雅思听力part 2

雅思听力Section2场景与技巧分析第1篇：雅思听力Section2场景与技巧分析在雅思全攻略第二期的听力板块中，我们分析了雅思听力考试第一部分的考点。

本期将继续讨论听力第二部分的场景与题型。

在前一期section1我们曾经提到听力中“所听即所得”的原则，该原则同样适用于section2。

与第一部分不同的是，section2的形式是一段单人独白，语速稍快，难度也有所增加。

1、雅思听力：section2场景section2的场景仍以社会生活场景为主，如旅游（traveling）,校园生活(campuslife），银行（banking）场景，其中尤以旅游场景最为常见。

熟悉场景词汇是把握原文信息的关键，所以在准备考试时应该先解决词汇问题。

雅思考试不同于托福，后者的听力题都是选择题，而前者有很大一部分题是要求拼写单词的，即不光要听得到考点，还要准确地拼写下来。

以traveling场景为例，关于旅行服饰中的词汇步行靴（walkingboots）、夹克衫(jacket),旅行装备中的急救箱（first-aidkit）、手电筒(torch),交通工具中的四轮驱动（four-wheeldrive），旅游目的地中的热带雨林（rainforest）、乡村（village）、瀑布（waterfall）等都应该会拼写。

校园生活场景不同于section3、4中的教育（education）未完，继续阅读 >第2篇：雅思听力场景与技巧分析雅思听力section1和section2都需要遵循“所听即所得”的原则。

与第一部分不同的是，section2的形式是一段单人独白，语速稍快，难度也在有所增加。

场景section2的场景仍以社会生活场景为主，如旅游（traveling）,校园生活（campuslife），银行（banking）场景，其中尤以旅游场景最为常见。

熟悉场景词汇是把握原文信息的关键，所以在准备考试时应该先解决词汇问题。

2017雅思听力真题part2在2017年的雅思考试听力部分，Part 2 是非常重要的一部分。

本文将以分析和总结的方式呈现2017年雅思听力真题Part 2的内容，以帮助考生更好地备考。

介绍：雅思听力考试的Part 2是一段长对话听力材料，通常涉及真实生活场景，具体内容可能涉及工作，学习，旅行，社交，购物等。

考生需要在听力材料播放结束后回答几个问题，主要考察考生对细节的理解和抓重点的能力。

题目一：旅行规划今年的一个雅思听力Part 2题目涉及旅行规划。

以下是对该题目的分析和总结：内容概述：在这个题目中，听力材料讲述了一个人正在计划未来的旅行，并描述了他所考虑的不同国家，城市，旅游景点和交通方式。

听力材料介绍了各个地方的旅游景点，风景如画的自然景色，历史悠久的文化遗产以及美味的当地美食。

关键信息：1. 旅行目的地：包括法国、西班牙和意大利等国家。

2. 法国：巴黎的埃菲尔铁塔、卢浮宫等3. 西班牙：巴塞罗那的圣家堂、马德里的王宫等4. 意大利：罗马的斗兽场、威尼斯的运河等5. 参观方式：步行、乘坐地铁、乘坐公交车等总结：这道题目要求考生仔细聆听对话，并获取关键信息，如旅游目的地和参观方式。

针对每个城市，考生应该注意抓住重点景点，并在记笔记时尽量简洁明了。

在回答问题时，考生应该准确地给出相关信息，同时注意语法和语序的准确性。

题目二：社交活动另一个题目是关于社交活动的。

以下是对该题目的分析和总结：内容概述：这个题目涉及了一个关于社交活动的对话，对话中的人谈论了他们在社交活动中遇到的一些情况，以及他们的喜好和习惯。

听力材料提到了派对、聚会、婚礼等场合，涉及到了人们的着装、礼仪、活动内容等方面的信息。

关键信息：1. 社交活动类型：派对、聚会、婚礼等2. 着装：正式、半正式、休闲等3. 礼仪：问候方式、礼物赠送等4. 活动内容：共进晚餐、活动游戏等总结：考生需要注意对话中涉及的不同社交活动类型和相应的着装、礼仪、活动内容等细节。

