托福听力中常见讲座内容总结

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托福听力讲座类历史话题考点分析经典案例点评

千里之行，始于足下。

托福听力讲座类历史话题考点分析经典案例点评托福听力中的讲座类历史话题主要涉及历史大事、历史人物、历史背景等内容。

这类话题的听力材料可能是关于某位历史人物的生平介绍，某个历史大事的过程与影响，某个历史时代的社会风貌等。

以下是对这类话题的考点进行分析，并对一些经典案例进行点评。

1. 历史大事的过程与影响这类听力材料通常会介绍某个历史大事的发生缘由、过程以及对当时社会的影响。

在进行听力的时候，需要关注大事的时间、地点、参与者以及大事的具体内容。

同时，也要留意大事带来的影响，比如对社会、政治、经济的影响等。

在做题的时候，要尝试回答一些细节问题，比如大事的精确时间、地点以及大事的具体影响等。

2. 历史人物的生平介绍听力材料可能会介绍某个历史人物的生平经受、成就以及对当时社会的影响。

在听力的过程中，要关注人物的诞生地、成长环境、教育经受以及主要的成就等。

同时，也要留意人物在当时社会的地位、影响力以及对后世的影响等。

在做题的时候，要留意回答一些与人物相关的问题，比如人物的诞生地、成就以及对当时社会的影响等。

3. 历史背景的介绍听力材料可能会介绍某个历史时代的社会背景、文化特点以及重大大事等。

在听力的过程中，要关注时代的背景、文化特点、社会制度以及发生在该时代第1页/共3页锲而不舍，金石可镂。

的重大大事等。

同时，也要留意该时代对后世的影响等。

在做题的时候，要努力回答一些细节问题，比如时代的具体时间范围、该时代的主要文化特点以及重大大事的发生缘由等。

经典案例点评：某篇听力材料介绍了美国独立战斗的过程与影响。

该材料首先介绍了独立战斗的背景，包括英国对美洲殖民地的把握和殖民地居民对英国税收政策的不满。

接着，材料具体叙述了战斗的发生缘由、参与者以及战斗的具体过程。

最终，材料提到了美国独立战斗对当时社会的影响，包括美国获得了独立地位，建立了独立的政府和宪法，并对其他殖民地产生了启发和影响。

对于这样一篇听力材料，我们需要关注以下几个方面：1. 背景介绍：留意听材料中提到的英国对美洲殖民地的把握和殖民地居民的不满心情。

托福听力讲座lecture常见热点话题主题汇总一览

托福听力讲座lecture常见热点话题主题汇总一览托福听力讲座类lecture作为学术性较强的题型，其话题讨论的内容常会让考生觉得生僻冷门，今天给大家带来了托福听力讲座lecture常见热点话题主题汇总一览，希望能够给帮助到大家，下面就和大家分享，来欣赏一下吧。

托福听力讲座lecture常见热点话题主题汇总一览托福听力生物类话题常见主题一览1. 动物：动物是什么，有什么习性、外形怎样、栖息地环境、是否濒危，人类对其的捕杀或保护，这部分多出现迁徙动物，群居动物以及爬行动物。

2. 植物：植物分类、植物特性、生长环境(气候，地理位置等)、光合作用等。

3. 微生物：微生物特性(大小、数量)、对人类和环境的作用、新的生物科技。

托福听力考古学话题常见主题一览考古学部分主要是通过地址勘探人员挖掘出来的东西为准，讲述物体的历史价值以及对现代人有什么启发等。

托福听力地理与环境科学话题常见主题一览在这部分涉及的话题主要包括能源、气象、地质变化和灾害、火山以及温室效应等。

1. 能源危机：化石燃料和新兴燃料之间的优劣势对比;再生和不可再生能源的使用，是否产生污染，有没有发展潜力;2. 气象：气候变化对人类以及动植物的影响，风能的使用价值和灾害;3. 地球结构：内核、地壳、地幔、如何分界、各部分的成分和特征);4. 地质灾害：地震、火山爆发;5. 温室效应：冰层融化、地球半暖。

如何提高托福听力基本实力前言作为听力老师，课上课下听到学生提问中最多的一个问题就是如何提高听力，因为听力这个单项既是托福考试的重点也是难点，如何提高听力困扰了很多的学生。

