托福閱讀細節題三原則精選
經(jīng)過(guò)國內各種考試洗禮的同學(xué)一定對細節題不陌生，那么我們托福閱讀的細節題(Factual Information questions)會(huì )有哪些有效的解題方法呢，我們今天就先從細節題的三個(gè)原則說(shuō)起。
一般學(xué)生在做托福閱讀細節的時(shí)候往往會(huì )遇到3個(gè)問(wèn)題：
1：最常見(jiàn)的問(wèn)題是根據定位詞找不到對應的原文。當然找不到有兩個(gè)原因，一個(gè)是定位詞在段落中多次出現，以至于不知道定位到哪一句;另外一個(gè)原因就是定位詞被改寫(xiě)，而在原文中又不知道它的替換詞。
2：選了本身說(shuō)法完全正確的選項(原文中提及或者符合常理的選項)但悲催的發(fā)現這不是正確答案。
3：還有找到了對應的.原文但不知道哪個(gè)是正確答案。
這三個(gè)問(wèn)題其實(shí)也就對應我們的細節題的三個(gè)原則：
1. 定位原則
2. 符合題干原則
3. 同義改寫(xiě)原則
首先，針對第一種情況，根據定位詞找不到對應的原文就出現了我們的第一個(gè)原則，定位原則。
說(shuō)到定位，我們一般都會(huì )首先想到名詞定位，什么樣的名詞呢?有特點(diǎn)的名詞，能夠一眼看到的名詞，比如專(zhuān)業(yè)術(shù)語(yǔ)，數字，年代，引號和斜體字等。這就好比在茫茫人海中找一個(gè)2.62的高人。但是，大家在托福閱讀實(shí)戰演習中往往會(huì )發(fā)現用名詞定位會(huì )有一個(gè)很普遍的問(wèn)題，就是名詞往往會(huì )多次出現。這時(shí)候怎么辦呢?用非名詞定位，即動(dòng)詞和形容詞定位。
名詞和非名詞定位各有哪些優(yōu)缺點(diǎn)呢?
名詞定位
優(yōu)點(diǎn)：不容易被改寫(xiě)
缺點(diǎn)：可能會(huì )多次出現
非名詞定位
優(yōu)點(diǎn)：一般只出現一次
缺點(diǎn)：容易被替換
所以我們在考試和平時(shí)練習時(shí)一定要注意名詞和非名詞結合著(zhù)去定位，名詞多次出現的時(shí)候記得在題干中看看有沒(méi)有合適的動(dòng)詞和形容詞幫助定位。但要記得一般不用文章或段落的核心詞去定位。但非名詞的定位一定要注意找到它的替換詞，這就要我們在平時(shí)練習中多加積累。
接下來(lái)我們來(lái)看一道題
TPO-9 Reflection in Teaching
Paragraph 2: Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish – a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be “drawn to these new, refreshing” conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy. The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
5. According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that
○ the number of teachers involved in their program was too large
○ the concepts of teacher reflection were so abstract that they could not be applied
○ the ideas involved in reflection were actually not new and refreshing
○ several years would be needed to acquire the habit of reflecting on their teaching
首先我們來(lái)找一下定位詞，用Wildman and Niles定位顯然不太合適，因為全段都在講這兩個(gè)人的研究。剩下的詞最好的就是worried了，看看原文有沒(méi)有worried的近義詞。第二句講到了這兩個(gè)人做的一個(gè)實(shí)驗。接下來(lái)第3句中有個(gè)詞concerned (擔心的)，是不是=worried呀，所以這一句就講個(gè)實(shí)驗者比較擔心的問(wèn)題，即‘many would be “drawn to these new, refreshing” conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge’. ‘drawn to’是被吸引，感興趣的意思;void是差距，空隙的意思。即抽象的概念和教學(xué)反思的現實(shí)之間鴻溝太大而無(wú)法逾越。對應的就是B選項，其中be applied替換原文中的reality. 而A選項并沒(méi)有提到實(shí)驗的人數是個(gè)問(wèn)題。C選項與‘many would be “drawn to these new, refreshing” conceptions of teaching’不符，即教學(xué)反思確實(shí)是一種new and refreshing concept. D選項與A類(lèi)似，原文并沒(méi)提到實(shí)驗所需時(shí)間太長(cháng)是個(gè)問(wèn)題。所以正確選項是B。
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