作者：北美考試院 托福寫作組 肖曼
Integrated Writing Task
閱讀部分：ethanol fuel is not a good replacement for gasoline
1. Ethanol fuel 并不能解決因為汽油產生的全球變暖問題，因為它的燃燒也會產生carbon dioxide
4. Ethanol fuel燃燒過程中產生的二氧化碳會被植物生長過程所抵扣
6.一旦人們增加購買ethanol fuel, 大規模生產會降低成本
閱讀部分：hydrogen-based fuel-cell engines have several advantages over internal-combustion engine
1. internal-combustion engine 依賴petroleum等化石能源，這些能源有限。而fuel-cell engine 不會有這種問題
2.fuel-cell engine不會產生環境問題，不會排放carbon dioxide
聽力部分：hydrogen fuel-cell engine不是一個很好的選擇
3.生產fuel-cell engine 非常昂貴
Independent Writing Task
Nowadays, many students are not interested in their classes.
Which of the following ways do you think would be the most effective way that a teacher can use to make students get interested in classes?
1、Using technology in the classroom more often；
2、Ask students to have group talk more often；
3、Explain to the students what they learned is related to the world outside classroom.
至于本題第三個選項，教育與現實世界關系，也并非舊題，2018年9月2日真題：The best way for a teacher to help students interested in a subject is to explain that subject will help them outside school. A/D 與本題第三個選項十分相似，同時重復2014年12月6日真題。
所以，雖然題目是新題，但其實不過是常考題目的一次大融合，新瓶裝舊酒罷了。只是同學們在審題時要注意，題目中的核心詞，get interested in，最終目的應在讓學生們感興趣。可以思考每個選項與感興趣之間的關系。
As the old saying goes, interest is the best teacher. Students motivated by intrinsic interest are more likely to achieve academic success, as well as make good preparation for their future development. In order to trigger students’ interest, teachers are doing their utmost. Some choose to take advantage of technology, while other prefer to connect what students learn with the real-world. However, from my perspective, group activities would be much preferable and more practical.
To begin with, group work can easily get students involved in discussions, which can spark their thinking. Compared with interacting with teachers directly, such as answering questions or discussing a task, apparently, participating in group work and communicating with other classmates would be more fascinating. Being curious about what others are thinking and being eager to express their own ideas, students would unconsciously follow suit and become increasingly enthusiasm. Besides, being aware that they can make a contribution in finishing a task together with group members or competing with other groups can help enhance their confidence, encouraging them to participate more.
Making use of technology in class indeed has its merits. For example, some documentaries and video games are quite informative and educational. While imparting the knowledge of Europe’s history during the Renaissance period, such visualized information can make the whole process of learning more interesting. However, we should not neglect the fact that a significant proportion of students are not self-disciplined and can easily get distracted. In other words, the result can not be guaranteed. For instance, they may care too much about the winning or losing of the games, ignoring the what they should learn from them. They may also use electronic products to chat with others or surfing the internet in class.
Explaining the connection between what students learn with the real-world seems to be plausible at first glance. When students have a knowledge of that what they learn can make sense in the future such as landing a well-paid job in the future or even changing the world, they would definitely be more passionate. But the truth is that once students realize that the real-world is actually far away from them, and that it takes a while to apply what they learn, they would lose their enthusiasm in no time, because the interest they have is just related to the achievement in the future, rather than study itself. Extrinsic motivation can not drive people forward for long.
From what has been mentioned above, we can safely draw a conclusion that letting student get engaged in group activities should be the best choice for teachers if they want to stimulate students’ interest in classes since students would be more likely to exchange ideas with others and take the initiative in group work.