一線老師談新TOEFL托福聽力（三） @ 愛薇塔樂學英文

一線老師談新TOEFL托福聽力（三）

　　Connecting information（25%左右的題目）　　此類題型考察考生對上下文以及文章脈絡、前後語言資訊關聯的

　　Connecting information（25%左右的題目）

　　此類題型考察考生對上下文以及文章脈絡、前後語言資訊關聯的掌握的能力。這種考察就要求考生更具備一定的聽力實力,比如整合文中資訊、根據前文下結論更會考到做推導的能力。總體上考察考生概括和推論的能力。

　　再細分為兩種:

　　（1）Organization questions

　　（2）Content questions

　　（1） Organization questions: question about the organizational aspects of the text may require students to identify the structure of the text. These questions ask students to identify the organization or rhetorical structure of the text or a portion of the text.

　　基本問法舉例:

　　（問） How does the professor organize the information that she presents to the class？

　　（答）In the order in which the events occurred.

　　（問） How does the professor clarify the points he makes about Mexico？

　　（答） By comparing Mexico to a neighboring country

　　（2） Content questions: Some content questions require students to demonstrate understanding of the substantive relationships between or among ideas in a text. Tasks of this type typically require students to identify relationships that either are explicitly presented in a stimulus or are clearly inferable. The task might ask students to respond to or organize information in a different manner from the way the information was presented to them in the stimulus. Some content questions require students to link content （i. e Explicit and/or implicit information） in order to perform an action. Task of this type will in some instances presuppose recognition of a particular relationship, but they will always require students to perform some action on information. These action include predicting outcomes, drawing conclusions or logical inferences, drawing accurate generalizations, extrapolating inferring a cause and effect relationship, specifying a sequence of events, and so on.

　　（注）文章關聯資訊類原則不考察學生對對話主題的概括。只是考察根據上下句去概括,去推理的能力。

　　真題舉例:

　　（Student） There're a couple of people that're interviewing me and one of the guys really liked me. He and I just hit it off perfectly and then the—girl—the woman who I'd probably be working for, she didn't much care for me for some reason. Hmm, so I was wondering……

　　（professor）You want……

　　（Student） …about a recommendation…

　　（professor）It's not too late？

　　（Student） They said, “Drop it off this week.”

　　（professor）This week. Ok.

　　（student） Yeah. The thing is…it's pretty competitive so any help I can get（professor）I'm glad to do what I can, no problem

　　（student） Great.

　　（Narrator） What does the student want the professor to do？

　　（A） Talk to his supervisor

　　（B） Help him prepare for another interview

　　（C） Write a letter of recommendation

　　（D） Offer him a job

　　基本問法舉例（以ETS官方給出的兩套樣題為准）:

　　（1） What is the likely outcome of doing procedure 1 before procedure 2？

　　（2） What can be inferred about X？

　　（3） What does the professor imply about X？

　　樣題問法舉例（以ETS官方給出的兩套樣題為准）:

　　（1）What will the students do in the summer？

　　（2）Why does the professor mention the Golden Gate Bridge？

　　（3）How does the professor introduce Bode's Law？

　　（4）The professor describes a magic trick to the class, what does the magic trick demonstrate？

　　（5）The professor mentions houseplants that receive too much water, why does mention them？

　　（6）Indicate whether each sentence below describes functional organization or project organization

　　綜合以上新託福的形式、內容以及出題原則,正是我們所看到的ETS的科學性之所在。ETS任意的一項測試或一次改動,都是遵從著科學規律的。而我們都知道科學的產生發展都是建立在為人類服務的基礎之上的。科學的變是為了迎合人類的變；科學的進步是為了適應人類的進步。注重科學的美國人,無論是在其國內本科升學考試恒定尺的SAT考試05年的變化上；抑或即將推出的衡定非英語母語國家人英語水準的TOEFL變臉上；更或早在03年美國研究生入學測試的GRE加試作文上,都是因為固有的考試不再能科學的分析人的必備能力後才“改易的旗幟”。