READING：
因?yàn)檫@兩次考試加試閱讀而另加試聽(tīng)力，所以如果大家是參加連續(xù)考試中的后就要特別關(guān)注上的加試到底是閱讀還是聽(tīng)力，這樣就可以做到心中有數(shù)，從而在 考場(chǎng)上沉著應(yīng)試。閱讀和聽(tīng)力是相關(guān)的：當(dāng)聽(tīng)力部分是兩篇長(zhǎng)對(duì)話和四篇課堂演講時(shí)，閱讀是五篇；當(dāng)聽(tīng)力是三篇場(chǎng)對(duì)話和六篇課堂演講時(shí)，閱讀是三篇。這要求大家在平時(shí)準(zhǔn)備的時(shí)候好是以五篇為單位練習(xí)。
平時(shí)閱讀練習(xí)時(shí)，關(guān)鍵詞(Key Word)、主題句(Topic Sentence)、結(jié)構(gòu)(Structure)、中心思想(Main Idea)、寫作目的(Purpose)、作者對(duì)主要對(duì)象的態(tài)度(Attitude)這6點(diǎn)是大家在讀每一篇文章時(shí)都應(yīng)該首先問(wèn)自己的，因?yàn)楝F(xiàn)在的新托福閱讀考察的重點(diǎn)和難點(diǎn)是在對(duì)全文的把握上，而如果這6點(diǎn)訓(xùn)練到位了，大家會(huì)發(fā)現(xiàn)除了一些詞匯題外的其它題目類型基本都可以解決了。詞匯題(考察詞匯量和對(duì)單詞的理解)是可以通過(guò)背單詞而直接解決的，這也是我們?nèi)绻跁r(shí)間不夠的情況下應(yīng)該優(yōu)先考慮的題目。
LISTENING：
新托?？荚嚶?tīng)力能力的培養(yǎng)不容小視，應(yīng)該作為除了詞匯以外相對(duì)而言的重中之重：首先因?yàn)樗膫€(gè)部分的聽(tīng)力、口語(yǔ)、作文三個(gè)部分都涉及到了聽(tīng)力，由此可見(jiàn)其重要意義；其次，聽(tīng)力作為客觀題，相對(duì)于口語(yǔ)和作文這種比較考察功底的主觀性題目而言，更應(yīng)該注重其得分性；另外，新托福的聽(tīng)力部分可以堪稱所有英語(yǔ)考試聽(tīng)力考試中難的考試，因?yàn)镮BT為了創(chuàng)造出全真的北美學(xué)習(xí)課堂場(chǎng)景，把“學(xué)術(shù)”的風(fēng)格貫徹到極至，所以?？紝W(xué)科的聽(tīng)力專業(yè)學(xué)術(shù)詞匯也是IBT考試成功的基石。
那么如何準(zhǔn)備聽(tīng)力部分呢？上次的評(píng)論中已經(jīng)清楚的告訴大家了新托福常考的三類文章：一、地理、地質(zhì)、天文；二、生物、動(dòng)物、植物、能源；三、文學(xué)、藝術(shù)、繪畫、音樂(lè)、詩(shī)歌(通常通過(guò)一個(gè)人的具體作品來(lái)介紹)根據(jù)這幾次考試的機(jī)經(jīng)而言，實(shí)際上大家可以也可以自己得出這樣高頻學(xué)科的結(jié)論。從中國(guó)大陸的這九次考試來(lái)看，機(jī)經(jīng)中所反映的重考概率還是非常高的，所以請(qǐng)同學(xué)們務(wù)必把所有北美考試和中國(guó)大陸地區(qū)考試中出現(xiàn)的機(jī)經(jīng)，了解?？嘉恼?，積累這些學(xué)科的基本詞匯。
機(jī)經(jīng)對(duì)新托?？荚嚨穆?tīng)力部分是一定有幫助的，但是得分的關(guān)鍵還是要建立在“聽(tīng)力實(shí)力”的基礎(chǔ)上，聽(tīng)力實(shí)力如何獲得？在這里給大家提出幾個(gè)操作性比較強(qiáng)的建議：
第一，托福單詞和學(xué)術(shù)單詞一定要很熟，你可以不知道拼寫，但是一定要聽(tīng)懂發(fā)音。建議大家背單詞的時(shí)候好用上MP3。因?yàn)榇蠖鄶?shù)同學(xué)的消極詞匯太多，只能眼睛看懂單詞，但是聽(tīng)不懂很多單詞，這也是為什么中國(guó)同學(xué)的閱讀能力普遍好過(guò)聽(tīng)力的原因。而且很多同學(xué)活在自己的語(yǔ)音世界里，很多單詞的發(fā)音往往是錯(cuò)的，所以一定要通過(guò)正確的發(fā)音糾音；
第二，新托?？荚囈欢ㄒ龉P記，這是前幾次考試評(píng)論都一直在強(qiáng)調(diào)的，因?yàn)橥ǔＲ黄L(zhǎng)對(duì)話是2-3分鐘，課堂演講是4-6分鐘，在不能看題的前提下，即使是中文，也很難記憶，更何況是英文，這一點(diǎn)大家一定要注意；
第三，在備考新托福聽(tīng)力的過(guò)程中一定要銘記一個(gè)原則“精聽(tīng)”，實(shí)際上，精聽(tīng)一篇比泛聽(tīng)二十篇的效果還要好。很多同學(xué)很勤奮，做了很多題，但是對(duì)自己的提高很小。而精聽(tīng)卻可以真正的提高聽(tīng)力實(shí)力，因?yàn)樵?jīng)聽(tīng)得不太懂的單詞現(xiàn)在越來(lái)越少，積極詞匯越來(lái)越多，對(duì)于聽(tīng)長(zhǎng)難句結(jié)構(gòu)也越來(lái)越得心應(yīng)手，對(duì)于學(xué)術(shù)文章的把握也會(huì)有一覽眾山小的感覺(jué)。具體而言，對(duì)于打算拿兩三個(gè)月準(zhǔn)備托?？荚嚨耐瑢W(xué)來(lái)說(shuō)，可以用“聽(tīng)抄”和“精聽(tīng)”的方法，務(wù)必達(dá)到但凡聽(tīng)過(guò)的文章沒(méi)有一個(gè)生單詞，沒(méi)有一個(gè)長(zhǎng)難句，沒(méi)有不清楚的文章結(jié)構(gòu)，達(dá)到這個(gè)層面上的精聽(tīng)練習(xí)才是效率高和有效的。
