托福閱讀OG真題資料
OG也就是托福閱讀的考試指南，是大家備考的重要資料，那么在具體的備考中，考試指南中都有哪些重點(diǎn)內(nèi)容，是大家要掌握的?針對(duì)這些重點(diǎn)，大家應(yīng)該如何更好的來備考，應(yīng)對(duì)托福閱讀考試?下面小編為大家整理了詳細(xì)的內(nèi)容，供大家參考!
托福閱讀OG真題資料
Joy and sadness are experienced by people in all cultures around the world, but how can we tell when other people are happy or despondent? It turns out that the expression of many emotions may be universal. Smiling is apparently a universal sign of friendliness and approval. Baring the teeth in a hostile way, as noted by Charles Darwin in the nineteenth century, may be a universal sign of anger. As the originator of the theory of evolution, Darwin believed that the universal recognition of facial expressions would have survival value. For example, facial expressions could signal the approach of enemies (or friends) in the absence of language.
【A】 Most investigators concur that certain facial expressions suggest the same emotions in all people. 【B】Moreover, people in diverse cultures recognize the emotions manifested by the facial expressions.【C】 In classic research Paul Ekman took photographs of people exhibiting the emotions of anger, disgust, fear, happiness, and sadness. 【D】 He then asked people around the world to indicate what emotions were being depicted in them. Those queried ranged from European college students to members of the Fore, a tribe that dwells in the New Guinea highlands. All groups, including the Fore, who had almost no contact with Western culture, agreed on the portrayed emotions. The Fore also displayed familiar facial expressions when asked how they would respond if they were the characters in stories that called for basic emotional responses. Ekman and his colleagues more recently obtained similar results in a study of ten cultures in which participants were permitted to report that multiple emotions were shown by facial expressions. The participants generally agreed on which two emotions were being shown and which emotion was more intense.
Psychological researchers generally recognize that facial expressions reflect emotional states. In fact, various emotional states give rise to certain patterns of electrical activity in the facial muscles and in the brain. The facial-feedback hypothesis argues, however, that the causal relationship between emotions and facial expressions can also work in the opposite direction. According to this hypothesis, signals from the facial muscles ("feedback") are sent back to emotion centers of the brain, and so a person's facial expression can influence that person's emotional state. Consider Darwin's words: "The free expression by outward signs of an emotion intensifies it. On the other hand, the repression, as far as possible, of all outward signs softens our emotions." Can smiling give rise to feelings of good will, for example, and frowning to anger?
Psychological research has given rise to some interesting findings concerning the facial-feedback hypothesis. Causing participants in experiments to smile, for example, leads them to report more positive feelings and to rate cartoons (humorous drawings of people or situations) as being more humorous. When they are caused to frown, they rate cartoons as being more aggressive.
What are the possible links between facial expressions and emotion? One link is arousal, which is the level of activity or preparedness for activity in an organism. Intense contraction of facial muscles, such as those used in signifying fear, heightens arousal. Self-perception of heightened arousal then leads to heightened emotional activity. Other links may involve changes in brain temperature and the release of neurotransmitters (substances that transmit nerve impulses.) The contraction of facial muscles both influences the internal emotional state and reflects it. Ekman has found that the so-called Duchenne smile, which is characterized by "crow's feet" wrinkles around the eyes and a subtle drop in the eye cover fold so that the skin above the eye moves down slightly toward the eyeball, can lead to pleasant feelings.
Ekman's observation may be relevant to the British expression "keep a stiff upper lip" as a recommendation for handling stress. It might be that a "stiff" lip suppresses emotional response—as long as the lip is not quivering with fear or tension. But when the emotion that leads to stiffening the lip is more intense, and involves strong muscle tension, facial feedback may heighten emotional response.
