託福閱讀很差該怎麼提高
想要在閱讀中取得高分首先我們需要有超強的理解能力，看到閱讀文章能夠快速找到文章的主題內容，幫助我們進行答題，今天小編主要給大家分享託福閱讀很差該怎麼提高，希望對你們有幫助!
託福閱讀很差該怎麼提高
1、直的原則
“直”主要是指託福閱讀在思維上要直截了當，所有題目的答案都基於原文內容，相應的位置可以在文章中找到。這個原則主要是提醒大家，解題必須以原文內容爲基礎，很多考生可能認爲題目太複雜，從而給自己增加了更大的難度，事實上，只要找到題目的關鍵詞回到原文來判斷就可以了。
例如，解細節題有兩個關鍵點：一是將問題的關鍵詞提取出來，作爲定位詞返回到原文的某個範圍;二是將選擇的內容與原文進行比較，往往都會出現同義替換，考生必須注意。
2、細的原則
“細”是指考生在找原文的答案範圍時必須細心，定位原文的解題方法是常用的一種方法，但題目中的關鍵詞可能在文章中出現不止一次，所以提醒大家要細心，找出原文中包含關鍵詞的句子，然後根據選擇的內容做出必要的選擇，選擇意義最接近的選項來定位答案範圍，進而判斷正確答案。許多考生可能以爲不夠細心，覺得找到了答案，因此錯過了正確的答案。
3.巧的原則
“巧”的意思是考生應該在定位過程中選擇最合適的關鍵詞，巧主要體現在:
(1)題目位置關鍵詞通常包括人名、地名、數字、名詞或動詞等，當考生返回原文位置時，可以使用多個關鍵字同時定位，包含有題目關鍵詞的原文內容的位置最有可能是答案的位置;
(2)在定位過程中，我們也可以使用一些特殊的符號、數字、專有名詞等具有鮮明特徵的內容進行跳讀，題目中的關鍵詞往往會在這些標記信息附近;
(3)託福閱讀經常考查一些邏輯上密切相關的內容，如轉折點、比較、否定、因果關係等，所以大家也可以在定位的過程中使用這些考點來定位。
託福閱讀TPO31第2篇:Early Children Education
【1】Preschools—educational programs for children under the age offive—differ significantly from one country to another according to the viewsthat different societies hold regarding the purpose of early childhoodeducation. For instance, in a cross-country comparison of preschools in China,Japan, and the United States, researchers found that parents in the threecountries view the purpose of preschools very differently. Whereas parents inChina tend to see preschools primarily as a way of giving children a good startacademically, Japanese parents view them primarily as a way of giving childrenthe opportunity to be members of a group. In the United States, in comparison,parents regard the primary purpose of preschools as making children moreindependent and self-reliant, although obtaining a good academic start andhaving group experience are also important.
【2】While many programs designed for preschoolers focus primarily on socialand emotional factors, some are geared mainly toward promoting cognitive gainsand preparing preschoolers for the formal instruction they will experience whenthey start kindergarten. In the United Stated, the best-known program designedto promote future academic success is Head Start. Established in the 1960s whenthe United States declared the War on Poverty, the program has served over 13million children and their families. The program, which stresses parentalinvolvement, was designed to serve the “whole child”, including children’sphysical health, self-confidence, social responsibility, and social andemotional development.
【3】Whether Head Start is seen as successful or not depends on the lensthrough which one is looking. If, for instance, the program is expected toprovide long-term increases in IQ (intelligence quotient) scores, it is adisappointment. Although graduates of Head Start programs tend to show immediateIQ gains, these increases do lot last. On the other hand, it is clear that HeadStart is meeting its goal of getting preschoolers ready for school. Preschoolerswho participate in Head Start are better prepared for future schooling thanthose who do not. Furthermore, graduates of Head Start programs have betterfuture school grade. Finally, some research suggests that ultimately Head Startgraduates show higher academic performance at the end of high school, althoughthe gains are modest.