SPEAKING：
口語(yǔ)1—2題要特別留意《官方指南》中作文獨(dú)立部分的185道題庫(kù)
考察重點(diǎn)：
第1題重點(diǎn)考察考生的口語(yǔ)說(shuō)明能力：是否能夠進(jìn)行清晰、流暢、有條理地支持性說(shuō)明；
第2題重點(diǎn)考察考生能否就自己的觀點(diǎn)從正反兩方面進(jìn)行有條理地支持性稱述：首先必須進(jìn)行觀點(diǎn)的選擇；
第3題重點(diǎn)考察考生的口語(yǔ)總結(jié)能力：能否準(zhǔn)確、全面、條理地對(duì)兩種材料做總結(jié)性復(fù)述；
第4題重點(diǎn)考察考生是否能夠準(zhǔn)確判斷出閱讀和聽(tīng)力材料之間的關(guān)系并且使用口語(yǔ)清楚地表達(dá)；
第5題重點(diǎn)考察考生是否能夠準(zhǔn)確復(fù)述所討論的問(wèn)題，并且表達(dá)充分的理由支持自己的判斷；
第6題重點(diǎn)考察考生對(duì)學(xué)術(shù)類問(wèn)題做總結(jié)性復(fù)述的口語(yǔ)能力。
“11條黃金法則”：
1.中心是否切題：考查重點(diǎn)在于考生能否準(zhǔn)確理解題意和迎合題意
2.語(yǔ)法是否正確：考查重點(diǎn)在于考生是否能夠熟練地使用較復(fù)雜的句子結(jié)構(gòu)表達(dá)思想，同時(shí)盡量避免錯(cuò)誤。
3.詞匯是否熟練：考查重點(diǎn)在于考生是否已經(jīng)掌握足夠的英語(yǔ)詞匯進(jìn)行表達(dá)，考察重點(diǎn)在熟練度和準(zhǔn)確度兩個(gè)方面。
4.表達(dá)是否清晰：考查重點(diǎn)在于考生所表達(dá)內(nèi)容是否能被清楚明白地理解。絕對(duì)不能表面上流利，而實(shí)際上語(yǔ)意含糊、不知所云。
5.結(jié)構(gòu)是否條理：考查重點(diǎn)在于考生是否有能力將口語(yǔ)用有條理的結(jié)構(gòu)或邏輯表達(dá)出來(lái)，絕對(duì)要避免缺乏層次。
6.闡述是否連貫：考查重點(diǎn)在于考生的口語(yǔ)的語(yǔ)流是否有停頓，這包括思維停頓和表達(dá)停頓兩方面的因素或表現(xiàn)。
7.發(fā)音是否清楚：考查重點(diǎn)在于考生是否能夠作到純正、清晰，至少理解起來(lái)不會(huì)因?yàn)榭谝舻膯?wèn)題而扣分。
8.用詞從簡(jiǎn)，句型多樣：千萬(wàn)不要使用那些自己都不是很清楚的難詞，用不同的句型重復(fù)一下你說(shuō)過(guò)的話可以表示強(qiáng)調(diào)。
9.多種模板：注意使用針對(duì)獨(dú)立部分和綜合部分的模板，具體可以參考上海新東方首頁(yè)—課堂—北美留學(xué)作文滿分填空法這篇文章關(guān)于新托福部分的詳細(xì)舉例。
10.語(yǔ)言流利發(fā)音準(zhǔn)確：盡量不要停頓。發(fā)音盡量對(duì)照磁帶跟讀。
11.在草稿紙做筆記：簡(jiǎn)寫、中文：人名、時(shí)間、地點(diǎn)、科目、事件和態(tài)度。 (接下頁(yè))
WRITING：
The Integrated Writing Task
考生需要在3分鐘之內(nèi)讀完一篇學(xué)術(shù)性文章，接著聽(tīng)一段與之話題相關(guān)的講座錄音，隨后就講座的要點(diǎn)寫一篇概述。
You have 20 minutes to plan and write your response。 Your response will be judged on the basis of the quality of your writing and on how well your response presents the points in the lecture and their relationship to the reading passage。 Typically， an effective response will be 150 to 225 words。
5: a response at this level successfully selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading。 The response is well organized， and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections。
In many organizations， perhaps the best way to approach certain new projects is to assemble a group of people into a team。 Having a team of people attack a project offers several advantages。 First of all， a group of people has a wider range of knowledge， expertise， and skills than any single individual is likely to possess。 Also， because of the numbers of people involved and the greater resources they possess， a group can work more quickly in response to the task assigned to it and can come up with highly creative solutions to problems and issues。
