听力:

  时间:60s至80s

  内容:话题同阅读,说话者会针对相关话题持鲜明观念,观念分支持反对两种

  作答:

  依据阅读和听力资料阐明学生的观念和学生所给出的理由,考生不需要阐明自己的观念!

  调查的关系:阅读和听力中综合信息的才干:听力必然和阅读相关;答题必需与听力相关,必需分明听力和阅读之间的关系

  时间: 准备时间:30s;陈说时间:60s

  TIPS: 注意逻辑组织:OGP216:开端能够标明说话者的观念 agree or disagree,然后陈说理由。回答尽可能完好。

  备考TIPS:

  1、阅读的时分要注意记载主题和支撑的观念

  2、听力的部分主要记分明主要人物的观念,以及他支持或反对的理由

  3、结构一定要分明,要用计时软件,多锻炼几次才干在规则时间内把要点说全说分明。

  备考模版:

  注:模版只是参考,请同学们自己总结

  1、“The school has implemented a new policy that……due to……And the man/woman holds a positive/negative view towards the announcement.

  The first reason s/he gives is that……And the second one is based on the fact that……"

  2、From the reading material, we know that (the college) is going to……

  Obviously, the man/woman in the conversation thinks that this is a great/bad idea, due to the following reasons.。

  One reason is that…… Another is……

  (万一有时间)So that‘s all the reasons s/he has to form that opinion. (尽量记,听为主)

  3、The man/woman’s opinion about STH is that……

  (选择计划型:听选择的原因。1.Firstly, the man/woman states that…….2.And then he/she states that……。

  (提出倡议型:听倡议的利害。1.Firstly, the man/woman talks about the positive aspect of this issue. He/she states that…….2.On the other hand, the man/man also talks about the negative aspect of this question. He/she points out that……。)

  4、阅读引用部分的模版

  (1) In the readingmaterial,

  (2) There is a/anannouncement/message/notice/proposal about ****(填入记下的关键词)

  (3) The university/college is going to****(稍稍展开下)

  (4) In the listeningmaterial, two students discussabout the***(填入关键词)

  听力中人物表达观念的模版:

  (1) The man/woman is against/supporting the***

  (2) He or she feels unhappy/less satisfied about***

  (3) He or She thinks the*** is unfair/inconvenient/unaffordable for the following reasons:

  (4) The man/woman’s opinion about STH is that……。

  理由展开部分的模版:

  (1) First, he thinks/says**** ; Also, he points out that****

  (2) Firstly, the man/woman states that……。; And then he/she states that……。

  (3)支持+反对

  Firstly, the man/woman talks about the positive aspect of this issue. He/she states that…….On the other hand, the man/man also talks about the negative aspect of this question. He/she points out that……。

  5、范例:看OG的范例回答

  Bus Service Elimination Planned

  Important Points(字数102)

  The university plans to eliminate the bus service because it is too expensive to run and too few students use it. (一句话概括阅读资料的内容)The man disagrees with the university plan. (说话人态度)He believes the reason few students take the bus is that the route goes to neighborhoods where students do not live. If the routes were changed, many more students would ride the bus. (两句话讲说话人的第一个观念:校车道路。注意改道路的倡议是采用虚拟语气来表述的)The man disagrees with the way the university plans to use the money it saves on the bus service. Building more parking lots on campus will encourage more students to drive on campus. This would increase noise and traffic on campus.(说话人第二个观念:增加停车场。首先讲说话人观念:disagree with the way…然后将结果1à结果2)“

  范例:OG的范例回答,字数147

  The man in the scene said he wanted to keep the bus service for the better being of students on campus, because there is some students who can not afford the car, therefore they use the free bus service even though it isn’t that much. The problem with bus service right now is going through wrong neighbour where it is too expensive for students to live, so what they should do is just change the course of bus. And that will take of the problem. Also, they should encourage more students to use the bus service instead of discourage them. Or () if they us the money that they use for bus service to increase the space of the parking lot for the students, which will add to the noise of the campus and will be more congested for all the people who already parking over there.

  自我测评规范: Self-Assessment Checklist:

  1. I noted the main points of the reading passage.

  2. I noted the main points of the listening passage.

  3. I read the question carefully.

  4. I used careful planning to outline my response.

  5. I began with an overall topic statement.

  6. I used strong supporting ideas.

  7. I used transitions to connect the supporting ideas.

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