今天就科学系统性的分析如何提高听力。

做听力题的过程要弄懂如何提高听力，首先要知道的是在做听力题的过程中涉及到哪些环节和每个环节需要什么样的能力要求，如下图所示，做听力题的过程分为下面的三个步骤。

在这三个步骤中，编码等于听的过程;存储等于记笔记的过程;最后提取是做题的过程。

但是细分又可以分为如下几点。

托福听力tpo39 全套对话讲座原文+题目+答案+译文

托福听力tpo39全套对话讲座原文+题目+答案+译文Section1 (2)Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (16)答案 (17)译文 (18)Section2 (20)Conversation2 (20)原文 (20)题目 (22)答案 (23)译文 (23)Lecture3 (25)原文 (25)题目 (27)答案 (29)译文 (29)Lecture4 (30)原文 (30)题目 (33)答案 (34)译文 (35)Section1Conversation1原文NARRATOR:Listen to a conversation between a student and a theater professor.MALE STUDENT:Hi,Professor Jones.FEMALE PROFESSOR:Hey,didn't I see you at the performance of Crimes of the Heart last night?MALE STUDENT:Yeah…actually my roommate had a small part in it.FEMALE PROFESSOR:Really?I was impressed with the performance—there sure are some talented people here!What did you think?MALE STUDENT:You know,Beth Henley's an OK playwright;she's written some decent stuff,but it was a little too traditional,a little too ordinary…especially considering the research I’m doing.FEMALE PROFESSOR:Oh,what’s that?MALE STUDENT:On the Polish theater director Jerzy Grotowski.FEMALE PROFESSOR:Grotowski,yeah,that's a little out of the mainstream…pretty experimental.MALE STUDENT:That’s what I wanted to talk to you about.I had a question about our essay and presentation.FEMALE PROFESSOR:OK…MALE STUDENT:Yeah,some of these ideas,uh,Grotowski's ideas,are really hard to understand—they're very abstract,philosophical—and,well,I thought the class would get more out of it if I acted out some of it to demonstrate.FEMALE PROFESSOR:Interesting idea…and what happens to the essay?MALE STUDENT:Well,I'll do the best I can with that,but supplement it with the performance—you know,bring it to life.FEMALE PROFESSOR:All right,but what exactly are we talking about here?Grotowski, as I'm sure you know,had several phases in his career.MALE STUDENT:Right.Well,I’m mainly interested in his idea from the late1960s…Poor theater,you know,a reaction against a lot of props,lights,fancy costumes,and all that…so,it’d be good for the classroom.I wouldn’t need anything special.FEMALE PROFESSOR:Yes.I’m sure a lot of your classmates are unfamiliar with Grotowski—this would be good for them.MALE STUDENT:Right,and this leads…I think there's overlap between his Poor theater phase and another phase of his,when he was concerned with the relationship between performers and the audience.I also want to read more and write about that.FEMALE PROFESSOR:You know,I saw a performance several years ago…it really threw me for a loop.You know,you're used to just watching a play,sitting back…but this performance,borrowing Grotowski's principles,was really confrontational—a little uncomfortable.The actors looked right in our eyes,even moved us around, involved us in the action.MALE STUDENT:Yeah,I hope I can do the same when I perform for the class.I'm a bit worried,since the acting is so physical,that there's so much physical preparation involved.FEMALE PROFESSOR:Well,some actors spend their whole lives working on this…so don't expect to get very far in a few weeks…but I'm sure you can bring a couple of points across.And,if you need some extra class time,let me know.MALE STUDENT:No,I think I can fit it into the regular time for the presentation.FEMALE PROFESSOR:OK.I think this'll provide for some good discussion about these ideas,and other aspects of the audience and their relationship to theatricalproductions.题目1.What are the speakers mainly discussing?A.A play by Grotowski that was discussed in class.B.A proposal that the student has for an assignment.C.A play that is currently being performed at the university.D.The main phases in Grotowski's career as a director.2.What does the student imply when he talks about the play he recently attended?A.He attended the play because he is writing an essay on it.B.He wished the play were more experimental.C.He thought his roommate showed great talent.D.He was not familiar with the author of the play.3.What are two characteristics of Grotowski's theater that the speakers mention?[Click on2answers.]A.The minimal equipment on the stage in his productions.B.The single stories that his plays are based on.C.The elaborate costumes the actors wear in his plays.D.The actions of the performers in his plays.4.Why does the professor mention a play she attended several years ago?A.To compare it to the play she saw the previous evening.B.To suggest that Grotowski's principles do not necessarily lead to effective theater.C.To show how different it was from Poor theater.D.To provide an example of one of the ideas the student wants to research.5.What does the professor imply about the acting the student wants to do?A.Audiences are no longer surprised by that type of acting.B.The acting requires less physical preparation than he thinks.C.He will not be able to master that style of acting easily.D.He should spend less time acting for the class and more time on class discussion.答案B B AD D C译文旁白：请听一段学生和戏剧学教授之间的对话。

