Osxfek5新托福阅读部分的“方便”品
新托福阅读之文本插入题解析
新托福阅读之文本插入题解析朗阁海外考试研究中心南昌朗阁英语培训中心文本插入题（Insert Text Questions）是新托福每次必考题型，每次题量不是很多，通常每篇文章0-1个左右。
问题形式：在这类问题中，题目中给出一个新的句子，然后要求考生们利用文章的逻辑和句子之间的语法联系（比如代词的指代）来确定此句子在文章中最合适的位置。
注意：在文章中会出现四个黑色的方块，这些方块分布在句首或句末。
四个方块有时都出现在一个段落中，有时分布在一段的末尾和下一段的开头。
Look at the four squares (■) that indicate where the following sentences could be added to the passage.（考生会看到一个黑体的句子）Where would the sentence best fit?考生要做的是点击其中的一个方块，将这个句子插入文章。
解题步骤：1. 读被插入的句子，找出句首或句尾的关键词或关键意思2. 阅读可以插入方块前后的信息，寻找与插入句相关的意思3. 选择与插入句最相关的方块注意：如果出现以下情况，答案都可能是错误的：★打乱了相邻句子之间的逻辑性★影响了转折语的正确使用★打乱了代词与其指代对象之间的逻辑关系★隔开了本是相邻的两句话解题技巧：1. 利用一些过渡词（如某些逻辑关系词或短语等）帮助确定插入句子的位置，或者帮助确定排除不适合的位置。
Much of the water in a sample of water-saturated sediment or rock will drain from it if the sample is put in a suitable dry place.█But some will remain, clinging to all solid surfaces.█It is held there by the force of surface tension without which water would drain instantly from any wet surface, leaving it totally dry.█ The total volume of water in the saturated sample must therefore be thought of as consisting of water that can, and water that cannot, drain away.█Look at the four squares [█] that indicate where the following sentence could be added to the passage.What, then, determines what proportion of the water stays and what proportion drains away?Where would the sentence best fit? Click on a square to add the sentence to the passage.技巧分析：首先读被插入的句子，它能给出的线索就是，该句子后面的信息应该是讲述“决定流干的水和不能流干的水的含量的因素”。
（6）Kindle工具大集合啦：17种Kindle用户必备的软件工具
（6）Kindle⼯具⼤集合啦：17种Kindle⽤户必备的软件⼯具Kindle⽤户要在茫茫资源海中找到真正实⽤的⼯具并⾮易事，这篇⽂章就为你收集了17个Kindle必备软件，从电⼦书格式转换到⽹页投递，只有你想不到，没有它做不到。
这些软件中有许多不是专门为Kindle开发的，如果你使⽤的是其他电⼦阅读设备，⼀样会发现它们⾮常有⽤，⽐如PDF页⾯裁剪，电⼦书格式转换，等等。
软件分类包括：阅读⼯具，通⽤格式转换⼯具，PDF优化⼯具，Kindle⽂件管理⼯具和⽹页投递⼯具。
阅读⼯具：1. Kindle云阅读: ⾛到哪读到哪2. Kindle Reader for PC and Mac: 在电脑上看电⼦书3. Kindle Previewer: 预览转换后的电⼦书在Kindle上的版式General EBook Conversion:通⽤格式转换⼯具：4. Amazon Kindle email conversion service: free online eBook conversion service5. Calibre: eBook conversion and management software6. Hamster Free eBook Converter: casual, powerful eBook converter7. Auto Kindle eBook Converter: converts PDF, Lit, and HTML files to Kindle-friendly .MOBI format4. 亚马逊Kindle邮件转换服务: 免费的在线转换服务5. Calibre: 电⼦书转换和管理6. Hamster Free eBook Converter: 轻便但强⼤的电⼦书转换⼯具7. Auto Kindle eBook Converter: 将PDF, Lit, and HTML 格式⽂件转为MOBI 格式PDF to Kindle conversion:PDF优化⼯具：8. Briss: visual PDF cropping tool9. K2PDFopt: converts complex PDF’s into Kindle friendly ones8. Briss: 可视化PDF页⾯调整⼯具9. K2PDFopt: 将版式复杂的PDF⽂件变的易于在Kindle上阅读Organizing files on your Kindle:Kindle⽂件管理⼯具：10. Koll3ction: use folder structures to organize your Kindle documents intocollections10. Koll3ction: 使⽤⽂件夹结构来管理你的Kindle⽂件Sending Web Content to your Kindle:⽹页投递⼯具：11. SENDtoREADER: bookmarklet to send any web pages, Google Reader entriesto your Kindle12. Kindle It: browser extension that will send any web page to the Kindle13. KindleFeeder: deliver up to 12 RSS feeds to your Kindle via whispernet14. Greader2Kindle: read your Google Reader feeds on your Kindle15. Instapaper: automatically delivers unread Instapaper articles to your Kindle16. ReadItLater: deliver unread ReadItLater articles to your Kindle17. Readability: receive your Readability reading list automatically on your Kindle11. SENDtoREADER: 书签⼯具，发送任意⽹页和Google Reader中的内容到你的Kindle12. Kindle It: 浏览器扩展，发送⽹页到Kindle13. KindleFeeder: 通过whispernet（亚马逊3G⽹络服务，收费）投递最多12条RSS订阅到Kindle14. Greader2Kindle: 在Kindle上看Google Reader订阅内容15. Instapaper:⾃动投递Instapaper中未阅读的⽂章到Kindle16. ReadItLater: ⾃动投递ReadItLater中未阅读的⽂章到Kindle17. Readability:⾃动投递Readability的阅读清单到KindleOther tools: a few that I wasn’t motivated to write mini reviews for其他⼯具：⼀看就会⽤，不⽤写简介了1. Kindle Cloud Reader: read eBooks from anywhere1. Kindle云阅读: ⾛到哪读到哪This is a web app that connects to your Amazon Kindle account and lets you readyour eBook collection from any PC or device. This service (which is partiallyconceived to liberate Kindle eBooks on devices and tablets from from dependencyon ‘app stores’ as go-betweens) is a great idea and works really well.这个web应⽤程序与你的亚马逊Kindle账户相关联，你可以在任意电脑或阅读设备上查看你的电⼦书选集。
五款最好用的DF阅读器推荐
五款最好用的DF阅读器推荐DF（Digital File）阅读器是一种电子设备，用于阅读电子书籍和文档。
它的便携性和便捷性使得越来越多的人选择使用DF阅读器来替代传统的纸质书籍。
在市场上，存在着许多种不同的DF阅读器品牌和型号，但是并不是每一款都能满足用户的需求。
为了帮助读者选择最好用的DF阅读器，本文将推荐五款优秀的DF阅读器。
1. Kindle OasisKindle Oasis是亚马逊旗下的一款高端DF阅读器。
它具备7英寸的电子墨水屏，分辨率达到300 ppi，让用户可以享受到清晰锐利的阅读体验。
此外，Kindle Oasis还具备自动调节的前光照明系统，可根据环境光线自动调整屏幕亮度，提供适合阅读的光线条件。
其防水设计使得用户可以在沙滩、浴缸等湿润环境下放心使用。
另外，Kindle Oasis支持Wi-Fi和4G网络，用户可以便捷地下载图书和杂志。
续航也是其亮点，一次充电可以使用几周之久。
2. Kobo Libra H2OKobo Libra H2O是由加拿大品牌Kobo推出的一款优秀DF阅读器。
它采用7英寸的电子墨水屏，具备高分辨率和多点触控功能，方便用户进行页面翻动和文字选择。
此外，Kobo Libra H2O支持阅读器背光，可在昏暗的环境中提供良好的阅读效果。
它还具备IPX8级别的防水设计，可以在1米深的水下持续阅读60分钟。
Kobo Libra H2O支持Wi-Fi连接，用户可以通过Kobo商店购买和下载电子书籍。
它支持各种常见的电子书格式，如EPUB、PDF等。
3. Sony Digital Paper DPT-CP1Sony Digital Paper DPT-CP1是一款专为专业人士设计的DF阅读器。
它采用10.3英寸的高清电子墨水屏，分辨率达到1404x1872像素，保证了文字和图像的清晰度。
Sony Digital Paper DPT-CP1非常轻薄，重量仅为240克，方便携带。
九款电子阅读器测评 ： 亚马逊最佳
九款电子阅读器测评：亚马逊最佳作者：肖梅玲来源：《消费者报道》2014年第03期《测试》杂志上刊登了九款电子阅读器测试结果。
其中，冠军是亚马逊最新款Kindle Paperwhite 2，其他几款产品不相上下。
阅读器哪个好？随着阅读方式逐渐转变，选择一款好的阅读器是不少消费者的需求。
最近，德国商品基金会测试了九款电子阅读器，并在其《测试》杂志上刊登了测试结果。
其中，冠军是亚马逊最新款Kindle Paperwhite 2，其他几款主要产品不相上下。
然而，全球首款彩色电子书阅读器Pocketbook Color Lux表现却令人失望。
Kindle表现最佳亚马逊Kindle Paperwhite 2宣称自己是市场的领导者。
测试显示，该产品的显示器表现最好，屏幕对比度最佳，背光最均匀，而且是最容易操作的，书籍的打开速度非常快。
德国的Tolino Shine，在测试排名中紧跟其后。
接下来依次为Kobo Aura，Kobo Aura HD，Pocketbook Touch Lux，Sony PRS-T3，它们都表现良好，不相上下。
而Pocketbook Color Lux表现一般，Trekstor Pyrus 2 Led 表现最差。
Kindle Paperwhite 2屏幕尺寸为6英寸，分辨率为1024 x 758。
其显示屏表现非常优秀，电子书的文字和图片显示效果非常细腻，在图像质量方面，得分是0.9，趋近完美。
Kindle与德国竞争者Tolino Shine 2相比，两者地续航力都表现相当出色，在多功能和设计方面不相上下。
不过，前者还可以横向阅读，因此略胜一筹。
内部存储容量方面，前者为1.3G，后者为2.1G，且前者不能进行外部存储扩展。
但在电子书下载方面，Kindle却逊于Tolino Shine 2。
后者不但可以在设备上合并不同网上书店的电子书，还可以从公共图书馆借还电子书。
9款产品中，除了Sony PRS-T3之外，其他的电子阅读器均提供背光，即使在光线不足的情况下，也可以阅读。
Wuxsgc托福SAT雅思GREGMATLSAT】通用提高阅读速度
生命是永恒不断的创造，因为在它内部蕴含着过剩的精力，它不断流溢，越出时间和空间的界限，它不停地追求，以形形色色的自我表现的形式表现出来。
