2252個(gè)托福核心詞匯要多久？如何高效處理單詞問(wèn)題？

　　2252個(gè)單詞對(duì)于超級(jí)學(xué)霸來(lái)說(shuō)基本1周左右可以搞定，但對(duì)于絕大多數(shù)基礎(chǔ)一般的初高中同學(xué)來(lái)說(shuō)基本都要1-2個(gè)月左右的時(shí)間反復(fù)記憶才能記熟。很多同學(xué)需要兼顧學(xué)校的課業(yè)，準(zhǔn)備托福的時(shí)間只有每周的周末，投入時(shí)間少無(wú)形延長(zhǎng)了備考時(shí)長(zhǎng)。

　　在數(shù)月的漫長(zhǎng)備考中，如果大家沒(méi)有辦法高效處理單詞問(wèn)題，就會(huì)困在單詞的泥藻中無(wú)法自拔，直接影響到整個(gè)備考的效率和同學(xué)們自信心。通過(guò)教學(xué)實(shí)踐我們發(fā)現(xiàn)，背誦單詞最高效的方法就是應(yīng)用。

　　我們鼓勵(lì)大家在最開始背單詞的時(shí)候就加入適當(dāng)?shù)耐懈Ｂ犝f(shuō)讀寫去應(yīng)用所學(xué)單詞，做到學(xué)以致用。這樣做的好處實(shí)在太多了，最明顯的就是大家學(xué)到的不再是一個(gè)孤零零的單詞，而是在真實(shí)語(yǔ)言環(huán)境中活靈活現(xiàn)的表達(dá)，擴(kuò)大了閱讀的閱讀單位，寫作文也不再會(huì)出現(xiàn)奇怪的Chinglish。可是有的同學(xué)會(huì)有畏懼心理，覺得我單詞才知道那么一丟丟，怎么能開始應(yīng)用呢?　　

　　眾所周知，托?？荚嚶犝f(shuō)讀寫中，閱讀對(duì)單詞識(shí)別要求最高，本文以閱讀為例說(shuō)明如何在單詞量有限的情況下進(jìn)行單詞應(yīng)用。

　　我們以TPO5第二篇文章《The Origin of the Pacific Island People》太平洋群島居民起源中第二段內(nèi)容為例，原文如下：

　　Speculation on the origin of these Pacific islanders began as soon as outsiders encountered them, in the absence of solid linguistic, archaeological, and biological data, many fanciful and mutually exclusive theories were devised. Pacific islanders are variously thought to have come from North America, South America, Egypt, Israel, and India, as well as Southeast Asia. Many older theories implicitly deprecated the navigational abilities and overall cultural creativity of the Pacific islanders. For example, British anthropologists G. Elliot Smith and W. J. Perry assumed that only Egyptians would have been skilled enough to navigate and colonize the Pacific. They inferred that the Egyptians even crossed the Pacific to found the great civilizations of the New World (North and South America). In 1947 Norwegian adventurer Thor Heyerdahl drifted on a balsa-log raft westward with the winds and currents across the Pacific from South America to prove his theory that Pacific islanders were Native Americans (also called American Indians). Later Heyerdahl suggested that the Pacific was peopled by three migrations: by Native Americans from the Pacific Northwest of North America drifting to Hawaii, by Peruvians drifting to Easter Island, and by Melanesians. In 1969 he crossed the Atlantic in an Egyptian-style reed boat to prove Egyptian influences in the Americas. Contrary to these theorists, the overwhelming evidence of physical anthropology, linguistics, and archaeology shows that the Pacific islanders came from Southeast Asia and were skilled enough as navigators to sail against the prevailing winds and currents.

　　很多同學(xué)看到這個(gè)段落第一時(shí)間的反應(yīng)就是好長(zhǎng)，其次就是好亂，不知如何下手。

　　可是仔細(xì)一看，第一句話Speculation on the origin of these Pacific islanders began as soon as outsiders encountered them, in the absence of solid linguistic, archaeological, and biological data, many fanciful and mutually exclusive theories were devised.雖然有33個(gè)單詞，多層次句子疊加還用上插入語(yǔ)，但去掉修飾成分剩下的核心信息是如下圖：　　

　　為了大家看的清楚，我們把整體的分析貼出來(lái)：

　　通過(guò)以上的分析，我們可以看出在單詞量有限的情況下，可以通過(guò)上下文的內(nèi)部的邏輯關(guān)系幫助理清原文內(nèi)容，再也不要因?yàn)樽约簡(jiǎn)卧~量小而久久不開始真正的應(yīng)用，注意會(huì)用才是最好的學(xué)習(xí)方式。