“始终在路上”为你分享8篇“雅思阅读三大细节题的解法”，经本站小编整理后发布，但愿对你的工作、学习、生活带来方便。
篇1：雅思阅读三大细节题的解法
雅思阅读三大细节题的解法
一、什么是细节题
雅思阅读中的细节题主要考察大家搜集信息的能力，同学们需要读懂题中考察的细节信息，并能够通过同义替换词汇，在原文中找到正确的答案。常见的细节题有配对题、判断题、选择题、简答题和图表题。
二、常见的细节题的解题方法
1. 选择题：选择题几乎是所有学生做过的最多的题型。雅思阅读中的选择题主要考察大家的定位能力和细节分析能力。常见的考试形式有两种：单项选择题和多项选择题。单项选择题比较简单，常见的出题形式为Choose the correct letter, A, B, C or D。多项选择题难度略大一点，常见的出题形式为Choose THREE letters A-F。
如果是单项选择题，大家可以一下看多个题目，划出关键词，然后到原文中寻找答案。将原文和选项进行对比，利用排除法快速确定正确选项。如果是多项选择题，同学们需要先将所有的选项都浏览一遍，然后划出关键词，在到原文中寻找答案，因为答案在原文的位置比较松散，花费时间比较多，所以建议大家放在最后做。更为详细的选择题做题技巧大家可以参考盘点雅思阅读选择题注意事项
2. 配对题：配对题近几年在雅思阅读中考试的频率越来越高，难度也越来越大，主要考察大家寻找细节的能力。常见的考试形式有两种：段落信息配对题和人名配对题。段落信息配对题的出题形式为Which paragraph contains the following information? NB You may use any letter more than once;人名配对题的出题形式为Match each statement with the correct person. NB You may use any letter more than once。
段落信息配对题主要就是根据题目找出关键词，然后到原文中中寻到答案出处;找到之后，将原文和选项进行比较，确定正确答案。人名配对题就是根据人名定位到原文，将原文中其所说的话、所做的事和选项进行比较，看看哪种选项和原文表述一致。更为具体的配对题的做题方法大可以参考盘点雅思阅读配对题该如何做
3. 判断题：雅思阅读中常见的判断题有两种:一种是对作者观点、看法的一些判断(Yes/no/notgiven)，强调理解，属于概念题;一种是我们要讲的对文章细节的判断(True/false/not given)，这类题考试频率很高，属于细节题。常见的出题形式为Do the following statements agree with the information given in Reading Passage 1?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
这类题的做题技巧就是找出题目中的核心关键词，然后根据它到原文去定位，看看原文和选项的表述是否一致。一般，TRUE和FALSE比较好判断，NOT GIVEN让很多烤鸭都判断不准。想要更详细的了解这三种判断的原则大家可以参考雅思阅读判断题该如何备考。
雅思阅读精读每日一练：现代宇宙学最亮的恒星斯蒂芬霍金逝世
Stephen Hawking, modern cosmology's brightest star, dies aged 76(现代宇宙学最亮的恒星斯蒂芬霍金逝世，享年76岁)
我并不害怕死亡，但我并不急于死去。我有很多想做的事——斯蒂芬·霍金
The physicist and author of A Brief History of Time has died at his home in Cambridge. His children said: ‘We will miss him for ever’
这位物理学家和时间简史的作者在剑桥的家中去世。他的孩子们说：“我们将永远怀念他。”
Stephen Hawking obituary
斯蒂芬·霍金讣告
Professor Hawking’s insights shaped modern cosmology and inspired global audiences in the millions. Photograph: Sarah Lee for the Guardian
霍金教授的见解塑造了现代宇宙学，并激发了数百万人的全球听众。
Stephen Hawking, the brightest star in the firmament of science, whose insights shaped modern cosmology and inspired global audiences in the millions, has died aged 76.
His family released a statement in the early hours of Wednesday morning confirming his death at his home in Cambridge.
Hawking’s children, Lucy, Robert and Tim said in a statement: “We are deeply saddened that our beloved father passed away today.
“He was a great scientist and an extraordinary man whose work and legacy will live on for many years. His courage and persistence with his brilliance and humour inspired people across the world.“他是一位伟大的科学家，也是一位非凡的人，他的工作和遗产将会持续多年。他的勇气和毅力和他的才华和幽默鼓舞了世界各地的人们。
“He once said: ‘It would not be much of a universe if it wasn’t home to the people you love.’ We will miss him for ever.”
For fellow scientists and loved ones, it was Hawking’s intuition and wicked sense of humour that marked him out as much as the broken body and synthetic voice that came to symbolise the unbounded possibilities of the human mind.
Hawking was driven to Wagner, but not the bottle, when he was diagnosed with motor neurone disease in 1963 at the age of 21. Doctors expected him to live for only two more years. But Hawking had a form of the disease that progressed more slowly than usual. He survived for more than half a century and long enough for his disability to define him. His popularity would surely have been diminished without it.
Hawking once estimated he worked only 1,000 hours during his three undergraduate years at Oxford. “You were supposed to be either brilliant without effort, or accept your limitations,” he wrote in his autobiography, My Brief History. In his finals, Hawking came borderline between a first and second class degree. Convinced that he was seen as a difficult student, he told his viva examiners that if they gave him a first he would move to Cambridge to pursue his PhD. Award a second and he threatened to stay at Oxford. They opted for a first.
霍金曾经估计，他在牛津大学的三个本科阶段只工作了1000个小时。他在的自传我短暂的历史中写道：“你本应该是才华横溢，而不是努力，或者接受你的局限。”在他的期末考试中，霍金在第一级和第二级学位之间出现了界线。他确信自己被视为一名难学的学生，于是告诉他的非凡的考官，如果他们先给他一个学位，他就会搬到剑桥攻读博士学位。他还威胁要留在牛津。他们选择了第一个。
Those who live in the shadow of death are often those who live most. For Hawking, the early diagnosis of his terminal disease, and witnessing the death from leukaemia of a boy he knew in hospital, ignited a fresh sense of purpose. “Although there was a cloud hanging over my future, I found, to my surprise, that I was enjoying life in the present more than before. I began to make progress with my research,” he once said. Embarking on his career in earnest, he declared: “My goal is simple. It is a complete understanding of the universe, why it is as it is and why it exists at all.”
He began to use crutches in the 1960s, but long fought the use of a wheelchair. When he finally relented, he became notorious for his wild driving along the streets of Cambridge, not to mention the intentional running over of students’ toes and the occasional spin on the dance floor at college parties.
Hawking’s first major breakthrough came in 1970, when he and Roger Penroseapplied the mathematics of black holes to the entire universe and showed that a singularity, a region of infinite curvature in spacetime, lay in our distant past: the point from which came the big bang.
Penrose found he was able to talk with Hawking even as the latter’s speech failed. But the main thing that came across was Hawking’s absolute determination not to let anything get in his way. “He thought he didn’t have long to live, and he really wanted to get as much as he could done at that time,” Penrose said.
In discussions, Hawking could be provocative, even antagonistic. Penrose recalls one conference dinner where Hawking came out with a run of increasingly controversial statements that seemed hand-crafted to wind Penrose up. They were all of a technical nature and culminated with Hawking declaring that white holes were simply black holes reversed in time. “That did it so far as I was concerned,” an exasperated Penrose told the Guardian. “We had a long argument after that.”
There is no heaven or afterlife for broken-down computers; that is a fairy story for people afraid of the dark
对于坏掉的电脑来说，没有天堂或来生;对于那些害怕黑暗的人来说，这是一个童话故事
Stephen Hawking(斯蒂芬·霍金)
In 1974 he drew on quantum theory to declare that black holes should emit heat and eventually pop out of existence. For normal black holes, the process is not a fast one, it taking longer than the age of the universe for a black hole the mass of the sun to evaporate. But near the ends of their lives, mini-black holes release heat at a spectacular rate, eventually exploding with the energy of a million one-megaton hydrogen bombs. Miniature black holes dot the universe, Hawking said, each as heavy as a billion tonnes, but no larger than a proton.
His proposal that black holes radiate heat stirred up one of the most passionate debates in modern cosmology. Hawking argued that if a black hole could evaporate into a bath of radiation, all the information that fell inside over its lifetime would be lost forever. It contradicted one of the most basic laws of quantum mechanics, and plenty of physicists disagreed. Hawking came round to believing the more common, if no less baffling explanation, that information is stored at the black hole’s event horizon, and encoded back into radiation as the black hole radiates.
Marika Taylor, a former student of Hawking’s and now professor of theoretical physics at Southampton University, remembers how Hawking announced his U-turn on the information paradox to his students. He was discussing their work with them in the pub when Taylor noticed he was turning his speech synthesiser up to the max. “I’m coming out!” he bellowed. The whole pub turned around and looked at the group before Hawking turned the volume down and clarified the statement: “I’m coming out and admitting that maybe information loss doesn’t occur.” He had, Taylor said, “a wicked sense of humour.”
