託福是由美國教育測驗服務社(ETS)舉辦的英語能力考試，全名爲“檢定非英語爲母語者的英語能力考試”，中文音譯爲“託福”。下面是小編整理的關於託福閱讀評分標準2017，歡迎大家參考!
新託福口語評分標準：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).
新託福口語評分標準：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.
新託福口語評分標準：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 e 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
新託福口語評分標準：Score：1
General Description: 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.
Delivery: Consistent pronunciation, stress, and intonation difficulties cause considerable listener effort; delivery is choppy, fragmented, or telegraphic; frequent pauses and hesitations.
Language Use: 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: Limited relevant content expressed. The response generally lacks substance beyond expression of very basic ideas. Speaker may be unable to sustain speech to complete task and may rely heavily on repetition of the prompt.
新託福口語評分標準：Score：0
Speaker makes no attempt to respond OR response is unrelated to the topic.
新託福口語評分標準解析
新託福口語評分標準：四分標準
口語的前兩題要拿滿分，相對而言比後面的4題要簡單，因爲可控的因素多，通過不斷練習就能達到飛躍。然而，練習之前我們需要透徹地領悟ETS出題及考評的精髓，如此才能練得有的放矢，如此才能知己知彼。這裏，我們就先詳細解讀一下ETS評判4分口語時的標準：
A) General Description
所謂總體，就是整段錄音給人的直觀印象，是直覺，是並未用細則的評分標準來判斷時的直接感受。ETS在Soring Rubic中對於總體要求的描述還是集中在“內容”層面爲主。
首先，“with at most minor lapses in completeness”表明了內容完整性的重要。不要以爲會流利地發音，表面上說得很流暢、沒有停頓iBT就能過關。ETS考察的是你用英語交流的能力，所以要說的讓別人能聽懂、能瞭解你的意思，那麼意思的表達就要有首有尾，儘量形成一個complete cycle。
其次，"highly intelligible and exhibits sustained, coherent discourse"說的是表達過程中邏輯的演繹要有條理。在下面的細則中我們也會談到句子與句子之間邏輯關係的問題，在口語前兩題的敘述中，我們的邏輯可遵循老美常用的總分結構，一語中的。而不要用我們東方人習慣的“彎彎繞”般的“暗喻”，希望老美能猜透你的深層“精神內涵”。否則必敗無疑。
B) Delivery
Delivery部分主要關注語言本身。首先是對說話時語音、語調、語速的要求。
“Generally well-paced flow(fluid expression). Speech is clear.”有些同學對這句話有誤讀。中國學生尤其會偏向於加快自己的語速，覺得速度越快就是越流利，就說明自己對語言的掌握越熟練。其實“Fluid expression”講的不是“快”，而是整體的“流暢”。這兩個概念是有區別的。大家可以想一下中文的環境。如果一個人說得飛快，甚至在你還沒理解前一句的情況下，他已經把第二句說完了，而且當中還夾雜着大舌之類的咬字不清，你會覺得舒服嗎?相比之下，另一個人把一件事情娓娓道來(娓娓道來的意思不是慢)，當中適當還有一
些停頓來讓你注意重點，你覺得他對語言的掌控相比前一個怎麼樣?所以，ETS纔會要求有"well-paced flow"使得speech能夠clear。
