托福口语的Task 3 是很多同学最害怕的保留节目。遇到科学类Task 3 的时候被一堆奇形怪状的学科词汇搞得一脸懵逼，好不容易遇到社科类Task 3 感觉全听懂了，结果勤勤恳恳说了半天，发现刚刚说了个开头时间就到了，然后又懊恼不已。如果遇到了科学类Task 3 因为生词问题实在是听不懂的话那我们可能目前也没有什么办法，可是如果明明听得很清楚，就是就是没有时间把记录下来的信息都说出来是真的很可惜。因此，我们今天就来研究一下如果遇到了特别冗长啰里八嗦的Task 3 题目的话应该怎么做，在有限的时间内把采分点都说到。 首先，让我们复习一下阅读部分需要看的东西：   Behavioral Exposure Because they fear failure or some other unpleasant consequences, children are sometimes afraid to engage in certain behaviors that could be beneficial to them. One technique that can help children overcome this kind of fear is behavioral exposure. With this technique, children are encouraged to perform gradually increasing amounts of the feared behavior. After they are repeatedly exposed to the behavior and experience no negative consequences, they gradually become confident that a negative outcome is unlikely, and they are eventually able to overcome their fear.   在看文段的时候，可以先找到概念词behavioral exposure, 这个单词在第三行出现。之后，我们可以判断出来给这个词下定义的是后面的一句话，With this technique, children are encouraged to perform gradually increasing amounts of the feared behavior. 所以，我们的definition 句就可以说 with behavioral exposure, children are encouraged to perform gradually increasing amounts of the feared behavior.   其次，我们可以看一下这篇无比冗长而啰嗦的文章并且写一下笔记   Now listen to part of a lecture on this topic in a psychology class. I've used a version of this technique with my children. When my son Tommy was 8 years old, we moved here to Los Angeles. And when we first got here, Tommy was afraid to talk to the kids in the neighborhood. He was afraid they wouldn't accept him that they wouldn't like him. Then one Saturday afternoon, I saw Tommy looking out the window, watching some kids riding the bikes outside. Now, Tommy had a bike. He loved to ride. And I knew he really wanted to go out and play with those kids. So I said to him, Tommy, wanna walk down to the store and get some ice cream? And he said okay. Then I said, and how about when we walk passed those kids, let's just say hi. Okay? He was a little reluctant, but he said okay, so we walked to the store. As we approached the kids, I gave Tommy a little nudge. And he very bravely said hi. The kids all said hi back to him and very friendly. And we continued walking, I could see Tommy starting to relax.   Then on the way back from the store, I said to him, how about this time when we walk passed the kids, you say something nice to them about their bikes?   He said, okay, I could tell he was feeling a little more confident now. And this time when we approached the kids, Tommy said to one of them, that's a really cool bike. I bet you can go really fast on that. And the other boy’s face lit up and he said, watch. And he rode his bike as fast as he could. Well, we reached home. And a little while later, Tommy said to me, dad, I think I'm gonna go outside and ride my bicycle. So he went out on his bike and rode up to the other kids, and they started talking. And by the end of the afternoon, he made several new friends.   Tommy, 8, LA Afraid talk, neighborhood Saturday, looking out the window, kids riding bikes Loved to ride, wanted go out Said, get ice cream, OK Said, walk passed, say hi Reluctant, ok Approached, nudge, said hi Kids said hi back, relax Back from store, say nice bike Ok, confident Approached, said cool, go fast Boy’s face lit up, rode fast Reached home, said ride bike Went out, rode up, started talking Made new friends   现在问题来了，如果你尝试着把这些笔记从头到尾事无巨细地说一遍的话，除非语速起飞瞬间开始唱hardcore rap, 那你基本上得说个两分多钟。但是Task 3 一共只给我们一分钟的时间呀，这个咋办呢？以下几个方法可以让我们化解这个问题：

1. 信息分层

我们来看一下这个故事可以分为几层呢？首先教授和他的儿子搬家到了一个新的城市这是第一层。其次在一个星期六，教授提议和儿子一块儿儿去买冰激淋，同时怂恿他跟其他小朋友们say hi这是第二层。第三层是他们从冰激淋店回来的路上，教授让儿子夸别的小朋友们的自行车特别好。第四层是在他们到家之后，Tommy自告奋勇去和别的小朋友们骑自行车，然后交了几个朋友。这样，我们就把笔记也分为了四层。我们可以在草稿纸上画几个横线，让自己知道整个故事的结构。