Hawking’s run of radical discoveries led to his election in 1974 to the Royal Society at the exceptionally young age of 32. Five years later, he became the Lucasian professor of mathematics at Cambridge, arguably Britain’s most distinguished chair, and one formerly held by Isaac Newton, Charles Babbage and Paul Dirac, the latter one of the founding fathers of quantum mechanics. Hawking held the post for 30 years, then moved to become director of research at the Centre for Theoretical Cosmology.
Hawking’s seminal contributions continued through the 1980s. The theory of cosmic inflation holds that the fledgling universe went through a period of terrific expansion. In 1982, Hawking was among the first to show how quantum fluctuations – tiny variations in the distribution of matter – might give rise through inflation to the spread of galaxies in the universe. In these tiny ripples lay the seeds of stars, planets and life as we know it. “It is one of the most beautiful ideas in the history of science” said Max Tegmark, a physics professor at MIT.
霍金的开创性贡献一直延续到上世纪80年代。宇宙膨胀理论认为，刚刚起步的宇宙经历了一段极好的膨胀期。1982年，霍金首次展示了量子涨落——物质分布的微小变化——可能会通过膨胀导致宇宙中星系的扩散。在这些微小的涟漪中，我们所知的恒星、行星和生命的种子。麻省理工学院的物理学教授马克斯特格马克说：“这是科学史上最美丽的想法之一。”
But it was A Brief History of Time that rocketed Hawking to stardom. Published for the first time in 1988, the title made the Guinness Book of Records after it stayed on the Sunday Times bestsellers list for an unprecedented 237 weeks. It sold 10m copies and was translated into 40 different languages. Some credit must go to Hawking’s editor at Bantam, Peter Guzzardi, who took the original title: “From the Big Bang to Black Holes: A Short History of Time”, turned it around, and changed the “Short” to “Brief”. Nevertheless, wags called it the greatest unread book in history.
但这是一个短暂的时间简史，使霍金成为明星。这本书于1988年首次出版，在星期日泰晤士报的畅销书排行榜上保持了前所未有的237周，成为吉尼斯世界纪录的冠军。它售出了1000万册，并被翻译成40种不同的语言。一些人认为，在Bantam的编辑彼得古扎迪，他的原创标题是“从大爆炸到黑洞：一段短暂的时间”，把它扭转过来，把“短”变成“短”。尽管如此，瓦格斯称其为史上最伟大的未读书籍。
新手考鸭：5分钟了解A类(学术类)雅思阅读考试
雅思阅读文章内容介绍
阅读考试中所出现的文章是由真实的文章改写而成的。这些文章来源于诸如杂志、期刊、书籍和报纸等途径，与考生未来在大学课程中将阅读到的文章极为相似。文章还包括了非文字性的内容，比如图表、曲线图、以及画图等。文章的写作方式多样，比如记叙文、说明文或者议论文等文体。文章的内容包含即将学习本科、研究生课程或进行职业注册的考生所感兴趣的、与其认知程度相符的常见话题。其中，至少一篇文章会出现详尽的论述形式。所有文章总计长度约在到2750字之间。
雅思考试阅读(学术类)部分共有以下10种题型，其中一些会有少许的变化。这些题型是：
题型一选择
题型二填空
题型三完成句子
题型四完成笔记、总结、表格或流程图
题型五对图表进行标记
题型六为段落或文章的部分选择相对应的小标题
题型七寻找信息
题型八寻找作者观点、论点或文章中的具体信息
题型九分类
题型十配对
提示：
· 应仔细阅读题目的指示和说明，这些信息会告诉你在哪里寻找答案、需要如何回答问题、以及答案字数的限定。题目里的指示还会说明答案是否可以多次使用，并提醒你把答案转抄到答卷上。
· 注意大多数的题型下，题目出现的顺序和信息在文章中出现的顺序都是一致的。
· 进行跳读、扫读练习，以便能在文章片段中快速寻找与题目相关的关键词。将关键词和词组用下划线标记出来，并注意题目中的关键词与文中关键词的联系。在大多数情况下(如填空题)，你所填写的答案需符合正确的语法要求。正确的单词拼写和词组搭配是非常重要的，出现错误是要被扣分的。
· 在大多数情况下，你可以在文章里找到需要填写的单词，并应将这个词仔细正确地抄在答卷上。运用笔记、表格、图表或流程图中的内容以及范例来预测答案所涉及的信息的类型。
· 在辅导课上，与同学和老师讨论每种题型下答案可能出现的形式。
· 熟悉同义词以及带有概括作用的词汇，这可以帮助你找到相关信息。
· 练习如何用不同的方式表达相同的意思和信息。
· 思考某些信息之间有什么共性、又有什么不同之处。
· 题海战术并不能让考生按照希望的那样快速提高成绩，这对备考和英语学习是不利的。备考的过程中应该广泛阅读不同的材料，如报纸、期刊、杂志和书籍，并利用这些资源为备考服务。
· 注意熟悉不同的文体，并且练习如何更好地理解这些文体。在练习中熟悉所有雅思考试阅读(学术类)的题型。
· 要注意阅读的方法不止一种。考试的主要任务是找到题目的答案，因此考试中运用的阅读技巧与你需要记忆内容时所用的阅读技巧是不同的。考试过程中不应过于担心出现的生词，同时应该在平时多加练习如何根据上下文的语义来猜测生词的意思，尽量不要用字典查每一个生词，而打断了阅读的连贯性。
· 在任何时候都要认真阅读题目的指示。如果不明确题目的要求，你是很容易出现混淆而导致出错的。
· 在阅读的时候应该注意时间限制，避免在某一道题目上花费过多的时间。
· 注意不要过于依赖于从文中寻找某个词来作答。你应该练习如何改述、在文中找到改述的内容。
篇2：解答雅思阅读细节匹配题需要哪些步骤
解答雅思阅读细节匹配题需要哪些步骤
雅思阅读细节匹配题解题步骤1、浏览题干画关键。关键词的选择：主谓宾才是选择，又或是遵循了名动形副的原则。画完后是可以记多少记多少，看明白多少算多少。
雅思阅读细节匹配题解题步骤2、用原文段落作为解题的方向，从开始一段起快速的扫描，精读断首与段末句，弄明白段落主题。由于段落首末句通常是主要句。接着泛读其他句子，在阅读过程里查看是不是有信息与题干中所画的定位词吻合，再去确定正确答案。反复出现的词又或是专有名词一定是要点关注对象。冒号，引号，一个破折号后的内容都是常考点。
雅思阅读细节匹配题解题步骤3、读一段，返回一个一个扫描题干，选一个答案。符合的留下，不符合的也先放下。不要恋战，不要因为一道题目在考场上和自己较劲。
雅思阅读细节匹配题解题步骤4、能做则做，不做则跳。若是碰到吻合的词与原文是同意替换，当机立断下笔去填写答案，相信自己开始的感觉。若是碰到题干比原文多(相当于是一个段落针对两个题干)，又或是题干和文章很难，真的在当下不能找到要的信息，跳过去，直接做下一题。等后面有时间又返回来亡羊补牢。
雅思阅读考试要注意的事项
看英文文章喜欢读出来，或者指着单词一个个地看，碰到不懂的单词立刻去查字典……这些都是在教学过程中发现的学员在阅读方面的误区，而这往往造成考试中来不及做阅读题。该校老师表示，阅读英文文章时，要注意这么三方面：
一是多积累。英语的听和说属于输出过程，而读和写则是输入的过程。为了输出畅通，就要保证输入的量足够大。因此，必须积累大量词汇才能在阅读时轻松应对。这就要求阅读大量的外语资料，可以选择《Shanghai Daily》和《21世纪英语报》。前者涉及很多生活性的词汇，后者则包含最新流行词汇的英语表达法。另外《The Economist》、《Time》、《Beijing Review》，都是不错的选择。
