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The official guide to the toefl ibt third edition part 22 doc

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How to Recognize Connecting Content Questions Connecting Content questions are typically phrased as follows: b What is the likely outcome of doing procedure X before procedure Y?. b Wha

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How to Recognize Connecting Content Questions

Connecting Content questions are typically phrased as follows:

b What is the likely outcome of doing procedure X before procedure Y?

b What can be inferred about X?

b What does the professor imply about X?

Tip for Connecting Content Questions

b Questions that require you to fill in a chart or table or put events in order fall into this category As you listen to the lectures accompanying this study guide, pay attention to the way you format your notes Clearly iden-tifying terms and their definitions as well as steps in a process will help you answer questions of this type

Example Professor

OK, Neptune and its moons Neptune has several moons, but there’s only we’ll probably only worry about two of them, the two fairly interesting ones The first one’s Triton So you have this little struggle with the word Titan which is the big moon of Saturn and the name Tritonwhich is the big moon of Neptune Triton it’s it’s the only large moonin the solar system to go backwards, to go around its what we call its par-ent planet, in this case Neptune, the wrong way OK? Every other large moon orbits the parent planetin the same counterclockwise direction same as most of the other bodies in the solar system But this moon the reverse direction, which is per-fectly OK as far as the laws of gravity are concerned But it indicates some sort of pe-culiar event in the early solar system that gave this moon a motion in contrast to the general spin of the raw material that it was formed from

The other moon orbiting Neptune that I want to talk about is Nereid [NEER ee ihd] Nereid is, Nereid has the most eccentric orbit, the most lopsided elliptical type orbit for a large moon in the solar system The others tend more like circular orbits Does it mean that the planets Pluto and Neptune might have been related somehow in the past and then drifted slowly into their present orbits If Pluto did Pluto ever belong to the Neptune system? Do Neptune’s moons represent Pluto type bodies that have been captured by Neptune? Was some sort of was Pluto the ob-ject that disrupted the Neptune system at some point in the past?

It’s really hard to prove any of those things But now we’re starting to appreciate that there’s quite a few junior Plutos out there Not big enough to really call a planet, but large enough that they’re significant in history of the early solar system So we’ll come back to those when we talk about comets and other small bodies in the fringes

of the outer solar system

What does the professor imply about the orbits of Triton and Nereid?

 They used to be closer together

 They might provide evidence of an undiscovered planet

 They might reverse directions in the future

 They might have been changed by some unusual event

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In Connecting Content questions you will have to use information from more than one place in the listening passage In this example, the professor describes the orbits of Triton and Nereid In both cases he refers to events in the early solar system that might have changed or disrupted their orbits The best answer for this question is choice 4, “They might have been changed by some unusual event.”

Type 8: Making Inferences Questions

The final type of connecting information question is Making Inferences ques-tions In this kind of question you usually have to reach a conclusion based on facts presented in the listening passage

How to Recognize Making Inferences Questions

Making Inferences questions are typically phrased as follows:

b What does the professor imply about X?

b What will the student probably do next?

b What can be inferred about X?

b What does the professor imply when he says this: (replay)

Tip for Making Inferences Questions

b In some cases, answering this kind of question correctly means adding

up details from the passage to reach a conclusion In other cases, the professor may imply something without directly stating it In most cases the answer you choose will use vocabulary not found in the listening passage.

Example Professor

Dada is often considered under the broader category of Fantasy It’s one of the early directions in the Fantasy style The term “Dada” itself is a nonsense word—it has no meaning and where the word originated isn’t known The “philosophy” behind the

“Dada” movement was to create works that conveyed the concept of absurdity—the artwork was meant to shock the public by presenting the ridiculous absurd concepts Dada artists rejected reason—or rational thought They did not believe that rational thought would help solve social problems

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What does the professor imply about the philosophy of the Dada movement?

