托福阅读速度有哪些要求

时间：2020-07-01 17:28:26 楚薇0由分享

为了帮助大家备考托福，下面学习啦为大家带来“托福阅读速度有哪些要求”，希望对大家托福备考有所帮助。更多精彩尽请关注学习啦!

托福阅读速度有哪些要求

托福阅读速度要求

托福阅读的时间是按篇来给的，也就是每篇托福阅读文章只给你20分钟的时间完成。

另外大家要注意的就是时间来不及的情况。这就要求大家平时训练时候，还是坚持一次性原则为好，尽量把答完一篇文章的时间控制在16分钟内，这是一个参考标准，如果达不到这个阅读速度，面临真题时候就会遭遇很大的难度。

提升托福阅读速度的方法

一、略读

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。

二、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。

三、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。

四、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。

掌握了方法之后需要在平常多加练习，到了考试时才能用的得心应手。

托福阅读材料：电视相亲

Eye-gazing party is a dating trend based on the practice of speed-dating in which participants do not speak to each other but instead, gaze at each other for a set amount of time before moving on.

Eye-gazing party(对眼相亲会)是在速配相亲基础上发展起来的一种相亲形式。参与对眼相亲会的男女彼此之间不用开口说话，而是在限定的时间内盯着对方看，时间一到就换个人继续看。

Someone describes the experience as "having a conversation with another person's face", while others believe eye contact can reveal one’s attraction faster than anything else.

有人将这种相亲会描述为“跟另一个人的脸对话”，也有人认为眼神交流比任何行为都能更快散发一个人的魅力。

托福阅读材料练习：肺部有味觉

Take a deep breath. Taste anything? Actually, your lungs may. Because scientists have discovered that the same receptors that exist on the tongue to taste bitter substances are also found on the smooth muscle of the lungs.

Researchers were studying the receptors on smooth lung muscles that regulate contraction and relaxation of theairways. That’s when they made the discovery—which was so unexpected that the researchers themselves were skeptical.

Finally, they became convinced that the receptors were really there, though not clustered in taste buds as they are on the tongue. The scientists then exposed human and mouse airways to various bitter compounds to gauge the effects.

Many toxic compounds are bitter, so the researchers expected the lung muscle to tense up and contract—to compel the breather to move away from whatever was bitter and perhaps toxic. But, in a second surprise, bitter compounds relaxed and opened airways better than any existing asthma drug. The study is in the journal Nature Medicine. [Deepak Deshpande et al., "Bitter taste receptors on airway smooth muscle bronchodilate by localized calcium signaling and reverse obstruction"]

Researchers will continue to search for the role of the receptors. Meanwhile, the work represents a surprising new lead in the search for drugs to treat asthma, emphysema or chronic bronchitis.

—Cynthia Graber

托福阅读练习：考试助于学习

Tests aren't just a way for teachers to torture their students, according to a new study that finds the brain encodes better mental hints during test-taking than during studying alone.

考试不仅仅是老师用来折磨学生的手段，因为最新研究表明，考试时大脑消化吸收学习材料的效果要比只是学习看书时产生的效果好一些。

Although many people view tests as a way to mark and grade students' progress, research has found that the act of retrieving information from memory actually makes remembering it easier. In other words, tests improve learning.

人们把考试视作给学生进步打分的工具，然而研究发现，从记忆中检索信息这一行为可使人们记东西更加容易。换句话说，考试能让你学识渊博。

The study author Mary Pyc, a postdoctoral fellow at Washington University in St. Louis and her co-author Katherine Rawson investigated pieces of information called "mediators." Mediators are concepts, ideas or phrases that connect one piece of information to another. To be a good mediator, the idea has to be both easy to remember and easy to link to the information you're trying to retrieve.

该研究论文的撰稿人、华盛顿大学博士后玛丽-佩克和她的同事凯瑟琳-罗森着手于研究名为“介质”的信息碎片。“介质”实际上就是一些概念、观点或者短语，它们是连接各条信息的桥梁。要成为优质“介质”，相关观点必须易记且和你要检索的信息相关。

To investigate the effect of testing on mediators, Pyc and Rawson had 118 English-speaking participants learn 48 Swahili words. Some of the learners took tests on the information and then got to restudy the material before being tested again. Others only studied and restudied without tests.

为了调查考试对“介质”产生的效果，佩克和罗森让118名讲英语人士学习48个斯瓦希里语的单词。在之后的实验中，一部分学习者对所学内容进行测试，然后在再次测试前重新学习。而另一些人则只是学习、再学习，没有测试。

A week after learning the words, each group took a final test. Some tests required them to give the English translation from the Swahlii word alone. Another group got a test that gave them the Swahili word plus the mediator they'd used when learning the words. A third group not only had to translate the word, but they also had to remember and write down their mediator word.

一周后，每组都会进行一次期终考试。一组被要求写出斯瓦希里语某些单词的意思，而另一组则在释义时研究者给他们看了自己学习时曾使用的“介质”。第三组不仅需要给单词释义，还要记住并写下自己当时使用的“介质”。

Overall, the group that took practice tests did three times better than the study-only group. In addition, more test practice made for better mediators. Those who had to recall both their mediator and the translation got scores averaging 51 percent if they'd been in the pretesting group and just 34 percent if they'd only studied. Those who didn't have to remember their mediator, just link it to the translation, also did much better if they'd completed practice tests.

总体来讲，经常做测试的那一组的考试结果要比不做测试的那一组好出三倍。此外，测试较多使得学习者使用的“介质”也较好。需要回忆“介质”以及释义的小组成员中，先前在测试较多小组中学习的成员平均分为51分，而那些曾在不测试小组中学习过的成员平均仅为34分。而在考试中不被要求回忆“介质”只需释义的人群，倘若之前做过较多测试，考试成绩也要好得多。

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