在提到如何提高閱讀速度的這一問(wèn)題時(shí)，很多學(xué)生會(huì)被得到一個(gè)“女神”級(jí)別的答案：略讀。我等屌絲苦思冥想也沒(méi)有得搞清如何讓“女神”在托福閱讀中發(fā)揮作用從而拿到高分。接下來(lái)，筆者將傳授大家略讀的利器，幫助大家駕馭此提速大法——略讀。
略讀利器1： 省數(shù)據(jù)性信息。數(shù)據(jù)性信息判斷標(biāo)準(zhǔn)十分明確，即信息中包含數(shù)字。數(shù)據(jù)性信息大多是為了進(jìn)一步說(shuō)明某個(gè)情況或者觀點(diǎn)，ETS一般不會(huì)腦殘到像四六級(jí)出題人那樣，問(wèn)你某個(gè)國(guó)家2012年GDP增長(zhǎng)百分之幾。
略讀利器2： 略舉例性信息。首先要能夠判斷出什么樣的信息是舉例：1. 有明顯的for example, for instance, such as等表示舉例的標(biāo)志詞；2. 涉及到具體的國(guó)家、人名、地名等信息；一旦具備上述兩個(gè)特點(diǎn)中的任何一個(gè)，即為舉例，在閱讀的時(shí)候即可粗略閱讀，因?yàn)榧词故荅TS的細(xì)節(jié)題，也不會(huì)具體到問(wèn)以下哪個(gè)國(guó)家不屬于Scandinavia斯堪的納維亞國(guó)家。另外，在托福閱讀中例子的主要功能是支持觀點(diǎn)，只要能讀懂例子之前的觀點(diǎn)即可。
略讀利器3：著重轉(zhuǎn)折之后的信息。此類信息一般都會(huì)有but, however作為標(biāo)志詞，尤其是however, 一般前后都用逗號(hào)隔開(kāi)，比較好認(rèn)。轉(zhuǎn)折一般會(huì)強(qiáng)調(diào)后面的信息，甚至全盤(pán)否定之前的錯(cuò)誤觀點(diǎn)或理論，因而關(guān)注轉(zhuǎn)折之后的信息能幫我們快速把握文章要點(diǎn)。
略讀“偽”利器：略讀插入語(yǔ)、括號(hào)里面表示解釋說(shuō)明的信息。這是我從學(xué)生那里聽(tīng)來(lái)的某些老師傳授的偽利器。之所以是“偽利器”，原因在于： 第一，插入語(yǔ)除了表示解釋說(shuō)明，還有可能表示強(qiáng)調(diào)，有可能會(huì)出考點(diǎn)。插入語(yǔ)的正確處理方法應(yīng)該是先跳讀，保證句子完整性，再回讀。第二，括號(hào)里面的內(nèi)容多是解釋說(shuō)明，有些時(shí)候是為了解釋前面的專有名詞或者我們不認(rèn)識(shí)的單詞，這個(gè)時(shí)候詳讀括號(hào)里面的信息反而能幫助我們理解文章。所以，插入語(yǔ)、括號(hào)內(nèi)容這兩個(gè)略讀“偽利器”大家使用要慎重，否則受傷的是自己。
有效運(yùn)用上述略讀三大利器，可以為我們節(jié)省閱讀時(shí)間，從而贏得更多的思考答題時(shí)間。除此之外，去掉冗余信息，可以方便我們理清段落關(guān)系及文章結(jié)構(gòu)。
廢話不多說(shuō)，直接看如何具體操作。以下為T(mén)PO 18-1 原文，文中用刪除線標(biāo)識(shí)的地方，即為大家可粗略閱讀的內(nèi)容。略讀的原因在批注中有詳細(xì)說(shuō)明，請(qǐng)大家仔細(xì)閱讀批注。
Industrialization in the Netherlands and Scandinavia
Paragraph 1:
While some European countries, such as England and Germany, [w1] began to industrialize in the eighteenth century, the Netherlands and the Scandinavian countries of Denmark, Norway, and Sweden [w2] developed later. All four of these countries lagged considerably behind in the early nineteenth century. [w3] However, they industrialized rapidly in the second half of the century, especially in the last two or three decades. [w4] In view of their later start and their lack of coal—undoubtedly the main reason they were not among the early industrializers—[w5]it is important to understand the sources of their success.
Paragraph 2:
All had small populations. At the beginning of the nineteenth century，Denmark and Norway had fewer than 1 million people, while Sweden and the Netherlands had fewer than 2.5 million inhabitants. [w6] All exhibited moderate growth rates in the course of the century (Denmark the highest and Sweden the lowest), [w7] but all more than doubled in population by 1900. Density varied greatly. The Netherlands had one of the highest population densities in Europe, whereas Norway and Sweden had the lowest Denmark was in between but closer to the Netherlands. [w8]
Paragraph 3:
Considering human capital as a characteristic of the population, [w9] however, all four countries were advantaged by the large percentages of their populations who could read and write. In both 1850 and 1914, the Scandinavian countries had the highest literacy rates in Europe, or in the world, and the Netherlands was well above the European average. [w10]This fact was of enormous value in helping the national economies find their niches in the evolving currents of the international economy.
