新托福聽力100分全程班

廣州新東方

北美考試部

于超88501236@Wechat:dadayooTel點辨析與做筆記出題原則出題原則

（時間點）開頭結(jié)尾、問答處出題原則

內(nèi)容問題建議原則（對話尤為明顯）重點內(nèi)容

（提示reminder）重復原則因果原則轉(zhuǎn)折原則強調(diào)原則（解釋強調(diào)、舉例強調(diào)、比較對比強調(diào)、強調(diào)句型、定義強調(diào)）reminder＋body＋detail

It’simportanttostandontherightsidefromthebeginning1、哪個最重要？2、body和detail抓哪個？哪個需要做筆記？Reminder是考點標志，是鋪墊/語氣

（邏輯連接詞／提問等）Body是第一個具體信息Detail是第二個以及之后的具體信息（不考）But,IamafraidIhavetobeabout15minslateIcann’tbelievethisishappening（做不做筆記）WhatreallyattractedmewasthevisualeffectIknowit’sgoingtotakeawhilebeforewecanreachaconcreteagreementthereYeah,itmustbesomethingaboutit,ortheprofessorwouldn’thaveassignedit.I’msureI’llfigureitout.（對話最后）Reminder的幾大類型提示性IthinkIwanttosaythatWhat’simportantisTheproblemis背景型（根據(jù)具體的上文）Thesurveyindicate…ProfessorJensonargues…Hereistheideaof….狀語性(服務要點）Asthepriceofpianodropped,KnowingwhatmightadefectwiththistheoryFromwhatIread,強調(diào)句型Itwasn’tuntil1982that….Heislessinterestedin…，butmoreinterestedin…連詞型ButSo/thereforeWhereasPlus（雙選題特征）／also／another／besides不是所有reminder后面都是潛在考點，但所有考點前面都有reminder單一具體信息（抓?。┒嘀匦畔⒈磉_同一主題（抓取）沒有具體事物（拋棄）重復信息（拋棄）衍生故事（拋棄）多重不相關信息（拋棄）抓取新的單一具體信息@Now,unliketheharpsichordwhichcamebeforeit,thepianoisapercussioninstrument.Yousee,theharpsichordisactuallyclassifiedasastringinstrument,sincepressingakeyofaharpsichordcausesatinyquillthat’sconnectedtothekeytopluckthestringsthatareinsidetheinstrument,muchthesameasaguitarpickplucksthestringsofaguitarButpressingthekeysofapianocausestinyfelt-coveredhammerstostrikethestringsinsidetheinstrument,likedrumsticksstrikingtheheadofadrum.Thisstrikingactioniswhythepianoisapercussioninstrumentinsteadofastringinstrument.@Now,unliketheharpsichordwhichcamebeforeit,thepianoisapercussioninstrument.Yousee,theharpsichordisactuallyclassifiedasastringinstrument,sincepressingakeyofaharpsichordcausesatinyquillthat’sconnectedtothekeytopluckthestringsthatareinsidetheinstrument,muchthesameasaguitarpickplucksthestringsofaguitarButpressingthekeysofapianocausestinyfelt-coveredhammerstostrikethestringsinsidetheinstrument,likedrumsticksstrikingtheheadofadrum.Thisstrikingactioniswhythepianoisapercussioninstrumentinsteadofastringinstrument.Tpo16l21’40’’-2’26’’Whydoestheprofessordescribehowapianoworks?Toexplainwhypianosareeasytoplay.Toexplainwhypianosareexpensivetoconstruct.Toexplainwhypianosarenotclassifiedasstringinstruments.Toexplainwhypianosdonotrequirefrequenttuning.TPO4Lecture1BiologyCNYYNDBCC

