We know that in the TOEFL lecture, in addition to the main question and the heavy listening question, the order of the listening article and the order of the question are positive correspondence, which corresponds to a very important problem-making skill, that is, try to do a good job in the segmentation of the article when listening to the article, and find out which paragraph in the article corresponds to the topic when making a choice, so that the content that appears in other passages naturally becomes the wrong option.
The lecture articles are roughly divided into two categories, one is the active classroom type, teachers and students come and go, and the questions and answers are not happy. The other is the dull classroom type, where professors give 4-6 minute presentations in a self-congratulatory manner. Compared with the passages of the article we mentioned earlier, the first kind of classroom is obviously more conducive to our problems, because each question and answer will become an independent question, focusing on recording what the student asked and the attitude and details of the professor's answer.
The other self-deprecating type is more difficult to deal with, but its structure must have a certain logic, first of all, let's take a chestnut:
The following is a primary school student account essay found on a certain degree, please enjoy it (such as invasion and deletion)
On Sunday, my mother took me to the zoo to play. I'm very excited and I hope Sunday will come soon.
On Sunday, I got up early in the morning, washed my face and brushed my teeth, repeatedly selected a satisfactory set of clothes from the cabinet, and put them on in front of the mirror for a long time. At this time, my mother told me to eat breakfast, so I hurried to the dining room for breakfast. Today's breakfast was particularly hearty, I ate an egg, two cakes, and drank a glass of milk. Having eaten enough, we set off happily.
There was no traffic jam on the road today, and we would be at the zoo in a moment. Mom bought the ticket and I happily went in. There are so many animals in the zoo! I've seen golden snub-nosed monkeys, zebras, giraffes, tigers, bears" and "countless others." One of the most interesting is the giant panda! Pandas love to eat bamboo, and they can eat a lot of bamboo a day. When we came to the panda park, the giant pandas were eating emerald bamboo with relish. They're so delicious! Its cute appearance attracted me, and I asked my mother to take a lot of pictures of giant pandas for me.
At noon we had a rich lunch and went to the aquarium in the afternoon. There are also many animals in the aquarium, and there are many animals that I can't even name. We left the aquarium after watching the dolphin show.
It was so much fun to play at the zoo and I had a great time today!
So Mr. Elementary School students' article can be divided into straight to the point - dress up to eat - zoo to see pandas - aquarium to see dolphins - summary sublimation plus sigh these paragraphs, which is actually the common structure of our TOEFL listening article, and we can look at such a detailed question.
Even if we miss the details of the panda, the keywords of other options (breakfast, dolphins) do not belong to the zoo to see pandas, which can naturally be excluded.
Some students will say spicy this article to English and I am confused about what to do, next we will look at several techniques for segmentation of such articles in tpo.
By first, next/another, finally, etc.
Example:
To be a successful replicator, there are three key characteristics: longevity, fecundity and fidelity.
First, longevity. A replicator must exist long enough to be able to get copied…
Next, fecundity. Fecundity is the ability to reproduce in large numbers…
And finally, fidelity. Fidelity means accuracy of the copying process…
This kind of article structure is the one we would most like to see, that is, the total-fractional form, and the signal words (first, next, finally) that explain the three characteristics at the beginning and divide the various segments are not difficult to hear. These three sequencers all correspond to a problem independently, and the options that appear across the paragraph are of course discarded.
These two words we can automatically replace them with the Chinese "below..." the professor is ready to nag another point of view or theory when he says now or ok. Let's look at an example in tpo7:
Now，Last time, we started to talk about glaciers… But how they flow, the way they flow, needs some explaining.
Now, the first type of glacier flow is called: basal slip. Basal slip or sliding as it’s often called, basically refers to…
Now the next type of movement we will talk about is called: deformation. You’ve already known that ice is brittle, if you…
Now, there are a couple of factors that affect the amount of deformation that takes place or the speed of the glacier’s movement for example. Deformation is more likely to occur the thicker the ice is, because …
Ok, um… Now, I’d like to touch briefly on extension and compression. Your textbook includes…
Now, as you probably know, glaciers generally move really slowly…
Although the glacier article teaches the accent touching, we can clearly break down the passages of the article by listening to the technique of now or ok, and we can see that several conjectures of glacier movement are separated by now or ok, and each corresponds to the topic in order
Newly proposed personal names, citations, or experiments stand alone as a problem.