二是抓关键。文章的关键词决定了文章整体意思。在抓住关键词的同时，还需要对关键词进行分类，了解不同种类的关键词，对理解文章大有帮助。在训练如何抓住关键词方面，可选由北京雅思刘洪波主编的《雅思阅读真经1+2》，该书对各种题型的关键词做了具体归类。
文章中的长句常让人头昏脑胀，无从下手。北京雅思的老师建议，不管碰到多么复杂的句子，一定要沉住气，先找到主句的动词，然后往前找到该动作的实施者即主语，继而往后找到该动作的承受者即宾语。找到句子的主谓宾，整句话的意思便清晰起来。剩下的成分一般是主语或宾语前的定语，用来形容其特征;而另外的诸如that或-ing引导的结构往往是进一步补充一些信息而已。
三是勤练习。英语作为我们的第二种语言，必须通过勤读才不会忘记，要养成每天阅读英语文章的习惯。
雅思阅读之必备内容
词汇和语法——阅读考试必备之“硬件”。其实，任何一种语言的学习都是离不开词汇的。俗话说: “巧妇难为无米之炊”，所以考生朋友一定要注意词汇的积累。阅读考试通常要求考生至少具备3000词左右的基本词汇，如果想要考高分的话，应该有6000---8000个词汇的储备。语法也是阅读考试中的一个非常重要的因素，因为阅读中经常会出现较长的复合句，考生如果没有一定的语法基础是很难准确理解句子的。具体来说，考生起码要能准确判断一个句子的主谓宾。很多考生可能要说，这些语法习惯该怎么养成，更何况还有那么多词汇根本在短时间内背不出来!语言学习要的就是刻苦，坚持每天读一些英文报刊，三个月后你不想考高分都难。
练习与技巧——雅思阅读必备之“软件”。这些软件通常包括一下几点：1.熟悉题型及题型特点;2.掌握基本阅读解题技巧;3.灵活运用科学有效的解题策略;4.考前及考试时的良好的心态;5.如何进行考前的练习。其实，阅读并不难，你会发现大部分答案都在原文。考生通常感到最头痛的是时间太短：如果考生对题型特点和解题技巧不熟悉，就不能运用科学有效的策略，就会导致时间不够。比如，如果不熟悉题型特点，每次考试都是从第一题解到最后一题，如果一上来就是一组非常费时非常令考生头痛的题型的话，考生势必会心烦意乱，越来越紧张而手忙脚乱，最后结果就是时间严重不足。相反，如果考生能准确地分析题型，采用由易到难的策略，就会取得事半功倍的效果!最后，关于练习，考生应该首先知道自己的优势题型和劣势题型，并在备考过程中加强劣势题型的训练力度，保证进考场前在心理上不会惧怕某种题型。因为谁也无法预料每次考试究竟会出现哪些题型，所以考生一定要尽量做到题型上平行发展。在训练方法上，要避免盲目地做套题，就是说在每次练习前，我们都必须明白我想练习什么，提高什么：速度训练还是理解力的练习还是快速定位的练习等等。
篇3：解答雅思阅读细节匹配题需要哪些步骤
解答雅思阅读细节匹配题需要哪些步骤
雅思阅读细节匹配题解题步骤1、浏览题干画关键。关键词的选择：主谓宾才是选择，又或是遵循了名动形副的原则。画完后是可以记多少记多少，看明白多少算多少。
雅思阅读细节匹配题解题步骤2、用原文段落作为解题的方向，从开始一段起快速的扫描，精读断首与段末句，弄明白段落主题。由于段落首末句通常是主要句。接着泛读其他句子，在阅读过程里查看是不是有信息与题干中所画的定位词吻合，再去确定正确答案。反复出现的词又或是专有名词一定是要点关注对象。冒号，引号，一个破折号后的内容都是常考点。
雅思阅读细节匹配题解题步骤3、读一段，返回一个一个扫描题干，选一个答案。符合的留下，不符合的也先放下。不要恋战，不要因为一道题目在考场上和自己较劲。
雅思阅读细节匹配题解题步骤4、能做则做，不做则跳。若是碰到吻合的词与原文是同意替换，当机立断下笔去填写答案，相信自己开始的感觉。若是碰到题干比原文多(相当于是一个段落针对两个题干)，又或是题干和文章很难，真的在当下不能找到要的信息，跳过去，直接做下一题。等后面有时间又返回来亡羊补牢。
雅思阅读提分有什么秘籍
1、注意时态和程度副词，ALL，TOTALLY 99%都错。
2、在阅读前也要划出重点。特别是大写词(如人名，地名等)，数字(包括时间中的阿拉伯数字)，不认识的词汇等(对这些词我们会比较敏感，有下意识的短暂记忆)，因为这些词在文中一目了然，可以最先完成。
3、但有段落与段意搭配的则需要浏览，切不可大意跳跃而过，因为一错就是两道。建议可以把有公共词汇的分组，把意思相近的分组。
4、 填空不一定从头找，只要在文中看到其一就填，然后再顺藤往上或往下爬，哪儿容易就先往哪儿爬。
5、此外，看清题目，要求是段意还是出现此信息的搭配。是非题要一字一字对。如，他昨天就没带包。就要问自己是他还是别人，是昨天还是前天，是带了还是没有，是包还是别的?
6、一句句列出的题(如是非)可以把一些特征明显且共同具有的词分组，这样可以在文中固定范围里找寻答案了。
雅思阅读答题时间怎样把握好
1、系统地制定学习计划
大部分参加普通类测试的考生都已离开学校多年，甚至很长时间没有继续英文方面的学习。因此，必须尽量每天安排一定的时间，比如说每天一小时，并根据自身英文情况制定一个学习计划，稳步、系统地学习。阅读训练：争取每天阅读一定量的原版英文报刊、书籍，并非要读懂每一个字，或完全理解，只要能理解其中大至含义既可。可采取 3:1 的比例进行泛读与精读。
2、增加阅读速度
要增加英语阅读的速度，当然并非一朝一日即可达到。通常需要相当长一段时间的学习及训练。但无论怎样，应加强英文基础训练，掌握必要的测试技巧，从而在现有的英文基础之上取得最好的成绩。总之，付出越多，收获越大。
3、控制答题时间
在 IELTS 测试过程中，每组题都给有答题参考时间，当所给时间结束时，就一定要停下来，即使这组题没有做完也要开始回答下一组题，否则所能完成的题数就会减少，从而影响 IELTS 的得分。
4、带着问题阅读所给文章
在开始阅读所给文章前，应首先弄清下列问题再带着这些问题有的放矢地去读那些与答题有关的部分，有些部分则完全不看，这样就可以节省出更多时间，达到事半功倍的效果。
5、答案一定填在“ 答案纸 ”上
在 IELTS 测试时，所有答案务必要填在所给的 “ANSWER SHEET” 纸上。否则，即使您完成了全部问题，也是没有任何分数，这种现象曾有发生过。
雅思阅读扫题需要多久
一般情况下，我们做雅思阅读都是先把题目扫视完，划关键词，然后去文章找，雅思阅读扫题需要多长时间是没有硬性规定的，简单文章考生肯定会阅读的快，文章稍难可能就会慢一点，我们的目标是60分钟之内做完3篇文章 40个题目，这个目标能够达成，就不用太在乎单篇用时。
雅思阅读题量比较大，时间短。60分钟内要完成40道题，除去雅思阅读文章的时间，每道题上花的时间就是一分钟，一定要敢于舍弃一些比较难的题。有些考生纠缠在一道题上，实际上浪费了很多时间，这是很不可取的，在平时的练习中就要养成这样的习惯。
另外，如果考生可以先看题，再回文章找答案，这对答题的速度是有很大影响的，看题时先看题目类型，不用太仔细看题目，然后 读文章，只要读懂大约六成，至少你知道了整篇文章大概在讲什么，再看题目，回文定位找，这样一来可以节约时间，二来又不容易出错。
篇4：雅思阅读题怎么答
雅思阅读题怎么答
目的性阅读
当大参加雅思考时做雅思阅读考又或是在阅读英文文献时，大要把握的是文章里大所需要的信息，大把它叫做“核心信息”，但剩下方面和全文的理解或者解题没有直接的关系，属于“非必要信息”，但是大阅读的主要目的是尽可能的挖掘出文章中的“核心信息”，但是针对“非必要信息”，那么是不要求彻底和完整的理解，相当于是所谓的“目的性阅读法”。
STEP ONE“出题点的定位”
“出题点的定位”表示通过寻找合适的定位词，判断题目相应考点在文章里对应所在的位置。但是此过程中，核心的方法是寻找到比较合适的定位词，所谓比较合适的定位词是可以有助于大用比较快的速度定位到题目精准的出题位置，再直接进入下一个信息判断的步骤。
STEP TWO 文章主要信息的把握
雅思阅读题定位词判断完毕以后，大通常是会面临对于文章主要信息把握的必要性的困扰，时常会有考生提出“是不是要求简单阅读文章”的问题，对于这一点，建议是“因地制宜”，按照定位词特性做出不一样的判断，若大在划定位词的过程里发现题目里牵涉到特殊定位词的情况较多，如此按照已有的特殊定位词，同时结合相关题型的顺序原则和阅读文章的“顺序”或“并列”式出题思路，考生真正能够不用把握每一段的信息来完成题目，那么，在这种情况下，阅读每一个段落没有必要了。
STEP THREE“相关信息的判断”
当把定位工作完成后，考生还要开始对题目信息和稳重对应信息做相关性的判断，此时通常要求大同义反义词、和同义反义表达的分析，因此，在备考过程中，积累常考单词的同义和反义表达是必备的功课，还可以获得阅读高分的关键。
雅思阅读：泰戈尔经典名句集锦
泰戈尔一生的创作诗歌受印度古典文学、西方诗歌和孟加拉民间抒情诗歌的影响，多为不押韵、不雕琢的自由诗和散文诗;他的小说受西方小说的影响，又有创新，特别是把诗情画意融入其中，形成独特风格。
我们一度梦见彼此是陌生人，醒来时发现彼此是相亲相爱的。
Once we dreamt that we were strangers. We wake up to find that we were dear to each other.
