托福阅读如何加试

托福阅读如何加试

托福阅读加试在OG上是有说明的，托福官方指南OG上写明：阅读3-5篇，60-100分钟;听力对话2-3篇，讲座4-6篇，60-90分钟。托福阅读正常情况下应该有3篇，但遇到加试则会多出1篇或2篇，每多出一篇就会相应增加20分钟的做题时间。

2017年开始，托福阅读加试出现频率明显升高，不管考几道题，是不是有加试，考生都应该认真做好每一道题，因为你不知道那一道题是加试，它是不是算分。

托福阅读加试数量一般情况下为1篇文章。托福考试官方给出的说法是，在考试时考生多完成一篇阅读或一个听力，作为题目难易度的检测。这种方式是不算分的。加试范围基本只局限于阅读和听力，一般来说，加试了听力就不会加阅读，加试了阅读就不会加听力，但是个别考生也会遇到听力阅读双加试，这种情况在2017年托福考试中屡有出现。

1. 阅读经典加试

此前托福阅读有经典加试，经典加试的备考非常简单，只要看一下经典加试题库就可以了。但是2017年3月4日后，阅读经典加试就没再出现过。经典加试原因很简单，经典加试考查的次数太多，试题和答案早已被广大考生知晓。阅读考试时，考生只需要凭记忆，就能在很短的时间内做对全部的加试题，然后用多余的时间重点做其他3篇阅读。

2. 非经典加试

非经典加试目前已经成为托福阅读加试的主流。非经典加试没有什么特殊的应对方法，只能练好自己的阅读能力，做好阅读。但是值得注意的一点是，现在加试题多为新题，所以很多人推测，加试题有可能会是以后的托福考题，而这种推测也在以前的考试中得到过验证，所以大家需要留心以往的加试题目。

阅读加试如何备考

1.提升做题速度

托福阅读非经典加试非常考验大家的耐心和毅力，想象一下，当你在考场上辛苦完成3篇阅读，长舒一口气准备做听力的时候，结果下一题跳出来的却仍然是阅读……大家可能会觉得很崩溃，但是没办法，还是要硬着头皮去做。为了能在遇到加试的时候请轻松应对，大家在平时练习的时候一定要提升托福阅读的做题速度。考试要求的时间为20分钟内完成一篇，建议大家在15分钟内能够完成一篇阅读，这样在阅读考试中就会感觉相对轻松一些。

要提升阅读速度，不仅需要大家提升阅读文章的速度，还要提升做题速度。提升阅读文章速度需要平时多练习，提升做题速度可以学习掌握一些做题技巧，比如细节题需要快速定位，推断题需要根据原文做出合理推断，主旨题选项要包含重点信息等等。掌握做题技巧对于提升阅读速度很有帮助。

2.平时模拟练习做4-5篇阅读

大家在备考托福阅读的时候都会做模考练习，一般情况下，模考题目都只有3篇阅读文章，但是为了适应加试的节奏，建议大家在做托福阅读模考的时候，多给自己加一到两篇阅读，模考时间也相应延长20-40分钟。这样做是为了让大家适应遇到加试时的考试节奏。如果平时模考一直将阅读文章量控制在3篇，那么托福考试中突然遇到加试，肯定会很不适应。

托福阅读加试一般加几篇

托福阅读加试一般加几篇具体内容如下：

托福阅读部分正常的考题应该是3篇文章，总计60分钟。第一篇20分钟倒计时，第二、三篇一起倒计时，共40分钟，即20+40=60分钟。但如果有加考，考生将会在做了3篇文章后被要求再做1篇，计时20分钟，这样阅读部分总共计时为20+40+20=80分钟。

托福阅读加试内容具体如下：

托福阅读加试题: 生物适应性

主要介绍了沙漠中的动植物是如何适应极端环境的。首先说了沙漠最大的问题就是缺水，如何适应这种缺水环境就是各种动植物存活的关键。然后说了植物是如何适应缺水环境的：有些是周期性植物，只在湿度较高时才生长;常年生长的植物采取另一些办法，例如，叶子表面产生一层蜡质，减少水分蒸发;有些叶子成了刺;有些的根系特别发达;等等。然后，另起一段将动物是如何适应的：产生高盐度的尿液，调整呼吸，等等。随后，还对比了在沙漠和在极地生活的同一种动物的异同。

生物学：植物的 defense system，以及科学家为证实 defense system对于 deter animal feeding on them有很大的用处。有一道题是，食草东西虽然吃他们的种子，却也帮助他们传播和繁殖。

托福阅读真题练习

托福阅读文本：

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.

托福阅读题目：

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 inorder 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

托福阅读答案：

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