怎樣理解託福聽力中“舉例子”
如何理解託福聽力中 舉例子?在托福考試中，運用舉例說明來豐富自己的答案是必不可少的，尤其是在口語和作文中考試中，但是託福聽力客觀題題的考察項目中，例子也是一項舉足輕重的地位，那麼如何回答相關問題呢 ?下面 小編爲大家分析。
怎樣理解託福聽力中“舉例子”
在託福聽力對話中，是不是student動不動就說 one of my classmate told me 巴拉巴拉，或者是when I graduated from high school 的時候做過啥事?在一些講座中，老師講到動物會不會照鏡子的時候就列舉了好多動物的行爲?這些examples可能都會成爲託福聽力的考點。
例如：TPO 18的 conversation 1的第三題：
3. Why does the student mention hosting foreign-exchange students?
A. To explain his interest in a particular field of study
B. To explain why he is looking for a job so late in the semester
C. To explain why he would like to be an exchange student the following year
D. To explain how he learned his computer skills
這篇對話的主旨是一男生轉學到新學校，詢問兼職工作的事情。在老師詢問學生，爲何選擇該校專業時，男生向老師闡述了自己的家庭和個人經歷還解釋自己對於所學專業的喜愛。我們聽力的是statement +example 這樣的形式，特殊的在於：老師的提問引出了需要闡明的觀點或者是態度，而學生通過例子來回答了老師的問題。這些考點主要根據說話人對於經歷的回憶來說明自己的態度。
我們來看下對應的文本：
Professor: We do have a great program. Well how did you get interested in international studies? Student: My family hosted a few foreign exchange students while I was growing up. Then I took part in an international summer program after I graduated from high school. I thought I really like meeting people from all over, getting to know them.
Professor: OH! Ok! And that led you to our program. …
在這裏我們看到，老師提出的問題，學生沒有直接回答，而是回憶小時候的事情來闡述自己爲什麼選擇 international study 這個專業來學習。在對話中引出例子的主要意義在於解釋說話人的觀點，推動對話的進行。
那麼在講座中，例子是如何進行考察的呢?我們還是來看一個例子。例如, TPO 24中的 lecture 4的第四題：
4. Why does the professor mention a bottle?
A. To illustrate the shape of the interior of a passage grave
B. To describe part of a Neolithic burial ceremony
C. To help explain how resonance is produced
D. To give an example of an artifact found in a Neolithic site
對應的原文是： Michael: How so? Professor: Well, first the echoes. When religious leaders started chanting with echoes bounced off the…(此處省略若干)… And another bit of physics I played here is something called Resonance. I know physics, but well I imagine you have all below near of top empty bottles and heard sounds it makes. And you probably notice that depending on its size--- each empty bottle plays one particular music note. Or it is the physics might put it, each bottle resonates at a particular frequency. Well, that's true of these chambers too.
從這些例子可以看到，學生提出問題，老師先給出答案，接着提出例子 bottle 來詳細闡釋原理。這篇考古學講座的主旨是：The sound effects that Neolithic people could experience in passage graves, 而從主旨的角度出發，那麼這道題目答案就選出C。甚至誇張地來說，考生沒有聽到這個例子也是可以直接選到C的，原因是隻有答案C選項中有resonance(聲音共鳴，共振)是和主旨對應的。
舉例是託福口語中的運用是非常普遍的，考生們在遇到這類題型需要細心對待，根據上述的方法多加練習，爭取考出好的成績。
在托福考試中，運用舉例說明來豐富自己的答案是必不可少的，尤其是在口語和作文中考試中，但是託福聽力，在客觀題題的考察項目中，例子也是一項舉足輕重的地位，那麼如何回答相關問題呢?下面三立在線小編爲大家意義分析。
在託福聽力對話中，是不是student動不動就說 one of my classmate told me 巴拉巴拉，或者是when I graduated from high school 的時候做過啥事?在一些講座中，老師講到動物會不會照鏡子的時候就列舉了好多動物的行爲?這些examples可能都會成爲託福聽力的考點。 例如：TPO 18的 conversation 1的第三題：
