100分托福課件100分托福課件

新托福聽力100分全程班

廣州新東方

北美考試部

于超88501236@Wechat:dadayooTel一講

托?？荚嚶犃榻B聽力考試基本信息聽力基本信息補充托福聽力考試范圍托福聽力考察形式聽力題型分布聽力訓練方法以及注意事項聽力考試基本信息文章類型：對話，獨白，討論美國本科教育為背景，基本不涉及校外生活

聽力基本信息補充

先聽后做的難度分析沒有back的機會（next/ok）10分鐘答題時間限制聽力考試強度討論聽力遠不止30分的分量聽力過程中的干擾問題語速快、信息量大、多學科托福聽力考試范圍

conversation出題范圍

學生VS教授作業(yè)assingment論文paper（idea/topic，寫不下去了，寫完了批改）實習intership暑假工作summberjob課程course（signupfor/drop/credit）日程安排schedule（conflict）課堂術語（academicterm）托福聽力考試范圍

conversation出題范圍

學生VS職員圖書管理員（librarian）（找資料找不到、借書還書、學生兼職）注冊員registrar（課爆滿，課取消）學習顧問（advisor）（選課，上課，課外活動，退課，學分，規(guī)劃）行政員工（administrator）餐飲經(jīng)理（foodservicemanager/director）兼職設備設施管理者（facilitymanager）（游泳館，實驗器材，彩排排練租用教室）托福聽力考試范圍Lecture出題范圍

生命科學動物、植物、生態(tài)、人體基因等自然科學地質(zhì)結構、環(huán)境科學、海洋氣象、火山等藝術類音樂、建筑、雕塑、繪畫、電影等歷史類發(fā)明發(fā)展史、藝術史、美國史、著名歷史事件人類學及考古學建筑、藝術、工具、建筑、生活習慣托福聽力考察形式

單選（橢圓）讀題目不計算在做題時間（聽懂題目）雙選（方框）clickon2answers3-7道題左右打上叉的選項表格（數(shù)量少）復聽題

不要摘掉耳聽力題型分布GistquestionincludesgistcontentandgistpurposeOrganizationquestionincludesunderstandingorganizationandconnectingcontent聽力題型分布比率Basic約60%Pragmatic約20%Connecting約20%托福聽力題型分布Basiccomprehensionquestion－Gist

purpose典型提問方式Whydoesthestudentgotoseetheprofessor?出題位置多見于conversation第一題解題指導a前兩輪對話（自己說事）b先寒暄在講（gametheory）c難事疑事麻煩事d學生自己說（老師說）難事疑事麻煩事

IwaswonderingifI’dliketoknowIneedtoHavedifficultiesinHavehardtimeindoing

Basiccomprehensionquestion－Gistcontentwhatdoesthelecturemainlydiscuss?Whatarethespeakersmainlytalkingabout？lecture第一題解題指導把握全文的keyword（正確答案多做同義改寫）2.把握行文邏輯3.看文章2/3處Basiccomprehensionquestion－Getail典型提問方式whatis…whatisonewaywhy？whatisthemainproblem？出題位置：散布在通篇文章不考察：時間地點人物加減不要以原詞出現(xiàn)作為選擇的重點（farmscene)

Pragmaticunderstandingquestion

Purposequestion典型提問方式whydoestheprofessormentionx出題位置：多出現(xiàn)在舉例和旁證博引處；

考察隱含意思（重聽提）解題指導1注意聽舉例前的point或者是舉例之后的總結2.注意上下文對應PragmaticunderstandingquestionAttitude典型提問方式Whatistheprofessor’sattitudetoward…?Whatistheprofessor’sopinionof…?出題位置：觀點看法理論之后，對話承接處解題指導：A體會語氣的變化B注意聽玄外之音（多考察復聽題）C正確答案多半是以否定、質(zhì)疑、迷惑、反對、不確定為主ConnectinginformationquestionOrganizationquestion淺析Organization極少Connectingcontent連接內(nèi)容題（實際為表格題）Inference推斷題1.與閱讀中的infer題差別較大b.

