练过的材料
- joinmyquiz.com 课堂语料测试(课堂 quiz):复习近期写作表达、词汇替换、介词搭配和拼写
- 利弊类大作文题:鼓励 young adults 做 unpaid work for the community(雅思写作 Task 2 题目):用于讲解 benefits/drawbacks 题型立场、主体段论证和解决方案
- 课堂正课笔记中的 detailed summary(课后复习材料):学生课后复习课堂讲过的句式、思路和写作方法
写作 · 2026-06-24
雅思写作表达复习;利弊类大作文“鼓励年轻人做无偿社区服务”的立场、好处、缺点和解决方案
课堂推进:课堂先通过 joinmyquiz.com 小测复习近期写作语料。
老师处理:老师引导学生进入 quiz,并说明这是最近学过表达的测试。
学生原始输出:学生用不同昵称加入,如“陆景俊”“teacher”“大卫君王”等。
老师示范 / 修改方向:老师提醒输入代码 031438,并说明用手机也可以参加。
复习抓手:课堂复习以近期写作表达为主;小测用于检查表达是否真正会用
课堂推进:老师复习了 despite、nowadays、thereby 等写作替换表达。
老师处理:老师通过 quiz 讲解哪些表达更适合写作,以及不同表达的等级和用法限制。
学生原始输出:学生在 despite、nowadays、thereby 等题目中出现选择错误。
老师示范 / 修改方向:despite 后面加名词;nowadays 比 today 更适合放在句首表达“如今”;thereby 比 so、then、hence 更高级。
复习抓手:despite 后面接名词;nowadays(如今)适合写作句首;thereby(因此/从而)是较高级结果连接词
课堂推进:老师强调高分表达首先要保证自己会写、会搭配、能用对。
老师处理:老师用 quiz 问“高分雅思作文应该优先考虑什么样的表达”,引导学生选择“我会的表达”。
学生原始输出:学生原始回答中有人倾向“准确的表达”“高级复杂准确地道”等。
老师示范 / 修改方向:老师说明:再高级、准确、地道的表达,如果不会拼写、单复数或搭配,用出来也是错的。
复习抓手:正确性优先于高级感;会用意味着能拼对、搭配对、语法对;先写对,再追求高级
课堂推进:老师提醒不要硬翻中文成语,要先转成简单意思再选英文。
老师处理:老师用“立竿见影、事半功倍、硕果累累、饮鸩止渴、事与愿违、覆水难收、别出心裁”等词带学生做英文转化。
学生原始输出:学生对 effective、efficient、productive、short-sighted、counterproductive、irreversible、innovative 等词有选择和理解错误。
老师示范 / 修改方向:老师示范把中文成语先拆成简单意思:立竿见影=effective(有效果的),事半功倍=efficient(高效的),硕果累累=productive(成果多的),饮鸩止渴=short-sighted(短视的)。
复习抓手:effective(有效果的)不同于 efficient(高效的);practical(可操作的)不同于 effective(有效的);counterproductive(事与愿违的)表示结果和预期相反;irreversible(不可逆的)可用于环境或结果无法恢复
课堂推进:老师复习了大公司、知名机构和销售人员相关表达。
老师处理:老师讲解 established corporations、enterprise、multinational、conglomerate、startup,以及 personnel、staff、sales 等词的区别。
学生原始输出:学生把 corporation 拼成 cooperation;有人漏加 corporations 的 s;sales personnel/personnel 拼写和单复数也出现错误。
老师示范 / 修改方向:corporation 是企业/公司,cooperation 是合作;corporations 作为可数名词复数要加 s;personnel 是不可数名词,不加 s;sales 是销量,不是销售人员。
复习抓手:corporation(公司/企业)不要写成 cooperation(合作);established corporations(成熟的大公司);personnel(人员)不可数;sales(销量)不是 sales staff(销售人员)
课堂推进:课堂复习了 in terms of、with regard to、concerning、considering、addiction to、among、similar to、different from 等短语。
老师处理:老师通过填空题持续训练介词和固定搭配。
学生原始输出:学生在 regarding/concerning/considering、addiction to、among/between、similar to/different from/the same as 等题目中出现混淆。
老师示范 / 修改方向:老师纠正 concerning=关于,considering=考虑到;addiction to smartphones;among teenagers;similar to;different from;the same as;difference between。
复习抓手:concerning(关于)可替换 about / in terms of;considering(考虑到)放句首作状语;addiction to(对……上瘾);among 用于三者及以上;different from / similar to / the same as 是固定搭配
课堂推进:老师用手机沉迷和过去电视依赖的比较,讲解科技类论证的正反两面。
老师处理:老师示范句子,讲解 smartphone addiction、television dependency、sedentary lifestyle、constant 24/7 engagement、isolate individuals 等表达。
学生原始输出:学生跟随填空并提问 sedentary lifestyle、diseases、different from 等用法。
老师示范 / 修改方向:老师说明手机沉迷可能与过去电视依赖相似,也可以论证二者不同,因为手机有 24/7 engagement,会 isolate individuals。
复习抓手:sedentary lifestyle(久坐不动的生活方式);television dependency(电视依赖);constant 24/7 engagement(无时无刻的参与感);isolate individuals(让个体被隔离)
课堂推进:老师复习了 play a pivotal role in、crucial to/for、primary prerequisite for、translate into 等表达。
老师处理:老师讲解 a 对 b 很重要、a 是 b 的前提、a 会转化成 b 的结果等写作句式。
学生原始输出:学生在 crucial to/for、prerequisite for、translate into、pivotal/crucial/critical 拼写上出现不确定。
老师示范 / 修改方向:老师说明 pivotal 来自 pivot(支点),可替换 important;prerequisite 表示前提;translate into 表示转化为某种结果。
