托福寫作之必備英語諺語有哪些?今天小編給大家?guī)砹送懈懽髦貍溆⒄Z諺語，希望能夠幫助到大家，下面小編就和大家分享，來欣賞一下吧。

托福寫作之必備英語諺語

1. Every minute counts.

分秒必爭。

2. Every mother's child is handsome.

孩子是自己的好。

3. Every potter praises his pot.

王婆賣瓜，自賣自夸。

4. Everything is good when new, but friends when old.

東西是新的好，朋友是老的親。

5. Example is better then percept.

說一遍，不如做一遍。

6. Experience is the father of wisdom and memory the mother.

經(jīng)驗是智慧之父，記憶是智慧之母。

7. Experience must be bought.

吃一塹，長一智。

8. Fact speak louder than words.

事實勝於雄辯。

9. Failure is the mother of success.

失敗是成功之母。

10. False friends are worse than bitter enemies.

明槍易躲，暗箭難防。

11. Far from eye, far from heart.

眼不見，心不煩。

12. Far water does not put out near fire.

遠水救不了近火。

13. Faults are thick where love is thin.

一朝情意淡，樣樣不順眼。

14. Fear always springs from ignorance.

恐懼源於無知。

15. Fields have eyes, and woods have ears.

隔墻有耳。

16. Fire and water have no mercy.

水火無情。

17. Fire is a good servant but a bad master.

火是一把雙刃劍。

18. First come, first served.

先來后到。

19. First impressions are half the battle.

初次見面，印象深。

20. First think and then speak.

先想后說。

21. Fools grow without watering.

朽木不可雕。

22. Fool's haste is no speed.

欲速則不達。

23. Fools has fortune.

呆人有呆福。

24. Fools learn nothing from wise men, but wise men learn

much from fools.

