目录

托福口语概论.............................................................................................................................................. 3
1. 评分标准 ..............................................................................................................................................3
2. 算分方法 ..............................................................................................................................................3
3. 得分目标 ..............................................................................................................................................5
说什么：独立口语（第一题） ............................................................................................................. 8
1. 题目分类和答题要求 .......................................................................................................................8
2. 破题思路和练习 ................................................................................................................................8
3. 为什么不同的题目可以给出完全一样的人物背景 ............................................................. 10
4. 第一题答题六步法 ......................................................................................................................... 11
5. 答题准备 ........................................................................................................................................... 12
6. 答题模板 ........................................................................................................................................... 12
7. 作业 .................................................................................................................................................... 13
说什么：综合口语（第二题） ........................................................................................................... 15
1. 题目组成和答题要求 .................................................................................................................... 15
2. 阅读方法和重点 ............................................................................................................................. 15
3. 听力结构和笔记 ............................................................................................................................. 15
4. 阅读听力练习 .................................................................................................................................. 17
5. 笔记模板及答题准备 .................................................................................................................... 20
6. 答题模板 ........................................................................................................................................... 21
8. 作业 .................................................................................................................................................... 23
说什么：综合口语（第三题） ........................................................................................................... 24
1. 题目组成和答题要求 .................................................................................................................... 24
2. 阅读方法和重点 ............................................................................................................................. 24
3. 听力结构和笔记 ............................................................................................................................. 24
4. 阅读听力练习 .................................................................................................................................. 25
5. 答题准备 ........................................................................................................................................... 28
6. 答题模板 ........................................................................................................................................... 29
9. 作业 .................................................................................................................................................... 31
说什么：综合口语（第四题） ........................................................................................................... 32
1. 题目组成和答题要求 .................................................................................................................... 32
2. 听力结构和笔记 ............................................................................................................................. 32
3. 听力笔记练习 .................................................................................................................................. 34
4. 答题准备 ........................................................................................................................................... 37
5. 模板变体 ........................................................................................................................................... 37
6. 答题模板 ........................................................................................................................................... 37
怎么说：如何有效“构建”口语中要说的句子 ................................................................................. 40
1. 构建句子的必要性 ......................................................................................................................... 40
2. “构建”的句子和临场发挥的句子的区别 ................................................................................. 40
3. 构建句子的方法和步骤................................................................................................................ 40
4. 独立口语和综合口语的构建句子的区别 ............................................................................... 41
 托福口语概论