雅思听力Part 2的选择技巧包括以下几点：
1. 审题：仔细阅读题目，确定答案的类型。

如果是选择疑问句或者是以wh/how开头的问句，一定要具体回答。

2. 定位关键词：在听力过程中，要注意关键词的出现，以便快速定位答案。

关键词可以是名词、动词、形容词等。

在听力过程中，可以适当做笔记，记录关键词和数字等信息。

3. 理解问题和选项：在听音时，要理解问题和选项的含义，尤其是选项中是否有与题干和此选项全部关键信息匹配的词汇。

4. 完整听出题干和选项的所有关键词：这是正确答案的必要条件。

错误选项总会以题干或者选项信息缺少，表达不匹配等方式干扰考生。

以上技巧仅供参考，建议咨询专业的雅思老师获取更准确的信息。

雅思听力的题型雅思听力考试共分为四个部分，每个部分的题型略有不同。

以下是每个部分常见的题型：1. Part 1: 个人信息和经历- Multiple-choice questions: 选择题，要求从多个选项中选择正确的答案。

- Short-answer questions: 简答题，要求回答问题的简短答案。

- Table/diagram/chart/graph completion: 表格、图表、图形、地图等完成填空题，要求根据所听到的内容填写空格。

- Multiple-choice questions with multiple answers: 多选题，要求从多个选项中选择正确的答案，并且可能有多个答案。

2. Part 2: 对话- Multiple-choice questions: 选择题，要求从多个选项中选择正确的答案。

- Short-answer questions: 简答题，要求回答问题的简短答案。

- Table/diagram/chart/graph completion: 表格、图表、图形、地图等完成填空题，要求根据所听到的内容填写空格。

- Short-answer questions with multiple answers: 简答题，要求回答问题的简短答案，并且可能有多个答案。

3. Part 3: 演讲- Multiple-choice questions: 选择题，要求从多个选项中选择正确的答案。

- Short-answer questions: 简答题，要求回答问题的简短答案。

- Table/diagram/chart/graph completion: 表格、图表、图形、地图等完成填空题，要求根据所听到的内容填写空格。

- Short-answer questions with multiple answers: 简答题，要求回答问题的简短答案，并且可能有多个答案。

雅思听力Section2详解为了帮助大家备考雅思听力，提高听力水平，下面小编给大家带来雅思听力Section2详解，希望大家会喜欢！雅思听力Section2详解Part 1：雅思听力Section2介绍SomekeyfactsaboutSection2听力材料形式独白（生存+学术英语）问题数量10听力题型到Section2部分题型开始丰富，雅思听力特有的地图题在此部分出现，选择（有时候会出全部10个单选）、表格填空、单句填空、配对题组合出现。

最近一般是一半选择+一半配对或者一半选择+地图。

高频听力场景地点介绍--地图题（如花园介绍、工业区介绍）各种活动介绍（露营活动、旅游景点、慈善项目筹款等）各类组织介绍（各种俱乐部、慈善组织、博物馆、艺术/运动中心等）入学（新生介绍会-Orientation、作业、校园服务介绍）城市发展（城市规划、市内设施改进）以上五大类为雅思听力Section2高频的场景，同学们一定要特别熟悉，这部分不像Section1的对话那样有角色的切换，同学比较容易走神。

Part 2：Section2解题关键Section2一般是个人独白，内容涉及社会生活与校园学习两方面，题型多样，选择题、表格填空、单句填空、配对题和地图题组合出现，选择题是除填空题以外的第二大基础题型，且也是学生正确率不高的题型之一，故今天我们要重点解析Section2常考的—单选题。

1.关于雅思听力单选题你应该知道的几个点：① 题目数量为1-10个题不等，若少于10题则与其他题型搭配出现;② 都是三选一;③ 单选题非常考察学生的理解能力—理解同义词转换的能力;2. 雅思听力单选题不像高考听力或者四六级英语听力考试那么直接(最近已经宣布四六级听力考试改革，题型向着雅思托福这类更实用的英语测试靠拢了)，可以听到什么选什么，做过真题的烤鸭应该也不难发现，很多题凡是直接选择了原单词的错误率要高很多，这是因为雅思听力中同义词替换现象的大量出现，很多时候正确答案不是你选项里听到的那个词，而是它的替换改写词，这种“原词重现”正是听力单选中的最大陷阱，烤鸭需谨慎。

剑桥雅思4Test3听力Section2答案+解析谈话场景：电台(或电视台)访谈场景。

人物关系：电台(或电视台)节目主持人和嘉宾。

谈话话题：介绍“夏季节日”活动的有关交际与语言表达1. 这部分考查的是澳大利亚某大学举办的一个艺术节“Summer Festival”，涉及到具体表演项目以及活动的筹划。

