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³äºåä½è¯æçæå¨ä¿¡æ¯ãããç®å对æ°æç¦èè¯çå¾å¤ç解åçæ³åºæ¬å®å½¢ãæ¬æéè¿ç»¼åå¤ä¸ªæå¨ä¿¡æ¯æ¸ éçä¿¡æ¯(Official Guideï¼Teacher'sGuideï¼Propell Workshop Manualï¼ä»¥åETSé«çº§ä¸åSusan Hinesç讲解å对æ¬äººç§ä¸æé®çåçç)ï¼è¯å¾ä¸ºå¤§å®¶æå¼æ°æç¦åä½ä¼å¤å
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¶ä¸Independent Writing Task 9个é®é¢ï¼Integrated Writing Task 6个é®é¢ï¼ä»¥åçµæ¶å
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ããIndependent Task
ããQ: Independent Writing Taskæ没æé¢åº?
ããA: 没æï¼ä½æ¯å¯ä»¥åé´TWEçé¢åºã
ãã"You will see topics very similar to these [TWE Topics] on the TOEFL iBT." [OG, P267]
ããQ: åå¤Independent Writing Taskéä¸éè¦ä¸ä¸ç¥è¯?
ããA: "None of the topics requires specialized knowledge. Most topics are general and arebased on the common experience of people in general and students in particular." [OG, P267]
ããQ: åä½çæ¶åï¼è§ç¹éä¸éè¦?
ããA: "It does not matter whether you agree or disagree with the topic; the raters are trainedto accept all varieties of opinions." [OG, P267]
ãã"I think test takers had better simply pick one side rather than straddle the fence." [SusanHines, Dec. 2006]
ãã"Creativity is not necessary." [Susan Hines, Dec. 2006]
ããQ: æ¯å¦å¯ä»¥éè¿å¢å æ·±å»çé»è¾åå¤æçä¾åæ¥æ©çæè
弥补è¯è¨è½åçä¸è¶³?
ããA: ä¸å¯ä»¥ã
ãã"If your language is hard to follow, your sentences are overly simple, and your vocabulary islimited, you may score no higher than 3 no matter how impressive your ideas may be." [OG,P260]
ããèä¸ä»ä¾åçéæ©ä¸è®²ï¼å¹¶ä¸è¦æ±ä½¿ç¨åºå¤§ãå¤æçä¾åï¼å°½ç®¡è¿äºä¾åå¯è½è®ºè¯åæ´å¼ºã个人ç»åå°±æ¯ä¸ç§å¾å¥½åçä¾åãé
å·äººå¹¶ä¸ä¾æ®è®ºæ®çå¤ææ§æ¥çæç« ã
ãã"Personal experiences are common." [Susan Hines, Dec. 2006]
ããQ: å¯ä¸å¯ä»¥ä½¿ç¨å人ç模æ¿(templates)æ¥åä½?
ããA: é£è¦çä½ æä¹å®ä¹"模æ¿"è¿ä¸ªè¯ãå¦æ"模æ¿"æçæ¯æ®µè½ç»æåæç« ç»æï¼é£æ²¡æä»»ä½é®é¢ï¼æ¯å¦"äºæ®µå¼ç»æ"å¯è½ä¼ä¸ç´æ¯TOEFLæç« æ好çåæ³ãä½å¦æ"模æ¿"æ¯æèä¸æ¥çï¼å¯ä»¥ä¸å æèå°±å¯ä»¥å¥å°ä»»ä½é¢ç®ä¸ç段è½å
容ï¼é£å°±åä¸ä¸è¦è¿æ ·åã
ããDo not "memorize" long introductory and concluding paragraphs just to add words to youressay. Raters will not look favorably on wordy introductory and concluding paragraphs such asthe following:
ãã"The importance of the issue raised by the posed statement, namely creating a new holidayfor people, cannot be underestimated as it concerns the very fabric of society. As it stands,the issue of creating a new holiday raises profound implications for the future. However,although the subject matter in general cannot be dismissed lightheartedly, the perspective ofthe issue as presented by the statement raises certain qualms regarding practicalapplication."
ãã"In conclusion, although I have accept that it is imperative that something be done aboutcreating a new holiday for people and find the underlying thrust of the implied proposalutterly convincing, I cannot help but feel wary of taking such irrevocable steps andpersonally feel that a more measured approach would be more rewarding."
ããLikewise, raters will not look favorably on paragraphs like the following, which uses a lot ofwords but fail to develop any real ideas:
ãã"At the heart of any discussion regarding an issue pertaining to creating a new holiday, ithas to borne in mind that a delicate line has to be trod when dealing with such matters. Thehuman resources involved in such matters cannot be guaranteed regardless of all the goodintentions that may be lavished. While it is true that creating a new holiday might be a viableand laudable remedy, it is transparently clear that applied wrongly such a course of actioncould be calamitous and compound the problem rather than provide a solution." [OG, P259]
ãã"I think you could use it as long as it is on topic." [Susan Hines, Dec. 2006]
ããQ: é
å·äººæ主è¦çéæç« çåªäºæ¹é¢?
