怎樣理解托福聽(tīng)力中“舉例子”
如何理解托福聽(tīng)力中 舉例子?在托福考試中，運(yùn)用舉例說(shuō)明來(lái)豐富自己的答案是必不可少的，尤其是在口語(yǔ)和作文中考試中，但是托福聽(tīng)力客觀題題的考察項(xiàng)目中，例子也是一項(xiàng)舉足輕重的地位，那么如何回答相關(guān)問(wèn)題呢 ?下面 小編為大家分析。
怎樣理解托福聽(tīng)力中“舉例子”
在托福聽(tīng)力對(duì)話中，是不是student動(dòng)不動(dòng)就說(shuō) one of my classmate told me 巴拉巴拉，或者是when I graduated from high school 的時(shí)候做過(guò)啥事?在一些講座中，老師講到動(dòng)物會(huì)不會(huì)照鏡子的時(shí)候就列舉了好多動(dòng)物的行為?這些examples可能都會(huì)成為托福聽(tīng)力的考點(diǎn)。
例如：TPO 18的 conversation 1的第三題：
3. Why does the student mention hosting foreign-exchange students?
A. To explain his interest in a particular field of study
B. To explain why he is looking for a job so late in the semester
C. To explain why he would like to be an exchange student the following year
D. To explain how he learned his computer skills
這篇對(duì)話的主旨是一男生轉(zhuǎn)學(xué)到新學(xué)校，詢問(wèn)兼職工作的事情。在老師詢問(wèn)學(xué)生，為何選擇該校專(zhuān)業(yè)時(shí)，男生向老師闡述了自己的家庭和個(gè)人經(jīng)歷還解釋自己對(duì)于所學(xué)專(zhuān)業(yè)的喜愛(ài)。我們聽(tīng)力的是statement +example 這樣的形式，特殊的在于：老師的提問(wèn)引出了需要闡明的觀點(diǎn)或者是態(tài)度，而學(xué)生通過(guò)例子來(lái)回答了老師的問(wèn)題。這些考點(diǎn)主要根據(jù)說(shuō)話人對(duì)于經(jīng)歷的回憶來(lái)說(shuō)明自己的態(tài)度。
我們來(lái)看下對(duì)應(yīng)的文本：
Professor: We do have a great program. Well how did you get interested in international studies? Student: My family hosted a few foreign exchange students while I was growing up. Then I took part in an international summer program after I graduated from high school. I thought I really like meeting people from all over, getting to know them.
Professor: OH! Ok! And that led you to our program. …
在這里我們看到，老師提出的問(wèn)題，學(xué)生沒(méi)有直接回答，而是回憶小時(shí)候的事情來(lái)闡述自己為什么選擇 international study 這個(gè)專(zhuān)業(yè)來(lái)學(xué)習(xí)。在對(duì)話中引出例子的主要意義在于解釋說(shuō)話人的觀點(diǎn)，推動(dòng)對(duì)話的進(jìn)行。
那么在講座中，例子是如何進(jìn)行考察的呢?我們還是來(lái)看一個(gè)例子。例如, TPO 24中的 lecture 4的第四題：
4. Why does the professor mention a bottle?
A. To illustrate the shape of the interior of a passage grave
B. To describe part of a Neolithic burial ceremony
C. To help explain how resonance is produced
D. To give an example of an artifact found in a Neolithic site
對(duì)應(yīng)的原文是： Michael: How so? Professor: Well, first the echoes. When religious leaders started chanting with echoes bounced off the…(此處省略若干)… And another bit of physics I played here is something called Resonance. I know physics, but well I imagine you have all below near of top empty bottles and heard sounds it makes. And you probably notice that depending on its size--- each empty bottle plays one particular music note. Or it is the physics might put it, each bottle resonates at a particular frequency. Well, that's true of these chambers too.
