以下是小编为大家准备的托福阅读题型的解答技巧，本文共5篇，仅供参考，大家一起来看看吧。
篇1：托福阅读题型的解答技巧
托福阅读题型的解答技巧
TYPE1: FACTUAL INFORMATION QUESTIONS
题型特征 四个选项中一般只有一个被原文提及，被提及的那个就是正确答案。
解题方法 题干中的关键词回原文定位，读该句即可，一般是题干中的名词或形容词。
提问方式 OG P.20 ACCORDING……
TYPE2: NEGATIVE FACTAL INFORMATION QUESTIONS
题型特征 四个选项中一般有三个被原文提及，只有一个未被原文提及。
解题方法 未被原文提及的是正确答案
提问方式 OG P.22 NOT/EXCEPT
TYPE3: INFERENCE QUESTIONS
题型特征 四个选项中在原文中均没有被明显提及
解题方法 key words 找本句 再读前一句 与 后一句
原文涉及到哪个方面，就向哪个方面推论，其他方面全错。
提问方式 OG P.23 INFERENCE……
TYPE4: RHETORICAL PURPOSE QUESTIONS
题型特征 Provide examples to explain/illustrate “A”
解题方法 (1)Sentence A,? p.15 sentence B. B是进一步说明A,并且 A的范围比B的宽。
提问方式 OG P.24 …mention/example/in order to…
(1).For example, SVO
(2).S. for example vo.
第二种模式，托福考试中经常用。
解题方法 (2) Sentence A Topic1→Topic2 … A承上启下的作用
提问方式 OG P.24
TYPE5: VOCABULARY QUESTIONS
题型特征 P.16, 17
解题方法 (1)句内处理，填空式做法
提问方式 OG P.25
解题方法 (2)句间处理，寻找逻辑关系
提问方式 OG P.25
TYPE6: REFERENCE QUESTIONS
解题方法 (1)带入翻译
(2)接力现象，连续指代
(3)一些特殊结构
(4)排除法
TYPE7: SENTENCE SIMPLIFICATION QUESTIONS
题型特征 主从句关系一致性，范围一致性
解题方法 逻辑关系一致性
提问方式 OG P.28
TYPE8: INSER TEXT QUESTIONS
解题方法 (1)代词 因为代词，前面应该有相应的名词，代词指名词
位于段落开头的位置，几乎必然错
此代词要指代前一句中的名词性成份，若不能指代错
所以做此题时，先找前一句的名词性成份
(2)指示代词 this+n.+vo
先找出n. 再找出n.在原文中出现的位置
(3)找出关联词，按逻辑关系对应
(4)句子主干
TYPE9: PROSE SUMMARY
解题方法 细节性内容不选
原文没有的内容不选
原文相反的内容不选
TYPE10: FILL IN A TABLE
解题方法 只读选项中的核心词即名词或名词结构
托福阅读真题原题+题目
One area of paleoanthropological study involves the eating and dietary habits of hominids, erect bipedal primates — including early humans. It is clear that at some stage of history, humans began to carry their food to central places, called home bases, where it was shared and consumed with the young and other adults. The use of home bases is a fundamental component of human social behavior; the common meal served at a common hearth is a powerful symbol, a mark of social unity. Home base behavior does not occur among nonhuman primates and is rare among mammals. It is unclear when humans began to use home bases, what kind of communications and social relations were involved, and what the ecological and food-choice contexts of the shift were. Work on early tools, surveys of paleoanthropological sites, development and testing of broad ecological theories, and advances in comparative primatology are contributing to knowledge about this central chapter in human prehistory.
One innovative approach to these issues involves studying damage and wear on stone tools. Researchers make tools that replicate excavated specimens as closely as possible and then try to use them as the originals might have been used, in woodcutting, hunting, or cultivation. Depending on how the tool is used, characteristic chippage patterns and microscopically distinguishable polishes develop near the edges. The first application of this method of analysis to stone tools that are 1.5 million to 2 million years old indicates that, from the start, an important function of early stone tools was to extract highly nutritious food — meat and marrow — from large animal carcasses. Fossil bones with cut marks caused by stone tools have been discovered lying in the same 2-million-year-old layers that yielded the oldest such tools and the oldest hominid specimens (including humans) with larger than ape-sized brains. This discovery increases scientists' certainty about when human ancestors began to eat more meat than present-day nonhuman primates. But several questions remain unanswered: how frequently meat eating occurred; what the social implications of meat eating were; and whether the increased use of meat coincides with the beginnings of the use of home bases.