【4】In addition, results from other types of preschool readiness programsindicate that those who participate and graduate are less like to repeat grades,and they are more like to complete school than readiness program, for everydollar spent on the program, taxpayers saved seven dollars by the time thegraduated reached the age of 27.
【5】The most recent comprehensive evaluation of early intervention programssuggests that, taken as a group, preschool programs can provide significantbenefits, and that government funds invested early in life may ultimately leadto a reduction in future costs. For instance, compared with children who did notparticipate in early intervention programs, participants in various programsshowed gains in emotional or cognitive development, better educational outcomes,increased economic self-sufficiency, reduced levels of criminal activity, andimproved health-related behaviors. Of course, not every program produced allthese benefits, and not every child benefited to the same extent. Furthermore,some researchers argue that less-expensive programs are just as good asrelatively expensive ones, such as Head Start. Still, the results of theevaluation were promising, suggesting that the potential benefits of earlyintervention can be substantial.
【6】Not everyone agrees that programs that seek to enhance academic skillsduring the preschool years are a good thing. In fact, according to developmentalpsychologist David Elkind, United States society tends to push children sorapidly that they begin to feel stress and pressure at a young age. Elkindargues that academic success is largely dependent upon factors out of parents’control, such as inherited abilities and a child’s rate of equently, children of a particular age cannot be expected to mastereducational material without taking into account their current level ofcognitive development. In short, children require development appropriateeducational practice, which is education that is based on both typicaldevelopment and the unique characteristics of a given child.
託福閱讀TPO31第2篇題目:Early Children Education
rding to paragraph l, parents in Japan tend to think of preschoolprimarily as a place where children can
a good academic start.
nd their emotional development.
me more independent.
rience being part of a group.
word "Whereas" in the passage is closet in meaning to
ough.
use.
over.
ady.
word "focus" in the passage is closet in meaning to
ider.
ect.
entrate.
se.
can be inferred from paragraph 2 that the Head Start program wasdesigned to serve children who
from families that do not have a lot of money.
not doing very well in kindergarten.
born in the 1950s.
programs that focus primarily on social and emotional factors.
rding to paragraph 3, the Head Start program had NOT been successfulat which of the following?
ing children adjust to school.
iding long-term increase in IQ scores.
oving school performance throughout high school.
enting children from being placed in special-education classes.
paragraph 4，the author mentions the "results from other types ofreadiness programs" to
ide support for the idea that preschool readiness programs have beensomewhat successful.
tion the idea that Head Start is more effective than other preschoolreadiness programs.
cate school completion is usually the most reliable indicator ofsuccess in most readiness programs.
asize that participation in readiness programs can be increased ifcosts are reduced.
rding to paragraph 4, a cost-benefit analysis of one preschoolreadiness program revealed that
one dollar's worth of benefit was gained for every seven dollarsspent on the program.
benefits of the program lasted only until the participants reachedage ayers saved seven dollars for every dollars spent on theprogram.
be successful, the program would need to receive about seven times asmuch money as it currently receives.
word "comprehensive" in the passage is closest in meaning to
ly understood.
ough.
ectable.
ctive.
graph 5 mentions that participants in early intervention programshave been shown to do all of the following better than nonparticipantsEXCEPT
care of there health.
ort themselves financially.
care of their own children.
increased emotional development.
rding to paragraph 5, which of the following is true about thebenefits of early intervention programs?
e programs produce good short-term benefits but few long-termbenefits.
the most expensive programs provide substantial benefits.
Head Start program provides a range of benefits that no other programcan provide.
children benefit more than others do from these programs.
word "seek" in the passage is closet in meaning to
m.
ge.
.
mpt.
passage mentions "developmental psychologist David Elkind" in orderto
an example of an expert who has designed an effective earlychildhood education program.
oduce an alternative view about the value of early childhoodeducation.
ain why early childhood education programs are less effective in theUnited States than in other countries.
te the claim that academic success is dependent on factors outsideparents' control.