托福听力讲座类热门话题生物学常考内容分析1500字

千里之行，始于足下。

托福听力讲座类热门话题生物学常考内容分析1500字托福听力中的生物学常考内容分析生物学作为托福听力中的一个热门话题，经常出现在托福听力中的讲座类题型中。

以下是关于生物学常考内容的分析：1. 动物行为类：讲座可能会涉及到动物的行为和动物之间的相互作用。

例如，一场讲座可能会讨论蚂蚁的社会行为以及它们如何协作找到食物；或者讲座可能会讨论鸟类的迁徙模式和导航能力。

这些内容可能涉及到动物的社会结构、动物之间的通讯方式以及动物行为与环境适应之间的关系。

2. 植物生长类：讲座可能会讨论植物的生长和适应环境的能力。

例如，一场讲座可能会探讨植物是如何通过光合作用将阳光转化为能量的；或者讲座可能会讨论植物如何适应不同的气候条件和土壤类型。

这些内容可能涉及到植物生长的过程、植物的营养需求以及植物在特定环境中的适应策略。

3. 生态系统类：讲座可能会涉及到生态系统的组成和生态系统中不同生物之间的相互关系。

例如，一场讲座可能会讨论大型食肉动物如何在生态系统中保持平衡；或者讲座可能会讨论人类活动如何对生态系统产生影响。

这些内容可能涉及到食物链和食物网、生物多样性以及人类对生态系统的影响。

4. 遗传学类：讲座可能会涉及到遗传学的基本原理和遗传变异的产生。

例如，一场讲座可能会讨论基因是如何决定个体的特征的；或者讲座可能会讨论基因突变如何引发遗传疾病。

这些内容可能涉及到DNA结构和功能、基因表达和调控以及遗传变异的产生机制。

第1页/共2页锲而不舍，金石可镂。

在备考过程中，考生可以通过阅读相关的生物学文章，扩充自己的生物学知识。

同时，考生还可以关注一些相关的科学新闻和文献，了解最新的生物学研究成果。

此外，考生还可以通过练习托福听力试题，熟悉生物学相关的词汇和表达方式，提高自己的听力技巧和理解能力。

托福听力tpo50 全套对话讲座原文+题目+答案+译文

托福听力tpo50全套对话讲座原文+题目+答案+译文Section1 (2)Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (18)Section2 (19)Conversation2 (19)原文 (19)题目 (21)答案 (23)译文 (23)Lecture3 (25)原文 (25)题目 (27)答案 (29)译文 (29)Lecture4 (31)原文 (31)题目 (33)答案 (35)译文 (36)Section1Conversation1原文NARRATOR:Listen to a conversation between a student and a political science professor.MALE STUDENT:I’m not sure if you know,but I was elected to student government this year…FEMALE PROFESSOR:Oh,congratulations!I was in student government myself as an undergraduate.It taught me a lot about the political process.In fact,the experience solved my problem of what to do with my life—it really cemented my interest in becoming a political scientist.MALE STUDENT:Cool.Anyway,um,the reason I came by is,we’re getting ready to conduct a straw poll on campus.You know,hold an informal vote,since the general election’s just a couple months away.We wanna get a feel for the student body’s political leanings.Like,who students are planning to vote for,which political party people identify with,that sorta thing.FEMALE PROFESSOR:Oh sure.I helped students run a straw poll once,years ago.It was a lotta work,mostly because we used paper ballots and stayed up all night counting‘em.But if you use computers.MALE STUDENT:Yeah,we’re creating a Web site for it where students’ll be able to vote online.Um,and we’re looking for a faculty advisor to help,actually.I was hoping you might be rested.FEMALE PROFESSOR:Oh,I’m flattered,John,but my schedule’s so jammed.I’m teaching two seminars,your intro course,finishing up my research…But,uh,what about Professor Klein?She’s new in our department.Plus,she’s a whiz with computers.MALE STUDENT:OK.I’ll ask her.FEMALE PROFESSOR:So,have you decided on a topic for your term paper yet?MALE STUDENT:Not really.FEMALE PROFESSOR:Why not write about your straw poll?Since the paper’s not due till after the election,you could include your results,maybe compare them with the real election results?MALE STUDENT:But would that be enough?I mean,just comparing numbers?FEMALE PROFESSOR:Well,no,you’d need to provide some analysis,too.But I was thinking—there’s a couple of local ballot questions this year,ya know,referenda that voters can either support or not support.MALE STUDENT:Right,there’s one on whether to ban smoking in restaurants,and another one,uh…I think it’s whether to spend tax dollars for a new sports arena in the city.FEMALE PROFESSOR:OK,here’s an idea…In regular elections,the vast majority of voters ignore referenda;they vote for their favorite candidates,but avoid ballot questions.We believe it’s because voters aren’t familiar with the questions or don’t understand them.But actively educating people on ballot questions right before they vote can improve referendum participation rates.MALE STUDENT:In that case,maybe we could have our straw-poll Web site provide information on the ballot questions,like how each proposal would affect students.FEMALE PROFESSOR:Exactly.And when you write your paper,you could compare the students’referendum voting rate to the general public’s,and include your own analysis of the results.Plus there’s plenty of published research on referendum voting behavior.MALE STUDENT:Thanks Professor Miller!I had no idea this straw poll could actually help me in my course work.题目1.Why does the man go to see the professor?A.To suggest an idea for his research projectB.To tell her about his election to student governmentC.To ask for her help on a political projectD.To discuss methods of gathering public opinion2.What is the professor's attitude toward her involvement in student government as an undergraduate?A.She is grateful that the experience helped inspire her career choice.B.She regrets that her involvement took time away from her studies.C.She wishes that she had been more active than she was.D.She is glad that her involvement enabled her to help other students.3.What is the student government's main reason for conducting a straw poll?A.To educate students on the candidates'positionsB.To remind students to vote in the upcoming electionC.To find out how students feel about the local referendaD.To get an idea of students'political preferences4.Why does the professor mention paper ballots?A.To show how a straw poll differs from an actual electionB.To stress the importance of keeping accurate recordsC.To indicate that conducting a poll may present challengesD.To suggest a way to improve communication between the student body and the student government5.Why does the professor discuss voting behavior on referenda?A.To encourage the man to vote on the local referendaB.To help the man develop a focus for his term paperC.To express her skepticism that voting behavior can be changedD.To let the man know about her current research project答案C AD C B译文旁白：请听一段学生和政治学教授之间的对话。

