托福口語(yǔ)task1?？碱}型

托?？谡Z(yǔ)task1?？碱}型，很多同學(xué)對(duì)于這個(gè)問(wèn)題有疑問(wèn)和不解，那么下面就跟著中國(guó)教育在線的小編詳細(xì)了解一下吧。

托?？谡Z(yǔ)task1常考題型

1、人物類考試題目——出題方式主要有2個(gè)

Who is the person you admire most?(可能會(huì)變通為your favorite teacher， the person influenced youmost in your family 等等)。

What are the characteristics of a good leader/teacher/ boss? 所有的題目都要求我們給出具體的要點(diǎn)。

2、地方類考法——出題方式只有1種，但可以變通為無(wú)數(shù)種。

Where would you like to go to relax?

可以變通為： your favorite place./ The place you go to often/ the school that gives yourstrong impression.

3、事物類題目——出題方式稍有變化，題目數(shù)量逐年增加。題目考法如下：

The most important gift you ever received. 可以變通為：

The object you cherished most when you are young.

Your favorite toy.

Describe one gift you ever given to others.

4、事件類題目，此類問(wèn)題比較復(fù)雜，是因?yàn)槔锩鏁?huì)考到decision,choice,personal preference等。此類題目典型考法：

Describe an event you felt happy and explain why.

The most important decision you ever made.

Describe one successful experience.

A celebration that impressed you.

A challenging experience.

A situation you asked for help， the response of the others.

托福口語(yǔ)Task1高分模板

Task1的模板可以包含下列幾個(gè)方面：

1. 主題句(topic sentence)

2. 2~3個(gè)論據(jù)(supporting details)

3. 過(guò)渡詞(transitional words: because, also, finally; first, second, finally, for example)

task1的模板不可以過(guò)于復(fù)雜。使用下列最簡(jiǎn)模板(TST模板：T=topic sentence; S=supporting details; T=transitional words)就可以。

1. __________ (topic sentence). __________ because __________. __________. Also, __________. __________. Finally, __________. ___________.

2. __________for the following reasons (topic sentence). First, __________. __________. Second, __________. __________. Finally, __________. __________.

如果回答比較詳細(xì)，可以參考下列高分模板：

1. The __________ is __________. There are three reasons why __________. First, __________. In other words, __________. Second, __________. For example, __________. Third, __________. __________. For these reasons, __________.

2. My favorite __________ is __________. There are several reasons why __________. One is that __________. In other words, __________. Another is that __________. For example, __________. Still another is that __________. __________. In conclusion, __________.

3. __________. Why is __________? One reason is that ___________. In other words, __________. A second reason is that __________. For Example, __________. The final reason is that __________. __________. For these reasons, __________.

4. __________ is ___________. ___________. There are several ways that __________ is __________ to me. For Example, __________. Also, __________. __________. In addition (or: Finally), __________. __________. In summary, __________.

新托福口語(yǔ)：鬼門關(guān)變凱旋門

如今，托福iBT考試已將口語(yǔ)能力的考核加入，而且分值和閱讀、聽(tīng)力、寫(xiě)作對(duì)等。這就使得以前只關(guān)注讀寫(xiě)聽(tīng)的考生不得不花時(shí)間和精力來(lái)準(zhǔn)備口語(yǔ)部分。據(jù)調(diào)查統(tǒng)計(jì)，考生各部分的成績(jī)排列從閱讀、聽(tīng)力、寫(xiě)作到口語(yǔ)依次降低，口語(yǔ)的分?jǐn)?shù)在各部分中通常是最低的。這個(gè)現(xiàn)象在考生中引起的巨大的恐慌。 另一種狀況是，即便是平時(shí)自認(rèn)為口語(yǔ)能力不錯(cuò)，聽(tīng)力能力也很好的同學(xué)，也會(huì)對(duì)自己最后較低的口語(yǔ)成績(jī)感到不解。于是口語(yǔ)部分的考核就變得更加令人琢磨不透了。ETS 對(duì)口語(yǔ)部分的評(píng)判標(biāo)準(zhǔn)定得也相對(duì)模糊，從某種意義說(shuō)，不能提供給考生清晰的指導(dǎo)。這樣一來(lái)，口語(yǔ)能力差的同學(xué)怕考試，口語(yǔ)能力好的同學(xué)也對(duì)之沒(méi)有太大信心，口語(yǔ)部分的考核似乎成了考生們的“鬼門關(guān)”。

筆者在執(zhí)教托福口語(yǔ)課程的過(guò)程中發(fā)現(xiàn)，目前大多數(shù)考生對(duì)“口語(yǔ)好”的定義似乎都是“說(shuō)得相對(duì)流利，發(fā)音比較準(zhǔn)確，語(yǔ)速不會(huì)太慢”。這無(wú)可厚非。然而，剛才提到的準(zhǔn)則僅僅只是“口語(yǔ)好”的外包裝，大家需要關(guān)注的更重要的是說(shuō)話的“實(shí)效性”，即思維邏輯，語(yǔ)言組織和詞句質(zhì)量。

