備考托福聽力考試真題練習(xí)1

　　學(xué)生去找建筑manager，說她要表演仲夏夜之夢的戲劇了，需要用一些椅子，然后現(xiàn)在表演用的頭盔丟了，問manager怎么辦。Manager覺得可能是別的學(xué)生拿走了之類，然后學(xué)生又說在戶外表演是個(gè)好主意啊，他們的東西可以放在花園里但是需要有人照看。

　　講座1 社會(huì)科學(xué)

　　秘魯?shù)囊粋�(gè)文明遺跡，最近被發(fā)現(xiàn)了，這個(gè)文明是高度發(fā)展的，但他在內(nèi)陸。以前有類似時(shí)期的文明只在海邊有，所以考古學(xué)家誤以為這個(gè)時(shí)期的文明只在海邊有，所以考古學(xué)家誤以為這種文明是依賴海洋生物補(bǔ)給的。這個(gè)內(nèi)陸文明打破了這一觀點(diǎn)。而且以前大家覺得高度發(fā)展的文明需要agriculture，陶器之類，這個(gè)也沒有，但他確實(shí)很高度發(fā)展(中間說了他們住在類似金字塔的建筑里)所以人們對(duì)高度發(fā)展的文明定義是不是要改變。

　　講座2 自然科學(xué)

　　地球水的起源，因?yàn)榈厍騽傞_始形成的時(shí)候因?yàn)閏ohesion energy特別熱，所以把自己的水蒸干了。有一個(gè)假說認(rèn)為剛開始以因?yàn)殄缧�，彗星�?*，隕石都是金屬或者石頭;后面發(fā)現(xiàn)其實(shí)是一種叫asxxxxxxx的東西，意思就是既是隕石又是彗星的東東，并且根據(jù)這個(gè)研究隕石和彗星親緣關(guān)系比我們想象的要近。后來有科學(xué)家反駁是他們認(rèn)為地球形成的時(shí)候冷卻很快，不至于把所有的水都蒸發(fā)掉。

備考托福聽力考試真題練習(xí)3篇擴(kuò)展閱讀

備考托福聽力考試真題練習(xí)3篇（擴(kuò)展1）

——托�？荚嚶犃φ骖}回顧 (菁選2篇)

托�？荚嚶犃φ骖}回顧1

　　Part B

　　Question 31-33

　　W: Hi, Ed. Looks like you were here early.

　　M: Yeah. Class doesn't start for a ten more minutes, so I put up the novel I’m reading.

　　W: What is it?

　　M: It is called Sister Carrie. It is about a woman named Carrie who leaves her country home to earn a living in Chicago and New York.

　　W: Oh, I've studied Theodore Dreiser(**小說家). His work is a little depressing, but I like him, even though his characters always get in trouble. He tricks them with sympathy. How do you like Sister Carrie?

　　M: It's not what I expected. On the back cover it says the book created a lot of controversy when it was first published in 1900. It even says the publisher withdrew out from market after only 500 copies were sold. But I don't see why.

　　W: Well. The novel might not be shocking by our standards but it sure created a stir then. Think about what Carrie does. She leaves her country home and gets caught up in some personal scandals in the city. Now most other authors of that time would have punished the character to provide a moral lesson, but Dreiser has Carrie become a successful actress at the end.

　　M: Wow, that puts the story in a different perspective. I bet Dreiser must have been discouraged when the publisher took it off from market.

　　W: He sure was. He stopped writing fictions for a while and did work as a journalist and an editor.

　　M: Well, how did the book become recognized?

　　W: Some British reviewers praised the novel and then another publisher released it in 1907. Eventually people recognized the novel for its realism and Dreiser went on to write other successful works.

　　31. What is the conversation mainly about?

　　32. According to the woman, how is Sister Carrie different from other novels at its time?

　　33. How did Sister Carrie eventually gain recognition?

　　Question34-38

　　M: Before we began today's topic, I'd like to review the phases of child language acquisition that we went over yesterday. Who'd like to summarize for us? Yes, Lisa.

　　W: Well, first of all, you said that new-borns only make rudimentary vocalizations because the voice box isn't in position for speech yet. But that at about three month of age baby starts to utter the first sounds that resemble language sounds. The sounds of consonants like "k" and "g".

　　M: That's right. And after this stage come the meaningless syllables, a consonant followed by a vowel. For example, the "****" sounds. And at the next stage comes a real breakthrough. Can you tell us about that, Lisa?

　　W: Well, between six months and one year of age, babies begin to associate sounds with meaning. So, when you say "dog", they know you're referring to the four-legged animal that is their house pet. At this stage they start to build a vocabulary. And in a matter of month they are learning ten to twenty new words a day. This vocabulary growth continues until adolescents.

　　M: Right. And isn’t it amazing that by the time children are two or three years old they are stringing sentences together? Certainly no one would dispute that children had a tremendous capacity for learning language, what linguists are still trying to determine is how this language acquisition takes place.

　　34. What is the class mainly discussing?

　　35. Why does the student mention the sound "k" and "g"?

　　36. According to the student, why are the news born not able to make language like sounds?

　　37. According to the discussion, when the vocabulary growth first starts to increase dramatically?

　　38. According to the discussion, what do the linguists still not know?

托�？荚嚶犃φ骖}回顧2

　　一、聽文章次數(shù)要限制。

　　如果一篇聽力文章你聽了好多遍還是聽不懂，而你還是執(zhí)著的一直聽下去，這只說你是在浪費(fèi)時(shí)間。如果聽的次數(shù)多了仍舊聽不懂的，再聽多少遍的結(jié)果還是一樣的。這時(shí)我們就要去找找原因了，是因?yàn)檫B讀、詞匯不認(rèn)識(shí)還是習(xí)語不懂等。這里小站教育編輯提醒大家，如果一篇文章聽了4-5遍還是沒聽懂，就去找原因。如此練習(xí)那么你就會(huì)發(fā)現(xiàn)，通過發(fā)現(xiàn)原因你很容易就能聽懂了。并課后把你之前沒有聽懂的內(nèi)容進(jìn)行重點(diǎn)復(fù)習(xí)，直到掌握這個(gè)問題的解決方法，那么你的聽力水*就不知不覺的得到了提高。

　　二、要多背單詞。

　　托福詞匯是整個(gè)托�？荚嚨幕�礎(chǔ)，無論是托�？荚嚨哪囊粋�(gè)科目，你都需要掌握足夠量的詞匯。在托福聽力考試中，特別是是名詞大家一定要把真題練習(xí)中的所有名詞都去背一下，因這些都將會(huì)是聽力文章中長對(duì)話的重要特征，其實(shí)聽懂這些往往對(duì)你猜測答案有意想不到的效果，其實(shí)一般長對(duì)話一般不會(huì)和我們常識(shí)相反的事物。

