初中生考托福110分经验分享

初中生考托福110分, 高分要讲究方式方法，今天小编给大家带来初中生考托福110分,希望能够帮助到大家，下面小编就和大家分享，来欣赏一下吧。

初中生考托福110分 高分要讲究方式方法

这里小编主要从她的托福4个考试科目的备考来为大家讲解，希望大家可以从中扬长避短，找到适合自己的备考方法。

阅读部分

托福考试首先考的是阅读部分，这个考试部分可以说是中国考生最擅长的一个考试科目了，无非就是理解能力的考验。相信从小学习英语的时候，每次的考试都会有阅读理解部分，跟这个部分是很相似的，不同的是一个是纸质考试，而托福是机考，文章篇幅偏长，这需要考生平时大量的积累词汇及练习应该是可以克服的。

在托福阅读考试中，词汇是很重要的，为此托福阅读中专门设置有词汇题。如果考生的词汇量储备不够的话，那么你的阅读理解能力将会大大降低，所以说这是托福阅读考试中至关重要的一个部分。其次 就是阅读的句法理解、段意理解乃至全文的理解是一个很费工夫的事情。在这里初三女生用到的方法就是精读的方法，每做完一篇之后会把文章的长难句翻译出来，整理每段的段意，再去分析每一道题。

听力部分

对于听力部分，可能是考生遇到困难最多的一个考试部分了，这部分的考试对于考生的理解能力的要求是很大的，同时还需要考生有一些通识基础。如何应对这样的问题考生应该如何解决呢?这时她的应对策略是理解听力材料。托福考试作为语言能力测试，要求的并不是考生在某一学科的超人能力，重点在于理解上。另外她的另外一个备考方法就是反复的多听，并且反复的去修改笔记，确定了一篇听力的一个考点都没有落下才会进行下一篇的练习。在备考时，大家可以往往个体SSS做为练习材料(SSS即科学美国人)，它的语速比考试略快，但是它的选择是很接近托福考试的，最重要的是它比较短，很适合练习。即使不是为了考试，平时积累一些知识也会对你的学习有帮助的。

口语部分

从托福口语考试开始，考试就是以语音或者文字的方式时行输出了，托福口语主要是通过语音进行输出。它主要考察的是你说话的条理性，看你能否详细的展开自己的观点或陈述。托福口语考试总共有6道题，第1、2题即Task1、2为独立口语，它们的主要提高方式就是多练习，但是考生备考时要注意一个技巧，那就是要自己多分类积累语料，比如环保、学习、生活，这些话题可以写出“万金油”的答案。第3题和第5题即Task3、5，是campussituation这两题虽然内容比较轻松，但是考生要抱着做听力lecture的心态去认真对待。第4、6题即Task4、6的关键在于把握好时间，这个在复习的时候考生要反复的练习。在托福口语考试中，哪些内容一定要说，哪些内容可以省略，掌握这些才能得到得分要点，这也是大家在备考时需要重点注意和要掌握的。

写作部分

托福写作考试也是一个输出项，这里是需要通过文字的形式来输出。这部分考生需要注意的时间紧，但是字数要求也要达到。其中也分为综合写作和独立写作。综合写作中，考生一定要尽量还原原文，原则上是还原越多越好，即使原文的词句很基础，但是切忌不要照抄原文，这和综合口语里的原文复述是差不多的意思，便是字数也要达到评分标准里的要求。对于独立写作，首先考生要保证的是打字速度，在考试的30分钟里要写出500字左右或以上的文章。另外对于托福写作考试而言，平时练习的时候对于常考题目可以自制模板，这样考试的时候就很方便快捷，同时积累词句也是复习的重点。

托福考试除了复习时要认真对待，你的英语水平也是很重要的。为什么一个初三的考生可以考110左右，而你大学或者更高也不能考出好的成绩。小编认为努力复习和基础是分不开的。最后，小编预祝大家托福考试能取得理想的成绩。

托福阅读真题原题+题目

During the seventeenth and eighteenth centuries, almost nothing was written about the contributions of women during the colonial period and the early history of the newly formed United States. Lacking the right to vote and absent from the seats of power, women were not considered an important force in history. Anne Bradstreet wrote some significant poetry in the seventeenth century, Mercy Otis Warren produced the best contemporary history of the American Revolution, and Abigail Adams penned important letters showing she exercised great political influence over her husband, John, the second President of the United States. But little or no notice was taken of these contributions. During these centuries, women remained invisible in history books.

Throughout the nineteenth century, this lack of visibility continued, despite the efforts of female authors writing about women. These writers, like most of their male counterparts, were amateur historians. Their writings were celebratory in nature, and they were uncritical in their selection and use of sources.

During the nineteenth century, however, certain feminists showed a keen sense of history by keeping records of activities in which women were engaged. National, regional, and local women's organizations compiled accounts of their doings. Personal correspondence, newspaper clippings, and souvenirs were saved and stored. These sources from the core of the two greatest collections of women's history in the United States one at the Elizabeth and Arthur Schlesinger Library at Radcliff Céol lege, and the other the Sophia Smith Collection at Smith College. Such sources have provided valuable materials for later generations of historians.

