scr888 hacker android:scr888,hacker,android,锘縶,Keywo:锘縶Keywords}#Title Segmentation# Since the ETS officially issued the new IBT exam, many candidates have been deeply troubled, especially for oral subjects. The reason is not only the test form of the computer test, but also the combinatio

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Since the ETS officially issued the new IBT exam, many candidates have been deeply troubled, especially for oral subjects. The reason is not only the test form of the computer test, but also the combination of multiple subjects in the six tasks of the oral test--that is, while examining the spoken language, it also examines the reading and listening ability. Especially in the Task4 of the new TOEFL Speaking, although it is a colloquial topic, it is actually a comprehensive examination of the three abilities of reading, listening and speaking. So how can you achieve the desired results in the new TOEFL Speaking Task4? Teacher Wang Jing will conduct an in-depth analysis of this part today. First, a correct understanding of Task4 The so-called 'knowing oneself and knowing each other', if the candidate wants to win in Task4, the first thing is to be 100% familiar with the test. Of course, this is not familiar with the examination when the Zhenti familiar, but familiar with the entire Task4 exam content and form. The exam format is different from Task1 and Task2. In the latter four tasks starting from Task3, the new TOEFL oral test examines the candidate's comprehensive speaking ability, especially in Task3 and Task4. Candidates need to read an article first. In the article, you will hear a hearing about reading. After a short preparation time, candidates should retell the reading and listening content.

This type of exam has a very high demand for candidates.

In addition to having a good speaking ability, candidates must also have high listening and reading skills.

Main Context The Task4 of the new TOEFL Spoken language is an academic topic. Therefore, in this task, the contexts that candidates will be exposed to will also be academic. The context is mostly from the following fields: 鈭歋ocial Sciences鈭?Physical Science, Life Science, Humanities and Art For many candidates, the content of some fields may be more specialized, which limits the candidate's spoken score to a large extent.

The high familiarity with an academic context allows candidates to predict the direction of listening in advance, which is of great help to candidates.

Therefore, candidates can get in touch with some of the four areas of knowledge in their spare time, in case they need it.

Reading Content In the reading section of Task4, candidates will read an academic article on the above four areas. The length of this article will be around 75-100 words, usually a general introduction to an academic concept. Provide enough information to prepare the candidate for the hearing part that will be heard next.

Listening Content After reading, the article on the computer screen will disappear, and then replace the classroom picture of a professor, and then the candidate will hear a lecture about reading.

In this lecture, Professor often use specific examples to explain the previous academic articles.

The length of the lecture is usually 60-90 seconds.

question form at the end of the hearing, the screen will display task requires candidates for Task4 need to be met.

Typically, the subject will require candidates for academic concepts and illustrations that appear in reading and listening to summarize common requirements are as follows: After 鈭歎singtheexamplediscussedbytheprofessor, explainwhatcognitivedissonanceisandhowpeopleoftendealwithit 鈭欵xplainhowtheexamplesoftyingshoesandlearningtotypedemonstratetheprincipleofaudienceeffects candidates only in the full understanding of the content Task4 study, in order to do the chicken into chaos, the sense of a variety of topics can face encounter.

Second, the reading can not be ignored in the understanding of the examination process of Task4 Candidates who want to get high marks in this task, it must be clear that this task liking, read part of the problem-solving skills.

In the question request of more than half of Task4, there is no requirement for candidates to summarize the reading content, so many candidates will ignore it after reading it.

In fact, this is a very wrong approach, because the existence is reasonable, the examiner will not put a useless reading for no reason, and waste time for the candidates before hearing.

As mentioned above, reading is usually a preparation for listening.

So, what aspects do candidates need to pay attention to during reading? Correctly grasping the academic concept As mentioned above, in the reading of Task4, an academic concept is defined and roughly introduced. Although most of the questions do not require candidates to summarize the reading, experts at the Lange Overseas Examination Research Center still recommend Candidates should use as many words as possible to summarize the academic concepts mentioned in the article, so that the theme of the whole answer is more clear.

This concept is generally related to the title of the reading.

The experts of the Lange Overseas Examination Research Center found that the relationship between the concept and the title in reading can be divided into two categories---the concept is the same as the title or the concept is the sub-category of the title.

1. The concept is the same as the title. It is usually easier for candidates to read such an article, because the definition of academic concepts generally exists in the first two sentences of the article, and the candidates can see at a glance when reading.