2. 信息筛选

在进行分层以后，我们就可以看一看哪里更加重要，哪里更加不重要了。实际上，对于故事类Task 3 而言，最重要的不是说上类似于Tommy八岁了这样特别细的细节点，而是可以在规定时间以内把整个故事的走向和结局说清楚，因此我们不可避免地得对一些无关紧要或者重复的信息做一些筛选。筛选之后的笔记长这个样子   Tommy, 8, LA Afraid talk, neighborhood Saturday, looking out the window, kids riding bikes Loved to ride, wanted go out Said, get ice cream, OK walk passed, say hi Reluctant, ok Approached,nudge, said hi Kids said hi back, relax Back from store, say nice bike Ok, confident Approached, said cool, go fast Boy’s face lit up, rode fast Reached home, said ride bike Went out, rode up, started talking Made new friends 有些同学可能在这里会问了，筛掉了这么多辛辛苦苦写下来的细节，岂不是很亏吗？问题在于如果前面絮絮叨叨说一堆，结果后面两个层次都没有说，答案会更加片面，扣除的分数会更多。毕竟托福考试是一个语言考试而不是手速考试，更多的还是看我们对于内容的理解和自己组织语言的能力，所以说很多细节并不会特别给我们加分。

3. 概括

虽然删减了一些信息，但是如果我们不紧不慢地说这个笔记的话可能也会超时30秒左右，毕竟我们组织语言还是需要时间的嘛。因此，说的时候语言应该有概括性，而不是把重复的信息都说出来。这样不仅可以节省时间，还可以显得我们的语言简练而且有逻辑性。 比如说教授和Tommy 去买冰激淋，教授让Tommy 打招呼那个部分，如果我们不提炼的话可能会说成 The professor said to Tommy, “let’s go get some ice cream.”, and Tommy agreed. And on the way there, the professor asked Tommy to say hi to other kids. Although Tommy was a little reluctant, he said “Ok”. When they approached other kids, Tommy said hi to other kids, and other kids said hi back, so Tommy was relaxed. 这个地方也没有推动多少情节，理论上只应该占我们整个答案的五分之一不到，但是如果事无巨细地说的话就很有可能说个30秒钟出来。 因此，我们可以稍微概括一下这个部分，换成The professor asked Tommy to get some ice cream, and on the way there he asked Tommy to say hi to other kids. Although Tommy was somewhat reluctant, he did it, and other kids said hi back, so Tommy was relaxed. 这样就至少节省了十几秒钟的时间，而且每一个得分点都说到了。

4. 注意语言

社科类Task 3 大部分都是过去式，因此我们得格外注意这个点。有的时候同学们有这个意识，但是说着说着就时态混乱了。其实我们可以用一些小技巧，比如说would 或者could 后面接动词原形，这样比现场想动词的过去式快一点儿。不过这毕竟不是长久之计，我们还是需要夯实语法基础，保证流利而且正确地说过去式没有压力的。

5. 掌控时间

我们在练习托福口语的时候一定得养成随时看表的好习惯，一边说一边思考如何调整后面的内容，保证在规定时间之内可以把框架都说出来。比如说如果只剩下不到十秒钟了，但是最后一层还没有说，可以概括成in the end, Tommy rode up to other kids, and he made friends, 也算是给全文做了一个很好的总结。如果只剩下最后一层没有说，但是还有15秒钟，就可以多说点儿，比如说when they reached home, Tommy asked to ride his bike outside. So he rode up to other kids, and at the end of the day, he made several new friends.

托福口语Task 3范例回答

With behavioral exposure, children are encouraged to perform gradually increasing amounts of the feared behavior. The professor moved to Los Angelos with his son Tommy. At first, Tommy was afraid to talk to other kids. One day, Tommy was looking out the window since some kids were riding bikes out there. The professor then asked Tommy to get some ice cream. On the way there, he asked Tommy to say hi to other kids. Although Tommy was a little reluctant, he did so when they approached other kids, and other kids said hi back. Tommy then started to relax. When they came back from the store, the professor asked Tommy to say something nice about other kids’ bike, and Tommy became more confident. When they approached, Tommy said that the bike was really cool, and the other boy’s face lit up. When they reached home, Tommy asked to ride his bike outside, so he rode up to other kids and made several new friends at the end of the day.

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