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托福阅读水平得分快速提升3大方法

2023-09-17 09:08:34 收藏本文下载本文

“乌冬面是面”通过精心收集，向本站投稿了8篇托福阅读水平得分快速提升3大方法，以下是小编为大家整理后的托福阅读水平得分快速提升3大方法，希望对大家有所帮助。

托福阅读水平得分快速提升3大方法

篇1：托福阅读水平得分快速提升3大方法

托福阅读水平得分快速提升3大实用方法分享阅读突破25分这么练才靠谱

高频词汇的整理

如果想要把自己的阅读速度提升，其中有一个最要的因素即为词汇。在大家备考托福过程中一个词汇也在经历不断累积的过程，而在积累词汇过程中考生要学着整理这些词汇，特别是针对那些最容易在阅读文章里出现的高频词汇一定要多做归纳整理，再针对这些词汇出现的语言环境提升掌握能力，如此一来大家对阅读词汇的了解也会提升。

提升句型和语法

大家在做托福练习的过程中能够感觉到许多语法内容知识点都已完全融入到了阅读和听力的一些题目中。想要应对好这些题目，最关键的是好句子的结构分析。提升句子结构，就是指将主谓宾结构部分和定状补修饰成分准确把握。做到这一点看上去简单，但实际处理时却仍有一定难度。特别是当考生处理一些长难句复杂句时，如何完全分析出句型结构也需要针对练习，而阅读速度则能在这些练习中获得提升。

快速阅读的方法

在阅读的过程中大部分同学都会出现一个问题：自己在词汇和语法上都是有基础的，但想要提升阅读速度却会变得一场困难。假如你也有这种问题，那么小编建议你可以去调整一下自己的阅读方法了。大多数考生在阅读时，都有先看完文章完全理解后再开始答题的习惯，而这种做法很容易造成考试时间的紧张。在此小编需要提醒大家，托福考试作为一门语言考试，考察最重要的还是大家的答题能力，而不是阅读能力。所以，考生不需要清晰地把全文的每一个细节都彻底了解。小编建议大家的阅读理解方式是，首先仔细阅读文章段落的第1、2句，把握住段落主旨大意，然后快速浏览其余部分。通过这样的方式阅读，既能加快阅读速度，又能让大家对文章的结构思路更有把握。

托福阅读真题原题+题目

Glaciers are large masses of ice on land that show evidence of past or present movement. They grow by the gradual transformation of snow into glacier ice.

A fresh snowfall is a fluffy mass of loosely packed snowflakes, small delicate ice crystals grown in the atmosphere. As the snow ages on the ground for weeks or months, the crystals shrink and become more compact, and the whole mass becomes squeezed together into a more dense form, granular snow. As new snow falls and buries the older snow, the layers of granular snow further compact to form firm, a much denser kind of snow, usually a year or more old, which has little pore space. Further burial and slow cementation — a process by which crystals become bound together in a mosaic of intergrown ice crystals — finally produce solid glacial ice. In this process of recrystallization, the growth of new crystals at the expense of old ones, the percentage of air is reduced from about 90 percent for snowflakes to less than 20 percent for glacier ice. The whole process may take as little as a few years, but more likely ten or twenty years or longer. The snow is usually many meters deep by the time the lower layers are converted into ice.

In cold glaciers those formed in the coldest regions of the Earth, the entire mass of ice is at temperatures below the melting point and no free water exists. In temperate glaciers, the ice is at the melting point at every pressure level within the glacier, and free water is present as small drops or as larger accumulations in tunnels within or beneath the ice.

Formation of a glacier is complete when ice has accumulated to a thickness (and thus weight) sufficient to make it move slowly under pressure, in much the same way that solid rock deep within the Earth can change shape without breaking. Once that point is reached, the ice flows downhill, either as a tongue of ice filling a valley or as thick ice cap that flows out in directions from the highest central area where the most snow accumulates. The trip down leads to the eventual melting of ice.

1. Which of the following does the passage mainly discuss?

(A) The effect of glaciers on climate

(B) Damage from glaciers

(D) The location of glaciers

2. Which of the following will cause density within the glacier to increase?

(A) Increased water and air content

(B) Pressure from the weight of new snow

(D) Movement of the glacier

3. The word bound in line 9 is closest in meaning to

(A) covered

(B) chosen

(D) held

4. Which of the following will be lost is a glacier forms?

(A) Air

(B) Pressure

(D) Rocks

5. According to the passage , which of the following is the LEAST amount of time necessary for

glacial ice to form?

(A) several months

(B) several years

(D) a century

6. The word converted in line 15 is closest in meaning to

(A) changed

(B) delayed

(D) dissolved

7. What is the purpose of the material in paragraph three?

(A) To define two types of glaciers

(B) To contrast glacier ice with non-glacier ice

(D) To discuss the similarities between glacial types

8. In temperate glaciers, where is water found?

(A) Only near the surface

(B) In pools of various depths

(D) In tunnels

9. The word it in line 21 refers to

(A) formation

(B) ice

(D) weight

10. It can be inferred from the last paragraph that a glacier

(A) can revert to a fluffy mass

(B) maintains the same shape throughout the glacial process

(D) can contribute water to lakes, rivers, or oceans

PASSAGE 74 CBDAB AADBD

篇2：托福阅读水平得分快速提升3大方法

托福阅读水平得分快速提升3大实用方法分享阅读突破25分这么练才靠谱

高频词汇的整理

提升句型和语法

快速阅读的方法

托福阅读：3大训练方向

1.词汇

从某种意义上来讲，词汇量的大小是TOEFL阅读理解高分的基础和关键。如果词汇量没有达到基本要求(五千以上)，纵然你有“葵花宝典”在手，也只能命丧ETS的“毒招”之下。所以，以牺牲词汇量为代价的技巧练习简直是一味巨毒无比的“五毒散”。

2.阅读技巧

TOEFL的阅读量非常大，一般的中国考生根本无法把文章全部读完，所谓的“扫读法”、“跳读法”和“略读法”也只能适用于少数类型的文章，根本不能解决本质问题。那么，文章到底应该怎么读法呢?一句话，主动地阅读文章的关键部位。所谓主动是指不能象一般的阅读那样完全被动地接受信息，而应该不断的进行思考和预测;所谓关键部位，主要是每一段的开头和结尾部分。由于TOEFL的阅读理解文章全部选自于正式出版物，文章的逻辑结构非常完整和严谨，而且出现的逻辑模式也是屈指可数。经过系统的训练，考生的预测可以做到非常准确的程度。这样，通过阅读文章的几处关键部位，就能很快地把握整个文章的结构和内在的逻辑关系，也就解决了问题的70%。

