托福听力
托福听力考官出题思路
• 1、安慰鼓励，坚持第一
一种美国人的文化，在听力中多见。如，比赛一 输要放弃了，第二人劝;课程太难坚持不住要quit 了，第二人劝;小说人物复杂不想读了，第二人劝; 减肥坚持不住，第二人劝等等。
• 2、影响学习，马上放弃
弘扬bright sides，听力中的美国学生永远是学 习，有任何事情与之冲突都要放弃其它而学习;比 如：在第一人话中出现娱乐项目，而第二人话中 出现学习类项目，可想而知下文是什么了。偶有 一次例外，当然发生在男生身上，一女生邀他玩， 他来了一句：“The book can wait” 。
• 5、针对上下文明显的肯定或者否定的回答 必考。
definitely， absolutely，exactly， it’s a good question，excellent question。 注意听好PROF在这 些回答之后的解释，一定会对重要内容作同义的重复
• 7、难点的解释说明必考(核心概念)。 注意引导词it refers to， that is，that means， which means，This is to say，in other words， in another words，by that he meant， let me make it clear， let me make it simpler， let’s put it this way。
a.一种思维方式，值得我们在用词方面学习。比 如，我们说贵very very expensive, 当地人们 用cost a fortune来表达。 b.在理解记忆习语及临场解决习语时运用。
• 12、把握语调，听出语气
听力的至高境界，从一词一词听→一词组一词 组听→一句话一句话听→一意群一意群听→一 调子一调子听。闭上眼，只有调子在脑中乱飞 去解题。以调子、重读、语气小词来把握。
是解听力题一个永久的暗线。没钱等sale;买到 sale极高兴;家具用二手;打工来挣钱;物价一涨就抱 怨;租房屋子简布置;一定是小破房等等。
• 9、积极向上，善良正义 出题基调，展示学生生活的美好。
ቤተ መጻሕፍቲ ባይዱ
• 10、间接回答，不伤友谊 一种常考的思维，常见的美国人讲话 方式。
• 11、形象思维，理解习语
把握出题点
• 在听力部分，其实85%的精力应该放在听上面， 大家应该完成以下的过度： • 记中听（什么都记） • 边听边记（有选择的记） • 听中记（边听偶尔记）。
• 新托福听力初衷——对考生实力和情商的考察。 逻辑和结构是重中之重，在此基础上对于细节 进行必要的速记。
托福的出题点在什么地方呢？
托福听力中的发音-美音：
• 1， 在ask, can‘t, dance, fast, half, path 这一类的单词中，英国人将字母a 读作[a:]，而美国人则 读作[æ ]，所以这些词在美国人口中就成了[æ sk][kæ nt][dæ ns][fæ st][hæ f]和[pæ ø]。 2，由“hot dog” 看字母 “o”在美音中的发音，字母 “o” 在美音读为/a/而在英音中读为/o/ bottle，popular，politician，odd, lock, pot, sock, watch, fog, nod, solve, rocket, monopoly （垄断）, shop, etc. box, crop, hot, ironic, polish, spot所以这些词在美国人读起来就成了 [baks][krap][hat][ai‘ranik][paliJ] 和[spat]。 3， 辅音字母r在单词中是否读音是英语与美语的又一明显差异。在英语的r音节中不含卷舌音[r]， 美音中除了Mrs.中的“r”不卷舌之外，只要含有“r”字母的单词均要卷舌,worker, require, purpose, dirty 。 4，在美音中/t/发音与/d/相近 注意：美音中/t/ 出现在两个元音之间且处于非重读位置的时候，发音近似/d/， 而不是完全等同。 我们这里用/d/来表示这个近似音。 美音英音city /sidi//siti/better/bedEr//betE/pretty/pridi//priti/最典型实例 waiter, winter, actor, yesterday, chapter 5，失暴------ 爆破音/p/, /b/, /d/, /t/, /g/, /k/ 任何两个爆破音在一起，前一个音就要失爆 Eg. Blackboard 、breakfast
• 13、一定注意PROF的点评。
作为尾巴题出现what does the prof think of…
新托福听力题型（iBT TOEFL Listening Question Types）
◆Basic Comprehension Questions 1) -content 2) -purpose 3) Detail ◆ Understanding Questions 4) Understanding the Function of What Is Said 5) Understanding the Speaker’s attitude ◆Connecting Information Questions 6) Understanding Organization 7) Connecting Content 8) Making Inferences
托福听力中有趣的男卑女尊：
• 男生往往比较笨，assignment作业不会做，course课程听 不懂，major专业太难跟不上，想要change major或 transfer 转学，project report项目报告不会写，credit学分 低，去library不会借书或者overdue过期，连dormitory宿 舍里边也是mess 一团糟 • 女生往往聪明能干，学习好good grades，还兼职打工 part-time job，帮男生建议解决方案。 • Lecture中 通常是男学生，女教授。 • 哈！不知是巧合还是ETS诚心
• 3、赞美夸奖，毫不谦虚 美国文化，区别与我们的文化对待。 Thinking in American way
• 4、逢人便夸，从不打击 见人有衣无衣都great;有头发无头发都 great;体形好不好都great，所以理解后用 于生活中，有美国人说：“Your English is good.”千万别自喜，因为他们的文化就 是这个。
• 5、讲话直接，态度清晰
first thing first。应用于我们的写作中，先给 point再develop。
• 6、寻求帮助，乐于建议
a.学生生活中，困难是常有的，而互相帮助又 是听力中传播的温情。 b.听力中的建议一定是考点，把所有的建议句 式(干)背过，听觉上，一听见有建议，必抓之 解题。而建议他人的四类是：时间、地点、人 物、动作。
主题：
• • • • • • • • • 怎样记主题？ 首先，老师在讲座开头可能会这样直接告诉你 Today, I will be talking about… I will be discussing… I’m here to talk about I’ve got some questions about I wonder if you can 时间点：now，today，this time/period 这样的开头是友好的，你很容易就找到主题。
• 8、段中引用的观点必考。 对应都是对分论点的看法， think/argue/believe
• 9、形容词和副词最高级后面的点重要。
the most important，biggest， 因为是形容重要特点。
• 10、一定注意PROF跑题的内容，话题的转移， 布置作业等。 • 11、prof对学生的警告或指令必考。 • 12、托福出题的顺序和文章顺寻完全一致，一定 注意干扰选项。
托福听力的难点：
• • • • • • • • 1．语速：≈180 词/分钟 2.词汇： 基本词汇4000 托福核心词汇2000 专业词汇500 注重词汇的语音（多读多听） 3．语音：美音为主 4. 篇幅长，容易走神
• ∴ 一定要记笔记
托福听力中的发音-美音：
• • • • • • • • • • • • 美音音量大 积极发音 美音发音动作多、大 卷舌多 发音靠前 美音的表情丰富 英音音量小 消极发音 英音发音动作少、弱 卷舌音少 发音靠后 英音语调多
托福听力不考什么：
• • • • • • • • • • 美国的 政治（President election in the US is held every 4 years） 宗教religion 校园暴力campus violence 校园警察campus police 人权Human rights 种族歧视 discrimination 离婚divorce 谋杀 murder 哦！原来托福听力爱考美国光明的一面
• 7、品位高雅，音乐位居
a.强调学生的high taste：吃饭去意/法餐馆;用香 水;用天然的化装品;听音乐会;拒绝电视、电影。 b.提到音乐会一定去看;音乐会票一定难买; 音乐 会一定人山人海(过道都是人);音乐会的赞美无与伦 比(out of this world)。
• 8、生活窘迫，钱是难题
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托福听力中的发音-美音 个别例子
• （美音 → 英音） again /əˈg ɛn/ → /əˈge ɪn/ against /əˈg ɛnst/ → /əˈge ɪnst/ either /ˈið ɚ/ → /ˈa ɪðə/ neither /ˈnið ɚ/ → /ˈna ɪðə/ hostile /ˈh ɑstḷ/ → /ˈh ɒstaɪl/ missile /ˈmis ḷ/ → /ˈm ɪsaɪl/ been /bɪn/ → /bi:n/ clerk /klɝk/ → /klɑ:k/ figure /ˈfigj ɚ/ → /ˈfigə/ garage /gəˈr ɑ:(d)ʒ/ → /ˈgær ɑ:(d)ʒ/ process /ˈpr ɑsɛs/ → /ˈprə ʊses/ weekend /ˈwikˈ ɛnd/ → /ˈwi:kˈend/ schedule /ˈsk ɛʤul/ → /ˈ ʃedju:l/ tomato /təˈmeto/→ /təˈm ɑ:təʊ/ laboratory /ˈlæbrəˈt ɔrɪ/ → /ləˈb ɒrətri/
托福听力tpo51 section1 对话讲座原文+题目+答案+译文