從這些例子可以看到，學(xué)生提出問(wèn)題，老師先給出答案，接著提出例子 bottle 來(lái)詳細(xì)闡釋原理。這篇考古學(xué)講座的主旨是：The sound effects that Neolithic people could experience in passage graves, 而從主旨的角度出發(fā)，那么這道題目答案就選出C。甚至夸張地來(lái)說(shuō)，考生沒(méi)有聽(tīng)到這個(gè)例子也是可以直接選到C的，原因是只有答案C選項(xiàng)中有resonance(聲音共鳴，共振)是和主旨對(duì)應(yīng)的。
舉例是托?？谡Z(yǔ)中的運(yùn)用是非常普遍的，考生們?cè)谟龅竭@類(lèi)題型需要細(xì)心對(duì)待，根據(jù)上述的方法多加練習(xí)，爭(zhēng)取考出好的成績(jī)。
在托?？荚囍校\(yùn)用舉例說(shuō)明來(lái)豐富自己的答案是必不可少的，尤其是在口語(yǔ)和作文中考試中，但是托福聽(tīng)力，在客觀題題的考察項(xiàng)目中，例子也是一項(xiàng)舉足輕重的地位，那么如何回答相關(guān)問(wèn)題呢?下面三立在線小編為大家意義分析。
在托福聽(tīng)力對(duì)話中，是不是student動(dòng)不動(dòng)就說(shuō) one of my classmate told me 巴拉巴拉，或者是when I graduated from high school 的時(shí)候做過(guò)啥事?在一些講座中，老師講到動(dòng)物會(huì)不會(huì)照鏡子的時(shí)候就列舉了好多動(dòng)物的行為?這些examples可能都會(huì)成為托福聽(tīng)力的考點(diǎn)。 例如：TPO 18的 conversation 1的第三題：
3. Why does the student mention hosting foreign-exchange students?
A. To explain his interest in a particular field of study
B. To explain why he is looking for a job so late in the semester
C. To explain why he would like to be an exchange student the following year
D. To explain how he learned his computer skills
這篇對(duì)話的主旨是一男生轉(zhuǎn)學(xué)到新學(xué)校，詢問(wèn)兼職工作的事情。在老師詢問(wèn)學(xué)生，為何選擇該校專(zhuān)業(yè)時(shí)，男生向老師闡述了自己的家庭和個(gè)人經(jīng)歷還解釋自己對(duì)于所學(xué)專(zhuān)業(yè)的喜愛(ài)。我們聽(tīng)力的是statement +example 這樣的形式，特殊的在于：老師的提問(wèn)引出了需要闡明的觀點(diǎn)或者是態(tài)度，而學(xué)生通過(guò)例子來(lái)回答了老師的問(wèn)題。這些考點(diǎn)主要根據(jù)說(shuō)話人對(duì)于經(jīng)歷的回憶來(lái)說(shuō)明自己的態(tài)度。
我們來(lái)看下對(duì)應(yīng)的文本：
Professor: We do have a great program. Well how did you get interested in international studies? Student: My family hosted a few foreign exchange students while I was growing up. Then I took part in an international summer program after I graduated from high school. I thought I really like meeting people from all over, getting to know them.
Professor: OH! Ok! And that led you to our program. …
在這里我們看到，老師提出的問(wèn)題，學(xué)生沒(méi)有直接回答，而是回憶小時(shí)候的事情來(lái)闡述自己為什么選擇 international study 這個(gè)專(zhuān)業(yè)來(lái)學(xué)習(xí)。在對(duì)話中引出例子的主要意義在于解釋說(shuō)話人的觀點(diǎn)，推動(dòng)對(duì)話的進(jìn)行。
那么在講座中，例子是如何進(jìn)行考察的呢?我們還是來(lái)看一個(gè)例子。例如, TPO 24中的 lecture 4的第四題：
4. Why does the professor mention a bottle?
A. To illustrate the shape of the interior of a passage grave
B. To describe part of a Neolithic burial ceremony
C. To help explain how resonance is produced
D. To give an example of an artifact found in a Neolithic site
對(duì)應(yīng)的原文是： Michael: How so? Professor: Well, first the echoes. When religious leaders started chanting with echoes bounced off the…(此處省略若干)… And another bit of physics I played here is something called Resonance. I know physics, but well I imagine you have all below near of top empty bottles and heard sounds it makes. And you probably notice that depending on its size--- each empty bottle plays one particular music note. Or it is the physics might put it, each bottle resonates at a particular frequency. Well, that's true of these chambers too.