3.解题训练

排除法恐怕是一直以来大多数学生在解阅读理题目时使用最多的方法。事实上，这种方法具有致命的缺点：干扰大、费时间。更有效和迅速的办法是读完题干之后，就在脑子反映出一个模糊的或者是不完整的答案，然后直接在选项中寻找接近的答案进行判断。这种能力必须在平时的训练和讲解中逐渐养成和加强，决非什么技巧之类的东西可以替代。

除了上述三方面的训练之外，如果能够对一些基本的背景知识加以补充的话，更能确保阅读理解的准确率和速度。

托福阅读：怎样快速识别出题意图

一、列举和并列句

列举指的是： First,... Second,... Third,.。。等逐条列出。并列句是指：A ，B and C，即逐项列出。它们共同的特征是列出二点或三点以上的条目。该类型语言点常考的题型是“细节性问题”，主要有两种：

1. Which 题型

该题型只要求从并列的三顶中选一项作为答案，其它条目与题目无关。在这种情况下，往往题目的答案出自最后一个选项。

2 . EXCEPT 题型

该题型俗称“三缺一”题型，即题目 4 个选项中有三个符合文章内容，剩下一个不符合，题目便是要求选出这个不符合文章内容的选项。例如： All of the following are mentioned as types of evidence concerning handedness EXCEPT ??? 这种题型只适合于考并列、列举句，这是因为它要求其三个选项一定是文章中出现的，也就是并列或列举之处。利用这一特点。我们在读文章的时候就可多留意，如看到并列、列举句，可预想其有可能被考到;如发现题目中有“三缺一”题型，则应到并列、列举处找答案。

二、否定及转折句

托福听力段落题型及解题要点

如何用逆向搜索法得高分

如何提高托福听力水平

否定句是指带有 NO 或 NOT ， NEVER 等否定词的句子，而转折句则指带有 HOWEVER ， BUT 或RATHER 等关联词引导的句子，它们可以用下面的句型说明： A is not B ， as C ， but is D 。对于以上的句型常出“推断性问题”。

三、举例句

句中由 as 或 such as ， for example 等引导的短语或句子为举例句，常考“推断性问题”和“细节性问题”。上面句型中的 as C 为插入的举例句。

四、数字与年代

文中的数字、年代、日期等常常是出题者注意的考题点，如年 10 月第 48 题。

五、最高级及绝对性词汇

文章中若出现 must ， all ， only ， anyone ， always ， never 等绝对性词汇或 first ， most beautiful 等最高级词汇，往往是考题要点，一般出“细节性题目”。这是因为它们都有一个共同的特点，那就是概念绝对，答案唯一，无论是出题还是做题，不会产出歧义和疑问，因此很容易出题，答案绝对正确。相反地，如果文章中出现相对性的词汇、例如 Some of the people chose red hats,some chose green hats,and others blue ones. 其中 some 为相对性词汇，如果我们出这样一道题： What color hats did some people choose? 那么就没有唯一正确的答案，因为有可能为 red,green 或 blue ，给评卷带来困难。

六、比较级及比喻

如果文中含有 more than 或 as ??? as ，like ( a fly )等句型，则为比较级或比喻句结构，往往也是考题点，一般出“推断性题目”。

七、同位语及插入语

文章中带有由 that is ，i.e. ，or 等词汇引导的名词词组，放在一个名词后面，为同位语;插入语是指副词、不定式、分词、从句等结构故在句首，句中或句尾，不做句子成分，但修饰整个句子、表达作者感情的语法结构。这些用逗号隔开的持殊结构往往也是考查的重点，一般会出“细节性题目”。

八、因果句

句中若有如下结构或词汇的称为因果句：

(1) 因果连词：because，since，for，as，therefore，so，consequently 等

(2)表示因果的动词：cause ，result in ，originate from 等;

(3) 表示因果的名词： base, basis, result,consequence 等，这些因果句都是指明某两个事件之间因果关系的，尤为出题者所青陈。因为通过出题可以考查文中两个事件内在的因果关系。此种句型一般出“推断性问题”。

九、段落句

文章各段第一句( 段首句 )和末段员后一句( 文尾句 )都是十分重要的地方，往往是文章作者表达中思想，进行总结综述的地方，因此常出(1)主题性问题，(2)细节性问题(3)结构性问题。

十、特殊标点

有一些特殊标点的含义也属于考查范围，它们是：

(1) 破折号，表示解释。考细节性问题;

(2) 括号，表示解释。考细节性问题;

(3) 冒号，一股同上，有时冒号也表示列举，则考“ EXCEPT ”题目;

(4) 引号。表示引用，考细节性问题：

(5) 惊叹号，表示作者感情，考态度性问题。

篇3：托福阅读水平得分快速提升3大方法

托福阅读水平得分快速提升3大实用方法分享阅读突破25分这么练才靠谱

高频词汇的整理

提升句型和语法

快速阅读的方法

托福阅读真题原题+题目

Glaciers are large masses of ice on land that show evidence of past or present movement. They grow by the gradual transformation of snow into glacier ice.

1. Which of the following does the passage mainly discuss?

(A) The effect of glaciers on climate

(B) Damage from glaciers

(D) The location of glaciers

2. Which of the following will cause density within the glacier to increase?

(A) Increased water and air content

(B) Pressure from the weight of new snow

(D) Movement of the glacier

3. The word bound in line 9 is closest in meaning to

(A) covered

(B) chosen

(D) held

4. Which of the following will be lost is a glacier forms?

(A) Air

(B) Pressure

(D) Rocks

5. According to the passage , which of the following is the LEAST amount of time necessary for

glacial ice to form?

(A) several months

(B) several years

(D) a century

6. The word converted in line 15 is closest in meaning to

(A) changed

(B) delayed

(D) dissolved

7. What is the purpose of the material in paragraph three?

(A) To define two types of glaciers

(B) To contrast glacier ice with non-glacier ice

(D) To discuss the similarities between glacial types

8. In temperate glaciers, where is water found?

(A) Only near the surface

(B) In pools of various depths

(D) In tunnels

9. The word it in line 21 refers to

(A) formation

(B) ice

(D) weight

10. It can be inferred from the last paragraph that a glacier

(A) can revert to a fluffy mass

(B) maintains the same shape throughout the glacial process

(D) can contribute water to lakes, rivers, or oceans

PASSAGE 74 CBDAB AADBD

托福阅读水平得分快速提升3大实用方法分享

篇4：托福阅读如何快速提升，3大方法

托福阅读如何快速提升，3大实用方法分享

高频词汇的整理

提升句型和语法

快速阅读的方法

托福阅读真题练习：碳酸钾

托福阅读文本：

Potash (the old name for potassium carbonate) is one of the two alkalis (the other being soda,sodium carbonate) that were used from remote antiquity in the making of glass, and from the early Middle Ages in the making of soap: the former being the product of heating a mixture of alkali and sand, the latter a product of alkali and vegetable oil. Their importance in the communities of colonial NorthAmerica need hardly be stressed.

