托福og口語(yǔ)范文

近年來(lái)，越來(lái)越多的中國(guó)學(xué)子選擇留學(xué)，那其中托福og口語(yǔ)范文？本文則針對(duì)這個(gè)問(wèn)題，為大家整理了資料，接下來(lái)咱們就一起往下了解吧。

托福OG口語(yǔ)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(guò)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(lái) 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(diǎn)解決方案)

Also they should encourage more students to use the bus instead of discourage them (觀點(diǎn)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(jiǎn)稱Official Guide，指的是ETS考試中心官方給出的應(yīng)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?？荚嚬俜街改希欢ㄊ荅TS官方出版的指導(dǎo)書。對(duì)于大多數(shù)考生來(lái)說(shuō)，考托福一定要看OG?！锻懈９俜街改稀愤@本書中詳細(xì)介紹了TOEFL iBT考試的各種題型。也會(huì)涉及托福考試容易出現(xiàn)的出題思路，是一本基礎(chǔ)的托福備考指導(dǎo)類書籍.

備考托福的同學(xué)們肯定對(duì)托福OG不是很陌生，這也是大家進(jìn)入托福備考的入門級(jí)資料，包括考試內(nèi)容的詳細(xì)分析和考題解析等內(nèi)容，可以幫助大家更加順利準(zhǔn)備托?？荚?。下面我們就給大家來(lái)解答一下托福OG是什么?怎么使用呢?的問(wèn)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(yīng)試指南。　對(duì)于托?？忌鷣?lái)說(shuō)，OG是托福備考最權(quán)威的備考指南，因?yàn)樗鼘?duì)托福各種題型都做出了指引，可以給更多考托福的學(xué)員指明備考方向，所以被考托黨認(rèn)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(yǔ)能力，關(guān)于托福OG一定要通過(guò)OG去挖掘托?？荚嚨膶?shí)質(zhì)。與中國(guó)英語(yǔ)教育的差異在哪里，一定要迎合托福出題思路而拋棄中國(guó)英語(yǔ)教育的慣性思維。

OG正確的使用方法

前段時(shí)間給大家介紹了如何刷TPO才能拿到托福閱讀滿分，其實(shí)無(wú)論是TPO還是OG，想要充分的發(fā)揮其作用，一定是有對(duì)應(yīng)的方式方法的。辣么，如何正確的使用OG才能達(dá)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(chǔ)事實(shí)(日期，數(shù)字，術(shù)語(yǔ)名詞)和信息;

b. 多次練習(xí)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(kuò)展詞匯量，可利用抽認(rèn)卡的幫助;

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

c. 加強(qiáng)通過(guò)迅速瀏覽確認(rèn)要點(diǎn)的能力;

d. 第一次泛讀完畢后，應(yīng)更加認(rèn)真的重讀一遍，并記錄下文章的主要觀點(diǎn)，主要論點(diǎn)及重要事實(shí);

e. 挑出文中不明含義的單詞，聯(lián)系上下文猜測(cè)詞義;

f. 挑出所有的代詞(he.him.they.them etc)，并指出它們?cè)谖闹兄复裁?

g. 練習(xí)推理，根據(jù)暗示句猜測(cè)作者隱語(yǔ)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(duì)比，問(wèn)題/解決方案，描述，敘述等);

b. 按以下步驟做：

1.給文章列個(gè)提綱，區(qū)分出主要論點(diǎn)和次要論點(diǎn);

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(chǎng)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(gè)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(xì)剖析，將托福的聽說(shuō)讀寫四個(gè)部分都介紹的很詳細(xì)，希望對(duì)你們有一定指導(dǎo)!

新托福(IBT)口語(yǔ)——OG官方評(píng)分標(biāo)準(zhǔn)解析

TOEFL IBT Speaking Scoring Rubric

Independent Tasks (Questions 1 and 2)

新托?？谡Z(yǔ)評(píng)分標(biāo)準(zhǔn)：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).

新托福口語(yǔ)評(píng)分標(biāo)準(zhǔn)：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(yǔ)評(píng)分標(biāo)準(zhǔn)：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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