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　许多人不重视第1-2题，以为这两题只需要闭起双眼胡侃就行了。况且，由于许多标题网上有发表，迥然不相同，或许做题前现已偷听到别人的内容，现已有了预备，所以愈加定心。本来，No 1-2 通常是让许多人跌破眼镜的地方。白话的请求是有必要：表达明白、精确、流利、天然。1-2格外请求例子丰厚，并且答复时有必要是在“讲”，不是在“背”和“读”。

　　(看到一个帖子)中有网友说，她预备材料时坚决根绝“en.." "ha.."的过渡用词，我以为是不对的。咱们平常在上课时，班上的同学或教师都会有正常的“hesitance". 连电视台主持人也会有偶然失误，何况我国人。所以，假设你1-2题讲的太顺，只需三个也许：

　　a. 你是大牛，你我国人比美国人还美国人

　　b. 你在朗诵。你也许歇息时将答案根本写在draft paper 上了

　　c. 你在背诵。你从前预备好了答案。

　假设评分人以为你的白话不是即兴的，他就会成心挑毛病，你的分数可想而知。

　　所以，我个人以为，第1-2题有必要充分预备，然后最终扮演时有必要不留痕迹，中心偶尔的“en.." "ha.."能够存在，可是不行太多。有时乃至成心弄一个小错误，可是要当即纠正。

　　别的， 由于第1-2题是主观题，咱们有发挥的空间，所以你在举例或细节描绘时，应当尽量成心点名你的英语strong布景。比方， 现已在北美的人能够标明现已到北美读书很长时刻了，没有出国的人也能够直接表达自个英语是很不错的。 (我会在下面举例阐明)。这是由于如今TOEFL白话的评分人(raters)根本上都是业余人员构成的。假设你住在北美，有必定的布景，你都能够通过ets的网站请求变成TOEFL考试白话或写作的raters。 这即是为何咱们有必要对不满意的成果请求rescore的原因。而在rescore时，通常是由ETS指定的专业人员从头评分的。

　　举例：(2007年12月7日北美白话题第1题)

　　Talk about a special gift you once gave to someone.Describe the gift and explain why it is special.

　　假设是我，我也许会像这么答复(详细内容应当依据自个的语速进行调整)：

　　I am living and studying in Canada now. I moved here with my parents about 2 years ago. Before I left China, I had a farewell party with my friends and relatives, and gifts were exchanged there. I had prepared a very special gift to my former English Teacher in my high school -- A Bible with both English and Chinese. You know, I was born into a traditional chinese family who believed in God. However, it is almost impossible to claim openly that you beleive in God in China, not to mention to read Bibles everyday. (这里请咱们不要骂我卖国,朴实为考试而说) My English teacher was my family''s friend, and we had witnessed his change in his belief. However, he had been dreaming of getting a English Bible. I had one which my father gave me to improve English because this Bible has both English version and Chinese version togehther. I believed that when I went to Canada, it would be very easy to get another English Bible for myself. Therefore, I decided to give this Bible to my teacher as a SPECIAL GIFT.

　　我决议这么讲，并不是我不爱国，也不是由于我真的是一个基督徒，朴实为了考试。 TOEFL考试决议不会由于你说了真话就给你高分，也不会由于你说了大话就降分。关键在于你的论据是不是reasonable and believable.

　　首要点名我生活在加拿大，让评分者有思想预备给我高分。然后再通知the rater我从小就有学习英语的热心，连读《圣经》都是英汉对照。 这么听者会被说者牵着鼻子走，最少形象上会占优势。

　　所以说，关于现已在北美读书的许多学生来说，虽然在白话中成心标明身份不必定总是有作用，可是肯定不会吃亏，何乐而不为呢。国内的考生也应当直接的标明自个的英语基础不相同通常：

　　所以， 相同的标题， 假设我在我国考试， 我会这么说(详细内容应当依据自个的语速进行调整)

　　China is a country where people love offering gifts. However, the gift I gave to my girl friend this May was very speical. Her birthday was May 14th, and I knew she was expecting a large bunch of rose from me. Instead, I purchased only one rose together with a very thick dictionary: "Oxford Advanced Learner''s dictionary". My girl friend is a very smart girl and she majors in Biology/pschology/... However, her only problem is English. She never wants to spend time keeping English words in mind. However, different from her, I am crazy about learning English. In fact, I won a lot of prizes while attending our university''s English Test Competitions. I hope this gift could offer her confidence to learn English and English study could be as beautiful as the flower I gave her. Besides, I gave her this special dictionary because I have been using this dictionary for many years. It not only has more words than other popular dictionaries, but also has more interesting examples and appendixes.