Potash and soda are not interchangeable for all purposes, but for glass- or soap-making either would do. Soda was obtained largely from the ashes of certain Mediterranean sea plants, potash from those of inland vegetation. Hence potash was more familiar to the early European settlers of the North American continent.

The settlement at Jamestown in Virginia was in many ways a microcosm of the economy of colonial North America, and potash was one of its first concerns. It was required for the glassworks, the first factory in the British colonies, and was produced in sufficient quantity to permit the inclusion of potash in the first cargo shipped out of Jamestown. The second ship to arrive in the settlement from England included among its passengers experts in potash making.

The method of making potash was simple enough. Logs was piled up and burned in the open, and the ashes collected. The ashes were placed in a barrel with holes in the bottom, and water was poured over them. The solution draining from the barrel was boiled down in iron kettles. The resulting mass was further heated to fuse the mass into what was called potash.

In North America, potash making quickly became an adjunct to the clearing of land for agriculture, for it was estimated that as much as half the cost of clearing land could be recovered by the sale of potash. Some potash was exported from Maine and New Hampshire in the seventeenth century, but the market turned out to be mainly domestic, consisting mostly of shipments from the northern to the southern colonies. For despite the beginning of the trade at Jamestown and such encouragements as a series of acts “to encourage the making of potash,” beginning in 1707 in South Carolina, the softwoods in the South proved to be poor sources of the substance.

托福阅读题目：

1. What aspect of potash does the passage mainly discuss?

(A) How it was made

(B) Its value as a product for export

(D) Its importance in colonial NorthAmerica

2.All of the following statements are true of both potash and soda EXPECT:

(A) They are alkalis.

(B) They are made from sea plants.

(D) They are used in making glass.

3. They phrase “the latter” in line 4 refers to

(A) alkali

(B) glass

(D) soap

4. The word “stressed” in line 6 is closest in meaning to

(A) defined

(B) emphasized

(D) mentioned

5. The word “interchangeable” in line 7 is closest in meaning to

(A) convenient

(B) identifiable

(D) advantageous

6. It can be inferred from the passage that potash was more common than soda in colonial North

America because

(A) the materials needed for making soda were not readily available

(B) making potash required less time than making soda

(D) the colonial glassworks found soda more difficult to use

7.According to paragraph 4, all of the following were needed for making potash EXCEPT

(A) wood

(B) fire

(D) water

8. The word “adjunct” in line 22 is closest in meaning to

(A) addition

(B) answer

(D) possibility

9.According to the passage , a major benefit of making potash was that

(A) it could be exported to Europe in exchange for other goods

(B) it helped finance the creation of farms

(D) stimulated the development of new ways of glassmaking

10. According to paragraph 5, the softwoods in the South posed which of the following problems

for southern settles?

(A) The softwoods were not very plentiful.

(B) The softwoods could not be used to build houses.

(D) The softwoods were not very useful for making potash.

托福阅读答案：

DBDBCACABD

托福阅读真题练习：社会艺术

托福阅读文本：

Perhaps the most obvious way artistic creation reflects how people live is by mirroring the environment — the materials and technologies available to a culture. Stone, wood, tree bark, clay, and sand are generally available materials. In addition, depending on the locality, other resources may be accessible: shells, horns, gold, copper, and silver. The different uses to which societies put these materials are of interest to anthropologists who may ask, for example, why people choose to use clay and not copper when both items are available. Although there are no conclusive answers yet, the way in which a society views its environment is sometimes apparent in its choice and use of artistic materials. The use of certain metals, for example, may be reserved for ceremonial objects of special importance. Or the belief in the supernatural powers of a stone or tree may cause a sculptor to be sensitive to that material.

What is particularly meaningful to anthropologist is the realization that although the materials available to a society may to some extent limit or influence what it can do artistically, the materials by no means determine what is done. Why do the artists in Japanese society rake sand into patterns; and the artists in Roman society melt sand to form glass? Moreover, even when the same material is used in the same way by members of different societies, the form or style of the work varies enormously from culture to culture. A society may simply choose to represent objects or phenomena that are important to its population. An examination of the art of the Middle Ages tells us something about the medieval preoccupation with theological doctrine. In addition to revealing the primary concerns of a society, the content of that society's art may also reflect the culture's social stratification.

托福阅读题目：

1.According to the passage , gold, copper, and silver are

(A) more difficult to handle than wood and

(B) of their stable social conditions

(D) available only in specific locations

2. The word “conclusive” in line 7 is closest in meaning to

(A) definitive

(B) controversial

(D) realistic

3. The word “apparent” in line 8 is closest in meaning to

(A) attractive

(B) logical

(D) distinct

4. Why does the author mention the “supernatural powers of a stone or tree” in line 10?

(A) to show that some sculptors avoid working with specific materials

(B) to emphasize the unusual properties of certain materials

(D) as an illustration of the impact of the environment on religious beliefs

5. The word “it” in line 13 refers to

(A) realization

(B) society

(D) influence

6. It can be inferred that the author mentions the Japanese and Roman societies because

(A) they influenced each other stone

(B) commonly used by artists in all societies

(D) they used the same artistic material in very different ways

7.According to the passage , all of the following statements about sand are true EXCEPT

(A) It is used to create glass.

(B) Roman artists mix it into their paints.

(D) Japanese artists use it to create artistic patterns.

8. The word “Moreover” in line 16 is closest in meaning to

(A) similarly

(B) in addition

(D) frequently

9. The word “preoccupation” in line 20 is closest in meaning to

(A) involvement

(B) separation

(D) argument

10. The word “primary” in line 21 is closest in meaning to

(A) discrete

(B) preliminary

(D) fundamental

托福阅读答案：

DACCB DBBAD

篇5：托福听力怎样逐步提升水平得分

托福听力怎样逐步提升水平得分?备考6个实用步骤精讲

第一步：保持冷静自信

要想彻底不卡壳地听懂TOEFL听力的内容，或与老外进行无障碍交流，首先要保持冷静和自信，千万不要因为一处没反应过来，就慌了手脚。良好的心理素质对于听力实力的培养和提高相当关键。

第二步：把抽象文字转化为形象图画

TOEFL听力的过程中要学会根据语言传达的信息把抽象的文字变成形象的图画反映于脑海之中。有了连续的动态图像的帮助，就有利于我们避开“直接翻译的无序性”，以抓住TOEFL表达的主干而不是旁支末节，从而走出“听了后面，忘了前面”的“怪圈”。也只有这样，才能使我们真正体会到“登泰山而小天下”的神奇感受。

