托福阅读常考词汇题解题技巧

楚薇2分享 2024-03-06 06:19:07

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。英语单词常常是一词多义，词汇题除了考察考生是否具备一定单词量以外，还测试考生在一定语境下准确理解词义的能力。词汇题是托福阅读考试中出现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，阅读要拿高分掌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，而灵活性却大大增加。新托福更侧重考生的阅读能力，而不是单纯的考查某一个孤立的语言点。很多考生觉得这个题型在备考中的准备量很大，需要记很多单词，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：

The word/phrase…in the passage is closest in meaning to…

The word/phrase…in the passage means…

The word/phrase… in paragraph…

Refers to… what is…?

或许，很多同学会说我的词汇量非常有限，在考试中遇到这种词汇题，如果不认识就无计可施，只能靠第六感了。其实，托福阅读中涉及到的词汇题还是有一定的解题规律的，以下将分两种类型进行讲解：

一、熟悉的词汇

当所考词汇是你认识的词时，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，以防止一词多义的情况。

例如：TPO-5中的一篇文章Minerals and Plants中的第二题：

2. The word "exhibit" in the passage is closest in meaning to

A. fight off

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“展示、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-deficient plants exhibit many

of the symptoms just described.” 可提取主干(Plants exhibit

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、不认识的词汇

遇到不认识的词汇，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一定的推理规律，这时候要采取以下措施：找到考察词汇所在的句子，寻找推理线索(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判断及排除。

例如：TPO-3中第三篇文章 The Long-term Stability of Ecosystems中的第八题：

8. The word "guarantee" in the passage is closest in meaning to

A. increase

B. ensure

C. favor

D. complicate

解题过程：这是一道词汇题。考察词汇guarantee很多学生可能不太认识，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

models of ecosystems likewise suggest that diversity does not guarantee

ecosystem stability—just the opposite, in fact.” 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：上一句肯定出现过相似的观点结论句，只有这样，此句才会说“同样表明…”。此句的上一句为“In general,

diversity, by itself, does not ensure stability.” 由in

general可知这是典型的结论句，主干为“diversity does not ensure stability.”而考察句的结论为“diversity

does not guarantee ecosystem stability.” 由此推理可得出，选项B正确。

例二：本篇文章中第十题：

10. The word “pales” in the passage is closest in meaning to

A. increases proportionally

B. differs

C. loses significance

D. is common

解题过程：这是一道词汇题。回到原句中，查找线索。原句“The destruction caused by the volcanic explosion

of Mount St. Helens, in the northwestern United States, for example, pales in

comparison to the destruction caused by humans.” 存在两处线索：1. for

example表明此句是具体的实例，它的作用通常是用来进一步解释证明作者的观点;2. 由in comparison

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。作者的观点句，即前一句为“Ecologists are especially

interested to know what factors contribute to the resilience of communities

because climax communities all over the world are being severely damaged or

destroyed by human activities.”

由because后半句可知：人类活动造成的破坏极其严重。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，应该是“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：Understanding Facts and Details， Identifying Negative Facts， Locating Referents， Understanding Vocabulary in Context， Making Inferences， Determining Purposes， Recognizing Paraphrases (Simplifying sentences)， Recognizing Coherence (Sentence inserting)， Summarizing Important Ideas and Organizing information.

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。有时候分析错误的原因更为重要。有助于你把握出题的思路，培养感觉。这是非常有用的。

词汇题

这应该是所有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，只要你认识这个单词，马上就能选出来，5秒钟就搞定;说需要技术是因为万一不认识，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容易出错的。有时候两个选项代回去意思都说得通。所以单词基础非常重要。但考试的时候遇到不认识的也别慌，该猜就猜。一般至少可以排除两个选项，剩下两个也别耽误太长时间，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。掌握一些常见的词根还是挺有用的。前面单词贴里面说得很多，就不多说了。还有时候你不认识一个单词，但你觉得它“好像”是某个意思，应该大胆相信你自己。有时候潜意识是非常厉害的。

用OG的话说，如果一个单词有多个意义，那么可能在题目中都会出现。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准确意思。

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

The Native Americans of northern California were highly skilled at basketry, using the reeds,grasses, barks, and roots they found around them to fashion articles of all sorts and sizes — notonly trays, containers, and cooking pots, but hats, boats, fish traps, baby carriers, and ceremonialobjects.

Of all these experts, none excelled the Pomo — a group who lived on or near the coast duringthe 1800's, and whose descendants continue to live in parts of the same region to this day. Theymade baskets three feet in diameter and others no bigger than a thimble. The Pomo people weremasters of decoration. Some of their baskets were completely covered with shell pendants;others with feathers that made the baskets' surfaces as soft as the breasts of birds. Moreover, thePomo people made use of more weaving techniques than did their neighbors. Most groups madeall their basketwork by twining — the twisting of a flexible horizontal material, called a weft,around stiffer vertical strands of material, the warp. Others depended primarily on coiling — aprocess in which a continuous coil of stiff material is held in the desired shape with tightwrapping of flexible strands. Only the Pomo people used both processes with equal ease andfrequency. In addition, they made use of four distinct variations on the basic twining process,often employing more than one of them in a single article.

