托福的口語考試中，task4是很重要的一個部分，大家在準備的時候需要參考模板。跟著出國留學網(wǎng)的小編了解一下托?？谡Ztask4模板及備考技巧。

　　托?？谡ZTASK4出題方式

　　托福口語第四題Academic Lecture是普遍覺得比較難的一道題，托?？谡Z第四題類型豐富，考題涉及較多學術(shù)名詞和動物名，學術(shù)范圍主要都是與留學的相關(guān)科目，分為生物、心理學和市場營銷三種類型。涵蓋的范圍主要包括生命科學、社會科學、自然科學和人文科學。

　　它的題目流程和Task3是一樣的，也是Read/Listen/Speak三者結(jié)合，都屬于integrated speaking題型。不過是關(guān)于an academic topic，要考察你ablity of combining the main information of the reading with that of what you heared.

　　托?？谡Z第四題出題方式：

　　1. 先聽聽力材料的前兩句話，老師會給出所聽內(nèi)容的概括性介紹。再結(jié)合閱讀給出的概念。

　　2. 再聽舉例說明。其方法通常是舉出擴展事例，舉反例或是短文中概念的實際應用。

　　3. 用35秒看完短文，然后用10S的時間，用2句話總結(jié)出短文所介紹的概念或現(xiàn)象(盡量用短文中的詞匯)。聽段子的時候，要聽結(jié)構(gòu)(1+2)，還要聽例子中涉及到的3個基本要素(實驗對象，實驗過程，實驗結(jié)果)。多記實詞(N+V)以及數(shù)字與時間。

　　新托?？谡ZTask4題目:間接模仿

　　Integrated Speaking：Term& Examples

　　題目

　　[名詞解釋]Indirect mimicry: 一些生物會制造一些“影分身”來吸引捕獵者的注意，好讓自己逃脫。

　　[聽力] 教授舉了一種特殊的蜘蛛的例子，這種蜘蛛會用樹葉在網(wǎng)上做很多很多的假蜘蛛，從而來confuse鳥類和其他predator來硬贏得逃跑的時間。

　　[Question] 用教授的例子解釋對這個概念的理解。

　　難度分析及注意事項

　　此題是有關(guān)生物自我保護的一篇lecture，聽力中的例子并不難，此題屬于之前90分班課上講解的類型之一，是課上必將的經(jīng)典題目之一。

　　難度：適中

　　閱讀

　　標題：Indirect Mimicry

　　定義：Animals may create a imitation which resembles them to have an opportunity to escape if being attacked by their predators.

　　聽力例子：One New Zealand spider always collects long thin leaves because when these leaves dry, they look like the spiders a lot. The dry leaves become bright brown which may confuse the predators, like birds when thet pass the spiders’ web. The birds are likely to attack the gathered leaves and the spider could have a chance to escape.

　　試題分析

　　Reading

　　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 another'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 individuals' 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.

　　Explain how the examples of tying shoes and learning to type demonstrate the principle of audience effects.

　　聽力部分略

　　Sample answer1

　　Here we talk about the way we interact each other. What we know and what we want and the others’ presence, behaviors will tend to our actions. This is an example of typing shoes and learning to type which demonstrates the principle of audience effects. Indeed we know we should affect common behaviors. If we type shoes faster, we could make more mistakes.

　　解析：

　　Sample1把重點都放在了一些比較理論的敘述上，而缺乏了對tying shoes這個事例的介紹和分析。首先，大家要注意調(diào)整好你所陳述topic的主觀即理論部分和事例部分各自所占的合理分配比例。為什么這樣說呢?因為在我所接觸的客戶中，在做Task4時往往是走兩個極端的路線，要么都是純理論的闡述要么就是偏重于listening中的事例說明，都沒有完美地把兩部分結(jié)合。

　　Sample answer2

　　There are two groups of students must have type their shoes. The first group which is told they will be observed type faster than the second group which is not told that they are observed. This is the first principle of the audience effect. Secondly, people who are told they are observed, when they are typing, they make more mistakes than the second group who are not told they are observed. This is the second principle of the audience effect.

　　解析：

　　(1)縱觀Sample2的陳述，他表達地較有條理，但是和Sample1相比較，它正好缺乏對the principle of audience effects的理論部分陳述，如果把Sample1 和Sample2的表達結(jié)合一下就完美了。

　　(2)語言表達多樣性有待提高。在Sample2中多次聽到they are observed這種表達，這樣就顯得客戶詞匯量有限，其實可以把observe和watch互換地應用!托友們應該注意了!

　　(3)指示詞和過渡詞的有效運用。本段中使用了secondly，這很好!但是回頭看前面的陳述并沒有發(fā)現(xiàn)firstly，所以這樣整體聽起來就顯得有點突兀、不連貫。指示詞和過渡詞的恰當使用無論在口語中還是寫作中都起著舉足輕重的作用。它會使你的口語表達重點突出，層次分明，更加流暢，過渡也更加自然。下面就列舉一些常用的指示詞和過渡詞，希望大家多多應用在自己的口語表達和寫作中。

　　指示詞：First Second Third Fourth

　　Finally Then Next After that

　　Most importantly Another Furthermore Moreover

　　Before The first The second The final point

　　過渡詞：but however and despite

　　Consequently expect for although even though

　　In addition to rather than instead of alternatively

　　On the other hand in conclusion in short to sum up

　　For example in particular namely for instance

　　Eventually meanwhile at the same time while

　　Just as what’s more as well as but also

　　Whereas nonetheless in contrast provided that

　　Because since as a result therefore

　　(4)個別的句子表達有誤

　　W: There are two groups of students must have type their shoes.

　　R: Two groups of students are required to type their shoes.

　　There are two groups of students who are demanded to type their shoes.

　　W: People who are told they are observed, when they are typing, they make more mistakes than the second group who are not told they are observed.

　　R: People who are told they are observed make more mistakes than the people who are not when they are typing shoes.