第三步：认真模仿跟读听力题目

在听懂之后，不要盲目追求“题海战术”，迫不及待地找其他题目来听，而应该把注意力放到听过的题目上。可以说它们才是我们进一步分析、研究从而树立听觉形象的上佳材料。所以要认真模仿和跟读TOEFL听力题目中的各种语言点(包括语音、语调、语气、俚语、习语、句式等)，不能放过任何细节。

第四步：补充拓展常用词汇句式含义用法

在模仿的基础上，大力补充和扩展TOEFL听力题目中常用词汇和句式的其它含义和用法。因为TOEFL听力考查的一大难点就是“一词多义”，或“一义多词”。这也就是很多考生之所以听出来老外用的是哪个词，却仍然搞不懂其在题目中确切含义的重要原因。比如：考生需要大力扩展TOEFL听力各类场景词汇、概念词汇。

第五步：挖掘美式思维文化背景

在模仿和扩展的基础之上，要学会挖掘听力题目语言背后的美语思维模式和美国文化背景。毕竟语言是文化和思维的载体，掌握了老外的逻辑思维，就能在TOEFL听力过程中变被动为主动，以不变应万变。

第六步：背诵记忆听力题目

在“立体”解构了这些TOEFL听力题目之后，将它们加以背诵和记忆，以求达到脱口而出的感觉。因为TOEFL听力的语言重现率很高，背得越多，意味着没听过的就越少。久而久之，听力实力便会大增。不可否认背诵是份“苦差事”，但“欲穷大地三千里，须上高峰八百盘。”可以说，背诵是登上听力最高境界的重要环节。如果说前五步是“消化过程”，那么背诵这第六步就是“吸收过程”。我们始终都要让学生们铭记：吃得苦中苦，方为人上人。

当然还需注意的是，背诵虽然是个输入过程，却完全可以通过输入和输出相互交替的动态循环使记忆达到最佳效果。也就是说，教师应该将听力教学与口语教学相结合，鼓励学生把已经背过的听力内容通过口语的形式表达出来，这样学生在输出的同时，又进行了一次输入，从而进一步加深了对听力材料的理解和记忆。如此循环往复，学生既可以训练听力，又可以培养出良好的口语语感，何乐而不为呢?

托福听力：听力机考知道多少?

新托福听力考试不同于英语四六级考试，它是不可能跨区做题，这在技术上也是不允许的。新托福考试完全采用网络技术在计算机上完成全部问题的回答，考试顺序严格按照阅读、听力、口语、写作的顺序进行，不会出现任何跨区的可能。

而且托福听力部分练习题一旦进入到下一道题，就不可能对上一道题进行修改，要求你一次做对。凭心而论，虽然老托福也不允许跨区做题，但因为老托福纸基考试的特点，我们在听力开始之前还是能多多少少看到一些题目的，而且还可以趁人不备，在语法部分结束后抢先做一点阅读的题目。

但随着新托福考试的改革开考，这些方法都不再有效。我们必须放弃那种认为“新托福是老托福的延续”这种一厢情愿的想法，实实在在地开发全新的方法、技巧和手段。

对于新托福听力机考、阅读、写作等这些题目不能跳题的事实，考生只有平时做托福听力备考资料等过程中总结新的考试技巧，一定要放弃那种跳题习惯，才有可能跟上新托福听力的“脚步”。

通过上面的介绍相信大家对于新托福听力有了一个认识，机考不同于以前，不能混为一谈，大家如果真的想让自己的托福听力有所进步，就要从平时练习托福听力备考资料开始改变。

托福听力：听力笔记应怎么做

首先，托福高分听力是硬实力。

托福听力的提高是一个持之以恒的过程，没有人会在极端的时间内迅速提高听力到一个很高的水平。这种事实是任何方法都没有办法否认的。所有托福高分听力的考生几乎都经历过这种听力的长时间磨练。

其次，新托福听力的备考。

作为平常的听力的提高对于托福听力的备考是十分重要的。但是要参加托福考试，还是要根据托福听力的特点做一些具体而又有针对性的练习。在一段备考练习之后，托福的听力水平在平常的基础上，就会有一个质的提高。对于听力有一定基础的同学，每天听上一个半小时(包括做听力题)够了。对于网上的听力材料大家要有所选择的听，一定要重视各种场景分类的听写

再次，托福考试听力尽量不要记笔记。

不要寄希望于记笔记，并不是说笔记不重要，只是要大家把练习的重点放在听力本身上。大家平常在练习听力的时候，记笔记当然有好处，毕竟口语、综合写作都是需要的。但其实，托福考试时，听力重在听懂!听懂了，记很少的笔记也没有问题。这里面有其自己的原因，托福不会考国内喜欢考的时间日期数量，这些太细的细节不考;相信自己的大脑，在几分钟的时间内集中精力，然后辅以一些关于听力材料主题、脉络的笔记就可以回忆起大部分内容。切记不能因为记笔记将听力听的断断续续甚至支离破碎。

托福听力：跟读训练的方法

我们在英语听写的过程中,可以发现自己的听力弱点：

1、对某些特定的话题听不懂，那么说明你在这方面的专业词汇积累的相对较少，所以要加强。

2 、对于听力中的句子听不懂,那么可能的问题有语法逻辑,语音现象,比如连读轻读弱读。

3、对于听力中的词汇听不懂,可能的问题有词汇不熟悉,发音不熟悉。

而跟读可以很好的解决这些问题.因为跟读要求最终结果是能够脱离文字并尽可能的模仿原文的语音语调。

首先,对于专业词汇的不懂,经过长期的跟读就会慢慢积累词汇。

其次,对于听不懂的句子, 一般跟读也会很不顺畅,踏实的进行跟读,首先能够熟悉英文的逻辑思维。

然后, 由于跟读要求对语音语调完全模仿,所以可以克服对语音现象不熟悉导致的听不懂。

最后, 跟读是要说英语的,跟读的熟悉了,自然而然就能开口说英语了,对于备考托福的同学们,跟读可以同时提高托福听力和托福口语,何乐而不为!

篇6：把握3大核心问题快速提升托福写作

把握3大核心问题快速提升托福写作

清晰的逻辑概念

对于托福写作过程中，逻辑思维使我们首先应该关注到的一大内容。原因很简单，在初入写作的过程中，很多人习惯用中式思维的方法，想明自己该写些什么，然后用英语翻译。这样不但让语句变得然让难以理解，同时也造成了全文思维模式的混乱。

词汇的合理使用

很多考生在写作中，总是会认为高端的词汇会让自己冲击到托福的高分。所以，不断的在文章中出现一些华丽和生僻的词汇。但是，我们需要理解到的是，因为有些单词有固定搭配，而考生只是纯粹地记忆这些词汇，没有很好的了解其的使用情况或者搭配，最终文章反而有种词不达意的感觉。合理用词才能让文章真正表达出应有的意义。

客观理念的表达

托福写作中，论点的表达和论述的阐明是文章的关键环节。但是，对于新手来说，最容易犯的一个毛病就是，提出的论点过于主观，对于问题的看待不是太具体。产生了这样的问题，建议大家可以多看一些范文的写作多加参考。

托福写作：如何描述例证和细节?