從這些例子可以看到，學(xué)生提出問(wèn)題，老師先給出答案，接著提出例子 bottle 來(lái)詳細(xì)闡釋原理。這篇考古學(xué)講座的主旨是：The sound effects that Neolithic people could experience in passage graves, 而從主旨的角度出發(fā)，那么這道題目答案就選出C。甚至夸張地來(lái)說(shuō)，考生沒(méi)有聽(tīng)到這個(gè)例子也是可以直接選到C的，原因是只有答案C選項(xiàng)中有resonance(聲音共鳴，共振)是和主旨對(duì)應(yīng)的。
托福聽(tīng)力中的舉例細(xì)節(jié)題
首先來(lái)認(rèn)識(shí)一下舉例細(xì)節(jié)題。舉例細(xì)節(jié)題就是用例子說(shuō)明概念，很多時(shí)候ETS會(huì)考察所舉例子和說(shuō)話人的論點(diǎn)間的邏輯關(guān)系。所以我們經(jīng)?？匆?jiàn)的舉例細(xì)節(jié)題是這樣的：
Why does the professor mention/say/talk about/discuss…?
或少數(shù)時(shí)候，它們也可以跟重聽(tīng)結(jié)合：
Why does the speaker say this?
無(wú)論是那種形式的考察，要想做好舉例細(xì)節(jié)題，就要聽(tīng)好例子，以及上下文邏輯，這就需要我們?cè)诼?tīng)聽(tīng)力的時(shí)候要有足夠的預(yù)判能力：哪里有可能出現(xiàn)這樣的題目。那我們就一層一層剝開(kāi)舉例細(xì)節(jié)題的高頻出題點(diǎn)：
第一層是比較明顯的舉例表達(dá)，比如：for example, for instance, take … for example, take…, like… 等。只要說(shuō)話者說(shuō)要舉例，就一定注意例子部分，以及例子和上下文的關(guān)系。比如TPO 15 L1第10題：
Why does the professor mention a high way?
A. To compare two experiments designed to study distraction.
B. To give an example of when area V5 might be activated.
C. To describe a limitation in the brain’s processing capacity.
D. To make a point about the effect of distractions on driving.
原文中，教授是這么說(shuō)的：Lavie thinks the solution lies in the brain’ s ability to accept or ignore visual information. She thinks its capacity is limited. It’ s like a highway. When there are too many cars, traffic is stopped. No one can get on. So when the brain is loaded to capacity, no new distractions can be perceived .
筆記順著教授講的思路記下來(lái)的話，Lavie的想法是capacity is limited，然后用like類(lèi)比，limited capacity就和highway建立了聯(lián)系，而題目也正是考察這種聯(lián)系，所以倒著推到like的前一句就是舉例的邏輯答案。選C。
除了比較明顯的直接用舉例或類(lèi)比的詞句連接外，舉例細(xì)節(jié)還會(huì)披上另一層馬甲，那就是：“跑題”講故事講自己，或講自己的故事。每當(dāng)聽(tīng)力中的說(shuō)話者想借助小故事讓自己的想法更淺顯易懂的時(shí)候，考生們就不得輕松了，這時(shí)要特別注意他們講的故事和上下文的邏輯關(guān)系。比如TPO 34 C1第3題：
Why does the woman mention walking in the woods?
A. It is the possible topic of a story she will write.
B. It is what she does to get inspiration for writing.
C. It is an activity that she enjoys very much.
D. It is the setting of her favorite short story.
在原文中，教授想給學(xué)生解釋一個(gè)道理：Well, in fact, I’d hope you’d see that. Of course, there are many levels to this story, but what I really want the class to take away from it was that you don’t need to write about the great, exciting world when you write your stories, uh, even writing about a memory can work.
學(xué)生表示明白：Like I could write about one of the times I took a walk in the woods when I was a kid.
教授表示贊同： Exactly!
這道題目中，學(xué)生自己的小經(jīng)歷I took a walk in the woods when I was a kid正是對(duì)前面教授想說(shuō)的內(nèi)容的具體說(shuō)明，所以邏輯關(guān)系就是在前面一句：writing about a memory can work，所以選A答案。而B(niǎo) 答案中的inspiration與memory相差甚遠(yuǎn)，所以不選。
再比如TPO 17 L4 第13題：
Why does the professor first mention Proteus?
A. To explain how the octopus got its scientific name
B. To introduce the octopus' exceptional abilities
C. To point out that the octopus played an important role in Greek mythology
D. To provide an example of a mythological character that was part animal and part human
原文中，教授是想講個(gè)故事給學(xué)生：Well, let me back up here a second. Anyone ever heard of Proteus? Proteus was a God in Greek mythology who could change form. He could make himself look like a lion or a stone or a tree, anything you wanted, and he could go through a whole series of changes very quickly. Well, the octopus is the real world version of Proteus. Just like Proteus, the octopus can go through all kinds of incredible transformations.