－－泰戈尔TIPS FOR INCREASING READING SPEEDAs our eyes move across the page they make a series of jerky movements. Whene ver they come to rest on a word that is called a fixation. Most people fixate once on each word across a line of print. In order to make our speed increase we must take in more words with each fixation, rather than make our eyes move faster. 1. Try to avoid focusing on every word, but rather look at groups of 2 to 3 words. For instance, this sentence could be grouped in this manner:for instance / this sentence / could be grouped / in this manner '2. Work on vocabulary improvement.Familiarize yourself with new words so you don't get stuck on them when you read them again.3. Read more! 15 minutes a day of reading an average size novel equals 1 8 books a year at an average reading speed!4.Determine your purpose before reading. If you only need main ideas, th en allow yourself to skim the material. Don't feel you must read very wor d.5.Spend a few minutes a day reading at a faster than comfortable rate (a bout 2 to 3 times faster than your normal speed). Use your hand or an inde x card to guide your eyes down the page. Then time yourself reading a few pages at your normal speed. You'll find that often your normal reading speed will increase after your skimming practice.6. If you have poor concentration when reading, practice reading for only 5 - 10 mi nutes at a time and gradually increase this time.7.There are several books on increasing reading speed available in most bookstores. If you are serious about increasing your rate you may want to work systematically through one of these booksSUGGESTIONS FOR IMPROVING READING SPEEDImprovement of Reading RateIt is safe to say that almost anyone can double his speed of reading while maintain ing equal or even higher comprehension. In other words,anyone can improve th e speed with which he gets what he wants from his reading.The average college student reads between 250 and 350 words per minute on fictio n and non-technical materials. A "good" reading speed is around 500 to 700 words per minute, but some people can read a thousand words per minute or even faster on these materials. What makes the difference? There are three main factors i nvolved in improving reading speed: (1) the desire to improve, (2) the wil lingness to try new techniques and (3) the motivation to practice. : Learning to read rapidly and well presupposes that you have the necessary vocabul ary and comprehension skills. When you have advanced on the reading comprehensi on materials to a level at which you can understand college-level materials, you will be ready to speed reading practice in earnest.The Role of Speed in the Reading ProcessUnderstanding the role of speed in the reading process is essential. Research has s hown a close relation between speed and understanding. For example, in checking progress charts of thousands of individuals taking reading training, it has been foun d in most cases that an increase in rate has been paralleled by an increase in com prehension, and that where rate has gone down, comprehension has also decrease d.Although there is at present little statistical evidence, it seems that plodding word-b y-word analysis (or word reading) inhibits understanding. There is some reason to b elieve that the factors producing slow reading are also involved in lowered compreh ension. Most adults are able to increase their rate of reading considerably and rathe r quickly without lowering comprehension. These same individuals seldom show an i ncrease in comprehension when they reduce their rate. In other cases,comprehen sion is actually better at higher rates of speed. Such results, of course, are h eavily dependent upon the method used to gain the increased rate. Simply reading more rapidly without actual improvement in basic reading habits usually results in lo wered comprehension.Factors that Reduce Reading RateSome of the facts which reduce reading rate: (a) limited perceptual span i.e., word-by-word reading; (b) slow perceptual reaction time, i.e., slowness of recognition and response to the material; (c) vocalization, including the need to vocalize in order t o achieve comprehension; (d) faulty eye movements, including inaccuracy in placement of the page, in return sweep, in rhythm and regularity of movement, etc.; (e) r egression, both habitual and as associated with habits of concentration; (f) faulty ha bits of attention and concentration, beginning with simple inattention during the rea ding act and faulty processes of retention; (g) lack of practice in reading, due simpl y to the fact that the person has read very little and has limited reading interests s o that very little reading is practiced in the daily or weekly schedule; (h) fear of los ing comprehension, causing the person to suppress his rate deliberately in the firm belief that comprehension is improved if he spends more time on the individual wor ds; (i) habitual slow reading, in which the person cannot read faster because he ha s always read slowly, (j) poor evaluation of which aspects are important and which are unimportant; and (k) the effort to remember everything rather than to rememb er selectively.Since these conditions act also to reduce comprehension increasing the reading rate through eliminating them is likely to result in increased comprehension as well. Thi s is an entirely different matter from simply speeding up the rate of reading withou t reference to the conditions responsible for the slow rate. In fact, simply speeding the rate especially through forced acceleration, may actually result, and often does, in making the real reading problem more severe. In addition, forced acceleration m ay even destroy confidence in ability to read. The obvious solution then is to increa se rate as a part of a total improvement of the whole reading process. This is a fu nction of special training programs in reading.Basic Conditions for Increased Reading RateA well planned program prepares for maximum increase in rate by establishing the necessary conditions. Four basic conditions include:1. Have your eyes checked. Before embarking on a speed reading program, make sure that any correctable eye defects you may have are taken care of by checking with your eye doctor. Often, very slow reading is related to uncorrected eye defe cts.2.Eliminate the habit of pronouncing words as