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TOEFL LISTENING 4

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Qu Fei

on 7 June 2015

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Transcript of TOEFL LISTENING 4

TOEFL LISTENING
Patty Qu
think a great deal of oneself
pull up one's socks
have the heart to do
e.g.
I don’t have the heart to break up with my boyfriend because he really treat me well.
Basic Comprehension questions
1 Gist-content
2 Gist-purpose
3 Detail

Pragmatic Understanding questions
4 Understanding the Function of What I Said理解某句话的具体意思5 understanding the speaker’s attitude理解说话人的态度

Connecting Information questions
6 understanding organization
7 connecting content
8 making inferences

Basic Comprehension questions 50%
1 Gist-content:

What’s the subject/ topic/ main idea/ purpose of the passage/ conversation?
What problem does the man have? / What’s the man’s problem?
What is the professor mainly discussing?
What are the speakers/students mainly discussing?
What is the main topic/idea of the lecture/ talk?
What’s the speaker’s main point?
What is the lecture mainly about?
What aspect of ____ does the professor mainly discuss?


TRACT14 0-0:36
"how we manage our resources"

"back up from the more general case—and talk about underground water in particular."


1 a common method of managing water supplies
2 the formation of underground water system
"So the Earth’s surface is made up of these huge segments,these tectonic plates. And these plates move, right? But how can, uh, motion of plates, do you think, influence climate on the Earth? Again, all of you probably read this section in the book, I hope, but, uh, uh, how—how can just motion of the plates impact the climate? ……"

What is the main topic of the lecture?
1 the differences in climate that occur in different countries
2 how movement of the Earth’s plates can affect climate
3 why the ocean has less effect on climate than previously thought
4 the history of the climate of the region where the university is located

换一种问法
What is the main topic of the lecture?
1 a climate experiment and its results
2 how a theory was disproved
3 how land movement is measured
4 a geologic process and its effect

eg。
2 Gist-purpose

Why… in the passage?
Why does the student visit the professor?
Why does the student visit the registrar’s office?
Why does the professor ask to see the student?
Why does the professor explain X?

eg。

Student:
I was hoping you could look over my notes cards for my presentation…just to see what you think of it.
Professor:
Okay, so refresh my memory: what’s your presentation about?
Student:
Two models of decision making.
Professor:
Oh, yes—the classical and the administrative model. And what’s the point of your talk?
Student:
I’m gonna talk about the advantages and disadvantages of both models.
Professor:
But what’s the point of your talk? Are you going to say that one’s better than another?
Students:
Well, I think the administrative model’s definitely more realistic. But I don’t think it’s complete. It’s kind of a tool…a tool to see what we can go wrong.
Professor:
Okay, so what’s the point of your talk? What are you trying to convince me to believe?
Student:
Well, uh, the classical model—you should not use it by itself. A lot of companies just try to follow the classical model, but they should really use both models together.
……


Why does the student visit the professor?
1 to get some note cards for his presentation
2 to show her some examples of common errors in research
3 to review the notes for his presentation with her
4 to ask for help in finding a topic for his presentation

3 Detail

According to the professor, what is one way that X can affect Y?
According to the professor, what is the main problem with the X theory?
What does the woman want to know?
What does the man suggest the woman do?
What resulted from the invention of the _______?
What happened to ______?
What reason is given for_______?
What does the woman want to know?
What does the man suggest the woman do?
How does the professor describe________?
How does the professor emphasize her point about________?

new word/ technical term/neologism、
"safe yield": So this principle of safe yield—it’s based on balancing what we take out with what gets recharged. But what it does is, it ignores how much water naturally comes out of the system.

what is the professor's point of view concerning the method of "safe yield"?

1 it has helped to preserve the environment
2 it should be researched in states other than Arizona
3 it is not an effective resource policy
4 it ignores the different ways people use water
"sustainable system": Does Arizona have a water supply which is sustainable—key word here?what that means…the general definition of sustainable is will there be enough to meet the needs of the present without compromising the ability of the future to have the availability to the same resources.


what is a key feature of a sustainable water system?

1 it is able to satisfy short-term and long-term needs
2 it is not affected by changing environmental conditions
3 it usually originates in lakes, springs, or streams
4 it is not used to supply human needs
According to Plato, what is the main characteristic of a good or just person?

1 the parts of the person’s soul exist in harmony
2 the person does not try to control other people
3 the person’s relationships with other people are harmonious
4 the person does not act in an emotional manner

eg.

"Uh, other things that glaciers can do is, uh, as they retreat, instead of depositing some till, uh, scraped-up soil, in the area, they might leave a big ice block, and it breaks off, and as the ice block melts, it leaves a depression, which can become a lake. These are called kettle lakes.
……"

What are kettle lakes?
1 lakes that form in the center of a volcano
2 lakes that have been damaged by the greenhouse effect
3 lakes formed by unusually large amounts of precipitation
4 lakes formed when pieces of glaciers melt.


Pragmatic Understanding questions 25%
tone&mood

point out/ recommend/complain/

accept/agree/narrative/doubt
4 Understanding the Function of What I Said
What does the professor imply when he says this? (replay)
Why does the student say this? (replay)
What does the professor mean when she says this? (replay)
……

Eg.
Man:
Okay, I’ll just pay with a card. And where do I do that?
Woman:
At, um, the housing office.
Man:
Housing office, all right
Woman:
Do you know where they are?