澳大利亚位于南半球，节气跟北半球正好相反，所以原文中说到“…recover from the first of January celebrations and they’ve put it at the end of the month.”一月份是夏季，这个艺术节活动又恰好是在新年庆祝活动刚刚结束之后举办的。

2. “…is going to full us in on what’s in store for us at this year’s summer festival.”……将告诉我们今年的“夏日节”都给我们准备了些什么。

“fill sb. in on sth.”表示“对某人提供( 有关某事的) 详情”，“in store”在这里是“将要发生, 就要出现”的意思。

3. “This is the 3rd year they’ve run it and the timing’s slightly different…”这是他们第三年举办这个活动了，今年的时间稍有不同。

“run”做动词表示“举办，经营”，“timing”在此句中是动名词，表示“时间安排”，例如：The timing of the meeting is not convenient. 会议的时间安排得不合适。

From him I learned that a good politician is marked to great extent by his sense of timing. 从他那儿我懂得, 一个政治家的伟大在很大程度上体现在审时度势这方面。

经过多年在雅思考场的跌打滚爬，总算是取得了8分的优异成绩：听力8.5分；写作8分；口语7.5分；阅读9分欣慰之余，将备考经验与诸位考鸭分享！雅思考试确实有相当的难度，工欲善其事，必先利其器。

好的学习方法，对于改善学习效率、增加考试信心和最终取得成功，都具有不言而喻的战略意义！笔者认为，相对而言，阅读是最有希望取得满分的题型，尤其是中国学生比较习惯于这种边读边想的题型，但是要真的拿到满分，则需要精心设计一个《雅思阅读满分攻略》；听力分四个section，难度逐步升级，对语速和音准都有很高的要求，但是题型相对固定，因此复习之初，我便煞费苦心地设计了一个《雅思听力题型攻略》；写作和口语评分的主观性较为明显，往往你的一句话打动了评卷者和考官，使得其有眼前一亮的感觉，那么分数就低不了了，因此同样很有必要研究《雅思口语考官攻略》、《雅思写作评卷者攻略》。

听说读写并非四个平行的题目，事实上他们之间是有交点甚至重叠部分的，把握这一点，对于突出复习重点至关重要！现在大家手里都有剑桥雅思1-7的真题，材料和时间上都是公平的，那么凭什么就你先过关？一句话，八个字：把握重点，节约时间。

节约出来的时间可以用来休养生息，让你不至于觉得雅思很累很辛苦，从而增加了兴趣和信心；节约出来的时间还可以用于强化弱项的训练，扫除后顾之忧。

总之，能够用一个小时完成的学习活动，就不要用两个小时去完成。

有些同学很能吃苦，用他自己的话来说，“宁可做无用功也不能一时一刻中断复习”，最终事实上自我增加了不必要的负担，筋疲力尽，信心受挫，效率很低，结果也可想而知。

这里给诸位考鸭一句善意的忠告：请记住，雅思考试的目的是确保你可以与老外无障碍交流，确保你在国外学习、生活无忧，这是一件很有趣的事情，因为他贴近生活！如果你觉得学起来好累好辛苦，那么除了基础差之外，就只有学习方法方面的问题了！正确的方法是成功的一半！为了避免大家走本人走过的那么多弯路，将自己精心设计的四大攻略逐一拿出来与君共享：《雅思阅读满分攻略》；《雅思听力题型攻略》；《雅思口语考官攻略》；《雅思写作评卷者攻略》。

剑桥雅思13Test4雅思听力Section2答案+解析剑桥雅思13Test4雅思听力Section2真题如下：Q uestions 11-16Choose the correct letter, A, B or CThe Snow Centre11 Annie recommends that when cross-country skiing, the visiitors shouldA get away from the regular trails,B stop to enjoy views of the scenery,C go at a slow speed at the beginning.12 What does Annie tell the group about this afternoon's dog-sled trip?A Those who want to can take part in a race.B Anyone has the chance to drive a team of dogs.C One group member will be chosen to lead the trail.13 What does Annie say about the team relay event?A All participants receive a medal.B The course is 4 km long.C Each team is led by a teacher.14 On the snow-shoe trip, the visitors willA visit an old gold mine,B learn about unusual flowers,C climb to the top of a mountain.15 The cost of accommodation in the mountain hut includesA a supply of drinking water,B transport of visitors’ luggagecookedC cooked meals.16 If there is a storm while the visitors are in the hut, they shouidA contact the bus driver.B wait until the weather improves.C use the emergency locator beacon.Questions 17-20What information does Annie give about skiing on each of the following mountain trails?Choose FOUR answers from the box and write the correct letter, A-F, next to Questions 17-20.InformationA It has a good place to stop and rest.B It is suitable for all abilities.C It involves crossing a river.D It demands a lot of skill.E It may be closed in bad weather.F It has some very narrow sections.Mountain trails17 Highland Trail ....................18 Pine Trail ....................19 Stony Trail ....................20 Loser's Trail ....................谈话场景：介绍场景人物关系：讲解员。

