11月5号讲座回顾丨如何高效提高托福听力能力,再也不被听力虐

最新消息 2019-11-07 09:48:36

托福届有句话说:得听力者得托福。可见听力既难又重要。托福考试定胜负就在于听力,但是,对于很多人来说,听力是托福中最难的部分,因为 listening 要听,speaking 要听,writing 还要听,也造成很多学托福的考生们在考听力的时候都特别紧张~

 

托福听力又难又长?

还要忍受老外没完没了的讲......

还总是不能成功从巨大的信息量里抓住那么几条用于解题的关键信息,抓狂?

......

 

 

 

就拿上周刚过去的托福考试来说,很多小伙伴表示:这次终于把听力听懂了,但是一做题还是懵。这种状态下做题,可不就是“在不会的情况下把题做对”么。遇到这种情况,考生们得知道自己是输在哪?后期该怎么努力才能摆脱听力不得分障碍,考出好成绩,早日和托福说拜拜!

 

因此昨天我们邀请著名听力老师靳立波老师来拯救大家的托福听力,给学生更专业的听力解题思路以及方法,让你的听力成绩UP起来! 

 

 

 

讲座名称托福提分系列第四讲:挽救你的托福听力! 讲座时间2019年11月5日20点 讲座概要托福听力套路深,如何预判真正考点怎么样快速GET精听技巧,正确率up起来如何高效率抢分?只需搞定对话讲座题!

 

下面我们对本场讲座的主要内容进行一下整体回顾,同学们也可以添加明德小助手微信并回复1105”直接收听靳立波老师老师的精彩分享! 

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托福听力考试

 

托福听力改革后,考试时间改为41-57分钟,考试组成 2-3 篇对话和 3-4 篇学术讲座,共34个题目 每篇对话5个题目,每篇讲座6个题目(不含加试)
考试的听力材料包括讲座,课堂讨论以及对话,主要测试考生在学术环境中理解口语的能力。在整个测试过程中,考生可以对回答问题时可能用到的内容做笔记。 

托福听力评分标准

 

 

 

托福听力考试内容

 

TOEFL iBT® 考试所选的讲座材料均真实反映了课堂上的听说情景。在一些讲座中,教授满堂灌输,偶尔有学生提问或提出意见;在另外一些讲座中,教授可能会通过提问题鼓励学生参与讨论。

 

听力对话场景可能是学生与教授或助教在办公室的交谈,或者是学生和大学工作人员之间有关服务方面的对话。办公室对话的内容通常与学术内容或课程要求有关。服务对话的内容是关于非学习的校园活动,如缴纳公寓住宿费、课程报名或者在图书馆询问信息。每段对话长度约2-3分钟,每段对话对应5道题。 

听力部分包含四种题型:

 

单项选择题:4 个选项,只有 1 个正确答案

多项选择题:多个选项,正确答案不止 1 个

排序题:排列时间的先后顺序,或排列某个过程的步骤

搭配题:将一些对象或文本与图表中的分类进行搭配,或在单元格里打钩

通过上面ETS官网对托福听力的介绍,我们可以把听力对话分为两种类型办公室场景对话学生服务场景对话。
 办公室场景对话:指的是发生在教授办公室里的对话,可能是关于教授的授课内容或者学生对学习过程中的疑难问题找教师解答疑惑。例如,学生请求教授推后提交论文的期限,或者请求教授对讲座的某一部分内容进行详细说明 学生服务场景对话:模拟的是学生在生活中的各个方面,衣食住行当中碰到了难处理的问题找学校里的服务人员寻求帮助。比如找兼职工作,抱怨宿舍的噪音问题等。 

对话考点小结

遵从公式1+2+1)+1原则。

对话的本质是学生在某一领域遇到了问题需要解决,所以对话的整个模式可以概括为三部分:提出问题,讨论问题,解决问题(起因,经过,结果)例如TPO9C2(图书馆) TPO1C1(图书馆) TPO16C2(请假)

1:对应的是主旨题 Why does the students go to see the librarian/professor?

2:对应两道问题,涉及到两人对问题的进一步讨论

1:对应讨论问题的结果

注:括号外的1 是一道重听题

 

例题分析

 

TPO1 Conversation 1

 

Narrator:Listen to part of a conversation between a student and a librarian.

 

Student:Hi, um…, I really hope you can help me.

