小马托福TPO5听力笔记

托福TPO5综合写作及材料「阅读和听力」托福TPO5综合写作范文及材料「阅读和听力」托福TPO5综合写作材料是讨论美国西南部墨西哥地区查科峡谷的巨屋的作用。

下面是店铺整理的托福TPO5综合写作范文和材料，希望能帮到大家!托福TPO5综合写作范文The author of the reading passage proposes three theories as likely explanations of the primary function of Chaco Canyon houses, grant structures built in the I2th century. The lecturer, however, points to the inaccuracies in each of these theories.The lecturer argues that the modest number of fireplaces in these structures is in contradiction with the huge size of these houses, indicating that these structures could not have been used for Residential purposes. The Reading, however, draws comparisons between the Chaco houses and other similar large Residential st ructures in support of the “Residential” theory.The second theory, that the houses were used for food storage, is also rejected by the lecturer. He explains that a place that had been used for storing maize would have many traces of scattered Maize, which is not the case in the area of the Chaco Canyon houses. This proves that the “food storage theory” is unlikely.Finally, regarding the third theory, the “ceremony theory”, the lecturer contends that the presence of broken pots close to the great houses does not offer sufficient proof that this was a place for ceremonial activities. He argues that there are other materials such as pieces of construction trash found along with the broken pots, which suggest that these pots were probably not used for ceremonial purposes but instead were discarded byconstruction workers upon completion of the great houses.托福TPO5综合写作阅读材料As early as the twelfth century A.D., the settlements of Chaco Canyon in New Mexico in the American Southwest were notable for their “great houses,” massive stone buildings that contain hundreds of rooms and often stand three or four stories high. Archaeologists have been trying to determine how the buildings were used. While there is still no universally agreed upon explanation, there are three competing theories.早在12世纪，美国西南部墨西哥地区查科峡谷的居民就以他们的“巨屋”而闻名。

TPO 1 Conversation 1Topic: libraryKey vocabulary:database 数据库 Electronic source 电子来源 Reference 参考书Network 网络Narrow down 缩小范围 Abstract 摘要Journal 专业Durable 耐用的TPO 1 Conversation 2Topic: educationKey vocabulary: Approach to teaching 教学方法 Elementary school 小学 Goal 目标Observation note 观察笔记 Astronomy 天文学Planet 行星Interdisciplinary 学科间的 Planet 行星Mythology 神话Jupiter 木星Presentation 展示Literature 文学Solar system 太阳系TPO2 Conversation 2Topic :register class 选课Key vocabulary:Summer school 暑期课程Seminar 研讨班Schedule 安排Theory 理论Impressive 给人印象深刻的,了不起的 Master degree 硕士课程Thesis 论文,毕业论文Revise 修订Poetry 诗歌Public publication公开发表 Thanksgiving 感恩节Environment 环境TPO2 Conversation 1 Topic: research project Key vocabulary: Recognize 认出Journal 日志Notepad 笔记便签Evolution 演化Forgetful 健忘的 Meteorological 气象学的 Statistical 统计的Expert 专家Regional 地区的Variation 变化,变动 variability 变化性TPO3 Conversation1Topic: registrar 大学注册主任 Key vocabulary: Assignment 分配,作业 Junk mail 垃圾邮件Apartment 公寓Sign up for 注册(课程 Instructor 讲师,辅导员 Cancel 取消Enroll 招收 Inconvenient 不方便的 Practical issue 实际问题 Right away 马上Go through 开课Mailing address 邮寄地址TPO3 Conversation 2 Topic: volunteer 志愿者 Key vocabulary:Extra credit 额外学分 Incentive 激励Schedule 安排On sight 到场Training 培训 Archeology 考古学 Assume 假定Relief 放心Excavation 挖掘Item 物品Clay pottery 泥质陶器 Respond 回复Tough time 难过的时光 Senior researcher 高级研究员TPO4 Conversation 1Topic: review 书评,剧评 Key vocabulary:Review 评论Contemporary review 当代评论 Influence 影响力Critic 评论家Be torn to pieces 被撕成碎片 Controversial 有争议的 Curious 好奇的Fuss 大惊小怪On vacation 度假Online 在线Basement 地下室Impressed 印象深刻的Tape 磁带Radical 激进的,根本性的 Dramatic 戏剧的Honest 城市Video library 视频博物馆Figure out 弄清楚Traditional 传统的Logical 有逻辑的Anything but boring 一点也不无聊TPO4 Conversation 2Topic: group project 小组项目 Key vocabulary: Due 到期Share 份额Supreme Court 最高法院 Deadline 期限Contribute 贡献Negative 消极的Split up 分开Goof off 吊儿郎当Section 部分Risk 风险Go down the drain 白费 Property right 物权Freedom of speech 言论自由 Source 来源From scratch 重新开始TPO5 Conversation 1Topic: culture shock 文化冲击 Key vocabulary: Overwhelmed 压倒性的 Culture shock 文化攻击 Unfamiliar 不熟悉的 Understatement 轻描淡写 Academic 学术的Keep pace with 跟上节奏 Impersonal 不人性化的 Sociology 社会学 Distinguish 区别Pop in 跑出来Appreciate 感激 Feedback 反馈Social life 社会生活 Cello 大提琴Audition 试镜Fit in 融入Orchestra 管弦乐队TPO5 Conversation 2 Topic :course 课程 Key vocabulary:Ignore 忽视Introductory 介绍性的 Techniques 技巧 Permission 允许Drop :放弃(课程 Recommend 推荐Catch up 赶上 Prerequisite 前提基础课程。

