關(guān)于托福聽力conversation部分考點(diǎn)解析

　　圖書館場(chǎng)景通常會(huì)涉及以下幾個(gè)考點(diǎn)：資料種類，相關(guān)動(dòng)詞，圖書館相關(guān)政策服務(wù)，圖書館部門名稱。

　　A.資料種類詞匯(review評(píng)論, magazine雜志, periodical期刊，current issue現(xiàn)刊，back issue過刊，reference 參考書目， textbook 教科書， fiction 小說， encyclopedia 百科全書等)

　　大家在聽的時(shí)候可以把這些作為關(guān)鍵定位詞，通常選項(xiàng)當(dāng)中就會(huì)有很多和這些詞是同近義詞甚至是原詞。

　　B.相關(guān)動(dòng)詞詞匯(borrow， return， check in， check out， renew 續(xù)借， recall 召回， pay the fine付罰金， reserve/book 預(yù)約， extend borrowing privilege 延長(zhǎng)借書期， photocopy 復(fù)印等)

　　C.圖書館相關(guān)政策服務(wù)

　　政策1：被召回的書有還書期限，不在還書期限內(nèi)歸還會(huì)受到不再允許借書的懲罰。

　　政策2：一個(gè)班的學(xué)生需要同一本參考書目來寫論文，可以要求教授提前向圖書館預(yù)定相應(yīng)數(shù)量的copies.

　　托福聽力conversation Part two--學(xué)生和教授對(duì)話之一(paper)

　　不知道寫什么主題?如何尋找資料?以及一些針對(duì)常見話題教授提出的修改意見有哪些?讓我們逐一分析：

　　假設(shè)當(dāng)學(xué)生是因?yàn)椴淮_定寫什么而去找教授，教授肯定不會(huì)直接告訴學(xué)生寫什么對(duì)吧，所以這時(shí)候教授可能就會(huì)開始引導(dǎo)學(xué)生，比如啟發(fā)他某次課的內(nèi)容，或者他學(xué)習(xí)這門課程的目的等進(jìn)而讓學(xué)生自己提出想寫的paper話題。在此時(shí)，有可能會(huì)考"what is the subject/ title of the project?"或者因?yàn)榻淌谠谝龑?dǎo)啟發(fā)過程中會(huì)提到某些課堂中講過的知識(shí)，那也有可能會(huì)出考題："why does the professor mention XX?" or "what is XX"。在這種時(shí)候我們尤其要注意教授話語(yǔ)中的專有名詞的definition或者重復(fù)的專有名詞。

　　E.g.

　　Student: Um… the pre-operational stage?

　　Professor: Exactly, if that's the case, her languages used to be maturing and her memory and imagination would be developed.

　　Student: So she might play pretend like she can pretend when driving her toy car across a couch that the couch is actually a bridge or something.

　　Why does the student mention a child playing with a toy car?

　　To identify a behavior that would show a child's imagination developing

　　To identify a behavior that might illustrate egocentric thinking

　　To give an example of a behavior he has observed

　　To give an example of a behavior he would not need to describe

　　解析：本題當(dāng)學(xué)生聽到pre-operational stage這一專業(yè)詞匯時(shí)就應(yīng)該有警覺，注意接下來教授會(huì)不會(huì)有解釋，如有則肯定為考點(diǎn)。本題選A。

　　假設(shè)學(xué)生不知道尋找什么資料，那會(huì)發(fā)生什么?對(duì)，可能教授會(huì)給他列一個(gè)大概書目，然后學(xué)生就回去library進(jìn)而展開一段我們第一節(jié)課的對(duì)話內(nèi)容啦student & librarian,或者讓學(xué)生去Internet上搜索，或者通過做survey，questionare等其他形式搜集需要的材料。

　　好，到最后一類，教授聽完學(xué)生的idea或者看完學(xué)生的preliminary outline，可能會(huì)提出一些建議比如：選題(scope/range)太廣泛怕學(xué)生manage不了/ 讓學(xué)生找更多的細(xì)節(jié)(detail)使之更加完整(例如數(shù)據(jù)等)/ 讓學(xué)生在規(guī)定的日期(due/deadline)之前完成修改(revise/rewrite)。

　　E.g.

　　Student: Where can I find a child to observe?

　　Professor: Ur, I suggest you contact the education department secretary. She has a list of contacts at various schools and with certain families who are somehow connected to the university. Sometimes they are willing to help out students with projects like yours.

　　托福聽力conversation Part three--學(xué)生和教授對(duì)話之一(research project)

　　通常來說做一個(gè)research project是一個(gè)很花費(fèi)時(shí)間和精力的事情，故學(xué)生通常會(huì)詢問是否該項(xiàng)目對(duì)成績(jī)/畢業(yè)/工作有幫助?如果是以小組為單位展開的project那組員之間出現(xiàn)分歧怎么解決?以及教授看完學(xué)生的project之后提出某些質(zhì)疑。下面還是讓我們一個(gè)一個(gè)來分析：

　　假如學(xué)生問我做這個(gè)project是否該項(xiàng)目對(duì)成績(jī)/畢業(yè)/工作有幫助，教授可能會(huì)告訴學(xué)生這能幫助獲得學(xué)分(credit)，增加經(jīng)驗(yàn)(exp.)，獲得一定金錢的回報(bào)甚至為學(xué)生提供推薦信(recommendation letter)等來激勵(lì)學(xué)生等等，而這時(shí)題目的考法可能就是: "what is the advantage of XX?" or "why does the professor mention XX?"

　　E.g.

　　Student: Can you give me an example?

　　Professor: Well, en, if you observed a 4 year-old child, for example, my daughter is 4 years old; you might read up on cushy stage of cognitive development we covered those in class.

　　Student: Aha…

　　Professor: And most likely, what stage would a child of that age be in?

　　Student: Um… the pre-operational stage?

　　Professor: Exactly, if that's the case, her languages used to be maturing and her memory and imagination would be developed.

　　Why does the student mention a child playing with a toy car?

　　To identify a behavior that would show a child's imagination developing

　　To identify a behavior that might illustrate egocentric thinking

　　To give an example of a behavior he has observed

　　To give an example of a behavior he would not need to describe

　　解析：本題學(xué)生提問讓教授舉個(gè)例子來論證上文的觀點(diǎn)，教授用他自己的女兒來舉例子，也可以算是分享他的人生經(jīng)歷。本題選A。

　　那如果是學(xué)生因?yàn)楹蛨F(tuán)組內(nèi)部出現(xiàn)分歧了找教授(簡(jiǎn)稱打小報(bào)告)那教授會(huì)怎么應(yīng)對(duì)?大家一定要明白，國(guó)外的老師很注重teamwork和communication對(duì)不對(duì)，所以就算學(xué)生說的再有道理認(rèn)為他的組員多么多么沒用拖他后腿，教授也只會(huì)讓學(xué)生把整件事分析給他聽，然后讓學(xué)生認(rèn)識(shí)到雙方都有錯(cuò)，再讓學(xué)生去和他的組員溝通交流(communication)，但結(jié)果還是要繼續(xù)teamwork的。所以只要把握這一中心思想，這一類題目除了一些細(xì)節(jié)方面，考教授的態(tài)度題應(yīng)該都很簡(jiǎn)單啦!