 

Librarian:That’s why I’m here. What can I do for you?

 

Student: I’m supposed to do a literature review for my psychology course, but um… having a hard time finding articles. I don’t even know where to start looking.学生的问题

 

Librarian: You said this is for your psychology course, right? So your focus is on …

 

Student: Dream Interpretation.

 

Librarian:Well, you have a focus, so that’s already a good start. Hmmm…well, there’re a few things…oh wait…have you checked to see if your professor put any material for you to look at on reserve? 管理员给出的第一个解决方案

 

Student :  Aha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.学生否定的理由

 

Librarian:Let’s get you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are the ones published within the last year. Then I think about it… there’s a journal named Sleep and Dream.管理员给出的第二个方案

 

Student :Oh, yeah, the article I just copied is from that journal, so I’ve got to look at other sources.学生否定的理由

 

Librarian:Student :Really?! I can’t believe I didn’t know that. It still sounds like it’s going to take a while though, you know, going through all of that information, all of those sources.学生再次提出问题

 

Librarian :Maybe, but you already narrow your search down to articles on Dream Interpretation, so it shouldn’t be too bad. And you probably notice that there’s an abstract or summary at the top of the first page of the article you copied. When you go into the databases and electronic sources, you have the option to display the abstracts on the computer screen, skimming those to decide whether or not you want to read the whole article should cut down some time.管理员再次解决问题

 

Student :Right, abstracts! They’ll definitely make the project more durable. I guess I should try out the electronic search while I’m still here then, you know, just in case.结果

 

Librarian :Sure,er…that computer’s free over there, and I’ll be here till five this afternoon.

 

Student :Thanks, I feel a lot better about this assignment now.

 

听对话学生注意事项

 

开头 学生诉苦的地方 会出主旨题

 

结尾 讨论的结果

 

中间讨论问题的波折情节 针对学生的问题老师会给出第一个方案,通常会被学生否定掉,这时候被否定的理由就要注意;然后第二个、第三个方案,最后会商量出一个学生满意的方案

 

听力讲座对话介绍

 

虽然托福考试只是一门语言考试,但是托福考试中涉及到的知识面十分广泛:新托福考试的阅读文章的主题来自几乎所有大学学生可能会遇到的课程科目,如生物、艺术、天文、考古、历史、生态环境、地质、语言、心理、文学等,其中生物、艺术、考古、历史考的比较多。每篇讲座长度大概为4-7min,其中每篇对应6个题目。 

 

讲座考点小结

遵从公式 1+4+1原则。

 

1:对应的是讲座的主旨大意,也就是这篇讲座主要在讲什么,要学生学什么 对应第一道题

 

4:对应的就是讲解过程,教授在传授知识的过程中所提到的内容和知识

 

1:重听题

讲座的核心是要把自己当成学生来学习知识而非考生 要思考!思考!再思考!

理解讲座的结构和框架,即教授讲解的流程

 

例题分析

 

Today, I want to talk about a paradox the ties in with the topic we discuss last time. 教授提出主旨We were discussing the geological evidence of water, liquid water on Earth and Mars three to four billion years ago. So, what evidence of a liquid water environment did we find in rock samples taking from the oldest rocks on Earth?教授提问

 

Student:Eh… Like pebbles, fossilized algae?

 

Professor:  Right. And on Mars?

 

Student:  Dry channels?

 

Professor:Good. All evidence of water in liquid form, large quantities of it. Now, remember when we talked about star formation, we said that as a star ages, it becomes brighter, right? Hydrogen turns into Helium, which releases energy. So our standard model of star formation suggests that the Sun wasn’t nearly as bright three to four billion years ago as it is today, which means the temperatures on Earth and Mars would have been lower, which in turn suggests…

 

Student:  There would have been ice on Earth or Mars?

 

Professor:Correct. If the young Sun was much fainter and cooler than the Sun today, liquid water couldn’t have existed on either planet. Now, this apparent contradiction between geologic evidence and the stellar evolution model became known as the faint young Sun paradox.总结出悖论

 

Now, there have been several attempts to solve this paradox.再次提出主旨 First, there was the greenhouse-gas solution. 理论一Well, you are probably familiar with the greenhouse gas effect, so I won’t go into details now. The idea was that trapped greenhouse gases in the atmospheres of Earth and Mars might have caused temperatures to raise enough to compensate for the low heat the young Sun provided. And so it would have been warm enough on these planets for liquid water to exist. So, what gas do you think was the first suspect in causing the greenhouse effect?

