在托�？谡Z(yǔ)考試中，綜合口語(yǔ)中會(huì)涉及到聽(tīng)力內(nèi)容和閱讀內(nèi)容，只有掌握了這2個(gè)部分的重點(diǎn)內(nèi)容才能更好的答題。那對(duì)于這2個(gè)部分的重點(diǎn)內(nèi)容應(yīng)該如何把握呢?下面是小編為大家整理收集的關(guān)于托福綜合口語(yǔ)Task4高分范文評(píng)析PK低分范文的相關(guān)評(píng)析，希望對(duì)大家有所幫助。

　　閱讀內(nèi)容

　　❶ Subliminal Perception 00:45 seconds

　　❷ Humans are constantly perceiving visual and auditory stimuli. Sometimes our perception of these stimuli occurs consciously ,we are aware of a stimulus and know that we are perceiving it. But our perception of a stimulus can also occur without our awareness: an image might appear and disappear before our eyes too quickly for us to notice that we saw it, or a sound might be too faint for us to realize that we heard it. ❸ This phenomenon – the perception of a stimulus just below the threshold of conscious awareness – is called subliminal perception. ❹ Experiments have shown that subliminally perceived stimuli can influence people’s thoughts and attitudes.

　　關(guān)鍵點(diǎn)

　　記Title:

　　由于task 4的閱讀主要是關(guān)于某一個(gè)科學(xué)術(shù)語(yǔ)的解釋和說(shuō)明，考生在開(kāi)始閱讀的第一秒鐘就應(yīng)該迅速在紙上紀(jì)錄下閱讀的題目——即科學(xué)術(shù)語(yǔ)本身。

　　記定義:

　　常見(jiàn)的表示定義的提示詞有 refer to, known as, is, is called, etc.

　　注意點(diǎn):

　　若定義過(guò)長(zhǎng)或者很難確定的時(shí)候，考生應(yīng)當(dāng)舍棄該定義,但必須說(shuō)出閱讀文章中的title.

　　Task 4中的定義句不一定出現(xiàn)在段首，也非常可能出現(xiàn)在段尾或者段中。

　　文本分析

　　Title:

　　Subliminal Perception

　　考生對(duì)perception一詞較熟，可預(yù)測(cè)段落解釋重點(diǎn)放在subliminal上。

　　定義:

　　❸中重復(fù)出現(xiàn)了標(biāo)題subliminal perception，并且有非常明顯的提示詞is called。結(jié)合內(nèi)容，閾下知覺(jué)是刺激感知在意識(shí)感知閾值之下的一種現(xiàn)象。因此，該句是定義句。

　　注意點(diǎn):

　　很多考生認(rèn)為定義句一般出現(xiàn)在段落開(kāi)頭，但❷中指出人類(lèi)經(jīng)常感知到的刺激有視覺(jué)的也有聽(tīng)覺(jué)的。有時(shí)候我們能夠有意識(shí)地感知到一些刺激，但是有時(shí)候是無(wú)意識(shí)感知的。這些屬于背景敘述，不是定義句。

　　❹中是對(duì)定義的作用的解釋?zhuān)�也屬于定義的內(nèi)容，考生應(yīng)該對(duì)內(nèi)容加以概括。

　　筆記

　　Title:

　　Subliminal Perception

　　定義:

　　stimulus

　　below threshold

　　influence thought , attitude.

　　聽(tīng)力內(nèi)容

　　Consider this experiment. ❶ Two groups of people were asked to watch TV and while they are watching a picture flashed on the screen less than a second, very quickly so it was barely noticeable. The picture was a boy with a birthday cake. Now, like I said, there were two groups and each group saw a slightly different version of the picture. ❷ One group got the boy looking angry, in fact, he was actually throwing the cake on the floor. ❸ The other group got a picture of the boy smiling, happy, holding up the cake like he was offering it. Same boy, same cake but different emotions expressed in each picture.

　　❹ Everyone was then asked to look at a different image. Now, this is a third image, right? Again, it’s the boy and the cake, but this time the image stayed on the screen. In this picture, the boy’s just holding the cake basically no emotion on his face, everything very neutral. Now, remember, nobody knew they’d already seen a picture of this boy. After a minute, everyone was asked to describe the boy’s personality. ❺ Those who’d been exposed to the image of the angry boy, they generally described the boy’s personality negatively. Those who’d earlier seen the happy boy described him, well, positively.