1. The passage mainly discusses which of the following aspects of hominid behavior?
(A) Changes in eating and dietary practices
(B) The creation of stone hunting tools
(C) Social interactions at home bases
(D) Methods of extracting nutritious food from carcasses
2. According to the passage , bringing a meal to a location to be shared by many individuals is
(A) an activity typical of nonhuman primates
(B) a common practice among animals that eat meat
(C) an indication of social unity
(D) a behavior that encourages better dietary habits
3. The word consumed in line 4 is closest in meaning to
(A) prepared
(B) stored
(C) distributed
(D) eaten
4. According to paragraph 2, researchers make copies of old stone tools in order to
(A) protect the old tools from being worn out
(B) display examples of the old tools in museums
(C) test theories about how old tools were used
(D) learn how to improve the design of modern tools
5. In paragraph 2, the author mentions all of the following as examples of ways in which early
stone tools were used EXCEPT to
(A) build home bases
(B) obtain food
(C) make weapons
(D) shape wood
6. The word innovative in line 13 is closest in meaning to
(A) good
(B) new
(C) simple
(D) costly
7. The word them in line 15 refers to
(A) issues
(B) researchers
(C) tools
(D) specimens
8. The author mentions characteristic chippage patterns in line 16 as an example of
(A) decorations cut into wooden objects
(B) differences among tools made of various substances
(C) impressions left on prehistoric animal bones
(D) indications of wear on stone tools
9. The word extract in line 19 is closest in meaning to
(A) identify
(B) remove
(C) destroy
(D) compare
10. The word whether in line 26 is closest in meaning to
(A) if
(B) how
(C) why
(D) when
托福阅读真题原题+题目
Prehistoric mammoths have been preserved in the famous tar pits of Rancho La Brea (Brea is the Spanish word for tar) in what is now the heart of Los Angeles, California. These tar pits have been known for centuries and were formerly mined for their natural asphalt, a black or brown petroleum-like substance. Thousands of tons were extracted before 1875, when it was first noticed that the tar contained fossil remains. Major excavations were undertaken that established the significance of this remarkable site. The tar pits were found to contain the remains of scores of species of animals from the last 30,000 years of the Ice Age.
Since then, over 100 tons of fossils, 1.5 million from vertebrates, 2.5 million from invertebrates, have been recovered, often in densely concentrated and tangled masses. The creatures found range from insects and birds to giant ground sloth's, but a total of 17 proboscides (animals with a proboscis or long nose) — including mastodons and Columbian mammoths — have been recovered, most of them from Pit 9, the deepest bone-bearing deposit, which was excavated in 1914. Most of the fossils date to between 40,000 and 10,000 years ago.
The asphalt at La Brea seeps to the surface, especially in the summer, and forms shallow puddles that would often have been concealed by leaves and dust. Unwary animals would become trapped on these thin sheets of liquid asphalt, which are extremely sticky in warm weather. Stuck, the unfortunate beasts would die of exhaustion and hunger or fall prey to predators that often also became stuck.
As the animals decayed, more scavengers would be attracted and caught in their turn. Carnivores greatly outnumber herbivores in the collection: for every large herbivore, there is one saber-tooth cat, a coyote, and four wolves. The fact that some bones are heavily weathered shows that some bodies remained above the surface for weeks or months. Bacteria in the asphalt would have consumed some of the tissues other than bones, and the asphalt itself would dissolve what was left, at the same time impregnating and beautifully preserving the saturated bones, rendering them dark brown and shiny.
1. What aspect of the La Brea tar pits does the passage mainly discuss?
(A) The amount of asphalt that was mined there
(B) The chemical and biological interactions between asphalt and animals
(C) The fossil remains that have been found there
(D) Scientific methods of determining the age of tar pits
2. In using the phrase the heart of Los Angeles in line 2, the author is talking about the city's
(A) beautiful design
(B) central area
(C) basic needs
(D) supplies of natural asphalt
3. The word noticed in line 5 closest in meaning to
(A) predicted
(B) announced
(C) corrected
(D) observed
4. The word tangled in line 10 is closest in meaning to
(A) buried beneath
(B) twisted together
(C) quickly formed
(D) easily dated
5. The word them in line 13 refers to
(A) insects
(B) birds
(C) cloths
(D) proboscideans
6. How many proboscideans have been found at the La Brea tar pits?
(A) 9
(B) 17
(C) 1.5 million
(D) 2.5 million
7. The word concealed in line 17 is closest in meaning to
(A) highlighted
(B) covered
(C) transformed
(D) contaminated
8. Why does the author mention animals such as coyotes and wolves in paragraph 4?
(A) To give examples of animals that are classified as carnivores
(B) To specify the animals found least commonly at La Brea
(C) To argue that these animals were especially likely to avoid extinction.
