托福寫作高分技巧：3個方法教你攻克寫作中的生詞難題
在托福寫作考試當中，由于時間緊，任務重，很多考生遇到不會寫的詞時往往心態(tài)會崩潰了。那么保持良好的心態(tài)應對考試之外，下面小編給大家?guī)硗懈懽鞲叻旨记桑?個方法教你攻克寫作中的生詞難題，希望對大家有所幫助!
托福寫作高分技巧：3個方法教你攻克寫作中的生詞難題
在托福(課程)寫作考試當中，由于時間緊，任務重，很多考生遇到不會寫的詞時往往心態(tài)會崩潰了。那么保持良好的心態(tài)應對考試之外，詞匯的記憶方面大家也需要擴散思維，千萬不要因為記單詞而記單詞。那么如果在考試當中遇到詞匯不會寫應該怎么辦呢?
大家都知道托福詞匯是整個托福考試的基礎，對于托福考試當中這種純文字輸出的考試科目來說特別重要。很多考生在考試時間都會遇到想要表達而寫不出來的問題，這里主要還是單詞不會拼。下面小編為大家介紹3個方面幫助大家克服這個問題。
1.進行反義正解。
對于這個方法，從字面意思大家可以看了，我們如果不知道這個詞如何拼寫，那么你可以想想它的反義詞是什么，這樣進行推理，很容易就可以獲得正解的，下面小站教育編輯通過例子來為大家介紹這種方法。
比如這句話：他是個勤勞的人。這句話中“勤勞”可能很多同學不太會拼 diligent，甚至會拼成 delegent。
但是通過反義正解的方法，比如：他不是懶惰的人=他是個勤勞的人，“懶惰”這個單詞大家都知道是 lazy，所以 not lazy=diligent。
可能大家覺得這個例子比較簡單，我們可以看這句話：在現(xiàn)在的生活中，壓力是不可避免的因素。
“不可避免”查字典的話會有如下的單詞：inevitable/unavoidable/indispensable，這些單詞基本都是 6 級詞匯，對于高中生來說是比較難背的。
但通過反義正解的話，不可避免=必要/必須的=necessary，這句話就很好表達了。
再如這個例子：父母經常忽視孩子的成長。“忽視”一般譯為 neglect/ignore。
忽視=不重視。父母經常不重視孩子的成長。Parents often do not pay much attention to the growing of children.
通過上面的例子大家是否理解了反義正解的解決方案呢?多找這樣的詞來練習你就熟練了。
2.進行具體解釋。
通過字面意思，大家可以發(fā)現(xiàn)，如果大家不知道你所要表達的詞如何拼寫時，那么你可以發(fā)散一下思維，想想這個詞應該如何解釋，這樣你就可以推出該詞的表達了。
這里小編同樣通過幾個例子為大家來講解這種方法應用。
例 1：虐待兒童的人應該受到懲罰?！芭按弊g為 maltreat。
虐待=殘忍地對待=不好地對待=壞地對待The people who treat children cruelly/badly should be punished.
例 2：房價開始輕微地開始下降?！拜p微地”譯為 slightly。輕微=以緩慢的速度
The price of house starts to decrease at a slow rate.
例 3：人們應該努力在生態(tài)平衡的問題上做出貢獻。
“生態(tài)平衡”譯為 ecological balance。
生態(tài)平衡=人與自然地平衡
People should make great efforts to the problem on the balance between human beings and nature.
例 4：政府應該嚴厲地懲罰罪犯。
罪犯=違反法律的人，the people who violate/disobey the law
The government should strictly punish the people who violate/disobey the law.
大家會發(fā)現(xiàn)，通過解釋說明的方法，字數(shù)會顯得特別長，既不用背單詞，又可以很清楚的解釋出來，還能湊字數(shù)。是不是覺得很實用呢?其實如果你覺得你考試的時候字數(shù)不夠的時候，這個方法也是可以適用的哦。
3.進行同義詞替換。
其實這個方法來源于中文學習時的意思轉換，我們不能準確的使用所要表達的意思，但是我們可以曲線救國嘛，可以通過相近意思的詞匯來進地替換。
比如：天天用牛奶洗臉是奢侈的?！吧莩蕖边@個單詞是 extravagant，對于高中生來說也是不經常用的。
那么我這個從中文上進行轉換一下，那么就可以改成“天天用牛奶洗臉是浪費的?！备暇湓捯馑际且粯拥?。“浪費的”這個單詞 wasteful 高中生是非常熟悉的。
托福寫作的時空置換法
托福的獨立寫作中常常出現(xiàn)一類題目，我們稱之為“今昔對比”題。簡單來說，就是針對某種社會現(xiàn)象，或是人們衣食住行的細節(jié)，提出今天與過去可能存在的某種變化，要求考生就此陳述自己的觀點。
例如：
年輕人對父母的依賴是不是比過去更少了?
