托福og口語范文

近年來，越來越多的中國學子選擇留學，那其中托福og口語范文？本文則針對這個問題，為大家整理了資料，接下來咱們就一起往下了解吧。

托福OG口語范文答案

OG 范文答案 Q1

Scoring (High-Level ) OG P234 CD track #31

1st : I would like to go… I often go to…France because I met a friend of mine two years ago she invited me already several times they have been there already several times for several times 過去

I always have been fascinated by French history and I started reading French books well though in Russian but not in French since I was twelve 曾經(jīng)

I have already been in the south so right now I am going to the north of the country 現(xiàn)在

And I would like to try their famous yogurt, cheese, wine just these 將來 Q2

Scoring (High-Level ) OG P234 CD track #32

This is kind of complicated question um I think it’s important to know which stage you are If you are an undergraduate student, I would rather to take wide range and wide variety of subjects and different areas because it would expand my knowledge, would improve my understanding for different topics,On the other hand, if I’m a graduate student, I would rather to take specific courses, because if you know, when you are graduate student, you are working and dealing with specific topics and therefore you have to …

Scoring (Mid-Level ) OG P234 CD track #33

I think it’s better to focus on a single subject area so I can have a deeper

understanding of that area so I can be a profession of that topic or whatever the course I am taking For me it’s easier to concentrate on one thing and most people will be easier if they concentrate on one thing It depends.. I will prefer for Study on the focusts or single obje. Or subject so that … Q3

Scoring (High-Level ) OG P234 CD track #34

So what they should is just to change the course of the bus and that will take care of the problem (觀點解決方案)

Also they should encourage more students to use the bus instead of discourage them (觀點與解決方案)

Or they use the money they use for the bus service to increase the space of the...

托福og是什么

OG簡稱Official Guide，指的是ETS考試中心官方給出的應試指南，通常大家也把OG叫做托福官方指南。托福(TOEFL)考試中，OG作為托?？荚嚬俜街改?，一定是ETS官方出版的指導書。對于大多數(shù)考生來說，考托福一定要看OG?！锻懈９俜街改稀愤@本書中詳細介紹了TOEFL iBT考試的各種題型。也會涉及托?？荚嚾菀壮霈F(xiàn)的出題思路，是一本基礎的托福備考指導類書籍.

備考托福的同學們肯定對托福OG不是很陌生，這也是大家進入托福備考的入門級資料，包括考試內(nèi)容的詳細分析和考題解析等內(nèi)容，可以幫助大家更加順利準備托?？荚嚒Ｏ旅嫖覀兙徒o大家來解答一下托福OG是什么?怎么使用呢?的問題吧!

OG，OfficialGuid縮寫,就是介紹題型的比方在托福(TOEFL考試中，OG既是指ETS考試中心官方給出的應試指南。　對于托?？忌鷣碚f，OG是托福備考最權(quán)威的備考指南，因為它對托福各種題型都做出了指引，可以給更多考托福的學員指明備考方向，所以被考托黨認為是考托的“必備武器“。

托福的OG作用：

了解解托福到底看中哪些英語能力，關(guān)于托福OG一定要通過OG去挖掘托?？荚嚨膶嵸|(zhì)。與中國英語教育的差異在哪里，一定要迎合托福出題思路而拋棄中國英語教育的慣性思維。

OG正確的使用方法

前段時間給大家介紹了如何刷TPO才能拿到托福閱讀滿分，其實無論是TPO還是OG，想要充分的發(fā)揮其作用，一定是有對應的方式方法的。辣么，如何正確的使用OG才能達到1+1大于2的效果?

