托?？谡Z第五題全面解析
第五題屬于綜合口語部分，將聽力與口語相結合，考察考生日常校園生活的方方面面。ETS官方在設計題目時，考慮充分，對于第五題和第六題，由于沒有閱讀文本，考生難以通過閱讀進行預測，對聽力部分做到心中有數，所以此兩題的聽力結構基本固定，便于考生抓重點、組織答案。
對于第五題來講，難度與第三題相當，甚至可以說更為簡單化，聽力內容基本一致，圍繞學生在校園生活中出現的問題進行了討論，給出均有缺陷的兩條建議。聽力的開頭部分基本都是在闡述問題所在，緊接著會提出第一個解決辦法，并對其進行詳解，提出不足之處，然后會引出接下來的第二個解決辦法，加以闡釋，并點明不足。聽力結構如此清晰，同學們也不必擔心抓不住重點。
托?？谡ZTASK5對話內容實例分析
例如TPO 10Question 5:
1. Student A:
Is there a problem with the electricity?
2. Student B:
Yeah, this storm’s smacked up power all over the city. And they aresaying it might be several hours before we have electricity again.
3. Student A:
Oh no! I have a history paper due tomorrow, and I’ve been writing iton my laptop computer and the battery is running low. I’m going to needelectricity soon.
4. Student B:
Well, you know, Jefferson City still got electricity, and there is alibrary there where you can plug in your laptop. You could go over there andwork on your paper. It’s only about a 20-minute drive.
5. Student A:
That’s a good idea. Of course I’d have to pack up all my stuff and itis raining outside.
6. Student B:
Yeah, that’s true. Well, why don’t you just ask the professor for anextension? You know, tomorrow when you go to class, just ask him if he’d giveyou an extra day to get the paper done. I’m pretty sure he’d agree, you know,with this storm and all.
7. Student A:
Yeah, that’d sure be a lot easier. But then he did tell us when hegave us the assignment that he wouldn’t grant any extensions.
8. Student B:
You don’t think he’d grant an extension in this case?
9. Student A:
I’m not sure. It’s a little risky. He might just say that we shouldn’thave waited until the last minute.
10. Student B:
Yeah, but maybe if other students had the same problem, you might beable to convince him.
11. Student A:
Yeah, I mean it’s not our fault the electricity went out, hm...
該題中，1和2兩句話為兩人見面的寒暄和回應，問題是在第3句話中提出來的，即The woman needs electricity immediately to finishher paper. 第4句為對方提出的第一個solution并加以解釋，緊接著第5句就對該solution提出了質疑，即不足之處。因此對方在第6句中就詳細闡述了第二個solution, 7-11句均是圍繞第二個解決方案的不足進行的討論。
大多數第五題的結構都是如此，前兩句都是見面的寒暄，會為問題的提出設下鋪墊，問題基本都在第三句或第四句中正式提出，隨后即是對兩個解決辦法的討論。同學們只要能熟悉本題聽力結構，即可在做筆記時輕松抓住題點，易分清主次，邏輯更為清晰，回答時也不會出現思維混亂的情況;同時，對于結構的清晰掌握，也可在一定程度上彌補聽力能力的不足。
