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开 本: 16开纸 张: 胶版纸包 装: 平装是否套装: 否国际标准书号ISBN: 9787553735801丛书名: 易人外语
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■ 无论你有没有托福考试的基础，只需6天，轻松带你解决考试所有难题。
■ 全书附赠原版考试听力，更附有考试***单词小册子，边听边说，考试轻松就过！
■ 完整的考试须知，精华的托福模拟考题，汇集多名托福名师近10年甄选。
■ 所有题型*真实、权威，解答超详细。完整计算机机考界面，模拟考试场景，考前不胆怯
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内容简介
本书是为广大备考新托福的考生精心编写的听力宝典。书中精选六大听力热门话题，帮助考生短时间内攻克听力难关。全书共六单元，每单元涵盖6篇演讲，3段对话材料，并特别设置说明板块，帮助考生熟悉听力中的提示语以及关键问题。每单元末的听力助手板块则可以帮助考生复习单词，扩大词汇量。随书还特别奉送一套新托福真题，以便考生自我检测。
目 录
Unit 1 Academic Lectures:Natural Science
Conversations
Unit 2 Academic Lectures:History
Conversations
Unit 3 Academic Lectures:Applied Science
Conversations
Unit 4 Academic Lectures:Education and Language
Conversations
Unit 5 Academic Lectures:Nature and Society
Conversations
Unit 6 Academic Lectures:Arts and Culture
Conversations
Actual Test
Scripts & Answer Keys
Conversations
Unit 2 Academic Lectures:History
Conversations
Unit 3 Academic Lectures:Applied Science
Conversations
Unit 4 Academic Lectures:Education and Language
Conversations
Unit 5 Academic Lectures:Nature and Society
Conversations
Unit 6 Academic Lectures:Arts and Culture
Conversations
Actual Test
Scripts & Answer Keys
前 言
Introduction to TOEFL iBT
TOEFL iBT (internet-based TOEFL) is designed to measure how well non-native speakers of English read, listen, speak, and write in English. The test has four sections:reading, listening, speaking,and writing. Each section of the test is worth 30 points and the highest possible score on the iBT is 120 points (30 points x 4 sections). Most questions are worth 1 point each, but some of thequestions in each section are worth more than 2 points.
For more information, visit the ETS website (www.ets.org).
Listening Section
(1) About the listening material
In the listening section, test takers are asked to listen to 4 or 6 lectures and 2 or 3 conversations. The length of each material varies from 500 to 800 in words, or 3 to 5 minutes in listening time.
There are two major types of listening material covering a wide range of topics that students need to listen in academic environment:
Lecture: a talk given by a professor or a discussion withstudents on an academic subject in the classroom setting
Conversation: a student talking to a professor, teachingassistant, school staff or employee about a situation related tostudent life
All material is recorded in natural spoken English from North America and other English-speaking parts of the world.
(2) About the questions
After listening to each material, several questions follow to test the test takers’ ability in the following areas:
Number of Passages
6 60 min
9 90 min
4 Lectures
2 Conversations
6 Lectures
3 Conversations
Types of Material Test Time
Basic Comprehension: ability to understand the main topic and idea of the material and detail information
Connecting Information: ability to understand organization of the material, connect content and make inferences
Pragmatic Understanding: ability to understand the function of what is said and recognize the speaker’s attitude
In order to test these areas, there are six major types of questions asked in the TOEFL iBT listening section.
Question Type
Main topic / idea
Basic Comprehension
Connecting Information
Pragmatic Understanding
Explanation
Asks about the overall topic or the central
idea of the material
Related Unit
Unit 1
Supporting /
Specific Details
Asks about specific information that are important points within the material Unit 2
Organization Asks about the overall structure and flow of the material Unit 3
Content Asks about the relationship and reasoning of specific information within the material Unit 4
Function Asks about the purpose or meaning of specific information or phrases Unit 5
Stance and Attitude
Asks about the attitude or implied meanings of the speaker Unit 6
Winning TOEFL Listening
It has 6 units, and each unit includes 6 lectures and 3 conversations in various lengths. This book is designed for students who are beginners in academic listening. Therefore, the level of difficulty and the length of the listening material have been modified from the original materials seen on the actual TOEFL.