　　三、堅(jiān)持以真題為材料練習(xí)。

　　在托福聽力備考過程中，考生要充分了分和熟悉托福聽力真題，再還沒有掌握真題之前最好不要接觸課外學(xué)習(xí)資料，比如說VOA、FRIENDS等資料，特別像是瘋狂英語(**課)之類的。如果你能聽懂這些，那么你的英語水*就非常不一般了，面對(duì)托福聽力應(yīng)該會(huì)拿到一個(gè)不錯(cuò)的分?jǐn)?shù)了。

　　四、托福聽力聽對(duì)話必須要同時(shí)做題。

　　很多同學(xué)在做托福聽力的時(shí)候都是先聽，然后再去做題，這樣是最錯(cuò)誤的做法，正確的做法是先看題，然后邊聽邊做。因?yàn)檫@樣你可以避免造成聽后不反應(yīng)文章意思的惡習(xí)，的確你能聽懂文章的大部分意思，基本可以做對(duì)題，那么如果你理解的意思是錯(cuò)誤的呢，那么你就來不及更正答案了;聽力答案偶爾也會(huì)有陷阱，可能D比B好，那么你一上來就選擇了B，所以這種細(xì)心和靈感是需要*時(shí)養(yǎng)成的;還有一種情況萬一你聽不懂的情況下，你看著選項(xiàng)必須要去猜題了，這個(gè)猜其實(shí)包含了你使用一些聽到的詞匯來做推測，如果你事先看了題目，那么你猜對(duì)機(jī)率就會(huì)大很多。

　　五、選擇答案技巧。

　　一般情況對(duì)于聽力的短答案一定要先掃描一下，這些答案往往是和時(shí)間，比值，問題順序和文章順序是一致的，如果出現(xiàn)在第二題中，則答案基本在對(duì)話開頭部分，這時(shí)你只要盯著答案選項(xiàng)，聽到哪個(gè)就選擇哪個(gè)，保證是正確的答案。否則一旦你漏聽了，那么神仙也救不了你了，因?yàn)榇鸢负芏�，故而在�?duì)話中提及的時(shí)間也相對(duì)較短，一個(gè)不注意就有可能會(huì)漏掉。

　　六、要對(duì)真題有研究。

　　這里說的對(duì)真題的研究是研究文字和選項(xiàng)的規(guī)律而不是文字和選項(xiàng)的關(guān)系，托福聽力考試中的每一類題型都是有規(guī)律可循的。如果你對(duì)真題有研究的話，那么你就會(huì)發(fā)現(xiàn)，什么類型的題目，它的答案和文字中哪個(gè)單詞是有密切關(guān)系的，長對(duì)話的答案一般會(huì)出現(xiàn)在哪里，哪些地方需要注意的，其實(shí)這和閱讀是一樣的，有時(shí)候大家都是被一種思想給牽制：覺得其實(shí)文字給我看基本是能看懂的，所以聽不出是我的能力不夠。這里的能看懂和能聽懂的差別是很大的。所以看動(dòng)聽不懂不是你的錯(cuò)，有時(shí)候在閱讀上你要使用技巧，為什么再長對(duì)話里面就不使用呢?再建議你各種類型長對(duì)話背一篇，有時(shí)候聽力也是考你一個(gè)信息容量的問題，要是每種類型都背過一篇，以后再遇到等于是一些替換，大意你是很清楚了，注意：背篇章需要同時(shí)記住接下來的**，這樣你不但把握文章概觀而且有能知道會(huì)問什么問題，在什么段問問題的靈感。

　　七、備考時(shí)多些激情。

　　在備考托福聽力時(shí)，不要沒有目的的傻聽，這里小編主張大家要精聽，少泛聽，特別是傻坐著，以為帶著耳機(jī)聽到耳朵疼就會(huì)出效果了，如果你沒有激情，不去想想對(duì)話的場景，我在什么時(shí)候可以使用，那么你還不如去做語法和閱讀，畢竟你的備考時(shí)間并不是十分的寬裕。一個(gè)好的英語環(huán)境對(duì)于英語學(xué)習(xí)來說是十分有幫助，這也是*時(shí)考生復(fù)習(xí)時(shí)最易忽略的。

備考托福聽力考試真題練習(xí)3篇（擴(kuò)展2）

——托�？谡Z考試真題

托�？谡Z考試真題1

　　Some people like to go straight to the destination to see the view while traveling. Other people prefer to enjoy the scenery along the way. Which do you prefer and why? Use specific reasons to support your answer.

　　結(jié)構(gòu)提綱：

　　Intro：enjoy the scenery along the way

　　Body：

　　1. traveling is a process

　　2. see some places that we haven’t been to

　　3. less stressful and more enjoyable

　　Transitional words ： first，second，finally

　　Some people like to go straight to the destination to see the view while traveling because they want to spend a long period of time enjoying the place as they planned. But as far as I’m concerned. I prefer to enjoy the scenery along the way.

　　First,traveling is a process,not a destination. In most cases，traveling is a process of getting from point A to point B. The mind is relaxing while the landscape is passed by. Moreover, it is a process of sightseeing for us to communicate with the history and nature.

　　Second,taking time along the way enables us to see some places that we haven't been to or may not have the chance to go for a visit. What a good additional gain!

　　Finally,not rushing to the destination but enjoying the sights during the journey is less stressful and more enjoyable.

備考托福聽力考試真題練習(xí)3篇（擴(kuò)展3）

——托福寫作真題練習(xí)

托福寫作真題練習(xí)1

　　Your job has more effects on happiness than your social life does.

　　托福寫作真題解析：

　　題目大意： 你的工作要比你的社交生活對(duì)幸福影響更大。此題目涉及到抽象詞“幸�！保�可能小伙伴們會(huì)覺得有些難度，如果大家了解馬斯洛的需求層次理論的話，本題目并不難，波波建議大家選擇，兩者對(duì)于幸福有同樣的作用，因?yàn)楣ぷ鳚M足了我們的'物質(zhì)需求，而社交生活滿足了我們的社交需求。

備考托福聽力考試真題練習(xí)3篇（擴(kuò)展4）

——司法考試練習(xí)真題及答案解析3篇

司法考試練習(xí)真題及答案解析1

　　《理論法學(xué)》

　　【單選題】卡爾·***說：“在**的國家里，法律就是國王;在**的國家里，國王就是法律。”關(guān)于***這段話的理解，下列哪一選項(xiàng)是錯(cuò)誤的?( )

　　A.從性質(zhì)上看，有**的法律，也有**的法律

　　B.在實(shí)行**的國家，君主或者國王不可以參與立法

　　C.在實(shí)行**的國家，國王的意志可以上升為法律

　　D.實(shí)行**的國家，也是實(shí)行法律至上原則的國家

　　向上滑動(dòng)查看參***

　　【正確答案】 B

　　【答案解析】 法的本質(zhì)反映為法的階級(jí)性，在階級(jí)對(duì)立的社會(huì)，法所體現(xiàn)的國家意志實(shí)際上是**階級(jí)的意志。故在實(shí)行**的國家，國王的意志具有最高效力，可以上升為法律。在實(shí)行**的國家，君主或者國王也是可以參與立法的，但其受到法律的制約，必須**行事。