課規(guī)劃為較難的細節(jié)題或者態(tài)度題配對題例子Theprofessorgivesexamplesofthingsthathavevalueforher.Indicateforeachexamplewhattypeofvalueithasforher.配對題解題指導文章中出現(xiàn)對比內(nèi)容每次考試最多1-2道題排序題

范例排序題解題指導1歷史發(fā)展、步驟順序、形成過程等2先排首尾，再排中間是非題

范例是非題解題指導一個局部出現(xiàn)多個信息羅列堆積較少被考到托福聽力相關推薦聽寫訓練跟讀訓練材料選取

老托福partcsss聽寫及跟讀步驟裸聽3遍－－練習信息提煉對照原文查詢－－了解障礙點生單詞、單詞發(fā)音不熟悉、連讀爆破、句型復雜、背景知識一句一句聽寫－－強化聽力能力跟讀訓練－－提高語音語調(diào)及語感（注意chunk）發(fā)音辨析的幾件事Can/cann’tIcandoitIcann’tdoit連讀輔音+元音連讀Rushhour.GetupCheckoutRunoutof失爆問題

SitdownGoodnightFriendly托福聽力過程中的詞性變音問題

company-companiondeclare-declarationinvite-invitationtype-typicalstrategy－strategicocean－oceanicdrama－dramatic美音注意WatersmarterPartworkHotBoxRockglassclassfast第二講

托福聽力的基本原則總結所謂的“技巧”真題在所謂“技巧”的指引下，總結性地做大量的真題。筆記常用符號

＞:surpass,exceed＜:

lessthan＝:equalto,thesameas≠:difference↑:increase,promote,enhance,improve↓:decrease,fall,worsen＋:plus,add,besides,moreover－:minus,deduct,except→:resultin,leadto←:originatefrom,datebackto√:correct,good,positive,affirmative×:wrong,bad,mistaken,negative☆:outstanding,elite∵:because,owingto,thanksto,since,as∴:therefore,consequently,asaresult,so,hence二、新托福聽力的記筆記方式

ableBL:AGRBL，RSBL，DBLingG:SPGtionN:OPTN，NANmentT:AGRMTizeZ:RCGNZ，OGNZtiveTV:EFCTV，fulFL:SCFLlessLS:RGDLSent/antT:URGTal/ialL:ARVL2.常用縮寫聽力出題的基本原則重復原則建議原則（對話尤為明顯）因果原則轉(zhuǎn)折原則問答原則（講座尤為明顯）開頭結尾原則強調(diào)原則強調(diào)原則解釋強調(diào)、舉例強調(diào)、結論強調(diào)、對比強調(diào)、強調(diào)句型重復原則重復即要點重要的話說三遍重復原則（1’20-1’39）WhatdoestheprofessorimplyaboutthetoolsusedbythepeopleofCatalhoyuk?TheyweremadeofstonethatcamefromCatalhoyukTheywereamongthesharpesttoolsavailableatthetimeTheywereoftenusedinreligiousritualsTheywereusedprimarilyforagricultureAndobsidianisablack,volcanic,well,almostlikeglass.Itflakesverynicelyintoreallysharp

points.Thesharpesttoolsoftheentire

Stone

Ageweremadeofobsidian.AndthepeopleofCatalhoyukgottheirsfromfurther

inland,fromcentralTurkey,tradedforit,probably.重復原則16’’-39’’WhatisMatthew'sopinionaboutobservingMr.Grabell'sthird-gradeclass?A.ItwillhelphimbecomeamoreeffectiveteacherB.ItcouldhelpimprovehisstudyhabitsC.Ithasimprovedhispublic-speakingskillsD.Itmaybethemostdifficultassignmenthehashad（Student:Hmmm,yes.IgoovertheJohnsonElementarySchool,youknow,towatchMr.Grableteachthechildreninclass.It’sbeenamazing,Imean,I’mjustlearningsomuchfromjustwatchinghim.2@I’msogladtheclassroomobservationsarearequirementfortheeducationprogram.Imeanit’slikethebestthingevertoprepareyoutobeagoodteacher.）(1’40’’-2’18’’)WhatimportantskillsdidMr.Grabellintroducetohisthird-gradeclass?）