Each unit of this book deals with a specific academic topic and situation that appear LECTURE TOPICS CONVERSATION TOPICS
Unit 1 Natural Science Class Activities and Registration
Unit 2 History School Admission
Unit 3 Applied Science Student Housings
Unit 4 Education and Language Student Jobs
Unit 5 Nature and Society Student Activities
Unit 6 Arts and Culture School Policies and Facilities
frequently on the TOEFL:
Each unit consists of:
Introduction Practice I, II Test 1, 2, 3 Listening Helper
Each section has the following subsections.
Introduction
(1) Key Expressions
Key Expressions are provided to help students become familiar with frequently used expressions in academic settings. Each unit carries different set of expressions that may be used with specific intentions. Students should pay attention to these
expressions as signals for more important information while they are listening.
(2) Target TOEFL iBT Questions
This part is to prepare students with frequently asked question types in the TOEFL iBT listening test. Students are encouraged to listen for type of information that is more likely to appear in the questions. Each unit focuses on the following TOEFL iBT question types:
Unit 1 Main Idea and Topic Questions
Unit 2 Specific Detail Questions
Unit 3 Organization Questions
Unit 4 Content Questions
Unit 5 Function Questions
Unit 6 Attitude Questions
Practice Ⅰ, Ⅱ
The main purpose of this section is to lead students to listen to short passages (170 words in average) and find answers for target questions. Additional exercises with specific tasks follow to strengthen students’ skills for keyword listening and summarization.
(1) Warm Up
This part is provided as a pre-listening exercise. Students are asked to choose one of the words inside the bracket to complete each sentence (reflecting the topic of the following listening material). The purpose of this exercise is to familiarize students with the content of the lectures or discussions in the practice section.
(2) Part I: Practice 1, 2, 3 – With dictation exercises
In this part, students are asked to answer one target question for each listening material. Then the following dictation exercises ask students to listen again to fill in the blanks in the script provided. These exercises are designed to help students practice listening skills on linking sounds and sound confusions.
(3) Part II: Practice 4, 5, 6 – With summary exercises
In this part, students are asked to answer 2-3 questions including target questions for each listening material. Then the following summary exercises ask students to listen again to complete the summary notes. These exercises are designed to lead students to understand the overall flow of the material and be able to extract its key information.
(4) Vocabulary
Each practice question is provided with the list of key vocabulary. This list can be studied before students listen to the material in order to enhance students’ understanding. It can also be reviewed afterward in the Listening Helper section.
Test 1, 2, 3
In this section, students are required to listen to longer material (240 words in average) and answer 3-5 questions including each unit’s target questions. This section is an opportunity for students to apply their skills acquired from the unit
into more intensive practice.
Listening Helper
This part is provided to help students review and strengthen their knowledge of essential vocabulary. Students are asked to read or listen to each statement and complete it with the correct vocabulary. Each statement and the vocabulary have been taken from the practice section.
Actual Test
At the end of all 6 units, one set of actual test is provided. In this section, there are 6 listening materials (4 academic lectures and 2 conversations) followed by 3-5 questions. Although the lengths and the difficulty of the material have been modified to meet beginner’s level, students are encouraged to take this section as an actual test taking opportunity.
TOEFL iBT (internet-based TOEFL) is designed to measure how well non-native speakers of English read, listen, speak, and write in English. The test has four sections:reading, listening, speaking,and writing. Each section of the test is worth 30 points and the highest possible score on the iBT is 120 points (30 points x 4 sections). Most questions are worth 1 point each, but some of thequestions in each section are worth more than 2 points.
For more information, visit the ETS website (www.ets.org).
Listening Section
(1) About the listening material
In the listening section, test takers are asked to listen to 4 or 6 lectures and 2 or 3 conversations. The length of each material varies from 500 to 800 in words, or 3 to 5 minutes in listening time.