为了帮助大家高效备考托福，为大家带来托福TPO5听力Conversation2文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO5听力Conversation2文本 Narrator: Listen to a conversation between a student and a professor. Student: Hi, I was wondering if I could talk with you about the assignment in the film theory class. Professor: Of course, Jill. Student: It seems that pretty much everyone else in the class gets what they are supposed to be doing but I’m not so sure. Professor: Well, the class is for students who are really serious about film. You must have taken film courses before. Student: Yeah, in high school, film appreciation. Professor: Hmmm…I wouldn’t think that would be enough. Did you concentrate mainly on form or content? Student: Oh, definitely content. We’d watch, say Lord of the Flies, and then discuss it. Professor: Oh, that approach, treating film as literature, ignoring what makes it unique. Student: I liked it, though. Professor: Sure, but that kind of class. Well, I’m not surprised that you are feeling a little lost. You know, we have two introductory courses that are supposed to be taken before you get to my course, one in film art, techniques, technical stuff and another in film history. So students in the class you are in should be pretty far along in film studies. In fact, usually the system blocks anyone trying to sign up for a class they shouldn’t be taking, who hasn’t taken the courses you are required to do first as prerequisites. Student: Well, I did have a problem with that but I discussed it with one of your office staff, and she gave me permission. Professor: Of course. No matter how many times I tell them, they just keep on… Well, for your own good, I’d really suggest dropping back and starting at the usualplace. Student: Yes. But I’ve already been in this class for 4 weeks. I’d hate to just drop it now especially since I find it so different, so interesting. Professor: I guess so. Frankly I can’t believe you’ve lasted this long. These are pretty in-depth theories we’ve been discussing and you’ve been doing OK so far, I guess. But still, the program’s been designed to progress through certain stages. Like any other professional training we build on pervious knowledge. Student: Then maybe you could recommend some extra reading I can do to… catch up? Professor: Well, are you intending to study film as your main concentration? Student: No, no. I am just interested. I’m actually in marketing, but there seems to be a connection. Professor: Oh…well, in…in that case, if you’re taking the course just out of interest, I mean I still highly recommend signing up for the introductory courses at some point, but in the meantime, there is no harm I guess in trying to keep up with this class. The interest is clearly there. Eh, instead of any extra reading just now though, you could view some of the old introductory lectures. We have them on video. That would give you a better handle on the subject. It’s still a pretty tall order, and we will be moving right along, so you will really need to stay on top of it. Student: OK, I’ve been warned. Now, could I tell you about my idea for the assignment? 托福TPO5听力Conversation2题目 Question 1 of 5 What is the conversation mainly about? A. An assignment about which the student would like advice. B. Concerns as to whether the student should be in the professor’s course. C. The selection of films to be viewed by students in a film theory course. D. The structure and sequence of courses in the Film Department.。

