托福听力conversation话题分析

2016-12-09编辑: Jennifer来自: 环球教育整理

众所周知,托福听力部分是由两部分共同构成的,一个是conversation一个是lecture,环球托福老师本文将着重来分析托福听力conversation部分的五大话题:

托福听力conversation Part one--图书馆场景(library)

图书馆场景通常会涉及以下几个考点:资料种类,相关动词,图书馆相关政策服务,图书馆部门名称。

A.资料种类词汇(review评论, magazine杂志, periodical期刊,current issue现刊,back issue过刊,reference 参考书目, textbook 教科书, fiction 小说, encyclopedia 百科全书等)

大家在听的时候可以把这些作为关键定位词,通常选项当中就会有很多和这些词是同近义词甚至是原词。

B.相关动词词汇(borrow, return, check in, check out, renew 续借, recall 召回, pay the fine付罚金, reserve/book 预约, extend borrowing privilege 延长借书期, photocopy 复印等)

C.图书馆相关政策服务

政策1:被召回的书有还书期限,不在还书期限内归还会受到不再允许借书的惩罚。

政策2:一个班的学生需要同一本参考书目来写论文,可以要求教授提前向图书馆预定相应数量的copies.

托福听力conversation Part two--学生和教授对话之一(paper)

不知道写什么主题?如何寻找资料?以及一些针对常见话题教授提出的修改意见有哪些?让我们逐一分析:

假设当学生是因为不确定写什么而去找教授,教授肯定不会直接告诉学生写什么对吧,所以这时候教授可能就会开始引导学生,比如启发他某次课的内容,或者他学习这门课程的目的等进而让学生自己提出想写的paper话题。在此时,有可能会考"what is the subject/ title of the project?"或者因为教授在引导启发过程中会提到某些课堂中讲过的知识,那也有可能会出考题:"why does the professor mention XX?" or "what is XX"。在这种时候我们尤其要注意教授话语中的专有名词的definition或者重复的专有名词。

E.g.

Student:  Um… the pre-operational stage?

Professor:  Exactly, if that's the case, her languages used to be maturing and her memory and imagination would be developed.

Student:  So she might play pretend like she can pretend when driving her toy car across a couch that the couch is actually a bridge or something.

Why does the student mention a child playing with a toy car?

To identify a behavior that would show a child's imagination developing

To identify a behavior that might illustrate egocentric thinking

To give an example of a behavior he has observed

To give an example of a behavior he would not need to describe

解析:本题当学生听到pre-operational stage这一专业词汇时就应该有警觉,注意接下来教授会不会有解释,如有则肯定为考点。本题选A。

假设学生不知道寻找什么资料,那会发生什么?对,可能教授会给他列一个大概书目,然后学生就回去library进而展开一段我们第一节课的对话内容啦student & librarian,或者让学生去Internet上搜索,或者通过做survey,questionare等其他形式搜集需要的材料。

好,到最后一类,教授听完学生的idea或者看完学生的preliminary outline,可能会提出一些建议比如:选题(scope/range)太广泛怕学生manage不了/ 让学生找更多的细节(detail)使之更加完整(例如数据等)/ 让学生在规定的日期(due/deadline)之前完成修改(revise/rewrite)。

E.g.

Student:  Where can I find a child to observe?

Professor:  Ur, I suggest you contact the education department secretary. She has a list of contacts at various schools and with certain families who are somehow connected to the university. Sometimes they are willing to help out students with projects like yours.

托福听力conversation Part three--学生和教授对话之一(research project)

通常来说做一个research project是一个很花费时间和精力的事情,故学生通常会询问是否该项目对成绩/毕业/工作有帮助?如果是以小组为单位展开的project那组员之间出现分歧怎么解决?以及教授看完学生的project之后提出某些质疑。下面还是让我们一个一个来分析:

假如学生问我做这个project是否该项目对成绩/毕业/工作有帮助,教授可能会告诉学生这能帮助获得学分(credit),增加经验(exp.),获得一定金钱的回报甚至为学生提供推荐信(recommendation letter)等来激励学生等等,而这时题目的考法可能就是: "what is the advantage of XX?" or "why does the professor mention XX?"。

E.g.

Student:  Can you give me an example?

Professor:  Well, en, if you observed a 4 year-old child, for example, my daughter is 4 years old; you might read up on cushy stage of cognitive development we covered those in class.

Student:  Aha…

Professor:  And most likely, what stage would a child of that age be in?

Student:  Um… the pre-operational stage?

Professor:  Exactly, if that's the case, her languages used to be maturing and her memory and imagination would be developed.

Why does the student mention a child playing with a toy car?

To identify a behavior that would show a child's imagination developing

To identify a behavior that might illustrate egocentric thinking

To give an example of a behavior he has observed

To give an example of a behavior he would not need to describe

解析:本题学生提问让教授举个例子来论证上文的观点,教授用他自己的女儿来举例子,也可以算是分享他的人生经历。本题选A。

那如果是学生因为和团组内部出现分歧了找教授(简称打小报告)那教授会怎么应对?大家一定要明白,国外的老师很注重teamwork和communication对不对,所以就算学生说的再有道理认为他的组员多么多么没用拖他后腿,教授也只会让学生把整件事分析给他听,然后让学生认识到双方都有错,再让学生去和他的组员沟通交流(communication),但结果还是要继续teamwork的。所以只要把握这一中心思想,这一类题目除了一些细节方面,考教授的态度题应该都很简单啦!


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