Clickon3answersA.Reviewingotherstudent'sreportsB.UsingbooksinthelibraryC.InterviewingtheirclassmatesD.SpeakinginpublicE.WritingreportsStudent:Yeah!4@Andeachstudentchoseaplanetandthendidresearchonittowriteareportandmakeapresentation.Theywenttothelibrarytodotheresearch;thentheymadepresentationsabouttheplanettheychose.Professor:So,inonescienceunit,inwhichthefocuswasastronomy,thestudentsalsolearnedabouttheliteratureofGreekandRomanmythology,usedresearchskillsinthelibrary,wroteareportandpracticedtheiroralpresentationskills.Student:Exactly!Heusedthisonetopictoteachthird-gradesallthatstuff–howtousethebooksinthelibrary,towritereports,andevenhowtospeakinpublic.Plustheyhadagreattimedoingit.因果原則表示原因的提示詞（筆記建議）BecauseBecauseofDuetoSinceAsForThereasonisThat’swayByreasonofOwingto因果原則表示結果的詞

（筆記建議）SoSothatThereforeTherebyThusAsaresultConsequentlyHenceaccordingly因果原則(2’56’’-3’16’’)WhydidFrantzengototheSalesBarn?TostudyhumanformandmovementToearnmoneybypaintingportraitsTopaintfarmanimalsinanoutdoorsettingTomeetpeoplewhocouldmodelforherpaining（@AndthereasonFrantzenwentthere,andshelateronwouldvisitotherplaceslikedancehalls,wastoobservepeopleandthewaysthattheymoved.）因果原則(4’30-4’49’’)Accordingtotheprofessor,whatchangehascauseduranium-leaddatingtogainpopularityrecently?ItcanbeperformedoutsidealaboratoryItcannowbedonemoreefficientlyItnolongerinvolvesradioactiveelementsItcanbeusedinfieldsotherthangeology（@Buttechnicaladvanceshavecutdownonthenumberofgrainsyouhavetostudy,soyougetyourresultsfaster.SoI’llpredictthatUranium-LeadDatingisgoingtobecomeanincreasinglypopulardatingmethod.）(1’51’’-2’11’’)7.WhatdoestheprofessorsayaboutFrantzen'spaintingofafarmscene?ItresemblesaphotographItmaybeFrantzen'sbestknownpaintingItwaspaintedintheImpressioniststyleItwaspaintedwhileFrantzenlivedabroad（Professor:Good.Sowhenyougototheexhibit,Ireallywantyoutotakeacloselookatacertainpainting.It’safarmscene.Andyouwillseeitrightasyouenterthegallery.2@ThereasonIthinkthispaintingissoimportantisthatitstressestheimpressionistaspectofFrantzen’sstyle.

）轉(zhuǎn)折原則常見信號詞ButHoweverNeverthelessWhileYetUnlessExceptForActuallyInfactAsamatteroffact轉(zhuǎn)折原則(14’-24”)1.Whydoesthestudentgotoseethelibrarian?TosignupforaseminaronusingelectronicsourcesforresearchToreportthatajournalismissingfromthereferenceareaTofindouttheprocedureforcheckingoutjournalarticlesToaskabouthowtolookforresourcesforaclasspaperLibrarian:That’swhyI’mhere.WhatcanIdoforyou?Student:1@I’msupposedtodoaliteraturereviewformypsychology

course,butI’mhavingahardtimefindingarticles.Idon’tevenknowwheretostartlooking.(3’45-3’58’’)10.WhatdoestheprofessorthinkoftheideathattheinhabitantsofCatalhoyukdeliberatelyarrangedtheirhousesothattheycouldliveneartheirancestors'graves?