There are two major types of listening material covering a wide range of topics that students need to listen in academic environment:
Lecture: a talk given by a professor or a discussion withstudents on an academic subject in the classroom setting
Conversation: a student talking to a professor, teachingassistant, school staff or employee about a situation related tostudent life
All material is recorded in natural spoken English from North America and other English-speaking parts of the world.
(2) About the questions
After listening to each material, several questions follow to test the test takers’ ability in the following areas:
Number of Passages
6 60 min
9 90 min
4 Lectures
2 Conversations
6 Lectures
3 Conversations
Types of Material Test Time
Basic Comprehension: ability to understand the main topic and idea of the material and detail information
Connecting Information: ability to understand organization of the material, connect content and make inferences
Pragmatic Understanding: ability to understand the function of what is said and recognize the speaker’s attitude
In order to test these areas, there are six major types of questions asked in the TOEFL iBT listening section.
Question Type
Main topic / idea
Basic Comprehension
Connecting Information
Pragmatic Understanding
Explanation
Asks about the overall topic or the central
idea of the material
Related Unit
Unit 1
Supporting /
Specific Details
Asks about specific information that are important points within the material Unit 2
Organization Asks about the overall structure and flow of the material Unit 3
Content Asks about the relationship and reasoning of specific information within the material Unit 4
Function Asks about the purpose or meaning of specific information or phrases Unit 5
Stance and Attitude
Asks about the attitude or implied meanings of the speaker Unit 6
Winning TOEFL Listening
It has 6 units, and each unit includes 6 lectures and 3 conversations in various lengths. This book is designed for students who are beginners in academic listening. Therefore, the level of difficulty and the length of the listening material have been modified from the original materials seen on the actual TOEFL.
Each unit of this book deals with a specific academic topic and situation that appear LECTURE TOPICS CONVERSATION TOPICS
Unit 1 Natural Science Class Activities and Registration
Unit 2 History School Admission
Unit 3 Applied Science Student Housings
Unit 4 Education and Language Student Jobs
Unit 5 Nature and Society Student Activities
Unit 6 Arts and Culture School Policies and Facilities
frequently on the TOEFL:
Each unit consists of:
Introduction Practice I, II Test 1, 2, 3 Listening Helper
Each section has the following subsections.
Introduction
(1) Key Expressions
Key Expressions are provided to help students become familiar with frequently used expressions in academic settings. Each unit carries different set of expressions that may be used with specific intentions. Students should pay attention to these
expressions as signals for more important information while they are listening.
(2) Target TOEFL iBT Questions
This part is to prepare students with frequently asked question types in the TOEFL iBT listening test. Students are encouraged to listen for type of information that is more likely to appear in the questions. Each unit focuses on the following TOEFL iBT question types:
Unit 1 Main Idea and Topic Questions
Unit 2 Specific Detail Questions
Unit 3 Organization Questions
Unit 4 Content Questions
Unit 5 Function Questions
Unit 6 Attitude Questions
Practice Ⅰ, Ⅱ
The main purpose of this section is to lead students to listen to short passages (170 words in average) and find answers for target questions. Additional exercises with specific tasks follow to strengthen students’ skills for keyword listening and summarization.
(1) Warm Up
This part is provided as a pre-listening exercise. Students are asked to choose one of the words inside the bracket to complete each sentence (reflecting the topic of the following listening material). The purpose of this exercise is to familiarize students with the content of the lectures or discussions in the practice section.
(2) Part I: Practice 1, 2, 3 – With dictation exercises
In this part, students are asked to answer one target question for each listening material. Then the following dictation exercises ask students to listen again to fill in the blanks in the script provided. These exercises are designed to help students practice listening skills on linking sounds and sound confusions.
(3) Part II: Practice 4, 5, 6 – With summary exercises
In this part, students are asked to answer 2-3 questions including target questions for each listening material. Then the following summary exercises ask students to listen again to complete the summary notes. These exercises are designed to lead students to understand the overall flow of the material and be able to extract its key information.
