今天小编就给大家整理了托福阅读“六选三”题型技巧，本文共7篇，希望对大家的工作和学习有所帮助，欢迎阅读!
篇1：托福阅读“六选三”题型技巧
托福阅读“六选三”题型技巧
例题1：MINERALS AND PLANTS
下面分别是文章每段段首的信息：
Paragraph 1 Research has shown that certain minerals are required by plants for normal growth and development.
Paragraph 2 Mineral deficiencies can often be detected by specific symptoms such as chlorosis (loss of chlorophyll resulting in yellow or white leaf issue), necrosis (isolated dead patches), anthocyanin formation (development of deep red pigmentation of leaves or stem), stunted growth, and development of woody tissue in an herbaceous plant.
Paragraph 3 Much of the research on nutrient deficiencies is based on growing plants hydroponically, that is, in soilless liquid nutrient solutions.
Paragraph 4 While mineral deficiencies can limit the growth of plants, an overabundance of certain minerals can be toxic and can also limit growth.
Paragraph 5 Scientists have known for some time that certain plants, called hyper accumulators, can concentrate minerals at levels a hundredfold or greater than normal.
Paragraph 6 Only recently have investigators considered using these plants to clean up soil and waste sites that have been contaminated by toxic levels of heavy metals - an environmentally friendly approach known as phytoremediation.
题目：
Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
Plants need to absorb certain minerals from the soil in adequate quantities for normal growth and development.
1. Some plants are able to accumulate extremely high levels of certain minerals and thus can be used to clean up soils contaminated with toxic levels of these minerals.
2. Though beneficial with lower levels, high levels of salts, other minerals, and heavy metals can be harmful to plants.
3. When plants do not absorb sufficient amounts of essential minerals, characteristic abnormalities result.
4. Because high concentrations of sodium chloride and other salts limit growth in most plants, much research has been done in an effort to develop salt-tolerant agricultural crops.
5. Some plants can tolerate comparatively low levels of certain minerals, but such plants are of little use for recycling nutrients back into depleted soils.
6. Mineral deficiencies in many plants can be cured by misting their roots with a nutrient solution or by transferring the plants to a soilless nutrient solution.
正确选项是123。不难发现，选项1对应第5和6段;选项2对应第4段;选项3对应第2段。这是因为，所谓的文章主要信息，其实就是某一段或几段的主旨信息。因此，如果有的选项不确定，可以回到文中把每段的主旨信息找到，作为判断的依据。
除了选出正确选项外，还要擅长排除错误选项。常见的错误选项是文章提到的细节信息。那么细节信息的特征是什么?先看例子。
例题2：APPLIED ARTS AND FINE ARTS
题目：
An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
This passage discusses fundamental differences between applied-art objects and fine-art objects.
Answer Choices
○Applied-art objects fulfill functions, such as containing or sheltering, and objects with the same function have similar characteristics because they are constrained by their purpose.
○It is easy to recognize that Shang Dynasty vases are different from Inca vases.
○Fine-art objects are not functional, so they are limited only by the properties of the materials used.
○Renaissance sculptors learned to use iron braces to strengthen the internal structures of bronze statues.
○In the twentieth century, fine artists and applied artists became more similar to one another in their attitudes toward their materials.
○In all periods, fine artists tend to challenge the physical limitations of their materials while applied artists tend to cooperate with the physical properties of their materials.
错误选项为245.它们共同的特点是：细节信息，具体体现在：选项2里的Shang Dynasty vases, 选项4的Renaissance sculptors, 选项5里的in the twentieth century和similar。这些细节信息的具体特征是：人名、地名、数字、年代等等。尤其当这些信息出现在句子主干处时，要格外当心!
托福阅读长难句：动物活动
Normally, the constantly changing levels of an animal's activity——sleeping, feeding,moving, reproducing, metabolizing, and producing enzymes and hormones, for example——are well coordinated with environmental rhythms, but the key question is whether the animal's schedule is driven by external cues, such as sunrise or sunset, or is instead dependent somehow on internal timers that themselves generate the observed biological rhythms. (TPO13, 61)
metabolize /m?'t?b?la?z/ v. 新陈代谢
enzyme /'enza?m/ n.酵
hormone /'h??m??n/ n. 荷尔蒙，激素
rhythm /'r??(?)m/ n.节奏;节律，循环
internal /?n't??n(?)l/ adj.内在的，内部的
我是分界线，大家先自己一遍速读哦。
Normally, the constantly changing levels of an animal's activity(——sleeping, feeding, moving,reproducing, metabolizing, and producing enzymes and hormones, for example——)are well coordinated with environmental rhythms, but the key question is whether the animal's schedule is driven by external cues, such as sunrise or sunset, or is instead dependent somehow on internal timers (that themselves generate the observed biological rhythms). (TPO13, 61)
长难句分析：
这个句子主干部分:
Normally, the constantly changing levels of an animal's activity are well coordinated with environmental rhythms, but the key question is whether the animal's schedule is driven by external cues, such as sunrise or sunset, or is insteaddependent somehow on internal timers.
大家要在读的时候要注意忽略那些细节，尤其是破折号后面的。
比较难理解的是the key question is whether the animal's schedule is driven by external cues, such as sunrise or sunset, or is instead dependent somehow on internal timers.
这里就是A or B的结构：
A= isdriven by external cues, such as sunrise or sunset
or
B= isinstead dependent somehow on internal timers
中文：关键问题是，动物的作息是否是由外界条件比如日出日落驱使，或者相反，是以某种方式依赖于。
修饰一：(——sleeping, feeding, moving,reproducing, metabolizing, and producing enzymes and hormones, for example——)，破折号，解释说明
中文：例如，睡觉、喂食、活动、繁殖、新陈代谢以及产生酶与荷尔蒙
修饰二：(that themselves generate the observed biological rhythms) ，从句，修饰internal timers
中文：自身产生并遵循的生物循环
参考翻译：
一般来说，动物活动的不断变化的程度——例如，睡觉、喂食、活动、繁殖、新陈代谢以及产生酶与荷尔蒙——与环境的循环十分同步，但关键问题是，动物的作息是否是由外界条件比如日出日落驱使，或者相反，是以某种方式依赖于自身产生并遵循的生物循环。
这个句子的主要修饰成分就是从句，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：性别不平等
Inequalities of gender have also existed in pastoralist societies, but they seem to have been softened by the absence of steep hierarchies of wealth in most communities, and also by the requirement that women acquire most of the skills of men, including, often, their military skills. (TPO14, 46)
inequality n. 不平等
pastoralist /'p?st?r?list/ n. 田园诗的作者，畜牧者
steep /sti?p/ adj. 陡峭的;(价格或要求)过高的，不合理的
hierarchy /'ha??rɑ?k?/ n. 等级制度
我是分界线哦，大家先一遍速读
Inequalities of gender have also existed in pastoralist societies, but they seem to have been softened (by the absence of steep hierarchies of wealth) (in most communities),and (also by the requirement) (that women acquire most of the skills of men),(including, often, their military skills). (TPO14, 46)
分析：
这句话的重点其实就是：they seem to have been softened
修饰一：(by the absence of steep hierarchies of wealth) ，介词短语
中文：没有严格的财富等级制度
修饰二：(in most communities) ，介词短语
中文：在大多数群落中
修饰三：(also by the requirement) ，介词短语，注意这里的also by the requirement和by the absence of steep hierarchies of wealth是并列的
中文：也需要
修饰四：(that women acquire most of the skills of men)，从句
中文：女性获得大多数男人的技能
修饰物：( including, often, their military skills)，介词短语
中文：包括常用军事技能
翻译：
性别不平等也已经存在于畜牧主义社会，但由于在大多数群落中并没有严格的财富等级制度，以及要求女性获得大多数男人的技能像军事技能，这种不平等似乎已经被缓解。
这个句子的主要修饰成分就是从句和介词短语，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2：托福阅读题型：六选三题型该怎么做
托福阅读考试最后一道题是文章小结题，大多数情况下为六选三的题目，要求考生通过阅读，对全文内容有一个全面的了解，然后选出能够表达文章主要内容的选项。从整体阅读考试来看，很多考生到了这一题的时候，所剩时间不多，加之这类型题目又需要联系全文并且总揽全局，所以这种类型题就成了大多数考生的软肋，很多同学基本处于放弃的状态。但是，作为备考，我们是不能先从心理上放弃某个题目的，所以还是应该在有限的备考时间中，争取突破这类题目的瓶颈，争取考试的时候一举拿下文章小结题。那么我们应该怎样备考呢?今天我们就来一起讨论一下如何有效备考“六选三”阅读题。
托福阅读题型：六选三题型该怎么做?
