托�？谡Z(yǔ)Task 2題目

　　Many people think that students study course materials more effectively by taking exams, while others think that students learn more effective through doing other activities such as writing paper or completing projects, which do you think is more effective for students to learn.

　　學(xué)生的成績(jī)是根據(jù)exam來(lái)評(píng)定還是根據(jù)activity進(jìn)行評(píng)定。

　　選擇寫(xiě)論文：

　　1. 寫(xiě)論文可以鍛煉泛讀、資料搜集、歸納總結(jié)和批判性思考等能力

　　2. 科技在發(fā)展，知識(shí)需要不斷更新，因此并不存在永恒的客觀題

　　3. 靠死記硬背獲得的知識(shí)很快會(huì)忘記

　　高分表達(dá)：

　　主觀性測(cè)試:subjective test

　　論文:essay

　　精讀:do intensive reading

　　推斷結(jié)果:deduce conclusions and findings

　　所謂的:so-called

　　機(jī)械性記憶:mechanic memorization

　　托�？谡Z(yǔ)Task 2參考范文：

　　I would prefer to take a subjective test and write an essay. First, in such test, we are given a precious chance to train the skills of information collection, reading and writing. To write a good essay, we have to do intensive reading, collect relevant information and deduce our own conclusions and findings. In this process, we will surely develop our analytic and critical thinking skills. Second, with the fast development of science and technology, a lot of so-called objective questions turn out to be subjective and out-of-date. Third, in most cases, we will soon forget what we have crammed up for an objective exam. Mechanic memorization is just meaningless.

　　我更愿意采取主觀的測(cè)試和寫(xiě)一篇文章。首先,在這樣的測(cè)試中,我們被給予了一個(gè)培養(yǎng)技能的信息收集、閱讀和寫(xiě)作的寶貴機(jī)會(huì)。寫(xiě)出一篇好論文,我們必須做到精讀,收集相關(guān)信息,推斷出自己的結(jié)論和結(jié)果。在這個(gè)過(guò)程中,我們肯定會(huì)發(fā)展我們的分析和批判性思維技能。其次,隨著科學(xué)技術(shù)的快速發(fā)展,很多所謂的客觀問(wèn)題是主觀的,過(guò)時(shí)的。第三,在大多數(shù)情況下,為了考試而死記硬背很快就會(huì)忘記。機(jī)械記憶是毫無(wú)意義的。

　　托�？谡Z(yǔ)范文二：

　　As for me, I consider those academic activities like writing research papers, completing group projects, etc., are more effective ways for students to learn both academic stuff and practical techniques. Although exams and activities have the same importance in final scores, the latter definitely requires more attention and efforts, so students tend to take activities much seriously. When I was in undergrad school, we had group projects for almost every course. Some of them were the defining factors of final score. So we had no choice but working hard on reading previous papers, searching for materials in the library, doing surveys all over the campus. Through this process, we learned far more stuff than just taking exams, like critical thinking, art of cooperating, data analyzing, interpersonal skills and things like that.