Although a wide variety of materials was available, the Pomo people used only a few. Thewarp was always made of willow, and the most commonly used weft was sedge root, a woodyfiber that could easily be separated into strands no thicker than a thread. For color, the Pomopeople used the bark of redbud for their twined work and dyed bullrush root for black in coiledwork. Though other materials were sometimes used, these four were the staples in their finestbasketry.

If the basketry materials used by the Pomo people were limited, the designs were amazinglyvaried. Every Pomo basketmaker knew how to produce from fifteen to twenty distinct patternsthat could be combined in a number of different ways.

1. What best distinguished Pomo baskets

from baskets of other groups?

(A) The range of sizes, shapes, and designs

(B) The unusual geometric

(D) The rare materials used

2. The word fashion in line 2 is closest in meaning to

(A) maintain

(B) organize

(D) create

3. The Pomo people used each of the following materials to decorate baskets EXCEPT

(A) shells

(B) feathers

(D) bark

4. What is the author's main point in the second paragraph?

(A) The neighbors of the Pomo people tried to improve on the Pomo basket weaving techniques.

(B) The Pomo people were the most skilled basket weavers in their region.

(D) The Pomo baskets have been handed down for generations.

5. The word others in line 9 refers to

(A) masters

(B) baskets

(D) surfaces

6. According to the passage , a weft is a

(A) tool for separating sedge root

(B) process used for coloring baskets

(D) pattern used to decorate baskets

7. According to the passage , what did the Pomo people use as the warp in their baskets?

(A) bullrush

(B) willow

(D) redbud

8. The word article in line 17 is close in meaning to

(A) decoration

(B) shape

(D) object

9. According to the passage . The relationship between redbud and twining is most similar to the

relationship between

(A) bullrush and coiling

(B) weft and warp

(D) sedge and weaving

10. The word staples in line 23 is closest in meaning to

(A) combinations

(B) limitations

(D) basic elements

11. The word distinct in lime 26 is closest in meaning to

(A) systematic

(B) beautiful

(D) compatible

12. Which of the following statements about Pomo baskets can be best inferred from the

passage ?

(A) Baskets produced by other Native Americans were less varied in design than those of the

Pomo people.

(B) Baskets produced by Pomo weavers were primarily for ceremonial purposes.

(D) The basketmaking production of the Pomo people has increased over the years.

PASSAGE 3 BDCBB CBDAD CA

托福阅读真题2

The term Hudson River school was applied to the foremost representatives ofnineteenth-century North American landscape painting. Apparently unknown during the goldendays of the American landscape movement, which began around 1850 and lasted until the late1860's, the Hudson River school seems to have emerged in the 1870's as a direct result of thestruggle between the old and the new generations of artists, each to assert its own style as therepresentative American art. The older painters, most of whom were born before 1835, practicedin a mode often self-taught and monopolized by landscape subject matter and were securelyestablished in and fostered by the reigning American art organization, the National Academy ofDesign. The younger painters returning home from training in Europe worked more with figuralsubject matter and in a bold and impressionistic technique; their prospects for patronage in theirown country were uncertain, and they sought to attract it by attaining academic recognition inNew York. One of the results of the conflict between the two factions was that what in previousyears had been referred to as the American, native, or, occasionally, New York school — the mostrepresentative school of American art in any genre — had by 1890 become firmly established inthe minds of critics and public alike as the Hudson River school.

The sobriquet was first applied around 1879. While it was not intended as flattering, it washardly inappropriate. The Academicians at whom it was aimed had worked and socialized in NewYork, the Hudson's port city, and had painted the river and its shores with varying frequency.Most important, perhaps, was that they had all maintained with a certain fidelity a manner oftechnique and composition consistent with those of America's first popular landscape artist,Thomas Cole, who built a career painting the Catskill Mountain scenery bordering the HudsonRiver. A possible implication in the term applied to the group of landscapists was that many ofthem had, like Cole, lived on or near the banks of the Hudson. Further, the river had long servedas the principal route to other sketching grounds favored by the Academicians, particularly theAdirondacks and the mountains of Vermont and New Hampshire.

1. What does the passage mainly discuss?

(A) The National Academy of Design

(B) Paintings that featured the Hudson River

(D) The training of American artists in European academies

(A) Figural painting

(B) Landscape painting

(D) Historical painting

3. The word struggle in line 5 is closest in meaning to

(A) connection

(B) distance

(D) competition

4. The word monopolized in line 7 is closest in meaning to