法便会立刻失效，于是同学们便会不断重复回看这句话，想要弄清楚它的意思，这样便造成了时间上的极大浪费。所以我们在平时练习过程中需要训练自己养成一个良好的阅读习惯，不要被那些单词牵着走，而要主动地去分析句子结构：句子主语是谁?这个主语怎么了，发生了什么事?谁是修饰成分?谁才是真正的谓语?当我们能够做到读完一句理解一句，相信我们自然就能在要求时间之内答完题了。

2.练习少，对题目缺乏熟悉度

许多同学把备考托福阅读等同于背单词，因而一天到晚只跟单词书亲近，却不曾正眼看过TPO中的阅读文章。背单词固然重要，毕竟单词不会，文章也无法理解。但是想要提高分数、想要冲刺阅读高分，那我们就必须把TPO阅读文章当作圣经一样来对待。这不只是草草做题对答案了事，更是通过大量做题，来增强自己对于托福阅读出题套路的了解，以期掌握每种题型的应对方案，争取做到读完题之后，能够立刻找到题干中的有效关键词，再迅速回文定位答案。同学们不要觉得题海战术是很笨的方法，多年实践已经证明，它其实是一种很有效率的学习方法，关键在于我们是否能够通过题海战术有所收获，而不是为了做题而做题。

3. 文章结构不够熟悉

我特别强调做完题后，分析每篇文章的文章结构这件事。为什么?因为文章结构大概也就那么几种，见得多了，便就一见如故了。在考场上，我们根本没有时间为了最后一道题而把文章再通读一便。而倘若我们在做题过程中，就能迅速总结出每一段的中心意思，那么这篇文章我们一定会读得更通透，在做每一段相应的题时也就能够提高准确率。而能否迅速总结出段落大意就依赖于平时严格的训练。不要做完了题就万事大吉，把每篇文章充分利用起来，观察它们的结构，多做总结，这样的工作做得多了，必然会有所收获的。

超强总结：四种方法提高托福阅读速度

下面，我们就听听老师对提高英语阅读速度的一些建议：

方法一：快速泛读(fastextensivereading)

这里讲的泛读是指广泛阅读大量涉及不同领域的文章，要求读得快，理解和掌握文中的主要内容就可以。要确定一个明确的阅读定额，定额要结合自己的实际，可多可少，例如每天读20页。

方法二：计时阅读(timedreading)

计时阅读每次进行5～10分钟即可，不宜太长。因为计时快速阅读，精力高度集中，时间一长，容易疲劳，精力分散反而乏味。

方法三：寻读(Scanning)

寻读又称查读，同略读一样，寻读也是一种快速阅读技巧。

寻读是一种从大量的资料中迅速查找某一项具体事实或某一项特定信息，如人物、事件、时间、地点、数字等，而对其它无关部分略去不读的快速阅读方法。

方法四：略读(skimming)

略读又称跳读(readingandskipping)或浏览(glancing)，是一种专门的，非常实用的快速阅读技能。

略读有下列几个特点：

A.以极快的速度阅读文章，寻找字面上或事实上的主要信息和少量的阐述信息。

B.可以跳过某个部分或某些部分不读。

C.理解水平可以稍低一些，但也不能太低。

托福阅读速度的提高方法介绍

想要做到托福阅读提高，首先要做的就是快速阅读托福文章，这样就有更多的时间进行做题和思考。提高托福阅读速度可以采用快速泛读、计时阅读、寻读、略读等方法。如何将这些方法利用，下面为大家分享托福阅读经验。

快速泛读是指广泛阅读大量涉及不同领域的文章，要求读得快，理解和掌握文中的主要内容就可以。要确定一个明确的阅读定额，定额要结合自己的实际，可多可少，例如每天读20页。

而计时阅读每次进行5～10分钟即可，不宜太长。因为计时快速阅读，精力高度集中，时间一长，容易疲劳，精力分散反而乏味。

寻读又称查读，同略读一样，寻读也是一种快速阅读技巧。它是一种从大量的资料中迅速查找某一项具体事实或某一项特定信息，如人物、事件、时间、地点、数字等，而对其它无关部分略去不读的快速阅读方法。

