能源类话题虽然不是托福综合写作的考试热点，但是近年来，每年还是会占据一定的概率，今年已考了两次，除去这次，还有一次是5月11日考题：太空中建设太阳能板的三个优势。2018年，考察了一道能源话题的题目， 10月27日考题：可以减少二氧化碳生成的三种替代能源。

另外，TPO22和TPO9综合写作考题和本次考题非常相似，大家可以通过练习这两次考题积累相关表达。

TPO22综合写作考题：ethanol fuel能否替代汽油

阅读部分：ethanol fuel is not a good replacement for gasoline

1. Ethanol fuel 并不能解决因为汽油产生的全球变暖问题，因为它的燃烧也会产生carbon dioxide

2.Ethanol fuel需要太多植物，会造成动物粮食短缺

3.Ethanol fuel的价格在没有政府资助的情况下太高

听力部分：ethanol可以成为gasoline的很好的替代品

4. Ethanol fuel燃烧过程中产生的二氧化碳会被植物生长过程所抵扣

5.Ethanol fuel的生产可以利用植物的cellulose，不会影响动物的粮食

6.一旦人们增加购买ethanol fuel, 大规模生产会降低成本

TPO9考题：以氢燃料电池作为汽车燃料

阅读部分：hydrogen-based fuel-cell engines have several advantages over internal-combustion engine

1. internal-combustion engine 依赖petroleum等化石能源，这些能源有限。而fuel-cell engine 不会有这种问题

2.fuel-cell engine不会产生环境问题，不会排放carbon dioxide

3.fuel-cell engine更加高效

听力部分：hydrogen fuel-cell engine不是一个很好的选择

1.hydrogen并不是很好获取

2.生产hydrogen的过程会形成污染

3.生产fuel-cell engine 非常昂贵

题目解析：

教育类话题依然是托福独立写作的考试热点，上半年（截止于6月30日）的22道题目中，14道有关教育，其中5道与科技产品有关（分别是1月26日考题，3月3日考题，3月30日考题，4月13日考题，以及本次考题），2道与group work有关（5月19日考题和本次考题）。由此可见，电子产品和小组活动依然是教育类考试热点，考生们需要多多留意。

至于本题第三个选项，教育与现实世界关系，也并非旧题，2018年9月2日真题：The best way for a teacher to help students interested in a subject is to explain that subject will help them outside school. A/D 与本题第三个选项十分相似，同时重复2014年12月6日真题。

所以，虽然题目是新题，但其实不过是常考题目的一次大融合，新瓶装旧酒罢了。只是同学们在审题时要注意，题目中的核心词，get interested in，最终目的应在让学生们感兴趣。可以思考每个选项与感兴趣之间的关系。

段落安排可以有两种形式：一是段写选择某个选项的原因，之后两个主体段写为什么不选另外两个选项的原因；二是选择某个选项的原因写两个自然段，第三个主体段写让步段，写选择另外两个选项的好处，然后转折。

这里采用种写法，请参考如下范文：

As the old saying goes, interest is the best teacher. Students motivated by intrinsic interest are more likely to achieve academic success, as well as make good preparation for their future development. In order to trigger students’ interest, teachers are doing their utmost. Some choose to take advantage of technology, while other prefer to connect what students learn with the real-world. However, from my perspective, group activities would be much preferable and more practical.  

To begin with, group work can easily get students involved in discussions, which can spark their thinking. Compared with interacting with teachers directly, such as answering questions or discussing a task, apparently, participating in group work and communicating with other classmates would be more fascinating. Being curious about what others are thinking and being eager to express their own ideas, students would unconsciously follow suit and become increasingly enthusiasm. Besides, being aware that they can make a contribution in finishing a task together with group members or competing with other groups can help enhance their confidence, encouraging them to participate more.

Making use of technology in class indeed has its merits. For example, some documentaries and video games are quite informative and educational. While imparting the knowledge of Europe’s history during the Renaissance period, such visualized information can make the whole process of learning more interesting. However, we should not neglect the fact that a significant proportion of students are not self-disciplined and can easily get distracted. In other words, the result can not be guaranteed. For instance, they may care too much about the winning or losing of the games, ignoring the what they should learn from them. They may also use electronic products to chat with others or surfing the internet in class.

Explaining the connection between what students learn with the real-world seems to be plausible at first glance. When students have a knowledge of that what they learn can make sense in the future such as landing a well-paid job in the future or even changing the world, they would definitely be more passionate. But the truth is that once students realize that the real-world is actually far away from them, and that it takes a while to apply what they learn, they would lose their enthusiasm in no time, because the interest they have is just related to the achievement in the future, rather than study itself. Extrinsic motivation can not drive people forward for long.

From what has been mentioned above, we can safely draw a conclusion that letting student get engaged in group activities should be the best choice for teachers if they want to stimulate students’ interest in classes since students would be more likely to exchange ideas with others and take the initiative in group work.

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