托福听力讲座lecture高频话题必备基础知识科普介绍：摄影艺术

托福听力讲座lecture高频话题必备基础知识科普介绍：摄影艺术中国考生在做托福听力时比较常见的一个问题是由于缺乏课外阅读量的积累，今日我给大家带来了托福听力讲座lecture高频话题必备基础学问科普介绍：摄影艺术，盼望能够关心到大家，下面我就和大家共享，来观赏一下吧。

托福听力讲座lecture高频话题必备基础学问科普介绍：摄影艺术托福口语摄影艺术话题常用词汇解读说到摄影，可以先来看看photography这个单词。

很明显，这个单词可以分为photo和graphy两部分，它们来自于希腊语，分别表示“光”和“绘图”的意思。

因此摄影也就是以光来绘图，特别形象。

这两个词缀在英语单词中也很常见，如photosynthesis、photocopier、geography、autography等等。

照相机的基本组成有：机身(camera body)、镜头(lens)、胶片(film/negative)、观景器(view-finder)、对焦装置(focusing system)、快门(shutter)、光圈(aperture)等，当然数码相机(digital camera)还少不了存储器(memory stick)。

在摄影中，我们常常会听到一些术语：如焦点(focus)、光圈(aperture)、快门速度(shutter speed)、白平衡(white balance)、ISO speed(ISO感光度，国际标准规定的胶片感光度)。

光圈掌握的是光进入镜头的量，对比片的景深和影像的凝聚有影响。

快门可以掌握影像的清楚和流淌，快门速度很快时，可以捕获子弹运动的瞬间，速度很慢时则可拍出流淌效果，如夜间的车流。

白平衡主要在数码摄影中消失，简洁来说就是调整色差，使影像真实反映其颜色。

当然，托福考试涉及到摄影话题并不会专业得介绍摄影器材或技术，主要还是从历史的角度动身，做一个整体的介绍。

甚至可以说，艺术话题的考察总是离不开历史，因此建议考生可以在预备背景学问时对各个话题的历史进展做一个了解。

【托福听力】常见场景讲解总结

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托福听力讲座类3大高频话题分类主题归纳整理

托福听力讲座类3大高频话题分类主题归纳整理托福听力讲座类lecture作为学术性较强的题型，其话题争论的内容常会让考生觉得生僻冷门，有时甚至会由于缺乏相关背景学问而听不明白究竟在讲什么。

下面就和大家共享托福听力讲座类3大高频话题分类主题归纳整理，盼望能够关心到大家，来观赏一下吧。

托福听力讲座类3大高频话题分类主题归纳整理托福听力生物类话题常见主题一览1. 动物：动物是什么，有什么习性、形状怎样、栖息地环境、是否濒危，人类对其的捕杀或爱护，这部分多消失迁徙动物，群居动物以及爬行动物。

2. 植物：植物分类、植物特性、生长环境(气候，地理位置等)、光合作用等。

3. 微生物：微生物特性(大小、数量)、对人类和环境的作用、新的生物科技。

托福听力考古学话题常见主题一览考古学部分主要是通过地址勘探人员挖掘出来的东西为准，叙述物体的历史价值以及对现代人有什么启发等。

托福听力地理与环境科学话题常见主题一览在这部分涉及的话题主要包括能源、气象、地质变化和灾难、火山以及温室效应等。

1. 能源危机：化石燃料和新兴燃料之间的优劣势对比;再生和不行再生能源的使用，是否产生污染，有没有进展潜力;2. 气象：气候变化对人类以及动植物的影响，风能的使用价值和灾难;3. 地球结构：内核、地壳、地幔、如何分界、各部分的成分和特征);4. 地质灾难：地震、火山爆发;5. 温室效应：冰层溶化、地球半暖。

