托福口語常用句式

托?？谡Z常用句式，相信這個(gè)問題是許多正在準(zhǔn)備留學(xué)的同學(xué)關(guān)心的一個(gè)問題，那么下面小編就來和大家說一說，感興趣的您趕緊往下了解吧。

托福 口語常用句式

托?？谡Z考試中，會(huì)經(jīng)常遇到比較的情況，這就需要比較句型來表達(dá)。那么在托?？谡Z考試中究竟有哪些比較句型比較常用呢?下面是小編為您整理的關(guān)于托福口語常用句式，希望對(duì)你有所幫助。

1. She is no less diligent than her elder sister. 她和她姐姐一樣用功。

2. One minute too late is no more in time than half an hour (is). 遲到一分鐘與遲到半小時(shí)同樣是不準(zhǔn)時(shí)。

3. His strength is superior to mine. 他的力氣比我大。

4. Colored people are by no means inferior to white people. 有色人種絲毫不比白人低劣。

5. My arrival in New York is posterior to that of my friend. 我比我朋友后到紐約。

6. We love truth above everything else. 我們熱愛真理甚與一切。

7. It is worth next to nothing. 那幾乎一錢不值。

8. How could he compare with Bill Gates? 他怎能同比爾相比呢?

9. Easier said than done. 說易做難。

10. I like that best of all / least of all. 我最喜歡/不喜歡那個(gè)。

11. I can’t think of a better idea. 不出比這個(gè)更好的了。

12. No other book has had a greater influence on my life. 任何其它的書對(duì)我一生的影響都沒有這本書大。

13. Nothing is so easy as this. 沒有比這更容易的事了。

14. The more a men knows, the more he discovers his ignorance. 一個(gè)人懂得越多，越發(fā)現(xiàn)自己無知。

15. So much the worse. 更加不妙。

16. Better late than never. 遲做比不做好。

17. Better to do well than to say well. 說得好不如做得好。

18. I would sooner die than do such a thing. 我寧死不做此事。

19. Wise men love truth, whereas fools shun it. 聰明人熱愛真理，而愚人逃避真理。

20. I would do anything before that. 我什么都肯做，就是不愿做那件事。

托?？谡Z答題要點(diǎn)

聽懂態(tài)度： 通過傾聽語調(diào)、強(qiáng)調(diào)和選詞，盡力聽懂講話人的態(tài)度。當(dāng)您回答問題時(shí)，它將幫助您表述其中一個(gè)講話人的觀點(diǎn)。

閱讀文章： 為了幫助您準(zhǔn)備回答閱讀的問題，例如閱讀一篇短文后提取包含文章要點(diǎn)的簡要提綱。然后使用該提綱歸納信息，準(zhǔn)備口頭問答。

對(duì)話交談： 經(jīng)常練習(xí)您的會(huì)話演講技巧 。盡可能與母語使用者交談，或者參加用英語進(jìn)行討論話題的俱樂部。

使用課本練習(xí)： 基于學(xué)術(shù)內(nèi)容練習(xí)回答問題，找一本每章結(jié)尾提出相關(guān)問題的課本。然后練習(xí)口頭回答這些問題。

做筆記： 請(qǐng)注意：您可以在綜合口語測(cè)試的閱讀和聽資料過程中做筆記。練習(xí)做筆記將幫助您準(zhǔn)備考試，同時(shí)也是國外留學(xué) 的一項(xiàng)重要技能!