【托福听力备考】TPO5听力文本——Lecture 4众所周知，托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料，那么在以下内容中我们就为大家带来托福TPO听力练习的文本，希望能为大家的备考带来帮助。

Lecture 4 LiteratureNarrator：Listen to part of a lecture in a literature class.Professor：Now we can’t really talk about fairy tales without first talkingabout folktales because there’s a strong connection between these two genres,these two types of stories. In fact, many fairy tales started out asfolktales.So, what’s a folktale? How would you characterize them? Jeff?Jeff: Well, they are old stories, traditional stories. They were passed downorally within cultures from generation to generation, so they changed a lot overtime. I mean, every storyteller, or, maybe every town, might have had a slightlydifferent version of the same folktale.Professor: That’s right. There’s local difference. And that’s why we sayfolktales are communal. By communal, we mean they reflect the traits and theconcerns of a particular community at a particular time. So essentially the sametale could be told in different communities, with certain aspects of the taleadapted to fit the specific community. Um, not the plot, the details of whathappens in the story would remain constant. That was the thread that held thetale together. But all the other elements, like the location or characters,might be modified for each audience.Okay. So what about fairy tales? Th…they also are found in most cultures, buthow are they different from folktales?I guess the first question is: what is a fairy tale? And don’t anyone say “astory with a fairy in it” because we all know that very few fairy tales actually have those tiny magical creatures in them. But, what else can we say about them?Mary.Mary: Well, they seem to be less realistic than folktales…like they havesomething improbable happening - a frog turning into a prince, say. Oh, that’sanother common element, royalty - a prince or princess. And fairy tales all seem to take place in a location that’s nowhere and everywhere at the same time.Professor: What’s the line-up? How do all those stories start? Once upon a time, in a faraway land... oh, in the case of folktales, each storyteller would specify a particular location and time, though the time and location would differ for different storytellers.With fairy tales, however, the location is generally unspecified, no matterwho the storyteller is. That land far away... We’ll come back to this point in afew minutes.Student: Um... I, I thought that a fairy tale was just a written version of an oral folktale.Professor: Well, not exactly, though that is how many fairy tales developed.For example, in the late 18th century, the Grimm Brothers traveled throughoutwhat’s now Germany, recording local folktales. These were eventually published as fairy tales, but not before undergoing a process of evolution.Now, a number of things happen when an oral tale gets written down.First, the language changes. It becomes more formal, more standard - some might say, “Less colorful”. It’s like the difference in your language depending on whether you are talking to someone, or writing them a letter.Second, when an orally transmitted story is written down, an authoritative version with a recognized author is created. The communal aspect gets lost. The tale no longer belongs to the community. It belongs to the world, so to speak.Because of this, elements like place and time can no longer be tailored to suita particular audience. So they become less identifiable, more generalizable toany audience.On the other hand, descriptions of characters and settings can be developed more completely. In folktales, characters might be identified by a name, but you wouldn’t know anything more about them. But in fairy tales, people no longer have to remember plots. They’re written down, right? So more energy can be put into other elements of the story like character and setting. So you get moredetails about the characters, about where the action takes place, what people’shouses were like, ur, whether they’re small cabins or grand palaces. And it’sworth investing that energy because the story, now in book form, isn’t in dangerof being lost. Those details won’t be forgotten. If a folktale isn’t repeated byeach generation, it may be lost for all time. But with a fairy tale, it’s alwaysthere in a book, waiting to be discovered, again and again.Another interesting difference involves the change in audience. Who thestories are meant for? Contrary to what many people believe today, folktaleswere originally intended for adults, not for children. So why is it that fairytales seem targeted toward children nowadays?。