1. 评分标准

托福口语一共有四道题组成，其中第一题被称为独立口语，后面三题被称为

综合口语。在每道题目结束之后，考生会得到一个评分，这个评分中还有 1/3 的

部分由机器决定，还有 2/3 部分由考官决定。

机器主要会对学生的语速，发音，语调，重音，这些和语言语音相关的层面

进行评估。考官主要从逻辑结构，框架，推进，展开，衔接例子这些涉及逻辑和

语言用的方面来评价。

2. 算分方法

每道题的评分区间都是 1-4 分，四道题的总分相加，然后除以四，会得到一

个平均分（Raw Score）。把平均分和官方表格的规定进行对照，会得到最终分

（Scaled Score/Final Score）。

具体的算分公式为机器评分*1/3+考官评分*2/3=单题得分。单题得分 1+单题

得分 2+单题得分 3+单题得分 4=口语总原始分（SPEAKING RAW）

，口语总原始

分根据换算表格换算成最终分(SCALED SCORE)。

其中，机器评分的最小单位为 0.1 分，也就是说机器可以给出 3.1,3.2,或者 2.5

这样的分数，而考官的最小评分单位为 1.0 分，也就是说，考官只能给出整数

2.0,3.0 或者 4.0 这样的分数。

思考：一道口语题，机器多给 0.5 分，对最终分数影响有多少？考官多给出

1 分，对最终分数影响有多少？
Scaled Score Reading Raw Listening Raw Speaking Raw Writing Raw

30 32-33 25-28 16 20

29 30-31 24-27 15.5 19

28 27-30 24-26 15 18

27 26-29 23-26 14.5 17

26 25-28 22-25 14
25 24-27 21-25 13.5 16

24 22-26 20-24 13 15

23 21-25 19-23 12
22 20-24 19—22 11.5 14

21 19-24 18-21 11 13

20 18-23 17-20 10.5 12

19 17-22 16-20 10

18 16-21 15-19 9.5 11

17 15-20 14-18 9 10

16 14-19 14-17 8.5

15 13-19 13-16 8 9

14 13-18 12-16 7.5 8

13 12-17 11-15 7

12 11-16 10-14 6.5 7

11 11-16 10-13 6 6

10 10-15 9-13 5
3. 得分目标

口语部分一般 26 分起算高分, 为了获得 26 分的总分，必须获得 14 分的原始

分。这样拆分到四个题目，也就是需要在两个题目中达到满分 4，两个题目中达

到 3 分。综合来说，这个难度还是相当高的，因为得到 4 分要满足答题标准的所

有要求，一个遗漏都不可以有,3 分到 4 分的难度提升是指数级的。

综合来说，第二题的难度是公认的最低的。难度第二低的题有同学觉得是第

一题，有同学觉得是第四题，这个没有办法一概而论。但是为了获得 26 分的总

分，学生必须获得 14 分的原始分，这需要选出两道自己擅长的题目以 4 分为目

标，进行不屑的努力。另外两道题也不能掉以轻心，必须保住 3 分的底分。

在前期，由于批改系统的存在，我们可以对于学生的语音层面，也就是机器

评分的层面是否达标进行严格的监控。但是对于文章逻辑，也就是考官批改的部

分，就需要学生大量的练习和老师大量的批改。
 TOEFL iBT® Test
Independent Speaking Rubrics
GENERAL
SCORE
DESCRIPTION
4
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:
3
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:
2
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:
1
The response is very limited in
content and/or coherence or
is only minimally connected
to the task, or speech is largely
unintelligible. A response at
this level is characterized by at
least two of the following:
0 Speaker makes no attempt to respond OR response is unrelated to the topic.
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
overall intelligibility.
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).
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.
Consistent pronunciation, stress
and intonation difficulties cause
considerable listener effort;
delivery is choppy, fragmented,
or telegraphic; frequent pauses
and hesitations.
LANGUAGE USE
The response demonstrates
effective use of grammar and
vocabulary. It exhibits a fairly
high degree of automaticity
with good control of basic
and complex structures (as
appropriate). Some minor (or
systematic) errors are noticeable
but do not obscure meaning.
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 or be
somewhat limited in the range
of structures used. This may
affect overall fluency, but it does
not seriously interfere with the
communication of the message.
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).
Range and control of grammar
and vocabulary severely limit
or prevent expression of ideas
and connections among ideas.
Some low-level responses may
rely heavily on practiced or
formulaic expressions.
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).
Response is mostly coherent
and sustained and conveys
relevant ideas/information.
Overall development is some-
what limited, usually lacks
elaboration or specificity.
Relationships between
ideas may at times not be
immediately clear.
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.
Limited relevant content
is expressed. The response
generally lacks substance
beyond expression of very basic
ideas. Speaker may be unable
to sustain speech to complete
the task and may rely heavily on
repetition of the prompt.
 TOEFL iBT® Test
Integrated Speaking Rubrics
SCORE GENERAL DESCRIPTION
4
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:
3
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:
2
The response is connected
to the task, though it may
be missing some relevant
information or contain
inaccuracies. It contains some
intelligible speech, but at times
problems with intelligibility
and/or overall coherence may
obscure meaning. A response at
this level is characterized by at
least two of the following:
1
The response is very limited
in content or coherence or is
only minimally connected to
the task. Speech may be largely
unintelligible. A response at this
level is characterized by at least
two of the following:
DELIVERY
Speech is generally clear,
fluid, and sustained. It may
include minor lapses or minor
difficulties with pronunciation
or intonation. Pace may vary at
times as the speaker attempts
to recall information. Overall
intelligibility remains high.
Speech is generally clear, with
some fluidity of expression, but
it exhibits minor difficulties with
pronunciation, intonation, or
pacing and may require some
listener effort at times. Overall
intelligibility remains good,
however.
Speech is clear at times, though
it exhibits problems with
pronunciation, intonation, or
pacing and so may require
significant listener effort.
Speech may not be sustained at
a consistent level throughout.
Problems with intelligibility
may obscure meaning in places
(but not throughout).
Consistent pronunciation and
intonation problems cause
considerable listener effort and
frequently obscure meaning.
Delivery is choppy, fragmented,
or telegraphic. Speech
contains frequent pauses and
hesitations.
LANGUAGE USE
The response demonstrates
good control of basic and
complex grammatical structures
that allow for coherent,
efficient (automatic) expression
of relevant ideas. Contains
generally effective word
choice. Though some minor (or
systematic) errors or imprecise
use may be noticeable, they do
not require listener effort (or
obscure meaning).
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
or be somewhat limited in
the range of structures used.
Such limitations do not
seriously interfere with the
communication of the message.
The response is limited in the
range and control of vocabulary
and grammar demonstrated
(some complex structures
may be used, but typically
contain errors). This results in
limited or vague expression of
relevant ideas and imprecise
or inaccurate connections.
Automaticity of expression
may only be evident at the
phrasal level.
Range and control of grammar
and vocabulary severely limit (or
prevent) expression of ideas and
connections among ideas. Some
very low-level responses may
rely on isolated words or short
utterances to communicate
ideas.
TOPIC
DEVELOPMENT
The response presents a
clear progression of ideas
and conveys the relevant
information required by the task.
It includes appropriate detail,
though it may have minor errors
or minor omissions.
The response is sustained and
conveys relevant information
required by the task. However,
it exhibits some incompleteness,
inaccuracy, lack of specificity
with respect to content, or
choppiness in the progression
of ideas.
The response conveys some
relevant information but is
clearly incomplete or inaccurate.
It is incomplete if it omits key
ideas, makes vague reference
to key ideas, or demonstrates
limited development of
important information. An
inaccurate response demonstrates
misunderstanding of key ideas
from the stimulus. Typically,
ideas expressed may not be
well connected or cohesive so
that familiarity with the stimulus
is necessary to follow what is
being discussed.
The response fails to provide
much relevant content. Ideas
that are expressed are often
inaccurate, limited to vague
utterances, or repetitions
(including repetition of prompt).
 说什么：独立口语（第一题）

1. 题目分类和答题要求

在托福的口语第一题，考生可能会被要求在两个或三个选择之间做出一个判

断，也可能会被问赞同或者不赞同一件事情，或者某件事是否是一个好主意。

但是无论是以上哪种情况，本质而言，是需要学生做出一个判断或者选择。

而无论在判断的时候选择那个选项，原因只会有一个，就是这个选项“更好”或者

“更合理”。

 If you and your friends have different opinions, will you still be friends?

 Suppose your sociology professor has asked all students in your class to do a

final project—making a presentation. Which way do you think would be better？

1. to make the presentation in class;

2. record the presentation as a video file in advance and show the video later in

class;

3. do it online in real time without having others looking at you.

 Do you agree or disagree with the following statement: students should be

allowed to keep pets in their dormitory.

2. 破题思路和练习

每个题目都需要学生快速的给出一个主论点，主论点的原因，以及能够完美

支持主论点的分论点。

第一题的整体答题时间为 45S，如果要达到原始分 4 分标准，总答案长度需

要在 125 字以上，折合每分钟说话字数在 165 字以上。

其中用于叙述主论点+原因的部分大概为 10S（30 字），例子部分为 30S（80-

90 字），而例子部分可以进一步被细分为 Case Unified （40 字）部分和 Case

Specific（55 字）部分。

托福独立口语真题

 When choosing a school for yourself, which of the following qualities would you

take as your first concern?

1. That the school offers a variety of activities;

2. That the teachers in the school are good at teaching.

 A new digital product has just come out and you are planning on buying it,

would you buy it immediately after its release or wait for a while?

 Do you agree or disagree? People should not interrupt others when they are

giving opinions.

 Which university would you choose?

-provide specialized courses from the beginning

-take the courses that including several fields at first and then choose your

specialization.

 Do you agree or disagree? Children can have a pet at home.

 Some people like to keep old things, while others don’t. which one do you prefer?

 Some people think they should learn mathematics in school, while others think

they should learn mathematics at work. Which one do you prefer?

