托�？谡Z練習方法推薦

在托福口語中，你的口語表達是否流利，信息點之間的銜接是否自然流暢，直接影響了最終的分數(shù)。下面小編為大家介紹幾個托�？谡Z練習的方法，希望可以幫助大家提升托�？谡Z分數(shù)!讓大家不再煩惱托福口語。

1. 運用總分總的結(jié)構(gòu)

Your listeners will understand your talk better if youorganize what you say ina logicalsequence or linear pattern. This means thatyou tell the listeners whatyou are going to talkabout and then go through thepoints you want to make. Themost common pattern oforganization is outlinedbelow:

Introductory statement

Point 1

Point 2

Point 3

Concluding statement

An example of this pattern is shown below:

Breeding butterflies has many advantages for thecollector.

1. way of obtaining specimens

2. spares can be released into the wild

3. helps survival because butterflies have beenprotected from natural predators

The experience is a learning experience for thecollector and a benefit to thespecies.

2. 運用連接詞

Connecting ideas by using transition words andphrasestells your listeners the relationshipof one idea to the next. You cansignal toyour listener that you are going to put events in asequence, addinformation,or make a comparison. You can signal that you want toemphasize orclarify apoint. Using transition words and phrases helps your listenerfollowthe flow ofyour ideas. Read the following example without transitionalexpressions:

In my physics class, we did lots of experimentsthathelped clarify scientific principles. Iunderstood those principles betterbydoing those experiments.

These sentences would flow better if the speakerusedtransitional expressions as in thefollowing example:

In my physics class, we did lots of experimentsthathelped clarify scientific principles. As aresult, I understood thoseprinciplesbetter.

3. 解釋或定義陌生概念

In order to help your listeners understand, you mayneed to define a term thatyou use inyour response. Read the following example:

My hobby is telemark skiing.

If the speaker does not define the term and listenersdo not know what telemarkskiing is,they might not understand the rest of thepassage. Sometimes listenerscan guess themeaning through the context of thepassage, but sometimes theycannot. Here is thedefinition this speaker gave oftelemark skiing:

That means skiing using telemark skis.

Even though the speaker defined telemark skiing,listeners still may notunderstand whatit means because the speaker defined theterm with the same word.To effectively define aword, use a three-partdefinition:

1. State the word or phrase to be defined.

2. Give the category that the word or phrase fitsinto.

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

Read this example of an effective definition:

Telemark is a type of alpine skiing in which the bootsare connected to the skisonly at thetoes, so traditional skiing techniqueshave to be modified.

4. 正確使用平行結(jié)構(gòu)

Your listener can understand the flow of your ideasbetter if you use parallelstructureswhen you speak. Read the followingincorrect example:

My teacher gave interesting assignments and motivatingthe students.

The listener may be confused because the speaker hasmixed differentgrammaticalstructures. Does the speaker mean My teacher gaveinteresting andmotivating assignments tothe students'? In this sentence,interesting andmotivating are parallel adjectives. Or does thespeaker mean Myteacher gaveinteresting assignments and motivated the students? Inthissentence, gave andmotivated are parallel verbs.

5.對關(guān)鍵詞進行替換或同義轉(zhuǎn)換

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

My teacher wrote the assignment on the chalkboard. Theassignment was on thechalkboarduntil the teacher erased the assignment afterwe had all done the assignment.

This speaker's ideas would be clearer if the repeatedwords were replaced withotherexpressions or with pronouns. Look at the waythis example can be improved:

My teacher wrote the assignment on the chalkboard. Sheerased the board after wehad allcompleted the task.

The word assignment has been replaced with task; theword teacher with she; andtheword chalkboard with board.

6. 時態(tài)、人稱和數(shù)量的統(tǒng)一

Your listener can get confused if you are notconsistent. Look at the followingexample:

My teacher brought five paper bags to school one day.He put us into groups andgaveeach group a bag. You have to take the objectsout of the bags in turn andthen a person hasto tell a story involving theobject from the bag.

The listener may get confused by the change from thepast tense to the presenttense,and the change from us to you and then to aperson. The listener mightalso be confused bythe change from the plural formobjects and bags to the singularforms object and bag.

The listener could follow this speaker's ideas betterif the speaker wereconsistent. Look atthe way this example can be improved:

One day my teacher put us into five different groups.He gave each group a bagand told usto take turns pulling out an object andtelling the other members ofthe group a story involvingthat object.

以上就是小編準備的有關(guān)托�？谡Z的內(nèi)容。文章中小編帶來的托�？谡Z練習的方法,同學們記住了嗎?相信只要按照以上的方法勤加練習，托�？谡Z分數(shù)一定不會低。

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