(扬州)托福口语考试Task 4例题解析
托福口语task4真题及解析-智课教育旗下智课教育
智 课 网 托 福 备 考 资 料托福口语task4真题及解析-智课教育旗下智课教育托福口语task4该怎样解题呢？答案和题目之间有什么关系呢？现在就跟着智课教育小编一起来学习吧！在托福口语 考试中，task4是比较难的题目，你知道这类话题该怎样解答吗?我们又应该怎样做才能在托福口语考试中取得高分呢?这类话题中的范文又应该怎样组织呢?现在就跟着智课教育小编一起来看看这则托福口语范文解析吧!Reading Part:Experimenter EffectOne objective of any experiment is, of course, to obtain accurate results. Sometimes, however, problems occur that lead to in accurate results. One such problem is the experimenter effect. ①The experimenter effect occurs when are searcher’s expectations affect the outcome of the experiment. The researcher expects a particular result from the experiment, and that expectation causes the researcher to act in ways that influence the behavior of the experiment participants, thereby invalidating the results of the experiment.Listening Part:Now listen to part of a lecture on this topic in a psychology class.(male professor) ②For example, I recently read about a case in which a researcher was given two groups of monkeys and he was asked to train these monkeys to pick up a ball and put it in a box. And he was told to record how many hours it took to train each monkey to learn to do this.③Now, before he started the training, the researcher was told that one group of monkeys was highly intelligent and the other group was less intelligent. In truth, there was no difference between them. All the monkeys were actually very similar in terms of intelligence. But the researcher didn’t know that. Hethought one group was smarter, so he expected that group would be easier to train.So, what happened? Well, the researcher trained the monkeys to perform the action, and it turned out that.④ On average, it took him two hours less time to train the supposedly smart monkeys than the supposedly less intelligent monkeys. Why? ⑤Well, it turns out that with the supposedly smart monkeys the researcher smiled at them a lot, gave them a lot of encouragement, talked to them a lot, worked hard to communicate with them but with the monkeys he thought were less intelligent, he wasn’t this enthusiastic, he didn’t try this hard, wasn’t quite optimistic.Question:Explain how the example from the professor ’s lecture illustrates the experimenter effect.一.范文The professor talks about experimenter effect which occurs when a researcher’s expectation affect the outcome of an experiment. In the study, researcher was asked to train two groups of monkeys. He was told that one group of monkey was smarter than the other, although they are equally intelligent. It turned out monkeys from the first group took two hours less to train on average. The reason was that the researcher expected the smarter group to be easier to train so he smiled to those monkeys and encouraged them a lot during the training. But he didn’t work as hard with the monkeys from the other group.二.重点词汇1. objective：adj. 客观的;目标的;宾格的Our main objective was the recovery of the child safe and well.2. invalidate：vt. 使无效;使无价值An official decree invalidated the vote in the capital.3. encouragement：n. 鼓励Friends gave me a great deal of encouragement.4. enthusiastic：adj. 热情的;热心的;狂热的Tom was very enthusiastic about the place.三.重点句型1. ①when引起了时间状语从句，这句话给实验者效应下定义，实验者的期望有时候会影响实验的结果。
