托?？谡Z(yǔ)如何練習(xí)更流利

托?？谡Z(yǔ)如何練習(xí)更流利，小編整理了一下攻略口語(yǔ)的小技巧,下面小編就和大家分享，來(lái)欣賞一下吧。

托福口語(yǔ)如何練習(xí)更流利

1. 運(yùn)用總分總的結(jié)構(gòu)

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. 運(yùn)用連接詞

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. 解釋或定義陌生概念

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. 正確使用平行結(jié)構(gòu)

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. 對(duì)關(guān)鍵詞進(jìn)行替換或同義轉(zhuǎn)換

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. 時(shí)態(tài)、人稱(chēng)和數(shù)量的統(tǒng)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.

托?？谡Z(yǔ)考試如何把握閱讀節(jié)奏

專(zhuān)家認(rèn)為考生們這樣的顧慮完全是一種誤解。當(dāng)然，盲目追求閱讀速度必然要影響閱讀理解的質(zhì)量。但我們應(yīng)該做的是掌握正確的閱讀節(jié)奏：“根據(jù)快和慢兩種速度交替而成的節(jié)奏來(lái)變化自己的閱讀速度?！? 唱歌因韻律節(jié)奏而動(dòng)聽(tīng)，說(shuō)話(huà)因輕重緩急而悅耳，閱讀也是一樣，快慢相間的閱讀速度才能收到良好的閱讀效果。

我們知道，句子是由詞組成的，但同一句中的各個(gè)詞的分量不盡相同，有的起著關(guān)鍵的作用;段落是由句子構(gòu)成的，然而同一段落中的各個(gè)句子的分量也是不盡相同的，有的是關(guān)鍵句、核心句，有的則起著輔助說(shuō)明的作用，為闡述中心思想而服務(wù)。這些關(guān)鍵詞、關(guān)鍵句表達(dá)的正是段落的重要信息，抓住了它們就等于抓住了段落的核心，就知道了什么地方應(yīng)該加快速度，什么地方應(yīng)該放慢速度，當(dāng)然也就掌握了閱讀節(jié)奏。

一般而言，對(duì)于關(guān)鍵詞和關(guān)鍵句應(yīng)該慢讀，做到充分理解，牢牢把握;而對(duì)非關(guān)鍵詞和非關(guān)鍵句應(yīng)加快閱讀速度，搶出時(shí)間，用以反復(fù)閱讀重點(diǎn)句或歸納總結(jié)。請(qǐng)看下面的示例：

例1：閱讀下面的段落：

A lot of people think that cultural anthropology is just about studying the special and strange aspects of a society, but anthropologists are also interested in the aspects of life that seems so ordinary that the people in the society think they are not significant.

閱讀此句，我們不難找到一些關(guān)鍵詞，如：cultural anthropology, the special and strange aspects of life, but, anthropologists, interested, ordinary, significant。這些關(guān)鍵詞反映了此句的主要信息：“許多人認(rèn)為文化人類(lèi)學(xué)就是研究特殊而奇怪的社會(huì)現(xiàn)象，但人類(lèi)學(xué)家有時(shí)還對(duì)一些人們認(rèn)為不重要的、看起來(lái)很普通的生活現(xiàn)象感興趣。”通過(guò)分析關(guān)鍵詞，我們又發(fā)現(xiàn)“but”這個(gè)具有轉(zhuǎn)折意義的連接詞向我們顯示了此句的后半句才是整個(gè)句子的核心部分，它提示我們閱讀時(shí)應(yīng)更加留心閱讀后半句的關(guān)鍵詞，提煉關(guān)鍵信息。因此，我們可以很肯定地確認(rèn)此句最重要的意義應(yīng)該是：“Anthropologists are also interested in the aspects of life so ordinary that people don’t think they are significant.”并且也可以很肯定地預(yù)測(cè)，如有下文，也一定是就后半句所反映的核心信息繼續(xù)論述，而不是前半句的。這樣，在閱讀時(shí)，我們就會(huì)把目光把注意力更加有目的地集中在后半句的關(guān)鍵詞上，而對(duì)那些附加修飾、說(shuō)明的部分，如：修飾people的a lot of 、in the society就可以快速閱讀，甚至略去不讀，因?yàn)樗挥绊懳覀儗?duì)中心意思的理解與把握。

例2：閱讀下面的段落：

Smell and Memory

Scientists are producing an increasing number of findings on the links between smell and memory. The most prominent scientist in this field is Dr. Alan Hirsch, a US neurologist who specializes in the treatment of patients who have lost their sense of smell or taste. He believes that the memories that certain smells bring back to people are not actually as important as the emotions that are associated with the smells. He also argues that our minds filter these emotions in a positive way, making past times seem better than they perhaps were.