托福听力tpo51section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR:Listen to part of a conversation between a student and her biology professor.MALE PROFESSOR:So the assignment is to reproduce one of the animal camouflage experiments we read about in our text book.Which experiment did you pick?FEMALE STUDENT:Well...I was wondering if I could try to reproduce an experiment that's kinda the opposite of what was discussed in the textbook?MALE PROFESSOR:So,instead of how and why an animal might hide itself,you want to do something about why an animal might want to be seen?Hmmm.Tell me more.FEMALE STUDENT:Well,I got the idea from one of the journals you said we should look at…it's an experiment about,um,they called them eyespots in the article?MALE PROFESSOR:Eyespots,sure,the patterns on the wings of moths and butterflies that are generally believed to scare off predators because they look like big eyes.FEMALE STUDENT:Yeah,except the article was about an experiment that disputes that theory.MALE PROFESSOR:Well,we know that the markings do scare the birds,but the idea that the spots look like eyes is,well that's just a commonly held belief.FEMALE STUDENT:So—that's not even based on research?MALE PROFESSOR:Well,this whole idea of moth or butterfly markings being scary because they look like eyes rests on how we imagine that their predators—like birds —perceive the markings.And we can never really know that.All we can do is observe bird behavior.But tell me more about the experiment.FEMALE STUDENT:OK,so the experiment looked at the shapes of the markings on moth wings.The researchers wanted to know if the markings that were round or eye-shaped were more effective at deterring predators than square or rectangular markings.MALE PROFESSOR:OK…FEMALE STUDENT:Yeah.So,they attached food to paper models of moths,with different shaped marks drawn on the wings,to see how birds reacted.And what's interesting is,they realized that the round marks were not more effective at scaring birds than other shapes.MALE PROFESSOR:Were they less effective?FEMALE STUDENT:No,they were about the same...but what researchers diddetermine is that larger markings are more effective than smaller markings at scaring off prey.They called this phenomenon“visual loudness.”MALE PROFESSOR:Visual loudness,huh.Well,I guess it's not all that shocking,if you think about it.FEMALE STUDENT:So,anyway,is it OK?Can I repeat this experiment and write about it?MALE PROFESSOR:Yes,I think that'll work.The problem I foresee is,well,where? This is an urban campus...You'll have a hard time finding a good place to set up the experiment.FEMALE STUDENT:Oh,I-I wasn't planning on doing it on campus.I'm going home for spring break,and my family lives in the country,far from the nearest city.I can set it up in the backyard.MALE PROFESSOR:Good idea.Except one week is not a lot of time.So you'll need to make some adjustments to have enough data.I'd set up the experiment near a bird feeder,and get in as much observation time as you can.题目1.Why does the student talk with the professor?A.She wants permission to revise an experiment that she conducted earlier.B.She has a question about the findings of an experiment in the textbook.C.She wants to reproduce an experiment that is not in the textbook.D.She would like some advice about how to study butterfly and moth behavior.2.What does the professor say is a common assumption about certain markings onbutterfly and moth wings?A.That the markings are usually hidden from viewB.That the markings attract some kinds of birds more than othersC.That some birds perceive the markings as large eyesD.That butterflies and moths use the markings to attract mates3.What were the results of the experiment that the student describes?[Click on2 answers.]A.Birds reacted to round markings the same way they reacted to square markings.rge markings scared birds more than small markings did.C.Most birds ignored markings that looked like eyes.D.Birds were attracted to more colorful markings.4.Why does the professor mention a bird feeder?A.To suggest a strategy that may help the student carry out her task successfullyB.To recommend a place on campus that is suitable for the student's projectC.To discuss another experiment that has yielded surprising resultsD.To point out a problem in the design of the original experiment5.What can be inferred about the student when she says this:Professor:Well,we know that the markings do scare the birds but the idea that the spots looked like eyes is……well,that is just a commonly held belief.Student:So,that’s not even based on research?A.She is skeptical about what the professor just told her.B.She just realized that she designed her experiment incorrectly.C.She is worried that she misunderstood something that she read.D.She had assumed that there was scientific evidence for the theory.答案C C AB A D译文旁白：请听一段学生和其生物学教授之间的对话。
2024托福考试必备听力历年真题练习
2024托福考试必备听力历年真题练习Part 1: Conversation-based Questions1. What is the main topic of the conversation?2. Where does the conversation most likely take place?3. What can be inferred about the woman?Part 2: Problem-Solving Questions1. What is the man's problem?2. What are the possible solutions mentioned?3. What solution does the woman suggest?Part 3: Academic Discussions1. What is the main purpose of the discussion?2. What is the man's opinion on the topic?3. What evidence does the woman provide to support her argument? Part 4: Academic Lectures1. What is the topic of the lecture?2. What is the professor's main point?3. How does the example illustrate the professor's main point?Part 5: Campus Life1. Which club is the woman a member of?2. Why does the woman need financial support?3. What does the man offer to do for the woman?Part 6: Academic and Social Skills1. What