我的心是旷野的鸟，在你的眼睛里找到了它的天空。
My heart, the bird of the wilderness, has found its sky in your eyes.
它是大地的泪点，使她的微笑保持着青春不谢。
It is the tears of the earth that keep her smiles in bloom.
如果你因失去了太阳而流泪，那么你也失去了群星。
If you shed tears when you miss the sun, you also miss the stars.
你看不见你自己，你所看见的只是你的影子。
What you are you do not see, what you see is your shadow.
瀑布歌唱道：“当我找到了自己的自由时,我找到了我的歌。”
The waterfall sing, “I find my song, when I find my freedom.”
你微微地笑着，不同我说什么话。而我觉得，为了这个，我已等待得久了。
You smiled and talked to me of nothing and I felt that for this I had been waiting long.
人不能在他的历史中表现出他自己，他在历史中奋斗着露出头角。
Man does not reveal himself in his history, he struggles up through it.
我们如海鸥之与波涛相遇似地，遇见了，走近了。海鸥飞去，波涛滚滚地流开，我们也分别了。
Like the meeting of the seagulls and the waves we meet and come near.The seagulls fly off, the waves roll away and we depart.
当我们是大为谦卑的时候，便是我们最接近伟大的时候。
We come nearest to the great when we are great in humility.
决不要害怕刹那--永恒之声这样唱着。
Never be afraid of the moments--thus sings the voice of the everlasting.
“完全”为了对“不全”的爱，把自己装饰得美丽。
The perfect decks itself in beauty for the love of the Imperfect.
错误经不起失败，但是真理却不怕失败。
Wrong cannot afford defeat but right can.
这寡独的黄昏，幕着雾与雨，我在我的心的孤寂里，感觉到它的叹息。
In my solitude of heart I feel the sigh of this widowed evening veiled with mist and rain.
我们把世界看错了，反说它欺骗我们。
We read the world wrong and say that it deceives us.
人对他自己建筑起堤防来。
Man barricades against himself.
使生如夏花之绚烂，死如秋叶之静美。
Let life be beautiful like summer flowers and death like autumn leaves.
雅思阅读备考之学术类问题解答方法
拿到一篇阅读文章，考生应该首先细读题目要求，确定哪些是关于文章结构的题目，哪些是关于文章细节的题目，同时找出题目中的中心词。
STEP TWO：带着问题扫描文章
1. 扫描标题
考生拿到一篇雅思学术类阅读文章，首先应该看一下文章的标题，而迄今为止，雅思学术类阅读理解考试中大致出现过下列三种题目类型：第一种是正规标题，始可用来判断文章大意、类型、而得知文章结构;第二种是主标题加副标题，副标题有时承担揭示文章结构的重任;第三种是无标题，这种考试形式自99 年开在中国考区出现，一般文章较长而且难，但仍然可以在文章第一段发现揭示文章主题的主旨句。考生应注意：描述性标题应该予以忽略;如果文章分几个SECTION 论述，则SECTION 的标题也应该加以注意
2.扫描全文的分段情况及其他信息
考生应注意数字、百分比、分数、时间或货币符号出现较多的段落;引号、大写专有名词、括号及破折号出现较多的段落;斜体字、黑体字、下划线出现较多的
段落
3.扫描每个段落的首末句，把握文章主题：
主题句提示文章每段的主题含意，进而合成整个文章的大意。因此，一定要找出主题句，从而找出这一段的主题。主题句通常是一段文章的首句(当然并非永远如此)，寻找主题句的方法可按下列顺序：
首句 --→ 第二句 --→中间句--→ 末句
注意：如果首句是描述性语句则应该予以忽略,通过段落首末句判断段落主题的关键是找准中心词(KEY WORD)中心词最可能是表示主要概念的名词，一般是句子的主语和宾语;表明状态的动词;表示程度高低、范围大小、肯定或否定的副词;中心词会在题目及原文中以同义词形式大量出现。比如：famous - prestigious;restructure delayer.
4. 扫描连接上下文的信号词
5. 扫描文章文章中是否有图表或示意图
这些图表一般包含了一些有关回答问题的信息，因此可以先对这些图表做一扫描，了解其内容从而加快答题速度，不然的话，就可能陷在文章中四处找寻答案而乱无头绪。但应注意，一般照片、地图、漫画可以予以忽略。
STEP THREE：
以问题为中心，通过上述扫描工作，找出文章中对应的中心词，从而定位正确答案。
雅思阅读备考：培养逻辑能力的四大方法
一.要培养雅思阅读逻辑能力，首先要高质快速地阅读
第一遍读文章时，我们应当模拟考试的紧张气氛，尽量高质快速。但，对完答案后，我们有充足的时间再次阅读文章。第二次阅读文章我们的目的不在是获取信息，而是把握文章的布局安排，分析作者的意图。
二.要培养雅思阅读逻辑能力，要克服长难句障碍
几乎每一篇阅读，总有一两句长难句。有许多同学这样分析那样分析，可就分析不出什么名堂。听力好的同学不一定发音好，可发音好的同学一定听力好。同样，能写出长难句的人当然不会怕什么长难句。
三.要培养雅思阅读逻辑能力，要把握句子结构规律
同学们应当做的是找一本好的语法书，认认真真学习句子结构那部分。英语的句子主干往往并不复杂，只是其粘着修饰成分过多。我们一开始应当学会如何写出简单的基本句型，然后再通过附加各种从句、插入语、非谓语形式，来逐步扩充句子结构。
分析长难句与扩充句子正好是反其道而行之，我们必须一步步“砍”去插入语、各种从句、非谓语形式，来获得句子主干。所以只要“欲简之必先扩之”，我们与其寻求各种长难句分析法，不如先学会自己写长句。 最后，文章归类阅读，考前复习有奇效
阅读文章成千上万，如何从有限中把握规律才是关键。阅读文章总是按照每套试题四篇文章分布，于是众多学子也就按部就班。
四.要培养雅思阅读逻辑能力，要对文章分类
可是如果我们把自己读过的所有文章按照主题分类，比如分为校园类、医学类、家庭类、环境类等等，到了考前，再按类别复习这些文章，我们不仅能系统掌握某一类别文章常用的词汇，也能把握该类文章的结构特点和出题规律。
篇5：托福阅读细节题分析
托福阅读细节题：最能摸清你阅读基础的一类题
先给大家普及一下细节题的解题步骤：
1. 读题干，找出题干中的关键信息(就是题干提问的关键词)
2. 到文章中寻找关键信息对应的句子
3. 选择一个关键信息对应句子的同义改写选项
我们来看一道例题：
T17-1 Europe's Early Sea Trade with Asia
Paragraph 3: ……Even if they hugged theAfrican coastline, they had little chance of surviving a crossing of the IndianOcean Shortly after 1400. Shipbuilders began developing a new type of vesselproperly designed to operate in rough, open water: the caravel. It had a widerand deeper hull than the galley and hence could carry more cargo: increasedstability made it possible to add multiple masts and sails. In the largestcaravels, two main masts held large square sails that provided the bulk of thethrust driving the ship forward, while a smaller forward mast held atriangular-shaped sail, called a lateen sail, which could be moved into avariety of positions to maneuver the ship.
8. According to paragraph 3, what did thelateen sail contribute to the caravel as a sailing ship?
○It provided stability for the front partof the ship.
○It made it possible for the hull to bewider and deeper.
○It added considerably to the speed of thewind-driven ship.
○It improved the capacity of the ship to beguided.