我們注意到這個(gè)段落的題目是“Smell and Memory”，我們還知道題目是中心思想的反映。據(jù)此，我們可以得知本段主要論述的應(yīng)是smell and memory之間的聯(lián)系，由此找到了關(guān)鍵詞語(yǔ)“the links between smell and memory”(在段首)，而能說(shuō)明它們之間關(guān)系的句子又是最后一句。所以，這個(gè)段落的核心信息是：“Some smells remind us of a previous thing in a way that is better than the real experience.”由此判定，本段的首尾都需細(xì)心地、稍慢地閱讀，而對(duì)“最著名的;專(zhuān)門(mén)治療何種病人的”這樣相對(duì)次要的句子就可以加快閱讀速度。

托福口語(yǔ)如何練習(xí)成口語(yǔ)達(dá)人

從零基礎(chǔ)開(kāi)始學(xué)習(xí)，就可以避過(guò)前人很多的錯(cuò)誤，少走很多的彎路。在我們以前學(xué)習(xí)英語(yǔ)的時(shí)候，往往只注重記憶以及閱讀，根本就不注重說(shuō)以及寫(xiě)。這是時(shí)代的產(chǎn)物，同時(shí)也是社會(huì)的產(chǎn)物，雖然很多人都知道在學(xué)習(xí)英語(yǔ)的時(shí)候應(yīng)該注重實(shí)際應(yīng)用的能力，但是無(wú)奈條件所限，當(dāng)我們的老師都不具備這種能力的時(shí)候，我們自身又怎能具備這種能力呢?因此，當(dāng)我們從零開(kāi)始學(xué)英語(yǔ)的時(shí)候，我們首先就該注重說(shuō)與寫(xiě)的能力的培養(yǎng)。

當(dāng)我們明確了這一點(diǎn)之后，接下來(lái)要解決的就是怎樣做的問(wèn)題。當(dāng)我們準(zhǔn)備這兩個(gè)部分的時(shí)候，首先應(yīng)該審視我們自己所知用的母語(yǔ)——漢語(yǔ)。當(dāng)我們學(xué)習(xí)說(shuō)話(huà)的時(shí)候，我們都是從牙牙學(xué)語(yǔ)起步的。當(dāng)我們學(xué)習(xí)寫(xiě)作文的時(shí)候都是從“我今天上學(xué)了”這樣的簡(jiǎn)單句說(shuō)起的。因此當(dāng)我們準(zhǔn)備英語(yǔ)的時(shí)候，也是如此。我們要注重的是模仿，要做到從簡(jiǎn)入難的模仿。

當(dāng)我們說(shuō)道模仿的時(shí)候很顯然是需要一套由簡(jiǎn)入難的教材的。這是很多人都會(huì)想到那套經(jīng)典教材——新概念New concept。新概念確實(shí)是一套很好的由簡(jiǎn)入難的教材。但是很顯然《新概念》已經(jīng)被人太多提起，而且里面的內(nèi)容稍顯僵化。

因此如果除了《新概念》之外，我們最好再針對(duì)托?？荚囋黾右恍┹o助性教材，在口語(yǔ)這個(gè)部分，著力推薦VOA與美劇。這里面VOA分為慢速(special)與標(biāo)準(zhǔn)速度(standard)。美劇的話(huà)，著力推薦經(jīng)典的《六人行》，當(dāng)然我們現(xiàn)在流行的《Lie to me》以及《Big bang theory》也都很好，但是在對(duì)于字幕的整理以及分析上面卻較之于《六人行》相去甚遠(yuǎn)。

VOA我們不僅可以用來(lái)做聽(tīng)寫(xiě)，其實(shí)拿來(lái)做口語(yǔ)的模仿材料也是很好的，因?yàn)閂OA里面絕大多數(shù)的播音員都是在美國(guó)本土，而且咬字清晰，十分適于模仿。美劇也服是類(lèi)似，由于里面的口語(yǔ)都是最生活化的，而且用詞也都很fashion，與托?？荚囀值慕咏?，因此也是很適合我們來(lái)進(jìn)行模仿，當(dāng)然我們既然是零基礎(chǔ)開(kāi)始學(xué)習(xí)托福，還是要把語(yǔ)音跟單詞結(jié)合起來(lái)，當(dāng)我們背單詞的時(shí)候，最好是聽(tīng)著這些單詞的朗讀來(lái)背，千萬(wàn)不要再走以前只記拼寫(xiě)不記讀音的老路，切記切記!