它与略读不同，略读时，读者事先对材料一无所知，而寻读则是在读者对材料有所了解的情况下进行的。具体地说，寻读带有明确的目的性，有针对性地选择问题的答案。

略读又称跳读(reading and skipping)或浏览(glancing)，是一种专门的，非常实用的快速阅读技能。

在进行托福阅读略读时，要利用印刷细节，如文章的标题、副标题、小标题、斜体词、黑体词、脚注、标点符号等，对文章进行预测略读。预测略读要了解作者的思路、文章方式(模式)，以便把握大意，有关的细节及其相互关系。

以一般阅读速度(200～250wpm)阅读文章开头的一、二段，力求抓住文章大意，背景情况，作者的文章风格，口吻或语气等。阅读段落的主题句和结论句。抓住主题句就掌握了段落大意，然后略去细节不读，以求得略读速度。注意转折词和序列词。转折词如however，moreover，inaddition等;序列词如firstly，secondly等。

以上就是托福阅读提高经验如何加快托福阅读素的方法介绍，希望考生可以将这四种方法运用到托福阅读速度训练中，最后达到提高托福阅读速度的目标。

篇6：怎么快速提高托福阅读

如果你的托福在阅读这一板块难以提高，请看这篇文章，教你如何快速攻克它。

如何在一个月内攻克托福阅读

提高篇：精读与模考——TPO才是王道

当备考进入最后一个月的时候，模考和错题分析已经是备考中最重要的环节了。TPO的模考和练习要跟背单词和练习长难句同步进行。对于基础比较好，已经能考到25分左右的同学，决定你能不能达到28分甚至满分的，主要是看下面的方法你能不能实践下来。

新东方在线牟老师在这里啰嗦一句关于备考资料的问题。在备考阅读单科时，所有练习和模考的题目，一定是出自ETS的托福阅读真题。不需要任何其他机构的模拟题，如巴郎、delta等。对于基础不太好，完成TPO的题目难度太大的同学，可以使用老托福阅读题目来作为基础练习。

一、利用TPO提高阅读分数的五大步骤

我相信TPO和机经是每个托福备考学生必备的复习资料，很多学生认为把TPO多做几遍，考托福就没问题了。我必须承认做机经确实能让你的托福阅读上20分，但是要想取得25分以上的成绩就有点困难了。而且单纯做题并不能真正提高你的英语能力。对此，牟老师总结了利用TPO提高自己阅读、快速提分的五大步骤。

1、进行模拟测试

要求自己在20分钟之内完成一篇文章。期间排除环境干扰，不能查单词，甚至不能上厕所。一切都模拟真实考试环境，目的是为了让我们在考试前对真实考试的压力和精力需求有直接的体验。

2、标注错题

问问自己错误选项为什么错，正确选项为什么对。如果做题时不能确定选项，就算做错。在这个环节要注意分析自己喜欢错哪个类型的题目，并进行总结。同时，把错题和错题所对应的段落复制到错题文档中。

3、查阅单词、词组，分析文章

这是真正能够提高阅读能力的环节。回到原文之中，逐句逐词读文章，遇到每一个自己不认识的单词都查一下，并且结合文章内容，把它背诵下来。每个意思不确定的词组，也要通过一切手段搞懂。在单词和词组的基础之上，搞懂文章每一句话的意思、每个段落的内部逻辑、段落之间的关系和文章的构成。托福作为一个标准化的考试，它的考点以及文章构造的方式总是固定的。而逻辑的展开方式，无非也就是因果、并列、递进、转折、让步那么几种。我们需要做的无非是多遍熟悉文章的写作和构建方式，之后在考试中，看到一个段落能够对段落的构建方式有准确的预判和把握。这是提高对篇章把握能力的有效方法。

4、对照译文重新阅读

这个步骤无非是一边读英文，一边核对中文，看看自己对于每一句话的理解是否得当。因为我们保不准会出现这样的情况：一开始以为自己读懂了，其实却是一个错误的理解。这种情况比完全没读懂还要可怕，因为它把问题隐藏了。

5、每天复习已经读过的文章和已经做过的错题

复习与巩固已经做错的题目，才能带来进步。很多同学喜欢做题，觉得做题很有成就感。但是如果没有对做过的题目的分析和对文章细致的理解，那做题的收效甚微。一般情况下，分析一篇文章所花的时间可能是做一篇文章的几倍。通过细致分析词汇、句子，了解阅读文章的结构特点和出题点是提高阅读速度、积累词汇、提高正确率的最有效手段。

