(二)問態(tài)度（stance）－－Identify a paraphrase of a speaker’s utterance that expresses or implies the speaker’s stance
以下材料摘錄于教授與學員的對話
（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.”
問法舉例：
基本問法舉例（以ETS官方給出的兩套樣題為準）：
（1）Listen again to part of the lecture, then answer the question
（2）Why does the woman say this:……
樣題問法舉例（以ETS官方給出的兩套樣題為準）：
（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?
[原則三]Connecting information(25%左右的題目)
此類題型考察考生對上下文以及文章脈絡(luò)、前后語言信息關(guān)聯(lián)的掌握的能力。這種考察就要求考生更具備一定的聽力實力，比如整合文中信息、根據(jù)前文下結(jié)論更會考到做推導(dǎo)的能力。總體上考察考生概括和推論的能力。
再細分為兩種：來源：考試大
（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.
基本問法舉例：考試大(www．Examda。com)
（問） How does the professor organize the information that she presents to the class?
（答）In the order in which the events occurred.
（問） 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) 文章關(guān)聯(lián)信息類原則不考察學生對對話主題的概括。只是考察根據(jù)上下句去概括，去推理的能力。
真題舉例：考試大論壇
(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
基本問法舉例（以ETS官方給出的兩套樣題為準）：
(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?
樣題問法舉例（以ETS官方給出的兩套樣題為準）：
（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
綜合以上新托福的形式、內(nèi)容以及出題原則，正是我們所看到的ETS的科學性之所在。ETS任意的一項測試或一次改動，都是遵從著科學規(guī)律的。而我們都知道科學的產(chǎn)生發(fā)展都是建立在為人類服務(wù)的基礎(chǔ)之上的?？茖W的變是為了迎合人類的變；科學的進步是為了適應(yīng)人類的進步。注重科學的美國人，無論是在其國內(nèi)本科升學考試恒定尺的SAT考試05年的變化上；抑或即將推出的衡定非英語母語國家人英語水平的TOEFL變臉上；更或早在03年美國研究生入學測試的GRE加試作文上，都是因為固有的考試不再能科學的分析人的必備能力后才“改易的旗幟”。
那么，無論是何種考試，無論是何等變化，我們只需牢記一點：考試的本質(zhì)是科學。抓住考試本質(zhì)上的科學性方可擁有解決它的“破竹之勢”。它的形式是科學的，它的內(nèi)容是科學的，它的出題途路是科學的，無論從哪里著手，你是否已經(jīng)蓄“勢”待發(fā)？
以下材料摘錄于教授與學員的對話
（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.”
問法舉例：
基本問法舉例（以ETS官方給出的兩套樣題為準）：
（1）Listen again to part of the lecture, then answer the question
（2）Why does the woman say this:……
樣題問法舉例（以ETS官方給出的兩套樣題為準）：
（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?
[原則三]Connecting information(25%左右的題目)
此類題型考察考生對上下文以及文章脈絡(luò)、前后語言信息關(guān)聯(lián)的掌握的能力。這種考察就要求考生更具備一定的聽力實力，比如整合文中信息、根據(jù)前文下結(jié)論更會考到做推導(dǎo)的能力。總體上考察考生概括和推論的能力。
再細分為兩種：來源：考試大
（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.
基本問法舉例：考試大(www．Examda。com)
（問） How does the professor organize the information that she presents to the class?
（答）In the order in which the events occurred.
（問） 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) 文章關(guān)聯(lián)信息類原則不考察學生對對話主題的概括。只是考察根據(jù)上下句去概括，去推理的能力。
真題舉例：考試大論壇
(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
基本問法舉例（以ETS官方給出的兩套樣題為準）：
(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?
樣題問法舉例（以ETS官方給出的兩套樣題為準）：
（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
綜合以上新托福的形式、內(nèi)容以及出題原則，正是我們所看到的ETS的科學性之所在。ETS任意的一項測試或一次改動，都是遵從著科學規(guī)律的。而我們都知道科學的產(chǎn)生發(fā)展都是建立在為人類服務(wù)的基礎(chǔ)之上的?？茖W的變是為了迎合人類的變；科學的進步是為了適應(yīng)人類的進步。注重科學的美國人，無論是在其國內(nèi)本科升學考試恒定尺的SAT考試05年的變化上；抑或即將推出的衡定非英語母語國家人英語水平的TOEFL變臉上；更或早在03年美國研究生入學測試的GRE加試作文上，都是因為固有的考試不再能科學的分析人的必備能力后才“改易的旗幟”。
那么，無論是何種考試，無論是何等變化，我們只需牢記一點：考試的本質(zhì)是科學。抓住考試本質(zhì)上的科學性方可擁有解決它的“破竹之勢”。它的形式是科學的，它的內(nèi)容是科學的，它的出題途路是科學的，無論從哪里著手，你是否已經(jīng)蓄“勢”待發(fā)？