托福阅读如何快速的提升

1、资料来源：来自本人网络整理！祝您工作顺利！托福阅读如何快速的提升 托福阅读如何快速的提升?托福阅读想要快速的进展提升，一些科学的备考方法是必需要把握的，本篇文章就为大家共享托福阅读如何快速的提升，盼望对大家的成果进步有所关心。 托福阅读如何快速的提升? 1、词汇复习建议 除了常规的词汇背诵以外，以下三类材料都可以作为备考利器： 1)托福在线练习题(tpo1-48)里出现过的全部词汇题及答案要记熟; 2)翻阅离考试日期至少8个月的词汇机经，用近期反复考察的词汇做一次现有词汇程度的检验; 3)考前一周查看三立在线的词汇机经，大大进步真实考试词汇题的正确率。 除此以外，日常备考时还应养成顺手翻阅me

2、rriam-webster的好习惯，到底是官方指定的参考字典。 2、长难句复习建议 托福阅读长难句构造的划分跟考生的语法根底息息相关，但无外乎是常见的四、五种语法点的交替出现，比方定语后置，倒装句，虚拟语气等。 所以长难句如何有效秒杀它呢? 先从句子简化题入手，横向练习，找出薄弱语法点，针对性复习。再在精读过程中，总结长难句，练习意群断句，进一步稳固。 3、规律构造复习建议 听力有听写跟读，阅读有复述。看完一整段后，能否把段落起承转合整理到85%的程度，关键就看能否抓住句间规律联络。 在托福阶段，规律根本以显性的规律关联词作为代表，要熟记; 在此根底上，要储藏常见的段落构造，做到举一反三，以不

3、变应万变来面对新文章，新段落。 4、考前冲刺建议 同学经常都有这样的困惑：tpo刷完了还有什么材料值得复习呢? 纵览市面上全部的复习材料，在文章选取和题目设置上都有或多或少的硬伤。盲目地拿和真实考试有差距的题目进展练习，反而会打乱正确的解题思路，事倍功半。 苦刷tpo三百遍，更要来场全真模考验一验。暂不说题源文章很难触及，市面上全部的模考软件在评分标准上都有这样那样的缺陷，导致许多考生的实际分数和平常练习的分数有肯定落差，而只有ets才有最权威的算分机制，其他渠道皆无从得知。 利用模考卷，检验所学所得，查漏补缺，准时调整复习策略，是从被动的考试者转变成主动学习者最关键的一步! 托福阅读素材：李

4、光耀精通多国语言的心得 1. 英语再好，不练习都会退步 how many mainland chinese can learn english to the level that we can? a very small percentage. they are using mandarin all the time, they will lose their english. i will give you an example. i used to meet the taiwanese ministers, the older generation - all harvard phds.

5、in other words, they wrote their theses in english but worked in taiwan in mandarin. when i went to taiwan, i spoke to them in mandarin, first two days (my mandarin was) very stiff. at the end of the week, i was more fluent. they came here to meet people from our ministries, first two days their eng

6、lish was halting, at the end of the week they became more fluent. 在大陆，有多少中国人的英语能和我们说的一样好?(李光耀受英语训练，以优异成果从剑桥大学法学专业毕业。)特别少。他们每天都用法中文，英文程度就会降低。我举个例子。我见过台湾一些老一辈的部长们，都是哈佛的博士。他们的毕业论文是用英文写的，但在台湾工作时，他们用法中文。我去台湾的时候，我和他们说中文，开头的一两天，我的中文特别僵硬。差不多一周后，我说的更流利了。当他们来新加坡和我们的部长会面时，最初一两天他们的英文说的磕磕巴巴，但差不多一个礼拜就流利多了。 2. 流利比

7、词汇量更重要 learn young, never mind the standard, capture the fluency, capture the way you speak it, capture the grammar, never mind if your vocabulary is limited, you can expand it later on. 从小学起，别在意是否标准，努力说的流畅，学会表达方式，正确用法语法，不要在乎词汇量太少，以后会扩大的。 3. 多开口才能活学活用 you need to spend the time and effort. you must

8、have the interest. at the end of the day, it must be a live language. apart from watching it on the tv or reading the newspapers, you must meet people and talk. then it is a live language. 你要花时间和精力。肯定要有爱好。归根结底，必需在生活中用法语言。除了看电视和读报，你必需和人们交谈。这才是活的语言。 4. 从小学语言记得更牢 language is heard and spoken long befor

9、e people learn to write and to read. the more frequently one uses a language, the easier it is to express ones thoughts in it. the younger one learns to speak a langugae, the more permanently it is remembered. 人们学会读写一种语言之前很久就会听说。一个人用法一种语言越频繁，就越简单用它来表达思想。学习语言的年纪越小，就越不会遗忘。 5. 西学为体，中学为用 i may speak the

