2019year6month29An analysis of the real questions in the Japanese TOEFL test -- Reading&Writing

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see10213 | reply0 | 2021-5-24 13:49:05 | 显示全部楼层 |Reading mode
作者:江苏朗阁外语培训中心


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阅读篇


周 ocean

今日名师



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考题解析


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名师点评

1. 今天是2019year6month29日,是8month1号托福变化前的倒数第四场测验,形式延续近几年的规律:3篇文章60分钟,或4篇文章80分钟(包含1篇位置随机的加试)。虽然很多同学阅读加试或者阅读听力双加试,但今天的阅读部门总体难度适中。


2. 据不完全统计用到了至少13篇文章,相对较老的文章重考年份是2014reach2016Year,2017and2018年的加试新题重考频次也很高,考生可事先理解文章大意,背机经词汇。


此外,上半年的新题在今天已有重考,比如《真菌与植物的共生》反复自3month16号。虽然作为新题详细内容一时不多,但共生关系的话题在TPO17《symbiotic relationships》早已考察过。依此类推,通过刷TPO和关注机经,考生能够提早扫清学科词汇和相关话题的障碍。


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优先复习2019year1-6月份的机经词汇,再倒序背诵过去几年的机经词。

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thank 婧

今日名师


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考题解析

综合写作:


讨论三种化石燃料(fossil fuel)的代替方法(alternative methods)能否可行。


Nowadays, many students are not interested in their classes. Which of the following is the best way for a teacher to make students get interested in classes?


- using technology in class more often


- ask students to have group talk more often


- explain to the students what they learned is related to the world outside classroom


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名师点评

综合写作:


阅读:布景提出如今汽车使用化石燃料会释放二氧化碳carbon dioxide,是构成全球变暖global warming的主要原因,并提出三种alternative methods去代替fossil fuel:


1. 氢能源hydrogen energy。氢能源是有氢hydrogen和氧oxygen产生的,不会排放二氧化碳carbon dioxide,只会排放水;


2. 生物燃料bio-fuel。生物燃料是从植物中提取的(extracted from),提取过程中是释放release二氧化碳,但是,植物生长过程中是会吸收absorb二氧化碳的,所以吸收的二氧化碳是能够抵消释放出的二氧化碳的 ;


3. 从空气中提取二氧化碳转化convert成替代合成燃料。这样即便燃料使用过程中排放二氧化碳,也只是一种二氧化碳的循环,不会真正增加空气中二氧化碳含量。


听力:辩驳阅读,认为这三种alternative methods都not practical或有drawbacks.


1. 氢燃料确实不会释放二氧化碳,但是消费加工出氢燃料的过程是需要燃烧传统的含碳的fossil fuel的,比如需要使用天然气,而用天然气去消费氢燃料仍然会释放大量的二氧化碳,所以global warming并不会得到缓解;


2. 生物燃料无法去replace化石燃料。因为要消费bio-fuel,那就需要种植大量的植物,需要有足够的land。例如,在美国消费bio-fuel的话,需要用掉两百万平方公里的土地来消费玉米和甘蔗corn and sugar cane,这个面积相当于美国如今农业用地的两倍。然而实际上,并没有那么多土地去种植;


3. 从空气中提取燃料,在目前来看并不实际not practical。如今的科学技术还无法实现将大量二氧化碳转化成大量燃料来满足如今人们对燃料的需求。


独立写作:


Nowadays, many students are not interested in their classes. Which of the following is the best way for a teacher to make students get interested in classes?


- using technology in class more often


- ask students to have group talk more often


- explain to the students what they learned is related to the world outside classroom


以下是笔者给出参考:撑持ask students to have group talk more often


开头段:Being a teacher is not an easy job nowadays, as being knowledgeable is not enough for someone to be qualified to impart knowledge and skills to younger generations(如今,教师这个工作并不容易,仅仅是本人具备常识还不足以让一个人能够有才能去传授常识和技能). Making students interested in a subject can be a real challenge(让学生真正对一个科目感兴趣并不容易). Certain teachers insist that explaining the practical applications of a subject can cause interest among students(有些人会认为教师解释一门课的课外实际运用能使学消费生进修兴趣). Other teachers believe the importance of using technology in class(其他的一些老撑持科技运用在课堂的重要性). However, from my perspective, designing more group discussions is the best way to cultivate students’ interest.


首先,科技和一些电子设备的运用,确实能让学生接触到更好的视听效果的进修有关素材,但是这种方法只是信息的输入,并没有让学生有一个主动考虑的过程(The use of technology and some electronic devices indeed gives students access to better audio-visual learning materials, yet this method is only the input of information, and it does not allow students to have an active thinking process)。并且实际上,学生展示出的兴趣只是对这个素材或科技效果的好奇,并不是真的对学科产生了深厚和长久的兴趣(The students' interest is only their curiosity about the material and technology, instead of real or long-term interest in the subject)。一旦教师真正安插课业任务,很多学生的兴趣往往就很快消失了,完成作业的质量和对常识的吸收和以前没有不同。举例论证。


另一方面,确实,强调所学内容的实际用处确实能够让学生理解该科目的重要性,因而提升兴趣(Admittedly, stressing the practical usage of class content would to some extent make students understand the importance of that subject, thus increasing their interest)。但是,这并没有持久作用(long-term effect)。一门课的实际应用性可能早期能吸引学生,但假如没有丰富有趣的教学内容和形式,学生的兴趣很快就会急剧降低(drop sharply),何况并不是所有课程都具备实用性。举例论证。


实际上,好的教师绝不是一味的依赖科技和电子设备,或是简单的告诉学生本人教的内容很有用(qualified teachers is by no means the ones that simply giving some words to students that “this subject is quite practical, which can benefit your life”)。好的教师应该认真地设计课程,考虑更适宜、更有创意、更有趣的话题引导学生停止自主的考虑和讨论,让学生真正感兴趣并更好地吸收常识(A good teacher is the one who can design classes carefully by thinking about more appropriate, creative and interesting topics related to the subject, guiding students to think and discuss actively. In this way, students can develop real interest and better absorb knowledge). 举例论证。


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source | 江苏朗阁外语培训中心

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