pte rl 技巧

各位学霸们好，今天黄老师跟大家来分享一个PTE口语Retell Lecture的得分小技巧。

错误原因分析

很多同学在练习RL的时候，都是从文章中任意记录若干个词，然后把它们塞入模板中，以保证拿到流利度的高分。

但是，其实这样的方法并不适合每一个考试，因为对于这道题来说，评分是由三个部分组成的：发音 + 流利度 + 内容。如果我们任意记录文章词的话，那么这些词不能对应文章的重点词，电脑在识别的时候会给同学们一个低内容分。

在这个时候，如果同学们的发音功底比较好，那么电脑会在一定程度上忽略掉内容分，根据大家的发音流利度去评分。

但是，如果同学们的发音分数本身一般，而内容分也不能拿到的话，这道题就很容易得到一个低分。

所以，同学们可以观察下，使用无脑模板考过的成绩单，是不是大部分发音的分数都比较高。然后再反思下：自己的发音有没有达到目标分数要求。

如果没有的话，那么黄老师推荐大家：不要放弃任何内容分。

高内容分满足条件

回到RL这道题，这道题每篇文章一般会有4-5个重点句，而每句话中又对应了若干个重点词，同学们如果需要拿到一个高内容分，就需要尽可能多的记录下这些重点词，一般来说，这些重点词需要满足下列两个条件：

1.围绕主旨的说明（比如主旨为first robot，那么记录的所有词都必须是first robot的说明）

2.并非举例重复信息（文章中会出现大量的论点举例，或者重复出现的信息，这些是不需要记录的）

而为了达到这一点，有两条路可以走：

1.长期练习（稳定出分）：练习找重点 + 做笔记的能力

2.短期背诵（机经原题）：熟读机经蓝色核心词（参考《雅培PTE满分答案11&12月版》，需要的同学们可以找黄老师免费领取哦！）

无论是用哪种方法，同学们都必须对自己的实力和适合自己的备考方法有一个清楚的了解，千万不要盲目相信无脑模板套路！很多时候他们并不是对所有学生都适用的。

最后，黄老师附上本周出现的口语RL真题答案，同学们可以按照上述原则分析一下答案中的重点蓝色词汇，并且理解性记忆哦！

上周口语RL真题答案

编号#28 Taxonomy

Welcome to today’s lesson, we are continuing with our study of taxonomy. Taxonomy is how scientists classify organisms into different groups based on the characteristics that they share. So for instance, a good way of thinking about taxonomy is the U.S. postal service. If we want to send a letter to someone, we first start off by addressing it to the nation they are in, by default, we usually assume that’s America, but it doesn’t have to be, it could be England, or Costa Rico or Spain, you put their nation or their kingdom. Then within that Kingdom, you address it to a slightly more specific level, umm, their state, so for instance, South Carolina, would be the same as the … (gibberish…), within that state, you would address it to their city. And then to their street number, the street they live on, and then you would address it to say, their apartment complex, within that complex, you’d address it by their last name to their family. And finally the first name, to the specific person you want to get it to. And in that way, we are able to weed out all the 400 million people we don’t want to send our letter to, in America, and pinpoint the exact person we want the letter to reach. And (in) the same way, scientists use taxonomy, trying to pinpoint a living creature and organism and how it relates to everything else in the world.

编号#12 Innovation and Invention

He says innovation equals invention. Let me just stop here. Innovation equals invention often people mistake these two things for the same thing. Innovation equals invention, they are not. Innovation is something that generates value for the world. It makes something faster, better, cheaper. It gives someone some great satisfaction. An invention is an idea, a technology, a patent. In and of itself, it does not generate value. So these two are not the same thing. And sometimes you see them interchange. And that’s not correct. So innovation equals invention times commercialization. So and when we look at this equation of innovation something of value, it requires a new idea and then it requires someone or some organization that is going to commercialize that idea. And to make it a value to the world.

编号#15 Teaching Research

All of my research and that I conducted was my 60 plus graduate students, was motivated by their need to learn, so that we can teach. Of course, in some inventions happened along the way but I’ve always considered the end result. And I always consider that these inventions to be by-products, by-products of the learning process. The end product for me was always better understanding or when one really succeeded, a unifying theory that can help us in teaching the subject. I’ve also looked at teaching as a vehicle to try new ideas, of new ways to doing things on an intelligent group of learners. That is as a vehicle for the teaching-research results. And my experience, this kind of teachings is the most stimulating and motivating to students. I have also uncovered many interesting research problems in the course of teaching a subject. It is this unity of research and teaching, their close connection and the benefits garnered by exercising and the interplay that to me characterizes a successful professor.