當(dāng)然我們?cè)谟眠@些材料的時(shí)候，要做的就是跟讀，而且最好能把自己的讀音錄下來(lái)，跟原來(lái)的讀音進(jìn)行模仿，只有跟VOA，跟美劇一遍又一遍的比對(duì)、矯正，才能讓我們的讀音不至于“致命”。

至于作文部分，我聽(tīng)過(guò)很多人說(shuō)，只要把新概念都背下來(lái)，那么作文就一定沒(méi)有問(wèn)題了。但是很遺憾，這種幻覺(jué)性的說(shuō)法多見(jiàn)于很多培訓(xùn)業(yè)的教師吹噓自己經(jīng)歷所用，而且從來(lái)都沒(méi)有一個(gè)人站起來(lái)讓他履行一下自己的承諾，把任意一篇新概念背一下。為什么說(shuō)遺憾呢?因?yàn)閺膩?lái)沒(méi)有人揭穿騙局，但是騙局往往是美麗的，就像很少有人看劉謙表演完成之后覺(jué)得自己被騙一樣，被騙的一瞬間總是幸福的。我們寫(xiě)作文的時(shí)候，最好也是像口語(yǔ)一樣，首先進(jìn)行模仿，除了模仿《新概念》之外，我們最好再專(zhuān)門(mén)的看一下《Economists》這本雜志?！禘conomists》可以提升我們的寫(xiě)作能力，以及幫助我們積累寫(xiě)作的素材。

托?？谡Z(yǔ)怎么克心理障礙

1.沒(méi)說(shuō)話(huà)之前就在嘀咕，如果我說(shuō)錯(cuò)了怎么辦?

2.我是用什么時(shí)態(tài)呢?

3.我是說(shuō)慢點(diǎn)呢，還是快點(diǎn)?

4.I THINK, I THINK……

5.深沉著……

6.抬頭，眼睛向上翻著….. 尋找著……

一個(gè)從英聯(lián)邦回來(lái)的高中生, 在那里讀了2年的高中了,與他對(duì)話(huà)嚇了一跳,緊跟著問(wèn)了幾遍,你真的是從國(guó)外回來(lái)的?? 沒(méi)錯(cuò),原因是同學(xué)多數(shù)是中國(guó)人,而且參加討論的課程也少,不愿意與人交流,心理上就在抵抗,那么說(shuō)托?？谡Z(yǔ)就更加的困難, IDEA全無(wú),給人一種一片茫然的感覺(jué),總是覺(jué)得自己會(huì)緊張,說(shuō)不出來(lái)。

對(duì)于這種狀況,先消除的就是心理疾病,在交談中不斷地鼓勵(lì)和激勵(lì),并用一些適合他的方式來(lái)練嘴, 你就會(huì)發(fā)現(xiàn)當(dāng)心理障礙被屏蔽掉后,他說(shuō)話(huà)的流利程度很快的上漲,幾天的時(shí)間就已經(jīng)表現(xiàn)出來(lái)自信和流暢。

托?？谡Z(yǔ)如何克服欠佳表現(xiàn)

表現(xiàn)一：對(duì)題型和解題技巧沒(méi)有熟悉就匆忙上陣(考托?？谡Z(yǔ)就像和敵人打仗，你不知道敵人怎么出招，你也就不知道你自己應(yīng)該出什么招，這樣，你打敗仗就是必然的)。

建議：熟悉考試規(guī)則，掌握答題要點(diǎn)。

表現(xiàn)二：缺乏迅速組織好答案的能力。

原因——考生在托福口語(yǔ)考試中面臨兩點(diǎn)壓力：

1、時(shí)間緊、任務(wù)重.托?？谡Z(yǔ)的答案準(zhǔn)備時(shí)間只有15-30秒，答題只有45/60秒，如果沒(méi)有接受過(guò)正規(guī)的訓(xùn)練，考生在考場(chǎng)上必將不知所措、語(yǔ)無(wú)倫次。