俗话说，知己知彼，百战不殆，所以我们先来看一下这类题目的答题要求
Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
通过阅读 directions，我们得到以下信息：
有 3 个正确答案正确答案应该表达 the most important ideas错误选项有两类：一是与原文不符的，二是原文中的细节信息分值 2 分
所以我们可以看出，这类题目要求我们在阅读过程中，或者是在阅读结束后，需要在头脑中形成一个文章的整体框架，涵盖整篇文章的主要观点和信息。所以梳理关系，掌握框架成为解这道题目的关键。这里介绍一个非常好的解决办法，就是朗播网主推的阅读笔记法，在阅读的时候，把主要观点和关键信息记录下来，同时梳理信息之间的关系，既可以帮助理解文章内容，也可以避免因为忘记主要观点而不停地回读文章，浪费大量时间，考生直接看笔记，就可以比较直观地抓住文章的主要内容了。
大家可以先来看这样一个例子：
If true, though, why did cold-blooded animals such as snakes, lizards, turtles, and crocodiles survive the freezing winters and torrid summers? These animals are at the mercy of the climate to maintain a livable body temperature. It’s hard to understand why they would not be affected, whereas dinosaurs were left too crippled to cope, especially if, as some scientists believe, dinosaurs were warm-blooded. Critics also point out that the shallow seaways had retreated from and advanced on the continents numerous times during the Mesozoic, so why did the dinosaurs survive the climatic changes associated with the earlier fluctuations but not with this one? Although initially appealing, the hypothesis of a simple climatic change related to sea levels is insufficient to explain all the data.
光看上面这段文字，只是单纯的单词和句子组合到一起，看完之后很有可能会忘记，如果问题中，特别是最后的六选三题目问到相关问题，很多同学都会进行重读，不仅会花费很多时间，而且一紧张反倒读不懂简单的句子了，那么我们来看一下运用笔记法记出来的内容是什么样子的呢：
通过上面的笔记，整段内容的框架就比较清楚了：文章向我们阐述了两个问题，通过这两个问题，得出来了一个结论。大家看一下，框架性是不是很强?所以，这样不用重读，大家也可以知道这部分的主要内容了。如果整篇文章都按照这样一个方法记下来的话，还用愁忘记文章内容吗?大家还不赶快学起来!
托福词汇之阅读核心词汇
思考类动词总结
Think/assume/conceive/conclude/expect/
determine/hold/judge/presume/reckon/see/
sense/suppose/comprehend/consider/deduce/
infer/deliberate/evaluate/examine/meditate/
mull/mull over/muse/ponder/rationalize/reason/
reflect/resolve/ruminate/speculate/
study/turn over/weigh/contemplate/convey
思考类名词总结(观点/概念/理论)
Notion/idea/view/concept/perception
perspective/observation/examination
witness/judgment/approach/hypothesis
impression/supposition/theory/thought
apprehension/comprehension/realization
consideration/interpretation/understanding
speculation/version/picture/inclination/ideology
支持类单词总结
Support/maintain/insist/hold/uphold/agree/
accede/admit/consent/assent/verify/revel in/
glory in/believe in/dictate/celebrate/value
反对类单词总结
Contradict/decline/disagree/dispute/dissent/
oppose/protest/refuse/abandon/neglect/
disapprove/condemn
核心的;主要的;基本的;内在的
essential/chief/crucial/core
fundamental/main/key/inborn
principal/elementary/primary
indispensable/central/vital
underlying/inherent/intrinsic/inborn
重要的;显著的
important/valuable/substantial/big/considerable/
critical/crucial/decisive/earnest/exceptional/marked
meaningful/momentous/paramount/salient/significant/weighty
eminent/influential/outstanding/distinctive/esteemed/grand
honored/illustrious/leading/majestic/notable/powerful
prominent/remarkable/solid/superior/conspicuous
限制/阻挠
limit/confine/compress/decrease/lessen
narrow/bar/bind/cap/check/constraint/curb
impede/inhibit/obstruct/restrict/cramp
diminish/block/choke/frustrate/hamper
hinder/retard/stall/throttle/thwart
退步
decline/halt/repress/recession/cease/fall
减少
decrease/abate/curb/curtail/drop/ebb
evaporate/fade/lower/reduce/restrain/shrink
slacken/slump/subside/wane/diminish/subtract
增加/发展
increase/develop/enlarge/expand/grow/raise
advance/aggrandize/amplify/augment/boost/
broaden/enhance/enlarge/escalate/extend
further/heighten/inflate/magnify/mount
progress/proliferate/spread/swell/widen
托福词汇积累之兴趣爱好
hobby 业余爱好
play the guitar 弹吉他
play chess 下棋
long-distance running长跑
play bridge 打桥牌
collect stamps 集邮
play tennis 打网球
jogging 慢跑
sewing 缝纫
travelling 旅游
do some claysculptures 搞泥塑
与低碳生活有关的托福词汇
低碳 Low-Carbon
低碳经济 Low-Carbon Economy(LCE)
低碳生活 Low-Carbon Life
低碳旅游 Low-Carbon Tour
低碳城市化道路Low-Carbon urbanization way
碳 Carbon
二氧化碳 Carbon dioxide
二氧化碳排放 the output of the carbon dioxide
二氧化碳浓度Atmospheric concentrations of carbon dioxide
碳减排Carbon emission reduction
碳排放标准 Standard for carbon dioxide emission
碳排放责任 Liability for carbon dioxide emission
越境碳污染 Trans-frontier carbon dioxide pollution
一氧化碳 Carbon monoxide
温室气体 Greenhouse gas(GHS)
温室气体排放 Greenhouse gas emission
温室效应 Greenhouse effect
全球气候变暖 Global warming
生物圈 Biosphere
大气层 Atmosphere
大气模型 Atmospheric models
空气质量管理 Air quality management
大气监测 Atmospheric monitoring
大气修正 Atmospheric corrections
大气层的化学成分Chemical composition of the atmosphere
臭氧层 Ozone layer
紫外线 Ultraviolet ray
红外线 Infrared
环境 Environment
生态 Ecology
生态系统 Ecosystem
工业烟尘 Industrial fumes
环境核算 Environmental accounting
环境审计 Environmental auditing
环境健康影响评价 Environmental health impact assessment
环境影响 Environmental impact
环境影响评价 Environmental impact assessment
环境影响状报告书 Environmental impact statement
环境指标 Environmental indicators
环境政策 Environmental policy
环境风险评估 Environmental risk assessment
可持续发展 Sustainable development
篇3：托福阅读“六选三”题型：分清主旨信息和细节信息
托福阅读“六选三”题型：分清主旨信息和细节信息
例题1：MINERALS AND PLANTS
下面分别是文章每段段首的信息：
Paragraph 1 Research has shown that certain minerals are required by plants for normal growth and development.
