托福简介
TOEFL(The Test of English as a Foreign Language，简称TOEFL)是由美国教育测验服务社(ETS)举办的英语能力考试，全名为“检定非英语为母语者的英语能力考试”，中文音译为“托福”。TOEFL有三种，分别是： pbt—paper based test 纸考 677, cbt—computer based test 机考 300, ibt—internet based test 网考 120, 新托福满分是120分。TOEFL考试的有效期为两年，是从考试日期开始计算的。
新托福
2005年9月，美国教育考试服务中心ETS在全球推出了一种全新的综合英语测试方法，即能够反映在一流大专院校教学和校园生活中对语言实际需求的新托福考试，即TOEFL iBT(Internet Based Test)。
新托福由四部分组成，分别是阅读(Reading)、听力(Listening)、口试(Speaking)、写作(Writing)。
阅读(Reading)：有三篇文章
与老托福不同的是，考生不需要在答题之前通读全文，而是在做题的过程中分段阅读文章。每篇文章对应有11道试题，均为选择题。除了**后一道试题之外，其他试题都是针对文章的某一部分提问，试题的出现顺序与文章的段落顺序一致。**后一题针对整篇文章提问，要求考生从多条选择项中挑选若干项对全文进行总结或归纳。新一代托福阅读文章的篇幅比老托福阅读文章的篇幅略长，难度也有所增加。这部分持续时间为1小时，在此时限中考生可以复查、修改已递交的答案。
听力(Listening)：取消了短对话
由两篇较长的校园情景对话和四篇课堂演讲组成，课堂演讲每篇长约5分钟。由于是机考，考生在听录音资料之前无法得知试题。在播放录音资料时，电脑屏幕上会显示相应的背景图片。考生可以在听音过程中记笔记。考生不能复查、修改已递交的答案。这个部分持续大约50分钟。
听力水平无疑是新托福成功与否的关键，除阅读外，无论哪一部分都离不开“听”。对于中国考生来说，听力却正是薄弱环节。中国考生提高听力的其中一条有效途径是“听写法”，即把相关听力材料拿来精听，并把听到的内容逐句写下来。也有专门用来练习新托福听写的软件，如新托福听写王软件。“听写法”提高听力的一个缺点是，刚开始练习时可能比较费时。
口试(Speaking)：把TSE(Test of Spoken English)融合在新托福中
然而与现行的TSE相比又有较大改动。这个部分共有6题，持续约20分钟。
**、二题要求考生就某一话题阐述自己的观点。
第三、四题要求考生首先在45秒内阅读一段短文，随后短文隐去，播放一段与短文有关的对话或课堂演讲。**后，要求考生根据先前阅读的短文和播放的对话或课堂演讲回答相关问题，考生有30秒钟的准备时间，然后进行60秒钟的回答。例如，短文中描述了对学校体育馆进行扩建的两种方案，对话中一位同学阐述了自己的立场，即赞成哪种方案，反对哪种方案，并列举了若干理由。要求考生叙述对话中同学的立场并解释他/她列举了哪些理由支持这一观点。
第五、六题要求考生听一段校园情景对话或课堂演讲，然后回答相关问题。考生有20秒钟的准备时间，之后进行60秒钟的回答。例如，先播放一段市场学课堂演讲，演讲中教授列举了两种市场调查的方法，然后要求考生使用课堂演讲中的观点和例子描述教授列举出的两种市场调查的方法。
考生可以在听音过程中记笔记以帮助答题。在准备和答题时，屏幕上会显示倒计时的时钟。
写作(Writing)要求考生在1小时内完成两篇作文
其中一篇类似于老托福的写作，要求考生在30分钟内就某一话题阐述自己的观点，字数要求为300字以上。
另一篇则要求考生首先阅读一篇文章，五分钟以后，文章隐去，播放一段与文章有关的课堂演讲。课堂演讲列举了一些论据反驳文章中的论点、论据。随后要求考生在20分钟内写一篇作文，总结课堂演讲的论点、论据，并陈述这些论点、论据是如何反驳文章的论点、论据的，字数要求为150字到225字之间。在写作时，文章会重新显示在屏幕上。这篇作文不要求考生阐述自己的观点。
加试
般实际考试中，考生往往会在听力或阅读部分碰到加试试题，也有可能阅读、听力两部分同时被加试。加试部分不算分(有人说会算分，说是抽几题给分)，但考生事先并不知道哪一部分是加试部分(有的时候经典加试是能判断出来的)，所以应该认真对待。
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托福60分起点冲80分加强班25人班
课程名称：托福60分起点冲80分加强班25人班
适合学员：
1.词汇量3500左右
2.语法懂从句等有一定难度的内容
3.目标分数80分的学员
课程特色：
专注：题型难度分级，专注提分技巧，阶段测评报告检测提分效果
快速：针对考试项目逐一突破，题型技巧讲解更细致，针对性练习内容更好更快消化吸收
高效：短期提高成绩、提升能力、达到预定的分数目标
清晰：根据目标分数选择班型，清晰选择，选对才能更有效
模拟：托福口语模拟考**一对一在线模拟口语考试
课程设置：
1.核心课
2.技能端(80分)
3.吸收课
4.My TOEFL Lab complementary course
5.督导指导课
6.助教课
7.线上辅练
8.考前老师答疑课
班型设置：1V1; 1V3; 1V6; 25人
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Professor: What comes to mind when I say the word grammar?
