托福作文高分句型五壯士（TOEFLwritingscorepatternfive.）Therequirementsofparagraphtopicsentence(mustbethefirstsentenceofeachparagraphtopicsentence)Section1.isastatementtothetopicsentenceSection2.showsthatthetopicsentencemustviewSection3.topicsentenceattitudemustberesolutelyTheInmyhumbleopinion,TheIamnotsureaboutthis,but...TheIamnotanexpertonthesubject,butIsuppose...Thesentencesandparagraphsandparagraphs/Theconjunctions(transitionalwords)forcohesion:Theparallelrelationship(and)SectionAranking/list(sequencing/listing)First,of,all,in,the,first,place,to,begin,,with,after,this/thatFirst(ly)...AfterthatfinallySectionB(progressivereinforcing)AlsobesidesfurthermoreInadditionmoreoverWhatismoreTheturningpoint(but)classSectionA,compare/contrast(contrasting)Conversely,in,comparison,in,contrast,to,this,instead,nevertheless,,on,the,contraryAttheendoftheperiod(alreadypackedsentence)TheA.summary(restatementofargumentsandreasons)TheB.recommendations/problemsolving/deepeningsignificanceThecase:insmallfactoriesisreasonable?TOEFLwritingscorepatternfive:Thefirstsection:inversionIt'shardtofindthetwoclocksorwatchesatexactlythesametime.TheYouseldomfindthattwoclocksorwatchesexactlyagree.TheVeryseldomdoyoufindthattwoclocksorwatchesexactlyagree.Thesentencewithnever,hardly,scarcely,seldom,notonly,notuntil,bynomeans,undernocircumstancesonnoaccount,atthebeginning,causetoflip.Thesearewordsorphrasesthatexpressnegativeorseminegativemeanings.TheTOEFLwriting.(recommendedwonderfulrecitation):TheOnnoaccountcanweignoretheimmensevalueofknowledge.Greatvalue,noaccountcanweignorethe.TheUndernocircumstancesshouldyoungstersfollownegativeinformationonthemassmediablindly.Theyoungpeopleshouldneverfollownegativeinformationonmassmediablindly.TRANSLATION,EXERCISENeverletthismethodproducesatisfactoryresults.TheOnnoaccountcanthismethodproducesatisfactoryresults.TheTOEFLwriting.(recommendedwonderfulrecitation):TheReasonableastheopinionsounds,itcannotbearthetestthroughanalysis.Although,thisideasoundsreasonable,butitcouldnotresistanalysis.(RangBuju)Intheonly+atthebeginningofthesentence,thesubjectpredicatetoflip.Here,onlymustfollowtheadverbialoradverbialclausethathasittomodify,whichisthekey.Otherwise,noinversion.TheTOEFLwriting.(recommendedwonderfulrecitation):TheOnlyafterthewarwasoverwasmanabletorealizethewickednessoftheatomicbomb.Attheendofthewar,onlyhumanbeingsrealizethewickednessoftheatomicbomb.*(Note:adverbialclauseonlyguidancedoesnotflip,flipit.)TheOnlyinthiswaycantheproblembetackledproperly.Theonlywaytosolvethisproblem.Sectionsecond:nonpredicateThewordmagic:wordsegmentationandparticiplephraseasadverbialmeaning,canexpresstime,reason,behavior.Heated,the,Metalexpands.*(=Themetalexpandsif/whenitisheated.)Themetalisheatedandexpanded.(condition,time)TheThechildrenwentawaylaughing.*(=Thechildrenwentaway.Theylaughedastheywent.)Thechildrenwentaway.(behavior)TheTOEFLwriting.