انواع سوال - استنتاج

: پکیج آموزشی TOEFL مگوش / سرفصل: مهارت شنیداری / درس 18

انواع سوال - استنتاج

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In this lesson were going to look at a very important skill for the TOEFL in general. It’s especially helpful for organization questions, but we’ve looked at it in reading and we will see it more in any other listening or text. We’re focusing on structural keywords.

Okay, so what are structural keywords? Let’s take for example some comparison and contrast words like meanwhile on the other hand, conversely, in contrast, this is just a shortlist. In fact, these are all contrast words, if we use comparison we could add some more. Similarly, likewise, there are many many many words we could add to this list and phrases too, but that’s not the point. We don’t want a complete list here. You may never find a complete list but you do want to be aware of these different types of words and phrases and you want to listen for them.

Pay special attention when you hear them in all of your TOEFL listening practice and read for them. Pay special attention when you see them in your reading practice. That might be during practice TOEFL questions or it might be during other lectures or other reading from a newspaper. Any time you’re practicing your English you should be paying attention to words like this, how they are used and what they mean because they are very very important.

Okay well, what else do we have? what other types of words are there? There’s a listing. This is for. If you have three or four or however many separate topics that are all equally related. Say for example 3 different types of bird.

Okay, there’s cause-and-effect because why something happens, there are examples, and here are some words for summarizing. Now in this lesson, we’re really paying attention to how these words can be used for big organizations. That’s not just to sentences related to each other but two big ideas related to each other.

In a text that might be two different paragraphs. In a lesson in a recording, it might actually be one minute of speech, and then another minute of speech. There are, of course, no paragraphs when you’re talking. Now how do we know that they are used for the big structures for the big topics? It’s hard to tell. But if we understand some of what is said, that is the content then if we understand the speaker’s purpose. We can use these keywords together with the content and the purpose and see a bigger organization.

So say we have a professor and the professor is talking about the difference between Corbins. This is a type of bird and parents, and the professor talks about Corbins for a long time and then they say okay moving on, and the next sentence you hear is about parrots. Now that sounds like this word is a used or this phrase is used to show a listing in a much larger structure. And in that case, we might have an organization question at the end which asks about that organization about that structure.

Okay, let’s see an example of how we can use these are example question will use the lecture from listening sample one lecture in our previous lesson, and that is linked under the video so you can go back and listen once more to that lecture. If you know the lecture if you’ve heard it and you’re ready, then we can move on to the sample question.

Okay, let’s take a look at our question. Why does the professor discuss carbon? Now, this looks like a function question right with this why, but we know it’s an organization question because A there’s no listen again and B this is a very big topic that takes a long time in the listening. So now what is the professor’s purpose in the lecture?

Well, we know that at the beginning. She said she wanted to introduce the idea of all troops and she asked how many people knew all troops and then she said well okay I won’t waste your time. Let’s talk about this quickly.

Remember that this is a part of a longer lecture. Any TOEFL lecture is just a piece. And more is also said which is not recorded and you don’t hear. So before the professor talked about all troops. She was probably talking about some other topic, and afterward, she probably moves on to another topic. This is clear by how she introduces it to all troops and how she finishes in the recording. She is just briefly talking about a topic which is, she says fundamental very important but is background information.

Okay that she’s giving them background information and then she starts talking about carbon very specifically. What is carbon? well according to the lecture, It’s an element that has a few different types of all troops coal is mostly made of one all troops of carbon, diamonds are made of another all trope, and graphite is made of 1/3 all troops.

So these sound like examples that help to define her topic. That is, they are instances which show what an all troops is. So maybe we’ll see the word example or instance in the correct answer.

Let’s see.

A. to define the element’s distinct forms. Okay. She does use carbon to define what an all troops is but the elements distinct fo RMS that’s diamonds, graphite, and coal. She’s not defining diamonds by discussing carbon. That relationship is mixed up. This can’t be correct because we are not defining diamonds were defining all troops.

Okay how about this? to illustrate how a substance’s properties can be affected by its molecular makeup. Well, there’s some difficult vocabulary here, we heard a lot about molecular molecules in the lecture. We didn’t hear makeup, but let’s look at the other words here to illustrate. Yeah, to show a picture of how a substance material like a diamond substance is properties. How soft or hard or what color it is can be affected or changed by its molecular makeup this if we know the words. Sounds pretty good.

The different types of carbon are examples which illustrate a show a picture of different properties and different molecular structures. So if we know the words will keep that for now. If we don’t know the words. We also keep it because we can’t cross it off if we don’t understand it.

All right next to summarize a concept which the classes studied previously. Well summarizes really the wrong word here, what are we summarizing by discussing carbon. This is a new idea. We are definitely not summarizing. To provide an example of varying levels of purity and a chemical’s elemental construction.

Okay, this looks pretty good. Provide an example. Yes. An example of we wants off of all troops right in. An example of varying levels of purity. This is a little bit difficult but varying means changing or differing levels of purity. Some are more pure, some are less peer in a chemical’s elemental construction. now, even if we don’t know these words exactly. An example of purity, you should know purity. That’s definitely not right because we’re looking at examples of different molecular structures of how different atoms can be arranged in different ways and make different materials because they are arranged in different ways.

We’re not just talking about pure or impure. It’s a really a different topic, so were not providing an example of that, and D is out, which means that our best answer is B.

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