托福108分考生心得

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別人的經(jīng)驗(yàn)或許不適合你，但是別人的方法可能對(duì)你也適用。今天小編給大家?guī)?lái)托?？忌懈?xiě)作高分經(jīng)驗(yàn)分享，希望可以幫助到大家，下面小編就和大家分享，來(lái)欣賞一下吧。

00后托?？忌懈?xiě)作高分經(jīng)驗(yàn)分享

江同學(xué)的英文基礎(chǔ)水平不錯(cuò)，但在寫(xiě)作方面缺少系統(tǒng)的練習(xí)。在了解江同學(xué)的基本情況之后，我給她制定了十分具有針對(duì)性的備考計(jì)劃。

在綜合寫(xiě)作方面，主要通過(guò)課上講評(píng)和課后練習(xí)的方式進(jìn)行的。在做題時(shí)，要求江同學(xué)要注重閱讀和聽(tīng)力部分的一一對(duì)應(yīng)的反駁關(guān)系。在課程中，進(jìn)行了對(duì)閱讀的總觀點(diǎn)和分論點(diǎn)進(jìn)行改寫(xiě)的練習(xí)，于此同時(shí)也講解了如何使表達(dá)更有簡(jiǎn)潔性。聽(tīng)力內(nèi)容方面，則讓江同學(xué)要做到盡量還原原文，尤其是細(xì)節(jié)部分更要表達(dá)完整準(zhǔn)確。在注重技巧訓(xùn)練的同時(shí)也時(shí)刻提醒學(xué)員要打好基礎(chǔ)，加強(qiáng)單詞方面的背誦與默寫(xiě)。在單詞背誦方面，我主要借鑒《詞以類(lèi)記》這本書(shū)的按學(xué)科分類(lèi)部分的方法來(lái)擴(kuò)展江同學(xué)詞匯量，并且讓她在平時(shí)的學(xué)習(xí)中注意搭建單詞發(fā)音與拼寫(xiě)之間的聯(lián)系。

在獨(dú)立寫(xiě)作方面，我們首先講解了題型的分類(lèi)和相應(yīng)的解題技巧。通過(guò)對(duì)主題句的寫(xiě)作練習(xí)，一方面糾正了江同學(xué)的一些語(yǔ)言表達(dá)上的錯(cuò)誤，同時(shí)提醒她要加強(qiáng)主題句與段落展開(kāi)之間的聯(lián)系。課后我也會(huì)布置適量的作業(yè)來(lái)檢查她對(duì)課上所講內(nèi)容的掌握情況。在作業(yè)講評(píng)中，我發(fā)現(xiàn)江同學(xué)比較喜歡使用說(shuō)理的形式來(lái)展開(kāi)段落，這就使得她的表達(dá)比較單一。為了讓她文章段落的表達(dá)更加多樣化，我有意通過(guò)不同題型的講解來(lái)使得江同學(xué)逐步掌握使用例證法和數(shù)據(jù)報(bào)道等形式的段落展開(kāi)方式。

江同學(xué)于2016年7月18日參加了第一次托?？荚嚕瑢?xiě)作成績(jī)26總分105。相信這樣的分?jǐn)?shù)對(duì)于大多數(shù)托?？忌鷣?lái)說(shuō)已經(jīng)足夠高了，但是對(duì)于想申請(qǐng)頂尖名校的學(xué)霸來(lái)說(shuō)還差那么一點(diǎn)點(diǎn)。為此，在后續(xù)的課程中，我給她制定了更嚴(yán)密的備考計(jì)劃。要想更上一層樓取得更高的分?jǐn)?shù)，就意味著要盡可能地減少各種錯(cuò)誤并使文章出彩，比如要注重單詞的拼寫(xiě)，加強(qiáng)多樣化的表達(dá)等。那么就要首先從審題方面下手，比如獨(dú)立寫(xiě)作三選一的題目，江同學(xué)在讀題目方面有時(shí)不太認(rèn)真。這時(shí)我會(huì)指出她審題方面的問(wèn)題，并且要求她注意審題，尤其應(yīng)關(guān)注題目中的一些細(xì)節(jié)信息，這樣有助于更好地思考分論點(diǎn)。此外，課上我還會(huì)拿出江同學(xué)文章中的一句話(huà)要求她進(jìn)行詞匯的同義替換和句式的改寫(xiě)。在寫(xiě)名詞和動(dòng)詞時(shí)，會(huì)要求她要慢下來(lái)，思考一下正確的表達(dá)形式。具體來(lái)說(shuō)就是名詞要不要加定冠詞或者復(fù)數(shù)的變化，動(dòng)詞則要注重時(shí)態(tài)和單三形式的變化。在每篇文章的講評(píng)中，我都會(huì)不厭其煩地指出她的各種語(yǔ)法和拼寫(xiě)錯(cuò)誤，找出犯錯(cuò)誤的原因，讓她自行改正錯(cuò)誤并鼓勵(lì)她在今后的寫(xiě)作中要提高注意力，避免重復(fù)犯錯(cuò)。在解題思路方面，不僅加強(qiáng)了對(duì)江同學(xué)獨(dú)立寫(xiě)作分論點(diǎn)方面萬(wàn)能理由的補(bǔ)充，還進(jìn)行了相關(guān)詞匯的補(bǔ)充，從而使語(yǔ)言表達(dá)更加多樣化。

