【TPO小站】托福听力的6种题型精解
托福听力的6种题型精解
1：GIST QUESTION主旨目的题
什么是主旨目的题？
主旨题分为内容主旨和目的主旨
如何识别主旨目的题？
What are the students mainly discussing?
What is the main topic of the talk?
What is the lecture mainly about?
What is the talk mainly about?
What is the main purpose of the lecture?
What is the professor mainly discussing?
文章的主旨解决之道：
（1）听准开头；
（2）把握对话目的；
（3）对于演讲，敏感开头句型；
（4）捕捉全文重复（主题决定细节，细节反映主题）；
（5）训练关键词的敏感（大多是名词和动词）——适应于长对话
文章的主旨展开方式
（1）直接展开：
●today we are going to talk about…
●I’d like to begin my lecture by introducing…
●let’s focus on…
●let’s now take a look at…
（2）问答式展开：
●how are companies typically structured?
●Do you remember what they are?
●How can you understand it?
●Why does human being consider it important?
（3）全文关键词总结
选项特征
●正确选项标志词：history, development, background, information,
growth, origin, features, characteristics, invention, creation,
innovation, evolution, era, trend, comparison, classification等
●干扰选项特征：
Too general: an idea that is beyond the focus of the conversation
or lecture
too specific: a supporting detail instead of a main idea
inaccurate: not true, or only partially true, according to the
speakers
irrelevant: about something that the speakers don’t mention
2：DETAIL QUESTION细节题
什么是细节题？
require the listener to understand and remember explicit
details or facts that are important as an explanation or an example of the main idea. These details are typically related, directly or indirectly, to the gist of the text, by providing elaboration, examples or other support.
如何识别细节题？
What problem does the man have? ETS
According to the conversation, what are two ways in which bacteria cells get resistance genes?
Why does the professor talk about Plato’s description of society?
细节题的考查点
（1）时间细节
●年份、月份、星期、四季的说法
●注意细节对应的事件
（2）地点细节
●国家名称（缩写、中文）
●美国地名
（3）名词细节
●文章中出现的一个名词前后的特点
●记住名词出现时候的发音
（4）方位细节
●注意方位词的说法
●注意方向词的说法
（5）数字细节
●注意逗号原则的应用
●注意分数，小数，百分数的说法
●注意数字修饰的名词
（6）颜色形状细节
●常见的颜色词汇
●常见的形状词汇
（7）态度细节
●注意点评一个事物所用的形容词
●注意正负态度评价
（8）人名细节
●积累常见名人人名的发音
●注意人名的前后一致性
（9）双选细节
●注意并列的原因、建议、结果、陈述、特点
●注意序数词和表示顺序的短语
（10）图片细节
●常见的会出现图片学科：生物学，植物学，地理学，地
质学，气象学
●抓住图片中的要素：大小，形状，颜色，方向，方位，
特点
●笔记中记录下图片
3：PURPOSE QUESTION功能题
什么是功能题？
the question type often involves replaying a portion of the listening passage.
如何识别功能题？
What does the professor imply when he says this: (reply)
What can be inferred from the professor’s response to the student?
What is the purpose of the woman’s response?
Why does the student say this?
托福听力中的常见功能：
（1）Explanation: Simply put/ Let’s put in this way/ I think I should/ you mean
（2）Conclusion: now to sum/ wrap up my speech
（3）Suggestion: you should have done something better
（4）Inspiration: come on, you are supposed to know this…
（5）Emphasis: please bear in mind that…/ Rhetorical question
（6）Correcting mistake: Excuse me, Actually, Did I say XXX? I mean
YYY. Oh, wait a minutes, What am I saying? wait a minute/ I
made a slip of tongue
4：ATTITUDE QUESTION态度题
什么是态度题？
you may be asked a question about the speaker’s feelings, likes and dislike s, or reason for anxiety or amusement. Also included in this category are questions about a speaker’s degree of certainty: is the speaker referencing a source or giving a personal opinion? Are the facts presented generally accepted or are they disputed?
如何识别态度题？
What can be inferred about the student?
What is the professor’s attitude toward…?
What is the professor’s opinion of …?
What can be inferred about the student when she says this:
What does the woman mean when she says this:
态度题的Tips:
(1) 语气语调，重读，小词；
(2) 把握态度上的肯定还是否定；
(3) 喜欢还是厌倦；
(4) 有兴趣还是没有兴趣；
(5) 满意、不满意还是受挫；
托福听力中的常见态度：
（1）Awful: woops! Uh-uh! Oh, no! Oh, dear! Oh, shoot!
