雅思大作文范文教育類怎么寫

雅思大作文范文教育類怎么寫

　　為了方便大家的雅思考試的學(xué)習(xí),學(xué)習(xí)啦網(wǎng)第一時間為大家準(zhǔn)備了雅思考試大作文范文,供大家閱讀參考!

　　雅思大作文范文：不同年齡段學(xué)生參加學(xué)習(xí)

　　The two charts respectively indicate whystudents of different age groups decide to study andhow much support they have received from theiremployers.

　　Firstly, we see that from age 26 to 39, peoplewho study for career considerations reach a percentage as high as 80% and a lower one is alsoas high as 50%. When they step into their 40s, people’s self-motivation to study for careerdeclines, but the percentage of those who study out of interest rises. And in this period, we seethat the percentages for both motivations draw even at 40%. Starting from 49 years old,people who study for career fall dramatically to less than 20% while people who study forinterest rise sharply to 70%.

　　Secondly, in terms of the support obtained from employers, we see that the period of 30-39 age division is a clear-cut dividing line. Before reaching this age division, the time off and helpwith fees offered by employers account for as high as 60%. However, after this dividing line,this kind of sponsoring drops to 30% and then, with the increase in age, this percentage beginsto climb again, rising to 40% with the oldest age group as is shown in the chart.

　　Thus, through a comparison of the figures exhibited in the two charts, we have learnedabout the reasons why people study at different ages and the help that employers would like tooffer.

　　雅思大作文范文：大班學(xué)習(xí)vs小班學(xué)習(xí)

　　People’s views on the size of a class vary. Whilesome people hold that a small class is better forlearning, there are others who argue that a big oneis better. On a personal note, I am convinced that each size of classes has its merits anddemerits and what really counts is the teacher. That is to say, if the teacher is good, then classsizes would be no big deal.

　　In the first place, both small and big classes have their own advantages and disadvantages.Let’s take a small class for example. With a small number of students in one class, theclassroom atmosphere would be relatively quiet and, therefore, it would be possible forstudents to concentrate on their learning. This can be easily understood, for, after all, thenoise made by 10 or 20 people is much lower than that made by 100 or even 200 people! Also,with fewer students, the teacher would find it much easier to manipulate the class, that is, tohave the whole class under complete control. If there are too many students, the teacherwould be at a loss as to what to do in that controlling the situation itself would be challengingenough. Besides, in a small class, the students could have more interactive activities with theteacher and the teacher can give each student whatever instructions or help that he or sheneeds. When the number of students in a class is much too big, one-to-one or one-to-severaltutoring is simply impossible. However, this is not to say that a small class is all good and a bigone is all bad. In fact, as researches show, a small class is more likely to give rise to tirednessand boredom, which hinders learning. In this respect, a big class prevails as it places higherpressure on the teacher, thus compelling him or her to be more energetic and morehumorous so as to create a more lively learning atmosphere and, therefore, having thestudents’ attention. Who will benefit from all these? The students! Of course! Moreover, in abig class, the students could get to know more people, thereby making more friends as theyhave more choices. And making friends itself is meaningful in that it makes the class a moreattractive place and in the long run, this makes for students’ learning.

　　In the second place, we must acknowledge the very fact that no matter how small or big aclass is, it is simply not that important as the teacher. Even in a class where there is only onestudent, if the teacher proves to be inefficient, not knowing how to teach at all, it would beimpossible for the students to listen attentively, so there would be no way for them to reallylearn anything. Quite the opposite, if the teacher is good, then no matter how many studentsthere are in one class, say, 1,000 of them, the teacher would still be able to teachenthusiastically and the students listen enjoyably, and the learning effect would be beyondany doubt. I had the experience of sitting in a 500-student classroom. The teacher was warmlyreceived by the students and so we all learned happily. Moreover, just for the sake of securing aseat close to the teacher, many students would go to the classroom 1 hour earlier. This wellconfirmed the point that the teacher is what really counts.

　　From the above discussion, we can safely come to the conclusion that the size of a classdoes not have much influence on the students’ learning effect. What is really more crucial inthis issue is the quality of the teacher.