you read.If you sound out words in your throat or whisper them, you can read slightly only as fast as you ca n read aloud. You should be able to read most materials at least two or three time s faster silently than orally. If you are aware of sounding or "hearing" words as yo u read, try to concentrate on key words and meaningful ideas as you force yourself to read faster.3. Avoid regressing (rereading). The average student reading at 250 words per minute regresses or rereads about 20 times per page. Rereading words and phrases is a habit which will slow your reading speed down to a snail's pace. Usually, it is unnecessary to reread words, for the ideas you want are explained and elaborated more fully in later contexts. Furthermore, the slowest reader usually regresses most frequently. Because he reads slowly, his mind has time to wander and his rereadi ng reflects both his inability to concentrate and his lack of confidence in his compre hension skills.4.Develop a wider eye-span.This will help you read more than one word at a glance. Since written material is less meaningful if read word by word, this will help you learn to read by phrases or thought units.Rate AdjustmentPoor results are inevitable if the reader attempts to use the same rate indiscriminat ely for a-1 types of material and for all reading purposes. He must learn to adjust his rate to his purpose in reading and to the difficulty of the material he is reading. This ranges from a maximum rate on easy, familiar, interesting material or in readi ng to gather information on a particular point, to minimal rate on material which is unfamiliar in content and language structure or which must be thoroughly digested. The effective reader adjusts his rate; the ineffective reader uses the same rate for all types of material.Rate adjustment may be overall adjustment to the article as a whole, or internal ad justment within the article. Overall adjustment establishes the basic rate at which th e total article is read; internal adjustment involves the necessary variations in rate f or each varied part of the material. As an analogy, you plan to take a 100-mile mo untain trip. Since this will be a relatively hard drive with hills, curves, and a mount ain pass, you decide to take three hours for the total trip, averaging about 35 mile s an hour. This is your overall rate adjustment. However, in actual driving you may slow down to no more than 15 miles per hour on some curves and hills, while sp eeding up to 50 miles per hour or more on relatively straight and level sections. Th is is your internal rate adjustment. There is no set rate, therefore, which the good reader follows inflexibly in reading a particular selection, even though he has set hi mself an overall rate for the total job.Overall rate adjustment should be based on your reading plan, your readi ng purpose, and the nature and difficulty of the material. The reading plan i tself should specify the general rate to be used. This is based on the total "size up ". It may be helpful to consider examples of how purpose can act to help d etermine the rate to be used. To understand information, skim or scan at a rap id rate. To determine value of material or to read for enjoyment, read rapidly or sl owly according to you feeling. To read analytically, read at a moderate pace t o permit interrelating ideas. The nature and difficulty of the material requ ires an adjustment in rate in conformity with your ability to handle that t ype of material. Obviously, level of difficulty is highly relative to the particular reader. While Einstein's theories may be extremely difficult to most laymen, they may be very simple and clear to a professor of physics. Hence, the layman and the phy sics professor must make a different rate adjustment in reading the same material. Generally, difficult material will entail a slower rate; simpler material will permit a faster rate.Internal rate adjustment involves selecting differing rates for parts of a given article. In general, decrease speed when you find the following (1) unfamiliar terminology not clear in context. Try to understand it in context at that point; otherwise, read o n and return to it later; (2) difficult sentence and paragraph structure; slow down e nough to enable you to untangle them and get accurate context for the passage;(3) unfamiliar or abstract concepts. Look for applications or examples of you own a s well as studying those of the writer. Take enough time to get them clearly in mi nd; (4) detailed, technical material. This includes complicated directions, statements of difficult principles, materials on which you have scant background; (5) material o n which you want detailed retention.In general, increase speed when you meet the following: (a) simple material with f ew ideas which are new to you; move rapidly over the familiar ones; spend most o f your time on the unfamiliar ideas; (b) unnecessary examples and illustrations. Sinc e these are included to clarify ideas, move over them rapidly when they are not ne eded; (c) detailed explanation and idea elaboration which you do not need, (d) bro ad, generalized ideas and ideas which are restatements of previous ones. These can be readily grasped, even with scan techniques.In keeping your reading attack flexible, adjust your rate sensitivity from article to ar ticle. It is equally important to adjust you rate within a given article. Practice these techniques until a flexible reading rate becomes second nature to you. SummaryIn summary, evidence has been cited which seems to indicate a need for and value of a rapid rate of reading, while at the same time indicating the dangers of speed in reading, as such. We have attempted to point out the relationship betw een rate of reading and extent of comprehension, as well as the necessity for adjustment of reading rate, along with whole reading attack, to the t ype of material and the purposes of the reader.Finally, the factors which reduce rate were surveyed as a basis for pointing out tha t increase in rate should come in conjunction with the elimination of these retarding aspects of the reading process and as a part of