【必备资料】托福TPO4口语Task4题目文本及答案解析
【必备资料】托福TPO4口语Task4题目文本及答案解析在托福口语备考中，想要快速提升自己的托福口语能力，除了不断的累积自己的词汇和句型之外，从TPO练习入手也不失为一个不错的方法。
那么，在以下内容我们就为大家带来托福口语TPO的题目和答案解析。
托福TPO4口语task4题目 Reading Part:Nonverbal LanguagesNonverbal language refers to human emotional expressions without involvingverbal statements. Facial expressions and body moments are the two mostlyattributed types of nonverbal languages. It is generally believed that nonverballanguages function as the enhancement of emotional expressions when they consistwith verbal languages.Under the circumstances that nonverbal languages and verbal languagescontradict in the contents they express, nonverbal languages are more likely torelease people’s true emotions.托福TPO4口语task4题目 Listening Part:Now listen to part of a lecture on this topic in a psychology course.Professor (male) Last month, my favorite uncle paid me a surprise visit. Ihadn’t seen him in many years. The door bell rang, I opened the door and therewas uncle Pete. Now, I am sure when I saw him I said something like, “UnclePete, what a surprise! How nice to see you.” Anyway, my wife was standing nextto me, and according to her, I wasn’t really aware of this, my eyes got really wide and I broke into a huge big smile, she said I was really jumping up anddown like a little boy. Well, anyway, later that evening uncle Pete told me how very good he felt when he saw how happy I was to see him.But compared that with this: my daughter, she’s six, we were building a bird house together last week, and I was showing her how to use a hammer and a nail. And, of course, stupid me, I wasn ’t being very careful when I smashed my thumb with the hammer. Boy, it hurt! I almost felt like screaming, but I didn’t wantto upset my daughter, so I said, “Don’t worry, honey. It’s nothing.” Meanwhile, I was shaking my hand as if that would stop my thumb from hurting and my facewas contorted in pain.My voice was trembling, too. So, even though I told my daughter I was OK, Iam sure she didn’t believe me, because she kept asking me if I was OK.托福TPO4口语task4题目 Question:Explain how the examples from the professor’s lecture illustrate therelationship between verbal and nonverbal communication.托福TPO4口语task4答案解析：1. Reading key(1.1) Main idea: relationship between verbal and nonverbal communication (1.1.1) Agree with one another: enhance and support each other(1.1.2) Conflict with one another: nonverbal is more accurate2. Listening key(2.1) Example 1:(2.1.1) Uncle visits(2.1.2) Verbal: so happy to see you!