这道题题干中的关键词是lateen sail. 带着它回文中找到相关信息：while a smaller forward mast held a triangular-shaped sail, called alateen sail, which could be moved into a variety of positions to maneuver the ship.这个句子比较长而且还出现了定语从句，开头还有一个托福阅读常考的词while，并不是一下子就可以顺译出来的，如果考托er们读不懂这个句子，大概会有如下两种情况：
第一种，如果TOEFLer们在这个句子中发现百分之五十以上的单词都不认识，那么同学们得赶紧回去背诵高中词汇，后期的学习计划就应该着重在大量时间花在单词背诵计划的制定上：高中词汇结束后再紧跟着背诵四级和托福词汇。而且TOEFLer再做题目的时候就不能一味地想要学习解题技巧，而应该着重基础的提升，无论是单词还是长难句。英文阅读和中文阅读一样，没有单词量的阅读就好像文盲读报纸，只能靠脑洞。
第二种，如果发现单词基本没问题，但是连which这个从句都不知道起什么作用，那么句法部分应该还有很大欠缺，尤其是从句部分知识。这种情况经常会出现在大学生群体中，他们的单词量经过四六级的洗礼已经比较拿的出手了，但是对于句法反倒没有高中生掌握的好，甚至遗忘比较严重，以至于读句子的时候多是把单词的意思往一起拼凑。这种学生通常会在做题时在迷惑性选项中一再栽跟头，因为无论原文还是选项他都是读得似懂非懂，就无法保证做题的正确率了。
综上所述，细节题是一种看起来简单实际上很考察阅读基本功的题型，通过一道细节题就可以考察出自己的问题在哪里，以及以后学习中需要加以注意的地方。各位TOEFLer平时在做题的时候也要多加以总结和思考哦。
托福阅读长难句：英国电视广告
The Independent Television Commission, regulator of television advertising in the United Kingdom, has criticized advertisers for “misleadingness”—creating a wrong impression either intentionally orunintentionally—in an effort to control advertisers' use of techniques that make it difficult for children to judge the true size, action, performance, or construction of a toy. (TPO14, 52)
我是分界线，大家先测试一遍速读是否理解
The Independent Television Commission, (regulator of television advertising in the United Kingdom), has criticized advertisers for “misleadingness”(—creating a wrong impression either intentionally or unintentionally—)(in an effort)(to control advertisers' use of techniques)(that make it difficult for children to judge the true size, action, performance, or construction of a toy.)
分析：
修饰一：(regulator of television advertising in the United Kingdom) ，同位语
中文：英国电视广告的管理者
修饰二：(—creating a wrong impression either intentionally or unintentionally—)，破折号和非谓语动词
中文：他们有意或无意营造了一个错误的印象
修饰三：(in an effort) ，介词短语
中文：努力
修饰四：(to control advertisers' use oftechniques)，非谓语动词
中文：控制广告商对技术的使用
修饰五：(that make it difficult forchildren to judge the true size, action, performance, or construction of a toy.) ，从句，修饰techniques
中文：这些技术使孩子很难去判断玩具的真实大小、动作、性能以及构造
参考翻译：
英国电视广告的管理者即独立电视委员会批评广告商的“误导”(他们有意或无意营造了一个错误的印象)，他们努力控制广告商对技术的使用，这些技术使孩子很难去判断玩具的真实大小、动作、性能以及构造。
这个句子的主要修饰成分就是从句、非谓语动词、同位语、介词短语，大家务必想清楚，每一个修饰成分修饰的是什么，才能看清楚这个句子的结构。
托福阅读长难句：逆流交换系统
In a countercurrent exchange system, the blood vessels carrying cooled blood from the flippers run close enough to the blood vessels carrying warm blood from the body to pick up some heat from the warmer blood vessels; thus, the heat is transferred from the outgoing to the ingoing vessels before it reaches the flipper itself. (TPO15, 55)
(In a countercurrent exchange system), the blood vessels (carrying cooled blood from the flippers) run close enough to the blood vessels (carrying warm blood from the body) (to pick up some heat from the warmer blood vessels); thus, the heat is transferred (from the outgoing to the ingoing vessels) (before it reaches the flipper itself). (TPO15, 55)
分析：
修饰一：(In a countercurrent exchange system)，介词短语
中文：在逆流交换系统中
修饰二：(carrying cooled blood from the flippers)，非谓语动词，修饰the blood vessels
中文：携带来自鳍部的冷血
修饰三：(carrying warm blood from the body) ，非谓语动词，修饰the blood vessels
中文：携带来自身体的温血
修饰四：(to pick up some heat from the warmer blood vessels) ，非谓语动词
中文：以便从带有温血的血管中获取热量
修饰五：(from the outgoing to the ingoing vessels) ，介词短语
中文：由流出的血管到流进的血管
修饰六：(before it reaches the flipper itself)，从句
中文：在到达鳍部前
参考翻译：
在逆流交换系统中，携带来自鳍部的冷血的血管非常接近携带来自身体的温血的血管以便从带有温血的血管中获取热量;因此，在到达鳍部前，热量通过由流出的血管到流进的血管完成了热量转移。
这个句子的主要修饰成分就是从句、非谓语动词、介词短语，大家务必想清楚，每一个修饰成分修饰的是什么，才能看清楚这个句子的结构。
篇6：托福阅读细节题定义
细节题又叫事实信息题，考察的是学生对阅读文章中明确指出的基本信息的理解，一般在一篇文章中考察3至6题。从题目所占的比例来看，如果同学们想在阅读部分拿高分，那么一定要掌握细节题的解题方法和技巧。
托福阅读细节题定义
细节题可以说是能屈能伸的一种题型，它要容易，可以很容易，它要想难，可以非常难。
很多人复习到后期会发现，错的最多的竟然这个细节题，所以它是非常令人纠结的一种题型。
细节题和词汇题加起来可以构成整个托福阅读考试题目的半壁江山，是我们取得托福阅读高分的基础。
细节题通常不要求我们去理解整篇文章的主旨大意，而是具体的信息，包括文中的一些事实，细节，定义及其它作者所呈现的信息。因此，同学们在做细节题时，不需要对整篇文章逐字逐句理解，只需要对文中与题目相关的一句或者几句话进行理解便可。这一点也可以从细节题的题目问法中看出。细节题通常问到：
According to paragraph X, which of the following is true about Y?
The author’s description of X mentions which of the following?
According to paragraph X, Y did Z because… 等。
那么我们怎么知道具体的一个细节题考的是段落中的哪几句话呢?此时，我们就需要根据题目中的关键词帮助我们定位到原文相关的句子。关键词指的是那些无法被改写或者很难被改写的词和短语，这样，我们就能快速找到原文的相应句子。所以，题目中的关键词通常是在段落中出现次数较少、较显眼和特殊的词，包括专有名词、大写、斜体、带引号的词和数字等。例如tpo 1-1-2 中问到：where is the lower timberline mentioned in paragraph 1 likely to be found? 显然，该题中的关键词即为lower timberline，我们要寻找的信息是lower timberline出现在什么地方。有些同学可能会纠结lower timberline怎么去理解，其实，我们只需要在原文中找到一模一样出现lower timberline的句子并理解整句话的意思就可以了，而不需要纠结个别词或者短语的意思。
接下来，我们就回到第一段话中，从头进行快速阅读，然后找到相应的句子：In many semiarid areas, there is also a lower timberline where the forest passes into steppe or desert at its lower edge, usually because of a lack of moisture. 句子意思是：在很多半干旱的地区存在lower timberline，在这里，森林会变成干草原或者沙漠，由于缺乏水分。理解好了原句，我们就可以将四个选项与原文一一进行比较，发现答案是A. In an area that has little water. 此选项虽然与原句所用的词不一样，但是表达了同样的意思，这是托福阅读考察的一个重要技能，叫同义改写。
综上，我们知道了细节题的解题方法：题目中寻找关键词，然后定位原文，最后找出对原句进行同义改写的正确选项。
托福阅读题目练习
托福阅读题目练习：实用艺术和纯艺术
托福阅读复习中，大家也离不开一些真题的练习，这样可以帮助我们更全面的备考阅读，了解自己在备考中的不足。下面为大家整理了相关的练习题，供大家参考复习。
Although we now tend to refer to the various craftsaccording to the materials used to construct them-clay, glass, wood, fiber, and metal-it was oncecommon to think of crafts in terms of function, which led to their being known as the “applied arts.” Approaching crafts from the point of view offunction, we can divide them into simple categories: containers, shelters and supports. There is no way around the fact that containers, shelters, and supports must be functional. The applied arts are thus bound by the laws of physics, which pertain to both the materials used in their making and the substances and things to becontained, supported, and sheltered. These laws are universal in their application, regardlessof cultural beliefs, geography, or climate. If a pot has no bottom or has large openings in itssides, it could hardly be considered a container in any traditional sense. Since the laws ofphysics, not some arbitrary decision, have determined the general form of applied-artobjects, they follow basic patterns, so much so that functional forms can vary only withincertain limits. Buildings without roofs, for example, are unusual because they depart from thenorm. However, not all functional objects are exactly alike; that is why we recognize a ShangDynasty vase as being different from an Inca vase. What varies is not the basic form but theincidental details that do not obstruct the object's primary function.
