提高託福閱讀速度的經驗方法
想要做到託福閱讀提高，首先要做的就是快速閱讀託福文章，這樣就有更多的時間進行做題和思考。提高託福閱讀速度可以採用快速泛讀、計時閱讀、尋讀、略讀等方法。如何將這些方法利用，下面爲大家分享託福閱讀經驗。
提高託福閱讀速度的經驗方法
快速泛讀是指廣泛閱讀大量涉及不同領域的文章，要求讀得快，理解和掌握文中的主要內容就可以。要確定一個明確的閱讀定額，定額要結合自己的實際，可多可少，例如每天讀20頁。
而計時閱讀每次進行5～10分鐘即可，不宜太長。因爲計時快速閱讀，精力高度集中，時間一長，容易疲勞，精力分散反而乏味。
尋讀又稱查讀，同略讀一樣，尋讀也是一種快速閱讀技巧。它是一種從大量的資料中迅速查找某一項具體事實或某一項特定信息，如人物、事件、時間、地點、數字等，而對其它無關部分略去不讀的快速閱讀方法。
它與略讀不同，略讀時，讀者事先對材料一無所知，而尋讀則是在讀者對材料有所瞭解的情況下進行的。具體地說，尋讀帶有明確的目的性，有針對性地選擇問題的答案。
略讀又稱跳讀(reading and skipping)或瀏覽(glancing)，是一種專門的，非常實用的快速閱讀技能。
在進行託福閱讀略讀時，要利用印刷細節，如文章的標題、副標題、小標題、斜體詞、黑體詞、腳註、標點符號等，對文章進行預測略讀。預測略讀要了解作者的思路、文章方式(模式)，以便把握大意，有關的細節及其相互關係。
以一般閱讀速度(200～250wpm)閱讀文章開頭的一、二段，力求抓住文章大意，背景情況，作者的文章風格，口吻或語氣等。閱讀段落的主題句和結論句。抓住主題句就掌握了段落大意，然後略去細節不讀，以求得略讀速度。注意轉折詞和序列詞。轉折詞如however，moreover，inaddition等;序列詞如firstly，secondly等。
託福閱讀猜詞的七大技巧
一、利用定義式線索進行猜測
定義是作者爲了更好地表達思想，在文章中對一些重要的概念、難懂的術語或 詞彙等所作的解釋。這些解釋提供的信息具有明確的針對性，利用它們猜測詞義比較容易。例如:Kinetic energy is the energy of moving particles. Kinetic enegry 可能是生詞，由定義可知，表語是說明主語性質內容的。所以kinetic energy就是“運動粒子的能量”。再如Typhoons are cyclones，storms with strong winds rotating around a low-pressure center.如果cyclones是生詞，推斷該詞義的線索就是其後面的解釋“繞低氣壓中心形成的暴風雨”由此我們可知cyclones的意思是“繞低氣壓中心形成的暴風雨”。在這種解釋中定義句的謂語動詞多爲：be, mean, deal with, be considered, to be, refer to, be called, be known as, define, represent, signify, constitute等。
二、根據進一步闡述猜測詞義
雖然進一步闡述不如定義那樣嚴謹、詳細，但是提供的信息足以使我們猜出生詞的詞義。複述部分可以是適當的詞，短語或者句子。例如Experts in kinesics, in their study of body motion as related to speech ,hope to discover new methods of communications. 逗號中短語的意思是“對肢體語言進行研究的學科”。短語與前面生詞kinesics是同位關係，因此我們不難猜出kinesics指“肢體語言學”。在這種複述當中,構成同位關係的兩部分之間多用逗號連接，有時也使用破折號，冒號，分號，引號，和括號等。另外同位語前還常有or, similarly, that is to say, in other words, namely, or other, 等副詞或短語出現。另外一種會以定語從句的形式出現如從句Obesity, which is a medical disorder that affects approximately 20-30% of the population of the United States of America. It is an excessive accumulation of body fat that results from the storage of excess food energy calories in the body's fat cells. 根據生詞obesity後面的非限制性定語從句which is a medical disorder that affects approximately 20-30% of the population of the United States of America. It is an excessive accumulation of body fat that results from the storage of excess food energy calories in the body's fat cells. 我們可以推斷出 obesity的含義，即“過度肥胖”。
三、根據舉例猜測詞義
恰當的舉例能夠提供猜測生詞的重要線索，例如The consequences of epochal events such as wars and great scientific discoveries are not confined to a small geographical area as they were in the past. 句中“戰爭”和“重大科學發現”是生詞的實例，通過它們我們可以猜出epochal的 大致詞義“重要的”。