3. 为什么不同的题目可以给出完全一样的人物背景

无论是在托福口语答题，还是在日常与人沟通过程中，在给出观点前做简单

的自我介绍都是非常有益且有必要的，尤其是在托福口语第一题的 45 秒答题时

间内。

由于答题时间非常短，同时评分标准并不要求考生作出任何“critical”或者

“comprehensive”的回答，考生的答案所涵盖的范围几乎必然是非常有局限性的，

但是这种局限性完全不会影响考生获得高分。

但是由于答案本身有局限性，所以在给出自己的具体理由前先交代一下“我是

谁”就显得非常的有必要，因为自我介绍中的“我”只是一个非常普通的正常人，所

以“我”对问题的看法也不会太高深全面，也无法超越“我”这一人设的现有认知范

围，换言之，在进行了“自我介绍”之后，无论答案多么的局限性，都会显得合情

合理，反之，如果没有任何自我背景的介绍，无论答案多么的复杂而全面，始终

会让人觉得还差些什么。这一切的根本原因，都是源于评分标准的要求，更加源

于托福是一个“语言考试”而非“逻辑考试”的本质。

同时，由于我们在人设背景中给自己的是一个“压力很大”和“时间很紧张”的

设定，那么这样的“我”在面对任何问题和选择的时候都可以把问题简单化，完成

降维处理。因为“压力很大”的人在面对任何选择的时候都会优先考虑“解压”，而

“时间很紧张”的人在面对任何选择的时候都会优先考虑“节约时间”。这样虽然每

道题目的提问内容不一样，评估范围也不一样，但是通过不变的人设，我们考虑

问题的维度可以高度统一。
4. 第一题答题六步法

1) 思考主论点，是选择 A 还是选择 B？选择的理由是“节约时间”还是“解压”?或

者是其他的理由？

2) 如果选择 A“节约时间”，是具体说 A 如何节约时间还是 B 如何浪费时间，哪

个好说？同理，如果选择 A 解压，是具体说 A 如何解压还是 B 如何增加压

力，哪个好说？

3) 想出两个特别简单的中文分论点

4) 把中文分论点变成很简单的英文，主谓宾/主系表一定要完整，要对，如果不

知道用什么主语，就用“我”或者“人们”

5) 把简单的主谓宾/主系表中的名词找出来加定语
6) 给整句话前面加上 because 或者 when，或者在后面加上 so 或者 as

5. 答题准备

独立口语的准备时间非常短，只有 15 秒钟，所以不太可能在这 15 秒里面才

开始真正的思考。因为主论点+原因，以及例子中 Case unified 部分几乎不用思

考，所以在此 15 秒主要思考 Case Specific 的部分。

6. 答题模板

答案总数量可以理解为三段，总字数 125-135 字左右，这样的话，在总字数

量上和语速上都可以达到 4.0 分要求，其中第一段主论点+原因需要在 10S 内完

成，剩下的 35S 全部留给例子。

第一端：State Your Point

“I agree/disagree with the idea that+主论点, because+原因” or

“I think it is better for us to+主论点, because+主论点” or

“I think it is a great/terrible idea to +主论点, because+主论点”

第二段：Case Unified 部分

第三段：Case Specific 部分

“Because of this, 改写主论点。

Firstly, 分论点 1+展开。

Also，分论点 2+展开。”
Sample Answer

I agree with the idea, because laptop could enhance students’ note taking efficiency.

Take myself as an example, I am now a senior studying in the math department of

Peking University, one of the most prestigious schools in China. As advanced

mathematics is fundamentally different and more difficult than high school math, I

have to spent much time and efforts both in and outside classes to keep up with the

pace of my professors’ progress.

Because of this, I could really use the help of a computer to elevate my study

efficiency both in class and in self-study time. Firstly, since computers offer various

forms of documenting, I could record almost anything my professor talked about

during the class in the form of words or pictures. Also, When I encounter difficulties

during self-study, I can search on various websites and find insightful explanations

on my problems quickly.

7. 作业

利用六步法完成以下真题练习。六步法完成后，每道题目录音三遍，前两遍照着

稿子读，第三遍脱稿背诵

Imagine that someone has donated land to your community. Some people in the

community want to use the land to create a garden where they can grow food or

flowers. Others want the land to be used for a children's playground. Which do you

think is better? （2021-05-15）

Do you agree or disagree with the following statement? Children should learn how

to be independent at an early age. （2021-04-25）

Which do you prefer, work in a small company or organization with only a few

people or work in a large company with many employees? （2021-04-10）

Do you agree or disagree with the following statement: It’s easier for people to eat

healthier food today than 40 years ago. (2021-03-26)

When you disagree with your friends, do you prefer to talk it out face to face, or

send an email or a text message to solve it? (2020-12-05)

Some people like to throw away old things such as old books and old newspapers,

while others like to keep these old things. Which do you prefer? Why? (2021-08-21)
 说什么：综合口语（第二题）