TASK 1

1. 一個(gè)主題句， 三點(diǎn)理由， 其中一點(diǎn)舉例

2. 舉例越具體越好

3. 題目分話題準(zhǔn)備， 每類話題準(zhǔn)備一個(gè)45秒回答(錄音)

TASK 2

1. 主題句表明傾向性， 兩點(diǎn)理由充分陳述

2. 其中一點(diǎn)理由加上A/B的優(yōu)缺點(diǎn)比較

3. 結(jié)尾的Conclusion sentence 不強(qiáng)求

TASK 3

1. 針對(duì)問題活用三段式的模版， 可以從模版第二段開始

2. 閱讀段落和聽力段落描述時(shí)間比例約為1:2

3. 半數(shù)問題可能只針對(duì)聽力段落提問， 回答可不提閱讀段落

TASK 4

1. 用兩三句話概括閱讀段落大意， 重點(diǎn)在聽力段落描述

2. 閱讀段落中有提到， 但沒有在聽力段落中提到的信息， 答題時(shí)可以不說

3. 半數(shù)問題可能只針對(duì)聽力段落提問， 回答可不提閱讀段落， 引用概念即可

TASK 5

這個(gè)題是綜合題中相對(duì)最簡單的一道，因?yàn)榈诙}已經(jīng)反復(fù)練習(xí)了Choice 的考法，無非是多了聽力，但第五題難度表現(xiàn)在20s 準(zhǔn)備時(shí)間里，要求對(duì)聽力內(nèi)容及Choice 大致信息的構(gòu)建，技巧在Choice 理由的選擇上，由于此時(shí)題目未要求采用Choice 題中preference, A/D, 還是comparison 題型，建議采用comparison 題型構(gòu)建思路，也就是支持自己觀點(diǎn)的同時(shí)，對(duì)反對(duì)觀點(diǎn)也進(jìn)行陳述。分別找一個(gè)理由就夠了，這樣就能省下很多的準(zhǔn)備時(shí)間。

TASK 6

第六題的考點(diǎn)比較難，沒有太多的技巧，所以同學(xué)們應(yīng)該更多的是去思考怎么考。通常這類題是從兩至三個(gè)角度出發(fā)來說明問題，因此同學(xué)們要掌握大致的思路，把握住主體，然后再進(jìn)行回答。

托?？谡Z語料庫

On education of Character論性格的教育

When it is sought to produce a certain kind of behavior in a child or animal, there are two different techniques which may be followed. We may, on the one hand, by means of rewards and punishmentscause the child or animal to perform or abstain from certain precise acts; or we may, on the other hand,seek to produce in the child or animal such emotions as will lead, on the whole, to acts of the kind desired.

如果想在兒童或動(dòng)物身上產(chǎn)生某種行為，可以有兩種不同的方法。一方面，我們可以用獎(jiǎng)罰的方法來使兒童或動(dòng)物執(zhí)行或回避某種明確的行為;另外一方面，我們也可以努力在兒童或動(dòng)物身上產(chǎn)生能夠在整體上導(dǎo)向被期望行為的感情。

By a suitable distribution of rewards and punishments, it is possible to control a very large part of overt behavior. By this method boys who are naturally timid can acquire physical courage, and children who are sensitive to pain can be taught a stoical endurance. Good manners, if not imposed earlier, can be learnt in adolescence by means of no worse punishment than the contemptuous lifting of an eyebrow. What is called ‘good form’ is acquired by almost all who are exposed to it, merely from fear of the bad opinion incurred by infringing it. Those who have been taught from an early age to fear the displeasure of their group as the worst of misfortunes will die on the battlefield, in a war of which they understand nothing, rather than suffer the contempt of fools.

通過對(duì)獎(jiǎng)勵(lì)和懲罰的適當(dāng)分配，大量外在的行為是可以被控制的。通過這種方法，生來膽小的男孩能夠養(yǎng)成生理上的勇氣，對(duì)疼痛敏感的孩子可以變得能仍受疼痛。好的舉止如果在孩童時(shí)期沒有灌輸進(jìn)去，青春期仍可以學(xué)到，而且只需輕蔑的一抬眉毛這樣并不嚴(yán)重的懲罰手段。所謂‘好樣的’行為，幾乎每個(gè)耳濡目染的人都可以養(yǎng)成，因?yàn)樗ε逻`反它招來非議。 那些從小就被教導(dǎo)要把圈內(nèi)的不悅視為最大不幸的人們，即使面對(duì)的是他們一點(diǎn)都不理解的戰(zhàn)爭，也寧愿戰(zhàn)死沙場(chǎng)，而不愿受愚人的白眼。

