托福听力要学会速记与逻辑搭配.

　　托福听力一直都是不少同学的弱项，从它本身来说，这是对同学们的基础和语音能力的考察。托福听力技巧是多样的，因为每个同学的基础和能力都不一样，这也导致了不一样的托福听力训练方式。下面澳际老师为大家分析一个有效的答题技巧，适用于所有人哦!

　　1. 托福听力技巧一：词组，包括固定搭配，表达和习语等(这在托福听力训练答题时尤为关键)。

　　以固定搭配为例：

　　TPO4-C2：

　　Student: Not really. I’m worried about other two people in my group. They are just sitting back, not really doing their fair share of the work and waiting for an A. It’s kind of stressing me out, because we are getting close to the deadline and I feel like I’m doing everything for this project。

　　Professor：Ah, the old free-rider problem。

　　Student：Free-rider?

　　Professor：Ah, it’s just a term that describes this situation, when people in the group seek to get the benits of being in a group without contributing to the work。

　　Q: Why does the professor mention the ‘free-rider’ problem?

　　A. To review a concept he explained in class。

　　B. To give the student a plan to solve her problem。

　　C. To clarify the problem the student is facing。

　　D. To explain a benit of working in groups。

　　上文中“free rider”这一固定搭配出现了两遍且有出题，难点有两个：1. 没注意到这个单词，不能定位题目;2. 听到的是单个的单词，不知道词组的意思。

　　解题思路：根据“free rider”位于problem前，和后面再次搭配出现，先判定 “free rider” 是词组且代指某个问题，我们先用“FR”记下。

　　学生表达过抱怨“I’m worried about other two people in my group. They are just sitting back, not really doing their fair share of the work and waiting for an A。” 这句话可以理解大意是其他人不做事。

　　老师再次解释“it’s just a term that describes this situation, when people in the group seek to get the benits of being in a group without contributing to the work。” 重申解释“term”，并且强调不为小组做贡献。

　　结合上下文，“free rider”就是搭便车者或不劳而获的人。

　　这样想来，其实我们在听这一段的时候，如果思路一直是跟着对话进行下去的，那我们也一直在等老师解释单词。这样呢，我们就会很快选出老师在给学生阐述这种现象的问题，答案选C。

　　2. 托福听力技巧二：句子：简单句或长难句，许多都有固定的结构和逻辑关系，如果能切块进行处理预测，能提高听力效率。

　　TPO4-L4：

　　And as far as the public goes, well…there are about as many individuals who disagree with the government support as there are those who agree. In fact, with artists in particular, you have lots of artists who support and who have benited from this agency, although it seems that just as many artists oppose a government agency being involved in the arts, for many different reasons, reasons like they don’t want the government to control what they create。

　　Q: What does the professor say about artists’ opinions of government support for the arts?

　　A. Most artists believe that the government should provide more funding for the art

　　B. Most artists approve of the ways in which the government supports the arts。

　　C. Even artists do not agree on whether the government should support the arts。

　　D. Even artists have a low opinion of government support for the arts。

　　“There are about as many individuals who disagree with the government support as there are those who agree。” 这句话中有很明显的搭配as many...as，在听到as many individuals who disagree with the government support，是不是能预测到“agree” 的内容?

　　同理，“You have lots of artists who support and who have benited from this agency, although it seems that just as many artists oppose a government agency being involved in the arts, for many different reasons, reasons like they don’t want the government to control what they create。” 这句话中用的逻辑词是“although”，让步前的内容比较简单，艺术家支持及原因，“although”出现时基本判断后面的内容是反对，准确听出”oppose”(此处有连读artists -oppose，很多同学会听成suppose。最后还有原因解释--“reasons like they don’t want the government to control what they create。”说明是不愿意支持的，也能选出选项C。

　　大家都知道，托福听力考试是有时间限定的，所以我们不可能将听力的所有内容都记下来，这篇文章就是针对这个问题提出了一个有效的托福听力技巧。在我们的托福听力训练中，一定要学会对主要关键词和关键句的把控，这样有利于我们掌握听力所要表达的中心思想，在做题的时候答题方向就不会错了。

　　澳际教育托福课程相信再难管的孩子，我们都有办法提分!

　　全程VIP一对一

　　无论是正课教学，还是辅导课，我们为每位学生都配置有专职的教师和助教，确保全程做到一对一教学。正课一对一，确保教学质量和教学进度，辅课一对一，强化训练，提高正课的吸收率，做到学以致用，学有所用，巩固知识点。

　　目标分数为导向

　　从真题考试分数判断学生当前基础，以学生最终的合理留学需求为目标导向，为学生量身定制个性化的学习计划和各阶段备考方案，最终达到学生的目标分数。

　　教学+管理=“学+练+测”模式

　　澳际国际教育认为：适量的课后练习是确保教学内容真正被吸收掌握的关键，而测试是反映吸收程度的唯一方法，任何形式的授课只能保证大概听懂，仅30%内容被学生学会及掌握，只有结合课下相对应的、有针对性的、有计划的练习才能够帮助学生全面彻底的掌握课上所学内容。

　　澳际教育提供三种测试：每日测试，周期性的测试，模拟测试。测试可以让学生保持学习紧迫感，降低对所学知识的遗忘速度，达到充分掌握教学内容的目的，以最终确保提分效果。

　　个性化+模块化

　　从学生的学习过程中，判断学生学习习惯和对于知识的吸收能力，动态调整学生的课下练习计划，循序渐进，通过不断的阶段性进步，确保学生分数最终得到提高。