托福阅读零基础备考3个训练重点详解

托福阅读对于零基础或是英语基础较差的考生来说还是比较有难度的，因此大家在备考时也会在阅读上花比较多的心思。今天给大家带来了托福阅读零基础备考3个训练重点详解,希望能够帮助到大家在托福考试中拿高分，下面小编就和大家分享，来欣赏一下吧。

【新手必看】托福阅读零基础备考3个训练重点详解

托福阅读 单词如何准备?

阅读在托福听说读写四项中，单词量要求是最高的一项。对于单词而言，科学数据证明，单词至少需要过五遍以上才能够真正记得单词，因此一定要强调单词重复，我们哈耶普推荐学生使用的单词书是王玉梅。具体背单词而言，会出现的最主要的问题是，很多孩子在背了几遍单词后，往往会在阅读中只会觉得熟悉甚至是出现在某个单词的上面或者下面，但就是不认识这个单词什么意思，这种情况的解决办法便是，背单词的同时熟读所给的例句，通过其中的意思去记背单词，这样单词出现在阅读中就会容易反映出来具体的意思。需要注意的是，单词不能凭空去背，一定要强调默写这个过程，同时默写需要注意正确率，尤其是错误的单词应该自己整理出来，否则会出现不认识的一直都不认识，哪怕默写很多很多遍。

托福阅读长难句分析技巧

长难句分析的基础是最基本的语法，这一点对于孩子们来说，很多孩子都是有较大的缺陷的，因此一定确保基本简单的语法不出错。另外，分析长难句要有技巧去分析，不能是纯翻译。如果单纯地去翻译，其实电子词典就能做这个功能，长难句最主要的是如何把句子肢解成能够快速理解的短句。建议可以使用老托福的文章来练习长难句分析。

托福文章阅读技巧训练心得

这一点是尤为重要的，像阅读和听力这样的客观题目，技巧的运用并不是三两下就可以掌握的。冰冻三尺非一日之寒，这类客观题目的技巧的运用一定有一个循序渐进的过程，首先要熟练掌握对应题型的解题技巧，第二需要在简单题目中运用此技巧这样才能够确保自己会用技巧以及用技巧的信心，第三才是在难题中使用技巧解题。这一过程中，尤其是在技巧学习的初期，哪怕是所有做对的题目，都需要把技巧重复看在其中是如何运用的。

最后，针对所有考前的备考学生，尤其是考试心态不太稳定的学生，阅读这部分需要注意的是，平时的全真模考非常关键，一方面是训练考试心态，另一方面是针对模考之后，一定要总结自己的分数所暴露出来的问题，分析自己的错题类型都主要集中在哪些方面，有针对性解决，而非仅仅只看一个分数。很简单，例如同样是23分的学生，存在的问题也不尽相同。

托福考试阅读文章练习

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.

The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period." Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of vitamin deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of them.

In the third era of nutritional history in the early 1950’s to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.

1. What does the passage mainly discuss?

(A) The effects of vitamins on the human body

(B) The history of food preferences from the nineteenth century to the present

(C) The stages of development of clinical nutrition as a field of study

(D) Nutritional practices of the nineteenth century

2. It can be inferred from the passage that which of the following discoveries was made during the first era in the history of nutrition?

(A) Protein was recognized as an essential component of diet.

(B) Vitamins were synthesized from foods.

(C) Effective techniques of weight loss were determined.

(D) Certain foods were found to be harmful to good health.

3. The word "tempting" in line 12 is closest in meaning to

(A) necessary

(B) attractive

(C) realistic

(D) correct

4. It can be inferred from the passage that medical schools began to teach concepts of nutrition in order to

(A) convince medical doctors to participate in research studies on nutrition

(B) encourage medical doctors to apply concepts of nutrition in the treatment of disease

(C) convince doctors to conduct experimental vitamin therapies on their patients

(D) support the creation of artificial vitamins

5. The word "Reckless" in line 18 is closest in meaning to

(A) recorded

(B) irresponsible

(C) informative

(D) urgent

6. The word ’them" in line 19 refers to

(A) therapies

(B) claims

(C) effects

(D) vitamins

7. Why did vitamin therapy begin losing favor in the 1950’s

(A) The public lost interest in vitamins.