托福写作细节分为两个方面，一是语言的细化，主要体现在用词的准确性上，这是需要一段时间的积累加上特别训练才能达到的。二是例子的细化，体现在描述的细致性上，要做到这一点，除了刻意加上一些人名地名，显得描写细致以外，还需要学生多看原味英语，细细体味。

例如 speed and comfort中描述坐火车的无聊时就运用了很多细节：Train compartments soon get cramped and stuffy. It is almost impossible to take your mind off the journey. Reading is only a partial solution， for the monotonous rhythm of the wheels clicking on the rails soon lulls you to sleep. During the day， sleep comes in snatches. At night， when you really wish to go to sleep， you rarely manage to do so. If you are lucky enough to get a sleeper， you spend half the night staring at the small blue light in the ceiling or fumbling to find your ticket for inspection. Inevitably you arrive at your destination almost exhausted.

在这段当中，几乎没有纯粹的说理，而是一直在描述一个我们感同身受的场景，细节颇多，让人一看就很有认同感。这样一种细节的堆砌无疑是很多说服力的，点滴之间，便让人信服。

托福的官方指南(official guide)里也凸显了细节的重要性。P264中给出的4分的范文充分说明了这一点。这篇文章的作者讲了一个情侣间不相互信任的故事，讲得很完整，前因后果都交待清楚。而这篇文章只有一个分论点，只举了一个例子，遣词造句都很平庸，但是拿到了4分，关键点就在于此文对细节的描写很到位。

因此我们的学生在进行托福独立写作的时候，要注意对于be more specific这一标准的把握。很多时候，细致的例子能够弥补遣词造句上的不足。

初入备考阶段提高托福作文的技巧及方法

在备考托福考试时候，很多学生对于托福考试的作文总回感觉无从吸收。特别，有时一些题目的题目对自己来说无法拓展自己的想法，不能在考试的时间里尽快的排除的逻辑思想，层层递进。那么对于我们刚开始备考的同学来时，应该注意些什么问题呢?

首先，对一个初入托福作文备考的练习的来说，不要过分的拘泥于实际的安排。在托福的备考中，当然时间和效率都是非常成功的。但是，如果对于托福作文来说，如果没有先求速度再求速度，那么这样的文章就一定不会提她哦。所以，建议大家在练习中反复收集词汇和语句的累计，有了良好的写作习惯，写作速度自然会有明显提升。

其次，对于托福备考的学生来说，除了是用托福写作模板之外，使用范文的对比自己的写作也是会有很到帮助的。在托福写作的过程中，我们不仅仅要将一些文章内容作为摘抄，快速建立起自己的模板，同时也要将自己的文章和经典文章做好对比。找到自己的缺点和差异，快速弥补自己的不足。

最后，建立自己的考试信心。对于托福考试来说，刚开始的时候，都是一道道非常难关。无论是词汇、论点、论据，想要清晰的表达清楚都并非易事，所以建议大家，可以用上1-2个小时完整写一篇作文，在备考不断进行的过程中，每过几个星期再拿出进行调成和提高一下。

篇7：托福阅读如何快速的提升

托福阅读如何快速的提升?托福阅读想要快速的进行提升，一些科学的备考方法是必须要掌握的，本篇文章就为大家分享托福阅读如何快速的提升，希望对大家的成绩提高有所帮助。

托福阅读如何快速的提升?

1、词汇复习建议

除了常规的词汇背诵以外，以下三类材料都可以作为备考利器：

1)托福在线练习题(TPO1-48)里出现过的所有词汇题及答案要记熟;

2)翻阅离考试日期至少8个月的词汇机经，用近期反复考察的词汇做一次现有词汇水平的检验;

3)考前一周查看三立在线的词汇机经，大大提高真实考试词汇题的正确率。

除此以外，日常备考时还应养成随手翻阅Merriam-Webster的好习惯，毕竟是官方指定的参考字典。

2、长难句复习建议

托福阅读长难句结构的划分跟考生的语法基础息息相关，但无外乎是常见的四、五种语法点的交替出现，比如定语后置，倒装句，虚拟语气等。

所以长难句如何有效秒杀它呢?

先从句子简化题入手，横向练习，找出薄弱语法点，针对性复习。再在精读过程中，总结长难句，练习意群断句，进一步巩固。

3、逻辑结构复习建议

听力有听写跟读，阅读有复述。看完一整段后，能否把段落起承转合整理到85%的水平，关键就看能否抓住句间逻辑联系。

在托福阶段，逻辑基本以显性的逻辑关联词作为代表，要熟记;

在此基础上，要储备常见的段落结构，做到举一反三，以不变应万变来面对新文章，新段落。

4、考前冲刺建议

学生常常都有这样的困惑：TPO刷完了还有什么材料值得复习呢?

纵览市面上所有的复习材料，在文章选取和题目设置上都有或多或少的硬伤。盲目地拿和真实考试有差距的题目进行练习，反而会打乱正确的解题思路，事倍功半。

苦刷TPO三百遍，更要来场全真模考验一验。暂不说题源文章很难触及，市面上所有的模考软件在评分标准上都有这样那样的缺陷，导致很多考生的实际分数和平时练习的分数有一定落差，而只有ETS才有最权威的算分机制，其他渠道皆无从得知。

利用模考卷，检验所学所得，查漏补缺，及时调整复习策略，是从被动的考试者转变成主动学习者最关键的一步!

托福阅读素材：李光耀精通多国语言的心得

1. 英语再好，不练习都会退步

How many Mainland Chinese can learn English to the level that we can? A very small percentage. They are using Mandarin all the time, they will lose their English. I will give you an example. I used to meet the Taiwanese ministers, the older generation - all Harvard PhDs. In other words, they wrote their theses in English but worked in Taiwan in Mandarin. When I went to Taiwan, I spoke to them in Mandarin, first two days (my Mandarin was) very stiff. At the end of the week, I was more fluent. They came here to meet people from our ministries, first two days their English was halting, at the end of the week they became more fluent.

