鳳凰國際英語托福綜合寫作模板.ppt

1、TOEFL iBT,Models for Integrated Writing Jack,Hints,1.考生必須從根本上掌握英語八股文的結構。閱讀時，考生必須按照八股文結構，記下這些viewpoints和supporting points 的details. 2.聽力時，考生要記下說話者是如何反對這些Points的。注意的是說話者的反對順序不一定按照閱讀文章的演進順序進行。（不同的結構） 如果points 沒有漏掉，接下來的關鍵就是考生如何表達說話者和閱讀內容的關系了。（依靠模板）,有個性的八股文,Contents,Words Sentence patterns Text models,表示

2、反駁的詞語,differ from , disagree with, cast doubt on, conflict with, challenge,表示同意的詞語,Support， enhance, uphold, echo, back, justify, substantiate, advance,總結聽力材料,The speaker talks about The lecture discusses/is mainly discussing The professor made the point that,引出要點,First/second/third First/then/anoth

3、er point is that Or express the key point directly in a topic sentence.,引出例子,For example (instance)/one example is/such as/that is,增加例子,Next/Furthermore/another example is/in addition,對比觀點,However/In contrast/on the contrary/on the other hand/but,對材料的指稱：,The speaker/lecturer/professor/listening mate

4、rial/lecture The writer/narrator/reading material/writing,開頭句,The lecture discusseswhich differs from the main idea in the reading that The professor made the point that. The reading does not discuss this point. Another important point is that, but the reading does not discuss the point. Finally, th

5、e Professor stated that. In general, the Professor discusses problems ofthat the reading does not include.,開頭句,According to the lecture, .On the other hand/while the reading stated that The professor made the point that. On the contrary/however/in contrast, the writer demonstrated an idea that The l

6、ecture supports/illustrates the idea that The lecture contradicts/refutes/is in contrary to/is the opposite of the idea that,總體寫作模式: Page 110,Introduction Summary of the speakers position Relationship of the lecture to the reading Paragraph 1 First key point from the lecture Examples from the lectur

7、e Explanation or connection to the reading Paragraph 2 Second key point from the lecture Examples from the lecture Explanation or connection to the reading Paragraph 3 Third key point from the lecture Examples from the lecture Explanation or connection to the reading,Concluding part,模式分類,“點對點”結構 “面對

8、面”結構,“點對點”的結構,“點對點”的結構指的是把綜合寫作中的閱讀材料和聽力材料的每一個對應點都單獨提煉出來用一個段落加以闡述。 這種結構的優(yōu)點是可以把閱讀文章和聽力材料的對應關系更細致地進行說明，使文章層次感強，同時反映出考生提煉信息和對比信息的能力更高。 ETS滿分作文：,Introduction- Relationship between reading and lecture,The lecturer talks about research conducted by a firm that used the group to handle their work. He says t

9、hat the theory stated in the passage was very different and somewhat inaccurate when compared to what happened in reality.,Main idea of lecture The lecture talks about/discusses/makes the Point/states,Main idea of the passage Which differs with the main idea in the reading/passage That,Connective,Fi

10、rst Point of Contrast First,Some members got free rides. That is, some didnt work hard but got recognition for the success nonetheless. This also indicates that people who hard were not given recognition they should have gotten. In other words, werent given the opportunity to “shine”. This directly

11、contradicts what the passage indicates.,First point in lecture Firstly, the lecturer thanks That According to the lecture, The professor points out that,In contrast,The reading passage believes that +1到2個事實,Second Point of Contrast,Second, groups were slow in progress. The passage says that groups a

12、re more responsive than individuals because of the number of people involved and aggregated resources. However, the speaker talks about how the firm found that groups were slower than individuals in decision making. Groups needed time for meetings, which are necessary procedures in decision making.

13、This is another place where experience contradicted theory.,Third Point of Contrast,Third, influential people might emerge and lead the group towards glory If the influent people are going in the right direction there would be no problem. But in cases where they go in the wrong direction, there is n

14、obody that has influence to counter the decision made. In other words, the group might turn dictatorship, with the influential party as the leader, and might become less in its thinking. They might become one-sided, and thus fail to succeed.,“面對面”的結構,“點對點”的結構指是最理想的結構安排模式，但有時候考生并不能準確地尋找到閱讀和聽力材料之間的對應點

