TOEFL Listening

2/24/23
核心理论概述：中心逻辑精听法
中心
• 全文中心句的概念
中心词概念，代入感概念
• 全文中心的作用
① 预判全文走向与分段
② 预判铺垫段落与核心段落
③ 出题判断：铺垫段落考中心或与核心段落关系
④ 判断段内中心，段内展开，段内细节
逻辑
• 全篇 -> 段落之间 -> 段落内部逻辑
• 强调、概念、态度、问答 -> 均非逻辑
• 并列： one,another;also; 名词复数；
转折：一般转折： but,however
让步转折： initially,before,many,certainly,claim, 前错后
新
举例： for example/instance 细节证明中心
对比： different, contrast
因果： reason,because,factor
精听法
• 听力层面（表层 / 提炼），逻辑层面，上文关联，下文预判，笔
记
• 句子精练步骤
① 听练：检验水平，主干 + 修饰
② 看懂：理解句意，提炼简化
③ 标记：找问题（词汇，语音，语法）
④ 分析：查找词汇读音和意思，语音用拼读法，语法用导图
⑤ 验证：听音频与跟读并验证
出题类型与选项设计
• 主旨 细节 推断 多选 目的
• 考察形式 or 考察内容
What does the professor say about the function of the papillae?
A. They produce dye in different colors.
B. They propel the octopus through the water.
C. They change the texture of the octopus’ skin.
D. They help the octopus contract into a smaller shape
细节？
段落中心题！
1.But they don’t just mimic the colors in their environment.
2.They can also mimic the texture of objects in their environment.
3.They have these little projections on their skin that allow them to resemble various
textures.
4.The projections are called papillae.
5.If the octopus wants to have a rough texture, it raises the papillae.
6.If it wants to have a smooth texture, it flattens out the papillae.
7.So it can acquire a smooth texture to blend in with the sandy bottom of the sea.
8.So the octopus has the ability to mimic both the color and the texture of its
environment.
What two examples does the professor mention to describe the octopus’
ability to change its shape?
Click on 2 answers.

A. A small round stone

B. The leaves of a plant
C. A cloud of ink
D. A piece of coral
多选题？
段落展开题！
1.Um, now there’s a third way that octopus can transform themselves to blend
in with or mimic their environment.
2.And that’s by changing their shape and size, well, at least their apparent size.
3.The muscular system of the octopus enables it to be very flexible to assume
all sorts of shapes and postures.
4.So it can contract into the shape of a little round stone, and sit perfectly still
on the seafloor.
5.Or it can nestle up in the middle of a plant and take the shape of one of the
leaves.
出题类型

目的题

段间关系题

目的题
听力笔记原则
• 心态：笔记防走神？
• 记笔记的前提是理解主要意思
• 记主要内容（全文中心、段落中心、段内展开）
• 内容上提炼后简记，逻辑上用符号代替
• 描述性或过程性内容不记，用脑补画面
6. What is the main purpose of the lecture?

O To explain how sculptors choose a subject

O To discuss contrasting representations of a historical figure
O To argue that artists should explain the symbolism of their work
O To show how artists can influence public opinion of a historical figure
7. Why does the professor consider it ironic that George Washington is
known as the Father of His Country?

O Washington nearly failed initially as a general.

O Washington had no children of his own.
O Washington almost lost the election for president
O Washington is not portrayed accurately in either of the sculptures
discussed in the lecture.
8. What point does the professor make about Houdon’s
sculpture?

O It imitates ancient Greek sculptures.

O It was created after Washington’s death
O It reflects a political ideal valued by the sculptor.
O It was copied by other eighteenth-century artists.
9. According to the professor what detail of Houdon’s sculpture
was well received by the public?

OThe sculpture was made of marble.

O The size of the sculpture was realistic
O Washington was not wearing a sword.
O The decorations on Washington’s coat were prominent.
10. Why does the professor mention the Greek Revival style in
architecture?

O To account for its popularity in the city of Washington, D C.