四、根據上下文的語境關聯猜測詞義
例如Computers have been used for most kinds of crime, including fraud theft, larceny, embezzlement, burglary, sabotage, murder and forgery, since the first cases were reported in 1985. 這句話中有許多生詞出現，但通過上文的crime和murder一詞，我們可以知道這些下劃線詞都是與犯罪有關的詞。在考試中，就不必費心去考慮它們的具體意思，知道大概類別即可。再如Goran Ivanisevic fears only one service in tennis -- Michael Stichs. His toss is always the same: the straight one or the topspin. Sampras has a good serve and Becker too, but Stichs is the toughest to read.在此例中，大多數詞用於網球運動中的一些專門詞彙，我們可以不必理會，而主要關注認識的那些詞。這樣能夠大概理解此句講的是網球選手Goran害怕某種service, 通過上下文大致可得知這是指網球運動中的一個動作(比如發球、扣球等)。其實，service就是“發球”的意思。從形容詞straight可知Stichs發球的特點，而且他是最難預測的一個。這樣一來就可以很好地把握文章內容了。
五、根據對比關係猜測詞義
在一個句子或段落中，有對兩個事物或現象進行對比性的描述，我們可以根據生詞或難詞的反義詞猜測其詞義。 例如：Unlike her gregarious sister, Jane is a shy, unsociable person who does not like to go to parties or to make new friends. Gregarious, 對許多人來說可能是個生詞，但是句中單詞unlike可以提示我們Gregarious和後面的詞unsociable person是對比關係。分析出這種關係後，我們便能猜出意爲Gregarious是“愛交際的”。
六、根據常識性線索猜測題義
這是指根據篇章(句子或段落)以外的其他知識來猜測詞義。有時僅靠分析篇章內在邏輯關係無法猜出詞義。這時，就需要運用生活經驗和普通常識確定詞義。例如：The cat came quickly through the grass towards the birds ,when it was just a few from the feet from the victim, it gather its legs under itself and pounced.如果pounce 是生詞。推測該詞我們可以憑藉我們的常識，我們知道當貓看到鳥時，通常它會先把爪子收起來，然後再突然向小鳥發起進攻。由此可以推斷pounce一詞的意思是“突然攻擊”。
再如It's really cold out tonight. My hands are practically numb. 根據生活經驗，天氣寒冷時，手肯定是numb “凍僵的，凍得麻木的”。
七、利用構詞法猜測詞義
此法包括利用前、後綴及合成詞猜測詞義。
7.1前、後綴猜測詞義
英語中的前綴、後綴構詞頗多，且特定的"綴"往往表示特定的含義，把握住這一點，可起到"以不變應萬變"的效果。例如He had been overworking and fell ill at last. overwork是由前綴over-加動詞構成，over有"超過，過於"之意，overwork意思是"工作過多，勞累過度"。再如，overburden負擔過重，overcharge要價過高，overdo做得過分。英語中常用的前綴還有：mis-錯，誤：misfortune不幸;mislead誤導;mismanage處理不當mid-中央：midnight半夜;midway半路under-低於：underdone半生不熟的;underestimate 低估;anti-反對：antibody抗體;anticyclone反氣旋;antifreeze防凍劑。還有一些後綴派生詞：例如1)You must stop dreaming and face reality.(-ty爲名詞的標誌); 2)The country is trying to popularize education. (-ize爲及物動詞的標誌，再如realize, modernize)。
7.2利用合成詞猜測詞義
Family members take turns choosing a special activity for the evening, and everyone partakes in for fun. 根據短語構成及上下文意思看，此處partakes in相當於takes part in。再如break out-outbreak(名詞"爆發")，set out-outset(名詞"起始")，come in-income(名詞“收入”)。
託福閱讀材料練習：肺部有味覺
Take a deep breath. Taste anything? Actually, your lungs may. Because scientists have discovered that the same receptors that exist on the tongue to taste bitter substances are also found on the smooth muscle of the lungs.