說到語音語調，很多人就覺得是音標的問題，有的人也怕自己的口音會影響太大。說口音完全沒有關係是不可能的，老實說，肯定口音越純正聽起來越舒服，這點毋庸置疑。但口音問題遠遠不是全部，諸如新加坡口音、印度口音的故事太多，我們也不用在此贅述了。關鍵問題是，我們中國人說英文常常沒有“重點”，所謂的重點就是“抑揚頓挫”。大家小時候背古詩的時候都知道，光背字面意思毫無感情地一遍遍是很難記住的，而在真正理解詩意的情況下，帶有感情地朗讀出來很容易就能記住，而這時候你注意一下自己的發音的話，很多“字”都是有重點的、有重音的。這是因爲你在用自己的思想講話，而不是用舌頭講話。IBT的道理也是一樣，所謂“把英文說得跟母語一樣”就是用思想在講話的境界。當然，我們可能做不到這一點。但有些技巧我們是能掌握的。
技巧1： 重音。在一句話裏總有你想強調的意思。舉個老例子，大家讀一下這句話“She always loves me.”試試看把重音每次強調在不同的單詞上，讀出區別來了嗎?這就是重音的作用，即使是同一句話，因爲重音的不同，所展示的背後的邏輯也就大相徑庭。
技巧2：適當停頓。英文說得好的人爲什麼讓別人聽起來會不累?因爲他們都是在用“意羣”表達。這就是說他們主動把一句話的意思拆成一小段一小段有重點地說給你聽，幫助你理解。所以你也會聽得津津有味，甚至覺得他思路非常清晰。我們在說話時活用停頓是很有用的，短暫的停頓會幫助把句意切成有機的整體，說出節奏感，而且起到引起注意、強調的作用。比如“The response fulfills the demands of the task / with at most minor lapses in completeness.”我們讀這句的時候，斜槓的部分要注意停頓而不能一口氣以同樣的速度讀下去。
隨後，“It may include minor lapses, or minor difficulties with pronunciation or intonation patterns, which do not affect intelligibility.”我們主要討論"minor lapses"。
我們常常在說的時候會出現停頓，這個不是前面所說的爲了強調意羣而故意做的，而是因爲大腦一下子沒跟上而嘴裏不知道接下去該說什麼。碰到這種情況，建議千萬不要“留白”，也就是不要對着話筒一語不發，因爲這樣非但會弄得自己更緊張，而且你腦子裏的空白會太明顯，讓ETS覺得你思路沒法跟上。
那碰到這樣的瞬間空白怎麼辦呢?可以用一些過渡詞來填補，會顯得很自然，其實老美自己在說話時也會出現這樣的大腦延遲，但他們不會一言不發，而用well...”,”you know…”,”I mean…”之類的話來等腦子跟上。大家也可以嘗試着練一下，熟悉這種方法以後就會覺得自己說話不會一停一停，而是很fluid。當然最後說一句，這個方法也不是萬能的，用得太多的話也會招人厭，所以要自己掌握下度。
C) Language Use
在Language Use部分我們中國學生往往要注意的不是別用詞用句太簡單，而是別用太複雜的句式。我們常常tend to use複雜的句式，一是因爲從小的英文教育模式的關係，二是潛意識裏認爲會用從句套從句才牛，想用從句來壓死老外。誰料先被壓死的是自己。我們畢竟不是native speaker，當你口語中的句式太複雜時自己的邏輯就會被繞進去，而口語是不可能像作文那樣讓你回頭檢查好好琢磨主謂賓的。其次，老外實際說話的時候也不會用那麼複雜的句式，意思表達清楚就好，太複雜反而Chinglish。
比如說，一句“我每天早上都會去家旁邊的公園裏跑步，在那裏我總是能看到很多有趣的我在上班的時候看不到的事情，在辦公室上班總是很無聊、讓我灰心喪氣，所以我更喜歡
每天早上的跑步了。”寫成從句類型可能是“I go for jogging every morning in the park beside my home where I always find interesting things that I never see when I work in office in which my life is always boring and frustrating that makes me love jogging in the morning even more.”但當場用口語說出這句話可能到一半就找不着北了。所以個人建議我們口語中用從句的話最多1個,防止把自己繞進去。
用嘴說的話，可能是這個版本"You know, I go for jogging every morning in the park besides my home. I always find interesting things there that I never see in the office. I feel the life in office is always boring and frustrating which makes me love jogging in the morning even more.”從句和簡單句結合，意思既清楚，表達又輕鬆，還有節奏感。
D) Topic Development
這部分說的是我們在短短45秒內邏輯的表達。比較有效、單刀直入的結構是“總起(直接回答問題)+ 理由1+ 理由1的支持論據 + 理由2 + 理由2的支持論據”，不用特意再加結尾句。