5@What’sinterestingisthatstudieshavebeendonethatsuggestthattheanimal’senvironmentmayplayapartindeterminingwhatkindofbehavioritdisplays.Forexample,there’sabird,theWoodThrush,anyway,whenthewoodthrushisinanattack-escapeconflict,thatis,it’scaughtbetweenthetwourgestoescapefromortoattackanenemy,ifit’ssittingonahorizontalbranch,it’llwipeitsbeakonitsperch.Ifit’ssittingonaverticalbranch,it’llgroomitsbreastfeathers.Theimmediateenvironmentofthebird,itsimmediate;itsrelationshiptoitsimmediateenvironmentseemstoplayapartinwhichbehaviorwilldisplay.TPO4Lecture1BiologyCNYYNDBCC

5@What’sinterestingisthatstudieshavebeendonethatsuggestthattheanimal’senvironmentmayplayapartindeterminingwhatkindofbehavioritdisplays.Forexample,there’sabird,theWoodThrush,anyway,whenthewoodthrushisinanattack-escapeconflict,thatis,it’scaughtbetweenthetwourgestoescapefromortoattackanenemy,ifit’ssittingonahorizontalbranch,it’llwipeitsbeakonitsperch.Ifit’ssittingonaverticalbranch,it’llgroomitsbreastfeathers.Theimmediateenvironmentofthebird,itsimmediate;itsrelationshiptoitsimmediateenvironmentseemstoplayapartinwhichbehaviorwilldisplay.4’27-5’1510.Whydoestheprofessormentionthewoodthrush?A.Tocontrastitsdisplacementactivitieswiththoseofotheranimalsspecies.B.ToexplainthatsomeanimalsdisplaydisplacementactivitiesotherthangroomingC.Topointouthowdisplacementactivitiesareinfluencedbytheenvironment.D.Tofiveanexampleofananimalthatdoesnotdisplaydisplacementactivities.TPO4Lecture2LiteratureSelfRelianceSoEmersonisreallyintoeachindividualbelievinginandtrustinghimorherself.2@You’llseethathewritesabout,well,first,conformity.Hecriticizesthatpeopleofhistimeforabandoningtheirownmindsandtheirownwillsforthesakeofconformityandconsistency.Theytrytofitinwiththerestoftheworldeventhoughit’satoddswiththeirbeliefsandtheiridentities.Therefore,it’sbesttobeanon-conformist–todoyourownthing,notworryingaboutwhatotherpeoplethink.That’sanimportantpoint.Hereallydrivesthisargumenthomethroughouttheessay.TPO4Lecture2LiteratureSelfRelianceBDCCBDD

SoEmersonisreallyintoeachindividualbelievinginandtrustinghimorherself.2@You’llseethathewritesabout,well,first,conformity.Hecriticizesthatpeopleofhistimeforabandoningtheirownmindsandtheirownwillsforthesakeofconformityandconsistency.Theytrytofitinwiththerestoftheworldeventhoughit’satoddswiththeirbeliefsandtheiridentities.Therefore,it’sbesttobeanon-conformist–todoyourownthing,notworryingaboutwhatotherpeoplethink.That’sanimportantpoint.Hereallydrivesthisargumenthomethroughouttheessay.1’50-2’1013.OnwhatbasisdidEmersoncriticizethepeopleofhistime?A.Theyrefusedtorecognizeuniversaltruths.B.Theydidnotrecognizethegeniusofcertainauthors.C.Theirconvictionswerenotwell-defined.D.Theyweretoointerestedinconformity.TPO4Lecture4UnitedStatesGovernment

Professor:Sowasitsuccessful?Janet?Whatdoyousay?Student:2@Yeah,sure,itwassuccessful.Imean,foronething,theprojectestablishedalotof,likecommunityartcentersandgalleriesandplaceslikeruralareaswherepeoplehadn’treallyhadaccesstothearts.TPO4Lecture4UnitedStatesGovernmentBBD*ACD

Professor:Sowasitsuccessful?Janet?Whatdoyousay?Student:2@Yeah,sure,itwassuccessful.Imean,foronething,theprojectestablishedalotof,likecommunityartcentersandgalleriesandplaceslikeruralareaswherepeoplehadn’treallyhadaccesstothearts.42”-59”13.Accordingtothetalk,inwhattwowayswastheFederalArtProjectsuccessful?Clickon2answers.Itestablishedstandardsforartschools.Itprovidedjobsformanyartists.Itproducedmanyexcellentartists.Itgavemanypeoplegreateraccesstothearts.

