托福閱讀文章結(jié)構(gòu)分類

托福閱讀文章結(jié)構(gòu)分類，很多同學(xué)對(duì)于這個(gè)問題有疑問和不解，那么下面就跟著中國教育在線的小編詳細(xì)了解一下吧。

托福 閱讀文章結(jié)構(gòu)分類

托?？荚囎鳛橐婚T專業(yè)衡量語言能力的測(cè)試，無論是閱讀還是聽力，所涉及的篇章都是屬于學(xué)術(shù)性的，尤其是閱讀這一部分，根據(jù)ETS在《新托?？荚嚬俜街改稀分兴f，閱讀文章均摘錄于大學(xué)教科書，一般是對(duì)某一學(xué)科或主題的介紹性內(nèi)容，主要目的是評(píng)估考生對(duì)"學(xué)術(shù)性文章"的理解程度。而從ETS十大題型的設(shè)置來看，閱讀考試考察的是由最基本的詞匯到句子，再到文章邏輯關(guān)系以及段落理解，最后還通過小結(jié)題和圖表題考察對(duì)全文的掌握。對(duì)于很多考生來說，最后一大題也就是文章小結(jié)和表格題最為頭疼，因?yàn)樗吹膬?nèi)容實(shí)在太多，在有限的時(shí)間限制之下實(shí)在是毫無頭緒，只能亂選一氣。但其實(shí)只要我們搞清楚托福閱讀文章常見的結(jié)構(gòu)，完全可以在很短時(shí)間內(nèi)抓住文章脈絡(luò)拿下最后一道大題。

所有的閱讀文章，無論文章背景是什么，結(jié)構(gòu)無非會(huì)分為以下幾種，《新托?？荚嚬俜街改稀飞习淹懈Ｎ恼陆Y(jié)構(gòu)類型大致分為四類：classification(分類)，comparison/contrast(比較)，cause/effect(因果)，problem/solution(問題與解決方法)。

Classification指的是文章對(duì)某一個(gè)大的話題進(jìn)行分類討論，這類文章結(jié)構(gòu)非常清晰，能夠讓我們一目了然。以TPO17的《Symbiotic Relationships》為例，文章討論的大的話題是symbiotic relationship(共生關(guān)系)，然后再第一段就直接寫明有3種symbioticrelationships，然后接下來分段論述3種共生關(guān)系分別有什么樣的特點(diǎn)：paragrph2-3-- parasitism(寄生), paragraph4--commensalism(片利共生), paragraph5--mutualism(互利共生),最后再用很簡短的一句話稍作總結(jié)。這樣的結(jié)構(gòu)對(duì)于我們做小結(jié)題非常有利，因?yàn)閟ummary通常就是把所分的幾個(gè)小類分別用一個(gè)選項(xiàng)概括出來，比如這篇文章的最后一題3個(gè)正確選項(xiàng)：Parasitic relationships involve the interplay of aggression by the parasite and resistance and adaptation by the host對(duì)應(yīng)文章第二段講述parasitism部分的內(nèi)容;Mutualism is unique among symbiotic relationships in that it benefits both partners involved in the relationship對(duì)應(yīng)文章第五段講述mutualism部分內(nèi)容;The rarity of commensal relationships stems from the difficulty of findingrelationships that benefit one species without affecting the other對(duì)應(yīng)文章第4段講述commensalism部分內(nèi)容。把握住了文章的3種共生關(guān)系的主要特點(diǎn)，最后一題也就手到擒來了。 同樣屬于分類結(jié)構(gòu)的文章還有TPO13的《Types of Social Groups》、TPO16的《Planets of Our Solar Systems》、TPO20的《Fossil Preservation》等等，讀文章時(shí)注意在筆記上幾下各個(gè)類型的主要特點(diǎn)，在面對(duì)最后一題時(shí)即便時(shí)間有限也可以從容不迫。

Comparison/contrast指的是文章中含有兩種相關(guān)事物，將這兩種事物在各個(gè)方面進(jìn)行了一系列的比較，其實(shí)整體結(jié)構(gòu)類似于上面所說的分類。比較典型的文章例如TPO12的《Water in the desert》，文中主要介紹了沙漠中的水，將其中的河流分為兩大類：

