托福寫(xiě)作加試有嗎
托福考試是會(huì)出現(xiàn)加試的情況，但是一般加試是出現(xiàn)在閱讀和聽(tīng)力考試中，寫(xiě)作部分是不會(huì)出現(xiàn)加試內(nèi)容的。那么具體的閱讀和聽(tīng)力部分的加試內(nèi)容都考什么?大家也要對(duì)這些有一個(gè)基本的了解。下面小編為大家整理了詳細(xì)的內(nèi)容，供大家參考!
托福寫(xiě)作加試有嗎
托福寫(xiě)作不存在加試。
托福考試的聽(tīng)力和閱讀部分存在加試內(nèi)容。而且每次托?？荚嚩紩?huì)出現(xiàn)且僅出現(xiàn)一個(gè)單項(xiàng)的加試，如果是聽(tīng)力部分的加試的話，那就需要增加一個(gè)section，也就是一個(gè)對(duì)話和兩個(gè)講座的內(nèi)容，需要增加30分鐘的答題時(shí)間;而如果是閱讀加試的話，會(huì)增加一篇文章的量，也就是20分鐘的時(shí)間。
托福寫(xiě)作部分雖然不存在加試，但是存在復(fù)議的現(xiàn)象。也就是說(shuō)，考生如果對(duì)自己的托福寫(xiě)作分?jǐn)?shù)存在疑問(wèn)的話，可以申請(qǐng)復(fù)議。
托福寫(xiě)作素材：討論的好處
Benefits of a discussion
Students react to content, share challenges, teach each other, learn by stating and understanding, clarify assumptions, experiment, own new skills and ideas.
Distance education greatly extends classroom learning
Individualization of learning: Personal responses to forum topics are not limited in time or the length. Students have the freedom to continue dialogues about the topics that interested them most.
Encouragement of critical thinking: Effective forum topics are open-endedand designed to encourage students to take a position on issues. To respond to a forum topic requires organized thought and synthesis of concepts introduced in class. If a student's views were challenged, he or she typically adds carefully considered reasons to back up previous comments.
Student autonomy: Students have the flexibility to reflect on their thoughts and read the responses of others. Many students have stated that they routinely discussed the forum topics with friends, family and colleagues outside of class before putting their comments online.
Increased interaction time: A 45-hour semester places severe limits on the quality of discussions and experiences possible in a course. Often a course is the only one of its type required in a program. The instructor isthus under extreme pressure to provide extensive and meaningful learning. In a three-hour class meeting of an average class size, an equal division of time allots only 5 minutes of discussion per student. Regular forum discussion adds hours of interaction over a semester.
More democratic exchange: In any class of 25-30 students, there will bedominant personalities, and students who may feel intimidated or unmotivated to speak. Therefore discussions, even in small groups, do not allow equal time to all students. In the online forum, each student has a voice that will be heard by anyone who chooses to read his or her comments.
More time to formulate responses and opinions: Because the forum discussions occur completely online, students have the flexibility to add their input when they are prepared. Some choose to answer questions immediately, while others prefer to consider the responses of others first. Undergraduate students are often much more comfortable discussing topics online after reading the viewpoints of the more experienced students. Students are encouraged to revisit past topics during the course, as their opinions changed.
Flexibility and convenience: Students set their own schedule for the forum. A forum is available at all times of day or night to accommodate school, work, and family demands. The forum is accessible from any Internet connection via the World Wide Web, allowing students to participate even when they were sick or traveling.
Students learn about the content from another perspective.
Students experience a professional communication process. Participantsexperience personal and academic gains as result of their communication with their peers. A goal is for the students to value such professional interchange, and seek it out among their colleagues, and for electronic communication to facilitate the process.
Students find a content/expertise resource. Some professions tend to be somewhat isolated. The forum introduces to others who could serve as resources during the course, and into employment.
托福寫(xiě)作素材摘抄:
Students react to content, share challenges, teach each other, learn by stating and understanding, clarify assumptions, experiment, own new skills and ideas.