托福閱讀常見背景詞匯積累
動(dòng)物：
動(dòng)物分類：物種 species
食肉動(dòng)物carnivore
食草動(dòng)物herbivore
雜食動(dòng)物omnivore
捕食者predator
被捕食者prey
兩棲類amphibian
微生物microbe
哺乳動(dòng)物mammal
爬蟲類reptile
食腐動(dòng)物scavenger
水棲的aquatic
脊椎動(dòng)物vertebrate
無脊椎動(dòng)物invertebrate
生活習(xí)性：
群居 social animal
遷徙 migrate
偽裝 camouflage
冬眠h(yuǎn)ibernate
免疫immune
呼吸respiration
達(dá)爾文學(xué)說Darwinism
進(jìn)化evolve
退化degenerate
滅絕extinct
生存survive
祖先ancestor
后代offspring
馴養(yǎng)domesticate
飼養(yǎng)raise
放牧graze
昆蟲insect
黑猩猩chimpanzee
蜥蜴lizard
恐龍dinosaur
貝殼類shellfish
蛤clam
海豚dolphin
海綿體sponge
浮游生物plankton
珊瑚(蟲)coral
魚鱗scale
呼吸孔blowhole
腮gill
繁殖reproduce/proliferate/multiply
植物：
苔蘚 lichen
真菌 fungi
蘑菇 mushroom
生態(tài)平衡 ecological balance
歐美歷史
發(fā)現(xiàn)美洲階段：哥倫布、印第安土人
獨(dú)立戰(zhàn)爭(zhēng)American Revolution
南北戰(zhàn)爭(zhēng)Civil War
殖民地colony
定居點(diǎn)settlement
獨(dú)立independence
移民immigrant
奴隸制slavery
拓荒者pioneer
種族的 ethnic
西班牙裔Hispanic
印第安人Indian
保護(hù)區(qū)reservation
自治autonomy
黑人African American
采摘gathering
不毛之地barren land
沃土fertile land
放牧graze
牲口棚barn
牧場(chǎng)pasture
灌溉irrigate
殺蟲劑pesticide
種植園plantation
考古進(jìn)化類話題
年代age period/epoch/era
編年的chronological
石器時(shí)代Stone Age
青銅器時(shí)代(2000B.C.) Bronze Age
鐵器時(shí)代(1400B.C.) Iron Age
人類學(xué)anthropology
起源origin
祖先ancestor
分布distribution
種族race
人造物品artifact
古董antique
遺跡relic
農(nóng)業(yè)
人口危機(jī)population crisis
氣候的不穩(wěn)定性instability of climatic conditions
種植業(yè)crop cultivation
畜牧業(yè)livestock farming
乳品業(yè)dairy farming
園藝horticulture
小麥wheat
玉米corn, maize
棉花cotton
谷物grain
高粱sorghum
煙草tobacco
灌溉irrigation
天然肥料animal waste
化肥pesticide
殺蟲劑pesticide, insecticide
輪種crop rotation
間種companion planting
牛cattle
奶牛cows
羊goat
獸群/牧群herd
鹿deer
托福閱讀易錯(cuò)題型的詳細(xì)解析
原因：
托福閱讀后面一題的錯(cuò)題率是非常高的，主要錯(cuò)題原因有答題時(shí)間不足或者考生能力不足。
分析及解決方法：
文章總結(jié)題處在后面一題位置，題型分值較高但是極容易出錯(cuò)。這個(gè)題型考察考生對(duì)于文章整體的把握，需要足夠的解題時(shí)間。一部分考生由于時(shí)間緊張，往往匆匆作答，很難答對(duì);還有部分考生是因?yàn)椴荒茏プ∥恼轮髦迹植磺逯攸c(diǎn)答不對(duì)題。
考生要想不出錯(cuò)，則要分不同情況選擇方法解答題目。如果時(shí)間不足，可以選擇較長(zhǎng)的選項(xiàng);如果時(shí)間充足，則可以按照這樣的步驟答題：首先閱讀題干中對(duì)于原文的相關(guān)總結(jié)，有利于下面的正確選出正確選項(xiàng);第二步是把選項(xiàng)看一遍，排除明顯和原文觀點(diǎn)矛盾的選項(xiàng)或者是原文細(xì)節(jié)、例證的選項(xiàng);之后參考剩余選項(xiàng)提煉出關(guān)鍵詞，找回原文的相關(guān)出處，確定正誤。
托福閱讀易錯(cuò)題型分析：詞匯題
原因：
這是托福閱讀考試當(dāng)是出場(chǎng)率較高的一類題型，這種題型的易錯(cuò)原因主要是因?yàn)樵~匯量不足、忽略詞匯語境的作用導(dǎo)致的。
分析及解決方法：