Sometimes these creative solutions come about because a group is more likely to make risky decisions that an individual might not undertake。 This is because the group spreads responsibility for a decision to all the members and thus no single individual can be held accountable if the decision turns out to be wrong。
Taking part in a group process can be very rewarding for members of the team。 Team members who have a voice in making a decision will no doubt feel better about carrying out the work that is entailed by the decision than they might doing work that is imposed on them by others。 Also， the individual team member has a much better chance to “shine”， to get his or her contributions and ideas not only recognized but recognized as highly significant， because a team’s overall results can be more far-reaching and have greater impact than what might have otherwise been possible for the person to accomplish or contribute working alone。
這是《官方指南》中的寫作閱讀部分，我標(biāo)出的都是有判斷性的短語(yǔ)，從中大家應(yīng)該自己學(xué)會(huì)去推測(cè)聽(tīng)力中的相關(guān)內(nèi)容。
以下是講座聽(tīng)力內(nèi)容，大家可以對(duì)比是否可以由閱讀去預(yù)測(cè)聽(tīng)力：
Narrator: Now listen to part of a lecture on the topic you just read about
Professor: Now I want to tell you about what one company found when it decided that it would turn over some of its new projects to teams of people， and make the team responsible for planning the projects and getting the work done。 After about six months， the company took a look at how well the teams performed。
On virtually every team， some members got almost a “free ride”… they didn’t contribute much at all， but if their team did a good job， they nevertheless benefited from the recognition the team got。 And what about group members who worked especially well and who provided a lot of insight on the problems and issues? Well…the recognition for a job well done went to the group as a whole， no names were named。 So， it won’t surprise you to learn that when the real contributors were asked how they felt about the group process， their attitude was just the opposite of what the reading predicts。
Another finding was that some projects just didn’t move very quickly。 Why? Because it took so long to reach consensus; it took many， many meetings to build the agreement among group members about how they would move the project along。 On the other hand， there were other instances where one or two people managed to become very influential over what their group did。 Sometimes when those influencers said “That will never work” about an idea the group was developing， the idea was quickly dropped instead of being further discussed。
