西安唐延路托福哪個(gè)培訓(xùn)班好識別聽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�？荚嚺嘤�(xùn)機(jī)構(gòu)，托福聽力中，主旨題是出現(xiàn)頻率非常高的題目了。相信備考聽力的同學(xué)們不會對主旨題感到陌生，且會積累到主旨題的一般規(guī)律以及解題技巧。

對于一部分同學(xué)而言，在聽LECTURE開頭的部分的時(shí)候，會先泛聽課堂回顧的內(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，并非每篇文章都會符合一般規(guī)律，甚至有的文章會設(shè)置一些陷阱，接下來我們就來學(xué)習(xí)一些技巧，避免主旨題“踩坑”。

方法一

從第一句開始集中注意力。聽力文章畢竟是直接取自北美的真實(shí)課堂場景，難免會有老師會以不同的方式來開始自己的教學(xué)，開門見山的方式其實(shí)就是陷阱的來源之一。有的同學(xué)習(xí)慣了前面內(nèi)容泛聽，逐漸進(jìn)入狀態(tài)，就會導(dǎo)致錯(cuò)過主旨關(guān)鍵信息。接下來我們看一個(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。教授為了在課堂開始時(shí)吸引學(xué)生的注意力，會以一些小故事或者例子來開始整個(gè)課堂，在講完故事或例子之后才會出現(xiàn)主旨，會有學(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)聽到第一句的misconception就趕快記下來了，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)，會在開頭部分進(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)聽到第一句對animal cognition進(jìn)行下定義，會誤以為主旨與此相關(guān)。其實(shí)對animal cognition的講解是為了引出metacognition這個(gè)重點(diǎn)。

結(jié)語

以上這些陷阱出現(xiàn)在開頭，無非是為了干擾我們對文章的理解，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。

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