在大陆，有多少中国人的英语能和我们说的一样好?(李光耀受英语教育，以优异成绩从剑桥大学法学专业毕业。)非常少。他们每天都使用中文，英文水平就会降低。我举个例子。我见过台湾一些老一辈的部长们，都是哈佛的博士。他们的毕业论文是用英文写的，但在台湾工作时，他们使用中文。我去台湾的时候，我和他们说中文，开始的一两天，我的中文非常生硬。差不多一周后，我说的更流利了。当他们来新加坡和我们的部长会面时，最初一两天他们的英文说的磕磕巴巴，但差不多一个礼拜就流利多了。

2. 流利比词汇量更重要

Learn young, never mind the standard, capture the fluency, capture the way you speak it, capture the grammar, never mind if your vocabulary is limited, you can expand it later on.

从小学起，别在意是否标准，努力说的流畅，学会表达方式，正确使用语法，不要在乎词汇量太少，以后会扩大的。

3. 多开口才能活学活用

You need to spend the time and effort. You must have the interest. At the end of the day, it must be a live language. Apart from watching it on the TV or reading the newspapers, you must meet people and talk. Then it is a live language.

你要花时间和精力。一定要有兴趣。归根结底，必须在生活中使用语言。除了看电视和读报，你必须和人们交谈。这才是活的语言。

4. 从小学语言记得更牢

Language is heard and spoken long before people learn to write and to read. The more frequently one uses a language, the easier it is to express one's thoughts in it. The younger one learns to speak a langugae, the more permanently it is remembered.

人们学会读写一种语言之前很久就会听说。一个人使用一种语言越频繁，就越容易用它来表达思想。学习语言的年纪越小，就越不会忘记。

5. 西学为体，中学为用

I may speak the English language better than I speak the Chinese language because I learnt English early in life. But I'll never be an Englishman in a thousand generations and I have not got the Western value system inside me; it's an Eastern value system with the western value system superimposed.

我的英文大概比中文好，因为我从小就学习英文。但无论再过多少年，我都不会是个英国人，我并没有接受西方价值观。我的价值观是带有西方色彩的东方价值观。

托福阅读素材：芬兰基于平等的教育体系

Finnish education often seems paradoxical to outside observers because it appears to break a lot of the rules we take for granted. Finnish children don’t begin school until age 7. They have more recess, shorter school hours than many U.S. children do (nearly 300 fewer hours per year in elementary school), and the lightest homework load of any industrialized nation. There are no gifted programs, almost no private schools, and no high-stakes national standardized tests.

Yet over the past decade Finland has consistently performed among the top nations on the Programme for International Student Assessment (PISA), a standardized test given to 15-year olds in 65 nations and territories around the world. Finland’s school children didn’t always excel. Finland built its excellent, efficient, and equitable educational system in a few decades from scratch, and the concept guiding almost every educational reform has been equity. The Finnish paradox is that by focusing on the bigger picture for all, Finland has succeeded at fostering the individual potential of most every child.

I recently accompanied Krista Kiuru, Finland’s minister of education and science, when she visited the Eliot K-8 Innovation School in Boston, and asked her what Finland is doing that we could learn from.

I visited four Finnish schools while researching my book Parenting Without Borders. While there, I frequently heard a saying: “We can’t afford to waste a brain.” It was clear that children were regarded as one of Finland’s most precious resources. You invest significantly in providing the basic resources so that all children may prosper. How do these notions undergird your educational system?

We used to have a system which was really unequal. My parents never had a real possibility to study and have a higher education. We decided in the 1960s that we would provide a free quality education to all. Even universities are free of charge. Equal means that we support everyone and we’re not going to waste anyone’s skills. We don’t know what our kids will turn out like—we can’t know if one first-grader will become a famous composer, or another a famous scientist. Regardless of a person’s gender, background, or social welfare status, everyone should have an equal chance to make the most of their skills. It’s important because we are raising the potential of the entire human capital in Finland. Even if we don’t have oil or minerals or any other natural resources, well, we think human capital is also a valuable resource.

How well do you think Finland’s educational system, one based more squarely on equity rather than high achievement, is working?

What Americans Keep Ignoring About Finland's School Success

We created a school system based on equality to make sure we can develop everyone’s potential. Now we can see how well it’s been working. Last year the OECD tested adults from 24 countries measuring the skill levels of adults aged 16-65, on a survey called the PIAAC (Programme for International Assessment of Adult Competencies), which tests skills in literacy, numeracy, and problem solving in technology-rich environments. Finland scored at or near the top on all measures. But there were differences between age groups. The test showed that all younger Finns who had had a chance to go to compulsory basic school after the reforms had extremely high knowledge; those who were older, and who were educated before the reforms, had average know-how. So, our educational system is creating people who have extremely good skills and strong know-how—a know-how which is created by investing into education. We have small class sizes and everyone is put in the same class, but we support struggling students more than others, because those individuals need more help. This helps us to be able to make sure we can use/develop everyone’s skills and potential.

I remember being struck by how many vocational or hands-on classes (home economics, art, technology, and so forth) were available to students at every Finnish school I visited. At one secondary school I visited, kids were cooking breakfast; at another, I saw that all the kids had learned how to sew their own bathing suits. More than one teacher remarked, “It’s important for students to have different activities to do during the day.” And there seems to be no stigma about vocational education. Is this attitude true of all schools in Finland?

Yes, we definitely believe that for young people handcrafts, cooking, creative pursuits, and sports, are all important. We believe these help young people benefit more from the skills they’re learning in school.

Do you think that this takes time away from academics?

Academics isn’t all kids need. Kids need so much more. School should be where we teach the meaning of life; where kids learn they are needed; where they can learn community skills. We like to think that school is also important for developing a good self-image, a strong sensitivity to other people’s feelings … and understanding it matters to take care of others. We definitely want to incorporate all those things in education.

I also believe that breaking up the school day with different school subjects is very important. We offer a variety of subjects during the school day. We’re also testing out what it’s like to have breaks in the middle of the school day for elementary school students. At a few elementary schools recently we’ve been offering sports, handcrafts, or school clubs during the middle of the school day, rather than just in the morning or after school as we already do. This is to help kids to think of something else, and do something different and more creative during the day.

An American librarian I spoke with, who was a visiting scholar in Finland, was struck by things like the fact that there was no concept of Internet filtering or censorship there. She was struck by how much autonomy was given to children as well as to teachers. At the same time, she noticed how much support teachers in Finland get. She visited one first-grade classroom that was taught by a relatively new teacher, and seven adults were standing in the back of the room watching the teacher: the master teacher, a specialty subject teacher from her teaching university, her advisor from university, and a couple of other student teachers. Right after the class, they got together and talked about how the lesson went. This sort of observation/debriefing seemed to be quite common. Finland is also well known for investing heavily in continuous professional development. Can you tell me more about this combination of independence and support?

