听力 · 2026-06-07 · 滕达

学术讲座主旨、例子功能与态度题训练

这节听力正课把 4 篇 TOEFL 学术讲座放在一起练:先听结构,再做主旨、细节、推断、词义题,最后用答案解析反查定位和干扰项。

Lesson Loop

上课内容要变成能复盘、能交付、能下次检查的动作。

这节课目标

  • 把四篇 academic talk 听成“主题、转折、原因/例子、教授态度”的结构,不被局部细节带跑。

学生表现 / 卡点

  • 练习1|19世纪小众发明家听后复述:学生能概括:讲座关注19世纪不那么有名的少数发明家,他们很多是自学,并不依赖名校或高级实验室,而是在小工坊、谷仓、厨房等地方完成创造。
  • 练习2|Hip-hop 采样听后复述:学生能说出采样不是简单复制,而是把旧录音中的片段重新组合成新的音乐;也能理解老师强调 "composition than duplication"。
  • 练习3|Jacob Lawrence 艺术史讲座:学生能理解 Lawrence 的画作使用明亮色彩和斜向构图,并能判断老师不同意批评者 "childish / immature" 的说法。
  • 练习4|不会飞的大鸟演化:学生能复述:恐龙灭绝后,鸟类捕食压力下降,地面生态位打开,多个鸟类谱系独立放弃飞行能力并变大。

本课生成物

  • 4 段课堂音频:小众发明家、Hip-hop 采样、Jacob Lawrence、不会飞的大鸟演化。
  • 16 道听力题:每篇 4 题,覆盖主旨、细节、推断、词义。
  • 每题答案解析:定位句、同义替换、干扰项类型。
  • 课堂方法卡:主旨判断、局部信息陷阱、推断题、词义题、排除法。

复习计划

  • 今晚:每篇先听一遍,再做题;做完后只看自己错题的答案解析。
  • 3 天后:每篇用中文复述 30-45 秒,顺序是主题、原因/例子、教授结论。
  • 考前:只刷主旨题和推断题,重点说清楚每个错误选项为什么不选。

这节课要留下什么

  • 4 篇讲座的 30-45 秒中文复述录音或口头复盘。
  • 本节重点词汇中英对照表。
  • 16 道题二刷记录:错题必须写一句“我为什么错”。

这节课用了哪些材料

  • 材料 A|Nineteenth-Century Inventors(19世纪小众发明家):训练主旨题、细节题、推断题、词义题;重点理解 self-taught inventors、prerequisite、resourceful。
  • 材料 B|Sampling in Hip-hop Music(Hip-hop音乐采样):训练态度判断与例子功能题;重点理解 sound collage、composition vs duplication。
  • 材料 C|Jacob Lawrence(非裔美国画家):训练艺术史讲座主旨与态度推断;重点理解 deliberate stylistic choice。
  • 材料 D|Evolution of Flightless Giant Birds(不会飞的大鸟演化):训练生物演化类讲座;重点理解 predation pressure、ecological niche、convergent evolution。

这节课真正练的能力

  • 主旨题:听到转折和教授今天要讲什么,优先抓全篇反复围绕的中心。
  • 细节题:回到定位句,不用印象猜。
  • 推断题:答案必须能从教授观点推出,不能只因为选项看起来合理。
  • 词义题:回到原句功能判断,不被中文直译误导。
  • 选项排除:未提及、相反、局部细节、因果倒置都要划掉。

这节课留下的词汇抓手

  • prerequisite:前置必要条件,做词义题时回到原句判断“先满足什么”。
  • resourceful:善于利用有限资源,和 self-taught inventor 的创新能力有关。
  • composition / duplication:采样不是简单复制,而是重新组织材料形成作品。
  • deliberate stylistic choice:刻意的风格选择,不是能力不足。
  • predation pressure / ecological niche / convergent evolution:用来讲清不会飞的大鸟为什么在不同地方走向相似演化。

这节课的 4 个练习单元

打开页面先听音频,做完题再展开原文和答案解析。重点不是刷完,而是说清楚定位句、同义替换和错误选项为什么不能选。

Nineteenth-Century Inventors(19世纪小众发明家)

Many significant 19th-century inventors were self-taught individuals who worked outside formal laboratories, challenging popular assumptions about how innovation occurred during the Industrial Revolution.