topic does the professor introduce?2. What is one characteristic of the topic?3. How can this characteristic be beneficial?Part 7: Science and Technology1. What is the main function of the new software?2. How does the new software differ from the old version?3. What benefit does the new software bring to users?Part 8: Advanced Level Discussions1. What is the main topic of the conversation?2. What is the man's opinion on the topic?3. How does the woman respond to the man's opinion?As the 2024 TOEFL exam is approaching, it is essential for test-takers to engage in practice sessions that familiarize them with the format and content of the listening section. One effective way to prepare is by practicing with authentic past TOEFL listening questions.In the first part of the listening section, conversation-based questions are asked. These questions assess your ability to understand the main topic of aconversation, the location where the conversation is most likely taking place, and inferencing skills about the individuals involved.The second part of the listening section focuses on problem-solving questions. These questions require you to identify the problem the speaker is facing, analyze potential solutions mentioned, and determine the best solution based on the information provided.Part three comprises academic discussions, where you are expected to identify the main purpose of the discussion, the opinions of the speakers, and supporting evidence used in the conversation.In the fourth part, academic lectures are presented, and you need to comprehend the lecture topic, understand the professor's main point, and recognize how examples or illustrations are used to support the main point.The fifth part revolves around campus life, where you must gather information about the activities, clubs, and student organizations, as well as understand the financial support and assistance offered by individuals or institutions.For the sixth part, academic and social skills are discussed. You are required to recognize the topic introduced by the professor, identify specific characteristics, and understand the potential benefits associated with these characteristics.The seventh part focuses on science and technology, exploring advancements and innovations. It requires you to understand the main functions of software or devices, identify differences between different versions, and recognize the benefits provided by newer technologies.The eighth part consists of advanced level discussions, where complex topics are debated. You are expected to identify the main topic of the conversation, grasp the speakers' opinions, and understand how the conversation unfolds based on different perspectives.By practicing with past TOEFL listening questions, you can improve your listening skills, become more familiar with various question types, and enhance your understanding of spoken English. Regular practice will help you feel more confident and prepared for the listening section of the 2024 TOEFL exam.Remember to listen carefully, take notes when necessary, and pay attention to key details and information. Developing good listening strategies and practicing with a variety of listening materials will significantly contribute to your success in the TOEFL listening section.。
托福听力tpo69section1-对话讲座原文+题目+答案+译文
托福听力tpo69section1对话讲座原文+题目+答案+译文Conversation1 (2)原文 (2)题目 (4)答案 (7)译文 (7)Lecture1 (9)原文 (9)题目 (13)答案 (15)译文 (15)Conversation1原文Student:Hi I'm Robert West,we had an appointment. University administrator:You hear about your graduation form right?I'm about to print it out.Student:Oh good,thanks,I was kind of wondering what it is all about,I mean,I’ve completed more than enough courses work to graduate.University administrator:All this is strictly routine,of course you have to finish your course work.But this form is just the administrative checklist.It's our way of making sure you don't have any unfinished university business,like unpaid tuition bills or lab fees that’s sort of thing.Student:Well,I do have an outstanding student loan,but I was told that I don't have to start paying that off yet,not until I get a job,I do have a job interview tomorrow.University administrator:well,good luck with it,but not your loan,it's not an issue here.Let’s see,the only problem I see is um，what’s this fine for…uh,an overdue CD that you borrowfrom the music library.Student:Really?I…I checked it out,like three months ago,but wasn’t really for me.University administrator:Oh,you checked it out for a friend？