今天小编给大家带来托福独立口语高分模板和参考范文详解：哪个工作工资高,希望能够帮助到大家，下面小编就和大家分享，来欣赏一下吧。

托福独立口语高分模板和参考范文详解：哪个工作工资高?

本期托福独立口语话题

Which of the following job do you think should be paid the most:

1. doctors

2. teachers

3. police officer?

托福独立口语参考范文

Although teachers and police officers are also quite important for the whole society, I still believe that doctors deserve the highest salaries.

First, it takes a lot of time and money to be a doctor. To get fully prepared, medical students need to take almost 15 years to acquire the basic knowledge and practical skills both at school and in the hospital, not to mention the high tuition fees. So doctors should be paid the most to cover the cost.

Besides, doctors often have little time to spend with their families, while earning a good salary allows them to use the money to compensate their families and thus they can be more concentrated on their own jobs.

托福口独立语模板分析

说一下本题的几个常见错误发音：

1. although 的th不要忘记咬舌，而且不要乱加r。

2. society 很多人都读成了socierty，喜欢在/ə/ 后边加r，这个发音是错误的，要注意，类似的还有：campus, delicious,famous, tedious都会有这个问题，需要引起重视。

3. almost 注意不要读成alr most(很多同学会在l的尾音后边加r)类似的还有：also, always, altogether, cool，注意都不要加r

4. 同理：medical, practical 不要在cal后边多了r

5. police，务必和politics分开：politics重音在第一音节/'pɒlətɪks/，police重音在第二音节/pə'liːs/ 且o的发音不同。同时，和please分开：police的p后边有元音/pɒ/，please/pliːz/的p后边没有任何元音，只是单纯的轻辅音，请不要受汉语拼音的影响。

6. officer /ˈɒfisə(r)/重音在第一音节，要跟official/ə'fɪʃ(ə)l/ (重音在第二音节)区分开，而且official的cial不要乱加r。

7. deserve 这个词的s发的是z的音，音标是/dɪ'zɜː(r)v/

8. doctor不要吞c，否则就成了daughter了。

9. own 不要吞n这个鼻音，容易被大家发成owe，也要发音准确。

一些实用表达方式整理

1. deserve the highest salary

值得被给予最高的工资 (deserve sth.)后边还提到：deserve to be paid the most 一样的意思，不一样的用法(deserve to do sth.)

2. it takes a lot of time and money to do sth.

做某事花费很多时间。(前面的it是形式主语，最后的to do sth.才是真正的主语。这里请注意：to do 不定式或者that引导的主语从句可以做真正主语，但是doing sth.不可以!比如：It takes a lot of time and money doing sth.就不行)

3. not to mention的用法

“更不用说”，这个词组后边只能接名词/名词性质的词组，如果你想要接句子，还是需要这么说才行：not to mention the fact that...加同位语从句即可。

4. have little time to do sth.

没有时间做某事，就相当于：have no time to do sth.这里的little其实就是一个否定词，几乎没有=没有。类似的还有few，不过这个词的特点是要接可数名词，而且是可数名词的复数形式。比如：路上几乎没有车。There are few cars on the road. 不可以不加s。

5. be concentrated on sth.

集中精力做某事。大家还可以说be focused on sth.或者concentrate one's efforts/ attention / energy / mind on sth. 也可以说make a concentrated effort to do sth.

托福独立口语参考答案分享

Although teachers and police officers are also quite important for the whole society, I still believe that doctors deserve the highest salaries.

First, it takes a lot of time and money to be a doctor. To get fully prepared, medical students need to take almost 15 years to acquire the basic knowledge and practical skills both at school and in the hospital, not to mention the high tuition fees. So doctors should be paid the most to cover the cost.

Besides, doctors often have little time to spend with their families, while earning a good salary allows them to use the money to compensate their families and thus they can be more concentrated on their own jobs.