15、。這有可能是因為閱讀和聽力材料之間的對應點本身就不是很明顯，或者由于考生自身的能力問題，沒有完全聽懂或看懂，則要寫成“點對點”的結構安排模式，難度會比較大。 它與“點對點”的結構安排模式的區(qū)別在于，“面對面”作文的結構并不是逐條闡述對應點，而是在總得闡明聽力和閱讀文章之間的關系后，分別總結聽力材料或閱讀材料的要點，從“面”上闡述聽力和閱讀材料之間的聯(lián)系。,Introduction- Relationship between reading and lecture,The lecturer talks about the natural process of crystallization an

16、d how the speed of cooling can influence such process, which is proved by Bowens crystallization experiment explained in the reading passage.,Points in the lecture,Natural crystallization happens when magma, which is extremely hot in its molten form deep in the earth, gradually cools off when it mov

17、es towards the surface of the earth. During the cooling process, the energy from heat is lost, and the atoms which compose the magma begin to move more slowly, forming into an orderly pattern, which turns the magma into a solid crystal structure. However, if the cooling process takes place too rapid

18、ly, then there is not enough time for the atoms to be arranged into such an orderly pattern. Therefore, crystallization cant take place. Instead, a brittle, glass-like material will form.,Points in the Reading,Norman Bowens experiment in the 1920s proved this theory. By collecting and melting elemen

19、ts in rocks, Norman created artificial magma in his laboratory. He first cooled the magma slowly, as in the natural crystallization process, and got mineral crystals. But then he suddenly replaced this normal cooling with rapid freezing, and found frozen glass materials surrounding the solid crystal

20、 structure.,對比,可以看出，“點對點”和“面對面”的結構有各自的特點，但總得來說“點對點”的結構在“對比型”的新托福綜合寫作中要更適用一些，因為它能把矛盾點逐一呈現(xiàn)，更細致地體現(xiàn)了聽力和閱讀材料之間的關系。但掌握“面對面”的結構也很有必要，因為它可以適用一些聽力和閱讀材料之間的關系是一致、延伸或解釋型的考題。,Model 1,The lecturer raises serious counter arguments against the reading paragraphs by providing different evidence regarding the _, the

21、_, and the _. While the author claims that _, the lecturer points out the fact that _. Therefore, it is unlikely that _. Contrary to the authors statement that _, the professor argues that _. Moreover, _. Another argument raised in the lecture is that _, and this directly contradicts what is stated

22、in the passage. The lecturer explains that _. Consequently, _. So, the contents in the passage are contradicted by the lecturer and the lecturer has totally different ideas on the points made in the passage.,Model 2,The lecture is mainly discussing _ by challenging what is stated in the reading pass

23、age that _. First of all, the lecturer thinks that _. In contrast, the reading passage believes that _. 加1或2個細節(jié)。So, the lecturer totally disagrees with the point made in the reading, Secondly, the lecturer discusses _, contradicting what is stated in the reading that _. 后面跟細節(jié)。 Finally, the lecturer

24、raises the issue that _. This point contradicts what is demonstrated in the passage, because _. The contents of the reading passage are disputed by the speaker and the speaker has totally different ideas on the topics made in the reading.,Model 3,The lecturer discusses _ which differs from the main

25、idea in the reading that _. The professor first argues that _. According to the reading material, the author claims that _, whereas the professor rebuts this point and argues that _. Then the professor goes on to maintain that _. He/She thinks that it is _ that _. With regard to the reading passage,

26、 however, the author holds the opinion that _. Therefore, the lecture goes against what is presented in the passage. In the end, the speaker states that _. This point of view/ example also casts doubt on the contents of the reading passage, which considers _.,Model 4,According to the reading materia

27、l, three reasons are given to prove the statement that _. However, in the lecture, the speaker illustrates us three distinct points to present his/her standpoint, which is opposed to what has been stated in the reading material. The author of the passage argues that _. Consequently, _. However, the

28、lecturer claims that _. As a result, _. The lecturer also challenges the authors claim that _. The lecturer contends that _. _. As for the authors argument that _, the lecturer points out that _. _. _.,Model 5,The lecturer completely refutes the passage. While it is said in the passage that _. The l

29、ecturer claims that it will not be the case. / it does not hold water. First, (聽力要點1， 再寫2-4句話證明，即論據(jù)細節(jié))_. Second, (聽力要點2， 再寫2-4句話證明， 即這一要點的論據(jù)細節(jié))_. This directly contradicts the reading passage. Finally, (聽力要點3，再寫2-4句話證明， 即這一要點的論據(jù)細節(jié))_. This point of view/ example also casts doubt on the contents of th

30、e reading passage, which considers /suggests that_.,Model 6,The lecturer challenges the _ of _ by pointing out the reasoning fallacy in the passage and providing evidence contradictory to the authors assertions. First of all, the author assumes that _. The lecturer, however, argues that this is not n