托福寫(xiě)作提升效率不高原因

很多同學(xué)在備考托福的時(shí)候總覺(jué)練習(xí)的效率比較低，其實(shí)托福寫(xiě)作練習(xí)如果按照步驟使用范文做練習(xí)，提升效果會(huì)更明顯。下面小編就和大家分享托福寫(xiě)作提升效率不高，希望能夠幫助到大家，來(lái)欣賞一下吧。

托福寫(xiě)作提升效率不高?手把手教你如何使用范文做提升

托福寫(xiě)作范文使用攻略第一步 通讀

通讀范文，了解通篇大意，仔細(xì)研究各段構(gòu)思。在教學(xué)過(guò)程中，我會(huì)為學(xué)生甄選符合國(guó)外考 試評(píng)分標(biāo)準(zhǔn)的優(yōu)秀范文。學(xué)生拿到這些范文后，可以從宏觀的角度了解作者對(duì)于題目的觀點(diǎn)，是采用了單邊、雙邊還是中立的角度來(lái)進(jìn)行論證。學(xué)生還可以從微觀的角度，深度分析每個(gè)主體段，作者是如何通過(guò)有邏輯地說(shuō)理，并配以恰當(dāng)具體的例子，來(lái)證明此段的分論點(diǎn)。

以下為范?段落實(shí)例：Modern society places a lot of emphasis on success. Though success is clearly desirable, Ithink our intense focus on success is unhealthy and counter productive.People would be better served by learning how to adopt a positive attitude towards failure.

托福寫(xiě)作范文使用攻略第二步 學(xué)習(xí)

針對(duì)每一篇范文，我會(huì)為學(xué)生總結(jié)出其中用法得到的詞組和句式，并讓學(xué)生趁熱打鐵，強(qiáng)化對(duì)這些語(yǔ)料的記憶。這種從整體中提取，呈現(xiàn)成個(gè)體的形式，會(huì)讓學(xué)生對(duì)這些語(yǔ)料的印象更加深刻。

以下為提取實(shí)例：1、place emphasis on =emphasize 強(qiáng)調(diào)，注重2、counterproductiveadj. 事與愿違，適得其反的3、sb. be better served對(duì)某人有益serve sb. well 對(duì)某人有幫助，有作用 hope this “punching-in” approach willcontinue to serve you well in the days to come.4、adopt attitude towards… 對(duì)...采取某種態(tài)度

托福寫(xiě)作范文使用攻略第三步 朗讀

大聲朗讀，并填入語(yǔ)言點(diǎn) 在進(jìn)行完前兩步之后，我會(huì)將范文中優(yōu)秀的語(yǔ)言點(diǎn)刪除，并在相應(yīng)的位置以填空的形式呈現(xiàn)。學(xué)生需要將剛剛記憶過(guò)的語(yǔ)言點(diǎn)再次填入文章段落中。這種從個(gè)體再回歸到整體的過(guò)程，會(huì)再次強(qiáng)化學(xué)生對(duì)于語(yǔ)言點(diǎn)及其語(yǔ)法的印象。

以下為實(shí)例：Modern society _____________(關(guān)注) success.Though success is clearly desirable, I think our intense focus on success isunhealthy and _______(反作用的，適得其反). _______(人們能獲得更多好處) bylearning how to __________(對(duì)…采取積極的態(tài)度) failure.

仿寫(xiě)可以使學(xué)生通過(guò)『模仿』，學(xué)習(xí)到正確的文章構(gòu)思方式，結(jié)構(gòu)的類(lèi)型，以及優(yōu)秀的語(yǔ)言點(diǎn)。此外，仿寫(xiě)的整個(gè)過(guò)程也是通過(guò)讓學(xué)生不斷地重復(fù)使用這些語(yǔ)言點(diǎn)，達(dá)到吸收以及內(nèi)化的效果。與此同時(shí)，學(xué)生通過(guò)仿寫(xiě)這種從無(wú)到有的過(guò)程，可以打破對(duì)于寫(xiě)作的恐懼，增強(qiáng)自信心，加深對(duì)于國(guó)外寫(xiě)作考試的理解，切實(shí)提高寫(xiě)作功底。