二、两个能帮助我们快速提分的小tricks

1、词汇基础差，不怕!搞定词汇题助你短期内快速提分

对于词汇基础不好，曾经考过托福或者在练习中发现词汇题频频出错的同学，恭喜你们!虽然你们基础不好，但是你们将是短期内提分最快的一群考生。在一次考试中，直接考词汇的题目(词汇题)会考到6-8道。如果能够把词汇题都做对，已经能保证分数提高。网上很容易找到托福词汇题，包括老托所有的词汇题(约440题)和TPO中出现的所有词汇题。

2、不要只读题目，也不要逐字逐句读文章，明晰文章大意是关键

在考试做题的顺序上，有些同学喜欢先看题目，然后根据题目一段段地读文章获取答案;有的同学喜欢先浏览文章然后再做题。对于第一种做题习惯的同学，每篇文章的最后一道题目主旨大意题将会是你们的“硬骨头”。对此，致赢托福牟老师强烈建议，这些同学在做题前，先花上2-3分钟时间去读一下文章每一段的首句和尾句，获得每个段落的大致意思。同时在做题时增加对段落中细节的理解。这样对于你们快速做对主旨大意题有极大的好处。

对第二种做题方式的同学，注意控制做题时间。在最初读文章的时候，切不可拘泥于段落中的细节，如举例、对比等。这将会消耗宝贵的时间。只需要大致把握每个段落的意思，看清楚举例等细节的关键词就好。如果在事实信息题等题目中考到了相关的题目再进行定位和文本核对。

三、如何规划最后一个月的托福备考冲刺

如果你还有一个月就要考试了，希望你在词汇和难句阅读上已经有了比较好的积累。如果基础不错，你只需要认认真真地做上10到15套的TPO，按照以上所说的方法，认真分析文章，做好错题分析和总结。高分甚至满分对你来说并无压力。但是如果你的基础并没有那么好，那么你就必须把握住最后的时间。找来词汇书每天背单词，同时每天做TPO的阅读模考练习，仔细分析错题和文章，不要跳过文本中任何一个生词和任何一个一遍看不懂的句子。它们都是你快速提高的素材。

对于所有的考生来说，考前一个星期左右，一定要利用TPO30-35套的题目做模考训练。阅读三篇文章，分别计时20分钟完成，总时间不超过一个小时。对完答案后，同样要进行文章分析。这是你熟悉考试强度，避免考试造成的慌乱或者紧张的最好方法。

托福考试阅读技巧：如何快速高效的阅读

托福考试阅读技巧一:抓关键词，准确定位

考生在做题过程中，要熟练掌握根据关键词进行定位的技巧。这一技巧可以帮助大家加快解题速度，提高正确率。因为大部分托福阅读题目考查的是考生对文章细节的理解，答案基本上都能在文章中找到。拿到一个题目，我们先找题干中可以用来定位的关键词，比如专有名词、数字、符号等，然后根据关键词回到原文进行定位。有时候文章中不一定会出现和关键词一模一样的词，但很可能是关键词的同义替换词。

托福考试阅读技巧二:善于使用排除法

托福阅读中有些题目枝干信息太多，但都是干扰项，如果逐字阅读的话会很浪费时间。正确的做法应该是从选项中挖掘一下方向，如果有几项答案自相矛盾或者意思明显相反，就可以直接排除，然后再对模糊选项进行确认，这时候再回到正文中细读相关信息就会很省力。一般情况下，排除法是比较容易培养的套路，考生要善于使用这一技巧提高答题速度。

托福考试阅读技巧三:掌握句子顺序上的变化

问句中所含信息与文章中相应句子中的信息在顺序上有时可能出现不同，甚至前后完全倒置。这种情况可能会导致迷失答题的方向。还应注意到文章中有关问句的信息并非全都能在每个句子中找到，甚至在关键词及短语之间存在一些不相关的信息，这些都会是寻找答案过程中的困难。

托福考试阅读技巧四:查找同义词、近义词、相关词

在托福阅读考试中，能否准确找出正确答案很大程度上取决于能否辩认出同义词、近义词、相关词及不同形式的短语。 1.词形完全相同; 2.词义相同，即同义词 ;3.词义相近，但并非同义 ;4.词义相关。上述四种词汇/短语表达方式中，种当然容易辩认，第二种同义词也相对不难，但第三种与第四种形式则不易辩认，所以要在阅读过程中多加比较练习。如能攻破这一关，则一定能够取得好的考试成绩。

托福考试阅读技巧五:猜读词义

托福阅读考试没有必要去读懂每一个词。如所遇到的词对理解全文及答题不构成任何困难，则不必理会它的词义，但所碰到的词使你在理解全文，甚至回答问题时出现困难，则要设法去猜测其词义。猜测词义要从两方面着手：