10、 english language better than i speak the chinese language because i learnt english early in life. but ill never be an englishman in a thousand generations and i have not got the western value system inside me; its an eastern value system with the western value system superimposed. 我的英文也许比中文好，因为我从小就

11、学习英文。但无论再过多少年，我都不会是个英国人，我并没有承受西方价值观。我的价值观是带有西方颜色的东方价值观。 托福阅读素材：芬兰基于公平的训练体系 finnish education often seems paradoxical to outside observers because it appears to break a lot of the rules we take for granted. finnish children dont begin school until age 7. they have more recess, shorter school hours th

12、an many u.s. children do (nearly 300 fewer hours per year in elementary school), and the lightest homework load of any industrialized nation. there are no gifted programs, almost no private schools, and no high-stakes national standardized tests. yet over the past decade finland has consistently per

13、formed among the top nations on the programme for international student assessment (pisa), a standardized test given to 15-year olds in 65 nations and territories around the world. finlands school children didnt always excel. finland built its excellent, efficient, and equitable educational system i

14、n a few decades from scratch, and the concept guiding almost every educational reform has been equity. the finnish paradox is that by focusing on the bigger picture for all, finland has succeeded at fostering the individual potential of most every child. i recently accompanied krista kiuru, finlands

15、 minister of education and science, when she visited the eliot k-8 innovation school in boston, and asked her what finland is doing that we could learn from. i visited four finnish schools while researching my book parenting without borders. while there, i frequently heard a saying: “we cant afford

16、to waste a brain. it was clear that children were regarded as one of finlands most precious resources. you invest significantly in providing the basic resources so that all children may prosper. how do these notions undergird your educational system? we used to have a system which was really unequal

17、. my parents never had a real possibility to study and have a higher education. we decided in the 1960s that we would provide a free quality education to all. even universities are free of charge. equal means that we support everyone and were not going to waste anyones skills. we dont know what our

18、kids will turn out likewe cant know if one first-grader will become a famous composer, or another a famous scientist. regardless of a persons gender, background, or social welfare status, everyone should have an equal chance to make the most of their skills. its important because we are raising the

19、potential of the entire human capital in finland. even if we dont have oil or minerals or any other natural resources, well, we think human capital is also a valuable resource. how well do you think finlands educational system, one based more squarely on equity rather than high achievement, is worki

20、ng? what americans keep ignoring about finlands school success we created a school system based on equality to make sure we can develop everyones potential. now we can see how well its been working. last year the oecd tested adults from 24 countries measuring the skill levels of adults aged 16-65, o

21、n a survey called the piaac (programme for international assessment of adult competencies), which tests skills in literacy, numeracy, and problem solving in technology-rich environments. finland scored at or near the top on all measures. but there were differences between age groups. the test showed

22、 that all younger finns who had had a chance to go to compulsory basic school after the reforms had extremely high knowledge; those who were older, and who were educated before the reforms, had average know-how. so, our educational system is creating people who have extremely good skills and strong

23、know-howa know-how which is created by investing into education. we have small class sizes and everyone is put in the same class, but we support struggling students more than others, because those individuals need more help. this helps us to be able to make sure we can use/develop everyones skills a

24、nd potential. i remember being struck by how many vocational or hands-on classes (home economics, art, technology, and so forth) were available to students at every finnish school i visited. at one secondary school i visited, kids were cooking breakfast; at another, i saw that all the kids had learn

25、ed how to sew their own bathing suits. more than one teacher remarked, “its important for students to have different activities to do during the day. and there seems to be no stigma about vocational education. is this attitude true of all schools in finland? yes, we definitely believe that for young

26、 people handcrafts, cooking, creative pursuits, and sports, are all important. we believe these help young people benefit more from the skills theyre learning in school. do you think that this takes time away from academics? academics isnt all kids need. kids need so much more. school should be wher

27、e we teach the meaning of life; where kids learn they are needed; where they can learn community skills. we like to think that school is also important for developing a good self-image, a strong sensitivity to other peoples feelings and understanding it matters to take care of others. we definitely

28、want to incorporate all those things in education. i also believe that breaking up the school day with different school subjects is very important. we offer a variety of subjects during the school day. were also testing out what its like to have breaks in the middle of the school day for elementary

29、school students. at a few elementary schools recently weve been offering sports, handcrafts, or school clubs during the middle of the school day, rather than just in the morning or after school as we already do. this is to help kids to think of something else, and do something different and more cre

30、ative during the day. an american librarian i spoke with, who was a visiting scholar in finland, was struck by things like the fact that there was no concept of internet filtering or censorship there. she was struck by how much autonomy was given to children as well as to teachers. at the same time,