TPO5Lecture2AstronomyBDBCABD

Student:So,theonlywaytoknowthebasin’sageistostudyitsrocksdirectly?Professor:4@Well,fromradiosurveydata,weknowthatthebasincontainslotsofsmallercraters.Soitmustbereallyold,about4billionyears,giveortakeafewhundredmillionyears.Butthat’snotveryprecise.Ifwehadrocksamplestostudy,we’dknowwhetherthesmallcraterswereformedbyimpactsduringthefinalstagesofplanetaryformation,oriftheyresultedfromlatermeteorshowers.Student:So,theonlywaytoknowthebasin’sageistostudyitsrocksdirectly?Professor:4@Well,fromradiosurveydata,weknowthatthebasincontainslotsofsmallercraters.

Soitmustbereallyold,about4billionyears,giveortakeafewhundredmillionyears.Butthat’snotveryprecise.Ifwehadrocksamplestostudy,we’dknowwhetherthesmallcraterswereformedbyimpactsduringthefinalstagesofplanetaryformation,oriftheyresultedfromlatermeteorshowers.2’30-2’49Q15:WhyistheSouthPole-AitkenBasinthoughttobeexceptionallyold?ThewallsoftheBasinaremorereflectivethanthoseofmostothercratersTestingofrocksfromtheBasin’sfloorprovesthemtobeasoldastheMoonitselfManysmallcratershavebeendetectedatthebottomoftheBasinAlargeamountofdusthasbeendetectedinandaroundtheBasinTPO5Conversation2

Student:Yes.ButI’vealreadybeeninthisclassfor4weeks.I’dhatetojustdropitnowespeciallysinceIfinditsodifferent,sointeresting.Professor:Iguessso.4@FranklyIcan’tbelieveyou’velastedthislong.Theseareprettyin-depththeorieswe’vebeendiscussingandyou’vebeendoingOKsofar,Iguess.Butstill,theprogram’sbeendesignedtoprogressthroughcertainstages.Likeanyotherprofessionaltrainingwebuildonpreviousknowledge.Student:Yes.ButI’vealreadybeeninthisclassfor4weeks.I’dhatetojustdropitnowespeciallysinceIfinditsodifferent,sointeresting.Professor:Iguessso.4@FranklyIcan’tbelieveyou’velastedthislong.Theseareprettyin-depththeorieswe’vebeendiscussingandyou’vebeendoingOKsofar,Iguess.Butstill,theprogram’sbeendesignedtoprogressthroughcertainstages.Likeanyotherprofessionaltrainingwebuildonpreviousknowledge.1’50-2’9Q4:Whydoestheprofessordecidetoallowthestudentinhisclass?Clickon2answers.SheneedstotakethecourseinordertograduateHeisimpressedwithhereagernesstocontinueSheconvinceshimthatshedoeshaveadequatepreparationforthecourseHelearnsthatsheisnorstudyingfilmashermaincourseofstudyTPO5Lecture3Chemistry

4@Now,spectroscopyhasaverydistinctadvantageoverpreviousmethodsofanalyzingourworks,becauseit’snotinvasive.Youdon’thavetoremovebigchipsofpainttodoyouranalysis,whichiswhatothermethodsrequire.Allyoudoistrainthemicroscopeontinyflecksofpaintandanalyzethem.3’56-4’15Q9:Accordingtotheprofessor,whatistheprimaryadvantageofspectroscopyoverotherlaboratorymethodsforanalyzingartworks?ItdoesnotdamagetheartworksItprovidesamoreaccurateanalysisthanothermethodsdoItusesequipmentthatcanbetransferredtootherlocationsItcanbeusedbyindividualswithlittlescientifictrainingTPO6Conversation1Student:Sure,can’tmissthem.Imean,theyallsaywhereandwhenthefairis,justnotwhoshouldattend.Employee:3@Actuallytheydo,butit’sinthesmallprint.Uh,weshouldprobablymakethatparteasiertoreach,shouldn’twe?I’llmakeanoteofthatrightnow.So,doyouhaveanyotherquestions?Student:Yes,actuallyIdonow.SinceI’donlybegoingtofamiliarizemyselfwiththeprocess,youknow,checkitout,IwaswonderingifthereisanythingyourecommendthatIdotoprepare.