an overall reading training progra m where increase in rate is carefully prepared for in the training sequence.TIPS FOR IMPROVING YOUR READING SPEEDThe purpose of this section is to teach you how to increase you reading s peed. Shortly we will be adding a section for reading BETTER as opposed to FASTER.We all have a capacity for reading much faster than we typically do. Our reading s peed changes as we go through life. When we are in high school, we go through a bout two hundred words a minute. We get to college and, because we have to rea d faster due to more time constraints and a much greater amount to read, we rea d faster. Most people in college average about 400 words per minute. Then we get out of college, and now we don't have to read so fast. There are no longer time constraints, and we can read slow and easy. We find ourselves dropping back down to about 200 words per minute.Think of reading like you do a muscle, the more you read, the better you get at it, the faster you're going to read. And we have a great capacity for r eading faster. We aren't even scraping the surface of how fast we can read. You s ee, we have 1,000,000,000,000 brain cells. In fact, the inner connections, the synap ses, in our mind are virtually infinite. It has been estimated by a Russian scientist t hat the number of synapses we have would be one followed by 10 million kilomete rs of zeros. Our physical capacity for reading is beyond our comprehension. Our vis ual unit has the capability to take in a full page of text in 1/20 of a second. If we could turn the pages fast enough, our brain could process it faster than our eyes can see it. If we could turn those pages fast enough, our eyes have the capacity t o read a standard book in six to twenty-five seconds depending on the length of th e book. We could take in the entire Encyclopedia Britannica in one hour. So readin g 700 - 1,000 words a minute is easily within our reach.The key to improving our speed is to SIGHT READ, and that's what we are going t o show you how to do. We are going to start being pure sight readers. Obstacles get in our way, however. What do we mean by obstacles? Well, these are things t hat impede us from reading faster.REGRESSIONS are the most wasteful. Regressions are going back over words. You can call it back-skipping if you want. You go back over words you previously read. People do it for two reasons. Initially we read it to clarify the meaning of what we're reading. We want to be sure of the words we read as we go along. In our early years in school, when we were first taught - incorrectly - to " read slowly and carefully," it became easy to go back over words.Well, this not only slows you down, it causes you comprehension problem s.For instance, let’s say you have a sentence, "The man jumped over the log." We ll, if you back-skip, you read that passage like this: "The man jumped," "the man .. . jumped. . . over the log," "jumped over the log." So, what your brain is proce ssing, "The man jumped," "the man jumped," "jumped over the log." Our brain is u sed to processing our flaws, so the brain thinks, "OK, I know what this clown is sa ying, "The man jumped over the log." But this takes time to sort out. And it's conf using. Think how much easier it would be if you simply took the sentence in one si ght, "The man jumped over the log." There's no confusion there. Then you move o n to the next phrase. Regressing or back-skipping is the most harmful thing we do to slow our reading speed.Our second obstacle is that we have BAD HABITS that we pick up. Bad h abits manifest themselves in a number of ways. For one, you've got people who have MOTOR habits as they read. These are the people who are tapping a pe ncil when they read, tapping a foot when they read, moving a book, flicking their h and, etc. If they're sitting next to you, they drive you nuts. But they are the peopl e who have to be moving while they read.Some may even move their lips. If they do that, they're kind of edging over into a nother bad habit where we find AUDITORY readers. This is the bad habit that we have that is the hardest to drop. Auditory reading is difficult to beat because we ar e used to reading and hearing the words in our minds. Some people even go so fa r as to mumble the words. You can see their lips moving sometimes, or you can e ven hear a guttural growl as they go through the words.The other obstacle are the FIXATIONS. Fixations are the actual stops or pause s between eye-spans when the eye is moving to its next fixation point. We can't se e while the eye moves so you do need the fixation points to see. The problem is, most people fixate word by word by word. They stop their eyes on each separate word. The fixations slow you down because you are stopping on each word. )The problem that comes up here is this that, like the other obstacles, it impedes co ncentration and comprehension as well. The paradox with reading slowly is tha t it really hurts your concentration.Research has shown a close relation between speed and understanding. In checking progress charts of thousands of individuals taking reading training, its been found t hat in the vast majority of cases, that an increase in speed reading rate has also b een paralleled by an increase in comprehension. The plodding word by word analyz ation actually reduces comprehension.In this day and age, our brains are used to constant stimulation. Television, r adio, even people talking to you, provide constant stimulation. So when we are rea ding along slowly and carefully, it's kind of like watching a movie and we encounter a slow motion scene. The slow motion scene is kind of interesting at first because the movie has been moving along at a rapid clip and now we have a change of p ace. We've got the slow motion scene of the guy getting shot or the couple runnin g across to each other across a field, and the mind initially says, "Oh, this is cool. This is something different." After a while we get a little impatient and we're ready for the guy who got shot to hit the ground, or the couple who are running across the field to finally get to each other. We start thinking about