Paragraph 2 Mineral deficiencies can often be detected by specific symptoms such as chlorosis (loss of chlorophyll resulting in yellow or white leaf issue), necrosis (isolated dead patches), anthocyanin formation (development of deep red pigmentation of leaves or stem), stunted growth, and development of woody tissue in an herbaceous plant.
Paragraph 3 Much of the research on nutrient deficiencies is based on growing plants hydroponically, that is, in soilless liquid nutrient solutions.
Paragraph 4 While mineral deficiencies can limit the growth of plants, an overabundance of certain minerals can be toxic and can also limit growth.
Paragraph 5 Scientists have known for some time that certain plants, called hyper accumulators, can concentrate minerals at levels a hundredfold or greater than normal.
Paragraph 6 Only recently have investigators considered using these plants to clean up soil and waste sites that have been contaminated by toxic levels of heavy metals - an environmentally friendly approach known as phytoremediation.
题目：
Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
Plants need to absorb certain minerals from the soil in adequate quantities for normal growth and development.
1. Some plants are able to accumulate extremely high levels of certain minerals and thus can be used to clean up soils contaminated with toxic levels of these minerals.
2. Though beneficial with lower levels, high levels of salts, other minerals, and heavy metals can be harmful to plants.
3. When plants do not absorb sufficient amounts of essential minerals, characteristic abnormalities result.
4. Because high concentrations of sodium chloride and other salts limit growth in most plants, much research has been done in an effort to develop salt-tolerant agricultural crops.
5. Some plants can tolerate comparatively low levels of certain minerals, but such plants are of little use for recycling nutrients back into depleted soils.
6. Mineral deficiencies in many plants can be cured by misting their roots with a nutrient solution or by transferring the plants to a soilless nutrient solution.
正确选项是123。不难发现，选项1对应第5和6段;选项2对应第4段;选项3对应第2段。这是因为，所谓的文章主要信息，其实就是某一段或几段的主旨信息。因此，如果有的选项不确定，可以回到文中把每段的主旨信息找到，作为判断的依据。
除了选出正确选项外，还要擅长排除错误选项。常见的错误选项是文章提到的细节信息。那么细节信息的特征是什么?先看例子。
例题2：APPLIED ARTS AND FINE ARTS
题目：
An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
This passage discusses fundamental differences between applied-art objects and fine-art objects.
Answer Choices
○Applied-art objects fulfill functions, such as containing or sheltering, and objects with the same function have similar characteristics because they are constrained by their purpose.
○It is easy to recognize that Shang Dynasty vases are different from Inca vases.
○Fine-art objects are not functional, so they are limited only by the properties of the materials used.
○Renaissance sculptors learned to use iron braces to strengthen the internal structures of bronze statues.
○In the twentieth century, fine artists and applied artists became more similar to one another in their attitudes toward their materials.
○In all periods, fine artists tend to challenge the physical limitations of their materials while applied artists tend to cooperate with the physical properties of their materials.
错误选项为245.它们共同的特点是：细节信息，具体体现在：选项2里的Shang Dynasty vases, 选项4的Renaissance sculptors, 选项5里的in the twentieth century和similar。这些细节信息的具体特征是：人名、地名、数字、年代等等。尤其当这些信息出现在句子主干处时，要格外当心!
托福阅读背景知识汇总之美国内战
The Civil War
Causes of the war
The American Civil War was fought between the northern and southern states from 1861 to 1865. There were two main causes of the war. The first was the issue of .lavery: should Africans who had been brought by force to the US be used as slaves. The second was the issue of states' rights: should the US federal government be more powerful than the governments of individual states.
The North and South were very different in character. The economy of the South was based on agriculture, especially cotton. Picking cotton was hard work, and the South depended on slaves for this. The North was more industrial, with a larger population and greater wealth. Slavery, and opposition to it, had existed since before independence (1776) but, in the 19th century, the abolitionists, people who wanted to make slavery illegal, gradually increased in number. The South's attitude was that each state had the right to make any law it wanted, and if southern states wanted slavery, the US government could not prevent it. Many southerners became secessionists, believing that southern states should secede from the Union (= become independent from the US).
In 1860, Abraham .incoln was elected President. He and his party, the .epublicans, were against slavery, but said that they would not end it. The southern states did not believe this, and began to leave the Union. In 1860 there were 34 states in the US. Eleven of them (South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, Texas, Virginia, Arkansas, Tennessee and North Carolina) left the Union and formed the .federate States of America, often called the Confederacy. Jefferson .is became its President, and for most of the war .hmond, Virginia, was the capital.
Four years of fighting
The US government did not want a war but, on 12 April 1861, the Confederate Army attacked .ort Sumter, which was in the Confederate state of South Carolina but still occupied by the Union army. President Lincoln could not ignore the attack and so the Civil War began.
Over the next four years the Union army tried to take control of the South. The battles that followed, .hiloh, Antietam, .ull Run and Chickamauga, have become part of America's national memory. After the battle of .ettysburg in 1863, in a speech known as the .ettysburg Address, President Lincoln said that the North was fighting the war to keep the Union together so that '...government of the people, by the people, for the people, shall not perish from the earth'. In the same year he issued the .mancipation Proclamation which made slavery illegal, but only in the Confederacy.
Slaves and former slaves played an important part in the war. Some gave information to Union soldiers, because they knew that their best chance of freedom was for the North to win the war. Many former slaves wanted to become Union soldiers, but this was not very popular among white northerners. In spite of this opposition about 185000 former slaves served in the Union army.
Women on both sides worked as spies, taking information, and sometimes even people, across borders by hiding them under their large skirts.
In the South especially, people suffered greatly and had little to eat. On 9 April 1865, when the South could fight no more, General Robert E .ee surrendered to General Ulysses S .rant at .ppomattox Court House in Virginia. A total of 60 people had been killed and many more wounded.
The war was over but feelings of hostility against the North remained strong. John Wilkes .ooth, an actor who supported the South, decided to kill President Lincoln. On 14 April 1865 he approached the President in Ford's Theatre in Washington and shot him. Lincoln died the next morning.
The killing of President Lincoln showed how bitter many people felt. The South had been beaten, but its people had not changed their opinions about slavery or about states' rights. During the war, the differences between North and South had become even greater. The North had become richer. In the South, cities had been destroyed and the economy ruined.
After the war the South became part of the United States again. This long, difficult period was called Reconstruction. The issues that had caused the war, slavery and states' rights, still had to be dealt with. The issue of slavery was difficult, because many people even in the North had prejudices against Blacks. The new state governments in the South wanted to make laws limiting the rights of Blacks, and the US government tried to stop them. Between 1865 and 1870 the 13th, 14th and 15th .mendments to the .onstitution were passed, giving Blacks freedom, making them citizens of the US and the state where they lived, and giving them, in theory, the same rights as white Americans.
