西安唐延路托福哪個(gè)培訓(xùn)班好識(shí)別聽(tīng)力中主旨題陷阱的方法 

西安唐延路托福哪個(gè)培訓(xùn)班好，西安唐延路托福考試培訓(xùn)機(jī)構(gòu)，托福聽(tīng)力中，主旨題是出現(xiàn)頻率非常高的題目了。相信備考聽(tīng)力的同學(xué)們不會(huì)對(duì)主旨題感到陌生，且會(huì)積累到主旨題的一般規(guī)律以及解題技巧。

對(duì)于一部分同學(xué)而言，在聽(tīng)LECTURE開(kāi)頭的部分的時(shí)候，會(huì)先泛聽(tīng)課堂回顧的內(nèi)容，然后等待Today, let’s focus on…此類的提示詞，進(jìn)而捕捉主旨。

但同學(xué)們需注意，并非每篇文章都會(huì)符合一般規(guī)律，甚至有的文章會(huì)設(shè)置一些陷阱，接下來(lái)我們就來(lái)學(xué)習(xí)一些技巧，避免主旨題“踩坑”。

方法一

從第一句開(kāi)始集中注意力。聽(tīng)力文章畢竟是直接取自北美的真實(shí)課堂場(chǎng)景，難免會(huì)有老師會(huì)以不同的方式來(lái)開(kāi)始自己的教學(xué)，開(kāi)門見(jiàn)山的方式其實(shí)就是陷阱的來(lái)源之一。有的同學(xué)習(xí)慣了前面內(nèi)容泛聽(tīng)，逐漸進(jìn)入狀態(tài)，就會(huì)導(dǎo)致錯(cuò)過(guò)主旨關(guān)鍵信息。接下來(lái)我們看一個(gè)例子:

Ok, back in the 1930s, a biologist named G.F.Gause first proposed what’s known as “Gause’s hypothesis”. Gause said that whenever you've got two similar species competing for the exact same limited resources, one of them will have some sort of advantage, however slight that'll eventually

enable this species to dominate and ultimately exclude the other one, even cause it to become extinct. That's why Gause's hypothesis came to be called "The competitive 

exclusion principle". (TPO36 Lecture 4)

方法二

區(qū)分小故事和主旨。教授為了在課堂開(kāi)始時(shí)吸引學(xué)生的注意力，會(huì)以一些小故事或者例子來(lái)開(kāi)始整個(gè)課堂，在講完故事或例子之后才會(huì)出現(xiàn)主旨，會(huì)有學(xué)生把這些小故事或者例子當(dāng)成主旨。如TPO54的這篇:

A popular misconception about archaeology: Some people imagine we just go out into the field with a shovel and start digging, hoping to find something significant. 

Well, while there is an element of luck involved, we have an array of high-tech tools to help us figure out where to concentrate our efforts.

One of the newer tools actually relies on particle physics. Talk about interdisciplinary!

Here's a machine that brings together two very different sciences. This machine is called a muon detector. (TPO54 Lecture 2)

有的同學(xué)聽(tīng)到第一句的misconception就趕快記下來(lái)了，主旨題就選擇了misconception相關(guān)選項(xiàng)。但其實(shí)這個(gè)詞其實(shí)是professor來(lái)吸引學(xué)生們注意，進(jìn)一步引入muon detector這個(gè)重點(diǎn)信息的。

方法三

識(shí)別背景介紹。Professor為了讓學(xué)生更好地理解課上講解的重點(diǎn)，會(huì)在開(kāi)頭部分進(jìn)行背景介紹。如：

We’ve been talking about animal cognition - the study of animal intelligence. Now, much of the research in this area is motivated by the search for animal analogues, or parallels to human cognitive processes. And one of the processes we’ve been investigating is metacognition.  (TPO30 L1)

有的同學(xué)聽(tīng)到第一句對(duì)animal cognition進(jìn)行下定義，會(huì)誤以為主旨與此相關(guān)。其實(shí)對(duì)animal cognition的講解是為了引出metacognition這個(gè)重點(diǎn)。

結(jié)語(yǔ)

以上這些陷阱出現(xiàn)在開(kāi)頭，無(wú)非是為了干擾我們對(duì)文章的理解，希望同學(xué)們之后做題可以更好地理解主旨所在位置且更好地解答和應(yīng)對(duì)。

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