　　《三國法》

　　【單選題】2009年，甲、乙、丙、丁共同設(shè)立A有限責(zé)任公司。丙以下列哪一理由提起解散公司的訴訟**應(yīng)予受理?( )

　　A.以公司董事長甲嚴(yán)重侵害其股東***，其無法與甲合作為由

　　B.以公司管理層嚴(yán)重侵害其利潤分配請(qǐng)求權(quán)，其股東利益受重大損失為由

　　C.以公司被吊銷企業(yè)法人營業(yè)執(zhí)照而未進(jìn)行清算為由

　　D.以公司經(jīng)營管理發(fā)生嚴(yán)重困難，繼續(xù)存續(xù)會(huì)使股東利益受到重大損失為由

　　向上滑動(dòng)查看參***

　　【正確答案】 D

　　【答案解析】 選項(xiàng)A.B.C錯(cuò)誤�！豆�司法解釋(二)》第一條第二款規(guī)定，股東以***、利潤分配請(qǐng)求權(quán)等權(quán)益受到損害，或者公司虧損、財(cái)產(chǎn)不足以償還全部債務(wù)，以及公司被吊銷企業(yè)法人營業(yè)執(zhí)照未進(jìn)行清算等為由，提起解散公司訴訟的，人民**不予受理。

　　選項(xiàng)D正確。《公司法》第一百八十二條規(guī)定，公司經(jīng)營管理發(fā)生嚴(yán)重困難，繼續(xù)存續(xù)會(huì)使股東利益受到重大損失，通過其他途徑不能解決的，持有公司全部股東表決權(quán)百分之十以上的股東，可以請(qǐng)求人民**解散公司。

　　《商經(jīng)法》

　　【單選題】2014年5月，甲、乙、丙三人共同出資設(shè)立一家有限責(zé)任公司。甲的下列哪一行為不屬于抽逃出資行為?( )

　　A.將出資款項(xiàng)轉(zhuǎn)入公司賬戶驗(yàn)資后又轉(zhuǎn)出去

　　B.虛構(gòu)債權(quán)債務(wù)關(guān)系將其出資轉(zhuǎn)出去

　　C.利用關(guān)聯(lián)交易將其出資轉(zhuǎn)出去

　　D.制作虛假財(cái)務(wù)會(huì)計(jì)報(bào)表虛增利潤進(jìn)行分配

　　向上滑動(dòng)查看參***

　　【正確答案】 A

　　【答案解析】 《公司法解釋(三)》第十二條規(guī)定，公司成立后，公司、股東或者公司債權(quán)人以相關(guān)股東的行為符合下列情形之一且損害公司權(quán)益為由，請(qǐng)求認(rèn)定該股東抽逃出資的，人民**應(yīng)予**：(一)制作虛假財(cái)務(wù)會(huì)計(jì)報(bào)表虛增利潤進(jìn)行分配;(二)通過虛構(gòu)債權(quán)債務(wù)關(guān)系將其出資轉(zhuǎn)出;(三)利用關(guān)聯(lián)交易將出資轉(zhuǎn)出;(四)其他未經(jīng)法定程序?qū)⒊鲑Y抽回的行為。

　　《行政法》

　　【多選題】某行政機(jī)關(guān)負(fù)責(zé)人孫某因同時(shí)違反財(cái)經(jīng)紀(jì)律和****被分別給予撤職和記過處分。下列說法正確的是?( )

　　A.應(yīng)只對(duì)孫某執(zhí)行撤職處分

　　B.應(yīng)同時(shí)降低孫某的級(jí)別

　　C.對(duì)孫某的處分期為36個(gè)月

　　D.**對(duì)孫某的處分后，即應(yīng)恢復(fù)其原職務(wù)

　　向上滑動(dòng)查看參***

　　【正確答案】 AB

　　【答案解析】 選項(xiàng)A正確�！�***處分條例》第十條第一款規(guī)定，行政機(jī)關(guān)***同時(shí)有兩種以上需要給予處分的行為的，應(yīng)當(dāng)分別確定其處分。應(yīng)當(dāng)給予的處分種類不同的，執(zhí)行其中最重的處分;應(yīng)當(dāng)給予撤職以下多個(gè)相同種類處分的，執(zhí)行該處分，并在一個(gè)處分期以上、多個(gè)處分期之和以下，決定處分期。

　　選項(xiàng)B正確�！�***法》第五十八條第三款規(guī)定，受撤職處分的，按照規(guī)定降低級(jí)別。

　　選項(xiàng)C錯(cuò)誤�！�***法》第五十八條第二款規(guī)定，受處分的期間為：警告，六個(gè)月;記過，十二個(gè)月;記大過，十八個(gè)月;降級(jí)、撤職，***個(gè)月。本題中，對(duì)孫某只執(zhí)行撤職處分，因此，處分期限為***個(gè)月，而非三十六個(gè)月。

　　選項(xiàng)D錯(cuò)誤。《***法》第五十九條第二款規(guī)定，**處分后，晉升工資檔次、級(jí)別和職務(wù)不再受原處分的影響。但是，**降級(jí)、撤職處分的，不視為恢復(fù)原級(jí)別、原職務(wù)。

　　《民法》

　　【單選題】甲用偽造的乙公司公章，以乙公司名義與不知情的丙公司簽訂食用油買賣合同，以次充好，將劣質(zhì)食用油賣給丙公司。合同沒有約定仲裁條款。關(guān)于該合同，下列哪一表述是正確的?( )

　　A.如乙公司追認(rèn)，則丙公司有權(quán)通知乙公司撤銷

　　B.如乙公司追認(rèn)，則丙公司有權(quán)請(qǐng)求**撤銷

　　C.無論乙公司是否追認(rèn)，丙公司均有權(quán)通知乙公司撤銷

　　D.無論乙公司是否追認(rèn)，丙公司均有權(quán)要求乙公司履行

　　向上滑動(dòng)查看參***

　　【正確答案】 B

　　【答案解析】 選項(xiàng)A.C錯(cuò)誤�！逗贤�法》第四十八條規(guī)定，行為人沒有**權(quán)、超越**權(quán)或者**權(quán)終止后以被**人名義訂立的合同，未經(jīng)被**人追認(rèn)，對(duì)被**人不發(fā)生效力，由行為人承擔(dān)責(zé)任。相對(duì)人可以催告被**人在一個(gè)月內(nèi)予以追認(rèn)。被**人未作表示的，視為拒絕追認(rèn)。合同被追認(rèn)之前，善意相對(duì)人有撤銷的**。撤銷應(yīng)當(dāng)以通知的方式作出。據(jù)此可知，善意相對(duì)人丙若以通知方式撤銷該合同，則需要在合同被乙公司追認(rèn)之前進(jìn)行。