A new buddy or sister in the article teaches a passage from a book or journal, and the experiments or studies (research, reports) done by the researcher (scientist) are likely to correspond to a problem alone.
Now, it’s worth noting that people who designed homes at that time probably had to deal with a certain amount of discouragement. Since there were other architects who thought it was more respectable to design the kind of buildings… and maybe other structures… that were less… less utilitarian in their function. In fact, an article from an 1876 issue of a journal called The American Architect and Building News stated that, and this is a quote, they stated that “the planning of houses isn’t architecture at all”!
The second title after the article is "why does the professor quote from the journal The American Architect and Building New?" The purpose of the reference to the journal was to show that the design of the house was not respected enough at the time.
The content is divided into four disciplines: natural science, social science, life science, culture and art.
The LECTURE PORTION OF TOEFL LISTENING FOLLOWS A RIGOROUS ESSAY STRUCTURE. It is generally divided into parts.
The first part (introduction): point questions, that is, professors or students ask questions;
Part II (body): Discussion; teachers and students engage in sub-argument discussions of the problem;
Part III (conclusion): conclusion, after discussion;
The structure of Parts One and Part III is easier to grasp. The content that test takers often find confused is the organization and structure of the body part.
We will sort out the content of the TOEFL Listening Academic Lecture from the perspective of the sequence of content organization.
Chronological order often occurs in the classification of the two disciplines, social science and culture and art.
Like what:
TPO 18-Lecture 3 European History Of Europe;
TPO 41-Lecture 2 Columbus and American History Columbus and American History;
TPO 35-Lecture 2 Earliest Permanent Settlement Earliest Human Settlement;
TPO 37-Lecture 2 Domestication of cats;
TPO 48 – Industrialization Of United States Economy In 19th Century The industrialization of the U.S. economy in the 19th century;
TPO 53- Lecture 3 The History of Tea
The law of chronological order is that when describing the development of a thing, it is explained in a timeline way. Here Mr. Aaron cites TPO 53- Lecture 3 The History of Tea as an example:
The professor begins by recounting the origins of tea: according to Chinese legend, the first person to drink tea was a Chinese emperor nearly 5,000 years ago. This emperor was, and could call him an amateur scientist. （according to Chinese legend, the first person to drink tea was a Chinese emperor who lived nearly 5000 years ago. This emperor was, oh, you could call him an amateur scientist. ）
Then tea began to rise: from the earliest years, more and more tea was planted to meet the growing demand, and tea became an important part of the Chinese economy. In fact, it was made into some kind of tea brick and became a commonly used currency in trade. But its impact on Chinese culture is even more profound. (from those earliest times, more and more tea was cultivated to meet the growing demand, and tea became an important part of the economy of China. In fact, it was formed into sort of bricks, and used as a common type of currency for trade.)
Next: Tea spread throughout Asia. In Japan, even more so than in China, tea has become an important cultural symbol, one of the refinements of etiquette and aesthetics. These are best reflected in the traditional Japanese tea ceremony, which is still popular today. But tea was also spreading throughout Asia. In Japan, perhaps even more than in China, tea became a major cultural symbol, and one of refinement of etiquette and aesthetics. Well, best seen in the traditional Japanese tea ceremony, which is still performed today.
After that: Tea eventually made its way into Western Europe, after European merchants, mainly in Portugal and the Netherlands, brought back the first small batches of commercial tea back to Europe. （Tea eventually got to western Europe, after European traders, mainly Portuguese and Dutch, brought the first small commercial shipment of tea back to Europe. Even, the UK does love tea. So much so that even today we tend to associate Britain, Great Britain and tea. (But England did take to tea. And to an extent that nobody could have foreseen. Such that, even today we tend to associate England, Great Britain with tea.