學(xué)生會(huì)對(duì)內(nèi)容做出反應(yīng), 分享挑戰(zhàn),彼此教導(dǎo),通過(guò)表述和理解學(xué)習(xí),澄清假設(shè), 做實(shí)驗(yàn),并且掌握新技能和想法。
extends classroom learning: 延伸課堂學(xué)習(xí)
Individualization of learning:個(gè)性化的學(xué)習(xí)
have the freedom to continue dialogues about the topics that interested them most. 可以自由對(duì)他們最感興趣的主題繼續(xù)對(duì)話。
Encouragement of critical thinking: 鼓勵(lì)批判性思維
open-ended: 開(kāi)放式的
designed to encourage students to take a position on issues
旨在鼓勵(lì)學(xué)生問(wèn)題上采取立場(chǎng)
requires organized thought and synthesis of concepts introduced in class:需要組織思考和合成的概念引入類
carefully considered reasons to back up previous comments: 仔細(xì)考慮原因來(lái)支持先前的評(píng)論
have the flexibility to reflect on their thoughts and read the responses of others: 可以靈活地反思自己的想法和看別人的反應(yīng)
thus under extreme pressure to provide extensive and meaningful learning: 因此在極端的壓力下提供廣泛的和有意義的學(xué)習(xí)
dominant personalities: 占主導(dǎo)地位的性格
may feel intimidated or unmotivated to speak: 可能會(huì)感到害怕或沒(méi)有說(shuō)話的動(dòng)機(jī)
do not allow equal time to all students: 不給學(xué)生同樣的時(shí)間
each student has a voice that will be heard by anyone who chooses to read his or her comments:
每個(gè)學(xué)生的聲音都將被選擇讀他的評(píng)論的人停到
have the flexibility to add their input : 靈活地加入他們的想法
the viewpoints of the more experienced students: 的觀點(diǎn)更有經(jīng)驗(yàn)的學(xué)生
set their own schedule: 設(shè)定自己的時(shí)間表
accommodate school, work, and family demands: 適應(yīng)學(xué)校、工作和家庭的需求
is accessible from any Internet connection via the World Wide Web: 可以從任何網(wǎng)絡(luò)連接接入萬(wàn)維網(wǎng)
experience personal and academic gains:更有經(jīng)驗(yàn)的學(xué)生的觀點(diǎn)
communication with their peers: 與同齡人溝通
value such professional interchange: 很看重這樣的專業(yè)交流
seek it out among their colleagues: 找出來(lái)他們的同事
use electronic communication to facilitate the process： 通過(guò)電子通信來(lái)促進(jìn)這個(gè)過(guò)程
tend to be somewhat isolated:往往是一些孤立的
serve as resources during the course: 在課堂中作為資源
適用題目：
Some believe that teachers (for students from age 14-18) should focus on lecturing and asking students to take notes during lectures. Others believe that teachers should get students involved in discussion and encourage them to exchange ideas in class. Which way of teaching do you think is more effective for students’ learning?
托福寫(xiě)作常用詞組整理1
at the same time 同時(shí)
at times 有時(shí)
for the time being 目前，暫時(shí)
from time to time 有時(shí)，不時(shí)
in no time 立即，馬上
in time 及時(shí)，適時(shí)地
on time 準(zhǔn)時(shí)
on top of 在…之上
out of touch 失去聯(lián)系
in truth 事實(shí)上，實(shí)際上，的確
on try 試穿
by turns 輪流，交替地
in turn 依次，輪流
in vain 徒勞，無(wú)效
a variety of 種.種，各種
by virtue of 由于
托福寫(xiě)作常用詞組整理2
by the way 順便提一下
by way of 經(jīng)由，通過(guò)…方式
in a way 在某種程度上
in no way 決不
in the way of 妨礙
in one’s/the way 妨礙，阻礙
after a while 過(guò)了一會(huì)，不久
for a while 暫時(shí)，一時(shí)
on the whole 總的來(lái)說(shuō)
in a word 總而言之
in other works 換句話說(shuō)，也就是說(shuō)
at work 在工作
out of work 失業(yè)
in the world 到底，究竟
托福寫(xiě)作加試有嗎相關(guān)文章：
3.托福寫(xiě)作評(píng)分標(biāo)準(zhǔn)來(lái)了官方版