托福對話到底聽什么？記什么？
來源：環(huán)球教育北美考試院姚靜一老師
小編：環(huán)球教育整理 331相信很多同學在聽力備考時都會經(jīng)歷到一個階段：考的沒記，記的沒考，然后就開始懷疑人生。因此常會提出的問題就是：我到底該聽什么、記什么?
其實看似紛繁復雜的事情，背后的道理往往越簡單，所謂大道至簡，托福也一樣。
對于托福對話而言，不論話題是什么，一定都會按照“提出問題→分析問題→解決問題”的結構來推進，而在這之中，我們要特別關注的就是新話題的開啟，因為聽力出題一般存在一個規(guī)律：就是每個題通常都會對應其中一個話題。
那么問題來了，我們怎么知道哪里是新話題?同學們只要記住，永遠去關注對話中出現(xiàn)的新信息，所謂新信息，就是前文從來沒有出現(xiàn)過的信息，它的出現(xiàn)標志著老師和學生可能會就這一信息展開討論，也就構成了我們之前提到的“新話題”。
下面，柚子就以tpo4的第二篇對話為例，為大家做一個詳細的結構和考點分析，各位重點體會。(建議先聽再看)
TPO4 Conversation 2
Narrator
Listen to a conversation between a student and a professor.
Professor
Hey, Jane, you look like you are in a hurry.
Student
Yeah, things are a little crazy.
Professor
Oh yeah? What’s going on?
(老師直接問怎么了，引出主題的一句話，注意聽學生回答)
【提出問題】
Student
Oh, it’s nothing. Well,since it’s your class, I guess it’s OK. It’s, it’s just that I am having trouble with my group project.(出現(xiàn)了新信息)
Professor
Ah, yes, due next week. What’s your group doing again?
(老師話題突然轉(zhuǎn)變了一下，問了學生的課題)
Student
It’s about United States Supreme Court Decisions. (課題名稱，需要簡記，有時會出考點)We are looking at the impact of recent cases on property rights, municipal land use cases, owning disputes.(聽不太清的內(nèi)容，考試時可以放掉不要糾結，一般不考)
Professor
Right, OK. And it’s not going well?(話題再次回到問題上來，仍在提出問題的階段，注意聽學生回答)
Student
Not really. I’m worried about the other two people in my group. They are just sitting back, notreally doing their fair share of the work and waiting for an A. It’s kind of stressing me out, because we are getting close to the deadline and I feel like I’m doing everything for this project.
(學生提出問題，出現(xiàn)新信息other two people等，需聽懂)
Professor
Ah, the good old free rider problem.
Student
Free rider? (老師提出了一個新詞，學生沒聽懂，繼續(xù)聽老師的解釋)
Professor
Ah, it’s just a term that describes this situation,when people in the group seek to get the benefits of being in a group without contributing to the work. (對新詞的解釋，聽懂意思即可，不需要記錄，等于定義的處理方法)Anyway, what exactly do you mean when you say they just sit back? I mean, they’ve been filing the weekly progress reports with me.(老師收到了進程報告，所以繼續(xù)詢問)
Student
Yes, but I feel like I’m doing 90% of the work. I hate to sound so negative here, but honestly, they are taking credit for things they shouldn’t take credit for. (重復信息) Like last week in the library, we decided to split up the research into 3 parts and then each of us was supposed to find sources in the library for our parts. I went off to the stack and found some really good material for my part, but when I got back to our table, they were just goofing off and talking. So I went and got materials for their sections as well. (學生舉例說明問題，出現(xiàn)了新信息library，需要聽出大概意思是組員不找資料，女生就做了他們的工作)
Professor
Um…you know you shouldn’t do that.(老師表明態(tài)度，重要考點!)
Student
I know, but I didn’t want to risk the project going down the drain.
【分析問題】
Professor
I know Teresa and Kevin.I had both of them in other courses. So, I’m familiar with the work and work habits.(教授轉(zhuǎn)而提到兩個學生的工作習慣，幫助學生分析問題，屬于突然提到的其他信息，要聽出目的，重要考點x2!)
Student
I know, me too. And that’s why this has really surprised me.
(從學生的態(tài)度能夠聽出組員的工作態(tài)度一貫是很認真的)
Professor
Do you…does your group like your topic?(教授繼續(xù)分析問題，出現(xiàn)新信息topic)
Student
Well, I think we’d all rather focus on cases that deal with personal liberties, questions about freedom of speech,things like that. But I chose property rights.(學生提到自己的選題，but后面是重點)
Professor
You chose the topic?(無新信息)
Student
Yeah, I thought it would be good for us, all of us to try something new.(學生選題的原因，因果考點，重點關注)
【解決問題】
Professor
Um…maybe that’s part of the problem. Maybe Teresa and Kevin aren’t that excited about the topic? And since you picked it,have you thought…talk to them at all about picking a different topic?(老師給出的解決方案要記下，重要考點x3!)
Student
But we’ve got all the sources and it’s due next week. We don’t have time to start from scratch.(被學生否定，沒時間了)
Professor
OK, I will let you go cause I know you are so busy.But you might consider talking to your groupabout your topic choice.(教授繼續(xù)給建議，至少和他們談一談)
Student
I will think about it. Got to run, see you in class.