¡¾Íи£ÌýÁ¦±¸¿¼¡¿TPO5ÌýÁ¦Îı¾¡ª¡ªLecture 3Lecture 3 ChemistryNarrator£ºListen to part of a lecture in a chemistry class.Professor£ºOkay. I know you all have a lot of questions about this labassignment that¡¯s coming out so ... I¡¯m gonna take a li ttle time this morning to discuss it. So, you know the assignment has to do with Spectroscopy, right? And your reading should help you get a good idea of what that¡¯s all about. But,let¡¯s talk about Spectroscopy a little now just to cover the basic s.What is Spectroscopy? Well, the simplest definition I can give you is that Spectroscopy is the study of the interaction between matter and light. Now,visible light consists of different colors or wavelengths, which together makeup what¡¯s calle d spectrum, a band of colors, like you see in a rainbow. And all substances, all forms of matter, can be distinguished according to what wavelength of light they absorb and which ones they reflect. It¡¯s like, um,well, every element has, what we call, its own spectral signature. If we canread that signature, we can identify the element. And that¡¯s exactly what spectroscopy does.Now, Laser Spectroscopy, which is the focus of your assignment, works by measuring very precisely what parts of the spectrum are absorbed by different substances. And it has applications in a lot of different disciplines. And your assignment will be to choose a discipline that interests you, and devise anexperiment.For example, I¡¯m gonna talk about art. I¡¯m interested in the art and to meit¡¯s interesting how spectroscopy is used to analyze art. Let¡¯s say a museum curator comes to you with a problem. She¡¯s come across this painting that appears to be an original - let¡¯s say, a Rembrandt. And she wa nts to acquire it for her museum. But she¡¯s got a problem: she¡¯s not absolutely certain it¡¯s an original. So, what do you do? How do you determine whether the painting¡¯s authentic?Okay. Think about the scientific process. You¡¯ve got the questi on: Is the painting a Rembrandt? So first, you¡¯ll need to make a list of characteristicsthe painting would have to have to be a Rembrandt. Then you have to discover whether the painting in question has those characteristics.So first of all, you¡¯ll need to know the techniques Rembrandt used when he applied paint to canvas - his brushstrokes, how thickly he applied his paint. So you¡¯d need to work with an art historian who has expert knowledge of Rembrandt¡¯s style. You¡¯d have to know when he created his paintings, um... what pigments he used, in other words, what ingredients he used to make different colors of paint, ¡®cause the ingredients used in paints and binding agents plus burnishes, finishes, what have you, have changed over time.Since you¡¯re trying to verify if it¡¯s a Rembrandt, the ingredients in the pigment would need to have been used during Rembrandt¡¯s lifetime - in the 17thcentury. And that¡¯s where chemistry comes in. You¡¯ve got to find out what¡¯s in those pigments, learn their composition, and that requires lab work - detective work really - in a word, Spectroscopy. So, how do we use Spectroscopy?Well, we put an infrared microscope - a spectroscope - on tiny tiny bits of paint. And using ultraviolet light we can see the spectral signature of each component part of the pigment. Then we compare these signatures with those of particular elements like zinc or lead, to determine what the pigment was made of. So, you can see why this type of analysis requires a knowledge of thehistory of pigments, right? How and when they were made? Say we determined a pigment was made with zinc, for example. We know the spectral signature of zinc. And it matches that of the paint sample. We also know that zinc wa sn¡¯t discovered until the 18th century. And since Rembrandt lived during the 17th century, we know he couldn¡¯t have painted it.Now, Spectroscopy has a very distinct advantage over previous methods of analyzing our works, because it¡¯s not invasive. You don¡¯t have to remove big chips of paint to do your analysis, which is what other methods require. All you do is train the microscope on tiny flecks of paint and analyze them.Now a word or two about restoration. Sometimes original art works appear questionable or inauthentic because they¡¯ve had so many restorers add touch-up layers to cover up damage, damage from the paint having deteriorated over time. Well, spectroscopy can reveal the composition of those touch-up layers too. Sowe can find out when they were applied. Then if we want to undo some bad restoration attempts, we can determine what kind of process we can use to remove them to dissolve the paint and uncover the original.。