3. Why does the student mention hosting foreign-exchange students?
A. To explain his interest in a particular field of study
B. To explain why he is looking for a job so late in the semester
C. To explain why he would like to be an exchange student the following year
D. To explain how he learned his computer skills
這篇對話的主旨是一男生轉學到新學校，詢問兼職工作的事情。在老師詢問學生，爲何選擇該校專業時，男生向老師闡述了自己的家庭和個人經歷還解釋自己對於所學專業的喜愛。我們聽力的是statement +example 這樣的形式，特殊的在於：老師的提問引出了需要闡明的觀點或者是態度，而學生通過例子來回答了老師的問題。這些考點主要根據說話人對於經歷的回憶來說明自己的態度。
我們來看下對應的文本：
Professor: We do have a great program. Well how did you get interested in international studies? Student: My family hosted a few foreign exchange students while I was growing up. Then I took part in an international summer program after I graduated from high school. I thought I really like meeting people from all over, getting to know them.
Professor: OH! Ok! And that led you to our program. …
在這裏我們看到，老師提出的問題，學生沒有直接回答，而是回憶小時候的事情來闡述自己爲什麼選擇 international study 這個專業來學習。在對話中引出例子的主要意義在於解釋說話人的觀點，推動對話的進行。
那麼在講座中，例子是如何進行考察的呢?我們還是來看一個例子。例如, TPO 24中的 lecture 4的第四題：
4. Why does the professor mention a bottle?
A. To illustrate the shape of the interior of a passage grave
B. To describe part of a Neolithic burial ceremony
C. To help explain how resonance is produced
D. To give an example of an artifact found in a Neolithic site
對應的原文是： Michael: How so? Professor: Well, first the echoes. When religious leaders started chanting with echoes bounced off the…(此處省略若干)… And another bit of physics I played here is something called Resonance. I know physics, but well I imagine you have all below near of top empty bottles and heard sounds it makes. And you probably notice that depending on its size--- each empty bottle plays one particular music note. Or it is the physics might put it, each bottle resonates at a particular frequency. Well, that's true of these chambers too.
從這些例子可以看到，學生提出問題，老師先給出答案，接着提出例子 bottle 來詳細闡釋原理。這篇考古學講座的主旨是：The sound effects that Neolithic people could experience in passage graves, 而從主旨的角度出發，那麼這道題目答案就選出C。甚至誇張地來說，考生沒有聽到這個例子也是可以直接選到C的，原因是隻有答案C選項中有resonance(聲音共鳴，共振)是和主旨對應的。
託福聽力中的舉例細節題
首先來認識一下舉例細節題。舉例細節題就是用例子說明概念，很多時候ETS會考察所舉例子和說話人的論點間的邏輯關係。所以我們經常看見的舉例細節題是這樣的：
Why does the professor mention/say/talk about/discuss…?
或少數時候，它們也可以跟重聽結合：
Why does the speaker say this?
無論是那種形式的考察，要想做好舉例細節題，就要聽好例子，以及上下文邏輯，這就需要我們在聽聽力的時候要有足夠的預判能力：哪裏有可能出現這樣的題目。那我們就一層一層剝開舉例細節題的高頻出題點：
第一層是比較明顯的舉例表達，比如：for example, for instance, take … for example, take…, like… 等。只要說話者說要舉例，就一定注意例子部分，以及例子和上下文的關係。比如TPO 15 L1第10題：
Why does the professor mention a high way?
A. To compare two experiments designed to study distraction.
B. To give an example of when area V5 might be activated.
C. To describe a limitation in the brain’s processing capacity.
D. To make a point about the effect of distractions on driving.
原文中，教授是這麼說的：Lavie thinks the solution lies in the brain’ s ability to accept or ignore visual information. She thinks its capacity is limited. It’ s like a highway. When there are too many cars, traffic is stopped. No one can get on. So when the brain is loaded to capacity, no new distractions can be perceived .
