托?？谡Z(yǔ)考試中洋洋灑灑說(shuō)了一大堆但得分卻不高的同學(xué)不在少數(shù)。精心準(zhǔn)備的內(nèi)容沒(méi)有得到考官的高分認(rèn)可看似可惜，但實(shí)際上還是因?yàn)榭忌鷽](méi)有搞清口語(yǔ)考試到底應(yīng)該說(shuō)什么，下面小編就和大家分享托?？谡Z(yǔ)評(píng)分要點(diǎn)，希望能夠幫助到大家，來(lái)欣賞一下吧。

托福口語(yǔ)評(píng)分要點(diǎn)

ETS考官口語(yǔ)第二題點(diǎn)評(píng)實(shí)例

以口語(yǔ)第二題為例，先來(lái)看一下ETS考官對(duì)于一個(gè)response的點(diǎn)評(píng)。

“This response is sustained and the speech is generally understandable. At times, though, the speaker’s pronunciation makes it difficult to understand the meaning of her ideas. She really gives only reason why she likes shopping. This reason is used repetitively without much elaboration. Shopping is something she likes very much and makes her feel better. She could have added complexity to her ideas by saying something like “when I go shopping, I usually go with friends and we have a good time together without thinking about jobs, or school work.” She also makes some basic grammatical errors and uses a limited range of vocabulary.”

這是對(duì)于一篇Middle level的口語(yǔ)回答的評(píng)價(jià)。從中可以發(fā)現(xiàn)幾個(gè)問(wèn)題：

1. 發(fā)音：事實(shí)上，托?？谡Z(yǔ)考試在發(fā)音方面僅僅是要求考生的發(fā)音是準(zhǔn)確的即可，不論對(duì)于某個(gè)單詞的發(fā)音是不是有濃重的口音，只要這個(gè)單詞的元音發(fā)準(zhǔn)確，重音不說(shuō)錯(cuò)即可，因?yàn)橹灰獫M足了這兩條就可以達(dá)到“make one’s ideas/meaning understandable”的要求。這一條成為影響我們?nèi)》值氖滓蛩亍?/p>

2. 內(nèi)容：文中評(píng)價(jià)該考生的口語(yǔ)是僅僅提出了自己為什么喜歡購(gòu)物的原因，但也只是在簡(jiǎn)單地重復(fù)說(shuō)自己喜歡購(gòu)物，卻沒(méi)有用更多的內(nèi)容對(duì)這一原因進(jìn)行闡述。這是導(dǎo)致考生失分最核心的因素?？忌毡閺?qiáng)于說(shuō)理卻疏于舉例，而ETS考官，或者西方人的一個(gè)固有觀念就是“口說(shuō)無(wú)憑，舉例為證”。因此，在回答的過(guò)程中，要求speaker用相當(dāng)?shù)钠ㄟ^(guò)一個(gè)具體的事例來(lái)證明或解釋自己之前提出的觀點(diǎn)。

ETS考官口語(yǔ)第四題點(diǎn)評(píng)實(shí)例

再ETS考官對(duì)某考生口語(yǔ)第四題的點(diǎn)評(píng)為例：

“The speaker is fairly fluent and easy to comprehend. However, there is some hesitancy or choppiness, which seems to occur as she searches for ideas and do not because of linguistic breakdown. In this response, the speaker has more difficulty using effective pause structure. She has a tendency to complete one thought and immediately begin the next, without pausing in between. At times she then stops and restarts the next idea, giving a somewhat rambling quality to the response. Minor but systematic grammatical errors occur but do not interfere with overall comprehensibility. The speaker states the woman’s problem clearly and with ease. Despite minor grammatical errors, she supports her opinion with fairly sophisticated reason.”

這段點(diǎn)評(píng)對(duì)考生極具參考價(jià)值，它告訴我們?nèi)绾卧谧约喊l(fā)音及語(yǔ)言組織能力還有欠缺的情況下依舊取得高分。這是對(duì)一篇high level的回答做出的點(diǎn)評(píng)。我們從評(píng)論中不難看出，考官對(duì)于這段口語(yǔ)還是心存不滿的，但是最終還是給了一個(gè)較高的分?jǐn)?shù)。

不足之處：我們通過(guò)對(duì)于不足之處的分析能夠更清晰地了解ETS考官面對(duì)一道口語(yǔ)回答時(shí)會(huì)重點(diǎn)關(guān)注那些方面。

1. 流利程度：流利與否是第一項(xiàng)評(píng)分點(diǎn)。流利不僅僅是指我們的在回答過(guò)程中是不是出現(xiàn)了長(zhǎng)時(shí)間的break或者是無(wú)話可說(shuō)，同時(shí)也要求考生不要一直不停地重復(fù)同一個(gè)詞(這是一個(gè)非常常見(jiàn)的現(xiàn)象)甚至是重復(fù)剛才說(shuō)的短語(yǔ)、句子。