　　選項(xiàng)B正確�！逗贤�法》第五十四條第二款規(guī)定，一方以欺詐、脅迫的**或者乘人之危，使對(duì)方在違背真實(shí)意思的情況下訂立的合同，受損害方有權(quán)請(qǐng)求人民**或者仲裁機(jī)構(gòu)變更或者撤銷。本案中，甲以次充好，將劣質(zhì)食用油賣給丙公司，構(gòu)成欺詐，該合同可撤銷，受害人丙公司有權(quán)請(qǐng)求**對(duì)該合同予以撤銷。

　　選項(xiàng)D錯(cuò)誤。如果乙公司不追認(rèn)，該合同無效，丙公司無權(quán)要求乙公司履行合同。

　　《刑法》

　　【單選題】甲與素不相識(shí)的崔某發(fā)生口角，推了他肩部一下，踢了他屁股一腳。崔某忽覺胸部不適繼而倒地，在醫(yī)院就醫(yī)時(shí)**。經(jīng)鑒定，崔某因患冠狀粥樣硬化性心臟病，致急性心力衰竭**。關(guān)于本案，下列哪一選項(xiàng)是正確的?( )

　　A.甲成立故意傷害罪，屬于故意傷害致人**

　　B.甲的行為既不能認(rèn)定為故意**，也不能認(rèn)定為意外事件

　　C.甲的行為與崔某**結(jié)果之間有因果關(guān)系，這是客觀事實(shí)

　　D.甲主觀上對(duì)崔某**具有預(yù)見可能性，成立過失致人**罪

　　向上滑動(dòng)查看參***

　　【正確答案】 C

　　【答案解析】 選項(xiàng)A錯(cuò)誤。甲沒有傷害崔某的主觀故意，且實(shí)施的行為在通常情況下也不足以致崔某輕傷。因此，甲不構(gòu)成故意傷害罪。

　　選項(xiàng)B錯(cuò)誤，選項(xiàng)C正確。因果關(guān)系屬于**構(gòu)成中客觀構(gòu)成要件要素，屬于客觀事實(shí);因被害人特殊體質(zhì)導(dǎo)致的危害后果，一律認(rèn)定為有因果關(guān)系。認(rèn)定為有因果關(guān)系并不等同于構(gòu)成**或追究刑事責(zé)任。結(jié)合題干中所給信息，對(duì)于甲認(rèn)定為意外事件比較合適。

　　選項(xiàng)D錯(cuò)誤。發(fā)生**后果的主要原因是崔某的特殊體質(zhì)，甲主觀上對(duì)崔某**不具有預(yù)見的.可能性，不成立過失**。

備考托福聽力考試真題練習(xí)3篇（擴(kuò)展5）

——托福聽力備考的最有效方法 (菁選2篇)

托福聽力備考的最有效方法1

　　第一步：保持冷靜和自信。

　　要想徹底聽懂托福聽力的內(nèi)容，或與老外進(jìn)行無障礙交流，首先要對(duì)自己有信心，千萬不要因?yàn)闆]聽懂一兩個(gè)單詞而慌了手腳。這種良好的心理素質(zhì)對(duì)提高聽力能力相當(dāng)關(guān)鍵。

　　第二步：學(xué)會(huì)形象化記憶。

　　聽力的過程中要學(xué)會(huì)把抽象的語言轉(zhuǎn)變成形象的圖畫，并反映在腦海之中。有了動(dòng)態(tài)圖象的幫助，才有利于抓住語言的主要信息而非旁支末節(jié)。

　　第三步：善于模仿。

　　不要盲目追求題海戰(zhàn)術(shù)，不斷地找新題目來練，而應(yīng)該把***放在聽過的題目上，進(jìn)一步分析、研究，并認(rèn)真模仿聽力題目中的各種語音、語調(diào)、語氣、習(xí)語、俚語等。

　　第四步：掌握多義詞。

　　英語最大的特點(diǎn)是一詞多義，這也是導(dǎo)致一些考生明明聽出了是哪個(gè)詞，卻仍然搞不懂其在題目中確切含義的重要原因。因此，在*時(shí)練習(xí)中要注意掌握聽力題目中常用詞匯和句式的其他用法。

　　第五步：了解**文化背景和思維方式。

　　語言是文化和思維的載體，努力挖掘聽力題目中的**文化背景和思維模式，就能在聽力過程中變被動(dòng)為主動(dòng)。

　　第六步：不斷記憶。

　　托福聽力題中一些語言點(diǎn)的重現(xiàn)率很高，考生需要將他們加以背誦和記憶。背的越多，就意味著熟悉度越高，同時(shí)也培養(yǎng)了良好的英語語感。

　　托福聽力備考水*的過程是一個(gè)不斷豐富知識(shí)、發(fā)展技巧并同時(shí)鍛煉分析、理解、推斷能力的綜合性訓(xùn)練過程，大家可以多了解一些托福聽力背景，對(duì)備考有幫助。

托福聽力備考的最有效方法2

　　之一、急功近利，總是找捷徑

　　此區(qū)可謂是很多人犯的毛病——總是找捷徑。大家都知道了聽寫跟讀是提高聽力的最好途徑，都知道了要聽什么怎么聽。剛開始幾天可能很刻苦，聽寫的挺高興的，痛并快樂著嘛!希望在前頭。漸漸的，幾天幾個(gè)星期，見自己聽力還是不見長，聽寫出來花花**，一做聽力題還是慘敗歸來，不找自己的問題，開始找聽寫的問題。此時(shí)，很多人都開始問“英語聽寫到底有沒有用啊?”“我聽了這么久怎么什么效果都沒有啊?”“怎么做托福聽力成績才能迅速提高啊?”。

　　首先，當(dāng)遇到挫敗的時(shí)候，更應(yīng)該反省的是自己是否做的不到位。英語聽寫是否認(rèn)真，是否認(rèn)真跟讀，有沒有達(dá)到盲讀，一天用了多少時(shí)間在英語聽寫上……這些問題應(yīng)該是最先出現(xiàn)在腦海里面的，還不是去質(zhì)疑聽寫到底有沒有用。聽寫的效用已經(jīng)有千千萬萬的朋友哦們驗(yàn)證過了，而你踏入聽寫也不是正因?yàn)槁爩懙拿钚��?聽寫是一劑好藥，但是不是神藥。不可能聽寫個(gè)十天八天的你就從廢柴變成了牛人，這種事只存在于童話中。不管是什么藥，它總是有個(gè)療程。你不堅(jiān)持，它怎么去發(fā)揮藥效呢?而聽寫這一劑藥，發(fā)揮藥效的時(shí)間對(duì)于每個(gè)人都不同，那是因?yàn)槊恳粋�(gè)人的基礎(chǔ)都不同�；蛟S本來基礎(chǔ)很好的人聽了一個(gè)月就變成了牛人，不**一個(gè)連apple都聽不懂的人用一個(gè)月也可以變成牛人。

