雅思写作A类Task2大作文高分素材积累:不听话学生集中授课

2021-07-16 16:52:42来源:网络作者: 小梦阅读量:

  雅思写作A类Task2大作文怎样拿到高分?雅思考生在平时就需要常积累一些雅思Task 2大作文写作素材。考生在备考时可以通过学习优秀雅思素材的优美句式,积累重要词汇。下面是雅思写作A类Task2大作文高分素材积累:不听话学生集中授课,希望对大家的雅思写作备考有所帮助。


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  雅思写作A类Task2大作文高分素材积累:不听话学生集中授课

  雅思写作A类Task 2大作文题目:

  Disruptive school students have a negative influence on others. Students who are noisy and disobedient should be grouped together and taught separately.

  Do you agree or disagree?

  雅思写作A类Task 2大作文范文

  There is no doubt that some students in schools behave badly and their behaviour causes difficulty for others either because it has a negative effect on the group or because ordinary students find it difficult to study with them.

  One solution is to take these students away and teach them on their own. However, if we simply have them removed after one or two warnings, we are limiting their educational opportunities because it seems to me that a school which caters for difficult students is a sort of "prison" whatever name you give it and the people who go there may never recover from the experience. This can then cause problems for the wider society.

  Perhaps we need to look at why the disruptive students behave badly before we separate them. Disruptive students may be very intelligent and find the classes boring because the work is too easy. Perhaps these students need extra lessons rather than separate lessons. Or perhaps the teachers are uninspiring and this results in behavioural problems so we need better teachers. On the other hand, most students put up with this situation rather than cause trouble, and some people argue that we have to learn to suffer bad teachers and boring situations and that students who can't learn this lesson need to be taught separately.

  So before we condemn the students to a special school, we should look at factors such as the teaching, because once the children have been separated, it is very unlikely that they will be brought back.

  TASK 2作文一般有三部分:

  引言( introduction)、本文(the main body of text)与结论(conclusion)。

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