托福閱讀記筆記的六大要點(diǎn)
都知道聽力需要做筆記，但其實(shí)筆記在我們的托福閱讀備考中也是十分重要的。今天我們就一起來(lái)了解一下托福閱讀如何做筆記吧。
托福閱讀記筆記的六大要點(diǎn)
一、主題段和主題句的關(guān)鍵詞
托福閱讀文章中的主題段和主題句是每一個(gè)段落的主題，也是文章的要點(diǎn)，都是參與搭建文章結(jié)構(gòu)的，因此記錄它們中的幾個(gè)關(guān)鍵詞對(duì)于把握全文的結(jié)構(gòu)非常重要。同時(shí)，文章中有很多的重要信息，而且閱讀文章后面的題目大都是根據(jù)主題而出，考生在解答題目的時(shí)候，可以快速根據(jù)主題句找到對(duì)應(yīng)的段落。
二、 時(shí)間和數(shù)字
一般來(lái)說(shuō)，出現(xiàn)時(shí)間概念的文章或段落通常和時(shí)間順序有關(guān)，作者會(huì)用不同的時(shí)間點(diǎn)串出一條時(shí)間線索。而個(gè)別數(shù)字的出現(xiàn)則意味著這個(gè)數(shù)字所闡述概念的重要性是不容忽視的。因此，除非文章中出現(xiàn)了數(shù)據(jù)堆積的現(xiàn)象，否則考生都需要把數(shù)字記錄下來(lái)
三、 人名、地名和專有名詞
人名、地名以及專有名詞出現(xiàn)的時(shí)候，一般都會(huì)出現(xiàn)大寫字母或引號(hào)等標(biāo)記，非常有利于信息索引和定位。當(dāng)提到這幾個(gè)具體的概念時(shí)，文章通常是在用這些概念說(shuō)明某個(gè)理論或者觀點(diǎn)，因此記錄下這些概念對(duì)于理解相關(guān)理論和觀點(diǎn)可以起到一定的輔助作用。
四、舉例主體
有的時(shí)候，為了說(shuō)明某些理論和觀點(diǎn)，文章中會(huì)出現(xiàn)大段的舉例文字。實(shí)際上，托福閱讀考試中考查這些例子具體內(nèi)容的時(shí)候非常少，而更多的是考查作者使用這些例子的原因或它們所證明的觀點(diǎn)。因此，考生在快速記錄的筆記中只需要記錄下例子是什么就可以了，至于例子中所闡述的具體信息，可以適當(dāng)忽略。
五、新概念和核心概念
所謂“新概念”是指當(dāng)考生讀到文章某個(gè)位置時(shí)，之前沒有出現(xiàn)過的概念。這種新概念的出現(xiàn)，說(shuō)明之前出現(xiàn)的概念已經(jīng)不能夠說(shuō)明問題。所以，新概念的出現(xiàn)必然也意味著一個(gè)重要信息的出現(xiàn)。而“核心概念”是指在連續(xù)的幾個(gè)段落中集中闡述的主題概念，對(duì)于這種概念來(lái)說(shuō)，無(wú)論是作為觀點(diǎn)還是舉例大家都應(yīng)該注意，因?yàn)樗@然是作為重點(diǎn)在文章中被強(qiáng)調(diào)的。
六、重要的邏輯關(guān)系
很多考生在托福閱讀文章的時(shí)候只注意到了文章所闡述的重要內(nèi)容，但是忽略了信息之間的邏輯關(guān)系，因而對(duì)信息關(guān)聯(lián)理解不準(zhǔn)確，這也是一種嚴(yán)重的錯(cuò)誤。因此，在閱讀過程中記錄下信息之間所產(chǎn)生的邏輯關(guān)系可以避免考生丟失信息之間的關(guān)聯(lián)信息。記錄邏輯關(guān)系也可以幫助考生更加清晰地理清段落之間的關(guān)系。
托福雙語(yǔ)閱讀：鞋子透露性格
Researchers at the University of Kansas say that people can accurately judge 90 percent of a stranger's personality simply by looking at the person's shoes.
堪薩斯大學(xué)的研究人員稱，只需看看一個(gè)人穿的鞋，就能準(zhǔn)確地判斷陌生人的90%的性格。
"Shoes convey a thin but useful slice of information about their wearers," the authors wrote in the new study published in the Journal of Research in Personality. "Shoes serve a practical purpose, and also serve as nonverbal cues with symbolic messages. People tend to pay attention to the shoes they and others wear."
這項(xiàng)新研究發(fā)表在《個(gè)性研究雜志》上，作者寫道：“鞋子可傳達(dá)其主人的細(xì)微但有用的信息。鞋子有其實(shí)際用途，但也作為非言語(yǔ)信號(hào)傳遞著象征性信息。人們一般都會(huì)注意自己和他人穿的鞋。”
Medical Daily notes that the number of detailed personality traits detected in the study include a person's general age, their gender, income, political affiliation, and other personality traits, including someone's emotional stability.