（2）Remind: I don’t think you will do/ I was wondering if you will do something/ I don’t imagine if you do…/ you
haven’t done something, have you?
（3）Pity: what a shame/ that’s too bad./ I’m sorry to hear that/ tough luck
（4）Eulogy: Fabulous=Fab; Magnificent=Magnif;
Glamorous=Glam; Excellent; Terrific; Awesome;
Amazing; Fantastic; Incredible; Outstanding; Superb;
Charming; Good job
（5）to the professor:Fascinating; Catching; Instructive;
Stimulating Thought-provoking;
（6）Surprise: Gee! Jesus! My dear! Boy! Jesus Christ! Man!
Oh, my God! Gosh! Oh, my! What! Dear me!
（7）Tactful refuse: Sounds great, but/ Sounds like fun, but/ that’s tempting, but/ I wish I could, but/ I’d love to, but/ I’d
really like to, but/ I would (if I could), but/ I meant to, but/ I
have been meaning to (do something), but/ I should have,
but…
5：ORGANIZATION QUESTION结构题
什么是结构题？
in understanding organization questions you may be asked about the overall organization of the listening passage, or you may be asked about the relationship between two portions of the listening passage.
如何识别全文结构题？
How is the information in the lecture organized?
How does the professor clarify the points he makes about Mexico?
新托福演讲文章的四种典型结构
（1）直线型结构
（2）并列结构
（3）比较结构
（4）对比结构
如何识别表格题？
（1）配对表格题：重要信息对号入座，侧重于考察多个时间、地点、人物、事件的对应／段落中主要论点下的各分支及各分
支定义和主要特点
（2）判断表格题：侧重于考察哪些信息提到／没提到（注意记录文中列举的主要观点／举例）
（3）排序表格题：侧重于考察对过程／步骤地把握
6：INFERENCE QUESTION推理题
什么是推理题？
You usually have to reach a conclusion based on facts presented in the listening passage.
如何识别推理题？
What can be inferred about …? ETS
What does the professor imply about …? ETS
What will the students do in the summer?
推理题的解题技巧
（1）注意出现的观点性语言：in my opinion, as far as I’m concerned, personally, pay attention, from my point of view （2）注意进度条和结尾段的引申
（3）注意首尾段的遥相辉映
（4）正确选项经常是文章中没有出现的单词
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托福TPO30阅读word版下载一 摘要：托福TPO阅读word版下载资料对于托福阅读训练来说非常重要，能够真实的体验考场答题氛围，里边有详细的中英文对照翻译，通过对托福TPO阅读文章的深入研究，相信会对同学们的阅读提分有很大帮助，各位烤鸭们赶紧下载下来感受一下吧 点击下载托福阅读模拟题 托福TPO30阅读word版下载一 Role of Play in Development Play is easier to define with examples than with concepts. In any case, in animals it consists of leaping, running, climbing, throwing, wrestling, and other movements, either along, with objects, or with other animals. Depending on the species, play may be primarily for social interaction, exercise, or exploration. One of the problems in providing a clear definition of play is that it involves the same behaviors that take place in other circumstance--dominance, predation, competition, and real fighting. Thus, whether play occurs or not depends on the intention of the animals, and the intentions are not always clear from behaviors alone. Play appears to be a developmental characteristic of animals with fairly sophisticated nervous systems, mainly birds and mammals. Play has been studied most extensively in primates and canids (dogs). Exactly why animals play is still a matter debated in the research literature, and the reasons may not be the same for every species that plays. Determining the functions of play is difficult because the functions may be long-term, with beneficial effects not showing up until the animal's adulthood. Play is not without considerable costs to the individual animal. Play is usually very active, involving movement in space and, at times, noisemaking. Therefore, it results in the loss of fuel or energy that might better be used for growth or for building up fat stores in a young animal. Another potential cost of this activity
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托福模拟考试及答案解析（1） (1~14/共54题)阅读理解 Agricultural Society in Eighteenth-Century British America P1: Throughout the colonial period, most Northerners, especially New Englanders, depended on the land for a livelihood, although a living had literally to be wrested from the earth. Community lands were used for grazing and logging (people could petition the town for the right to cut wood). Agriculture was the predominant occupation, and what industrial and commercial activity there was revolved almost entirely around materials extracted from the land, the forests, and the ocean. P2: At the end of the eighteenth century, approximately 90 percent of all Americans earned a major portion of their living by farming. Generally, high ratios of land and other natural resources to labor generated exceptionally high levels of output per worker in the colonies. Located between the Potomac and the Hudson rivers, the Middle Colonies were, unlike New England, fertile and readily tillable, and therefore enjoyed a comparative advantage in the production of grains and other foodstuffs. Most production in the New World was for the colonists′own consumption, but sizable proportions of colonial goods and services were produced for commercial exchange. In time, New England colonists had tapped into a sprawling Atlantic trade network that connected them to the English homeland as well as the West African Slave Coast, the Caribbean′s plantation islands, and the Iberian Peninsula. P3: In the North, land was seemingly limitless in extent and therefore not highly priced, and almost every colonist wanted to be a landholder. The widespread ownership of land distinguished farming society in Colonial America