Endogenous Rivers(內(nèi)流河)和Exogenous Rivers(外流河)，然后分別論述這兩大類的主要特征—內(nèi)流河起源于沙漠內(nèi)部，往往來源于地下水，容易干涸;外流河只是途經(jīng)沙漠，往往是一些比較大的河流等等。在碰到這種類型的文章時(shí)，往往最后會(huì)出到表格題，需要總結(jié)兩個(gè)比較對(duì)象的特征。表格題區(qū)別于小結(jié)題的一大特點(diǎn)是，選項(xiàng)中包含的細(xì)節(jié)比較多，不同于小結(jié)題的選項(xiàng)高度概括，表格題本質(zhì)上其實(shí)是基于全文的細(xì)節(jié)題，需要看的內(nèi)容比較多，所以在前面看文章時(shí)需要記好筆記，將文章主要行文結(jié)構(gòu)弄清楚，這兩類事物本質(zhì)區(qū)別是什么?分別是在哪些段落講述了各自的特征?確定好大的框架，最后做題時(shí)進(jìn)行定位不至于慌亂。類似的文章還有官方指南的《Applied Arts and Fine Arts》，《Artisan and Industrialization》，《Nineteenth-Century Politics In the United States》 ，《Early Cinema》以及TPO7的《Ancient Rome and Greece》，TPO30的《The Pace of Evolutionary Change》等等。

Cause/effect又稱現(xiàn)象解釋型文章，所指的是一篇文章討論的話題是一個(gè)現(xiàn)象，就這個(gè)現(xiàn)象的形成原因或是產(chǎn)生的結(jié)果花了大量篇幅進(jìn)行介紹。最為典型的一篇文章就是官方指南《Desert Formation》，文章主要就是在介紹沙漠化形成的各種原因：植被減少，氣候干燥，人類活動(dòng)等等，最后文章小結(jié)也就是將這些原因當(dāng)中比較重要的幾點(diǎn)總結(jié)出來，所以概括時(shí)主要關(guān)注每個(gè)段落的topic sentence即可。 官方指南《Green Icebergs》，《The Expression of Emotions》以及TPO16的《Trade and Ancient Middle East》等都屬于此類文章。

Problem/solution解決方法類文章指的是文章一開頭就拋出一個(gè)問題，而主題內(nèi)容是在就這個(gè)問題進(jìn)行探討給出答案。此類文章最明顯的特征就是在開頭段背景引入部分會(huì)引入問題，然后下面給出幾種可能的解釋。例如TPO17《Europe's Early Sea Trade with Asia》這篇文章，開頭段講東西方人都想要彼此進(jìn)行貿(mào)易，但是苦于陸上交通被阻隔掉了，因此需要海上貿(mào)易，可是又存在一系列的問題。接著文章就具體描述存在的問題以及是如何克服掉這些阻礙的：航船的改變，導(dǎo)航儀的改進(jìn)，海上行為規(guī)則的制定等等。主要問題介紹完了整篇文章也就差不多了，而最后的小結(jié)題總結(jié)出來的三個(gè)選項(xiàng)也是跟這些主要問題相關(guān)。與此類似的，TPO1的《The Origins of Theater》研究的問題是究竟戲院的起源是什么以及為什么它會(huì)發(fā)展起來，TPO6的《Infantile Amnesia》討論的問題是嬰兒為什么記不得自己三歲之前的事情，TPO18《The Mystery of Yawning》探究的是人為什么會(huì)打哈欠。類似的文章還是比較多的，做小結(jié)題時(shí)需要概括的就是給出的幾種主要答案。

在平時(shí)做題過程中，考生需要學(xué)會(huì)對(duì)所做的每一篇文章進(jìn)行總結(jié)，快速識(shí)別對(duì)應(yīng)的文章類型，可以幫助我們?cè)谧疃痰臅r(shí)間內(nèi)抓住文章的主要內(nèi)容，從而提高最后一題的正確率。

托福閱讀文中隱藏的考點(diǎn)內(nèi)容

托福閱讀的考點(diǎn)內(nèi)容比較復(fù)雜，其中也經(jīng)出現(xiàn)一些隱藏的知識(shí)點(diǎn)，這對(duì)于我們的復(fù)習(xí)增加了不小的難度。為大家匯總了一些比較常見的隱藏知識(shí)點(diǎn)，供大家參考。

一、列舉和并列句

列舉指的是： First, Second, Third,等逐條列出。

并列句是指： A ， B and C ，即逐項(xiàng)列出。

它們共同的特征是列出二點(diǎn)或三點(diǎn)以上的條目。

該類型語言點(diǎn)?？嫉念}型是“細(xì)節(jié)性問題”，主要有兩種：

1. Which 題型

該題型只要求從并列的三頂中選一項(xiàng)作為答案，其它條目與題目無關(guān)。在這種情況下，往往題目的答案出自最后一個(gè)選項(xiàng) 。

2 . EXCEPT 題型

該題型俗稱“三缺一”題型，即題目 4 個(gè)選項(xiàng)中有三個(gè)符合文章內(nèi)容，剩下一個(gè)不符合，題目便是要求選出這個(gè)不符合文章內(nèi)容的選項(xiàng)。例如： All of the following are mentioned as types of evidence concerning handedness EXCEPT ?