一、尋找信息(reading to find information)

a. 瀏覽全文，尋找基礎事實(日期，數(shù)字，術(shù)語名詞)和信息;

b. 多次練習上述閱讀方法，提高閱讀速度和順暢程度。

二、理解性閱讀(reading for basic comprehension)

a. 擴展詞匯量，可利用抽認卡的幫助;

b. 不要逐字逐句閱讀文章，練習如何通過瀏覽全文而得到對中心思想的基本印象;

c. 加強通過迅速瀏覽確認要點的能力;

d. 第一次泛讀完畢后，應更加認真的重讀一遍，并記錄下文章的主要觀點，主要論點及重要事實;

e. 挑出文中不明含義的單詞，聯(lián)系上下文猜測詞義;

f. 挑出所有的代詞(he.him.they.them etc)，并指出它們在文中指代什么;

g. 練習推理，根據(jù)暗示句猜測作者隱語的能力。

三、綜合歸納(reading to learn)

a. 指出文章結(jié)構(gòu)類型(例如分類：原因/結(jié)果，比較/對比，問題/解決方案，描述，敘述等);

b. 按以下步驟做：

1.給文章列個提綱，區(qū)分出主要論點和次要論點;

2.如果文章給信息分類，畫張圖表并做出分類。這可以使你的分類能力提高，在考場上游刃有余;

3.如果文章以步驟為序，或者是敘述文，也可為各個步驟或以敘述順序列提綱。

c. 利用上述圖表式提綱為文章寫概述;

d. 改寫文章的單詞，并將改后的句子重組段落。

托福OG是什么該怎么使用呢?以上是托?？荚噧?nèi)容詳細剖析，將托福的聽說讀寫四個部分都介紹的很詳細，希望對你們有一定指導!

新托福(IBT)口語——OG官方評分標準解析

TOEFL IBT Speaking Scoring Rubric

Independent Tasks (Questions 1 and 2)

新托?？谡Z評分標準：Score：4

General Description: The response fulfills the demands of the task, with at most minor lapses in completeness. It is highly intelligible and exhibits sustained, coherent discourse. A response at this level is characterized by all of the following.

Delivery: Generally well-paced flow (fluid expression). Speech is clear. It may include minor lapses, or minor difficulties with pronunciation or intonation patterns, which do not affect intelligibility.

Language Use: The response demonstrates effective use of grammar and vocabulary. It exhibits a fairly high degree of automat city with good control of basic and complex structures (as appropriate). Some minor (or systemic) errors are noticeable but do not obscure meaning.

Topic Development: Response is sustained and sufficient to the task. It is generally well developed and coherent; relationships between ideas are clear (or clear progression of ideas).

新托?？谡Z評分標準：Score：3

General Description: The response addresses the task appropriately, but may fall short of being fully developed. It is generally intelligible and coherent, with some fluidity of expression though it exhibits some noticeable lapses in the expression of ideas. A response at this level is characterized by at least two of the following.

Delivery: Speech is generally clear, with some fluidity of expression, though minor difficulties with pronunciation, intonation, or pacing are noticeable and may require listener effort at times (though overall intelligibility is not significantly affected).

Language Use: The response demonstrates fairly automatic and effective use of grammar and vocabulary and fairly coherent expression of relevant ideas. Response may exhibit some imprecise or inaccurate use of vocabulary or grammatical structures used. This may affect overall fluency, but it does not seriously interfere with the communication of the message.

Topic Development: Response is mostly coherent and sustained and conveys relevant ideas information. Overall development is somewhat limited, usually lacks elaboration or specificity. Relationships between ideas may at times not be immediately clear.

新托?？谡Z評分標準：Score：2

General Description: The response addresses the task, but development of the topic is limited. It contains intelligible speech, although problems with delivery and/or overall coherence occur; meaning may be obscured in places. A response at this level is characterized by at least two of the following.

Delivery: Speech is basically intelligible, though listener effort is needed because of unclear articulation, awkward intonation, or choppy rhythm pace; meaning may be obscured in places.

Language Use: The response demonstrates limited range and control of grammar and vocabulary .These limitations often prevent full expression of ideas. For the most part, only basic sentence structures are used successfully and spoken with fluidity. Structures and vocabulary may express mainly simple (short) and/or general propositions, with simple or unclear connections made among them (serial listing, conjunction, juxtaposition).

Topic Development: The response is connected to the task, though the number of ideas presented or the development of ideas is limited. Mostly basic ideas are expressed with limited elaboration (details and support). At times relevant substance may be vaguely expressed or repetitious. Connections of ideas may be unclear

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