Section / Type: Listening · Academic TalkDiscipline: History|Speaker: Professor|Setting: Classroom lectureSource ID: TF-LN-AT-260411-5jk1|First seen: 2026-04-11
先听一遍,再做题
听完后展开原文

When we think about the great inventions of the nineteenth century, names like Edison and Bell probably come to mind first. But today I want to shift our focus to a different group—the lesser-known minority inventors who also shaped the modern world.

Now, one thing to know is that many of these innovators were entirely self-taught. They did not attend elite universities or apprentice under famous engineers. Instead, they learned through trial and error, often by taking apart existing machines and figuring out how to improve them.

Interestingly, there's a common false belief that these inventors worked in well-equipped laboratories. In reality, most of them worked in modest workshops, barns, or even their own kitchens. For example, one inventor I studied built his first prototype in a small shed behind his house, using scrap metal and hand tools.

So what does this tell us about innovation? It suggests that formal education and expensive facilities are not prerequisites for groundbreaking work. In fact, the constraints these inventors faced may have pushed them to be more resourceful.

To understand why this matters, we need to look at how history has selectively remembered certain figures while forgetting others. Next time you read a textbook, ask yourself whose stories are being left out.

Q1 · main idea:What is the talk mainly about?

  1. A comparison between Edison's laboratory and the workshops of his rivals
  2. The role of universities in training famous engineers during the Industrial Revolution
  3. Nineteenth-century inventors who taught themselves and worked outside laboratories
  4. How modern textbooks should include more biographies of famous scientists
做完后看答案解析
Q1 → C. Nineteenth-century inventors who taught themselves and worked outside laboratories
  • 定位句: "But today I want to shift our focus to a different group—the lesser-known minority inventors who also shaped the modern world."
  • 同义替换: lesser-known minority inventors → nineteenth-century inventors;self-taught → taught themselves
  • 干扰项分析:
  • A. 仅在开头一笔带过 Edison,从未做过比较 → NOT_MENTIONED
  • B. 教授明确说这些发明家没有上名校 → OPPOSITE
  • D. 结尾一句话引申,不是全篇主旨 → SCOPE_TRAP

Q2 · detail:According to the professor, where did many of the minority inventors actually work?

  1. In well-funded research institutes attached to major cities
  2. Inside the laboratories of more established engineers
  3. In settings such as modest workshops, barns, and kitchens
  4. At universities where they held teaching positions
做完后看答案解析
Q2 → C. In settings such as modest workshops, barns, and kitchens
  • 定位句: "In reality, most of them worked in modest workshops, barns, or even their own kitchens."
  • 同义替换: modest workshops, barns, or even their own kitchens → modest workshops, barns, and kitchens
  • 干扰项分析:
  • A. 原文从未提到 research institutes 或 major cities → NOT_MENTIONED
  • B. 与原文 false belief 直接相反 → OPPOSITE
  • D. 原文明说他们没读大学 → NOT_MENTIONED

Q3 · inference:What can be inferred about the professor's view of formal education for inventors?

  1. Formal education is essential for anyone hoping to create groundbreaking inventions
  2. The lack of formal training may have encouraged greater creativity among some inventors
  3. Universities in the nineteenth century offered poor training for engineers
  4. Self-taught inventors were generally less successful than those with degrees
做完后看答案解析
Q3 → B. The lack of formal training may have encouraged greater creativity among some inventors
  • 定位句: "It suggests that formal education and expensive facilities are not prerequisites for groundbreaking work. In fact, the constraints these inventors faced may have pushed them to be more resourceful."
  • 同义替换: not prerequisites + pushed them to be more resourceful → lack of formal training may have encouraged creativity
  • 干扰项分析:
  • A. 与教授原话相反 → OPPOSITE
  • C. 教授并未评价大学教学质量 → NOT_MENTIONED
  • D. 教授的观点恰好相反,自学者也能取得 groundbreaking work → OPPOSITE

Q4 · vocabulary:The professor discusses 'prerequisites.' What does the word 'prerequisites' mean in this context?

