辛达托福代报考位 ：直到2016年4月29日上午托福官网没有释放考位，在此提醒广大考生抓紧时间报名，

注意自己的考试时间，如对托福报名有任何疑问，欢迎咨询在线客服。  

　　咱们换个视点来谈听力，不谈语音，不谈词汇，不谈窍门，从逻辑思维这一层来剖析，在单词都能听懂的情况下，怎么进步了解力。我要给咱们介绍的办法是言语学中的词块法(lexical chunks)，运用到听力里边，我称之为语块听力法。

　　在言语学上，对语块的定义是这样的："Chunks" refers to language that occurs in (semi-) fixed units and that we usually learn as one piece. Collocations, fixed expressions and idioms are all different kinds of chunks.(The TKT course) 听力的学习也离不开词组，孤零零地听单词只会像电脑翻译相同言不尽意，获取关键信息就更加艰难。单个的词和词组或许能拼凑出大约的意思，可是没有构造的语句都只是词汇与词组的堆砌，堆到后边回忆紊乱，听力成灾。只要让单词成群，词组成块，运用逻辑，听力才会明晰。听起来这似乎是很大的工作量，可是假如养成杰出的思维习惯，让语块法内化，大脑便会主动对听力的语句进行切分组合，以到达迅速精确地了解。今日我将从词组和语句两方面来与咱们讨论怎么运用词块法进步听力，比如取自TPO。

　　1. 词组，包括固定调配，表达和习语等。

　　以固定调配为例，即collocations。Collocations：words that regularly occur together。(The TKT course) 既然是固定的组合，那就请求咱们堆集，除了协助听力了解，白话写作时也是极好的资料。

　　TPO4-4：

　　Student: Not really. I’m worried about other two people in my group. They are just sitting back, not really doing their fair share of the work and waiting for an A. It’s kind of stressing me out, because we are getting close to the deadline and I feel like I’m doing everything for this project.

　　Professor：Ah, the good old free rider problem.

　　Student：Free rider?

　　Professor：Ah, it’s just a term that describes this situation, when people in the group seek to get the benefits of being in a group without contributing to the work.

　　Q. Why does the professor mention the ‘free-rider’ problem?

　　A. To review a concept he explained in class.

　　B. To give the student a plan to solve her problem.

　　C. To clarify the problem the student is facing.

　　D. To explain a benefit of working in groups.

　　上文中“free rider”这一固定调配呈现了两遍且有命题，听力艰难有两点：1. 没注意到这个单词，不能定位标题;2. 听到的是单个的单词，不知道词组的意思。

　　解题思路：依据其坐落problem前，和后边再次调配呈现，先判定 “free rider” 是词组且代指某个疑问，咱们暂且用“FR”记下，学生表达过诉苦“I’m worried about other two people in my group. They are just sitting back, not really doing their fair share of the work and waiting for an A.” 这句话没有生词没有调配，能够了解大意是其他人不干事。教师再次解说“it’s just a term that describes this situation, when people in the group seek to get the benefits of being in a group without contributing to the work.” 重申解说“term”，而且着重不做奉献。上下文翻译是搭便车者或坐收渔利者。听完发现本来咱们的思路也是一直在等教师解说单词，就会很快选出教师在给学生论述这种现象的疑问，答案选C.