順著教授的思路聽(tīng)下來(lái)的話，剛開(kāi)始可能會(huì)疑惑，怎么剛講的是octopus，現(xiàn)在又成了Proteus呢?跑題了吧?這時(shí)，“跑題”講故事就是高頻題點(diǎn)了?！芭茴}”的目的對(duì)應(yīng)后面的總結(jié)句：Well, the octopus is the real world version of Proteus. 所以選B答案。
最后一層，也是舉例細(xì)節(jié)題比較難識(shí)別的一層，就是教授講課時(shí)把問(wèn)題拋回給學(xué)生的表達(dá)，如：if you…, imagine…, consider…, think of…等等。教授在講課時(shí)，有時(shí)會(huì)讓學(xué)生設(shè)身處地想象一些場(chǎng)景，這樣講座會(huì)更多樣。聽(tīng)力中若聽(tīng)到類(lèi)似的表達(dá)，一定注意教授為什么讓學(xué)生自己imagine/consider/think。比如TPO 19 L3第8題：
Why does the professor mention reddish mud on the roots of a spartina?
A. To illustrate the high density of salt-marsh soil
B. To explain how spartina rhizomes move through the soil
C. To point out the problems spartinas face in getting fresh water
D. To provide evidence that oxygen is present in the spartina’s roots
原文中教授是這么說(shuō)的：
Soil there is dense and very low in oxygen, so Spartinas have air tubes, air enters through tiny openings on the leaves, the tubes provide direct pipe line for oxygen, carrying it down the leaves through the stems and into the roots, where it is needed. If you pull up a Spartina, you might even notice some reddish mud on some of the roots, this is caused by oxygen reacting with iron sulfide in the soil, and it produces iron oxide or rust.
讓學(xué)生開(kāi)始想象前，教授談的是spartina怎么通過(guò)空氣管把氧氣運(yùn)到根部的，所以讓學(xué)生想象的場(chǎng)景：you might even notice some reddish mud on some of the roots，正是跟前面的理論the tubes provide direct pipe line for oxygen, carrying it down the leaves through the stems and into the roots, where it is needed 嚴(yán)格對(duì)應(yīng)的;而教授在描述完場(chǎng)景If you pull up a Spartina 以后，又補(bǔ)充了類(lèi)似的話：this is caused by oxygen reacting with iron sulfide in the soil, and it produces iron oxide or rust. 想象的場(chǎng)景前后都安插了oxygen，所以這道題嚴(yán)格的邏輯回答應(yīng)該是D答案。
所以，要攻克舉例細(xì)節(jié)題，要注意三類(lèi)高頻出題點(diǎn)：舉例或類(lèi)比f(wàn)or example時(shí)，“跑題”講故事時(shí)，以及讓學(xué)生想象一些場(chǎng)景時(shí)。聽(tīng)到類(lèi)似的出題點(diǎn)，注意把握好例子和它前面的句子、或后面銜接句的邏輯關(guān)系，這樣舉例細(xì)節(jié)題就能迎刃而解了。
托福聽(tīng)力TPO練習(xí)四步走
step1：tpo實(shí)戰(zhàn)模擬