O To help describe the architectural style of the Capitol building
O To explain that Greenough was an architect as well as a sculptor
O To offer a plausible explanation for Greenough's portrayal of George
Washington
11. What does the professor imply was the reason for moving
Greenough’s sculpture of Washington several times?

O It was too large for most of the locations.

O People objected to the way it represented Washington
O People did not agree on where it could best be viewed.
O Greenough wanted it to be shown in different locations.
Professor: I've mentioned in earlier classes that different artists portray
a famous person differently, uh, depending on a number of factors. To
explain what I mean, let's take an example of one of the most well-
known figures in United States history, George Washington, and see
how different artists have portrayed him and talk about why the
portrayals are so different. So to set the context, uh, who can tell me
why George Washington is so important in United States history?

Female Student: Well, he was a general in the revolutionary war

against the British, and he became the first president of the United
States. He's known as the father of this country.
Professor: Right. Though it's a bit ironic, cause, while he was a general, things
didn't go so well in the beginning. His soldiers almost left, it was cold, their
shoes were wearing out, but he persevered. And as you mentioned, he's...he's
known as the father of this country. But he was a reluctant soldier and a
reluctant president. He thought of himself more as a farmer, one of the
people and artists who painted him during his lifetime often showed that. And
sculptors, actually one artist who took this approach was the French sculptor
Jean-Antoine Houdon. Houdon made a sculpture of Washington in the 1780s,
during Washington's lifetime. In the sculpture, Washington is wearing clothing
typical of a landowner of that time. He has a walking stick in one hand and
behind him is a...a plow used in agriculture. And his military coat with its
medals and his sword are lying at his side. He's not holding or wearing them.
So this sculpture, the way Washington was represented, well, you could say
it's symbolized American democracy.
Houdon is often called the sculptor of the enlightenment, a period of revolution
and social change. He valued American democracy and tried to capture it in his
work. This statue appeal to most Americans in Washington's day. It showed him as
someone who put down his sword and gave up his military power. Washington
eventually retired from politics, managed his farm in Virginia.

Okay! After Washington's death in 1799, because he was such a famous figure
artists frequently made paintings and sculptures of him. These representations of
Washington were quite different from Houdon’s sculpture. They, uh, they often
glorified him, almost making him seem super human. One of these heroic mythic
sculptures is by Horatio Greenough. His sculpture Washington in the mid-
nineteenth century, over forty years after Washington's death, the statue was
commissioned for the capitol building, the seat of the United States government.
Do you remember the picture in your book? What did you notice about it?
Female Student: Um, Washington looked like he was an ancient Greece. He was
wearing a Greek toga.

Professor: Yes. Greenough was inspired by the classics and presented Washington
in the same way that the ancient Greek god Zeus was. He might’ve thought that
for an important building as the capitol, it was okay to portray Washington as a
Greek god. Or... or maybe he was influenced by the so-called Greek revival style
that was popular in architecture in the mid-nineteenth century. Anyway, his
Washington sculpture was quite controversial. Why do you suppose that was?

Male Student: Um, well, like you said, it makes him look super human, like he's
immortal or something above the law. People couldn't identify with someone like
that.
Female Student: And showing him as a god, wouldn't that like go against
democratic principles?
Professor: Good point. People didn't approve of a sculpture that made
Washington seem so different from common people. Americans were
wary and, you know, suspicious of a leader having great powers over
ordinary people. They wanted that leader to be normal, subject to the
law, like everyone else, and... and not someone with god-like powers.
Other people spoke out against Greenough statue simply because they
didn't appreciate its classical style. Um, eventually it was moved out of
the capitol building to the grounds outside it. Now the statue is... well, it's
even harder to see it. Now it's in the basement of a museum. So that's an
example of how an artist’s interpretation of a famous person can backfire
if it's contrary to that person's public image.
Conversation 特点