other things..we’ve l ost our focus on the movie.The brain does the same thing when we read. The brain is getting all the stimulation it normally gets, then we hit this patch where you're reading slowly. And boom, the brain says, "I don't like this. I think I'm going to start thi nking about something else." And the reader starts thinking about the date they ha d Saturday night or the date they hope to have Saturday night. And therefore, you' ve got another impediment to comprehending the reading correctly.OK, what do we do? Well, there are several things we are going to do to increase reading speed. First of all. we are going to increase the EYE SPAN. Eye span is th e number of words that you take in as you look at the words. In other words, if my eye span is just one word, I am going to move from word to word to word. If my eye span is two words, I am going to move along twice as fast. If my eye sp an is three words, three times as fast. If I am moving along in phrases, I'm flying along pretty good.That's where you increase the rate of eye span. You also want to learn t o work in THOUGHT UNITS. Thought units help you move faster.This is w here you group the words according to context. For instance, let’s say you have, "H e said something." It's easy to put that in a phrase, then you move to the next ph rase. If I had this sentence, "It's safe to say that almost anyone can double his sp eed of reading while maintaining equal or higher comprehension." If I want to read that in phrases, "It's safe to say that almost anyone.......can double his speed........ of reading while maintaining.......equal or even higher comprehension." You move m uch faster that way.So, we are going to increase the number of words we see and we are go ing to group them according to context.One of the key things that we are al so going to work on is RETURN EYE SWEEP.When you get to the end of the se ntence or the end of the line on the written page, if your eye meanders back to the other side, you have a chance to pick up words. If you're picking up words and you're sight reading, that can be confusing. So you want to dramatically, quickly, fo rcefully, go from the end of one line to the beginning of the next one. Using a fin gertip or pen as a pointer is a great way to quickly and directly to the next line. The other thing that helps us increase our speed is CONFIGURATION. As you re ad faster and faster, you've got to learn to rely on your increased recogni tion of how words are configured, how they look, as you do it.In other w ords, "material" looks different than "response". "Recognition" looks different than "p erceptual". The words have visual configurations. As you learn to read faster an d faster you learn to pick up on the configurations and, as you do better and better, your skills at this improve with practice.So, we are going to have no REGRESSIONS, no VOCALIZATIONS, and incr eased EYE SPAN. T hat's the way to true sight reading. How do we do this? First, we avoid the problem areas. We avoid the limited eye-span by expanding the number of words that we take in. We get rid of regressions and we get rid of the return eye sweep problem by using a pointer. You can use a pen, a pencil, even your finger. That gives you a point of focus for your eyes. It helps you focus on th e page, and you move faster because you can dictate how fast you are moving acr oss the page. Your eye will follow your finger, or pen, or pencil.Absolutely stay away from the vocalizations.You have got to be a sight read er. You have got to read fast enough so that you don't have time to hear the wor ds. This way you are comprehending simply with your eyes.You also need to keep in mind that you don't always read at the same sp eed.If you've got a car that will go 120 miles per hour, you're not going to drive that care 120 miles per hour in a shopping center. You'd get killed and get a heck of a ticket. But you may, on a highway when you are passing a car, get it up to a high speed. When you are in that shopping center, you are going to be driving a bout 30 miles per hour.It's the same thing with reading. This is specifically addressed in our Better Re ading section. But you must learn that you speed read in certain areas and there a re other areas that may be particularly dense, that may have something that's parti cularly confusing to you, when you will need to slow down and read in shorter phr ases, smaller groupings of words so that you can comprehend it clearly. It may be a particularly dense passage where each word has great deal of meaning. It may b e even an unusual or specific word.Let's look at what we've got to do to practice it. The big step here is tosimply read faster.It sounds like such a simple statement, it almost sounds stupi d. But it's what you have to do. You have to focus on "I'm going to read faster," f irst.Comprehension comes later. Practice reading without a great concern for comprehension. In clinical terms, we call this the comprehension lag. It takes the mind as many as ten to fifteen days to adapt to the new reading rate.You are going to go through periods, practice periods, you can't use on school boo ks, but it's a practice period where you are simply adapting to reading that much f aster. Comprehension lags for a while but when it catches up it makes a stunning difference.A good place to practice this is magazines or newspapers.They have narr ow columns that almost make a perfect thought unit. You can almost go str aight down the column, taking that finger and puttting it in the middle of the colu mn and moving it straight down the page. You will be stunned how soon you will be able to improve and comprehend what you are reading that way. You find t hat it's quick. It's easy reading.。
托福阅读TPO25(试题+答案+译文)第1篇-ThesurfaceofMars
托福阅读TPO25(试题+答案+译文)第1篇:ThesurfaceofMarsTPO是我们常用的托福模考工具，对我们的备考很有价值，下面我给大家带来托福阅读TPO25(试题+答案+译文)第1篇:The surface of Mars。
