托福聽(tīng)力講座經(jīng)濟(jì)學(xué)學(xué)科詞匯
想要更準(zhǔn)確迅速地理解聽(tīng)力內(nèi)容，我們需要掌握一些和學(xué)科相關(guān)的專業(yè)詞匯，保持自己對(duì)此類英文詞義和詞音的靈敏度。經(jīng)濟(jì)學(xué)是讓很多同學(xué)感到頭痛的一個(gè)學(xué)科類別，下面我們來(lái)看看托福聽(tīng)力講座部分涉及到的高頻經(jīng)濟(jì)學(xué)學(xué)科詞匯。
托福聽(tīng)力講座經(jīng)濟(jì)學(xué)學(xué)科詞匯梳理
經(jīng)濟(jì)學(xué) Economics
商業(yè) Business
prosper[?pr?sp?]vi.繁榮
The dotcom crash n.互聯(lián)網(wǎng)泡沫
out of business 歇業(yè)，破產(chǎn).
irrational adj.不理性的
boom and bust 繁榮與蕭條
industry n.產(chǎn)業(yè)，工業(yè)
native to 原產(chǎn)至
hail from 來(lái)自于，出產(chǎn)于
remote mountainous region n.偏遠(yuǎn)山區(qū)
nomad [?n?um?d]n.游牧民
merchant [?m?:t??nt]n.商人
diplomat [?dipl?m?t]n.外交官
tulip mania n.狂熱
gardening=horticulture n.園藝
disposable income n.可支配收入
luxury [?l?k??ri]n.奢侈品
commodity [k??m?diti]n.商品
specimen [?spes?m?n]n.樣本
variation [?ve?ri?ei??n]n.變種
gold [g?uld]n.金子(區(qū)：goal目標(biāo))
promissory note n.本票
guarantee [?g?r?n?ti:]v.擔(dān)保
speculation [?spekju?lei??n]n.投機(jī)
profit [?pr?fit]n.利潤(rùn)
revenue =income n.收入
cost [k?st]n. 成本
borrowing [?b?r?ui?]n.借款
mortgage [?m?:gid?]n./vt. 抵押
auction [??:k??n]n./vt.拍賣(mài)
bidder [?bid?]n.投標(biāo)者
Panic [?p?nik]n. 恐慌
collapse[k??l?ps]n./vt.崩潰
service[?s?:vis]n.服務(wù)
product[?pr?d?kt]n.產(chǎn)品
potential customer n.潛在客戶
托福聽(tīng)力對(duì)話題目：學(xué)生和經(jīng)濟(jì)學(xué)教授
托?？荚噧?nèi)容回憶：
話題分類：student & economics professor
內(nèi)容回憶：教授一開(kāi)始詢問(wèn)為什么作為一個(gè)三人group，只有女生一人來(lái)，女生會(huì)發(fā)其他兩人的volleyball活動(dòng)改了時(shí)間，今天趕不回來(lái)。然后師生進(jìn)入今天的主題：本組的assignment是我們?cè)谫?gòu)物時(shí)可能會(huì)遇到的一些非理智小費(fèi)。比如online shopping 中，為了節(jié)省shipping fee而購(gòu)買(mǎi)一些我們不需要或者本不想要的東西。比如一個(gè)網(wǎng)站上，一件T-shirt賣(mài)15美元，另需要5美元運(yùn)費(fèi)，另一個(gè)網(wǎng)站上同樣的T-shirt賣(mài)10美元，兩件包郵。我們的選擇可能傾向后者。最后學(xué)生也準(zhǔn)備在校內(nèi)做一個(gè)問(wèn)卷調(diào)查，通過(guò) email 的形式來(lái)詢問(wèn)同學(xué)們。
托福聽(tīng)力里的“別人”怎么辦
備考托福的童鞋們都知道，每篇Conversation都是一男一女在對(duì)話，聊的話題多集中在學(xué)術(shù)論文、圖書(shū)館、課程注冊(cè)或是校園生活類的場(chǎng)景。雖然場(chǎng)景不同會(huì)帶來(lái)詞匯、句子內(nèi)容上的一些變化，但是基本上來(lái)說(shuō)Conversation是有很明確的“套路”的。大家有沒(méi)有發(fā)現(xiàn)，每當(dāng)兩人對(duì)話的時(shí)候，聊到另外的一個(gè)“別人”或者一些“別人”，經(jīng)常會(huì)在這個(gè)地方出一道題。最常見(jiàn)的“別人”無(wú)外乎某個(gè)老師(Professor/Teacher)、某個(gè)導(dǎo)師(Advisor/Chair/Instructor)、同學(xué)朋友(classmate/roommate/friend/student)、甚至某個(gè)家人(Parents/Brother/Cousin)等等。
我平常上課的時(shí)候會(huì)一再?gòu)?qiáng)調(diào)聽(tīng)力文章里“例子”的重要性，但這里說(shuō)的例子絕不僅限于for example/instance、such as/like之類的，決定一個(gè)東西是不是例子不能只依賴所謂的“提示詞”，因?yàn)闆](méi)幾個(gè)例子是真會(huì)說(shuō)到for example這樣的話的。大家一定要從內(nèi)容上出發(fā)，擴(kuò)大對(duì)于“例子”概念的理解，你會(huì)發(fā)現(xiàn)其實(shí)某個(gè)人、某個(gè)地方、某個(gè)東西、某種動(dòng)物、一個(gè)故事、一個(gè)段子、某個(gè)經(jīng)歷都可以當(dāng)成例子，而對(duì)于這樣的例子考試經(jīng)常會(huì)出一道題：Why does the professor mention/discuss/introduce _X?
