复习时间：复习了差不多20天。觉得时间很紧。所以刚接触托福，不着急考的同学还是把复习时间留足一点。逼自己一把是必须的，不过别过头了，劳逸结合。

托福作文： 其实重点要说的就是托福作文，尤其是第一篇。第一篇作文的听力有三个反驳的点，第三个点真太没听明白……考完试觉得肯定第一个作文完蛋了。可是ETS还是给的good。为什么呢??? 模板啊亲!!!!!!!!!! 别的不说了，分享了先!大家自己体会!(模板中有个也是从论坛里面分享到的，很有用滴!在此鸣谢那位好心分享的同学!)

五段哦~~不过考试的时候要是时间来不及，就将就四段也行，最后一段就不用写了。

第一段，说一下reading的main idea，并说出reading和listening之间的关系(一般都是相反的观点)：version1 ：The reading passage is concerned with the issue of ... The professor's lecture deals with the same issue. However, he thinks that.... Which contradicts what the reading states. Also, he gives several main reasons to cast doubt on each of the author's ideas. / version2 ：The reading passage presents some serious disadvantages of wind power as an alternative source of energy. The professor, however, disputes these arguments. Also, he gives several main reasons to cast doubt on each of the reading's ideas.

第二段，先说reading，再说listening： First of all, even though the reading passage suggests that...., the professor argues in the lecture that... This is because..., which means..... Apparently, the professor's argument disproves its counterparts in the reading.

第三段，先说reading，再说listening： Secondly, the reading passage also asserts that..... The professor refutes this point as well, pointing out ....

第四段，为了让文章段落显得不那么死板，体现多样性，就先说listening， 再说reading： In addition, the professor indicates that .... Whereas the author of the reading claims that.... The professor proves that this claim is indefensible by pointing out that......

结尾： In conclusion, the professor clearly identifies the weakness in the reading passage and convincingly shows that the central argument in the reading is incorrect.

第二个作文也按五段来写，第一段: 明确表明你的立场。 第二段：第一个reason+detail+example 第三段：第二个reason+detail+example 第四段：第三个reason+detail+example 第五段：结尾，再次表明立场。

一般在30分钟内，对大多数人来说能说明白自己观点的小文章，字数大概500左右。 写差不多500字就是最理想的状态了，别超过550。要是您是大牛的话，想写多少写多少吧~~~

中间三段不要弄得一段太肥，另外两个营养不良。最好肥瘦差不多，要么就拿个两段的肥瘦差不多，另外一段稍微少点也行。

至于为什么会有reason+detail+example 的模式呢?请参照托福作文考题的题目要求……

Reason哪里来呢? 1. 平时练作文的时候，看到作文题目，一定要自己先想至少三个reason。实在想不出来了再去看看范文的reason是什么。

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