愚者不學無術，智者不恥下問。

25. Forbidden fruit is sweet.

禁果格外香。

26. Fortune favors those who use their judgement.

機遇偏愛善斷之人。

27. Fortune knocks once at least at every man's gate.

風水輪流轉(zhuǎn)。

28. Four eyes see more than two.

集思廣益。

29. Friends agree best at distance.

朋友之間也會保持距離。

30. Friends must part.

再好的朋友也有分手的時候。

31. Genius is nothing but labor and diligence.

天才不過是勤奮而已。

32. Give a dog a bad name and hang him.

眾口鑠金，積毀銷骨。

33. God helps those who help themselves.

自助者天助。

34. Gold will not buy anything.

黃金并非。

34. Good for good is natural, good for evil is manly.

以德報德是常理，以德報怨大丈夫。

35. Good health is over wealth.

健康是的財富。

36. Good medicine for health tastes bitter to the mouth.

良藥苦口利於病。

37. Good watch prevents misfortune.

謹慎消災。

38. Great barkers are no biters.

好狗不擋道。

39. Great hopes make great man.

偉大的抱負造就偉大的人物。

40. Great minds think alike.

英雄所見略同。

41. Great men have great faults.

英雄犯大錯誤。

42. Great men's sons seldom do well.

富不過三代。

43. Great trees are good for nothing but shade.

大樹底下好乘涼。

44. Great wits have short memories.

貴人多忘事。

45. Greedy folks have long arms.

心貪手長。

46. Guilty consciences make men cowards.

做賊心虛。

47. Habit cures habit.

心病還需心藥醫(yī)。

48. Handsome is he who does handsomely.

行為漂亮才算美。

49. Happiness takes no account of time.

歡樂不覺時光過。

50. Happy is he who owes nothing.

要想活得痛快，身上不能背債。

51. Happy is the man who learns from the misfortunes of others.

吸取他人教訓，自己才會走運。

52. Harm set, harm get.

害人害己。

53. Hasty love, soon cold.

一見鍾情難維久。

54. Health is better than wealth.

健康勝過財富。

55. Health is happiness.

健康就是幸福。

56. Hear all parties.

兼聽則明。

57. Heaven never helps the man who will not act.

自己不動，叫天何用。

58. He is a fool that forgets himself.

愚者忘乎所以。

59. He is a good friend that speaks well of us behind our backs.

背后說好話，才是真朋友。

60. He is a wise man who speaks little.

聰明不是掛在嘴上。

61. He is lifeless that is faultless.

只有死人才不犯錯誤。

62. He is not fit to command others that cannot command himself.

正人先正己。

63. He is not laughed at that laughs at himself first.

自嘲者不會讓人見笑。

64. He is wise that is honest.

誠實者明智。

65. He knows most who speaks least.

大智若愚。

66. He laughs best who laughs last.

誰笑到后，誰笑得。

67. He sets the fox to keep the geese.

引狼入室。

68. He that climbs high falls heavily.

爬得越高，摔得越重。

69. He that will not work shall not eat.

不勞動者不得食。

70. He who does not advance loses ground.

逆水行舟，不進則退。

托福寫作高分滿分范文點評和思路解析：老師講課還是學生討論?

托福寫作難點話題一覽

Classes: teachers lecture or students do some of the talking?

Some students like classes where teachers lecture (do all of the talking) in class. Other students prefer classes where the students do some of the talking. Which type of class do you prefer? Give specific reasons and details to support your choice.

寫作思路展開結(jié)構分析

在選擇之前大家可以先對兩種上課方式進行比較，一般來說可以總結(jié)出各有各的好處這樣的觀點，比如只有教師一個人講課的課堂：在保證教師質(zhì)量的前提下，可以對某一專題進行更深入地分析;對學生的素質(zhì)要求低一些;而選擇學生參與討論的課堂：對學生的素質(zhì)要求高一些;不適合學習深奧(profound)的課題。當然，大家也可以選擇相對中立的態(tài)度，也就是如何選擇要看是什么樣的科目來進行展開論述。

本話題高分范文賞析

There are basically two types of classes in university, classes, i.e., where teachers lecture and where the students do some of the talking. Both teaching and learning approaches are valuable and have their own relative merits.

Classes that are dominated by teachers' lectures may benefits students in several ways. First of all, lectures can communicate the intrinsic interest of the subject matter. The speaker can convey personal enthusiasm in a way that no book or other media can. Enthusiasm stimulates interest, and it is an undeniable fact that interested, stimulated people tend to learn more. Moreover, lectures in university settings can provide students with role models of scholars in action. The professor's way of approaching knowledge can be demonstrated for students to emulate. Furthermore, lectures can organize material in a special way. They may provide a faster, simpler method of presenting information to an audience with its own special needs. Lectures are particularly useful for students who read poorly or who are unable to organize print material.

On the other hand, lecture approaches also have some relevant weaknesses. For example, the lecture often puts students in a passive rather than an active role. As is often the case, passivity can hinder learning. At the same time, most lectures assume that all students are learning at the same pace and at the same level of understanding, which is hardly ever true. Especially, Lectures place the burden of organizing and synthesizing content solely on the lecturer. They are not well suited to higher levels of learning such as application, analysis, and synthesis.

Lectures require an effective speaker who can vary tone, pitch, and pace of delivery. Lecturers must be verbally fluent, a skill that is not stressed nor learned in many Ph.D. programs and is usually distributed unevenly among people. Lectures are therefore sometimes not well suited to complex, detailed, or abstract material.

In summary, Lecturing is probably the oldest teaching method and remains the most common form of instruction, despite the fact that some research has shown that lecturing is ineffective, especially if not combined with some alternative style of teaching. In fact, Lecturing is very appropriate for some goals and very inappropriate for others. And at the same time, the counterpart — the approach that allows students to participate discussions is equally non-universal. Therefore, I can hardly simply say that I prefer either approach. I think the choice should depend on circumstances including various factors such as the subject that is to learn, the depth that needs to explore, the quality that the lecturer or the discussing group have.