筆記順着教授講的思路記下來的話，Lavie的想法是capacity is limited，然後用like類比，limited capacity就和highway建立了聯繫，而題目也正是考察這種聯繫，所以倒着推到like的前一句就是舉例的邏輯答案。選C。
除了比較明顯的直接用舉例或類比的詞句連接外，舉例細節還會披上另一層馬甲，那就是：“跑題”講故事講自己，或講自己的故事。每當聽力中的說話者想借助小故事讓自己的想法更淺顯易懂的時候，考生們就不得輕鬆了，這時要特別注意他們講的故事和上下文的邏輯關係。比如TPO 34 C1第3題：
Why does the woman mention walking in the woods?
A. It is the possible topic of a story she will write.
B. It is what she does to get inspiration for writing.
C. It is an activity that she enjoys very much.
D. It is the setting of her favorite short story.
在原文中，教授想給學生解釋一個道理：Well, in fact, I’d hope you’d see that. Of course, there are many levels to this story, but what I really want the class to take away from it was that you don’t need to write about the great, exciting world when you write your stories, uh, even writing about a memory can work.
學生表示明白：Like I could write about one of the times I took a walk in the woods when I was a kid.
教授表示贊同： Exactly!
這道題目中，學生自己的小經歷I took a walk in the woods when I was a kid正是對前面教授想說的內容的具體說明，所以邏輯關係就是在前面一句：writing about a memory can work，所以選A答案。而B 答案中的inspiration與memory相差甚遠，所以不選。
再比如TPO 17 L4 第13題：
Why does the professor first mention Proteus?
A. To explain how the octopus got its scientific name
B. To introduce the octopus' exceptional abilities
C. To point out that the octopus played an important role in Greek mythology
D. To provide an example of a mythological character that was part animal and part human
原文中，教授是想講個故事給學生：Well, let me back up here a second. Anyone ever heard of Proteus? Proteus was a God in Greek mythology who could change form. He could make himself look like a lion or a stone or a tree, anything you wanted, and he could go through a whole series of changes very quickly. Well, the octopus is the real world version of Proteus. Just like Proteus, the octopus can go through all kinds of incredible transformations.
順着教授的思路聽下來的話，剛開始可能會疑惑，怎麼剛講的是octopus，現在又成了Proteus呢?跑題了吧?這時，“跑題”講故事就是高頻題點了。“跑題”的目的對應後面的總結句：Well, the octopus is the real world version of Proteus. 所以選B答案。
最後一層，也是舉例細節題比較難識別的一層，就是教授講課時把問題拋回給學生的表達，如：if you…, imagine…, consider…, think of…等等。教授在講課時，有時會讓學生設身處地想象一些場景，這樣講座會更多樣。聽力中若聽到類似的表達，一定注意教授爲什麼讓學生自己imagine/consider/think。比如TPO 19 L3第8題：
Why does the professor mention reddish mud on the roots of a spartina?
A. To illustrate the high density of salt-marsh soil
B. To explain how spartina rhizomes move through the soil
C. To point out the problems spartinas face in getting fresh water
D. To provide evidence that oxygen is present in the spartina’s roots
原文中教授是這麼說的：
Soil there is dense and very low in oxygen, so Spartinas have air tubes, air enters through tiny openings on the leaves, the tubes provide direct pipe line for oxygen, carrying it down the leaves through the stems and into the roots, where it is needed. If you pull up a Spartina, you might even notice some reddish mud on some of the roots, this is caused by oxygen reacting with iron sulfide in the soil, and it produces iron oxide or rust.