　　所以，當(dāng)你聽寫得疲憊了，信心低了，請(qǐng)反思自己有沒有做好，如果做好了，那么就是修煉時(shí)間不夠。請(qǐng)繼續(xù)努力，因?yàn)槟阕咴谡�道上，只是走得還不夠遠(yuǎn)。

　　二、妄自菲薄，自信心低

　　的確，擁有良好的基礎(chǔ)從小就能接觸英語并且接受正確的`指導(dǎo)的人不多。當(dāng)我們不得不面對(duì)IBT的時(shí)候，也不得不面對(duì)我們不怎么良好的基礎(chǔ)。涉及除閱讀外所有部分的聽力成了很多人的短處。

　　聽力不好的人剛開始聽寫可能還有些動(dòng)力做英語聽寫，心想自己的基礎(chǔ)本來就不好，不要心急慢慢練�？墒锹犞�聽著卻不見進(jìn)步，開始懷疑是不是自己能力太差沒有可以上升的空間，覺得自己怎么這么廢，覺得自己做什么都不能提高還不如放棄算了。

　　此想法不可取。你只所以現(xiàn)在做的這么辛苦都是為了補(bǔ)償你曾經(jīng)未曾對(duì)英語花過的心思。就像一個(gè)瘦小伙瘋狂高強(qiáng)度鍛煉三個(gè)月并不一定能達(dá)到一個(gè)鍛煉了兩年的肌肉男的身體水*。知道自己的弱點(diǎn)在哪里，就應(yīng)該去補(bǔ)救。而英語提高不是你行動(dòng)了就馬上有效果，而是要靠細(xì)水長流的積累。當(dāng)你現(xiàn)在開始補(bǔ)救，應(yīng)該擺明自己是個(gè)初學(xué)者的姿態(tài)，要去努力的提高自己，雖然或許記憶力和理解力也不如從前，但是我想你有了比從前堅(jiān)強(qiáng)N倍的意志力。對(duì)自己有信心，對(duì)聽寫有信心，才是進(jìn)步之本。

　　三、三天打魚，兩天曬網(wǎng)

　　剛開始大家都興致勃勃的開始聽寫，高呼著大家都來**我，這樣開聽寫日志的人有很多。但是有些人堅(jiān)持著并進(jìn)步了，有些人聽了幾天就消失無影蹤了。聽寫日志其實(shí)也是個(gè)表面功夫，的確他可以**你聽寫，但是大家的**并不是最重要的，最重要的是你有堅(jiān)持下去的心。

　　你可以不聽幾百篇，但是把自己聽寫的幾十篇研究的徹徹底底，沒有停止這樣的學(xué)習(xí)，這是堅(jiān)持;你可以聽寫聽寫一直聽寫，即便沒有看到很明顯的進(jìn)步也在聽寫(當(dāng)然這個(gè)前提是你使用了正確的適合自己的方法)，這也是堅(jiān)持。上文也說了，聽寫是一劑好藥，但是發(fā)揮藥效需要時(shí)間。我們能做的是聽寫并堅(jiān)持。我個(gè)**概聽了4、50篇開始出效果，但是我并不能保證你們需要聽寫多久、堅(jiān)持多久才會(huì)有效果。但是我知道，如果你堅(jiān)持了，你一定會(huì)進(jìn)步，或許在你不知不覺中進(jìn)步，但最后總會(huì)達(dá)到你所要的結(jié)果。

　　四、 敷衍自己，不溫故知新

　　這條很可能不知不覺出現(xiàn)。出現(xiàn)此忌的征兆是聽寫的時(shí)候容易走神，聽不出來的詞就直接跳過不仔細(xì)多聽，對(duì)答案的時(shí)候草草了事，跟讀個(gè)幾遍就去休息，盲讀直接無視，聽寫完就了事不復(fù)習(xí)以前的段子……

　　當(dāng)你出現(xiàn)此忌，那么我可以告訴你，就算再好的藥也會(huì)沒有藥效。就像是吃藥，明明規(guī)定了一天要吃三粒，但是你只吃一粒;明明說是飯后吃，你偏在飯前就要把他吞下去。聽寫這劑藥雖好，但是不遵守醫(yī)囑一樣沒有藥效。

　　很多人或許說，我每天都聽寫了3、4篇呢，怎么就是沒效果呢。請(qǐng)反思自己是否犯下此忌�；蛟S你是每天都乖乖聽寫了，但是聽寫的時(shí)候亂寫一通，對(duì)答案的時(shí)候是對(duì)是錯(cuò)隨便寫寫，跟讀的時(shí)候完全照自己的意思照著自己的地方口音來跟讀，錄音放著可是語音語調(diào)卻走著自己的路線，聽過的段子從來不重新看。那么我只能說你在自我感覺方面很牛。像這樣敷衍著來聽寫，怎樣都是不會(huì)進(jìn)步的。

　　So，當(dāng)你意識(shí)到自己可能有這些問題了，請(qǐng)趕快參照標(biāo)準(zhǔn)的方法好好檢查檢查，自己是否在用正確的方法努力著。如果是，那么恭喜你，可以繼續(xù)努力了。如果不是,那就要迅速調(diào)整自己的狀態(tài).

　　五、思維局限，只用固定套路

　　這個(gè)問題可能出現(xiàn)的不是很多，但是個(gè)人認(rèn)為是非常影響學(xué)習(xí)效率的一件是。聽寫是個(gè)大方向，關(guān)于聽寫有很多小的細(xì)節(jié)問題，雖然有給出所謂的標(biāo)準(zhǔn)做法，但是有些時(shí)候并不是適合所有人的。比如說聽寫到底是打在電腦上還是用手寫，到底跟讀應(yīng)該怎么跟讀等等。

　　拿跟讀舉例，本人跟讀前都會(huì)先把段子讀個(gè)幾遍，大概意思把握的清楚了，跟讀的時(shí)候也比較舒暢。大概大家也看過關(guān)于新手討論跟讀的那個(gè)帖子了，給出的方法時(shí)跟讀前不要先讀，而是直接跟讀，這樣效果明顯。本人認(rèn)為這兩種方法都是可以的，一種有利于循序漸進(jìn)，不那么費(fèi)勁，一種更注重效果，強(qiáng)度比較大。每個(gè)人都可以根據(jù)自己的需要去選擇，用哪種方法并不影響你最后跟讀的結(jié)果。另舉一例，horse給的聽寫要求是寫一句對(duì)一句答案，但是我剛開始時(shí)很容易堅(jiān)持不住而被誘使著去看下一句。所以我剛開始聽場景分類的時(shí)候都是全篇聽完再對(duì)答案的，對(duì)答案的時(shí)候再聽原文，個(gè)人覺得沒什么大礙(horse假如看到這里覺得這樣不行一定要告訴我啊!)。到后來水*上來了，聽og，barron的時(shí)候都是聽一句對(duì)一句了，因?yàn)槁犃λ?高了，很多時(shí)候聽得都是全對(duì)的，這樣對(duì)答案也就提高了速度。