Student:No,for a faculty member actually.We need that music for a play we produced.Uh,professor Williams was our director and I was in the show.Anyway,he’d asked me to borrow the recording from the library.University administrator:Okay,but that still doesn't explain why you didn't return it.Student:Well,he ended up with it.He says he’d return it.And I just assumed that was that.Because I never heard anything from the library.University administrator:That’s all,you used it and you know this.Student:Yeah,Oh,but I did recently move to a new apartment, maybe they did send something.University administrator:Okay,well this should’ve been done in a time in manner.But as they say better late than never,if you return the CD now,you get away with just a late time,which is a lot less than the fee to replace it.Student:Yeah,but it's totally not my fault,so now I have to track down the CD to avoid having to pay this replacement fee. University administrator:Well,yes.I mean it sounds like there was some kind of a mix-up,but the burden is still on you to settle your library account.You know it,it might be that their records are wrong,so first I suggest you go there make sure and then you might have to go talk to professor Williams. Student:Oh,I guess I have no choice.University administrator:Don't worry too much,these things always get sorted out.Student:Yeah,you’re right.It's no big thing,I should be more worried about my job,interview,then about this. University administrator:And when it’s all worked out,come back here for your paper work.题目.Why does the student go to see the woman?A.To make sure he has completed enough course work to graduateB.To find out when his student loan must be paid backC.To pick up an administrative formD.To complain about a library fine2.What is the student's problem?A.He forgot to return some library books.B.He cannot start paying off his student loan yet.C.He paid his graduation fee too late.D.He owes money to the music library.3.Who is Professor Williams?A.The head of the libraryB.The director of a play the student was inC.The student's music professorD.The person who arranged a job interview for the student4.What is the most likely reason the student did not receive the notice from the library?A.He recently moved.B.He has been out of town.C.The library just mailed it the day before.D.The library sent it to Professor Williams.5.What can be inferred about the student when he says this: University administrator:Well,yes.I mean it sounds like there was some kind of a mix-up,but the burden is still on you to settle your library account.You know it,it might be that their records are wrong,so first I suggest you go there make sure and then you might have to go talk to professor Williams. Student:Oh,I guess I have no choice.A.He is not sure how to respond to the woman.B.He feels he has been treated unfairly.C.He wonders if there is another solution.D.He does not think the woman's suggestions will work.答案C D B A B译文1.学生：嗨！我是Robert West，我们之前有约。
新版托福听力评分标准表
新版托福听力评分标准表如下：一、阅读部分1. 答对13-14道题，分数为满分30分。
2. 答对10-12道题，分数为27分。
3. 答对8-9道题，分数为24分。
4. 答对6-8道题，分数为23分。
5. 答对5-6道题，分数为20分。
6. 答对2-4道题，分数为18分。
7. 答对0-1道题，分数为17分。
二、听力部分1. 如果考生在听力部分拿到满分，那么整个托福考试中其他部分的分数至少要有三个加权部分（阅读、听力和口语）的总分乘以15/20，并且语法部分的总分乘以13/20，具体标准如下：* 阅读、听力和口语部分的四个部分至少有两个部分的答案正确。
* 这两部分分数相加，再乘以7/10得到整个分数（结果整数部分乘以6/9）。
* 将此分数与语法部分的成绩相加，即可得到托福听力部分的最终得分。
三、口语部分考生需要得到23-30分才算作满分。
对于中国考生来说，这个部分的起步得分通常在18分左右。
如果考生在口语部分拿到满分，那么其他部分的成绩必须达到三个加权部分（阅读、听力和写作）的总分乘以15/20，语法部分的成绩乘以9/20。
四、写作部分考生需要得到综合写作和独立写作两个部分的满分。
综合写作部分要求考生在阅读和听力结束后完成一篇总结文章，其中需要包含阅读和听力中的所有要点信息。
独立写作部分要求考生根据题目要求完成一篇主题文章。
对于这两个部分，评分标准如下：综合写作部分得分为答对题目数量乘以6/12（结果整数部分乘以6/9），独立写作部分得分为答对题目数量乘以7/14（结果整数部分乘以6/9）。
以上就是新版托福听力评分标准表，希望可以帮助到您。
同时，需要提醒大家的是，托福听力考试中需要注意细节信息，把握好时间，提前做好准备和练习是非常重要的。
托福听力tpo43 section2 对话讲座原文+题目+答案+译文
托福听力tpo43section2对话讲座原文+题目+答案+译文Conversation2 (2)原文 (2)题目 (4)答案 (5)译文 (5)Lecture3 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture4 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation2原文NARRATOR:Listen to part of a conversation between a student and his theater professor.MALE STUDENT:Hi,Professor Davis.Sorry I missed class yesterday.I was just getting over a cold.FEMALE PROFESSOR:That's alright,Andrew.Feeling better now?MALE STUDENT:Oh,yeah.Fine.Um,I had a question,though.For the midterm,um, how much do we need to know,like,about the different acting styles?Since the last few chapters have been on writing our own material—scripts and stuff—well,will the exam be about that,or about stuff from the earlier chapters?Like um—FEMALE PROFESSOR:Oh!Andrew,before I forget—and,uh I will get to your question, but—now don’t leave without taking the tickets for tomorrow's field trip.I have a last-minute meeting,so I can't make it after all.But since you helped organize the trip,I'll let you hand out the tickets…I’ve got everything you need right here.MALE STUDENT:Sure,no problem.FEMALE PROFESSOR:And…uh,you don't need directions to the theater—you've been there before,right?MALE STUDENT:Yup.FEMALE PROFESSOR:Good.Oh!Oh,also…please remind everyone about the reception afterward—it’ll be an opportunity to ask Alan Altman about his acting in the play—which,uh,we can discuss in class next week.MALE STUDENT:OK,I’ll tell them.It’s really something!—I mean,I know our acting professors must be in plays all the time,but it isn't every day you get to see one right here in town.FEMALE PROFESSOR:Oh,you might be surprised.There's a calendar on the main bulletin board listing all the local productions that faculty are involved in.MALE STUDENT:Well,it seems like Professor Altman’s a really popular actor.I just read his bio in the local paper.I know the critics,uh,always praise him,but I had no idea he was such a commercial success too!And—and—it said he just won an award last year!