2019年托福閱讀細節(jié)題三原則

1、2019 年托福閱讀細節(jié)題三原則托福閱讀細節(jié)題三原則經(jīng)過國內(nèi)各種考試洗禮的同學(xué)一定對細節(jié)題不陌生，那么我們托 福閱讀的細節(jié)題 (Factual Information questions)會有哪些有效的解題方法呢，我們今天就先從細節(jié)題的三個原則說起。一般學(xué)生在做托福閱讀細節(jié)的時候往往會遇到 3 個問題：1：最常見的問題是根據(jù)定位詞找不到對應(yīng)的原文。當(dāng)然找不到有 兩個原因，一個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：選了本身說法完全準(zhǔn)確的選項 ( 原文中提及或者符合常理的選 項) 但悲催的發(fā)現(xiàn)這不是準(zhǔn)確答案。3：還

2、有找到了對應(yīng)的原文但不知道哪個是準(zhǔn)確答案。這三個問題其實也就對應(yīng)我們的細節(jié)題的三個原則：1. 定位原則2. 符合題干原則3. 同義改寫原則首先，針對第一種情況，根據(jù)定位詞找不到對應(yīng)的原文就出現(xiàn)了 我們的第一個原則，定位原則。說到定位，我們一般都會首先想到名詞定位，什么樣的名詞呢 ?有 特點的名詞，能夠一眼看到的名詞，比如專業(yè)術(shù)語，數(shù)字，年代，引 號和斜體字等。這就好比在茫茫人海中找一個 2.62 的高人。但是，大 家在托福閱讀實戰(zhàn)演習(xí)中往往會發(fā)現(xiàn)用名詞定位會有一個很普遍的問題，就是名詞往往會多次出現(xiàn)。這時候怎么辦呢 ?用非名詞定位，即動 詞和形容詞定位。名詞和非名詞定位各有哪些優(yōu)缺點呢 ?名詞

3、定位優(yōu)點：不容易被改寫缺點：可能會多次出現(xiàn)非名詞定位優(yōu)點：一般只出現(xiàn)一次缺點：容易被替換所以我們在考試和平時練習(xí)時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)的時候記得在題干中看看有沒有合適的動詞和形 容詞協(xié)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，這就要我們在平時練習(xí)中多 加積累。接下來我們來看一道題TPO-9 Reflection in TeachingParagraph 2 ： Wildman and Niles were particularly interested in investigating the conditions

4、 under which reflecti on might flourish a subject on which there islittle 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,refres

5、hing ” conceptions of teaching only to find that the void between the abstractions and the realities of teacherreflection 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 reflec

6、ting 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 thatO the nu mber of teachers invo Ived in their program wastoo largeO the concepts of teacher refIection were so abs

7、tract that they couId not be appIiedO the ideas invoIved in refIection were actuaIIy not new and refreshingO severaI years wouId be needed to acquire the habit of refIecting on their teaching首先我們來找一下定位詞，用 WiIdman and NiIes 定位顯然不太 合適，因為全段都在講這兩個人的研究。剩下的詞的就是 worried 了， 看看原文有沒有 worried 的近義詞。第二句講到了這兩個人做的

8、一個 實驗。接下來第 3 句中有個詞 concerned （ 擔(dān)心的） ，是不是 =worried 呀，所以這個句就講個實驗者比較擔(dān)心的問題，即m any would be “drawn to these new, refreshing” conceptions of teachingonly 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 是差別，空隙的意思。即 抽象的概念和教學(xué)反思的現(xiàn)實之間鴻溝太大而無法逾越。對應(yīng)的就是 B 選項，其中 be applied 替換原文中的 reality. 而 A 選項并沒有提到 實驗的人數(shù)是個問題。C選項與 many would be “drawn to t