复习抓手:play a pivotal role in(在……中发挥关键作用);crucial / critical(至关重要的);primary prerequisite for(……的首要前提);translate into(转化为/带来某种结果)
课堂推进:老师通过 telecommuting 和 tourism industry 等句子区分工作、职业、行业、岗位和事业。
老师处理:老师用填空题讲解 job、work、position、occupation、profession、industry、career 的区别。
学生原始输出:学生把 works 当作工作;对 industry、occupation、position、career 的含义有混淆。
老师示范 / 修改方向:work 表示工作时不可数,works 是作品;position 是工作岗位;occupation/profession 是职业;industry 是行业;career 是事业。
复习抓手:work(工作)不可数;works(作品);position(岗位);industry(行业);career(事业/职业生涯);telecommuting(远程办公)
课堂推进:课堂后半段进入大作文:鼓励年轻人做无偿社区服务,分析利弊以及利大于弊或弊大于利。
老师处理:老师明确这是利弊类题目,要求先写好处和坏处,再判断哪一方更多。
学生原始输出:学生提到“我觉得是利大于弊”;只有“肉”写了大纲,其他学生尚未完成。
老师示范 / 修改方向:老师强调利弊类不能只写一边:如果写利大于弊,可以先写好处,再写坏处可被解决;如果写弊大于利,可以写好处看似存在但不一定发生,坏处却一定发生。
复习抓手:利弊类题必须写 benefits 和 drawbacks;立场可以是 more benefits 或 more drawbacks;利大于弊时,要说明坏处如何被缓解或解决;弊大于利时,要说明好处不稳定或难以发生
课堂推进:老师点评学生思路:先直接说明具体好处,再补充为什么这些好处能发生。
老师处理:老师指出学生先写了背后逻辑,但没有先把好处本身讲清楚。
学生原始输出:学生思路:因为题目是 encouraged,不是 required,所以做不做取决于年轻人自己,这让事情更像好事。
老师示范 / 修改方向:老师建议先写 benefits:帮助有需要的人、促进社区和谐稳定、让年轻人获得成就感并锻炼实用技能;再写深层逻辑:voluntary willingness 是关键。
复习抓手:作文主体段先回答“好处是什么”;再写“为什么这个好处成立”;切换受益方 beneficiary 可以拓展论点;voluntarily(自愿地)是本题关键
课堂推进:老师带学生从不同受益方展开好处:被帮助者、社区、年轻志愿者。
老师处理:老师给出可写的论证方向和表达。
学生原始输出:学生跟随回答 achievement、communication skills、social skills 等表达。
老师示范 / 修改方向:对被帮助者:问题得到及时解决;对社区:有利于 harmony and stability;对年轻人:gain a sense of achievement / fulfillment,并培养 transferable skills。
复习抓手:beneficiary(受益方/受益主体);people who are in need(有需要的人);harmony and stability(和谐与稳定);a sense of achievement / fulfillment(成就感);transferable skills(可迁移技能)
课堂推进:老师引导学生从 unpaid 和 for a period of time 两个关键词找缺点,并讨论如何解决。
老师处理:老师提醒不要忽略题目里的 unpaid 和 for a period of time,并给出解决方向。
学生原始输出:学生讨论无偿服务是否能持续、是否可以给学分、是否需要轮换志愿者。
老师示范 / 修改方向:老师指出完全无偿可能导致大学生难以长期坚持,也可能让被帮助者形成依赖;短期服务可能带来得到后又失去的落差。解决方式包括给社会认可或学分,以及建立连续志愿者接替机制。
复习抓手:unpaid(无偿的)可作为缺点来源;for a period of time(一段时间)可引出服务不连续的问题;social recognition(社会认可);credit(学分/认可);让志愿者连续接替可以缓解短期服务问题
课堂推进:老师要求学生回去把利弊类作文思路写出来,直接说明好处和坏处。
老师处理:老师布置学生尝试完成这道利弊类大作文的大纲/思路。
学生原始输出:学生听到老师要求“大家先尝试写一下”。
老师示范 / 修改方向:老师再次提醒:一定要直接说 benefits 和 drawbacks 是什么,再进行论证和解决。
复习抓手:回去写出利弊类大纲;先写明确好处和坏处;再补充解决方案或深层逻辑
通过 quiz 复习了近期写作表达,重点检查是否真正会拼、会搭配、会放进句子。
老师反复强调:写作表达先求正确,再求高级。
课堂后半段重点讲了利弊类作文:先写好处和坏处,再判断利大于弊或弊大于利。
老师示范了用 beneficiary(受益方)切换来展开论点:被帮助的人、社区、年轻志愿者。
老师从 unpaid(无偿的)和 for a period of time(一段时间)两个题目关键词中引出缺点。
高分那肯定我会的表达呀;我会的表达啊
cooperation
renown / 没加 ed
personal
despairy / desperity
我觉得是利大于弊
只是鼓励啊,我没有说他必须要做,我只是鼓励又不是必须要求的话,这做不做也是取决于他们
按课堂已讲方向整理的课后复习改进版。逐字稿中没有完整成文终稿,以下内容只使用课堂明确讲过的立场、论点、表达和解决方案。
Encouraging young adults to do unpaid community work can bring more benefits than drawbacks, provided that this work is based on willingness rather than pressure. The most direct benefit is that people who are in need can receive timely help. For example, some local residents may have difficulties with food, housing or daily problems, and young volunteers can help address these issues. This can also contribute to the harmony and stability of the whole community, because when more people’s problems are solved, the community may become safer and more supportive. Meanwhile, young adults themselves can gain a sense of achievement and develop transferable skills, such as communication skills, interpersonal skills and problem-solving skills. A deeper