托福聽力的具體步驟

　　托福聽力第一步： 語言在聽力中的運(yùn)用

　　聽力理解可分為字面理解和深層理解。要做到字面理解，就必須具備一定的語音知識(shí)、一定的詞匯知識(shí)和一定的語法知識(shí)。也只有在理解字面意思的基礎(chǔ)上才有可能對聽力材料進(jìn)行深層次的理解，所以語言因素是聽力理解的基礎(chǔ)。我們常提到的語言因素包括：

　　1、語音知識(shí)

　　聽力不同于閱讀，要求同學(xué)們必須具備準(zhǔn)確辨音的能力，這是口頭交際的基礎(chǔ)。在正確掌握每個(gè)單詞的發(fā)音的同時(shí)，必須注意以下幾個(gè)方面：

　　(1)英語中最小對立體的發(fā)音，如ship---sheep, cheap ---- chip, pig ---peg, sack ---sock等，有針對性地進(jìn)行發(fā)音訓(xùn)練，比如繞口令之類的練習(xí)，如She sells sea cells by the seashore. If she sells sea cells by the seashore, then she sells seashore cells，適當(dāng)加強(qiáng)一些針對性的聽力練習(xí)。

　　(2)重讀與弱讀：漢語是一個(gè)漢字一個(gè)音節(jié)，而英語中的一個(gè)單詞可能就有好多音節(jié)，這就造成了英漢節(jié)奏的差別。而英語中的一些虛詞一般要弱讀，這有可能會(huì)給聽力造成一定的困難。對此也應(yīng)該進(jìn)行專項(xiàng)訓(xùn)練。如：What''s the time? Sing us a song. I''ve eaten them all. He has already visited a great number of different places in Australia.(紅體部分的音節(jié)重讀)

　　(3)連讀：連讀時(shí)語速加快，連讀的單詞之間沒有了間隔，會(huì)給理解帶來困難。如：

　　in ˇor ˇout, yearˇ in and year ˇout, for ˇan ˇhour?

　　(4)意群：聽力時(shí)不能一個(gè)單詞一個(gè)單詞地去理解，應(yīng)該注意意群，因?yàn)橐馊褐g間隔之處正是停頓之處，注意下列語句朗讀時(shí)停頓的差別：

　　John said, "My father is here."

　　"John," said my father, "is here."

　　She likes pineapples.

　　She likes pie and apples.

　　He sold his houseboat and trailer.

　　He sold his house, boat, and trailer.

　　(5)注意同音字：有些單詞發(fā)音相同，也可能給聽力理解帶來困難，如：

　　What is black and white, and read (red) all over?

　　這里在聽的時(shí)候，很難分請是read還是red。

　　(6)語調(diào)：語調(diào)是說話者表達(dá)情感的一種手段，同樣一個(gè)句子如果語調(diào)不同，則意思就有可能發(fā)生變化，如：Open the door, will you?↗

　　Open the door, won''t you?↘

　　用聲調(diào)表示一種請求，用降調(diào)表示命令。

　　What? ↗What?↘↗升調(diào)表示疑問，降升表示吃驚和不相信。

　　測試中同樣有可能考查語調(diào)的作用，如：

　?、?W: Where do you want to eat?

　　M: Is there anything wrong with the↘ coffee shop?

　　Q: What does the man mean?

　　A. He wonders if anything happened at the coffee shop.

　　B. He doesn''t know why the coffee tastes bad.

　　C. He only wants coffee because he isn''t happy.

　　D. He thinks that they ought to go to the coffee shop.

　　一般疑問句，卻用了降調(diào)，表示出說話者愿意去咖啡館的肯定態(tài)度，答案應(yīng)是D。

　?、?M: I''m terribly sorry I''m late, but I just couldn''t help it.

　　I got there as soon as I could.

　　W: Well, it''s not soon enough, ↘is it?

　　Q: What does the woman mean?