1.根据其所在句子的上下文，及前后的词语，探其究竟。

2.如果根据上下文及前后词语还是无法确切了解其真正含义，你可以再看一下这个词对整个句子所构成的影响是肯定的还是否定的，实际上这对你理解作者的意图已足够了。

托福考试阅读技巧六:长句短读

长句短读：即指将一个长句子(有时不止一个句子，还包括从句)读成一个相对短的句子，以对长句子内容作一总结式归纳，找出其所陈述的要点。这种能力的培养对托福阅读考试的帮助极大，考生应在平时勤加练习。

如何才能使托福阅读备考高效有意义?

TPO是很显然以后不会再在托福阅读考试之中重新出现的题，因此做这些题的价值不在于你做了多少，而在于怎么利用这些题目。如果想很好的利用这些题目的话，最好的做题流程是：

1 前5套不计时做题，后面题都要严格按照20分钟一篇文章的限制来做题。

2 做题过程中不查词典。

3 做题后对照正确答案检查自己的答案。

4 检查自己错的题为什么错。不外乎如下几个原因：1)单词不认识或者认错了。 2) 语法点不懂。 3) 理解错了做完之后要有针对性的，把这些问题解决掉。

单词要背，语法点要去找单词书研究透。理解错的要比较后面给出的中文翻译，去思考自己哪个知识点学得不够扎实，因此弄错了，要把这个知识点解决掉。

5 正确的题也要去理顺一下这些题的做题思路，方便以后快速的做题。

6 每做完4套题，就要把所有错的题横向比较一下，这是你马上就会发现某些题型经常错，这个时候只有把这个题型好好研究一下，以后做题才回来感。

7 如果每篇文章错的题的数目超过6个，则强烈建议多练习一下文章翻译，同时要比照后面给出的中文翻译来进行对照，分析自己哪里翻译错了，以及为什么翻译错了。

托福阅读如何做到快速定位?

很多做过托福阅读的考生都有过一种郁闷的感受，那便是看了很久的托福阅读文章，掌握了很多看似有用的信息，结果一做题发现白看了半天，有用信息不多。托福阅读试题题量较大，并且无用信息占绝大多数，我们怎么能一步到位定位到关键有用的信息上呢?专家给出了一些见解。

首先，跟托福阅读试题有关的关键词往往不是一个词在战斗，这也就是为什么要说找关键词和他的小伙伴们。而很多学生会在这个时候倔强地非要找到一个单词来定位，往往是白费功夫。

那到底什么是关键词?我们先来看一类托福阅读考试中所占比重很大的题型——细节题。细节题的出题方式，OG所给的官方解释中有以下几种：

According to the paragraph, which of the following is true of X?

The author’s description of Xmentions which of the following?

According to the paragraph, Xoccured because…

According to the paragraph, Xdid Ybecause…

According to the paragraph, why did X do Y?

当我们将这些可能的托福阅读文章中的出题方式纵向对比去看，共同点不难发现，那就是所有的题干当中都有一个X。而这个X就是我们题干当中的主要信息点，也就是我们应该用来定位的关键词。

当然，有时候我们并不需要用整个X来定位，X当中某些部分，例如专有名词，时间地点，等等，可以帮助我们快速准确地定位回原文。

除了用题干的信息定位，考生还常常会碰到用选项定位的情况。选项定位和题干定位大体的原则是一样的，但选项定位有这样一个特殊的地方——我们可以用“绝对性”单词去定位。什么叫做绝对性单词?顾名思义就是那些表达意义较为绝对的单词，常见的有best, only等等。这种定位方式仅适用于选项定位，因为选项通常较短，信息较单一，便于排除。

做托福阅读试题的时候切忌一点一点研究文中所有词的意思，一定要懂得抓住关键，托福阅读文章的关键词定位是做好托福阅读的重中之重。在平时的阅读练习中一定要多多总结自己学到的方法来解决问题，一味的白用功是不会对提高成绩有所帮助的。

篇7：如何提高托福阅读分数

The sculptural legacy that the new United States inherited from its colonial predecessors was far from a rich one, and in fact, in 1776 sculpture as an art form was still in the hands of artisans and craftspeople. Stone carvers engraved their motifs of skulls and crossbones and other religious icons of death into the gray slabs that we still see standing today in old burial grounds. Some skilled craftspeople made intricately carved wooden ornamentations for furniture or architectural decorations, while others caved wooden shop signs and ships' figureheads. Although they often achieved expression and formal excellence in their generally primitive style, they remained artisans skilled in the craft of carving and constituted a group distinct from what we normally think of as sculptors in today's use of the word.