新托福听力背景材料之黑洞所谓“黑洞”，就是这样一种天体：它的引力场是如此之强，就连光也不能逃脱出来。

依据广义相对论，引力场将使时空弯曲。

当恒星的体积很大时，它的引力场对时空几乎没什幺影响，从恒星表面上某一点发的光可以朝任何方向沿直线射出。

而恒星的半径越小，它对四周的时空弯曲作用就越大，朝某些角度发出的光就将沿弯曲空间返回恒星表面。

等恒星的半径小到一特定值(天文学上叫“史瓦西半径”)时，就连垂直表面放射的光都被捕获了。

到这时，恒星就变成了黑洞。

托福听力高频话题分类总结回顾

托福听力高频话题分类总结回忆托福听力考试中涉及到的话题很多，而不同话题的消灭频率也有较大差异，今日我给大家带来托福听力高频话题分类总结回忆，期望能够关怀到大家，下面我就和大家共享，来观赏一下吧。

托福听力高频话题分类总结回忆托福听力对话类话题总结2022年中托福听力局部对话converastion的话题，单从数量上来说并没有转变，哪怕是经过了考试改革，但对话本身的题数也没有发生调整。

而转变的可能主要还是话题的类型。

conversation对话局部始终以来主要涉及两大类话题：第一个是office hour，其次个是student service。

从难度上来说，很多同学觉得student service会比较简洁，由于说的都是大家在学校里生活可能会遇到的各种问题，相对来说更为贴近大家的日常，而office hour那么可能会涉及到一些学术专业类的问题，有些同学本身对这个专业缺乏根本了解的话会觉得有些理解困难。

而从话题的消灭频率来说，这两类话题根本上还是呈现五五开的局面，既每场考试中这两类话题在conversation中消灭的频率次数照旧是根本相当的。

托福听力讲座类话题回忆相对于对话类没有太大的转变，讲座lecture的转变就比较多了。

首先是题目数量的削减，原来托福听力固定为两个section，各是1篇对话+2篇讲座的形式，考试改革后其中一个secion的讲座削减为一篇。

而除了直观的篇幅数量的削减外，讲座类的话题频率也发生了一些值得考生关注的转变。

虽然整体话题照旧以艺术类，社会科学类，自然科学类以及生命科学这四大类为主，但具体到详情话题，以下这些转变需要大家进一步关注：1. 艺术类话题艺术类话题中，考生需要留意的是绘画雕塑painting and sculpture类的话题是近期较为高频的话题，而不巧的是很多国内考生，特殊是理科生，可能对这类话题是不太感冒的。

而相对来说大家可能更为生疏的文学音乐类话题，消灭频率那么有小幅的下降，但照旧应当作为大家备考的重点分类。

托福听力对话讲座中13个细节知识汇总讲解

托福听力对话讲座中13个细节知识汇总讲解都说托福听力中有套路，但很多同学对这些套路只是其实了解得并不够全面细致，还是有很多本来可以成为解题线索的地方并没有掌握。

下面就给大家带来托福听力对话讲座中13个细节知识汇总讲解，希望能够帮助到大家，一起来学习吧。

托福听力对话讲座中13个细节知识汇总讲解托福听力对话讲座细节知识汇总1、conversation：段落开头提到的原因必考：problem/question。

2、段落开头提到的本次主题必考(如Today……)，段落结尾的点评和总结必考。

3、段落中重复两次的地方必考。

通常为本节课的要点，师生各重复一次的地方必考，注意在笔记中划双线，重复两次的名词必考，一般重复的名词是选项中的替换词。

4、段落中的强调句型多引出分论点，是考点：This is the first time…One thing important is…The most important thing…You should remember/notice/bear inmind/keep inmind---conversation引出建议的句型。

5、针对上下文明显的肯定或者否定的回答必考：definitely,absolutely, exactly, it’s a good question, excellent question, 注意听好教授在这些回答之后的解释，一定会对重要内容作同义的重复。

6、段中主论点下有定义加举例的必考(配对表格题);罗列多个事实处必考(是非型表格题);说明多个程序、步骤的必考(排序题)，中间的步骤一定注意：then, so, ok, well, replace, the next stage.7、难点的解释说明必考(核心概念)：小黑板，带字的笔记本，只要出小黑板都会有停顿。

注意引导词：it refers to, that is, that means, which means, This is to say, inother words, in another words, by that he meant,let me make it clear, let memake it simpler, l et’s put it this way.8、段中引用的观点必考，对应都是对分论点的看法：think，argue，believe,一定有小黑板，或者人物肖像。

