托福进阶90分班 ，托福听力该怎么边听边记笔记?
托福听力包括对话和讲座两部分的内容。对话内容主要涉及到校园场景。讲座内容涉及到的话题比较多，主要是和课程相关的专业性话题。针对托福听力中出现的话题和场景，本文给大家整理了托福听力场景分类汇总，帮助考生了解听力的主要话题，更加有针对性地准备相应话题的内容。
托福听力，其实不单单是考察听!它涵盖了听力部分，口语部分，和写作部分。也就是说，想要提升你的托福成绩，听力是必须要攻克的一个难关。
而在托福听力的备考中，经常会提到托福听力都笔记，很多同学都会尝试使用笔记来保证自己听力内容的精准度。但是，真正笔记记录的过程中，又会发现，笔记有时很难抓住内容的重点。在听力结束后，会发现自己的听力笔记对于并没有很多的帮助。那么，究竟托福听力的笔记应该如何记录呢?
请注意，每个人的记忆、思维和反应能力都是有各自特点的，一定要在平常练习中就发展自己记笔记的方式，制定一套属于自己的方法。比如，笔记越简单，记录就越快，但是，对于短期记忆、联想能力和符号使用就相对提高了。所以，经常有考生问“到底如何记笔记?”“我到底应该记下来什么?”，都是因人而异的。托福考生们要摸索出自己的套路，这就需要大量的练习。
托福进阶90分班，托福听力有些什么题型?
-主旨题
-细节题
-重听题
-态度题
-目的题
-推断题
in the toefl listening section you will listen to a number of conversations and academic lectures.
you will then be asked questions about what you've listened to.
you are allowed to take notes while listening. good notes will make it much easier to answer the questions. there are several types of questions.
one: main idea questions
this type of question asks you to identify the main idea of the lecture or conversation you have heard. the answer is usually found at the very beginning of the recording. in a lecture, find the answer by listening for phrases like "today we are going to talk about..." or "today we will discuss..." in a conversation, listen for "what can i help you with today?" or "i need to talk about..."
if the above method doesn't provide an answer (most often this happens in lecture questions) look for an answer choice that expresses the whole idea of the lecture. don't pick a choice that expresses only a small detail from the lecture.
two: detail questions
questions of this type are about a specific detail from the lecture. answering them depends entirely on the quality of your note taking. questions of this type might be phrased like "what is one characteristic of _________?" or "what does the professor suggest that the student do?" or "what is a technical term?"
three: delivery questions
before answering questions of this type you will often get a chance to listen again to a part of the lecture or conversation. you are then asked a question regarding the delivery of the lecture. an example is:
"why does the professor say 'please stop me if i am going too fast here.'" the answer to this question might be "because he is worried that the students might not understand what he is saying."
when taking notes try to make record all suggestions given by a professor that don't directly relate to the topic of the lecture and all asides that the speaker makes.
four: attitude questions
questions of this type ask you to identify the speaker's opinion (attitude) about the lecture topic or about the issue being discussed in the conversation. you might also be asked to make an inference based on tone of voice, vocabulary choice or word stress. answer this type of question by taking good notes when you hear words and phrases that express opinion, concern or emotion. when studying before the test, try listening to practice materials that illustrate what native speakers sound like when they are expressing different types of emotion.
five: organization questions
questions of this type are somewhat similar to the rhetorical purpose questions of the reading section. they are usually structured something like this: "why does the profession mention ___________" or "how does the professor support the claim ____________."
to correctly solve this type of question, take notes of all examples and illustrations given by the professor and what they are examples of. also try to record the meanings of any complicated terms mentioned in a lecture. also make careful note of causal relationships notes in a lecture (xxx is caused by yyy).
six: inference questions
these questions are very similar to the inference questions found in the reading section. an inference is an educated guess based on evidence given in the lecture or conversation. the answer to the question is not explicitly stated in the listening, but strongly hinted at based on the facts that are stated. you'll be asked a question like "what does the professor imply about _______?" for an illustration of what an inference is, look at the following example:
this is a from a lecture about the history of ballet dancing. a question might ask "what does the professor imply about costumes" and present the following answer choices:
a. costumes used in the 17th century often restricted the movements of ballet dancers
b. early ballet costumes were modeled after the appearances of animals in nature
c. dancers performed barefoot on stage
d. early ballet costumes differed between european countries
the answer is choice a. the author says that in the 18th century costumes "allowed the dancer much more freedom of movement than before..." thus we can infer (guess) that costumes in the 17th century sometimes restricted the movement of dancers.
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