托福综合口语部分笔记记录攻略

托福综合口语部分需要考生在较短时间内对所听到及看到材料内容进行总结分析，在这个部分的备考重点之一和托福听力类似，下面小编就和大家分享托福综合口语部分笔记记录攻略，来欣赏一下吧。

托福综合口语部分笔记记录攻略

一、记笔记的意义:

1、新托福考试允许考生在读、听的同时做笔记。

2、笔记帮考生准确回忆关键信息→保证考生马上能复述信息。

3、笔记记得越详细，题目就会答得越好。

二、笔记的质量:

【学员问题】: 在 Task3-6 中，听力笔记记不下那么多。

【解决方案】: 1、记笔记不是听写!不要企图把 100%单词都记下来!

2、记笔记不求多，只求精!抓关键词：主题、观点、细节、原因、例子、专用名词、概念、人名、事件、时、地、数、形容词、连接词。

三、如何权衡听与记:

【学员问题】: 口语中的听力内容记不下来,无答案可记。

【解决方案】: 1、错!必有答题要点可记。2、应提高自身听力!

【学员问题】: 记笔记要点记不全,主要是因为听了记下笔记的过程中,把后面的内容听掉了,听漏了。

【解决方案】: 1、记听力笔记时要专注。2、以倾听、想象、理解为主、以记笔记为辅。

四、记笔记的原则:

【学员问题】: 笔记记得速度不够，所记下的点不全。

【解决方案】:

1、记笔记要按序：要按读、听材料的内容出现顺序记关键信息。

2、记笔记要简化：最好的笔记系统是你自己独创的，别总用英文记，因为英文单词的字母可能比较多。

3、尽可能多用一笔汉字、缩略、符号、图画、箭头、线条来记。

4、碰到生词，按你猜的拼写记录。这样做并不会影响整个内容!手头利索，听到哪儿，记到哪儿，避免欠债。

5、记笔记可潦草：乱点没关系,只要你自己认识就好了，平时要多多练习。

五、笔记练习:

利用音频文件做《新托福口语讲义》听力、笔记练习题。

六、笔记格式:

Task 3 和 5 笔记格式

——男左女右或女左男右式:

1

Task 4 和 6 笔记格式

——缩进式:

2

七、新托福英文对话的听记、研读、朗读训练

听记、研读、朗读以下三个新托福对话的功效：

1、帮助学生初步感受新托福口语考试听力对话的校园生活话题和风格。

2、帮助学生初步体验记托福口语考试听力对话的笔记的方法。

3、帮助学生建立起今后听懂新托福口语考试听力对话的信心。

4、局部地、零星地纠正学生的错误的语音和语调。

5、提高学生的英语流利程度、培养并强化他们的语感。

对话1

Skill 6:Example Listening Skill 6 Listen as two students discuss campus parking.

Man: Can you tell me aboutparking on campus? I've just gotten a car, and I'm going to be parking oncampus. I'm so glad I don't have to be riding my bicycle to class anymore.

Woman: Parking is kind ofdifficult on campus because there just aren't enough spaces for all the peoplewho want to park. You do know that if you're going to park on campus, you’llneed a parking sticker?

Man: A parking sticker? Whatkind of parking sticker?

Woman: Well, if you're onlygoing to park on campus once in a while, you can get a daily sticker each daythat you park. But if you're going to be parking on campus often, then youshould really get a permanent sticker.

Man: I have classes almostevery day of the week, so I know what I've got to do.

Question:What will the man most likely do?

对话1 笔记范例:

Man: Can you tell me aboutparking on campus? I’ve just gotten a car, and I'm going to be parking oncampus. I'm so glad I don't have to be riding my bicycle to class anymore.

笔记: parkin on camp? I →car→parkin on camp I ∵×ride 自

Woman: Parking is kind ofdifficult on campus because there just aren't enough spaces for all the peoplewho want to park. You do know that if you're going to park on campus, you’llneed a parking sticker?

笔记: parkin 难∵space×够 U 知要 parking sticker?

Man: A parking sticker? Whatkind of parking sticker?

笔记: ps?

Woman: Well, if you're onlygoing to park on campus once in a while, you can get a daily sticker each daythat you park. But if you're going to be parking on campus often, then youshould really get a permanent sticker.

笔记: if 1 次→ daily sIf often→ permanent s

Man: I have classes almost everyday of the week, so I know what I've got to do.

笔记: I 课 everyday/w →I 知

对话 2

Passage 2 Questions 3 and 4 Listen as a student visits a universityoffice.

Student: I have a problem, andI hope you can help.

Worker: What’s your problem?

Student: I haven't received mygrade report from last quarter, and my friends have already received theirgrade reports.

Worker: Grade reports fromlast quarter were mailed out two weeks ago. You haven’t received yours yet?

Student: No, I haven't.

Worker: Did you move in thelast quarter? Has your address changed? Um ...maybe the grade report went tothe wrong address.