托福听力讲座类热门话题生物学常考内容分析

托福听力讲座类热门话题生物学常考内容分析托福听力讲座类话题中有关生物学的内容可以说是相当热门的话题了。

几乎每场考试大家都可以看到各类生物学相关的话题文章四处出没。

下面就和大家共享托福听力讲座类热门话题生物学常考内容分析，盼望能够关心到大家，来观赏一下吧。

托福听力讲座类热门话题生物学常考内容分析托福听力生物学常考话题拓展：进化论进化类文章难度较高，很可能涉及进化理论的对比，可能考到理论的主要观点或者对比的焦点。

同时同学应当留意教授的总结内容。

托福听力生物学常考话题拓展：动植物灭亡和爱护和人有关，会涉及人类干预、森林破坏、狩猎、引入新物种、生态系统重建等等话题。

常见的比如：一开头教授交代什么缘由导致了动植物的破坏，然后人类又怎样挽救生态环境，会考到爱护政策的利弊，教授对应政策的态度，他方(政府、生物学家等)的观点等等。

托福听力生物学常考话题拓展：动植物适应环境动物与环境的关系：动物为了适应环境，身体结构或者行为发生了变化，在听力过程中需要留意捕获对比信息。

托福听力生物学常考话题拓展：动植物特点以动物为主，常考海洋生物、极端环境生物等，这类讲座常见总分(总)或者直线型结构，第一类是先介绍动物的某一种特点，然后用first，second，third这样的提示词或者其他较为明显的提示词给出几点说明，其中可能会穿插教授与同学的互动，这类行文结构层次清楚。

直线型结构先给出学术概念，之后可能互动多，但是结构没那么清楚。

托福听力生物学常考话题拓展：动物行为学常考动物迁徙，物种选择，冬眠，觅食，交配等，一般采纳直线型的行文结构，首先教授给出某种行为的介绍，然后以特定的动物为例绽开介绍，常常会考到行为背后的缘由。

托福听力：听力修辞艺术孔子曰：“言之无文，行而不远。

”汉语中有修辞，英语中自然也有。

早在90年月初的TOEFL 听力考试中，美语的修辞手法便得到了初步的运用,随着TOEFL听力不断向Daily(日常生活化)和Functional(语言交际功能化)进展，为考试而刻意雕琢的那些呆板、生硬的语法现象已荡然无存,各种各样修辞方法的广泛运用已成为听力语言地道性的重要表现。

托福听力lecture结构总结

七种托福听力讲座结构摘要：托福听力遇到讲座类题型是在平常不过的了，很多考生在备考托福听力的时候就会把大量的时间投放到托福听力讲座类题型中去，今天小编就总结七种托福听力讲座结构，让大家更好地了解托福听力讲座类题型。

今天小编为大家整理七种托福听力讲座结构，因为很多考生在备考托福听力的时候都不是很了解这类型题型，所以今天小编为大家整理七种托福听力讲座结构，方便大家备考。

首先，考生从宏观上把握托福听力讲座结构，可以解决讲座“信息量很大”的问题;其次，梳理结构是笔记的关键;最重要的是，这对应了ETS中Connecting Information，也就是衔接信息题。

大致上，讲座可以分为八种结构。

下面，结合TPO讲座真题，我们来详细分析这七种结构文章。

1. 平行结构（三段式）这种结构可以说是逻辑最简单、信号最明显、入门最快速的一类。

一般来说，教授会在引出主旨之后，通过并列的几个方面来描述某种现象、解释某种原理或者描述某种事物。

当然，每一个方面会有具体深入的解释和举例说明。

这里注意的是，也许每一块的内容具有共同点，但是相互之间是独立的，没有比较、相互影响的关系。

在听的过程中，要特别注意开头，比如TPO 11 Lecture 4，教授引出主旨”The ‘Four Ms’: Market, Media, Money, Message. All are important areas to focus on when creating your advertising plan. We will look at them one b y one.”通过最后这句话可以预判文章的结构，在主体段分别讲解了这四个M的原则。

在听主体段的过程中要注意first, second, and then, finally或者提问之类的话题转变的信号词。

2. 假设结构（接近第一种）这种结构可以说是平行结构的一种衍生体。

主要的特点就是教授针对某个问题或现象的解决方案或者产生原因提出了猜想和假设，可能是深入剖析一种假设，比如TPO22 Lecture 1中对于state形成原因是environmental approach的分析;也可能是同时提出了几种假设，比如TPO 22 Lecture 2中young sun paradox的几种solution猜想。