　　舉了兩個(gè)例子，是想告訴大家，只要大方向是對(duì)的，方法不存在對(duì)錯(cuò)，只存在適不適合自己，因此要勤于思考，尋找適合自己的學(xué)習(xí)方法，才是學(xué)習(xí)的最高境界。

備考托福聽力考試真題練習(xí)3篇（擴(kuò)展6）

——托福聽力怎么練習(xí)有什么方法 (菁選2篇)

托福聽力怎么練習(xí)有什么方法1

　　1.聽寫跟讀復(fù)述練習(xí)。對(duì)于基礎(chǔ)薄弱的考生來說，聽寫跟讀復(fù)述的練習(xí)是萬萬不能夠跳過的，因?yàn)樵谶@個(gè)階段去做習(xí)題意義并不是特別大，因?yàn)閮?nèi)容都沒有辦法聽懂的情況下，是沒有辦法關(guān)注到題目及文章規(guī)律的，因此一定要踏踏實(shí)實(shí)地先把起步階段的基礎(chǔ)打好，認(rèn)真做好聽寫跟讀復(fù)述練習(xí)。

　　2.找出那些錯(cuò)題，看原文找出自己為什么錯(cuò)，馬虎還是聽錯(cuò)，還是那個(gè)音自己根本就不會(huì)。不會(huì)其實(shí)也分為兩種情況，一是聽力問題，就是這個(gè)單詞在腦中沒有印象，這樣自然就無法聽出來，這種情況就是要反復(fù)聽這個(gè)錯(cuò)題，幾天之后再拿出來復(fù)習(xí)，直到完全記住為止。

　　3.要對(duì)真題有研究托福聽力考試中的每一類題型都是有規(guī)律可循的。如果你對(duì)真題有研究的話，那么你就會(huì)發(fā)現(xiàn)，什么類型的題目，它的答案和文字中哪個(gè)單詞是有密切關(guān)系的，長對(duì)話的答案一般會(huì)出現(xiàn)在哪里，哪些地方需要注意的，其實(shí)這和閱讀是一樣的

　　4.記筆記是有選擇的記錄。有時(shí)一句話連著幾個(gè)聽不懂的生詞或?qū)Ｓ忻�詞，聽不出來句子意思時(shí)記得標(biāo)記聽得出來的詞匯，或者聽不出來的專有名詞的大概發(fā)音，做題時(shí)方便根據(jù)這些詞所在的層次解題。

　　5.托福聽力聽對(duì)話必須要同時(shí)做題，很多 同學(xué)在做托福聽力的時(shí)候都是先聽，然后再去做題，這樣是錯(cuò)誤的做法，正確的做法是先看題，然后邊聽邊做。因?yàn)檫@樣你可以避免造成聽后不對(duì)應(yīng)文章意思的問題，的確你能聽懂文章的大部分意思，基本可以做對(duì)題，那么如果你理解的意思是錯(cuò)誤的呢，那么你就來不及更正答案了;

托福聽力怎么練習(xí)有什么方法2

　　1.托福聽力考試的考點(diǎn)非常固定，主旨題，態(tài)度題，細(xì)節(jié)題，基本可以根據(jù)*時(shí)的積累，特別是利用結(jié)構(gòu)聽力和筆記法，將考點(diǎn)一一記錄下來。但是基礎(chǔ)不好的同學(xué)往往連題目都看不懂。這就要求學(xué)生1.熟悉常用的500個(gè)學(xué)術(shù)詞匯，至少確保基本能讀懂題目。2.積累一點(diǎn)的專業(yè)主題詞匯。學(xué)生必須先背誦基礎(chǔ)的學(xué)術(shù)詞匯，這是一門苦活，一定要在聽到單詞的同時(shí)，反應(yīng)單詞的意思，注意托福聽力不考單詞拼寫，因此能反應(yīng)單詞意思即可。

　　2.學(xué)生在做題的時(shí)候，每做完一篇聽力文章，需要將這篇文章的文字材料拿出，將文字材料中的生詞進(jìn)行積累，積累的格式：生詞+音標(biāo)+中文+跟讀單詞5遍�？偨Y(jié)完以后，將自己的生詞本合上，將材料再聽一遍

　　3.在練習(xí)的時(shí)候，可以通過泛聽+精聽來訓(xùn)練。如果學(xué)生聽了第一遍材料，兩件事情都做完了，就做第二篇。如果第一次做泛聽，哪怕30分鐘內(nèi)就折騰了這一篇文章，也沒有關(guān)系。因?yàn)殡S著時(shí)間的推移(大概半個(gè)月就會(huì)有進(jìn)步)你會(huì)發(fā)現(xiàn)，孩子在單位時(shí)間內(nèi)能搞定這兩件事的文章變多了。

　　4.練習(xí)精聽，精聽指的是在做完一套題目后，再認(rèn)真地多次重聽，目的是盡可能體會(huì)考點(diǎn)的設(shè)計(jì)**，說話者表達(dá)信息的方式，在不看聽力原文的情況下，盡能通過自己的努力聽出更多的單詞，加強(qiáng)詞匯的語音記憶，同時(shí)糾正自己的發(fā)音。

　　5.熟悉美式發(fā)音并糾正自身發(fā)音。充分熟悉美音的特點(diǎn)，把握住美音和其它主流發(fā)音的典型差異是攻克托福聽力的一個(gè)重要因素和關(guān)鍵前提。試想如果一個(gè)考生習(xí)慣于英式發(fā)音，很少接觸美式發(fā)音的聽力材料，那么在應(yīng)對(duì) 托�？荚� 時(shí)將有很大的不適應(yīng)感，也會(huì)由于一些發(fā)音的不同而造成理解的障礙

備考托福聽力考試真題練習(xí)3篇（擴(kuò)展7）

——英語六級(jí)聽力考試真題 (菁選2篇)

英語六級(jí)聽力考試真題1

　　Section A

　　1. M: Mary, could you please tell Thomas to contact me? I was hoping he would be able to help me out with the freshmen orientation program next week.

　　W: I would certainly tell him if I saw him, but I haven't seen him around for quite a few days.

　　Q: What does the woman mean?

　　2. M: Susan, I am going to change the light bulb above the dining room table. Will you hold the ladder for me?

　　W: No problem. But be careful while you're up there.

　　Q: What does the man want the woman to do?

　　3. W: It's freezing cold. Let me make some coffee to warm us up. Do you want a piece of pie as well?

　　M: Coffee sounds great. But I'm going to have dinner with some friends in a while, so I'd better skip the pie.

　　Q: What does the man mean?

　　4. W: How come Jim lost his job?

　　M: I didn't say he had lost it. All I said was if he didn't get out and start selling a few cars instead of idling around all day, he might find himself looking for a new job.

　　Q: What does the man say about Jim?

　　5. M: Hello, Mary. This is Paul at the bank. Is Tony home?

　　W: Not yet. Paul. I don't think you can reach him at the office now, either. He phoned me five minutes ago to say he was stopping for a hair-cut on his way home.