Many northern politicians went to the South where they thought they could get power easily. These northerners were called .arpet-baggers. Both carpet-baggers and southern politicians were dishonest and stole money from the new governments, which hurt the South even more.
In 1870 the last three southern states were admitted to the Union again, and in 1877 the northern army finally left the South. The war lasted four years, but efforts to reunite the country took three times as long.
Effects of the Civil War
Differences between North and South are still strong. In the South the Confederate flag is still often used, and the state flags of .eorgia and .ississippi were made to look similar to it. The state motto is Adams jury nostra defender, which is Latin for 'We dare to defend our rights'. The Civil War helped to end slavery, but long afterwards Blacks were still being treated badly, and race relations continue to be a problem. The South was so angry with the .ublicans, the party of Lincoln and Reconstruction, that southerners voted .ocratic for a century. The war showed strong differences between parts of the US, but many people believe that the most important thing it did was to prove that the US is one country.
托福阅读背景知识汇总之美国原住民
Native Americans
Native Americans were living in North America for many hundreds of years before Europeans reached the continent. For a long time white people called them Indians. Today, many people do not like this name since it is based on a mistake: it was given to the people living in the Americas by Christopher .olumbus who, when he arrived there, thought he had discovered India. Instead, people prefer to use the term Native Americans. There are also native peoples living in .ska and Canada, e.g. .it’s and Aleuts, but they are separate groups and are not called Native Americans.
Early contact with Europeans
in .re-Columbian North America there were many tribes who lived by hunting animals and gathering plants. Many of the tribes moved from one place to another according to the season and what food was available. Most of what is known about Native Americans dates from the time when they came into contact with Europeans.
The first place in the US where Europeans settled permanently was .amestown, Virginia, founded in 1607. At first Native Americans were positive about the Europeans and were happy to have the many new things they brought, e.g. metal cooking pots, cloth and guns. But the Europeans also introduced diseases that Native Americans had no resistance to, so many became ill and died. They also brought alcohol, the effects of which Native Americans did not know. Some Europeans took advantage of this by getting them drunk and then paying low prices for their goods.
The worst problem for Native Americans, which lasted into the late 20th century, was that the new settlers wanted their land. To Native Americans owning land was a strange idea. Tribes moved around as they pleased and shared land with any other tribe that was friendly. They did not understand that a person might believe a piece of land was theirs, or that they would try to keep others from using it. The settlers, on the other hand, assumed that they would take control of North America and used all means to do this, including making agreements, which they usually did not keep, tricking Native Americans into selling land cheaply, and taking it by military force. Native American chiefs like .itting Bull, .ecumseh and .eronimo fought against the settlers.
As Whites began moving west, Native American tribes had to be moved on. Some were forced to go to other parts of North America, to areas very different from the ones they were used to. The .rail of Tears was one of many terrible examples: in the cold winter of 18389 17 000 .herokees had to move from their land in the south-east to what is now .klahoma and more than 4 000 died. The government promised tribes that if they agreed to stay in one part of the country they could keep that land forever. But the promises lasted only until Americans discovered that the land they had given them was good for farming or had gold.
Whites have explained this behavior in different ways. When the Indians fought and killed white people they said that this proved that Native Americans were wild and had to be controlled. People also believed that the Native Americans were wasting good land by not developing it. In the 19th century Americans believed in .anifest destiny, meaning that they thought God wanted them to occupy the whole continent. They also believed that it was better for the Native Americans to learn to live like white people and tried to teach them Christianity. Many Native American children, including the athlete Jim .horpe, were taken away from their tribe and sent to schools where they were not allowed to speak their own language.
Native American languages
Before Europeans arrived in North America there were over 300 Native American languages. Some have now died out, and of the 250 or so remaining many are spoken only by a few older people. Other languages, like Cherokee, are more widely spoken. Most Native Americans speak English, some as their first language and others as their second.
Native American languages have added many words to English, though the meaning of a word has often been changed. Teepees are a kind of tent, .ampum belts were made of beads and since the belts had great value Europeans used wampum to mean 'money'. Moccasins, a kind of shoe, are today worn by people all over the world. Many Native American words describe the things they name. For example, the Sukiyaki tribe's name means 'people of the yellow earth', and the Cherokees' name for themselves, Ani-Yun'wiya, means 'the leading people'. Indian names for Whites included 'people greedily grasping for land'.
Many American place names have their roots in Native American languages. .hio, for instance, is a Native American name, and the names of many of its towns and cities, such as Chillicothe and Sandusky, and the lakes Scioto and Planting, are of Native American origin.
Native Americans today
According to the Bureau of Indian Affairs, a part of the US government, there are now about 550 tribes. These include well-known groups like the .avajo and .ioux, and less famous tribes like the Cayuse. The number of Native Americans living in the US is about 1.2 million.
Almost a million live on reservations, areas of land that the government has allowed them to keep as their own. Native Americans are US citizens, and have the rights and responsibilities of any US citizen. However, reservations have their own governments and police forces and Native Americans pay different taxes. They also have the right to hunt and fish where and when they like, while other Americans have to get a license.
On or off the reservations Native Americans find it difficult to live the traditional life. Activities of other Americans affect the way they live. Building dams across a river, for example, can affect the numbers of fish living there, so that even though Native Americans have the right to fish they may not be able to catch anything. Away from the reservations, many Native Americans find that their culture is very different from that of white people and have difficulty adapting.
Poverty is a serious problem. About 37% of people who live on reservations are unemployed, compared with 6% of the general population. Many tribes try to bring in money from outside. Some sell rights to search for oil on their reservation; others use the fact that the reservation makes its own rules to open casinos where people from outside can come and gamble. Gambling is illegal in most parts of the US and many Americans want it to remain so, but it makes a lot of money for the tribes. This brings Native Americans, once again, into conflict with white Americans.
Native Americans in the popular imagination
An American tradition dating back to early times is .hanksgiving. When the English arrived in Jamestown many died during the long cold winter, but in the following spring Native Americans showed them what local foods they could eat. In the autumn, well-prepared for the winter, settlers and Native Americans had a special dinner together, the first Thanksgiving, to thank God and the Native Americans for all the food they had.
Another story describes how the Native American princess .ocahontas saved the life of John .mith, the leader in Jamestown, when her father, .owhatan, wanted to kill him. She later married another Englishman, John Rolfe, and went to England with him. The story of Pocahontas is widely known and many Americans are proud to have her as an ancestor.
But Native Americans were more often seen by white settlers as the enemy. .esterns, i.e. films and books about the .d West, use the threat from Indians as their central theme. In this context Native Americans are still called 'Indians'. Children often play 'cowboys and Indians' and pretend to kill each other. When .falo Bill, began touring the US with his Wild West show, the chief Sitting Bull was one of many Native Americans in it, and many people went to see this former great enemy.
Many Americans have an image of a 'typical Indian', a chief who lived in a teepee with his squaw (= wife), smoked a peace pipe after signing a treaty with the white man (whom he called pale face), sent smoke signals to communicate with people far away, and spoke broken English full of colorful expressions such as 'big heap wampum' (a lot of money) and 'speaks with forked tongue' (is lying). Most of these ideas have some basis in Native American culture, but it is wrong to put them all together and believe that that was how Native Americans lived.
