【例1】
M: Do the students have to do any homework?
W: Yes, they are given homework once every two days.
Q: How often do the students have to do their homework?
【例2】
W: Can I come to see you at 10:00, Professor Brown?
M: I'm sorry, Susan. But I'm meeting my students then. Why not come half an hour later?
Q: When should Susan go to meet Professor Brown?
從以上的例題中可以看出，speaker 1的談話通常以疑問(wèn)句或敘述句的形式出現(xiàn)，提起問(wèn)題，引出話題，起拋磚引玉的作用;而speaker 2則以某話題做出解釋或回答，表明觀點(diǎn)和態(tài)度。因此speaker 2的談話往往是提問(wèn)中要回答的內(nèi)容所在，務(wù)必聽(tīng)清楚并理解其語(yǔ)義，這樣就能把握住對(duì)話的關(guān)鍵。但這并不是說(shuō)speaker 1的說(shuō)話內(nèi)容就可有可無(wú)，因?yàn)閮烧咧g有邏輯關(guān)系，聽(tīng)清speaker 1的話語(yǔ)，能引起我們對(duì)某話題的注意，進(jìn)入角色，從而加深對(duì)speaker 2話語(yǔ)的理解。另外有一小部分題目是針對(duì)speaker 1提問(wèn)的，也不可掉以輕心。
M: Do the students have to do any homework?
W: Yes, they are given homework once every two days.
Q: How often do the students have to do their homework?
【例2】
W: Can I come to see you at 10:00, Professor Brown?
M: I'm sorry, Susan. But I'm meeting my students then. Why not come half an hour later?
Q: When should Susan go to meet Professor Brown?
從以上的例題中可以看出，speaker 1的談話通常以疑問(wèn)句或敘述句的形式出現(xiàn)，提起問(wèn)題，引出話題，起拋磚引玉的作用;而speaker 2則以某話題做出解釋或回答，表明觀點(diǎn)和態(tài)度。因此speaker 2的談話往往是提問(wèn)中要回答的內(nèi)容所在，務(wù)必聽(tīng)清楚并理解其語(yǔ)義，這樣就能把握住對(duì)話的關(guān)鍵。但這并不是說(shuō)speaker 1的說(shuō)話內(nèi)容就可有可無(wú)，因?yàn)閮烧咧g有邏輯關(guān)系，聽(tīng)清speaker 1的話語(yǔ)，能引起我們對(duì)某話題的注意，進(jìn)入角色，從而加深對(duì)speaker 2話語(yǔ)的理解。另外有一小部分題目是針對(duì)speaker 1提問(wèn)的，也不可掉以輕心。