　　Q: Who do you think the woman probably is?

　　6. W: Oh! Boy! I don't understand how you got a ticket today. I always thought you were slow even driving on the less crowded fast lane.

　　M: I'm usually careful. But this time I thought I could get through the intersection before the light turned.

　　Q: What do we learn about the man?

　　7. W: Your dog certainly seems to know you are his master. Did you have to punish him very often when you trained him?

　　M: I found it's much better to praise him when he obeys and not to be so fussy when he makes mistakes.

　　Q: What does the man say about training dogs?

　　8. M: I am afraid there won't be time to do another tooth today. Make sure you don't eat anything like stakes for the next few hours, and we'll fill the other cavity tomorrow.

　　W: All right. Actually, I must hurry to the library to return some books.

　　Q: Where does the conversation most probably take place?

　　9. W: I am worried about Jenny going to college. College students are so wild nowadays.

　　M: Actually, only a few are like that. Most students are too busy studying to have time to cause trouble.

　　Q: What does the man imply?

　　10. W: You didn't seem to be terribly enthusiastic about the performance.

　　M: You must be kidding. I couldn't have clapped any harder. My hands are still hurting.

　　Q: What does the man think of the performance?

　　Section B

　　Passage 1

　　Born and raised in central Ohio, I'm a country girl through and through. I'm currently studying to become a physical therapist, a career path that marks a great achievement for me. At Ohio State University, admission into the physical therapy program is intensely competitive. I made it pass the first cut the first year I applied, but was turned down for admission. I was crushed, because for years I have been determined to become a physical therapist. I received advice from friends and relatives about changing my major and finding another course for my life. I just couldn't do it. I knew I could not be as happy in another profession. So I stilled myself, began to work seriously for another year and reapplied. Happily I received notice of my admission. Later, I found out that less than 15% of the applicant had been offered positions that year. Now in the first two years of professional training, I couldn't be happier with my decision not to give up on my dream. My father told me that if I wanted it badly enough, I would get in. Well, Daddy, I wanted it. So there. After graduation, I would like to travel to another country, possibly a Latin American country and work in a children's hospital for a year or two. So many of the children there are physically handicapped but most hospitals don't have the funding to hire trained staff to care for them properly. I would like to change that somehow.

　　11. What is the speaker's field of study?

　　12. According to the speaker, what contributed to her admission to Ohio State University?

　　13. Why does the speaker want to go to a Latin American country?

　　Passage 2

　　Gabriela Mistral was once an ordinary teacher in a small village school in Northern Chile. Towering mountains separate her village from the world outside. Gabriela Mistral was only fifteen when she began teaching, but she was a good teacher. She helped the minds of her students' scale the mountain walls and reached out to the world beyond. For eighteen years, Gabriela devoted her life to the poor farm children of Chile's Northern valleys. During part of this time, she was director of schools in all of Chile. Before long, many countries recognized her as a great friend of children and the leader in education. In 1922, she was invited to Mexico to help organize the rural school system. Two years later, Gabriela Mistral came to the United States where she served as a visiting professor in several colleges. In New York City, a group of teachers helped to finance the publication of her first book of poetry. Some of her books have been translated into six different languages. She gave the income from some of her books to help poor and neglected children. Beginning in the 1920's, her interests reached out to broader fields. Statesmen asked her advice on international problems. She tried to break through the national barriers that hindered the exchange of ideas among the Spanish speaking peoples of South America. She tried to develop a better understanding between the United States and countries of Latin America. In 1945, she gained worldwide recognition by winning the Nobel Prize in literature, the first Southern American to win the prize.

　　14. Where did Gabriela Mistral start her teaching career?

　　15. How did Gabriela Mistral help the poor children of her hometown?

　　16. Why did many countries think highly of Gabriela Mistral?

　　17. How did Gabriela Mistral become famous all over the world?

　　Passage 3

　　Over time animals have developed many ways to stay away from predators. A predator is an animal that hunts and eats other animals. Hiding is one of the best ways to stay alive. Some animals hide by looking like the places where they live. To see how this works, let's look at the sea dragon. It is a master of disguise. The sea dragon is covered with skin that looks like leaves. The skin helps the dragon look like a piece of seaweed. A hungry meat eater would stay away from anything that looks like seaweed. Other animals stay safe by showing their colors. They want other animals to see them. Scientists call these bright colors--warning colors. You have probably seen animals that have warning colors. Some grasshoppers show off their own bright colors. Those colors don't just look attractive; they tell their enemies to stay away. Of course, hungry predators sometimes ignore the warning. They still go after the grasshopper. If that happens, the grasshopper has a backup defense. It makes lots of foam. The foam tastes so bad that the predator won't do it again. Color doesn't offer enough protection for some other animals. They have different defenses that help them survive in the wild. Many fish live in groups or schools. That's because there is safety in numbers. At the first sign of trouble, schooling fish swim as close together as they can get. Then the school of fish makes lots of twists and turns. All that movement makes it hard for predators to see inpiduals in a large group.

　　18. What is the speaker mainly talking about?

　　19. What protects the sea dragon from the meat eater's attack?

　　20. According to the passage, why do many fish stay in groups?

英語六級(jí)聽力考試真題2

　　Section A

　　1. M: Mary, could you please tell Thomas to contact me? I was hoping he would be able to help me out with the freshmen orientation program next week.

　　W: I would certainly tell him if I saw him, but I haven't seen him around for quite a few days.

　　Q: What does the woman mean?

　　2. M: Susan, I am going to change the light bulb above the dining room table. Will you hold the ladder for me?

　　W: No problem. But be careful while you're up there.

　　Q: What does the man want the woman to do?

　　3. W: It's freezing cold. Let me make some coffee to warm us up. Do you want a piece of pie as well?

　　M: Coffee sounds great. But I'm going to have dinner with some friends in a while, so I'd better skip the pie.

　　Q: What does the man mean?

　　4. W: How come Jim lost his job?

　　M: I didn't say he had lost it. All I said was if he didn't get out and start selling a few cars instead of idling around all day, he might find himself looking for a new job.

　　Q: What does the man say about Jim?

　　5. M: Hello, Mary. This is Paul at the bank. Is Tony home?

　　W: Not yet. Paul. I don't think you can reach him at the office now, either. He phoned me five minutes ago to say he was stopping for a hair-cut on his way home.

　　Q: Who do you think the woman probably is?

　　6. W: Oh! Boy! I don't understand how you got a ticket today. I always thought you were slow even driving on the less crowded fast lane.

　　M: I'm usually careful. But this time I thought I could get through the intersection before the light turned.

　　Q: What do we learn about the man?

　　7. W: Your dog certainly seems to know you are his master. Did you have to punish him very often when you trained him?

　　M: I found it's much better to praise him when he obeys and not to be so fussy when he makes mistakes.

　　Q: What does the man say about training dogs?

