lecture部分反映的是美国大学课堂的真实场景，托福听力lecture分类题型包括两大类，即独白和多角色讨论。Lecture内容均为学术知识的讲解，涉及的学术领域多种多样。这里听力lecture分类题型答题方法详解！
新托福听力考试的听力文章分为对话(conversation)和讲座(lecture)两种题材。其中，讲座部分占到整个托福听力内容的三分之二，所占分值高达70%以上。因此，把握好讲座部分无疑是新托福听力考试中的重中之重。
讲座部分反映的是美国大学课堂的真实场景，其形式为教授独自进行学术知识讲解——独白，以及师生共同进行学术探讨——多角色讨论。由于讲座内容均为学术知识的讲解，所涉及的学术领域多种多样，因此，讲座部分中生词较多，相关背景知识也较为复杂。
面对篇幅较长、题材多样、内容丰富的讲座部分，我们该从哪些方面着手呢?
首先，要集中精力听准文章的开头部分。在每篇讲座开始之前都会对整篇讲座内容作简短的开篇介绍，一般为一句话：Listen to part of the lecture in X class, the professor is talking about Y. 这里的X——学科名称，以及Y——主要内容，相当于给讲座内容指出了一个大的方向。正式讲座开始后，先要注意听其主题，大多数的教授都会在课程开始时开门见山，点明主题，例如：Today we will talk about…或者Today we will focus on…, on或者about后面的内容要重点把握，这就是整篇文章的核心内容，可以帮助我们迅速抓住文章的主题。
其次，在抓住主题后，对可能听到的内容进行积极预测。把握文章主题之后，要立刻集中精力抓住段落中的关键词和核心概念，迅速激活自己在该学术领域的相关知识，对可能听到的内容进行合理预测。例如：如果讲座将介绍火山的相关知识，那么应该迅速预测接下来可能会听到火山的分类、不同类别火山的喷发时间、所在地点以及危害性等等。这样带有“主动性”的去听，会对理解文章内容有很大帮助。当然，这种主动预测的能力是要建立在平时多听、多总结、多积累的基础之上的。
第三，抓住要点记笔记。记笔记是托福听力的必修课。讲座文章篇幅较长，也就是所包含的信息量较大，而文章的后面又会考察我们一些细节信息。在这种情况下，光凭大脑记忆是绝对不够的，必须拥有边听边记笔记的能力才能应对后面的题目。在记笔记时，要重点把握文章的一些细节信息点，例如：时间、名词、举例等等。对重要细节信息点要做到熟悉、敏感，并且可以迅速记录。完善的笔记能力需要长期的训练，在平时练习的过程中，要养成边听边记笔记的习惯，摸索笔记的规律，不断总结形成自己的缩写及笔记符号系统。
第四，利用上下文猜测生词词义。讲座的题材广泛、内容多样并有一定的学术性，因此不可避免的会碰到生僻词汇。对于讲座中的生词，首先要做好充分的心理准备，切忌慌张烦躁。大多数的生僻词汇后面都跟有名词解释，即便听不懂这个词，只要听懂名词解释，对整篇文章的理解就不会造成任何影响。即便有个别生词没有名词解释，也可以根据上下文猜测出词汇的意思。即使猜不出词汇意思也不要紧张，个别的词汇不会对理解构成障碍。对于讲座题材，重点把握文章的主题、文章的结构以及文章的思想，切忌为了一个生词苦思冥想，而耽误了后面的听力内容。当然，词汇量是托福考试中的一个重要因素，除了对词汇进行合理猜测之外，大家还是要不断积累和扩充自身的词汇量，从根本上提高自己的听力实力。
本文就是托福听力lecture真题如何分析的相关内容，下面我们就一起通过TPO21的内容来分析一下吧。
Lecture 2
12. What is the main purpose of the lecture?
To describe some recent improvements in computer technology
To explain why so many software products have flaws when they are put on the market
To show that creating good software depends on people with distinct roles working well together
To discuss how the software development process has evolved since the time of early computers
13. According to the professor, where does the term "bug" used for computer problems come from?
It originated because of similar between computer virus and real virus.
It is based on an incident in which an insect interfered with the function of any early computer.
It was first used by early computer scientists who noticed small problems in programming code.
It was first used by developers who did not like testers identifying problems in their work.
14. What points does the professor make about software developers?
Click on 2 answers.
The work they do is mainly creative.
They enjoy the challenge of identifying problems to fix.
Their work is easier than the work of software testers.
They are not always able to detect software problems.
15. What factor made work on Project Unity efficient?
No unplanned changes were made during defect meetings.
The teams focused on fixing only major problems.
The software developers were not defensive about problems detected by the testers.
Some of the software testers had previous experience as software developers.
16. How did the software product developed during Project Split differ from the product developed during Project Unity?
The Project Split product was released to the market in a shorter amount of time.
The Project Split product could be used in more types of computer systems.
The Project Split product cost less money to develop.
The Project Split product was of inferior quality.
17. When the professor discusses some work meetings attended by two teams, why does he say this:
To emphasize the fact that to the teams were in conflict with on another
To make the point that testers are just as important as developers
To indicate that the teams had different ideas about how to market the new software
To emphasize the importance of meetings in the development process
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