- P(gun)]
иZȫ
(do)ZиZZǺҪиZɵ\(yn)Ҳ(hu)ҵиԇӷֲС͞?gu)иZȫϣ܉
һϤиZԒ}
@Ԓ}ᘌ(du)иZһ}Ե
иZһ}ҪijһҎ(gu)Ԓ}ӢZ45犵(du)@}Ĝ(zhn)䑪(yng)Ҫ¼c(din)@ׂ(g)Ԓ}
иZڶ}Ҫṩăɂ(g)xxԼϲgһ(g)ü(x)(ji)֧Լ^c(din)Ԓ}ɹͨƼýw(hu)ʽĻ
(zhn)иZģ
иZģǞA(ch)һ㿼ڿ(chng)ϰl(f)]Լı_(d)(ni)ҲǞ˿ڿZ}r(sh)˼·иZÿ(g)}Ŀ(yng)ģ
Task 1
Personally, I would have to say that, um, the person that I admire most / a valuable possession I want to talk about / the place I would most like to go is ______________.
And there are a couple of reasons to name. The most important thing is that, you know, ____________________.What’s more, ____________________. So that’s why ____________________.
Task 2
Well, in my opinion, I would definitely agree with the point that, um, ____________________.The first reason that I wanna say is that____________________. More importantly, ____________________. So, uh, that’s why I choose ____________________ for the two reasons listed above.
Task 3
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____________________. Therefore, s/he agrees/disagrees with that opinion.
Task 4
In the lecture, the professor mainly talked about the theory that____________________.
To reinforce the theory, the professor gave two examples / reasons in his speech. The first one is that____________________. The other one is that____________________.
And that’s the two examples / reasons the speaker presented to explain his/her idea. (The conclusion is optional. )
Task 5
In this conversation, the man/woman is having a hard time dealing with the problem that ____________________. And the woman/man offers him/her two possible solutions. One is ____________________. The other is ____________________. And if it were my choice, I would choose the former/latter one, because____________________.
Task 6
In the lecture, the professor provides two examples to illustrate the phenomenon/theory that____________________. The first one is that____________________. Another example is that____________________. And that’s the two examples the speaker presented to explain the theory/phenomenon.
иZ
1ҕٷָC(j)(jng)cTPO
(du)Їꑵ^(q)иeǂ俼r(sh)g^oиď(f)(x)YϾǹٷָC(j)(jng)cTPO
ٷָǴꑵ^(q)Ψһԫ@õETSl(f)иԇ(qun)o(do)挦(du)ڿԇʽ(ni)Լu(png)֘(bio)(zhn)ȫĽeеu(png)֘(bio)(zhn)(du)иZԇdzҪ
2ƽr(sh)(chung)ӢZW(xu)(x)ĭh(hun)
Ҫƽr(sh)ЙC(j)(hu)ʹ_C(j)C(j)ŎPR(sh)oR(sh)ظ fӢZҲϾW(wng)cʿmfиZҪ齻HZZ{(dio)(hu)Ӱ푵ɿhƽr(sh)(x)(du)(du)RfԒD_(d)Ȼij̶
ġиZ}
ƿغÕr(sh)gǰɵ}Ĝ(zhn)r(sh)g15شr(sh)g45;34}Ĝ(zhn)r(sh)g30شr(sh)gt60;ɵ}ĿĜ(zhn)r(sh)g20룬شr(sh)g60ֿӳZֵĜ(zhn)r(sh)gЧʵ}12е}ĿճԒ}@ɵ}yȱ^СeҪעľǕr(sh)gķ䆖}@45һ56topic sentence, 40둪(yng)ÿһ(g)detailexample^34ԒҎ(gu)ԓԒ}Ҳf20һ(g)detailexampleı
ȻиZҪpٿ^UиZԇ(du)(zhn)Եһc(din)ǿ]˼ĕr(sh)gĽo}Ŀ_ʼԇֻж̶̵15sҪ45֮(ni)oһ(g)^βشиԇnj(du)ӢZ|(zh)Ŀ죬ܶ挦(du)Ӌ(j)C(j)X͕(hu)F(xin)ܶ^Uox“”(ji)ԼĿ^UҲf@Щox~ZF(xin)ֻ45ĿZܾߚ
иZȫP(gun)£
иZļ10-10
иZ(yng)02-16
ƪ!иZ(x)м08-28
(x)иZҪЩ07-15
иZ߷ֵ02-16
иZ10-16
иW(wng)Z}ʹ}02-16
иZ俼PӛͿ(chng)02-17
иZeӢ˼SD(zhun)Q08-02