And then there was another occasion when a couple influencers convinced the group that a plan of theirs was “highly creative?！?And even though some members tried to warn the rest of the group that the project was moving in the directions that might not work， they were basically ignored by other group members。 Can you guess the ending to “this” story? When the project failed， the blame was placed on all the members of the group。
以下是如果提煉模板以及滿分填空法舉例：
The lecturer talks about research conducted by a firm that used the group system to handle their work。 He says that the theory stated in the passage was very different and somewhat inaccurate when compared to what happened for real。
First， some members got free rides。 That is， some did not work hard but gotrecognition for the success nontheless。 This also indicates that people who worked hard was not given recognition they should have got。 In others words， they were not given the oppotunity to “shine”。 This derectly contradicts what the passage indicates。
Second， groups were slow in progress。 The passage says that groups are nore responsive than individuals because of the number of people involved and their aggregated resources。 However， the speaker talks about how the firm found out that groups were slower than individuals in decision making。 Groups needed more time for meetings， which are neccesary proccedures in decision making。 This was another part where experience contradicted theory。
Third， influential people might emerge， and lead the group towards glory or failure。 If the influent people are going in the right direction there would be no problem。 But in the cases where they go in the wrong direction， there is nobody that has enough influence to counter the decision made。 In other words， the group might turn out into a dictatorship， with the influential part as the leader， and might be less flexible in thinking。 They might become one-sided， and thus fail to succeed。
大家可以看到，滿分的作文仍然是可以有不影響理解的拼寫錯(cuò)誤的。
Independent Writing Task
獨(dú)立部分請(qǐng)大家關(guān)注我在28&29日評(píng)論中關(guān)于如何構(gòu)思以及如何寫主題句的那篇文章。
按結(jié)構(gòu)分類：
A or B: State a preference: Some people believe A…Others prefer B
Agree or Disagree: Do you agree or disagree with the following statement?