1. 题目组成和答题要求

口语第二题由一个阅读和一个听力的部分构成。在阅读的部分是一封信或者

是一个公告，阅读会告诉学生，某些事情将做出/应该做出调整，并且会给出这

个调整的原因或者做法。听力的部分将有两个学生在对话，一个学生会发表自己

对于这个公告或者信件的态度（支持或者反对），并且给出自己态度的原因，持

有态度的学生会是对话部分的核心，另一个学生只会进行简单的提问。这道题考

察的核心能力，是考生是否理解他人针对某个现象发出评价和评价背后的理由。

2. 阅读方法和重点

阅读部分字数大概在 100 字左右，时间 45-50 秒。

阅读的部分可以被分成引子，核心变化/建议，原因/做法，和展开支持四大

部分。其中，考生需要迅速的定位核心变化/建议和原因/做法两个部分，因为这

两个部分是需要在答题中重现的。

阅读的重心在于快速的找到核心变化/建议，以及两个原因/做法。具体的操

作步骤是：1. 先读文章左下角，确定文章是学生写给学校的信还是学校发布的公

告；2. 读文章标题，确定文章标题中是只有相关的事件，还是给出了具体的改变；

3. 把文章内容快速的分成三层，分别对应核心变化，和两个改变的原因；4. 把

三个层次做一定的精简，抄写每个层次的强词&有效信息

3. 听力结构和笔记

听力部分一定会由两个人进行对话组成，我们可以把这两个人称为观点持有

者和询问者，他们的关系非常像中国相声中的逗哏和捧哏，比如在相声之中，逗

哏负责讲述实际内容，抛出包袱和笑料，而捧哏主要负责作出一些基本对话反应，
比如接住逗哏的包袱，或者通过简单的反馈和提问来达到串联下文的效果。

而在托福口语第二题中，观点持有者的讲话内容才是听力笔记的重点，询问

者的讲话内容完全不用记录。而对于观点持有者的讲话，我们需要关注以下几个

点：1. 主论点（对阅读的态度）；2. 分论点一和展开；3. 分论点二和展开。

除此之外，我们还要注意，听力中表达分论点的句子可能有实际性内容，但

是也有可能是缺乏实际内容的废话，但是无论分论点本身是否有内容，我们都需

要对分论点进行详细的记录，否则一会口语复述的时候我们就会缺乏分论点，破

坏答题结构。换言之，听力分论点可能在内容层面没有含义，但是在结构层面仍

然有很大的作用。
4. 阅读听力练习

TPO33
FEMALE STUDENT: Hey, did you read that
letter? What do you think?
MALE STUDENT: Yeah, I read it. I understand
what she's saying, but I really don't agree
with her suggestions.
FEMALE STUDENT: How come?
MALE STUDENT: Well, students often need
to borrow the bikes for longer periods of
time... sometimes a whole day.
FEMALE STUDENT: What for?
MALE STUDENT: Well, like to do stuff off
campus. For instance, my friends and I, on
the weekends, sometimes we like to ride
bikes to the state park outside of town and
do some hiking there... and it basically takes
the whole day. It's nighttime by the time we
get back.
FEMALE STUDENT: So if you had less time,
you wouldn't be able to do that.
MALE STUDENT: Right. And also, her other
suggestion doesn't seem practical to me.
FEMALE STUDENT: The card thing?
MALE STUDENT: Yeah, that's not gonna
work. What if you want to enter a campus
building? Even though you can get into
most of the classroom buildings without a
card, there are certain buildings on campus
where you need to show your card to get in...
like the library and dining hall.
FEMALE STUDENT: Yeah, that's true... so
students wouldn't be able to go to any of
those places till they got their cards back.
主论点：
分论点一和展开：
分论点二和展开：

Bicycle Borrowing Program

It's great that the university has a program where students can borrow bicycles from
the gym. However, two changes would make the program more convenient. First,
the borrowing period should be shortened to four hours maximum so that more
bikes would be available when students want to borrow them. Second, currently,
students who borrow bikes have to leave a cash deposit, which is returned to them
when they return the bikes. But I think students should be required to leave their
student identification cards instead, so they don't have to remember to bring cash.
Sincerely, Susan Lee
核心变化：
原因/建议 1：

原因/建议 2：
TPO34
MALE STUDENT: Hey, did you read about
this plan?
FEMALE STUDENT: Yeah, and I think it's a
really great idea.
MALE STUDENT: Why's that?
FEMALE STUDENT: Well, a lot of new
students really need this. I mean, it's not just
about getting extra help with the course
material . . . they'll probably also get
information about things like taking notes,
or the best way to study for exams . . .
MALE STUDENT: Yeah, I barely even knew
how to do those things when I first came
here.
FEMALE STUDENT: Neither did I. So these
are things most students wind up having to
learn on their own at first- that's why so
many of them have a hard time.
MALE STUDENT: And . . . it's probably good
that they can work with somebody who has
the same interests.
FEMALE STUDENT: Right. That would be a
real advantage . . . to get information about
the classes you're gonna need to take from
somebody who's already taken those classes.
And they could recommend professors . . .
and tell you who the best advisors in the
department are... things like that.
MALE STUDENT: I see what you mean. So
new students could get access to
information about the program . . . from
another student's point of view.
FEMALE STUDENT: Exactly.
主论点：
分论点一和展开：
分论点二和展开：

Program to Provide Free Tutoring（TPO 34）

The university has announced that starting with the fall semester, free tutoring will
be available to all new students for their entire first year. The academic dean, James
Maxwell, commented, “The university is aware of the academic problems that many
first-year students face when making the transition from high school to college."
The new tutoring program, he said, is designed to assist first-year students who
want or need additional support with their academic course work. The program will
also be organized so that individual students can arrange to work with tutors
majoring in their own chosen field of study.
核心变化：
原因/建议 1：

原因/建议 2：
TPO35
MALE STUDENT: Did you see this letter,
Molly?
FEMALE STUDENT: Yeah, but I don't agree
with him.
MALE STUDENT: Why not?
FEMALE STUDENT: Well, it might have
some educational benefit for the people
doing it, but overall, for the other students
who are actually taking the classes, it
wouldn't be good.
MALE STUDENT: How come?
FEMALE STUDENT: Because anyone who is
taking the class for a grade... for credit... puts
in a lot of time preparing for it, doing the
reading and assignments... whereas people
who aren't, they might not be as well
prepared... and that would affect the quality
of the class discussion.
MALE STUDENT: You mean the discussions
wouldn't be at a very high level?
FEMALE STUDENT: Right, because people
who aren't taking the class for a grade would
be asking really basic questions... they'll be
slowing down the class discussion by taking
time to discuss basic stuff that was already
covered in the reading assignments.
MALE STUDENT: That's a good point. I can
see how that might happen.
FEMALE STUDENT: Plus, he's wrong about
the work it requires for the professor.
MALE STUDENT: But it's true the professor
doesn't have to grade anything.
FEMALE STUDENT: Sure, but there are lots
of other, little things that can add up to
more work... like they'd have to prepare
extra handouts for the class, learn extra
names... and, well, possibly stay after class to
answer those students' questions.
MALE STUDENT: Yeah, I guess that's all-
extra work.
FEMALE STUDENT: Absolutely. All these
little things add up...and require the
professor's attention.
主论点：
分论点一和展开：
分论点二和展开：

University Should Allow Students to Audit Classes

Many universities allow students to audit classes. That is, students may attend
lectures and discussions for a particular class without completing the assignments,
receiving a grade, or earning credit for the class. I think our university should also
allow this. Auditing classes would be good for interested students, since they
would be able to learn more and experience a variety of different classes that they
would not otherwise be able to take. Furthermore, it shouldn't create any
difficulties or additional obligations for professors, because these students
wouldn't take tests or write papers that need to be graded. Sincerely, Samuel Stua
核心变化：
原因/建议 1：

原因/建议 2：
5. 笔记模板及答题准备

第二题的答题准备时间可以说相当充分，一共有 30 秒，而且因为阅读和听

力部分的记录目标明确，而且听力中需要记录和不需要记录的部分无需一边听一

边分析，第二题的阅读和听力笔记应该非常完整而且条理清晰，在准备的 30 秒

中，完全可能内心按照完整个的答题模式，用更快的语速先把题目完整的默答一

遍，以找出自己答案中可能会卡顿的地方，并且提前准备好相对高级的语法使用

的点。

C(CHANGE)： ✓
R1:

R1：

D1(Development 1)：

R2：

R2:

D2(Development 2)：
6. 答题模板

答案总数量可以理解为 7 句话，每句话 23 单词左右，总字数 160 字，这样

的话，在总字数量上和语速上都可以达到 4.0 分要求，其中答题重点在于后面四

句话，因为后面四句话用于表达听力中的分论点和展开，所以前三句话在答题时

要严格观察秒表和控制时间，保证在 20 秒以内完成，这样的话，后面四句的重

点句子每句话可以留足总共四十秒。

第一句：State the change

“According to the reading, the school/student is going to 核心变化 ”

第二句：State reasons for the change

“This is because 原因 1 and because 原因 2 . ”

第三句：State the Speaker’s opinion

“The man/woman opposes/supports this” 答完这一句要看时间，20S，55 字

第四-五句：State the Speaker’s First reason and details

“Firstly, he/she points out that 分论点 1 ”

To be more specific, 展开点 1 ” 答完这一句要看时间，40S，110 字

第六-七句：State the Speaker’s second reason and details

“Secondly, he/she argues that 分论点 2 ”

To be exact, 展开点 2 ”
Sample Answer

According to the letter, the students thinks that school should make some changes

to the bike borrowing rules which they’re using right now.

This is because they should shorten the borrowing period to four hours maximum

and because they should ask the students to leave the ID as a deposit instead of

cash.

The man opposes this.

Firstly, he points out that students sometimes have the need to borrow the bike for

a whole day for off campus activities.

To be more specific, he and his friends would ride to state park outside the town,

and they would spend the whole day there, so they could only return the bike by

the nighttime.

Secondly, he argues that the card thing won’t work if the student just wanted to get

into a campus building.

To be exact, because even though there’re buildings require no ID for entrance,

certain buildings like the dining hall would ask students to show their ID upon

entering.
8. 作业

完成 TPO36-40 的口语第二题的笔记+稿子写作+录音。每道题目录音三遍，前两

遍照着稿子读，第三遍脱稿背诵。笔记模式参考讲义样本。
 说什么：综合口语（第三题）

1. 题目组成和答题要求

口语第三题有一个阅读和一个听力的部分构成。阅读会针对标题中的学术名

词给出定义和展开，而听力会用更加具体的例子来进一步诠释这个学术名词所描

述的现象。

在阅读和听力完成后，考生将有 30 秒时间来整理思路和准备答案，并且需

要在 1 分钟的答题时间内清晰的描述阅读核心名词的定义，以及听力如何来例证

阅读所描述的现象。这道题考察的核心能力，是考生在抽象概念和具体事例之间

建立关联和过渡的能力。

2. 阅读方法和重点

阅读部分字数大概在 100 字左右，时间 45-50 秒。在阅读的标题中会有一个

学术名词，正文中会有对于这个名词的定义，这句话非常的重要。除此之外，阅

读中还将会用抽象的方法对核心概念的定义做进一步的展开，这个部分虽然不需

要在口语答题的时候表达出来，但是实际上也非常重要，因为后文的听力中相当

于用更加具体的例子，逐一量化了阅读中展开部分所讲过的所有道理，换言之，

听力部分试图表达的内容，在道理上来讲，和阅读部分的展开是一模一样的，所

以，读好阅读中的展开部分会极大的提升考生对于听力笔记的预期和精准性。

3. 听力结构和笔记

听力的部分将有一个教授像讲故事一样，用一个非常具体的事例来讲解阅读

中的概念，但是实际上，听力中的所有具体事物，和事物间的关系，都可以在阅

读的定义句和展开中找到一一的对应，只是听力会更加的具体化罢了，所以，听

力的笔记务必做到尽可充满细节。
4. 阅读听力练习

TPO33
NARRATOR: Now listen to part of a lecture
in a biology class.
MALE PROFESSOR: OK, so let's talk about
what happened to a certain type of insect，
a moth, a red and black moth that lives in
Europe. These moths eat a plant called
ragwort, and they live in fields where the
ragwort plants grow. Now, there was a
group of moths that lived in one of these
fields...and for many years, there was a lot of
ragwort growing there. So, the moths had
plenty to eat, and the total number of moths
in the field stayed pretty much the same（对
应 阅 读 If nothing happens to disrupt or
unbalance the relationship between the
animal and its habitat, the carrying capacity
will remain stable）. But then one year it
rained a lot less than usual, and the ragwort
didn't grow as well（对应阅读 a significant
disruption）. The result was that the moths
didn't get enough to eat, and many didn't
survive... but even the ones that did survive
didn't lay as many eggs as before（对应阅
读 carrying capacity will change）. So that
year the moth population in the field was
quite a bit smaller. The next year, though,
the amount of rainfall returned to normal
again （ 再 次 对 应 阅 读 的 a significant
disruption ） . Many more ragwort plants
grew, and once again there was a lot
available for the moths to eat（再次对应阅
读 carrying capacity will change）. So that
year the moth population increased and the
female moths laid many more eggs than the
year before. And now, after all that rainfall
and plant growth, there were just as many
moths in the ragwort field as there were
before.

Carrying Capacity
An animal species needs to have enough resources, like food and water, to survive
in any given environment. However, because resources are limited, only a certain
number of animals of a particular species are able to survive in a given habitat. The
greatest number a habitat can support is known as the carrying capacity. If nothing
happens to disrupt or unbalance the relationship between the animal and its
habitat, the carrying capacity will remain stable. However, a carrying capacity
is not fixed. If there is a significant disruption, such as an environmental event
that alters the amount of available resources in the habitat, the carrying
capacity will change.

核心解释/定义：

展开：
TPO34
NARRATOR: Now listen to part of a lecture
on this topic in a psychology class.
MALE PROFESSOR: Some researchers did an
experiment related to this. What they did
was, they assembled a group of subjects, a
group of students... And they showed these
students a series of geometrical shapes.
These were very distinctive shapes, a little
unusual, not the kind of shapes the students
often see. But they only showed the
students the shapes for a very short period
of time-about a second. They also lowered
the light in the room, to make it even more
difficult for the students to see the shapes.
So the shapes were there for a split second,
in dim light, and then they were gone. In the
next step of the experiment, the researchers
again showed the students some shapes...
But this time they gave the students a
longer time to look at them. And this time,
they showed the images in pairs -two at a
time. In each pair, one shape was a shape
the students had already seen-for just a split
second, in dim light-and the other was
some other shape that hadn't been shown
to them before.
After presenting each pair, the researchers
asked the students to say which of the two
shapes they liked better. Most of the time,
the students preferred the shape they'd
already seen earlier in the experiment. Now
if you asked them if they'd already seen that
shape, they probably wouldn't know for sure.
But that didn't matter-they still tended to
prefer the shapes they'd already seen.