As a social force, the behaviorist method of ‘conditioning’ is therefore very powerful and very successful. It can and does cause men to act in ways quite different from those in which they would otherwise have acted, and it is capable of producing an impressive uniformity of overt behavior. Nevertheless, it has its limitations. (之前全部是讓步，這里Nevertheless 后面才開始進(jìn)入文章要探討的核心)

因此，作為一種社會(huì)力量，行為主義的‘條件作用’的方法是非常有力，非常成功的。它能夠而且確實(shí)使人們的行為方式大不同于那些未經(jīng)此法教育的人們的行為方式，它所能帶來的外在行為的一致性也確實(shí)令人驚嘆。不過，它也有它的局限。

It was through Freud that these limitations first became known in a scientific manner, though men of psychological insight had long ago perceived them in an intuitive way. For our purposes, the essential discovery of psycho-analysis is this: that an impulse which is prevented, by behaviorist methods, form finding overt expression in action, does not necessarily die, but is driven underground, and finds some new outlet which has not been inhibited by training. Often the new outlet will be more harmful than the one that has been prevented, and in any case the deflection involves emotional disturbance and unprofitable expenditure of energy. It is therefore necessary to pay more attention to emotion, as opposed to overt behavior, than is done by those who advocate conditioning as alone sufficient in the training of character. (文章主旨在這里：需要對(duì)情感給予更多的關(guān)注)

通過弗洛伊德，人們破天荒地可以用科學(xué)的態(tài)度來認(rèn)識(shí)這些局限了，雖然它們?cè)诤芫靡郧熬捅恍睦韺W(xué)家的直覺所洞察到了。就我們的目的而論，心理分析的發(fā)現(xiàn)的要點(diǎn)是：被行為主義的方法阻止而無法獲得公開表現(xiàn)的沖動(dòng)，并不一定會(huì)死去，而是轉(zhuǎn)入了下意識(shí)，并會(huì)找到未在獎(jiǎng)罰中受到禁止的新的發(fā)泄渠道。通常新的渠道比被堵住的渠道更加有害，而且總會(huì)帶來情緒上的紊亂和精力上的浪費(fèi)。因此，有必要對(duì)與外在行為相對(duì)的情感因素予以更多的關(guān)注，那些主張條件作用對(duì)培養(yǎng)性格就足夠的人們?cè)谶@方面是做的不夠的。

There are, moreover, some undesirable habits in regard to which the method of rewards and punishments fails completely, even form its own point of view. (進(jìn)一步論述，僅僅使用賞罰的手段去培養(yǎng)習(xí)慣是失敗的)One of these is bed-wetting. When this persists beyond the age at which it usually stops,punishment only makes it more obstinate. Although this fact has long been known to psychologists, it is still unknown to most schoolmasters, who for years on end punish boys having this habit, without ever noticing that the punishment does not produce reform. The cause of the habit, in older boys, is usually some deep-seated unconscious psychological disturbance, which must be brought to the surface before a cure can be effected.

另外，獎(jiǎng)罰法用來對(duì)付有些不好的習(xí)慣時(shí)是完全失敗的，甚至從獎(jiǎng)罰法自身的觀點(diǎn)看也是如此。尿床就是這樣一個(gè)習(xí)慣。如果孩子過了通常應(yīng)該不再尿床的年齡仍在尿床，懲罰只會(huì)使尿床更難治愈。雖然心理學(xué)家早就知道了這個(gè)事實(shí)，它仍不為多數(shù)教師所知，他們年復(fù)一年地懲罰那些尿床的孩子，卻從未注意到這并不起作用。在較為年長的孩子中，這一習(xí)慣常常是由深層的無意識(shí)的心理紊亂所引起的，只有認(rèn)清這一點(diǎn)，治療才會(huì)有效。