On the rare occasion when a fine piece of sculpture was desired, Americans turned to foreign sculptors, as in the 1770's when the cities of New York and Charleston, South Carolina, commissioned the Englishman Joseph Wilton to make marble statues of William Pitt. Wilton also made a lead equestrian image of King George III that was created in New York in 1770 and torn down by zealous patriots six years later. A few marble memorials with carved busts, urns, or other decorations were produced in England and brought to the colonies to be set in the walls of churches — as in King's Chapel in Boston. But sculpture as a high art, practiced by artists who knew both the artistic theory of their Renaissance-Baroque-Rococo predecessors and the various technical procedures of modeling, casting, and carving rich three-dimensional forms, was not known among Americans in 1776. Indeed, for many years thereafter, the United States had two groups from which to choose — either the local craftspeople or the imported talent of European sculptors.

The eighteenth century was not one in which powered sculptural conceptions were developed. Add to this the timidity with which unschooled artisans — originally trained as stonemasons, carpenters, or cabinetmakers — attacked the medium from which they sculpture made in the United States in the late eighteenth century.

1. What is the main idea of the passage ?

(A) There was great demand for the work of eighteenth-century artisans.

(B) Skilled sculptors did not exist in the United States in the 1770's.

(D) American sculptors were hampered by a lack of tools and materials.

2. The word motifs in line 3 is closest in meaning to

(A) tools

(B) prints

(D) designs

3. The work of which of the following could be seen in burial grounds?

(A) European sculptors

(B) Carpenters

(D) Cabinetmakers

4. The word others in line 6 refers to

(A) craftspeople

(B) decorations

(D) shop signs

5. The word distinct in line 9 is closest in meaning to

(A) separate

(B) assembled

(D) inferior

6. The word rare in line 11 is closest in meaning to

(A) festive

(B) infrequent

(D) unexpected

7. Why does the author mention Joseph Wilton in line 13?

(A) He was an English sculptor who did work in the United States.

(B) He was well known for his wood carvings

(D) He settled in the United States in 1776.

8. What can be inferred about the importation of marble memorials from England?

(A) Such sculpture was less expensive to produce locally than to import

(B) Such sculpture was not available in the United States.

(D) The materials found abroad were superior.

9. How did the work of American carvers in 1776 differ from that of contemporary sculptors?

(A) It was less time-consuming

(B) It was more dangerous.

(D) It was less refined.

答案：BDCAA BABD

篇8：如何提高托福阅读水平

如何提高托福阅读水平

只读文章段落中的第一句，你就可以对作者的思路有一个大致的把握。这样可以帮你节约时间，而将更多的时间花在回答问题上。

提高托福阅读答题速度4步法

前面我们告诉你如何处理阅读理解文章的6个策略和阅读理解的3种题型，现在我们告诉你在做阅读题时该如何运用这些策略和技巧：

1。解剖文章的第1段;

2。在脑子里面形成一个作者思路图;

3。停下来，总结一下文章大意;

4。开始答题。

解剖文章第1段

积极主动地解读文章的第1段，时尽量记住作者提出的问题(现象或观点)，和一些与文章内容相关的概念和词汇，如这篇文章讲的是印第安人风俗，光电子显像镜还是讽刺文学。文章的论题是什么，作者想说什么?

在脑子里面形成一个作者思路图

在脑子里或者在草稿纸上画一个文章的结构思路题。各个段落的目的是什么，主题又是什么?再次提醒，TOEFL考察的是你的答题能力而非阅读能力。你不必完全掌握整篇文章，了解文章中的每一个细节。(其实，你也没有那么多时间)。相反，你应该只读文章段落的第1句，而快速浏览其余部分。当你“读”完这篇文章时，你就能对文章的结构思路有总体的把握。

总结文章大意

在回答问题前，花几秒钟总结一下文章的思路和主题。

开始答题

根据你对文章的整体思路来答题。将问题(或选项)定位到文章中具体的某个段落甚至具体的句子。这里，你可以比第2个步骤更仔细。

所以要装上马达提升托福阅读答题速度，提高了速度，你的托福阅读高分离你也就不远了。

托福阅读满分攻略：直捷阅读法

托福阅读拿满分必须做精读。说起英语阅读，各位同学从初中以后就开始接触，它的重要性在各类考试中均占了很大的比重!可以说战胜阅读就是征服了考试!特别是托福阅读，因为托福考试中，第一项就是考阅读，如果做不好会巧妙地影响后面的其他考试情绪!如果做的好，会信心百倍地考其他内容!阅读阅读可分成三个层次，请各位同学对号入座!