Student: No, I'm still in thesame place. I haven’t moved. The address should be accurate.

Worker: And did you take allof your final exams? If you missed an exam, then your grade report would beheld up.

Student: No, I took all myexams...

Worker: Then, uh, youshould've received your grade report by now. Give me a moment, please, and I'lllook your grade report up in the computer system and see if I can figure outwhat the problem is.

Student: Thanks very much foryour help.

Question:Why does the student go to the office?

对话2 笔记范例:

Student: I have a problem, andI hope you can help.

笔记: q:

Worker: What’s your problem?

笔记: what?

Student: I haven't received mygrade report from last quarter, and my friends have already received theirgrade reports.

笔记: my grade report .qtr × `友√

Worker: Grade reports fromlast quarter were mailed out two weeks ago. You haven’t received yours yet?

笔记: grade report 出 2 wks u×?

Student: No, I haven't.

笔记: I ×

Worker: Did you move in thelast quarter? Has your address changed? Um ...maybe the grade report went tothe wrong address.

笔记: 搬? grade report→×址?

Student: No, I'm still in thesame place. I haven’t moved. The address should be accurate.

笔记: I×搬址√

Worker: And did you take allof your final exams? If you missed an exam, then your grade report would beheld up.

笔记: all exam? If miss 1→延

Student: No, I took all myexams...

笔记: all exam√

Worker: Then, uh, youshould've received your grade report by now. Give me a moment, please, and I'lllook your grade report up in the computer system and see if I can figure outwhat the problem is.

笔记: 应 get GR now. I 查脑

In 1337, a terrible war beganbetween England and France, and this war continued for almost 100 years.

笔记: 1337,E war F→ 100 yrs

对话3

Passage 2 Questions 3 and 4 Listen as a student meets with hisprofessor to discuss a term paper he is writing.

Professor: Thanks for stoppingby.

Student: No problem. Why didyou want to see me?

Professor: I need to go overthe outline for your term paper.

Student: The outline for myterm paper? ... Is there a problem?

Professor: Well, you have agood topic and lots of interesting ideas here, but the outline itself couldstill be better.

Student: Well, what can I doto improve the outline?

Professor: Ihave two suggestions to improve the outline. First of all, you need to organizethe ideas a little more clearly.

Student: So,you think I have enough ideas, but they need to be better organized?

Professor: Exactly. And for mysecond suggestion, you don't... uh...have much of a conclusion. You shouldreally think about... uh... strengthening your conclusion.

Student: OK, I'll work on theoverall organization and the conclusion. Then what?

Professor: Well, after you'veimproved these two areas, I'd like you to resubmit the outline, and we candiscuss it some more.

Student: And when would youlike the revised outline?

Professor: Well, don't taketoo long working on it. You really need to get the outline squared away so youcan work on writing the paper. Let's say within a week? You should get it to meno later than next week.

Question:What is the professor’s overall assessment of the outline?

对话3 笔记范例:

Professor: Thanks for stoppingby.

笔记: 来ג

Student: No problem. Why didyou want to see me?

笔记: why?

Professor: I need to go overthe outline for your term paper.

笔记: outline term paper

Professor: Well, you have agood topic and lots of interesting ideas here, but the outline itself couldstill be better.

笔记: topic√+多 interesting ideas outline →better

Student: Well, what can I doto improve the outline?

笔记: how to?

Professor: I have twosuggestions to improve the outline. First of all, you need to organize theideas a little more clearly.

笔记: 2 sugges: 1=organize ideas clearly.

Student: So, you think I haveenough ideas, but they need to be better organized?

笔记: ideas 够→better 排

Professor: Exactly. And for mysecond suggestion, you don't...uh...have much of a conclusion. You shouldreally think about... uh... strengthening your conclusion.

笔记: √2nd suges: conclusion→↑

Professor: Well, after you'veimproved these two areas, I'd like you to resubmit the outline, and we candiscuss it some more.

笔记：2√→交→discuss

Student：And when would you like the revised outline?

笔记：when?

Professor: Well, don't taketoo long working on it. You really need to get the outline squared away so youcan work on writing the paper. Let's say within a week? You should get it to meno later than next week.

笔记: outline<1wk → write

对话4

Q1-2:Listening exercise 4 Passage1 Questions1 and 2 Listen as an advisordiscusses a student's course load with the student.

Advisor: I'd like to talk withyou about the number of courses you’ll be taking next semester.

Student: I took five courseslast semester. I’m taking five courses this semester, and I’m planning ontaking five courses again next semester. I always like to take the maximumnumber of courses because I don’t mind working hard and because I want tofinish my undergraduate degree as quickly as possible and get into graduateschool.

Advisor: I understand thatyou’re trying to finish your undergraduate program quickly in order to go tograduate school. However, the problem is that your grades are passable but notvery high, and you’ll need higher grades to get into a good graduate school.