13. Look at the four squares [■] that indicate where the following sentencecan be added to the e would the sentence best fit? According Elkind,not only does this cause the child emotional distress, it also fails to bringthe intended cognitive gains.
Not everyone agrees that programs that seek to enhance academic skillsduring the preschool years are a good thing. ■【A】 In fact, according todevelopmental psychologist David Elkind, United States society tends to pushchildren 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 outof parents'control, such as inherited abilities and a child's rate ofmaturation. ■【C】Consequently, children of a particular age cannot be expected tomaster educational material without taking into account their current level ofcognitive development. ■【D】ln short, children require development appropriateeducational practice, which is education that is based on both typicaldevelopment and the unique characteristics of a given child.
14. Directions: An introductory sentence for a brief summary of the passageis provided below. Complete the summary by selecting the THREE answer choicesthat express the most important ideas in the passage. Some sentences do notbelong in the summary because they express ideas that are not presented in thepassages or are minor ideas in the passage. This question is worth 2 points.
Preschool programs provide opportunities for young children to developsocially, emotionally, and cognitively.
addition to stressing academic development, preschools should beenjoyable, since studies show that children benefit from programs they findfun.
chool programs such as Head Start have been shown to help preparechildren for school and may also have long-team benefits in helping childrenbecome effective adults.
ies have shown that preschool programs are most effective when theyfocus on only one area of development rather than trying to serve the "wholechild".
primary purpose of preschool programs varies by country, with somestressing the importance of group experience, and others self-reliance orgetting a good academic start.
ics of preschool programs argue that these programs put unduepressure on children and may not be effective of children are notdevelopmentally ready for academic work.
d Elkind is a critic of publicity funded preschool programs, arguingthat the parent cannot control their children's emotional development.
託福閱讀TPO31第2篇答案:Early Children Education
1.根據題目中Parents in Japan，定位可直接得到答案D。
2.這裏對比了Chinese和Japanese家長之間的差別，所以A最合適。
s是集中的意思， 另外這裏和focus配合的介詞是on，concentrate也用 on，所以這裏幫助推斷。
4.根據Head Start定位， 後面的內容就是對Head Start這個program的介紹，首先是 I960年開始的，和C矛盾，然後說是在US宣佈了 War on Poverty (貧窮)的時候，所以是爲窮人設計的，符合A。 B沒提到，D在這段的開頭提到了，但是不是針對HeadStart的描述，Head Start目標 是"whole child"，德智體美勞全面發展。
5.只有B不對應，其他的幾個選項根據後文中的內容都是正確的。
6.利用 results of readiness programs定位到本段第一句，本句內容：參加這些program留級的可能性小，而且還能省錢，所以選A。
7.A改變了原文意思，B文章沒說只到27, D和原文意思正好相反。
rehensive是全面的，綜合的意思，使用代入法，A最易懂的，B完整的，C值得尊敬的，D客觀的中，AC可以排除，不通順，B和D之間就需要理解 comprehensive的詞意來確定。
9.根據關鍵詞定位至For instance開始的內容，其中不包括C。
10.A對應 "reduction in future costs〃證明是 long term 的 benefit，所以A錯誤。B對應"less-expensive programs are just as good as relatively expensiveones〃說明便宜和貴的一樣好，B選項也不對。 C沒提到。D對應not every child benefited to the sameextent，正確。
本身是尋找，追求的意思。A是要求，B是設法，管理， C是失敗，D是嘗試，所以D 最合適。
12.關鍵詞對應後，根據本段的第一句，Elkind是作爲反面觀點的例子出現的，所以是爲了闡述另外一面的觀點，選B。
13.要插入的句子中有not only，also的結構，那麼起到的就是承上啓下的作用。句子前面一定出現emotionaldistress的內容，後面要引出的就是 intended cognitive gains的相關內容，所以選B。