Student:Sure,can’tmissthem.Imean,theyallsaywhereandwhenthefairis,justnotwhoshouldattend.Employee:3@Actuallytheydo,butit’sinthesmallprint.Uh,weshouldprobablymakethatparteasiertoreach,shouldn’twe?I’llmakeanoteofthatrightnow.So,doyouhaveanyotherquestions?Student:Yes,actuallyIdonow.SinceI’donlybegoingtofamiliarizemyselfwiththeprocess,youknow,checkitout,IwaswonderingifthereisanythingyourecommendthatIdotoprepare.

45”-57”whatdoesthewomanimplyaboutthesmallprintonthecareerfairpostersandflyerstheinformationinthesmallprintwasincompletetheprintwassimilarthansheexpectedittobetheinformationthesmallprintcontainswillbeupdatedtheinformationinthesmallprintwillbepresentedinamorenoticeablewayEmployee:That’sverywise.4@Well,Isuggestthatyougetonthecomputerandlearnmoreabouttheaccountingcompaniesinparticularthatwouldbeattending.Youcanlearnalotaboutcompaniesfromtheirinternetwebsites.4@Thenpreparealistofquestions.Student:Questions,hmm…so,inaway,I’llbeinterviewingthem?Employee:That’sonewayoflookingatit.Thinkaboutitforasecond.Whatdoyouwanttoknowaboutworkingforanaccountingfirm?Employee:That’sverywise.4@Well,Isuggestthatyougetonthecomputer

andlearnmoreabouttheaccountingcompaniesinparticularthatwouldbeattending.Youcanlearnalotaboutcompaniesfromtheirinternetwebsites.4@Thenpreparealistofquestions.Student:Questions,hmm…so,inaway,I’llbeinterviewingthem?Employee:That’sonewayoflookingatit.Thinkaboutitforasecond.Whatdoyouwanttoknowaboutworkingforanaccountingfirm?2’-2’15”whatdoesthewomansayisagoodwayforthestudenttoprepareforspeakingtocompanies’representatives(2)takesomebusinessclassesfamiliarizehimselfwithcertainbusinessesbeforehandhavequestionsreadytoasktherepresentativestalktopeoplewhoworkforaccountingfilmsTPO6Lecture1EconomicsProfessor:That’swhatmostpeoplethink,butno.3@TheyarenotnativetotheNetherlands,orevenEurope.TulipsactuallyhailfromanareathatChinesecalltheCelestialMountainsinCentralAsia,averyremotemountainousregion.ItwasTurkishnomadswhofirstdiscoveredtulipsandspreadthemslowlywestward.Professor:That’swhatmostpeoplethink,butno.3@TheyarenotnativetotheNetherlands,orevenEurope.TulipsactuallyhailfromanareathatChinesecalltheCelestialMountainsinCentralAsia,averyremotemountainousregion.ItwasTurkishnomadswhofirstdiscoveredtulipsandspreadthemslowlywestward.1’15”-1’30”accordingtotheprofessor,wheredidtulipsoriginatethemountainsofcentralAsiatheregionaroundIstanbulinTurkeythesandysoilsoftheNetherlandstheforestsofnorthernEuropeTPO6Lecture2Biology