　　A. It''s soon enough to get here.

　　B. It''s not soon enough to get here.

　　C. It''s not late to get here.

　　D. It''s early enough to get here.

　　降調(diào)的使用,說明說話人堅(jiān)信第一部分說的是事實(shí)，由此可以判斷答案為B。

　　2、詞匯和語法

　　(1)注意擴(kuò)充詞匯量：研究發(fā)現(xiàn)，詞匯量是影響聽力的主要因素之一，詞匯量的匱乏往往是造成聽力能力提高的首要因素。因此，同學(xué)們在訓(xùn)練聽力技巧的同時(shí)，應(yīng)注意詞匯量的擴(kuò)充。

　　(2)加強(qiáng)同義表達(dá)方式的聽力訓(xùn)練：在聽力選擇中，相當(dāng)一部分情況下，答案就是對話信息的同義表達(dá)方式。如：

　?、?/p>

　　W: The speech the blind girl gave this evening was extremely touching.?

　　M: I think everybody felt the same.

　　Q: How did the man feel about the girl''s speech?

　　A. It was boring. B. It was entertaining.

　　C. It was moving. D. It was encouraging.

　　Moving與touching意思相近，答案為C。再如：

　?、?/p>

　　M: Nancy, why were you late today?

　　W: I overslept and missed the bus.

　　Q: Why was Nancy late?

　　A. She got up later than usual.

　　B. The bus was late.

　　C. She forgot she had classes.

　　D. Her clock was slow.

　　Overslept 也就是got up later than usual。

　　(3)加強(qiáng)語法概念的單句理解練習(xí)：聽力測試中有相當(dāng)一部分情況下，有對語法結(jié)構(gòu)表意功能的考查，如虛擬語氣的含義，建議的表達(dá)方式等。如：

　　W: We do need another bookshelf in this room. But the problem is the space for it.

　　M: How about moving the old dining table to the kitchen?

　　Q: What does the man suggest they should do?

　　A. Finding a larger room.

　　B. Sell the old table.

　　C. Buy two bookshelves.

　　D. Rearrange some furniture.

　　如果考生清楚How about用來提出建議，就可以根據(jù)moving the old dining table判斷答案為D。再如：

　　W: The movie starts in 5 minutes and there is bound to be a long line.

　　M: Why don''t we come back for the next show? I''m sure it would be less crowded.

　　Q: What is the man suggesting?

　　A. Coming back for a later shouw.

　　B. Waiting in a queue.

　　C. Coming back in five minutes.

　　D. Not going to the movie today.

　　Why don''t 表示建議，由此可以判斷答案為A。

　　M: What do you think of my paper?

　　W: The ideas are good. If I were you, though, I''d rewrite the last two paragraphs to make it better.

　　Q: What is the woman''s comment on the man''s paper?

　　A. The ideas of the paper are not convincing.

　　B. Some parts of the paper are not well written.

　　C. The handwriting of the paper is not good.

　　D. The paper is not complete.

　　本題考查的是同學(xué)們對虛擬語氣句子的理解，答案是B。

　　托福聽力第二步：知識(shí)在語言中的運(yùn)用

　　1、背景知識(shí)

　　對聽力材料的背景知識(shí)的了解有助于聽力材料的理解，而缺乏應(yīng)有的背景知識(shí)常常是造成理解失敗的原因。聽力對話和聽力短文所涉及的領(lǐng)域廣泛，要求同學(xué)們注意積累有關(guān)文化、歷史、地理、宗教、政治、風(fēng)俗、生活等各方面的知識(shí)，正是Rich experiences are the facilitator of listening comprehension.

　　2、話題知識(shí)

　　無論是對話還是短文，都有其所涉及的話題，所要說明的主題，而材料中的一切又都是為了這一主題服務(wù)，表現(xiàn)同一主題，或同一話題又有與其同現(xiàn)的詞匯。同學(xué)們可以通過這些詞匯推測文章的話題，然后通過文章的主題，預(yù)測文章的大體內(nèi)容，從而對短文進(jìn)行整體的理解。同學(xué)們同樣可以通過同現(xiàn)的詞匯推測對話發(fā)生的地點(diǎn)，會(huì)話人之間的關(guān)系，各自的身份等。

　　(1)利用詞匯的同現(xiàn)判斷對話發(fā)生的地點(diǎn)以及會(huì)話人之間的關(guān)系和身份、職業(yè)等。如：

　?、?/p>

　　M: The Golden Lion sounds like a nice place to eat.