A：原始人阶段---能够准确的认出所读的文字，能够读出文章的语意内容和编排结构等。

B：白领阶段---会看懂同义词或同意转述，能够准确明白所接触的词汇句子的含义等。

C：土豪阶段---通过所读懂的句子进行判断，分析，推断，归纳等的过程。

托福阅读如果想考到20-25分，达到B 阶段就可以! 但是如果想当土豪，就必须达到C 阶段的阅读能力!很不幸的是，我们很多同学处在A阶段，甚至是A--阶段，就是说词汇还没有背完!托福词汇量核心要有6000以上，越多越好!如果这个没有，可以说就很难考到一个理想的阅读分数!

那么，想在短期内想达到C 阶段，有没有可能呢?当然有方法!就是要做精读托福文章!所谓的精读就是快速把握文章中的重要信息和内容，准确提高对字词，句篇的分析能力和解读能力，通过结合相关考点提高其准确性和速度，理解材料中的难点和要点并进行归纳推断判断等能力!最后达到人文合一的境界!

STEP1, 词汇要求各位同学每天至少浏览200-300个单词，争取一个月内识别6000+个单词，越多越好!市面上有很多背单词的书籍，大家可以用来研读，肯定会提高背词能力的!

STEP2, 迅速去掉修饰，直达主干结构。如动词不定时，现在分词，过去分词，关系词等技巧处理。

STEP3，迅速识别特殊句式：如省略句式，倒装句式，强调句式，插入句式，分割句式等

STEP4, 提高对某些重点句子的理解：如带转折的句子，带归纳字眼的句子，带概括动词的句子，设问的句子，段首段末句式等

STEP5,文章的整体把握阅读，什么地方快速阅读，什么地方慢速阅读，要达到快慢结合，重点突出，最后达到我们阅读杂志或报纸的程度!

掌握以上方法，可在最短时间内迅速提高阅读速度和理解力，该方法称为“直捷阅读法”。

举个例子：

The third main type of volcano is the extinct volcano .Extinct volcanoes are inactive and have never erupted over the course of human history . There are many extinct volcanoes around the world including Mount Kilimanjaro (in Tanzania),Mount Warning (in Australia),and La Chaine des Puys (in France).While they are inactive now, some volcanoes take more than a million years to reactivate after erupting. For this reason ,many scientist argue there is no point in determining whether a volcano is dormant or extinct.

大家先自己理解下整个段落，然后给大家分析下不太需要读的地方。

The third main type of volcano (文章主题在讲火山，重复多的字眼不是重点词汇，忽略)is the extinct volcano(段落主旨) .Extinct volcanoes are inactive and have never erupted(否定词汇，考点) over the course of human history(时间状语不重要，忽略或快速阅读，除非题目考与时间相关的题目) . There are many extinct volcanoes (强调句型，关注)around the world including Mount Kilimanjaro (in Tanzania),Mount Warning (in Australia),and La Chaine des Puys (in France)(地点状语不重要，忽略或快速阅读，除非题目考和地点相关的题目).While they are inactive now(尽管，紧挨着的句子不重要，重点看转折后的句子!), some volcanoes take more than a million years to reactivate after erupting(对数字要敏感). For this reason(过度短语，忽略) ,many scientist argue there is no point(强调句型，否定考点，作者观点!必读)in determining whether a volcano is dormant or extinct. (具体结论，考点。)

一秒阅读提示：红线的地方是考生忽略或快速阅读的地点!只要把黑色字读明白，那么这段文章的主题就明白啦!做托福阅读最重要的是短时间内读明白作者的意图，观点!这就是一秒快速阅读的精髓。

托福阅读真题训练1

Although only 1 person in 20 in the Colonial period lived in a city, the cities had a disproportionate influence on the development of North America. They were at the cutting edge of social change. It was in the cities that the elements that can be associated with modern capitalism first appeared — the use of money and commercial paper in place of barter, open competition in place of social deference and hierarchy, with an attendant rise in social disorder, and the appearance of factories using coat or water power in place of independent craftspeople working with hand tools. The cities predicted the future, wrote historian Gary. B. Nash, even though they were but overgrown villages compared to the great urban centers of Europe, the Middle East and China.

