听力(文章细节)
总计41-57min
2-3个对话,每个大约三分钟长,大约12-25个exchange,每个五道题
3-4个lecture,每个大约3-5分钟,每个6道题
四大学科:人文艺术、生命科学、自然科学、社会科学
题目设置:同义词替换
★总原则:不会的往主旨上靠
考查方式:题干是原词原句,但正确答案选项会换词
Topic
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主旨句一定是概述的,在开头or结尾出现一次的一定不选
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main idea ≠ purpose
找教授解决某个问题,解决后又引出别的话题
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信号词:
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I have a question about...
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I'd like to ask you about...
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I was wondering if I could...
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Am I allowed to...
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May I ask a question?
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I need to talk to you about...
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I heard that...
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My appointment is that...
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That's why I came here to ask you
(作用:定位考点)
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主题引入方式:
4.1 开门见山式:Our topic today is...
4.2 提问式:So how does this kind of animal adapt to its environment
(名字、地点、时间从来不考,专业术语可能会考尽管可能只出现一次)
Structure
Lecture
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三层结构:
$$
Topic\left\{ \begin{matrix} Major Point A\\ Major Point B\\ Major Point C\\ \end{matrix} \right. \left\{ \begin{matrix} Specific Deitails A\\ Specific Deitails B\\ \end{matrix} \right.
$$
2.1 信号词:
2.1.1 常见信号词:
One...Another...、Also...、Let me talk about...
2.1.2 易忽略的过渡信号词:
Let's move on to...、(Pause 2-3s)Now.../OK...、(Pause 2-3s)So.../Well...
2.2 学生提问:
eg. Excuse me, professor, but how can solar energy work at night or on cloudy days?
Conversation
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文章结构:PRSR(不一定都有)
Problem: Why does the S go to see...?
Reason: Why does the problem happen?
Solution: How does the problem solved?
Response: Does the S accept the solutions? If not, why?
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常用语言:
2.1 To introduce a problem
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I'm here because....
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The reason why I came here
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What I can do for you?
2.2 To introduce a reason
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Let me check on the computer
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Hold on and let me check
2.3 To introduce a solution
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What should I do now?/What can be done about it?
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I suggest you do...
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Why don't you...
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If I were you, I would...
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List
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常设置于多选:做题时标出1、2、3、4
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标志:
2.1 总起句
(There are)+ [ 2/3 ] [ some/several/a couple of] + 可数名词
2.2 Listed Point之间的信号词
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First.../second.../third...
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One of these is.../another is...
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For one thing, ...for another thing...
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In addition that...
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Also/and...
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Analogy(类比)
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信号词
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like/just like/resemble/analogous/similar/image(表示像的意思)
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The analogy is...
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Think of...
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讲A的时候,突然出现貌似与题目无关的B,这时要将B记下来;
题目为B,选A
Explanation
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信号词
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That is...
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In other words, ...
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It' s called...
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What I mean by X is...
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be known as...(定义在前面)
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I don' t get it professor. What do you mean by X?
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What do I mean X? Well, I mean...
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What is X? X is...
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考法:
2.1 单纯考解释
eg. What does the professor say about ... ?
2.2 组织结构题
eg. Why does the pro mention X?(解释定义为唯一目的)
(小黑板上的东西记下来词及其发音,定义用脑子记住)
(术语会通过经过定义和重复的双重解释)
Contrasts(对比)
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信号词
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Compared to/unlike X,Y ...
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On the other hand,
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More/less ...(比较级)
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X ... ,Y ....(直接说)
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in contrast / however / instead(而是)/ as...as... / while / different
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Cause and Effect
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信号词
1.1 表原因
due to... ; since... ; by reason of... ; owing to... ; because ; as ; for ;
1.2 表结果
Therefore, ... ; thereby ... ; hence ... ; consequently ... ; caused by ... ;
lead to ... ; bring about ... ; give rise to ... ;
口语(题目类型)
一个独立题,三个综合题
独立题考查方式:双选题
综合题考查方式:
1. 公告倡议题:reading + conversation 2. 定义理解题:reading + lecture 3. 学术听力题(?):lecture only
独立双选题
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位置:第一题
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形式:双选,针对某一话题agree or disagree,或者which one is better
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时间:15s的准备时间,45s的答题时间
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模板:
I believe...
The first reason is that... You know, ... As a result, ...
Also, ... I mean, ... So, ...
公告倡议题
题目位置:第二题
公告题
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判断:第一二句通常有被动(并不是主要的判断依据,除倡议题其他都是公告)
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形式:阅读+听力
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时间:
45-50s的阅读时间,文章通常有两个理由/好处/建议,记要点,(阅读不保留)
85-105 words的听力时间;
准备30s,答题60s;
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格式:介绍15-20s口语中的内容+40-45s听力中的内容
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模板:
5.1 Reading
The university/school is planning to ...because ...