听力笔记OG指：新托福考试官方指南The Official Guide to the New TOEFL iBTDelta教程指：新托福考试备考策略与模拟试题---Delta（蓝皮）Delta's Key to Next Generation TOEFL TestLongman指：新托福考试综合教程---Longman（绿皮）Longman Preparation Course for the TOEFL Test: Next Generation (iBT) Barron指：新托福考试全真模考题与精解---Barron（紫皮）Barron's TOEFL iBT 2006-2007Kaplan指：TOEFL iBT with CD-ROM第一部分复习概述概述1. 基础练习：做一个月左右旧托福真题（00-05），事先不看选项，一遍听懂做题2. 训练方法：听写旧托福part A前10题（5个/组，听写/补充/检查；40分钟听，20分钟写），解决注意力及语意问题。

ibt是旧托福的延续，其相同点：常考问题，出题思路，常考主题，所听声音3. 听写只解决起步问题：多做题；跟读磁带，解决语音培训语速问题；不鼓励听写段落；4. 专业段落：高频专业词汇的扩充（补充讲义的词汇）；背景知识的扩充（Discovery或BBC，天文地理及生物考古类）；长对话怎么准备：熟悉重点话题（校园生活）；适当看校园题材电影5. 记笔记能力的训练：常考什么；记什么（概念的定义/列举程序或步骤/优缺点/列举名词性细节）准备五件事1. 简明美国历史（英文版，100多页即可），补充文科背景；2. 美国地图册（著名自然景区及人文景观），注意说明性文字；3. 百科全书（美国发明，日常生活类）4. 专业词汇（综合教程+补充讲义）5. 背景知识互通（阅读部分和听力部分）另：办一张具有美金支付能力的国际信用卡（申请费及预付费）复习四阶段1. 基础练习：（1-1.5月）：旧托福95-04年真题；2. 分项练习：（1个月）：针对新托福各主要题型进行skill练习；3. 套题练习：（1个月）：按照套题模式进行，mini-test,complete test训练4. 综合练习：（1个月）：充分利用网络，整套模考＋机经＋少量引进版其他题目（Kaplan, Barron）每天练习时间1. 精听（做题）1个小时，精确理解意思，以真题为主；泛听（感觉）1个小时，大概理解意思，泛听各种美音材料为主。

托福TPO5口语task5Task6题目文本及答案解析TPO托福模考软件相信是大家用的最多的工具了，对于托福成绩的提升是非常有帮助的。

托福听力可以说是整个托福考试当中比较重要的一个部分，如何利用现有资料TPO模考软件来提升大家的托福成绩呢?今天小编在这里整理了托福TPO5口语task5Task6题目文本及答案解析来分享给大家，希望对大家托福听力备考有帮助。