我們吃的食物是不是比過去更健康了?
教師的社會地位是不是比過去下降了?
遇到這類題目，我的建議是，用城市與鄉(xiāng)村這一組二元對立來替換現(xiàn)在與過去的對立。也就是說，把題目中的時間問題置換成空間問題。
這種思路的合理性，可以追溯至社會科學領域對“現(xiàn)代性”命題的諸種描述與解釋，此處不妨省略掉一篇冗長的博士論文，直接呈上粗暴但高效的、對付ETS十分方便的結論——
一件事由過去到現(xiàn)在，是否經歷了(巨大的)變化?
我們的萬能答案是：在城市，變了，(或者變化巨大);在鄉(xiāng)村，沒有變，(或者變化很小)。
這正符合我們在寫作中所運用的case-by-case的經典對策：城市與鄉(xiāng)村分別對應著論題的兩類情況，構成一篇四段式獨立寫作的主體部分(中間兩個段落)。
至于主體部分的具體展開，這里提示一些關鍵詞吧：工業(yè)化、城市化、熟人社會、孤獨感?！M城送快遞的張二狗通過不懈的奮斗，成全了自己與街角發(fā)廊李美麗的愛情，而沒有回到家鄉(xiāng)迎娶隔壁村的翠花姑娘。See?
托福寫作的with/ without介詞短語結構
托福寫作要拿高分，句子質量是一個關鍵因素，在眾多提升句子質量的方法中，with/without介詞短語是一個簡單而又用途廣泛的結構，現(xiàn)在就讓我們一起來見證with/ without介詞短語結構的神奇吧。
一方面，with/without介詞短語可以用作定語，修飾名詞。
例如：
The girl with blond hair over there is my cousin.
I like TV programs without the interruption of frequent advertisements.
現(xiàn)在讓我們一起來看一下短小的簡單句如何通過with/ without變得洋氣起來吧~
My brother is a high school student. His academic performance is outstanding.
My brother is a high school student with outstanding academic performance.
I was born and raised up in a peaceful and prosperous city. Citizens are polite to each other and there is no crime or theft.
I was born and raised up in a peaceful and prosperous city with its citizens polite to each other and without any crime or theft.
另一方面，with/ without 介詞短語可以用作狀語，修飾動詞或整個句子。
條件狀語：
With free time and no TV, they might rediscover reading.
Without hard work, you are likely to acomplish nothing.
伴隨狀語：
With a smile on his face, the teacher walked into the classroom.
He walked away in anger, without giving a look at anyone around him.
原因狀語：
With so many assignments to do, the boy had to stay up till midnight.
Without enough money, the little boy had no choice but to accept the smallest toy.
此外，with/ without介詞短語和可以和虛擬語氣連用呢。
Without the support from his family, he could not have achived such a success.要是沒有家人的支持，他不可能獲得如此的成功。
With loads of baggage, we would not have managed to cover the long distance across the forest.要是帶了大量的行李，我們是不可能成功地走完長長的路程從而穿過森林的。
托福作文例文之父母從孩子學習更多
托?？荚嚜毩懽骺荚囶}目為：Parents learn more from children than children learnfrom parents，針對于這樣的托福寫作考題，考生該如何作答呢?下面分享了托福寫作范文，希望對你的托福寫作有所借鑒……
范文 1：
While children open the eyes of their parents to many things, it is a specious claim to saythat they are the greater teachers. Children learn more from parents than their parents couldever learn from them.
First of all, children’s brains are undeveloped sponges and more receptive to learning thantheir adult parents’. Physiologically, the adult brain is less able to learn new things and more setin its ways; you cannot teach an old dog new tricks. On the other hand, children can learn newlanguages, do better at chess and the Game of Go, because their brains are open to learningnew concepts. They can think outside the box, because “the box” has not even been built yet.
Second of all, children who have educated parents speaking with wide vocabularies are morelikely to be successful and to master their native tongue. A study showing that smart childrenhelp their parents be more successful would be preposterous. For example, infants and evenolder children cannot teach their parents’ vocabulary at the same rate as their parents can teachthem, despite being able to pepper their speech with the like, totally awesome slang of the day.
At last, we must admit that experience counts for something. There is knowledge and thenthere is wisdom that comes from having seen and done things. Children do not have the yearsof accumulated experience that their parents inevitably have. These “l(fā)ife lessons” are the sortof thing parents want to pass on to their children. In contrast, children are not teaching theirparents not to touch the hot pan or to look both ways before crossing the road—essential bitsof knowledge that most of us learn from our parents.
The nascent brains of youth are more susceptible to learning from parents and we knowthat early childhood education has a lasting impact on children, just as we know that essentiallessons are passed from parents to children not vice versa. In summation, parents are thesuperior teachers in this relationship.
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