這種題型只適合于考并列、列舉句，這是因?yàn)樗笃淙齻€(gè)選項(xiàng)一定是文章中出現(xiàn)的，也就是并列或列舉之處。利用這一特點(diǎn).我們?cè)谧x文章的時(shí)候就可多留意，如看到并列、列舉句，可預(yù)想其有可能被考到;如發(fā)現(xiàn)題目中有“三缺一”題型，則應(yīng)到并列、列舉處找答案。

二、否定及轉(zhuǎn)折句

否定句是指帶有 NO 或 NOT ， NEVER 等否定詞的句子，而轉(zhuǎn)折句則指帶有 HOWEVER ， BUT 或 RATHER 等關(guān)聯(lián)詞引導(dǎo)的句子，它們可以用下面的句型說明： A is not B ， as C ， but is D 。對(duì)于以上的句型常出“推斷性問題”。

三、舉例句

句中由 as 或 such as ， for example 等引導(dǎo)的短語或句子為舉例句，常考“推斷性問題”和“細(xì)節(jié)性問題”。上面句型中的 as C 為插入的舉例句。

四、數(shù)字與年代

文中的數(shù)字、年代、日期等常常是出題者經(jīng)常會(huì)做文章的考題點(diǎn)。

五、最高級(jí)及絕對(duì)性詞匯

文章中若出現(xiàn) must ， all ， only ， anyone ， always ， never 等絕對(duì)性詞匯或 first ， most beautiful 等最高級(jí)詞匯，往往是考題要點(diǎn)，一般出“細(xì)節(jié)性題目”。

這是因?yàn)樗鼈兌加幸粋€(gè)共同的特點(diǎn)，那就是 概念絕對(duì) ， 答案唯一 ，無論是出題還是做題，不會(huì)產(chǎn)出歧義和疑問，因此很容易出題，答案絕對(duì)正確。

相反地，如果文章中出現(xiàn)相對(duì)性的詞匯、例如 Some of the people chose red hats,some chose green hats,and others blue ones. 其中 some 為相對(duì)性詞匯，如果我們出這樣一道題： What color hats did some people choose? 那么就沒有唯一正確的答案，因?yàn)橛锌赡転?red,green 或 blue ，給評(píng)卷帶來困難。

六、比較級(jí)及比喻

如果文中含有 more than 或 as ， like ( a fly )等句型，則為比較級(jí)或比喻句結(jié)構(gòu)，往往也是考題點(diǎn)，一般出“推斷性題目”。

七、同位語及插入語

文章中帶有由 that is ， i.e. ， or 等詞匯引導(dǎo)的名詞詞組，放在一個(gè)名詞后面，為同位語;插入語是指副詞、不定式、分詞、從句等結(jié)構(gòu)故在句首，句中或句尾，不做句子成分，但修飾整個(gè)句子、表達(dá)作者感情的語法結(jié)構(gòu)。 這些用逗號(hào)隔開的持殊結(jié)構(gòu)往往也是考查的重點(diǎn)，一般會(huì)出“細(xì)節(jié)性題目”。

八、因果句

句中若有如下結(jié)構(gòu)或詞匯的稱為因果句：

(1) 因果連詞： because ， since ， for ， as ， therefore ， so ， consequently 等

(2) 表示因果的動(dòng)詞： cause ， result in ， originate from 等。

新托福閱讀背景知識(shí)分享

托福閱讀復(fù)習(xí)中，除了大量的真題練習(xí)之外，大家可以多了解一些相關(guān)的背景知識(shí)，這樣能夠幫助我們更好地來閱讀文章內(nèi)容。那么總結(jié)往年的托福閱讀考試，具體的哪些背景知識(shí)屬于高頻內(nèi)容，是大家復(fù)習(xí)的重點(diǎn)呢?為大家整理了相關(guān)的內(nèi)容，供大家參考。

The spread of jazz.

In the 1940's and 1950's, the sophisticated forms of bebop and cool jazz began to gain wide acceptance among intellectuals and college students. Jazz concerts became popular. Groups of jazz stars made a series of international tourscalled Jazz at the Philharmonic. The international growth of jazz resulted in many successful overseas tours by U.S. bands and combos.

The introduction of the 331/3 rpm long-playing (LP) record, which was first produced commercially in 1948, also helped spread the popularity of jazz. For 30 years, jazz recordings had been limited to 78 rpm records that restrictedperformances to about 3 minutes in length. The LP allowed recorded performances to run many minutes. The LP also permitted a number of shorter performances to be issued on a single record.