(2.1.3) Nonverbal: jumping up and down, huge big smile, eyes got really wideNonverbal signals enhance verbal message(2.2) Example 2:(2.2.1) Teaches daughter how to use a hummer and nail(2.2.2) Verbal: it’s fine, it’s alright(2.2.3) Nonverbal: shakes hand, face full of pain(2.2.4) Nonverbal signals are telling the truth托福TPO4口语task4范文：In the lecture, the professor talks about the relationship between verbal and nonverbal communication. The first example is that his uncle Pete gave him a surprise visit. His eyes got wide, he broke into a huge big smile, and he was jumping up and down like a little boy. His expression enhanced how happy he was to see Uncle Pete. The second example is he hurt his thumb when teaching his daughter how to work with a hammer. Even though he kept saying he’s fine, he was shaking his hand and his face was twisted in pain. Those expressions told his daughter the truth: he was really in a lot of pain.本文部分信息来源于新东方在线。
托福综合口语TASK2-4题型要点解读和高效答题策略分享
托福综合口语TASK2-4题型要点解读和高效答题策略分享托福口语整个流程的解题时间都很紧张，答题节奏也比较紧凑。
今天给大家带来了托福综合口语TASK2-4题型要点解读和高效答题策略分享,希望能够帮助到大家，下面就和大家分享，来欣赏一下吧。
托福综合口语TASK2-4题型要点解读和高效答题策略分享托福综合口语基本题型解读托福综合口语是从第2到第4题的部分。
综合题由于会有听力和阅读，因此要求考生对信号词定位有所敏感，口语中涉及的技巧是即使不理解听力内容，结合简单的信号词如first, also, finally, but, yet, for the following reasons 等定位中心内容，遇到生疏单词、句子，记下读音，再完整地还给考官，一样得分。
托福综合口语TASK2详解分析第2题听力内容中一男一女进行谈话，就他们对阅读内容的态度与否(支持还是反对)，不可以从语气上进行判断，要根据记录内容的回推去确认，以免犯错。
托福综合口语TASK3细节指点第3题是普遍认为最难的一题，但记好一个技巧：“阅读找概念，听力找例子”，由于此学术题是由同一个人出的，听力内容肯定跟着阅读内容走，而且思路都是一样的，因此读细阅读对听力的理解相当有帮助，就如Animal Domestication 这道经典题作为例子，阅读中谈到了三个话题：有些动物不容易被驯养，动物是否容易被驯养和它的territory(T)有关，动物是否容易被驯养和它的social structure(S)有关。
因此就光看阅读，我们可以揣测出既然是动物的驯化，“动物”一定是听力中的例子，结合阅读的第一个话题，有些动物不容易被驯养，那么有些动物就容易被驯养，可以模拟出如果找例子，一般而言肯定是两类动物，一个容易，一个不容易。
再结合阅读中第二个及第三个话题，可以揣测出是否容易被驯养和分别和这类动物的T 和S 有关，从阅读中我们可以了解到“没有T，有S”更容易被驯养，那么听力中我们要去寻找的就是作者是如何用例子阐述某类动物是“没有T，有S”或“有T，没有S”的。
托福口语 手把手教你Task4找定义
托福口语手把手教你Task4找定义Task4题型先读一段75-100词的阅读文章，限时40-50秒钟（取决于文章内容的长短）；再听一段60-90秒的讲座，教授会举例讨论刚刚读到的内容；最后有30秒钟准备，60秒钟总结概括阅读和听力的内容。
常考的学科频率依次由高到低：心理学，市场营销，生物学，社会学找定义Task4的阅读往往节选自教科书或者百科全书，主要内容为一个学科名词的解释。
通常情况下一篇75-100词的阅读文章会包含3个元素 - 背景，定义，和展开。
然而读懂定义句是理解这个学科名词的关键动作，也是最终答题的核心之一。
通过观察历年真题，定义句通常有以下几种特征。
1.在However后面2.在标题第一次出现的句子前后。
3.出现了This xxx is called / known as…比如Scope CreepBusinesses that perform services or carry out projects for clients generally come to an agreement with their clients about the extent or scope of a project before beginning the project. However, as a project progresses, clients may ask for more than the business originally expected to provide, and the scope of the project may grow larger than intended. This phenomenon is known as scope creep, and it can cause conflict between businesses and their clients. Scope creep is especially common when the terms or conditions of the initial agreement are not clearly defined, and a client may expect more than the business had planned to provide. 在这篇阅读里，找到“However”后面的句子，即“However, as a project progresses, … than intended.”，然后发现这也是“Scope Creep”第一次出现的上面一句话，可以确定这就是我们要找的定义句了。
托福口语Task4分析解析(推荐完整)
What to speak in Q4:
❖Describe the conception from reading
❖State the examples given by the professor in listening
❖Explain the relationship between reading and listening
Sample
Reading
Role distancing