Despite the gathering of more information about ordinary women during the nineteenth century, most of the writing about women conformed to the great women theory of history, just as much of mainstream American history concentrated on great men. To demonstrate that women were making significant contributions to American life, female authors singled out women leaders and wrote biographies, or else important women produced their autobiographies. Most of these leaders were involved in public life as reformers, activists working for women's right to vote, or authors, and were not representative at all of the great of ordinary woman. The lives of ordinary people continued, generally, to be untold in the American histories being published.

1. What does the passage mainly discuss?

(A) The role of literature in early American histories

(B) The place of American women in written histories

(C) The keen sense of history shown by American women

(D) The great women approach to history used by American historians

2. The word contemporary in line 6 means that the history was

(A) informative

(B) written at that time

(C) thoughtful

(D) faultfinding

3. In the first paragraph, Bradstreet, Warren, and Adams are mentioned to show that

(A) a woman's status was changed by marriage

(B) even the contributions of outstanding women were ignored

(C) only three women were able to get their writing published

(D) poetry produced by women was more readily accepted than other writing by women

4. The word celebratory in line 12 means that the writings referred to were

(A) related to parties

(B) religious

(C) serious

(D) full of praise

5. The word they in line 12 refers to

(A) efforts

(B) authors

(C) counterparts

(D) sources

6. In the second paragraph, what weakness in nineteenth-century histories does the author point

out?

(A) They put too much emphasis on daily activities

(B) They left out discussion of the influence of money on politics.

(C) The sources of the information they were based on were not necessarily accurate.

(D) They were printed on poor-quality paper.

7. On the basis of information in the third paragraph, which of the following would most likely

have been collected by nineteenth-century feminist organizations?

(A) Newspaper accounts of presidential election results

(B) Biographies of John Adams

(C) Letters from a mother to a daughter advising her how to handle a family problem

(D) Books about famous graduates of the country's first college

8. What use was made of the nineteenth-century women's history materials in the Schlesinger

Library and the Sophia Smith Collection?

(A) They were combined and published in a multivolume encyclopedia

(B) They formed the basis of college courses in the nineteenth century.

(C) They provided valuable information for twentieth-century historical researchers.

(D) They were shared among women's colleges throughout the United States.

9. In the last paragraph, the author mentions all of the following as possible roles of nineteenth-century great women EXCEPT

(A) authors

(B) reformers

(C) activists for women's rights

(D) politicians

10. The word representative in line 29 is closest in meaning to

(A) typical

(B) satisfied

(C) supportive

(D) distinctive

托福阅读真题原题+题目

The principal difference between urban growth in Europe and in the North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe they grew over a period of centuries from town economies to their present urban structure. In North America, they started as wilderness communities and developed to mature urbanism in little more than a century.

In the early colonial days in North America, small cities sprang up along the Atlantic Coastline, mostly in what are now New England and Middle Atlantic states in the United States and in the lower Saint Lawrence valley in Canada. This was natural because these areas were nearest to England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increased in importance.

This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local isolation and the economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have its front on a water highway.

When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 10,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning had weaving industries, that cities started drawing young people away from farms.

Such migration was particularly rapid following the Civil War (1861-1865).

1. What does the passage mainly discuss?

(A) Factors that slowed the growth of cities in Europe.

(B) The evolution of cities in North America

(C) Trade between North American and European cities

(D) The effects of the United Sates' independence on urban growth in New England.

2. The word they in line 4 refers to

(A) North American colonies

(B) cities

(C) centuries

(D) town economies

3. The passage compares early European and North American cities on the basis of which of the following?

(A) Their economic success

(B) The type of merchandise they exported

(C) Their ability to distribute goods to interior settlements

(D) The pace of their development

4. The word accordingly in line 11 is closest in meaning to

(A) as usual

(B) in contrast

(C) to some degree

(D) for that reason

5. According to the passage , early colonial cities were established along the Atlantic coastline of

North America due to

(A) an abundance of natural resources

(B) financial support from colonial governments

(C) proximity to parts of Europe

(D) a favorable climate

6. The passage indicates that during colonial times, the Atlantic coastline cities prepared which of

the following for shipment to Europe?

(A) Manufacturing equipment

(B) Capital goods

(C) Consumer goods

(D) Raw materials

7. According to the passage , all of the following aspects of the plantation system influenced the

growth of southern cities EXCEPT the

(A) location of the plantations

(B) access of plantation owners to shipping

(C) relationships between plantation residents and city residents

(D) economic self-sufficiency of the plantations

8. It can be inferred from the passage that, in comparison with northern cities, most southern

cities were

(A) more prosperous

(B) smaller

(C) less economically self-sufficient

(D) tied less closely to England than to France

9. The word recorded in line 26 is closest in meaning to

(A) imagined

(B) discovered

(C) documented

(D) planned

10. The word drawing in line 28 is closest in meaning to

(A) attracting

(B) employing

(C) instructing

(D) representing

11. The passage mentions the period following the Civil War (line 29) because it was a time of

(A) significant obstacles to industrial growth

(B) decreased dependence on foreign trade

(C) increased numbers of people leaving employment on farms

(D) increased migration from northern states to southern states

答案：BBDDC DCBCA C

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