托福阅读速度有哪些要求

1、资料来源：来自本人网络整理！祝您工作顺利！托福阅读速度有哪些要求 为了关心大家备考托福，下面为大家带来“托福阅读速度有哪些要求，盼望对大家托福备考有所关心。更多精彩尽请关注! 托福阅读速度有哪些要求 托福阅读速度要求 托福阅读的时间是按篇来给的，也就是每篇托福阅读文章只给你20分钟的时间完成。 另外大家要留意的就是时间来不及的状况。这就要求大家平常训练时候，还是坚持一次性原那么为好，尽量把答完一篇文章的时间掌握在16分钟内，这是一个参考标准，假如达不到这个阅读速度，面临真题时候就会遭受很大的难度。 提升托福阅读速度的方法 一、略读 略读又称跳读(readingandskipping)或扫瞄(g

2、lancing)，是一种特地的，特别有用的快速阅读技能。 略读有以下几个特点： a、以极快的速度阅读文章，查找字面上或事实上的主要信息和少量的阐述信息。 b、可以跳过某个局部或某些局部不读。 c、理解程度可以稍低一些，但也不能太低。 二、快速泛读(fastextensivereading) 这里讲的泛读是指广泛阅读大量涉及不同领域的文章，要求读得快，理解和把握文中的主要内容就可以。要确定一个明确的阅读定额，定额要结合自己的实际，可多可少，例如每天读20页。 三、计时阅读(timedreading) 计时阅读每次进展510分钟即可，不宜太长。因为计时快速阅读，精力高度集中，时间一长，简单疲惫，精

3、力分散反而乏味。 四、寻读(scanning) 寻读又称查读，同略读一样，寻读也是一种快速阅读技巧。 寻读是一种从大量的资料中快速查找某一项详细事实或某一项特定信息，如人物、大事、时间、地点、数字等，而对其它无关局部略去不读的快速阅读方法。 把握了方法之后需要在平常多加练习，到了考试时才能用的得心应手。 托福阅读材料：电视相亲 eye-gazing party is a dating trend based on the practice of speed-dating in which participants do not speak to each other but instead,

4、gaze at each other for a set amount of time before moving on. eye-gazing party(对眼相亲会)是在速配相亲根底上进展起来的一种相亲形式。参加对眼相亲会的男女彼此之间不用开口说话，而是在限定的时间内盯着对方看，时间一到就换个人连续看。 someone describes the experience as having a conversation with another persons face, while others believe eye contact can reveal ones attraction

5、faster than anything else. 有人将这种相亲会描绘为“跟另一个人的脸对话，也有人认为眼神沟通比任何行为都能更快散发一个人的魅力。 托福阅读材料练习：肺部有味觉 take a deep breath. taste anything? actually, your lungs may. because scientists have discovered that the same receptors that exist on the tongue to taste bitter substances are also found on the smooth muscle

6、 of the lungs. researchers were studying the receptors on smooth lung muscles that regulate contraction and relaxation of theairways. thats when they made the discoverywhich was so unexpected that the researchers themselves were skeptical. finally, they became convinced that the receptors were reall

7、y there, though not clustered in taste buds as they are on the tongue. the scientists then exposed human and mouse airways to various bitter compounds to gauge the effects. many toxic compounds are bitter, so the researchers expected the lung muscle to tense up and contractto compel the breather to

8、move away from whatever was bitter and perhaps toxic. but, in a second surprise, bitter compounds relaxed and opened airways better than any existing asthma drug. the study is in the journal nature medicine. deepak deshpande et al., bitter taste receptors on airway smooth muscle bronchodilate by loc

9、alized calcium signaling and reverse obstruction researchers will continue to search for the role of the receptors. meanwhile, the work represents a surprising new lead in the search for drugs to treat asthma, emphysema or chronic bronchitis. cynthia graber 托福阅读练习：考试助于学习 tests arent just a way for t

10、eachers to torture their students, according to a new study that finds the brain encodes better mental hints during test-taking than during studying alone. 考试不仅仅是教师用来熬煎同学的手段，因为最新讨论说明，考试时大脑消化汲取学习材料的效果要比只是学习看书时产生的效果好一些。 although many people view tests as a way to mark and grade students progress, rese

11、arch has found that the act of retrieving information from memory actually makes remembering it easier. in other words, tests improve learning. 人们把考试视作给同学进步打分的工具，然而讨论发觉，从记忆中检索信息这一行为可使人们记东西更加简单。换句话说，考试能让你学识渊博。 the study author mary pyc, a postdoctoral fellow at washington university in st. louis and

12、her co-author katherine rawson investigated pieces of information called mediators. mediators are concepts, ideas or phrases that connect one piece of information to another. to be a good mediator, the idea has to be both easy to remember and easy to link to the information youre trying to retrieve.

13、 该讨论论文的撰稿人、华盛顿大学博士后玛丽-佩克和她的同事凯瑟琳-罗森着手于讨论名为“介质的信息碎片。“介质事实上就是一些概念、观点或者短语，它们是连接各条信息的桥梁。要成为优质“介质，相关观点必需易记且和你要检索的信息相关。 to investigate the effect of testing on mediators, pyc and rawson had 118 english-speaking participants learn 48 swahili words. some of the learners took tests on the information and the

14、n got to restudy the material before being tested again. others only studied and restudied without tests. 为了调查考试对“介质产生的效果，佩克和罗森让118名讲英语人士学习48个斯瓦希里语的单词。在之后的试验中，一局部学习者对所学内容进展测试，然后在再次测试前重新学习。而另一些人那么只是学习、再学习，没有测试。 a week after learning the words, each group took a final test. some tests required them to

15、 give the english translation from the swahlii word alone. another group got a test that gave them the swahili word plus the mediator theyd used when learning the words. a third group not only had to translate the word, but they also had to remember and write down their mediator word. 一周后，每组都会进展一次期终

16、考试。一组被要求写出斯瓦希里语某些单词的意思，而另一组那么在释义时讨论者给他们看了自己学习时曾用法的“介质。第三组不仅需要给单词释义，还要记住并写下自己当时用法的“介质。 overall, the group that took practice tests did three times better than the study-only group. in addition, more test practice made for better mediators. those who had to recall both their mediator and the translation got scores averaging 51 percent if theyd been in the pretesting group and just 34 percent if theyd only studied. those who didnt have to remember their mediator, just link