《醫(yī)學(xué)日?qǐng)?bào)》指出，研究發(fā)現(xiàn)鞋子可透露的個(gè)性特征細(xì)節(jié)包括一個(gè)人的大概年齡、這個(gè)人的性別、收入、政治立場(chǎng)，還有包括情緒穩(wěn)定性在內(nèi)的其他個(gè)性特征。
Lead researcher Omri Gillath said the judgments were based on the style, cost, color and condition of someone's shoes. In the study, 63 University of Kansas students looked at pictures showing 208 different pairs of shoes worn by the study's participants. Volunteers in the study were photographed in their most commonly worn shoes, and then filled out a personality questionnaire.
首席研究員歐姆瑞·吉拉斯說(shuō)，這些判斷是基于所穿的鞋的樣式、價(jià)格、顏色和新舊程度做出的。在研究過程中，63名堪薩斯大學(xué)的學(xué)生觀看了研究參與者穿的208雙不同的鞋的圖片。參加該研究的志愿者都是穿著自己平日里最常穿的鞋拍的照，然后他們填寫了一份性格調(diào)查問卷。
So, what do your shoes say about your personality?
那么，你的鞋反映了你的什么性格特點(diǎn)呢?
Some of the results were expected: People with higher incomes most commonly wore expensive shoes, and flashier footwear was typically worn by extroverts.
部分研究結(jié)果是在意料之中的：收入高的人大多穿價(jià)格昂貴的鞋子，而顏色鮮亮的鞋子通常是性格外向的人穿的。
However, some of the more specific results are intriguing. For example, "practical and functional" shoes were generally worn by more "agreeable" people, while ankle boots were more closely aligned with "aggressive" personalities.
不過，一些更具體的研究結(jié)果則十分有趣。例如，“實(shí)用、功能性的”鞋子通常是性格“隨和”的人穿的，而短靴的主人則大多是性格“強(qiáng)勢(shì)”的人。
The strangest of all may be that those who wore "uncomfortable looking" shoes tend to have "calm" personalities.
最奇怪的也許是那些愛穿“看起來(lái)不舒服的”鞋子的人竟然性格一般比較“沉著冷靜”。
And if you have several pairs of new shoes or take exceptional care of them, you may suffer from "attachment anxiety," spending an inordinate amount of time worrying about what other people think of your appearance.
此外，如果你有好幾雙新鞋子或者格外愛惜保養(yǎng)這些新鞋，那么你可能患上了“依戀焦慮癥”，因?yàn)槟慊诉^多的時(shí)間來(lái)?yè)?dān)心其他人對(duì)你外表的看法。
There was even a political calculation in the mix with more liberal types wearing "shabbier and less expensive" shoes.
研究甚至還發(fā)現(xiàn)了鞋子和政治立場(chǎng)之間的關(guān)系，那些穿“比較破舊和廉價(jià)”的鞋子的人更可能是自由黨派。
The researchers noted that some people will choose shoe styles to mask their actual personality traits, but researchers noted that volunteers were also likely to be unaware that their footwear choices were revealing deep insights into their personalities.
研究人員指出，有些人會(huì)通過選擇鞋子的樣式來(lái)掩飾他們真實(shí)的性格特征，不過研究人員也指出，志愿者們一般都不會(huì)意識(shí)到自己對(duì)鞋的選擇會(huì)讓人窺見性格深處。
托福閱讀訓(xùn)練：購(gòu)物時(shí)的“姓氏效應(yīng)”
According to a new study, people whose surnames start with letters late in the alphabet may be the fastest to buy. What could possibly explain this weird phenomenon, which the study authors dubbed "the last-name effect"? The research didn't provide a definitive reason, but the authors offer an intriguing theory.
一項(xiàng)新的研究顯示，姓氏首字母在字母表中位置越靠后的人在購(gòu)物時(shí)做決定越快。研究人員將這種現(xiàn)象叫做“姓氏效應(yīng)”。至于為什么會(huì)有這樣奇怪的現(xiàn)象，該研究沒有提供明確的解釋，不過研究人員給出了一個(gè)比較有趣的理論。
Since America's obsession with alphabetical order often forces the Z's to the back of the line in childhood, they suffer. They were always the last to get lunch in the cafeteria —sorry, Young, the other kids bought all the chocolate milk again —and had to beg for the teacher's attention from the back of the classroom. So later in life, when the Z's —and even onetime Z's who became A's through marriage —see an item they really like for sale or are offered a deal, they jump on it, afraid that supplies won't last.
因?yàn)槊绹?guó)人一直熱衷于按照字母順序排隊(duì)，所以姓氏字母靠后的人從小就開始遭受排在隊(duì)尾的境遇。中午吃飯的時(shí)候，他們總是排在最后，輪到他們的時(shí)候，巧克力奶都賣光了;坐在教室后排的他們還得想辦法吸引老師的注意。所以，長(zhǎng)大以后，當(dāng)這些總是排在隊(duì)尾的人看到他們喜歡的東西或者合適的交易，他們會(huì)立馬出手，生怕晚了就沒了。
托福閱讀背景積累：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 _onfederate States of America, often called the Confederacy. Jefferson _avis became its President, and for most of the war _ichmond, 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 Chicamauga, 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 620000 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.
Reconstruction
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 Audemus jura nostra defendere, 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 _epublicans, the party of Lincoln and Reconstruction, that southerners voted _emocratic 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.
托福閱讀記筆記的六大要點(diǎn)相關(guān)文章：