大學英語四級口語考試備考經驗總結
大學英語四級考試就要到來了，不知道同學們復習工作做得如何了呢?下面是小編為大家整理的關于英語四級口語考試備考經驗總結，希望對您有所幫助!
英語四級口語考試流程及備考策略
第一部分：Quick Response 聽清題目再作答
在這一環節考生出錯的原因往往是文不對題，許多考生并沒有仔細聽請自己的題目是什么內容，而是聽到別的考生怎么回答自己也怎么回答，殊不知，在考試時，每位考生所聽到的題目并不完全一樣，跟著他人回答是十分不明智的舉措。另外，即使沒有聽清楚題目也不能隨便說Excuseme,could you repeatitagain?/Pardon?等這些內容，因為這樣的回答現在已經不能被判為正確的回答，所以考生要注意避免這樣回答。
第二部分：Question Raising 聽懂要求，分清一般疑問句與特殊疑問句
這一題目在考試中要求考生對兩個情景分別提出一個一般疑問句和一個特殊疑問句。而許多考生往往不夠細致，沒有按題目要求來作答，經常出現考生提出的句子要么都是一般疑問句，要么都是特殊疑問句，這樣就造成了至少一半的失分。因此，考試中考生一定要集中精神注意聽懂原文，在確定題目要求的內容后再進行作答，不要急于求成,得不償失。
第三部分：Reading 不疾不徐把握朗讀技巧，注重朗讀質量
這一題目看似簡單，其實在考試中也是考生經常失分的地方，考生失分最多的地方往往集中在語音、語調上，他們太急于完成朗讀而忽視了句子的語音語調。事實上，口語考試的評分老師在給考生打分時也不是憑借考生朗讀的數量來決定的，最主要是依據考生朗讀的質量來決定分數的，因此，考生完全可以要求自己精讀，仔仔細細，注意文章的停頓、語音語調，注意弱讀和重讀等。也許這樣一來最終考生不能完全讀完文章，只要速度不是非常慢，這就不會影響考生的成績。
第四部分：Topic Talking 朗讀時留意概括主題，平時多積累素材
這一部分在整個口語考試中占據十分重大的比重，通過總結以往的試題，我們發現，這一環節的討論話題往往跟第三部分的.朗讀內容有關聯，所以在準備朗讀的同時，考生要懂得未雨綢繆，仔細搜羅與朗讀內容有關系的儲備知識，在腦海中羅列出結構以便答題時條理邏輯清晰。
另外，不是說這一環節討論的話題一定與朗讀內容有關系，如果本話題與朗讀的內容無關時考生又該怎么辦呢，此時需要考生充分發揮自己的想像力和運用所學的知識對話題展開討論并且要邏輯清晰。這就要求考生在平時要注意搜集信息，做個有心人，最便捷的方式就是懂得總結自己閱讀過的文章，在閱讀文章的同時又能了解更多的知識。
第五部分：Picture Describing 緊繞主題，內容連貫
這一部分與話題討論一樣，在口語考試中比重很大，而考生失分最嚴重的地方一是偏離圖片主題，另一方面就是上下文不連貫。所以，在考試中，考生看到圖片時不要急于思考答案，應認真仔細分析一下圖片內容總結出主題，再根據圖片的提示一點一點加以描述。
還有一部分考生雖然敘述不會偏離主題，并且敘述的內容也很完整連貫，但是他們選擇的語句過于單調簡單，這樣雖然看似沒有出錯，各方面也都符合題干要求，所以也依然會酌情扣分，因此，考生平時練習時要注意多用連貫詞，多積累這方面的基礎知識。
英語四級口語考試的重點內容
CET-SET考試要求考生參與不同形式的口頭交際，其語言能力將根據其在考試中的表現予以測量?？忌枰莆盏恼Z言功能和意念在《大學英語教學大綱》中已明確列出。以下僅列舉其中部分的語言功能和意念。
友好往來
問候，介紹，告別和告辭，祝愿和祝賀，感謝和應答，道歉和應答，提議、邀請和應答。
相互交流
開始交談，繼續交談，改變話題，停止交談。
態度
愿意，希望，意向，決心，責任，能力，允許，禁止，同意和不同意，否定，喜歡和不喜歡，偏愛，責怪和抱怨，判斷、決定和意見。
勸說
命令，勸告和建議，承諾，提醒。
感情
焦慮，驚奇，興趣，加重感情色彩。
存在
存在和不存在，有和沒有。
空間描述
位置，方向，運動，距離。
時間
時刻，時段，時間關系，頻度，時序。
發表意見和看法
詢問意見和看法，發表意見和看法，對意見和看法的反應，同意，不同意，要求澄清，澄清意見和看法。
爭辯
討論，討論觀點，反駁論點，提出進一步論證，勸說和對勸說的.反應。
三、考試形式
CET-SET考試分三部分：
第一部分是考生和CET授權的主考進行交談，采用問答的形式。時間約5分鐘。
第二部分包括1.5分鐘的考生個人發言和4.5分鐘的小組討論。時間共約10分鐘。
第三部分由主考再次提問以進一步確定考生的口頭交際能力。時間約5分鐘。
四、輸入信息
CET-SET考試運用以下兩種形式的輸入信息來產生信息差：
1)畫面提示(如圖片、圖表、照片等);
2)文字提示。
英語四級口語考試必背
01 the language of music
a painter hangs his or her finished pictures on a wall, and everyone can see it. a composer writes a work, but no one can hear it until it is performed. professional singers and players have great responsibilities, for the composer is utterly dependent on them. a student of music needs as long and as arduous a training to become a performer as a medical student needs to become a doctor. most training is concerned with technique, for musicians have to have the muscular proficiency of an athlete or a ballet dancer. singers practice breathing every day, as their vocal chords would be inadequate without controlled muscular support. string players practice moving the fingers of the left hand up and down, while drawing the bow to and fro with the right arm—two entirely different movements.
singers and instruments have to be able to get every note perfectly in tune. pianists are spared this particular anxiety, for the notes are already there, waiting for them, and it is the piano tuner’s responsibility to tune the instrument for them. but they have their own difficulties; the hammers that hit the string have to be coaxed not to sound like percussion, and each overlapping tone has to sound clear.
this problem of getting clear texture is one that confronts student conductors: they have to learn to know every note of the music and how it should sound, and they have to aim at controlling these sound with fanatical but selfless authority.
technique is of no use unless it is combined with musical knowledge and understanding. great artists are those who are so thoroughly at home in the language of music that they can enjoy performing works written in any century.
02 schooling and education
it is commonly believed in united states that school is where people go to get an education. nevertheless, it has been said that today children interrupt their education to go to school. the distinction between schooling and education implied by this remark is important.
education is much more open-ended and all-inclusive than schooling. education knows no bounds. it can take place anywhere, whether in the shower or in the job, whether in a kitchen or on a tractor. it includes both the formal learning that takes place in schools and the whole universe of informal learning. the agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distinguished scientist. whereas schooling has a certain predictability, education quite often produces surprises. a chance conversation with a stranger may lead a person to discover how little is known of other religions. people are engaged in education from infancy on. education, then, is a very broad, inclusive term. it is a lifelong process, a process that starts long before the start of school, and one that should be an integral part of one’s entire life.
schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. throughout a country, children arrive at school at approximately the same time, take assigned seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. the slices of reality that are to be learned, whether they are the alphabet or an understanding of the working of government, have usually been limited by the boundaries of the subject being taught. for example, high school students know that there not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. there are definite conditions surrounding the formalized process of schooling.
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