　　8. M: I am afraid there won't be time to do another tooth today. Make sure you don't eat anything like stakes for the next few hours, and we'll fill the other cavity tomorrow.

　　W: All right. Actually, I must hurry to the library to return some books.

　　Q: Where does the conversation most probably take place?

　　9. W: I am worried about Jenny going to college. College students are so wild nowadays.

　　M: Actually, only a few are like that. Most students are too busy studying to have time to cause trouble.

　　Q: What does the man im*?

　　10. W: You didn't seem to be terribly enthusiastic about the performance.

　　M: You must be kidding. I couldn't have clapped any harder. My hands are still hurting.

　　Q: What does the man think of the performance?

　　Section B

　　Passage 1

　　Born and raised in central Ohio, I'm a country girl through and through. I'm currently studying to become a physical therapist, a career path that marks a great achievement for me. At Ohio State University, admission into the physical therapy program is intensely competitive. I made it pass the first cut the first year I applied, but was turned down for admission. I was crushed, because for years I have been determined to become a physical therapist. I received advice from friends and relatives about changing my major and finding another course for my life. I just couldn't do it. I knew I could not be as happy in another profession. So I stilled myself, began to work seriously for another year and reapplied. Happily I received notice of my admission. Later, I found out that less than 15% of the applicant had been offered positions that year. Now in the first two years of professional training, I couldn't be happier with my decision not to give up on my dream. My father told me that if I wanted it badly enough, I would get in. Well, Daddy, I wanted it. So there. After graduation, I would like to travel to another country, possibly a Latin American country and work in a children's hospital for a year or two. So many of the children there are physically handicapped but most hospitals don't have the funding to hire trained staff to care for them properly. I would like to change that somehow.

　　11. What is the speaker's field of study?

　　12. According to the speaker, what contributed to her admission to Ohio State University?

　　13. Why does the speaker want to go to a Latin American country?

　　Passage 2

　　Gabriela Mistral was once an ordinary teacher in a small village school in Northern Chile. Towering mountains separate her village from the world outside. Gabriela Mistral was only fifteen when she began teaching, but she was a good teacher. She helped the minds of her students' scale the mountain walls and reached out to the world beyond. For eighteen years, Gabriela devoted her life to the poor farm children of Chile's Northern valleys. During part of this time, she was director of schools in all of Chile. Before long, many countries recognized her as a great friend of children and the leader in education. In 1922, she was invited to Mexico to help organize the rural school system. Two years later, Gabriela Mistral came to the United States where she served as a visiting professor in several colleges. In New York City, a group of teachers helped to finance the publication of her first book of poetry. Some of her books have been translated into six different languages. She gave the income from some of her books to help poor and neglected children. Beginning in the 1920's, her interests reached out to broader fields. Statesmen asked her advice on international problems. She tried to break through the national barriers that hindered the exchange of ideas among the Spanish speaking peoples of South America. She tried to develop a better understanding between the United States and countries of Latin America. In 1945, she gained worldwide recognition by winning the Nobel Prize in literature, the first Southern American to win the prize.

　　14. Where did Gabriela Mistral start her teaching career?

　　15. How did Gabriela Mistral help the poor children of her hometown?

　　16. Why did many countries think highly of Gabriela Mistral?

　　17. How did Gabriela Mistral become famous all over the world?

　　Passage 3

　　Over time animals have developed many ways to stay away from predators. A predator is an animal that hunts and eats other animals. Hiding is one of the best ways to stay alive. Some animals hide by looking like the places where they live. To see how this works, let's look at the sea dragon. It is a master of disguise. The sea dragon is covered with skin that looks like leaves. The skin helps the dragon look like a piece of seaweed. A hungry meat eater would stay away from anything that looks like seaweed. Other animals stay safe by showing their colors. They want other animals to see them. Scientists call these bright colors--warning colors. You have probably seen animals that have warning colors. Some grasshoppers show off their own bright colors. Those colors don't just look attractive; they tell their enemies to stay away. Of course, hungry predators sometimes ignore the warning. They still go after the grasshopper. If that happens, the grasshopper has a backup defense. It makes lots of foam. The foam tastes so bad that the predator won't do it again. Color doesn't offer enough protection for some other animals. They have different defenses that help them survive in the wild. Many fish live in groups or schools. That's because there is safety in numbers. At the first sign of trouble, schooling fish swim as close together as they can get. Then the school of fish makes lots of twists and turns. All that movement makes it hard for predators to see inpiduals in a large group.

　　18. What is the speaker mainly talking about?

　　19. What protects the sea dragon from the meat eater's attack?

　　20. According to the passage, why do many fish stay in groups?

備考托福聽力考試真題練習(xí)3篇（擴(kuò)展8）

——托�？荚噷懽髡骖}

托�？荚噷懽髡骖}1

　　現(xiàn)在有一些學(xué)校require children(5-11歲) to work together instead of working on their own during most of their learning process， do you agree or disagree that is the best way to teach children?

　　托福寫作模板及參***：

　　Do you agree or disagree with the following statement? Many schools require young children (aged 5-11) to work together in a small group instead of working alone to learn man activities.

　　Educators and researchers have never stopped the examination of the importance and relevance of collaborative learning that are encouraged by middle schools. When compared with studying alone, I, personally, believe that it is far more beneficial to students when working in groups for the following reasons.

　　First off, working in a group can be very conducive for students since they can help students to study more effectively and thus tackle real-world issues. A recent study conducted by University of Minnesota backed up the claim that study teams, collaborative learning and group projects are far more effective in helping students to develop useful skills than traditional teacher-led teaching approach. In fact, when learning in groups, students have to do some research about the topic they are expected to discuss beforehand, which helps them to clear up some misunderstandings and boast their enthusiasm in academic exploration. Clearly, working in a group can help students to retain information for a much longer time and have a much deeper understanding of some concepts and ideas. Consequently, if teachers categorize students and organize them in small study groups, chances are that they would solve complex issues together, like researching the history of the city, examining the water quality of the local town, so on and so forth. Students can develop critical thinking skills as well as learn to collect and ****yze information from multiple sources.

　　Additionally, working in groups has much deeper implications beyond students’ academic experience. As the saying goes: “many hands make light work”. Actually it remains as relevant today as it did a century ago. To be more specific, working together helps to develop skills like cooperation, organization and leadership. When learning in a group, every single student gets a chance to contribute their knowledge to the group, and they can learn to appreciate the work of other students simultaneously as well. What’s more, they have to work closely with others for the same goal otherwise they might not be able to compete with other study groups. More importantly, students will get exposure to distinctive perspectives and at the same time learn how to accept different points of view and find common ground in this process. Such an educational experience will not only be helpful for their future study but also beneficial to them when they have to deal with coworkers, clients, and teammates in a professional setting in the future. Numerous studies have shown that students who have prior experience working with others enjoy a better chance to be successful in their future career.

　　In conclusion, working together in a group has far more meaningful implications than working alone since collaborative learning helps students to learn much more effectively and develop important skills that are vital for their future study and career.