Compare(similarity) and contrast(difference)
Persuasive Essay: Choose/Why/How/What:好事先想好答案
Topic Type Percentage of Topics
Agreeing or disagreeing 70/185 38%
Stating a preference 68/185 37%
Persuasive essay: explanation or argument 47/185 25%
因?yàn)檫@兩次考試加試閱讀而另加試聽(tīng)力，所以如果大家是參加連續(xù)考試中的后就要特別關(guān)注上的加試到底是閱讀還是聽(tīng)力，這樣就可以做到心中有數(shù)，從而在 考場(chǎng)上沉著應(yīng)試。閱讀和聽(tīng)力是相關(guān)的：當(dāng)聽(tīng)力部分是兩篇長(zhǎng)對(duì)話和四篇課堂演講時(shí)，閱讀是五篇；當(dāng)聽(tīng)力是三篇場(chǎng)對(duì)話和六篇課堂演講時(shí)，閱讀是三篇。這要求大家在平時(shí)準(zhǔn)備的時(shí)候好是以五篇為單位練習(xí)。
平時(shí)閱讀練習(xí)時(shí)，關(guān)鍵詞(Key Word)、主題句(Topic Sentence)、結(jié)構(gòu)(Structure)、中心思想(Main Idea)、寫作目的(Purpose)、作者對(duì)主要對(duì)象的態(tài)度(Attitude)這6點(diǎn)是大家在讀每一篇文章時(shí)都應(yīng)該首先問(wèn)自己的，因?yàn)楝F(xiàn)在的新托福閱讀考察的重點(diǎn)和難點(diǎn)是在對(duì)全文的把握上，而如果這6點(diǎn)訓(xùn)練到位了，大家會(huì)發(fā)現(xiàn)除了一些詞匯題外的其它題目類型基本都可以解決了。詞匯題(考察詞匯量和對(duì)單詞的理解)是可以通過(guò)背單詞而直接解決的，這也是我們?nèi)绻跁r(shí)間不夠的情況下應(yīng)該優(yōu)先考慮的題目。
LISTENING：
新托?？荚嚶?tīng)力能力的培養(yǎng)不容小視，應(yīng)該作為除了詞匯以外相對(duì)而言的重中之重：首先因?yàn)樗膫€(gè)部分的聽(tīng)力、口語(yǔ)、作文三個(gè)部分都涉及到了聽(tīng)力，由此可見(jiàn)其重要意義；其次，聽(tīng)力作為客觀題，相對(duì)于口語(yǔ)和作文這種比較考察功底的主觀性題目而言，更應(yīng)該注重其得分性；另外，新托福的聽(tīng)力部分可以堪稱所有英語(yǔ)考試聽(tīng)力考試中難的考試，因?yàn)镮BT為了創(chuàng)造出全真的北美學(xué)習(xí)課堂場(chǎng)景，把“學(xué)術(shù)”的風(fēng)格貫徹到極至，所以?？紝W(xué)科的聽(tīng)力專業(yè)學(xué)術(shù)詞匯也是IBT考試成功的基石。
那么如何準(zhǔn)備聽(tīng)力部分呢？上次的評(píng)論中已經(jīng)清楚的告訴大家了新托福常考的三類文章：一、地理、地質(zhì)、天文；二、生物、動(dòng)物、植物、能源；三、文學(xué)、藝術(shù)、繪畫、音樂(lè)、詩(shī)歌(通常通過(guò)一個(gè)人的具體作品來(lái)介紹)根據(jù)這幾次考試的機(jī)經(jīng)而言，實(shí)際上大家可以也可以自己得出這樣高頻學(xué)科的結(jié)論。從中國(guó)大陸的這九次考試來(lái)看，機(jī)經(jīng)中所反映的重考概率還是非常高的，所以請(qǐng)同學(xué)們務(wù)必把所有北美考試和中國(guó)大陸地區(qū)考試中出現(xiàn)的機(jī)經(jīng)，了解?？嘉恼?，積累這些學(xué)科的基本詞匯。
機(jī)經(jīng)對(duì)新托?？荚嚨穆?tīng)力部分是一定有幫助的，但是得分的關(guān)鍵還是要建立在“聽(tīng)力實(shí)力”的基礎(chǔ)上，聽(tīng)力實(shí)力如何獲得？在這里給大家提出幾個(gè)操作性比較強(qiáng)的建議：
第一，托福單詞和學(xué)術(shù)單詞一定要很熟，你可以不知道拼寫，但是一定要聽(tīng)懂發(fā)音。建議大家背單詞的時(shí)候好用上MP3。因?yàn)榇蠖鄶?shù)同學(xué)的消極詞匯太多，只能眼睛看懂單詞，但是聽(tīng)不懂很多單詞，這也是為什么中國(guó)同學(xué)的閱讀能力普遍好過(guò)聽(tīng)力的原因。而且很多同學(xué)活在自己的語(yǔ)音世界里，很多單詞的發(fā)音往往是錯(cuò)的，所以一定要通過(guò)正確的發(fā)音糾音；
第二，新托?？荚囈欢ㄒ龉P記，這是前幾次考試評(píng)論都一直在強(qiáng)調(diào)的，因?yàn)橥ǔＲ黄L(zhǎng)對(duì)話是2-3分鐘，課堂演講是4-6分鐘，在不能看題的前提下，即使是中文，也很難記憶，更何況是英文，這一點(diǎn)大家一定要注意；
第三，在備考新托福聽(tīng)力的過(guò)程中一定要銘記一個(gè)原則“精聽(tīng)”，實(shí)際上，精聽(tīng)一篇比泛聽(tīng)二十篇的效果還要好。很多同學(xué)很勤奮，做了很多題，但是對(duì)自己的提高很小。而精聽(tīng)卻可以真正的提高聽(tīng)力實(shí)力，因?yàn)樵?jīng)聽(tīng)得不太懂的單詞現(xiàn)在越來(lái)越少，積極詞匯越來(lái)越多，對(duì)于聽(tīng)長(zhǎng)難句結(jié)構(gòu)也越來(lái)越得心應(yīng)手，對(duì)于學(xué)術(shù)文章的把握也會(huì)有一覽眾山小的感覺(jué)。具體而言，對(duì)于打算拿兩三個(gè)月準(zhǔn)備托?？荚嚨耐瑢W(xué)來(lái)說(shuō)，可以用“聽(tīng)抄”和“精聽(tīng)”的方法，務(wù)必達(dá)到但凡聽(tīng)過(guò)的文章沒(méi)有一個(gè)生單詞，沒(méi)有一個(gè)長(zhǎng)難句，沒(méi)有不清楚的文章結(jié)構(gòu)，達(dá)到這個(gè)層面上的精聽(tīng)練習(xí)才是效率高和有效的。