托福听力tpo44 全套对话讲座原文+题目+答案+译文

托福听力tpo44全套对话讲座原文+题目+答案+译文Section1 (2)Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (6)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (16)答案 (18)译文 (18)Section2 (20)Conversation2 (20)原文 (20)题目 (22)答案 (23)译文 (23)Lecture3 (25)原文 (25)题目 (27)答案 (29)译文 (29)Lecture4 (31)原文 (31)题目 (33)答案 (35)译文 (36)Section1Conversation1原文NARRATOR:Listen to a conversation between a student and her sociology professor.MALE PROFESSOR:I'm glad you got my message and were able to make it,but where are the other members of your group,Tom and Jane?FEMALE STUDENT:They're actually at the library.They have a biology lab assignment that's due later this afternoon,so I'm here to represent the whole group.But,um,when we got your e-mail message—about being worried about our research project—we were a little confused.We thought you were excited about our idea for the project.MALE PROFESSOR:Well,I think it's a great research topic,but when I looked closely at your plan for accomplishing the research,I realized that your group was probably asking for some trouble.FEMALE STUDENT:What do you mean?I thought that you know,by monitoring students studying in the library,we could really,uh,get a good understanding of people’study habits and stuff.MALE PROFESSOR:The thing is,I think you might have a problem because of the Hawthorne effect.FEMALE STUDENT:The Hawthorne effect?MALE PROFESSOR:The Hawthorne effect is a technical term for when researchers. uh,more or less forget about a specific variable,the variable of the researchers themselves.Now,the students in the library,they're going to know that you’re observing them, right?So you have to consider the effect your very presence will have on the peopleyou’re observing.FEMALE STUDENT:But,so you think,I-I mean,it's not like our observations would be a secret.The students would know exactly what we'd be doing.I mean,we'd put up a sign right outside the library.MALE PROFESSOR:Yes,but that’s just it.When people know they're being watched, they act differently.Let me explain how the Hawthorne effect got its name and well, you'll get the idea.See,there was a manufacturing facility called the Hawthorne plant.And researchers conducted some experiments there to see what conditions made workers the most productive.FEMALE STUDENT:What sort of conditions?MALE PROFESSOR:Well,one thing they experimented with was the lights.Were workers more productive with bright lights or dim lights?Well,here’s the thing: Whatever the researchers did,the workers’productivity increased.When the lighting was improved,productivity went up.When the lighting was dimmed,productivity went up again.FEMALE STUDENT:That doesn't make a lot of sense.MALE PROFESSOR:Exactly.So initially,the experiment was considered a failure.But then the researchers realized that their own presence had affected the workers' productivity.The workers knew that the researchers were watching them,and with so much attention on them,the workers felt compelled to work harder.FEMALE STUDENT:Oh,I guess that really could be an issue with my group's research.MALE PROFESSOR:Yes.But I don't want to send you all back to square one,so how about you set up a meeting with your group members and discuss this.Then we can meet again and go over your ideas and I think that we should be able to figure out a way to get around the problem.题目1.Why does the student go to see the professor?A.To get his opinion about why a project she recently completed had unexpected results.B.To discuss how a topic covered in class is similar to her group's research topic.C.To ask him for suggestions to address a problem in her research.D.To discuss the professor's concern about her group's research project.2.In response to the professor's question,what does the woman say about Tom and Jane?A.They are working on an assignment for another class.B.They are already observing students for the research project.C.They are dealing with a technical issue at the library.D.They are making arrangements at the library for their research project.3.What had the group of students planned to research?A.The effect of noise on the productivity of library employees.B.The effect of changing the amount of light in the library.C.The study habits of students in the library.D.The effect that being observed while studying has on students.4.Why does the professor mention lighting?A.To explain why production costs gradually increased over the years at a manufacturing plantB.To give a reason for a decline in productivity at two manufacturing plantsC.To compare the working conditions at two manufacturing plantsD.To give an example of a working condition that was adjusted at a manufacturing plant5.Why does the student say this?Now,the students in the library…they're going to know that you’re observing them,right?So you have to consider the effect your very presence will have on the people you’re observing.FEMALE STUDENT:But,so you think,I mean,it's not like our observations would be a secret.The students would know exactly what we'd be doing.A.She is disappointed with the observations that the members of her group have made so far.B.She does not understand the point that the professor is making.C.She wants to determine a way for her group to make observations in secret.D.She is aware that her group’s presence might affect student behavior.答案D A C D B译文旁白：请听一段学生和她的社会学教授的对话。

托福听力讲座lecture题型基础常识考点细节汇总讲解

托福听力讲座lecture题型基础常识考点细节汇总讲解托福听力讲座lecture题型基础常识考点细节汇总讲解托福听力讲座类常考学科介绍托福听力讲座场景官方指南给出46个学科，实际上讲座内容多学科交叉出现的趋势越来越明显，艺术学、生命科学、天文学比、历史较常考。

新托福听力考试讲座部分则是还原真实上课情景，内容都牵涉到了各个学科，文理兼备。

如生物学、地理学、地质学、天文学、环境、文学、艺术、人类学等等。

托福听力讲座类需要背景知识积累吗?有关的这些内容中，有许多考生陌生的单词以及知识点，但考试根本不要求大家具备相应的背景知识，掌握了基本的单词和表达方式就能理解文章大意。

通常关键的术语都会在文章里用各种方式出现相应的解释。

但必须要注意在平日里积累更多方面的课外知识无疑能对做题会很有好处。

托福听力讲座类考查内容分析托福听力的讲座部分模拟的是在英语课堂上上课的情景，由于讲座经常涉及专业知识，所以难度比对话部分要大。

从考查内容来说，讲座部分的取材主要是来自于以下四类学科：文学艺术、生命科学、物理科学和社会科学。

考生可以通过分类练习大量真题来熟悉和掌握常考的话题，并从中学习与这四类学科常相关的高频词汇。

从内容来看，讲座大致有五种类型，分别是概念描述类、问题解答类、理论演变类、对比类和时间顺序类。

每一种类型都有各自的考查重点。

托福听力讲座类题型构成一览每一个讲座之后会出现六道题。

和对话部分一样，讲座部分通常会有一道题是主旨题，考查讲座的主要目的和内容;还有一道题是重听题，考查教授或者学生为什么说某一句话;中间的四道题通常为细节题，一般考查讲座中多次重复并解释的概念、教授举例的目的、教授和学生的互动以及教授的最后总结。