The Familiarity Principle

People tend to develop a preference for things they have previously encountered,
things they are familiar with. Social psychologists refer to this tendency as the
familiarity principle. Given a choice between two similar items, one they have
experienced before and another that is new, most people will choose the familiar
item. This principle operates even when people are not conscious of their previous
experience with an item. Once people have been exposed to an item—even if they
do not recall having been exposed to it—they will tend to prefer that item over
other items to which they have not been previously exposed.

核心解释/定义：

展开：
TPO35
NARRATOR: Now listen to part of a lecture
from an environmental science class.
MALE PROFESSOR: Okay, so an example of
this is when chickens are used to prepare a
field for planting. Farmers who do this have
a special kind of little house that they keep
their chickens in. This little house has four
walls and a roof, but it doesn't have any floor.
And it has wheels attached to it so it can
easily be moved from one location to
another. So, farmers move this little house
to a field where something is going to be
planted-say, bean plants... and then the
chickens are placed inside the house... Now
remember, there's no floor in this house.
And what the chickens do is, they walk
around inside the house and peck at the soil
and eat any weeds or wild plants that they
find... And then, when the chickens' re done
eating the weeds in that location, the
farmers move the house to the next section
of the field... and again the chickens peck at
the soil and eat the weeds. So, the chickens
get to eat lots of weeds, which are good for
them. Now, this activity's also good for the
bean plants that'll be growing in the field...
because when the chickens eat the weeds,
they're improving the quality of the soil.
Thanks to the chickens, when the bean
plants start to grow, there won't be any
weeds there to compete with them for
crucial resources like sunlight and water.

Integrated Farming
Many farmers keep animals and raise crops at the same time. While some farmers
treat the cultivation of their animals and plants as two separate activities, others
integrate the two so that they work together. This is called integrated farming.
Integrated farming uses the natural behavior of animals in a way that helps to keep
both animals and crops healthy and thriving. By integrating a particular animal with
a specific crop, farmers create a system in which both animals and plants provide for
each others’ needs.

核心解释/定义：

展开：
5. 答题准备

答案总数量可以理解为 7 句话，每句话 23 单词左右，总字数 160 字左右，

这样的话，在总字数量上和语速上都可以达到 4.0 分要求，其中答题重点在于后

面 5 句话，因为后面 5 句话用于表达听力中的分论点和细节，所以前 2 句话在答

题时要严格观察秒表和控制时间，保证在 15 秒以内完成，这样的话，后面 5 句

的重点句子每句话可以留足 45 秒钟。

除此以外，口语第三题还需要对听力笔记进行分层，因为第三题的听力笔记

内容非常的多，并且需要在答题的时候持续输出 45 秒以上，如果不对笔记信息

进行任何处理，只靠感觉答题，会出现很多问题，诸如把握不好答题时间和 pace，

单句过长或者过短，单句内部结构不完整，语言组织有问题，句子和句子间缺乏

逻辑过渡等等。

但是由于第三题的听力部分并没有固定的写作结构，所以也不存在固定的分

层方法，除了第一个层次比较常见的是用来交代事情的背景之外，后面的四个层

次的划分方法可以参考事物发展的时间顺序，因果顺序，对比关系，叙事功能，

观察角度等等多个方法。

在分层后，还要确定不同层次间的逻辑关系，以确定不同句子间用怎样的连

词/介词/副词进行连接，第三题听力内部，常见的句子关系可以分成时间关系，

因果关系，对比/转折关系。
6. 答题模板

第一句：State and define the concept

“According to the reading, [CONCEPT] is the fact that [DEFINITION].”

第二句：Transition

“The professor elaborates on this by using one vivid example of [KEY NOUN ].”

第三-七句：State the First Example in a logical order and in five different stages

“He told us that [details]”

作业：完成 TPO20-28 的口语第三题的阅读，听力笔记，按照模板写出完整的文

字内容，并且完成三次录音。
 Sample Answer

According to the reading, carrying capacity is the greatest number of species a

habitat can support.

The professor elaborates on this by using one vivid example of a moth.

1. He told us that there is a kind of moth whose main food source is a plant called

ragwort, and these moths live in the ragwort field.

2. In normal days, the moth would have plenty of ragwort to eat, so their number stays

pretty much the same.

3. But one year, it rained a lot less, and the ragwort grew less, leaving the moth nothing

to eat and forcing them to produce less eggs or to die, and the moth number

decreased significantly that year.

4. However, the rainfall returned to normal level the next year, and more ragwort grew.

The female moths are now laying even more eggs than the year before as they have

abundant food to eat.

5. Eventually, after all these changes in the environment, the moths number roughly

remains constant than before.

9. 作业

完成 TPO36-40 的口语第三题的笔记+稿子写作+录音。每道题目录音三遍，前两

遍照着稿子读，第三遍脱稿背诵。笔记模式参考讲义样本。
 说什么：综合口语（第四题）

1. 题目组成和答题要求

口语第四题，没有任何的阅读部分，只有一个听力，但是综合来说结构和第

三题非常的像。教授会在听力中给出一个主题句，然后两个分论点，而在每个分

论点的内部，除了一句话的分论点以外，还会有大概两句话的展开（development），

最后会给出一些符合展开部分抽象描述的例子。例子中的细节会和前面的展开部

分形成严格的一对一关系。

所以和独立写作一样，口语第四题之中也会形成分论点，展开和例子的三重

结构，并且这三重结构在口语答题中都要有所体现。

2. 听力结构和笔记

第四题听力部分可以被分成引子，主题句，分论点一，和分论点二。其中分

论点又可以进一步被分成分论点，展开和例子。

在做笔记的时候，除了引子不重要以外，其他所有部分都重要，但是在听引

子的时候要特别关注，辨识出什么时候引子结束，主题句开始，因为主题句一旦

辨识错误，则文章后面的所有结构会全部乱套。

辨识主题句的标准有四个：1. 主题句前面往往是比较明显的引子，且主题句

的开头经常会有 but 或者 however 一类词汇来提升听众的注意力；2. 主题句的

核心词汇会比较易于被展开，因为要留下后文进一步详细描写的空间，比如 dog

has two features that would help them to survive in the wild 此处的 features，或者

是 While many people see natural resources in a country as a blessing, history has