❖ People play many different roles all through their lives, such as sons, husbands and fathers. However, under certain circumstances, people may want to adapt to new social roles rather than keep the roles they are currently playing. In the field of social-psychology, this interesting conflict between roles people wish for and roles people possess is called “role distancing”.
Instructions:
❖ Question 4, You will now read a short passage and then listen to a talk on the same academic topic. You will then be asked a question about them. After you hear the question, you will have 30 seconds to prepare your response and 60 seconds to speak.
托福口语task4 真题
托福口语task4 真题〔托福〕口语分为学术类话题和校园类话题，其中学术类话题难度会较大。
这也是大家口语Task 4提分的瓶颈处。
下面是我为您整理的关于托福口语task4 真题，希望对你有所帮助。
托福口语task4 真题：农作物间作新托福口语Task4题目版本一:阅读标题：intercropping定义：把两种植物种到一起，有利于彼此的生长。
听力例子将corn 和 beans种在一起，对两种植物都有利。
Beans 可以为corn提供氮元素作为养料，而corn长得很高可以支撑beans的生长。
新托福口语Task4题目版本二:两种或者多种植物被种在同一个环境土壤中，可以互助。
比如farmer将corn和bean种在一起。
bean可以释放氮作为肥料给corn，同时corn直立生长，可以让bean沿着它长。
就不必须要人工放入其他的construction了。
新托福口语Task4题目版本三:[名词解释] Intercropping：把两种植物种到一起，有利于彼此的生长。
[例子] 将corn 和 beans种在一起，对两种植物都有利。
Beans 可以为corn提供氮元素作为养料，而corn长得很高可以支撑beans的生长。
[Question] 用玉米和豆种在一起的例子解释对这个概念的理解。
考试日期2017年9月16日难度分析及注意事项此题是有关Biology的lecture，听力中的例子并不难，此题属于之前90分班课上讲解的类型之一，是课上必讲的经典题目之一。
两类托福口语Task4模板及运用讲解托福口语考试中的Task4 对很多考生来说是比较有难度的一道题目，为了帮助考生在这道题中发挥的更好，下面为大家带来两类托福口语Task4模板及运用讲解一文，希望对大家托福备考有所帮助。
第一类: 关于某理论及支持范例 (theory and its examples, study, or research)模版一:In the lecture, the professor mainly talked about the concept / theory/ definition that__________.To reinforce the theory, the professor gave two examples / reasons in his speech. In the first example，___________. The same thing happens __________.模板二：From the reading material， we know that(关键术语，定义) To demonstrate it， the speaker provides twoexamples/reasons/researches. One example is thatAnother example is that。
托福综合口语TASK4学术话题分析及备考建议分享
托福综合口语TASK4_6学术话题分析及备考建议分享托福综合口语中的话题内容大致可以分为校园话题和学术话题两类，今天给大家带来了托福综合口语TASK4/6学术话题分析及备考建议分享，希望能够帮助到大家，下面就和大家分享，来欣赏一下。
托福综合口语TASK4/6学术话题分析及备考建议分享托福综合口语TASK4/6学术话题分析近期的托福考试中，综合口语TASK4/6学术话题有一个很大的特点，那就是其难度波动变得非常大，有一些题目可能出得非常简单，比如说食物坏了的两种因素，像这样的题我们马上可以联系自己的日常生活，非常好理解难度非常小。
但是也会有一些题说北极的两种动物是怎么样在北极存活的，这个时候难度相对来说马上加大了。
难度波动大了之后会对于成绩造成一个很大的影响，造成发挥不稳定，口语成绩老是偏低的一个情况。
四六题从近期考试趋势来看不按套路出牌，不能硬套模板，确实有些题你如果要硬套模板往外说的话，会比你自己组织要慢得多，没有效率的多。
所以这时候需要大家在考场上有一个应变特别快的反应能力，如果这道题不能够靠模板，那你就不要用模板了，按照自己的方式把它往外说就可以了。
托福综合口语TASK4/6学术话题怎么练?1. 提高口语能力临界点第一点是要提高自己口语能力的一个临界点，那怎么样来提高我们的临界点?托福官方真题里面其实是有一些难题的，大家需要把这些难题要练熟练好，把语言组织这一块的精髓找到。
2. 提高语言组织的速度这一点其实对于三五题来说也是一样的，提高语言组织速度很多同学不知道应该要怎么办，但是这一点其实比较简单，教大家一个很好的方法，大家记笔记的时候，很多时候是需要记的特别完整，比如说四五十个字的一个笔记，你才能够把这道题说的很溜说的很顺，特别是我们的学术题，对不对?因为话题比较高大上，那这个时候怎么样把这个语言组织慢慢的转移到自己的脑子里呢?你在记满一篇四五十字精听听完或者第四题里面阅读*精读读完之后，再把一个特别全的笔记记出来之后，这时候我们先把它练熟，练完了之后你就可以在此基础之上把笔记擦掉了，所有这些语言组织的内容，把它慢慢的一步一步的往脑子里面转移，这样的话可以提升语言组织的速度跟能力。
新托福口语Task4真题要点解析
