托福閱讀如何加試

隨著人們經(jīng)濟(jì)水平的提高，對(duì)于很多家庭來說，留學(xué)不再是一個(gè)可望而不可及的事情，許多人都想要留學(xué)，那其中托福閱讀如何加試？針對(duì)這個(gè)問題，下面中國教育在線小編就來和大家分享一下。

托福 閱讀如何加試

托福閱讀加試在OG上是有說明的，托福官方指南OG上寫明：閱讀3-5篇，60-100分鐘;聽力對(duì)話2-3篇，講座4-6篇，60-90分鐘。托福閱讀正常情況下應(yīng)該有3篇，但遇到加試則會(huì)多出1篇或2篇，每多出一篇就會(huì)相應(yīng)增加20分鐘的做題時(shí)間。

2017年開始，托福閱讀加試出現(xiàn)頻率明顯升高，不管考幾道題，是不是有加試，考生都應(yīng)該認(rèn)真做好每一道題，因?yàn)槟悴恢滥且坏李}是加試，它是不是算分。

托福閱讀加試數(shù)量一般情況下為1篇文章。托?？荚嚬俜浇o出的說法是，在考試時(shí)考生多完成一篇閱讀或一個(gè)聽力，作為題目難易度的檢測(cè)。這種方式是不算分的。加試范圍基本只局限于閱讀和聽力，一般來說，加試了聽力就不會(huì)加閱讀，加試了閱讀就不會(huì)加聽力，但是個(gè)別考生也會(huì)遇到聽力閱讀雙加試，這種情況在2017年托?？荚囍袑矣谐霈F(xiàn)。

1. 閱讀經(jīng)典加試

此前托福閱讀有經(jīng)典加試，經(jīng)典加試的備考非常簡單，只要看一下經(jīng)典加試題庫就可以了。但是2017年3月4日后，閱讀經(jīng)典加試就沒再出現(xiàn)過。經(jīng)典加試原因很簡單，經(jīng)典加試考查的次數(shù)太多，試題和答案早已被廣大考生知曉。閱讀考試時(shí)，考生只需要憑記憶，就能在很短的時(shí)間內(nèi)做對(duì)全部的加試題，然后用多余的時(shí)間重點(diǎn)做其他3篇閱讀。

2. 非經(jīng)典加試

非經(jīng)典加試目前已經(jīng)成為托福閱讀加試的主流。非經(jīng)典加試沒有什么特殊的應(yīng)對(duì)方法，只能練好自己的閱讀能力，做好閱讀。但是值得注意的一點(diǎn)是，現(xiàn)在加試題多為新題，所以很多人推測(cè)，加試題有可能會(huì)是以后的托?？碱}，而這種推測(cè)也在以前的考試中得到過驗(yàn)證，所以大家需要留心以往的加試題目。

閱讀加試如何備考

1.提升做題速度

托福閱讀非經(jīng)典加試非?？简?yàn)大家的耐心和毅力，想象一下，當(dāng)你在考場(chǎng)上辛苦完成3篇閱讀，長舒一口氣準(zhǔn)備做聽力的時(shí)候，結(jié)果下一題跳出來的卻仍然是閱讀……大家可能會(huì)覺得很崩潰，但是沒辦法，還是要硬著頭皮去做。為了能在遇到加試的時(shí)候請(qǐng)輕松應(yīng)對(duì)，大家在平時(shí)練習(xí)的時(shí)候一定要提升托福閱讀的做題速度。考試要求的時(shí)間為20分鐘內(nèi)完成一篇，建議大家在15分鐘內(nèi)能夠完成一篇閱讀，這樣在閱讀考試中就會(huì)感覺相對(duì)輕松一些。

要提升閱讀速度，不僅需要大家提升閱讀文章的速度，還要提升做題速度。提升閱讀文章速度需要平時(shí)多練習(xí)，提升做題速度可以學(xué)習(xí)掌握一些做題技巧，比如細(xì)節(jié)題需要快速定位，推斷題需要根據(jù)原文做出合理推斷，主旨題選項(xiàng)要包含重點(diǎn)信息等等。掌握做題技巧對(duì)于提升閱讀速度很有幫助。

2.平時(shí)模擬練習(xí)做4-5篇閱讀

大家在備考托福閱讀的時(shí)候都會(huì)做模考練習(xí)，一般情況下，模考題目都只有3篇閱讀文章，但是為了適應(yīng)加試的節(jié)奏，建議大家在做托福閱讀?？嫉臅r(shí)候，多給自己加一到兩篇閱讀，?？紩r(shí)間也相應(yīng)延長20-40分鐘。這樣做是為了讓大家適應(yīng)遇到加試時(shí)的考試節(jié)奏。如果平時(shí)?？家恢睂㈤喿x文章量控制在3篇，那么托?？荚囍型蝗挥龅郊釉?，肯定會(huì)很不適應(yīng)。

托福閱讀加試一般加幾篇

同學(xué)們?cè)趥淇纪懈ｉ喿x時(shí)不僅要備考閱讀的常規(guī)試題，還要做一些加試內(nèi)容的準(zhǔn)備，很多同學(xué)還不知道托福閱讀加試一般加幾篇，針對(duì)這個(gè)問題小編為大家具體介紹下，另外小編也整理出相應(yīng)的閱讀加試內(nèi)容，這些內(nèi)容經(jīng)常在考試中反復(fù)出現(xiàn)，同學(xué)們快來看看吧!

