托福寫(xiě)作模板：如何提升演講能力
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托福寫(xiě)作模板：如何提升演講能力
題目：
After your presentation, which way would you choose to identify your weakness and improve your presentation?
1) reviewing the recording on your own;
2) inviting your colleagues or classmates to make suggestions for improvement.
范文1：For Choice 1
To improve my performance after giving a presentation, it is best to review a recording of it by myself. This process lets me observe all aspects of the presentation, evaluate changes at my own pace, and avoid being defensive.
First, a video recording gives significantly more information than just relying on comments made by colleagues or classmates. I can analyze and improve on even small points that others may not have noticed or found worth mentioning. For example, a couple years ago, I gave a presentation that I had extensively prepared for. It had strong organization and flow. Classmates raved about the content, but mentioned that I looked scared. I was confused, because I had felt confident. However, I noticed in the video later that I was continually fingering my notes. For my next presentation, I placed the notes within view but did not hold them, rendering my appearance more professional.
Another reason I prefer watching a recording is my pace of learning. I can focus on the points I want to redo, replaying the material as often as I want, confirming even tiny details. In fact, I can even take long breaks to think about what I see or to try out alternate delivery styles. I do not have to inconvenience my friends by asking them for feedback or taking up their time. If others are involved in the evaluation process, I feel much more rushed because I do not want to bother people who have agreed to help me.
Finally, reviewing a recording by myself eliminates a serious problem that hinders progress: my pride. I do not like to admit it, but I often get defensive about feedback and want to explain why certain things happened. I feel resentful about negative comments rather than see them as stepping stones towards improvement. It is a natural tendency, but it definitely hinders my ability to assimilate outside feedback. Furthermore, friends try to be polite, so they may not mention minorpoints that I might have improved because they don’t want to seem too critical. Emotions get in the way of a thorough critique.
To improve my future performance, I find it best to review videos of my presentations by myself. I can evaluate all aspects of the presentation, take as much time as I need, and avoid the inevitable problem of emotional involvement swaying the critique.
at my own pace 按照自己的步伐走
rave about the content 對(duì)內(nèi)容贊不絕口
place the notes within view 把筆記放在眼前,把筆記放在視線范圍內(nèi)
inconvenience my friends 麻煩我的朋友
take up their time 占用他們的時(shí)間
see them as stepping stones towards improvement 把它們看作是邁向進(jìn)步的墊腳石
get in the way 妨礙,阻礙
托福寫(xiě)作范文怎么使用
在備考托福寫(xiě)作的過(guò)程中，有人讀范文，更是有人背范文。但不管是讀范文還是背范文，都是要講求方法的，不然到考場(chǎng)上還是一片空白，所有的范文都是白做工，沒(méi)有變成自己的東西。
托福寫(xiě)作要想寫(xiě)好，無(wú)外乎三點(diǎn)，論證，邏輯及語(yǔ)言。而考生在考前面臨的問(wèn)題之一往往就是，無(wú)從提筆，無(wú)話可寫(xiě)，無(wú)題可論。所以讀范文的時(shí)候也要從這些方面入手研習(xí)。
首先出題范圍可以分為幾大類(lèi)，分別是，學(xué)校教育，家庭，朋友，人生，成功，工作以及社會(huì)。在讀每一類(lèi)對(duì)應(yīng)的范文之后要注意思考總結(jié)，發(fā)現(xiàn)破題寫(xiě)作思路大都是很有規(guī)律的，比方說(shuō)，教育問(wèn)題，就可以從對(duì)學(xué)生，對(duì)學(xué)校，對(duì)社會(huì)或者個(gè)別題目中對(duì)老師或者對(duì)學(xué)生細(xì)節(jié)展開(kāi)。一類(lèi)題讀幾篇范文，取長(zhǎng)補(bǔ)短，有一個(gè)固定的套路，但其中又不乏一些小新意。
其次是論證。有的同學(xué)會(huì)空話連篇，到最后也沒(méi)有論證出個(gè)一二三來(lái)。另一種同學(xué)則是無(wú)話可說(shuō)，出現(xiàn)這種現(xiàn)象的原因其實(shí)很簡(jiǎn)單，就是考生在初期準(zhǔn)備之時(shí)沒(méi)有積累下一定量的相關(guān)素材，所以，面對(duì)一篇文章根本不知道該從何下手去論證。事實(shí)上，寫(xiě)作素材的一大來(lái)源就是寫(xiě)作高分范文?？忌陂喿x范文的時(shí)候不難發(fā)現(xiàn)，托福寫(xiě)作的話題在很多地方都是形異神同的。也就是說(shuō)雖然考試題目看起來(lái)不是一樣，但是實(shí)質(zhì)內(nèi)容卻是差別甚微的。比如說(shuō)It is much easier to achieve success withhelp from one’s family than what is like before。仔細(xì)一看，我們就完全可以引用should children take similar jobs with you 中家長(zhǎng)給予經(jīng)驗(yàn)和人際關(guān)系論述的素材，同時(shí)也可以運(yùn)用whether it is easier for people to get educated now中家長(zhǎng)給予財(cái)政支持的思路。同類(lèi)文章間的寫(xiě)作素材是可以互相借用。
語(yǔ)言的話也是可以學(xué)習(xí)的，讀到好的詞句就把積累下來(lái)，自己寫(xiě)的時(shí)候活學(xué)活用，時(shí)間長(zhǎng)了，看得多寫(xiě)得多，自然可以將之轉(zhuǎn)化為自己的，你也能寫(xiě)出一些好句子。
托福寫(xiě)作的幾個(gè)得分策略
技巧1.不要用長(zhǎng)句
一般長(zhǎng)句都有兩個(gè)問(wèn)題，第一個(gè)是中國(guó)學(xué)生的水平不夠，這樣就很難寫(xiě)出語(yǔ)法沒(méi)有錯(cuò)誤、以及意思表達(dá)準(zhǔn)確的長(zhǎng)句出來(lái)，語(yǔ)法錯(cuò)誤、還有幾個(gè)逗號(hào)連用、以及還有倒裝從句混合是經(jīng)常的。第二個(gè)是看essay的人也是人，并且還經(jīng)常是那種大學(xué)生研究生，壓根就沒(méi)人愿意去看安歇長(zhǎng)句混在一起的文章，短劇往往更討人喜歡，并且短句的表達(dá)意思更加清晰，準(zhǔn)確。
技巧2.細(xì)節(jié)要注意
如果發(fā)現(xiàn)出現(xiàn)My brother, friend的時(shí)候加上名字，而如果出現(xiàn)university的時(shí)候就要給上名字，給出事例的時(shí)候還要給出具體的時(shí)間地點(diǎn)人物，因?yàn)闆](méi)人愿意去看那種流水賬似的托福作文，必須要寫(xiě)出細(xì)節(jié)感使人在閱讀之后有一種代入感出來(lái)。
技巧3.瞎編要編的像
不解釋
技巧4.自己的事例難寫(xiě)，最好不要寫(xiě)
技巧5.積累，積累，再積累
如果沒(méi)有積累和自己獨(dú)立的想法，托福寫(xiě)作你寫(xiě)什么?寫(xiě)一些單詞或長(zhǎng)句嗎?
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