托�？谡ZTask 4答題攻略

托�？谡Z第四題包含了讀，聽，說三項內(nèi)容。首先，要在45秒內(nèi)閱讀一篇75至100字左右的學(xué)術(shù)文章，內(nèi)容會涉及某個學(xué)術(shù)名詞以及該名詞的定義解釋。之后，聽力部分是一段課堂內(nèi)容節(jié)選，教授會引用一個或兩個具體的實例來解釋說明閱讀短文中的學(xué)術(shù)概念。最后，同學(xué)們需要將閱讀和聽力部分記錄的重點復(fù)述出來。很多學(xué)生覺得第四題難度較大，那么第四題的答題要點有哪些呢?

托�？谡Z答題要點(三要點)：

① 概念定義，用自己的話說明某個概念，技巧：看到諸如 “this is known as”, “this is referred to as”, “this is called”, “people call this”, “people refer to this as”等類似表達(dá)的時候 , 此表達(dá)的前邊一句話 , 很可能便是閱讀中概念的定義句。

② 例子(1-2個例子)

③ 說明這個例子和概念的關(guān)系。這個也是大部分學(xué)生忽略的一點，這也是很多同學(xué)第4題只能拿到Fair的原因，因為沒有闡述例子與概念之間的關(guān)系。

那么掌握答題要點以后，有什么需要特別注意的呢?

第一， 概念只需要一句話就可以， 用時保證在10-15s，盡量縮短定義的時間，這就要求學(xué)生盡量記筆記，并用自己的話復(fù)述出定義。

第二， 例子只需要summary便可以，不用引用過多細(xì)節(jié)。適當(dāng)加入小細(xì)節(jié)可以展示獲取信息能力，但是例子不用太過詳細(xì)，一定要控制好整體時間。

第三， 一定要簡單概括這個例子和概念的關(guān)系

第四， 如果聽力部分的例子中出現(xiàn)專有名詞(如植物名和動物名),聽力過程中沒有辨別出來這個單詞或者沒有抓住的情況下， 可以用a kind of plant和 a kind of bird之類的短語表達(dá) ,這樣可以彌補口語考試中的空缺,也不會太多影響口語評分。

以下面這道題為例(TPO13)

閱讀部分：

Perceptual Constancy

How an object affects our senses depends in part on external conditions, and these conditions are always changing. An object viewed from one angle presents a different shape to our eyes than when viewed from another angle; similarly, as the distance from which we view an object changes, the object will appear larger or smaller. In spite of this, even as conditions change and we see objects differently, we still recognize that they remain the same. This is what is known as perceptual constancy. If not for perceptual constancy, we might have difficulty recognizing familiar objects if we viewed them in a new and different context.

從 This is what is known as perceptual constancy.我們知道前面一句話就是Perceptual constancy的定義，even as conditions change and we see objects differently, we still recognize that they remain the same.

聽力部分：

Professor：

Let’s take an everyday example an ordinary round plate like you’d find in a kitchen. If you hold the plate directly in front of your face and look at it, what shape do you see? A perfect circle, right?

Suppose you tilt the plate to a different angle, to a horizontal position, like you’re planning to put food on it, still a perfect circle? No! The circle is now stretched out, flattened into an oval. Do you conclude the plate had actually changed shape? Or that it’s a different object, not the same plate? Of course not! It looks different, but we perceive it as still being the same.

Here’s a different example. This classroom we’re in. It’s fairly large, right?

Now, from up close, from the front row, I appear to be relatively big, bigger than if you’re in the last row, right? But let’s say you’re sitting in the front row today but tomorrow you’re sitting in the back row. From back there I’m going to look smaller, but you don’t think I’ve actually gotten smaller. You don’t think you’re seeing a different professor, a guy who looks like me except he’s smaller. No matter where you are, up close or far away, you understand without even thinking about it, that I’m the same size, the same person.

例子中教授舉了兩個例子：

1) plate角度不同，一個circle, 一個 oval。

2) 在教室距離不一樣，professor看起來size不一樣。

3) 最重要的第三步便是來說明這個例子如何來支持這個概念的。

1) The first example shows that the shape of the plate changes, but because of the concept of perceptual constancy, we don’t think we have two plates.

2) The second example shows that although the professor seems to have different sizes in the two situations, again, because of perceptual constancy, we know he’s the same person.

整理出來的參考答案是：

Perceptual constancy is the phenomenon that however the external conditions that affect our perception of an object, we still recognize it.

According to the professor, there’re two examples of this. The first one is about angle. When you hold a plate upright to your face, you see a perfect circle. But if a plate is placed horizontally, it stretched out, flattened into an oval. Anyway, no matter what shape we see, we always know that it’s the same plate. Another example is about distance. For example, if a student sits in the front row, he’ll see a bigger and taller professor. But if he sits in the back row, he will see a smaller professor. However, he still knows that it’s the same professor no matter bigger or smaller. And that’s how perceptual constancy works.

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