讓學生開始想象前，教授談的是spartina怎麼通過空氣管把氧氣運到根部的，所以讓學生想象的場景：you might even notice some reddish mud on some of the roots，正是跟前面的理論the tubes provide direct pipe line for oxygen, carrying it down the leaves through the stems and into the roots, where it is needed 嚴格對應的;而教授在描述完場景If you pull up a Spartina 以後，又補充了類似的話：this is caused by oxygen reacting with iron sulfide in the soil, and it produces iron oxide or rust. 想象的場景前後都安插了oxygen，所以這道題嚴格的邏輯回答應該是D答案。
所以，要攻克舉例細節題，要注意三類高頻出題點：舉例或類比for example時，“跑題”講故事時，以及讓學生想象一些場景時。聽到類似的出題點，注意把握好例子和它前面的句子、或後面銜接句的邏輯關係，這樣舉例細節題就能迎刃而解了。
託福聽力TPO練習四步走
step1：tpo實戰模擬
新託福聽力部分有2個section，每一個section包含1個對話和2個講座共17道題，1個section的答題時間爲10分鐘，一個section做題時間到了以後會自動跳入下一個sec-tion。很多考生在沒有時間壓力下的正確率遠遠高於限時做題，大量的限時訓練會使考生慢慢適應考試的緊迫感並有效提高選項判斷的速度。
step2：精聽文章
很多同學題目做完並且對完答案就結束了，但往往會忽略提高聽力基本功的大好機會――精聽。通過精聽能夠發現自己的聽力盲點所在，然後覈查文本掃清語言障礙，並且可以更好地理解文章結構及考點。通常聽力障礙包括詞彙的掌握以及連讀失爆等特殊語音現象的聽辨，當然除了這些淺層次的聽力障礙，我們還要尤其關注文中的一些推理，態度及上下文之間的邏輯關係，這些往往是同學易錯的考點，所以要通過大量的精聽來總結常考考點所在，從而加強對常考考點信息的敏感程度。在精聽的同時可以比對第一步做題時做的筆記，便可以發現自己記下的哪些內容是多餘的，而哪些考到的考點自己卻沒有記下來。
step3：分析選項
託福聽力難在部分題目的選項干擾性極強，特別是在文章聽得不是很有把握的情況下，很容易猶豫不決，耽誤做題速度。所以我們不光是要能選出正確選項，還要明確的知道錯誤選項錯在哪裏，在進行大量篇章的選項分析之後，同學們會熟悉常見的干擾選項類型，對正確選項類型更加敏感，從而加快做題速度。這一步我們可以比對第一步做題的結果，總結自己常錯的題型，從而在聽力中額外關注這些考點。
step4：口頭複述
聽力是個輸入的過程，而口語是輸出的過程，精聽完成後我們可以立刻嘗試將文章做一個簡單的口頭複述，這樣既鞏固了詞彙，同時又會加深對文章結構和考點的認識，而且這個過程也可以訓練託福口語的綜合題型，可謂是事半功倍!
託福聽力詞彙備考需注重單詞讀音
注意點一：不要輕視託福聽力中的短詞。什麼是短詞呢?短詞與長詞是相對應的。與長詞相比，短詞的字母較少，讀起來也十分順口。很多考生將備考的重點放在了長詞的備考上，覺得長難詞考察的機率較大。其實，這是備考中的一個誤區。託福聽力考試的重點還是常見詞彙不同用法上，因此與其花費時間和精力去記憶哪些難記的長詞，不如將更多的時間放在常用詞彙的備考上。
注意點二：一味地注重單詞的拼寫，卻忽略了單詞的讀音。由於很多考生沒有英語學習的環境，背單詞的時候，都是以默寫爲主，所以當託福聽力中出現了考生背過的單詞之後，考生無法做到第一時間反應出來，甚至有可能完全沒有意識到這是背過的單詞。因此，我們在備考時，還是要熟悉單詞的正確發音，避免啞巴英語。
注意點三：加強對俚語和習語的掌握。俚語和習語的背後，包含着文化內涵。我們可以適當掌握一些俚語，從多個角度瞭解英美國家文化。