Tea became an important way to socialize: soon there were tea parties, books about tea etiquette, and even tea parks with lights, walkways, and musical performance venues, where people of all social classes could drink tea and socialize. By the end of the eighteenth century, all classes of British society, from royalty to ordinary workers, drank tea. Most important though, tea drinking became sociable. And although coffee houses or tavern were generally considered to be for men only, tea shops became places where women could come. And even bring their families.
When introducing a thing, the order of spatial movement is also used. The most typical is the discussion of various biological characteristics and phenomena in the biological topics of the TOEFL hearing;
TPO 54 – Lecture 1 Migration of Zooplankton Organism Migration.
TPO 35-Lecture 1 Animal Navigation System; Navigation systems for living things
TPO 48-Lecture 3 Mutualism; The phenomenon of symbiosis and symbiosis of organisms
In view of the migration of organisms, Teacher Arun today gave you an in-depth analysis of the migration of plankton in TPO 54.
First, the professor defined and explained plankton. Plankton exists in both freshwater and marine environments. This term is used by us to describe all small creatures floating in the current, either because they are too weak to swim against the current, or because they do not have the ability to move on their own. (Plankton is found both in fresh water and marine environments. Again it's a term we use for any small organisms that float along with the current, either because they are too small or weak to swim against it, or because they don't have any capacity at all to move by themselves.) Plant-type or plant-like plankton are called phytoplankton, while zooplankton is called zooplankton. (Plants and plant-like plankton are called phytoplankton while animals and animal-like plankton are called zooplankton.)
One of the scholars suggested that researchers generally agree that the stimulus for plankton moving vertically day and night is light. researchers generally agree that the stimulus for zooplankton DVM is light. Zooplankton tend to swim away from the sun into deep waters where sunlight barely shines.
Zooplankton tend to swim away from sunlight into deeper water where the sun's rays barely penetrate. At night, when the sun no longer shines in shallow waters, zooplankton return to the surface of the water. At night, when the sun no longer illuminates shallower water, zooplankton head back toward the surface.
This is a typical spatial sequence, with researchers suggesting that zooplankton migrate to escape the sun's ultraviolet rays. This explains why some zooplankton are found in particularly deep places or where the optical fibers are very dark.
Usually when introducing a knowledge point, the professor will first say a few points, and then talk about its shortcomings. When introducing a phenomenon, first talk about its benefits, and then talk about its disadvantages.
TPO 49 - Lecture 2 - Montessori Method
At the beginning of the lecture, the professor introduced the very influential education (method) in addition to traditional education. This educational philosophy and method was pioneered in Italy by Dr. Maria Montessori.
A very influential alternative to traditional education. This educational philosophy and methodology was pioneered in Italy in the early 1900s by Doctor Maria Montessori. It's called the Montessori Method.
The professor then gave a comprehensive evaluation of this way of education: it was groundbreaking. First, unlike the traditional classrooms of the time, montessori's classroom environment was more suitable for children. The furniture is child sized. It was groundbreaking. To begin with, unlike the traditional classrooms at the time, the Montessori classroom environment was more suited to the child. The furniture was child-sized.
This is in line with the Montessori concept of freedom and autonomy. Children are free to move around the room and they learn to do things for themselves. This fits in with Montessori's notion of liberty and autonomy. Children are free to move around the room and they learn to do things for themselves.
But at the end of the article, the professor also began to comment on the limitations and shortcomings of this way of education: there is no such integration in real-world learning, and there is still insufficient room for creativity to improve. Without this integration in real-world learning, is there any room for creativity?
In summary, if we can grasp the logical order of the above main paragraphs when listening to academic lectures, we must know the main logic of the article in the process of practice:
Like what:
Chronologically describing steps of a process;
Comparison of two things
The theory and evidence are elaborated through spatial order.
Therefore, when we hear the structure of the article, we can naturally grasp the theme of the article, so that for the details of the question, it can also greatly improve the correct rate of everyone's answers. Understanding the structure is very helpful for both detail and subject matter.