　　關(guān)鍵點(diǎn)

　　1 Example :

　　教授在講座中會(huì)用一個(gè)例子闡述閱讀材料中的學(xué)術(shù)話題。在這種情況下，考生在復(fù)述過(guò)程中，應(yīng)該盡可能地講出該例子中的細(xì)節(jié)，并注意細(xì)節(jié)與細(xì)節(jié)之間的邏輯關(guān)系。

　　2 Examples:

　　或者，教授會(huì)在講座中用兩個(gè)例子闡述閱讀材料中的學(xué)術(shù)話題，兩個(gè)例子可能是有關(guān)于教授自身的經(jīng)歷，也有可能是來(lái)自其他方面。

　　注意點(diǎn):

　　如果講座中，教授講述的是一個(gè)實(shí)驗(yàn)或者一項(xiàng)研究，考生務(wù)必從實(shí)驗(yàn)對(duì)象、實(shí)驗(yàn)過(guò)程、實(shí)驗(yàn)結(jié)果三個(gè)方面去論述閱讀中的academic topic.

　　文本分析

　　1 Example:

　　❶ 中教授用兩組人通過(guò)看電視描述他們所看到的男孩拿蛋糕的表情來(lái)說(shuō)明subliminal perception的概念。

　　❷ 中，指出一組中，人們看到的形象是男孩生氣地將蛋糕扔在地上。

　　❸中，指出另外一組中，人們看到的形象是男孩微笑著拿著蛋糕，像是把蛋糕分給別人吃。

　　❹中所有人被要求一起看第三組畫(huà)面。畫(huà)面中的男孩也是拿著蛋糕，但是面無(wú)表情。

　　❺中指出，結(jié)果顯示第一組的人看到的第三組畫(huà)面中的男孩是生氣的表情，將其描述得negatively.

　　❻中，結(jié)果顯示第二組的人看到的第三組畫(huà)面中的男孩是開(kāi)心的表情，將其描述得positively.

　　這個(gè)例子可以從試驗(yàn)對(duì)象、實(shí)驗(yàn)過(guò)程及實(shí)驗(yàn)結(jié)果的角度加以陳述。

　　筆記

　　1 Example:

　　boy cake

　　1 group: angry throwing

　　2 group: smile offering

　　all: X emotion neutral

　　1 group: negatively

　　2 group: positively

　　答題模板

　　In the reading, the article talks about___❶___, (which means___❷___)

　　In the listening, the professor gives out one/ two example(s) to explain the title.

　　For instance, ___________❸____________.

　　The second is___________❹____________.

　　Therefore, by giving out this/these example(s), the professor tells us the meaning of ______❺______.(optional)

　　解釋?zhuān)?/p>

　　根據(jù)拿到閱讀材料，立刻記下標(biāo)題的原則，❶中說(shuō)出具體title，之后根據(jù)提示詞找出定義句，❷中具體說(shuō)出definition。如果定義太長(zhǎng)或難以概括，可以省略不說(shuō)。

　　聽(tīng)講座時(shí)，帶著“老師用什么例子來(lái)進(jìn)行說(shuō)明”這個(gè)問(wèn)題去聽(tīng)。聽(tīng)力材料的前兩句話，老師會(huì)給出所聽(tīng)內(nèi)容的概括性介紹。再結(jié)合閱讀給出的概念。再聽(tīng)舉例說(shuō)明。其方法通常是舉出擴(kuò)展事例，舉反例或是短文中概念的實(shí)際應(yīng)用。

　　❸和❹處分別復(fù)述講座中教授是如何用一個(gè)或者兩個(gè)例子，具體說(shuō)明閱讀材料中的academic topic的。

　　最后，如果時(shí)間有多余，可以加上結(jié)尾句，在❺處重新說(shuō)出閱讀標(biāo)題，概括整個(gè)回答。

　　低分范文：2.5 — 3

　　❶ The professor describes the subliminal perception ❷ that means people will percept something unconsciously will affect the attitude unconsciously. ❸There are two groups of people are watching TV. And there will be two different pictures will show in TV feeling in second. The second group ❹ will be show an angry boy found throwing a cake and the second group will be show a smiling boy are holding a cake. And then two of the group ❺ will be show the same picture that with a boy with no emotion and holding a cake.

　　❻ XXX he attitude of the boys. The first group says the boys holds a negative attitude and the second group says the boy holds positive attitude. That means subliminal perceptions can influence people’s attitude and awareness.