新托福口语Task 4真题要点解析自从ETS官方公布了新托福IBT测试以来,很多考生都为之深感头痛,尤其是对于口语单科.究其原因不止在于其机考的测试形式, 更在于口语测试中6个任务的多科目结合一一即考察口语的同时,也同样考察阅读和听力水平.尤其在新托福口语的Task 4中,虽说是一道口语题目,实际上那么为读、听、说三门水平的综合考察.那么如何能在新托福口语的Task 4中取得理想的成绩呢？我们今天将就此局部实行深入解析.一、准确理解Task4所谓“知己知彼百战百胜〞,考生如果想要在Task 4中旗开得胜, 首要的事情莫过于对考题100%的熟悉度.当然此熟悉并非是对当次考试所出真题的熟悉,而是对于整个Task 4测试内容和形式的熟悉.测试形式不同于Task 1和Task 2两个独立的口语话题,从Task 3开始的后面4个任务中,新托福口语考察的是考生的综合口语水平,尤其是在Task 3和Task 4中,考生需要先阅读一篇文章,接下来会听到一篇关于阅读的听力,在短暂的准备时间后,考生需将阅读及听力内容总结复述出来.这样的一种测试形式,对考生的要求是极高的.考生除了要有熟练的口语水平,也必须具备较高的听力及阅读水平.主要语境新托福口语的Task 4是一道学术类题目,所以,在此任务中,考生会接触到的语境也都会偏于学术化,语境大多来自于以下领域：V社会科学V物理科学V生命科学V人文艺术对于很多考生来说,有些领域的内容可能会偏专业化,这在很大水准上局限了考生的口语分数.对于一个学术类语境的高熟悉度,能够让考生提前预测听力的谈论方向,对考生备考有很大的协助.所以, 考生可在业余时间多去接触一些四大领域的知识,以备不时之需.阅读内容在Task 4的阅读局部,考生将会读到相关上述四大领域的一段学术文章,此文章的长度将会在75-100字左右,通常是对于某个学术概念的大致介绍,提供充足的信息,为考生接下来听到的听力局部做好相对应的准备.听力内容阅读结束后,电脑屏幕上的文章将会消失,继而代替的是一幅某位教授在讲课的课堂画面,随后考生将会听到关于阅读的一段讲座. 在此讲座中,教授通常会用具体的例证来解释之前的学术文章.讲座的时长通常为60-90秒.问题形式在听力结束后,屏幕会显示考生针对Task 4需要满足的任务要求. 通常情况下,题目会要求考生对阅读和听力中出现的学术概念及例证实行总结,常见要求如下：V Using the examplediscussed by the professor, explain what cognitive dissonance is and how peopleoften deal with itV Explain how theexamples of tying shoes and learning to type demonstrate the principle ofaudience effects.考生只有在充分了解了 Task 4的考察内容之后,才能做到临阵不乱,能够踏踏实实的面对会遇到的各种话题.二、不可无视的阅读在了解了 Task 4的测试流程之后,考生想要在此任务中拿高分, 也必须要清楚此任务中听、读局部的解题技巧.在Task 4超过半数的题目要求中,是没有要求考生去总结阅读内容的,所以很多考生都会草草的扫一眼阅读之后就置之不理了.其实这是一个非常错误的做法, 由于存有即合理,考官不会无缘无故的摆一篇无用的阅读在听力之前给考生浪费时间用的.就如上文所言,阅读通常是为听力做铺垫.那么,在阅读中,考生需要注意哪些方面呢？准确把握学术概念上文有提到,Task 4的阅读中,会对一个学术概念实行定义及大致的介绍,即使绝大局部的题目中没有要求考生总结阅读,但是朗阁海外测试研究中央的专家还是建议考生尽可能的去用一句话把文中提到的学术概念总结出来,让整个答复中的主题更加明确.此概念一般都和阅读的标题相关.朗阁海外测试研究中央的专家在总结真题后发现,阅读中的概念与标题的关系可分为两类一一概念与标题相同或概念是标题的下级分类.1.概念与标题相同通常在阅读此类文章时考生会比拟轻松,由于学术概念的定义一般会存有于文章的前两句中,考生在阅读时能够一目了然.如下例：CognitivedissonanceIndividuals sometimes experience acontradiction betweentheir actions and their beliefs -- between what they aredoingand what they believe they should be doing. Thesecontradictions cancause a kind of mental discomfort known as cognitivedissonance. People experiencing cognitive dissonance often do not wantto change the way they are acting, so they resolve the contradictory situationin another way. They change their interpretation of the situation in a way thatminimizesthe contradiction between what they are doing and what they believeshould be doing.这篇小文章的标题为cognitivedissonance,而在文章的第二句的黑体局部,刚好就是和文章标题照应的概念中央词.所以,考生在总结这种类型的阅读时,会比拟得心应手,在开篇的时候就能够找到学术概念的定义,对考生的心里来讲也是一剂“强心针〞,比拟容易找到,考生也会觉得比拟有信心.所以,这类小文章在读的时候一般不会有特别大的问题.2.概念是标题的下级分类不过在这个种文章中,如果考生一味的认为标题即为概念的话, 那么考生出现失误的情况就会比拟大.通常在这种文章中,前半局部都是对于标题的相关解释,考生在绝大局部情况下是看不到其明显的定义的.而在后半局部,尤其是后两句中,文章中会给出一个关于标题的例子,通常这个例子会是标题概念的下级分类,同时给出的,还有此次概念的定义.如：Social interactionPeople deal with each other everyday. This interaction is at theheart of social life. The study of social interaction is concerned with theinfluence people have over one anothers behavior. People take each other intoaccount in their daily behavior and in fact, the very presence of others canaffect behavior. For example, oneprinciple of social interaction, audienceeffects, suggests that individuals' work is affected by their knowledge that they are visible toothers, that thepresence of others tends to alter the way- people behave or perform an activity.Explain how the examples of tyingshoes and learning totype demonstrate the principle of audience effects.在以上的这篇例文中,标题所给出的socialinteraction在前半局部并未出现明显的定义,仅仅阐述了其在社会生活中的地位.