托福备考之独立写作满分范文task：Some people believe that university students should be required to attend classes. Others believe that going to classes should be optional for students. Which point of view do you agree with? Use specific reasons and details to explain your answer.托福备考之独立写作满分范文：Class Attendance Should Not Be CompulsoryIt is undoubtedly true that students should take their studies seriously. This means not only doing the required work, but also actively pursuing every opportunity to learn. So of course they should attend their classes to receive the maximum benefit. However, I do not believe that there is a need to make class attendance mandatory at the university level.By the time they reach university, students are no longer children. They are young adults and should be able to take responsibility for their actions. Attending their classes is of benefit to them, and while it may be tempting to skip them once in a while, it is not the responsible choice. Adults must be able to manage their time on their own and to make their own decisions. If a student misses too many classes and so does poorly in a course, he will have to accept the consequences and learn from his mistake. Finally, non-compulsory class attendance may not only lead to improvements in the students, but also in the teaching. Of course, every professor likes to see full attendance at his classes. If students are not coming to class, the professor should ask himself why. Perhaps the students do not understand the relevance of the material to their studies.In conclusion, I believe that class attendance should not berequired for university students. They should learn to make the right decisions for themselves, and this is one way to encourage the development of independence and responsibility.托福备考之独立写作满分范文task：Do you agree or disagree with the following statement? Television has destroyed communication among friends and family. Use specific reasons and examples to support your opinion.托福备考之独立写作满分范文：The Effects of Television on CommunicationThere is no doubt that television has greatly changed people’s lives. After its invention, it became an almost indispensable part of most households within the space of just a few years. Nowadays, many families have two or even three television sets so that every member of the family can watch what he wants whenever he wants. In my opinion, this has significantly reduced the amount of time that family and friends spend communicating with each other.Before the invention of television, people spent their leisure time in more active and social pursuits. They often played cards or other games, listened to the radio together or went out to see friends. But now television is widely available and it offers a variety of program choices that appeal to almost every interest. People no longer have to look to others for entertainment. Also, television can be like a sedative. Studies have shown that watching a great deal of television makes people more passive. Finally, people are simply watching increasing amounts of television. And with two or three TV sets in the house, there is no need for them to even watch it together.Although television has reduced the amount of time thatfamily and f riends spend together, it doesn’t have to be this way. People can make the choice to turn off the TV and do something more active. Or, if they really want to watch TV, they can find a thought-provoking program that they would all like to watch and discuss afterwards.托福备考之独立写作满分范文A job with more vacation time but a low salary is better than a job with a highsalary but less vacation time.是否同意低薪假期多的工作比高薪假期少的工作好?题目解析：对比类写法主题观点：支持高薪假期少的工作【思路拓展】1.工作是生活的重要部分，因此是幸福的源泉，很多人将自己的成就感和薪水的高低联系到一起。

托福听力对话讲座5大类必须记住信息汇总

托福听力对话讲座5大类必须记住信息汇总托福听力对话讲座5大类必须记住信息汇总1. 记main idea---Lecture听力篇首：listen to part of the lecture in the X.X.X class, the professor if talking about X.X.X.---Conversation前30秒的主旨---屏幕变化出现图文时记下关键信息2. 记detail (不是所有细节都需要记下)what、when、where、who、why、how3. 记语气词语气词是最容易错过的，因为它本身并没有太大的实质意义。

常见的语气词有：now, well, OK, so, let’s, and oh.听到now, well, OK, so, let’s，基本上代表着一个新的话题的开始，即话题转变。

这些词可以不记，但在听到的时候在笔记上划条横线。

这样笔记就显得很清楚，横线上下属于两个话题，在答题的时候可避免张冠李戴、盲目地把听到的词拿来做题。

And oh即教授在讲话的时候突然想到了某一点，并进行补充。

如果这所谓的“某一点”不是重要信息，教授没有刻意补充的必要，所以不能小看“and oh”的作用。

4. 记逻辑词把逻辑关系词分类，主要有因果、假设、转折、解释补充、同异分类。

由于中西方逻辑思维的差异，有同学对很多显而易见的信息并不敏感。

然而这些逻辑中常含考点。

表示因果的有：because, since, thus, which results in, so,lead to. 注意其中的因果逻辑，不可因果颠倒。

表示转折的有：but, however, in fact, actually. But之后很有可能出考点。

注意：“A...but B...”在这里B是重点。

而且涉及到态度问题的时候，美国人喜欢把褒义放在前面，所以一般情况下but后面是贬义。

A之前可能没有明显的暗示信息，所以A的内容容易被忽略。