托福听力功能题分析

题目形式

The question type often involves replaying a portion of the listening passage

一般为重听的形式

重听三句话左右后进行提问，或者先重听三句话左右的长度后再从这三句话中重复一句，针对此句进行提问。

功能题的典型问法

What does the professor imply when he says this?

What can be inferred from the professor’s response to the student?

What is the purpose of the woman’s response?

Why does the student say this?

由此可以得知，我们需要结合语境弄清楚说话者提及某句话、某件事或某些人的真实目的。比如教授在讲课的过程中说这部分的知识书上涉及到了。并不是让你去翻书，而且表明自己不会再详细说明这部分的知识了。

本质：变相的主旨题

为了说明一个观点，教授通常会用例子来说明该观点。有时为了说明主旨句，教授会补充大量的细节来进行解释。那如果被问到为什么提及这个例子，或者细节有什么作用，答案就是在讲例子之前提到的观点或者细节之前的主旨。

常见出题点

教授偏离主题的时候

教授在纠正的时候

教授鼓励学生的时候

举例子的时候

更具体的对问题进行解答

比如

TPO16 L3 中教授说道：

Why does the professor say this：

To explain her reasoning

To indicate why her belief was wrong

To give an example of a decision beavers make

To explain the reason beavers travel far for wood

原文

Now I would have thought the bigger the tree, the farther the beaver would be willing to travel for it. That would make sense, right? If you’re going to travel far, make the trip worth it by bringing back most wood possible.

解析

翻：译我认为树越大，海狸更愿意走得远。这是说得通的，对吧?如果要走得远，那么带回最多的树木才能不虚此行

这句重听句为That would make sense, right? 意思为说得通，这句话之后的是对前面信息进行的进一步解释，也就是 “解释功能”的作用，答案A

TPO7 L2

Why does the professor say this

To answer a question that Carol asked

To correct a statement that Carol made

To praise Carol for an example that she gave

To give an example of a principle that Carol stated

原文

Now before I go on, let me just respond to something Carol was saying--- this idea that bats are blind. Actually, there are some species of bats, the ones that don’t use echolocation that do rely on their vision for navigation, but it is true that for many bats, their vision is too weak to count on.

解析

学生Carol说道，所有的蝙蝠都是看不到的，然后教授开始讲解，重听句出现，

Now before I go on, let me just respond to something Carol was saying--- this idea that bats are blind.在我继续之前，我要回应下Carol所说的，所有的蝙蝠都是看不到的。然后教授说明，很多蝙蝠是看不到，但是有的蝙蝠就是依靠视觉定位的。

由此，我们可以看到，教授是在更正Carol的错误，答案为B

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