托福TPO5口语Task5题目托福TPO5口语task5题目 Listening Part:Listen to a conversation between two students.(man) Susan, what happened to your arm?(woman) It’s my wrist, actually. I sprained it last weekend and I am kind of upset about it because I’m supposed to play th e violin in my string quartet's big concert next week. We’ve been practicing for weeks and we’ve already sold a bunch of tickets.(man) Oh, I’m sorry to hear that. What are you gonna do?(woman) Well, I was thinking about trying to play anyway, I mean, I r eally don’t want to let the other three group members down. Plus the doctor said my wrist should be feeling better by then.(man) Oh, OK, so problem solved, right?(woman) Not exactly. I’m worried I’m gonna be out of practice, like I haven’t been able to p lay the violin since I sprained my wrist. What if I don’t play well? I’d make the rest of the group sound bad.(man) Why don’t you get somebody else to take your place?(woman) Well, there’s only one other person I know who could do it and that’s Jim. He’s a great violinist and I’m sure he’d say yes. The thing is he’s not very reliable. I mean, I’min the orchestra with him and he’s always showing up late for rehearsals.(man) Oh, so you’re not sure you can depend on him.(woman) Exactly, and we have less than a week left to rehearse for the concert. We’d really need him to show up on time for all our rehearsals.托福TPO5口语task5题目 Question:Briefly summarize the woman’s problem then state which solution you would recommend.Explain the reasons for your recommendation.托福TPO5口语Task5答案托福TPO5口语task5答案解析：1. Listening key(1.1) Problem: need to play the violin, but hurt her arm(1.2) Solution 1: play anyway(1.2.1) Pro: won’t let down group members; doctor thinks it will heal soon(1.2.2) Con: she’s been out of practice, could make mistakes during performance(1.3) Solution 2: get Jim to replace her(1.3.1) Pro: Jim is a fabulous player and he’d say yes(1.3.2) Con: Jim is always late for rehearsals托福TPO5口语task5范文：The woman’s problem is that she needs to play t he violin in a big concert, but she’s hurt her arm. There are two possible solutions, the first one is to try to play anyway. The other solution is to get Jim to replace her and play in the concert. I think the first is better, because that way she won’t l et the other group members down, and the doctor said her wrist should be feeling better by then. Also, she says in the conversation that Jim is notreliable. If he’s always late for the rehearsals, that’ll compromise the whole performance. And that’s unfai r to the other group members who have been practicing for weeks.托福TPO5口语Task6题目托福TPO5口语task6题目 Listening Part:Now listen to part of a lecture in a psychology class.Professor (female) Why do we do the things we d o? What drives us to participate in certain activities, to buy a certain car or even to choose a certain career? In other words, what motivates us to do what we do?Well, in studies of motivation, psychologists distinguish between two very different types, our reasons for doing something, our motivations can be extrinsic, in other words, based on some kind of external reward like praise or money. Or they can be intrinsic, meaning we engage in the activity because it pleases us internally.Both create strong forces that lead us to behave in certain ways. However, intrinsic motivation is generally considered to be more long-lasting than the other. As I said, extrinsic motivation is external. It’s the desire to behave in a certain way in order to obtain some kind of external reward. A child, for example, who regularly does small jobs around the house, does them not because she enjoys taking out the garbage or doing the dishes but because she knows if she does these things she’ll be given a small amount of money for doing them. But how motivated would the child be to continue doing the work if her parents suddenly stop giving her money for it?With intrinsic, or internal motivation, we want to do something because we enjoy it, or get us a sense of accomplishment from it. Most people who are internallymotivated get pleasure from the activity. So they just feel good about doing it. For example, I go to the gym several times a week.I don’t go because I’m training for a marathon or anything, I just enjoy it. I have more energy after I exercise and I know i t’s good for my health. So it makes me feel good about myself. And that’s what’s kept me going there for the past five years.托福TPO5口语Task6答案托福TPO5口语task6答案解析：Using points and examples from the talk, explain the two types of motivation.托福TPO5口语task6答案解析：1. Listening key(1.1) Main idea: two types of motivation(1.2) Extrinsic motivation: outside rewards(1.2.1) Example: small girl takes out garbage when given money, not because she enjoys doing it; she’ll stop doing it when the money stops(1.3) Intrinsic motivation: happens naturally(1.3.1) Example: professor goes to the gym to run; she knows her action is good for her health; she feels better after exercising; she’s more energetic after working out; she’s been going for five years(1.4) Difference: intrinsic motivation lasts a lot longer than extrinsic motivation托福TPO5口语task6范文：The professor talks about two types of motivation in the lecture, Extrinsic motivation is based on some kind of external reward, but does not last long. For example, a child does the dishes and takes out the garbage when given a small amount of money. But she’s likely to stop doing it when her parents stopgiving her money. Intrinsic motivation happens when some one is enjoying doing something. For example, the professor goes to the gym because she knows that her action is good for her well being, and it makes her feel good about herself. Intrinsic motivation lasts longer because it comes from within. She has been going there for five years.。

