详解托福各科备考方法及经验
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2战托福考试115分 ,详解各科备考方法及经验。今天小编给大家带来详解托福各科备考方法及经验,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。
2战托福考试115分 详解各科备考方法及经验
托福听力备考
一般对于托福听力的备考，主要是通过精听来练习。如果考生实在是找不到好的听力材料的话，那么官方真题Official就是一个不错的备考资料，小站论坛上就有免费的下载资源，大家可以去下载。另外如果要想要获得提高的话，大家还可以根据不同的倍速来练习，这样的效果会比较好。如果反复听你都是听不懂的话，八成是因为你的托福词汇不认识，那么你除了去背单词之外，在练习时碰到的不认识的单词你都要记录下来，然后去背。大家在备考的时候一定要进行精听的练习，因为这个很重要，有时候在听的时候一不走神出题点就过去了，这就是大家为什么细节题总是错的原因了。
托福阅读备考
在托福阅读备考当中，个人认为词汇是很重要的，除了阅读的基础需要之外，还有一点很重要的就是在托福阅读考试中有专门针对词汇进行考察的题型，所以这对于词汇方面的备考尤其显得重要。所以这里我用的无老师的词汇书，大家也可以看看，不仅仅对阅读有帮助，其它科目也很有帮助的。
另外，对于托福阅读，建议大家不要使用纸质资料来练习，因为考试是机考的，你平时练习的时候如果用纸质的话，那么你就会导致考试的时候不习惯，这样会严重影响自己的阅读速度的。在阅读考试中，如果阅读速度跟不上的话，那么你就会有做不完题的情况发生，这样损失可就大了。大家在阅读的时候还可以做一做笔记，这样对做托福阅读的最后一题总结题是很有帮助的。现实中和考试结构的题型相似的就是官方真题Official了，大家可以用来练习的哦，一篇不行，那么就多刷几遍。
托福口语备考
托福口语可能是最让大陆考生又爱又恨的一个考试科目了。可以说托福口语考试考生找不到一个标准。很多考生得分不高都是失足于托福口语考试上。备考托福口语，考生需要多练习托福考试常考话题，并且要录音，并且在练习的时候，要把每道题的写作思路都要写下来，这样你就会发现你在备考时是如何去分析题目，并给出答案的 .对于托福独立口语题目，大家还是要以积累为主;综合口语大家关键是要将听力部分的内容听明白，这样才能有把握答题。个人觉得近来托福考试中口语的难度在不断的增大，尤其是在独立口语方面，所以大家要看一些新题。新出来的官方真题Official40-48就跟现在的考试难度相差不多，所以大家一定要多多的去练习哦。
托福写作备考
对于托福写作和口语考试差不多，是最让考生心里没有底的。在面对托福独立写作的各种奇怪的题目，考生经常会因为找不到论点和论据而犯愁，有的考生甚至是考完了拿到一个不错的托福成绩时，这个问题也没有完美的解决。这里小编可以给大家一个托福写作的诀窍，其实也就是个人的经验啦，就是你在写作的时候，对于自己的观点一定要自圆其说。不管你说的是对与否，你都要相信你说的是对的，然后配合上一些实例来验证你的论点京味可以了。如果你解决了文章的结构和内容，那么接下来就是要解决文章的长度了，一般写作的要求是300字左右，但是个人建议最好能够达到500+这样得高分的机率将会大大的提升。
最后还有三点想强调：
1. 我一本单词书都没背。相比背单词，我更喜欢在学习中积累。把听力、阅读中不认识的单词都积累下来然后背过，这样记忆会更深刻持久。
2. 官方真题Official乃托福备考之魂!尤其是对于听力和阅读。非常接近真实的考试，而且可以提供足够的背景知识。
3. ipad的确是个好东西!
希望上面的备考经验及总结方法对大家托福备考有帮助。在考试中，考生有一个好的心态也是可能让自己在考场上超常发挥的。最后，小站教育编辑说大家托福考试能取得理想的成绩。
托福阅读真题原题+题目
The spectacular aurora light displays that appear in Earth's atmosphere around the north and south magnetic poles were once mysterious phenomena. Now, scientists have data from satellites and ground-based observations from which we know that the aurora brilliance is an immense electrical discharge similar to that occurring in a neon sign.
To understand the cause of auroras, first picture the Earth enclosed by its magnetosphere, a huge region created by the Earth's magnetic field. Outside the magnetosphere, blasting toward the earth is the solar wind, a swiftly moving plasma of ionized gases with its own magnetic filed. Charged particles in this solar wind speed earthward along the solar wind's magnetic lines of force with a spiraling motion. The Earth's magnetosphere is a barrier to the solar winds, and forces the charged particles of the solar wind to flow around the magnetosphere itself. But in the polar regions, the magnetic lines of force of the Earth and of the solar wind bunch together. Here many of the solar wind's charged particles break through the magnetosphere and enter Earth's magnetic field. They then spiral back and forth between the Earth's magnetic poles very rapidly. In the polar regions, electrons from the solar wind ionize and excite the atoms and molecules of the upper atmosphere, causing them to emit aurora radiations of visible light.
