【启德考培】有接触过一些口语 task 4 的话，应该不难发现 task 4 材料的结构大多是比较规整的：教授无非先 “来今天我们来说说这个“ 给个主题，然后分别讲两个对应的点和例子来具体解释下。

这道复述题要讲好，除了 “重要细节要全” 以外，就是 “能够在规定时间清楚讲完”。做过题的人，会发现这些都不容易做到。主要是里面的教授动不动就来一个2分钟的讲座（有时候甚至讲到2分半）。要把一个2分钟或者2分半的讲座内容压缩到1分钟的时间，还是很有难度，毕竟考试也不是测考生是否能够 rap；要拿到不错的分数，还得兼顾准确度和清晰度。当然，如果题目里的教授讲课比较规矩，都是用差不多的结构去给出重要信息，那我们还是可以通过练习，去学怎么整合细节以及整合哪些细节，把回答稳定下来。

但问题是，不是所有教授都那么 nice ，所以就算把上面提到的常规结构熟悉了，时不时还是会遇到一些比较 “阴险” 的讲座结构，让自己听的时候手忙脚乱，说的时候怀疑人生（“怎么我才开始说这个点 回答时间就到了？”）。所以今天来看几个 task 4 的特殊讲座结构，以及它们的细节怎么取舍。

一、“怎么顺序不一样了？”

这个结构应该算是比较好把控的，毕竟只是把几个不同部分位置移动了下。有些教授介绍完讲座主题后，会先一起总结和解释两个点，再给例子。比如下面这道讲防御机制的题：

protective adaptations,LABcircle,1分钟

讲座引入：So we’ve been talking about how animals have developed different ways of surviving and one way is from having developed special physical characteristics that helped protect them from the dangers in their environment. 讲座主题：These are known as protective adaptations and there are two different kinds.

先总结两种不同的防御机制：Some animals have defensive adaptations. That means they protect themselves by having body structures that make it hard for predators to get at them.And other animals have offensive adaptations, body structures that keep predators away.

第一种的例子：All right, let’s start with the turtle. It’s a good example of animal with defensive adaptation.Since you’ve probably all seen turtles, you already know that it has a hard shell that covers its back and vital organs. Its shell is a special physical characteristic and it’ so strong, it won’t break or split open, making it very hard for predator to get at it. The turtle also has a flexible neck, so it can pull its head down under its shell. Its legs can also fold up under the shell and provide more protection still.

第二种的例子：All right, but now, let’s talk about the porcupine. That’s an animal that protects itself with an offensive adaptation by threatening a predator with physical harm. Umm…in case you haven’t seen a porcupine recently, just imagine an animal with a small body that is covered with thousands of long sharp needle-like quills. Those quills are its special physical characteristic. So whenever a predator gets too near, when it brushes against a porcupine, those sharp quills come loose and become embedded in the predator’s skin. So predators know enough to stay away because they see the porcupine’s threatening quills and they don’t want to risk being hurt by them.

其实就是把顺序简单换了下；这样的讲座结构，还是可以按照原来的答题结构去回答。

二、“等等，到底哪个是要讲的例子？”

有些教授会在例子里加入一些 “配角” ，听的时候没感觉，回答的时候如果不避开这些 “配角”，那基本上讲不完。比较经典的是这个讲 the paradox of technology 的材料（部分音频）：

the paradox of technology,LABcircle,1分钟

讲座引入 Technology is supposed to make people's lives easier. But, in fact, some inventions that are supposed to make life easier, actually make life more difficult in a variety of ways. 讲座主题 What's going on here is something called the paradox of technology. That's when a new technology that's supposed to simplify life actually has the opposite effect.

第一个例子：For example, 配角例子warning⚠️ electronic devices, DVD players, TV, stereos. Each one of these different devices comes with its own remote control. Now remote controls are handy. You don't need to get up from your seat to change the TV channel or, or to turn down the volume on your stereo. Everybody loves them. But, uh, say if your DVD player is hooked up to your TV, well, then you may need two remote controls to watch a movie. To get rid of the need for multiple remotes, universal remote controls were invented. 主角例子 One universal remote control can be programmed to operate all your electronic devices. However you have to program it yourself. So you spend hours reading a manual, figuring out the directions and after you've programmed it, you want to use it, but you have to remember which buttons do what, if you forget, you have to go back to the manual. The universal remote control was supposed to make life easier, but instead it's more complicated.

通常，这些 “配角” 都会融入在例子里，作为背景介绍，帮助考生了解所讲的场景，但却不是主题或者点对应的直接例子。比如上面这道题，remote control 的大段解释，只是帮不清楚什么是 remote control 的考生去了解，但听到后面，就会发现想用来讲 the paradox of technology 的是 universal remote control，因为 opposite effect 都是在描述它。回答的时候，直接复述 universal remote control 的例子就好。

三、“两个点呢？两个点去哪里了？”

刚才上面的两篇，讲座主题都是并列内容（并列的点，并列的例子），很多考生练习习惯了，会用 the first example is / the second example is 去衔接。但是有些教授，不讲两个并列的点，比较出人意料，如果没有及时意识到，还是继续 “the first example is / the second example is”，会影响内容的逻辑。比如这篇讲 flying squirrel 的：

animals' activity cycle,LABcircle,2分钟

讲座引入 Most animals, including humans follow biological cycles that are 24 hours long. Now what determines these 24-hour cycles? Do animals have something like a 24-hour clock inside them? Or are biological cycles determined by external factors, like the alternation of daylight and darkness. Well, research suggests that the answer is somewhere in between. 讲座主题 Animals do have an internal clock, but external cues are important, too. 

例子 Take flying squirrels. 内部生物钟 Flying squirrels are nocturnal. They are active during the night and sleep during the day. But in the experiment, some of these squirrels were kept in constant darkness. They were not exposed to any daylight for about a month, now do the squirrels continue to follow regular cycles of activity? Actually, they did. They continue to have regular patterns of sleeping and waking. This indicates that animals do having an internal clock which regulates their activity cycles. 

外界刺激 But, the internal clock is not precisely 24 hours long. Instead of following 24-hour cycles, the squirrels followed cycles that were about half an hour shorter than that. So every day they woke up a little bit earlier. Without external cues, without sunlight to fine-tune their internal clocks, the squirrels’ biological cycles drifted. So eh, what happened when the squirrels were exposed to daylight again? Well, after a month of darkness, a month of waking up half an hour earlier each day, the squirrels’ activity cycle had shifted a lot. So, at first, their schedules didn’t match up with the normal day. They weren’t active during the nighttime as flying squirrels usually are. Instead, they were waking up in the middle of the day. But after a while, the squirrel cycles began to change. Gradually, external cues, the cycle of light and darkness adjusted their internal clocks. So, eventually, um…they were brought back into a normal 24-hour schedule.

好的地方在于，整体还是三部分（主题介绍 / 前半部分内部生物钟 / 后半部分外界刺激）。如果刚好遇上这样的讲座，20 sec 的准备时间就利用起来把三个部分的第一句话理一下（特别是前后两部分的衔接句），最好在笔记上把写一些词提醒自己。毕竟也不想自己习惯性脱口而出 “The second one is”。

不按常规有点讨厌，但也能理解；毕竟考题也不能太 boring 是吧。