(D) To define the term scavengers
篇2：高中物理题型及解答技巧
选择题一般考查学生对基本知识和基本规律的理解及应用这些知识进行一些定性推理和定量计算。解答选择题时，要注意以下几个问题：
(1)每一选项都要认真研究，选出最佳答案，当某一选项不敢确定时，宁可少选也不错选。
(2)注意题干要求，让你选择的是不正确的、可能的还是一定的。
(3)相信第一判断：凡已做出判断的题目，要做改动时，请十二分小心，只有当你检查时发现第一次判断肯定错了，另一个百分之百是正确答案时，才能做出改动，而当你拿不定主意时千万不要改。特别是对中等程度及偏下的同学这一点尤为重要。
(4)做选择题的常用方法：
①筛选(排除)法：根据题目中的信息和自身掌握的知识，从易到难，逐步排除不合理选项，最后逼近正确答案。
②特值(特例)法：让某些物理量取特殊值，通过简单的分析、计算进行判断。它仅适用于以特殊值代入各选项后能将其余错误选项均排除的选择题。
③极限分析法：将某些物理量取极限，从而得出结论的方法。
④直接推断法：运用所学的物理概念和规律，抓住各因素之间的联系，进行分析、推理、判断，甚至要用到数学工具进行计算，得出结果，确定选项。
⑤观察、凭感觉选择：面对选择题，当你感到确实无从下手时，可以通过观察选项的异同、长短、语言的肯定程度、表达式的差别、相应或相近的物理规律和物理体验等，大胆的做出猜测，当顺利的完成试卷后，可回头再分析该题，也许此时又有思路了。
⑥熟练使用整体法与隔离法：分析多个对象时，一般要采取先整体后局部的方法。
篇3：高中物理题型及解答技巧
(1)实验题一般采用填空题或作图题的形式出现。作为填空题，数值、单位、方向或正负号都应填全面;作为作图题：①对函数图像应注明纵、横轴表示的物理量、单位、标度及坐标原点。②对电学实物图，则电表量程、正负极性，电流表内、外接法，变阻器接法，滑动触头位置都应考虑周全。③对光路图不能漏箭头，要正确使用虚、实线，各种仪器、仪表的读数一定要注意有效数字和单位;实物连接图一定要先画出电路图(仪器位置要对应);各种作图及连线要先用铅笔(有利于修改)，最后用黑色签字笔涂黑。
(2)常规实验题：主要考查课本实验，几年来考查比较多的是试验器材、原理、步骤、读数、注意问题、数据处理和误差分析，解答常规实验题时，这种题目考得比较细，要在细、实、全上下足功夫。
篇4：高中物理题型及解答技巧
1、主干、要害知识重点处置
清楚明确整个高中物理知识框架的同时，对主干知识(如牛顿定律、动量定理、动量守恒、能量守恒、闭合电路欧姆定律、带电粒子在电场、磁场中的运动特点、法拉第电磁感应定律、全反射现象等)公式来源、使用条件、罕见应用特别要反复熟练，弄懂弄通的基础上抓各种知识的综合应用、横向联系，形成纵横交错的网络。
2、熟练、灵活掌握解题方法
基本方法：审题技巧、分析思路、选择规律、建立方程、求解运算、验证讨论等
技巧方法：指一些特殊方法如整体法、隔离法、模型法、等效法、极端假设法、图象法、极值法等
习题训练中，应拿出一定时间反复强化解题时的一般方法，以形成良好的科学思维习惯，此基础上辅以特殊技巧，将事半功倍。
此外，还应掌握三优先四分析的解题策略，即优先考虑整体法、优先考虑动能定理、优先考虑动量定理;分析物体的受力情况、分析物体的运动情况、分析力做功的情况、分析物体间能量转化情况。形成有机划、多角度、多侧面的解题方法网络。
3、专题训练要有的放矢
专题训练的主要目的通过解题方法指导，总结出同类问题的一般解题方法与其变形、变式。而且要特别注意四类综合题的系统复习：
(1)、强调物理过程的题，要分清物理过程，弄清各阶段的特点、相互之间的关系、选择物理规律、选用解题方法、形成解题思路。
(2)、模型问题，如平衡问题、追击问题、人船问题、碰撞问题、带电粒子在复合场中的加速、偏转问题等，只要将物理过程与原始模型合理联系起来，就容易解决。
(3)、技巧性较高的题目，如临界问题、模糊问题，数理结合问题等，要注意隐含条件的挖掘、关键点”突破、过程之间“衔接点”确定、重要词的理解、物理情景的创设，逐步掌握较高的解题技巧。
(4)、信息给予题。方法：1。阅读理解，发现信息2。提炼信息，发现规律3。运用规律，联想迁移4。类比推理，解答问题。
篇5：托福阅读十大题型技巧锦囊