沒(méi)有必要過(guò)多提醒大家關(guān)于語(yǔ)言“外包裝”的問(wèn)題，因?yàn)檫@絕對(duì)是大家注重的方面，所以在口語(yǔ)強(qiáng)化班里的同學(xué)基本都有練習(xí)過(guò)或是系統(tǒng)學(xué)習(xí)過(guò)發(fā)音，這很叫人欣慰?？墒牵蠹乙欢ㄒ⒁?，iBT的口語(yǔ)是電腦錄音，評(píng)判者是通過(guò)聽(tīng)錄音來(lái)做分?jǐn)?shù)評(píng)估的，所以，“說(shuō)得快”未必是件好事，說(shuō)得清楚才是重點(diǎn)?？紤]到評(píng)卷者的“聽(tīng)覺(jué)疲勞”，說(shuō)話的“斷句”和重點(diǎn)詞匯在重音和語(yǔ)調(diào)上的突出，則是有效傳達(dá)信息的關(guān)鍵。所以同學(xué)們不要一味求快，而要注意斷句，語(yǔ)調(diào)和重音。看看下面的例子： The Great Wall was the greatest man-made military defense structure in ancient China.

這是一個(gè)在口語(yǔ)表述當(dāng)中很上檔次的句子，但如果大家把他一口氣讀完的話，這個(gè)句子的美感就體現(xiàn)不出來(lái)了，而且在錄音的情況下很可能還會(huì)讓評(píng)卷者無(wú)法聽(tīng)清楚。于是我們需要借助短句和重音來(lái)表達(dá)，下面我用/作為斷句的標(biāo)志，用〉來(lái)點(diǎn)明重音，于是我們可以這樣來(lái)處理這個(gè)句子：

The Great Wall〉/was the greatest /man-made military defense structure〉/in ancient China.

大家可以試著讀一讀這個(gè)句子。斷句并可以是稍稍停頓，或者是拉長(zhǎng)詞的讀音， 我們?cè)趙all 的時(shí)候拉長(zhǎng)讀音，在greatest和structure后稍作停頓，于是這個(gè)句子聽(tīng)起來(lái)就更加容易理解，因?yàn)槲覀儼丫渥拥囊馊篢he Great Wall、was the greatest、man-made military defense structure、in ancient China劃開(kāi)了。補(bǔ)充一點(diǎn)，這樣的口語(yǔ)聽(tīng)來(lái)更上檔次。 所以在這里，筆者想提醒大家是，為了使表達(dá)效果更好，是語(yǔ)言聽(tīng)起來(lái)更加悅耳，我們不但要注意發(fā)音，還要注意說(shuō)話時(shí)的斷句和重音。

這是語(yǔ)言的外包裝，但做好了這一切是絕對(duì)不夠的。正如每個(gè)人在打開(kāi)美麗的包裝盒時(shí)所期待的是盒子里面更加誘人的禮物一樣，每個(gè)考官在悅耳的聲音背后更想想吸納入耳的絕對(duì)是有組織，有意義的詞句。所以另一重對(duì)語(yǔ)言的要求也接踵而至，即說(shuō)話的 “實(shí)效性”：思維邏輯，語(yǔ)言組織和詞句質(zhì)量。

在第一和第二題的獨(dú)立口語(yǔ)任務(wù)中，大家需要作的是就自己的經(jīng)歷或向法來(lái)回答一些問(wèn)題。題目主要涉及日常生活和一些社會(huì)現(xiàn)象，準(zhǔn)備時(shí)間15秒，答題時(shí)間45秒。這類型考試的形式和面試很相似。15秒的準(zhǔn)備時(shí)間形如虛設(shè)，根本無(wú)法讓考生繪制一個(gè)好的答案。大家都知道，要想在面試中表現(xiàn)得好，事先必須有所準(zhǔn)備，同理，要想在這兩個(gè)題目上得高分，預(yù)先的素材準(zhǔn)備時(shí)必不可少的。正所謂：

有備無(wú)患，胸有成竹。

信心百倍，微笑說(shuō)話。

我們先來(lái)看看關(guān)于如下題目的兩種答案：

What is you favorite place for reading?

Answer 1：

I think my favorite place for reading is the library. First because in the library, many students are reading and you will read with them. Second because in the library, you can get many books easily, so you can get to the information quickly. En … so I like to read in the library.

Answer 2：

Unlike many people, my favorite place for reading is the park. I just like the atmosphere. Reading is tiring, and when I feel tired, I can look up from the book and see people jogging on the path and boating on the lake. Then I feel relaxed. Still, when your eyes feel tired, there are many green trees and lawns to give them a good rest. In the park, you can see many old people taking their beloved birds and dogs for a walk. This gives me inspirations. Indeed, I like to read in parks rather than in libraries or classrooms.

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