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托福聽(tīng)力對(duì)話講座常見(jiàn)出題思路提問(wèn)方式匯總介紹

所屬教程:托福聽(tīng)力

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2019年10月13日

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  托福聽(tīng)力的基礎(chǔ)知識(shí)除了題型結(jié)構(gòu)以外,題目的出題思路以及具體的提問(wèn)方式也是考生需要了解的必備常識(shí)。許多同學(xué)對(duì)這些內(nèi)容缺乏認(rèn)識(shí),因此面對(duì)題目時(shí)總是顯得比較被動(dòng),抓取記錄素材信息也沒(méi)有針對(duì)性。下面小編就來(lái)為大家匯總介紹托福聽(tīng)力對(duì)話和講座中的常見(jiàn)出題思路以及提問(wèn)方式。

  1. 對(duì)話或講座的目的(purpose)意指其功能,是這個(gè)對(duì)話或講座發(fā)生的主要理由。

  對(duì)話中,說(shuō)話人的目的是與對(duì)話的話題、說(shuō)話人之間的關(guān)系以及談話的背景相關(guān)的。

  新托福聽(tīng)力考試中,關(guān)于目的的試題形式如下:

  Why does the student go to see the professor?

  What is the man's problem?

  Why is the woman concerned?

  What is the purpose of the conversation?

  2. 談話或講座的目的與主題相關(guān)。新托福聽(tīng)力考試中關(guān)于目的的試題形式如下:

  What is the purpose of the talk?

  What is the main purpose of the lecture?

  What is the speaker's main purpose?

  3. 有些關(guān)于目的的試題只與部分對(duì)話或講座的內(nèi)容相關(guān)。這些問(wèn)題通常問(wèn)的是某個(gè)短語(yǔ)或句子的作用:

  Why does the student say _?

  Why does the professor mention _?

  Why does the instructor talk about _?

  Why does the speaker tell a story about _?

  Why does the professor ask the class about _?

  4. 有時(shí)考生可以再聽(tīng)一次部分對(duì)話或講座的內(nèi)容。之后會(huì)聽(tīng)到問(wèn)題問(wèn)及說(shuō)話人的目的。例如:

  Listen again to part of the lecture. Then answer the question. (You hear part oftbe lecture again.)

  Why does the professor say this?

  5. 下面是一些新托福聽(tīng)力考試中對(duì)話或講座目的的例子:

  To ask for advice

  To answer a question

  To compare two or more things

  To complain about something

  To define a term

  To describe a process

  To emphasize importance

  To explain causes and effects

  To give examples

  To give reasons

  To introduce a new concept

  To recommend a course of action

  6. 有時(shí)說(shuō)話人會(huì)直接說(shuō)出其目的:

  “l need advice about my paper."

  “I'm concerned about my grade for this class."

  “I'm applying to graduate school, and l was wondering if you'd write me a 1 letter of recommendation.”

  以上就是托福聽(tīng)力對(duì)話和講座的一些出題思路和提問(wèn)形式介紹分享,希望大家能夠補(bǔ)充好這方面的基礎(chǔ)知識(shí),為考試做好準(zhǔn)備。


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