新托福聽(tīng)力部分有2個(gè)section，每一個(gè)section包含1個(gè)對(duì)話和2個(gè)講座共17道題，1個(gè)section的答題時(shí)間為10分鐘，一個(gè)section做題時(shí)間到了以后會(huì)自動(dòng)跳入下一個(gè)sec-tion。很多考生在沒(méi)有時(shí)間壓力下的正確率遠(yuǎn)遠(yuǎn)高于限時(shí)做題，大量的限時(shí)訓(xùn)練會(huì)使考生慢慢適應(yīng)考試的緊迫感并有效提高選項(xiàng)判斷的速度。
step2：精聽(tīng)文章
很多同學(xué)題目做完并且對(duì)完答案就結(jié)束了，但往往會(huì)忽略提高聽(tīng)力基本功的大好機(jī)會(huì)――精聽(tīng)。通過(guò)精聽(tīng)能夠發(fā)現(xiàn)自己的聽(tīng)力盲點(diǎn)所在，然后核查文本掃清語(yǔ)言障礙，并且可以更好地理解文章結(jié)構(gòu)及考點(diǎn)。通常聽(tīng)力障礙包括詞匯的掌握以及連讀失爆等特殊語(yǔ)音現(xiàn)象的聽(tīng)辨，當(dāng)然除了這些淺層次的聽(tīng)力障礙，我們還要尤其關(guān)注文中的一些推理，態(tài)度及上下文之間的邏輯關(guān)系，這些往往是同學(xué)易錯(cuò)的考點(diǎn)，所以要通過(guò)大量的精聽(tīng)來(lái)總結(jié)?？伎键c(diǎn)所在，從而加強(qiáng)對(duì)?？伎键c(diǎn)信息的敏感程度。在精聽(tīng)的同時(shí)可以比對(duì)第一步做題時(shí)做的筆記，便可以發(fā)現(xiàn)自己記下的哪些內(nèi)容是多余的，而哪些考到的考點(diǎn)自己卻沒(méi)有記下來(lái)。
step3：分析選項(xiàng)
托福聽(tīng)力難在部分題目的選項(xiàng)干擾性極強(qiáng)，特別是在文章聽(tīng)得不是很有把握的情況下，很容易猶豫不決，耽誤做題速度。所以我們不光是要能選出正確選項(xiàng)，還要明確的知道錯(cuò)誤選項(xiàng)錯(cuò)在哪里，在進(jìn)行大量篇章的選項(xiàng)分析之后，同學(xué)們會(huì)熟悉常見(jiàn)的干擾選項(xiàng)類(lèi)型，對(duì)正確選項(xiàng)類(lèi)型更加敏感，從而加快做題速度。這一步我們可以比對(duì)第一步做題的結(jié)果，總結(jié)自己常錯(cuò)的題型，從而在聽(tīng)力中額外關(guān)注這些考點(diǎn)。
step4：口頭復(fù)述
聽(tīng)力是個(gè)輸入的過(guò)程，而口語(yǔ)是輸出的過(guò)程，精聽(tīng)完成后我們可以立刻嘗試將文章做一個(gè)簡(jiǎn)單的口頭復(fù)述，這樣既鞏固了詞匯，同時(shí)又會(huì)加深對(duì)文章結(jié)構(gòu)和考點(diǎn)的認(rèn)識(shí)，而且這個(gè)過(guò)程也可以訓(xùn)練托?？谡Z(yǔ)的綜合題型，可謂是事半功倍!
托福聽(tīng)力詞匯備考需注重單詞讀音
注意點(diǎn)一：不要輕視托福聽(tīng)力中的短詞。什么是短詞呢?短詞與長(zhǎng)詞是相對(duì)應(yīng)的。與長(zhǎng)詞相比，短詞的字母較少，讀起來(lái)也十分順口。很多考生將備考的重點(diǎn)放在了長(zhǎng)詞的備考上，覺(jué)得長(zhǎng)難詞考察的幾率較大。其實(shí)，這是備考中的一個(gè)誤區(qū)。托福聽(tīng)力考試的重點(diǎn)還是常見(jiàn)詞匯不同用法上，因此與其花費(fèi)時(shí)間和精力去記憶哪些難記的長(zhǎng)詞，不如將更多的時(shí)間放在常用詞匯的備考上。
注意點(diǎn)二：一味地注重單詞的拼寫(xiě)，卻忽略了單詞的讀音。由于很多考生沒(méi)有英語(yǔ)學(xué)習(xí)的環(huán)境，背單詞的時(shí)候，都是以默寫(xiě)為主，所以當(dāng)托福聽(tīng)力中出現(xiàn)了考生背過(guò)的單詞之后，考生無(wú)法做到第一時(shí)間反應(yīng)出來(lái)，甚至有可能完全沒(méi)有意識(shí)到這是背過(guò)的單詞。因此，我們?cè)趥淇紩r(shí)，還是要熟悉單詞的正確發(fā)音，避免啞巴英語(yǔ)。
注意點(diǎn)三：加強(qiáng)對(duì)俚語(yǔ)和習(xí)語(yǔ)的掌握。俚語(yǔ)和習(xí)語(yǔ)的背后，包含著文化內(nèi)涵。我們可以適當(dāng)掌握一些俚語(yǔ)，從多個(gè)角度了解英美國(guó)家文化。
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怎樣理解托福聽(tīng)力中“舉例子”