Americans make such mistakes because they have little interest in Native Americans. Having succeeded in pushing them out of the way onto reservations, most Americans ignore them. This may be because the Native Americans who are left are living proof of a hard truth: America wants to be, and often is, a land where everyone has a chance and where the government behaves fairly and honestly to all, but this America is built on land stolen from the people who lived there first.
篇4：托福阅读十大题型技巧锦囊
考生们在备考托福阅读考试的时候，会发现一些托福考试中的用句超出了自己的能力范围。对于这些句子，我们需要从语法的角度去完全把握。如果在考试中遇到不能理解的句子时，考生比较偏向于一遍一遍地去读句子，没读懂不说，还浪费了时间，影响了下面的答题。下面我们来分析下托福阅读十大题型技巧。
词汇题
问法：The word/phrase _X is closest in meaning to____
技巧：
(1)首先看是否认识, 如果在认识, 在选项中找同义或近义词, 并代入原文检验
(2)如果不认识,将4个选项代入原文, 看上下文是否合理
(3)看原词所在句子前后2句, 找重复对应
(4)如果悬想中有2个悬想都在上下文中合理,选择在含义上与原词沾边的词
(5)选项中不认识的词不轻易去选
做题顺序：
看单词，看选项，原文验证
注意：
(1)不可能所有单词都认识
(2)注意熟词僻义, 一定看完所有选项,并代回原文验证
指代题
问法：The word they/ their/ it/ its/ some in the passage refers to
技巧：
(1)单复数
it找单数名词或名词性词组
they找复数名词或名词性词组
(2)在主从复合句, 并列句中, 后半句的代词主语优先指代前半句主语的核心词(有例外, 要从意义判断)
(3)简单句中,代词优先指代主语核心词, 次之制代宾语核心词.
(4)代词所在句子找不到合适的指代, 优先指代前一句主语, 次之指代后一句宾语
(5)一句话中, 相同的代词指代相同
直接事实题
问法：According to the passage, what/ which/ why/ when?
技巧：定位原文, 细读
(1)题干明确定位 (如给出第几段, highlight)
(2) 题干无明确定位
A 找题干中人名, 地名, 物种名, 大写, 斜体, 数字年代, 符号.
B 定位某一段, 再定位某一位置
C 用核心名词定位
infer题(需要精确理解)
注意：既然是infer, imply, 就一定不是原文中明确说的
技巧：
(1)时间前后推理
(2)排除法
a 原文直接清楚描述的,排除
b 与原文无关的新内容,排除
(3)不要加入自己的观点
举例说明概述题 (例子的作用)
技巧：
(1)重点不是例子本身, 而是举例子的目的及例子的服务对象
(2)概述的同义改写就是答案
6 EXCEPT列举题
技巧：重视文中三个或三个以上的列举 (遇到的话就做笔记记下来---Sissi如是说)
定位：核心关键词 such as n1, n2, n3………A, B, and/ or C.
插入句子题
逻辑关系, 上下文关系, 是否紧密,是否有跳跃
技巧
(1)待插入的句子中, 代词 this, these their, it, such, he, another 这些通常是上一句]提过的,所以才特指
(2)因果, 转折等过渡词 therefore, so, however, as a result, consequently, on the contrary
(3)递进扩展词 furthermore, also, as well, too, other, in addition, moreover, besides, even, additionally
(4)结构配对词on the one hand…. On the other hand some…others
(5)关键同义词 重复出现的名词、副词、形容词
句子要点题
问法：which of the following best expresses the essential information in the highlighted sentence
错误选项：
(1) 有新内容, 或有相反内容
(2) 遗漏了原文中重要信息
全文总结题
考全文key points的总结 (不只一个key point)
(1)注意段首句, 注意自己归纳总结
(2)关注文章结构,特别是先总后分式
(3)错误选项特征
a 原文没有的新内容, 或在程度, 范围上发生变化
b 与原文相反
c 有原文中的细节 (细节不该是key point)
信息归类题
特点：
(1)通常文章采用对比写法
(2)有无用的选项
关键：排除无用选项
篇5：托福阅读题型的解答技巧
托福阅读题型的解答技巧
TYPE1: FACTUAL INFORMATION QUESTIONS
题型特征 四个选项中一般只有一个被原文提及，被提及的那个就是正确答案。
解题方法 题干中的关键词回原文定位，读该句即可，一般是题干中的名词或形容词。
提问方式 OG P.20 ACCORDING……
TYPE2: NEGATIVE FACTAL INFORMATION QUESTIONS
题型特征 四个选项中一般有三个被原文提及，只有一个未被原文提及。
解题方法 未被原文提及的是正确答案
提问方式 OG P.22 NOT/EXCEPT
TYPE3: INFERENCE QUESTIONS
题型特征 四个选项中在原文中均没有被明显提及
解题方法 key words 找本句 再读前一句 与 后一句
原文涉及到哪个方面，就向哪个方面推论，其他方面全错。
提问方式 OG P.23 INFERENCE……
TYPE4: RHETORICAL PURPOSE QUESTIONS
题型特征 Provide examples to explain/illustrate “A”
解题方法 (1)Sentence A,? p.15 sentence B. B是进一步说明A,并且 A的范围比B的宽。
提问方式 OG P.24 …mention/example/in order to…
(1).For example, SVO
(2).S. for example vo.
第二种模式，托福考试中经常用。
解题方法 (2) Sentence A Topic1→Topic2 … A承上启下的作用
提问方式 OG P.24
TYPE5: VOCABULARY QUESTIONS
题型特征 P.16, 17
解题方法 (1)句内处理，填空式做法
提问方式 OG P.25
解题方法 (2)句间处理，寻找逻辑关系
提问方式 OG P.25
TYPE6: REFERENCE QUESTIONS
解题方法 (1)带入翻译
(2)接力现象，连续指代
(3)一些特殊结构
(4)排除法
TYPE7: SENTENCE SIMPLIFICATION QUESTIONS
题型特征 主从句关系一致性，范围一致性
解题方法 逻辑关系一致性
提问方式 OG P.28
TYPE8: INSER TEXT QUESTIONS
解题方法 (1)代词 因为代词，前面应该有相应的名词，代词指名词
位于段落开头的位置，几乎必然错
此代词要指代前一句中的名词性成份，若不能指代错
所以做此题时，先找前一句的名词性成份
(2)指示代词 this+n.+vo
先找出n. 再找出n.在原文中出现的位置
(3)找出关联词，按逻辑关系对应
(4)句子主干
TYPE9: PROSE SUMMARY
解题方法 细节性内容不选
原文没有的内容不选
原文相反的内容不选
TYPE10: FILL IN A TABLE
解题方法 只读选项中的核心词即名词或名词结构
托福阅读真题原题+题目
One area of paleoanthropological study involves the eating and dietary habits of hominids, erect bipedal primates — including early humans. It is clear that at some stage of history, humans began to carry their food to central places, called home bases, where it was shared and consumed with the young and other adults. The use of home bases is a fundamental component of human social behavior; the common meal served at a common hearth is a powerful symbol, a mark of social unity. Home base behavior does not occur among nonhuman primates and is rare among mammals. It is unclear when humans began to use home bases, what kind of communications and social relations were involved, and what the ecological and food-choice contexts of the shift were. Work on early tools, surveys of paleoanthropological sites, development and testing of broad ecological theories, and advances in comparative primatology are contributing to knowledge about this central chapter in human prehistory.
