雅思G类大作文范文：“一对一课程和集体课程哪个更好”
雅思写作高分素材来啦！2020年4月其他考区出现的一道G类大作文题目是“一对一课程和集体课程哪个更好”。针对这样的题目应该如何应对呢？这里上名校小编为大家分享一篇雅思学习网站howtodoiets范文，希望对于各位的备考能够有所参考！
学习方法：认真审题，对照中文译文写出英文段落，然后与原文进行对比，看句式、用词上存在哪些错误、原文的句型和词汇是否更准确丰富，做笔记，再次阅读原文。
Some people believe that one-on-one lessons are better for learning while others think that group lessons are superior.
Discuss both views and give your own opinion.
范文：306 words
标记说明：斜体为连接表达，下划线为话题词汇。
Many concerned parties feel that education is best done in private sessions while others feel that group lessons are better. In my opinion, the pacing of individual lessons is an advantage but a classroom setting is superior as it allows for a wider range of skills to develop.
译文：很多相关方认为私教课是最好的教育方式，其他人则觉得集体课程更好。在我看，私教课的节奏是优势，但教室环境更好，因为它可以培养更多技能。
解析：开头段2句话，一句改写题目，一句给出个人观点。本题为DG类，题目陈述涉及双方的比较，出现了better和superior，上面这个开头段的第一句可视为这类题目的“模版句”，用best和better回应了题目背景中的双方关系；第二句回应写作任务，给出个人观点。词汇替换恰当，用private sessions、individual lessons替换one-on-one lessons，用classroom setting替换group lessons。
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On the one hand, one-on-one lessons enable learners to work at an individualised pace. In the classroom, students either fall behind or get bored because they understand the lessons too easily. A tutor can observe their student’s progress and tailor lessons accordingly. Thiscould result in a situation where a student who is gifted at math progresses well beyond their grade level. If they struggle in another subject, such as English, a Grade 5 aged student could effectively be studying Grade 4 English and Grade 8 math at the same time. This kind ofpacing is only possible with one-on-one lessons.
译文：一方面，一对一课程学习者的学习进度可以是个性化的。在教室里，学生要么落后，要么因为课程简单而觉得无聊。私教可以观察学生的进步情况并相应调整课程安排。这可以让一个有数学天赋的学生取得超过同年级学生的进步。如果这类学生在某科学习上有困难，比如英语，5年级的他们可以同时学习4年级英语和8年级数学。这种进度只有一对一课程才能实现。
解析：主体段1回应开头段观点句的前半部分，展开论述一对一课程在学习进度个性化方面的优势。第一句中心句统领全段，语言简洁、意思清晰，不擅长中心句写作的G友可以注意这个句式；第二句用教室教学情况下学生学习进度的差异来进行对比论述；第三句解释一对一课程如何实现个性化学习进度（教师观察调整）；第四句和第五句举例拓展说明个性化学习进度的好处，让中心句观点得到了完整的解释；最后一句强调和小结。
On the other hand, group lessons open up opportunities for collaboration in and outside the classroom. Groups foster a classroom dynamic of debate. Students and teachers canexchange views and learn more from a plurality of perspectives. This is further exemplified inthe project work that is commonplace in high schools and university classrooms in the United States. The rationale for assigning these projects is that students must improve their teamwork skills by getting along with classmates, taking on responsibility for given tasks, learning to compromise, and managing different temperaments. Many schools today assign roles within teams, such as team leader, presenter, primary researcher, and so on. Thesecollaborative projects can then be brought into a group lesson and debated.
译文：另一方面，集体课程为教室内外的合作提供了机会。集体可以创造一种活跃的讨论氛围。师生之间可以交换看法并从大量观点中学到更多。美国高中和大学里常见的专题作业就是典型例子。布置这类作业是因为学生必须通过与同学合作、承担相应职责、学会妥协和管理情绪来提高团队合作能力。 现在很多学校在团队中分配角色，例如团队负责人，演示者，熟悉研究者等。这些合作项目将在集体课程中得到讨论。
解析：主体段2回应开头段观点句的后半部分，展开团体课程在提高团队合作能力方面的作用。第一句中心句统领全段；第二句解释集体课程是怎样提高合作技能的——促进讨论；第三句继续解释师生如何受益——交换看法；第四句举例；第五句和第六句对例子提到的概念进行充分的解释，使用了丰富的话题词汇；第七句收尾，扣回到中心句（第二句对中心句的解释）。
In conclusion, group lessons are a better way to learn. It is important that educators do not blindly follow the latest academic fads and instead carefully analyse the consequences before making drastic reforms to established educational practices.
译文：总之，集体课程是更好的学习方式。教育者不能盲目跟随最新学术风尚，而应在对已有的教育实践进行彻底改革之前仔细分析其后果。
解析：结尾段总结全文，第一句再次重申个人观点，语言简洁、意思清晰，用better扣住了题目，第二句拓展个人观点。
小结：这篇作文结构清晰，开头改写恰当、观点鲜明，2个主体段分别提出了2个具体的观点并进行了充分的论述，结尾段再次扣题，全文观点清晰、一致，主体段1的句间连接可以更紧凑。