proved that they may actually serve as a curse for a country for two reasons 此处的

curse 和 reason；3. 主题句往往会明确告诉听众，后文会从两个或者多个（本质

还是两个）方面展开文章；4. 主题句的下一句极大概率就是分论点一。其中第四

个标准在考场上只能用来验证自己的判断，而无法预判，因为我们不能在听完了

后面的句子以后回头认定前面的句子很重要。
3. 听力笔记练习

TPO32
FEMALE PROFESSOR: Roads-paved roads-
are everywhere and sometimes seem like
part of the natural landscape. But of course,
roads are not part of nature and, in fact,
road construction can have harmful effects
on the environment and seriously impact
both animal life and plant life. One harmful
environmental effect of roads is that they
contribute to the movement of plant species
from one area to another. This causes
problems for existing plants, plants already
growing in that area... because when a new
plant species gets introduced into an area
where it wasn't growing before, the new
plants compete for resources with the
existing plant life. For example, this
happened in California with a weed called
the yellow starthistle. What happened was,
the starthistle's seeds got stuck to the tires
of cars driving down the road, and the seeds
were distributed to new areas. This put the
starthistle in competition for natural
resources-like water- with the original plant
life of the area. That made it harder for the
native plants to survive. Also, roads,
especially major highways, can act as
barriers and divide up an animal's habitat
into smaller ones where there's not enough
food to support the population. These busy
highways, with cars speeding past day and
night, act like boundaries that animals are
afraid to cross, so they sometimes get shut
in on a small piece of land where there isn't
enough food to support them. This is a
serious problem for animals that need
access to large expanses of land to look for
food. For example, there are these foxes,
called kit foxes, that live in the southwestern
United States. They hunt small animals like
mice and squirrels, which are spread out
over large areas of open grasslands. And
now, because of these roads, the kit fox
population has declined significantly...
because now they don't get enough food.

主题句：road construction can have harmful effects on the environment and

seriously impact both animal life and plant life
分论点 1：roads contribute to the movement of plant species from one area to
another
展开 1： Roads causes problems for existing plants, because the new plants
compete for resources with the existing plant life.
例子 1：For example, a weed called the yellow starthistle, its seeds got stuck to the
tires of cars driving down the road, and were distributed to new areas. This put the
starthistle in competition for natural resources with the original plant life of the
area.
分论点 2：Also, highways can divide up an animal's habitat where there's not
enough food to support the population.
展开 2：animals are afraid to cross high ways, so they get shut in on a small piece
of land where there isn't enough food to support them
例子 2：kit foxes hunt small animals which are spread out over large areas of open
grasslands. And now, For these roads, the kit fox population has declined
significantly.
TPO33
FEMALE PROFESSOR: OK, so last time we
were talking about the process of starting up
a business on your own, and how new
business owners often encounter a lot of
obstacles. But one way to get an easier start
is through franchising... that's when there's
already a well-known, established company,
and you open up a new branch of that
company, in a new location ... your new
business will be a part of the larger,
established company with the same name,
and it'll be run just like the other branches
of that company. Let's discuss some
advantages of franchising. Now one great
advantage of franchising is that the
company provides training to you and all of
your employees. They teach you about all
the aspects of the business, and you're given
a plan to follow for success ... so you don't
have to do the training yourself, or come up
with your own business plan. For example, if
you're opening a new division of a
restaurant ... that sells pizza, say ...
主题句：
分论点 1：
展开 1：
例子 1：
分论点 2：
展开 2：
例子 2：
somebody from the company will come to
the restaurant that you're opening, and
they'll train you and your employees in how
to prepare the pizzas, how to take food
orders ... plus everything about how to
operate the restaurant so it will be run
exactly like all the other restaurants in the
company. Another advantage of franchising
is the established customer base. Because
your business will have the same name as
the company that's already well-known ...
it'll already have a loyal customer following.
So when you open a new division, people
will want to come because they'll be
confident of its quality. So, again, let's say
you're opening a new restaurant, a pizza
place. The restaurant is already well-known
because it has such good pizza. So when
you open your own restaurant with the
same name in a new location, people know
your pizza's going to be really good, too ...
they'll go to your restaurant because they
already trust that they'll have a good
experience there.
TPO34
FEMALE PROFESSOR: So, OK, we've been
talking about frogs... and like all amphibians,
frogs have thin skin, which means that they
lose moisture through their skin easily. Now
typically we think of frogs as living in wet
environments, but for frogs who live in dry
places with desert-like conditions, this can
be a problem. Frogs have been able to
survive in such areas by having different
physical features, special dry-climate
features that help them maintain an
adequate level of moisture in their cells and
avoid drying out. Some frogs do this by
preventing water loss through their skin. By
creating a sort of covering over their skin,
they greatly reduce their skin's exposure to
the dry air. The covering acts like a barrier
that locks in moisture. For example, some
frogs secrete a substance through their skin...
a fatty substance that they rub all over their
skin using their hands and feet, which
主题句：
分论点 1：
展开 1：
例子 1：
分论点 2：
展开 2：
例子 2：
creates a waxy layer all around their bodies
that's almost completely watertight. Other
frogs maintain an adequate level of
moisture through a different physical
feature... one that allows them to store water
inside their bodies for later use. A specially
modified internal organ inside their bodies
enables them to have a high water-storage
capacity. So the frogs are able to absorb and
store moisture during wet, rainy times,
which they can rely on to get through dry
periods. The aptly named water-holding
frog, for example, has a bladder that is
highly elastic and stretchable. When it does
rain, the frog absorbs water through its skin,
and its bladder stretches to hold this extra
water. The water is then slowly released
from the special bladder into the frog's
internal tissues until the next rain, which
might not be for several months.
4. 答题准备

答案总数量可以理解为 7-9 句话，每句话 20 单词左右，总字数 150 字。其

中答题重点在于后面 6-7 句话，因为后面 5-6 句话用于表达听力中的分论点和

细节，所以第 1 句话在答题时要严格观察秒表和控制时间，保证在 8 秒以内完

成，这样的话，后面重点句子可以留足 52 秒钟。

5. 模板变体

在过往的第四题中，已经出现的变体包括但是不限于以上的情况，我们必须

深刻理解第四题的考点，才能确保万一在考场上出现了第四题的变体结构，我们

不会太过惊慌。而通过观察我们会发现无论第四题如何变化：1. 都有主论点；2.