SPEAKING：
口語(yǔ)1—2題要特別留意《官方指南》中作文獨(dú)立部分的185道題庫(kù)
考察重點(diǎn)：
第1題重點(diǎn)考察考生的口語(yǔ)說(shuō)明能力：是否能夠進(jìn)行清晰、流暢、有條理地支持性說(shuō)明；
第2題重點(diǎn)考察考生能否就自己的觀點(diǎn)從正反兩方面進(jìn)行有條理地支持性稱述：首先必須進(jìn)行觀點(diǎn)的選擇；
第3題重點(diǎn)考察考生的口語(yǔ)總結(jié)能力：能否準(zhǔn)確、全面、條理地對(duì)兩種材料做總結(jié)性復(fù)述；
第4題重點(diǎn)考察考生是否能夠準(zhǔn)確判斷出閱讀和聽(tīng)力材料之間的關(guān)系并且使用口語(yǔ)清楚地表達(dá)；
第5題重點(diǎn)考察考生是否能夠準(zhǔn)確復(fù)述所討論的問(wèn)題，并且表達(dá)充分的理由支持自己的判斷；
第6題重點(diǎn)考察考生對(duì)學(xué)術(shù)類問(wèn)題做總結(jié)性復(fù)述的口語(yǔ)能力。
“11條黃金法則”：
1.中心是否切題：考查重點(diǎn)在于考生能否準(zhǔn)確理解題意和迎合題意
2.語(yǔ)法是否正確：考查重點(diǎn)在于考生是否能夠熟練地使用較復(fù)雜的句子結(jié)構(gòu)表達(dá)思想，同時(shí)盡量避免錯(cuò)誤。
3.詞匯是否熟練：考查重點(diǎn)在于考生是否已經(jīng)掌握足夠的英語(yǔ)詞匯進(jìn)行表達(dá)，考察重點(diǎn)在熟練度和準(zhǔn)確度兩個(gè)方面。
4.表達(dá)是否清晰：考查重點(diǎn)在于考生所表達(dá)內(nèi)容是否能被清楚明白地理解。絕對(duì)不能表面上流利，而實(shí)際上語(yǔ)意含糊、不知所云。
5.結(jié)構(gòu)是否條理：考查重點(diǎn)在于考生是否有能力將口語(yǔ)用有條理的結(jié)構(gòu)或邏輯表達(dá)出來(lái)，絕對(duì)要避免缺乏層次。
6.闡述是否連貫：考查重點(diǎn)在于考生的口語(yǔ)的語(yǔ)流是否有停頓，這包括思維停頓和表達(dá)停頓兩方面的因素或表現(xiàn)。
7.發(fā)音是否清楚：考查重點(diǎn)在于考生是否能夠作到純正、清晰，至少理解起來(lái)不會(huì)因?yàn)榭谝舻膯?wèn)題而扣分。
8.用詞從簡(jiǎn)，句型多樣：千萬(wàn)不要使用那些自己都不是很清楚的難詞，用不同的句型重復(fù)一下你說(shuō)過(guò)的話可以表示強(qiáng)調(diào)。
9.多種模板：注意使用針對(duì)獨(dú)立部分和綜合部分的模板，具體可以參考上海新東方首頁(yè)—課堂—北美留學(xué)作文滿分填空法這篇文章關(guān)于新托福部分的詳細(xì)舉例。
10.語(yǔ)言流利發(fā)音準(zhǔn)確：盡量不要停頓。發(fā)音盡量對(duì)照磁帶跟讀。
11.在草稿紙做筆記：簡(jiǎn)寫、中文：人名、時(shí)間、地點(diǎn)、科目、事件和態(tài)度。 (接下頁(yè))
WRITING：
The Integrated Writing Task
考生需要在3分鐘之內(nèi)讀完一篇學(xué)術(shù)性文章，接著聽(tīng)一段與之話題相關(guān)的講座錄音，隨后就講座的要點(diǎn)寫一篇概述。
You have 20 minutes to plan and write your response。 Your response will be judged on the basis of the quality of your writing and on how well your response presents the points in the lecture and their relationship to the reading passage。 Typically， an effective response will be 150 to 225 words。
5: a response at this level successfully selects the important information from the lecture and coherently and accurately presents this information in relation to the relevant information presented in the reading。 The response is well organized， and occasional language errors that are present do not result in inaccurate or imprecise presentation of content or connections。
In many organizations， perhaps the best way to approach certain new projects is to assemble a group of people into a team。 Having a team of people attack a project offers several advantages。 First of all， a group of people has a wider range of knowledge， expertise， and skills than any single individual is likely to possess。 Also， because of the numbers of people involved and the greater resources they possess， a group can work more quickly in response to the task assigned to it and can come up with highly creative solutions to problems and issues。