Sensitivity to physical laws is thus an important consideration for the maker of applied-
artobjects. It is often taken for granted that this is also true for the maker of fine-
art objects. Thisassumption misses a significant difference between the two disciplines. Fine-
art objects are notconstrained by the laws of physics in the same way that applied-
art objects are. Because theirprimary purpose is not functional, they are only limited in terms of the materials used tomake them. Sculptures must, for example, be stable, which requires an understanding of theproperties of mass, weight distribution, and stress. Paintings must have rigid stretchers sothat the canvas will be taut, and the paint must not deteriorate, crack, or discolor. These areproblems that must be overcome by the artist because they tend to intrude upon his or herconception of the work. For example, in the early Italian Renaissance, bronze statues ofhorses with a raised foreleg usually had a cannonball under that hoof. This was done becausethe cannonball was needed to support the weight of the leg. In other words, the demands ofthe laws of physics, not the sculptor's aesthetic intentions, placed the ball there. That thisdevice was a necessary structural compromise is clear from the fact that the cannonballquickly disappeared when sculptors learned how to strengthen the internal structure of astatue with iron braces (iron being much stronger than bronze).
Even though the fine arts in the twentieth century often treat materials in new ways, the basicdifference in attitude of artists in relation to their materials in the fine arts and the applied artsremains relatively constant. It would therefore not be too great an exaggeration to say thatpractitioners of the fine arts work to overcome the limitations of their materials, whereas thoseengaged in the applied arts work in concert with their materials.
Paragraph 1: Although we now tend to refer to the various crafts according to the materialsused to construct them-clay, glass, wood, fiber, and metal-
it was once common to think ofcrafts in terms of function, which led to their being known as the “applied arts.” Approachingcrafts from the point of view of function, we can divide them into simple categories: containers, shelters and supports. There is no way around the fact that containers, shelters, and supportsmust be functional. The applied arts are thus bound by the laws of physics, which pertain toboth the materials used in their making and the substances and things to be contained, supported, and sheltered. These laws are universal in their application, regardless of culturalbeliefs, geography, or climate. If a pot has no bottom or has large openings in its sides, it couldhardly be considered a container in any traditional sense. Since the laws of physics, not somearbitrary decision, have determined the general form of applied-
art objects, they follow basicpatterns, so much so that functional forms can vary only within certain limits. Buildingswithout roofs, for example, are unusual because they depart from the norm. However, not allfunctional objects are exactly alike; that is why we recognize a Shang Dynasty vase as beingdifferent from an Inca vase. What varies is not the basic form but the incidental details that donot obstruct the object's primary function.
托福阅读中的熟词僻义总结
issue v. &n. 流出; 出版，发行;问题
jar v. &n 震动;坛子
envision v.想象，预想
en-这个前缀可以表示“使……有能力”，vision意为视觉视野，让你的眼前呈现出某种景象，自然就是想象预想。
literature n. 文献;文学
liter词根是文字的意思，和文字有关的记录，就是文学，文献。
lot n. 一块地;命运，签
fine adj. 细小的，美好的;v.罚款
这个词请大家一定格外用心识记，“微小的，细微的”这一词义在托福阅读中考察过多次，这里也给大家补充一下，在托福阅读中多次考到的可以表示“微小的，细小的”一义的还有minute、tiny等。
minute adj. 微小的，细小的
novel adj. 新颖的
nov这个词根表达的含义是新，所以我们熟悉的小说novel一词，就有了新颖的这一独特词义，这个词也曾多次考察过托福阅读词汇题，各位童鞋备考时要多加关注。
casual 偶然的，随便的
causal 原因的，因果关系的
pound v. 猛击;乱敲
rear v. &n饲养，栽培;后面的
produce n. 产品(尤指农产品)
project v. &n使突出，伸出;放映，投射;方案，工程
pro-这个前缀表示“向前”，-ject-这个词根表示“投掷，扔”，结合词根词缀的构成不难理解它的熟词僻义考察。
relief n. 凸起，浮雕;(痛苦)减轻，安慰
provided conj. 倘若，在…条件下。
save conj. 除了
rent 断口，裂缝
rift 裂缝， 「地质」断裂
pronounced adj. 断然的，显着的
scale v. &n 攀登; 天平，刻度; 鳞; 规模，范围;「音」音阶
这个词请大家重点关注，上述七个词义在之前的托福考试中都曾多次考察过，词义排名并不分先后。
school n. (鱼)群;学派，流派
genre n. 类型，流派
score n. 「音乐」乐谱;刻痕;得分
screen v. &n 筛，过滤(器);掩蔽，屏风;屏幕
secure v. &adj. 得到;使安全;安全的
acquire 获得
通常如果表示学习，习得某种技能或语言我们会用acquire这个词，比如acquire a language/skill，它的名词形式是acquisition。
season v. 调味
spot v. &n发现，认出，定位;斑点;场所
新托福阅读真题分享
托福阅读往期的考试内容，可以作为大家的背景知识来储备，这些真题内容在接下来的考试中也有可能出现。因此大家掌握这些题目内容，对我们的考试也是有很大的帮助的。为大家整理了8月26日的托福阅读考试题目，供大家参考。
托福阅读考试日期：
8月26日
新托福阅读题目回忆：
题目：地球大气环境
学科分类：Environment
主要内容：
一开始，地球的大气层上充满了氢气和氦气，然后由于氢气和氦气原子进行碰撞，而且他们的质量比较轻，所以它们就去外太空了，然后还有一种新的理论是由于一些星球的坍塌，氢气和氦气原子就在大气层逐渐减少了，然后地球上很多火山喷发导致很多水蒸气和二氧化碳被喷发出来，但是由于气温降低的时候，水蒸汽会凝结降水，然后二氧化碳会溶解在水里，所以大气层中水蒸汽和二氧化碳都减少了。另外，由于当时的一些生物会进行光合作用，很多二氧化碳也减少了，沉降在了海底。另外，由于氮元素的化学性质比较稳定，氮原子也比较重不容易逃逸，所以现在地球上的氮气占很大一部分。
篇7：托福听力举例细节题高频出题点及解法示例
托福听力举例细节题高频出题点及解法示例
托福听力中细节标题杂乱，转机、比照、问答、强调、解说等等，全部听力过程中都需求高度警戒，以防掉入ETS挖的圈套中去。本文就且会集讨论一下细节题中多见的一类：举例细节题。
首先来认识一下举例细节题。举例细节题即是用比方阐明概念，很多时分ETS会调查所举比方和说话人的观点间的逻辑关系。所以咱们常常看见的举例细节题是这么的：
Why does the professor mention/say/talk about/discuss…?
或少量时分，它们也能够跟重听联络：
Why does the speaker say this?
无论是那种方式的调查，要想做好举例细节题，就要听好比方，以及上下文逻辑，这就需求咱们在听听力的时分要有满足的预判才能：哪里有也许呈现这么的标题。那咱们就一层一层剥开举例细节题的高频命题点：
第一层是对比显着的举例表达，比方：for example, for instance, take … for example, take…, like… 等。只需说话者说要举例，就必定留意比方有些，以及比方和上下文的关系。比方TPO 15 L1第10题：
Why does the professor mention a high way?
A. To compare two experiments designed to study distraction.
B. To give an example of when area V5 might be activated.
C. To describe a limitation in the brain’s processing capacity.
D. To make a point about the effect of distractions on driving.
原文中，教授是这么说的：Lavie thinks the solution lies in the brain’ s ability to accept or ignore visual information. She thinks its capacity is limited. It’ s like a highway. When there are too many cars, traffic is stopped. No one can get on. So when the brain is loaded to capacity, no new distractions can be perceived .
笔记顺着教授讲的思路记下来的话，Lavie的主意是capacity is limited，然后用like类推，limited capacity就和highway建立了联络，而标题也恰是调查这种联络，所以倒着推到like的前一句即是举例的逻辑答案。选C。
除了对比显着的直接用举例或类推的词句衔接外，举例细节还会披上另一层马甲，那即是：“跑题”讲故事讲自个，或讲自个的故事。每当听力中的说话者想借助小故事让自个的主意更深入浅出的时分，考生们就不得轻松了，这时要特别留意他们讲的故事和上下文的逻辑关系。比方TPO 34 C1第3题：
Why does the woman mention walking in the woods?
A. It is the possible topic of a story she will write.
B. It is what she does to get inspiration for writing.
C. It is an activity that she enjoys very much.
D. It is the setting of her favorite short story.
在原文中，教授想给学生解说一个道理：Well, in fact, I’d hope you’d see that. Of course, there are many levels to this story, but what I really want the class to take away from it was that you don’t need to write about the great, exciting world when you write your stories, uh, even writing about a memory can work.
学生表明理解：Like I could write about one of the times I took a walk in the woods when I was a kid.
教授表明附和： Exactly!
这道标题中，学生自个的小阅历I took a walk in the woods when I was a kid恰是对前面教授想说的内容的详细阐明，所以逻辑关系即是在前面一句：writing about a memory can work，所以选A答案。而B 答案中的inspiration与memory相差甚远，所以不选。
再比方TPO 17 L4 第13题：
Why does the professor first mention Proteus?