2. 邏輯性：與寫(xiě)作一樣，口語(yǔ)的回答也需要條理清晰，并且在說(shuō)的時(shí)候要通過(guò)一些關(guān)聯(lián)詞將你聽(tīng)到的內(nèi)容進(jìn)行整理復(fù)述，使得聽(tīng)這段口語(yǔ)的人能夠很容易就明白了你講的是什么，這樣就想他傳達(dá)了一個(gè)強(qiáng)烈的信號(hào)：我聽(tīng)懂了。在上面這段文字中，ETS的考官向我們推薦了一個(gè)方法“pause structure”，即在回答完一個(gè)內(nèi)容的時(shí)候做一個(gè)小小的停頓，告訴聽(tīng)者，下一個(gè)內(nèi)容/觀點(diǎn)要開(kāi)始了。這樣就可以彌補(bǔ)回答中邏輯詞的發(fā)音不準(zhǔn)或者是誤用、漏用帶來(lái)的失分。

3. 優(yōu)勢(shì)之處：盡管這段回答中存在上述諸多的錯(cuò)誤和不足，但是僅僅一下一點(diǎn)就足以力挽狂瀾，追回失分。

4. 準(zhǔn)確性：綜合口語(yǔ)考察的一個(gè)重點(diǎn)就是考試是不是能夠準(zhǔn)確、完整地復(fù)述出conversation或lecture中的內(nèi)容。這是考生在綜合口語(yǔ)中最大的失分原因。通過(guò)對(duì)點(diǎn)評(píng)的解讀，不難發(fā)現(xiàn)，需要做的是“state … clearly and with ease”。只要做到了這點(diǎn)，把題目要求復(fù)述的內(nèi)同清晰并以一種簡(jiǎn)單的方式說(shuō)出來(lái)了，那么盡管回答中存在一些小小的語(yǔ)法錯(cuò)誤(despite minor grammatical errors…)，也不會(huì)影響取得高分。

5. 語(yǔ)法：語(yǔ)法問(wèn)題并不是一個(gè)主要的失分點(diǎn)。也就是說(shuō)口語(yǔ)是靠?jī)?nèi)容取勝的，而不是華麗的句子。內(nèi)容出彩的情況下，語(yǔ)法上的失誤可以被原諒;但是內(nèi)容部完整或者說(shuō)得不對(duì)的時(shí)候，語(yǔ)法便會(huì)成為考官扣分的又一理由。

通過(guò)以上兩則實(shí)例點(diǎn)評(píng)，ETS考官到底希望在托?？谡Z(yǔ)中聽(tīng)到大家說(shuō)什么和怎么說(shuō)的問(wèn)題相信大家已經(jīng)有了比較明確的答案。小編建議對(duì)口語(yǔ)評(píng)分還缺乏了解的同學(xué)能夠通過(guò)本文內(nèi)容更全面地認(rèn)識(shí)托?？谡Z(yǔ)的評(píng)分和得分點(diǎn)，努力備考力爭(zhēng)高分

托?？谡Z(yǔ)模板：歷史遺跡應(yīng)該對(duì)誰(shuí)開(kāi)放

托?？谡Z(yǔ)題目：Some people think historical sites ought to be open to the general public, while some people think historical sites should only be open to experts and researchers. Which opinion do you agree and why? Give specific explanation in your response.一些人認(rèn)為歷史遺跡應(yīng)該對(duì)公眾開(kāi)放，另一些人認(rèn)為這些遺跡應(yīng)該只對(duì)專家和研究人員開(kāi)放。你同意哪種觀點(diǎn)，為什么。

郝新宇老師的Sample response:

I think historical sites should be open to the general public.

For one thing, this gives people the chance to learn historical and cultural knowledge. By visiting those sites, people can know what food people ate in the past, what tools they used when foraging, what was people’s life like in different empires, which is beneficial to both adults and children.

For another thing, this brings economic benefits. By opening to the general public, visitors will beat tracted and will pay ticket money for those sites, then those sites will have more money to do the maintenance and repairs, better protecting those historical relics.

托福口語(yǔ)模板：學(xué)生選課還是教授選課

托?？谡Z(yǔ)題目：Some students believe that students should choose what courses they learn by themselves, while some students believe that professors should make decisions for students. Which opinion do you support? Give specific explanation in your response.一些學(xué)生認(rèn)為學(xué)生應(yīng)該自己選課，另一些認(rèn)為應(yīng)該由教授替學(xué)生選課。你支持哪種觀點(diǎn)，給出理由。

郝新宇老師的Sample response:

Personally speaking, I prefer professors make decisions. The main reason is professors’ choices tend to be mature and informed. They are clear about what students should learn and master for certain subjects. Taking the economics for example, professors have been investigating in this field for decades, they know students should learn courses like mathematics, econometrics, statistics, finance and so on, so as to master the skills needed in economics. However, if choosing by students, they are likely to be in a puzzle or at a loss about which courses to learn, consequently they may not learn necessary knowledge and achieve desired results.