A.Shethinksitisagoodguess,butonlyaguessB.Shethinkssomeevidencesupportsit,butotherevidencecontradictsit.C.ShethinksthatfurtherexcavationswillsoondisproveitD.Shethinksthatitisnotappropriatetomakesuchguessesaboutthedistantpast（5@Basedonexcavations,wecanknowthelayoutofthehousesandthelocationofthegraves,butwe’reonlyguessingwhenwetriedtosaywhytheydiditthatway.That’sthewayitiswitharcheology.Youaredealingwiththephysicalremainsthatpeopleleftbehind.Wehavenosureaccesstowhattheythoughtandhowtheyfeltaboutthings.Imeanit’sinterestingtospeculate.Andthephysicalartifactscangiveusclues,butthereisalotwecan’treallyknow.(2’7’’-2’16’’)Whatistheprofessorconsideringdoingtogetmovevolunteers?OfferingextraclasscreditPayingthestudentsfortheirtimeAskingforstudentvolunteersfromoutsideherclassProvidingflexibleworkschedulesProfessor:Ithinkit’lldepend

onwhattypeofworkyoudointheexcavation,butIimaginewecanarrangesomething.4@ActuallyI’vebeenconsideringofferingextracreditforclassbecauseI’vebeenhaving

a

tough

timegettingvolunteers.Extracreditisalwaysagoodincentiveforstudents.開頭原則(8’’-23’’)12.Whatdoestheprofessormainlydiscuss?A.ThedifferenceinageamongAmericanmountainrangesB.TheimportanceofatechniqueusedfordatinggeologicalmaterialsC.TherecentdiscoveryofanancientcanyonD.Acomparisonofvariousmineralsusedfordating（Ok,let’sgetstarted.Great,1@todayIwanttotalkaboutawayinwhichweareabletodeterminehowoldapieceofland,orsomeothergeologicfeatureis-datingtechniques.I’mgoingtotalkaboutaparticulardatingtechnique.Why?Gooddatingisakeytogoodanalysis.Inotherwords,ifyouwanttoknowhowalandformationwasformed,thefirstthingyouprobablywanttoknowishowolditis.It’sfundamental.）(-26”)1.WhatistheconversationmainlyaboutAlessonMatthewpreparedforhisstudentsAclassMatthewhasbeenobservingAtermpaperthatMatthewhaswrittenAprobleminMatthew'sclassroom（Narrator:Listentopartofaconversationbetweenastudentandhisprofessor.Professor:HiMathew,I’mgladyoucancomeintoday.1@You’vebeenobservingMr.Grable’sthird-gradeclassforyourapproachestoeducationpaper,right?Student:Hmmm,yes.IgoovertheJohnsonElementarySchool,youknow,towatchMr.Grableteachthechildreninclass.It’sbeenamazing,Imean,I’mjustlearningsomuchfromjustwatchinghim.）(--25”)Whydoestheprofessorcongratulatethestudent?Hereceivedthehighestgradeonarecenttest.Herecentlywonanaward.HewasacceptedintoahistoryprograminFrance.Hewroteanessaythatwaspublishedinamagazine.Whydoesthestudentgotoseetheprofessor?Tofindhisgradeonthemidtermexam.ToexplainwhyhemissedaclassTogethelpwritinganessay.Toasktotakeatestatadifferenttime.Narrator:Listentoaconversationbetweenaprofessorandastudent.Professor:Jeff,I’mgladyoudropby.2@I’vebeenmeaningtocongratulateyouontheclassleadershipaward.Student:ThanksprofessorBronson,Iwasreallyhappytogetitandalittlesurprised.Imean,thereweresomanyotherpeoplenominated.Professor:Well,Iknowtheawardwaswelldeserved.Now,whatcanIdoforyoutoday?Student:Ineededtotalktoyouaboutthemedievalhistorytestyouknow,theonescheduledforFridayafternoon.聽力出題的基本原則問題建議原則（對話尤為明顯）問答原則（講座尤為明顯）開頭結尾原則強調(diào)原則強調(diào)原則解釋強調(diào)、舉例強調(diào)、（比較）對比強調(diào)、強調(diào)句型、定義強調(diào)（問題）建議原則SoSeeSayYouknowwhatGuesswhatTellyouwhatMightJust;(Maybe)youshouldWhydon’tyouYou’dbetterYouarebetteroffdoingsth.HaveyoutriedWhataboutYouhaveto/must問題建議音頻TPO5C1(1’-2’)Q3:Whatdoesthewomanimplyaboutincidentthatoccurredinhersociologyclass?ShewasembarrassedbecauseshegaveanincorrectanswerShewasupsetbecausetheprofessorseemedtoignoreherShewasconfusedbytheorganizationoftheprofessor’slectureShewassurprisedbythecommentsoftheotherstudentsQ4:Accordingtothecounselor,whyshouldthewomanvisitherprofessor’soffice?Clickon2answers.ToofferacomplimentTooffertohelpotherstudentsTointroduceherselfTosuggestwaysofmakingtheclassmorepersonalCounselor:Andyouarehavingtroubleinkeeping

