托福閱讀細(xì)節(jié)題三原則

時(shí)間：2021-01-18 12:27:58 托�？荚� 我要投稿

托福閱讀細(xì)節(jié)題三原則精選

　　經(jīng)過國(guó)內(nèi)各種考試洗禮的同學(xué)一定對(duì)細(xì)節(jié)題不陌生，那么我們托福閱讀的細(xì)節(jié)題(Factual Information questions)會(huì)有哪些有效的解題方法呢，我們今天就先從細(xì)節(jié)題的三個(gè)原則說起。

托福閱讀細(xì)節(jié)題三原則精選

　　一般學(xué)生在做托福閱讀細(xì)節(jié)的時(shí)候往往會(huì)遇到3個(gè)問題：

　　1：最常見的問題是根據(jù)定位詞找不到對(duì)應(yīng)的原文。當(dāng)然找不到有兩個(gè)原因，一個(gè)是定位詞在段落中多次出現(xiàn)，以至于不知道定位到哪一句;另外一個(gè)原因就是定位詞被改寫，而在原文中又不知道它的替換詞。

　　2：選了本身說法完全正確的選項(xiàng)(原文中提及或者符合常理的選項(xiàng))但悲催的發(fā)現(xiàn)這不是正確答案。

　　3：還有找到了對(duì)應(yīng)的.原文但不知道哪個(gè)是正確答案。

　　這三個(gè)問題其實(shí)也就對(duì)應(yīng)我們的細(xì)節(jié)題的三個(gè)原則：

　　1. 定位原則

　　2. 符合題干原則

　　3. 同義改寫原則

　　首先，針對(duì)第一種情況，根據(jù)定位詞找不到對(duì)應(yīng)的原文就出現(xiàn)了我們的第一個(gè)原則，定位原則。

　　說到定位，我們一般都會(huì)首先想到名詞定位，什么樣的名詞呢?有特點(diǎn)的名詞，能夠一眼看到的名詞，比如專業(yè)術(shù)語，數(shù)字，年代，引號(hào)和斜體字等。這就好比在茫茫人海中找一個(gè)2.62的高人。但是，大家在托福閱讀實(shí)戰(zhàn)演習(xí)中往往會(huì)發(fā)現(xiàn)用名詞定位會(huì)有一個(gè)很普遍的問題，就是名詞往往會(huì)多次出現(xiàn)。這時(shí)候怎么辦呢?用非名詞定位，即動(dòng)詞和形容詞定位。

　　名詞和非名詞定位各有哪些優(yōu)缺點(diǎn)呢?

　　名詞定位

　　優(yōu)點(diǎn)：不容易被改寫

　　缺點(diǎn)：可能會(huì)多次出現(xiàn)

　　非名詞定位

　　優(yōu)點(diǎn)：一般只出現(xiàn)一次

　　缺點(diǎn)：容易被替換

　　所以我們?cè)诳荚嚭推綍r(shí)練習(xí)時(shí)一定要注意名詞和非名詞結(jié)合著去定位，名詞多次出現(xiàn)的時(shí)候記得在題干中看看有沒有合適的動(dòng)詞和形容詞幫助定位。但要記得一般不用文章或段落的核心詞去定位。但非名詞的定位一定要注意找到它的替換詞，這就要我們?cè)谄綍r(shí)練習(xí)中多加積累。

　　接下來我們來看一道題

　　TPO-9 Reflection in Teaching

　　Paragraph 2: Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish – a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be “drawn to these new, refreshing” conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.

　　5. According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that

　　○ the number of teachers involved in their program was too large

　　○ the concepts of teacher reflection were so abstract that they could not be applied

　　○ the ideas involved in reflection were actually not new and refreshing

　　○ several years would be needed to acquire the habit of reflecting on their teaching

　　首先我們來找一下定位詞，用Wildman and Niles定位顯然不太合適，因?yàn)槿味荚谥v這兩個(gè)人的研究。剩下的詞最好的就是worried了，看看原文有沒有worried的近義詞。第二句講到了這兩個(gè)人做的一個(gè)實(shí)驗(yàn)。接下來第3句中有個(gè)詞concerned (擔(dān)心的)，是不是=worried呀，所以這一句就講個(gè)實(shí)驗(yàn)者比較擔(dān)心的問題，即‘many would be “drawn to these new, refreshing” conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge’. ‘drawn to’是被吸引，感興趣的意思;void是差距，空隙的意思。即抽象的概念和教學(xué)反思的現(xiàn)實(shí)之間鴻溝太大而無法逾越。對(duì)應(yīng)的就是B選項(xiàng)，其中be applied替換原文中的reality. 而A選項(xiàng)并沒有提到實(shí)驗(yàn)的人數(shù)是個(gè)問題。C選項(xiàng)與‘many would be “drawn to these new, refreshing” conceptions of teaching’不符，即教學(xué)反思確實(shí)是一種new and refreshing concept. D選項(xiàng)與A類似，原文并沒提到實(shí)驗(yàn)所需時(shí)間太長(zhǎng)是個(gè)問題。所以正確選項(xiàng)是B。

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