Sometimes these creative solutions come about because a group is more likely to make risky decisions that an individual might not undertake。 This is because the group spreads responsibility for a decision to all the members and thus no single individual can be held accountable if the decision turns out to be wrong。
Taking part in a group process can be very rewarding for members of the team。 Team members who have a voice in making a decision will no doubt feel better about carrying out the work that is entailed by the decision than they might doing work that is imposed on them by others。 Also， the individual team member has a much better chance to “shine”， to get his or her contributions and ideas not only recognized but recognized as highly significant， because a team’s overall results can be more far-reaching and have greater impact than what might have otherwise been possible for the person to accomplish or contribute working alone。
這是《官方指南》中的寫作閱讀部分，我標(biāo)出的都是有判斷性的短語(yǔ)，從中大家應(yīng)該自己學(xué)會(huì)去推測(cè)聽(tīng)力中的相關(guān)內(nèi)容。
以下是講座聽(tīng)力內(nèi)容，大家可以對(duì)比是否可以由閱讀去預(yù)測(cè)聽(tīng)力：
Narrator: Now listen to part of a lecture on the topic you just read about
Professor: Now I want to tell you about what one company found when it decided that it would turn over some of its new projects to teams of people， and make the team responsible for planning the projects and getting the work done。 After about six months， the company took a look at how well the teams performed。
On virtually every team， some members got almost a “free ride”… they didn’t contribute much at all， but if their team did a good job， they nevertheless benefited from the recognition the team got。 And what about group members who worked especially well and who provided a lot of insight on the problems and issues? Well…the recognition for a job well done went to the group as a whole， no names were named。 So， it won’t surprise you to learn that when the real contributors were asked how they felt about the group process， their attitude was just the opposite of what the reading predicts。
Another finding was that some projects just didn’t move very quickly。 Why? Because it took so long to reach consensus; it took many， many meetings to build the agreement among group members about how they would move the project along。 On the other hand， there were other instances where one or two people managed to become very influential over what their group did。 Sometimes when those influencers said “That will never work” about an idea the group was developing， the idea was quickly dropped instead of being further discussed。