NowthistreeisafloweringtreeasIshowedyou.Itproducesafruit,muchlikeaplum.4@Ontheinsidethere’saseedwithahardshell.Itappearsthattheshellhastocrackopenorbreakdownsomewhattoallowtheseedtosoakupwater.Youknow,iftheNightcapOakremains,iftheirseedsremainlockedinsidetheirshell,theywillnotgerminate.4@Actually,theseeds,theydon’tretainthepowertogerminateforverylong,maybetwoyears.Sothere’sactuallyquiteashortwindowofopportunityfortheseedtogerminate.Sotheshellsomehowhastobebrokendownbeforethisgerminationabilityexpires.And…andthenthere’sakindofratthatlikestofeedontheseedsaswell.So,givenalltheselimitations,notmanyseedsthatthetreeproduceswillactuallygerminate.Sothisisapossibleexplanationforwhythetreedoesnotspread.Itdoesn’tnecessarilyexplainhowitbecamesorare,butitexplainswhyitdoesn’tincrease.2’46”-3’17”Accordingtotheprofessor,whataretwofactorsthatpreventNightcapOakpopulationfromspreading(2)ThecomplexconditionsrequiredforthetreestoproducefruitthefactthattheseedcannotgerminatewhilelockedinsidetheshellthelimitedtimetheseedretaintheabilitytogerminatecompetitionwithtreespeciesthatevolvedmorerecentlyOK,soitseemstobethecasethatthespecies,thisNightcapOakisnotverygoodatspreading.5@However,itseems,thoughwecan’tbesure,thatit’sverygoodatpersistingasapopulation.There’resomeindicationstosuggestthatthepopulationoftheNightcapOakhasnotdeclinedoverthelast,youknow,manyhundredsofyears.Soit’sstayedquitestable.It’snotaremnantofsomehugepopulationthatisdwindledinlastfewhundredyearsforsomereason.It’snotnecessarilyaspeciesinretreat.

3’46”-4’17”whydoestheprofessormentionthesizeoftheNightcapOakpopulationoverthelastfewhundredyearstoexplainwhyitislikelytheNightcapOakpopulationwillincreaseinthefuturetopointoutthatNightcapOak’slimitedreproductivesuccesshasnotledtoadecreaseinitspopulationtopresentevidencethattheNightcapOakisabletotoleratemajorchangesinitsenvironmenttopointoutthattheNightcapOakisabletoresistdiseasesthathavedestroyedothertreespeciesTPO6Lecture3CreativeWriting

2@Butthewriter’simaginationisinfluencedbyrealpeople,couldbeanyone,so,payattentiontothepeopleyoumeet,someoneinclass,atthegym,thatguywhoisalwayssittinginthecornerofthecoffeehouse,yourcousin,who’salwaysgettingintodangeroussituations.We’repullingfromreality,gatheringbitsandpiecesofrealpeople.Youusethesepeople,andthebitsofbehaviororcharacteristicsasastartingpointasyoubegintosketchoutyourcharacters.1’3”-1’40”whydoestheprofessorrecommendthatstudentspayattentiontothepeopletheyseeeverydaythebehaviorandcharacteristicsofthesepeoplecanbeusedincharactersketchesobservingpeopleinreal-lifesituationscanprovideideasforstoryplotsitiseasiertoobservethebehavioroffamiliarpeoplethanofnewpeoplestudentscangatheraccuratephysicaldescriptionfortheircharactersYouneedtodefineyourcharacters,knowtheirpersonalitiessothatyoucanhavethemactinginwaysthatarepredictable,consistentwiththeirpersonalities.3@Gettoknowthemlikeafriend,youknowyourfriendswellenoughtoknowhowthey’llactincertainsituations,right?Sayyouhavethreefriends,theircarrunsoutofgasonthehighway.Johngetsupset.Maryremainscalm.Teresatakeschargeofhandlingthesituation.2’28”-3’28”theprofessordiscussesanexampleofthreefriendswhorunoutofgas.Whatpointdoesheusetheexampletoillustrate?WritersshouldknowtheircharactersaswellastheyknowtheirfriendsWritersshouldcreatecharactersthatinteractincomplexwaysFriendsdonotalway