reason why this arrangement can be positive is that the young people are only encouraged, not forced, to take part. The primary prerequisite for this activity being meaningful is willingness. If students show willingness to help others, the work is more likely to be productive. However, if they are required or compelled to do it, the result may become counterproductive, because they may feel reluctant and impatient. Admittedly, unpaid work and temporary service may cause problems. If young adults receive no reward at all, they may find it difficult to continue for a long time. Also, if community members only receive help for a short period of time, they may feel a sense of loss when the support suddenly stops. These drawbacks can be reduced if schools or communities provide social recognition or credits, rather than direct payment, and if they organize volunteers in a continuous way so that one group can take over from another. Overall, unpaid community work has clear benefits for local residents, the community and young adults. As long as participation remains voluntary and the service is organized properly, the benefits are likely to outweigh the drawbacks.
| 原句问题 | 推荐表达 | 记忆方法 |
|---|---|---|
IELTS Writing Task 2 benefits/drawbacks essay review_version_based_on_class_discussion_not_final_student_submission
Encouraging young adults to do unpaid community work can bring more benefits than drawbacks, provided that this work is based on willingness rather than pressure.
The most direct benefit is that people who are in need can receive timely help. For example, some local residents may have difficulties with food, housing or daily problems, and young volunteers can help address these issues. This can also contribute to the harmony and stability of the whole community, because when more people’s problems are solved, the community may become safer and more supportive. Meanwhile, young adults themselves can gain a sense of achievement and develop transferable skills, such as communication skills, interpersonal skills and problem-solving skills.
A deeper reason why this arrangement can be positive is that the young people are only encouraged, not forced, to take part. The primary prerequisite for this activity being meaningful is willingness. If students show willingness to help others, the work is more likely to be productive. However, if they are required or compelled to do it, the result may become counterproductive, because they may feel reluctant and impatient.
Admittedly, unpaid work and temporary service may cause problems. If young adults receive no reward at all, they may find it difficult to continue for a long time. Also, if community members only receive help for a short period of time, they may feel a sense of loss when the support suddenly stops. These drawbacks can be reduced if schools or communities provide social recognition or credits, rather than direct payment, and if they organize volunteers in a continuous way so that one group can take over from another.
Overall, unpaid community work has clear benefits for local residents, the community and young adults. As long as participation remains voluntary and the service is organized properly, the benefits are likely to outweigh the drawbacks.