前言：关于为什么要讲逻辑框架关键词
第一篇
Step1: 听音频
注意逻辑关键词和态度关键词，记下这些词所引导或描述的内容，听完之后根据听到的内容总结文章的逻辑框架。注意：先不需要做题
Step2: 看讲解
分段落再听一遍，对照笔记看是否有能补充的关键信息，再看分段落视频讲解，看自己有哪些关键词没听出来，并对应自己记下来的关键内容是否准确
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Step3: 做题目
先重新总结一遍文章的整体逻辑框架，然后完成题目，并看视频讲解
1.What is the lecture mainly about?
A. The structure of the blind mole rats’ underground tunnel system.
B. How blind mole rates find their way back to their nests.
C. Whether some animals use Earth’s magnetic field for navigation.
D. Whether blind mole rats have more than one navigation system.
2.Why does the professor mention tree roots and rocks?
A. To emphasize the blind mole rat’s need for two navigation systems.
B. To explain one reason why blind mole rats get lost.
C. To give examples of landmarks used by the blind mole rat.
D. To describe the materials the blind mole rat uses to build its nest.
3.In discussing the experiment, why does the professor refer to a generic habitat?
A. To prevent a misunderstanding about blind mole rats’ tunnel systems.
B. To indicate how the researchers found the animals for the experiment.
C. To describe similarities between blind mole rats’ natural habitat and those of other animals.
D. To emphasize the importance of habitat design to the success of the experiment.
4.What did the research team modify in the second part of their experiment?
A. They removed the food from the habitat.
B. They increased the distance between the nest and the food source.
C. They changed the magnetic field around the habitat.
D. They shifted the location of obstacles in the tunnels.
5.According to the professor, what factor governs which navigation system the blind mole rat uses in a given situation?
A. The distance traveled.
B. The direction of travel.
C. The complexity of the tunnel system.
D. The presence or absence of landmarks.
6.What does the professor imply when she explains why blind mole rats use two navigation systems?
A. One system is more accurate than the other for long trips.
B. One system takes more time to use than the other one does.
C. Individual blind mole rats have a preference for on system or the other.
D. Animals usually do not rely on only one navigation system for long trips.
Step4: 作总结
第一步：把没听出来的关键词所在的句子反复听，直到对关键词有非常高的敏感度为止
第二步：如果对文章的逻辑框架理解有偏差，重新听文章，重新整理文章逻辑架构
第三部：分析文章中没听出来的语言现象、长难句，做精听和跟读
第二篇
Step1: 听音频
同样注意逻辑关键词和态度关键词，记下这些词所引导或描述的内容，听完之后根据听到的内容总结文章的逻辑框架。先不用做题
Step2: 看讲解
分段落再听一遍，对照笔记看是否有能补充的关键信息，再看分段落视频讲解，看自己有哪些关键词没听出来，并对应自己记下来的关键内容是否准确
第一段：
第二段：
第三段：
第四段：
Step3: 做题目
先重新总结一遍文章的整体逻辑框架，然后完成题目，并看视频讲解
1.What does the professor mainly discuss?
A. Long-distance seasonal migration of seabirds
B. Two major ways that seabirds navigate
C. A seabird that flies far in search of food
D. Reasons why seabirds often live on islands
2.According to the professor, what influences an albatross’s choice of an island for nesting?
A. Air currents near the island
B. Availability of food on the island
C. Predators inhabiting the island
D. The number of albatross already nesting on the island
3.According to the professor, what helps albatross chicks survive despite the fact that their parents have to fly such long distances to find food? Click on 2 answers.
A. Albatross raise only one chick at a time.
B. Albatross forage only for foods that are exceptionally rich in nutrients.
C. Albatross store large quantities of food in the nest.
D. Albatross chicks are adapted to tolerate long intervals without food.
4.What does the professor imply about theories that explain how albatross navigate?
A. They are based on studies of seabirds in captivity.
B. They are based on observation of albatross in the wild.
C. They are guesses that are not based on any evidence about birds.
D. They have not been confirmed by studies of albatross themselves.
5.According to the professor, why do some biologists doubt that magnetite helps birds navigate?
A. Its magnetic properties are quite weak.
B. It is found in young birds that cannot fly yet.
C. It is found in all albatross species.
D. It is in birds that do not migrate.
6.Why does the professor say this:
A. To emphasize how wasteful the albatross behavior is
B. To encourage students to reflect on how impressive the albatross behavior is
C. To signal that she is about to introduce a new topic
D. To find out whether the students have understood her explanations
Step4: 作总结
第一步：把没听出来的关键词所在的句子反复听，直到对关键词有非常高的敏感度为止
第二步：如果对文章的逻辑框架理解有偏差，重新听文章，重新整理文章逻辑架构
第三部：分析文章中没听出来的语言现象、长难句，做精听和跟读