Researchers were studying the receptors on smooth lung muscles that regulate contraction and relaxation of theairways. That’s when they made the discovery—which was so unexpected that the researchers themselves were skeptical.
Finally, they became convinced that the receptors were really there, though not clustered in taste buds as they are on the tongue. The scientists then exposed human and mouse airways to various bitter compounds to gauge the effects.
Many toxic compounds are bitter, so the researchers expected the lung muscle to tense up and contract—to compel the breather to move away from whatever was bitter and perhaps toxic. But, in a second surprise, bitter compounds relaxed and opened airways better than any existing asthma drug. The study is in the journal Nature Medicine. [Deepak Deshpande et al., "Bitter taste receptors on airway smooth muscle bronchodilate by localized calcium signaling and reverse obstruction"]
Researchers will continue to search for the role of the receptors. Meanwhile, the work represents a surprising new lead in the search for drugs to treat asthma, emphysema or chronic bronchitis.
—Cynthia Graber
託福閱讀練習：考試助於學習
Tests aren't just a way for teachers to torture their students, according to a new study that finds the brain encodes better mental hints during test-taking than during studying alone.
考試不僅僅是老師用來折磨學生的手段，因爲最新研究表明，考試時大腦消化吸收學習材料的效果要比只是學習看書時產生的效果好一些。
Although many people view tests as a way to mark and grade students' progress, research has found that the act of retrieving information from memory actually makes remembering it easier. In other words, tests improve learning.
人們把考試視作給學生進步打分的工具，然而研究發現，從記憶中檢索信息這一行爲可使人們記東西更加容易。換句話說，考試能讓你學識淵博。
The study author Mary Pyc, a postdoctoral fellow at Washington University in St. Louis and her co-author Katherine Rawson investigated pieces of information called "mediators." Mediators are concepts, ideas or phrases that connect one piece of information to another. To be a good mediator, the idea has to be both easy to remember and easy to link to the information you're trying to retrieve.
該研究論文的撰稿人、華盛頓大學博士後瑪麗-佩克和她的同事凱瑟琳-羅森着手於研究名爲“介質”的信息碎片。“介質”實際上就是一些概念、觀點或者短語，它們是連接各條信息的橋樑。要成爲優質“介質”，相關觀點必須易記且和你要檢索的信息相關。
To investigate the effect of testing on mediators, Pyc and Rawson had 118 English-speaking participants learn 48 Swahili words. Some of the learners took tests on the information and then got to restudy the material before being tested again. Others only studied and restudied without tests.
爲了調查考試對“介質”產生的效果，佩克和羅森讓118名講英語人士學習48個斯瓦希里語的單詞。在之後的實驗中，一部分學習者對所學內容進行測試，然後在再次測試前重新學習。而另一些人則只是學習、再學習，沒有測試。
A week after learning the words, each group took a final test. Some tests required them to give the English translation from the Swahlii word alone. Another group got a test that gave them the Swahili word plus the mediator they'd used when learning the words. A third group not only had to translate the word, but they also had to remember and write down their mediator word.
一週後，每組都會進行一次期終考試。一組被要求寫出斯瓦希里語某些單詞的意思，而另一組則在釋義時研究者給他們看了自己學習時曾使用的“介質”。第三組不僅需要給單詞釋義，還要記住並寫下自己當時使用的“介質”。
Overall, the group that took practice tests did three times better than the study-only group. In addition, more test practice made for better mediators. Those who had to recall both their mediator and the translation got scores averaging 51 percent if they'd been in the pretesting group and just 34 percent if they'd only studied. Those who didn't have to remember their mediator, just link it to the translation, also did much better if they'd completed practice tests.
總體來講，經常做測試的那一組的考試結果要比不做測試的那一組好出三倍。此外，測試較多使得學習者使用的“介質”也較好。需要回憶“介質”以及釋義的小組成員中，先前在測試較多小組中學習的成員平均分爲51分，而那些曾在不測試小組中學習過的成員平均僅爲34分。而在考試中不被要求回憶“介質”只需釋義的人羣，倘若之前做過較多測試，考試成績也要好得多。
