托福备考心得与经验分享
托福备考是一个长期且枯燥的过程，只有耐得住寂寞加上正确的复习方法，这样才能让你的托福考试成绩得到提升。今天小编给大家带来托福备考心得与经验分享,希望能够帮助到大家，下面小编就和大家分享，来欣赏一下吧。
托福成绩从77到100 备考心得与经验分享
先来说一下成绩：28+26+22+24 此成绩为二战成绩。
一战成绩：25+17+14+21
从准备二战开始就一直在本版潜⽔，版内的诸多经验贴给了我不少的经验和鼓励。现在在国内读研究生二年级，实验室各种杂活，完全没有时间复习(这时候才知道本科时充裕时间的宝贵，学弟学妹们一定要珍惜啊)，导致我只好把复习时间主要放到过年时满打满算的三周年假里。加上元旦后的十天复习和开学来水的一周，共计复习了40天左右，从77到100觉得有些成功的经验，失败的教训可以给诸位战友分享，这也就是本帖的初衷之一。周围准备托福的人不多，有很多想说的话想和人分享，这是本帖的初衷之二。从去年七月开始准备G到现在近九个月的时间，终于结束，做个阶段总结，这是本帖的初衷之三。
说说我的复习背景
国内研究生二年级，四级498，六级三次才刚过线，考研英语74，GRE 151+170+3。
渣到爆吧，之前一战之后唯一有信心的是阅读，觉得努⼒下还能提分，其他感觉是毫无希望啊，尤其听⼒和口语。在此背景下，我开始痛苦纠结的二战。
说说阅读
阅读好像能说的经验很少，因为考过GRE，前面也说了对阅读有点信心，所以二战主要是就是刷
官方真题Official，刷了十套之后基本在25以上，但错的题主要是词汇和最后一个总结题，然后开始停下来背单词，主要刷了镇魂单词和机经大范围，刷完再做题，基本就是在27以上了。
阅读有长难句的帖子很不错。
阅读的考场经验是，进去以后不要太快的点 continue，否则就会被别人的试话筒打扰，当然也不要太慢否则听⼒又会受影响。
说说听⼒
二战里的时间花的最多的就是听⼒了，你们也看到我一战的渣听⼒了，一战前主要是用的听写，开始效果还是很明显的，但是很快就感受不到进步了，所以二战用了精听，版内有个分析几种方法的帖子，⾮非常棒。
整个复习进度
1. 科学六十秒，因为一战把老托已经用完了，二战直接就用了sss，早期的精听就是血虐啊，速度且不说，sss的专业词汇也是听不懂，甚至看不懂，但就是坚持，因为知道在实际lecture中肯定有听不懂甚至看不懂的词，要熟悉并学会处理这种问题，大概再听了十天之后(就是元旦后复习那十天)，
明显感到听到的句子变慢了，也慢慢学会了对不熟悉名词的处理方法，因为文中一般会对重要名词做描述，不描述可能是他不重要。我觉得这种的能⼒很重要。 P.S. sss之间区别也很大，一般mind 和health向的段子较长且单词较为简单，可以先练这个方向。
2. 官方真题Official，从十天的精听之后，到正式开始复习，中间有一个月基本是没有做练习的，从2月7号正式开始复习，正式做官方真题Official，不用担心浪费了材料。
a. 一开始的复习节奏是早上 先练精听(一般是昨天练过的那套官方真题Official)，再做一套官方真题Official，经过大概十天的练习，慢慢习惯了官方真题Official的长度，语速，基本上已经能听到文章的大部分内容，这段时间的官方真题Official的听⼒基本能保证在21分左右。
b. 做了一段时间感觉不到进步，刚好因为三十和大年初一停止复习了两天，重新开始就调整了顺序，每天早上先做官方真题Official，再对今天所做这套官方真题Official材料进⾏行精听练习，这段时间，我增加了官方真题Official到1.3倍速，练了两天习惯后，开始放慢速度，尝试听细节，然后特别注意第一次做题时因为没听到而做错题的部分，我觉得这是一个习惯找出出题点的过程，这段时间的复习基本上能保证拿到23分左右。
c. 然后做到官方真题Official20的时候又崩了，那套直接17，一朝回到解放前啊。紧接着几套也不理想，导致我甚至开始怀疑人生…分析原因：这几套难度有点增加，再就是一些一些细节听不到，即使听到很多的信息，但做题时在一个听到的选项和一个没听到的选项(逻辑上好像更有可能的选项)之间，开始倾向于更加主观的推断。发现问题之后，就开始琢磨解决方法，那个时候和考试大概剩两周，考虑到后面的时间要给写作和口语，觉得继续练习到能听到所有细节好像不太现实，只好想到投机取巧的方法：在遇到一个包含一个听到信息和一个看似合理的选项的时候，看看那个没听到的选项里的单词和信息，是不是难到自己听不到或者听不懂的，假如真的挺难的，就选这个，假如信息很简单，就选那个听到的。这个技巧后来经过练习，竟然还比较有用。这段时间基本稳定在25左右了。
在家的复习的情况基本就是这样，在学校的一周就停止精听了，但是把官方真题Official放在mp3，即使考试那天都保证着，在做题前灌耳朵。这也算经验的一点了。
听⼒的考场经验就是，考试比平时模考更有简单，一是考试的时候比官方真题Official模考是精神更集中，因为我不记笔记，所以对精⼒要求更高。二是正式考试有图片显⽰示出lecture中那些学术名词，这点对于理清文章逻辑很有帮助。三是 经典加试可以好好看看，到考场上可以早点做完，用来调整自己出去休息的时间，我觉得以教室一般人出去为宜，这样不会因为口语说的太早太晚而羞耻…..