　　W: Ok, let''s go there. I hear that they have a complete menu and a warm atmosphere.

　　Q: Where are the man and the woman going?

　　A. To the beach.

　　B. To a play.

　　C. To a movie theater

　　D. To a restaurant.

　　從menu一詞結(jié)合a nice place to eat，同學(xué)們便可輕松判斷答案D。

　?、?/p>

　　M: How about the food I ordered? I''ve been waiting for 20 minutes.?

　　W: I''m very sorry, sir. I''ll be back with your order in a minute.

　　Q: Who is the man most probably speaking to?

　　A. A shop assistant.

　　B. A telephone operator.

　　C. A waitress

　　D. A clerk.

　　從order的使用可以判斷答案為C。

　?、?/p>

　　M: Why didn''t you stop when we first signaled?

　　W: I''m sorry. Will I have to pay a fine?

　　Q: What is the probable relationship between the man and the woman?

　　A. Policeman and driver.

　　B. Policeman and thief.

　　C. Teacher and pupil.

　　D. Director and actress.

　　從signal, stop, pay a fine可以看出，說話者之間的關(guān)系為警察和司機(jī)的關(guān)系。答案為A。

　　(2) 利用話題和主題知識(shí)把握全文：

　　文章的主題一般出現(xiàn)在文章的首句，在聽時(shí)一定要注意首句的理解，然后根據(jù)首句推測文章可能會(huì)包括的內(nèi)容，在聽的過程注意用來說明主題的信息，進(jìn)行前后的連貫思索，就可以輕松地理解全文。事實(shí)上聽力中也有對文章主題的考查。如：

　　There are many reasons why family life in Britain has changed so much in the last 50 years. The liberation of women in the early part of 20th century and social and economic effects of the World War Two had a great impact on the traditional family life. Women became essential to industry and professions. During the war, they had worked in factories and proved their worth. Now with the loss of millions of man their service was indispensable to the nation. More recently great advances in scientific knowledge, and particularly in medicine have had enormous social consequences. Children are better cared for and are far healthier. Infant death rate was low. Above all, parents now can plan the size of their family if they wish to more effective means of birth control. Different attitudes to religion, authority and tradition generally have also contributed to changes in family life. But these developments have effected all aspects of society. It is particularly interesting to know that the concept of the family as a social unit has survived all these changes.

　　Q: What is the passage mainly about?

　　A. The liberation movement of British woman.

　　B. Rapid economic development in Britain.

　　C. Changing attitudes to family life.

　　D. Reasons for changes in family life in Britain.

　　通過對短文首句的理解，可以判斷答案是D。

　　3、策略知識(shí)

　　除具備以上知識(shí)以外，為了保證聽力的質(zhì)量，同學(xué)們，還必須了解一些策略知識(shí)，包括聽力策略和聽力應(yīng)試策略。

　　1) 聽力策略

　　聽力策略是聽力質(zhì)量的保證。一般情況下，同學(xué)們應(yīng)掌握的聽力策略有：

　　(1)有目的地去聽：聽要有目的，是要了解大意還是具體的細(xì)節(jié)，什么細(xì)節(jié)，在聽之前應(yīng)該首先確定聽的目的。

　　(2)聽大意：聽大意的方式與閱讀中的覽讀技巧相同，要求同學(xué)們在聽的時(shí)候?qū)⒆⒁饬性谠掝}上，和要表達(dá)的主題上，抓主要的東西，而不是具體的細(xì)節(jié)。

　　(3)聽具體信息：與"聽大意"不同，該聽力技巧要求同學(xué)們在聽的時(shí)候只注意相關(guān)具體細(xì)節(jié)就可，如文中的具體任務(wù)，具體事件，事件發(fā)生的具體地點(diǎn)，時(shí)間，原因等。

　　(4)記筆記：在聽的過程中，同學(xué)們有必要對重要信息做一下記錄，以幫助對聽力材料的記憶，也便于隨后的推理和判斷。

　　(5)預(yù)測：在聽的過程中對下文進(jìn)行預(yù)測是整體理解的保證，預(yù)測愈是準(zhǔn)確，理解也愈是簡單。