The following example: Cognitivedissonance Individualssometimesexperienceacontradictionbetweentheirionsandtheirbelieaytheyareacting,hecontradictionbetweenwhattheyaredoingandwhattheybelieveshouldbedoing. The title of this small article is cognitivedissonance, and in the bold part of the second sentence of the article, it is just the conceptual center word that echoes the title of the article.

Therefore, candidates will be more comfortable when summarizing this type of reading. At the beginning of the course, they will be able to find the definition of academic concepts. It is also a kind of 'strong heart' for the candidates, which is easier to find. Candidates will also feel more confident.

Therefore, such small articles generally do not have a particularly large problem when they are read.

2. The concept is the sub-category of the title. However, in this article, if the candidate blindly believes that the title is the concept, then the candidate's mistake will be larger.

Usually in this article, the first half is the relevant explanation of the title, and candidates can't see its obvious definition in most cases.

In the second half, especially the last two sentences, an example of the title will be given in the article. Usually this example will be the sub-category of the title concept, given at the same time, and the definition of the concept. .

For example: Socialinteraction eoveroneanother',,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, Status in social life.

Therefore, if candidates are not familiar with the way in which such articles are published, there will be some doubts. Some candidates will be very far-fetched to find the title of the sentence in order to complete the reading as soon as possible, and directly regard the sentence in the title as the concept. This is undoubtedly wrong.

In this case, the candidate needs to calm down and calmly continue to read backwards, then the candidate will find that in the second half of the article, the questioner uses forexample to lead out a principle of socialinteraction---- Audienceeffects, a subordinate classification of the title concept.

In the sentence in which the subordinate classification is located, the definition of it can also be clearly found, such as the italic part annotation.

In the question of this topic, we can easily see that the subject asks candidates to summarize the concept of audienceeffects instead of socialeffects.

It can be seen that when reading a small article, candidates must first grasp the content direction of the article.

Accurately summarizing the definition of a concept After clearly knowing where the academic concept is, candidates need to use their own language to summarize the definition of academic concepts.

We mentioned above that content that is usually related to academic concepts will be in two sentences.

Due to time constraints, candidates are unable to copy the two sentences in their entirety.

Even if you can complete the excerpt, if the reading part takes too long in the answer, it means that the time for the candidate to summarize the hearing is shortened.

Therefore, the author suggests that candidates should summarize the reading in one sentence.

Usually when we define an academic concept, we use a structure of the main + system + table, namely AisB.

Therefore, candidates need to put forward the concept when summarizing the academic concepts in the article, such as cognitivedissonance in the first reading mentioned above.

The TOEFL Speaking Test is largely ruled out, and this rule is reflected in the colloquial article, which usually has an apposition.

In this article, the apposition of cognitivedissonance is akindofmentaldiscomfort.

The candidates need to pay attention to the fact that when the apposition appears, there will usually be a more obvious road sign. In this article, knownas is reflected.

Therefore, the basic definition of the academic concept is: Cognitivedissonanceisakindofmentaldiscomfort. It is called 'basic definition' because it is not difficult for candidates to find out that this definition comes from the subject of the second sentence of the article, if the whole definition is stopped. Here, people will be given a sense of ambiguity.

Before I mentioned that in general, the definition of academic concepts needs to be extracted from two sentences.

For this article, there is a word in the definition of the sentence: contradictions.

Candidates are not difficult to find, this word also appeared in the first sentence.

So we can judge that the first and second sentences are related.

Since part of the definition is not clear enough, we can add an attributive clause to explain it, and then incorporate the content of the first sentence.

Therefore, the complete definition is: CognitiveDissonanceisakindofmentaldiscomfortpeoplefeelwhentheyexperiencecontradictionsbetweentheiractionsandtheirbeliefs. It can be seen from the above that it is not difficult to accurately grasp the definition of academic concepts. What the candidates need to learn is to find out the relationship between the two sentences, and then logically put two sentences. The ability to summarize and merge.

Paying attention to details and determining success or failure After finding the definition of academic concepts, many candidates will absent-mindedly read the following articles. In fact, this is a very wrong approach.

Excluding academic concepts, often includes specific explanations of academic concepts. On the one hand, it can help candidates understand academic concepts; on the other hand, in a large part of the case, these specific explanations will also The listening part has a relationship. In addition to allowing the candidate to better understand the listening content, it also reminds the candidate which notes are necessary in the process of listening, and which content must be integrated in the answer.