pacewiththematerial?Student:No,infactIgotanAonmyfirsteconomics

paper.It’sjustthat,it’ssoimpersonal,I’mnotusedtoit.Counselor:Areyourclassesimpersonal?Student:No,it’sjustthat…forexample,3@insociologyyesterday,theprofessoraskedaquestion,soIraisedmyhand,severalofusraisedourhands.AndIkeptmyhandupbecauseIdidthereadingandknewtheanswer.Buttheprofessorjustansweredhisownquestionandcontinuedwiththelecture.Counselor:Don’tsaythat.That’swhatofficehoursarefor.4@Thereisnoreasonyoucouldn’tpop

intosayhiandtomakeyourselfknown.

4@Ifyouarelearningalotinclass,lettheprofessorknow.Wouldn’tyouappreciate

positive

feedbackifyouwereaprofessor?Tpo3c1(2’24-2’35)Q4Whatdoesthemansuggestthewomandobeforethebeginningofnextsemester?A.ConsultwithheradvisoraboutherclassscheduleB.Checkwiththeregistrar’sofficeaboutthelocationoftheclassC.RegisterforherclassesearlyD.CallthephysicsdepartmentStudent:Yeah,IguessIcoulddothat.Ijusthopeitwon’tbecancelledagain.Doyouknowhowmanypeoplehavetobeenrolledinordertokeepaclassfrombeingcancelled?Receptionist:Well,itdepends

ontheclass,butforthatclass,youhavetohave…let’ssee,usuallyit’dbeat

leasttenpeople,butsinceitwascancelledthissemester,theymightevendoitwithless.4@Butdoyouknowwhatyoushoulddo?Givethephysicsdepartmentacallacoupleofweeksbeforethesemesterstarts.They’llbeabletotellyouifthey’replanningtogo

throughwithit.It’stheirdecision,actually.Tpo6C2(2’10-2’50)Whydoesstudentgotoseetheprofessor?A.SheishavingtroublefindingtopicforthetermpaperB.SheneedshishelptofindresourcematerialsC.ShewantstoaskhimforanextensiononapaperD.ShewantshimtoapproveherplansforatermpaperWhatdoestheprofessorwantthestudenttodonextA.ReadsomearticleshehasrecommendedB.PresentherproposalbeforetheentireclassC.SubmitadesignplanfortheprojectD.ListentorecordingsofdifferentdialectsProfessor:OK,allright.Dialectaccommodationisamoremanageablesortoftopic.Student:SoIwasthinkinglike,Iwonderjusthowmuchotherpeopledothesamething.Imean,therearestudentsherefromallovertheplace.3@Doeseveryonechangethewaytheytalktosomedegree

depending

onwhomtheyaretalkingto?Professor:You’dbesurprised.Student:So,anyway,1@myquestionis,doyouthinkit’dbeOKifIdidaprojectlikethatformytermpaper?Youknow,findstudentsfromdifferentpartsofthecountry,recordthemtalkingtoeachotherindifferentcombinations,reportonhowtheyaccommodatetheirspeechornot,thatkindofthing?Professor:

4@Tellyouwhat,Lisa,writemeupashort

proposalforthisproject,howyou’regoingtocarry

outtheexperimentandeverything,adesign

plan.AndIthinkthis’llwork

out

just

fine.Tpo7c22’10-2’25Whatdoesthestudentneedtodobeforehecanuseanyrarebooks?Clickon2answersA.PurchaseacardB.ObtainpermissionC.PutonglovesD.TryinterlibraryloanfirstStudent:Thatisnottoobad.Thanks.Hum,whereisthecollectionoftherarebooks?Professor:Rarebooksareuponthesecondfloor.Thereisintheseparateroomwherethetemperaturecontrolled,topreservedoldpaperinthem.4@Youneedtogetspecialpermissiontoaccess,4@andthenyouhavetoneedtowearglovestohandlethembecausetheoilinourhands,youknow,candestroythepaper.Andglovespreventthatsowehaveabasketofglovesintheroom.Student:Ok.Thanks.IsupposethatallIneedtoknow.You’vebeenveryhelpful.Thanks.Professor:Anytime.ByeStudent:Bye.問答原則老師自問自答老師問學生答學生問老師答Tpo1lecture4-46’12.WhatisthemaintopicofthelectureA.ThetypesofhabitatsmarmotspreferB.MethodsofobservingmarmotbehaviorC.FeedinghabitsofsomemarmotspeciesD.Differencesinbehaviorbetweenmarmotspecies

13.Accordingtothecasestudy,whyaremarmotsidealforobservationA.TheydonothidefromhumansB.TheyresideinmanyregionsthroughoutNorthAmericaC.TheyareactiveinopenareasduringthedayD.TheirburrowsareeasytolocateProfessor:1@Fortoday’sdiscussion,we’llreviewthecasestudyonhowsomeanimalshavebehaviorally

adaptedtotheirenvironments.Nowyouhadtoreadabouttwoanimalspecies,theEastern

marmotandtheOlympic

marmot.Marmotsarerodents.Theyarelargeground

squirrels,aboutthesizeofanaverage

house

cat.Andtheyliveinavarietyofhabitats.3@Andeventhoughtheyspendthesignificant

portionoftheyearhibernating,accordingtothiscasestudy,marmotsarestillconsidered

excellent

subjectsforanimal

behavioralstudies.Whyisthat?Student:2@Well,whentheyarenothibernating,youcanfindtheminopen

areas.Andtheyareprettyactiveduringtheday,whichmakesthemeasytoobserve,right?Tpo2lec1

2’20’-2’408.WhatdoestheprofessorsayaboutpeoplewhousesignlanguageA.ItisnotpossibletostudytheirthinkinghabitsB.TheyexhibitlaryngealhabitsC.ThemusclesintheirhandsmovewhentheysolveproblemsD.TheydonotexhibitideomotoractionStudent:ProfessorBlake,um,didhehappentolookatpeoplewhosign?Imeandeafpeople?Professor:Uh,hedid

indeed,andtojump

ahead,3@whatone

findsindeaf

individualswhousesign

languagewhenthey’regivenproblemsofvarious

kinds,theyhavemuscularchangesintheirhandswhentheyaretryingtosolveaproblem,musclechangesinthehand,justlikethemuscularchangesgoingoninthethroatregionforspeaking