上過(guò)我課的同學(xué)一定有印象，我們?cè)谡n上會(huì)專門(mén)練習(xí)“抓例子”的能力，每次聽(tīng)到例子的時(shí)候讓大家養(yǎng)成下意識(shí)的習(xí)慣，在筆記里用 ~ 這個(gè)符號(hào)標(biāo)出來(lái)，聽(tīng)完文章甚至在做題之前我就會(huì)問(wèn)大家剛才聽(tīng)到了幾個(gè)例子?有人在筆記里找到兩個(gè)~符號(hào)，有人找到三個(gè)，接下來(lái)做題的時(shí)候你會(huì)發(fā)現(xiàn)大部分例子都能對(duì)應(yīng)一道題，而沒(méi)有考出來(lái)的我則會(huì)給大伙兒加一道例子題。
我們今天聊的Conversation里的“別人”，就是一個(gè)非常有特點(diǎn)的考點(diǎn)， 我們也把它歸類到咱們的“例子”里，因?yàn)槭莻€(gè)“人”嘛。下次聽(tīng)Conversation聽(tīng)到了老王老張老劉，可不能再忽略了，一定要用心聽(tīng)清楚當(dāng)時(shí)聊的是什么，最好能用很少的詞把這個(gè)例子涉及到的話題簡(jiǎn)單記下來(lái)(一定不能寫(xiě)得太多，寫(xiě)字太多的話會(huì)影響聽(tīng)本身，最好的筆記永遠(yuǎn)是字少但是信息抓得準(zhǔn)，筆記起到的是輔助記憶的作用，不能因?yàn)橛浌P記而妨礙了聽(tīng)力本身，這樣就得不償失了)。
給大家找?guī)讉€(gè)托福里比較有代表性的“別人”，咱們看看這些題都長(zhǎng)什么樣：
托福Conversation 2:
Student: The section on dialects, ‘cause…like, that’s the kind of thing that’s always sort of intrigued me, you know? … Well, especially now, ‘cause I’ve got like one roommate who is from the south and another one from New York. And we all talk like totally different, you know?
Why is the student interested in learning more about dialects?
A. she often has trouble understanding what other students are saying
B. she is trying to change the way she speaks
C. she is aware that her own dialect differs from those of her roommates
D. she spent her childhood various places where different dialects are spoken
正確答案：C
托福Conversation 2:
Student: …My chair person told me that if I did independent field research in addition to the assigned work in each course; they would count as intermediate level courses. My classmates, um, some of my classmates, did this for an easy way to meet their intermediate course requirement, but I did it to get the kind of depth in those topics I was going for….
Why does the man mention his classmates?
A. To explain how he obtained information about field research
B. To point out that many students like to do field research
C. To show that it is difficult to get intermediate-level credits
D. To emphasize his motivation to do filed research in two of his courses
正確答案：D (這道題從考點(diǎn)來(lái)看的話又是“別人”，又是別的同學(xué)跟自己的“對(duì)比”)
托福Conversation 2:
L: Actually, you need to return it today. That is if you want to check out those books today. That's our policy.
S: Oh, I didn't know that.
L: Yeah, not a lot of people realize that. In fact, every semester we get a few students who have their borrowing privileges suspended completely because they haven't returned books. They're allowed to use books only in the library. They're not allowed to check anything out because of unreturned books.
What is the woman trying to explain when she mentions students who have lost their borrowing privileges?
A. Why the man should not photocopy part of the book
B. The reasons for one of the library’s policies
C. What will happen if the man does not return the book
D. The reason the man has to fill out a form
正確答案：C
托福Conversation 2:
Student: Okay. Here’s what happened. Um…I think my professor really miscalculated. Anyway the syllabus was way too ambitious in my opinion. There’re only 2 weeks of classes left in the semester and there are like 6 books on the syllabus that we haven’t even touched.
Why is the professor not going to discuss the book by Jane Bowles in the class?
A. There is not enough time left in the semester
B. Not all of the students were able to get a copy of the book
C. The professor miscalculated the difficulty level of the book
D. The book was not on the course syllabus
正確答案：A
托福Conversation 2:
Secretary: I don’t know how they work over there, ‘cause they couldn’t even figure out whose information was missing. And this isn’t the first time. Seems like something like this happens every semester.
What does the woman imply about the people who work in the payroll office?