考生们在备考托福阅读考试的时候，会发现一些托福考试中的用句超出了自己的能力范围。对于这些句子，我们需要从语法的角度去完全把握。如果在考试中遇到不能理解的句子时，考生比较偏向于一遍一遍地去读句子，没读懂不说，还浪费了时间，影响了下面的答题。下面我们来分析下托福阅读十大题型技巧。
词汇题
问法：The word/phrase _X is closest in meaning to____
技巧：
(1)首先看是否认识, 如果在认识, 在选项中找同义或近义词, 并代入原文检验
(2)如果不认识,将4个选项代入原文, 看上下文是否合理
(3)看原词所在句子前后2句, 找重复对应
(4)如果悬想中有2个悬想都在上下文中合理,选择在含义上与原词沾边的词
(5)选项中不认识的词不轻易去选
做题顺序：
看单词，看选项，原文验证
注意：
(1)不可能所有单词都认识
(2)注意熟词僻义, 一定看完所有选项,并代回原文验证
指代题
问法：The word they/ their/ it/ its/ some in the passage refers to
技巧：
(1)单复数
it找单数名词或名词性词组
they找复数名词或名词性词组
(2)在主从复合句, 并列句中, 后半句的代词主语优先指代前半句主语的核心词(有例外, 要从意义判断)
(3)简单句中,代词优先指代主语核心词, 次之制代宾语核心词.
(4)代词所在句子找不到合适的指代, 优先指代前一句主语, 次之指代后一句宾语
(5)一句话中, 相同的代词指代相同
直接事实题
问法：According to the passage, what/ which/ why/ when?
技巧：定位原文, 细读
(1)题干明确定位 (如给出第几段, highlight)
(2) 题干无明确定位
A 找题干中人名, 地名, 物种名, 大写, 斜体, 数字年代, 符号.
B 定位某一段, 再定位某一位置
C 用核心名词定位
infer题(需要精确理解)
注意：既然是infer, imply, 就一定不是原文中明确说的
技巧：
(1)时间前后推理
(2)排除法
a 原文直接清楚描述的,排除
b 与原文无关的新内容,排除
(3)不要加入自己的观点
举例说明概述题 (例子的作用)
技巧：
(1)重点不是例子本身, 而是举例子的目的及例子的服务对象
(2)概述的同义改写就是答案
6 EXCEPT列举题
技巧：重视文中三个或三个以上的列举 (遇到的话就做笔记记下来---Sissi如是说)
定位：核心关键词 such as n1, n2, n3………A, B, and/ or C.
插入句子题
逻辑关系, 上下文关系, 是否紧密,是否有跳跃
技巧
(1)待插入的句子中, 代词 this, these their, it, such, he, another 这些通常是上一句]提过的,所以才特指
(2)因果, 转折等过渡词 therefore, so, however, as a result, consequently, on the contrary
(3)递进扩展词 furthermore, also, as well, too, other, in addition, moreover, besides, even, additionally
(4)结构配对词on the one hand…. On the other hand some…others
(5)关键同义词 重复出现的名词、副词、形容词
句子要点题
问法：which of the following best expresses the essential information in the highlighted sentence
错误选项：
(1) 有新内容, 或有相反内容
(2) 遗漏了原文中重要信息
全文总结题
考全文key points的总结 (不只一个key point)
(1)注意段首句, 注意自己归纳总结
(2)关注文章结构,特别是先总后分式
(3)错误选项特征
a 原文没有的新内容, 或在程度, 范围上发生变化
b 与原文相反
c 有原文中的细节 (细节不该是key point)
信息归类题
特点：
(1)通常文章采用对比写法
(2)有无用的选项
关键：排除无用选项
文档为doc格式
