托福口语备考如何调整思路得高分?

　　托福口语需要的重点就是听课能力、总结理解力、口语表达能力，这种表达要求能准确、流利、让别人听懂。所以你的口音只要没有大错、让人能听懂即可，并不一定需要多么纯正的美音。以下小编和大家分享托福口语备考调整思路获得高分的方法，希望能帮助大家。

　　托福口语备考如何调整思路得高分?

　　一.题型分类和评分过程

　　托福口语的六道题可以分为独 立和综合两个类型(Task 1、2 为独 立题，Task 3、 4 、5 、6为综合题)。在评分时，考生的答题录音会在经过数码降噪处理后被自动分为三组，分别是Task1&2，Task3&5和Task4&6，即独立任务(第一组)、校园任务(第二组)和学术任务(第三组);再由经过认证的评分人分别对考生三组任务的录音进行评测，每道题的评分等级由低到高分别用weak，limited，fair和good来标识，最后六道题的总分将被转换为0~30分的标准分，而考生三组题目的最终得分等级，也会标示在电子成绩单上(score report)。

　　关于评分，托福官方指南OG里面明确指出，托福口语6大任务的3项评分准则包括：delivery, language use and topic development,， 即表述、语言使用和话题展开能力，这三项考核并无优先等级，各占三分之一比重。

　　二.口语备考方法

　　1.独立口语

　　口语的一二题可以配合独 立写作一起练习。另外就是准备一些自己的模版。模版对于那些思路不是特别清晰、容易紧张没话说同学的托福独 立口语来说还是非常重要的。可以分析总结一下托福口语会涉及到的话题，几个大分类之间是会有重合部分的，也就是有些东西是很多个问题都可以用的。将那些写成模版背下来，将成为你自己的专属模版。而模版的写作也是要遵循总分总原则、一句中心论点、几句分论点、例子加总结。记得自己测试一下是否可以在限定时间内说(背)完。

　　2.综合口语

　　大家要知道托福口语考试真正的考察的是语言的实际使用能力，换言之就是，考生对于信息传递的能力。对比托福口语的题型当我们可以清晰的看到，独 立口语题目考生是否能迅速的表达自己的观点，综合口语题目部分就看考生能否准确接收、记录和转述信息了。

　　综合口语有听力和阅读进来乱掺和，很多同学一下就懵了。但是事实上，托福综合口语是最能考量学生之后的“上课能力”的项目之一。所以对于托福综合口语，要抓住重点和筛选复述的信息，语言表达要流畅清晰。综合口语的做题思路可以完全看作你的朋友让你帮忙听一节课，过后你迅速的向他传达这节课重点的过程。听课大家都会，所以要解决的问题就是听懂，毕竟只有听懂了你才能够用自己的语言转述。而转述输出可以也列一个大致的框架，把听到的内容填进空中，再在相关的地方填上自己的看法。有助于你在考场紧张时依旧能够有条理的回答。

　　3.整体托福口语备考建议

　　(1)针对举例不会

　　说到举例，大家都知道例子的重要性，如果没有例子，那就是大白话一篇了，美国人喜欢有论据支持你的论点，这样他才会觉得真实可信。例子一定是具体的例子，不能是泛泛的。最好有具体的事儿来说，而不是空泛的白开水话。

　　(2)针对语料不足

　　独立题的现场15秒准备，对大部分同学而言，是很恐怖的大脑断片儿的前奏。甚至包括写作的时候，想到举例都一脸茫然。所以，要保证现场高品质的输出，一定要在考前搭建自己的专属语料库，考场上的15秒准备时间，是用来将题目和你的语料库进行检索和信息匹配用的，而不是寄希望于有太多不确定性的临场发挥。所以备考阶段可以按照话题分类，每一个做一次主题展示演讲。比如说环境问题，那么我们做环境问题演讲的时候可以积累很多语料内容，而演讲也有助于我们勇敢的口语表达。

　　(3)备考阶段要总结

　　不管是哪部分的复习，一定要注意总结。把不会的不熟悉的一定要收集到一起，进行复习。同时总结答题和复习规律，并且总结自己容易错、容易失误的部分。这些是你个人独有的最贴合你自己的复习资料，相信总结后一定会有收获。

　　(4)学习材料

　　口语1、2题可以用机经来复习。还有写作185作文题库也是不错的材料。其他的可以用DELTA的口语题&TPO的听力部分&SSS作为听力理解转述部分。

　　6大法则让你速成托福流利口语

　　在托福口语的考试中，结构混乱的口语一定不能取得高分。所以，想要冲刺托福口语的高分，就一定要练就一口表述连贯、结构清晰的口语，下面我们就为大家带来托福流利口语练成的六大法则。

　　六招说出连贯托福口语之统一人称和时态

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

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

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

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

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

　　六招说出连贯托福口语之对陌生概念进行解释

　　In order to help your listeners understand, you may need to define aterm 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 knowwhat 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 telemarkskiing:

　　That means skiing using telemark skis.

　　Even though the speaker defined telemark skiing, listeners still maynot understand what it means because the speaker defined the term with the sameword. To effectively define aword, 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 samecategory.

　　Read this example of an effective definition:

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

　　六招说出连贯托福口语之运用总分总结构

　　Your listeners will understand your talk better if you organize whatyou say in a logical sequence or linear pattern. This means that you tell thelisteners what you are going to talk about and then go through the points youwant 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 fromnatural predators

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

　　六招说出连贯托福口语之运用平行结构

　　Your listener can understand the flow of your ideas better if youuse 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 differentgrammatical structures. Does the speaker mean my teacher gave interesting andmotivating assignments to the students'? In this sentence, interesting andmotivating are parallel adjectives. Or does the speaker mean My teacher gaveinteresting assignments and motivated the students? In this sentence, gave andmotivated are parallel verbs.

　　六招说出连贯托福口语之运用连接词

　　Connecting ideas by using transition words and phrases tells yourlisteners the relationship of one idea to the next. You can signal to yourlistener that you are going to put events in sequence, add information, or makea 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 yourideas. Read the following example without transitional expressions:

　　In my physics class, we did lots of experiments that helped clarifyscientific principles. Understood those principles better by doing thoseexperiments.

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

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

　　六招说出连贯托福口语之同义转换

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

　　My teacher wrote the assignment on the chalkboard. The assignmentwas on the chalkboard until the teacher erased the assignment after we had alldone the assignment.

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

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

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