托福阅读原文【1】The surface of Mars shows a wide range of geologic features, including huge volcanoes-the largest known in the solar system-and extensive impact cratering. Three very large volcanoes are found on the Tharsis bulge, an enormous geologic area near Mars’s equator. Northwest of Tharsis is the largest volcano of all: Olympus Mons, with a height of 25 kilometers and measuring some 700 kilometers in diameter at its base. The three large volcanoes on the Tharsis bulge are a little smaller-a “mere”18 kilometers high.【2】None of these volcanoes was formed as a result of collisions between plates of the Martian crust-there is no plate motion on Mars. Instead, they are shield volcanoes — volcanoes with broad, sloping slides formed by molten rock. All four show distinctive lava channels and other flow features similar to those found on shield volcanoes on Earth. Images of the Martian surface reveal many hundreds of volcanoes. Most of the largest volcanoes are associated with the Tharsis bulge, but many smaller ones are found in the northern plains.【3】The great height of Martian volcanoes is a direct consequence of the planet’s low surface gravity. As lava flows and spreads to form a shield volcano, the volcano’s eventual height depends on the new mountain’s ability to support its own weight. The lower the gravity, the lesser the weight and the greater the height of the mountain. It is no accident that Maxwell Mons on Venus and the Hawaiian shield volcanoes on Earth rise to about the same height (about 10 kilometers) above their respective bases-Earth and Venus have similar surface gravity. Mars’s surface gravity is only 40 percent that of Earth, so volcanoes rise roughly 2.5 times as high. Are the Martian shield volcanoes still active? Scientists have no direct evidence for recent or ongoing eruptions, but if these volcanoes were active as recently as 100 million years ago (an estimate of the time of last eruption based on the extent of impact cratering on their slopes), some of them may still be at least intermittently active. Millions of years, though, may pass between eruptions.【4】Another prominent feature of Mars’s surface is cratering. The Mariner spacecraft found that the surface of Mars, as well as that of its two moons, is pitted with impact craters formed by meteoroids falling in from space. As on our Moon, the smaller craters are often filled with surface matter-mostly dust-confirming that Mars is a dry desert world. However, Martian craters get filled in considerably faster than their lunar counterparts. On the Moon, ancient craters less than 100 meters across (corresponding to depths of about 20 meters) have been obliterated, primarily by meteoritic erosion. On Mars, there are relatively few craters less than 5 kilometers in diameter. The Martian atmosphere is an efficient erosive agent, with Martian winds transporting dust from place to place and erasing surface features much faster than meteoritic impacts alone can obliterate them.【5】As on the Moon, the extent of large impact cratering (i.e. craters too big to have been filled in by erosion since they were formed) serves as an age indicator forthe Martian surface. Age estimates ranging from four billion years for Mars’s southern highlands to a few hundred million years in the youngest volcanic areas were obtained in this way.【6】The detailed appearance of Martian impact craters provides an important piece of information about conditions just below the planet’s surface. Martian craters are surrounded by ejecta (debris formed as a result of an impact) that looks quite different from its lunar counterparts. A comparison of the Copernicus crater on the Moon with the (fairly typical) crater Yuty on Mars demonstrates the differences. The ejecta surrounding the lunar crater is just what one would expect from an explosion ejecting a large volume of dust, soil, and boulders. However, the ejecta on Mars gives the distinct impression of a liquid that has splashed or flowed out of crater. Geologists think that this fluidized ejecta crater indicates that a layer of permafrost, or water ice, lies just a few meters under the surface. Explosive impacts heated and liquefied the ice, resulting in the fluid appearance of the ejecta.托福阅读试题1.The word “enormous”(paragraph 1)in the passage is closest in meaning toA.importantB.extremely largeC.highly unusualD.active2.According to paragraph 1, Olympus Mons differs from volcanoes on the Tharsis bulge in that Olympus MonsA.has more complex geologic featuresB.shows less impact crateringC.is tallerD.was formed at a later time3.The word “distinctive”(paragraph 1)in the passage is closest in meaning toA.deep.plex.C.characteristic.D.ancient.4.According to paragraphs 1 and 2, which of the following is NOT true of the shield volcanoes on the Tharsis bulge?A.They have broad, sloping sides.B.They are smaller than the largest volcano on Mars.C.They have channels that resemble the lava channels of volcanoes on Earth.D.They are over 25 kilometers tall.5.The word “roughly” in the passage is closest in meaning toA.typically.B.frequently.C.actually.D.approximately.6.In paragraph 3, why does the author compare Maxwell Mons on Venus to the Hawaiian shield volcanoes on Earth?A.To help explain the relationship between surface gravity and volcano height.B.To explain why Mars’s surface gravity is only 40 percent of Earth’s.C.To point out differences between the surface gravity of Earth and the surface gravity of Venus.D.To argue that there are more similarities than differences between volcanoes on different planets.7.Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaningin important ways or leave out essential information.A.Although direct evidence of recent eruptions is lacking, scientists believe that these volcanoes were active as recently as 100 million years ago.B.Scientists estimate that volcanoes active more recently than 100 years ago will still have extensive impact cratering on their slopes.C.If, as some evidence suggests, these volcanoes erupted as recently as 100 million years ago, they may continue to be intermittently active.D.Although these volcanoes were active as recently as 100 million years ago, there is no direct evidence of recent or ongoing eruptions.8.The word “considerably”(paragraph 3)in the passage is closest in meaning toA.frequently.B.significantly.C.clearly.D.surprisingly.9.According to paragraph 4, what is demonstrated by the fact that cratersfill in much faster on Mars than on the Moon?A.Erosion from meteoritic impacts takes place more quickly on Mars than on the Moon.B.There is more dust on Mars than on the Moon.C.The surface of Mars is a dry desert.D.Wind is a powerful eroding force on Mars.10.In paragraph 4, why does the author point out that Mars has few ancient craters that are less than 5 kilometers in diameter?A.To explain why scientists believe that the surface matter filling Martian craters is mostly dust.B.To explain why scientists believe that the impact craters on Mars were created by meteoroids.C.To support the claim that the Martian atmosphere is an efficient erosive agent.D.To argue that Mars experienced fewer ancient impacts than the Moon did.11.According to paragraph 5, what have scientists been able to determinefrom studies of large impact cratering on Mars?A.Some Martian volcanoes are much older than was once thought.B.The age of Mars’s surface can vary from area to area.rge impact craters are not reliable indicators of age in areas with high volcanic activity.D.Some areas of the Martian surface appear to be older than they actually are.12.According to paragraph 6, the ejecta of Mars’s crater Yuty differs fromthe ejecta of the Moon’s Copernicus crater in that the ejecta of the Yuty craterA.Has now become part of a permafrost layer.B.Contains a large volume of dust, soil and boulders.C.Suggests that liquid once came out of the surface at the crater site.D.Was thrown a comparatively long distance from the center of the crater.13. Look at the four squares【■】that indicate where the following sentence could be added to the passage.Where would the sentence best fit? Click on a square to add the sentence to the passage. This surface feature has led to speculation about what may lie under Mars’s surface.The detailed appearance of Martian impact craters provides an important pieceof information about conditions just below the planet’s surface. Martian craters are surrounded by ejecta (debris formed as a result of an impact) that looks quite different from its lunar counterparts. A comparison of the Copernicus crater on the Moon with the (fairly typical) crater Yuty on Mars demonstrates the differences. The ejecta surrounding the lunar crater is just what one would expect from an explosion ejecting a large volume of dust, soil, and boulders. ■【A】However, the ejecta on Mars gives the distinct impression of a liquid that has splashed or flowed out of crater. ■【B】Geologists think that this fluidized ejecta crater indicates that a layer of permafrost,or water ice, lies just a few meters under the surface. ■【C】Explosive impacts heated and liquefied the ice, resulting in the fluid appearance of the ejecta. ■【D】14. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it. To review the passage, click VIEW NEXT.Volcanoes and impact craters are major features of Martiangeology.A.Plate motion on Mars, once considered to have played no role in shaping the planet’s surface, is now seen as being directly associated with the planet’s earliest volcanoes.B.Mars has shield volcanoes, some of which are extremely tall because of the planet’s low surface gravity.C.Although the erosive power of the Martian atmosphere ensures that Mars has fewer craters than the Moon does, impact craters are prominent on Mars’ s surface.D.Scientists cannot yet reliably estimate the age of the Martian surface because there has been too much erosion of it.E.Scientists have been surprised to discover that conditions just below the surface of Mars are very similar to conditions just below the surface of the MoonF.Studies of crater ejecta have revealed the possibility of a layer of permafrost below the surface of Mars.托福〔阅读答案〕1.enormous 巨大的，所以正确答案是B，extremely large。
KindleOasis阅读器操作指南
KindleOasis阅读器操作指南Kindle Oasis阅读器操作指南Kindle Oasis是亚马逊出品的一款电子阅读器，具有轻薄便携、高清触控屏幕等特点，为用户提供了极佳的阅读体验。
本文将为您提供Kindle Oasis阅读器的详细操作指南，助您更好地使用和享受阅读。
一、Kindle Oasis的基本功能1. 开机与关机：长按Kindle Oasis背面的电源按钮即可开机。
关机时，您可以通过主页界面的“设置”->“设备选项”->“关机”来完成。
2. 主页导航：开机后，主屏幕将显示您的电子书库。
通过上下滑动触摸屏，您可以浏览所有的电子书和文档。
轻触电子书封面即可打开并开始阅读。
3. 调整亮度：Kindle Oasis配备了自动调节亮度功能，可根据环境光线自动调整屏幕亮度。
您也可以在阅读界面上滑动指尖来手动调整亮度。
4. 字体和字号设置：在阅读界面上，点击屏幕的顶部中央位置，即可调出设置菜单。
通过点击“字体”和“字号”选项，您可以根据个人偏好调整阅读界面的字体和字号。
二、高级功能与操作技巧1. 添加书签和笔记：长按阅读界面中您要添加书签或笔记的句子，会出现相关选项。
您可以选择添加书签或者进行笔记编辑，并可在主页的“标注和笔记”中找到和管理它们。
2. 搜索和查词：在阅读界面上，点击屏幕的顶部中央位置，进入设置菜单。
您可以选择“搜索”来查找相关内容，或者点击“查词”功能来快速查阅某个单词的解释。
3. 亚马逊云同步：Kindle Oasis支持与亚马逊云端同步，您的阅读进度、书签、笔记等都可以在您不同设备上同步。
只需登录亚马逊账号即可享受这个便捷功能。
4. 家庭共享：如果家中有多个Kindle设备，您可以将您的Kindle Oasis与家庭成员的设备绑定，实现电子书共享，并且每个家庭成员仍然可以保留自己的个性化设置和阅读记录。
5. 语音朗读和蓝牙耳机：Kindle Oasis支持语音朗读功能，可将电子书内容转化为语音播放。
亚马逊 电子阅读器 kindle
购买Kindle易产生的潜在费用： 亚马逊的电子阅读器是同类产品中最畅销的。 这是个很棒的东西，使用起来非常方便。不过亚马 逊阅读器支持蜂窝网络上网，带有键盘，这样你就 可以随时随地到它的网上书店买书了。这对它们来 说是好事，但对你来说可未必。 这样的结果可以预料：你最终可能会有大量冲 动购物的行为。要是你在拥有Kindle的头一年里买 书买了几百美元，千万不要吃惊。(亚马逊目前销售 一种仅支持Wi-Fi连接口而不支持蜂窝网络连接的 Kindle。这可能会替你省钱，因为这种连接只能在 有Wi-Fi热点的地方使用，等你找到可以上网的地方 时，你或许已经决定不le的屏幕为电子墨水屏（electronic paper 又称之为E-ink）。 其优点包括： 1. 非常省电，只有在刷屏的时候才会用电； 2. 没有任何亮度，在太阳底下可以非常方便的阅读，而普 通的LCD,LED屏在太阳光下很难阅读。 3. 显示效果非常接近纸，待机状态下犹如在屏幕底下压了 一张报纸。 其缺点包括： 1. 屏幕非常薄，因此在外力作用下极易损坏，即出现所谓 的“碎屏”，而“碎屏”的机器厂家是不予以保修的，只能自 费换屏，这也是目前采用E-ink屏幕的电子书共同弱点。 2. 屏幕没有任何亮度，这个既是E-ink屏幕的优点，也是其 弱点，因为在日光下它的显示效果非常出色，而在光线差或者 完全没有光线的环境下，阅读变得困难或者完全没法阅读，需 要借助其他光源。
关于：美国大学教材在kindle上面打折卖
Kindle DX增加了更多辅助教材阅读的功能，比如高 亮度显示，用户可以搜索文字，进行标注等等。 目前， 美国有三家教材出版商答应面向Kindle DX用户销售电子 书，这三家公司出版的教材占据美国市场的六成。 另外，已有六所大学表示，将启动一项试验性计划， 让学生使用Kindle DX作为教材。 Kindle DX的重量只有半公斤，比笔记本电脑和纸质 教材更轻，亚马逊希望这也能够成为吸引学生的卖点。
青春阅读指南 亚马逊Kindle电子书阅读器全新青春版
青春阅读指南亚马逊Kindle电子书阅读器全新青春版作者：来源：《新潮电子》2019年第05期虽然如今已经是视频的时代，大多数人的空闲时间都是在刷抖音、看视频。
不过热爱阅读的人不会缺席，依然有一部分人喜欢沉浸在图书的世界里。
甚至他们不喜欢使用手机、平板来阅读，因为那样缺乏必要的“质感”。
而使用电子纸的亚马逊Kindle，从一开始就凭借类似“纸质”的阅读体验吸引了一大批爱好者。
经过多年的发发展，如今亚马逊Kindle已经形成了高中低三条产品线，其中7英寸的Kindle Oasis定位高端，在阅读灯、分辨率、防水等级方面都处于顶级水平。
其次是千元己级的Kindle Paperwhite和入门级的Kindle青春版。
在之前，我通常建议变通读者尽量选择Kindle paperwhite，Kindle青春版只是预算不足时的无奈之选。
因为虽然有人觉得电子书阅读器没有背光才更符合纸质阅读的体验;不过当想要阅读却发现环境光线不允许的时候，你肯定不会这样觉得了。
老款的Kindle虽然价格定在了558元，但是阅读灯的缺失会限制它的使用场景。
也许是听到了用户的呼声，亚马逊在推出新一代Kindle青春版的时候，加入了4颗阅读灯，售价也定在了658元。
那么，全新Kindle青春版的表现究竟如何呢？虽然如今手机大屏横行，不过为了便于携带，全新的Kindle青春版依然采用了6英寸屏幕。
可以说，6英寸/7英寸是亚马逊分析后确定的便携阅读的最合适尺寸。