作為一名高中生，平常的課業(yè)壓力之大是不難想象的。從4月2日的首次課到8月28日上完最后一節(jié)寫(xiě)作課。在這5個(gè)月的寫(xiě)作1對(duì)1輔導(dǎo)期間，我們一共上了14節(jié)課，平均下來(lái)10天才能上一次寫(xiě)作。但如果細(xì)看課表的話(huà)，學(xué)員由于課業(yè)壓力大，有時(shí)甚至兩周才能上一次寫(xiě)作課，這樣不均勻的上課頻率其實(shí)并不太利于備考。因此，上課時(shí)間的有效利用與互動(dòng)就顯得更加珍貴。不過(guò)江同學(xué)的學(xué)習(xí)態(tài)度認(rèn)真，理解能力強(qiáng)，互動(dòng)能力也很好，同時(shí)對(duì)待作業(yè)也能按時(shí)認(rèn)真完成，才使得她的寫(xiě)作能夠不斷的進(jìn)步。我們每次的課后作業(yè)都是根據(jù)江同學(xué)下次課的上課時(shí)間來(lái)布置的，這樣不僅可以督促學(xué)員認(rèn)真高效完成，同時(shí)也可以讓她及時(shí)整理此前課上所學(xué)的知識(shí)點(diǎn)，不斷鞏固與消化。

當(dāng)然學(xué)霸有時(shí)也會(huì)出現(xiàn)問(wèn)題，在長(zhǎng)時(shí)間的備考過(guò)程中，江同學(xué)也會(huì)難免出現(xiàn)懈怠的情緒。記得有一次綜合寫(xiě)作作業(yè)的完成質(zhì)量相比從前有所下降，我便立即提醒她要引起足夠的重視。并且要求江同學(xué)繼續(xù)背誦綜合寫(xiě)作模板，同時(shí)課下要求她加強(qiáng)綜合寫(xiě)作的練習(xí)并根據(jù)閱讀和聽(tīng)力原文進(jìn)行自檢。

功夫不負(fù)有心人，江同學(xué)于2016年9月3號(hào)再戰(zhàn)托福，寫(xiě)作部分拿到了令人羨慕的滿(mǎn)分，總分也再創(chuàng)新高達(dá)到了111分。當(dāng)問(wèn)及學(xué)員高分的體會(huì)時(shí)，孩子的回答也很簡(jiǎn)潔——多練多寫(xiě)。這四個(gè)字看似簡(jiǎn)單，但實(shí)際上包含太多背后需要付出的努力。

以上就是小編為大家整理00后考生托福寫(xiě)作高分經(jīng)驗(yàn)分享，希望可以揚(yáng)長(zhǎng)避短，找到適合自己的方法來(lái)提升自己的托福寫(xiě)作成績(jī)。最后，小編預(yù)祝大家托?？荚嚹苋〉美硐氲某煽?jī)。

托福寫(xiě)作模板：如何提升演講能力

題目：

After your presentation, which way would you choose to identify your weakness and improve your presentation?

1) reviewing the recording on your own;

2) inviting your colleagues or classmates to make suggestions for improvement.