2、要迅速呈現(xiàn)“完整的答案”，這也就要求考生的答案“濃縮精華”，沒(méi)接受過(guò)“答案構(gòu)思訓(xùn)練”，“濃縮精華”也是難以做到的。

建議：

1.獨(dú)立部分：羅列出ETS常出現(xiàn)的熱門(mén)話(huà)題，做好話(huà)題沉淀，并針對(duì)這些話(huà)題做出一分鐘的回答。用考試的真實(shí)境況，選擇一道題，準(zhǔn)備1分鐘后，用自己的語(yǔ)言表達(dá)觀(guān)點(diǎn)和闡述原由，從而達(dá)到提高口頭表達(dá)能力的目的。

2.綜合部分：平時(shí)的教科書(shū)就是不錯(cuò)的教材，對(duì)每個(gè)章節(jié)在結(jié)尾處提出的問(wèn)題給予口頭回答;選讀一篇長(zhǎng)短適中的文章，提煉出綱領(lǐng)性的要點(diǎn)，在提煉要點(diǎn)的基礎(chǔ)上鍛煉用口頭表述來(lái)進(jìn)行總結(jié);針對(duì)一些相同話(huà)題的閱讀和聽(tīng)力材料進(jìn)行有效練習(xí)。并針對(duì)這些材料做筆記和做以下準(zhǔn)備：學(xué)會(huì)口頭提煉和總結(jié)這些閱讀和聽(tīng)力材料;在此基礎(chǔ)上口頭表述重要的信息，并解釋其中相互之間的關(guān)聯(lián);針對(duì)閱讀和聽(tīng)力材料中的觀(guān)點(diǎn)進(jìn)行闡述;對(duì)其中提出的某個(gè)問(wèn)題，闡述一種解決問(wèn)題的方案，并給出相對(duì)應(yīng)的理由。

表現(xiàn)三：考場(chǎng)上表現(xiàn)得不夠自信和大方。

原因有二：

1、缺乏口語(yǔ)練習(xí)，導(dǎo)致考生在答題時(shí)表現(xiàn)得不自信。

2、性格過(guò)于內(nèi)斂，導(dǎo)致考生在答題時(shí)表現(xiàn)得不夠張揚(yáng)。場(chǎng)上表現(xiàn)得不夠自信和大方不是形式上的問(wèn)題，而是本質(zhì)問(wèn)題，因?yàn)檫@樣一來(lái)考生答題的音量就會(huì)小，發(fā)音就會(huì)模糊，分?jǐn)?shù)也就不可能高。

建議：

1、“信心來(lái)自實(shí)力。實(shí)力來(lái)自練習(xí)”。

2、不論你在平常的性格如何，在考場(chǎng)內(nèi)答題時(shí)，你必須表現(xiàn)得開(kāi)朗、自信、大方。

表現(xiàn)四：口語(yǔ)答案的語(yǔ)言缺乏表現(xiàn)力——英語(yǔ)語(yǔ)音不準(zhǔn)確、語(yǔ)調(diào)無(wú)起伏、語(yǔ)言不流利、結(jié)結(jié)巴巴(雖說(shuō)新托?？谡Z(yǔ)主要考查交際、交流能力，但語(yǔ)音、語(yǔ)調(diào)和重音都會(huì)影響到成績(jī))。

建議：

1、了解語(yǔ)音語(yǔ)調(diào)方面的知識(shí)(適當(dāng)了解，而不要花太多精力在這方面)，提前發(fā)現(xiàn)并糾正自己的語(yǔ)音語(yǔ)調(diào)錯(cuò)誤。

2、每天堅(jiān)持大聲、清晰、準(zhǔn)確地朗讀一段80-120字的英文段子。

3.平時(shí)創(chuàng)造英語(yǔ)學(xué)習(xí)的環(huán)境。功夫要從平時(shí)做起。有機(jī)會(huì)就通過(guò)錄像機(jī)、錄音機(jī)或光盤(pán)，有意識(shí)或無(wú)意識(shí)地跟聽(tīng)或跟說(shuō)英語(yǔ)。也可以上網(wǎng)與北美人士交流。