托福寫(xiě)作主要考察大家歸納能力和寫(xiě)作能力，所以大家在平時(shí)備考中也要注重提升這兩方面的能力，而如果能利用好范文，我們就能做好這兩方面的提升。我們?cè)谏衔闹袨榇蠹铱偨Y(jié)了托福寫(xiě)作范文的使用攻略，如果大家不會(huì)使用范文，可以參照文中方法。

托?？荚囎魑莫?dú)立寫(xiě)作范文：視頻游戲的好壞

Some people believe that video games could inspire young students' interest and make their study more efficient rather than distracting them and a waste of time, so young students should be allowed to play video games.

范文參考:

Many parents with young children fret about the addictiveness of computer games these days. While the negative effects ranging from addiction, increased aggression and various health consequences such as strain injuries get far more media coverage than the positives, there is now a wealth of research which shows that video games can actually be put into educational use and affect the brain's development

Firstly, games that are designed to help teach and "brain training" have long and enormous popular appeal. According to an experiment conducted by the University of California, game players show improved performance in perception, attention and cognition. One of the redeeming qualities of all games, even those with violent content, is enhanced information-processing, logic-thinking and problem-solving abilities in novel contexts. In fact, while playing game, your brain is in the learning mode constantly, to move to the next level, you are vigorously improving your hand-eye coordination, enhancing split-second decision making and boosting auditory perception. Moreover, other carefully-designed studies have shown that video games improve several aspects of brain activity, including multitasking. Considering Pac-Man as an example, in that game, you must navigate your character through a spatial layout while monitoring the separate paths of four additional objects, while keeping the overall goal of clearing the small pellets in memory, as well as keep track of the remaining large pellets.

Secondly, games that convey positive social messages never fail to boost the children's confidence, encourage cooperation and teamwork. Games help children feel a sense of achievement, through those puzzles, exploration and discovery, players learn to succeed in ways that our brains actually prefer. Most games are designed to introduce a new concept and then provide players with an opportunity to master it. Children are then free to explore and utilize and achieve success with this new skill, growing in confidence all the while. Besides, many games today emphasize the cooperative aspects of game play, in which two or more players need to work together to reach a common goal. Taking a game called "World of Warcraft" as an example, children as young as 10 years old are learning to delegate responsibility, promote teamwork and steer groups of people toward a common goal. As video games themselves are not created by just one person, it is essential for the game players to pool everyone's talents together in order to require the desired product.

Admittedly, it is worth to consider the real concerns that today's parents have with video games, but it is also worthwhile to consider the benefits and positive aspects that contemporary interactive entertainment choices provide. Digital media such as computer games could inspire young children's interest, grow their intelligence and offer them a chance to escape from the mounting academic stress, as long as coupled with strong parental and teacher involvement.

From all the discussions mentioned above, we may safely draw the conclusion that today's young students should be allowed to play computer games for the tremendous benefits they bring.

托福寫(xiě)作模板填空法

Integrated Writing Task

How the Integrated Writing Task is phrased：

If the lecture challenges the information in the reading passage， the writing task will usually be phrased in one of the following ways：

Summarize the points made in the lecture， being sure to explain how they cast doubt on specific points made in the reading passage。

Summarize the points made in the lecture， being sure to explain how they challenge specific claims/arguments made in the reading passage。

Summarize the points made in the lecture， being sure to specifically explain how they answer the problems raised in the reading passage。 接下來(lái)，我將以如下例子來(lái)告訴大家如果提煉“魔板”：

Getting the Templates

The first point the professor makes that casts doubt on the reading is his point about the behavior of stags。 The professor shows how the actions of animal can be interpreted in different ways。 For example， some people interpret the stag’s actions as being for the “good of the species，” but the professor shows that the stag is actually acting in self-interest。 This casts doubt on the reading because it appears that the crickets’ behavior can be interpreted as helping only individual crickets and not the group as a whole。 The professor then talks about the results of the experiment， which seems to indicate the crickets are acting only in self-interest。