　　解釋

　　General Description (總體陳述印象):

　　考生能基本理解閱讀與聽(tīng)力中的重點(diǎn)內(nèi)容，但是要點(diǎn)把握不是很到位，有些地方有遺漏現(xiàn)象，語(yǔ)法基礎(chǔ)較差，表達(dá)有時(shí)含糊不清。

　　Topic Development (話題發(fā)展): 該答案能涵蓋答案所要求的部分內(nèi)容，但是兩組人員被要求描述他們看到的第三個(gè)男孩形象這一點(diǎn)沒(méi)有提到。因此該考生需要更好地把握聽(tīng)力中的重點(diǎn)內(nèi)容。

　　Language Use (語(yǔ)言運(yùn)用): ❶表述對(duì)象錯(cuò)誤：The professor describes the應(yīng)該去掉，因?yàn)閟ubliminal perception的概念是閱讀中的，與professor無(wú)關(guān);❷用詞錯(cuò)誤：percept單詞不存在，應(yīng)該為perceive. 整個(gè)定義句子建議改為：Subliminal perception means the things people unconsciously perceive will affect their attitude unconsciously;❸語(yǔ)法錯(cuò)誤： There are應(yīng)該去掉。句中有兩個(gè)謂語(yǔ)動(dòng)詞; will show in TV feeling in second的表述也是錯(cuò)誤的;❹ 語(yǔ)法錯(cuò)誤：可以改為will see an angry boy throwing;❺ 語(yǔ)法錯(cuò)誤：will see;❻ 表達(dá)極不清楚：可以改為：People were asked to describe the personality of the boy.

　　Delivery (語(yǔ)言表達(dá)): 學(xué)生的整體回答缺少語(yǔ)調(diào)的變化，句與句以及詞與詞之間缺少有效停頓。該學(xué)生在發(fā)音方面出現(xiàn)了一些錯(cuò)誤，比如subliminal , perceive, flash, awareness等，也沒(méi)有注意發(fā)音時(shí)弱化，翹舌，連讀，略讀。

　　高分范文：3.5 — 4

　　Subliminal perception is a phenomenon  that the perception of stimulus is just below the threshold of conscious awareness and it can influence people’s thought and attitudes. The professor uses an experiment to illustrate this phenomenon. Two groups of people  were asked to watch TV. A picture flashed so fast that it was  barely noticeable. The picture was a boy with a birthday cake. But each group was shown to a different version of the picture. One group was shown to a picture  in which the boy was angry and trying to throw the cake. The other group was shown to a picture  where the boy was smiling and trying to offer the cake. Later, these two groups of people were shown to a third picture in which the boy was holding the cake  without any expressions. The people were then asked to describe the boy’s personality. The result was that the group seeing the angry boy described him negatively, but the other one  gave a description of the boy positively.

　　解釋

　　General Description (總體陳述印象):

　　考生的發(fā)音較好，咬字清楚，回答中邏輯很有連貫性，語(yǔ)匯表達(dá)多樣，句式豐富，信息完整。

　　Topic Development (話題發(fā)展):該答案先將閱讀中所給的術(shù)語(yǔ)subliminal perception的定義進(jìn)行了概括，之后詳盡地對(duì)聽(tīng)力中professor所做的實(shí)驗(yàn)對(duì)象:two groups of people、實(shí)驗(yàn)過(guò)程：兩組人所看到的不同情況及實(shí)驗(yàn)結(jié)果：兩組人的評(píng)價(jià)是positively還是negatively給予了概括。思路清晰，結(jié)構(gòu)分明。

　　Language Use (語(yǔ)言運(yùn)用):  此處that引導(dǎo)同位語(yǔ)，介紹了phenomenon的內(nèi)容。 were asked to使我們的重心由發(fā)出ask動(dòng)作的主語(yǔ)轉(zhuǎn)移到兩組人上，被動(dòng)語(yǔ)態(tài)可以經(jīng)常使用，使句型豐富多樣。  barely翻譯成幾乎不(能)，在不同語(yǔ)境中可以替代can’t, not, won’t等等。 in which引導(dǎo)定語(yǔ)從句，使句子結(jié)構(gòu)緊密。 where相當(dāng)于上句中的in which, 使用where使得句子多樣化。 without any expressions中without在此處可以替代he doesn’t have, 相比之下，without的使用更加簡(jiǎn)潔。 gave a description of 與上一句中describe相互替換，句型更加豐富。

　　Delivery (語(yǔ)言表達(dá)): 此學(xué)生的回答連貫性和語(yǔ)言的流暢性較好，很多詞組的發(fā)音均有很好的發(fā)音習(xí)慣，如弱化people ‘s thought, …，略讀watch TV, flashed on, birthday cake等;連讀perception of, an experiment, groups of, asked to, version of 等。 回答中，考生的語(yǔ)速均等，并且句與句、詞與詞之間有明顯停頓，讓考官聽(tīng)得很清楚。