托?？谡Z(yǔ)考試中，幾乎每位同學(xué)都怕出錯(cuò)，所以提前會(huì)準(zhǔn)備各種話題的模板來(lái)進(jìn)行練習(xí)。以下是整理的托?？谡Z(yǔ)考試的小常識(shí)，歡迎閱讀！
1.托福口語(yǔ)考試的小常識(shí)
托?？谡Z(yǔ)task1和task2這兩道題的答案有一個(gè)常見(jiàn)的現(xiàn)象，是考生口語(yǔ)很不好，過(guò)多的倚重模板和經(jīng)驗(yàn)，在考試的時(shí)候照搬照抄。由于托?？谡Z(yǔ) task1和task2很多題目網(wǎng)上有披露，大同小異，或者做題前已經(jīng)偷聽(tīng)到別人的內(nèi)容，已經(jīng)有了準(zhǔn)備，所以這種情況非常突出。其實(shí)，托福口語(yǔ)task1 和task2往往是讓很多人跌破眼鏡的地方?？谡Z(yǔ)的要求是必須：表達(dá)清楚、準(zhǔn)確、流利、自然。托福口語(yǔ)task1和task2特別要求例證豐富，而且回答時(shí)必須是在“講”，不是在“背”和“讀”。
所以，假如你托?？谡Z(yǔ)task1和task2講的太順，只有兩個(gè)可能：
1. 你在朗讀。你可能休息時(shí)將答案基本寫(xiě)在draft paper 上了
2. 你在背誦。你曾經(jīng)準(zhǔn)備好了答案。
假如托?？谡Z(yǔ)評(píng)分人認(rèn)為你的口語(yǔ)不是即興的，他就會(huì)刻意挑毛病，那考生的分?jǐn)?shù)可想而知。那我們?nèi)绾卧诩葢?yīng)用模板又讓考官相信我們是在“說(shuō)”呢?
這個(gè)就涉及到了我們提到的故意犯錯(cuò)了。托福口語(yǔ)task1和task2必須充分準(zhǔn)備，這個(gè)當(dāng)然包括模板。然后后表演時(shí)必須不留痕跡，中間偶爾的“en.." "ha.."可以存在，我們平時(shí)在上課時(shí)，班上的同學(xué)或老師都會(huì)有正常的“hesitance"， 這樣的托?？谡Z(yǔ)技巧可以有但是切記這種情況不要太多，而且是在你自己知道的情況下有所控制的進(jìn)行。有時(shí)故意弄一個(gè)小錯(cuò)誤也可以，但是要立即糾正。
2.托?？谡Z(yǔ)的節(jié)日素材
主要傳統(tǒng)節(jié)日：carnival狂歡節(jié)(狂歡節(jié)是一個(gè)大齋節(jié)前的節(jié)日，人們狂歡作樂(lè)并宴飲?？駳g節(jié)的日期根據(jù)復(fù)活節(jié)的日期推定，但必須是2月的星期 一);Christmas圣誕節(jié)(紀(jì)念耶穌基 督誕生的節(jié)日, 12月25日);Easter Sunday (耶穌)復(fù)活節(jié) (3月21日或其后月滿之后的個(gè)星期天);Father’s Day父親節(jié)(每年6月的第三個(gè)星期日);Mother’s Day 母親節(jié)(在美國(guó)為五月的第二個(gè)星期日);Thanksgiving Day (基 督教) 感恩節(jié)(11月的后一個(gè)星期四);Valentine's Day情人節(jié)(2月14日);Lantern Festival元宵節(jié);Mid-AutumnFestival中秋節(jié);New Year's day元旦;Spring Festival春節(jié)
其它托?？谡Z(yǔ)話題詞匯：Christmas cake / card / present / pudding / stocking / tree, Christmas Eve / time,colored lights, compliments, customs, fireplace, gifts, goodwill, habits, ham, privacy, ribbons(緞帶，絲帶)， rose, Santa Claus, shocking, tradition, Turkey, wreaths(花環(huán)，花冠)，etc.
常用短語(yǔ)：appropriate dress, break (follow, keep up) a custom 破壞、(遵從，遵守)習(xí)俗;celebrate Christmas, cultural differences, culture shock, Eastern and Western societies, go“Dutch”, manners and customs風(fēng)俗習(xí)慣; proper behavior, religious customs, social customs, theThanksgiving feast, etc.
常用句型：
1. Custom required our dressing for dinner. 禮俗要求我們參加宴會(huì)穿禮服。
2. It is an old custom that men tip their hats when greeting somebody.
3. It is the custom for the Chinese to take off their shoes when they get into a hall.
4. It is the custom to dye eggs at Easter.
5. Merry Christmas and a Happy New Year.
6. So many countries, so many customs. 有多少國(guó)家，就有多少習(xí)俗;百里不同風(fēng)。
7. Social custom vary greatly from country to country.
8. The celebration of Christmas is a custom.
9. Turkey and ham are traditional dishes for Christmas.
10. When in Rome do as the Romans.
3.托?？谡Z(yǔ)詞匯的用法
1. 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.