$ Student 1: That’s easy. English class and lots of rules.
$ Student 2: Memorizing parts of speech . . . like nouns and verbs.
$ Student 3: Diagramming sentences.
$ Professor:
$ Well, yes, that’s fairly typical. But today we’re going to look at grammar from the point of view of the linguist, and to do that, we really have to consider three distinct grammars for every language.
The first grammar is referred to as a mental grammar. And that’s what a speaker of a language knows, often implicitly, about the grammar of that language. This has also been called linguistic competence and from that term competence grammar has become popular. I like to think of it, of mental or competence grammar, I mean . . . I like to think of it as an incredibly complex system that allows a speaker to produce language that other speakers can understand. It includes the sounds, the vocabulary, the order of words in sentences and . . . even the appropriateness of a topic or a word in a particular social situation. And what’s so amazing is that most of us carry this knowledge around in our heads and use it without much reflection.
One way to clarify mental or competence grammar is to ask a friend a question about a sentence. Your friend probably won’t know why it’s correct, but that friend will know if it’s correct. So one of the features of mental or competence grammar is this incredible sense of correctness and the ability to hear something that "sounds odd" in a language. Haven’t you had the experience of hearing a sentence, and it stood out to you? It just wasn’t quite right? For native speakers we can call this ability native intuition, but even language learners who’ve achieved a high level of competence in a second language will be able to give similar intuitive responses even if they can’t explain the rules. So that’s mental grammar or competence grammar.
Okay then, that brings us to the second type of grammar, and this is what linguists are most concerned about. This is descriptive grammar, which is a description of what the speakers know intuitively about a language. Linguists try to discover the underlying rules of mental or competence grammar and describe them objectively. So descriptive grammar is a model of competence grammar, and as such, it has to be based on the best effort of a linguist, and consequently, subject to criticism and even disagreement from other linguists. Because no matter how skilled a linguist is, describing grammar is an enormous task. In the first place, the knowledge is incredibly vast and complex; in the second place, the language itself is changing even while it’s being described; and finally, the same data can be organized in different but equally correct ways in order to arrive at generalizations. And the ultimate goal of a descriptive grammar is to formulate generalizations about a language that accurately reflect the mental rules that speakers have in their heads.
But, getting back to what most people think of as grammar-the grammar that we may have learned in school. That’s very different from either competence grammar or descriptive grammar because the rules aren’t meant to describe language at all. They’re meant to prescribe and judge language as good or bad. And this kind of grammar is called, not surprisingly, prescriptive grammar because of its judgmental perspective. Again, to contrast prescriptive grammar with descriptive grammar, just think of descriptive generalizations as accepting the language that a speaker uses in an effort to describe it and recognizing that there may be several dialects that are used by various groups of speakers and that any one speaker will probably choose to use different language depending on the formality, for example, of the situation. On the other hand, prescriptive rules are rigid and subject to enforcement. Prescriptivists want to make all speakers conform to one standard in all situations, and that tends to be a very formal level of language all the time.
Now which of these types of grammar do you think you were learning in school when you had to memorize parts of speech and rules and diagram sentences?
$ Student 2: Sounds like prescriptive grammar to me.
$ Professor:
$ Precisely. But how did prescriptive rules get to be accepted, at least in the schools? And probably even more important, why are so many of these rules disregarded even by well-educated speakers in normal situations?
$ Student 1: Did you say disregarded?
$ Professor:
$ I did. Some of you may recall that during the seventeenth and eighteenth centuries in Europe, Latin was considered the perfect language and was used by the educated classes. The argument for the perfection of Latin was reinforced by the fact that Latin had become a written language and, consequently . . . Latin had stopped changing in the normal ways that spoken languages do, so the rules were also fixed, and for many writers of English during that period, the rules of Latin were held as a standard for all languages, including English. But the problem was that English had a different origin and very different constructions. For example, how many times have you heard the prescriptive rule, "never end a sentence with a preposition?" This is a Latin rule, but it doesn’t apply to English, so it sounds very formal and even strange when this Latin rule is enforced. Now, how many of you would say, "What are we waiting for?" I think most of us would prefer it to "For what are we waiting?" But as you see, this breaks the rule-the Latin rule, that is.
$ Student 2:
$ So we’re really learning Latin rules in English classes. No wonder I was confused. But wouldn’t you think that . . . well, that things would change? I mean, Latin hasn’t been recognized as a world language for a long time.
$ Professor:
$ You’re right. But the reason that prescriptive rules survive is the school system. Teachers promote the prescriptive grammar as the standard for the school, and consequently for the educated class. And "good" language is a requisite for social mobility, even when it’s very dissimilar to the mental grammar or the descriptive grammar of a language.
>>托福听力练习：巴朗听力音频及原文(汇总)
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