(recommendedwonderfulrecitation):TheComparedwiththosewithdifferentabilities,intelligentchildrenhaveahighertendencytodobetterintheirschoolworkandintelligencetest.Comparedwiththedifferentabilityofchildren,cleverchildreninacademicperformanceandintelligencetestsaremoreprominent.ThegerundTOEFLwritingwonderfulexamples(recommendedrecitation):Providingmore,parkingareas,inthelongrun,hasprovedtobeapracticalwayoutinmanylargecitiesintheworld.Andinthelongrun,toprovideparkingprovedmoreisapracticalwayoutinmanybigcity.Observing,localculture,consciouslyandunconsciously,canreducethechanceofoffendingthelocals,anditcanevensaveonefromembarrassmentandevenconflict.Nomatter,areawareofitornot,followthelocalculturecanreducethechanceofoffendingthelocals,otherwise,itwillleadtotheembarrassmentandevenconflict.Sectionthird:compoundsentenceTheeffectofexpressionpleasethestudentshavethefollowingtwogroupsofsentencesSection1)a.Naturalresourcesareverylimited.Theywillbeexhaustedinthenearfuture.Thisideamaynotbetrue.Butpeopleovertheworldaremuchconcernedaboutit.TheB.Thereisamajorconcernovertheworldabouttheexhaustionoflimitednaturalresourcesinthenearfuture,thoughtitisunlikelytobetrue.Section2)a.Somepeoplesucceed.Otherpeoplefail.Thedifferenceisnotthenumberofopportunities.Itiswhethertheycantakeadvantageofopportunities.Opportunitieswillariseinthecourseofoneslifethoughthey",arerare.TheB.Oneessentialdifferencebetweenthosewhosucceedandthosewhofailistheextenttowhichtheytakeadvantageofopportunitiesratherthanthenumberofopportunitieswhichwill,inevitablyarise,ifrarely,inthecourseofoneslife."Theapplicationofthewritingsection1,appositiveclausesTheappositiveclauseisonthecontentofthenoun,givespecificdetails.Nounappositiveclauseonthebackofthegroundoftenhavefact,news,idea,truth,hope,suggestion,question,problem,doubt,fear,beliefetc..Thewordappositiveclausescommonlyusedforthat,thereisalsowhen,where,wh.Theappositiveclause:thatdonot,province.Theattributiveclause:thatcomponent.Objectcanbeomitted.ThewonderfulexampleIELTSWriting(recommendedrecitation):ThePeopleseemtofailtotakeintoaccountthefactthateducationdoesnotendwithgraduation.Thepeopleseemtoignorethefactthateducationdoesnotendwithgraduation.TheFromwhathasbeendiscussedabove,wemaysafelydrawaconclusionthatpart-timejobcanproduceafar-reachingimpactonstudentsandtheyshouldbeencouragedtotakepart-timejob,whichwillbenefitstudentsandtheirfamily,eventhesocietyasawhole.Throughthediscussionabove,wemaysafelydrawaconclusionthatpart-timejobcanproduceafar-reachingimpactonstudentsandtheyshouldbeencouragedtotakepart-timejob,whichwillbenefitstudentsandtheirfamily,eventhesocietyasawhole.Section2,theobjectclauseIELTSWriting(recommendedrecitation)wonderful:TheManycityresidentscomplainthatitissofewbusesintheircitythattheyhavetospendmuchmoretimewaitingforabus,whichisusuallycrowdedwithalargenumberofpassengers.Themanycityresidentscomplainthatitissofewbusesintheircitythattheyhavetospendalongtimewaitingforabus,whichisusuallycrowdedwithalargenumberofpassengers.3,attributiveclause,IELTSwriting,wonderfulexamples(suggestedrecitation):TheThereareseveralcomputerprogramsthatcanbeusedtosolvethisproblem.Therearemanycomputersoftware,canbeusedtosolvethisproblem.Sectionfourth:theunderlinedsentenceTheItisthatthat...Whentheobjectisbeingemphasized,withwhoWhentheobjectisemphasizedforpeopleorthetime,place,whoIfyoucan'tremember,thatTheItisatnightthat(when)hewaskilled.§是我們的父母教我們的第一句話?！斓谖澹焊?.....更…§更漂亮的一個(gè)女孩，男孩的少她§法院。§更頻繁，我們與家人溝通，更和諧的家庭之間的關(guān)系。綜合寫作題型分析§閱讀文章提供的信息對(duì)演講主題的大背景下，講座部分是兩到三分鐘長。寫作問題問你總結(jié)關(guān)鍵點(diǎn)或描述該講座的主要思想。寫作的問題是關(guān)于演講比閱讀更多，但它需要你之間畫連接。