托福阅读常考词汇题解题技巧

千里之行，始于第2页/共2页精品文档推荐托福阅读常考词汇题解题技巧iBT阅读词汇题指的是从语言环境(简称语境)中理解词汇。语境在这里又称上下文。（英语单词）经常是一词多义，词汇题除了考察考生是否具备肯定单词量以外，还测试考生在肯定语境下精确     理解词义的力量。词汇题是托福阅读考试中消失频率很高的一类题型，每篇阅读会涉及到4-5个词汇题。因此，阅读要拿高分把握这类题型的做题（方法）尤为重要。新托福的变化在于单词的难度降低，而敏捷性却大大增加。新托福更侧重考生的阅读力量，而不是单纯的考查某一个孤立的语言点。许多考生觉得这个题型在备考中的预备量很大，需要记许多单词，但在考试时还是有涉及不到的单词。所以在这篇（文章）中，笔者将着重跟大家探讨一下词汇题的解题技巧。

托福阅读常考词汇题解题技巧

词汇题常见题目形式：

Theword/phrase…inthepassageisclosestinmeaningto…

Theword/phrase…inthepassagemeans…

Theword/phrase…inparagraph…

Refersto…whatis…?

或许，许多同学会说我的词汇量特别有限，在考试中遇到这种词汇题，假如不熟悉就无计可施，只能靠第六感了。其实，托福阅读中涉及到的词汇题还是有肯定的解题规律的，以下将分两种类型进行讲解：

一、熟识的词汇

当所考词汇是你熟悉的词时，分两步：直接在所给的四个选项中找出相近词;将选定的选项代入考察词汇所在的原文语境中，验证是否符合句意，以防止一词多义的状况。

例如：TPO-5中的一篇文章MineralsandPlants中的其次题：

2.Thewordexhibitinthepassageisclosestinmeaningto

A.fightoff

B.show

C.cause

D.spread

解题过程：这是一道词汇题。所考词汇exhibit是高频词汇，它的基本意思是“展现、显示”。因此，选项B

show是exhibit的（同义词）;将其代入exhibit所在的语境中进行验证，原句“Nitrogen-deficientplantsexhibitmany

ofthesymptomsjustdescribed.”可提取主干(Plantsexhibit

symptoms)，将选项B代入即“植物显示症状”符合语境，因此，选项B正确。

二、不熟悉的词汇

遇到不熟悉的词汇，千万不要归因于自己词汇量不足，无计可施进而放弃。托福阅读中的词汇题存在肯定的推理规律，这时候要实行以下（措施）：找到考察词汇所在的（句子），查找推理线索(95%的词汇题都暗含线索)，由线索得出的关联信息，分析句意或主干进行推理推断及排解。

例如：TPO-3中第三篇文章TheLong-termStabilityofEcosystems中的第八题：

8.Thewordguaranteeinthepassageisclosestinmeaningto

A.increase

B.ensure

C.favor

D.complicate

解题过程：这是一道词汇题。考察词汇guarantee许多同学可能不太熟悉，这时候千万不要依靠第六感去猜，要回到原句中，查找线索。原句“Mathematical

modelsofecosystemslikewisesuggestthatdiversitydoesnotguarantee

ecosystemstability—justtheopposite,infact.”存在两处线索：1.suggest

that(表明)…可见此that句为观点结论句;2.

likewise指“也、同样”。由以上两点线索可知：上一句确定消失过相像的观点结论句，只有这样，此句才会说“同样表明…”。此句的上一句为“Ingeneral,

diversity,byitself,doesnotensurestability.”由in

general可知这是典型的结论句，主干为“diversitydoesnotensurestability.”而考察句的结论为“diversity

doesnotguaranteeecosystemstability.”由此推理可得出，选项B正确。

例二：本篇文章中第十题：

10.Theword“pales”inthepassageisclosestinmeaningto

A.increasesproportionally

B.differs

C.losessignificance

D.iscommon

解题过程：这是一道词汇题。回到原句中，查找线索。原句“Thedestructioncausedbythevolcanicexplosion

ofMountSt.Helens,inthenorthwesternUnitedStates,forexample,palesin

comparisontothedestructioncausedbyhumans.”存在两处线索：1.for

example表明此句是详细的实例，它的作用通常是用来进一步解释证明的观点;2.由incomparison

to可知：此句存在对比关系，即自然因素造成的破坏与人类活动的破坏进行比较。的观点句，即前一句为“Ecologistsareespecially

interestedtoknowwhatfactorscontributetotheresilienceofcommunities

becauseclimaxcommunitiesallovertheworldarebeingseverelydamagedor

destroyedbyhumanactivities.”