Another point the professor makes that casts doubt on the reading is his point about the intelligence of animals and insects。 As he states， it would seem to require a lot of intelligence to evaluate how a behavior will affect an entire species。 This makes the explanation in the reading seem less likely; a cricket is probably unable to think of the consequences of its actions。 It is more likely that the cricket is only acting out of self-preservation， as the professor indicates。

The first point the professor makes that casts doubt on the reading is his point about__________________________________。

The professor shows that_____________________________________。

For example， ______________________________， but the professor shows that_______________________________________。

This casts doubt on the reading because it appears that_________________________________。

The professor then talks about_________________________， which seems to indicate that___________________________。

Another point the professor makes that casts doubt on the reading is his point about__________________________________。

As he states， it would seem to___________________________。

This makes the explanation in the reading seem less likely;_____________________________________。

It is more likely that________________________， ad the professor indicates。

實(shí)際上，大家從上面這個(gè)例子就可以發(fā)現(xiàn)“托福寫(xiě)作模板”的提取過(guò)程：

1·先認(rèn)真讀完一篇滿(mǎn)分范文

2·再用筆劃掉其中涉及題目具體內(nèi)容的部分

3·最后把余下來(lái)的部分抄寫(xiě)下來(lái)即可

但“托福寫(xiě)作模板”做出來(lái)后只是做了一小半工作，大家還必須學(xué)會(huì)如何往里面填空，實(shí)際上最簡(jiǎn)單的方法就是看著題目把具體內(nèi)容自己填進(jìn)去，然后跟范文對(duì)比，找出填空的精華技巧所在，因?yàn)樵诤蟀氩糠值腉RE/GMAT中我還會(huì)詳細(xì)講解，所以這里只是先告訴大家這樣一個(gè)簡(jiǎn)單方法。

大家如果想在今后新托福的考試中作文部分有所突破，那么就應(yīng)該按照我這個(gè)提煉“托福寫(xiě)作模板”的方法，去至少提煉20篇左右的滿(mǎn)分范文，再加以有機(jī)排列組合成自己獨(dú)特的考試“魔板”，最后進(jìn)行集中填空，那么新托福作文25分將不再是神話(huà)。

Showing Challenge

In the lecture， the professor made several points about______________。 The professor argues that__________________。

However， the reading contends that________________。

The professor’s lecture casts doubts on the reading by using a number of points that are contrary to___________________________。

The first point that the professor uses to cast doubt on the reading is that_________________。

According to the professor，________________________________。

_______________ differs from the reading in that the reading states _______________________________。

The point made by the professor casts doubt on the reading because_______________________。

Another point that the professor uses to casts doubt on the reading is ___________________________________。

The professor claims that______________________________________。

However， the reading states _____________________________________。

This point is contradicted by_____________________________________。

Finally， the professor stated that， on the contrary of the reading， _____________________________________。

In other words，______________________________________。

This directly contradicts what the reading passage indicates， because___________________________。

In conclusion， the points made in the lecture contradict the reading。

_________________and_______________ demonstrate that ___________is in doubt。

If the lecture supports or strengthens the information in the reading passage， the writing task will usually be phrased in one of the following ways：

Summarize the points made in the lecture， being sure to specifically explain how they support the explanations in the reading passage。

Summarize the points made in the lecture， being sure to specifically explain how they strengthen specific points made in the reading passage。

Showing support

In the lecture， the professor made several points about_______________。

The professor argues that______________________________。

The points made by the professor agree with________________。

In fact， the examples used by the professor support_________________。

The first point that the professor uses to support the reading is that_______________________。

According to the professor，_____________________________。

_______________________supports the reading， which holds that_______________________。

The point made by the professor supports the reading because_____________________。

Furthermore， the professor bolsters the reading by stating that_______________。

The professor claims that_________________________________。

This point agrees with the reading， which contends that______________。

__________________ shows the truth of the reading because___________。

Finally， the professor stated that， in support of the reading， ______________________________。

Specifically，__________________________________________。

This perfectly reinforced what the reading passage indicates， because___________________________。

In conclusion， the points made in the lecture support the reading。

________________ and ________________________demonstrate that ________________________is invalid。

托福寫(xiě)作提升效率不高原因相關(guān)文章：

★ 實(shí)用托福高分攻略