One innovative approach to these issues involves studying damage and wear on stone tools. Researchers make tools that replicate excavated specimens as closely as possible and then try to use them as the originals might have been used, in woodcutting, hunting, or cultivation. Depending on how the tool is used, characteristic chippage patterns and microscopically distinguishable polishes develop near the edges. The first application of this method of analysis to stone tools that are 1.5 million to 2 million years old indicates that, from the start, an important function of early stone tools was to extract highly nutritious food — meat and marrow — from large animal carcasses. Fossil bones with cut marks caused by stone tools have been discovered lying in the same 2-million-year-old layers that yielded the oldest such tools and the oldest hominid specimens (including humans) with larger than ape-sized brains. This discovery increases scientists' certainty about when human ancestors began to eat more meat than present-day nonhuman primates. But several questions remain unanswered: how frequently meat eating occurred; what the social implications of meat eating were; and whether the increased use of meat coincides with the beginnings of the use of home bases.
1. The passage mainly discusses which of the following aspects of hominid behavior?
(A) Changes in eating and dietary practices
(B) The creation of stone hunting tools
(C) Social interactions at home bases
(D) Methods of extracting nutritious food from carcasses
2. According to the passage , bringing a meal to a location to be shared by many individuals is
(A) an activity typical of nonhuman primates
(B) a common practice among animals that eat meat
(C) an indication of social unity
(D) a behavior that encourages better dietary habits
3. The word consumed in line 4 is closest in meaning to
(A) prepared
(B) stored
(C) distributed
(D) eaten
4. According to paragraph 2, researchers make copies of old stone tools in order to
(A) protect the old tools from being worn out
(B) display examples of the old tools in museums
(C) test theories about how old tools were used
(D) learn how to improve the design of modern tools
5. In paragraph 2, the author mentions all of the following as examples of ways in which early
stone tools were used EXCEPT to
(A) build home bases
(B) obtain food
(C) make weapons
(D) shape wood
6. The word innovative in line 13 is closest in meaning to
(A) good
(B) new
(C) simple
(D) costly
7. The word them in line 15 refers to
(A) issues
(B) researchers
(C) tools
(D) specimens
8. The author mentions characteristic chippage patterns in line 16 as an example of
(A) decorations cut into wooden objects
(B) differences among tools made of various substances
(C) impressions left on prehistoric animal bones
(D) indications of wear on stone tools
9. The word extract in line 19 is closest in meaning to
(A) identify
(B) remove
(C) destroy
(D) compare
10. The word whether in line 26 is closest in meaning to
(A) if
(B) how
(C) why
(D) when
托福阅读真题原题+题目
Prehistoric mammoths have been preserved in the famous tar pits of Rancho La Brea (Brea is the Spanish word for tar) in what is now the heart of Los Angeles, California. These tar pits have been known for centuries and were formerly mined for their natural asphalt, a black or brown petroleum-like substance. Thousands of tons were extracted before 1875, when it was first noticed that the tar contained fossil remains. Major excavations were undertaken that established the significance of this remarkable site. The tar pits were found to contain the remains of scores of species of animals from the last 30,000 years of the Ice Age.
Since then, over 100 tons of fossils, 1.5 million from vertebrates, 2.5 million from invertebrates, have been recovered, often in densely concentrated and tangled masses. The creatures found range from insects and birds to giant ground sloth's, but a total of 17 proboscides (animals with a proboscis or long nose) — including mastodons and Columbian mammoths — have been recovered, most of them from Pit 9, the deepest bone-bearing deposit, which was excavated in 1914. Most of the fossils date to between 40,000 and 10,000 years ago.
The asphalt at La Brea seeps to the surface, especially in the summer, and forms shallow puddles that would often have been concealed by leaves and dust. Unwary animals would become trapped on these thin sheets of liquid asphalt, which are extremely sticky in warm weather. Stuck, the unfortunate beasts would die of exhaustion and hunger or fall prey to predators that often also became stuck.
As the animals decayed, more scavengers would be attracted and caught in their turn. Carnivores greatly outnumber herbivores in the collection: for every large herbivore, there is one saber-tooth cat, a coyote, and four wolves. The fact that some bones are heavily weathered shows that some bodies remained above the surface for weeks or months. Bacteria in the asphalt would have consumed some of the tissues other than bones, and the asphalt itself would dissolve what was left, at the same time impregnating and beautifully preserving the saturated bones, rendering them dark brown and shiny.
1. What aspect of the La Brea tar pits does the passage mainly discuss?
(A) The amount of asphalt that was mined there
(B) The chemical and biological interactions between asphalt and animals
(C) The fossil remains that have been found there
(D) Scientific methods of determining the age of tar pits
2. In using the phrase the heart of Los Angeles in line 2, the author is talking about the city's
(A) beautiful design
(B) central area
(C) basic needs
(D) supplies of natural asphalt
3. The word noticed in line 5 closest in meaning to
(A) predicted
(B) announced
(C) corrected
(D) observed
4. The word tangled in line 10 is closest in meaning to
(A) buried beneath
(B) twisted together
(C) quickly formed
(D) easily dated
5. The word them in line 13 refers to
(A) insects
(B) birds
(C) cloths
(D) proboscideans
6. How many proboscideans have been found at the La Brea tar pits?
(A) 9
(B) 17
(C) 1.5 million
(D) 2.5 million
7. The word concealed in line 17 is closest in meaning to
(A) highlighted
(B) covered
(C) transformed
(D) contaminated
8. Why does the author mention animals such as coyotes and wolves in paragraph 4?
(A) To give examples of animals that are classified as carnivores
(B) To specify the animals found least commonly at La Brea
(C) To argue that these animals were especially likely to avoid extinction.