What is the woman trying to find out from the man?
1 where the housing office is
2 approximately how far away the housing office is
3 whether she needs to tell him where the housing office is
4 whether he has been to the housing office already

5 understanding the speaker’s attitude
What can be inferred about the student when he says this? (replay)
What does the woman mean when she says this? (replay)
Select the sentence that best expresses how the speaker feels.
What does the speaker mean?
What can be inferred about the student?
What is the speaker/professor/student’s attitude towards _______?
What is the professor’s opinion of _______?
What is the professor’s point of view concerning_______?
What does the professor think of______?
What is the attitude/ opinion/ point of view of the speaker?
……

eg.

Advisor:
Well, good. So, bookstore isn’t working out?
Student:
Oh, bookstore’s working out fine. I just, I—this pays almost double what the bookstore does
Advisor:
Oh wow!
Student:
Yeah. Plus credit
Advisor:
Plus credit
Student:
And it’s more hours, which…the bookstore’s—I mean it’s a decent job. Everybody I work with…that part’s great, it’s just…I mean I’m shelving books and kind of hanging out and not doing much else…if it weren’t for the people, it’d be totally boring.


What is the student’s attitude toward the people he currently works with?
1 he finds them boring
2 he likes them
3 he is annoyed by them
4 he does not have much in common with them

Connecting Information questions 25%
6 understanding organization

How does the speaker organize the information that he presents?
How does the professor organize the information about ______ that he presents to the class?
Which of the following best describes the organization of the lecture?
How does the professor develop the topic?
How does the professor help the student?
How does the instructor clarify her point about_______?
How is the discussion organized?
How is the information in the passage organized?
Why does the professor discuss/ mention _______?

How does the professor organize the information that she presents to the class?
--In the order in which the events occurred

How does the professor clarify the points he makes about Mexico?
--By comparing Mexico to a neighboring count

Eg.
Professor:
There is this committee I’m on the name of the thing, and it’s probably, well, you don’t have to take notes about this, um, the name of the thing is academic standards.

Why does the professor tell the students that they do not have to take notes?
1 the information is in their books
2 the information may not be accurate
3 she is going to tell a personal story
4 they already know what she is going to talk about


7 connecting content
What is the likely outcome of doing procedure X before procedure Y?
What can be inferred about X?
What does the professor imply about X?
……

Based on the information in the talk, indicate whether each statement below describes_____?
Based on the information in the lecture, indicate whether each statement below reflects the ideas of______?
Match each term with the correct definition/classification:
Match each type of ______ with the correct description.
Which ______ is associated with each ______?
Based on the speaker’s description, classify the following ______.
Based on the information in the talk, indicate whether each phrase below describes______or ______? (是非题)
Summarize the process by putting the steps in the correct order:
The speaker describes a sequence of events. Put the events in the correct order.
The professor briefly describes the process of ______. Determine whether the sentences below are steps in the process.


8 making inferences
What does the professor/speaker imply about the _____?
What will the student probably do next?
What is probably true about______?
What can be concluded about______?
What can be inferred from the talk?
What does the professor imply when he says this? (replay)
……

Track 17

"Now, some of you may have studied Plato’s philosophy in some other course, so this might be easy. OK. At the risk of boring you, let me give you just an overview of Plato’s ethical theory."

What does the professor imply about Plato’s ethical theory?

1 it may be familiar to some of the students
2 it will be discussed in more detail in later class
3 it is not an interesting theory
4 it is not a very complicated theory


homework!
main idea/ mainly/main topic ....
Q1 or Q2
focus on the very beginning of the passage

focus on "main" not "detail"
why/why student.../why professor...
sometimes purpose is not related to main idea, they are separate
the first sentence ! especially of the student!
track 16 0-1:00

why does the professor talk about Plato's description of society?

1 to explain why societies face certain problems
2 to point out problems with Plato's ethical theory
3 to introduce students to the political structure of ancient Greece
4 to help explain Plato's view about the nature of the human soul




"we are going to discuss goodness and justice-- what makes an individual good or a society just or virtuous."
according to/what.../how...

important details!
replay!
track 15

"now, why is this issue? well, aren't some of you going to want to live in this state for a while? want your kids to grow up here, and your kids' kids?"

why does the professor say this?

1 to find out whether the students are familiar with the issue
2 to introduce a new problem for discussion
3 to respond to a student's question
4 to encourage the students to care about the topic




irony
emphasize the point
create humorous atmosphere
indirectly disagree
how/organize/develop/structure/why professor say...

the function of the sentence in the context:

changing topic/connect topic and supporting ideas/introduction or conclusion/examples/joke or other irrelevant content

relationship: compare/causality/agree or disagree

classify: issue order/development process

specific relationship between issues
P: Painleve C: Cousteau

P: before 20 years/small animal/shallow sea/fiction/artist



C: high tech/large animal/open sea/facts/documentarist
infer/imply/conclude/probably
detail! right answer
words not mention
Full transcript