托福写作之必备英语谚语
托福写作之必备英语谚语有哪些?今天小编给大家带来了托福写作之必备英语谚语，希望能够帮助到大家，下面小编就和大家分享，来欣赏一下吧。
托福写作之必备英语谚语
1. Every minute counts.
分秒必争。
2. Every mother's child is handsome.
孩子是自己的好。
3. Every potter praises his pot.
王婆卖瓜，自卖自夸。
4. Everything is good when new, but friends when old.
东西是新的好，朋友是老的亲。
5. Example is better then percept.
说一遍，不如做一遍。
6. Experience is the father of wisdom and memory the mother.
经验是智慧之父，记忆是智慧之母。
7. Experience must be bought.
吃一堑，长一智。
8. Fact speak louder than words.
事实胜於雄辩。
9. Failure is the mother of success.
失败是成功之母。
10. False friends are worse than bitter enemies.
明枪易躲，暗箭难防。
11. Far from eye, far from heart.
眼不见，心不烦。
12. Far water does not put out near fire.
远水救不了近火。
13. Faults are thick where love is thin.
一朝情意淡，样样不顺眼。
14. Fear always springs from ignorance.
恐惧源於无知。
15. Fields have eyes, and woods have ears.
隔墙有耳。
16. Fire and water have no mercy.
水火无情。
17. Fire is a good servant but a bad master.
火是一把双刃剑。
18. First come, first served.
先来后到。
19. First impressions are half the battle.
初次见面，印象深。
20. First think and then speak.
先想后说。
21. Fools grow without watering.
朽木不可雕。
22. Fool's haste is no speed.
欲速则不达。
23. Fools has fortune.
呆人有呆福。
24. Fools learn nothing from wise men, but wise men learn
much from fools.
愚者不学无术，智者不耻下问。
25. Forbidden fruit is sweet.
禁果格外香。
26. Fortune favors those who use their judgement.
机遇偏爱善断之人。
27. Fortune knocks once at least at every man's gate.
风水轮流转。
28. Four eyes see more than two.
集思广益。
29. Friends agree best at distance.
朋友之间也会保持距离。
30. Friends must part.
再好的朋友也有分手的时候。
31. Genius is nothing but labor and diligence.
天才不过是勤奋而已。
32. Give a dog a bad name and hang him.
众口铄金，积毁销骨。
33. God helps those who help themselves.
自助者天助。
34. Gold will not buy anything.
黄金并非。
34. Good for good is natural, good for evil is manly.
以德报德是常理，以德报怨大丈夫。
35. Good health is over wealth.
健康是的财富。
36. Good medicine for health tastes bitter to the mouth.
良药苦口利於病。
37. Good watch prevents misfortune.
谨慎消灾。
38. Great barkers are no biters.
好狗不挡道。
39. Great hopes make great man.
伟大的抱负造就伟大的人物。
40. Great minds think alike.
英雄所见略同。
41. Great men have great faults.
英雄犯大错误。
42. Great men's sons seldom do well.
富不过三代。
43. Great trees are good for nothing but shade.
大树底下好乘凉。
44. Great wits have short memories.
贵人多忘事。
45. Greedy folks have long arms.
心贪手长。
46. Guilty consciences make men cowards.
做贼心虚。
47. Habit cures habit.
心病还需心药医。
48. Handsome is he who does handsomely.
行为漂亮才算美。
49. Happiness takes no account of time.
欢乐不觉时光过。
50. Happy is he who owes nothing.
要想活得痛快，身上不能背债。
51. Happy is the man who learns from the misfortunes of others.
吸取他人教训，自己才会走运。
52. Harm set, harm get.
害人害己。
53. Hasty love, soon cold.
一见锺情难维久。
54. Health is better than wealth.
健康胜过财富。
55. Health is happiness.
健康就是幸福。
56. Hear all parties.
兼听则明。
57. Heaven never helps the man who will not act.
自己不动，叫天何用。
58. He is a fool that forgets himself.
愚者忘乎所以。
59. He is a good friend that speaks well of us behind our backs.
背后说好话，才是真朋友。
60. He is a wise man who speaks little.
聪明不是挂在嘴上。
61. He is lifeless that is faultless.
只有死人才不犯错误。
62. He is not fit to command others that cannot command himself.
正人先正己。
63. He is not laughed at that laughs at himself first.
自嘲者不会让人见笑。
64. He is wise that is honest.
诚实者明智。
65. He knows most who speaks least.
大智若愚。
66. He laughs best who laughs last.
谁笑到后，谁笑得。
67. He sets the fox to keep the geese.
引狼入室。
68. He that climbs high falls heavily.
爬得越高，摔得越重。
69. He that will not work shall not eat.
不劳动者不得食。
70. He who does not advance loses ground.
逆水行舟，不进则退。
托福写作高分满分范文点评和思路解析：老师讲课还是学生讨论?
托福写作难点话题一览
Classes: teachers lecture or students do some of the talking?
Some students like classes where teachers lecture (do all of the talking) in class. Other students prefer classes where the students do some of the talking. Which type of class do you prefer? Give specific reasons and details to support your choice.
写作思路展开结构分析
在选择之前大家可以先对两种上课方式进行比较，一般来说可以总结出各有各的好处这样的观点，比如只有教师一个人讲课的课堂：在保证教师质量的前提下，可以对某一专题进行更深入地分析;对学生的素质要求低一些;而选择学生参与讨论的课堂：对学生的素质要求高一些;不适合学习深奥(profound)的课题。当然，大家也可以选择相对中立的态度，也就是如何选择要看是什么样的科目来进行展开论述。
本话题高分范文赏析
There are basically two types of classes in university, classes, i.e., where teachers lecture and where the students do some of the talking. Both teaching and learning approaches are valuable and have their own relative merits.
Classes that are dominated by teachers' lectures may benefits students in several ways. First of all, lectures can communicate the intrinsic interest of the subject matter. The speaker can convey personal enthusiasm in a way that no book or other media can. Enthusiasm stimulates interest, and it is an undeniable fact that interested, stimulated people tend to learn more. Moreover, lectures in university settings can provide students with role models of scholars in action. The professor's way of approaching knowledge can be demonstrated for students to emulate. Furthermore, lectures can organize material in a special way. They may provide a faster, simpler method of presenting information to an audience with its own special needs. Lectures are particularly useful for students who read poorly or who are unable to organize print material.
On the other hand, lecture approaches also have some relevant weaknesses. For example, the lecture often puts students in a passive rather than an active role. As is often the case, passivity can hinder learning. At the same time, most lectures assume that all students are learning at the same pace and at the same level of understanding, which is hardly ever true. Especially, Lectures place the burden of organizing and synthesizing content solely on the lecturer. They are not well suited to higher levels of learning such as application, analysis, and synthesis.
Lectures require an effective speaker who can vary tone, pitch, and pace of delivery. Lecturers must be verbally fluent, a skill that is not stressed nor learned in many Ph.D. programs and is usually distributed unevenly among people. Lectures are therefore sometimes not well suited to complex, detailed, or abstract material.
In summary, Lecturing is probably the oldest teaching method and remains the most common form of instruction, despite the fact that some research has shown that lecturing is ineffective, especially if not combined with some alternative style of teaching. In fact, Lecturing is very appropriate for some goals and very inappropriate for others. And at the same time, the counterpart — the approach that allows students to participate discussions is equally non-universal. Therefore, I can hardly simply say that I prefer either approach. I think the choice should depend on circumstances including various factors such as the subject that is to learn, the depth that needs to explore, the quality that the lecturer or the discussing group have.
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