The same kind of psychological mechanism applies in many less obvious instance. In the case of definite nervous disorders this is now widely recognized. (進(jìn)一步舉證無法通過獎(jiǎng)賞和懲罰的手段來處理的，由心理機(jī)制引發(fā)的問題)Kleptomania, for example, is not uncommon in children, and, unlike ordinary thieving, it cannot be cured by punishment, but only by ascertaining and removing its psychological cause. What is less recognized is that we all suffer, to a greater or less degree, from nervous disorders having an emotional origin. A man is called sane when he is as sane as the average of his contemporaries; but in the average man many of the mechanisms which determine his opinions and actions are quite fantastic, so much so that in a world of real sanity they would be called insane. It is dangerous to produce good social behavior by means which leave the anti-social emotions untouched. So long as these emotions, while persisting, are denied all outlet, they will grow stronger and stronger, leading to impulses of cruelty which will at last become irresistible. In the man of weak will, these impulses may break out in crime, or insome form of behavior to which social penalties are attached. In the man of strong will, they take even more undesirable forms. He may be a tyrant in the home, ruthless in business, bellicose in politics, persecuting in his social morality; for all these qualities other men with similar defects of character will admire him; he will die universally respected, after having spread hatred and misery over a city, a nation, or an epoch according to his ability and his opportunities. Correct behavior combined with bad emotions is not enough, therefore, to make a man a contributor to the happiness of mankind. If this is our criterion of desirable conduct, something more must be sought in the education of character.

同樣的心理機(jī)制也適用于許多不那么顯著的例子。在明確的神經(jīng)失常的情形中，這一點(diǎn)已得到廣泛的認(rèn)同。 例如，盜竊癖在孩子中并不少見;它與通常意義上的盜竊的不同之處在于，治愈它不能通過懲罰，而只能通過查明和消除它的心理誘因。人們認(rèn)識(shí)不足的是，我們都或多或少地有點(diǎn)神經(jīng)失調(diào)，這種失調(diào)有著情感上的根源。如果一個(gè)人與他同時(shí)代的普通人一樣甚至健全，他就會(huì)被認(rèn)為是神智健全的人;但在一個(gè)普通人那里，決定他言行的許多機(jī)制也是非常莫名其妙的，所以這樣的人在一個(gè)真正神智健全的世界里仍要被認(rèn)作是神智不健全的人。想不觸動(dòng)反社會(huì)的情感而產(chǎn)生良好的社會(huì)行為，是很危險(xiǎn)的。 只要這些情感還存在，就不能堵死他們的所有出口，否則他們將會(huì)越來越強(qiáng)烈，最終導(dǎo)致無法抗拒的殘酷沖動(dòng)。在意志堅(jiān)強(qiáng)的人那里，這些沖動(dòng)可能爆發(fā)為犯罪，或其他社會(huì)必須予以處罰的行為。在意志堅(jiān)強(qiáng)的人那里，則可能表現(xiàn)為更壞的形式。他可能在家中是個(gè)暴君，在商業(yè)中是個(gè)無情者，在政治上是個(gè)好斗者，在社會(huì)道德的意義上是個(gè)迫害狂;所有這些品格都會(huì)使他受到與他具有相似性格缺陷的人們的羨慕;他播下的仇恨和不幸遍及一座城市，一個(gè)國家，甚至一個(gè)時(shí)代---這取決于他的能力和機(jī)遇;他在死亡時(shí)會(huì)受到普遍的尊重。因此，一個(gè)人光有適當(dāng)?shù)男袨?，如果他有一顆壞心，是不足以對(duì)人類的幸福有所貢獻(xiàn)的。如果衡量好的行為的標(biāo)準(zhǔn)是人類的幸福，就需要在性格教育中作出更多的努力。

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