托福口语task4听力文本汇总1344048.docx
- 文档编号:24736082
- 上传时间:2023-06-01
- 格式:DOCX
- 页数:51
- 大小:49.30KB
托福口语task4听力文本汇总1344048.docx
《托福口语task4听力文本汇总1344048.docx》由会员分享,可在线阅读,更多相关《托福口语task4听力文本汇总1344048.docx(51页珍藏版)》请在冰豆网上搜索。
托福口语task4听力文本汇总1344048
TPO1
Groupthink
Oneprocessbywhichgroupsmaymakebadorirrationaldecisionsisknownasgroupthink.Individualmembersofagroupattempttoconformtheiropinionstowhattheybelievetobethegroupconsensuseventhoughtheresultmaybenegative.Therearemanyreasonswhygroupthinkhappens.Theseincludethedesiretobeliked,fearoflosingajob,orevennotwantingtobetheoneemployeedelayingadecisionthatseemsinevitable.Thesekindsofimplicitpressurestoconformleadgroupmemberstoultimatelymakedecisionsthateach,byhimselforherself,mightnormallynotmake.
Explaingroupthinkanditseffects.Usingtheexampleofthecomputercompany.
Nowlistentopartofalectureonthistopicinabusinessmanagementclass.
(maleprofessor)
So,letmetellyouaboutmyownexperienceswhenIwasworkingforacomputercompanyacoupleofyearsago.So,onedayaco-workerandIsuggestedweshouldgiveourcomputersadesignmake-over:
makethemlookmoreup-to-date.Marketresearchwasshowingthatnewcustomerssaidtheywouldbemoreinterestedinbuyingourcomputersiftheylookedcooler.Ourtechnologywasadvancedbuttheoutsidedesignlookedreallyold-fashioned.
Atfirst,morethanhalfthegroupsupportedus.Therewereafewseniormanagerstherewhodidn’tsupportthedesignchange.Oneoftheseniormanagersaid,“Ourfocushasalwaysbeenontechnology,changingthelookisanunnecessarycost.”Almostimmediately,someofoursupporterschangedtheirminds!
Evenmyco-workerchangedhismind!
WhenIaskedhimwhyafterthemeeting,hetoldmehedidn’twanttomakeabadimpressionontheseniormanagers.Hethoughtthatdisagreeingwiththemmightjeopardizehischancesofgettingapromotionbynot
lookinglikeateam-player.
Whataboutme?
Ihatetoadmitit,but,afterafewhoursofdiscussion,Istartedwonderingifitwaswortheveryone’stimetoargueaboutthis?
Asmorepeoplesidedwiththeseniormanagement,IstartedtofeelthatIwastheonlyoneholdingupthevote.Everyoneelseseemedtothinkchangewasn’tnecessary.Ivotedagainstmyownideaintheend.
Soweunanimouslydecidedtostaywiththecurrentold-lookingdesign.Butthisdecisionendedupcostingusalotofmoney.Thatsameyear,ourcompetitorcameoutwithanewdesignthatattractedsomeofourcustomersandpreventedusfromprofitingfromnewcustomers.
Explaingroupthinkanditseffects.Usingtheexampleofthecomputercompany.
TPO2
SocialInteraction
Peopledealwitheachothereveryday.Thisinteractionisattheheartofsociallife.Thestudyofsocialinteractionisconcernedwiththeinfluencepeoplehaveoveroneanother’sbehavior.Peopletakeeachotherintoaccountintheirdailybehaviorandinfact,theverypresenceofotherscanaffectbehavior.Forexample,oneprincipleofsocialinteraction,audienceeffects,suggeststhatindividuals’workisaffectedbytheirknowledgethattheyarevisibletoothers,thatthepresenceofotherstendstoalterthewaypeoplebehaveorperformanactivity.
Explainhowtheexampleoftyingshoesandlearningtotypedemonstratetheprincipleofaudienceeffects.
NowlistentopartofthetalkinaSociologyclass,theprofessorisdiscussingtheaudienceeffects.
Professor
Okay,sowesaidthatthewayweinteractothershasanimpactonourbehavior.Infact,thereissomeinterestingresearchtosuggestthatinonetypeofinteraction,whenwearebeingobserved,specifically,whenweknowwearebeingwatchedasweperformedsomeactivity,wetendtoincreasethespeedatwhichweperformthatactivity.Inonestudy,collegestudentswereaskedtoeachputonapairofshoes,shoeswithlacestheywouldhavetotie.Now,onegroupofstudentswastoldthattheywouldbeobserved.Thesecondgroup,however,didn'tknowtheywerebeingobserved.Thestudentswhowereawarethattheywerebeingwatched,actuallytiedtheirshoesmuchfasterthanthestudentswhothoughttheywerealone.Otherstudiesconfirmthesameistrue,evenwhenwearelearningnewactivities.Let'ssaysomeoneislearninganewtask,forexample,learninghowtotype.Whentheyareconsciousofbeingobserved,they’lllikelybegintypingatamuchfasterratethantheywouldiftheywerealone.Butandthisisinteresting,thestudyalsoshowedthatcertaincommonbehavior,thingspeopletypicallydolikemakingmistakeswhenyou’relearningsomethingnew.Thatbehaviorpatternwillalsoincrease.Soinotherwords,whenwearelearningtotype,andweknowwearebeingwatched,wealltypefasterbutwe’llalsomakemoremistakes.
Explainhowtheexamplesoftyingshoesandlearningtotypedemonstratetheprincipleofaudienceeffects.
