很多考生都知道托福改革閱讀評分標準表30題，托?？荚囋u分標準改革是常有的事，也許是為了適應時代潮流，挑選出更適合留學的人，留學的話不是單要英語成績考試好而已，還要會說，會交流，這才是最重要的，我們老師就說過學英語最終是為了能用英語與別人交流，而不是為了應付英語考試，英語成績好的人英語不一定說得好，這句話很有道理，相信很多人都深有體會，也可以看一下托福閱讀30題評分對照表，下面就跟小編一起來看一下托福改革閱讀評分標準表30題吧。
一、托福改革閱讀評分標準表30題
? ? ? 評分標準：Score：4
General Deion:
The response fulfills the demands of the task, with atmost minor lapses in completeness. It is highly intelligible and exhibitssustained, coherent discourse. A response at this level is characterized by allof the following.
Delivery:
Generally well-paced flow (fluid expression). Speechis clear. It may include minor lapses, or minor difficulties with pronunciationor intonation patterns, which do not affect intelligibility.
Language Use:
The response demonstrates effective use of grammar andvocabulary. It exhibits a fairly high degree of automat city with good controlof 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. Itis generally well developed and coherent; relationships between ideas are clear(or clear progression of ideas).
評分標準：Score：3
General Deion:
The response addresses the task appropriately, but mayfall short of being fully developed. It is generally intelligible and coherent,with some fluidity of expression though it exhibits some noticeable lapses inthe expression of ideas. A response at this level is characterized by at leasttwo of the following.
Delivery:
Speech is generally clear, with some fluidity ofexpression, though minor difficulties with pronunciation, intonation, or pacingare noticeable and may require listener effort at times (though overallintelligibility is not significantly affected).
Language Use:
The responsedemonstrates fairly automatic and effective use of grammar and vocabulary andfairly coherent expression of relevant ideas. Response may exhibit someimprecise or inaccurate use of vocabulary or grammatical structures used. Thismay affect overall fluency, but it does not seriously interfere with thecommunication of the message.
Topic Development:
Response is mostly coherent and sustained and conveysrelevant ideas information. Overall development is somewhat limited, usuallylacks elaboration or specificity. Relationships between ideas may at times notbe immediately clear.
評分標準：Score：2
General Deion:
The responseaddresses the task, but development of the topic is limited. It containsintelligible speech, although problems with delivery and/or overall coherenceoccur; meaning may be obscured in places. A response at this level ischaracterized by at least two of the following.
Delivery:
Speech is basically intelligible, though listenereffort is needed because of unclear articulation, awkward intonation, or choppyrhythm pace; meaning may be obscured in places.
Language Use:
The response demonstrates limited range and control ofgrammar and vocabulary .These limitations often prevent full expression ofideas. For the most part, only basic sentence structures are used successfullyand spoken with fluidity. Structures and vocabulary may express mainly simple(short) and/or general propositions, with simple or unclear connections madeamong them (serial listing, conjunction, juxtaposition).
Topic Development:
The response is connected to the task, though thenumber of ideas presented or the development of ideas is limited. Mostly basicideas are expressed with limited elaboration (details and support). At timesrelevant substance may be vaguely expressed or repetitious. Connections ofideas may be unclear
評分標準：Score：1
General Deion:
The response is very limited in content and/orcoherence or is only minimally connected to the task, or speech is largelyunintelligible. A response at this level is characterized by at least two ofthe following.
Delivery:
Consistent pronunciation, stress, and intonationdifficulties cause considerable listener effort; delivery is choppy,fragmented, or telegraphic; frequent pauses and hesitations.
Language Use:
Range and control of grammar and vocabulary severelylimit (or prevent) expression of ideas and connections among ideas. Some lowlevel responses may rely heavily on practiced or formulaic expressions.
Topic Development:
Limited relevant content expressed. The responsegenerally lacks substance beyond expression of very basic ideas. Speaker may beunable to sustain speech to complete task and may rely heavily on repetition ofthe prompt.
評分標準：Score：0
Speaker makes no attempt to respond OR response isunrelated to the topic.
二、托福閱讀評分標準解析
其實閱讀題分數(shù)是有一個轉(zhuǎn)化過程的，閱讀題的原始分值和轉(zhuǎn)化后的對應分值。新托福閱讀每篇題量為12-14題，每篇閱讀除了最后一道題為2分外，其余題目分值都是1分，所以托福閱讀總的原始分值為45分。所以。同學們?nèi)绻诳荚囍幸驗闀r間問題迫不得已要舍棄一道題目時，盡量不要舍棄小結(jié)題。一般情況下，這類題目是多選題，6個中選擇3個，選錯一個扣一分，錯2個或3個不得分。
三、影響托福閱讀成績的因素
如果閱讀遇到加試，也有可能會影響閱讀成績。那么閱讀加試是如何影響閱讀成績的呢？考試中只有一部分考生會遇到閱讀加試，沒有遇到加試的考試成績不會有變動，按照上述評分標準來評分。但是參加加試的考生成績可能會因為加試題目的情況，成績產(chǎn)生一些變動，具體細則如下：
（1)如果考試正確率比加試正確率高，說明考題偏容易，也就是高分檔的學生比較多，那么ETS將給分數(shù)的分布作相應的調(diào)整，也就是給一些高分的學生減分。給哪些學生減分呢?當然是加試做得不好的學生。
(2)如果考試正確率比加試正確率低，說明考題偏難，也就是低分檔的學生比較多，那么ETS將給分數(shù)的分布作相應的調(diào)整，也就是給一些低分的學生加分。給哪些學生加分呢?當然是加試做得好的學生。
(3)如果考試正確率和加試正確率持平，實現(xiàn)了正態(tài)分布，考生的分數(shù)則不需要調(diào)整了。
之所以分數(shù)有波動是因為ETS為了在考生水平有波動的情況下，仍然能夠給予考生一個相對較為公平的分數(shù)。
四、托?？谡Z快速提高方法
托福口語找到一個專業(yè)的外教進行練習還是很有必要的。分享一下我在用的app：留小留，可以隨時和世界各地的Native Speaker進行一對一的口語對練，里面有很多專業(yè)的外教可以選擇，這個軟件用起來就跟打微信語音／視頻電話一樣，質(zhì)量很清晰。這個是最讓我感到意外且性價比超級高的一個APP了。我長期練習的一個外教陪練是英國的Leila，她不僅口音純正，而且人超級nice，她本人還是一個攝影師，我也經(jīng)常跟她交流攝影方面的技巧。
不過大家在跟外國人練習托福口語的時候，我有2個建議：1是提前準備一個話題，帶著話題去跟他們練習能讓你學到很多地道的表達；2.是不一定非要選擇歐美的老外，像有些南非、菲律賓的也很專業(yè)，練習口語也不錯。
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