由because后半句可知：人类活动造成的破坏极其严峻。所以，考察句所举的实例中，自然因素造成的破坏与人类活动的破坏相比较，应当是“不如、逊色”这样的负向信息。因此，选项C中lose同样显示出了减弱、不如的负向信息，因此选项C正确。

托福阅读题型举例分析：词汇题

无论是OG还是Delta，都把阅读的题目分成十类，即：UnderstandingFactsandDetails，IdentifyingNegativeFacts，LocatingReferents，UnderstandingVocabularyinContext，MakingInferences，DeterminingPurposes，RecognizingParaphrases(Simplifyingsentences)，RecognizingCoherence(Sentenceinserting)，SummarizingImportantIdeasandOrganizinginformation.

还有很重要的一点，做题的时候，无论考试还是练习，不光要分析对的选项为什么对，更要分析错的选项为什么错。有时候分析错误的缘由更为重要。有助于你把握出题的思路，培育感觉。这是特别有用的。

词汇题

这应当是全部题型里面最不需要技术的一项，也是最需要技术的一项。所谓不需要技术就是说，只要你熟悉这个单词，立刻就能选出来，5秒钟就搞定;说需要技术是由于万一不熟悉，就要考验你的词根，对上下文的理解还有RP了。不要过分信任你猜你猜你猜猜猜的技巧，我觉得这种题还是比较简单出错的。有时候两个选项代回去意思都说得通。所以单词基础特别重要。但考试的时候遇到不熟悉的也别慌，该猜就猜。一般至少可以排解两个选项，剩下两个也别耽搁太长时间，一分钟搞不定就当断即断吧。50%的把握，不小了。关于猜词技巧除了上下文，词根也挺重要的。把握一些常见的词根还是挺有用的。前面单词贴里面说得许多，就不多说了。还有时候你不熟悉一个单词，但你觉得它“似乎”是某个意思，应当大胆信任你自己。有时候潜意识是特别厉害的。

用OG的话说，假如一个单词有多个意义，那么可能在题目中都会消失。要选择符合文中意思的一项。但我还没见过这样的。基本上错误的选项都不是该单词的精确     意思。

这种题实战练习作用不太大，就不举真题例子了。记得选好了把你所选的单词替换回去看看是不是能行得通。

托福阅读真题1

TheNativeAmericansofnorthernCaliforniawerehighlyskilledatbasketry,usingthereeds,grasses,barks,androotstheyfoundaroundthemtofashionarticlesofallsortsandsizes—notonlytrays,containers,andcookingpots,buthats,boats,fishtraps,babycarriers,andceremonialobjects.

Ofalltheseexperts,noneexcelledthePomo—agroupwholivedonornearthecoastduringthe1800s,andwhosedescendantscontinuetoliveinpartsofthesameregiontothisday.Theymadebasketsthreefeetindiameterandothersnobiggerthanathimble.ThePomopeopleweremastersofdecoration.Someoftheirbasketswerecompletelycoveredwithshellpendants;otherswithfeathersthatmadethebasketssurfacesassoftasthebreastsofbirds.Moreover,thePomopeoplemadeuseofmoreweavingtechniquesthandidtheirneighbors.Mostgroupsmadealltheirbasketworkbytwining—thetwistingofaflexiblehorizontalmaterial,calledaweft,aroundstifferverticalstrandsofmaterial,thewarp.Othersdependedprimarilyoncoiling—aprocessinwhichacontinuouscoilofstiffmaterialisheldinthedesiredshapewithtightwrappingofflexiblestrands.OnlythePomopeopleusedbothprocesseswithequaleaseandfrequency.Inaddition,theymadeuseoffourdistinctvariationsonthebasictwiningprocess,oftenemployingmorethanoneoftheminasinglearticle.

Althoughawidevarietyofmaterialswasavailable,thePomopeopleusedonlyafew.Thewarpwasalwaysmadeofwillow,andthemostcommonlyusedweftwassedgeroot,awoodyfiberthatcouldeasilybeseparatedintostrandsnothickerthanathread.Forcolor,thePomopeopleusedthebarkofredbudfortheirtwinedworkanddyedbullrushrootforblackincoiledwork.Thoughothermaterialsweresometimesused,thesefourwerethestaplesintheirfinestbasketry.

IfthebasketrymaterialsusedbythePomopeoplewerelimited,thedesignswereamazinglyvaried.EveryPomobasketmakerknewhowtoproducefromfifteentotwentydistinctpatternsthatcouldbecombinedinanumberofdifferentways.

1.WhatbestdistinguishedPomobaskets

frombasketsofothergroups?

(A)Therangeofsizes,shapes,anddesigns

(B)Theunusualgeometric

(C)Theabsenceofdecoration

(D)Therarematerialsused

2.Thewordfashioninline2isclosestinmeaningto

(A)maintain

(B)organize

(C)trade

(D)create

3.ThePomopeopleusedeachofthefollowingmaterialstodecoratebasketsEXCEPT

(A)shells

(B)feathers

(C)leaves

(D)bark

4.Whatistheauthorsmainpointinthesecondparagraph?

