托?？谡Z(yǔ)備考如果只是一味地做題也會(huì )覺(jué)得很枯燥,語(yǔ)言本來(lái)本來(lái)是用來(lái)交流的,而不是考試的。下面小編就和大家分享 托?？谡Z(yǔ)表達中的常用口頭語(yǔ),希望能幫助到大家,來(lái)欣賞一下吧。

托?？谡Z(yǔ)評分標準 口語(yǔ)是這樣評分

1. 每道口語(yǔ)題會(huì )被一位考官給一個(gè)原始分(0-4 之間的整數分)。

2. 一個(gè)考生的六道口語(yǔ)題,會(huì )被至少兩位,*多三位考官評分。

3. 六道口語(yǔ)題的分數加在一起(0-24分),取算數平均值(0-4分之間,但會(huì )出現小數點(diǎn)后0/.83/.66/.50/.33/.16 六種不同情況)

4. 該平均值,根據下面這張轉換表,轉換為0-30分的總分。

而*終顯示在各位成績(jì)單上的則是依據不同題型,按照

Familiar Topics,

Campus Situations,

Academic Course Content三項題型,分別給予評價(jià)也即是通過(guò)每道題目的分數,根據算術(shù)平均數的計算結果,結果分為4個(gè)標準。

二.托?？谡Z(yǔ)答題注意事項

1.并非答的越多越好

簡(jiǎn)單來(lái)說(shuō),答題時(shí)說(shuō)的內容多和少和*終的得分沒(méi)有必然的聯(lián)系。上面的圖所顯示的是ETS官方曾經(jīng)發(fā)表的一篇研究報告。報告里面統計了近1000篇真實(shí)托?？荚囍衼?lái)自世界各地考生的真實(shí)考試錄音,并按照*終題目的得分情況分組,然后統計了在每個(gè)分數段中每個(gè)考生所說(shuō)的單詞數量。表格的*右側兩列統計的是每個(gè)分數段中說(shuō)話(huà)*少的人、*多的人,分別說(shuō)了多少個(gè)詞。拿3分的答案舉例,有的考生在45秒的答題時(shí)間內只說(shuō)了49個(gè)詞,拿到了3分。而有的考生說(shuō)了174個(gè)詞,仍然只拿到了3分。再參照前面幾列的平均數字,我們就可以得出結論:答題內容的多少并不是得分高低的必要因素。內容足夠充分、足夠細節化即可,無(wú)需追求面面俱到。

2.口語(yǔ)答題詞匯無(wú)需高大上

口語(yǔ)答題詞匯量無(wú)需有多"高大上",也一樣能夠拿到高分。答題時(shí)詞匯、短語(yǔ)和句式的準確性和搭配的恰當性,相比之下則更重要。

3.不存在壓分現象

托?？谡Z(yǔ)部分*不存在壓分現象。原因很簡(jiǎn)單:考官并不知道考生具體來(lái)自哪個(gè)*!全世界考生的口語(yǔ)題目錄音完成后,都會(huì )給發(fā)送給ETS總部,再由ETS總部下發(fā)給各位口語(yǔ)評分考官進(jìn)行評分。在評分時(shí),考官并不知道考生具體來(lái)自哪個(gè)*,因此也無(wú)從談起根據不同的*或地區進(jìn)行壓分了。而且,評分人在評分過(guò)程中,隨時(shí)都會(huì )被*的評分主管進(jìn)行監督,以保證評分的穩定性和公平性。如果考生對自己的口語(yǔ)部分得分有較大異議,也可以通過(guò)托?？荚噲竺W(wǎng)站申請成績(jì)復議。

托?？谡Z(yǔ)范文:學(xué)生應該參加志愿服務(wù)嗎

Task2 – Some universities encourage their students to get involved in voluntary jobs in the community like cleaning the public park and tutoring? Do you agree or disagree?

Should students be required to do volunteer work?

托?？谡Z(yǔ)模板及托?？谡Z(yǔ)真題參考答案范文:

托?？谡Z(yǔ)范文一:

Sample

I would definitely support the university’s voluntary program as it benefit student so much. For starters, those community services would give students a sense of responsibility and purpose. For example, I spent quite a while with some primary student last year, helping them with their reading. I observed their way of thinking and what they like or dislike. And I realized how to comfort them when they were upset and encourage them when they fell sorrow. Also, this experience shapes my personality. I became more open-minded and are more willing to communicate with others than before.

托?？谡Z(yǔ)范文二:

12月5日托?？谡Z(yǔ)真題Task 2

I think students should be required to do volunteer for the following reasons. Firstly, it’s important for students to learn to give back to the community at an early age. I first started volunteering when I was only 8 years old, I remember it was right before Christmas and my parents signed us up for volunteering in the soup kitchen in my neighborhood. I was the youngest volunteer there that day and I used a big ladle to serve hot soup to the homeless. That was kind of a milestone in my life because that was when I understood the importance of sharing what we have with the less fortunate and I also realized how good it feels when we know we are capable of helping others. Today volunteer work has become a big part of who I am and I think all students should learn the meaning of volunteering from an early stage of life. Plus, it’s a good chance for students to sharpen their communication skills. In volunteer work, more often than not, you will have to work with others in a group, that’s a good opportunity for students to learn to be great listeners while getting their own voices heard at the same time.

托?？谡Z(yǔ)范文:小孩學(xué)習心理

托?？谡Z(yǔ)范文:

托?？谡Z(yǔ)真題Task 4

In the lecture, the professor introduces the concept of shaping which means children observe the reaction of people around them when they learn a new skill, parents and teachers can better educate the children based on this quality. He offers us an example of his kid to illustrate it. When his kid just started coloring, he got praises and compliments despite of the quality of his work. After a while, the professor changed the strategy. Not like before, this time he only praised his kid when he was able to color the tree, he gradually raised the bar and his child started improving little by little as well. And now the professor only tells his kid that he’s doing a good job when he’s able to color the trunk of the tree. That’s how the professor uses the example of his own child to illustrate the concept of shaping.