TPO5 listening 问题解析注：问题中红色标记词汇为解题突破点和关键词。

（编辑整理By Serene蘑菇）Section1Conversation1Q1: What do the speakers mainly discuss?A. Why the woman has little in common with her roommatesB. How the woman can keep up in her academic studiesC. The woman’s adjustment to life at the universityD. The woman’s decision to transfer to another university答案：C解析：（原文中）Counselor : No problem. How can I help?Student : Well, I think I might have made a mistake coming to the school.I‟m a little overwhelmed by the size of this place.从第一组问答中得出女生来咨询的原因就是因为她觉得自己无法适应现在的学校。

因此C。

D中的答案并不是女生要说的，她为何要转校。

Q2: Why does the woman mention her hometown?A. To draw a contrast to her current situationB. To acknowledge that she is accustomed to living in big citiesC. To indicate that she has known some people on campus for a long timeD. To emphasize her previous success in academic studies答案：A解析：（原文中）Counselor : So it‟s a bit of a culture shock for you? Being one of 15,000 students on a big campus in an unfamiliar city?Student : That‟s an understatement. I just can‟t get comfortable in class or in the dorms.You know, socially.女生强调自己家乡学校的规模就是就是为了与现在的学校作对比来显示自己无法适应。

托福听力备考之笔记的十大技巧今日给大家带来了托福听力备考之笔记的十大技巧，盼望能够关心到大家，下面就和大家共享，来观赏一下吧。

托福听力备考之笔记的十大技巧与其他英语水平考试的不同点就在于，托福的听力考试是提前看不到任何听力题目或文本的，这时我们就不行能依靠提前审题和划出关键信息去预判考点答案了。

且在每篇音频材料时长都超过4分钟有时甚至长达6分钟时我们不能仅仅依靠记忆来把全部的关键信息登记来，究竟内容量太大，预先也不知道题目究竟考的是哪个细节。

所以托福听力中，笔记不仅是必要的而且还是必需的。

今日我们就来跟大家一起共享一下托福听力的10大笔记技巧。

1.主要内容原则我们在听conversation和lecture时，经常会在开头几句话听到这样的句子“professor，I need to talk to you about some problems I came across about….. ””Today, our topic is …..”这一类的句子，我们称之为主旨句，往往在这些句子之后全文的主旨都会直白的说出来，而主旨题几乎是每篇文章的必考(且会是每篇文章音频结束后的题)，那么我们在听到这些句子时就要明白，后面要说出来的这句话笔记上必需要登记来。

2.重要细节原则在我们听力过程中，文章都是有(上一点)我们需要记录的主旨的，全文也是就这样的话题来绽开。

这时，音频中的某个部分突然提到了另一个看似不相关的object，这个object的突然消失在便是重要的细节点。

它或许是要与主旨内容相对比、衬托、强调等;详细的作用会在后面提到。

我们要做的就是，听到与主旨物并不相关的细节物品时，把它(和后面的描述)登记来。

这一部分在细节题的题目中常会考到。

3.重复原则顾名思义，同样一件事情或物品，在描述了次之后，还会再提一次，再说明一次;在这时，我们要明白，通过“重复”这件事描述者其实就是在示意它的重要性，所以音频中消失的重复率较高的内容点需要认真记录。