托福听力对话及讲座中的考点原则——人物考点
托福听力的考点原则有很多，同学们常知的有例子，原因，对比，转折等等，熟悉这些考点能帮助同学们理清听力的重点，在记笔记时也不至于太过盲目，最后导致不重要的记到了，而重点部分却遗失了。
今天要给大家讲一讲的是托福听力对话中的另一个考点原则，这个考点其实挺常考的，但是很多同学都没有注意过。其实，与其说是听力对话中的一个考点，还不如说是所有听力篇章当中原则，在讲座中也会常考，只是讲座中很常针对人物本身展开说明或叙述，因此看起来不是那么明显。
今天的文章就先针对对话中这个考点的体现来给大家举几个例子。在举例之前，先给同学阐释清楚，这里所指的任务考点，一般包括对话者在相互对话时提到一些有关于其话题相关的任务，同时也包括他们二者题外话中的其他人物的提及。
请注意：这个考点不是每个对话当中都会涉及，因为有时候对话中不会有第三者之外的人名出现，若是出现，非常容易被考。
首先，我们来看这个考点常常以什么样的形式出题。 一般情况会有以下几种方式：
Why does the professor/student mention _(这里通常是人名或某一人物)?
What does the man imply/ say about _ (同上)?
大家可以看到，这两种问题方式其实与例子考点的方式非常相似， 第一种是考所提及内容目的，第二种是所提到内容的细节，所以大家理解时与例子考点一样来理解便可。
接下来我们来看几个具体的例子来帮助大家理解：
第一个例子
( TPO 22 Conversation 2)
第三个问题为：What does the man say about his grandmother’s music career?
A: She studied both classical music and jazz in
B: She planned a career as a jazz
C: She performed jazz music for most of her
D: She now performs both classical music and
这篇对话的主要内容是围绕着学生祖母的音乐会所展开，那么grandmother 这个任务就是个重点，这里的考的大家所提及内容的细节点。好，现在我们来看看关于其music career的细节内容原文是怎样的。
Student: I have an
Professor:
Student: Well, as you read in my paper, my grandmother performs classic
Professor:
Student: That’s her true But for most of her career, she performed She originally studied to be a classical But jazz was in its heyday back then, and when she got out of conservatory, she was invited to join a jazz And the opportunity was just too good to turn
从原文中我们可以得知关于这个学生祖母的演艺生涯是有一个转折点的，她由之前学习classical pianist转为在jazz orchestra演出，所以这道题是双重考点的结合。因此排除干扰项，我们的答案为C。
再看一例
(TPO33 Conversation 1)
第三个问题：What does the man imply about the custodian?
A: The custodian is not usually responsible for making
B: The custodian did not follow correct
C: The custodian needs permission before making
D: The custodian had reported the problem
我们先在看原文中是怎么提及到这个看似与话题无关的人物custodian的：
Employee：Well, There’s a couple of things we can I can have a custodian take a look at it and see if he can do
Student: Actually, I asked the custodian yesterday to take a But he said he couldn’t find anything He said that some of the other rooms have lost heat also and that if we’d come here you guys would fix
Employee: Oh, he did? That’s weird, because I would Well, the custodians themselves are usually supposed to report any problems right In that case, then what you need to do is Here, fill out this
可以看到，当两人提及这个看门人时，学生提到了关于其的具体细节内容就是已经帮学生检查过了，而他找不到具体问题在哪，所以他让学生来找工作人员。而工作人员对学生所提到的这些内容的所回答的语气则表明了他的态度，他觉得这个看门人这样做很weird, 所以答案选B。
最后，我们再来看一例
(TPO 40 Conversation 1)
第二个问题：Why does the professor mention a student in another class?
A: To describe an interesting topic for a project
B: To explain the cause of her initial confusion
C: To point out that she has not received e-mails from all her students yet
D: To indicate that has several students doing projects about restaurants
在原文的最开始部分，老师有提到另外一个学生TOM:
Professor: I thought you were gonna come up with a hypothetical business plan for an amusement Isn’t that what you emailed me last week? I could’ve , I’m thinking of Tom from another Tom
这道题考的是老师提及这个学生的原因或目的，从原文来看老师以为来找他的这个学生是写友乐园计划的，后来反应过来是自己弄混了，想到了另一个班上学生 所以答案应该选B，解释老师一开始的困惑。
综合上述几个例子，我们可以发现， 只要对话中出现了人名或人物的时候，同学们是需要额外留意的，不仅需要留意所提及的原因及目的，也要注意对此人物所展开话题的细节内容。希望以上内容能给大家的托福听力备考带来一些帮助。
