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[托福培训]托福综合口语Task 6满分攻略

来源:朗阁教育 2016-09-09 编辑:朗阁小编 雅思托福0元试学

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新托福口语第六题Task6向来是让考生们感到头疼的一项任务。它的话题范围广、话题难度深、材料时间长、说话者语速快等这一系列因素,都是考生在第六题拿道路上的拦路虎。所以今天,朗阁托福培训老师就为大家来一一剖析第六题难拿的具体原因,以及针对各个原因给考生们奉献*直接、*有效、*简单的满分攻略。

新托福口语第六题Task6向来是让考生们感到头疼的一项任务。它的话题范围广、话题难度深、材料时间长、说话者语速快等这一系列因素,都是考生在第六题拿道路上的拦路虎。所以今天,朗阁托福培训就为大家来一一剖析第六题难拿的具体原因,以及针对各个原因给考生们奉献*直接、*有效、*简单的满分攻略。

 

首先,让我们来看一看导致考生在Task6难拿的三大原因:

Ø  教授讲课重点模糊

Ø  考生话题词汇不足

Ø  考生细节记录不足

 

下面朗阁来逐一分析一下这三个原因。

 

原因一教授讲课重点模糊

大部分的听力材料中,教授讲课的顺序都是比较固定且有较明确的思路顺序的,也就是一个主题+两个要点+要点解释及举例。而且,教授在讲课时会运用一些连接词帮助我们定位和记录要点。但是,一旦教授的讲课不再按照我们已经形成的固有思维来展开,那么考生多半会慌乱且手足无措。

 

我们先来看一下有明确讲课重点和讲课重点模糊的两段材料的对比:

TPO14

A lot of plants and animals live near the surface of the ocean, and that means there’s a lot of food near the surface, because there are lots of plants and animals to eat. But if you go down to the deepest parts of the ocean, it’s cold and dark, and there’s not a lot of living down there, so food is very scarce. So organisms that live down at these great depths have developed special adaptations to help them survive in this environment where food is so hard to find.

 

For example,many deep-sea organisms have body features that enable them to eat prey that are larger than themselves. A good example, um, there’s a species of eel that has an enormous mouth and a large stomach that’s capable of expanding. And these unusual features allow this eel to eat prey larger than itself. That’s a big advantage because if the eel eats something big, that’s a lot of food, a lot of nutrition. So the eel can go for quite a while before it has to find food again.

 

Another helpful adaptationin some deep-sea organisms is the ability to generate light. And some organisms use that light to help them capture food. For example, there’s a kind of fish called the angler fish. And on its head, this fish has a little structure that produces light that glows in the dark. This little structure, this little light, is positioned close to the fish’s mouth. Other fish are attracted to this light, they think it’s something small they can eat, so they swim straight toward it. And that brings them close enough for the angler fish to capture them and eat them.

 

很明显,本段材料遵循典型的教授讲课套路,即一个主旨“organisms that live down at these great depths have developed special adaptations to help them survive”,两个points分别是:“many deep-sea organisms have body features that enable them to eat prey that are larger than themselves”和“the ability to generate light”, 而且非常明显的是两个要点分别用了连接词“For example”和“Another helpful adaptation”来帮助考生定位。再继续往下听,我们又听到了表示举例的连接词“A good example”和“For example”, 这就更明确地告诉我们两个例子要出现了,*醒考生们仔细听、注意记录。所以这样的听力材料是非常好定位,能够让考生清晰地get到重点的。

 

我们再来看一段没有明确讲课重点的材料。

TPO17

Now let’s talk about a particular cultural process: diffusion. Since the beginning of human history, diverse cultures have taken advantage of one another’s innovations when they’ve come into contact. Diffusion is the process whereby something cultural…like a custom, a type of food or an invention is spread from one group to another, or from one society to another. One group adopts a cultural item, or, more selectively, just part of a cultural item of another group, you see?

 

Now diffusion can occur through a variety of ways: military conquest or tourism or even something like the influence of satellite TV shows around the world. For example, take something like reading a modern newspaper here in the US. Have you ever thought about where the letters, the characters on the page you’re reading, where they came from? They were borrowed from another culture many centuries ago. Then, the printing of the words, well, that process was invented in Germany, and finally, the paper itself, the paper was invented in China. These innovations from all over the world were shared across cultures over time, and so today we have newspapers in the US. So the process of diffusion might take place over long distances and over long periods of time.

 

Now I’m not saying that diffusion happens easily, as I mentioned, sometimes it’s selective. For instance, many people in the US have accepted the practice of acupuncture. The Chinese practice of using needles to cure disease or relieve pain. So, lots of people in the US have realized that acupuncture is effective, but few of them fully understand or have committed themselves to the philosophy behind acupuncture. Cultures tend to resist ideas that seem to foreign, too different from their own beliefs and values. But the ideas which aren’t perceived as too different are often incorporated, absorbed, diffused into their culture, so the practice of acupuncture has been absorbed into US culture, but not the philosophies of Chinese medicine.

 

本段材料我们是以文字形式呈现的,且已经给大家分了段,所以看起来结构上比较清晰。但是,试想一下,如果我们盲听这段材料,其实重点是非常模糊的。因为材料一开始教授就说我们来讨论一下特殊的文化过程—diffusion(传播)。但是听了半天,我们只听到了什么是diffusion。根据以往的经验,我们期待着教授能指出本次讲课的重点,也一直在猜测着,是要讲文化传播的两种途径?还是文化传播的两种影响?还是文化传播的两种特征?总之,教授并没有明确说明。所以,我们只能硬着头皮往下听。教授说,文化传播可以通过很多种方法,比如战争、旅游、卫星电视。再往下教授居然直接举了例子!许多同学听到这里内心应该是崩溃的,教授开始举例子这件事说明我们前面既错过了主题,也错过了个要点。如果考生还在期待着听到明确的重点,那么很遗憾,你已经错过了两个得分点了。

 

所以,朗阁海外考试研究中心的老师在这里诚心建议大家:

攻略一:牢记信号词、重点都不落

何为信号词?并不是单纯的表示列举和增补关系的连接词,比如first, second, another, also等。而是表示教授将要讲出重点的一些语助词或标记语,比如OK, Now, Well等。这些词被称为Discourse Marker(语篇标语),让我们先来看看关于它的定义吧---A discourse marker is something that either connects a sentence to what comes before or after, or indicates a speaker's attitude to what he is saying. Now discourse markers are assigned functions in different levels of analysis: topic changes, reformulations, discourse planning, stressing,hedging, or backchanneling. 大家看到,语篇标语的功能是多样的,其中两条—topic changes(话题转换)和stressing(强调)是听力材料中*频繁出现的。也就是说,当我们听到材料中有OK, Now, Well, Then, All right, You know, I mean, Actually, Basically, So等,就需要*高警惕,因为讲课重点要出现了。

 

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