剑桥雅思6test1听力section2解析谈话场景：收音机的访谈节目人物关系：采访者和被采访者谈话话题：关于一家新装修的剧院的改善情况特别提示一般情况下，雅思听力的第二部分是一段独白，此处出现两人交谈，比较少见。

但是因为是采访类节目，所以一方只是提出问题，另一方解答，所以大部分内容是被采访者的话，而且出题点也大多出现在被采访者说的话，因此也相当于独白。

交际与语言表达1.And here on Radio Rivenden we have Lynne Rawley…今天我们邀请到了 Lynne Rawley 来到我们的演播室……。

这是收音机或者电台的节目主持人在节目刚开始的时候经常说的一句话，有时候用“we have… with us”。

2. Then the box office has been reoriented with its own access from the side of the building instead of through the foyer, which means it can be open longer hours, and has more space, too. 售票处被重新定位 ( 改造 )，在大楼的侧面有单独的入口，而不用再通过大厅了。

这样的话它开放的时间更长，也有更多的空间。

这句话很长并且修饰成分比较多，在听力里面属于比较难的地方。

3. The shop that used to be in the foyer, which sold books and CDs, is the one part of the redevelopment which isn’t yet complete. 以前位于大厅出售书籍和 CD 的商店，是整个改造计划的一部分，但是目前还没有完成。