A. They did not realize that they had a problem.
B. They are rather disorganized.
C. They had tried to contact the man several times.
D. They prefer to process checks manually.
正確答案：B
有點(diǎn)感覺(jué)了吧?每次聊到所謂“別人”的信息的時(shí)候都是一道題。如果你能在記筆記的時(shí)候非常簡(jiǎn)單的記下這個(gè)信息的話(如果內(nèi)容非常簡(jiǎn)單的話哪怕不動(dòng)筆寫(xiě)下來(lái)，用耳朵抓住，用腦子記也可以)，肯定能幫助你做題。
當(dāng)然了， 回到我前幾篇文章的老套路，就是教大家去“猜題”。咱們既然已經(jīng)確定“別人”是一道題了，做題的時(shí)候如果發(fā)現(xiàn)這個(gè)地方?jīng)]有出題，那咱在精聽(tīng)的時(shí)候就給自己加一道。
舉些例子，TPO8 Conversation 1里提到了學(xué)生的導(dǎo)師(chair), TPO 9 Conversation 2里提到了學(xué)生的一個(gè)教授(professor), TPO15 Conversation 2里提到的女孩的弟弟和父母，TPO 5 Conversation 1里提到了學(xué)生的室友(roommate)...還有無(wú)數(shù)這樣的“別人”都沒(méi)有考出來(lái)題，大家返回去重聽(tīng)的時(shí)候一定要重視起來(lái)。不過(guò)也別擔(dān)心，只要能把提到這個(gè)別人時(shí)聊的話題都差不多聽(tīng)懂，這個(gè)題哪怕真考出來(lái)也難不倒大家的。
托福要靠語(yǔ)言能力，聽(tīng)懂的多自然做對(duì)題就多。咱們聊的考試套路都是輔助的工具而已。
托福備考心經(jīng) 托福聽(tīng)力重點(diǎn)考察的能力有哪些
1、邏輯分析能力
關(guān)于托福聽(tīng)力句子功能題、主旨類題型、組織結(jié)構(gòu)題、內(nèi)容連接題，考生要具備的托福聽(tīng)力能力是能夠分析邏輯才能解題。句子功能題提問(wèn)考生根據(jù)一句話來(lái)讀出作者意圖，回答這類題的托福聽(tīng)力技巧是不要字面意思，對(duì)話的功能和用意可能和說(shuō)話者直接表達(dá)的意思是不相符的。例如，一個(gè)秘書(shū)問(wèn)學(xué)生它是否知道宿舍辦公室在哪里，她并不是想從學(xué)生那里問(wèn)到宿舍辦公室在哪里。要通過(guò)聯(lián)系上下文內(nèi)容選擇答案。而且往往針對(duì)反問(wèn)、虛擬語(yǔ)氣、舉例來(lái)出題;主旨類題目的托福聽(tīng)力技巧在于尋找對(duì)話的主題。比如，在教授的辦公時(shí)間里，一個(gè)學(xué)生請(qǐng)教關(guān)于冰川論文的問(wèn)題。他們的繪畫(huà)包含了冰川的內(nèi)容，但是對(duì)話的主題是學(xué)生需要寫(xiě)論文的一些幫助。這個(gè)對(duì)話中，對(duì)話者的主要目的并不是想傳遞關(guān)于冰川的看法。在校園服務(wù)對(duì)話中，通常學(xué)生嘗試著解決問(wèn)題。需要理解學(xué)生的問(wèn)題是什么，如何解決，這些會(huì)幫助你回答好這類問(wèn)題。在講座類材料中，則需要從教授的課堂一開(kāi)始就把握主題。
2、基本理解
常見(jiàn)的考察基本理解的托福聽(tīng)力題目是細(xì)節(jié)題，所以考生在托福聽(tīng)力過(guò)程中要記好筆記。和托福閱讀不同，托福聽(tīng)力中往往細(xì)節(jié)題是較難把握的?？忌⒁庠谶x擇答案時(shí)，要從主旨出發(fā)排除和主旨相悖的選項(xiàng)，而且也不要因?yàn)槟硞€(gè)選項(xiàng)出現(xiàn)了聽(tīng)到的詞匯就貿(mào)然確定答案。托福聽(tīng)力細(xì)節(jié)內(nèi)容較多，記筆記時(shí)記什么?考生在備考中要分析托福聽(tīng)力真題細(xì)節(jié)題，學(xué)會(huì)把握托福聽(tīng)力重點(diǎn)細(xì)節(jié)內(nèi)容。
3、推理能力
相關(guān)托福聽(tīng)力題目是說(shuō)話人態(tài)度題、推論題。說(shuō)話人態(tài)度題需要考生把握的托福聽(tīng)力能力是聽(tīng)出觀點(diǎn)及說(shuō)話者感受，技巧是學(xué)會(huì)注意說(shuō)話者的語(yǔ)氣，是不是包含歉意，充滿疑惑，滿含熱情。需要一定推理能力。推論題需要考生根據(jù)細(xì)節(jié)推測(cè)，類似于托福閱讀推論題，不過(guò)因?yàn)榭忌鸁o(wú)法查找信息，只能在筆記中記好文章框架，根據(jù)題干中出現(xiàn)的信息找到所在位置。
托福聽(tīng)力講座經(jīng)濟(jì)學(xué)學(xué)科詞匯梳理相關(guān)文章：
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托福聽(tīng)力講座經(jīng)濟(jì)學(xué)學(xué)科詞匯