• 2.5-3 分钟，内容少，专业性不强 --> 难度小于 lecture

• 80% 语言能力 +20% 逻辑能力

• 信息较散，细节题概率高于 lecture

• 分为生活对话与专业对话两类
Conversation 思路
• 问题 - 解释 - 分析 - 解决 - 结论（形式上）
• conversation=lecture, 考察核心意思 （内容上）
• 整体结构，中心句，中心词，预判
Narrator: Listen to a conversation between a student and her academic advisor.
1.Student: Hi. Professor Jones. Thanks for seeing me.
2.Professor: No problem, Laura. How was your summer break?
3.Student: It was great! But the fact is it's made me reconsider my academic plans.
4.Professor: Oh, really? Nothing too dramatic, I hope.
5.Student: No, no. At least I hope not.
6.Professor: What do you mean exactly?
7.Student: Well, I just spent the summer working on a Native American reservation, a Navajo
reservation in Arizona. And I was fascinated, so now I want to study the Navajo language, uh,
their history, religion. I want to go back next summer too. And maybe even spend a semester
there, some kind of internship or independent study?
8.Professor: Wow! Sounds like you are really enthusiastic, but you were majoring in sociology,
and I seem to recall that for your senior project, you were doing something with education?
9.Student: Right. I have done some research on the public schools in the northeastern states,
how they've been affected by changes in population, uh, immigration trends, during the past
fifty years. But now I really want to study the culture of the Navajo people.
10.Professor: Well, there are a couple of options depending on your priorities. Say, how did
you end up on a reservation in Arizona anyway?
11.Student: Well, a friend of mine took a job there, in a summer school program. And they had
another opening. Someone cancelled at the last minute. I thought it would be just a big
adventure, but it turned out to be much more than that.
12. Professor: I see. Well, anyway...as I am saying, your options depend on what your priorities
are and on exactly what you want to study.
13.Student: Uh, like I said...Navajo culture?
14. Professor: Well, let's see if we can be more specific. If you want to study the Navajo
language, learn about their religion, their history, that's part of cultural anthropology.
15.Student: No. I really don't want to change majors at this point. I love sociology and I
really want to graduate in four years.
16.Professor: Okay. Now I see what your priorities are. So from a sociological perspective,
since you are interested in education, you can stay with that, change your research topic
to the Native American experience with public education, the effect it had. And you could
take sociology courses on religion or the role of minorities in society, again, focusing your
research on the Navajo.
17.Student: Um...l hadn't thought about that angle. Sounds intriguing. And all the courses
I have already taken would still count toward my degree?
18.Professor: I have to check. And remind me to plan carefully to make sure all your
degree requirements are met, but I don't see any problems.
19.Student: Great! And then I can pick up the language and culture courses as electives.
1.Why does the woman visit her academic advisor?

A . To compare requirements in the sociology and anthropology departments.

B . To get advice about changing her major.
C . To find out how to incorporate a new interest into her academic program.
D . To discuss the possibility of doing research on a Navajo reservation.
2.What does the woman say about her summer experience?

A . She spent a semester preparing for it.

B . She did not expect it to be very important to her.
C . It was her first job as a teacher.
D . It required her to use her knowledge of the Navajo language and culture.
3.Why does the woman mention her friend?

A . To explain how she got her summer job.

B . To emphasize how many people she met on the Navajo reservation.
C . To point out that her friend is studying the Navajo language and culture.
D . It required her to use her knowledge of the Navajo language and
culture anthropology department.
4.Why does the professor mention the effect of education on Native
American societies?

A . To indicate the content of a course he thinks the woman should take.

B . To learn more about the woman's experiences over the summer.
C . To describe a research project he thinks the woman would find
interesting.
D . To show his approval of the woman's career goals.
5.What does the woman imply when she says this:

A . She has completed most of the research that was required for her project.
B . She has not done much research yet and so does not mind changing the
focus of her project.
C . She is disappointed that the professor is unfamiliar with her research topic.
D . She believes public schools in the northeastern states were only slightly
changed due to immigration.