托福阅读很差该怎么提高
想要在阅读中取得高分首先我们需要有超强的理解能力，看到阅读文章能够快速找到文章的主题内容，帮助我们进行答题，今天小编主要给大家分享托福阅读很差该怎么提高，希望对你们有帮助!
托福阅读很差该怎么提高
1、直的原则
“直”主要是指托福阅读在思维上要直截了当，所有题目的答案都基于原文内容，相应的位置可以在文章中找到。这个原则主要是提醒大家，解题必须以原文内容为基础，很多考生可能认为题目太复杂，从而给自己增加了更大的难度，事实上，只要找到题目的关键词回到原文来判断就可以了。
例如，解细节题有两个关键点：一是将问题的关键词提取出来，作为定位词返回到原文的某个范围;二是将选择的内容与原文进行比较，往往都会出现同义替换，考生必须注意。
2、细的原则
“细”是指考生在找原文的答案范围时必须细心，定位原文的解题方法是常用的一种方法，但题目中的关键词可能在文章中出现不止一次，所以提醒大家要细心，找出原文中包含关键词的句子，然后根据选择的内容做出必要的选择，选择意义最接近的选项来定位答案范围，进而判断正确答案。许多考生可能以为不够细心，觉得找到了答案，因此错过了正确的答案。
3.巧的原则
“巧”的意思是考生应该在定位过程中选择最合适的关键词，巧主要体现在:
(1)题目位置关键词通常包括人名、地名、数字、名词或动词等，当考生返回原文位置时，可以使用多个关键字同时定位，包含有题目关键词的原文内容的位置最有可能是答案的位置;
(2)在定位过程中，我们也可以使用一些特殊的符号、数字、专有名词等具有鲜明特征的内容进行跳读，题目中的关键词往往会在这些标记信息附近;
(3)托福阅读经常考查一些逻辑上密切相关的内容，如转折点、比较、否定、因果关系等，所以大家也可以在定位的过程中使用这些考点来定位。
托福阅读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.
托福阅读TPO31第2篇题目: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.
托福阅读TPO31第2篇答案:Early Children Education
1.根据题目中Parents in Japan，定位可直接得到答案D。
2.这里对比了Chinese和Japanese家长之间的差别，所以A最合适。
s是集中的意思， 另外这里和focus配合的介词是on，concentrate也用 on，所以这里帮助推断。
4.根据Head Start定位， 后面的内容就是对Head Start这个program的介绍，首先是 I960年开始的，和C矛盾，然后说是在US宣布了 War on Poverty (贫穷)的时候，所以是为穷人设计的，符合A。 B没提到，D在这段的开头提到了，但是不是针对HeadStart的描述，Head Start目标 是"whole child"，德智体美劳全面发展。
5.只有B不对应，其他的几个选项根据后文中的内容都是正确的。
6.利用 results of readiness programs定位到本段第一句，本句内容：参加这些program留级的可能性小，而且还能省钱，所以选A。
7.A改变了原文意思，B文章没说只到27, D和原文意思正好相反。
rehensive是全面的，综合的意思，使用代入法，A最易懂的，B完整的，C值得尊敬的，D客观的中，AC可以排除，不通顺，B和D之间就需要理解 comprehensive的词意来确定。
9.根据关键词定位至For instance开始的内容，其中不包括C。
10.A对应 "reduction in future costs〃证明是 long term 的 benefit，所以A错误。B对应"less-expensive programs are just as good as relatively expensiveones〃说明便宜和贵的一样好，B选项也不对。 C没提到。D对应not every child benefited to the sameextent，正确。
本身是寻找，追求的意思。A是要求，B是设法，管理， C是失败，D是尝试，所以D 最合适。
12.关键词对应后，根据本段的第一句，Elkind是作为反面观点的例子出现的，所以是为了阐述另外一面的观点，选B。
13.要插入的句子中有not only，also的结构，那么起到的就是承上启下的作用。句子前面一定出现emotionaldistress的内容，后面要引出的就是 intended cognitive gains的相关内容，所以选B。