托福閱讀加試一般加幾篇具體內(nèi)容如下：

托福閱讀部分正常的考題應(yīng)該是3篇文章，總計(jì)60分鐘。第一篇20分鐘倒計(jì)時(shí)，第二、三篇一起倒計(jì)時(shí)，共40分鐘，即20+40=60分鐘。但如果有加考，考生將會(huì)在做了3篇文章后被要求再做1篇，計(jì)時(shí)20分鐘，這樣閱讀部分總共計(jì)時(shí)為20+40+20=80分鐘。

托福閱讀加試內(nèi)容具體如下：

托福閱讀加試題: 生物適應(yīng)性

主要介紹了沙漠中的動(dòng)植物是如何適應(yīng)極端環(huán)境的。首先說了沙漠最大的問題就是缺水，如何適應(yīng)這種缺水環(huán)境就是各種動(dòng)植物存活的關(guān)鍵。然后說了植物是如何適應(yīng)缺水環(huán)境的：有些是周期性植物，只在濕度較高時(shí)才生長;常年生長的植物采取另一些辦法，例如，葉子表面產(chǎn)生一層蠟質(zhì)，減少水分蒸發(fā);有些葉子成了刺;有些的根系特別發(fā)達(dá);等等。然后，另起一段將動(dòng)物是如何適應(yīng)的：產(chǎn)生高鹽度的尿液，調(diào)整呼吸，等等。隨后，還對(duì)比了在沙漠和在極地生活的同一種動(dòng)物的異同。

生物學(xué)：植物的 defense system，以及科學(xué)家為證實(shí) defense system對(duì)于 deter animal feeding on them有很大的用處。有一道題是，食草東西雖然吃他們的種子，卻也幫助他們傳播和繁殖。

托福閱讀真題練習(xí)

托福閱讀文本：

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.

The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period." Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of vitamin deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of them.

In the third era of nutritional history in the early 1950's to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions.

Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.

托福閱讀題目：

1. What does the passage mainly discuss?

(A) The effects of vitamins on the human body

(B) The history of food preferences from the nineteenth century to the present

(C) The stages of development of clinical nutrition as a field of study

(D) Nutritional practices of the nineteenth century

2. It can be inferred from the passage that which of the following discoveries was made during the

first era in the history of nutrition?

(A) Protein was recognized as an essential component of diet.

(B) Vitamins were synthesized from foods.

(C) Effective techniques of weight loss were determined.

(D) Certain foods were found to be harmful to good health.

3. The word "tempting" in line 12 is closest in meaning to

(A) necessary

(B) attractive

(C) realistic

(D) correct

4. It can be inferred from the passage that medical schools began to teach concepts of nutrition inorder to

(A) convince medical doctors to participate in research studies on nutrition

(B) encourage medical doctors to apply concepts of nutrition in the treatment of disease

(C) convince doctors to conduct experimental vitamin therapies on their patients

(D) support the creation of artificial vitamins

5. The word "Reckless" in line 18 is closest in meaning to

(A) recorded

(B) irresponsible

(C) informative

(D) urgent

6. The word 'them" in line 19 refers to

(A) therapies

(B) claims

(C) effects

(D) vitamins

7. Why did vitamin therapy begin losing favor in the 1950's

(A) The public lost interest in vitamins.

(B) Medical schools stopped teaching nutritional concepts.

(C) Nutritional research was of poor quality

(D) Claims for the effectiveness of vitamin therapy were seen to be exaggerated.

8. The phrase "concomitant with" in line 21 is closest in meaning to

(A) in conjunction with

(B) prior to

(C) in dispute with

(D) in regard to

9. The word "skyrocketing" in line 23 is closest in meaning to

(A) internationally popular

(B) increasing rapidly

(C) acceptable

(D) surprising

10. The word "extolling" in line 24 is closest in meaning to

(A) analyzing

(B) questioning

(C) praising

(D) promising

11. The paragraph following the passage most probably discusses

(A) the fourth era of nutrition history

(B) problems associated with undernutrition

(C) how drug companies became successful

(D) why nutrition education lost its appeal

托福閱讀答案：

CABBB DDABCA

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