ããA: Your ability
ããto respond directly to the question;
ããto take a clear position; and
ããto write an essay characterized by (1) good organization, (2) proper use of supportingexamples, (3) sentence variety, and (4) correct sentence structures.
ãã[Workshop Manual, P26]
ããQ: 5åå4åæ大çåºå«å¨åªé?
ããA: "Those that receive a score of 4 also have clear, well-written essays, but there are moreflaws and the ideas are less developed." [Teacher's Manual]
ããQ: è¯æ±åå¥å¼æ¯ä¸æ¯è¶å¤æè¶å¥½?
ããA: è¯æ±åå¥å¼éè¦ä¸å®çå¤ææ§ã
ãã"Raters will also judge your essay based on the complexity of sentence structures and onthe quality and complexity of your vocabulary. If you use very simple sentences and verybasic vocabulary, you will probably not be able to express very complex ideas." [OG, P260]
ããä½æ¯ï¼ä¸æ¯è¶å¤æè¶å¥½ã
ããå°±è¯æ±èè¨ï¼å
³é®æ¯è¡¨è¾¾çåç¡®æ§ã请åçOG第287页ç满åèæ1ï¼è¯è¯ä¸æè¿æ ·ä¸å¥è¯ï¼The writerdoes not use high-level vocabulary, but word choice is correct throughout.åæ¶è¯·åçWorkbook第57页çèæï¼åæ ·æ²¡æbig wordsï¼ä¹æ¯æ»¡åã
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å确表达å¤æææçç®æ ï¼åºç°ä¸äºå¤æçå¥å¼æ¯å¾æ£å¸¸çãä½ä¸å³è¿½æ±å¤ææ¯æ²¡ææä¹çã
ããQ: æåæ¯ä¸æ¯è¶æ£å¼(formal)è¶å¥½?
ããA: ä¸æ¯ãIndependent Writing Task并ä¸å好formal expressions.åªè¦è½æææ表达æ¸
æ¥ï¼å¹¶æé®é¢åç好äºï¼å°±è¡äºãåè§OG第288页满åèæ2ï¼è¯è¯ä¸è¿æ ·åéï¼the writer consistentlydemonstrates command of language and English idioms, especially by using various informalexpressions ("Let's assume," "we would all agree," "can make or beak," "come in very handy").
ããIntegrated Task
ããQ: é
读æç« åå¬åæç« ä¸å
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ããA: There are three kinds of connections between the reading passage and the listeningpassage.
ããa. The listening passage that challenges the points made in the reading.
ããb. The listening passage that presents the reasons/ways the problem described in thereading passage is solvable or really not a problem at all.
ããc. The listening passage that supports the points made in the reading.
ãã[OG, P252] [Workshop Manual, P41]
ããç®åèçé½æ¯Contrasté¢ç®(åªæä¸æ¬¡èå°äºSolutionï¼ä½ä¹åContrastå·®ä¸å¤)ï¼é¢è®¡å¨ä¸ä¹
çå°æ¥ä¹ä¸ä¼æ太大ååãæ ¹æ®ETSé«çº§ä¸å(Assessment Specialist II)Susan Hines [Dec, 2006]ç说æ³ï¼ç®åé¢åºä¸è¿æ²¡æåºè¿å
³äºsupportçé¢ç®("Comparison is not available now.")ï¼æ以建议大家主è¦é对contrasté¢ç®è¿è¡è®ç»ï¼å¶å°ä¹å¯ä»¥ç¨ææçå
çè®ç»ä¸ä¸solutionçåæ³ã
ããQ: é
读æç« åå¬åæç« ä¹é´ä¸è¬ä¼æå ç¹ç¸å
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ããA: "Typically the main idea will be developed with three points." [OG, P252]
ããQ: æç« ä¸å¯ä¸å¯ä»¥åºç°èªå·±å¯¹æè°é®é¢ççæ³?
ããA: "Remember that you are NOT being asked for your opinion. You ARE being asked toexplain how the points in the listening relate to points in the reading." [OG, P253]
ããQ: åä½çæ¶åå¯ä¸å¯ä»¥ç
§æ¬é
读åå¬åä¸çåè¯?
ããA: æ»çæ¥è®²ï¼ç
§æ¬åææ¯ä¸å¯ä»¥çãå
³é®è¯å¯ä»¥ä¸åï¼ä½æ¯æ´ä½å
容å¿
须被paraphraseåºæ¥ï¼ç¹å«æ¯é
读ææéé¢çå
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ãã"In English-speaking countries, you must follow the rules for citing when you use the samewords of the original speaker or author. If you do not do this, it is considered a form ofintellectual stealing, called plagiarism. While this may be accepted in some cultures, it is notacceptable in most English-speaking academic settings. Therefore, paraphrasing skills areimportant to learn." [TOEFL iBT Tips, P29]
ãã"Restatement and paraphrasing is, of course, needed." [Susan Hines, Dec., 2006]
ããQ: 5åå4åçåºå«å¨åªé?