from every other agricultural region of the Western world. Equal access to land ownership in this early period made it possible for most men other than indentured servants to purchase or inherit a farm of at least 50 acres. The North was developed as a rigidly hierarchical society in which status was determined by or at least strongly correlated with the extent to which one owned, controlled, or labored on land. P4: The eighteenth century witnessed a sharp rise in population, which left many faced with the harsh reality of an increasingly limited supply of land; this was especially true in New England, where farms inherited from prior generations could not be divided and subdivided indefinitely . An example of this principle in action was the life of Edward Richards in Dedham, Massachusetts , a proprietor of the town, who had significant civic responsibilities, including road-building, militia duty, and fence-viewing, and who received parcels of land in return for his investment and work. By 1653, he owned over 55 acres and ranked twelfth of 78 property owners in terms of the size of his holdings. Eventually, the Richards family controlled several hundred acres of land, enough for Nathaniel Richards, Edward′s son, to give 80-acre farms to two sons while a third retained the central farm after his death. In this way, the average farm would shrink by two thirds in a century. P5: The decreasing fertility of the soil compounded the problem of dwindling farm size in New England. When land had been plentiful, farmers had planted crops in the same field for three years and then let it lie fallow in pasture seven years or more until it regained its fertility. On the smaller farms of the eighteenth century, however, farmers reduced fallow time to only a year or two. Such intense use of the soil reduced crop yields, forcing farmers to plow marginal land or shift to livestock production. P6: Under these circumstances, those families who were less well-off naturally struggled to make ends meet farming what little land they had. The diminishing size and productivity of family farms
托福模拟考试及答案解析(14)
托福模拟考试及答案解析（14） (1/53)阅读理解 第1题 The Formation of Civilization The criteria for a body of people to be considered a civilization includes the construction of permanent settlements, the use of agriculture for food, the emergence of a leadership class, the worship of one or more deities, and the development of art and writing. For most of human history, these features were beyond the reach of the roving bands of hunter-gatherers whose primary concern was obtaining food. Some tribes may have settled in areas to hunt, fish, or gather fruits or nuts for short periods, but their shelters were not permanent, and they inevitably moved on when their food supplies became exhausted. This changed once humans discovered how to farm. Agriculture developed at different times around the world, but sometime around 8000 B.C., people in the Middle East learned how to sow wild grains to produce crops. Since raising crops takes time, these individuals built permanent shelters and stood guard over their plants to protect them from other people and wild animals. This required a degree of organization and specialization, so people began doing various tasks. Some worked the land, others protected the settlements, and others raised animals or made crafts such as pottery and woven baskets. Hunter-gatherer groups had always had leaders; therefore, it was natural for them to emerge in these permanent settlements. Because agriculture depended upon good weather and timely rain or floodwaters, people started worshipping deities and praying for sunshine and rain. Over time, the practice of agriculture led to population explosions and the founding of civilizations in Egypt, Mesopotamia, China, and the Indus Valley. The leaders became kings, the protectors became soldiers, the shamans who prayed to deities became priests in organized religions, and the majority of people became peasants who farmed the land and worked on massive construction projects in honor of their kings and gods. Craftsmen also began creating beautiful works of art, and, in some places, writing was developed to record history and to communicate with others. In these places, civilization was born. *hunter-gatherer: a human that has no permanent home but wanders the land while hunting, fishing, and gathering wild fruits, grains, and vegetables *shaman: a person that acts as an intermediary between the real world and the spirit world An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas of the passage. Some sentences do not belong because they express ideas that are not presented in the passage or are minor ideas in the passage. Thousands of years ago, hunter-gatherers learned to farm the land and then developed civilizations based around the permanent settlements they established. ANSWER CHOICES ①There are still some groups of people in the world who can be said not to have established civilizations yet. ②Once people started settling down in one place, individuals began taking on roles such as those of king, soldier, shaman, and peasant. ③Some of the first civilizations were established in China, Egypt, Mesopotamia, and the Indus Valley.