5.2 Listening
In the conversation,the woman/man agree/disagrees with the plan because of the following reasons:
First, he/she thinks...
Besides, he/she also points out...
So, that's why the woman/man agrees/disagrees with it.
(如何判断主人公?说话的量通常是3/7 or 4/6分,说话多的那个是听力回答中的主人公)
倡议题
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判断:最明显的标志是左下角的落款:Sincerely,其次是第一句的notice等词汇
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形式:阅读+听力
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时间:
45-50s的阅读时间,文章通常有两个理由/好处/建议,记要点,(阅读不保留)
85-105 words的听力时间;
准备30s,答题60s;
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格式:介绍15-20s口语中的内容+40-45s听力中的内容
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模板:
5.1 Reading
Somebody suggests the university/school should (do sth)..., because...
5.2 Listening
In the conversation,the woman/man agree/disagrees with the proposal because of the following reasons:
First, he/she thinks...
Besides, he/she also points out...
So, that's why the woman/man agrees/disagrees with it.
公告和倡议的区别
区别主要体现在答题模板上:
reading方面的措辞大为不同,listening方面的首句不太相同:公告为“plan”,倡议为“proposal”
定义理解题
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位置:第三题
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学术话题:生物、商业、心理、教育、社会
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形式:reading+listening
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时间:
40-45s的阅读时间;阅读中的重点:定义;一长或两短,一长只说自己,两短与他者对比(与听力对应)
1‘20s-1’50s的听力时间;通过giving example的方式;
例子来源:
过去式:教授亲身经历、亲友经历;经典实验
一般现在:教授虚构、客观规律
准备30s,回答60s;
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格式:
一句话概括reading,其余阐述listening
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模板:
6.1 Reading
The reading passage mentions <阅读标题> which means <定义句>
6.2 Listening
In the lecture, the professor uses 1 or 2 example to explain it:
1长:直接概述
2短:the first one is ...;
the second one is ...;``
学术听力题
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位置: 第四题
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形式:listening
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时间:
2‘-2’20s的听力;听力中的重点:主要概念,两个方面,每个方面下的(定义、)例子
20s的准备时间;60s的作答时间
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格式:介绍listening中听到的
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模板:
In the lecture, the professor talks about...
The first one is ... (, which means ...). For example, ...
The second is ...(, which means ...).For example, ...
So, those are 2 examples provided by the professor to explain it.
当两个方面的定义没听清/太复杂/听力中没说时,可以省略定义,直接说例子。
最后一句“So”可加可不加(时间可能不够)
阅读(不同模块)
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共三篇文章,每篇文章20min;若遇到加试,则多两篇文章
总时间60min或100min
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每篇文章12-14题
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熟练后每个题的题干可以不用看
题型
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词汇题
3-4 questions per set
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指代题
0-2 questions per set
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事实信息题
3-5 questions per set
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排除题
0-2 questions per set
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推断题
1-2 questions per set
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句子简化题
0-1 questions per set
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句子插入题
1 question per set
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修辞目的题
1-2 questions per set
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总结题or图表题
1 question per set(总结题:图表题=9:1)
策略(课本顺序)
Identifying Word Meaning
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题文同序,题目在文章的右边
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细节题不能加入自己的联想
Locating Key Information
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定位关键词:
关键词?人名、地名、专有名词;数字;中间带连字符的词
定位? 用手指或笔一行行往下扫,理解扫到的词
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题干无法被用来定位时,选项也可以
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当出现最高级等极端选项时,从文中找到同义词或原词
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当出现比较级时,从原文中找到:①有无比较;②比较对象是否正确
Paraphrasing
(课本为同义替换,此处放上事实信息题&同义替换的策略)
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instead of:而不是,表否定;instead:而是,表肯定
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which做限定性定语从句的引导词时,通常修饰离得最近的词而非修饰前一句的核心名词
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关键词都出现的句子为答题句的可能性更高
Simplifying Sentences
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做题时注意成分混搭的情况,即A句的主语做了B句的动作,或A句的修饰语修饰B句的名词等
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不用太在意逻辑,更重要的是意思;若句中有很明显的逻辑,则除外
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简化前后,主干保持一致:不能少,不能乱改
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逻辑词
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因果
as since for because for the reason that... therefore consequently as a result
thus hence because of due to thanks to lead to result in cause
因为:前果后因;导致:前因后果
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对比
while whereas whilst but yet unlike in contrast to contrary to however
nevertheless conversely
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比较
be more than... be less than surpass exceed go over outweigh similar similarly
likewise
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条件
if when unless as long as so long as
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Finding Logical Clues
(指代题和句子插入题)
指代题:
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主语指代主语,宾语指代宾语
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指代词出现时,它指代的东西不会太远,在前一句或前两句
句子插入题:
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被插入句其实可有可无
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做题时找被插入的线索:以代词为线索、以逻辑关系为线索、以段落结构为线索
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前抽象后具体,前大后小
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蒙题方法:不在指示代词前;大概率不在逻辑词前(照应1);原词非常多时,大概率错误
Inferring from Text
推理推断题(高级的细节题):
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做题流程:画key words→找定位句