范文1：For Choice 1

To improve my performance after giving a presentation, it is best to review a recording of it by myself. This process lets me observe all aspects of the presentation, evaluate changes at my own pace, and avoid being defensive.

First, a video recording gives significantly more information than just relying on comments made by colleagues or classmates. I can analyze and improve on even small points that others may not have noticed or found worth mentioning. For example, a couple years ago, I gave a presentation that I had extensively prepared for. It had strong organization and flow. Classmates raved about the content, but mentioned that I looked scared. I was confused, because I had felt confident. However, I noticed in the video later that I was continually fingering my notes. For my next presentation, I placed the notes within view but did not hold them, rendering my appearance more professional.

Another reason I prefer watching a recording is my pace of learning. I can focus on the points I want to redo, replaying the material as often as I want, confirming even tiny details. In fact, I can even take long breaks to think about what I see or to try out alternate delivery styles. I do not have to inconvenience my friends by asking them for feedback or taking up their time. If others are involved in the evaluation process, I feel much more rushed because I do not want to bother people who have agreed to help me.

Finally, reviewing a recording by myself eliminates a serious problem that hinders progress: my pride. I do not like to admit it, but I often get defensive about feedback and want to explain why certain things happened. I feel resentful about negative comments rather than see them as stepping stones towards improvement. It is a natural tendency, but it definitely hinders my ability to assimilate outside feedback. Furthermore, friends try to be polite, so they may not mention minorpoints that I might have improved because they don’t want to seem too critical. Emotions get in the way of a thorough critique.

To improve my future performance, I find it best to review videos of my presentations by myself. I can evaluate all aspects of the presentation, take as much time as I need, and avoid the inevitable problem of emotional involvement swaying the critique.

at my own pace 按照自己的步伐走

rave about the content 對(duì)內(nèi)容贊不絕口

place the notes within view 把筆記放在眼前,把筆記放在視線(xiàn)范圍內(nèi)

inconvenience my friends 麻煩我的朋友

take up their time 占用他們的時(shí)間

see them as stepping stones towards improvement 把它們看作是邁向進(jìn)步的墊腳石

get in the way 妨礙,阻礙

范文2：For Choice 2

It is essential to get the feedback of people in the audience to learn about mistakes and improve on a presentation. Spectator critiques help identify the big picture and reveal points that you can’tsee in an honest, unbiased way.

No matter how impartial you want to be, a self-evaluation is biased. It incorporates points that are not relevant to the performance you gave. For example, you may think you did excellent given your limited practice time or great amount of stress, but your audience is unaware of these factors. The viewers only evaluate what they see, which is a far more accurate measure of a presentation. A self-evaluation may also ignore issues that were “just accidents.” However, such points may reallybe important detractors that need to be addressed.

People in the audience also provide insight into the big picture. They only have time to note specific glaring details or outstanding highlights. Otherwise, their feedback gives you the overallimpression of the performance, which is something intangible and essential to the presentation’ssuccess. If you compare the feedback of several observers, you can isolate the main patterns. As a result, you can understand the most important parts that need changed. If you only refer to a video on your own, you may get caught up changing minor details rather than addressing the key elements that are needed to alter the overall flow or lasting effect.

Finally, classmates or colleagues may identify things you take for granted such as mannerisms, repeated words, or even problems with visual aids. One example is a teacher who gave a presentation using an old slide projector that kept jamming. The teacher apologized when that happened and kept going with the lecture. He had no idea how distracting it was, to the point that students remembered joking about which slide would get stuck next better than they remembered the content. The teacher, however, was so used to fixing the projector that he barely noticed it. The feedback showed him the value of replacing his visual aids with newer equipment, an issue he had never considered was important.

Since an audience gives you honest evaluations of the overall impression of a presentation and identifies points you may not see on your own, it is important to get feedback from people in the audience in order to improve your presentations.

spectator critiques 旁觀者的評(píng)論

in an honest, unbiased way 以誠(chéng)實(shí)、公正的方式

a far more accurate measure of a presentation 對(duì)報(bào)告或展示一種更為準(zhǔn)確的評(píng)價(jià)

provide insight into the big picture 洞察全局

glaring details 明顯的細(xì)節(jié)

outstanding highlights 突出的亮點(diǎn)

visual aids 視覺(jué)輔助

托福寫(xiě)作模板：當(dāng)今的學(xué)生是否更關(guān)心政治

題目：當(dāng)今的學(xué)生是否更關(guān)心政治

Do you agree or disagree with the following statement:

Students are more interested in politics today than they were in the past.