Student: I definitely want togo to a good graduate school. Do you think it's better for me to take lightercourse load next semester in order to try to get higher grades in thosecourses?

Advisor: Well...because you’retaking the maximum of courses. I don't think you have enough time to putsufficient time and

effort into each of yourcourses.

Question:How does the student seem to feel about taking the maximum number of courses?

对话4 笔记范例:

Advisor: I'd like to talk withyou about the number of courses you’ll be taking next semester.

笔记: course numb. Next term

Student: I took five courseslast semester. I’m taking five courses this semester, and I’m planning ontaking five courses again next semester. I always like to take the maximumnumber of courses because I don’t mind working hard and because I want tofinish my undergraduate degree as quickly as possible and get into graduateschool.

笔记: . semes 5 semes 5

总 max∵I × mind working hard &快完本→graduate school

Advisor: I understand thatyou’re trying to finish your undergraduate program quickly in order to go tograduate school. However, the problem is that your grades are passable but notvery high, and you’ll need higher grades to get into a good graduate school.

笔记: icur grades = passable ≠ very high →good grad school

Student: I definitely want togo to a good graduate school. Do you think it's better for me to take lightercourse load next semester in order to try to get higher grades in thosecourses?

笔记: semes. Lighter course? →higher grades?

Advisor: Well...because you’retaking the maximum of courses. I don't think you have enough time to putsufficient time and effort into each of yourcourses.

笔记: ∵max→×够 time→each course

讲座1

Now listen topart of a talk in an American history class.

Today, I’ll be talking aboutthe Underground Railroad and about a woman whose name is closely associatedwith the Underground Railroad, Harriet Tubman.

The Underground Railroad was aloosely structured network to help slaves escape from Southern states in theperiod of time before the Civil War. You should note that the UndergroundRailroad was NOT either underground or a railroad. Slaves escaping along theUnderground Railroad sometimes traveled hidden in a boat or a wagon, but theymostly traveled on foot. They generally traveled at night, when it was safe tomove, and hid during the day. This escape route was called a railroad because it was amethod of helping slaves to move and not because it involved railroad carsmoving along tracks. It was described as being underground because it wassecret, not because any of the travel was beneath the surface of the earth.

Railroad terminology was usedto describe the system for assisting slaves in escaping. The term “passengers”was used to refer to the slaves who were trying to escape; the “conductors”were the people who helped the slaves along their path to freedom; “stations”were safe houses where the slaves could hide during their escape. Thus, thestatement that a conductor directed a passenger to a different station reallymeant that someone along the escape route helped an escaping slave to get to anew hiding place.

Harriet Tubman was a personwho figured prominently in the history of the Underground Railroad. She herselfhad been a slave who escaped from slavery in the South using the UndergroundRailroad. Following her escape from slavery in the period prior to the CivilWar, Harriet Tubman returned repeatedly to the South to help other slavesescape to the North. She’s known to have made the dangerous return trip back tothe South at least 19 times and to have led at least 300 escaping slaves to freedomin the North. (338 words)

Key points:

Topic: the UndergroundRailroad and Harriet Tubman 1. Underground Railroad:

1 was method to help slavesescape (not actually railroad)

2 was secret (not actuallyunderground) 2. Terms used in Underground Railroad:

1 “ passengers ” =slavestrying to escape

2 “ conductors ” = people helping slaves to escape

3 “stations ” = safe houses

3. Harriet Tubman:1 wasformer slave who escaped using Underground Railroad 2 made many trips back toSouth to help other slaves escape.

托福口语范文：做大人比做孩子容易

题目

Do you agree or disagree with the following statement? It is easier to be an adult than to be a child.

Sample Response

I think that it is easier to be an adult than a child. Children have their basic needs taken care of, but adults have more freedom to live the way they want to.

First, adults understand how to solve problems. Instead of relying on parents for explanations and solutions, they can search for their own answers. As a result, adults have less worry because they can solve their own problems.

Second, adults can decide about many things that children must accept. For example, they can decide where to live or travel, how to spend money, and what to eat. It is more fun to make these decisions than rely on someone else.

Since adults have the freedom to solve their own problems and make decisions, I think it is easier to be an adult than a child.

托福口语范文：如何帮助大一新生了解校园

题目

Which of the following methods do you think can help freshman students learn about their campus?

--Arrange a partner from sophomore students

--Organize a campus tour

--Set up a Q & A center

Sample Response

I think the best way for a school to teach its freshmen students about its campus is to pair each student with a sophomore.

Every student has different concerns, and some of the questions may be very specialized. Asking a person one-on-one is the most efficient way of addressing individual questions.

Since sophomores have recently gone through the process of entering the school, they also understand the fears that the freshmen face. They can offer needed friendship and support to make the students comfortable.

Pairing a new student with a sophomore is therefore the best way to teach freshmen about a campus.

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