—for,…uh,playwriting,wasn’t it?FEMALE PROFESSOR:Well,there is a general playwriting category,but actually,his award was for script adaptation—he adapted a novel into a play.MALE STUDENT:Script adaptation…?FEMALE PROFESSOR:Oh,it’s a very specialized skill—writing a play based on some other written work—novels,short stories…Now we've been studying original plays, which are pretty much based on the writer's imagination.But think about adapting a script…MALE STUDENT:Yeah…seems like it might be easier,like to start with something that's already written.FEMALE PROFESSOR:Well,actually…Think about it:transferring that material to a whole different genre.From narration to live dialogue.Imagination is a part of it,sure, but it also requires a lot of technical knowledge—about theater production…acting…and so on.So Professor Altman,for example:he took a novel and made it into a play,dealing with all the different conventions that plays have—you know,like limitations of scene changes…and,uh…—well,it'd be a good thing to ask him about at the reception tomorrow.MALE STUDENT:Yeah,sounds like an interesting topic.FEMALE PROFESSOR:Oh—and before I forget—the packet with the tickets has a list of the students'addresses.Since the van is picking you up first,you can direct the driver to the other students'dorms.MALE STUDENT:Sure,that was the plan.FEMALE PROFESSOR:OK;good.Now,about the midterm…题目1.What are the speakers mainly discussing?[Click on2answers.]A.The man's concerns about the midterm examB.An acting award that Professor Davis recently wonC.A professor's playwriting accomplishmentsD.Arrangements for attending a local play2.What does Professor Davis plan to give the student?[Click on2answers.]A.Directions to a theaterB.A list of students'addressesC.Tickets to a playD.A study guide for the midterm exam3.Why does Professor Davis want the students to attend a reception?A.So that the students can hear a talk about script adaptationB.So that the students can see a professor receive an awardC.So that the students can ask an actor questionsD.So that the students can meet the director of a play4.What does the professor imply about script adaptation?A.It depends almost entirely on the writer's imagination.B.It is more often based on novels than on short stories.C.It is more difficult than the man thinks it is.D.It gives playwrights more commercial success than writing original plays does5.Why does the professor say this:MALE STUDENT:I know our acting professors must be in plays all the time,but it isn't every day you get to see one right here in town.FEMALE PROFESSOR:Oh,you might be surprised.There's a calendar on the main bulletin board listing all the local productions that faculty are involved in.A.To express doubt about the quality of local playsB.To indicate that the man’s assumption is wrongC.To encourage the man to see local productionsD.To indicate that she agrees with the man答案CD BC C C B译文旁白：请听一部分学生和他的戏剧教授的对话。
托福听力的备考策略及解题技巧
托福听力的备考策略及解题技巧托福听力的备考策略及解题技巧新托福听力是一般是两个部分，每个部分由一段对话和两个讲座，每个部分需要听的录音大约是20分钟，答题时间是10分钟，这样每个部分需要30分钟。
如果遇到加试，加试的一个部分也是由一段对话和两个讲座组成，需要30分钟。
在新托福听力备考中，考生对于新托福听力考试如何备考感到格外茫然。
觉得托福听力语速过快或是掌握不了细节，就算听完了整个段子，但是想要让其回述具体内容，却不知从何说起。
那么我们究竟对听力如何备考呢，下面小编先介绍下新托福听力考试如何备考的策略。
(一)Basic Comprehension Questions 对材料的基本理解1.Gist-Content (内容主旨题，理解讲座或对话的主旨大意)2.Gist-Purpose (目的主旨题，考察对话目的)3.Detail (细节题，听懂并记住讲座或对话中明晰的细节或事实)(二)Pragmatic Understanding Questions 情景理解题1.Understanding the Function of What Is Said (句子功能题，测试是否理解某一句话的功能)2.Understanding the Speaker's Attitude (说话人态度题，考查是否能听出说话人的态度或观点)(三)Connecting Information Questions ----- 整合信息题1.Understanding Organization (组织结构题，识别整个听力材料的结构和听力材料中两个部分之间的关系)2.Connecting Content (连接内容题，考查对材料中各观点之间的关系的理解能力，有时需要根据所听内容来推测)3.Making Inferences (推论题，根据已听到的内容得出结论)对于听力基础较弱的同学，尤其要抓住的就是类--基本理解题。
我们把其中的前两种题型Gist Content(内容主旨题)以及Gist Purpose(目的主旨题)统称为Gist Questions(主旨题)。
托福听力tpo51 lecture1、2、3、4 原文+题目+答案+译文
托福听力tpo51lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a botany class.FEMALE PROFESSOR:So,continuing with crop domestication,and corn—or,um, maize,as it's often called.Obviously it's one of the world's most important cropstoday.It's such a big part of the diet in so many countries,and it's got so many different uses,that it's hard to imagine a world without it.But because it doesn't grow naturally,without human cultivation,and because there's no obvious wild relative of maize…uh,well,for the longest time,researchers weren’t able to find any clear link between maize and other living plants.And that's made it hard for them to trace the history of maize.Now,scientific theories about the origins of maize first started coming out in the 1930s.One involved a plant called teosinte.Teosinte is a tall grass that grows wild in certain parts of Mexico and Guatemala.When researchers first started looking at wild teosinte plants,they thought there was a chance that the two plants—um, maize and teosinte—were related.The young wild teosinte plant looks a lot like the corn plant,and the plants continue to resemble each other—at least superficially—even when they're developed.But when the scientists examined the fruits of the two plants,it was a different