为了得到新托福ETS官方第一手资料，为了能与ETS官员进行面对面交流，解决平时在新托福培训中同学们所遇到的棘手问题，上海新东方国外部新托福教师全部全程参加了此次培训。

图为上海新东方新托福组教师合影，前排中为ETS专家Susan Hines女士

　　由于ETS特派的三位老师都是native speaker, 特别其中一位Susan Hines还是专门设置听力部分和口语部分试卷的教授，全程英文的讲授似乎也让在座中国教师经历了一场“新托福教师测试。”培训从早上八点半一直培训一直进行到晚上六点。

一整天的培训内容安排十分紧凑，上午概述了听力和阅读部分，然后重点阐述口语部分，下午作文、以及教学目标和问题讨论。由于听力和阅读部分作为客观题，操作相对简单，上午首先就概述性地讲解了听力和阅读部分的题目设置和相关问题，基本上在我们新东方的课堂上都已经涉及到。这里需要再次提醒大家注意的是关于阅读部分和听力部分的加试问题：新托福《官方指南》上陈述的是阅读部分3篇，听力部分6篇。但是实际上，阅读部分和听力部分会不同时地轮流加试。当阅读加试的时候，阅读变成5篇，听力仍然是6篇，但是其中哪2篇阅读不计分是随机的；同样地，当听力加试的时候，听力9篇，而阅读只有3篇，其中哪3篇听力不计分也是随机的，有可能是精力最充沛的前三篇不计分，这一点请同学们务必注意，在复习中做好准备！

　　早上接下来的时间就全部用来重点突破中国学生的致命一环——口语部分。为了能够真实感应新托福考试，从学生的角度发现问题，在座全体老师都以测试的形式亲身经历了口语综合部分的考题，并现场作答。测试后的激烈讨论以及考官的言简意赅的讲解让我们在座老师都有醍醐灌顶的感觉，不仅解决了我们自己在授课中存在的问题，也完全的详细解答了同学们关于口语部分评分的迷惑。以下关于口语部分的问题小结希望能对所有参加新托福考试的同学有所帮助：（本文只列出对同学们复习和考试有帮助的问题，教学讨论问题就不赘述了。）

● 口语问题1  新托福口语考试评估标准究竟是怎样的？

　　测试完毕之后，Susan仅用“Toddle”一个简单的单词就一语道破天惊地阐述了口语考核标准。“Toddle”中文释意表示（小孩子学步时）蹒跚行走，很形象地表明了非英语母语国家同学的口语状态。我们可以把这个词语拆分成三个部分：第一个部分“Tod”表示“Topic Development”，主要看回答能否充分支持与满足题目任务的需要；大家需要注意的第二部分就是接下来的字母“d”表示“Delivery”主要是看表达是否流利，这可以细分成“Pronunciation”发音标准与否以及流利程度“Fluency”;最后部分中的“l”意味着“Language Use”同样的我们可以细分成“Vocabulary”用词和“Grammar”语法使用正误情况。这样一个很简单的单词让学生们能够通过一个单词就牢记评分标准，当然不仅仅是评分标准，更应该作为我们练就一口标准流利地道英语的目标！

● 口语问题2  新托福口语部分有几个评分员？具体的0-4分是如何给出的？

　　ETS官员介绍: 通常考生的口语题目每一道题目至少会听两次，如果由于不同考场音响效果的严重差异导致评分障碍的作答往往会单独几个评分员复议；而且由于评分员的合理安排，不会出现由于评分员的人为疲劳而出现评分不准的情况……以上情况的介绍无非是让在座教师以及参加新托福的考生相信：新托福考试评分的公平性！新托福考试的评分是严格按照评分标准来操作的，请考生务必放心！（以下是评分员阅卷的具体安排）

　　 (R表示Rater“评分员”)上图表明：1号评分员测试口语部分2和4题；2 号评分员测试1和3题目；3号评分员只测试5和6题。

● 口语问题3  新托福口语部分具体的0-4分是如何给出的？

　　由于中国考生的口语相对薄弱，而且羞于开口，口语一般是考生最头痛的部分。但是情况往往并没有我们想象地那么糟糕，实际上，在听完ETS所给出的Sample Response之后，中国教师的给分往往比ETS标准的给分要低一分，这种主观看法不仅仅存在于口语部分也存在于作文部分。而实际上ETS的给分是完全按照下表的每一个字句来公正给分的，也请同学们认真阅读。在此特别需要强调的是：大家在平时练习的时候应该从Delivery、Language Use、Topic development三方面综合考虑，缺一不可。仅仅只关注一方面的给分是不公正的，仅仅只关注一个方面的练习也是不能够获得高分的。考生口语部分的最后分数会从3个部分综合得分：分别是Independent Question(1、2题)、Campus-based Question(3、5题)、Academic lecture (4、6题)三部分的分数综合得出原始分，然后折合换算成30分总分的最终得分。（以下是具体的评分标准，请大家仔细阅读）

Independent Tasks (Question 1&2)

score	General Description	Delivery	Language Use	Topic development
4	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.	Generally well-paced flow (fluid expression).Speech is clear. It may include minor lapses, of minor difficulties with pronunciation patterns, which do not affect overall intelligibility.	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 (systematic) errors are noticeable but do not obscure meaning.	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).
3	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.	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.)	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 in accurate use of vocabulary of grammatical structures used. This may affect overall fluency, but it does not seriously interfere with the communication of the message.	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.
2	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 follow:	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.	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.)	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..
1	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:	Consistent pronunciation, stress, and intonation difficulties cause considerable listener effort; delivery is choppy fragmented, or telegraphic; frequent pauses and hesitations.	Range and control of grammar and vocabulary severely limit (or prevent expression of) ideas and connections among ideas and connections among ideas. Some low level responses may rely heavily on practiced or formulaic expressions.	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,
0	Speaker makes no attempt to respond OR response is unrelated to the topic.