出題方式ⅰ理念講座中同意或不同意的閱讀理念；ⅱ講座介紹了閱讀的話題有不同的看法；ⅲ演講說明原因或在讀的東西的影響；ⅳ信息在演講中支持或說明在閱讀點(diǎn)；ⅴ點(diǎn)講座頂撞，反駁，離開，不同于或懷疑點(diǎn)在閱讀。學(xué)習(xí)要點(diǎn)§在醫(yī)院里呆著比在家里呆著有時(shí)候會(huì)更加的不安全，是因?yàn)楝F(xiàn)在的抗生素已經(jīng)不再像以前那么管用了，因?yàn)楝F(xiàn)在病菌有了抗藥性§產(chǎn)生這種現(xiàn)象的原因是，病菌與抗生素像打仗一樣有各自的武器§細(xì)菌可以傳染。在抗生素殺菌的過程中，有些細(xì)菌可以活下來，因?yàn)樗麄兩砩嫌幸环N特別的基因能使其活下來。這種細(xì)菌的細(xì)胞可以乘、過去很久很久，從而制造出新的細(xì)菌群?？股貙?duì)這些細(xì)菌失去作用?！煲郧叭藗冋J(rèn)為某種病是一種已經(jīng)被治好的病，而現(xiàn)在人們發(fā)現(xiàn)這種病不僅再次出現(xiàn)，而且發(fā)生量比以前增加了20%性安全的武器進(jìn)化基因復(fù)原學(xué)習(xí)要點(diǎn)§根本聽不懂，語速太快§涉及到的內(nèi)容對(duì)自己太陌生§抽象名詞太多§聽懂了，但記不下來§如何確定要點(diǎn)--黃金規(guī)則四1、主題句2、被重復(fù)的語意（同根詞、同義詞、相同詞、反義詞）3、原因和結(jié)果，結(jié)論4、被解釋的詞匯5、帶有傾向性和表變化的名詞、形容詞、副詞和動(dòng)詞等6、被強(qiáng)調(diào)的語意（最高級(jí)、比較級(jí)、絕對(duì)詞匯、修飾問句、特殊符號(hào)如引號(hào)和破折號(hào)和特殊停頓等）7、問題和答案8、重要例子9、比較、對(duì)比和比喻10、表達(dá)轉(zhuǎn)折的詞匯后面的語義§如何對(duì)付陌生名詞兩個(gè)原則1、只在閱讀中出現(xiàn)的專用名詞一定不重要2、在閱讀和（或）演講中出現(xiàn)兩次和以上的專用名詞很重要注意力要集中放在能給我們分?jǐn)?shù)的點(diǎn)上，而不是均衡的放在所有點(diǎn)上尋找并記錄要點(diǎn)的訓(xùn)練方法第一步：看著閱讀和聽力材料，尋找要點(diǎn)（3-5篇）第二步：先尋找閱讀材料中的要點(diǎn)，接著邊聽邊記要點(diǎn)，并且在需要的時(shí)候停止錄音（3-5篇）。第三步：尋找閱讀材料中的要點(diǎn)，邊聽邊記要點(diǎn)，中間不停頓（5-10篇）。把聽力當(dāng)作閱讀看把錄音停下來記錄，要有選擇性的記錄練習(xí)材料：朗文、三角、OG無論是作為聽力還是閱讀材料，只要里面出現(xiàn)§文章框架1、總分總式（推薦）2、總分式3、分總式4、并列式總分總式：優(yōu)點(diǎn)是不斷的強(qiáng)化閱讀人對(duì)于文章中要點(diǎn)及其關(guān)系的論述在一篇文章里表達(dá)兩點(diǎn)對(duì)比的總次數(shù)是”5次”！表示相反關(guān)系的詞：反駁反駁懷疑與挑戰(zhàn)§如何結(jié)構(gòu)段落第一種框架：閱讀的觀點(diǎn)+轉(zhuǎn)折+演講的觀點(diǎn)+兩者的關(guān)系Thesecondframework:thepointofviewofthespeech(+turningpoint)+therelationshipbetweenthetwo+thepointofviewofreadingThethirdframework:therelationshipbetweenthetwo+readingpointofview(+turningpoint)+speechpointofviewOnthecontrary,saidtherelationshipbetweenwordsandphrasesRefute/challenge/doubt/deny/rebut/differfrom/castdoubton/Contradict/oppose/objectto/disagreewithBecontradictory/conflicting/opposing/Contrary/OppositetoBedifferentfromIncontrast/onthecontraryThewonderful.Sentencepattern1:Thelecturediscusses......Which,differs,from,the,main,idea,in,the,that,listening......Sentences2:The,Professor,made,the,point,that......On,the,contrary/in,the,contrast/howerver,the,writer,demonstrated,a,,different/challenge/contradictory,idea,that......Sentencepattern3-1:Contrarytothebeliefinthepassagethat......Theprofessorsaysthat......Sentences3-2:TheProfessor,refutes,the,viewpoint,showed,in,the,,passage,that......Bysayingthat......Sentencepattern4:Thereadingcontradictsthelisteningbysayingthat......(Q)TheThelecturecontradicts/refutes/iscontraryto/istheoppositeoftheideainthereading(bysayingthat)Thewonderful.Sentences5-1:The,Professor,made,the,point,that......The,reading,in,contrast,held,a,different,view,that,by,saying......Sentences5-2:Thelistening,material,the,reading,material,regarding,the,,issue/problem,of......Sentencepattern5-3:Asregards/Intermsof......The,listening,material,contradicts,the,reading,materialMainlyusedinthemiddlethreeparagraphThispartisbasedonwordsthatexpressoppositerelationsThewonderful.Sentences5-4:Anotherimportant,point,showed,in,the,listening,material,,is,that...But,the,Reding,presents,a,conflicting,idea,that...Sentences5-5:Finally,the,Professor,started,that...Which,challenges,the,standpoint,made,by,the,writer,,who,said,that...MainlyusedinthemiddleofthethreepassagesectionThispartisbasedonwordsthate