说说口语虽然口语提分最明显，但这个经验真的很有限，假如⾮非要说一个的话就是“练习”。
刚开始练习口语真的无从下手，直到不计后果开始练习，慢慢开始有了感觉。
前两个题，主要是用的超级机经，我没有练习完，但是练了三四天就又感觉了。就像很多人说的，慢慢就开始发现有段子可以通用。
后四个题，主要用官方真题Official，我练了不到二十套，借鉴了绿版的口语帖和官方真题Official口语录音。
开始练的时候，主要练有话说，练到后期就要考虑时间等等因素了。
其实考试下来，因为第四题甚至都说清楚，估计最高20，没想到这个分数，总觉得是有运气成分在。
口语考场上的经验就是一定要控制语速，注意调整节奏，不一定要追求多，和我同天考的一个同学，其他两部分都是fair，结果第一部分得了limited，我们相互之间分析，认为就是因为说的太快，想说的太多，导致阅卷人没有办法听清楚。
说说写作写作我这个分数基本也就告别谈经验了，假如要说的话，只有教训。
1. 一定要重视综合写作，我同学一个good一个fair 拿了26，我两个good才24。
2. 综合写作一定要重视逻辑，其中信息都听到了，但是行文缺乏逻辑。导致这个尴尬分数。
3. 虽然独立写作字数很重要，但是也希望尽量在保证字数⾜足够的前提下保证质量，字数并不像很多
人说的那么唯一重要。我这回敲了510个单词，分数也不高么。
说说机经
二战的时候大概提前一周开始看机经，看了口语和写作，结果只有口语第四题中了，而这恰好就是我口语里自我感觉答的最差的题，因为看到题的瞬间开始在记忆里寻找，导致阅读部分没有看懂所有。
相较于机经是否命中，我反倒觉得用机经练习的过程比较重要，尤其口语独立题，用机经练反应还是有用的。
说说考试之外
1. 复习托福一定要学会心理调节，我主要的脱产复习时间在过年寒假期间，周围各种同学聚会，但没办法因为复习只能拒绝。又恰好碰到做到官方真题Official20成绩不升反降，那个时候心情可想，甚至开始怀疑
自己的选择，不过一次次告诉自己，自己的选择一定是有价值的，总算挺过了那个时期。包括考试前一天，收到美国老师的批评邮件，简直情绪糟透了，不过告诉自己，假如拿不到推荐信，才更应该好好考试，这才上了考场。
2. 复习托福一定要学会多任务处理。前面说了实验室的各种活，但是在整个复习过程中一定要有自
己的主题，多任务处理，并不是让你把所有问题放在同等级别去解决，而是应该知道轻重缓急，复习托福，其他的事情即使拖一拖，也要完成当天任务。
3. 复习托福一定要学会抵抗诱惑，我其实没甚么太多资格说这话，但我能保证在复习的时候我的电脑桌面上和任务栏上只有托福相关内容。
4. 调整作息时间，从正式开始复习，我就保证每天七点半起床，模拟一定在九点左右开始，最后有好结果，这个一定有状态加成。
5. 认清自己的状态，别欺骗自己，复习到什么程度只有自己最清楚。
6. 一定要学会总结，不要一门心思做官方真题Official，一直做下去不总结，都浪费了就。
7. 期待最好的结果，做最坏的打算，实际上我都把三战的钱都打到账户了,而且考完之后一直没有停
止复习….
