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絕大多數(shù)同學(xué)在備考托福聽(tīng)力的學(xué)習(xí)階段，都會(huì)很快發(fā)現(xiàn)一個(gè)事實(shí)，那就是托福聽(tīng)力是以邏輯為王的考試，只要深刻地理解了邏輯詞的上下文，就能破解大多數(shù)題目。此外，常見(jiàn)的因果、轉(zhuǎn)折、例證、并列等邏輯詞，這些很多文章也有寫(xiě)到。

然鵝，很多同學(xué)的新問(wèn)題又來(lái)了：“老師，but, because, so在音頻中瞬間閃過(guò)了，但是我，還沒(méi)反應(yīng)過(guò)來(lái)整句話的意思，腫么辦？”

Linda老師給你三個(gè)小訣竅

讓你準(zhǔn)確預(yù)判考點(diǎn)

從容作答

教授的重復(fù)

教授的重讀

有問(wèn)就有答

01

訣竅1：教授的重復(fù)

重復(fù)啰嗦，這大概是身為教師的最常見(jiàn)的職業(yè)素（通）養(yǎng)（病）了圖片托福聽(tīng)力中的教授們也不甘示弱地證明了這一職業(yè)通病不分國(guó)籍，口說(shuō)無(wú)憑，有題為證。

托福聽(tīng)力分為縱向三層結(jié)構(gòu)：

講座主旨

段落分論點(diǎn)

段內(nèi)論證

每一個(gè)主題段落（是的，你沒(méi)看錯(cuò)，聽(tīng)力也是分段講的，和閱讀文章結(jié)構(gòu)是一樣的）都只圍繞一個(gè)中心論點(diǎn)（topic sentence）來(lái)展開(kāi)，那么論點(diǎn)后面短則三四十秒，長(zhǎng)則一分多鐘的內(nèi)容都是解釋和闡述此觀點(diǎn)的，那么，不可避免地就有很多重復(fù)或同義替換。

假如我們沒(méi)有聽(tīng)懂一兩句，千萬(wàn)不要放棄或過(guò)分糾結(jié)于此句，也許后面的重復(fù)信息就可以及時(shí)補(bǔ)充這個(gè)信息漏洞，從而實(shí)現(xiàn)這一段落的深入理解。

例

TPO 6-Lecture 3-Question 2  Character Sketch 人物速寫(xiě)

Why does the professor recommend that students pay attention to the people they see every day?

the behavior and characteristics of these people can be used in character sketches.

observing people in real-life situations can provide ideas for story plots.

it is easier to observe the behavior of familiar people than of new people.

students can gather accurate physical description for their characters.

題目對(duì)應(yīng)文本：

To begin, how do we create fictional characters? We don't just pull them from thin air, do we? I mean we don't create them out of nothing.We base them, consciously or unconsciously, we base them on real people, or we blend several people's traits, their attributes into one character.//But when people think fiction, they may assume the characters come from the author's imagination.But the writer's imagination is influenced by... by real people. Could be anyone, （定位句）so pay attention to the people you meet, (someone in class, at the gym, that guy who is always sitting in the corner of the coffee house, um... your cousin, who's always getting into dangerous situations.We're pulling from reality, gathering bits and pieces of real people. You use these people, and the bits of behavior or characteristics as a starting point as you begin to sketch out your characters.)

題目解析：

這道題一看題干就知道是一道細(xì)節(jié)題，問(wèn)的是教授為什么建議學(xué)生去關(guān)注日常所遇到的人們。我們看到在定位詞so之前，其實(shí)答案已經(jīng)說(shuō)過(guò)兩遍，即我們的小說(shuō)人物來(lái)自于真實(shí)的人物，定位句之后又出現(xiàn)了real people, these people兩遍。所以我們大約有四次機(jī)會(huì)反復(fù)理解文中的這一個(gè)細(xì)節(jié)。也就是說(shuō)，我們漏掉段落中間的某一句或某幾句其實(shí)影響不大，只要聽(tīng)懂這一整個(gè)段落在講一件事即“虛構(gòu)的文學(xué)作品的人物原型哪里來(lái)？”就可以啦。

所以答案是A。

02

訣竅2：教授的重讀

重讀，也就是某一句話中的stressed words，往往聲音會(huì)加重的同時(shí)說(shuō)話人的語(yǔ)速會(huì)放慢。回想我們?cè)诮淌疑险n的時(shí)候，每當(dāng)見(jiàn)到重點(diǎn)，老師都會(huì)下意識(shí)地敲敲黑板或清清嗓子提高音量，對(duì)嗎？所以聽(tīng)力中的教授，雖然我們看不到她/他們的面部表情、肢體動(dòng)作，但是說(shuō)話的重音還是會(huì)在音頻中被保留的，基本可以毫不猶豫地說(shuō)：凡是教授重讀的地方，都是重要的考點(diǎn)。只要我們能聽(tīng)出重讀，我們就可以預(yù)判重點(diǎn)信息了。

以but這個(gè)轉(zhuǎn)折邏輯詞為例。每次出現(xiàn)But之前，說(shuō)話人常常會(huì)先讓步一下，給下文的轉(zhuǎn)折一個(gè)“預(yù)告”，如果能夠提前聽(tīng)懂“預(yù)告”，就能比別人先一步知道后面有重點(diǎn)信息。

類(lèi)似的表達(dá)有It seems that....but...（似乎是......然而......）; It appears that...but...（似乎是......然而......）; traditionally we thought that...but now...（過(guò)去我們認(rèn)為......但是現(xiàn)在......）; we tend to think that...but...(我們傾向于...觀點(diǎn)......然而......); it is true that...but...(雖然......但是......)（備注：所有標(biāo)紅的詞都一定是伴隨重讀的）。這樣的例子在聽(tīng)力中數(shù)不勝數(shù)

例

TPO 24-Lecture 3-Question 5  Mega fauna in North America 北美巨型動(dòng)物

What does the professor imply is one problem with the climate change theory?