 It was not taken seriously by most artists

 It varied from one country to another

 It challenged people’s concept of what art is

 It was based on a realistic style of art

Explanation

Note the highlighted portions of the listening passage You can see that Dadaism was meant to challenge the public’s conception of what art was meant to be The best answer to the question is choice 3

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Basic Strategies for the TOEFL iBT

Listening Section

b Take notes while you listen Only the major points will be tested, so do not try to write down every detail After testing, notes are collected and shred-ded before you leave the test center

b When listening to a lecture, pay attention to the new words or concepts introduced by the professor These will often be tested

b When listening to a lecture, pay attention to the way the lecture is organ-ized and the way the ideas in the lecture are connected

b Choose the best answer The computer will ask you to confirm your

choice After clicking on OK, you automatically go on to the next question.

b Listening questions must be answered in order Once you click on OK, you

cannot go back to a previous question

How to Sharpen Your Listening Skills

Listening is one of the most important skills necessary for success on the TOEFL iBT test and in academics in general The ability to listen and understand is tested in three out of four sections of the TOEFL iBT test

The best way to improve your listening skills is to listen frequently to many different types of material in various subject areas (sciences, social sciences, arts, business, etc.) Of course, watching movies and TV and listening to the radio is an excellent way to practice listening Audio tapes and CDs of talks are available in libraries and bookstores; those with transcripts of the listening material are par-ticularly helpful The Internet is also a great resource for listening material Here are some ways you can strengthen skills for the three listening purposes tested on the TOEFL iBT test

Listening for Basic Comprehension

b Increase your vocabulary knowledge, perhaps by using flashcards

b Focus on the content and flow of material Do not be distracted by the

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b Listen to a portion of a lecture or talk and write a brief summary of important points Gradually increase the amount you listen to and sum-marize Note: Summarizing skills are not tested in the Listening section, but they are useful for the integrated tasks in the Writing and Speaking sections.

Listening for Pragmatic Understanding

b Think about what each speaker hopes to accomplish; that is, what is the purpose of the speech or conversation? Is the speaker apologizing, com-plaining, making suggestions?

b Notice the way each speaker talks Is the language formal or casual? How certain does each speaker sound? Is the speaker’s voice calm or emo-tional? What does the speaker’s tone of voice tell you?

b Notice the degree of certainty of the speaker How sure is the speaker about the information? Does the speaker’s tone of voice indicate some-thing about his or her degree of certainty?

b Listen for changes in topic or side comments in which the speaker briefly moves away from the main topic and then returns (digressions)

b Watch television or movie comedies and pay attention to stress and into-nation patterns used to convey meaning

Listening to Connect Ideas

b Think about how the lecture is organized Listen for the signal words that indicate the introduction, major steps or ideas, examples, and the conclu-sion or summary

b Identify the relationships between ideas in the information being dis-cussed Possible relationships include: cause-and-effect, compare-and-contrast, steps in a process

b Listen for words that show connections and relationships between ideas

b When you listen to recorded material, stop the recording at various points and try to predict what information or idea will be expressed next

b Create an outline of the information discussed while listening or after lis-tening.

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PRACTICE SET 1

Now listen to Audio Track 1

Questions

Directions:Mark your answer by filling in the oval next to your choice

1 Why does the man go to see his professor?

 To borrow some charts and graphs from her

 To ask her to explain some statistical procedures

 To talk about a report he is writing

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3 What information will the man include in his report?

For each phrase below, place a checkmark in the “Include” column or the “Not Include” column

Include in Report Not Include in Report

Climate charts Interviews with meteorologists Journal notes

Statistical tests

4 Why does the professor tell the man about the appointment at the doctor’s office?

 To demonstrate a way of remembering things

 To explain why she needs to leave soon

 To illustrate a point that appears in his report

 To emphasize the importance of good health

5 What does the professor offer to do for the man?

 Help him collect more data in other areas of the state

 Submit his research findings for publication

 Give him the doctor’s telephone number

 Review the first version of his report

PRACTICE SET 1 SCRIPT AND ANSWERS

Track 1 Listening Script

Narrator

Listen to a conversation between a student and a professor

Student

Uh, excuse me, Professor Thompson I know your office hours are tomorrow, but I was wondering if you had a few minutes free now to discuss something

Professor

Sure, John What did you want to talk about?

Student

Well, I have some quick questions about how to write up the research project I did this semester—about climate variations

Professor

Oh, yes You were looking at variations in climate in the Grant City area, right? How far along have you gotten?

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