托福听力举例细节题高频出题点及解法示例

托福听力举例细节题高频出题点及解法示例

为了帮助大家备考托福听力，下面小编给大家带来托福听力举例细节题高频出题点及解法示例，希望对大家有所帮助！

托福听力举例细节题高频出题点及解法示例

托福听力中细节标题杂乱，转机、比照、问答、强调、解说等等，全部听力过程中都需求高度警戒，以防掉入ETS挖的圈套中去。本文就且会集讨论一下细节题中多见的一类：举例细节题。

首先来认识一下举例细节题。举例细节题即是用比方阐明概念，很多时分ETS会调查所举比方和说话人的观点间的逻辑关系。所以咱们常常看见的举例细节题是这么的：

Why does the professor mention/say/talk about/discuss…?

或少量时分，它们也能够跟重听联络：

Why does the speaker say this?

无论是那种方式的调查，要想做好举例细节题，就要听好比方，以及上下文逻辑，这就需求咱们在听听力的时分要有满足的预判才能：哪里有也许呈现这么的标题。那咱们就一层一层剥开举例细节题的高频命题点：

第一层是对比显着的举例表达，比方：for example, for instance, take … for example, take…, like… 等。只需说话者说要举例，就必定留意比方有些，以及比方和上下文的关系。比方TPO 15 L1第10题：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，教授是这么说的：Lavie thinks the solution lies in the brain’ s ability to acce pt 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 .

笔记顺着教授讲的思路记下来的话，Lavie的主意是capacity is limited，然后用like类推，limited capacity就和highway建立了联络，而标题也恰是调查这种联络，所以倒着推到like的前一句即是举例的逻辑答案。选C。

除了对比显着的直接用举例或类推的词句衔接外，举例细节还会披上另一层马甲，那即是：“跑题”讲故事讲自个，或讲自个的故事。每当听力中的说话者想借助小故事让自个的主意更深入浅出的时分，考生们就不得轻松了，这时要特别留意他们讲的故事和上下文的逻辑关系。比方TPO 34 C1第3题：

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，教授想给学生解说一个道理：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.

学生表明理解：Like I could write about one of the times I took a walk in the woods when I was a kid.

教授表明附和： Exactly!

这道标题中，学生自个的小阅历I took a walk in the woods when I was a kid恰是对前面教授想说的内容的详细阐明，所以逻辑关系即是在前面一句：writing about a memory can work，所以选A答案。而B 答案中的inspiration与memory相差甚远，所以不选。

再比方TPO 17 L4 第13题：

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，教授是想讲个故事给学生：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.

顺着教授的思路听下来的话，刚开端也许会疑问，怎样刚讲的是octopus，如今又成了Proteus呢?跑题了吧?这时，“跑题”讲故事即是高频题点了。“跑题”的意图对应后边的总结句：Well, the octopus is the real world version of Proteus. 所以选B答案。

最终一层，也是举例细节题对比难辨认的一层，即是教授讲课时把问题抛回给学生的表达，如：if you…, imagine…, consider…, think of…等等。教授在讲课时，有时会让学生设身处地幻想一些场景，这么讲座会更多样。听力中若听到相似的表达，必定留意教授为何让学生自个imagine/consider/think。比方TPO 19 L3第8题：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