【正版】 托福听力
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浙江嘉兴
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作者华研外语
出版社武汉出版社
ISBN9787558253980
出版时间2022-08
装帧其他
开本16开
定价59.8元
货号31538174
上书时间2024-03-15
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作者简介
华研外语
华研是国内知名的英语教育类图书策划机构，致力为英语学习者提供高效的方法和优质的内容。旗下“华研外语”品牌涵盖大学英语四六级、考研英语、英语专业四八级、雅思托福、高考英语、英语AB级考试、中小学英语等系列图书。
TOPWAY是华研的做事原则，经验表明，方法得当就会事半功倍，让您花更少的时间取得更好的学习效果；“沙里淘金”是华研的思维方式，通过语料库分析、词汇分频、难度分级等诸多科学手段，让您抓住问题的关键，用20%的精力取得80%的成效，体现“二八定律”，从而达到“四两拨千斤”的效果。
目录
第一章 托福听力基础入门
第一节 托福听力考试概述
一、考试构成
二、题型与评分
三、选材特点
四、考场贴士
五、听力备考从何处着手
第二节 听力语音知识与训练
一、听清语音
二、听懂句意
第三节 托福听力三大抓听技巧
一、抓主旨大意
二、抓要点和逻辑
三、关注上下文和说话语气
第四节 如何记笔记
一、笔记三大原则
二、笔记常用符号
三、笔记实例分析
录音原文与参考答案
第二章 托福听力主题词汇积累
第一节 听力讲座主题词
一、生物学
二、动物
三、植物
四、历史文化
五、心理学
六、天文学
七、地理学和地质学
八、商务与经济
九、人类学
十、艺术
十一、教育
十二、社会学
十三、考古学
十四、语言与文学
十五、公共卫生与医学
十六、建筑与城市发展
十七、物理和化学
十八、自然与环境
十九、法律
第二节 对话高频词和常见习语
一、对话中的高频词
二、常见习语
录音原文与参考答案
第三章 托福听力专项训练
第一节 对话听力50题
Conversation 1~Conversation 10
第二节 讲座听力90题
Lecture 1~Lecture 15
录音原文与答案详解
第四章 托福听力全真演练
Test 1~Test 15
录音原文与答案详解
内容摘要
1.语音知识、听音技巧、笔记方法；2.1000道听力题，基础训练+分题型训练+听力套题训练；3.20类托福听力主题词和高频词；4.听力原文稿、难词注释、画线详解。
精彩内容
录音原文Listentopartofalectureinasociologyclass.(M=Professor,W1=Student1,W2=Student2)M:[1]Today,wearegoingtotalkaboutMaxWeber’stheoreticalcategoriesofsocialaction.Ihopethatyou’vereadthematerial.Well,informulatinghisapproachtosociology,Weberwasrespondingtotheideasofhistime.Hewasnotinterestedinstructuralforcesornaturallawsexplaininghumansocieties.Instead,hewasinterestedinthesubjectivemeaningshumanactorsattachtotheiractions.AccordingtoWeber,everythingthatwecanobservepeopledoingsocially,theydowithapurposeinmind.Thatis,allactionisintentional,anditisdirectedtowardotherpeople,andthisiswhythesociologistmustconsiderthesocialcontextinwhichpeopleact.Thereisanexception,though,andthatisthepersonwhoisinsaneandthusbehavingwithoutasociallyunderstoodpurpose.Fornow,IwanttobeclearthatWeber’sapproachisdifferentfrom[2]classicaleconomicmodelsofhumanbehaviorthatnarrowlydefinerationalbehaviorasusingthemostrationalmeanstoobtainone’sself-interest,especiallymaterialself-interest.Itdoesn’tmeanthatWeberhadnointerestineconomics,quitetheopposite.Hewastrainedineconomichistory,buthe...hesawthingsalittledifferently,andthewayhespelledthisoutwasthroughdistinguishingdifferenttypesofpurposefulsocialaction.[1]CananyonerecallhowWeberdescribedthedifferenttypesofsocialaction?W1:Well,hedidtalkaboutpeoplebeinggoal-oriented...thewaytheyusemeanstoachieveends...M:OK,you’retouchingonhisideaofpurposefulrationalaction,orgoal-orientedactionasyousay.And,yes,heisreferringtotherationalchoicesofmeansandends.Thistypeofsocialactionisclosesttothestandardeconomicviewoftheself-interestedindividual.Atypicalexampleistheengineerwhobuildsabridgebyrationallychoosingthemostefficientmeanspossibletoachievehisgoal,ofbuildingthebridge.Heaimstobuildthestrongestbridge,atthelowestcost,intheshortestperiodoftime.That’sanexampleofpurposefulrationality.Yet,Weberobservedthereareotherformsofsocialaction,allequallymeaningfultotheactor,andimportanttothesociologist.Takevalue-orientedrationalityforanexample.W2:Thatwouldbelikethemonkthathetalkedabout—theonewhowouldliveaverysimplelife,usuallyinthewoods,toobtainsalvation.W1:Right,anddidn’tWebersaythathealso—themonk,Imean—healsousedrationalmeanstoattainhisgoalofholiness,butthatthegoalwasn’tnecessarilyrational,Imeannoteveryonebelievesinholiness.That’sareligiousideathat’snotnecessarilysharedbyallpeople.M:Verygood,[3]themonkisanexcellentexampleofvaluerationality,becauseheisstrivingforagoal,whichinitselfmaynotberational,but[4]whichispursuedthroughrationalmeanswithinanethical,religious,orothermoralcontext.Therationalmeansareself-denial,inhiscase,eatingsimplefoodandlivingaverymodestlife,andhedoesthisbecausehebelievestheseactionswillhelphimattainhisgoalofholiness,agoalthatissharedbyhisreligiouscommunityandperhapssomemembersofthebroadersociety.[5]So,now,Weberhadathirdtypeofsocialactionaswell,whichhecalledaffectiveaction,affectbeinganotherwordforemotion.OK,then[6]affectiveactionreferstosocialactionanchoredinemotionsratherthantherationalweighingofmeansandends.W1:[6]Soundslikemyroommate,sheonlydecidedtogotothisuniversitybecauseherboyfriendwenthere.Sheis,like,soinlove.M:OK.Herdecisionwasemotionallymeaningfultoher,andthuspurposeful.Movingonthen,whataboutthefinaltype:traditionalaction?W2:IthinkWebersaidtraditionalactionwasguidedbythepast.Anindividualwilllooktowhatsheseesastraditional,andthat’sthewayshewilltrytodothings.M:Canyouthinkofanexample?W2:Well,IguessIdidthat,alittleImean,uh,whenIchosetogotothiscollege.Mydad,myuncles,mymom,lotsoftheirfriends,well,theyallwenthere.And,well,IthinkitwasexpectedthatIwouldgotoschoolhere,too.It’sagoodschoolandall,butIneverreallylookedatotheroptions.M:InWeber’seyesthatcouldbetraditionalaction.So,wecanseethatpracticingWeber’ssociologyisnotasclear-cutassimplystudyingsocietyasifallpeopleweremakingrationaldecisionsallthetime.
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