Teachers have a lot of autonomy. They are highly educated--they all have master’s degrees and becoming a teacher is highly competitive. We believe we have to have highly educated teachers, because then we can trust our teachers and know they are doing good work. They do have to follow the national curriculum, although we do have local curriculums as well. But we think that we’ve been able to create good results due to our national, universal curriculum.

We don’t test our teachers or ask them to prove their knowledge. But it’s true that we do invest in a lot of additional teacher training even after they become teachers.

We also trust in our pupils. Of course we give them exams and tests so that we know how they are progressing but we don’t test them at the national level. We believe in our schools because we consider all schools equal. We don’t school shop in Finland and we don’t have to think about which area to live in to go to a good school.

In Finland we are starting to have some issues … in some suburban schools with more immigrants or higher unemployment, but we support those schools by investing more in them, in the struggling schools.

But you know, money doesn’t make for a better education necessarily. We don’t believe that spending on a particular school will make any one of them better so much as focusing on the content of what we do and giving children individual support.

在外界看来，芬兰的教育似乎很矛盾，因为它打破了很多我们认为理所当然的规则。芬兰的孩子到了7岁才开始接受教育。相比于很多的美国孩子，这里的孩子拥有更多的假期、更短的上课时间(小学每年的上课时间少于300个小时)，而且在所有的工业化国家里，他们拥有最轻的作业压力。这里没有特长项目、几乎不存在私立学校，也没有高风险的国家级标准化考试。

然而过去十年里，在国际学生评估项目(PISA，一个在全球65个国家和地区开展的针对15岁学生的测试)中，芬兰持续名列前茅。过去，芬兰学校里的学生并不那么优秀。在过去几十年里，芬兰从无到有建立了自己杰出、高效、平等的教育体系，而且引领所有教育改革的观念都是平等。芬兰悖论在于专注于更大的图

最近，我陪同芬兰教育和科学部长克莉丝塔·克以伍卢参观了位于波士顿的艾略特学习创新学校(Eliot K-8 Innovation School)，并且向她咨询了我们可以向芬兰学习的地方。

为了著书《育儿无国界》(Parenting Without Borders)，我来到芬兰的四所学校参观、调研。当时，我反复听到一句话：“我们无法承担浪费一个大脑。”很明显，孩子被视为芬兰最珍贵的资源之一。你们大量投资来提供基本的资源，为的是所有的孩子都能有所作为。这些概念是如何从底层加固你们的教育体系的呢?

过去我们的体系非常不公平。我的父母就没有真正的机会去学习、去接受高等教育。上个世纪60年代，我们决定给所有人提供免费的高质量教育。甚至连大学都是免费的。平等意味着我们支持每一个人，我们不打算浪费任何一个人的才能。我们不晓得孩子们以后会变成什么样——我们无从知道一个一年级的孩子是否会成为著名的作曲家，或者另一个孩子能否成为杰出的科学家。不论性别、背景、抑或福利状况，每一个人都应该拥有平等的机会来最好地发挥才能。这一点很重要，因为我们在培养芬兰整个人力资本的潜能。即使我们没有了石油、矿物质或者其他的自然资源，那么，我们依然认为人力资本是一种珍贵的资源。

就芬兰这个更直接地基于公平而非高成就的教育体系，你认为它运行得怎么样?

我们创建了一个基于平等的学校体系，从而确保我们能够发挥每一个人的潜能。现在我们可以看到它运行得多么好。去年，经济合作与发展组织(OECD)在一项名为“国际成人能力测评项目”(PIAAC)的调研中，对24个国家年龄在16-65区间的成人进行了能力水平测试，包括读写能力、计算能力以及富科技环境中解决问题的能力。在所有的测试中，芬兰得分最高，或者接近最高。不过年龄段之间存在着差异。测试表明所有年轻的芬兰人，即那些有机会进入改革之后的义务型基础学校的人，都拥有极高的知识水平;那些年长一些的人，即那些在改革之前接受教育的人，拥有一般的知识水平。因此，我们的教育体系是创造有极高技能和诀窍的人——通过投资教育来实现。我们采取小班制，所有人都在同样的班级里，不过我们会给予学习吃力的孩子更多的支持，因为他们需要更多的帮助。这样有助于我们确保利用/发展每一个人的才能和潜力。

在我参观的每一个芬兰学校里看到有如此多可供学生选择的职业课或者手工课(家政、艺术、技术等等)时，我记得自己当时被震惊了。在一所中学里，孩子们在做早饭;在另一所中学，我看到所有的孩子已经学习了如何缝补浴衣。不止一位老师强调说，“每天让孩子们做一些不同的活动是很重要的。”这种职业教育似乎并无污名。在芬兰，所有的学校都是这种态度吗?

是的，我们真心认为对于年轻人而言，手工艺、做饭、创造性的追求以及运动，都很重要。我们认为这些在学校里学到的技能能够使年轻人受益更多。

你认为这会减少学生们做学术的时间吗?

学术并非所有孩子都需要的。孩子们需要更多的东西。学校应该是我们教导孩子人生意义的地方;是让孩子们明白他们的存在是有价值的地方;是孩子们学习社交技能的地方。对于孩子们培养良好的个人形象、对他人感受的强烈敏感力……以及理解关心他人是有必要的，我们认为学校起到同样重要的作用。我们真心希望能够把所有这些东西融入教育之中。

我还认为用不同的教学科目把一个教学日分解是非常重要的。在一个教学日里，我们教授不同的科目。我们也在尝试在小学教学日的中间添加休息时间。最近在一些小学里，我们开始在教学日的中间提供运动、手工或者学校俱乐部，并非如我们之前做的那样仅仅在早晨或者放学后。这是为了帮助孩子们思考一些其他的事情，在一天中做一些不同的、更具创造力的事情。

我曾经跟一位来芬兰做访问学者的美国图书管理员交谈过，在芬兰并不存在网络过滤或者审查，这一事实让她非常震惊。同样令她震惊的还有，孩子以及老师竟然有如此大的自主权。与此同时，她注意到芬兰的老师能够得到如此大力的支持。她参观过一个一年级的班级，当时由一位新老师任教，还有七个成年人站在教室的后面听课：一位高级教师，一位来自她所在大学的特长科任老师、她的大学导师、还有两三位别的任课老师。一下课，他们就聚集起来，谈论课程进行得如何。这种听课/课后解说的做法似乎非常普遍。芬兰同样以大力投资继续职业发展著称。你能详细讲一下这种独立和支持的结合吗?