Integrated Tasks (Question 3, 4, 5 & 6)

score	General Description	Delivery	Language Use	Topic development
4	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.	Speech is generally clear, fluid and sustained. It may include minor lapses or minor difficulties with pronunciation or intonation. Pace may vary at times as speaker attempts to recall information. Overall intelligibility remains high.	The response demonstrates good control of basic and complex grammatical structures that allow for coherent, efficient (automatic) expression of relevant ideas. Contains generally effective word choice. Tough some minor (or systematic) errors or imprecise use may be noticeable; they do not require listener effort (or obscure meaning).	The response presents a clear progression of ideas and conveys the relevant information required by the task. It includes appropriate detail, though it may have minor errors or minor omissions.
3	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.	Speech is generally clear, with some fluidity of expression, but it exhibits minor difficulties with pronunciation, intonation, or pacing and may require some listener effort at times. Overall intelligibility remains good, however.	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 in accurate use of vocabulary or grammatical structures or be somewhat limited in the range of structures used. Such limitations do not seriously interfere with the communication of the message.	The response is sustained and conveys relevant information required by the task. However, it exhibits some incompleteness inaccuracy, lack of specificity with respect to content, or choppiness in the progression of ideas.
2	The response is connected to the task, though it may be missing some relevant information or contains inaccuracies. It contains some intelligibility and/ or overall coherence may obscure meaning. A response at this level is characterized by at least two of the following.	Speech is clear at times, though it exhibits problems with pronunciation, intonation, or pacing and so may require significant listener effort. Speech may not be sustained at a consistent level throughout. Problems with intelligibility may obscure meaning in places (but not throughout).	The response is limited in the range and control of vocabulary and grammar demonstrated (some complex structures may be used, but typically contain errors). This results in limited or inaccurate connections. Automaticity of expression may be evident only at the phrasal level.	The response conveys some relevant information but is clearly incomplete of inaccurate. It is complete if it omits key ideas, make vague reference to key ideas, or demonstrates limited development of important information. An inaccurate response demonstrates misunderstanding of key ideas from the stimulus. Typically, ideas expressed may not be well connected or cohesive so that familiarity with the stimulus is necessary in order to follow what is being discussed.
1	The response is very limited in content or   coherence or is only minimally connected to the task. Speech is largely unintelligible. A response at this level is characterized by at least two of the following:	Consistent pronunciation and intonation problems cause considerable listener effort and frequently obscure meaning. Delivery is choppy; fragmented, or telegraphic, Speech contains frequent pauses and hesitations.	Range and control of grammar and vocabulary severely limit (or prevents) expression of ideas and connections among ideas and connections among ideas. Some very low -level responses may rely on isolated words or short utterances to communicate ideas.	The response fails to provide much relevant content. Ideas that are expressed are often inaccurate, or limited to vague utterances or repetitions (including repetition of prompt).
0	Speaker makes no attempt to respond OR response is unrelated to the topic.

　　议程的紧张是大家无法想象的，午餐后的食物还没有消化透彻，5分钟就进行的作文部分的讲解，给我们做讲解得是来自于新加坡的一位执教10年、经验颇丰的英语老师。由于时间的紧迫，作文部分的讲解并不如口语部分详细，但是扫清了我们的两个困惑：一方面ETS又一次强调了评分的公正性，因为作文部分的每道题都有两个阅卷员取平均分；另一方面，更重要的是，解决了大家关于评分上的误区：与早上的口语部分相同，我们以现场做的综合作文题为依托，仔细分析了3个不同的Sample Response, 具体区分了0分-5分习作的本质区别。对ETS评分标准更精确地理解更加增添了我们作文教师在授课中的权威性，希望帮助考生创造更多高分的辉煌。

　　培训的最后部分进入了高潮，是关于教学目标的讨论。我们都明确了一个很清晰地概念：那就是新托福考试不是技巧可以攻克的考试，而是全方位考察考生听、说、读、写能力，使考生具备在美国校园学习的真正的语言水平考试。如果说曾经得老托福我们叫它为“LFA”学习托福只是为了通过考试，那么新托福的定位就应该叫做“AFL” ——Accessing for Learning,通过是为了更好的开展在北美校园的学习生活。ETS官员给了我们很多很好的建议，比如说：每堂课开头设置一个这堂课所要完成的目标给学生；给学生一些可操作性比较强的例子来指导他们练习，当然要注意练习的难度应该接近学生水平；无论练习多少一定要有反馈，这样才可能教学相长；关于发音的建议……等等。由于我们是几个人一个team的模式在进行会议，老师们讨论的都非常积极热烈，在互相学习的同时，也意识到讲课中的一些问题，模糊懵懂、存在争议的地方就请教Susan, 应该说这种brainstorming、互相交流、取长补短的方式对与会老师来说，真的是受益匪浅。

　　会议结束后，有些老师仍然在和Susan，或者ETS的官员交流，每个人的脸上似乎都写着一股热情、一种决心、一种一定要尽自己所能帮助我们的学生攻克新托福的信念和实力！我们已经准备好了更彻底地攻克新托福，同学们，你们呢？ 

posted on 2006-12-27 16:58 王文山 阅读(2448) 评论(10)  编辑  收藏 所属分类: 北美留学新闻 网摘收藏