1. 任务概述
2. 核心挑战
3. 高分结构模板
4. 高分技巧与注意事项
5. 实战演练

任务概述

• 题目形式：Reading + Listening
• 阅读时间：45秒，你会看到一段学术性的短文，通常来自大学课本的某个章节，内容涉及一个核心概念，并给出两个定义或例子来解释它。
• 听力时间：60-90秒，你会听到一段教授的讲座，讲座内容会直接引用阅读中的核心概念，并用一个全新的、具体的例子来详细阐述这个概念是如何运作的。
• 口语任务：你有30秒的准备时间，然后有60秒的时间进行回答，你的任务是整合阅读和听力的信息，向一个不了解这个概念的人清晰地解释这个概念,并用听力中的例子来证明。

一句话总结：用听力的例子，解释阅读的概念。

核心挑战

很多同学在这个任务上失分，主要不是因为英语不好,而是因为：

1. 信息过载：阅读和听力信息量不小，要在60秒内准确、完整地复述出来,对短期记忆和信息提炼能力要求很高。
2. 逻辑混乱：容易把阅读和听力的信息搞混，或者只是简单地把两者拼接在一起，没有形成“用例子证明概念”的清晰逻辑链。
3. 抓不住重点：阅读部分要快速抓住核心概念，听力部分要精准地找出那个最关键的例子，如果抓偏了,整个回答就会跑偏。
4. 学术词汇：阅读材料中的核心概念通常比较学术化,正确发音和使用这些词汇是展示语言能力的重要一环。

高分结构模板 (黄金60秒)

一个清晰、有逻辑的结构是拿到高分的基石，推荐使用“总-分-总”的结构，但口语中更简洁，可以看作“定义-解释-举例”。

第一部分：定义概念 (约15-20秒)

• 目标：开门见山,告诉教授你要讲的是什么。
• 句式：
  • "In the reading passage, the professor introduces the concept of [核心概念]."
  • "The [核心概念] is defined as [阅读中的定义]."
  • "Basically, it means [用你自己的话简单复述一下定义]."

第二部分：举例说明 (约35-40秒)

• 目标：这是回答的核心,用听力中的例子来证明概念。
• 逻辑连接词：一定要使用连接词，让教授听出你的逻辑。
  • "To illustrate this concept, the professor gives an example in the lecture..."
  • "He/She talks about..."
  • "In this example, [描述例子的背景]."
  • "Because of this, [解释这个行为如何体现/应用了核心概念]."
  • "This clearly shows how the [核心概念] works in a real situation."

第三部分：(可选，约5秒)

• 目标：快速收尾,再次强调例子的作用。
• 句式：
  • "So, the professor's example of [] perfectly demonstrates the [核心概念]."

高分技巧与注意事项

1. 阅读是骨架，听力是血肉：回答的主体必须是听力的例子，阅读部分只用来定义概念,不要花太多时间复述阅读细节。
2. 复述，而非背诵：用自己的话转述听力的内容，这比背诵原文更能体现你的语言驾驭能力，可以适当改变句式和用词，但关键信息（如人名、地名、公司名、核心行为）必须准确。
3. 多用逻辑连接词：除了上面提到的，还可以使用 first, second, specifically, as a result, therefore 等,让你的回答听起来更有条理。
4. 控制时间：30秒准备时间非常宝贵，立刻在草稿纸上写下：
   • Concept: [核心概念]
   • Definition: [一句话定义]
   • Example: [1-2个关键词，如：Company X, new policy]
   • Result: [1-2个关键词，如：increased sales, higher morale]
5. 发音清晰，语速适中：不要为了赶时间而说得飞快，清晰度和流利度同样重要,确保核心概念词汇的发音准确。

实战演练

我们来看一个TPO的经典例子。

Reading (45秒)

Concept: Cognitive Dissonance

Cognitive dissonance is the mental discomfort people feel when they hold two or more contradictory beliefs, ideas, or values at the same time, or when their beliefs are contradicted by their actions. This discomfort creates a motivational drive to reduce the dissonance and regain a sense of internal consistency. People can reduce dissonance by changing their beliefs, adding new beliefs that justify their existing beliefs, or by changing their behavior to align with their beliefs.

中文大意： 概念：认知失调 认知失调是指当一个人同时持有两个或更多相互矛盾的信念、想法或价值观，或者当他的行为与他的信念相矛盾时，所感受到的心理不适感，这种不适感会产生一种动力，促使人们减少失调感，重新获得内在的一致性，人们可以通过改变信念、增加新的信念来为现有信念辩护,或者改变行为以使其与信念一致来减少失调。

Listening (60-90秒)

(Professor): So, cognitive dissonance... let's say a person believes that smoking is really bad for their health. But they also smoke a pack of cigarettes every day. These two things are in conflict. The belief and the action don't match. This creates a feeling of discomfort, or dissonance. Now, the person wants to reduce this discomfort. How might they do that? Well, they could change their behavior by quitting smoking. But that's hard. So, they might choose to change one of their beliefs instead. For example, they might start to believe that the health risks of smoking are actually not that serious. Or they might find new information that says, "Well, sure, smoking is bad, but it helps me relax, and reducing stress is also good for my health." By adding this new belief, they've reduced the conflict. Now, their belief is "Smoking is bad, but it's good for my stress," and their action is "I smoke." This new belief helps them justify their behavior, so they feel less discomfort.

中文大意： 教授：认知失调……比如说，一个人相信吸烟对健康非常有害，但他每天还抽一包烟，这两者是相互冲突的，信念和行为不匹配，这就产生了一种不适感，即失调，这个人想减少这种不适感，他该怎么做呢？嗯，他们可以通过戒烟来改变行为，但这很难，他们可能会选择改变其中一个信念，他们可能开始相信吸烟的健康风险其实没那么严重，或者他们可能会找到一些新的信息，“好吧，吸烟确实不好，但它能帮我放松，而减轻压力也对健康有好处。” 通过增加这个新信念，他们减少了冲突，他们的信念是“吸烟不好，但它对我的压力有好处”，而他们的行为是“我在吸烟”，这个新信念帮助他们为自己的行为辩护,所以他们的不适感就降低了。

Sample Answer (60秒版本)

(Using the template)

"In the reading passage, the professor introduces the concept of cognitive dissonance. It's defined as the mental discomfort people feel when they have two conflicting beliefs, or when their actions don't match their beliefs.

To illustrate this, the professor gives an example of a person who believes smoking is bad for health, but continues to smoke every day. This creates a conflict and makes the person feel uncomfortable. To reduce this dissonance, instead of quitting smoking, which is hard, the person might change their belief. They could start to believe that the health risks are not that serious, or they might add a new belief, like "smoking helps me relax, and reducing stress is good for my health." By doing this, they justify their smoking habit, and the discomfort is reduced.

So, the professor's example of the smoker clearly demonstrates how cognitive dissonance works and how people try to reduce it."

最后的小建议： Task 4的本质是信息转述和逻辑整合，多练习TPO真题，熟悉学术话题，练习在短时间内提炼关键信息，并用清晰的逻辑串联起来，坚持练习,你一定可以攻克这个难关！