所以, 考生如果不熟悉这类文章出题方式的话,就会有些疑问,有些考生为了尽快完成阅读内容,也会非常牵强的找出标题所在句,直接把标题所在句当作是概念,这种做法无疑是错误的.在这种情况下,考生需要静下心来,平心静气的继续向后阅读,那么考生就会发现,在文章的后半局部,出题者用for example引出了socialinteraction的一个原那么--------- audienceeffects,即标题概念的一个下级分类.而在这个下级分类所在的句子中,也能明显的找到对于其的定义,如斜体部分标注.在此话题的问题中我们不难看出,题目要求考生总结的是audienceeffects的概念而非social effectso由此可见,考生在阅读小文章时,一定要先宏观的把握一下文章的内容方向.精确总结概念定义在清楚的知道了学术概念所处的位置之后,考生就需要用自己的语言,将学术概念的定义总结出来.我们上文有提到,通常和学术概念相关的内容会处于两句话中.由于时间的限制,考生是无法将两句话完整的抄下来的.即便能够完整的摘抄下来,如果在答复中阅读部分占用过长的时间,这就意味着考生用于总结听力的时间缩短.所以, 作者建议考生用一句话总结阅读内容.通常我们定义一个学术概念的时候,都会用到一个主+系+表的结构,即A is Bo所以,考生在总结文章中的学术概念时,需要把概念提出来,如上文提到的第一篇阅读中的cognitive dissonance.托福口语测试在很大水准上是有规律可循的,而这个规律在口语的文章中表达在,学术概念通常情况下会有一个同位语.在这篇文章中,cognitivedissonance 的同位i吾为 a kind ofmental discomforto 考生需要注意的是,同位语出现的时候通常会有一个比拟明显的路标词, 在此篇文章中表达出来的是known aso所以,学术概念的根本定义那么为：Cognitivedissonance is a kind of mental discomfort. 之所以称之为“根本定义〞是由于,考生不难发现,这个定义出自文章的第二句话的主旨,如果整个定义停在了这里,会给人以定义模糊的感觉.之前作者有提到,一般情况下,学术概念的定义是需要从两句话中提取的.对于这篇文章来说,定义所在句还出现了一个单词：contradictionso考生不难发现,这个单词在第一句话里也有出现. 所以我们能够判断,第一和第二句话是相关联的.既然局部定义不够清楚,我们就能够在其后加一个定语从句实行解释,进而将第一句话的内容融入进去.所以,完整的定义为：CognitiveDissonance is a kind of mental discomfort people feel when they experiencecontradictions between their actions and their beliefs.由上可见,想要准确把握学术概念的定义并不难,考生需要练就的,是找出两句话的关系,进而符合逻辑的将两句话实行总结合并的水平.注重细节,决定成败在找到了学术概念的定义后,很多考生都会心不在焉的读完下面的文章,其实这是一种非常错误的做法.除去学术概念以外的局部, 常常包含了对于学术概念的具体解释,一方面,能够为考生理解学术概念提供协助；另一方面,在很大一局部的情况下,这些具体解释也会与听力局部相关系,除了让考生更好的理解听力内容外,也会提醒考生在听力的过程中哪一些笔记是必不可少,哪一些内容是在答复时必须融入的.如第一篇文章中的下划线局部,讲了人们在经历 cognitive dissonance时的心里及解决方式,都是对其定义的进一步解释,考生稍后也会发现,其在听力局部也会有相对应的地方.所以,考生在找到定义之后,也一定要利用所剩的时间,尽可能多的理解并记录剩余的阅读局部,以便为听力及答复做准备.三、认真聆听的听力在阅读局部结束后,音频会提示考生接下去会听到一篇关于某话题的讲座.在此讲座中,教授通常会给出关于文章中学术概念的相关例子,有的时候是一个,有的时候是两个.不管是哪一种情况,都要求考生要尽可能多的去记录下自己听到的听力内容.当然,尽可能多不代表全部要记,考生需要有分辨哪些内容是重要点的水平.作者建议考生去倾听两方面的内容：一是连接词后的内容,二是与阅读内容重合的局部.我们来看一下第一篇文章对应的听力：This is a truestory from my own life. In my first yearin high school, I was addicted to video games. I played them all the time and Iwasn' t studying enough. I was failing Chemistry that was my hardest class. So this was a conflict for me becausel wanted a good job when I grew up and I believed, I knew, that if you want agood career you gotta do well in school. ButI just couldn' t give up video games! I was completely torn.And my solutionwas to change my perspective. See, the onlyclass I was doing really badly in was Chemistry. In the others, I was OK. So I asked myself if I wanted to be a chemistwhen I grew up. And the fact is I didn' t. I was pretty sure I wanted to be asociologist. So I told myself mychemistry class didn' t matter, because sociologists don' t need to knowchemistry. In other words, I changed my understanding of what it meant todo well in school. I reinterpreted my situation. I used to think thatdoing well in school meantdoing well in all my classes. But now I decided that succeeding in school meant only doing wellin the classes thatrelated directly with my future career. I eliminated theconflict, at least in my mind.