(B) Medical schools stopped teaching nutritional concepts.

(C) Nutritional research was of poor quality

(D) Claims for the effectiveness of vitamin therapy were seen to be exaggerated.

8. The phrase "concomitant with" in line 21 is closest in meaning to

(A) in conjunction with

(B) prior to

(C) in dispute with

(D) in regard to

9. The word "skyrocketing" in line 23 is closest in meaning to

(A) internationally popular

(B) increasing rapidly

(C) acceptable

(D) surprising

10. The word "extolling" in line 24 is closest in meaning to

(A) analyzing

(B) questioning

(C) praising

(D) promising

11. The paragraph following the passage most probably discusses

(A) the fourth era of nutrition history

(B) problems associated with undernutrition

(C) how drug companies became successful

(D) why nutrition education lost its appeal

CABBB DDABC A

托福阅读材料练习：文化背景决定工作理念

在许多企业文化中，“团队合作”被视为非常重要的组成部分，优秀的“团队合作”精神也被视为一个好员工必须具备的。而不同的人对于“团队合作”的看法和期望又是由什么决定的呢?

一篇文章称，在不同文化生活的人对工作的理解也不一样。例如人们对“团队合作”就有不同的期望。

a new article in a special section on culture and psychology in

perspectives on psychological science, a journal of the associationfor

psychological science, explains that people in different cultures think about

work in different ways.

日前，一篇刊登在美国心理科学 联合会的学术期刊《心理科学视角》文化与心理版块的文章称，在不同文化生活的人对工作的理解也不一样。

for example, people have different expectations about teamwork, says

cristina b. gibson, of the university of western australia.

例如，人们对“团队合作”就有不同的期望，西澳大学教授克里斯蒂娜.b.吉布森说道。

gibson has interviewed people to understand how they conceptualizeteams.

“in the us, people used a lot of sports metaphors. elsewhere, that just wasn't a

common metaphor.” in latin america, for example, many people talked about the

work team as a family.

托福阅读材料练习：保持好记忆

being in a good mood decreases the brain's working memory， us researchers

say.

“this explains why you might not be able to remember a phone number you get

at a party when you are having a good time，” elizabeth martin， a doctoral

student of psychology at the university of missouri， says in a statement. “this

research is the first to show that positive mood can negatively impact working

memory storage capacity.”

the researchers gauged study participants’ mood before and after showing

them a video clip - some saw a bit of a stand-up comedy routine， while others

saw a video on how to install flooring.

those who viewed the comedy routine were in significantly better moods

after viewing the video， while the mood of flooring group had not changed. both

groups were then given a memory test.

the study， published in the journal cognition and emotion， found those who

watched the comedy routine performed significantly worse on the task.

美国研究人员称，好心情可能会降低大脑的工作记忆(属程序性记忆、短时记忆，是一种短暂时刻的知觉)能力。

“这就能解释为什么明明在派对上玩得很开心，却记不住从派对上得到的电话号码，”密苏里大学心理学博士伊丽莎白马丁在一份报告中指出。“该研究首次说明，积极情绪有损于工作记忆容量。”

研究人员在受试者观看视频片段前后对其情绪进行了测量。其中一部分受试者所看的是轻松喜剧节目，另一些人所看的视频则关于如何铺地板。

那些看了喜剧的受试者观后情绪更佳，而“地板视频”受试者观前观后情绪并无波动。两组都接受了记忆测试。

此项刊登于《认知与情感》杂志的研究发现，观看了喜剧的受试者在记忆测试中表现明显差于另一组受试者。