story. When you look at ripe corn,you see row upon row of juicy kernels…um,all those tiny little yellow squares that people eat.Fully grown teosinte,on the other hand, has a skinny stalk that holds only a dozen or so kernels behind a hard,um,almost stonelike casing.In fact,based on the appearance of its fruit,teosinte was initially considered to be a closer relative to rice than to maize.But there was one geneticist,named George Beadle,who didn't give up so easily on the idea that teosinte might be…well…the“parent”of corn.While still a student in the1930s,Beadle actually found that the two plants had very similar chromosomes—very similar genetic information.In fact,he was even able to make fertile hybrids between the two plants.In hybridization,you remember,the genes of two species of plants are mixed to produce a new,third plant—a hybrid.And if this offspring—this hybrid—is fertile,then that suggests that the two species are closely related genetically.This new,hybrid plant looked like an intermediate,right between maize and teosinte.So,Beadle concluded that maize must've been developed over many years,uh,that it is a domesticated form of teosinte.Many experts in thescientific community,however,remained unconvinced by his conclusions.They believed that,with so many apparent differences between the two plants,it would have been unlikely that ancient—that prehistoric peoples could’ve domesticated maize from teosinte.I mean,when you think about it,these people lived in small groups,and they had to be on the move constantly as the seasons changed.So for them to selectively breed,to have the patience to be able to pick out just the right plants…and gradually—over generations—separate out the durable,nutritious maize plant from the brittle teosinte that easily broke apart…it's a pretty impressive feat,and you can easily see why so many experts would have been skeptical.But,as it turns out,Beadle found even more evidence for his theory when he continued his experiments,producing new hybrids,to investigate the genetic relationship between teosinte and maize.Through these successive experiments,he calculated that only about five specific genes were responsible for the main differences between teosinte and maize—the plants were otherwise surprisingly similar genetically.And more recently,botanists have used modern DNA testing to scan plant samples collected from throughout the Western Hemisphere.This has allowed them to pinpoint where the domestication of maize most likely took place—and their research took them to a particular river valley in southern Mexico.They've also been able to estimate that the domestication of maize most likely occurred about9,000 years ago.And subsequent archaeological digs have confirmed this estimate.In one site,archaeologists uncovered a set of tools that were nearly9,000years old.And these tools were covered with a dusty residue…a residue of maize,as it turns out…thus making them the oldest physical evidence of maize that we've found so far.题目1.What is the lecture mainly about?A.A research study that compares wild and domesticated plantsB.Problems with a commonly held hypothesis about the origin of teosinteC.Reasons why wild plants are usually unsuitable for agricultureD.The process used to identify the ancestor of a modern crop2.What evidence seemed to indicate that maize and teosinte are not related?A.Young teosinte plants do not physically resemble young maize plants.B.Preliminary DNA evidence indicated that teosinte was related to rice.C.Maize and teosinte usually grow in significantly different climates.D.Maize and teosinte have very different types of kernels.3.Why does the professor discuss hybrids?A.To explain how a geneticist confirmed that maize was widely grown9,000years agoB.To indicate the earliest method used by geneticists to identify plant originsC.To explain a method used to demonstrate a link between two plant speciesD.To describe how geneticists distinguish between wild plants and domesticated plants4.What was most researchers'initial view of George Beadle's theory about teosinte?A.They accepted it but questioned the evidence cited.B.They rejected it because of conflicting archaeological evidence.C.They questioned it because it implies that ancient farmers were sophisticatedplant breeders.D.They questioned it because genetic research was viewed with skepticism at that time.5.What did Beadle conclude about maize and teosinte?A.Both plants lack particular genes that are common in most domesticated plants.B.Both plants have particular genes that enable them to adapt to varying climates.C.Only a small number of genes are responsible for the differences between the two plants.D.The genetic composition of both plants is very similar to that of rice.6.According to the professor,why was the discovery of stone tools important?A.It proved that teosinte was simultaneously domesticated in multiple locations.B.It helped to confirm the period in which maize was first domesticated.C.It suggested that maize required farming techniques that were more complex than experts had previously assumed.D.It provided evidence that maize plants were used for more purposes than experts had previously assumed.答案D D C C C B译文旁白：请听一段植物学讲座的节选。