A. To explain how the octopus got its scientific name
B. To introduce the octopus' exceptional abilities
C. To point out that the octopus played an important role in Greek mythology
D. To provide an example of a mythological character that was part animal and part human
原文中，教授是想讲个故事给学生：Well, let me back up here a second. Anyone ever heard of Proteus? Proteus was a God in Greek mythology who could change form. He could make himself look like a lion or a stone or a tree, anything you wanted, and he could go through a whole series of changes very quickly. Well, the octopus is the real world version of Proteus. Just like Proteus, the octopus can go through all kinds of incredible transformations.
顺着教授的思路听下来的话，刚开端也许会疑问，怎样刚讲的是octopus，如今又成了Proteus呢?跑题了吧?这时，“跑题”讲故事即是高频题点了。“跑题”的意图对应后边的总结句：Well, the octopus is the real world version of Proteus. 所以选B答案。
最终一层，也是举例细节题对比难辨认的一层，即是教授讲课时把问题抛回给学生的表达，如：if you…, imagine…, consider…, think of…等等。教授在讲课时，有时会让学生设身处地幻想一些场景，这么讲座会更多样。听力中若听到相似的表达，必定留意教授为何让学生自个imagine/consider/think。比方TPO 19 L3第8题：
Why does the professor mention reddish mud on the roots of a spartina?
A. To illustrate the high density of salt-marsh soil
B. To explain how spartina rhizomes move through the soil
C. To point out the problems spartinas face in getting fresh water
D. To provide evidence that oxygen is present in the spartina’s roots
原文中教授是这么说的：
Soil there is dense and very low in oxygen, so Spartinas have air tubes, air enters through tiny openings on the leaves, the tubes provide direct pipe line for oxygen, carrying it down the leaves through the stems and into the roots, where it is needed. If you pull up a Spartina, you might even notice some reddish mud on some of the roots, this is caused by oxygen reacting with iron sulfide in the soil, and it produces iron oxide or rust.
让学生开端幻想前，教授谈的是spartina怎样通过空气管把氧气运到根部的，所以让学生幻想的场景：you might even notice some reddish mud on some of the roots，恰是跟前面的理论the tubes provide direct pipe line for oxygen, carrying it down the leaves through the stems and into the roots, where it is needed 严厉对应的;而教授在描绘完场景If you pull up a Spartina 以后，又弥补了相似的话：this is caused by oxygen reacting with iron sulfide in the soil, and it produces iron oxide or rust. 幻想的场景前后都安插了oxygen，所以这道题严厉的逻辑答复应该是D答案。
所以，要霸占举例细节题，要留意三类高频命题点：举例或类推for example时，“跑题”讲故事时，以及让学生幻想一些场景时。听到相似的命题点，留意掌握好比方和它前面的语句、或后边衔接句的逻辑关系，这么举例细节题就能方便的解决了。
如何练习托福听力的跟读模仿
所谓的基本实力就是要能听懂听力段子中的所讲的内容，基本实力的提高在于平时的积累。而考试技巧主要指对题型熟悉以及相应题型的出题点，这个可以在短时间里面得到很好的训练和提升。这里我们就谈谈如何在平时提升基本的听力实力。
在平时的时候可以采取听写和跟读模仿来对基本实力进行提升。听写是为了彻彻底底的清除自己的听力盲点和死角。因为有时候我们平时在听完段子后总觉得自己没有问题，对段子懂了，可是发现当我们真正要把自己听到的东西写下来的时候却发现，原来自己有很多想当然的东西居然出现了问题。这些问题包括有些词能听出音，却不知道什么意思，有些地方只有看到文本的时候才发现出现了语音现象，有些词在写的时候会突然想不起来，这些出问题的地方就是我们的听力盲点。听写是扫除这些盲点最直接有效地方法。
在听写完一个段子之后，所做的就是跟读模仿，这个训练主要是为了纠正语音语调。毕竟我们学习的是人家的语言，如果要地道，只有反复去模仿人家说话的方式。而这种模仿达到的疯狂地步就是MP3说一句，自己跟着说一句，虽然有时候可能会跟不上，可能出现只能跟得上几个单词，但是没有关系，只要反复跟读，每次哪怕是增加一个单词，那也是进步，就这样，不断跟读，直到你能完全跟得上MP3的速度。
这个时侯，你可能在句子的语调方面会得到锻炼，那么再注意语音现象，如连音、略音等，以及每个单词的发音。做到这些步骤后，往往会发现自己似乎只在过嘴和过耳，至于MP3说的什么，很多情况下并没有去想，所以这个时候，我们就要做到“一心三用”，即耳、嘴、脑三者同时开工。因为耳和嘴已经得到了锻炼，再加上脑，明白自己说的是什么，那么对于理解听力段子是非常有益处的。
托福听力切勿当做阅读备考
切不可把托福听力真题当成阅读做。托福听力不需要中英文之间的转换能力。有的老师会建议考生在听力训练中做翻译。但其实，听懂的步骤是在听到声音后理解意思，根本不需要翻译。
口译训练不适用于托福听力的提高。听力能力由三方面能力构成，即语音识别、语义识别和结构层次，分别对应单词、句子和 篇章层面。听写本身只解决语音识别，并不能有助于理解句子意思或是结构层次。考生进行听写训练时，不要写下来，因为会浪费时间。即使大家发现不写下来就听不懂，也不要做成阅读，而要强迫自己听。听写要做，但只是一个最基础的工作。如果只做听写，听力永远无法提高，考生不要忘了还有语义识别和结构层次。
不少考生会问,一道托福听力真题需要听几遍才能听懂。事实是，如果没有提高，听几遍都一样。听的过程中，考生要去抓层次结构和出题点，关键不在遍数，方法对了，也许听2遍就能有很好的效果。
托福听力不仅需要大量时间和次数去听，还要有方法。美国教育考试服务中心从不要求考生听懂每一个单词，我们也不要求。单词是一个基础量，考生在听不懂的情况下如何理解一个文本，这是需要通过正确的方法才能实现的。
托福听力高分考生的秘籍
1.奇怪语气。这个也很好判断，我个人觉得有：“结巴和长停顿”，“重复”，“sorry+更正”，“打断别人说话”、“夸张的发音和语气的”等。
2.主题题。这啥也不用说了，必考，这样一来，6道题搞定了。
3.即使考不到最后一个，考了很难的“特点匹配”的好几分的题目，你至少可以用最后一个分类的特点来排除。所以最后一个一定要认真听。
4.是我自己的感觉。如果是总分-列举型的文章(3个方案，3种方法，3个阶段，3个类别之类)，最后一个列举考到可能性非常大。所以如果前两个都没听明白，别放弃，因为最后可能出题的是最后一个。
在完全不知道题目在问什么的时候，根据一个词儿定位，再回忆原文，可能会有一定的帮助。至于Lecture，一般我会用线条把草稿纸分割成 “田”或 “用”字的样式，写下关键词以后，如果教授说：我讲的这个东西啊，有三个类别/三个发展阶段/三个解决方式，就在“用”字纸张上写，左边每一格写关键分类词，右边对应格儿写特点和评价。
我个人的习惯差不多每个段子都能写一面纸。这里的确有很多内容是无用的，但如果遇到口音重、句子结构复杂的文章，一边记一边听有困难，我就会放弃大量笔记，只写关键词。
有例子、学生提问、奇怪语气的地方打上标记。这种情况下一般能网罗一半以上的题目。 顺便说一句，我觉得这个笔记方法对于口语来说也是适用的，我口语不算高只有26，但后四题都是good，不得不说笔记功劳大大的。
记笔记的同时要判断出题点。很多人都说出题点可以预见，新托福听力部分至少有50%的题目在听的时候就能判断了，这部分的分数要拿稳。
篇8：雅思英语阅读题及答案
Next Year Marks the EU's 50th Anniversary of the Treaty
A. After a period of introversion and stunned self-disbelief, continental European governments will recover their enthusiasm for pan-European institution-building in 2007. Whether the European public will welcome a return to what voters in two countries had rejected so short a time before is another matter.
B. There are several reasons for Europe's recovering self-confidence. For years European economies had been lagging dismally behind America (to say nothing of Asia), but in 2006 the large continental economies had one of their best years for a decade, briefly outstripping America in terms of growth. Since politics often reacts to economic change with a lag, 2006's improvement in economic growth will have its impact in 2007, though the recovery may be ebbing by then.
C. The coming year also marks a particular point in a political cycle so regular that it almost seems to amount to a natural law. Every four or five years, European countries take a large stride towards further integration by signing a new treaty: the Maastricht treaty in 1992, the Treaty of Amsterdam in 1997, the Treaty of Nice in 2001. And in 2005 they were supposed to ratify a European constitution, laying the ground for yet more integration―until the calm rhythm was rudely shattered by French and Dutch voters. But the political impetus to sign something every four or five years has only been interrupted, not immobilised, by this setback.