  1. Final examinations required for graduation
  2. Rewards given after completing a difficult task
  3. Optional tools that improve efficiency but are not necessary
  4. Requirements to be met before something else can occur
做完后看答案解析
Q4 → D. Requirements to be met before something else can occur
  • 定位句: "It suggests that formal education and expensive facilities are not prerequisites for groundbreaking work."
  • 同义替换: prerequisites = 前置必要条件 = requirements to be met before
  • 干扰项分析:
  • A. "final examinations" 是个具体例子,缩小了词义 → SCOPE_TRAP
  • B. "rewards" 是事后给予,与"事前要求"语义相反 → MISATTRIBUTION
  • C. "not necessary" 与原文呼应,但 prerequisites 本身意思是必要条件而非可选工具 → PARTIAL_TRUTH

Sampling in Hip-hop Music(Hip-hop音乐采样)

Sampling in early hip-hop was a legitimate and creative artistic practice—specifically a form of sound collage—that should not be dismissed as lacking creativity, especially considering its historical context before the 1991 legal ruling.

Section / Type: Listening · Academic TalkDiscipline: Art / Music|Speaker: Professor|Setting: Classroom lectureSource ID: TF-LN-AT-260314-gcyq|First seen: 2026-03-14(复现:2026-04-11)
先听一遍,再做题
听完后展开原文

If you've ever listened to early hip-hop, you might have noticed that many tracks borrow sounds from older songs. Today we're going to examine sampling, a technique that some critics have dismissed as showing a lack of creativity. But I think that criticism misses something important.

Sampling is essentially a form of sound collage. The producer takes fragments from existing recordings—maybe a vocal line, a drum break, or a bass melody—and rearranges them into something entirely new.

Before 1991, when a major legal ruling changed the landscape, sampling was an extremely common and low-cost way to create music. Young artists who couldn't afford studio musicians or expensive instruments could build complex tracks using just a turntable and a sampler.

Now, one thing to know is that this wasn't simple copying. It required serious musical sensitivity to identify which fragments would work together and how to layer them rhythmically. In fact, the best producers were doing something closer to composition than duplication.

So next time you hear someone say that sampling shows a lack of creativity, remember that what you're actually hearing is a carefully constructed collage—one that transformed the sound of popular music.

Q1 · main idea:What does the professor mainly discuss?

  1. The history of legal disputes between hip-hop artists and record labels
  2. How the cost of musical instruments changed between 1980 and 2000
  3. The technical equipment used by producers to make sound collages
  4. Why sampling in early hip-hop should be considered a creative art form
做完后看答案解析
Q1 → D. Why sampling in early hip-hop should be considered a creative art form
  • 定位句: "But I think that criticism misses something important. Sampling is essentially a form of sound collage."
  • 同义替换: criticism misses something important → 反驳"lack of creativity";sound collage → creative art form
  • 干扰项分析:
  • A. 1991 法律裁决仅一笔带过,未展开 legal disputes → NOT_MENTIONED
  • B. 提到 turntable 与 sampler,但全篇主旨不是设备 → SCOPE_TRAP
  • C. 只说采样 low-cost,从未讨论 1980-2000 乐器价格变化 → NOT_MENTIONED

Q2 · detail:According to the professor, what made sampling a practical choice for young artists before 1991?

  1. It was a common and low-cost method of music production
  2. Record labels actively promoted sampling as a marketing strategy
  3. Most young artists had received formal training in sound engineering
  4. Copyright laws explicitly allowed unlimited use of existing recordings
做完后看答案解析
Q2 → A. It was a common and low-cost method of music production
  • 定位句: "Before 1991, when a major legal ruling changed the landscape, sampling was an extremely common and low-cost way to create music."
  • 同义替换: extremely common and low-cost way to create music → common and low-cost method of music production
  • 干扰项分析:
  • B. 原文从未提到唱片公司或营销策略 → NOT_MENTIONED
  • C. 教授强调年轻艺人"付不起录音棚乐手",资源有限而非受过培训 → OPPOSITE
  • D. 教授只说 1991 法律改变了格局,并未说之前允许无限使用 → MISATTRIBUTION

Q3 · inference:Why does the professor mention the 1991 legal ruling?