托福听力技巧
托福听力技巧托福听力技巧前期准备•充分了解托福考试的听力部分内容和要求•尽量学习正式英语，例如BBC新闻•学习托福听力题型，包括笔录、简短对话、短文、长对话和讲座•利用托福官方资料进行模拟练习考试时的技巧做题前•仔细阅读题目和选项•预测答案和内容•记录重点词汇做题中•听题时要集中注意力，不要被其他声音或思维干扰•注意听题目的背景信息，如时间、地点、人物等•注意听重点内容，如数字、名词、动词等•听完问题后，及时暗示自己需要听什么样的信息•注意听完整的对话/讲座，掌握主要内容和情节做题后•立即填写答案，不要等听完所有题目再去填•仔细检查填写的答案，确保符合题目要求•记录未知单词和表达，及时查阅词汇和表达技巧•多学习托福听力中的高频词汇和常用表达，如数字、时间、学科、职业等•熟记介词和动词的搭配，如be afraid of、get used to等•学习使用代词和连接词，如this、that、however、although等•注意学习听力中的常用片语和缩略语，如kind of、sort of等总结托福听力对考生的英语听力能力考察较为全面，不同题型所涉及的内容也各有不同。
考生需对每一种题型都掌握解题技巧并注重词汇和表达的学习，才能正确迅速地完成题目。
优化练习方法•集中精力练习模拟试卷，尤其是近年来的真题•别只看题目，也要听懂答案，甚至连每一节的开场白和音乐都要注意•多听口音区别大的录音•训练笔录题和听力段落的笔记速度•逐步提高速度，先练习听懂精髓和记录信息，再逐步加快速度•练习听力、口语的英美音区别，提高听力和口语的“门槛”注意事项•积极利用托福官方资料进行练习，避免使用不可靠的练习资料•遵循正确的听力答题流程，不要过于依赖选项中的单词或短语，同时也不要一味地用自己的逻辑推断答案•考场前要提前休息，保证身体和精神状态最佳•提前检查所需的考试和身份证明文件•考试时要保持冷静，避免抄袭或作弊等不当行径总结托福考试听力部分是相对难度较高的，需要考生在日常学习和准备中认真练习，不断完善听力技巧和练习方法。
托福听力tpo68全套对话讲座原文+题目+答案+译文
托福听力tpo68全套对话讲座原文+题目+答案+译文Section 1 (2)Conversation1 (2)原文 (2)题目 (5)答案 (7)译文 (8)Lecture1 (10)原文 (10)题目 (13)答案 (16)译文 (17)Lecture2 (19)原文 (19)题目 (24)答案 (27)译文 (27)Section 2 (30)Conversation2 (30)原文 (30)题目 (33)答案 (36)译文 (36)Lecture3 (39)原文 (39)题目 (43)答案 (46)译文 (46)Section 1Conversation1原文Student: Hi i'm i'm, i'm, Randy Beecham. I really need to speak with professor Clark right away. Could you get me into see her?Assistant: Well, she is conducting oral exams right now, I can't interrupt her. The exams began at 8:00 this morning and are scheduled to go on all day.Student: But I was supposed to take my oral at 9 this morning, and well I don't know what happened, my alarm clock didn't go off for some reason and I overslept.Assistant: Oh dear!Student: I know it's like, really embarrassing, when I open my eyes and saw with already 9:30 I just got here as fast as I could.Assistant: Well，since you didn’t show up your schedule time. The professor would probably consider it an unauthorized absence. I’m afraid that it will translate into an automatic failing grade for that portion of the exam.Student: Oh no, and I was so prepared, I stayed up all night studying. Is there any way I can maybe reschedule it？Assistant: I don't know what to tell you Randy. As I said professor Clark will be examining students to four o'clock today and all day tomorrow, then it’s the weekend.Student: What about like, first thing Monday morning？Assistant: No, Monday is not possible, exam week ends tomorrow when the dean, it's the dean who says the university’s rules on these matters, you know, not the professors. The dean is very strict about granting extensions except under extraordinary circumstances.Student: Um, so, I guess the defect of alarm clock wouldn’t account as extraordinary, huh.Assistant: I'm afraid we’re talking something more on the order of illness or if you had an unavoidable conflict, like an exam in another class schedule for the same time. But you know, since exam week isn't over yet, it probably would be worthwhile trying to speak with professor Clark, she might be able to find a solution.Student: You now, the oral part of the exams only an half hour long, do you think she’d be willing to stay later this afternoon or coming a little early tomorrow ?Assistant: I'm sure should do her best. But I can't speak for her of course.Student: But I can't just stick around all day waiting for her. Do you think she will be breaking for a lunch.Assistant: Well, I hope so for her sake, let me check her schedule again. Well, she's got student’s schedules to noon, then she has one hour break before the afternoon exams schedule begins. So yes, she apparently does plan to break for lunch.Student: Noon, ha.Assistant: That's what it says.Student: Okay, why don't I come back at noon then, but if you happen to see her in the meantime, would you please say I was here and that I'm really sorry I was late for my exam.Assistant: Of course, good luck!题目1.What problem does the student have?A. He is unsure about the material he needs to study for an exam.B. He missed the deadline for submitting a paper.C. He does not know when the exam period starts.D. He needs to reschedule an exam.2.What reason does the student give for missing an appointment with his professor?A. His alarm clock did not work properly.B. He was confused about the time of the appointment.C. He felt ill when he woke up that day.D. He had an exam in another class.3.Why does the woman mention the dean?A. To indicate that the dean will probably accept the student’s excuseB. To point out that the professor is not able to extend the exam periodC. To explain that extensions are not granted under any circumstancesD. To indicate that the student needs to report to the dean4.Why do the speakers think that the professor might be able to help the student?[Click on 2 answers.]A. The exam period has not ended.B. The professor may excuse the student from taking the exam.C. The professor may grant an extension of the exam.D. The oral exam takes only half an hour.5.What does the woman imply when she says this:Student: But I can't just stick around all day waiting for her. Do you think she will be breaking for a lunch.Assistant: Well, I hope so for her sake.A. The professor usually breaks for lunch during exams.B. The students enjoy eating lunch with the professor.C. The professor will get tired unless she takes a break.D. The exams will end early in the afternoon.答案D A B AD C译文1.学生：嗨！我是Randy Beecham，我真的需要和Clark教授马上谈一下。