individuals.So,forWatson,thinkingisidenticalwiththeactivityofmuscles.Tpo3lecture33’34-3’535’6-5’19Q11WhataretwoquestionsabouttheChauvetcaveartiststhattheprofessorraisesbutcannotanswer?ChoicetwoanswersbelowA.HowtheylightedtheirworkareaB.HowtheyobtainedpigmentsfortheirpaintsC.WhytheychosetopaintcertainanimalsandnotothersD.Whytheyplacedtheirartindark,uninhabitedplaces4@Andpeopledidgoseetheart.Therearecharcoal

marksfromtheirtorchesonthecave

walls

clearly

datingfromthousandsofyearsafterthepaintingsweremade.Sowecantellpeoplewentthere.Theycamebuttheydidn’tstay.6@Deep

insideacavelikethatisnotreallyaplaceyou’dwanttostay,so,why?WhatinspiredthePaleolithic

artiststomakesuchbeautifulartinsuchinaccessibleplaces?We’llneverreallyknowofcourse,thoughit’sinterestingtospeculate.ButtheChauvetartistsdidn’tpaintpeople.Thereisahalf-man-half-bison

creatureandthereisoutlineofhumanhandsbutnodepictionofafull

human.6@So,whythesepreciseanimals?Whynotbirds,fish,snakes?Wasitfortheirreligion,magicorsheer

beauty?Wedon’tknow.Butwhateveritwas,itwasworthittothemtospendhoursdeepinsideacavewithjustatorchbetweenthemandutter

darkness.So,onthatnote,let’sdimthelights,sowecanseetheseslidesandactuallylookatthetechniquestheyused.

Tpo8lecture33’42-4’6PuttheeventsintheorderthattheyhappenedClickonasentence.Thendragittothespacewhereitbelongs

AnswerChoice

OrderInexpensiveeyeglassesbecameavailableThefirsteyeglassesweremadeThenumberofpeopleinterestedinreadingincreasedTheprintingpresswasinvented5@Nowlet’sgobacktotheinventionofthepaintingpressin1440.Whathappened?Suddenly,booksbecamereadily

availableandmorepeoplewantedtoread.Sotheneed,ohwell,actuallynotonlytheneedbutthedemandformoreaffordableglassesrose

drastically.Eventually,inexpensiveglasseswereproduced,andthenglasseswereavailabletoeveryone.Peoplecouldpurchasethemeasilyfromatraveling

peddler.時間順序的詞Previouslyformerly,Traditional／conventionalInitially／originalnow

presently,currently

then,

subsequently,

next,finally,eventuallyultimately,immediately

priorto結尾原則

1.coversation聽建議、聽后續(xù)行動2lecture聽態(tài)度、聽總結、聽轉(zhuǎn)折Tpo1lecture15’26-5’5110.WhydoestheprofessordiscussFrantzen'sdifficultiesasayoungpainter?HewantstopointoutmistakesthatyoungartistscommonlymakeHethinksherexamplecaninspirethestudentsintheirownlivesHerdifficultiesremindhimofthedifficultieshehimselfexperiencedasayounggirlHerdifficultiesarethesubjectofsomeofthepaintingsinthegallerythatthestudentswillvisitButofcourse,it’snotaseasyasthat,andsoFrantzenhadtopaintotherpeople’sportraitsatplaceslikeart

fairsjusttomakemoneytobuypaintforhermoreseriesofartwork.No

matter

what,sheneverstoppedpainting.Andnow,Frantzenisdoingextremelywell.Andherworkisbeingshownalloverthecountry.5@SoIthinkmostofuswouldbediscouragedifwehadtoface

challengesanddifficultieslikethat.Butwhat’simportantisthatyoukeep

at

itthatyoudon’tgiveup.That’swhatisreallyimportanttoremember.Tpo2

c12’40—4.WhatdoestheprofessoroffertodoforthemanHelphimcollectmoredatainotherareasofthestateSubmithisresearchfindingsforpublicationGivehimthedoctor'stelephonenumberReviewthefirstversionofhisreportStudent:Yes.Itends

