一學(xué)會(huì)記筆記
在托福口語task4中，考生要讀大約75-100個(gè)單詞左右的閱讀文章，然后在60-90秒之內(nèi)聽一段150-220個(gè)單詞的聽力文章，這已經(jīng)遠(yuǎn)遠(yuǎn)超出了考生瞬間記憶的極限，所以前程百利小編認(rèn)為，考生一定要學(xué)會(huì)記筆記，充分利用筆記幫助自己答題。
1.reading
在reading部分，教授通常給我們介紹的是一些學(xué)術(shù)概念，并且告訴我們這些學(xué)術(shù)概念的背景知識(shí)，定義，特點(diǎn)或者應(yīng)用。前程百利小編認(rèn)為，考生在記筆記的時(shí)候，首先就應(yīng)該記下閱讀文章的標(biāo)題，因?yàn)樗爬宋恼乱v述的主要內(nèi)容。其次，要記下文章中的definition sentence。為了做到這一點(diǎn)，考生在閱讀的時(shí)候，除了要注意文章中的第一句話，還要提升通過一些指示詞比如known as，is called和means等等信號(hào)詞的敏感度。比如考生在記TPO1TASK4的時(shí)候就可以記下以下兩點(diǎn)，題目： Groupthink。Definition sentence ：One process by which groups may make bad or irrational decisions is known as groupthink.
2.listening
考生在針對listening部分記筆記的時(shí)候，應(yīng)該把重點(diǎn)放在講座中的例子上。在task4中，教授一般會(huì)用兩個(gè)客觀的例子來說明學(xué)術(shù)的概念，考生在記憶例子的時(shí)候應(yīng)該重點(diǎn)從when，what，who，where，how，why這幾個(gè)要素來記憶，比如考生在記憶TPO1TASK4的時(shí)候就可以這樣記筆記Professor and coworker(who) wanted to change the look of their computer. Manager disagreed. Coworker changed his mind because he did not want to leave a bad impression on the managers.(why) Professor changed his mind as well because he did not want to be the only one that’s holding up the vote. They were all wrong. A competitor came out with a new design that attracted many costumers.
二.掌握答題模板
考生如果想在這個(gè)題目中取得高分，除了要掌握記筆記的方法之外，還應(yīng)該學(xué)會(huì)利用答題模板來幫助自己提升組織答案的能力。前程百利小編建議考生在組織答案的時(shí)候采用這個(gè)模板The reading passage gives the definition of …In the lecture ,the professor goes on to demonstrate it by introducing some examples. The first is…The second is …比如考生在回答TPO7TASK4的時(shí)候就可以這樣組織答案The reading passage gives the definition of behavior modification which is people would change or modify a behavior according to the result of that behavior. In the lecture ,the professor goes on to demonstrate it by introducing some examples. The first is when students interrupt the teacher or misbehave in any other way, the teacher gets angry and might punish them by not allowing them to play outside. So the kids will learn those behaviors get them in trouble, and will likely stop doing it. The second is when they behave themselves in the classroom, the teacher will tell them she’s proud of them and put a little happy face sticker on their homework. Therefore the kids will begin to act in the way in which they can receive more compliment.
在托福口語task4中，考生要讀大約75-100個(gè)單詞左右的閱讀文章，然后在60-90秒之內(nèi)聽一段150-220個(gè)單詞的聽力文章，這已經(jīng)遠(yuǎn)遠(yuǎn)超出了考生瞬間記憶的極限，所以前程百利小編認(rèn)為，考生一定要學(xué)會(huì)記筆記，充分利用筆記幫助自己答題。
1.reading
在reading部分，教授通常給我們介紹的是一些學(xué)術(shù)概念，并且告訴我們這些學(xué)術(shù)概念的背景知識(shí)，定義，特點(diǎn)或者應(yīng)用。前程百利小編認(rèn)為，考生在記筆記的時(shí)候，首先就應(yīng)該記下閱讀文章的標(biāo)題，因?yàn)樗爬宋恼乱v述的主要內(nèi)容。其次，要記下文章中的definition sentence。為了做到這一點(diǎn)，考生在閱讀的時(shí)候，除了要注意文章中的第一句話，還要提升通過一些指示詞比如known as，is called和means等等信號(hào)詞的敏感度。比如考生在記TPO1TASK4的時(shí)候就可以記下以下兩點(diǎn)，題目： Groupthink。Definition sentence ：One process by which groups may make bad or irrational decisions is known as groupthink.
2.listening
考生在針對listening部分記筆記的時(shí)候，應(yīng)該把重點(diǎn)放在講座中的例子上。在task4中，教授一般會(huì)用兩個(gè)客觀的例子來說明學(xué)術(shù)的概念，考生在記憶例子的時(shí)候應(yīng)該重點(diǎn)從when，what，who，where，how，why這幾個(gè)要素來記憶，比如考生在記憶TPO1TASK4的時(shí)候就可以這樣記筆記Professor and coworker(who) wanted to change the look of their computer. Manager disagreed. Coworker changed his mind because he did not want to leave a bad impression on the managers.(why) Professor changed his mind as well because he did not want to be the only one that’s holding up the vote. They were all wrong. A competitor came out with a new design that attracted many costumers.
二.掌握答題模板
考生如果想在這個(gè)題目中取得高分，除了要掌握記筆記的方法之外，還應(yīng)該學(xué)會(huì)利用答題模板來幫助自己提升組織答案的能力。前程百利小編建議考生在組織答案的時(shí)候采用這個(gè)模板The reading passage gives the definition of …In the lecture ,the professor goes on to demonstrate it by introducing some examples. The first is…The second is …比如考生在回答TPO7TASK4的時(shí)候就可以這樣組織答案The reading passage gives the definition of behavior modification which is people would change or modify a behavior according to the result of that behavior. In the lecture ,the professor goes on to demonstrate it by introducing some examples. The first is when students interrupt the teacher or misbehave in any other way, the teacher gets angry and might punish them by not allowing them to play outside. So the kids will learn those behaviors get them in trouble, and will likely stop doing it. The second is when they behave themselves in the classroom, the teacher will tell them she’s proud of them and put a little happy face sticker on their homework. Therefore the kids will begin to act in the way in which they can receive more compliment.