刚开始接触托福口语考试，考生常会在备考中提出各种问题，而这些问题如果得不到及时权威的解答，就会对大家之后的备考产生不利影响。下面小编就和大家分享TASK1-2用足45秒心得，来欣赏一下吧。
托福口语答题说不够时间怎么办?TASK1-2用足45秒心得分享
托福口语TASK1-2为什么会用不足时间?
可能很多同学都会觉得奇怪，托福口语的TASK1和2，明明没有什么限制，只要按照给出的话题说就行了，难度明显要低于之后的其它4个TASK，为什么考生反而会用不足45秒呢?其实原因很简单，那就是考生对话题不熟悉训练不足导致无话可说。比如要你描述一个自己经常去的地方，大家可能会干巴巴地说上两句这个地方在哪里，描述一下具体的环境等等，然后就发现自己不知道怎么接下去了。其实考生完全可以继续加上自己为什么经常去，这个地方存在的历史等等。大家觉得45秒用不足，其实就是因为平时训练不足，缺乏了对口语思路的拓展，再加上一些紧张情绪，所以才会用不足45秒的时间。
托福口语TASK1-2充实表达内容技巧分享
接下来小编为大家介绍几个托福口语无话可说时的应对技巧，让大家能够充实口语内容，达到时间要求。
1. 举例子说明
举例子是很能给口语增添内容的实用方法，特别是面对一些需要论证观点的话题时，大家在干说了一堆道理后觉得无话可说，这个时候就可以给出一个例子来加强说明，顺便充实一下自己的口语表述内容，不仅表达的内容更为丰富，时间上也可以用得更足。比如上面提到的那个需要描述常去地方的题目，大家说完自己为什么经常去之后，就可以接着给个例子出来，比如自己某次去那里怎么怎么样等等。这样一个本来说的越来越干瘪的话题瞬间就丰满起来了。
2. 作对比讲解
除了举例子方法以外，另一个比较实用的方法则是通过作对比来填充口语用时。这种方法具体使用上类似于举例子，也是在说完一些表述性质的内容后通过给出两个相反的案例来进行对比说明。同样是用上文中的描述某地的题目来看，大家可以在描述完这个地方，说明为何常去以后，再简单用另一个场所做对比，比如另一个地方我就不怎么经常去，因为不如这个地方好之类的。通过对比性质的表述来给自己“加戏”，同样可以充实表达内容增加口语时间。
3. 列数据说明
这个方法相对上面那个方法就比较有难度了，当然也同样可以起到用足时间的效果。考生在说明问题时也可以加入一些数据来进行说明。这些数据可以是真实存在的，也可以是临时现编的，当然要保证数据不会被考官听出问题来。比如描述某人可以说身高体重，论述某个观点可以给出一些佐证用的具体数字等等。当然这种方法对于一些较为严谨的话题可能并不太适用，考生本人如果没有提前准备好详细数据临时编造也比较容易穿帮，所以大家还是要谨慎使用。
4. 加入结尾话语
如果考生的确已经按照题目要求说完了自己要说的内容，也没办法继续灌水，那么这个时候还有一招可以帮助大家把最后剩下的那点时间给填充掉，那就是主动进行结尾，比如如果是某个观点你可以说In conclusion然后重复一下。如果是描述类的内容你可以说This is all I want to say about X.X.X.X. 总之大家如果说完以后发现距离结束时间还有5-10秒，不妨加上一个结尾，也可以确保把时间用足。
以上就是关于托福口语TASK1-2说不够时间的一些应对技巧经验，各位同学如果也存在托福口语无话可说时间用不足的情况，本文内容应该能给大家提供一些帮助。
托福口语拿高分的七项评判指标
1. 中心是否切题：
解释：考察考生所表达的口语内容是否完整、准确地回答了题目的要求。考察重点在于考生是否能够准确理解题意和准确迎合题意两个层次。
2. 意思是否明白：
解释：考察考生所表达的口语内容是否能够被明白地理解，还是表面上很流利，而实际上语义含糊、不知所云。
3. 结构是否严密：
解释：考察考生是否有能力将口语用严密的结构和逻辑表达出来，还是缺乏层次，信马由缰。
4. 表达是否连贯：
解释：考察考生口语的语流是否有停顿，这包括思维停顿和表达停顿两方面的原因或表现。但此标准并未对考生的口语表达速度作硬性的要求
5. 发音是否清楚：
解释：考察考生的发音是否能够做到纯正、清晰。起码理解起来并不因为口音的问题存在障碍。
6. 语法是否正确：
解释：考察考生是否能够熟练的使用较复杂的句子结构表达思想，同时尽量避免错误。
7. 词汇是否熟练：
解释：考察考生是否可以掌握足够的 英语 (论坛) 词汇进行表达，考察重点在熟练度和准确度两个方面。但此标准并未对考生的用词难度作硬性的要求。
托福口语中用词精彩是非常重要的，大多数考生为保证有的说，不出错，都尽量选用比较保守的语句和词汇，因此想要在托福口语中脱颖而出就一定要有精彩语句，当然大前提是没有语法错误以及无话可说的情况发生，以上的分析希望能帮助到大家
托福口语如何能连贯起来
1. 运用总分总的结构
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. 运用连接词
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. 解释或定义陌生概念
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. 正确使用平行结构
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. 对关键词进行替换或同义转换
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. 时态、人称和数量的统一
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.
上面的几个托福口语技巧能让考生的托福口语显得更为连贯，这在托福口语评分中占了很大一部分的，希望大家能多多学习一下。