Except for Boston, whose population stabilized at about 16,000 in 1760, cities grew by exponential leaps through the eighteenth century. In the fifteen years prior to the outbreak of the War for independence in 1775, more than 200,000 immigrants arrived on North American shores. This meant that a population the size of Boston was arriving every year, and most of it flowed into the port cities in the Northeast. Philadelphia's population nearly doubted in those years, reaching about 30,000 in 1774, New York grew at almost the same rate, reaching about 25,000 by 1775.

The quality of the hinterland dictated the pace of growth of the cities. The land surrounding Boston had always been poor farm country, and by the mid-eighteenth century it was virtually stripped of its timber. The available farmland was occupied, there was little in the region beyond the city to attract immigrants. New York and Philadelphia, by contrast, served a rich and fertile hinterland laced with navigable watercourses. Scots, Irish, and Germans landed in these cities and followed the rivers inland. The regions around the cities of New York and Philadelphia became the breadbaskets of North America, sending grain not only to other colonies but also to England and southern Europe, where crippling droughts in the late 1760's created a whole new market.

1. Which of the following aspects of North America in the eighteenth century does the passage

mainly discuss?

(A) The effects of war on the growth of cities

(B) The growth and influence of cities

(D) The causes of immigration to cities

2. Why does the author say that the cities had a disproportionate influence on the development

of North America (lines 1-2)?

(A) The influence of the cities was mostly negative

(B) The populations of the cities were small, but their influence was great.

(D) Most people pretended to live in cities

3. The phrase in place of in lines 4-5 is closest in meaning to

(A) connected to

(B) in addition to

(D) instead of

4. The word attendant in line 6 is closest in meaning to

(A) avoidable

(B) accompanying

(D) unexpected

5. Which of the following is mentioned as an element of modern capitalism?

(A) Open competition

(B) Social deference

(D) Independent craftspeople

6. It can be inferred that in comparison with North American cities, cities in Europe, the Middle

East, and China had

(A) large populations

(B) little independence

(D) few power sources

7. The phrase exponential leaps in line 12 is closest in meaning to

(A) long wars

(B) new laws

(D) exciting changes

8. The word it in line 15 refers to

(A) population

(B) size

(D) Year

9. How many immigrants arrived in North America between 1760 and 1775?

(A) About 16,000

(B) About 25,000

(D) More than 200,000

10. The word dictated in line 18 is closest in meaning to

(A) spoiled

(B) reduced

(D) divided

11. The word virtually in line 20 is closest in meaning to

(A) usually

(B) hardly

(D) almost completely

12. The region surrounding New York and Philadelphia is contrasted with the region surrounding

Boston in terms of

(A) quality of farmland

(B) origin of immigrants

(D) type of grain grown

13. Why does the author describe the regions around the cities of New York and Philadelphia as

breadbaskets?

(A) They produced grain especially for making bread.

(B) They stored large quantities of grain during periods of drought

(D) They consumed more grain than all the other regions of North America.

答案：BBDBA ACADC DAC

托福阅读真题训练2

The spectacular aurora light displays that appear in Earth's atmosphere around the north and south magnetic poles were once mysterious phenomena. Now, scientists have data from satellites and ground-based observations from which we know that the aurora brilliance is an immense electrical discharge similar to that occurring in a neon sign.

To understand the cause of auroras, first picture the Earth enclosed by its magnetosphere, a huge region created by the Earth's magnetic field. Outside the magnetosphere, blasting toward the earth is the solar wind, a swiftly moving plasma of ionized gases with its own magnetic filed. Charged particles in this solar wind speed earthward along the solar wind's magnetic lines of force with a spiraling motion. The Earth's magnetosphere is a barrier to the solar winds, and forces the charged particles of the solar wind to flow around the magnetosphere itself. But in the polar regions, the magnetic lines of force of the Earth and of the solar wind bunch together. Here many of the solar wind's charged particles break through the magnetosphere and enter Earth's magnetic field. They then spiral back and forth between the Earth's magnetic poles very rapidly. In the polar regions, electrons from the solar wind ionize and excite the atoms and molecules of the upper atmosphere, causing them to emit aurora radiations of visible light.