对于讲述经历的例子来讲,一定不能无视的就是表示时间的连接词,所以,文中黑体局部的连接词后的内容,通常就是考生需要记录的内容.除此之外,考生会发现,文中大量出现了表示转折的连接词 but和表示结果的连接词so,在高频率出现的连接词后的内容,考生也需要尽量记录下来.但是,由于答复时间有限,考生只需要记录点题的局部,例如文中事情的大致经过：沉溺电脑游戏而导致化学挂科, 而不需要去记录其细节局部,如玩游戏的频率及化学是最难科目.也就是说,如果在听力中听到一些定语从句的内容,如果不是限定用的, 那么能够省略不计.而文中下划线的局部,那么是和阅读相对应的局部.例如,阅读中提至的 Peopleexperiencing cognitive dissonance often do not want to change the way they areacting 与听力中的 But I just couldn' t give up video games!相对应,考生在听听力的时候,相关于教授现有的行为方式的内容,考生是需要记录下来的.而听力里的And my solution was to change my perspective.在文章中也有体现：They change their interpretation ofthe situation.这就要求考生在听力中需要将听到的相关于如何改变观点的过程详细记录下来.由此可见,对于连接词和阅读内容的把握,将直观的影响考生的作答.四、仔细构思的答案在听力结束后,考生有30秒的时间构思答案.朗阁海外测试研究中央的专家建议考生要充分利用这半分钟的时间,如果利用得当,将对考生的成绩有很大的协助.首先考生需要结合自己的笔记,标注出答案中需要讲出来的层次.其次,将自己的笔记整合,观察有没有哪些句子能够利用一些从句的形式总结成一句.最后,如果有剩余的时间,考生能够将阅读里的学术概念完整的想一遍,答复时一个流利的开头能够给考生比拟安稳的心里暗示.接下来,我们来看一篇高分答案：Cognitive Dissonance is a kind ofmental discomfort people feel when they experience contradictions between theiractions and their beliefs. The professor uses his own experience to illustratethis phenomenon. When he was in highschool, he was addicted to video games. He didn' t do well in study and evenfailed in chemistry. He knew he should study well in order to find good jobsand have a good career. But he justcouldn' t give up video games. Andthis was his conflict. His solution wasto change his perspective. Chemistry wasthe only class he did badly. He was pretty sure that he wanted to be asociologist and being a sociologist doesn' t need to be well in chemistry. So he reinterpreted his understandingof doing well in school. Initially, he thought he should do well in all subjects to be successful in school. But then, he thought he should only dowe11 in the subjects that are directly related to his future career. So he changed his belief to eliminatethe conflict.在上述的高分答案中,我们不难发现,该考生也大量的使用了一些连接词来使自己的答案更加的连贯顺畅,也使自己的答案更加有条理.同时,斜体局部的内容是对听力原文斜体局部的高度总结,把原文中的四句话浓缩成了答案中的两句话.所以,考生在备考的时候需要注意,一定要有意识的去培养自己的总结水平,并有意识的加一些连接词去提升自己答案的连贯性.五、其他考前须知当然,仅仅单纯的去总结阅读和听力里的内容是不够的.考生如果想要在Task 4的局部拿高分,需要有意识的将原文中读到或者听到的内容,适当实行词汇和语法的替换.托福官方评分标准显示,哪怕是实行一个词汇的替换,也是一个有效的替换方式.如可将听力中的change my perspective 换成 alter myunderstandingo 由于考生在作答期间精神高度紧张,可能想不到要去替换,作者建议考生可在记笔记的时候就将听到的词汇实行转换,将所听到的词汇的同义词记录下来.或者在30秒的准备时间里,将记下的词汇实行转换,把其同义词标注在旁边.综上所述,如果想要在Task 4拿到理想的成绩,考生需要具备较高的阅读、听力及总结的水平.同时,考生还需要较高的词汇量和较好的临时应变水平.而所有的一切都基于考生持之以恒的练习.熟能生巧,考生需要不懈的努力.。
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托福口语考试Task 4例题解析
托福口语考试的第四题在整个口语考试中是较难的一道题。
今天，我们就来详细地解析一道Task 4的题目。
我们以TPO47为例：
Task 4
Reactance
People all ages generally prefer to have as much freedom as possible in determining their behavior. When individuals feel that their actions are being unfairly limited, they often attempt to restore freedom by directly contradicting or opposing the rule of regulation that threatened their freedom. Both children and adults demonstrate behaviors that are the results of their urge to restore freedom. This r eaction, termed “reactance” by psychologists, come from an individual’s desire to reestablish freedom and control of a situation.