 

Student:Um…carbon dioxide, I guess. Like today? 解释理论一

 

Professor:In fact, studies indicate that four billion years ago, carbon dioxide levels in the atmosphere were much higher than today’s levels. But the studies also indicate that they weren’t high enough to do the job—make up for a faint Sun.理论不足之处Then some astronomers came up with the idea that atmospheric ammonia might have acted as a greenhouse gas. 解释理论一But ammonia would have been destroyed by the ultra-violet light coming from the Sun and it had to be ruled out too. 理论的不足之处

 

Another solution, which is proposed much later, was that perhaps the young Sun wasn’t faint at all, perhaps it was bright. 理论二So it is called the bright-young-Sun solution, according to which the Sun would have provided enough heat for the water on Earth and Mars to be liquid. But how could the early Sun be brighter and hotter than predicted by the standard model? Well, the answer is mass. 解释理论

Student:You mean the Sun had more mass when it was young? 学生提问

 

Professor:Well, if the young Sun was more massive than today’s, it would have been hotter and brighter than the model predicts. But this would mean that it had lost mass over the course of four billion years. 解释理论

 

Student:Is that possible?

 

Professor:Actually, the Sun is constantly losing mass through the solar wind, a stream of charged particles constantly blowing off the Sun.解释we know the Sun’s current rate of mass loss, but if we assume that this rate has been steady over the last four billion years, the young Sun wouldn’t have been massive enough to have warmed Earth, let alone Mars, not enough to have caused liquid water.理论的不足之处

 

Student:Maybe the solar wind was stronger then?再解释

 

Professor:There is evidence that the solar wind was more intense in the past. But we don’t know for sure how much mass our Sun’s lost over the last four billion years.再次指出不足之处

 

Professor:Astronomers tried to estimate what solar mass could produce the required luminosity to explain liquid water on these planets. They also took into account that with a more massive young Sun, the planets would be closer to the Sun than they are today. 再解释And they found that about seven percent more mass would be required.

 

Student:So the young Sun had seven percent more mass than our Sun?学生的疑问

 

Professor:Well, we don’t know.教授的态度According to observations of young Sun like stars, our Sun may have lost as much as six percent of its initial mass, which doesn’t quite make it. On the other hand, this estimate is based on a small sample. And the bright-young-Sun solution is appealing. We simply need more data to determine the mass loss rate of stars. So there’s reason to believe that we will get an answer to that piece of the puzzle one day.教授的态度

 

结构听力法介绍

很多学生在学习托福时,总是听不懂native speak在讲什么,或者不知道怎么思考,只听生词或者简单词汇,实际就是不懂结构听力法。例如TOP4  lecture1:

 

Ok, the next kind of animal behavior I want to talk about might be familiar to you. You may have seen, for example, a bird that’s in the middle of a mating ritual, and suddenly it stops and preens, you know, takes a few moments to straighten its feathers, and then returns to the mating ritual. This kind of behavior, this doing something that seems completely out of place, is what we call a ‘Displacement Activity’.

 

 总结:1.切记在生词上、专业术语上浪费时间,例如feathers、mating ritual等;

 

2.要注重重点词汇,例如绿色加粗的词语

 

听力备考方法介绍

1. 场景词汇累积

2. 精听泛听相结合

听力材料的选择建议以TPO 为主,老托93篇

科学美国人https://www.scientificamerican.com/podcast/60-second-science/)

要坚持每天都听!!!!

四遍练习方法 前三遍不要看文本,最后一遍跟读复述

3. 语速加快训练

4. 模考

 

小编想说托福的阅读和听力作为客观题,实际是没有分数天花板的,我们只要投入时间,使用的学习方法,备考策略正确,我们的分数就一定会得到提升,这是毫无疑问的!并不存在一个是否擅长的问题,因此在托福阅读和听力这两个客观题上,当你分数不提升的时候,你的学习方法一定有问题。
你正确的思考方式,应该是去改变自己某些学习方法。而不应该去认为自己不擅长某个单项,这种思考角度是片面的。希望昨天靳老师的讲座对我们的学生有帮助,可以获得一些做听力的正确方法,也希望考生可以早日获得收获!

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