  1. To explain why sampling became more difficult and less common after that year
  2. To criticize lawmakers for misunderstanding the artistic value of hip-hop
  3. To show that sampling had already declined in popularity by the early 1990s
  4. To argue that legal protection should have been granted to sampled artists
做完后看答案解析
Q3 → A. To explain why sampling became more difficult and less common after that year
  • 定位句: "Before 1991, when a major legal ruling changed the landscape, sampling was an extremely common and low-cost way to create music."
  • 同义替换: legal ruling changed the landscape + before 1991... common → 之后变得更困难、不那么常见
  • 干扰项分析:
  • B. 教授语气客观描述,未批评立法者 → TONE_ATTITUDE_TRAP
  • C. 教授暗示是裁决导致变化,而非裁决前就已衰落 → CAUSAL_TRAP
  • D. 教授没有讨论"应给采样者怎样的法律保护" → NOT_MENTIONED

Q4 · vocabulary:The professor says that sampling is 'essentially a form of sound collage.' What does 'collage' mean in this context?

  1. A performance style where multiple artists play simultaneously
  2. A recording technique that removes background noise from old songs
  3. A legal agreement between musicians to share profits from a track
  4. A piece of art made by assembling various fragments into a new whole
做完后看答案解析
Q4 → D. A piece of art made by assembling various fragments into a new whole
  • 定位句: "The producer takes fragments from existing recordings—maybe a vocal line, a drum break, or a bass melody—and rearranges them into something entirely new."
  • 同义替换: takes fragments... and rearranges them into something entirely new → assembling various fragments into a new whole
  • 干扰项分析:
  • A. 原文是制作人把片段"重新排列",不是多艺人"同时演奏" → PARTIAL_TRUTH
  • B. 原文从未提到去除背景噪音,与音频修复相关 → NOT_MENTIONED
  • C. "利润分成的法律协议"属合同范畴,与艺术技法无关 → MISATTRIBUTION

Jacob Lawrence(非裔美国画家)

Jacob Lawrence's simplified forms and bold visual language were deliberate artistic choices that enabled powerful storytelling of Black history and culture, not signs of technical immaturity.

Section / Type: Listening · Academic TalkDiscipline: Art History|Speaker: Professor|Setting: Classroom lectureSource ID: TF-LN-AT-260524-gqr9|First seen: 2026-05-16(复现:2026-05-24)
先听一遍,再做题
听完后展开原文

Today I'd like to introduce you to Jacob Lawrence, an African American painter born in 1917 whose work profoundly shaped how we see Black history and culture in American art. Lawrence is best known for The Migration Series, a remarkable sequence of sixty panels that narrates the mass movement of African Americans from the rural South to the urban North in the early twentieth century.

When you look at these paintings, you'll notice his distinctive use of bold, vivid colors and dynamic diagonal compositions that create a sense of energy and forward motion across the canvas.

However, not everyone appreciated his approach. Some critics dismissed his simplified forms as childish or immature, suggesting that his work lacked technical sophistication and formal training. But I would argue—and Lawrence himself would agree—that this simplicity was a deliberate stylistic choice rather than a limitation of ability.

By reducing figures and scenes to their essential forms, he could communicate historical narrative with remarkable clarity and emotional force. In fact, this very restraint is what makes the Migration Series so powerful.

So when you examine his panels, remember that every bold color and every diagonal line was carefully chosen to tell a compelling story of migration, struggle, and collective resilience.

Q1 · main idea:What does the professor mainly discuss?

  1. The techniques used in twentieth-century American landscape painting
  2. The life story of a single African American migrant worker
  3. The artistic significance of Jacob Lawrence and his major work
  4. The social causes of the Great Migration in the United States
做完后看答案解析
Q1 → C. The artistic significance of Jacob Lawrence and his major work
  • 定位句: "Lawrence is best known for The Migration Series, a remarkable sequence of sixty panels..."
  • 同义替换: introduce you to Jacob Lawrence, an African American painter → the artistic significance of Jacob Lawrence and his major work
  • 干扰项分析:
  • A. 讲座未谈及风景画技巧 → NOT_MENTIONED
  • B. The Migration Series 描绘集体迁徙,不是某个个体传记 → MISATTRIBUTION
  • D. Migration Series 被提及,但大迁徙的社会原因未被讨论 → PARTIAL_TRUTH

Q2 · detail:According to the professor, what is one distinctive feature of Lawrence's paintings?

