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2019年7月13日托福寫作考題解析 - 肖曼

作者:肖曼 2019-08-13 18:19 來源:武漢編輯
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作者:北美考試院 托福寫作組 肖曼

 


2019.06.29 托福綜合寫作真題


Integrated   Writing Task

閱讀:汽車使用化石燃料引起全球氣候變暖,三種替代化石燃料的方法

第一個分論點:用氫燃料替代

第二個分論點:用生物燃料替代

第三個分論點:從空氣中提取的燃料作為替代燃料

 

聽力反駁:三種替代化石燃料都不可取

1.氫燃料不會排放有害的二氧化碳,但是大規模的生產氫需要化石燃料。所以,生產氫的過程中會釋放大量的二氧化碳到空氣中。因此,全球氣候變暖不會緩解。

2.生產生物燃料需要大量農業用地。我們并沒有如此多的土地來生產生物燃料所需的玉米和甘蔗以及人們生活所需的農作物。

3.現在的技術,無法從空氣中提取足夠的燃料來滿足如今人們對燃料的需求

 

能源類話題雖然不是托福綜合寫作的考試熱點,但是近年來,每年還是會占據一定的概率,今年已考了兩次,除去這次,還有一次是5月11日考題:太空中建設太陽能板的三個優勢。2018年,考察了一道能源話題的題目, 10月27日考題:可以減少二氧化碳生成的三種替代能源。

另外,TPO22和TPO9綜合寫作考題和本次考題非常相似,大家可以通過練習這兩次考題積累相關表達。

 

TPO22綜合寫作考題:ethanol fuel能否替代汽油


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

2.Ethanol fuel需要太多植物,會造成動物糧食短缺

3.Ethanol fuel的價格在沒有政府資助的情況下太高

聽力部分:ethanol可以成為gasoline的很好的替代品

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

5.Ethanol fuel的生產可以利用植物的cellulose,不會影響動物的糧食

6.一旦人們增加購買ethanol fuel, 大規模生產會降低成本

 

TPO9考題:以氫燃料電池作為汽車燃料

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

3.fuel-cell engine更加高效


聽力部分:hydrogen fuel-cell engine不是一個很好的選擇

1.hydrogen并不是很好獲取

2.生產hydrogen的過程會形成污染

3.生產fuel-cell engine 非常昂貴

 


2019.06.29托福獨立寫作真題


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.

 

題目解析:

教育類話題依然是托福獨立寫作的考試熱點,上半年(截止于6月30日)的22道題目中,14道有關教育,其中5道與科技產品有關(分別是1月26日考題,3月3日考題,3月30日考題,4月13日考題,以及本次考題),2道與group work有關(5月19日考題和本次考題)。由此可見,電子產品和小組活動依然是教育類考試熱點,考生們需要多多留意。


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。


段落安排可以有兩種形式:一是第一段寫選擇某個選項的原因,之后兩個主體段寫為什么不選另外兩個選項的原因;二是選擇某個選項的原因寫兩個自然段,第三個主體段寫讓步段,寫選擇另外兩個選項的好處,然后轉折。


這里采用第一種寫法,請參考如下范文:

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.


 

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