范文為教學(xué)中作為模范的文章，也常常用來指寫作的模板。常常用于文秘寫作的參考，也可以作為演講材料編寫前的參考。寫范文的時候需要注意什么呢？有哪些格式需要注意呢？以下是我為大家搜集的優(yōu)質(zhì)范文，僅供參考，一起來看看吧
托?？谡Z邏輯連貫性 托?？谡Z技巧回答篇一
口語的連貫性對于托?？谡Z的評分來說，是很重要的一個環(huán)節(jié)，那么我們該如何增強口語的.連貫性呢?下面就和小編一起來看看吧。
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.
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.
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.
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.
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.
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.
s("content_relate");【增強新托福口語回答連貫性的六條原則】相關(guān)文章：
1.
增強托?？谡Z連貫性的原則
2.增強托?？谡Z連貫性的六個原則
3.增強托?？谡Z連貫性的經(jīng)典原則
4.2017托?？谡Z增強連貫性的六大原則
5.新托?？谡Z的解題原則
6.清晰和連貫的語言能力的新托?？谡Z技巧
7.關(guān)于新托?？谡Z復(fù)述的原則
8.新托?？谡Z實例
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