Question: Explain how the examples in the lecture illustrate the concept of reactance.
首先，考生会有45秒钟的时间去看这篇文章。
那么，让我们来看看这篇文章讲了什么。
首先，第四题的阅读的标题非常重要，它告诉了我们这篇文章想讲的一个学术概念。
比如，在这篇文章中，标题Reactance就是我们这道题需要了解的一个学术概念。
然后我们来看下文章。
在第四题的文章中，我们需要做的就是找出Reactance这个学术概念的定义。
很多时候，我们只需要在文章中再次找到这个词汇，然后定义就会在它附近出现。
比如这里我们看到“this reaction, termed “reactance”……”这句话的附近，也就是“Both children and adults demonstrate behaviors that are the results of their urge to restore freedom.”就是定义。
但是需要注意一个问题，就是有的时候光这样一句话可能并不能完整地解释这个定义。
因此，我们还是需要看完全文，然后找到一个相对完整的定义。
标准是能否把自己归纳的解释让第一次听到这个定义的人听懂。
所以，这里我们可以对reactance做出这样一个定义：Reactance is an act that children or even adults will restore freedom once they feel their actions are being unfairly limited.
好，下面我们来看一下听力原文。
Now listen to part of the lecture on this topic in the psychology class.
Think about when you were a kid, imagine you like this one playground, you played there a lot and had lots of fun you know. Ok, now imagine that one day for no apparent reason, your parents said that they don’t want you to play there anymore. You’re not allowed to go there anymore. Of course, you’re not going to like that one bits, it’s not fair. And now th at you are not allowed, you wanna play there even more than before. So you sneak over there anyway. You go to this playground despite your parents’ rules. Here’s another example. There was a town that passed a law that banned a sale of a certain kind of soup. There was an ingredient in the soup that was harmful for the environment. So stores weren’t allowed to sell the soup anymore. Keep in mind that this ingredient had no effect whatsoever on this soup’s ability to clean things. None. But people found out the upcoming restriction and got upset. They thought they should be able to buy whatever soup they wanted. It wasn’t right to take the soup away. And wait before the law went into effect, what happened? People went and bought a whole lot of this particular soup, weigh more than they would have in another circumstance.
听力原文通常是就刚刚阅读出现的那个学术定义给出具体的例子。
我们来看一下这篇听力原文。
第一个例子很明显，教授第一句话就说think about when you were a kid. 那显然教授是以kid为例子讲了一个故事，就是如果一个小孩子在一块球场玩得好好的，突然他的父母说不允许他继续在那块场地玩耍，那小孩肯定不乐意，因为觉得自己正常的权利被剥夺了，因此他一定会再偷偷溜到球场去玩。
然后我们注意到教授又说了here is another example, 所以就可以知道这次的听力会讲2个例子。
然后第二个例子我们听到了说有一种特定的汤被政府禁止了，因为汤中的某种成分会对环境造成破坏，人们听到之后都对这种限制感到不爽，因为他们觉得他们随便什么汤都能买，所以在这个限令前就疯狂地去买那种汤。
那么在接下来的回答中，考生只要说出阅读中的学术概念以及定义，加上听力中的例子，便是一个完整的答案了。
笔者在这里给出一个参考答案：
The professor is talking about a psychological concept called “reactance”, which refers to an act that children or even adults will restore freedom once they feel their actions are being unfairly limited. And he gives us two examples in the lecture to illustrate this concept. For the first example, he mentions that when a kid is not allowed to have fun on the playground by his parents for no apparent reason, Because of the reactance in his mind, he will have a stronger desire to go there than before. So in the end, he will sneak over there. The second example the professor gives is when a certain kind of soup was banned by government because of its harmful ingredient to environment. People tend to buy this kind of soup more than ever before. Since this reactance makes them feel they are not freedom, even they are rational adults.
以上就是对TPO47Task 4的分析。
但是在实际教学过程中，大部分的学生会在以下几个方面出现问题。
在阅读的时候，有些学生尽管能够找到那句定义句，但是基本上大部分学生都是直接照抄那句话，有的时候定义句给的信息并不完整，所以说学生欠缺一种独立思考的能力。
还有就是听力部分，如果让学生看着文本归纳总结一些例子，还是比较简单的，但是在听的时候，大部分学生只能记住零星的几个单词，没有办法凑成一个完整的、合乎逻辑的例子。
所以在回答的时候就只能瞎扯，因此会被考官扣分。
以上就是笔者想和同学们强调的几点，希望对大家有所帮助。