托福閱讀中的舉例說(shuō)明

托福閱讀文章很多地方都是有著嚴(yán)密的結(jié)構(gòu)的，比如有很多情況后一句話都是為前面的一個(gè)定義或者一句話進(jìn)行舉例說(shuō)明，那么這時(shí)我們就要學(xué)會(huì)抓住這種在托福閱讀文章中的關(guān)鍵點(diǎn)，這對(duì)于大家解決托福閱讀試題還是很有幫助的，下面就來(lái)介紹一下這種解釋關(guān)系。

如何更快更有效地進(jìn)行托福閱讀文章的理解是取得理想成績(jī)的一個(gè)很重要的因素，而句間關(guān)系的理解對(duì)于一個(gè)段落的把握有很大的決定因素。托福閱讀的文章都是學(xué)術(shù)性的文章，對(duì)于一個(gè)事情的說(shuō)明，一個(gè)觀點(diǎn)的闡述，有時(shí)候是比較抽象的，作者會(huì)用具體想象的例子來(lái)證明，所以，對(duì)于看不懂某個(gè)段落要講述的內(nèi)容時(shí)，如果這個(gè)段落有個(gè)例子，可以通過(guò)例子來(lái)抓取這個(gè)段落的主要內(nèi)容，同時(shí)，如果觀點(diǎn)讀懂了，例子部分就不用看了，這樣可以省去時(shí)間來(lái)做別的題目。因此，在遇到含有例子的段落有兩個(gè)方法來(lái)區(qū)別對(duì)待，結(jié)合自己的實(shí)際情況。下面我們來(lái)看兩個(gè)含有舉例關(guān)系的段落，如何快速搞定。

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The particular symbolic significance of the cave paintings in southwestern France is more explicitly revealed, perhaps, by the results of a study conducted by researchers Patricia Rice and Ann Paterson. The data they present suggest that the animals portrayed in the cave paintings were mostly the ones that the painters preferred for meat and for materials such as hides. For example, wild cattle (bovines) and horses are portrayed more often than we would expect by chance, probably because they were larger and heavier (meatier) than other animals in the environment. In addition, the paintings mostly portray animals that the painters may have feared the most because of their size, speed, natural weapons such as tusks and horns, and the unpredictability of their behavior. That is, mammoths, bovines, and horses are portrayed more often than deer and reindeer. Thus, the paintings are consistent with the idea that the art is related to the importance of hunting in the economy of Upper Paleolithic people. Consistent with this idea, according to the investigators, is the fact that the art of the cultural period that followed the Upper Paleolithic also seems to reflect how people got their food. But in that period, when getting food no longer depended on hunting large game animals (because they were becoming extinct), the art ceased to focus on portrayals of animals.

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段落的第一句話是這個(gè)段落的主旨句，說(shuō)研究表明，在法國(guó)西南的巖洞畫的特殊的象征的重要性更明確地表現(xiàn)了出來(lái)。如果這句話明白了，后面的文字可以省略不看，或者快速瀏覽來(lái)驗(yàn)證一下。第二句話的開始 The data they present suggest that 是在用數(shù)據(jù)來(lái)支持前面的觀點(diǎn)，緊接著第三句話就是一個(gè)For example，舉例來(lái)說(shuō)明前面的觀點(diǎn)，例子說(shuō)野牛和馬畫的比我們想象的要多，可能是因?yàn)樗麄儽葎e的動(dòng)物更大肉更多。這個(gè)例子就是對(duì)巖洞畫象征含義的一個(gè)具體的例證。對(duì)于例子和段落主旨的核對(duì)是明確段落難于理解的一個(gè)很好用的方法。

Only recently have investigators considered using these plants to clean up soil and waste sites that have been contaminated by toxic levels of heavy metals–an environmentally friendly approach known as phytoremediation. This scenario begins with the planting of hyperaccumulating species in the target area, such as an abandoned mine or an irrigation pond contaminated by runoff. Toxic minerals would first be absorbed by roots but later relocated to the stem and leaves. A harvest of the shoots would remove the toxic compounds off site to be burned or composted to recover the metal for industrial uses. After several years of cultivation and harvest, the site would be restored at a cost much lower than the price of excavation and reburial, the standard practice for remediation of contaminated soils. For examples, in field trials, the plant alpine pennycress removed zinc and cadmium from soils near a zinc smelter, and Indian mustard, native to Pakistan and India, has been effective in reducing levels of selenium
salts by 50 percent in contaminated soils.

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這個(gè)段落的例子和觀點(diǎn)的具體情況和第一個(gè)段落是一樣的，我們來(lái)看一個(gè)和這個(gè)段落有關(guān)的托福閱讀試題，第12題，作者為什么要提到India mustard? 這是一個(gè)修辭目的題，我們根據(jù)India mustard定位到倒數(shù)第三行，在這個(gè)句子的最開始的位置有個(gè)For example，我們要找這個(gè)例子來(lái)說(shuō)明的觀點(diǎn)，前面的一句話說(shuō)是說(shuō)標(biāo)準(zhǔn)的修復(fù)法和植物修復(fù)法的時(shí)間和費(fèi)用方面的對(duì)比，例子是說(shuō)植物修復(fù)的具體有效性，這個(gè)的作用是平行的，需要看第一句主旨句，第一句說(shuō)植物修復(fù)法是什么，用例子來(lái)說(shuō)明植物修復(fù)在實(shí)驗(yàn)研究發(fā)現(xiàn)確實(shí)是有效的，這就是例子證明觀點(diǎn)的一個(gè)實(shí)際運(yùn)用。

上面介紹了托福閱讀文章中的舉例說(shuō)明問(wèn)題，這對(duì)于托福閱讀試題的解決是很有幫助的，希望大家能掌握這種方法在以后的托福閱讀考試中得到一個(gè)好的成績(jī)。

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