3口語

　　口語題相對簡單，除了1，2題，后四道的內(nèi)容多少都已經(jīng)有了提示，剩下只需要有效組織語言即可�，F(xiàn)在想來有些后悔，因?yàn)榭荚嚽拔抑煌暾�做過兩套口語題，根本沒有好好的分析過后四題要怎么分配時(shí)間梳理思路�？荚嚨臅r(shí)候內(nèi)容我都抓住說好了，可是后四題每次都是到了最后十秒才發(fā)現(xiàn)專注著把記的點(diǎn)說全面結(jié)果時(shí)間卻不夠用了，只能隨便扯一句話匆忙總結(jié)，甚至有兩道題最后一句話都沒有錄全�；叵肫饋�，我相信通過一定程度的練習(xí)，這些都是可以完全避免的�？谡Z難在兩點(diǎn)，一是沒話說，另一個(gè)則是說不完。沒話說，通過擴(kuò)大詞匯量提高閱讀聽力效率，和多說多練培養(yǎng)語感可以一定程度的有所提高。而說不完的問題，則是百分百可以通過練習(xí)和反復(fù)校對避免的。比如第五題如果在描述沖突上浪費(fèi)太長時(shí)間過多贅述無用細(xì)節(jié)，那么題目所要求的表達(dá)自己觀點(diǎn)并給出理由的部分就完全沒有時(shí)間來回答，也就會(huì)相應(yīng)的失分。每道題的所有需要表達(dá)的內(nèi)容在題目里都已經(jīng)充分說明了，所以建議大家在備考的過程中，每次都用計(jì)時(shí)的方式模擬考試真實(shí)場景并且加以錄音。錄音過后再重新聽，找出時(shí)間分配不合理，以及基礎(chǔ)語法錯(cuò)誤的地方，下一次爭取有所改善。自己水平有限的同學(xué)們也可以使用高質(zhì)量的模板來規(guī)范自己的答題節(jié)奏。用這種每次模擬的方式假以時(shí)日一定會(huì)在口語上找到突破。

　　4寫作

　　寫作方面，基礎(chǔ)語法一定不能錯(cuò)，高級從句建議適當(dāng)學(xué)習(xí)。我自己習(xí)慣用復(fù)雜從句，但在考試過程中也記得著重穿插一些高效表達(dá)的簡單句，來讓文章更加活潑豐滿。綜合寫作筆記左右分欄，逐條分別記錄三個(gè)觀點(diǎn)以及對應(yīng)駁斥關(guān)鍵詞。獨(dú)立寫作可以說閱讀tpo材料的總結(jié)幫了我很大的忙。相對于模板來說，我相信托福閱卷老師們更希望看到真實(shí)的寫作發(fā)揮，所以我一直堅(jiān)持不使用模板自己寫�；�礎(chǔ)薄弱的同學(xué)們可以初期借鑒高質(zhì)量模板對于作文結(jié)構(gòu)進(jìn)行規(guī)范，具體詞匯和詞組的運(yùn)用靠的是日積月累的存儲(chǔ)，臨時(shí)抱佛腳對于寫作一項(xiàng)并沒有太大用處。每天堅(jiān)持閱讀不求多，但求精，五到十個(gè)高質(zhì)量銜接詞和短語，在寫作過程中主動(dòng)進(jìn)行詞匯替換。同時(shí)，獨(dú)立寫作的闡述部分，記得純論述和有說服力的例子相結(jié)合，給文章增加一些出彩的地方而不是一塵不變。這次我的作文中間三段我選擇第一段重點(diǎn)文字論述，第二段加入個(gè)人親身經(jīng)歷提高讀者興趣，最后一段回歸文字論述相對簡短，加上首尾各一段高效總結(jié)。每一個(gè)詞都用心思考盡量不要過度重復(fù)，每一句話都努力運(yùn)用能力范圍內(nèi)的所有花樣表達(dá)方式。從句，強(qiáng)調(diào)句，簡單的倒裝，甚至可以運(yùn)用修辭手法，設(shè)問句等等中文中我們也會(huì)用到的表達(dá)方式，來讓文章多幾個(gè)層次。

　　1備考總結(jié)

　　總的來說，所有的經(jīng)驗(yàn)都來源于大量的練習(xí)。即使基礎(chǔ)相對不錯(cuò)的我，也在后悔沒有更多的刷題和復(fù)習(xí)。但越來越多的例子和經(jīng)驗(yàn)證明，對于托福這種厚道不設(shè)陷阱的考試來說，功夫不負(fù)有心人。只要努力夠，一定可以拿到高分。無論哪個(gè)部分，都希望大家可以更多的關(guān)注自己做題的感受，而非別人的經(jīng)驗(yàn)。包括官方指南，所有資料對于考生的幫助都只在于輔助而非決定答題的所有內(nèi)容。所以希望大家在備考時(shí)可以學(xué)會(huì)與自己對話，從錯(cuò)誤中學(xué)習(xí)，最終超越極限。祝大家考試成功!

　　作者寫作原文回憶(30分范文哦)：

　　Some high school teachers spend most of the class on lecturing their students while the students listen and take notes. The other high school teachers prefer to spend more time on discussions and projects sharing their ideas with each other. Which do you think is more effective for students to learn?

　　It has been a long tradition for teachers to lecture and for students to merely listen and take notes. Nowadays, there appeared to be an alternative in teaching by providing students opportunities to participate in discussions and projects to share ideas and to communicate. Personally speaking, I consider the latter more interesting and motive in the process of learning for three reasons.

　　To start with, classroom is a place where thoughts collide and new ideas generate. Participating in those collective activities, students may communicate not only with each other, but also with their teachers. By exchanging ideas with classmates, students can draw on others’ merits and absorb new concepts. Also, teachers can capture the instant feedback of students and then adjust their teaching methods accordingly. This mechanism is definitely missing in our traditional teaching patterns solely consisting of lecturing and note-taking. Hence, discussions and collective projects present students the precious opportunity to reflect on new perspectives and improve their own understanding towards the relative contents.

　　Moreover, students tend to comprehend and memorize more through practice. I still remember my interpretation class in college. Instead of plain teaching without any interactions, my teacher suggested us to record every word we interpreted. At first, I found it embarrassing and meaningless. However, after several times of recording, mistakes revealed. Thanks to those mistakes, I realized where my strength and weakness lied. Without the actual in-class practice, I would never be able to do so. Although note-taking is better than just listening, exercising is way more practical than note-taking. Therefore, I believe in-class activities allow students to detect their hidden mistakes, which will facilitate their future learning and academic success.

　　Finally, a positive atmosphere is of vital importance. Comparing to traditional methods of teaching, activities and discussions can live up the mood in the classroom on a very large basis in a rather short period of time. Since students are experiencing a hard time concentrating for a long time, I guarantee that no single one of them would choose a dull and plain lecture over an interesting and enthusiastic class where students are actively involved. As an essential part of those activities and projects, students may feel a strong sense of participation, which will in turn, enhance their passion and trigger their interests. Due to actual involvement, students will a hundred percent perceive the main points vividly.

　　Taking these reasons into consideration, it’s responsible to conclude that collective projects and discussions may very well benefit the students in the long run, and overweigh traditional teaching approaches.