D. In 2007 the European Union marks the 50th anniversary of another treaty―the Treaty of Rome, its founding charter. Government leaders have already agreed to celebrate it ceremoniously, restating their commitment to “ever closer union” and the basic ideals of European unity. By itself, and in normal circumstances, the EU's 50th-birthday greeting to itself would be fairly meaningless, a routine expression of European good fellowship. But it does not take a Machiavelli to spot that once governments have signed the declaration (and it seems unlikely anyone would be so uncollegiate as to veto it) they will already be halfway towards committing themselves to a new treaty. All that will be necessary will be to incorporate the 50th-anniversary declaration into a new treaty containing a number of institutional and other reforms extracted from the failed attempt at constitution-building and―hey presto―a new quasi-constitution will be ready.
E. According to the German government―which holds the EU's agenda-setting presidency during the first half of 2007―there will be a new draft of a slimmed-down constitution ready by the middle of the year, perhaps to put to voters, perhaps not. There would then be a couple of years in which it will be discussed, approved by parliaments and, perhaps, put to voters if that is deemed unavoidable. Then, according to bureaucratic planners in Brussels and Berlin, blithely ignoring the possibility of public rejection, the whole thing will be signed, sealed and a new constitution delivered in 2009-10. Europe will be nicely back on schedule. Its four-to-five-year cycle of integration will have missed only one beat.
F. The resurrection of the European constitution will be made more likely in 2007 because of what is happening in national capitals. The European Union is not really an autonomous organisation. If it functions, it is because the leaders of the big continental countries want it to, reckoning that an active European policy will help them get done what they want to do in their own countries.
G. That did not happen in 2005-06. Defensive, cynical and self-destructive, the leaders of the three largest euro-zone countries―France, Italy and Germany―were stumbling towards their unlamented ends. They saw no reason to pursue any sort of European policy and the EU, as a result, barely functioned. But by the middle of 2007 all three will have gone, and this fact alone will transform the European political landscape.
H. The upshot is that the politics of the three large continental countries, bureaucraticmomentum and the economics of recovery will all be aligned to give a push towards integration in 2007. That does not mean the momentum will be irresistible or even popular. The British government, for one, will almost certainly not want to go with the flow, beginning yet another chapter in the long history of confrontation between Britain and the rest of Europe. More important, the voters will want a say. They rejected the constitution in 2005. It would be foolish to assume they will accept it after 2007 just as a result of an artful bit of tinkering.
【Questions 1-6 Do the following statemets reflect the claims of the writer in Reading Passage 1?】
Write your answer in Boxes 1-6 on your answer sheet.
TRUE if the statemenht reflets the claims of the writer
FALSE if the statement contradicts the claims of the writer
NOT GIVEN if it is possbile to say what the writer thinks about this
1. After years' introspection and mistrust, continental European governments will resurrect their enthusiasm for more integration in 2007.
2. The European consitution was officially approved in 2005 in spite of the oppositon of French and Dutch voters.
3. The Treaty of Rome , which is considered as the fundamental charter of the European Union, was signed in 1957.
4. It is very unlikely that European countries will sign the declaration at the 50th anniversary of the Treaty of Rome.
5. French government will hold the EU's presidency and lay down the agenda during the first half of 2008.
6. For a long time in hisotry, there has been confrontation between Britain and the rest of European countries.
Questions 7-10 Complet the following sentencces.
Choose NO MORE THAN THREE WORDS from Reading Passage 1 for each answer.
【Write your answer in Boxes 7-10 on your answer sheet.】
7. Every four or five years, European countries tend to make a rapid progress towards ___________________by signing a new treaty.
8. The European constitution is supposed to ______________________for yet more integration of European Union member countries.
9. The bureaucratic planners in Brussels and Berlin rashly ignore the possibility of __________________and think the new consitution will be delivered in 2009-10.
10. The politics of the three large continental countries, __________________ and the economic recovery will join together to urge the integration in 2007.
【Questions 11-14 Choose the appropriate letters A-D and write them in boxes 11-14 on your answer sheet.】
11. Which of the following statemnts is true of Euopean economic development.
A. The economy of Europe developed much faster than that of Asia before 2006.
B. The growth of European economy was slightly slower than that of America in 2006.
C. The development of European economy are likely to slow down by 2007.
D. The recovery of European economy may be considerably accelerated by 2007.
12. The word “immobilised” in the last line of Section C means ___________.
A. stopped completely.
B. pushed strongly.
C. motivated wholely.
D. impeded totally.
13. Which of the following statements about the treaties in European countries is NOT TRUE.
A. The Maastricht Treaty was signed in 1992.
B. The Treaty of Amsterdan was signed in 1997.
C. The Treaty of Nice was signed in 2001.
D. The Treaty of Rome was signed in 2007.
14. The European constitution failed to be ratified in 2005--2006, because
A. The leaders of France, Italy and Germany were defensive, cynical and self-destructuve..
B. The voters in two countries of the Union --France and Holland rejected the constitution.
C. The leaders of the EU thought that it was unneccessary to pursue any European policy.
D. France, Italy and Germany are the three largest and most influential euro-zone countries.
【Notes to the Reading Passage】
1. pan-Enropean
pan- 前缀：全，总，泛
pan-African 全/泛非洲的(运动)
pan-Enropean全/泛欧的(机构建设)
2. outstrip
超越，胜过，超过，优于
Material development outstripped human development “物质的发展超过了人类的进步”
3. ebb
回落跌落;衰退或消减
The tide is on the ebb. 正在退潮。
4. Machiavelli
马基雅维利，尼克尔1469-1527意大利政治理论家，他的著作君主论(1513年)阐述了一个意志坚定的统治者不顾道德观念的约束如何获得并保持其权力。
文章中意为“任何一个人都可以看到，显而易见。”
5. hey presto
突然地;立即(魔术师用语)您看，变!
6. upshot
结果;结局
【Keys to the Questions 1-14】
1. TRUE
Explanation
See the first sentence in Section A “Aftera period of introversion and stunned self-disbelief, continental European governments will recover their enthusiasm for pan-European institution-building in 2007”.
2. FALSE
Explanation
See the third sentence in Section C “And in 2005 they were supposed to ratify a European constitution, laying the ground for yet more integration―until the calm rhythm was rudelyshattered by French and Dutch voters.”.
3. TRUE
Explanation
See the first sentence in the Section D “In 2007 the European Union marks the 50th anniversary of another treaty―the Treaty of Rome, its founding charter.”.
4. FALSE
Explanation
See the third sentence in Section D“But it does not take a Machiavelli to spot that once governments have signed the declaration (and it seems unlikely anyone would be so uncollegiate as to veto it) they will already be halfway towards committing themselves to a new treaty”.
5. NOT GIVEN
Explanation
See the first sentence in Section E “According to the German government―which holds the EU's agenda-setting presidency during the first half of 2007”.
6. TRUE
Explanation
See the third sentence in Section H“The British government, for one, will almost certainly not want to go with the flow, beginning yet another chapter in the long history of confrontation between Britain and the rest of Europe”.
7. further integration
Explanation
See the second sentence in Section C“Every four or five years, European countries take a large stride towards further integration by signing a new treaty”.
8. lay the ground
Explanation
See the third sentence in Section C “And in 2005 they were supposed to ratify a European constitution, laying the ground for yet more integration―until the calm rhythm was rudelyshattered by French and Dutch voters.”.
9. publc rejection
Explanation
See the third sentence in Section E“Then, according to bureaucratic planners in Brussels and Berlin, blithely ignoring the possibility of public rejection, the whole thing will be signed, sealed and a new constitution delivered in 2009--10.”
10. bureaucratc momentum
Explanation
See the frst sentence in Section H “The upshot is that the politics of the three large continental countries, bureaucratic momentum and the economics of recovery will all be aligned to give a push towards integration in 2007.”.
11. C
Explanation
See the last sentence in Section B “Since politics often reacts to economic change with a lag, 2006's improvement in economic growth will have its impact in 2007, though the recovery may be ebbing by then”.
12. A
Explanation
See the last sentence in Section C “But the political impetus to sign something every four or five years has only been interrupted, not immobilised, by this setback.”
13 . D
Explanation
See the first sentence in Section D “In 2007 the European Union marks the 50th anniversary of another treaty―the Treaty of Rome, its founding charter.”
14 .B
Explanation
See third sentence in Section C: “And in 2005 they were supposed to ratify a European constitution, laying the ground for yet more integration―until the calm rhythm was rudelyshattered by French and Dutch voters.".
[雅思英语阅读题及答案]
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