新航道深圳雅思托福培训

文/翟圣洁

学生症状：

听到的只是只言片语或是过细的细节的解释，不知道为何出现这些细节解释，越听越乱，不知所云。

症状处方：

听音频的过程中，注意点与点之间的衔接，注意边听边思考已听到的句子或小意群是在谈论什么，注意每个小意群谈论的总括点，进而总结整个框架，在框架的前提下，再往里匹配相关的具体信息，这样会越听越清晰。

案例分析：

其实，托福听力的语言特点就像我们说话或写作一样，会对自己所要表述的信息进行总括和解释，所以托福听力的文本中所谈到的每个点基本上都是先笼统总括，再具体解释。来看下面例子：

Almost all animals have some way of regulating their body temperature; otherwise they wouldn’t survive extreme hot or cold conditions---sweating, panting, swimming to cooler or warmer water; ducking into somewhere cool like a burrow or a hole under a rock; these are just a few. And this area is colder or warmer than the surrounding environment, because it’s a microclimate. A microclimate is a group of climate conditions that affect the localized area, weather features like temperature, wind, moisture and so on. And when I say localized, I mean really localized, because microclimates can be, as the name suggests, pretty small, even less than a square meter. And microclimates are affected by a huge number of other variables. Obviously weather conditions in the surrounding areas are a factor. But other aspects of the location like, um… the elevation of the land, the plant life nearby, and so on, have a substantial effect on microclimates. And of course the human development in the area, eh, a road will affect a nearby microclimate. It’s also interesting to know that microclimates thither or near each other can have very different conditions. In the forest for example, there can be a number of very different microclimates close to each other, because of all the variables I just mentioned.（选自TPO14-lecture2）

1. 这个lecture 的开头部分是“Almost all animals have some way of regulating their body temperature; otherwise they wouldn’t survive extreme hot or cold conditions---sweating, panting, swimming to cooler or warmer water; ducking into somewhere cool like a burrow or a hole under a rock; these are just a few.”

不难看出这个小意群的句“Almost all animals have some way of regulating their body temperature; otherwise they wouldn’t survive extreme hot or cold conditions”就是这个小意群的总括句，后边的信息其实是对于前面regulating way的罗列解释，帮助listener理解前面的总括点，那么对于考生来说要跟着speaker的思路，捕捉音频一开始的总括点，当然纵然对于一个听力语感不错的listener来说，也很难把句子里面的所有单词尽收耳底，但是完全可以抓住句子的主干信息，在这个基础上顺着音频往下听就可以感觉出以后的信息是就前面点的解释还是提出的另外一点，若是前者，listener可以少做或不做笔记，以听巩固对于前面总括点的理解；若是后者，listener要简单地做下关于此点的笔记，然后继续往后听（关于如何边记前文信息的笔记边听后文信息，本文暂不做详细阐述）

(2)再来往下看lecture的文本“And this area is colder or warmer than the surrounding environment, because it’s a microclimate. A microclimate is a group of climate conditions that affect the localized area, weather features like temperature, wind, moisture and so on. And when I say localized, I mean really localized, because microclimates can be, as the name suggests, pretty small, even less than a square meter.”

显然，“And this area is colder or warmer than the surrounding environment, because it’s a microclimate.”本句是上述意群的总括点，以后的信息都是对于microclimate定义及特点的解释。

“And microclimates are affected by a huge number of other variables. Obviously weather conditions in the surrounding areas are a factor. But other aspects of the location like, um… the elevation of the land, the plant life nearby, and so on, have a substantial effect on microclimates. And of course the human development in the area, eh, a road will affect a nearby microclimate. ”

同理，“And microclimates are affected by a huge number of other variables. Obviously weather conditions in the surrounding areas are a factor.”是这个意群中的总括点，那么接下来肯定就会说到有哪些variables影响microclimate，按照此思路跟着音频往下听，就会对于文章所提到的点越来越清晰（其中还涉及到学生边听边联系语境的能力），而非乱糟糟的，支离破碎的信息。

综上，考生听的过程中要有框架意识，抓住听力音频总--分的结构，听的时候注意去抓取和总结每个点的总括点，做到知其然更要知其所以然，如是，考生对于托福听力文本结构的理解就会得到有效提高。