And then there was another occasion when a couple influencers convinced the group that a plan of theirs was “highly creative?！?And even though some members tried to warn the rest of the group that the project was moving in the directions that might not work， they were basically ignored by other group members。 Can you guess the ending to “this” story? When the project failed， the blame was placed on all the members of the group。
以下是如果提煉模板以及滿分填空法舉例：
The lecturer talks about research conducted by a firm that used the group system to handle their work。 He says that the theory stated in the passage was very different and somewhat inaccurate when compared to what happened for real。
First， some members got free rides。 That is， some did not work hard but gotrecognition for the success nontheless。 This also indicates that people who worked hard was not given recognition they should have got。 In others words， they were not given the oppotunity to “shine”。 This derectly contradicts what the passage indicates。
Second， groups were slow in progress。 The passage says that groups are nore responsive than individuals because of the number of people involved and their aggregated resources。 However， the speaker talks about how the firm found out that groups were slower than individuals in decision making。 Groups needed more time for meetings， which are neccesary proccedures in decision making。 This was another part where experience contradicted theory。
Third， influential people might emerge， and lead the group towards glory or failure。 If the influent people are going in the right direction there would be no problem。 But in the cases where they go in the wrong direction， there is nobody that has enough influence to counter the decision made。 In other words， the group might turn out into a dictatorship， with the influential part as the leader， and might be less flexible in thinking。 They might become one-sided， and thus fail to succeed。
大家可以看到，滿分的作文仍然是可以有不影響理解的拼寫錯(cuò)誤的。
Independent Writing Task
獨(dú)立部分請(qǐng)大家關(guān)注我在28&29日評(píng)論中關(guān)于如何構(gòu)思以及如何寫主題句的那篇文章。
按結(jié)構(gòu)分類：
A or B: State a preference: Some people believe A…Others prefer B
Agree or Disagree: Do you agree or disagree with the following statement?
Compare(similarity) and contrast(difference)
Persuasive Essay: Choose/Why/How/What:好事先想好答案
Topic Type Percentage of Topics
Agreeing or disagreeing 70/185 38%
Stating a preference 68/185 37%
Persuasive essay: explanation or argument 47/185 25%