As the underlined part of the first article, I talked about people's minds and solutions when they experienced cognitive dissonance. They are all further explanations of their definitions. Candidates will later find out that they will also have a phase in the listening part. Corresponding place.

Therefore, after finding the definition, the candidate must also use the remaining time to understand and record the remaining readings as much as possible in order to prepare for hearing and answering.

Third, listening carefully Listening After the reading section is over, the audio will prompt the candidate to hear a lecture about a topic.

In this lecture, professors usually give examples of academic concepts in the article, sometimes one, and sometimes two.

In either case, candidates are required to record as much of the listening content as they can.

Of course, as much as possible does not mean that all must be remembered, candidates need to have the ability to distinguish which content is important.

The author suggests that candidates should listen to two aspects: one is the content after the connection, and the other is the part that coincides with the reading.

Let's look at the first article's listening: 'ed, Iknew, 'tgiveupvideogames!Iwascompletelytorn. ,,''tmatter,becausesociologistsdon',, atleastinmymind. For examples of storytelling, it must not be ignored. It is a conjunction that expresses time. Therefore, the content of the connected words in the bold part of the text is usually the content that the candidate needs to record.

In addition, candidates will find that there are a large number of conjunctions in the text that represent the transition and the connection word so that represents the result. After the connection words appear at high frequencies, the candidates also need to record as much as possible.

However, due to the limited answer time, candidates only need to record the part of the question, such as the general passage of the text: the computer game caused by the computer game, without having to record the details, such as the frequency and chemistry of the game. It is the most difficult subject.

In other words, if you hear the content of some attributive clauses in your listening, if it is not limited, you can omit it. The underlined part of the text is the part corresponding to reading. For example, the Peopleexperiencingcognitivedissonanceoftendonotwanttochangethewaytheyareacting mentioned in the reading corresponds to ButIjustcouldn鈥檛giveupvideogames! in listening. When listening to the hearing, the candidate has the content of teaching the existing behavior, and the candidate needs to record it. Andmysolutionwastochangemyperspective. in listening is also reflected in the article: Theychangetheirinterpretationofthesituation. This requires the candidate to record in detail the process of hearing how to change the point of view. It can be seen that the grasp of the conjunction and reading content will intuitively affect the candidate's answer. Fourth, carefully conceived answers After the end of listening, candidates have 30 seconds to conceive the answer. Experts at the Lange Overseas Examination Research Center recommend that candidates take full advantage of this half-minute period. If used properly, it will be of great help to candidates. First of all, candidates need to combine their own notes to mark the level of answers that need to be addressed. Second, integrate your notes and see if any sentences can be summarized into a sentence using some form of clause. Finally, if there is time left, the candidate can completely think about the academic concept in reading. A fluent beginning at the answer can give the candidate a more secure hint. Next, let's look at a high score answer: CognitiveDissonanceisakindofmentaldiscomfortpeoplefeelwhe,''doesn',,hethoughtheshoul In the above high score answer, we can easily find that the candidate also used a lot of connectives to make his answer more The coherent and smooth, but also make their answers more organized. At the same time, the content of the italic part is a high summary of the italic part of the original listening text, condensing the four sentences in the original text into two sentences in the answer. Therefore, candidates should pay attention when preparing for the exam, and must consciously cultivate their own summarizing ability, and consciously add some connecting words to improve the coherence of their answers. V. Other Precautions Of course, it is not enough to simply summarize the contents of reading and listening. Candidates who want to get high scores in Task4 need to consciously read or hear the original text and replace the vocabulary and grammar appropriately. The TOEFL official rating standard shows that even a vocabulary replacement is an effective alternative. For example, change the changemyperspective in hearing to alteryunderstanding. Because the candidates are highly nervous during the answer period, they may not want to replace them. I suggest that candidates can convert the words they hear when they take notes and record the synonyms of the words they hear. Or in the 30 second preparation time, convert the recorded words and mark their synonyms. In summary, if you want to achieve the desired results in Task4, candidates need to have a high ability to read, listen and summarize. At the same time, candidates also need a higher vocabulary and better temporary resilience. And everything is based on the perseverance of the candidates. Practice makes perfect, candidates need to make unremitting efforts.


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