老师们拥有很多自主权。他们都受过高等教育——都拥有硕士学历，要成为老师，竞争也是相当激烈的。我们必须拥有教育程度很高的老师，因为那样我们才可以信任我们的老师，知道他们会教得很好。他们必须按照国定课程授课，尽管我们确实也有一些地方课程。不过我们认为按照我们的全国性统一课程，我们已经能够达到很好的结果。

我们不会考核我们的老师或者要他们证明自己多么有学识。不过我们确实为额外的教师培训投资很多，即使成为老师之后，他们也要接受这些培训。

我们也信任我们的孩子。当然，我们也会给他们考试和测验，这样我们才能知道他们进步如何，不过我们没有国家级别的考试。我们相信我们的学校，因为在我们眼中，所有的学校都是平等的。在芬兰，我们不用选学校，不用考虑住在哪个地区才能进一所好学校。

在芬兰，我们也开始有一些问题……存在于一些多移民或者高失业率的郊区学校，但是我们通过投入更多的资金来支持它们，支持这些有困难的学校。

不过你要知道，金钱并不一定能够造就良好的教育。我们认为相比于把钱花在某一所学校使这所学校里的每一个人都变得更优秀，关注我们在做的事情、给予每一个孩子支持才更有价值。

篇8：日语学习：快速提升阅读水平的方法

1引子：有人说，阅读水平很难提升，或者不清楚阅读要如何去练习，只是泛泛地去看。

还有些人，说自己阅读水平不错，怎么一个不错法儿呢?是做阅读题。但是真的抛开选择题，自己动笔写(译)一写，就会发现，脑中空空如也。那么我们要如同通过阅读，提升语言水平呢?

也许有人玩过日本CAPCOM的「逆転裁判」(现在也有动漫，B站可看)里面有一句名台词——「発想を逆転させるんだ～」 (逆向思考一下吧)

此处，我们也不妨将思维逆转一下。

一个母语使用者，就说一个中国人吧，

如果一个中国人，只是泛泛地看看报纸杂志、网上新闻·段子、一般的工作文件，TA的中文造诣能提高吗?

不会!绝对提高不了。TA的交流肯定没有问题，但是仅仅通过上面的方式，我们可以断言，其语言造诣绝对提高不了。2那要如何提高中文造诣呢?①系统选择一些精品、精读、思考乃至背诵②通过自己的写作、发言去刻意模仿③坚持所以，我们不难发现，母语尚且如此，要提升外语的水平，就更需要精读了。那么外语要如何去精读呢?关于外语学习，此前有“单词论”(以单词为中心)，后来还有“句子论”(以句子为中心)，实际上，要想真正提升语言能力，必须要大量练习篇章阅读能力。理由如次：

1.遣词造句的能力要想真正得到提升，必须要将新学到的东西在语篇中实际应用。

2.在语篇中，语句之间是具有逻辑关系的，所以需要具有将句子串联，并进行逻辑思维的能力。无论什么语言，这都是必要能力。

3.在语篇中，如果理解错了关键的词句，可能会对整篇文章产生理解错误，所以需要具有快速把握能力。这也是必要能力。以上这些能力，都不是单凭什么“单词”或者“句子”可以练出来的，更不是单靠选择题可以解决的。

下面，我就通过一些具体的问答，来说明一下，如何练习“ 篇章阅读能力”。

一些具体的问答

Q1.为什么要精读?在大学有泛读课，有的老师说泛读也很重要唯斯的答复：尤其在初中级阶段，学习文章必须精读。外语必须以精读为主，这是概念是坚定不移的。在初级阶段，你的单词量非常有限，做泛读是不可能的，所有的阅读必须100%是精读，此时所谓的泛读不过是在“骗自己”，那不是学习，那是解闷儿。在中级阶段，精读应该占到70%以上，泛读则多以练习题的形式出现，学习者也可以找一些简易读物。即使是高级阶段，也要花一定的时间去精读。 (拓展：做翻译也是如此，一开始你翻译经验非常少，你看着原文，听着原文，只做“视译”乃至“默译”，你会觉得“哈，我都会”，但是你也是骗自己。你实际一篇一篇自己翻译一下试试，感觉肯定不一样。)

Q2：在什么情况下，才能做一些泛读呢?

唯斯的答复：实际上只有精读，没有泛读。我们试想一下，如果遇到不懂的东西，不查，不记，不求甚解，这样的阅读就是浪费时间。但是，如果我们每读一些东西，就记下来新的单词和语法，久而久之，水平上去了，遇到的生词少了，可以减少查和记，这样精读不就渐渐就变成了泛读了吗? 在初中级阶段，不宜做大量的泛读，因为泛读，往往没有词汇表，注释等等辅助内容，学习者需要花大量的时间去查词典，或者问别人。这样就会因为索然无味而坚持不下去。泛读主要是高级学习者的享受。

Q3：我总感觉精读比较枯燥

唯斯的答复：①因为精读不在“舒适区”，不求甚解的去阅读非常舒服啊!但是只是“杀时间”，对真的提升语言水平没啥用处。②选择题材过于超出自己水平，乃至生词太多，读不下去。③没有将学到的东西应用，比如仿写，用到翻译上也行啊!

Q4：怎样精读呢? 具体要注意些什么呢?

唯斯的答复：主要是以下几个方面，

1 词的层面→包括新词的学习，还有词组的用法，习语，俚语等等。要特别注意每种语言的单词并不是一一对等的。比如“健康”“保養”，这些单词。中日的义项只是部分对应，不是完全对应。不可生搬硬套，平时认真精读，对翻译会大有裨益。

2 语法点→语法现象理解不透，则会影响文章的理解。

3 在查字典方面，除了查“外语-中文”字典外，还必须查用外语解释的词典。这样不仅可以积累外语里面的同义词，近义词，还能对单词的理解更精确，单用汉语解释可能会造成你的理解“偏差”。

4最重要的一点:复述课文(或者用外语讨论课文)：读与说结合，即输入又输出，这样才能发现读时漏掉的部分，中国人在读与听的时候，往往不自觉的用中文思维才代替所读或所听的外语，只有认真复述，才会注意到外语的思维。许多人到了“中高级阶段”，还做着“偷工减料”的阅读，或者说还没有学会阅读，当你问他们读了什么的时候，他们可以用中文告诉你文章的内容，但是往往不能用外语复述出来。其实这对于翻译能力，至关重要。

Q5：但是复述文章是困难和费时的事情啊

唯斯的答复：刚开始不要复述整篇文章，先练习单双句的读后述，在练习整段的复述。能力增强之后，再练习复述全文。

在具备文章复述能力之后，不用整篇复述，只要复述重点段落和句子就可以了。

但是这和精读、精听一个道理，只有迈过了那些“基础性阶段”，掌握的东西多了，新知识少了，才能只去做“重点”(此时的新知识)。

最后，就是坚持践行。

【本文作者：唯斯（微信公众号：日语职翻联盟）】

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