　　白话中第三第五题真是对比简略, 都是依据学校对话, 并且大有些通常教材编写的都跟没有什么收支。可是有些平常英语白话不错的人，第三题出了疑问，是由于听力对比差的原因,讲得跟原对话有收支。第五题关键是时刻操控，大体三有些，What is the problem? What are the solutions? And Which solution do you prefer?

　　记得在讲堂操练时，有些同学时刻操控欠好，对Which solution do you prefer，答复得太匆忙，乃至有人都没有时刻说。

　　第4题和第6题通常是难点。有时第四题阅览有些太难，45-50秒钟读不明白。(国内考生通常这么的疑问对比少，由于他们的阅览才能通常比咱们北美的中学生或国际学生要好，并且他们许多人都在一起温习GRE 或GMAT，他们的词汇量真是好了得。所以我的领会也许更适合北美跟我年纪相仿的人，17-20岁的学生)。这时，咱们应当不要慌。依据我的经历，第四题根本是这么一个构造：阅览犹如是本字典，先给咱们对某个Term下一个界说或阐明，然后听力有些再由教师从头说一边。而教师的内容愈加详细，生动，细节化。这有些我感受ETS考试中心是在极力复原实在的大学讲堂情形——

　　教师安置工作，叫同学们回去读那些那些页数。然后，第二天教师先对预习的有些用自个的了解讲述一番，然后学生跟进。

　　好在第四题主要是问lecture的内容，所以即便文章有时没有彻底读懂(不是常常会发生，有时文章超简略)，只需能将听力内容阐明白， 相同能拿高分。

　　比方说，还拿2007年12月7日的标题为例，即便你没有记住文章内容，你能够这么来答复：

　　In the lecture, the psychology professor used his daughter as an example to explain the academic concept of chaining behavior. In order to teach his 3-year-old daughter to wash her hands, the professor divided the action of washing-hands into 5 steps. First, teach her how to turn on the water, then teach her how to wet her hands. Step three is to make her learn how to put soap on her hands, then rinse her hands, and finally, step 5, to teach her to turn off the water. He taught his daughter step one first, then after she has learnt how to turn on the water, moved on to the second step. In the next few days, after she could do both, continued teaching her step three, then step 4, until finally she learnt the whole process of washing hands. This example has very clearly demonstrated the theory of chaining behavior in the reading passage.

　　这么的叙说尽管对阅览十分疏忽，可是假设你阅览才能对比差,或是某次考试阅览格外费事,这么做也是不得已而为之。不过，假设阅览不是太差的话，在最初的时分最佳对听力和阅览作一个对比归纳的integrated summary. 比方说，当你说完了“In the lecture, the psychology professor uses her daughter as an example to explain the academic concept of chaining behavior，”之后，后边能够接一个定语从句，对“chaining behavior” 下一个界说。这个界说来源于阅览，可是不等于照抄照搬，应当是对原文的paraphrase. 然后继续听力的例子描绘。这么这个表达就更精粹、更紧凑。

　　当然，除了第1-2题以外，其他四题，格外是3，4，6题，切忌“闭门造车”或“胡言乱语”。假设你们读过OG的白话sample评分，一切的fair level中，都有一项这么的评语：“The speaker identifies the concept and the two examples, but with inaccuracies. Instead of sum marizing each experiment, he combines the summary of both experiments. This causes him to incorrectly conclude that you make more mistakes when you are being watched while tying your shoes.

　　所以，我的观点是：表达不精确是第3-6题的榜首大忌。

　　表达不连贯是3-6的第二大忌。

　　语音语调不地道是第三大忌。

　　语法错误和发音错误是第四大忌。

　　我以为假设咱们有时刻，应当依照以上的次序顺次解决疑问。

　　最终，谈谈白话材料疑问。毕竟不是有许多人跟我相同，能够用操练的。通常来说，白话的第1，2， 3， 5题任何一本教材都能够。可是留意，Barron供给的答案太夸张了。 答案应当以OG供给的Sample为蓝本，进行操练。或许假设你们的教师对比优异的话，以教师的规范请求自个。