Kindle全新青春版屏幕的分辨率为167ppi，和前代相同，相比Kindle Paperwhite和Kindle Oasis的300ppi相比低了不少。
实际使用中，如果不是主要用来观看漫画，那么我个人觉得分辨率的影响并不算太大。
在延续6英寸屏幕的同时，Kindle全新青春版在外观方面也进行了一定的优化，最典型的就是产品边缘更加圆润·包括四个圆角和背盖边缘的处理等。
另外，产品的重量和尺寸也有一定的降低，比如重量只有174g，而长宽分别为160mm和113mm，相比Kindle Paperwhite都有一定的降低。
专题15 智能科技创造美好新生活-备战2023年中考英语阅读理解时文爆点专题训练(解析版)
专题15 智能科技创造美好新生活备战2022-2023年中考英语阅读理解时文爆点专题训练A（2022·吉林长春·东北师大附中校考一模）People often use their phones to take pictures of their meals—especially fancy（华丽的）ones—to share online. But Clear Plate, a WeChat mini-program, encourages you to take pictures of your empty plates after a meal. The program’s AI（智能）“sees” that your plates are empty and gives you points. You can use these points to buy yourself gifts or give away the points to buy meals for children in poor areas.The program was developed by Liu Jichen, 23, a student at Tsinghua University. Liu came up with the idea in 2017. “Technology is a good way to cut down food waste,” said Liu. He put together a 20-member team to work on the program. To teach the program’s Al how to recognize（辨别）empty plates, the team spent half a year collecting100,000 photos from restaurants in 10 cities.The team also started a campaign called Clear Your Plate in Chinese universities in 2018. Students compete against each other to see who can get those most points in Clear Plate. Now in its third year, the one-month campaign has reached 1, 017 schools. In 2020, almost 16 million people took part in it, cutting down food waste by 862 tons and carbon emissions（排放）by 3, 337 tons.Thanks to his work, Liu was chosen as one of the United Nations’ 2020 Class of Young Leaders for the Sustainable Development Goals（可持续发展目标）. “We hope our efforts can encourage young people to cherish （珍惜）the food and save the food,” Liu said.根据短文内容，选择最佳答案。
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|||生活|一个人总要走陌生的路，看陌生的风景，听陌生的歌，然后在某个不经意的瞬间，你会发现，原本费尽心机想要忘记的事情真的就这么忘记了..|-----郭敬明新托福阅读部分的“方便”品吴鹏“方便”语出《法华经·方便品》：“吾从成佛以来，种种因缘、种种譬喻，广演言教，无数方便，引导众生令离所执。
”本文这里的所谓方便，理正为方，言巧称便，就是根据形势的变化（这里主要指针对新托福考试的变化），选择随机应变的教化机智，即学习方法。
新托福考试将于2006年8月在中国大陆地区推出。
这一消息牵动着千万考生的心。
许多考生对于新托福考试的形式感到十分的陌生，由此也对新托福考试产生了相当的恐惧心理。
本文将深度剖析新托福考试中阅读部分的特点，目的在于一方面帮助考生全面而深刻地了解新托福阅读部分的考试特点，另一方面帮助考生透彻地分析新托福阅读部分考试的规律。
一、新托福考试阅读部分的六大变化1. 新托福考试阅读部分中的四个主要按键及功能在新托福考试阅读部分，阅读文章出现在电脑屏幕的右边（这和GRE机考形式恰好相反，因为在GRE机考阅读部分，阅读文章出现在电脑屏幕的左边），而相应的题目出现在电脑屏幕的左边。
因为文章很长，所以需要借助于滚动条的滚动，才能看到全文。
在阅读部分，考生可以通过点击Next button向前浏览所有的问题，也可以通过点击Back button回视前面的问题，并返回到文章的最开头。
托福阅读部分还拥有一个review功能的按键，通过点击Review button考生将会在Review Screen看到所有的问题，和看到这些问题的状态---answered, not answered, not yet seen。
最后，新托福的阅读部分还有一个Help button，考生点击这个按键之后，将会得到a list of topics for which helpful explanations are available。
2. 新托福考试阅读部分的文章长度、题目数量及考试时间均有变化原有形式的托福考试，其阅读部分的时间为55分钟，需要完成5篇文章，每篇文章的长度在350字左右，每篇文章后面的题目数量在10道左右，也就是说题目的总数量为50道。
而新托福考试阅读部分的具体安排见下表：(1) Passage 4 & 5属于加试部分，即考生在阅读部分所遇到的文章数量可能是3篇，也可能是5篇，那么相应的考试的时间为60分钟和100分钟；(2) 阅读部分的考试时间是Preset的，即阅读部分考试的总时间是固定不变的，但做每篇文章，做每道题目所花费的时间由考生自己灵活掌握；(3) 阅读文章明显增长，达到了700字左右。
3. 新托福考试阅读文章中的专业词汇的处理和题目定位的处理均有变化新托福阅读部分一个非常glossary的特点是：A word in blue in a passage indicates that a definition is available for the word. Clicking on the word brings up this definition。
也就是说凡是在阅读文章中所遇到的生僻的专业词汇，都会呈现出蓝色，点击后将会给出这个单词的定义和解释。
新托福阅读部分中所有的关于Language Use的问题都是对文章中的一个单词、一句话或者一个段落所发问的，并且对于此类题目定位处理上的一个最为鲜明的特点是：Whenever a question refers to a particular word or sentence in the passage, the word or sentence is highlighted. Y ou don not need to search for it. Detail questions on TOEFL iBT identify the particular paragraph in which the answer can be found, so you do not need to scan the passage in order to find the location of an answer to a detail question.也就是说新托福考试的阅读不再考察Language Use问题定位的能力。
这大大降低了题目本身的难度。
4. 新托福考试阅读部分中的干扰选项（distracter）的设置更为复杂通过上面的第3点我们已经知道在新托福阅读部分考试中，很多的细节题目不再需要定位了，这就降低了题目本身的难度。
ETS为了在题目难度上做一平衡，采取的方法是将干扰选项的设置变得更为复杂，大有向GRE靠拢的趋势，不仅干扰选项增多，干扰性也明显增强了，尤其对于Paraphrasing的题型显得尤为突出。
5. 新托福考试阅读部分的题型形式变化多端，分值也呈现出巨大变化新托福考试题目的形式变得多样化了，相应题目的分值也出现了巨大变化。
我们可以把新托福中的阅读题型分为三种：(1) Click on One Answer: For this multiple-choice type of question, you will choose the best of four possible answers，此类题目是传统的四选一的题目，其分值为1分；(2) Add a Sentence: For this type of question, you will click on a square to add a sentence to the passage. 这种插入句子题的文章中有4个“[■]”，然后题目给考生一句话，问考生这句话应该插在文章中哪一个所标“[■]”的地方。
一般，题目的提问方式是这样的：Look at the four squares [■] that indicate where the following sentence could be added to the passage，此类题目的分值也为1分；(3) Drag Answer Choices: 此类题型在做法上的最大特点在于它不是要求点击选项，而是拖拉考生认为正确的选项到相应的表格中。
其具体形式又可以分为两大类，而其分值也会随着具体形式的变化而变化：A. Summarizing the Most Important Points题型:此类题目的提问方式是这样的：An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentenced do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage。
这类题目主要考查了考生对于重要论据和重要观点的掌握，分值为2分，具体评分规则如下：B. Understanding details as they relate to the main idea (schematic table)题型：此类题型主要考查了考生对于结构重要信息的掌握，其提问方式是：Select the appropriate sentences from the answer choices and match them to the type of ---- that they describe. TWO of the answer choices will NOT be used。
根据answer choices的数量，7个中选56. 新托福考试阅读部分增加了4种题型新托福考试阅读部分增加了4种题型，分别是Paraphrasing题型（同义改写题型），Understanding Coherence题型（插入句子题型），Organization Information题型（结构信息表格题型），Summarizing the Most Important Points题型（总结重要观点题型）。
二、怎样做到Substantial Understanding新托福考试阅读部分所选取的文章均节选自college-level的美国大学课本，这些文章被用来介绍某个学科或者某个论题，并且这些节选文章几乎没有做任何的修改，其主要目的在于考查考生是否能够彻底地理解这些学术化环境中的文章。
那么怎样才能做到substantial understanding呢？下面笔者将会从7个方面对此问题做出回答。
新托福考试阅读部分中的文章均严格地符合学术化英语文章的典型结构，主要由三个部分组成：Introduction, Body paragraphs和Conclusion。
其实要做到substantial understanding 最主要的就是要针对文章这三个部分不同的特点做好张弛有道的分析性阅读。
下面笔者将以一篇文章为例进行具体的分析。
1. Introduction部分的分析性阅读要点：(1) Introduction部分一般说来就是整篇文章的首段。
而全文首句的仔细分析是非常关键的。
它虽然未必会给出全文的主题mail idea，但是它一定会给出这篇文章论述的范围，即全文的focus或topi c的部分或全部信息；(2) 接着再读首段之后的其它句子（首段末句除外）时，除了读懂句子传达的信息，还应该思考这样一个问题：Are the remaining sentences except the last sentence of first paragraph in the introduction more general or more specific than the first sentence? 如果是泛泛的内容，那么这些句子所起的作用是为了补充第一句所传达的topic信息；相反如果是细节性的内容，那么这些句子所起的作用是为了帮助作者清晰地定义第一句所传达的topic信息，即这时候全文的第一句已经将topic的全部信息表达出来了。
于是在读完这些句子之后考生应该再进一步问自己一个问题：“What is the topic of this passage?”(3) 首段的末句在全文中所扮演的作用有两个：一是常常给出全文的主题，即是thesis statement；二是将会给出后面段落重点论述的方向，即起到承上启下的作用。