托福阅读如何做全对
托福阅读中如何能托福阅读如何做全对?想必这是不少人都关心的，其实还是有一些托福阅读技巧可以运用的，对于托福阅读试题来说有的时候通过一些特征就能看出对与错，下面就为各位来总结一下四点判断选项的方法。
托福阅读如何做全对
托福阅读技巧：如何准确判断选项
1)段意对：
如果某个选项恰好是刚刚笔记上记下的段意，则选项为正确选项。题干要求选出三个能概括文章主要内容的选项，用正常的思维去想一想，我们一般用什么来概括文章的主要内容呢?当然是段意了。
2)细节错：
人家要的是托福阅读文章的主要内容，细节显然是错误答案。关键是怎么判断细节——标准就是细节是不需要被解释的内容。举个例子：我说“你是个好人”这就不是细节，这个需要解释：你为什么是好人。
可是我说“你朋友借了你100块钱不还你也不催债”，这就是个细节。这句话不需要解释，它是用来解释你是个好人这句话的。所以说，看到一个选项，觉得这话没什么要解释的，那这个选项一定错了。
3)和文意相反的选项是错的：
这个理由很明白，不用解释什么，关键是你怎么知道哪个选项是和文意相悖的呢?你不是说只读每段的首末句和转折句吗?很多含有细节的句字都读不到呀。
这个问题的解决办法在于做题中积累信息。开始的快速阅读只是构建文章的框架，做主旨题之前的托福阅读试题的过程就是积累细节的过程，这个不用刻意为之，因为之前的题目都是句子定位或者段落定位的，做题的过程中自然会读到每段的细节。
4)编造出来的选项是错的：
有一种情况是比较让人郁闷的，就是看到一个选项，又不是段意，也不能准确判断就是个细节，并且也判断不出这个选项和文中的那个内容有所违背。这时候有些考生就慌了，觉得自己是文章没有读仔细，又返回去读文章，可是慌慌张张读了半天还是找不到和这个选项有关的内容。
其实不必回去读文章了，关键是头脑要冷静。人家要的文章的主要内容，主要内容一定是某一段的段意或者某几段段意的总结，所以这时候要做的惟一事情就是把段意再总结一遍，如果这个选项和某一段或某几段的段意相符，那么正确，否则这就是一个编造选项，当机立断地把它排除掉!
托福阅读真题练习：北美殖民时期
托福阅读文本：
The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.
In the early colonial days in North America, small cities sprang up along theAtlantic Coastline,mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were,accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.
This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.
When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861-1865).
托福阅读题目：
1. What does the passage mainly discuss?
(A) Factors that slowed the growth of cities in Europe.
(B) The evolution of cities in North America
(C) Trade between North American and European cities
(D) The effects of the United Sates' independence on urban growth in New England.
2. The word "they" in line 4 refers to
(A) NorthAmerican colonies
(B) cities
(C) centuries
(D) town economies
3. The passage compares early European and North American cities on the basis of which of the
following?
(A) Their economic success
(B) The type of merchandise they exported
(C) Their ability to distribute goods to interior settlements
(D) The pace of their development
4. The word "accordingly" in line 11 is closest in meaning to
(A) as usual
(B) in contrast
(C) to some degree
(D) for that reason
5. According to the passage , early colonial cities were established along the Atlantic coastline of
NorthAmerica due to
(A) an abundance of natural resources
(B) financial support from colonial governments
(C) proximity to parts of Europe
(D) a favorable climate
6. The passage indicates that during colonial times, the Atlantic coastline cities prepared which of
the following for shipment to Europe?
(A) Manufacturing equipment
(B) Capital goods
(C) Consumer goods
(D) Raw materials
7. According to the passage , all of the following aspects of the plantation system influenced the
growth of southern cities EXCEPT the
(A) location of the plantations
(B) access of plantation owners to shipping
(C) relationships between plantation residents and city residents
(D) economic self-sufficiency of the plantations
8. It can be inferred from the passage that, in comparison with northern cities, most southern cities
were
(A) more prosperous
(B) smaller
(C) less economically self-sufficient
(D) tied less closely to England than to France
9. The word "recorded" in line 26 is closest in meaning to
(A) imagined
(B) discovered
(C) documented
(D) planned
10. The word "drawing" in line 28 is closest in meaning to
(A) attracting
(B) employing
(C) instructing
(D) representing
11. The passage mentions the period following the Civil War (line 29) because it was a time of
(A) significant obstacles to industrial growth
(B) decreased dependence on foreign trade
(C) increased numbers of people leaving employment on farms
(D) increased migration from northern states to southern states
托福阅读答案：
BBDDC DCBCAC
托福阅读真题练习：美国历史
托福阅读文本：
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.
托福阅读题目：
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 point
out?
(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 Schlesinger
Library 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 of
nineteenth-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
托福阅读答案：
BBBDB CCCDA
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