如何充分利用托福口语机经

多念托福口语机经的好处：头几遍肯定结结巴巴，时间都不够用，但是多说几遍，就会越来越好，舌头都会觉得越来越灵活，脑子里组织句子也会越来越快。但是如果每次遇到你说不顺畅的题目你都马上就写一段话背下来的话，你就算准备的题目再多，你的口语水平提高的还是会很有限。反倒是你会发现，你写下来的小段子越来越多，这就成了积累段子了。

念本身不是问题，问题的关键是你念的段子写得好不好，你的语音别人听不听得懂，你的轻重缓急和停顿做得到不到位等等。如果你备考期间练习的是新托福口语，你肯定会发现这些问题你已经注意过，练过了。

但是如果你备考期间准备的是段子，那你就会发现，你可以语速很快，甚至可以背诵或者念出很精彩的段子，但是上面的那些问题，你还是做得不好。因为你根本就没有注意过。你注意过的只是怎么通过背段子让自己不至于没话可说。

6大托福口语备考方法 让你的口语流畅到底

1. 运用总分总的结构

Your listeners will understand your talk better if you organize what you say in a logical sequence or linear pattern. This means that you tell the listeners what you are going to talk about and then go through the points you want to make. The most common pattern of organization is outlined below:

Introductory statement

Point 1

Point 2

Point 3

Concluding statement

An example of this pattern is shown below:

Breeding butterflies has many advantages for the collector.

1. way of obtaining specimens

2. spares can be released into the wild

3. helps survival because butterflies have been protected from natural predators

The experience is a learning experience for the collector and a benefit to the species.

2. 运用连接词

Connecting ideas by using transition words and phrases tells your listeners the relationship of one idea to the next. You can signal to your listener that you are going to put events in a sequence, add information, or make a comparison. You can signal that you want to emphasize or clarify a point. Using transition words and phrases helps your listener follow the flow of your ideas. Read the following example without transitional expressions:

In my physics class, we did lots of experiments that helped clarify scientific principles. I understood those principles better by doing those experiments.

These sentences would flow better if the speaker used transitional expressions as in the following example:

In my physics class, we did lots of experiments that helped clarify scientific principles. As a result, I understood those principles better.

3. 解释或定义陌生概念

In order to help your listeners understand, you may need to define a term that you use in your response. Read the following example:

My hobby is telemark skiing.

If the speaker does not define the term and listeners do not know what telemark skiing is, they might not understand the rest of the passage. Sometimes listeners can guess the meaning through the context of the passage, but sometimes they cannot. Here is the definition this speaker gave of telemark skiing:

That means skiing using telemark skis.

Even though the speaker defined telemark skiing, listeners still may not understand what it means because the speaker defined the term with the same word. To effectively define a word, use a three-part definition:

1. State the word or phrase to be defined.

2. Give the category that the word or phrase fits into.

3. Tell how the word is different from other words that fit the same category.

Read this example of an effective definition:

Telemark is a type of alpine skiing in which the boots are connected to the skis only at the toes, so traditional skiing techniques have to be modified.

4. 正确使用平行结构

Your listener can understand the flow of your ideas better if you use parallel structures when you speak. Read the following incorrect example:

My teacher gave interesting assignments and motivating the students.

The listener may be confused because the speaker has mixed different grammatical structures. Does the speaker mean My teacher gave interesting and motivating assignments to the students'? In this sentence, interesting and motivating are parallel adjectives. Or does the speaker mean My teacher gave interesting assignments and motivated the students? In this sentence, gave and motivated are parallel verbs.

5. 对关键词进行替换或同义转换

When a speaker keeps repeating a word or phrase, listeners can get confused. Read the following example:

My teacher wrote the assignment on the chalkboard. The assignment was on the chalkboard until the teacher erased the assignment after we had all done the assignment.

This speaker's ideas would be clearer if the repeated words were replaced with other expressions or with pronouns. Look at the way this example can be improved:

My teacher wrote the assignment on the chalkboard. She erased the board after we had all completed the task.

The word assignment has been replaced with task; the word teacher with she; and the word chalkboard with board.

6. 时态、人称和数量的统一

Your listener can get confused if you are not consistent. Look at the following example:

My teacher brought five paper bags to school one day. He put us into groups and gave each group a bag. You have to take the objects out of the bags in turn and then a person has to tell a story involving the object from the bag.

The listener may get confused by the change from the past tense to the present tense, and the change from us to you and then to a person. The listener might also be confused by the change from the plural form objects and bags to the singular forms object and bag.

The listener could follow this speaker's ideas better if the speaker were consistent. Look at the way this example can be improved:

One day my teacher put us into five different groups. He gave each group a bag and told us to take turns pulling out an object and telling the other members of the group a story involving that object.