众所周知,托福听力喜欢考察speaker的emotion or attitude。简单来说,就是考察:

1.speaker对于他人所言的直观感受:

比如,feel surprised ;feel intriguing ;feel worried等;

2.speaker对于他人所言的回应:

比如,agree with;给出具体回答等而同学们在做这类题时,大多都是通过“speaker语气起伏”来直观判断的。比如:

 

1.speaker的语气充满了惊讶:uh???

2.speaker的语气里充满的怀疑:do you???

3.speaker的音量升高

……

但是,所有的态度类考点信号都是从“语音语调变化”里出来的吗?当然不是,今天我们就来讲一讲不属于语音语调变化类型的情感态度类考题,我们应该在文章如何预判这类考点?

通过转折词判定

📝小Tip:请大家认真听转折词,并抓取到转折词前后的信息意思。

🔹常见转折词:

but & yet & however & on the contrary & despite & still 等

接下来,请同学们听下面这份音频的0’’-51’’,然后做题:

What does the woman imply about her parents when she says this:

A. They would have preferred that their daughter play sports.

B. They attended math nights for their daughter’s sake.

C. They regarded math nights as competitive events.

D. They were asking a lot of questions at math nights.

🔹分析:

“But they were good sports.”这个句子,语气并没有明显的起伏;且这里所提到的“sports-运动”似乎和上文里反复提及的math nights没有关联。现在我们来梳理一下前文:

conversation的开头:

1.math nights program:

kids and parents一起play math-based games and do math-related activities

2.学生被问及对math nights感受:

Love math nights & good at math

以上信息过后,重听题提问。

You know, I loved math nights, but actually, I was already one of those kids who didn’t have a problem with math, which is why I ended up being a math major. I guess. I think the more relevant question is, did my parents enjoy it? But they were good sports.

简化一下这里的逻辑关系,请大家帮我想想,下面这个结构当中的sth应该偏向于什么意思?

I loved math nights + I didn’t have a problem with math
Did my parents enjoy it?But + sth

可以推出,Sth约等于My parents didn’t enjoy math nights as me

所以,我们做题时,应该往相应的情感色彩上去选,排除D,因为父母并不应该show much interest。并且,不应该选到“sports-运动”这一本意。因为上下文均没有讲到运动相关话题,所以这里的sports不是本意,而是在一个词组中的固定搭配,因此排除A和C。最终选择是B。

 

最后我们来积累一个新表达:

Someone is a good sport:
Someone to be good-natured or amiable despite unpleasant circumstances

结合context,父母可能并不enjoy这类活动,却陪着她参加:为了自己女儿才参加的这类活动。

🔹总结:

回想重听句所在的context,通过but/however/yet推断情感倾向。

通过result判定

📝小Tip:请大家抓取“学生提问”,听清问题后,需要pay attention to“教授如何回应”。

接下来,请同学们听下面这份音频的0’’-3’06’’,然后做题:

Why does the professor say this:

A. To invite the student to disagree with her

B.To encourage the student to think more about the subject

C.To remind the student that the material was already covered in class

D. To suggest that there is no single right answer to the question

🔹分析:

why don’t you tell me是个问句,单从问句出发,可以有很多种解读,没办法下结论。

要弄清楚“提问人的intention”,首先需要回忆起这个问题前面是什么,也就是学生的问题:So, what happened? I mean, why don’t we still do this now? 学生提出问题后,教授反问,意思偏向“应该由你来告诉我答案”。

再往后,教授一步一步提问:

学生:为什么现在的人们,不像过去那样,晚上睡两次呢?

教授:What are some major differences between life in, say, 17th century, England and life here now?

学生:我不会像过去的人那样,睡那么早

教授:But don’t you ever start to feel tired around dusk? Darkness is one of the biological triggers of sleep which will get into a little later.

学生:会困的,但是室内并不昏暗。Oh, that’s it. They didn’t have electric lights back then.他们那个时候没有照明。(过去没有照明,所以会在黄昏时困,因此要睡两次;现在有照明,不会在黄昏时刻犯困,因此只要睡一次)

由此,在教授的一步步提问下,学生自己得出了答案。从最终结果,反推出教授说“why don’t you tell me”的目的是:在启发学生,鼓励学生多想想,选择B选项。

 

🔹总结:

重听题为“提问”时,可以回忆一下这个提问的result,从result来反推question目的。

本文作者

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