都有分论点；3. 都有分论点到例子的过渡，且分论点和例子的关系都是抽象和具

体的意一一对应。

6. 答题模板

第一句：State the main point

“The professor explains [key term]/ talked about [key term] with one/two vivid

examples of [key noun] ”

第二句：State the first key point

“Firstly, she mentions that… ”

第三句：State the first development

 “To be more specific, … ”

第四-五句：Example 1

“For example…”

第六句：State the second key point

“Second, she shared the idea that …”

第七句：State the first development

“To be exact, … ”

第八-九句：Example 2

“For instance…”

Sample Answer

The professor talked about how road construction can have harmful effects on both

animal life and plant life with two vivid examples.

Firstly, she mentions that roads contribute to the movement of plant species from

one area to another.

To be more specific, roads cause problems for existing plants, because the new

plants compete for resources with the existing plant.

For example, there is a weed called the yellow starthistle, its seeds got stuck to the

tires of cars driving down the road, and were distributed to new areas. This put the

starthistle in competition for natural resources with the original plant life of the area.

Secondly, she shares the idea that highways can divide up an animal's habitat.

To be exact, animals are afraid to cross high ways, so they get shut in on a small
piece of land where there isn't enough food to support them.

For instance, kit foxes hunt small animals which are spread out over large areas of

open grasslands. And now, For these roads, the kit fox population has declined

significantly.
 怎么说：如何有效“构建”口语中要说的句子

1. 构建句子的必要性

口语留给考生准备的时间极短，比如第一题准备时间 15S，答题时间 45S，

准备时间和答题时间的比例为 1:3，第二三四题的准备时间都是 30S，答题时间

60S，准备时间和答题时间的比例为 1:2，在这个准备时间内，考生如果能把答题

的核心思路和基本结构整理明白，就已经相当不不错了，不太可能专门去思考每

一句话怎么表达。

这也就意味着，考生在口语答题中的语言组织，基本都是靠自己的语言感觉，

这时候很多平时语言习惯的弊病都会被暴露出来并且一再出现，比如习惯性的卡

顿“en”,或者是逻辑连接词的滥用，错用，或者是不用，也可能是胡乱使用 which

来连接句子等等，这样的话，就算考生在 Topic Development 层面得到了最高评

分标准 4 分，但是由于 Language Use 和 Delivery 存在很大的问题，仍然无法获

得总体 4 分的评价。

2. “构建”的句子和临场发挥的句子的区别

“构建”出来的句子拥有结构完整，词性正确，修饰到位，逻辑清晰，长度稳

定统一等等诸多优点；而临场发挥的句子则会存在上文所提及的所有优点的对立

面。经典例子是我们可以思考“我家房子有个院子”和“我们学校运动会需要很多裁

判”这两句话如何翻译成英文。

3. 构建句子的方法和步骤

⚫ 首先思考出句子的核心主谓宾/主系表结构，尤其是真正的逻辑主语和配套

的谓语动词。

例如我们回答一道口语题“学校应该多教学生打字还是写字”，这个题目我们
 很容易得出当今学生打字更加实用，这是因为“打字比写字快”和“打字比较易

于修改”，那么这两句话的核心主谓宾是什么呢？

打字比写字快 __________________________________

打字比较易于修改 __________________________________

⚫ 在获取主谓宾/主系表之后，找出主句中的名词，并为其加上符合整体答题逻

辑的特点（定语）。例如 Typing is faster than writing 中的名词显然是 Typing

和 writing，那么这两个名词又可以被加上怎样的定语呢？

Typing is faster than writing

____________________________________________________________________

⚫ 在完成主句和主句名词的定语添加后，可以在句子的前后加上状语从句，丰

富句子的内容和前后的因果逻辑。其中，在主句前面，我们可以加入时间状

语从句（when）或者原因状语从句（because）
，而在句子的后面，我们可以

刻意加入结果状语从句（so）或者用 as 所引导的状语从句来进一步量化主句

中不够详细的细节。

Typing on the computer is faster than writing by hand.

Because/when_____________________________, Typing on the computer is faster

than writing by hand, so/as__________________________________________________.

4. 独立口语和综合口语的构建句子的区别

独立口语的句子没有任何内容可供参考，学生需要独自完成“准备中文内容---转

化为英文---说出来”这一过程，思考的东西会更多；而综合口语并不是由学生完

全自主构建句子内容，因为句子内容是来自于阅读或者听力笔记，而且可以照搬

的部分比较多，所以在综合口语部分最好的方法是不停的提升笔记的精度和效率，
笔记精度越高，需要自己构建的句子部分就越少，就算要构建，也会结构和内容

都很好很完整。
 托福口语得分自检表

独立口语（第一题）
Questions Notes
1. 是否只留下了少于 2 秒钟的空白时间？
2. 第一段是否在 10 秒内完成？
3. 答题中是否有关注秒表时钟
4. 是否使用了 3-4 个过度词汇/短语
5. 答题的 pace 是否平稳顺滑
6. 语音听起来是否自然舒适
7. 分论点是否完全不重合且相关
8. 分论点例子是否有清晰详细的细节支持
·

综合口语（第二题）
Questions Notes
1. 是否只留下了少于 2 秒钟的空白时间？
2. 前三句话是否在 20 秒内完成？
3. 答题中是否有两次以上关注秒表时钟
4. 是否使用了 3-4 个过度词汇/短语
5. 答题的 pace 是否平稳顺滑
6. 语音听起来是否自然舒适
7. 是否准确的包含了阅读信息
8. 是否准确的包含了听力信息

综合口语（第三题）
Questions Notes
1. 是否只留下了少于 2 秒钟的空白时间？
2. 前两句话是否在 12-15 秒内完成？
3. 答题中是否有两次以上关注秒表时钟
4. 是否使用了 3-4 个过度词汇/短语
5. 答题的 pace 是否平稳顺滑
6. 语音听起来是否自然舒适
7. 是否准确的包含了阅读信息
8. 是否准确的包含了听力信息
 综合口语（第四题）
Questions Notes
1. 是否只留下了少于 2 秒钟的空白时间？
2. 第一句话是否在 8-10 秒内完成？
3. 答题中是否有两次以上关注秒表时钟
4. 是否使用了 3-4 个过度词汇/短语
5. 答题的 pace 是否平稳顺滑
6. 语音听起来是否自然舒适
7. 是否准确的包含了听力信息