  1. They use bold colors and diagonal compositions
  2. They rely entirely on black-and-white photography
  3. They imitate European classical painting techniques
  4. They avoid any reference to historical events
做完后看答案解析
Q2 → A. They use bold colors and diagonal compositions
  • 定位句: "his distinctive use of bold, vivid colors and dynamic diagonal compositions that create a sense of energy and forward motion across the canvas."
  • 同义替换: bold, vivid colors and dynamic diagonal compositions → bold colors and diagonal compositions
  • 干扰项分析:
  • B. 与原文 vivid colors 相反 → OPPOSITE
  • C. 欧洲古典技法从未提及 → NOT_MENTIONED
  • D. Migration Series 本身就是叙述历史 → OPPOSITE

Q3 · inference:What can be inferred about the professor's opinion of the critics who called Lawrence's work childish?

  1. She agrees that his work lacks technical sophistication
  2. She thinks critics failed to grasp his intentional artistic choices
  3. She thinks they were influenced by his lack of formal training
  4. She feels their judgments were based on careful visual analysis
做完后看答案解析
Q3 → B. She thinks critics failed to grasp his intentional artistic choices
  • 定位句: "this simplicity was a deliberate stylistic choice rather than a limitation of ability."
  • 同义替换: deliberate stylistic choice rather than a limitation → failed to understand his intentional artistic choices
  • 干扰项分析:
  • A. 与教授观点相反 → OPPOSITE
  • C. 教授从未将评论归因于 Lawrence 缺乏正规训练 → NOT_MENTIONED
  • D. 教授暗示评论家误读了其意图 → OPPOSITE

Q4 · vocabulary:What does the professor mean when she says Lawrence's simplicity was a 'deliberate stylistic choice'?

  1. It resulted from his inability to paint more complex forms
  2. It was a temporary phase in his early artistic development
  3. It reflected popular trends in contemporary American art
  4. It was an intentional artistic decision rather than a weakness
做完后看答案解析
Q4 → D. It was an intentional artistic decision rather than a weakness
  • 定位句: "this simplicity was a deliberate stylistic choice rather than a limitation of ability."
  • 同义替换: deliberate stylistic choice rather than a limitation of ability → intentional artistic decision rather than a weakness
  • 干扰项分析:
  • A. 与"刻意选择"意思相反 → OPPOSITE
  • B. 讲座未说这是临时阶段 → NOT_MENTIONED
  • C. 未提及当代艺术潮流 → NOT_MENTIONED

Evolution of Flightless Giant Birds(不会飞的大鸟演化)

Multiple bird lineages independently evolved flightlessness and giant size after the dinosaur extinction due to reduced predation pressure and vacant ecological niches.

Section / Type: Listening · Academic TalkDiscipline: Life Science / Biology|Speaker: Professor|Setting: Classroom lectureSource ID: TF-LN-AT-260429-4b90|First seen: 2026-04-29
先听一遍,再做题
听完后展开原文

When we think about birds today, we usually picture creatures soaring through the sky. But what if I told you that some of the most successful birds in history couldn't fly at all? Today we'll look at the remarkable rise of flightless giant birds after the dinosaurs went extinct about sixty-six million years ago.

Now, one thing to know is that flight is metabolically expensive. It demands enormous energy and specialized anatomy. So when the dinosaurs disappeared, the predation pressure on birds dropped dramatically. At the same time, vast ecological niches opened up on the ground.

In response, multiple bird lineages independently gave up their ability to fly. This is what biologists call convergent evolution. The ostrich in Africa, the emu in Australia, and the extinct elephant bird of Madagascar all followed similar paths.

Without the need to escape aerial predators, these birds could grow to enormous sizes. Interestingly, this pattern wasn't limited to one region. It happened again and again across different continents.

So what does this mean for our understanding of evolution? It suggests that when environmental conditions shift dramatically, natural selection can push unrelated organisms toward surprisingly similar solutions.

Q1 · main idea:What is the talk mainly about?

  1. How some birds lost flight and grew larger after the dinosaur extinction
  2. The migration patterns of birds across continents over millions of years
  3. The differences between flying and flightless birds in modern ecosystems
  4. The dietary habits of large prehistoric birds in various climates
做完后看答案解析
Q1 → A. How some birds lost flight and grew larger after the dinosaur extinction
  • 定位句: "Today we'll look at the remarkable rise of flightless giant birds after the dinosaurs went extinct about sixty-six million years ago."
  • 同义替换: remarkable rise of flightless giant birds → lost flight and grew larger
  • 干扰项分析:
  • B. 教授谈 convergent evolution 原地独立进化,不是迁徙 → NOT_MENTIONED
  • C. 讲座聚焦灭绝之后的历史进化,不是现代对比 → SCOPE_TRAP
  • D. 这些鸟的饮食从未被提及 → NOT_MENTIONED

Q2 · detail:According to the professor, why did some bird lineages lose their ability to fly?

