托福聽力功能題分析

題目形式

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

一般為重聽的形式

重聽三句話左右后進行提問，或者先重聽三句話左右的長度后再從這三句話中重復一句，針對此句進行提問。

功能題的典型問法

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，我們需要結合語境弄清楚說話者提及某句話、某件事或某些人的真實目的。比如教授在講課的過程中說這部分的知識書上涉及到了。并不是讓你去翻書，而且表明自己不會再詳細說明這部分的知識了。

本質(zhì)：變相的主旨題

為了說明一個觀點，教授通常會用例子來說明該觀點。有時為了說明主旨句，教授會補充大量的細節(jié)來進行解釋。那如果被問到為什么提及這個例子，或者細節(jié)有什么作用，答案就是在講例子之前提到的觀點或者細節(jié)之前的主旨。

常見出題點

教授偏離主題的時候

教授在糾正的時候

教授鼓勵學生的時候

舉例子的時候

更具體的對問題進行解答

比如

TPO16 L3 中教授說道：

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：譯我認為樹越大，海貍更愿意走得遠。這是說得通的，對吧?如果要走得遠，那么帶回最多的樹木才能不虛此行

這句重聽句為That would make sense, right? 意思為說得通，這句話之后的是對前面信息進行的進一步解釋，也就是 “解釋功能”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

學生Carol說道，所有的蝙蝠都是看不到的，然后教授開始講解，重聽句出現(xiàn)，

Now before I go on, let me just respond to something Carol was saying--- this idea that bats are blind.在我繼續(xù)之前，我要回應下Carol所說的，所有的蝙蝠都是看不到的。然后教授說明，很多蝙蝠是看不到，但是有的蝙蝠就是依靠視覺定位的。

由此，我們可以看到，教授是在更正Carol的錯誤，答案為B

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