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6月29日托福独立写作真题范文:如何激发孩子的学习兴趣?

2019-07-08 16:02     供稿单位: 新航道     原创作者: 章跃    

出国英语考试有哪些 雅思6.5是什么水平 雅思阅读评分标准 托福阅读评分标准 雅思和托福的区别

  持续推送近期托??际远懒⑿醋鞣段慕馕?/strong>,每篇范文都由专业写作团队编写校对,带你了解最实用的写作范文。写作能力,就是在一点一点的积累中提高的。

  

  2019年6月29日 独立写作题目

  “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 talks more often;

  3、Explain to the students what they learned is related to the world outside classroom. ”

  【选项3为本文立场】

  


  写作范文

  In many cases, students’ interest in learning is spontaneous. Instead, it needs to be stimulated. To find or to create thestimulus is one of a teacher’s jobs.

  【三选一类型题目的论证逻辑之一:合并讨论被否定的两个选项的劣势。为什么不分开讨论?因为不想文章冗长?!?/p>

  At some schools, learning is facilitated by state-of-the-art technologies. At those schools, the fancy facilities are often used, students are expected to generate interest. Some other schools believe that teachers can get students motivated with their bare hands. They divide a class into groups in which students can exchange ideas on topics. 【这里开始否定选项一】However, the dazzling technologies cannot keep students’ interest long. Students’ interest is stimulated for only some time and soon wear thin. This happened in my geometry class. Each student had an iPad connected to the teacher’s computer and could see the teacher’s strokes as the teacher drew a geometric pattern. It was interesting at the beginning but soon became boring because the inherent boredom of geometry was not changed at all. 【这里开始否定选项二】In that class also, students were divided into groups to work on small projects. However, the exchange of ideas between a number of bored students who do not like geometry was not productive at all. The talksdegenerated into sharing complaints or talking nonsense.

  【讨论完被否定的两个选项的劣势后,讨论我的选择的优势。如果有两个理由,可以分成两个段落。但是,尽量避免两个理由平均用力。本文就故意侧重了第二个理由?!?/p>

  It thus follows that teachers should explain to the students what they learn is related to the world outside the classroom. Obviously, many teachers explain how knowledge can be converted to skills that lead to jobs and generate profits. As a result, learners will be persuaded and interested for the sake of their practical need. It is for sure one way, which is not bad.

  【如果有两个理由,可以分成两个段落。但是,尽量避免两个理由平均用力。本文就故意侧重了第二个理由?!?/p>

  Also, there are smarter ways. For example, my high school teacher of History had a way to inspire us. Since we live in a city that has witnessed so many historical events, he often asked us to find the traces of history in the streets and alleys of our city and to visit many of the city’s historical sites. When the descriptions and recounts in the textbook are found in our surroundings, many of us became intrigued and wanted to learn more in the class. The teacher also found the presentequivalents to the past when he interpreted history. In his way, many of the historical events were like the recent experiences, and as the history was no longer distant from us, students became interested. Through this instance, I am persuaded that when students find where the textbook knowledge is in the real world, the knowledge becomes their own experience. The feel ofauthenticity is the inspiration that motivates students to learn.

  At this point, I would opt for the third method, despite the fact that technology and the interactive arrangement of classes are not completely useless. It is just the case that relating textbook knowledge to real-life situations can more properly do the job of getting students interested in learning.


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