During the 1950's, musicians in other countries began to improve greatly as jazz performers as they were exposed to performances by American musicians through recordings and concerts. Sweden, France, Germany, Japan, and othercountries developed players and composers whose work compared favorably with that of the leading Americans. The first foreign jazz musicians to influence Americans were Belgian-born guitarist Jingo Reinhardt in the late 1930's, andGeorge Shearing, a blind, English-born pianist who immigrated to the United States in 1947.

In 1954, the first large American jazz festival was held at Newport, Rhode Island. Since then, annual festivals also have been held in Monterey, California; New York City; Chicago; Nice, France; Monteux, Switzerland; Warsaw, Poland;Berlin, Germany; and many other locations throughout the world. These festivals have featured almost all of the most popular jazz musicians and have introduced many extended concert works.

托福閱讀真題練習(xí)

托福閱讀真題練習(xí)：美國歷史的文本+題目+答案

托福閱讀文本：

During the seventeenth and eighteenth centuries, almost nothing was written about the contributions of women during the colonial period and the early history of the newly formed United States. Lacking the right to vote and absent from the seats of power, women were not considered an important force in history. Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the American Revolution, and Abigail Adams penned important letters showing she exercised great political influence over her husband, John, the second President of the United States. But little or no notice was taken of these contributions. During these centuries, women remained invisible in history books.

Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors writing about women. These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory in nature, and they were uncritical in their selection and use of sources.

During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records of activities in which women were engaged. National, regional, and local women's organizations compiled accounts of their doings. Personal correspondence, newspaper clippings, and souvenirs were saved and stored. These sources from the core of the two greatest collections of women's history in the United States one at the Elizabeth and Arthur Schlesinger Library at Radcliffé College, and the other the Sophia Smith Collection at Smith College. Such sources have provided valuable materials for later generations of historians.

Despite the gathering of more information about ordinary women during the nineteenth century, most of the writing about women conformed to the "great women" theory of history, just as much of mainstream American history concentrated on "great men." To demonstrate that women were making significant contributions to American life, female authors singled out women leaders and wrote biographies, or else important women produced their autobiographies. Most of these leaders were involved in public life as reformers, activists working for women's right to vote, or authors, and were not representative at all of the great of ordinary woman. The lives of ordinary people continued, generally, to be untold in the American histories being published.

托福閱讀題目：

1. What does the passage mainly discuss?

(A) The role of literature in earlyAmerican histories

(B) The place ofAmerican women in written histories

(C) The keen sense of history shown byAmerican women

(D) The "great women" approach to history used by American historians

2. The word "contemporary" in line 6 means that the history was

(A) informative

(B) written at that time

(C) thoughtful

(D) faultfinding

3. In the first paragraph, Bradstreet, Warren, and Adams are mentioned to show that

(A) a woman's status was changed by marriage

(B) even the contributions of outstanding women were ignored

(C) only three women were able to get their writing published

(D) poetry produced by women was more readily accepted than other writing by women

4. The word "celebratory" in line 12 means that the writings referred to were

(A) related to parties

(B) religious

(C) serious

(D) full of praise

5. The word "they" in line 12 refers to

(A) efforts

(B) authors

(C) counterparts

(D) sources

6. In the second paragraph, what weakness in nineteenth-century histories does the author pointout?

(A) They put too much emphasis on daily activities

(B) They left out discussion of the influence of money on politics.

(C) The sources of the information they were based on were not necessarily accurate.

(D) They were printed on poor-quality paper.

7. On the basis of information in the third paragraph, which of the following would most likely

have been collected by nineteenth-century feminist organizations?

(A) Newspaper accounts of presidential election results

(B) Biographies of John Adams

(C) Letters from a mother to a daughter advising her how to handle a family problem

(D) Books about famous graduates of the country's first college

8. What use was made of the nineteenth-century women's history materials in the SchlesingerLibrary and the Sophia Smith Collection?

(A) They were combined and published in a multivolume encyclopedia

(B) They formed the basis of college courses in the nineteenth century.

(C) They provided valuable information for twentieth-century historical researchers.

(D) They were shared among women's colleges throughout the United States.

9. In the last paragraph, the author mentions all of the following as possible roles ofnineteenth-century "great women" EXCEPT

(A) authors

(B) reformers

(C) activists for women's rights

(D) politicians

10. The word "representative" in line 29 is closest in meaning to

(A) typical

(B) satisfied

(C) supportive

(D) distinctive

托福閱讀答案：

BBBDB CCCDA

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