  1. Because their wings became too heavy to support flight
  2. Because reduced predation and open niches made flight unnecessary
  3. Because climatic cooling forced birds to adapt to ground dwelling
  4. Because food sources for flying birds became scarce on every continent
做完后看答案解析
Q2 → B. Because reduced predation and open niches made flight unnecessary
  • 定位句: "So when the dinosaurs disappeared, the predation pressure on birds dropped dramatically. At the same time, vast ecological niches opened up on the ground."
  • 同义替换: predation pressure dropped + ecological niches opened up → reduced predation and open niches
  • 干扰项分析:
  • A. 体型变大是“丢掉飞行”之后的结果,不是原因 → CAUSAL_TRAP
  • C. 讲座从未提及气候变化 → MISATTRIBUTION
  • D. 食物紧缺从未被提及 → NOT_MENTIONED

Q3 · inference:What can be inferred about the ostrich, the emu, and the elephant bird?

  1. They shared a common ancestor that was already flightless
  2. They all migrated to islands where flight was disadvantageous
  3. They competed directly with one another for the same territories
  4. They evolved independently in response to similar conditions
做完后看答案解析
Q3 → D. They evolved independently in response to similar conditions
  • 定位句: "multiple bird lineages independently gave up their ability to fly. This is what biologists call convergent evolution."
  • 同义替换: independently gave up + similar paths → evolved independently in response to similar conditions
  • 干扰项分析:
  • A. 与 convergent evolution 概念相反(并非同源) → OPPOSITE
  • B. 讲座从未提到“迁移到岛屿” → NOT_MENTIONED
  • C. 住在不同大陆,未提及直接竞争 → NOT_MENTIONED

Q4 · vocabulary:What does the professor mean when she says 'flight is metabolically expensive'?

  1. The financial cost of studying bird flight has limited scientific research
  2. Flying requires birds to consume large quantities of expensive food
  3. Maintaining the ability to fly demands substantial energy from the body
  4. Birds that fly frequently have shorter lifespans than non-flying species
做完后看答案解析
Q4 → C. Maintaining the ability to fly demands substantial energy from the body
  • 定位句: "Now, one thing to know is that flight is metabolically expensive. It demands enormous energy and specialized anatomy."
  • 同义替换: metabolically expensive → demands substantial energy
  • 干扰项分析:
  • A. "metabolically" 明确是代谢层面,不是财务成本 → OPPOSITE
  • B. expensive 指能量成本,不是食物价格 → SCOPE_TRAP
  • D. 讲座未比较寿命 → NOT_MENTIONED

老师这节课留下的打法

听力主旨判断方法:听到 but today I want to shift our focus... 时,转折后的内容通常是教授真正要讲的重点。前面的 Edison and Bell 只是引入,不是主旨。
局部信息陷阱:题目中出现 legal ruling、equipment、textbook 等信息时,要判断它是不是贯穿全文;如果只是讲座中某一句的细节,不能选作主旨。
"转折后面是重点。"
"主旨题你以后就这么想:一开始有没有提到,中间有没有提到,最后有没有提到。"
"只提到工具,不等于这篇文章一直在讲工具。"
"不是 simple copying,更接近 composition than duplication。"
"A 选项如果只是原文里的一个小细节,它就不是主旨。"
"metabolically expensive 不是钱贵,是身体耗能。"
"体型变大是丢掉飞行能力之后的结果,不是原因。"
"不同大洲的鸟独立进化到相似结果,这就叫 convergent evolution。"

今晚照这个顺序复盘

复习本页 4 篇听力原文,重点重读每篇的第一段、转折句和结尾总结句。
把本节课整理出的重点词汇做成中英对照表,尤其是 prerequisite、resourceful、composition、collage、deliberate、lineage、convergent evolution。
每篇讲座用中文口头复述 30-45 秒:先说主题,再说原因/例子,最后说教授结论。
重新做 4 篇题目,做完后必须说出每个错误选项为什么不能选。
主旨题先找「教授今天要讲什么」,不要被开头背景、例子或结尾延伸带偏。
词义题不要只看单词本身,要回到原句判断它承担的是“必要条件、艺术手法、因果解释还是态度评价”。