The colors of an aurora depend on the atoms emitting them. The dominant greenish white light comes from low energy excitation of oxygen atoms. During huge magnetic storms oxygen atoms also undergo high energy excitation and emit crimson light. Excited nitrogen atoms contribute bands of color varying from blue to violet. Viewed from outer space, auroras can be seen as dimly glowing belts wrapped around each of the Earth's magnetic poles. Each aurora hangs like a curtain of light stretching over the polar regions and into the higher latitudes. When the solar flares that result in magnetic storms and aurora activity are very intense, aurora displays may extend as far as the southern regions of the United States.

Studies of auroras have given physicists new information about the behavior of plasmas, which has helped to explain the nature of outer space and is being applied in attempts to harness energy from the fusion of atoms.

1. What does the passage mainly discuss?

(A) The methods used to observe auroras from outer space

(B) The formation and appearance of auroras around the Earth's poles

(D) The periodic variation in the display of auroras

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

(A) ideas

(B) stars

(D) colors

3. The word picture in line 5 is closest in meaning to

(A) frame

(B) imagine

(D) explain

4. The passage describes the magnetosphere as a barrier (line 10) because

(A) its position makes it difficult to be observed from Earth

(B) it prevents particles from the solar wind from easily entering Earth's atmosphere

(D) it is strongest in the polar regions

5. The word them in line 16 refers to

(A) polar regions

(B) electrons

(D) aurora radiations

6. According to the passage , which color appears most frequently in an aurora display?

(A) greenish-white

(B) crimson

(D) violet

7. The word emit in line 20 is closest in meaning to

(A) change from

(B) connect with

(D) give off

8. The word glowing in line 22 is closest in meaning to

(A) shining

(B) moving

(D) hanging

9. Auroras may be seen in the southern regions of the United Sates when

(A) magnetic storms do not affect Earth

(B) solar flares are very intense

(D) the excitation of atoms is low

10. The passage supports which of the following statements about scientists'n derstanding of

auroras?

(A) Before advances in technology, including satellites, scientists knew little about auroras.

(B) New knowledge about the fusion of atoms allowed scientists to learn more about auroras.

(D) Until scientists learn more about plasma physics, little knowledge about auroras will be available.

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

(A) magnetosphere (line 6)

(B) electrons (line 15)

(D) fusion (line 29)

BCBBC ADABA A

篇9：如何提高托福阅读分数

Throughout the nineteenth century and into the twentieth, citizens of the United States maintained a bias against big cities. Most lived on farms and in small towns and believed cities to be centers of corruption, crime, poverty, and moral degradation. Their distrust was caused, in part, by a national ideology that proclaimed farming the greatest occupation and rural living superior to urban living. This attitude prevailed even as the number of urban dwellers increased and cities became an essential feature of the national landscape. Gradually, economic reality overcame ideology. Thousands abandoned the precarious life on the farm for more secure and better paying jobs in the city. But when these people migrated from the countryside, they carried their fears and suspicious with them. These new urbanities, already convinced that cities were overwhelmed with great problems, eagerly embraced the progressive reforms that promised to bring order out of the chaos of the city.

One of many reforms came in the area of public utilities. Water and sewerage systems were usually operated by municipal governments, but the gas and electric networks were privately owned. Reformers feared that the privately owned utility companies would charge exorbitant rates for these essential services and deliver them only to people who could afford them. Some city and state governments responded by regulating the utility companies, but a number of cities began to supply these services themselves. Proponents of these reforms argued that public ownership and regulation would insure widespread access to these utilities and guarantee a fair price.

While some reforms focused on government and public behavior, others looked at the cities as a whole. Civic leaders, convinced that physical environment influenced human behavior, argued that cities should develop master plans to guide their future growth and development. City planning was nothing new, but the rapid industrialization and urban growth of the late nineteenth century took place without any consideration for order. Urban renewal in the twentieth century followed several courses. Some cities introduced plans to completely rebuild the city core. Most other cities contented themselves with zoning plans for regulating future growth. Certain parts of town were restricted to residential use, while others were set aside for industrial or commercial development.

1. What does the passage mainly discuss?

(A) A comparison of urban and rural life in the early twentieth century

(B) The role of government in twentieth century urban renewal

(D) Methods of controlling urban growth in the twentieth century

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

(A) diagonal

(B) slope

(D) prejudice

3. The first paragraph suggests that most people who lived in rural areas

(A) were suspicious of their neighbors

(B) were very proud of their lifestyle

(D) wanted to move to the cities