對(duì)于托福閱讀考試當(dāng)中出現(xiàn)頻率較高的題型——詞匯題，大部分原因是因?yàn)榭忌脑~匯的不足，造成詞匯不熟悉或者被選項(xiàng)詞給難住了?？忌枰赖氖?，托福閱讀考試詞匯題一般考察的是英語六級(jí)以上的詞匯水平 ，要想這類題型不出錯(cuò)，那么你的詞匯基礎(chǔ)就一定要打好。
還有一部分同學(xué)不是因?yàn)橥懈Ｔ~匯量不足而導(dǎo)致題目做錯(cuò)的，這類考生的原因就是詞匯的語境使用不清楚，直接選擇了自己記憶的詞匯含義，所以所選擇的答案就錯(cuò)了。這樣的弊端往往是對(duì)于一詞多義的情況難以確定具體釋義或者是生僻釋義考察的情況出錯(cuò)。考生要學(xué)會(huì)根結(jié)合語境解答詞匯題的方法。比如，根據(jù)例子與主要論證對(duì)象特質(zhì)一致這個(gè)原理來解題，如果考察的詞匯是形容一個(gè)例子中的對(duì)象，這個(gè)對(duì)象所屬的大概念的特點(diǎn)已知，往往這個(gè)詞匯也具有類似的含義。又比如，利用“and”前后連接的句子感論壇彩一致或者轉(zhuǎn)折詞前后的內(nèi)容相反的原則解題等等。
托福閱讀易錯(cuò)題型分析：句子簡(jiǎn)化題
原因：
這種題型可能大家常見的解決方法就是根據(jù)翻譯來解題，但是你的翻譯正確嗎?這就是這種題型錯(cuò)誤的主要原因了。
分析及解決方法：
這種題型的正確解題方法應(yīng)該是利用對(duì)句子的理解來解題，而不是靠翻譯，再說你的翻譯也不一定是正確的。這類題型容易出錯(cuò)的主要原因在于考生往往先對(duì)原句進(jìn)行翻譯，然后從選項(xiàng)中找出和原句翻譯類似的答案。這樣的解題方式的弊端在于浪費(fèi)時(shí)間，而且往往選項(xiàng)翻譯都和原句出入不大，在選擇時(shí)常常出錯(cuò)。
句子簡(jiǎn)化題的正確做法是利用邏輯解題。使用這種方式不容易出錯(cuò)，因?yàn)檫@種解題方法是從題型考察目的得來的。步驟是：首先看到句子之后的頭一個(gè)反應(yīng)是找句子內(nèi)部的邏輯關(guān)系。常見的邏輯關(guān)系有兩種轉(zhuǎn)折或者因果。舉例來說，若原句有轉(zhuǎn)折的邏輯關(guān)系，頭一步需要做的事情是排掉選項(xiàng)中邏輯關(guān)系不對(duì)的即不是表示轉(zhuǎn)折的，若選項(xiàng)中還有兩個(gè)以上邏輯關(guān)系都相符合，那么采用的原則是邏輯成分的對(duì)應(yīng)。托福閱讀文章技巧：這是頭一步有邏輯關(guān)系的時(shí)候采用的方法;如果原句中沒有明顯的邏輯關(guān)系需要采用第二步--提取原句中的主干信息，排掉選項(xiàng)中主干信息不符的選項(xiàng)。
托福閱讀文章類型有哪幾類
學(xué)術(shù)性文章的篇章結(jié)構(gòu)
在學(xué)術(shù)性文章中一般需要具備三個(gè)組成部分：
(1)Topic 話題即文章的主角是什么，比如講解某個(gè)科學(xué)理論、研究某種社會(huì)現(xiàn)象，探討某個(gè)歷史事件;在托福文章中這種導(dǎo)入性信息往往出現(xiàn)在篇首位置，考生可以根據(jù)篇首段信息對(duì)整篇文章所要討論的核心內(nèi)容有一個(gè)大體的了解。
(2)Aspects 方面：即將篇首的話題延伸拓展為若干個(gè)方面進(jìn)行闡述說明。若話題為某個(gè)科學(xué)論點(diǎn)則方面可能分為若干個(gè)支持論據(jù)，若話題為某種自然現(xiàn)象則方面可能分為若干個(gè)內(nèi)外成因，若話題為某個(gè)歷史事件這方面為幾段發(fā)展時(shí)期，在托福閱讀文章中往往依照各個(gè)方面之間的層次關(guān)系，將各個(gè)方面拆分為若干個(gè)獨(dú)立的自然段落共同組成行文主體。
(3)Attitude態(tài)度即文章的作者對(duì)于所討論話題持怎樣的態(tài)度，或是積極肯定、或是消極否定、或是保持中立，在托福閱讀文章中態(tài)度往往是被較多的淡化甚至有可能省略不提。
Topic話題 +Aspects方面 + Attitude態(tài)度這三要素加起來就是標(biāo)準(zhǔn)學(xué)術(shù)論文體的"T+A+A篇章結(jié)構(gòu)"，托福文章大都遵循這種結(jié)構(gòu)這就可以通過篇首段落信息來把控整個(gè)文章話題及大致的討論方向，再抓住文章的各個(gè)段落的主旨就可以了解到整個(gè)文章的脈絡(luò)和文章的邏輯結(jié)構(gòu)。
學(xué)術(shù)性文章的段落結(jié)構(gòu)
學(xué)術(shù)性文章的自然段落一般需要具備兩個(gè)組成部分：
(1) Topic Sentence 主旨句：表達(dá)段落的主旨即本段想要表達(dá)的核心內(nèi)容是什么。
(2) Detail 細(xì)節(jié)：為了詳細(xì)說明段落中心含義，所羅列的相關(guān)支持內(nèi)容即本段通過哪些例證來闡明主旨句。
Topic Sentence主旨句 + Detail細(xì)節(jié)這兩個(gè)要素加起來就是標(biāo)準(zhǔn)學(xué)術(shù)論文體的"TS+D段落結(jié)構(gòu)"，托福文章段落遵循這種結(jié)構(gòu)就可以通過段落的主旨句把握該段的中心含義了。
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