ããA: "A response that scores at level 4 has many of the characteristics of a 5, but it doesnot reflect the content of the listening passage as accurately." [Workshop Manual, P45]
ããQ: é«å(5åã4å)å3åçåºå«å¨åªé?
ããA: "The response may omit one major key point made in the lecture." [Workbook, P7]
ãã"Response generally cannot receive a score higher than 3 if they do not address all threepoints and usually need to address two of the points of contrast." [Workbook, P11]
ãã"Responses that earn a score of 3 respond to the prompt, but they are vaguer thaneither 4 or 5 responses. Some details might be incorrect or altogether missing and inaccuraciesincrease. This combination may cause the reader to be slightly confused." [WorkshopManual, P46]
ããAll Writing Tasks
ããQ: é«å(5åå4å)åä½å(1~3å)å¨è¯åç¨åºä¸æä»ä¹åºå«?
ããA: æ»çæ¥è®²ï¼é«å(4å5å)çæç« è¦ç¬¦åè¯åæ åä¸çææè¦æ±æè½è¯ä¸ºé«åï¼ä½æ¯ä½åæç« (1å°3å)åªè¦ç¬¦åè¯åæ åçæä¸æ¡å°±å¯ä»¥è¯ä¸ºä½åã
ãã"In general, responses should be scored at the highest levels (4 or 5) if all the scoredescriptors fit the response. In contrast, a response should be scored at one of the lowerlevels (3, 2, or 1) if some or any of the score descriptors noticeably fit the response." [OG,P267]
ããQ: æ¼åé误åè¯è¨é®é¢è¦ä¸è¦ç´§?
ããA: å
³äºè¿ä¸ç¹ï¼æ们è¦ä¸å为äºæ¥çãä¸æ¹é¢ï¼æ们没å¿
è¦å¹æ¯æ±çµ;é
å·äººç¥éè¿æ¯first draft并ä¸æ¯under timed conditionï¼åªè¦çå¾æï¼ä¸ææç解éç¢ï¼å°±æ²¡å¤ªå¤§é®é¢(minor flaw)ãå¦ä¸æ¹é¢ï¼è¯æ³åæ¼åè¿æ¯éè¦çï¼ä¸æ¦è¿äºå°é误导è´é
å·äººè§å¾é¾ä»¥ç解ï¼å°±ä¼ææé大é®é¢(major flaw)ã
ããæ"dependence"åæ"dependency"没太大é®é¢;å¶å°æ"becomes independent"åæäº"becomes independency"æ¯ä¸ªå¯ä»¥çå°çé误ï¼ä½è¿æ¯é®é¢ä¸å¤§;å¶å°ååº"They prefer to bedepended on their parents."è¿æ ·çå¥æªå¥åä¹ä¼å¾å°é
å·äººç宽æã
ãã"Occasional language errors will not count against you as long as they do not cause you tomisrepresent the meaning of points from the reading and the lecture." [OG, P253]
ãã"If your essay includes a few minor lexical and grammar errors, you can still get a highscore. However, if you make a lot of grammar errors and if those errors make it hard tounderstand your meaning, you will get a lower score." [OG, P260]
ããQ: åæ°æ¯ä¸æ¯å¾éè¦?
ããA: é¦å
ï¼åæ°æ²¡æä¸éã
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¶æ¬¡ï¼ç®ååæ°ä¼æ¯ä»¥åæ´ææä¹ï¼å 为èè¯æ计æ°å¨ä¸é¨å¨ææ¾ç¤ºåæ°ï¼ä¸ºçæ¯è®©èç对èªå·±çåæ°åå°å¿éææ°ãèä¸ä¸¤ç¯æç« é½æäºæ¨èåæ°ãæ以ï¼æç建议æ¯è¶
è¿è¿ä¸ªå»ºè®®åæ°ï¼è½ç¶ä¸ç¨è¶
è¿å¤ªå¤ã(Integrated Taskè¶
è¿150ï¼Independent Taskè¶
è¿300)
ããæåï¼å
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ãã"Suggested length is between 150 to 225 words. You will not be penalized if you writemore, so long as what you write answers the question." [OG, P253]
ãã"An effective response is typically about 300 words long. If you write fewer than 300words, you may still receive a top score, but experience has shown that shorter responsestypically do not demonstrate the development of ideas needed to earn a score of 5. There isno maximun word limit. You may write as much as you wish in the time alloted." [OG, P258]
ãã"The length is not considered."
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