2020语法不过关怎么做好托福阅读题

由 范文百科 分享时间：2023-08-27 14:29:06 加入收藏我要投稿点赞

语法不过关怎么做好托福阅读题?提高语法能力重在这2点。下面小编就和大家分享语法不过关怎么做好托福阅读题，来欣赏一下吧。

语法不过关怎么做好托福阅读题?提高语法能力重在这2点

托福阅读词汇过关还需语法能力

很多托福考生在备考中具备了一定的词汇量后，就觉得应对托福阅读没什么压力了，很多难点问题好像都能迎刃而解。然而事实并非如此，有的学生的词汇量不错，各种词汇书都背过，学科词汇也都掌握，刷题量也不少，可是分数就是提高不了。背后的原因应该就是语法问题了。语法掌握是否熟练直接反映在做题速度上。而很多同学有这样的体会，不考虑答题时间，文章都能看懂，题都能做对。一旦加上时间限制就手忙脚乱，不仅答不完题，正确率也有所下降。其实，阅读考试的时限就是对我们语法是否熟练的考验。这些同学慢慢看能看懂，说明知道语法规则。但是知道不等于熟悉，相反，如果一个对语法规则很熟悉的同学，即使面对很多生词，也能快速地读完文章，做对题目。那么这个问题如何解决呢?

托福阅读提升语法能力要点分析

1.熟悉语法规则

对于托福阅读，常见的语法现象有定语从句，主宾表同四个名词性从句，以及非谓语动词。对于多数的学生而言，单个的语法现象不足以成为阅读的障碍，真正的障碍来自于文章句子里面所体现的多个语法现象，也就是我们平时所说的长难句。经常做错题分析的同学也明白，自己错题的原因并非没有找到相关的信息，而是定位到有效信息后，没有看懂句子的意思，导致错题。所以备考阶段需要有针对性，要加强长难句分析的训练，由易到难，熟练掌握语法规则。

2.精读文章，分析段落结构，划分句子成分，并翻译文章大意

句子是语法的载体，在做完题目之后必须要精读文章，把每段的段落层次划分清楚，把比较难懂的句子单独拿出来划出主干部分，并翻译出大意。在这一环节，翻译是必要的，翻译其实就是语言的输出，如果输出的信息是正确的，那么我们的理解就是正确的，同时还有利于老师对于学生语法知识盲点的准确判断，改进教学。

综上所述，托福阅读中语法水平对于大家的理解文章和解题能力还是很关键的，考生在备考中也需要努力提升语法能力才能在考试中取得更好成绩，希望本文内容能够给大家带来一些启发和帮助。

托福阅读真题原题+题目

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies' responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies' emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasize certain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults.

1. What does the passage mainly discuss?

(A) How babies differentiate between the sound of the human voice and other sounds

(B) The differences between a baby's and an adult's ability to comprehend language

development

(D) The response of babies to sounds other than the human voice

2. Why does the author mention a bell and a rattle in lines 4-5?

(A) To contrast the reactions of babies to human and nonhuman sounds

(B) To give examples of sounds that will cause a baby to cry

(D) To give examples of typical toys that babies do not like

3. Why does the author mention syllables pronounced with rising and falling inflections in lines

7-8?

(A) To demonstrate how difficult it is for babies to interpret emotions

(B) To illustrate that a six-week-old baby can already distinguish some language differences

(D) To give a reason for babies' difficulty in distinguishing one adult from another

4. The word diverse in line 14 is closest in meaning to

(A) surrounding

(B) divided

(D) stimulating

5. The word noted in line 17 is closest in meaning to

(A) theorized

(B) requested

(D) observed

6. The word They in line 18 refers to

(A) mothers

(B) investigators

(D) words

7. The passage mentions all of the following as ways adults modify their speech when talking to

babies EXCEPT

(A) giving all words equal emphasis

(B) speaking with shorter sentences

(D) using meaningless sounds

8. The word emphasize in line 19 is closest in meaning to

(A) stress

(B) repeat

(D) leave out

9. Which of the following can be inferred about the findings described in paragraph 2?

(A) Babies who are exposed to more than one language can speak earlier than babies exposed to

a single language.

(B) Mothers from different cultures speak to their babies in similar ways.

(D) The mothers observed by the researchers were consciously teaching their babies to speak.

10. What point does the author make to illustrate that babies are born with the ability to acquire

language?

(A) Babies begin to understand words in songs.

(B) Babies exaggerate their own sounds and expressions.

(D) Babies notice even minor differences between speech sounds.

11. According to the author, why do babies listen to songs and stories, even though they cannot

understand them?

(A) They understand the rhythm.

(B) They enjoy the sound.

(D) They focus on the meaning of their parents' words.

PASSAGE 66 CABCD AAABD B

托福阅读真题原题+题目

Many prehistoric people subsisted as hunters and gatherers. Undoubtedly, game animals, including some very large species, provided major components of human diets. An important controversy centering on the question of human effects on prehistoric wildlife concerns the sudden disappearance of so many species of large animals at or near the end of the Pleistocene epoch. Most paleontologists suspect that abrupt changes in climate led to the mass extinctions. Others, however, have concluded that prehistoric people drove many of those species to extinction through overhunting. In their Pleistocene overkill hypothesis, they cite what seems to be a remarkable coincidence between the arrival of prehistoric peoples in North and South America and the time during which mammoths, giant ground sloths, the giant bison, and numerous other large mammals became extinct.

Perhaps the human species was driving others to extinction long before the dawn of history. Hunter-gatherers may have contributed to Pleistocene extinctions in more indirect ways. Besides overhunting, at least three other kinds of effects have been suggested: direct competition, imbalances between competing species of game animals, and early agricultural practices. Direct competition may have brought about the demise of large carnivores such as the saber-toothed cats. These animals simply may have been unable to compete with the increasingly sophisticated hunting skills of Pleistocene people.

Human hunters could have caused imbalances among game animals, leading to the extinctions of species less able to compete. When other predators such as the gray wolf prey upon large mammals, they generally take high proportions of each year's crop of young. Some human hunters, in contrast, tend to take the various age-groups of large animals in proportion to their actual occurrence. If such hunters first competed with the larger predators and then replaced them, they may have allowed more young to survive each year, gradually increasing the populations of favored species. As these populations expanded, they in turn may have competed with other game species for the same environmental niche, forcing the less hunted species into extinction. This theory, suggests that human hunters played an indirect role in Pleistocene extinctions by hunting one species more than another.

1. What does the passage mainly discuss?

(A) The effects of human activities on prehistoric wildlife

(B) The origins of the hunter-gatherer way of life

(D) The change in climate at the end of the Pleistocene epoch

2. The word Undoubtedly in line 1 is closest in meaning to

(A) occasionally

(B) unexpectedly

(D) certainly

3. The word components in line 2 is closest in meaning to

(A) parts

(B) problems

(D) varieties