為什么托?？谡Z(yǔ)總是說(shuō)不好拿低分?搞懂3個(gè)主要問題才能有突破,今天小編給大家?guī)?lái)了托福獨(dú)立口語(yǔ)低分主要問題,希望能夠幫助到大家在托福口語(yǔ)中拿高分，下面小編就和大家分享，來(lái)欣賞一下吧。
為什么托?？谡Z(yǔ)總是說(shuō)不好拿低分?搞懂3個(gè)主要問題才能有突破
托福口語(yǔ)低分問題：答題內(nèi)容無(wú)章法亂七八糟
托?？谡Z(yǔ)考試雖然不算是一種溝通，但它考察大家對(duì)話題的發(fā)展能力，語(yǔ)言使用性與傳達(dá)力。如果考生覺得自己說(shuō)英語(yǔ)常常不知道自己在試圖表達(dá)什么，那就一定要重新學(xué)習(xí)一下基本邏輯了。當(dāng)然，這其中涉及的邏輯并不復(fù)雜高深，只是簡(jiǎn)單的邏輯，我們可以概括為語(yǔ)義關(guān)系，常見的語(yǔ)義關(guān)系有：舉例，因果，轉(zhuǎn)折讓步，并列與遞進(jìn)等等?？忌枰ㄟ^(guò)整理邏輯理清獨(dú)立口語(yǔ)題的表達(dá)思路，梳理綜合口語(yǔ)題中閱讀與聽力的關(guān)聯(lián)、信息的主次以及口語(yǔ)表達(dá)的層次。
同時(shí)，口語(yǔ)說(shuō)得亂七八糟的情況是一定要努力避免的，這是因?yàn)橐粋€(gè)說(shuō)話者如果連自己的信息都無(wú)法解碼，又如何能讓聽話者領(lǐng)會(huì)意思呢?小編在此重復(fù)強(qiáng)調(diào)：托?？谡Z(yǔ)獨(dú)立題需要有話題發(fā)展思路，綜合題需要諳熟信息間的關(guān)系并復(fù)述得有層次。
托?？谡Z(yǔ)低分問題：用不好高大上的單詞句型
這個(gè)問題相信也是很多口語(yǔ)學(xué)習(xí)者的疑問。大家需要了解的一個(gè)關(guān)鍵點(diǎn)是，托?？谡Z(yǔ)并非寫作。美國(guó)人日常交流與校園生活中的口語(yǔ)用語(yǔ)其實(shí)都頗為簡(jiǎn)單，一個(gè)句子往往只在10個(gè)單詞以內(nèi)，用詞貼切自然，語(yǔ)法更是常用。不相信的同學(xué)可以去找一些美劇或脫口秀之類的節(jié)目看一下就能理解了。所以小編建議大家，口語(yǔ)中用對(duì)的詞好過(guò)用高大上的詞;正確的使用語(yǔ)法好過(guò)刻意使用不常在口語(yǔ)中出現(xiàn)的語(yǔ)法。
舉例來(lái)說(shuō)，她說(shuō)話尖酸刻薄。很多同學(xué)可能會(huì)搜索一番后找到tart,sarcastic之類的詞匯。其實(shí)She has a sharp tongue.就足以表達(dá)這個(gè)意思，而sharp tongue簡(jiǎn)單地道是非常容易學(xué)習(xí)和理解的口語(yǔ)表達(dá)。因此大家學(xué)習(xí)托福口語(yǔ)應(yīng)該多關(guān)注口語(yǔ)表達(dá)。這樣也能很快的破掉你的中式英語(yǔ)思維的癥狀。而至于語(yǔ)法，小編相信大家學(xué)得已經(jīng)非常多了，但能否在口語(yǔ)中表達(dá)正確卻并不一定，所以適當(dāng)?shù)脑黾诱Z(yǔ)法的多樣性跟靈活性也是大家在口語(yǔ)備考中需要去控制并實(shí)踐的。
托?？谡Z(yǔ)低分問題：不知道如何合理使用預(yù)測(cè)類資料料
托福口語(yǔ)預(yù)測(cè)類資料的確是一個(gè)高分利器。但是，利器也常常出狀況，刷了半天預(yù)測(cè)結(jié)果考試全是新題的情況并不少見，也也就要求大家必須端正備考態(tài)度。大家需要明白一個(gè)道理，那就是預(yù)測(cè)雖然一直有，但其正確性無(wú)法百分之百保證，特別是一些綜合口語(yǔ)題目的回憶，常常會(huì)有細(xì)節(jié)信息的錯(cuò)誤，這些也會(huì)讓大家沖刺口語(yǔ)高分遇到額外的風(fēng)險(xiǎn)。
另外，根據(jù)不少參加過(guò)托?？荚囃瑢W(xué)的反饋來(lái)看，即便是在考試中遇到預(yù)測(cè)題，如果大家流利的說(shuō)出事先準(zhǔn)備好的答案，得分也有可能超不過(guò)23分。因此小編建議大家對(duì)待預(yù)測(cè)中答案還是以參考為主，切忌照搬。特別是想要拿到口語(yǔ)高分的同學(xué)，一定要突破模板，確保回答的高質(zhì)量和原創(chuàng)性。
托福口語(yǔ)低分3個(gè)常見問題小編就為大家解答到這里，如果你也有上述這些問題而托?？谡Z(yǔ)分?jǐn)?shù)不佳，那么上文的內(nèi)容就很有仔細(xì)參考研究一下的必要了。
托福獨(dú)立口語(yǔ)高頻話題應(yīng)對(duì)模板和高分范文分享：which job should be paid the most?
