(二)问态度（stance）－－Identify a paraphrase of a speaker’s utterance that expresses or implies the speaker’s stance
以下材料摘录于教授与学员的对话
（Excerpt from a conversation between a female professor and a male student. They have been discussing what material will be included on an upcoming test)
(Narrator) Listen again to a part of the conversation. Then you will be asked to select the statement that is closest in meaning to what the man says.
(Professor) You’ll do fine on this if you’ve read and ？？underlined and thought about the important issues. But I want you to be sure that you understand from the beginning, um…what if means to ask you to do this. Cause this is where you could go wrong if you interpret this too simplistically…um…“identify” means what?
(Student) You mean, like, who said what, right?
(Professor) Yes…and the title of this story, its author…
(Student) [worried, sounding somewhat indignant] So we’ve got to know all that stuff？for all the stories?
(Narrator) Select the sentence that best expresses how the student probably feels.
(A) “I’m worried about remembering so much information.”
(B) “I appreciate your taking the time to explain this to me.”
(C) “I’m relieved to be learning about what will be on the rest.”
(D) “I don’t understand what you mean.”
问法举例：
基本问法举例（以ETS官方给出的两套样题为准）：
（1）Listen again to part of the lecture, then answer the question
（2）Why does the woman say this:……
样题问法举例（以ETS官方给出的两套样题为准）：
（1）Why does the professor tell a story about his friend who went medical school?
（2）Why does the man talk to the woman about the “Poetry Kitchen”?
（3）What is the woman’s attitude toward participating in the poetry club?
（4）What is the professor’s opinion of the motor theory of thinking?
[原则三]Connecting information(25%左右的题目)
此类题型考察考生对上下文以及文章脉络、前后语言信息关联的掌握的能力。这种考察就要求考生更具备一定的听力实力，比如整合文中信息、根据前文下结论更会考到做推导的能力。总体上考察考生概括和推论的能力。
再细分为两种：
（1）Organization questions
（2）Content questions
(1) Organization questions: question about the organizational aspects of the text may require students to identify the structure of the text. These questions ask students to identify the organization or rhetorical structure of the text or a portion of the text.
基本问法举例：
（问） How does the professor organize the information that she presents to the class?
（答）In the order in which the events occurred.
（问） How does the professor clarify the points he makes about Mexico?
（答） By comparing Mexico to a neighboring country
(2) Content questions: Some content questions require students to demonstrate understanding of the substantive relationships between or among ideas in a text. Tasks of this type typically require students to identify relationships that either are explicitly presented in a stimulus or are clearly inferable. The task might ask students to respond to or organize information in a different manner from the way the information was presented to them in the stimulus. Some content questions require students to link content (i. e Explicit and/or implicit information) in order to perform an action. Task of this type will in some instances presuppose recognition of a particular relationship, but they will always require students to perform some action on information. These action include predicting outcomes, drawing conclusions or logical inferences, drawing accurate generalizations, extrapolating inferring a cause and effect relationship, specifying a sequence of events, and so on.
(注) 文章关联信息类原则不考察学生对对话主题的概括。只是考察根据上下句去概括，去推理的能力。
真题举例：
(Student) There’re a couple of people that’re interviewing me and one of the guys really liked me. He and I just hit it off perfectly and then the？girl？the woman who I’d probably be working for, she didn’t much care for me for some reason. Hmm, so I was wondering……
（professor）You want……
(Student) …about a recommendation…
（professor）It’s not too late?
(Student) They said, “Drop it off this week.”
（professor）This week. Ok.
(student) Yeah. The thing is…it’s pretty competitive so any help I can get（professor）I’m glad to do what I can, no problem
(student) Great.
(Narrator) What does the student want the professor to do?
(A) Talk to his supervisor
(B) Help him prepare for another interview
(C) Write a letter of recommendation
(D) Offer him a job
基本问法举例（以ETS官方给出的两套样题为准）：
(1) What is the likely outcome of doing procedure 1 before procedure 2?
(2) What can be inferred about X?
(3) What does the professor imply about X?
样题问法举例（以ETS官方给出的两套样题为准）：
（1）What will the students do in the summer?
（2）Why does the professor mention the Golden Gate Bridge?
（3）How does the professor introduce Bode’s Law?
（4）The professor describes a magic trick to the class, what does the magic trick demonstrate?
（5）The professor mentions houseplants that receive too much water, why does mention them?
（6）Indicate whether each sentence below describes functional organization or project organization
综合以上新托福的形式、内容以及出题原则，正是我们所看到的ETS的科学性之所在。ETS任意的一项测试或一次改动，都是遵从着科学规律的。而我们都知道科学的产生发展都是建立在为人类服务的基础之上的。科学的变是为了迎合人类的变；科学的进步是为了适应人类的进步。注重科学的美国人，无论是在其国内本科升学考试恒定尺的SAT考试05年的变化上；抑或即将推出的衡定非英语母语国家人英语水平的TOEFL变脸上；更或早在03年美国研究生入学测试的GRE加试作文上，都是因为固有的考试不再能科学的分析人的必备能力后才“改易的旗帜”。
那么，无论是何种考试，无论是何等变化，我们只需牢记一点：考试的本质是科学。抓住考试本质上的科学性方可拥有解决它的“破竹之势”。它的形式是科学的，它的内容是科学的，它的出题途路是科学的，无论从哪里着手，你是否已经蓄“势”待发？ |