Paragraph 4:
Location was an important factor for all four countries. All had immediate access to the sea, and this had important implications for a significant international resource, fish, as well as for cheap transport, merchant marines, and the shipbuilding industry. Each took advantage of these opportunities in its own way. [w11] The people of the Netherlands, with a long tradition of fisheries and mercantile shipping, had difficulty in developing good harbors suitable for steamships: eventually they did so at Rotterdam and Amsterdam, with exceptional results for transit trade with Germany and central Europe and for the processing of overseas foodstuffs and raw materials (sugar, tobacco, chocolate, grain, and eventually oil). Denmark also had an admirable commercial history, particularly with respect to traffic through the Sound (the strait separating Denmark and Sweden). In 1857, in return for a payment of 63 million kronor from other commercial nations, Denmark abolished the Sound toll dues the fees it had collected since 1497 for the use of the Sound. This, along with other policy shifts toward free trade, resulted in a significant increase in traffic through the Sound and in the port of Copenhagen.
批注研讀完之后，相信大家能清晰地了解略讀如何操作，大家可以拿TPO 18-1后兩段實(shí)戰(zhàn)操作一下，不確定自己操作結(jié)果是否正確的童鞋，可以發(fā)給我看看�？梢酝ㄟ^(guò)以下方式聯(lián)系我：新浪微博 @我是黃小幺。
得到一個(gè)好的方法之后要親自實(shí)戰(zhàn)應(yīng)用，因?yàn)閷?shí)踐是檢驗(yàn)真理的唯一標(biāo)準(zhǔn)，真正自己應(yīng)用過(guò)才知道是否對(duì)自己有效。祝大家閱讀拿高分。
原文批注注解：
[w1] 標(biāo)志詞such as
[w2] 讀到具體的地名、人名可以理性處理為N&S 兩個(gè)符號(hào)
[w3] 后面有轉(zhuǎn)折標(biāo)志詞however。而且有具體的時(shí)間，進(jìn)一步說(shuō)明N&S工業(yè)化開(kāi)始的晚。
[w4] 尤其是，無(wú)非是使說(shuō)明更具體更精確，可略讀
[w5] 注意：有些老師在教課的時(shí)候會(huì)說(shuō)插入語(yǔ)也要略讀，對(duì)此不是很認(rèn)同，插入語(yǔ)的閱讀方法應(yīng)該是先跳讀保證句子的完整性，然后再回讀。因?yàn)椴迦胝Z(yǔ)往往會(huì)補(bǔ)充說(shuō)明一些信息， 可能會(huì)有考點(diǎn)，這里的插入語(yǔ)就有出題，詳見(jiàn)該篇閱讀第一題。
[w6] 有明顯的數(shù)字，是數(shù)據(jù)性信息，為了進(jìn)一步說(shuō)明N&S 這些國(guó)家的人口數(shù)量小，可略讀。
[w7] 舉例性信息，略讀
[w8] 是舉例性信息，可以略讀。該段略讀之后，非常輕松地得到此段的邏輯關(guān)系：介紹了人口數(shù)量、增長(zhǎng)速度、人口密度的情況，只是介紹這三方面的特點(diǎn)，無(wú)比較。這一邏輯關(guān)系在原文第二題中有考到。 快速略讀的話，答題既快又準(zhǔn)。
[w9] however之前的信息，略讀。
[w10] 舉例說(shuō)明N&S文化水平高，屬于舉例性信息，略讀。
[w11] “每個(gè)國(guó)家分別以自己的方式利用這些機(jī)會(huì)。”思維預(yù)判，下面有具體的國(guó)家名稱以及時(shí)間數(shù)字等數(shù)據(jù)性信息，肯定是在具體介紹每個(gè)國(guó)家如何利用地理位置的優(yōu)勢(shì)。可略讀。因?yàn)�，略讀之后，并不影響我們主要信息的獲取以及文章框架的構(gòu)建。
指導(dǎo)老師
- 姓 名：黃華鑫
- 所在地點(diǎn)： 杭州市天目山路135-145號(hào)玉泉大廈2樓
- 擅長(zhǎng)課程： 雅思，托福，SAT
- 聯(lián)系電話：400-077-0188電子郵箱：language@shinyway
名師簡(jiǎn)介
教育背景：英語(yǔ)語(yǔ)言文學(xué)及管理學(xué)雙學(xué)士；英語(yǔ)專業(yè)八級(jí)；BEC高級(jí)；國(guó)家教師資格證持有者，曾為杭二中口譯課特聘教師；
教授科目：托福閱讀； SAT語(yǔ)法；小托福語(yǔ)言形式與含義；綜合英語(yǔ)語(yǔ)法；
授課風(fēng)格：堅(jiān)持有效有趣，授課邏輯性強(qiáng)；
學(xué)員評(píng)價(jià)：極其耐心，講解深入淺出，能切實(shí)提升實(shí)力；
