托福口语 | 据说这道题的0分率是最高的，到底是什么题？
下手，面对扔到脸上的信息束手无策...那今天这篇托福口语Task3科普一定会帮你解决不少疑惑！
什么是托福口语Task 3？
托福口语题3的材料围绕一个固定的主题，由一篇短文(Reading)和一份录制好的音频(Lecture)组成。考生需要根据两份给到的材料记笔记并复述总结关于这个主题的所有信息。考生有30秒的时间准备，并需要给出60秒的总结。
托福口语Task 3的过程顺序是？
Reading（短文大约45s，介绍一个新的概念），Lecture（音频大约90s，也是相关内容），准备时间（30s），复述总结（60s）。
时间分配：复述总结60s分配建议
重申定义为15秒（大概率从Reading提取）。
45秒给其他内容分part（大概率从Lecture提取，分 part具体情况具体分析）。
那么究竟应该如何进行实操呢？
让我们举一些例子。
Reading部分
The Confirmation Bias
The confirmation bias is the tendency to search for, interpret, favor, and remember information in a way that confirms one's beliefs or hypotheses while paying much less attention to information that contradicts it. The effect is stronger for emotionally charged issues and for deeply entrenched beliefs. People display this bias when they only search for information that supports views that they already favor and ignore any information that contradicts it. This bias cannot be completely eliminated but can be managed by learning critical thinking skills.
首先，大多数情况下，先从Reading里提取定义。Reading题目大多数已经表明了我们要去寻找的主题，如这篇文章"The confirmation bias"。许多学生只阅读和重复关于定义的第一句话——这是不可取的。
事实上，大多数时候，前一两句话只是用于背景信息。当然，也有很多时候第一句是需要被囊括的：在本例中，我们紧接着标题“确认偏见”后面的动词“is”。这意味着在这种情况下，我们确实需要包括第一句话。
对此可以有的定义总结是：
"According to the reading, the confirmation bias is a tendency to search for information that confirms one's beliefs while paying less attention to contradictory information. It's stronger with emotional issues and deep beliefs, and cannot be eliminated but only managed with critical thinking skills."
在这里，很多信息已经被省略。我们只需要说筛选、组织、复述重要的信息。
正如前文所说所，第一句中的定义并不常见。更常见的是定义隐藏在文中的一些定义性短语的附近，包括"is known as....” “is called..." "is referred to as..."等等。此外，也可以查找此类型的句子 "This is known as ...” 。这些定义性短语能更好帮助我们找到关键句。
这里我们再举一个例子。
The Actor- Observer Effect
In our daily lives, we interact with many other people. The motives for the behavior of others is not always well understood. We often understand our own motives very well, but completely misunderstand the motivates of other people. This phenomenon, called the Actor-Observer effect, occurs in everyday settings, and can cause conflicts with people. It is believed to happen because we have a great deal of insight into our own behavior and motivations, but not a lot of insight into those of other people.
上述定义在Task3题型中更典型。该定义不在第一句中。它就在短语"this phenomenon, called (title)" 之前，该句子后面也有一些重要的细节。
TIP：大多数Task3 Reading中，最后一句总是非常重要的，包含要点。
对这一个例子我们可以有的总结是：
We understand our motives / we do not understand other people's / this can cause conflicts / happens because we have insight into our behavior / do not have insight into those of others.
Lecture部分
例子：
“Okay, here’s a couple of examples-- from my own life. I was driving down the road the other day, minding my own business, at a regular speed. Suddenly, a car came driving up behind me. And wow -- it was going really fast. It scared me a lot! Then the driver suddenly pulled his car beside me and passed me - still going super-fast. Well, I thought to myself, what a terrible driver this person was. He was not only speeding, but he also passed me so quickly!! So, I decided he was a reckless driver -- that he was irresponsible on the road. I even honked my horn at him in annoyance.
Then, a week later, my daughter fell off her bike going down a hill and broke her arm. She was in terrible pain, and she was screaming -- plus, she had cuts on her face and legs. She was bleeding pretty badly. She was clearly in a lot of pain and suffering. Well, of course, I wanted to get her to the hospital as fast as I could. So, I got in my car and sped down the road. I quickly pulled around every car that was going slower than me -- of course, trying to get my daughter to the hospital. And I thought this was reasonable -- I did not think I was a bad driver -- but that was because I knew that my daughter needed a doctor --- I knew why I was driving fast.”
首先需要注意的是，你没有时间、没有意义去重复所有内容。此外，材料本身已经包含许多重复内容。要点其实在于准确地给内容进行分块，并分类速记，去掉冗余的信息。以下是一个速记内容示例，作者把Lecture内容分成2个部分。
第一部分：
The professor was driving/ a car came up behind him / it was speeding / it scared the professor
It pulled around him / he decided the driver was reckless / he honked his horn
第二部分：
The professor's daughter fell off her bike/ she was hurt with a broken arm and cuts / she was bleeding / he got in his car / he wanted to get to the hospital fast / he was speeding and he pulled around cars / he did not think he was a bad driver / he knew why he was driving fast.
Reading + Lecture
试着结合答题
现在你已经学完了一道真题的解析。让我们将上面的Lecture示例与前文The Actor- Observer Effect的Reading相结合，自己计时，试着将60s的概括内容完成。
推荐的时间安排是：
下定义为15秒，Lecture第一部分20-22秒，Lecture第二部分20-22秒。显然，这并不准确。对于其中一个部分，你可能需要多花几秒钟——但上述大约是你需要自己安排的事件走向。通过这种方式，你能够在60秒内回答问题。
这是本题的示例回答——试着从中比对与学习吧！
“According to the reading, the actor-observer effect is when we understand our own motives, but we do not understand other people’s. This can cause conflicts, and it happens because we have insight into our own behavior, but not into other people’s behavior. The professor gives an example from his own life. One day, the professor was driving, and a car came up behind him. It was speeding, and this scared the professor. It pulled around him, and he decided the driver was reckless. He honked his horn at the car. Later, the professor’s daughter fell off her bike. She was hurt with a broken arm and cuts, and she was bleeding. He got in his car and wanted to get to the hospital as fast as possible. He was speeding and pulled around cars. But he did not think he was a bad driver, because he knew why he was driving fast.”
首先，明确下定义。其次，避免重复多余的信息，专注于要点，如果有多余的时间可以加一句总结的话语（但非必需且不一定加分，看个人习惯）。
请记住，你正在转述和总结。不需要使用完全相同的单词，但太多的解释可能会改变含义。尽量重复音频里说的重点，不要重复细节。
最后请记住：没有什么比练习更好的了！熟能生巧，让我们一起练起来吧～！
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