8. 时间和效率的问题，前期复习，可能无法保证效率，那就保证时间，后期复习，效率就会慢慢上来了，这可能也是量变到质变的过程了。
结束语
稀里糊涂的说了很多没用的话，但是真切是我的复习状态，我知道最后的分数一定有运气成分，但能有这样的进步，我欣赏我自己的努⼒(不是我自恋啊)。
下个阶段的主题变成了科研，相较于努⼒再加几分，我觉得做出成果，发篇文章对于申请phd也许更有意义。
托福的复习实在痛苦煎熬，但这其中的收获不限于考试(看美剧不需要字幕，深深觉得有意义)
我的复习经验当然可能不具有普遍意义，但假如你能获得一点点启发，甚至只是情绪上的鼓励，那也将是我的荣幸。
感谢所有给我启发的帖子的主人，感谢给我帮助的家人和朋友，祝福所有努⼒复习的朋友都有好的结果!
说到这吧，申请的路还长着呢，但道阻且长还不得认真去跑!
托福阅读真题原题+题目
Naturalists and casual observers alike have been struck by the special relationship between squirrels and acorns (the seeds of oak trees). Ecologists, though, cannot observe these energetic mammals scurrying up and down oak trees and eating and burying acorns without wondering about their complex relationship with trees. Are squirrels dispersers and planters of oak forests or pesky seed predators? The answer is not simple. Squirrels may devour many acorns, but by storing and failing to recover up to 74 percent of them as they do when seeds are abundant, these arboreal rodents can also aid regeneration and dispersal of the oaks.
Their destructive powers are well documented. According to one report, squirrels destroyed tens of thousands of fallen acorns from an oak stand on the University of Indiana campus. A professor there estimated that each of the large white oaks had produced between two and eight thousand acorns, but within weeks of seed maturity, hardly an intact acorn could be found among the fallen leaves. Deer, turkey, wild pigs, and bears also feed heavily on acorns, but do not store them, and are therefore of no benefit to the trees. Flying squirrels, chipmunks, and mice are also unlikely to promote tree dispersal, as they often store seeds in tree cavities and underground burrows. Only squirrels — whose behavior of caching (hiding) acorns below the leaf litter — often promote successful germination of acorns, and perhaps blue jays, important long-distance dispersers, seem to help oaks spread and reproduce.
Among squirrels, though, there is a particularly puzzling behavior pattern. Squirrels pry off the caps of acorns, bite through the shells to get at the nutritious inner kernels, and then discard them half-eaten. The ground under towering oaks is often littered with thousands of half-eaten acorns, each one only bitten from the top. Why would any animal waste so much time and energy and risk exposure to such predators as red-tail hawks only to leave a large part of each acorn uneaten? While research is not conclusive at this point, one thing that is certain is that squirrels do hide some of the uneaten portions, and these acorn halves, many of which contain the seeds, may later germinate.
1. What does the passage mainly discuss?
(A) The ecology of oak trees
(B) Factors that determine the feeding habits of Squirrels
(C) Various species of animals that promote the dispersal of tree seeds
(D) The relationship between squirrels and oak trees
2. The word they in line 7 refers to
(A) oak forests
(B) acorns
(C) squirrels
(D) predators
3. According to the passage , what do squirrels do when large quantities of acorns are available?
(A) They do not store acorns.
(B) They eat more than 74 percent of available acorns.
(C) They do not retrieve all the acorns that they have stored.
(D) They hide acorns in tree cavities.
4. The word estimated in line 11 is closest in meaning to
(A) commented
(B) judged
(C) observed
(D) discovered
5. Why does the author mention the University of Indiana campus in line 10 -11?
(A) to provide evidence that intact acorns are hard to find under oak trees
(B) to indicate a place where squirrels can aid seed dispersal of oaks
(C) to argue in favor of additional studies concerning the destructive force of squirrels
(D) to support the claim that squirrels can do great damage to oak stands
6. It can be inferred from paragraph 3 that chipmunks do not aid in the dispersal of oak trees
because
(A) they store their acorns where they cannot germinate
(B) they consume most of their stored acorns
(C) their stored acorns are located and consumed by other species
(D) they cannot travel the long distance required for dispersal
7. According to the passage , which of the following do squirrels and blue jays have in common?
(A) They travel long distances to obtain acorns.