(4) Vocabulary
Each practice question is provided with the list of key vocabulary. This list can be studied before students listen to the material in order to enhance students’ understanding. It can also be reviewed afterward in the Listening Helper section.
Test 1, 2, 3
In this section, students are required to listen to longer material (240 words in average) and answer 3-5 questions including each unit’s target questions. This section is an opportunity for students to apply their skills acquired from the unit
into more intensive practice.
Listening Helper
This part is provided to help students review and strengthen their knowledge of essential vocabulary. Students are asked to read or listen to each statement and complete it with the correct vocabulary. Each statement and the vocabulary have been taken from the practice section.
Actual Test
At the end of all 6 units, one set of actual test is provided. In this section, there are 6 listening materials (4 academic lectures and 2 conversations) followed by 3-5 questions. Although the lengths and the difficulty of the material have been modified to meet beginner’s level, students are encouraged to take this section as an actual test taking opportunity.
在线试读
Practice
Warm Up
First, circle one of the words inside the bracket to complete each sentence with your own choice. Then listen to the recording to check the correct answer.
1. Flowers completed most of their evolutionary process in (30 / 13)million years.
2. Cats can see the world only in shades of (blue and yellow / black and white).
3. When we are hungry, thinking about food sends signals to our (brain /digestive organs).
4. Corn plants in the field often get invaded by (caterpillars / wasps).
Part I
Practice 1
Listen to part of a talk given in a biology class. Pay attention to the main topic or idea and answer the question.
Q. What is the main idea of the lecture?
A The evolution of flowers is completely unknown.
B Flowers evolved in quite a short period of time.
C Among scientists, biologists work the fastest.
D Flowering plants actually appeared 30 million years ago.
Listen again and fill in the blanks.
Prof(W): Scientists say flowers first on Earth about 140 million years ago. Then, by about 30 million years later, flowers completed their evolutionary processes. Well, the interesting thing is that to a biologist, 30 million years of time is, so the evolutionary process of flowers is to be very fast. That’s why a group of scientists are now trying to solve the mystery flowers’ fast evolution. to solve this mystery is to make a full of a plant called “Amborella”. The Amborella is a very important plant for the scientists because it is the flowering plant. And now, many scientists hope that it can provide clues about flowers’ and evolution.
●evolutionary adj. of the history of the development of a biological group
●genetic map a graphic representation of the structure of a single gene
●flowering plant a plant that produces flowers and fruit
Practice 2
A Listen to part of a lecture in a science class. Pay attention to the main topic or idea and answer the question.
Q. What is the main topic of the lecture?
A Ambushing predators
B Detecting a cat’s movement
C Colorblind animals
D Cats’ vision
B Listen again and fill in the blanks.
Prof(M): Now, let’s turn our attention to how cats . Some people consider cats to be . It is because cats see the world in of blue and yellow, much people who are red-green colorblind, so maybe cats’ color vision isn’t as humans. However, cats’ vision has to detect movement. Have you seen a cat pounce when moves? Then you’ve probably also that it doesn’t move when the toy still. That’s because cats are ambush predators. This
means that cats still and moving prey. That’s how ambush predators their prey. Also, the position of the cat’s eyes, on the front of the head, makes the cat judging distance.
●colorblind adj. being partly or totally unable to recognize one or more colors
●shade n.the gradation of darkness
●evolve v. to develop or achieve gradually
●detect v. to discover the existence or presence of a thing
●pounce v. to make a sudden approach
●stil adj.not moving
●ambush n. hiding in order to attack by surprise
●predator n. an animal that lives by killing and eating other animals
●prey n. animals hunted or killed by another animal for food
Practice 3
AListen to part of a conversation in a school office. Pay attention to the main
situation and answer the question.
Q. What is the conversation mainly about?
A The difficulty of being a first year student
B The problems with studying for a course
C How to make course selections
D Looking for places on campus
B. Listen again and fill in the blanks.
M: Hi, there.