(D) To define the term scavengers
篇6：托福阅读五种题型的技巧
(1)主旨题。主旨题有三种：A、作者的意图;B、文章标题;C、文章的中心思想。这种题一般为第一道题，建议考生把这道题放在最后做，因为做其他题时，考生会逐步了解文章的各个细节，在做题的过程中就会对文章个总的理解，最后处理主旨题可谓水到渠成、万无一失。
(2)列举题。列举题有两种：A、一正三误;B、三正误。也可分为四类。第一类：一句话列举。根据某个选项的语言提示，回归文章找到一句话，这句话包含三个选项的内容;第二类：局部列举。根据题意，回归文章发现连续两三句话涉及三个选项的内容;第三类：段落列举。题干语言在某自然段首句重现。这个句子为段落主题句，即三个选项的内容在这段出现，不涉及到其他段落;第四类：文章列举。选项内容涉及整个文章。一句话列举题和段落列举题有明显的信号词帮助答题，根据题序做题，不必区别对待。文章列举题和局部列举题则应放其他题做完之后再处理。
(3)文章结论题。文章结论题即根据文章可以推断出下面哪个选项结论是正确的，题干没有任何语言信号词。这种题有以下几种布局：为文章第一道题时，相当于文章主旨题，应放在最后一道题时，有可能针对文章最后部分，也有可能针对整篇文章，但不大可能涉及文章其他部分的细节。所以文章结论题应该具体情况具体分析，并不一定是面对整个文章。
(4)作者态度题。作者态度题分为两种：A、局部作者态度题;B、整体作者态度题。文章最后一道题问及作者态度时为整体作者态度题，它涉及通篇文章，要根据整个文章数个语言点串起来的一根主线答题，也就是作者行文的口气。考生千万不可以根据某一个语言点答题，因为整体作者态度题不是考核某一个点，而是考整体感觉。局部作者态度题位置比较灵活，往往问及作者对文章中某一个具体内容的看法，题干通常信号请将考生带回文章某一区域，考查考生对某个语言点的理解。有时候，某个选项从作者的表达相悖，因此，做作者态度题时，考生一定注意不要把自己作为读者的分析、观点强加于作者。
(5)文章想方设法题。文章结构题三种：A、文章前面的段落内容是什么?B、文章下面接着将要讲什么?C、文章组织结构是什么?推断文章前面的内容立足于文章首句，因为文章首句承上启下，尤其注意首句中诸如this、so、other than之类的结构词。预测下文的内容则分两步走：第一、读文章每段首句，文章每段首句表示文章内容的逻辑走向。如果文章讲述某一事物的两个阶段或方面，下文将介绍这一事物的第三个阶段或方面。我们把预测下文内容的题称之为坐标题，即竖看文章每段首句，横看文章最后一句，其他句子是文章所讲内容，而不是下面将要讲的内容，往往选项干扰来自文章所讲内容。至于文章的组织结构题，只需要读文章每段首句即可，因为这些句子是文章框架。
托福阅读推理题的解题路径
一、正向推理
所谓“正向推理”，是指最终答案所描述的特质与文章所描述的特质一致。值得注意的是，这种特质的一致性往往体现为“整体”与“部分”特质的一致性，所以我们也常常把“正向推理”称为“整体与部分推理”。
正向推理包含两种主要情形，一种叫做给定段里面没有推理对象的情况，另外一种叫做有举例引发的“整体与部分推理”。所谓“整体与部分推理”，就是文章里面讲述一个特质是A，下面选项中的特征也是A，这个特质本身没有变化。文章里面讲什么特质，下面选项中就是什么特质，只不过一个是“整体”，一个是“部分”而已。“整体”具备A的特质，那么“部分”也具备A的特质，也就是A
A。
二、逆向推理
“逆向推理”又叫“取非式推理”，文章中讲的是A，下面选项里最终答案是“非A”，此推理包含三种情形。
一种是由新时间点引发的逆向推理，比如“now”表示现在，含有典型的暗转折含义。事实上，凡是时间点概念，都暗示着转折。比如说：澳门回归了，这意味着19之前澳门没有回归。这条原则可能听起来怪怪的，但意义重大，以后我们做托福文章要比其他没有经历过严格训练的同学多长一个心眼，但凡是有时间点出现，就意味着前后的特质不一致，而这恰好是考点。
第二种是由新地点引发的逆向推理。事实上，它和第一点的内涵是一致的，可以被统称为“分类取非”。在文章中经常会出现把一个大类分成两个小类的情况，比如文章里面讲述生物分为两类，一类是动物，一类是植物，这时文章里面会谈到动物和植物的“不同点”而不会是“相同点”。
最后一种是由特定词引发的逆向推理，这一类词包括unlike、without以及所有能够表示“比例”的词等。
实际上，推理题的真正难点在于我们很难在短时间内找到用于推理的句子，这样我们可以用以上两个大类的推理路径来解决这个问题。
篇7：托福阅读五种题型的技巧
Two species of deer have been prevalent in the Puget Sound area of Washington State in the Pacific Northwest of the United States. The black-tailed deer, a lowland, west-side cousin of the mule deer of eastern Washington, is now the most common. The other species, the Columbian white-tailed deer, in earlier times was common in the open prairie country, is now restricted to the low, marshy islands and flood plains along the lower Columbia River.
According to paragraph 1, which of the following is true of the white-tailed deer of Puget Sound?
A. It is native to lowlands and marshes.
B. It is more closely related to the mule deer of eastern Washington than to other types of deer.
C. It has replaced the black-tailed deer in the open prairie.
D. It no longer lives in a particular type of habitat that it once occupied.
这是一个典型的细节题，在该题题干中，有的考生会选择“Puget Sound”作为关键词回原文定位，因为它是专有名词，在文中会比较显眼。但是如果一旦选择了这个地名，势必会定位在该段的第一句话，托福阅读细节题往往是定位在哪句就在哪句找答案，这样的话考生是选不出正确答案的，因为定位不精确。其实正确的关键词应该是“White-tailed Deer”，这个用连字符连接的词在文章中也是比较醒目的，按该词定位应是该段最后一句话。所以根据它的意思应该选D项。其中A项与原句意思不符，B和C 都与定位句信息无关。
所以说在做托福阅读部分时，应该快慢相结合，即例子句，修饰句等可以略读，文章首段、每段首尾句等都要精读，尤其是问题，一定要确保每个单词都读到，这样才能从总体上把握出题人到底问什么，才不会掉入出题人提前设置好的误区圈套中。教育提醒同学们在复习阅读过程中也可以 自己总结每类题的答题技巧，出题人的出题方向，哪些地方可能会设置误区等，从出题人的角度来看问题，就能避免很多不必要的错误。
托福阅读中的细节题其实不难，但前提是定位的点要对，比如下面这个例题：
Two species of deer have been prevalent in the Puget Sound area of Washington State in the Pacific Northwest of the United States. The black-tailed deer, a lowland, west-side cousin of the mule deer of eastern Washington, is now the most common. The other species, the Columbian white-tailed deer, in earlier times was common in the open prairie country, is now restricted to the low, marshy islands and flood plains along the lower Columbia River.
According to paragraph 1, which of the following is true of the white-tailed deer of Puget Sound?
A. It is native to lowlands and marshes.
B. It is more closely related to the mule deer of eastern Washington than to other types of deer.
C. It has replaced the black-tailed deer in the open prairie.
D. It no longer lives in a particular type of habitat that it once occupied.
这是一个典型的细节题，在该题题干中，有的考生会选择“Puget Sound”作为关键词回原文定位，因为它是专有名词，在文中会比较显眼。但是如果一旦选择了这个地名，势必会定位在该段的第一句话，托福细节题往往是定位在哪句就在哪句找答案，这样的话考生是选不出正确答案的，因为定位不精确。其实正确的关键词应该是“White-tailed Deer”，这个用连字符连接的词在文章中也是比较醒目的，按该词定位应是该段最后一句话。所以根据它的意思应该选D项。其中A项与原句意思不符，B和C 都与定位句信息无关。
所以说在做托福阅读部分时，应该快慢相结合，即例子句，修饰句等可以略读，文章首段、每段首尾句等都要精读，尤其是问题，一定要确保每个单词都读到，这样才能从总体上把握出题人到底问什么，才不会掉入出题人提前设置好的误区圈套中。教育提醒同学们在复习阅读过程中也可以 自己总结每类题的答题技巧，出题人的出题方向，哪些地方可能会设置误区等，从出题人的角度来看问题，就能避免很多不必要的错误。
托福阅读解题技巧：读懂句子更能攻克托福阅读
在托福阅读的框架中讨论读懂句子的方法，那么一定逃不开句子简化题。这个题型是对我们是否能读懂句子最直接的考察。我们先来看一下这个题型的提问方式：
Which of the sentences below best express the essential information in the highlighted sentences in the passage? Incorrect choices change the meaning in important ways or leave out essential information.