Many large animals actually benefited from the climate change.

Large animals had survived previous climate changes.

Large animals were probably already near extinction before the climate changed.

New evidence suggests that the climate change was not as extreme as scientists once believed.

題目對(duì)應(yīng)文本：

Again, we have what at first seems like a pretty attractive theory…But then, how do you explain the fact that this had happened before— you know, global cooling followed by global warming— and there was no extinction then…

題目解析：

文中先提出了climate change 這一假說(shuō)，乍一看似乎是個(gè)不錯(cuò)的理論，但是你如何解釋這種氣候變化之前曾發(fā)生過(guò)而恐龍當(dāng)時(shí)并未發(fā)生滅絕現(xiàn)象？欲揚(yáng)先抑，先讓步后轉(zhuǎn)折，典型的轉(zhuǎn)折推理題，說(shuō)明教授不相信這個(gè)假說(shuō)，持有懷疑的態(tài)度。

因此答案為B。

TPO 47-Lecture 2-Question 4  Albatross 白頭翁

What does the professor imply about theories that explain how albatross navigate?

They are based on studies of seabirds in captivity.

They are based on observation of albatross in the wild.

They are guesses that are not based on any evidence about birds.

They have not been confirmed by studies of albatross themselves.

題目對(duì)應(yīng)文本：

PROFESSOR:Good point. And the truth is, we are not sure. It's very difficult to keep seabirds in captivity（可排除選項(xiàng)A）, where you can study them, and it’s very difficult to study them in the wild（可排除選項(xiàng)B）, you know.

But we think that a lot of what we've learned about songbirds probably applies to seabirds as well. So we're thinking that albatross could make use of two different kinds of “compasses,” if you will: a magnetic compass and a celestial compass.

題目解析：

But出現(xiàn)前，教授鋪墊了好多遍，我們Not sure, it is difficult等信息，但是but后提供的才是真正的重點(diǎn)信息，即：我們對(duì)于songbirds的了解信息可能可以應(yīng)用于seabirds。所以but前的信息可用于排除選項(xiàng)A和B， 選項(xiàng)C顯然過(guò)于絕對(duì)化了，不是沒(méi)有基于任何鳥(niǎo)類(lèi)研究呀。

所以答案只能是D，符合原文BUT后的描述，我們對(duì)于songbirds的信息可能也適用于seabirds。

03

訣竅3：有問(wèn)就有答

絕大多數(shù)教授或?qū)W生提出的問(wèn)題都會(huì)得到解答（極少數(shù)情況下提出的問(wèn)題會(huì)被擱置），因此，當(dāng)教授或?qū)W生提出問(wèn)題時(shí)，我們應(yīng)該關(guān)注教授的解答，因?yàn)閭魇谛轮R(shí)就是講座的最終目的，我們用英文聽(tīng)懂了新知識(shí)，從而展示了我們較好的語(yǔ)言能力，從考官的角度看，這里是絕佳的設(shè)置題目的地方。

例

TPO 41-Lecture 2-Question 2 Christopher Columbus哥倫布

According to the professor, why did John Pintard promote the commemoration of the three hundredth anniversary of Columbus' landing?

To encourage patriotism.

To demonstrate his own wealth and influence.

To lessen the influence held by the leaders of the American revolution.

To correct what he claimed were mistaken beliefs about Columbus.

題目對(duì)應(yīng)文本：

Student:But why Columbus? And why then?

FEMALE PROFESSOR:Well, to Pintard, it was a way to build patriotism in the young, politically fractured country. （下文是對(duì)前面觀點(diǎn)句的具體解釋?zhuān)蛘哒f(shuō)歷史背景的補(bǔ)充Remember, the United States had only declared its independence from Britain 16 years earlier and had yet to form a national identity. Pintard also had a hand in helping to create Independence Day-July fourth-as a national holiday.So you see that he was very involved in creating sort of a "national story" for Americans.And Columbus ... he felt Columbus could become a story that Americans could tell each other about their national origins that was outside of the British colonial context. The United States was in search of a national identity, and its people wanted heroes.）

題目解析：

學(xué)生提出問(wèn)題，為什么選擇哥倫布？為什么選擇那時(shí)候（在哥倫布登陸美洲300年后去紀(jì)念他的landing）？教授對(duì)此要進(jìn)行回答，所以回答的第一句話就是本題目的答案，是為了這個(gè)年輕又風(fēng)雨飄搖的國(guó)家建立patriotism愛(ài)國(guó)主義精神。并在本段展開(kāi)部分多次提到national identity民族身份, national origins 民族起源，heroes英雄等，這些都和patriotism在主線上是呼應(yīng)的。

所以答案比較直接，選A。

好啦，總結(jié)今天的知識(shí)

預(yù)判考點(diǎn)小訣竅有仨

重復(fù)、重讀、有問(wèn)就有答

（還挺押韻的吶，對(duì)吧）

非常簡(jiǎn)單好學(xué)，你學(xué)會(huì)了嗎？