W: Oh, hi. I am having some with my course . Can you help me?
M: Sure. What seems to be the problem?
W: Um … everything, actually. You see, I’m a first year student and I understand the course names. I mean, the codes and numbers…
M: Well, I understand. Many first year students have with it.
W: I’m glad to hear that. I know I’m not the only one.
M: So tell me what courses you want to take. Then I’ll help you find them in the course .
W: Thanks.
●selection n. the act of making choices; a carefully chosen collection of things
……
Warm Up
First, circle one of the words inside the bracket to complete each sentence with your own choice. Then listen to the recording to check the correct answer.
1. Flowers completed most of their evolutionary process in (30 / 13)million years.
2. Cats can see the world only in shades of (blue and yellow / black and white).
3. When we are hungry, thinking about food sends signals to our (brain /digestive organs).
4. Corn plants in the field often get invaded by (caterpillars / wasps).
Part I
Practice 1
Listen to part of a talk given in a biology class. Pay attention to the main topic or idea and answer the question.
Q. What is the main idea of the lecture?
A The evolution of flowers is completely unknown.
B Flowers evolved in quite a short period of time.
C Among scientists, biologists work the fastest.
D Flowering plants actually appeared 30 million years ago.
Listen again and fill in the blanks.
Prof(W): Scientists say flowers first on Earth about 140 million years ago. Then, by about 30 million years later, flowers completed their evolutionary processes. Well, the interesting thing is that to a biologist, 30 million years of time is, so the evolutionary process of flowers is to be very fast. That’s why a group of scientists are now trying to solve the mystery flowers’ fast evolution. to solve this mystery is to make a full of a plant called “Amborella”. The Amborella is a very important plant for the scientists because it is the flowering plant. And now, many scientists hope that it can provide clues about flowers’ and evolution.
●evolutionary adj. of the history of the development of a biological group
●genetic map a graphic representation of the structure of a single gene
●flowering plant a plant that produces flowers and fruit
Practice 2
A Listen to part of a lecture in a science class. Pay attention to the main topic or idea and answer the question.
Q. What is the main topic of the lecture?
A Ambushing predators
B Detecting a cat’s movement
C Colorblind animals
D Cats’ vision
B Listen again and fill in the blanks.
Prof(M): Now, let’s turn our attention to how cats . Some people consider cats to be . It is because cats see the world in of blue and yellow, much people who are red-green colorblind, so maybe cats’ color vision isn’t as humans. However, cats’ vision has to detect movement. Have you seen a cat pounce when moves? Then you’ve probably also that it doesn’t move when the toy still. That’s because cats are ambush predators. This
means that cats still and moving prey. That’s how ambush predators their prey. Also, the position of the cat’s eyes, on the front of the head, makes the cat judging distance.
●colorblind adj. being partly or totally unable to recognize one or more colors
●shade n.the gradation of darkness
●evolve v. to develop or achieve gradually
●detect v. to discover the existence or presence of a thing
●pounce v. to make a sudden approach
●stil adj.not moving
●ambush n. hiding in order to attack by surprise
●predator n. an animal that lives by killing and eating other animals
●prey n. animals hunted or killed by another animal for food
Practice 3
AListen to part of a conversation in a school office. Pay attention to the main
situation and answer the question.
Q. What is the conversation mainly about?
A The difficulty of being a first year student
B The problems with studying for a course
C How to make course selections
D Looking for places on campus
B. Listen again and fill in the blanks.
M: Hi, there.
W: Oh, hi. I am having some with my course . Can you help me?
M: Sure. What seems to be the problem?
W: Um … everything, actually. You see, I’m a first year student and I understand the course names. I mean, the codes and numbers…
M: Well, I understand. Many first year students have with it.
W: I’m glad to hear that. I know I’m not the only one.
M: So tell me what courses you want to take. Then I’ll help you find them in the course .
W: Thanks.
●selection n. the act of making choices; a carefully chosen collection of things
……
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