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相关词:infer imply indicate suggest inference probably most likely
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否定短语:rather than、instead of、more...than;
肯定短语:instead
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and并列句内成分时,并列的语法地位必须等同
Knowing Paragraph Structure
修辞目的题:
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全部引用不能就题论题,直接翻译一定不对,需要找到目的和作用
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部分引用时首先关注句子本身,再关注周围的信息
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在不知道选什么时,选择和主旨接近的
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逻辑关系正反向
3.1 正向
1. Definition:to define, to give a definition 2. Support:to support, to provide evidence, to strengthen, to reinforce 3. Example:to provide an example, to indicate, to illustrate, to cite 4. Comparison:to compare 5. Emphasis:to emphasize, to note
3.2 反向
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Contrast/criticism:to criticize, to contrast, to refute, to question, to doubt,
to provide a counterexample, to point out the weakness
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Reading for Main Ideas
(总结题和图表题)
总结题:
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题目设置为6选3,共2分;错一个扣一分
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不能选的选项:错误、未提及、细节★(主要是细节)
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方法:
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做到这个题时,先分析各选项,能排除/选择差不多
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再回原文核对1-2个
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技巧:选笼统的、概括性的
图表题:
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七选五
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方法:
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可以先根据行文结构猜分组,然后再进行定位
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不要按照顺序,定位关键词即可
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写作(类型模块)
语法知识
暂略
综合写作
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时间:读3min,听2min,写20min;听的时候没有reading,写的时候有reading
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主题:1/3环境生物、1/3考古历史、1/3天文社会政策
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不能含有自己的主观观念
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字数不会直接影响分数,但字数少影响表达的完整性;文章结构不会影响得分,但最好是八股结构
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三种听读关系:意见质疑、事实/解释(前两者都是L对R进行质疑、挑战)、问题解决
总体
Note
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T字形结构,2列4行,最上面写专有名词、常用词的大写
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长单词记前半部分
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阅读笔记以中文为主,为听力作准备;听力笔记以英文为主,也可夹杂中文,还原“要点-细节”
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听大于记,听力中的小细节可以放弃
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听力结束后,立即补全笔记
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惯用符号和简写
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改写的方法:改变语态(主动变被动)、同义词替换、改变结构(变主语/变动词)
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reading中不认识的尽量拼读,为听力做准备
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听听力注意小黑板,确认拼写
Reading
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阅读内容体现在写作中的哪里?
写作时写阅读中的要点,以及被听力反驳、为听力做铺垫的细节
——即写和听力有关的内容,明确表达听读关系
(感觉可以先浏览一遍主要内容,在阅读内容再次出现时再注重细节)
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找要点:
2.1 首段末句一定是主题句,再倒着往前看:时空信息、学术名词
2.2 中间段落:
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有可能段首是要点
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段中:直接支持理由的地点,特别是转折之后
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段末或分散在长句中
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找细节:
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泛泛而谈不用管,但读懂例子
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意见质疑型
关于某问题的看法,阅读提出一定的见解,听力予以反对(更倾向于是与非?)
Listening
听力听什么?
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要点:和阅读针锋相对的、听力主旨、每段要点
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大细节:直接支持要点的细节,1-2个
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重要关系:
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因果:so, therefore, as a result等词后通常为结论,体现大细节和要点之间的关系
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比较:对比:A和B的不同;类比:A和B的类似
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转折:先认可R的合理性,再进行驳斥
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重复:关键词、大细节往往重复;R中的重复,L中往往会提到
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重(zhong)读:读的high, slow, loud的地方
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Writing
模板:
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Introduction
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对话题的简短介绍
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This set of materials focuses on the debate whether + 话题的改写
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Both sources discuss the issue of + 词/词组
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阐述R和L的关系
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The writer believes that... , which is contradicted by the following lecture.
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The points that the writer discusses are challenged by the speaker. (谨慎使用,前面需要点明R的观点)
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Body paragraph
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对阅读部分的总结
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The writer claims that ...
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The author states that ...
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The passage argues that ...
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阐述听读关系
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The speaker, on the other hand, views this issue from an opposite angle.
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However, the lecturer, who opposes this claim, says that ...
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By contrast, according to the professor, this viewpoint is not convincing either.