31、 she noticed how much support teachers in finland get. she visited one first-grade classroom that was taught by a relatively new teacher, and seven adults were standing in the back of the room watching the teacher: the master teacher, a specialty subject teacher from her teaching university, her adv

32、isor from university, and a couple of other student teachers. right after the class, they got together and talked about how the lesson went. this sort of observation/debriefing seemed to be quite common. finland is also well known for investing heavily in continuous professional development. can you

33、 tell me more about this combination of independence and support? teachers have a lot of autonomy. they are highly educated-they all have masters degrees and becoming a teacher is highly competitive. we believe we have to have highly educated teachers, because then we can trust our teachers and know

34、 they are doing good work. they do have to follow the national curriculum, although we do have local curriculums as well. but we think that weve been able to create good results due to our national, universal curriculum. we dont test our teachers or ask them to prove their knowledge. but its true th

35、at we do invest in a lot of additional teacher training even after they become teachers. we also trust in our pupils. of course we give them exams and tests so that we know how they are progressing but we dont test them at the national level. we believe in our schools because we consider all schools

36、 equal. we dont school shop in finland and we dont have to think about which area to live in to go to a good school. in finland we are starting to have some issues in some suburban schools with more immigrants or higher unemployment, but we support those schools by investing more in them, in the str

37、uggling schools. but you know, money doesnt make for a better education necessarily. we dont believe that spending on a particular school will make any one of them better so much as focusing on the content of what we do and giving children individual support. 在外界看来，芬兰的训练好像很冲突，因为它打破了许多我们认为理所当然的规章。芬兰的

38、孩子到了7岁才开头承受训练。相比于许多的美国孩子，这里的孩子拥有更多的假期、更短的上课时间(小学每年的上课时间少于300个小时)，而且在全部的工业化国家里，他们拥有最轻的作业压力。这里没有特长工程、几乎不存在私立学校，也没有高风险的国家级标准化考试。 然而过去十年里，在国际同学评估工程(pisa，一个在全球65个国家和地区开展的针对15岁同学的测试)中，芬兰持续名列前茅。过去，芬兰学校里的同学并不那么优秀。在过去几十年里，芬兰从无到有建立了自己出色、高效、公平的训练体系，而且引领全部训练改革的观念都是公平。芬兰悖论在于专注于更大的图 最近，我伴随芬兰训练和科学部长克莉丝塔克以伍卢参观了位于波士

39、顿的艾略特学习创新学校(eliot k-8 innovation school)，并且向她询问了我们可以向芬兰学习的地方。 为了著书育儿无国界(parenting without borders)，我来到芬兰的四所学校参观、调研。当时，我反复听到一句话：“我们无法担当铺张一个大脑。很明显，孩子被视为芬兰最宝贵的资源之一。你们大量投资来供应根本的资源，为的是全部的孩子都能有所作为。这些概念是如何从底层加固你们的训练体系的呢? 过去我们的体系特别不公正。我的父母就没有真正的时机去学习、去承受高等训练。上个世纪60年月，我们打算给全部人供应免费的高质量训练。甚至连大学都是免费的。公平意味着我们支持每

40、一个人，我们不准备铺张任何一个人的才能。我们不晓得孩子们以后会变成什么样我们无从知道一个一班级的孩子是否会成为有名的作曲家，或者另一个孩子能否成为出色的科学家。不管性别、背景、抑或福利情况，每一个人都应当拥有公平的时机来最好地发挥才能。这一点很重要，因为我们在培育芬兰整个人力资本的潜能。即使我们没有了石油、矿物质或者其他的自然资源，那么，我们依旧认为人力资本是一种宝贵的资源。 就芬兰这个更挺直地基于公正而非高成就的训练体系，你认为它运行得怎么样? 我们创立了一个基于公平的学校体系，从而确保我们可以发挥每一个人的潜能。如今我们可以看到它运行得多么好。去年，经济合作与进展组织(oecd)在一项名为“国际成人力量测评工程(piaac)的调研中，对24个国家年龄在16-65区间的成人进展了力量程度测试，包括读写力量、计算力量以及富科技环境中解决问题的力量。在全部的测试中，芬兰得分最高，或者接近最高。不过年龄段之间存在着差异。测试说明全部年轻的芬兰人，即那些有时机进入改革之后的义务型根底学校的人，都拥有极高的学问程度;那些年长一些的人，即那些在改革之前承受训练的人，拥有一般的学问程度。因此，我们的训练体系是制造有极高技能和窍门的人通过投资训练来实现。我们实行小班制，全部人都在同样的班级里，不过我们会赐予学习吃力的孩子更多的支持，因为他们需要更多的