2. 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.
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?？谡Z(yǔ)備考技巧
1、隨時(shí)隨地練習(xí)托福考試口語(yǔ)
Practice wherever you can and whenever you can. Any practice is good, whether you speak to someone who is a native English speaker or not.
2、以表達(dá)清晰為主，句型多樣化為次
It's important to build your confidence. If possible, use simple English sentence structure that you know is correct, so that you can concentrate on getting your message across.
3、大膽運(yùn)用所掌握的詞匯，不要過(guò)分拘泥于語(yǔ)法
Try to experiment with the English you know. Use words and phrases you know in new situations. Native English speakers are more likely to correct you if you use the wrong word than if you use the wrong grammar. Experimenting with vocabulary is a really good way of getting feedback.
4、透過(guò)身體語(yǔ)言理解對(duì)方意思并作出回應(yīng)
Try to respond to what people say to you. You can often get clues to what people think by looking at their body language. Respond to them in a natural way.
5、盡量避免翻譯
Try not to translate from or into your own language. This takes too much time and will make you more hesitant.
6、遇到不知該如何表達(dá)的時(shí)候，用一些常用詞表示自己正在思考。
If you forget a word, do what native English speakers do all the
time, and say things that "fill" the conversation. This is better than being completely silent. Try using um or er, if you forget the word.
7、語(yǔ)速不要過(guò)快。
Don't speak too fast. It's important to use a natural rhythm when speaking English. But if you speak too fast, it will be difficult for people to understand you.
8、說(shuō)話時(shí)盡量放松，讓發(fā)音流利順暢。
Try to relax when you speak. When you speak English at anormal speed, you will discover that most of the pronunciation skills, such as linking between words, will happen automatically.
5.托?？谡Z(yǔ)怎樣創(chuàng)建新模板
針對(duì)新托福道題目，是否真的有創(chuàng)制模板的可能性呢?答案當(dāng)然是肯定的。只不過(guò)說(shuō)，我們很難找到一個(gè)適合所有新托福道題目的模板。所以這里，建議考生根據(jù)不同的題目類型、題目?jī)?nèi)容來(lái)展現(xiàn)具有個(gè)性的模板化答案。我們可以看到，新托福題基本上與雅思的第二部分內(nèi)容非常類似，所涉及的題目基本上都是地點(diǎn)，人物，時(shí)間或者說(shuō)物體的描述。那么，首先我們先來(lái)看一下對(duì)于地點(diǎn)的描述。
在地點(diǎn)描述的題目里面，我們主要分成兩個(gè)大的板塊。第一是描述一個(gè)建筑物;第二是對(duì)一個(gè)城市的描述。兩者雖然有很多相似的方面，但是，還是有較多的區(qū)別，所以我們可以分開(kāi)來(lái)講。這里只是給考生們創(chuàng)建自己的模板提供足夠的方便和可能性，而并不是鼓勵(lì)各位考生使用同樣的一個(gè)模板。 首先，我們現(xiàn)在看一下對(duì)一個(gè)building的描述，在新托福的作答里面有這么幾個(gè)方面需要講到。
1. 開(kāi)頭語(yǔ)：因?yàn)樾峦懈？谡Z(yǔ)考試的部分的作答時(shí)間只有短短的45秒，所以千萬(wàn)不要在開(kāi)頭部分過(guò)于累贅，盡量的簡(jiǎn)潔有力，一句話做一個(gè)簡(jiǎn)潔的概括。
2. 基本上需要從以下幾個(gè)方面來(lái)說(shuō)：
(1)地點(diǎn)： It is located/situated in the northeast of the city…
(2)顏色：比如說(shuō)當(dāng)我們?cè)诿枋鲆粋€(gè)現(xiàn)代化的建筑物的時(shí)候，我們需要涉及到其總體的顏色，比如說(shuō)it is blue on the outside and generally bluish green on the inside等等。
(3)歷史：建立的時(shí)間： It was built in the year…; 當(dāng)初為什么要建這個(gè)建筑物
(4)特色：相比于其他的同類建筑，這個(gè)建筑物的特色體現(xiàn)在哪些方面。
3. Personal Experience: 以上都是考生在描述一個(gè)建筑物的時(shí)候必須要講到的一個(gè)主體。講完上述內(nèi)容后，考生如果還有剩余的時(shí)間的話，可以將一些個(gè)人與這個(gè)建筑物之間的關(guān)系扯進(jìn)來(lái)，作為文章的一個(gè)收尾。