upthatIhavedataonmorethanjusttheimmediateGrantCityarea,soIalsoincludedsomeregionaldatainthereport.Witheverythingelseitshouldbeaprettygoodindicatoroftheclimateinthispartofthestate.Professor:4@ISoundsgood.I’dbehappytolookoveradraft

versionbeforeyouhandinthefinal

copy,ifyouwish.Student:Great.I’llplantogetyouadraftofthepaperbynextFriday.Thanksverymuch.Well,seeya.Professor:OK.Tpo4

lect33’40-4’20.Whatistheprofessor’spurposeintellingthestudentsaboutmovingrocks?A.Toteachalessonaboutthestructureofsolidmatter.B.Tosharearecentadvanceingeology.C.Togiveanexampleofhowicecanmoverocks.D.Toshowhowgeologistsneedtocombineinformationfromseveralfields.5@Sowherearewenow?Well,rightnowwestilldon’thaveanyanswers.Soallthisleads

backtomymainpoint–youneedtoknowaboutmorethanjustrocksasgeologists.Theresearchersstudyingmovingrocks,well,theycombinetheirknowledgeofrockswithknowledgeofwind,iceandsuch,notsuccessfully,notyet.Butyouknow,theywouldn’tevenhave

been

abletogetstartedwithout

earth

science

understanding–knowledgeaboutwind,storms,youknow,meteorology.Youneedtounderstandphysics.SoforseveralweekslikeIsaidwe’llbeaddressing

geologyfromawider

prospective.Iguessthat’sallfortoday.Seeyounexttime.TPO4Lecture44’25—4’50Whatdoestheprofessorsayaboutartists’opinionsofgovernmentsupportforthearts?MostartistsbelievethatthegovernmentshouldprovidemorefundingfortheartMostartistsapproveofthewaysinwhichthegovernmentsupportsthearts.Evenartistsdonotagreeonwhetherthegovernmentshouldsupportthearts.Evenartistshavealowopinionofgovernmentsupportforthearts.Andasfarasthepublicgoes,well,thereareabout

asmanyindividualswhodisagreewiththegovernmentsupportastherearethosewhoagree.5@Infact,withartistsinparticular,youhavelotsofartistswhosupportandwhohavebenefitedfromthisagency,althoughitseemsthatjust

as

manyartistsopposeagovernmentagencybeinginvolvedinthearts,formanydifferentreasons,reasonsliketheydon’twantthegovernmenttocontrolwhattheycreate.

Inotherwords,theargumentsbothforandagainstgovernmentfundingoftheartsareasmanyand,andasvariedastheindividual

stylesoftheartistswhoholdthem.（比較）對比強調(diào)ComparetoUnlikeIncontrasttoDifferResembleInsteadInthesamewayContrastSimilartoDifferentlyAlikeOntheotherhandLikewiseIndenticalEqually舉例子（做比喻）forexample,forinstance,suchas,takethecaseof,NamelyTakeConsiderSayThink…asAnalogy/analogousparallel表示修辭目的的詞emphasize，illustrate，question/challengesuggest，provideanexample，citeevidence，acknowledge，argue（for），argueagainst，present/pose;differentiate/distinguish;compare;contrast;refute;Introduce;Tpo

2c11’45-2’163.Whydoestheprofessortellthemanabouttheappointmentatthedoctor'soffice?A.TodemonstrateawayofrememberingthingsB.ToexplainwhysheneedstoleavesoonC.ToillustrateapointthatappearsinhisreportD.ToemphasizetheimportanceofgoodhealthStudent:Somethingjustcameintomymindandwentouttheotherside.Professor:Thathappenstomealot,3@IsoI’vecomeupwithaprettygoodmemory

management

tool.Icarryalittlepadwithmeallthetimeandjot

downquestionsorideasthatIdon’twanttof