TPO3
CognitiveDissonance
Individualssometimesexperienceacontradictionbetweentheiractionsandtheirbeliefs–betweenwhattheyaredoingandwhattheybelievetheyshouldbedoing.Thesecontradictionscancauseakindofmentaldiscomfortknownascognitivedissonance.Peopleexperiencingcognitivedissonanceoftendonotwanttochangethewaytheyareacting,sotheyresolvethecontradictorysituationinanotherway;theychangetheirinterpretationofthesituationinawaythatminimizesthecontradictionbetweenwhattheyaredoingandwhattheybelievetheyshouldbedoing.
Usingtheexamplediscussedbytheprofessor,explainwhatcognitivedissonanceisandhowpeopleoftendealwithit
NowlistentopartofalectureaboutthistopicinaSociologyclass.
Professor(male)
Thisisatruestoryfrommyownlife.Inmyfirstyearinhighschool,Iwasaddictedtovideogames.IplayedthemallthetimeandIwasn’tstudyingenough.IwasfailingChemistrythatwasmyhardestclass.SothiswasaconflictformebecauseIwantedagoodjobwhenIgrewupandIbelieved,Iknew,thatifyouwantagoodcareeryougottadowellinschool.ButIjustcouldn’tgiveupvideogames!
Iwascompletelytorn.
Andmysolutionwastochangemyperspective.See,theonlyclassIwasdoingreallybadlyinwasChemistry.Intheothers,IwasOK.SoIaskedmyselfifIwantedtobeachemistwhenIgrewup?
AndthefactisIdidn’t.IwasprettysureIwantedtobeasociologist.SoItoldmyselfmychemistryclassdidn’tmatter,becausesociologistdon’tneedtoknowchemistry.Inotherwords,Ichangedmyunderstandingofwhatitmeanttodowellinschool.Ireinterpretedmysituation.Iusedtothinkthatdoingwellinschoolmeantdoingwellinallmyclasses.ButnowIdecidedthatsucceedinginschoolmeantonlydoingwellintheclassesthatrelateddirectlywithmyfuturecareer.Ieliminatedtheconflict,atleastinmymind.
Usingtheexamplediscussedbytheprofessor,explainwhatcognitivedissonanceisandhowpeopleoftendealwithit.
.
TPO4
NonverbalLanguages
Nonverballanguagereferstohumanemotionalexpressionswithoutinvolvingverbalstatements.Facialexpressionsandbodymovementsarethetwomostlyattributedtypesofnonverballanguages.Itisgenerallybelievedthatnonverballanguagesfunctionastheenhancementofemotionalexpressionswhentheyconsistwithverballanguages.Underthecircumstancesthatnonverballanguagesandverballanguagescontradictsinthecontentstheyexpress,nonverballanguagesaremorelikelytoreleasepeople’strueemotions.
Explainhowtheexamplesfromtheprofessor’slectureillustratetherelationshipbetweenverbalandnonverbalcommunication
Task4:
Nowlistentopartofalectureonthistopicinapsychologycourse.
Professor(male)
Lastmonth,myfavoriteunclepaidmeasurprisevisit.Ihadn’tseenhiminmanyyears.Thedoorbellrang,IopenedthedoorandtherewasunclePete.Now,IamsurewhenIsawhimIsaidsomethinglike,“UnclePete,whatasurprise!
Hownicetoseeyou.”Anyway,mywifewasstandingnexttome,andaccordingtoher,Iwasn’treallyawareofthis,myeyesgotreallywideandIbrokeintoahugebigsmile,shesaidIwasreallyjumpingupanddownlikealittleboy.Well,anyway,laterthateveningunclePetetoldmehowveryverygoodhefeltwhenhesawhowhappyIwastoseehim.
Butcomparedthatwiththis:
mydaughter,she’ssix,wewerebuildingabirdhousetogetherlastweek,andIwasshowingherhowtouseahammerandanail.And,ofcourse,stupidme,Iwasn’tbeingverycarefulwhenIsmashedmythumbwiththehammer.Boy,ithurt!
Ialmostfeltlikescreaming,butIdidn’twanttoupsetmydaughter,soIsaid,“Don’tworry,honey.It’snothing.”Meanwhile,Iwasshakingmyhandasifthatwouldstopmythumbfromhurtingandmyfacewascontortedinpain.Myvoicewastrembling,too.So,eventhoughItoldmydaughterIwasOK,Iamsureshedidn’tbelieveme,becauseshekeptaskingmeifIwasOK.
Explainhowtheexamplesfromtheprofessor’slectureillustratetherelationshipbetweenverbalandnonverbalcommunication.
TPO5
ReadapassageaboutTargetMarketing.Youwillhave45secondstoreadthepassage.
Beginreadingnow.
TargetMarketing
Advertisersinthepasthaveusedradioandtelevisioninanattempttoprovideinformationabouttheirproductstolarge,generalaudiences;itwasoncethoughtthatthebestwaytosellaproductwastoadvertiseittoasmanypeopleaspossible.However,morerecenttrendsinadvertisinghaveturnedtowardtargetmarketing.Targetmarketingisthestrategyofadvertisingtosmaller,veryspecificaudiences–audiencesthathavebeendeterminedtohavethegreatestneedordesirefortheproductbeingmarketed.Targetmarketinghasprovedtobeveryeffectiveinreachingpotentialcustomers.
Usingtheprofessor’sexamples,explaintheadvertisingtechniqueoftargetmarketing.
Task4:
Nowlistentopartofalectureonthistopicinamarketingclass.
Professor(m
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 托福 口语 task4 听力 文本 汇总 1344048