这个题型要求我们选出表达高亮句“核心信息”的选项，所以我们在做托福阅读题时，第一步就是要读出原句的核心信息，第二步再将这个核心信息与选项一一比对，排除核心含义不符的选项。而对于任何一个句子来说，它内容上的核心一般与语法上的主干相对应。所以做题时，我们可以略读句子的次要信息，先抓住主干和核心进行排除。下面，我们将用两个一易一难的题目，来具体讲解这个思路，帮助大家掌握托福阅读句子的方法。大家在看分析之前，一定要自己先思考选出答案哦。
例题1：TPO9 Passage 1 Colonizing the Americas via the Northwest Coast(Paragraph3)
Fladmark’s hypothesis received additional support from the fact that the greatest diversity in native American languages occurs along the west coast of the Americas, suggesting that this region has been settled the longest.
A. Because this region has been settled the longest, it also displays the greatest diversity in Native American languages.
B. Fladmark’s hypothesis states that the west coast of the Americas has been settled longer than any other region.
C. The fact that the greatest diversity of Native Americas languages occurs along the west coast of the Americas lends strength to Fladmark’s hypothesis.
D. According to Fladmark, Native American languages have survived the longest along west coast of the Americas.
下面，大家来校对一下答案吧，这题的正确答案应该是C. 我们一起来看看该如何分析吧：
我们遵循以上的做题思路：
1. 读出原句的基本含义，既语法上的主谓宾。在原句中，主语是Fladmark’s hypothesis，谓语动词是receive，宾语是support.在support之后的from the fact是一个介词短语，属于次要信息。而在fact之后由that引导的同位语从句旨在阐述fact的具体内容，也属于次要信息。所以这句话最中心的意思就是Fladmark’s hypothesis received support(假设得到了支持).
2. 接下来，我们就需要将上面读出的句子的中心含义跟选项进行一一比对和排除啦。
? 我们先看A选项。A选项的前半句是一个原因状语从句，属于次要信息，该句的主干是it displays the greatest diversity(它展现了最大的多样性)，核心明显与原句不相符，直接排除。
? 然后，我们看B选项。B选项的主干是Fladmark’s hypothesis state that…(假设表明…)，that之后引导宾语从句，阐述“表明”的具体内容，核心也没有提到“假设被支持”，直接排除。
? 接下来我们看C选项。C的主语是The fact. 这个句子的谓语动词很多同学会找错。在fact之后是that引导的同位语从句，occur是从句中的动词，而这个句子主句的谓语动词是lends. 所以这句话的结构是The fact that…lends strength to Fladmark’s hypothesis(事实借给假说力量)，与原句主要信息相同，作为备选答案。
? 最后，我们来看一下D选项。D选项的主语是Native American language，动词是survive, 所以D选项的主要含义是Native American languages have survived the longest(本土美国语言存活最久)，也与原句的核心含义不相符，排除。
3. 所以这个题，通过读懂句子的主要信息，我们就可以直接选出C答案了。
做完第一题呢，给大家总结一下。对于任何一个句子来说，不论是大家自己阅读，还是做简化题，亦或是做其他题型，我们都要抓住句子的重点、理解作者要表达的观点(read for imformation and comprehension)，做到筛选出并读懂句子的核心，这样才能理解作者思想、做对题目。对于次要信息(状语、定语、介词短语等)，我们可以读，但是它们绝不是我们理解的重点。
那接下来，我们再做一道难度稍微大一些的托福阅读简化题。大家仍然要先思考，再看解析哦。
例题2：TPO40 Passage2Latitudeand Biodiversity (Paragraph 2)
The tropics contain a larger surface area of land than higher latitudes—a fact that is not always evident when we examine commonly used projections of Earth’s curved surface, since this tends to exaggerate the areas of land in the higher latitudes—and some biogeographers regard the differences in diversity as a reflection of this effect.
A. Some biogeographers believe that the tropics have large surface areas than they actually do because of the distortions produced by projections of Earth’s curved surface.
B. High levels of diversity in the tropics are sometimes attributed to the fact that the tropics have more surface area of land than the higher latitudes do, though distortions incommonly used projections may seem to suggest otherwise.
C. Because biogeographers disagree on whether or not the tropics are correctly represented in projections of Earth’s surface, it is difficult to determine the relationship their surface area has to their diversity.
D. Most biogeographers agree that the tropics contain a larger surface area of land than higher latitudes do, but they disagree on whether or not the tropics’ level of diversity is a reflection of that larger surface area.
这一题的正确答案选B，大家选对了吗?根据之前讲的步骤，我们来分析这个题的原句：
1. 读出原句的基本含义：这个题的原句非常长，但是我们可以略去两个省略号之间表示解释的内容。我们发现，该句话是一个and连接的并列句，有两套主谓结构。所以，我们在理清句子基本含义的时候，要注意这个句子是有两套主干，也就是有两层重要信息的，而这两层信息，是同等重要、缺一不可的。第一层是The tropics contain a larger surface area of land than higher latitudes(热带包含比高纬度更大的表面积)，第二层是biogeographers regard the differences in diversity as a reflection of this effect(生物地理学家把多样性的不同看做面积不同的反映)。
2. 接下来，我们把这两层含义跟选项进行一一比对和排除。
? 首先我们来看一下A选项。A选项的主语是biogeographers，谓语动词是believe，宾语是一个that引导的从句the tropics have large surface areas than they actually do(热带的面积比它们实际上大)，这句话与原句的第一层重要意思不相符，而且选项A也没有写到第二层重要信息，所以直接排除。
? 接着，我们看B选项。B选项的主语干是High levels of diversity in the tropics are sometimes attributed to the fact (热带高的多样性被归因于一个事实)，在“fact”的后面是一个同位语从句，表明这个事实的具体内容：the tropics have more surface area of land than the higher latitudes do(热带的表面局比高纬度大)，这样原句的两层重要含义都体现在该选项之中了，后半句的though引导让步状语从句，属于次要信息。所以B选项暂时保留。
? 然后我们来分析C选项。C选项的前半句是一个because引导的原因状语从句，属于次要信息，我们可以暂且忽略。然后往后看到句子的主干：it is difficult to determine the relationship their surface area has to their diversity(很难决定表面积与多样性的关系)，这里缺乏了原句中的第一层重要信息，第二层重要信息也说错了，直接排除。
? 我们最后看一下D选项。D选项也是一个并列句，由转折连接词But连接。在but之前的小分句对应了原句的第一层意思，然而在But之后，they disagree on whether or not the tropics’ level of diversity is a reflection of that larger surface area的意思是“他们不同意热带的多样性是否是表面积的反应”与原句第二层重要意思不符合。
3. 那么复合原句两层重要信息的就只有B选项了。
通过以上两个题目，我们可以看到，在做托福阅读简化题时，我们最重要的思路是抓住一个句子的重点，这样做题准确率高而且速度很快。在托福阅读的其他题型中，句子的理解也是必不可少的，但是我们的托福阅读句子方法仍然跟上面所写的一样：抓住核心信息，详略结合地阅读。这种阅读的方法不仅仅适用于各种考试，也是我们再自己阅读小说、课本以及各种读物时所应该做到的。
希望通过这两个题目的分析，大家掌握了做句子简化题的思路，也对句子理解有一些感悟。记得也要记下这两句话的生词哦，这里的词都是托福阅读常见词汇呢!
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