(B) They promote the reproduction of oak trees.
(C) They bury acorns under fallen leaves.
(D) They store large quantities of acorns.
8. The phrase pry off in line 21 is closest in meaning to
(A) swallow
(B) remove
(C) squeeze
(D) locate
9. The word littered in line 22 is closest in meaning to
(A) covered
(B) displayed
(C) fertilized
(D) planted
10. According to the passage , scientists cannot explain which of the following aspects of squirrel
behavior?
(A) Where squirrels store their acorn caches
(B) Why squirrels prefer acorns over other seeds
(C) Why squirrels eat only a portion of each acorn they retrieve
(D) Why squirrels prefer acorns from a particular species of oak trees
PASSAGE 98 DCCBD DBBAC
托福阅读真题原题+题目
The Moon, which has undergone a distinct and complex geological history, presents a striking appearance. The moon may be divided into two major terrains: the Maria (dark lowlands) and the Terrace (bright highlands). The contrast in the reflectivity (the capability of reflecting light) of these two terrains suggested to many early observers that the two terrains might have different compositions, and this supposition was confirmed by missions to the Moon such as Surveyor and Apollo. One of the most obvious differences between the terrains is the smoothness of the Maria in contrast to the roughness of the highlands. This roughness is mostly caused by the abundance of craters: the highlands are completely covered by large craters (greater than 40-50 km in diameter), while the craters of the Maria tend to be much smaller. It is now known that the vast majority of the Moon's craters were formed by the impact of solid bodies with the lunar surface.
Most of the near side of the Moon was thoroughly mapped and studied from telescopic pictures years before the age of space exploration. Earth-based telescopes can resolve objects as small as a few hundred meters on the lunar surface. Close observation of craters, combined with the way the Moon diffusely reflects sunlight, led to the understanding that the Moon is covered by a surface layer, or regolith, that overlies the solid rock of the Moon. Telescopic images permitted the cataloging of a bewildering array of land forms. Craters were studied for clues to their origin; the large wispy marks were seen. Strange, sinuous features were observed in the Maria. Although various land forms were catalogued, the majority of astronomers' attention was fixed on craters and their origins.
Astronomers have known for a fairly long time that the shape of craters changes as they increase in size. Small craters with diameters of less than 10-15 km have relatively simple shapes. They have rim crests that are elevated above the surrounding terrain, smooth, bowl-shaped interiors, and depths that are about one-sixth their diameters. The complexity of shape increases for larger craters.
1. What does the passage mainly discuss?
(A) What astronomers learned from the Surveyor and Apollo space missions.
(B) Characteristics of the major terrains of the Moon.
(C) The origin of the Moon's craters.
(D) Techniques used to catalogue the Moon's land forms.
2. The word undergone in line 1 is closest in meaning to
(A) altered
(B) substituted
(C) experienced
(D) preserved
3. According to the passage , the Maria differ from the Terrace mainly in terms of
(A) age
(B) manner of creation
(C) size
(D) composition
4. The passage supports which of the following statements about the Surveyor and Apollo missions?
(A) They confirmed earlier theories about the Moon's surface.
(B) They revealed that previous ideas about the Moon's craters were incorrect.
(C) They were unable to provide detailed information about the Moon's surface.
(D) They were unable to identify how the Moon's craters were made.
5. The word vast in line 11 is closest in meaning to
(A) special
(B) known
(C) varied
(D) great
6. All of the following are true of the Maria EXCEPT:
(A) They have small craters.
(B) They have been analyzed by astronomers.
(C) They have a rough texture.
(D) They tend to be darker than the terrace.
7. All of the following terms are defined in the passage EXCEPT
(A) Moon (line 1)
(B) reflectivity (line 3)
(C) regolith (line 16)
(D) Maria (line 2)
8. The author mentions wispy marks in line 19 as an example of
(A) an aspect of the lunar surface discovered through lunar missions
(B) a characteristic of large craters
(C) a discovery made through the use of Earth-based telescopes
(D) features that astronomers observed to be common to the Earth and the Moon
9. According to the passage , lunar researchers have focused mostly on
(A) the possibility of finding water on the Moon
(B) the lunar regolith
(C) cataloging various land formations
(D) craters and their origins
10. The passage probably continues with a discussion of
(A) the reasons craters are difficult to study
(B) the different shapes small craters can have
(C) some features of large craters
(D) some difference in the ways small and large craters were formed
PASSAGE 97 BCDAD CACDC
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托福备考心得与经验分享