本期托福獨(dú)立口語(yǔ)話題
Which of the following job do you think should be paid the most:
1. doctors
2. teachers
3. police officer?
托福獨(dú)立口語(yǔ)參考范文
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.
托福口獨(dú)立語(yǔ)模板分析
說(shuō)一下本題的幾個(gè)常見錯(cuò)誤發(fā)音：
1. although 的th不要忘記咬舌，而且不要亂加r。
2. society 很多人都讀成了socierty，喜歡在/?/ 后邊加r，這個(gè)發(fā)音是錯(cuò)誤的，要注意，類似的還有：campus, delicious,famous, tedious都會(huì)有這個(gè)問題，需要引起重視。
3. almost 注意不要讀成alr most(很多同學(xué)會(huì)在l的尾音后邊加r)類似的還有：also, always, altogether, cool，注意都不要加r
4. 同理：medical, practical 不要在cal后邊多了r
5. police，務(wù)必和politics分開：politics重音在第一音節(jié)/'p?l?t?ks/，police重音在第二音節(jié)/p?'li?s/ 且o的發(fā)音不同。同時(shí)，和please分開：police的p后邊有元音/p?/，please/pli?z/的p后邊沒有任何元音，只是單純的輕輔音，請(qǐng)不要受漢語(yǔ)拼音的影響。
6. officer /??fis?(r)/重音在第一音節(jié)，要跟official/?'f??(?)l/ (重音在第二音節(jié))區(qū)分開，而且official的cial不要亂加r。
7. deserve 這個(gè)詞的s發(fā)的是z的音，音標(biāo)是/d?'z??(r)v/
8. doctor不要吞c，否則就成了daughter了。
9. own 不要吞n這個(gè)鼻音，容易被大家發(fā)成owe，也要發(fā)音準(zhǔn)確。
一些實(shí)用表達(dá)方式整理
1. deserve the highest salary
值得被給予最高的工資 (deserve sth.)后邊還提到：deserve to be paid the most 一樣的意思，不一樣的用法(deserve to do sth.)
2. it takes a lot of time and money to do sth.
做某事花費(fèi)很多時(shí)間。(前面的it是形式主語(yǔ)，最后的to do sth.才是真正的主語(yǔ)。這里請(qǐng)注意：to do 不定式或者that引導(dǎo)的主語(yǔ)從句可以做真正主語(yǔ)，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
“更不用說(shuō)”，這個(gè)詞組后邊只能接名詞/名詞性質(zhì)的詞組，如果你想要接句子，還是需要這么說(shuō)才行：not to mention the fact that...加同位語(yǔ)從句即可。
4. have little time to do sth.
沒有時(shí)間做某事，就相當(dāng)于：have no time to do sth.這里的little其實(shí)就是一個(gè)否定詞，幾乎沒有=沒有。類似的還有few，不過(guò)這個(gè)詞的特點(diǎn)是要接可數(shù)名詞，而且是可數(shù)名詞的復(fù)數(shù)形式。比如：路上幾乎沒有車。There are few cars on the road. 不可以不加s。
5. be concentrated on sth.
托福獨(dú)立口語(yǔ)參考答案分享
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.
集中精力做某事。大家還可以說(shuō)be focused on sth.或者concentrate one's efforts/ attention / energy / mind on sth. 也可以說(shuō)make a concentrated effort to do sth.
托?？谡Z(yǔ)練習(xí)：擺脫結(jié)巴口語(yǔ)的小妙招
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. 托福口語(yǔ)怎么練?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.