托福听力tpo39 全套对话讲座原文+题目+答案+译文
托福听力tpo39全套对话讲座原文+题目+答案+译文Section1 (2)Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (16)答案 (17)译文 (18)Section2 (20)Conversation2 (20)原文 (20)题目 (22)答案 (23)译文 (23)Lecture3 (25)原文 (25)题目 (27)答案 (29)译文 (29)Lecture4 (30)原文 (30)题目 (33)答案 (34)译文 (35)Section1Conversation1原文NARRATOR:Listen to a conversation between a student and a theater professor.MALE STUDENT:Hi,Professor Jones.FEMALE PROFESSOR:Hey,didn't I see you at the performance of Crimes of the Heart last night?MALE STUDENT:Yeah…actually my roommate had a small part in it.FEMALE PROFESSOR:Really?I was impressed with the performance—there sure are some talented people here!What did you think?MALE STUDENT:You know,Beth Henley's an OK playwright;she's written some decent stuff,but it was a little too traditional,a little too ordinary…especially considering the research I’m doing.FEMALE PROFESSOR:Oh,what’s that?MALE STUDENT:On the Polish theater director Jerzy Grotowski.FEMALE PROFESSOR:Grotowski,yeah,that's a little out of the mainstream…pretty experimental.MALE STUDENT:That’s what I wanted to talk to you about.I had a question about our essay and presentation.FEMALE PROFESSOR:OK…MALE STUDENT:Yeah,some of these ideas,uh,Grotowski's ideas,are really hard to understand—they're very abstract,philosophical—and,well,I thought the class would get more out of it if I acted out some of it to demonstrate.FEMALE PROFESSOR:Interesting idea…and what happens to the essay?MALE STUDENT:Well,I'll do the best I can with that,but supplement it with the performance—you know,bring it to life.FEMALE PROFESSOR:All right,but what exactly are we talking about here?Grotowski, as I'm sure you know,had several phases in his career.MALE STUDENT:Right.Well,I’m mainly interested in his idea from the late1960s…Poor theater,you know,a reaction against a lot of props,lights,fancy costumes,and all that…so,it’d be good for the classroom.I wouldn’t need anything special.FEMALE PROFESSOR:Yes.I’m sure a lot of your classmates are unfamiliar with Grotowski—this would be good for them.MALE STUDENT:Right,and this leads…I think there's overlap between his Poor theater phase and another phase of his,when he was concerned with the relationship between performers and the audience.I also want to read more and write about that.FEMALE PROFESSOR:You know,I saw a performance several years ago…it really threw me for a loop.You know,you're used to just watching a play,sitting back…but this performance,borrowing Grotowski's principles,was really confrontational—a little uncomfortable.The actors looked right in our eyes,even moved us around, involved us in the action.MALE STUDENT:Yeah,I hope I can do the same when I perform for the class.I'm a bit worried,since the acting is so physical,that there's so much physical preparation involved.FEMALE PROFESSOR:Well,some actors spend their whole lives working on this…so don't expect to get very far in a few weeks…but I'm sure you can bring a couple of points across.And,if you need some extra class time,let me know.MALE STUDENT:No,I think I can fit it into the regular time for the presentation.FEMALE PROFESSOR:OK.I think this'll provide for some good discussion about these ideas,and other aspects of the audience and their relationship to theatricalproductions.题目1.What are the speakers mainly discussing?A.A play by Grotowski that was discussed in class.B.A proposal that the student has for an assignment.C.A play that is currently being performed at the university.D.The main phases in Grotowski's career as a director.2.What does the student imply when he talks about the play he recently attended?A.He attended the play because he is writing an essay on it.B.He wished the play were more experimental.C.He thought his roommate showed great talent.D.He was not familiar with the author of the play.3.What are two characteristics of Grotowski's theater that the speakers mention?[Click on2answers.]A.The minimal equipment on the stage in his productions.B.The single stories that his plays are based on.C.The elaborate costumes the actors wear in his plays.D.The actions of the performers in his plays.4.Why does the professor mention a play she attended several years ago?A.To compare it to the play she saw the previous evening.B.To suggest that Grotowski's principles do not necessarily lead to effective theater.C.To show how different it was from Poor theater.D.To provide an example of one of the ideas the student wants to research.5.What does the professor imply about the acting the student wants to do?A.Audiences are no longer surprised by that type of acting.B.The acting requires less physical preparation than he thinks.C.He will not be able to master that style of acting easily.D.He should spend less time acting for the class and more time on class discussion.答案B B AD D C译文旁白：请听一段学生和戏剧学教授之间的对话。