(A)TheneighborsofthePomopeopletriedtoimproveonthePomobasketweavingtechniques.

(B)ThePomopeoplewerethemostskilledbasketweaversintheirregion.

(C)ThePomopeoplelearnedtheirbasketweavingtechniquesfromotherNativeAmericans.

(D)ThePomobasketshavebeenhandeddownforgenerations.

5.Thewordothersinline9refersto

(A)masters

(B)baskets

(C)pendants

(D)surfaces

6.Accordingtothepassage,aweftisa

(A)toolforseparatingsedgeroot

(B)processusedforcoloringbaskets

(C)pliablematernalwovenaroundthewarp

(D)patternusedtodecoratebaskets

7.Accordingtothepassage,whatdidthePomopeopleuseasthewarpintheirbaskets?

(A)bullrush

(B)willow

(C)sedge

(D)redbud

8.Thewordarticleinline17iscloseinmeaningto

(A)decoration

(B)shape

(C)design

(D)object

9.Accordingtothepassage.Therelationshipbetweenredbudandtwiningismostsimilartothe

relationshipbetween

(A)bullrushandcoiling

(B)weftandwarp

(C)willowandfeathers

(D)sedgeandweaving

10.Thewordstaplesinline23isclosestinmeaningto

(A)combinations

(B)limitations

(C)accessories

(D)basicelements

11.Theworddistinctinlime26isclosestinmeaningto

(A)systematic

(B)beautiful

(C)different

(D)compatible

12.WhichofthefollowingstatementsaboutPomobasketscanbebestinferredfromthe

passage?

(A)BasketsproducedbyotherNativeAmericanswerelessvariedindesignthanthoseofthe

Pomopeople.

(B)BasketsproducedbyPomoweaverswereprimarilyforceremonialpurposes.

(C)TherewereaverylimitednumberofbasketmakingmaterialsavailabletothePomopeople.

(D)ThebasketmakingproductionofthePomopeoplehasincreasedovertheyears.

PASSAGE3BDCBBCBDADCA

托福阅读真题2

ThetermHudsonRiverschoolwasappliedtotheforemostrepresentativesofnineteenth-centuryNorthAmericanlandscapepainting.ApparentlyunknownduringthegoldendaysoftheAmericanlandscapemovement,whichbeganaround1850andlasteduntilthelate1860s,theHudsonRiverschoolseemstohaveemergedinthe1870sasadirectresultofthestrugglebetweentheoldandthenewgenerationsofartists,eachtoassertitsownstyleastherepresentativeAmericanart.Theolderpainters,mostofwhomwerebornbefore1835,practicedinamodeoftenself-taughtandmonopolizedbylandscapesubjectmatterandweresecurelyestablishedinandfosteredbythereigningAmericanartorganization,theNationalAcademyofDesign.TheyoungerpaintersreturninghomefromtraininginEuropeworkedmorewithfiguralsubjectmatterandinaboldandimpressionistictechnique;theirprospectsforpatronageintheirowncountrywereuncertain,andtheysoughttoattractitbyattainingacademicrecognitioninNewYork.OneoftheresultsoftheconflictbetweenthetwofactionswasthatwhatinpreviousyearshadbeenreferredtoastheAmerican,native,or,occasionally,NewYorkschool—themostrepresentativeschoolofAmericanartinanygenre—hadby1890becomefirmlyestablishedinthemindsofcriticsandpublicalikeastheHudsonRiverschool.

Thesobriquetwasfirstappliedaround1879.Whileitwasnotintendedasflattering,itwashardlyinappropriate.TheAcademiciansatwhomitwasaimedhadworkedandsocializedinNewYork,theHudsonsportcity,andhadpaintedtheriveranditsshoreswithvaryingfrequency.Mostimportant,perhaps,wasthattheyhadallmaintainedwithacertainfidelityamanneroftechniqueandcompositionconsistentwiththoseofAmericasfirstpopularlandscapeartist,ThomasCole,whobuiltacareerpaintingtheCatskillMountainsceneryborderingtheHudsonRiver.Apossibleimplicationinthetermappliedtothegroupoflandscapistswasthatmanyofthemhad,likeCole,livedonornearthebanksoftheHudson.Further,theriverhadlongservedastheprincipalroutetoothersketchinggroundsfavoredbytheAcademicians,particularlytheAdirondacksandthemountainsofVermontandNewHampshire.

1.Whatdoesthepassagemainlydiscuss?

(A)TheNationalAcademyofDesign

(B)PaintingsthatfeaturedtheHudsonRiver

(C)NorthAmericanlandscapepaintings

(D)ThetrainingofAmericanartistsinEuropeanacademies

(A)Figuralpainting

(B)Landscapepainting

(C)Impressionisticpainting

(D)Historicalpainting