The colors of an aurora depend on the atoms emitting them. The dominant greenish white light comes from low energy excitation of oxygen atoms. During huge magnetic storms oxygen atoms also undergo high energy excitation and emit crimson light. Excited nitrogen atoms contribute bands of color varying from blue to violet. Viewed from outer space, auroras can be seen as dimly glowing belts wrapped around each of the Earth's magnetic poles. Each aurora hangs like a curtain of light stretching over the polar regions and into the higher latitudes. When the solar flares that result in magnetic storms and aurora activity are very intense, aurora displays may extend as far as the southern regions of the United States.
Studies of auroras have given physicists new information about the behavior of plasmas, which has helped to explain the nature of outer space and is being applied in attempts to harness energy from the fusion of atoms.
1. What does the passage mainly discuss?
(A) The methods used to observe auroras from outer space
(B) The formation and appearance of auroras around the Earth's poles
(C) The factors that cause the variety of colors in auroras
(D) The periodic variation in the display of auroras
2. The word phenomena in line 2 is closest in meaning to
(A) ideas
(B) stars
(C) events
(D) colors
3. The word picture in line 5 is closest in meaning to
(A) frame
(B) imagine
(C) describe
(D) explain
4. The passage describes the magnetosphere as a barrier (line 10) because
(A) its position makes it difficult to be observed from Earth
(B) it prevents particles from the solar wind from easily entering Earth's atmosphere
(C) it increases the speed of particles from the solar wind
(D) it is strongest in the polar regions
5. The word them in line 16 refers to
(A) polar regions
(B) electrons
(C) atoms and molecules
(D) aurora radiations
6. According to the passage , which color appears most frequently in an aurora display?
(A) greenish-white
(B) crimson
(C) blue
(D) violet
7. The word emit in line 20 is closest in meaning to
(A) change from
(B) connect with
(C) add to
(D) give off
8. The word glowing in line 22 is closest in meaning to
(A) shining
(B) moving
(C) charging
(D) hanging
9. Auroras may be seen in the southern regions of the United Sates when
(A) magnetic storms do not affect Earth
(B) solar flares are very intense
(C) the speed of the solar wind is reduced
(D) the excitation of atoms is low
10. The passage supports which of the following statements about scientists'n derstanding of
auroras?
(A) Before advances in technology, including satellites, scientists knew little about auroras.
(B) New knowledge about the fusion of atoms allowed scientists to learn more about auroras.
(C) Scientists cannot explain the cause of the different colors in auroras.
(D) Until scientists learn more about plasma physics, little knowledge about auroras will be available.
11. Which of the following terms is defined in the passage ?
(A) magnetosphere (line 6)
(B) electrons (line 15)
(C) ionize (line 15)
(D) fusion (line 29)
BCBBC ADABA A
托福阅读真题原题+题目
The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called the vitamin period. Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of vitamin deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950's to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.
1. What does the passage mainly discuss?
(A) The effects of vitamins on the human body
(B) The history of food preferences from the nineteenth century to the present
(C) The stages of development of clinical nutrition as a field of study
(D) Nutritional practices of the nineteenth century
2. It can be inferred from the passage that which of the following discoveries was made during the first era in the history of nutrition?
(A) Protein was recognized as an essential component of diet.
(B) Vitamins were synthesized from foods.
(C) Effective techniques of weight loss were determined.
(D) Certain foods were found to be harmful to good health.
3. The word tempting in line 12 is closest in meaning to
(A) necessary
(B) attractive
(C) realistic
(D) correct
4. It can be inferred from the passage that medical schools began to teach concepts of nutrition
in order to
(A) convince medical doctors to participate in research studies on nutrition
(B) encourage medical doctors to apply concepts of nutrition in the treatment of disease
(C) convince doctors to conduct experimental vitamin therapies on their patients
(D) support the creation of artificial vitamins
5. The word Reckless in line 18 is closest in meaning to
(A) recorded
(B) irresponsible
(C) informative
(D) urgent
6. The word 'them in line 19 refers to
(A) therapies
(B) claims
(C) effects
(D) vitamins
7. Why did vitamin therapy begin losing favor in the 1950's
(A) The public lost interest in vitamins.
(B) Medical schools stopped teaching nutritional concepts.
(C) Nutritional research was of poor quality
(D) Claims for the effectiveness of vitamin therapy were seen to be exaggerated.
8. The phrase concomitant with in line 21 is closest in meaning to
(A) in conjunction with
(B) prior to
(C) in dispute with
(D) in regard to
9. The word skyrocketing in line 23 is closest in meaning to
(A) internationally popular
(B) increasing rapidly
(C) acceptable
(D) surprising
10. The word extolling in line 24 is closest in meaning to
(A) analyzing
(B) questioning
(C) praising
(D) promising
11. The paragraph following the passage most probably discusses
(A) the fourth era of nutrition history
(B) problems associated with undernutrition
(C) how drug companies became successful
(D) why nutrition education lost its appeal
PASSAGE 25 CABBB DDABC A
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