4. Will audiences find any difference in the auditorium? 观众们会发现观众席有什么变化吗? 这样用人来做主语会使听众觉得更亲切，拉近剧院与观众的距离。

雅思听力part2真题library cooksyou should spend about 20 minutes on questions 1-14 which are based on reading passage 1 below.adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests. for example, one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes — about the duration of a normal classroom period. in the face of the frequent and often vivid media coverage, it is likely that children will have formed ideas about rainforests — what and where they are, why they are important, what endangers them — independent of any formal tuition. it is also possible that some of these ideas will be mistaken.many studies have shown that children harbour misconceptions about‘pure’, curriculum sc ience. these misconceptions do not remain isolated but become incorporated into a multifaceted, but organised, conceptual framework, making it and the component ideas, some of which are erroneous, more robustbut also accessible to modification. these ideas may be developed by children absorbing ideas through the popular media. sometimes this information may be erroneous. it seems schools may not be providing an opportunity for childrento re-express their ideas and so have them tested and refined by teachers and their peers.despite the extensive coverage in the popular media of the destruction of rainforests, little formal information is available about children’s ideas in this area. the aim of the present study is to start to provide such information, to help teachers design their educational strategies to buildupon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.the study surveys children’s scientific knowledge and attitudes to rainforests. secondary school children were asked to complete a questionnaire containing five open-form questions. the most frequent responses to the first question were descriptions which are self-evident from the term ‘rainforest’. some children described them as damp, wet or hot. the second question concerned the geographical location of rainforests. the commonest responses were continents or countries: africa (given by 43% of children), south america (30%), brazil (25%). some children also gave more general locations, such as being near the equator.responses to question three concerned the importance of rainforests. the dominant idea, raised by 64% of the pupils, was that rainforests provide animals with habitats. fewer students responded that rainforests provide plant habitats, and even fewer mentioned the indigenous populations of rainforests. more girls (70%) than boys (60%) raised the idea of rainforest as animal habitats.similarly, but at a lower level, more girls (13%) than boys (5%) said that rainforests provided human habitats. these observations are generallyconsistent with our previous studies of pupils’ views about the use and conservation of rainforests, in which girls were shown to be more sympatheticto animals and expressed views which seem to place an intrinsic value on non-human animal life.the fourth question concerned the causes of the destruction of rainforests. perhaps encouragingly, more than half of the pupils (59%) identified that itis human activities which are destroying rainforests, some personalising the responsibility by the use of terms such as ‘we are’. about 18% of the pupils referred specifically to logging activity.one misconception, expressed by some 10% of the pupils, was that acid rain is responsible for rainforest destruction; a similar proportion said that pollution is destroying rainforests. here, children are confusing rainforest destruction with damage to the forests of western europe by these factors.while two fifths of the students provided the information that the rainforests provide oxygen, in some cases this response also embraced the misconceptionthat rainforest destruction would reduce atmospheric oxygen, making the atmosphere incompatible with human life on earth.in answer to the final question about the importance of rainforest conservation, the majority of children simply said that we need rainforests to survive. only a few of the pupils (6%) mentioned that rainforest destruction may contribute to global warming. this is surprising considering the highlevel of media coverage on this issue. some children expressed the idea thatthe conservation of rainforests is not important.the results of this study suggest that certain ideas predominate in the thinking of children about rainforest s. pupils’ responses indicate some misconceptions in basic scientific knowledge of rainforests’ ecosystems such as their ideas about rainforests as habitats for animals, plants and humansand the relationship between climatic change and destruction of rainforests.pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction. in other words, they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social, economic and political factors whichdrive the activities which are destroying the rainforests. one encouragementis that the results of similar studies about other environmental issuessuggest that older children seem to acquire the ability to appreciate, valueand evaluate conflicting views. environmental education offers an arena inwhich these skills can be developed, which is essential for these children as future decision-makers.questions 1-8do the following statements agree with the information given in reading passage 1in boxes 1-8 on your answer sheet writetrue if the statement agrees with the informationfalse if the statement contradicts the informationnot given if there is no information on this1 the plight of the rainforests has largely been ignored by the media.2 children only accept opinions on rainforests that they encounter intheir classrooms.3 it has been suggested that children hold mistaken views about the ‘pure’ science that they study at school.4 the fact that children’s ideas about science form part of a larger framework of ideas means that it is easier to change the5 the study involved asking children a number of yes/no questions such as‘are there any rainforests in africa’6 girls are more likely than boys to hold mistaken views about the rainforests’ destruction.7 the study reported here follows on from a series of studies that have looked at children’s understanding of rainforests.8 a second study has been planned to investigate primary schoolchildren’s ideas about rainforests.questions 9-13the box below gives a list of responses a-p to the questionnaire discussed in reading passage 1.answer the following questions by choosing the correct responses a-p.write your answers in boxes 9-13 on your answer sheet.9 what was the children’s most frequent response when asked where the rainforests were10 what was the most common response to the question about the importance of the rainforests11 what did most children give as the reason for the loss of the rainforests12 why did most children think it important for the rainforests to be protected13 which of the responses is cited as unexpectedly uncommon, given the amount of time spent on the issue by the newspapers and televisiona there is a complicated combination of reasons for the loss of the rainforests.b the rainforests are being destroyed by the same things that are destroying the forests of western europe.c rainforests are located near the equator.d brazil is home to the rainforests.e without rainforests some animals would have nowhere to live.f rainforests are important habitats for a lot of plants.g people are responsible for the loss of the rainforests.h the rainforests are a source of oxygen.i rainforests are of consequence for a number of different reasons.j as the rainforests are destroyed, the world gets warmer.k without rainforests there would not be enough oxygen in the air.l there are people for whom the rainforests are home.m rainforests are found in africa.n rainforests are not really important to human life.o the destruction of the rainforests is the direct result of logging activity.p humans depend on the rainforests for their continuing existence.question 14choose the correct letter, a, b, c, d or e.write your answer in box 14 on your answer sheet.which of the following is the most suitable title for reading passage 1a the development of a programme in environmental studies within a science curriculumb children’s ideas about the rainforests and the implications for course designc the extent to which children have been misled by the media concerning the rainforestsd how to collect, collate and describe the ideas of secondary school children.e the importance of the rainforests and the reasons for their destruction答案：false关键词：media定位原文：第1段第3句“in the face of the frequent and often vivid media coverage…”;“despite the extensive coverage in the popular media of the destruction of rainforests…”解题思路：这两段当中的frequent/vivid/extensive/coverage等词都说明媒体对于热带雨林的现状十分关注，并做了广泛报道。