Use specific reasons and examples to support your answer.

范文1：Argument 1 (for)

Students today are more interested in politics than students were in the past. The methods of presenting politics to the general audience have changed. Now that it is more entertaining and easier to watch the progress of local and international events, students have a greater desire to follow political issues.

In the past, political issues were considered serious topics that needed to be treated with dignity and respect. That attitude has changed in recent years, so that now political events such as debates are colorful spectacles designed to engage and entertain. Politicians are often viewed asamusing and mocked by actors and the media. As a result, students enjoy seeing what antics the politicians are up to. This new attitude is a far cry from the dry, solemn tone of yesteryear.

Not only are political proceedings considered more entertaining, but they are also easier to access now than they were in the past. It is easy to look up issues on the internet or smart phones, so students can read about political events at any time. They do not have to buy a newspaper ordedicate a certain time to watching news on the television. Instead, they can read on the bus or while waiting to meet a friend. In fact, social media also rapidly spreads news about political events, allowing the news to reach millions more students than it would have in the past.

At the same time that technology makes news about politics more accessible, it encourages more awareness of events so that students do not feel left behind. Students want to follow issues so that they can converse in witty ways with their friends. They do not want to appear “out of the loop,” so they read up on what is happening. They take time to scan headlines and watch videos so that they are able to discuss such things with their peers.

Today, politics are presented as diverting and entertaining. New technology makes it easier for students to access news. In turn, students have more of a desire to learn about the news so they can keep up with their friends. As a result, students today follow politics much more than they did in the past.

the general audience

普通觀眾，大眾

be viewed as X.X.X

被當(dāng)做 X.X.X

be up to

從事于，忙于

be a far cry from the dry, solemn tone of yesteryear

與過(guò)去干巴巴的、嚴(yán)肅的語(yǔ)氣大不相同

dedicate a certain time to do

花一定的時(shí)間去做

in witty ways

以詼諧的方式

out of the loop

在局外，在圈外

范文2：Argument 2 (against)

In the past, students were more aware of political issues than they are today. Most students today are raised in an environment that does not encourage insightful analysis of local and world events. Although technology has increased the availability of news, it does not mean that students regularly access it.

First, students lack the encouragement to interpret the news that they see. In the past, families often watched political news together around their single television. After seeing the news, they might argue different sides of the issue and analyze the ramifications of the decisions. Families sitting around the dinner table would invariably discuss politics. However, these opportunities are greatly reduced because families have more than one television, allowing members to view completely different shows. Very few families today sit down for a dinner with all members present. The structure of the home has changed so that students are not encouraged to participate in discussions about politics.

Second, priorities have changed so that students don’t have time or don’t want to watch politics. Why pay attention to dry, boring news when there are social media and extremely engaging video games? Students would prefer to gossip with friends about school and peers rather than discuss details of law and commerce. In the past, if students were not outside playing, they were isolated at home, leaving them with little to do other than pick up the newspaper and read events. However, today students can message friends or become absorbed in the internet, options that let them pursue other things than politics.

Finally, the way news is presented leaves students less educated about political events than they were in the past. Today, news is given as short, catchy headlines or video shots. For example, students may get a brief look at the highlight of a debate, but they do not understand the background or implications of the decision. They may see the funny moment when a politicianmakes a verbal slip, but they do not have any context for it. The current trend of making politics amusing is shifting the population’s awareness from a thoughtful analysis of politics to a humorous anecdote without a framework of reference.

Students today are not nearly as aware of political issues as they were in the past. Changing family structures, priorities, and news presentation methods have turned the tide towards a more superficial understanding of politics.

insightful analysis of local and world events

對(duì)當(dāng)?shù)睾褪澜缡录纳羁谭治?/p>

analyze the ramifications of the decisions

去分析這些決定的后果

gossip with X

與X閑聊

become absorbed in

專(zhuān)注于，沉迷于

catchy headlines

吸引眼球的標(biāo)題

make a verbal slip

犯口誤