【正文】 TOEFL Q4 1 題目 類 型及答題要 點 題 目類型 第 四 題是 學術(shù)講座 ，答 題 過 程 主 要 包 括四個部分： ? INTRODUCTION PART 在 此部 分中， 會有約 15 秒的 時間用 來 介紹 題 目 要求 。 此時考生需要將 structure 寫在草稿紙上。 ? READING PART 在閱讀部分中 ， 會出現(xiàn)一篇學術(shù)類文章，涉及心理學，生物學，教育學等諸多學科領(lǐng)域 。閱讀時間為 45s， 此時考生需要根據(jù)對閱讀內(nèi)容的理解進行筆記。 ? LISTENING PART 在聽力部分中 ，會 有一名教授針對閱讀部分中出現(xiàn)的學術(shù)理論進行講解并舉例說明 。聽力時間為 90/120s不等，此時考生需要根據(jù)對聽力內(nèi)容的理解進行筆記 。 ? ANSWERING PART 在答題部分 中，首先會有 10s 左右的讀題時間，然后是 30s 的準備時間， 最后是 60s 的答題時間。此時考生需要 : 審題 — 確定答題重點。 瀏覽筆記 — 標記答題重點，劃掉冗余部分。 整理思路 — 快速理清答題重點的邏輯順序。 答題框架 (structure) guideline part content T(theory) Reading 學術(shù)理論 D(definition) Reading 學術(shù)理論的定義 C(plement) Reading 根據(jù)對閱讀部分的理解，預測針對聽力部分的structure. 注意： 第四題基本上不要求回答閱讀部分的內(nèi)容。題目僅需要考生利用聽力信息內(nèi)容闡述說明閱讀部分中出現(xiàn)的學術(shù)理論即可。 第四 題答題技巧 ? READING PART 在閱讀部分中，考生首先需要找出 T 和 D 并進行筆記。一般來講 D 出現(xiàn)的位置常常會伴有信號詞 出現(xiàn) ，如suggest, known as, is 等。 在確定 D 的位置時，其后的閱讀內(nèi)容往往是對 T 發(fā)生原理的詳細闡述。其發(fā)生過程與聽力中事例的講述順序，以及所述細節(jié)保持一致，但是內(nèi)容與措辭有很大不容。此時考生需要根據(jù)對閱讀部分的理解，預測針對聽力部分的 structure。 ? LISTENING PART 根據(jù)閱讀部分中所預測的 structure 進行筆記，其余聽力部分理解即可，無需筆記。 ? ANSWERING PART 第四題對 reading 部分信息使用的靈活性為保分高分提供了可能。一般使用 reading 內(nèi)容的情況有以下兩種： ，喜歡描述 plan/proposal ，聽力筆記內(nèi)容不飽滿，有遺漏或缺失。答題時可以從 P/R1/R2 開始作答，但最好將reading 部分內(nèi)容控制在２５秒之內(nèi)，最后，一定要超時！ 第四 題答題模板 ? LISTENING PART The professor gives us one/two examples to illustrate... 或者題目變序 TOPICS OF TPO 24 TPO1 Groupthink TPO2 Social Interaction TPO3 Cognitive Dissonance TPO4 Verbal and Nonverbal Communication TPO5 Target Marketing TPO6 Explicit Memories and Implicit Memories TPO7 Behavior Modification TPO8 Revealing Coloration TPO9 The Establishing Shot TPO10 Entertainment merchandising TPO11 Outsider Art TPO12 Subliminal Perception TPO13 Perceptual Constancy TPO14 Comfort Zone Bias TPO15 Experimenter Effect TPO16 Social Loafing TPO17 Ritualization TPO18 Relict Behavior TPO19 Social Learning TPO20 Franchising TPO21 Questioning Awareness of Effect TPO22 Irrational Commitment TPO23 Reference Groups TPO24 Flagship Species TPO1 Groupthink One process by which groups may make bad or irrational decisions is known as group think. Individual members of a group attempt to conform their opinions to what they believe to be the group consensus even though the result may be negative. There are many reasons why groupthink happens. These include the desire to be liked, fear of losing a job, or even not wanting to be the one empolyee delaying a decision that seems inevitable. These kinds of implicit pressures to conform lead group members to ultimately make decisions that each, by himself or herself, might normally not make. Professor TPO2 Social Interaction People deal with each other every day. This interaction is at the heart of social life. The study of social interaction is concerned with the influence people have over one another39。s behavior. People take each other into account in their daily behavior and in fact, the very presence of others can affect behavior. For example, one principle of social interaction, audience effects, suggests that individuals39。 work is affected by their knowledge that they are visible to others, that the presence of others tends to alter the way people behave or perform an activity. Professor OK, so we said that the way we interact with others has an impact on our behavior. In fact, there’s some interesting research to suggest that in one type of interaction when we’re being observed specifically, when we know we’re being watched as we perform some activity we tend to increase the speed at which we perform that activity. In one study, college students were asked to each put on a pair of shoesshoes with laces they would have to tie. Now one group of students was told that they would be observed. The second group, however, didn’t know they were being observed. The students who were aware that they were being watched actually tied their shoes much faster than the students who thought they were alone. Other studies confirm the same is true even when we’re learning new activities. Let’s say someone is learning a new task for example, learning how to type. When they’re conscious of being observed, they’ll likely begin typing at a much faster rate than they would if they were alone. But, and this is interesting, the study also showed that certain mon behavior things people typically do, like...making mistakes when you’re learning something new that behavior pattern will also increase. So in other words, when we’re learning to type, and we know we’re being watched, we’ll type faster but we’ll also make more mistakes. TPO3 So let me tell you about my own experience with this when I was working for a puter pany a couple of years ago. So one day, a coworker and I suggested we should give our puters a design makeover, make them look more up to date. Market research was showing that new customers said they would be more interested in buying our puters if they looked cooler. Our technology was advanced, but the outside design looked really oldfashioned. At first, more than half the group supported us. There were a few senior managers there though who didn’t support the design change. One of the senior managers said, “Our focus has always been on technology. Changing the look is an unnecessary cost.” Almost immediately, some of our supporters changed their minds. Even my coworker changed his mind. When I asked him why after the meeting, he told me he didn’t want to make a bad impression on the senior managers. He thought that disagreeing with them might jeopardize his chances of getting a promotion by not looking like a team player. What about me? I hate to admit it, but after a few hours of discussion, I started wondering if it was worth everyone’s time to argue about this. As more people sided with senior management, I started to feel like I was