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对支持听力的信息的总结
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According to her(him), ...
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The reason is that ...
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There are two reasons ...
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对Speaker观点的总结
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Therefore, the lecture casts doubt on the reading's claim that + 完整从句
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This is another way that the lecture challenges the reading.
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This is the final way that the listening contradicts the reading.
(后两句是套话,在没听懂时使用)
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原因解释/事实真假
Reading
注意开头最后一句话(可能表明题材),再往前找主题以及特定信息
Writing
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对原文的概述而不是复述(只表述要点)
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虚拟语气:和过去事实相反/对过去事实的推断(涉及古代的题材更适合用)
(如何改语气?初步想法是在时间充足的条件下先用惯用语气写完,然后修改)
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细节不是最重要的,逻辑上的连贯更加重要
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theory:理论;hypothesis:假说;explanation:解释;evidence:证据
模板:
无模板?...课本P78页有一篇范文
问题解决型
Writing
模板:
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Introduction
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对于阅读文章(主题)的简短介绍:
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The reading passage mentions three concerns as to ...
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According to the reading, there are three problems about ...
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对lecture的简单介绍
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The lecturer offers possible and practical solutions to the problems(brought up by the author)
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The lecturer provides a couple of solutions to the problems mentioned in the reading passage.
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Body Paragraph
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对阅读文章的简单总结
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The first problem the reading mentions is that ...
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Another problem leading to ... is that ...
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听读之间的关系
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To solve the problem, the professor proposes that ...
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However, the professor suggests that ...
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In the lecture, it is recommended that ...
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对支撑听力的信息的总结
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According to her(him), ...
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The benefit is that ...
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There are two advantages ...
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speaker对阅读中提及的问题的回应的总结
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By doing so, ...
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In this way, the problem of ... can be addressed.
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独立写作
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中立是被允许的,但需要分情况讨论,而非这也好那也好
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举例方式:故事、真实例、假想例(符合尝试)
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展开方式:
which one→why→and why→but how→and then→so what
展开目的:使上一句更有说服力,不要往上写
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独立写作全文用现在时,观点表达为现在时,客观存在用现在时;讲个人经历、历史事例等用过去时;
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用第三人称
审题
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讨论对象:某种做法、事物、现象,一般1到3个
讨论目标:好不好,重不重要,喜不喜欢,是不是
限制条件:主体(人、物)、目的、时间频率
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提纲形式:树状图、表格
2.1 树状图易于深挖原因、更分散;
形式:事实→推论(后果)→分论点→总论点←分论点←推论←事实
2.2 表格更严谨,适用于利弊分析
观点一 | 观点二 |
---|---|
A方面的好处 | A方面欠佳的地方 |
B方面的好处 | B方面欠佳的地方 |
(对比目的:高下之分or一方的好处是另一方的缺点)
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适用场景:
有共同维度时适合使用对比,八杆子打不着时适合使用树状图
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实现方式:
重点放在同意的一方,简单谈一下不同意的,不能完全点对点地说
做题
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推荐格式:五段论or四段论
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开头段写法:
2.1 开头段:引出论题→全文主旨→暗示下文(前两者必须,后者可有可无)
2.2 如何引出话题?话题具体化or阐述话题现状
例如:年轻人更容易受到朋友而不是父母的影响
具体化:年轻人容易在多个方面受到影响,例如他们可能会受到来自穿衣、表现、谈吐方面的影响
现状:毫无疑问年轻人正面临很多压力及影响,尤其是朋友和父母
尽量换用不同语言,切忌使用假大空的话
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结尾段写法:重申主旨→总结全文(前者必须,后者可有可无)
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每段的第一句是主题句,主题句topic sentence需要解释中心句
价值评判题
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题型判断:
出现以下关键词,即为价值评判题
好不好:better best too much
重不重要:essential important
应不应该:should shouldn' t
喜不喜欢:prefer like
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当带有too时,表示超过某个标准而带来的负面效果
事实信息题
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同不同意某个事实?/事实为何是成立的?
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两种思路:分析成因or典型案例(两种不能共同存在于同一篇文章中)
分析成因:
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主观:动机、喜好、利益、能力
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客观:事实条件、外在阻碍(经济、科技、观念、资源等)
典型案例:
典型案例意味着拆分,即从多角度诠释
”即使把大的现象分解成典型案例,段内也要有原因、解释和细节“
绝对题
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带有best、never、only、always四个词的坚决反对;the most important的首先考虑同意,当有充分依据时考虑反对
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写法:第二段承认合理性、第三(四)段反驳绝对性
宏大/抽象题
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解法:
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找核心概念
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将抽象事物拆分成类别、阶段、范围或人群
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思考不同情况下的典型案例
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再抽象概括,得到理由
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