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  • 北京封闭住宿班

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  • 无老师乾坤中级跟读听写包2016年02月版

    无老师乾坤中级跟读听写包2016年02月版

    亲们,1月的乾坤听写包都快用完了吧,无老师有来给各位考友送炮弹来了!听写的过程真的是因人而异,有的考友一做听写,要做2周左右才有非常明显的效果,但是有的考友就非常的明显,每2-3天都会发现自己会有很大的提升。这是一个必经的过程,终点永远都是在拐角,我们不到达那个点的话,就会发现我们永远都不能知道他在哪,在奔跑的过程中很多考友都觉得很疲倦,也很迷茫就放弃了。但是实际上,今天很黑暗,明天很黑暗,后天很美好,你的成功就在下一个拐角!

    听写几乎是解决一切听力问题的万能方法,当你记笔记记不下来的时候用它,当你听不懂的时候用它,当你反应不过来的时候用它,当你走神的时候用它,当你不知道怎么跟女孩搭讪的时候用它,当你不知道怎么跟帅哥聊天的时候用它,当你不知道怎么准备托福的时候用它,当你害怕出国听不懂课的时候用它,当你抑郁的时候用它,当你开心的时候用它,当你为人生愁苦的时候也用它。如果你想知道到底怎么跟女孩搭讪,请先听写完这个《无老师乾坤中级跟读听写包2016年02月版》

    不过,乾坤中级听写包,其实也仅仅是一个开始,我们最后的家园一定是乾坤高级听写包,因为还有乾坤高级听写包才能装下我们所有的希望和理想,因为太容易的路,可能根本不能带你去任何地方。要想Hold住新托福考试听力28分,没有乾坤高级听写包是一定不行的,中级听写包不行,老托福更不行,因为在乾坤高级听写包面前,中级听写包和老托福听力都只能是顽童而已。

    不过听写还一定是要循序渐进的听写,换句话说也就是选择一个自己听上去感觉难度不是很大的听写材料,然后将这个材料听到完美。不过千万不要想一步登天,越过中级听写包,因为你会发现一步登天,结果只能是摔得很惨,必须拾阶而上,我们才能逐步建立自己的信心。

    无老师会将所有的资料难度进行分类,分为初级,中级和高级。分别对应10分以下,10-20分,20-30分的托福考友。前几天放出了初级版本《无老师乾坤初级跟读听写包2016年02月版》,今天放出的自然就是中级版本:《无老师乾坤中级跟读听写包2016年02月版》这份听写材料主要适用于大约10分-20分的考友们。

    而上面提到的多少分,其实应该是以你最近做的TPO的平均分为准的,而不是真的要等到下次考试,自己的分数有变化,才换用下个级别的听写跟读包。

    话不多说,上链接!

    2016年02月乾坤中级跟读听写包新浪微盘下载点:http://vdisk.weibo.com/lc/euZmwv6fg0zIe9jw 密码:YACX
    2016年02月乾坤中级跟读听写包百度网盘下载点:http://pan.baidu.com/s/1gelTRA7 密码:pdsv
    2016年02月乾坤中级跟读听写包迅雷网盘下载点:http://kuai.xunlei.com/d/4JsMAAJ2GADSNrNW5b5
    2016年02月乾坤中级跟读听写包360网盘下载点:https://yunpan.cn/crN5UywQHUDL5 (提取码:72ac)

  • 无老师乾坤初级跟读听写包2016年03月版
  • 新托福突破口TPO(1-30+纸质版)听力分类横听总结
  • 新托福突破口TPO(1-30)PPS版合集【打包下载】
  • 无老师乾坤高级听写包2016年01月版
  • 听写软件Sitman的下载【无老师点评版】
  • 听力为什么反应不过来?其实答案很简单!
  • 无老师乾坤中级跟读听写包2015年11月版

教学环境 温馨寝室 私塾课程设置

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  • 无老师iBT新托福作文巨讲堂(2015年07月号)

    无老师iBT新托福作文巨讲堂(2015年07月号)

    无老师优秀范例:First of all, young adults are increasingly selfish. As they are exposed to much better material life since they were young, some of them take all of these for granted, believing that naturally they should wear fashion clothes, eat fancy dinner and be equipped with iPhone and iPad. Thus, when the time comes that they are asked to sacrifice for others, it is unlikely they are willing to give their good life up. Even a poor little child asks for 2 dollars for lunch might be rejected because the young adult thinks, without these 2 dollars he cannot order the steak he is supposed to eat. The belief of inherit privileges occupies them, making them unwillingly to make any sacrifice for others and, less helpful.

    无老师优秀翻译:首先,年轻人现在越来越自私。自从很小的时候,他们就有更多更好的物质生活,他们之中的一些人觉得这些是理所当然的,相信他们就应该穿很新潮的衣服,吃很梦幻的晚餐,有iPhone和iPad可以用。因此,当他们被要求为其他人做出牺牲的时候,他们很有可能不愿意放弃自己很好的生活。哪怕是一个可怜的小孩乞讨2美金来吃个午餐,也是有可能被拒绝的,因为这些年轻人觉得,如果没有这2美金的话,他就不能点自己本来要吃的牛排了。世袭特权的思想占据着他们的头脑,使得他们不愿意为其他人做出任意一点牺牲,不愿意帮助人。

    无老师平庸范例:First, young people are more and more selfish. When they are young, they have more and better materials, some of them believe that they are deserved, they believe they should wear the fashion clothes, eat fancy dinner, use iPhone and iPad. So, when they are asked to sacrifice for others, they are reluctant to give up their good life. Even though a poor two years old child asking for 2 dollors for lunch, they still could be denied, because these young people believe that without the 2 dollors, they could not order their desired steak. The idea of inheriting occupy their brain, make them reluctant to make any sacrifice for others, and to help others.

    推开自己身边的窗子,窗外是什么颜色的?托福仅仅是生活的一小部分,如果它最终无法让我们的生活更美丽的话,我们还不如不学托福,不是么?其实当我们来看这篇文章的时候,就会发现,其实如果想拿到托福高分,最重要的事情就是先发现托福作文到底美在哪里,然后我们再在自己的笔下描绘出这一片美丽,高分自然也就有了。

    首先第一句,优秀范例First of all, young adults are increasingly selfish.对比平庸范例First, young people are more and more selfish.优秀范例的开头写的还蛮顺手的,直接一个First of all结束,不过其实平庸范例的first也可取,分数高低,还是取决于后面的内容的水平。接下来,优秀范例写的就漂亮啦。当表达“年轻人”这个概念的时候,用的是young adults,而不是像平庸范例一样用的是young people。因为很显然,young people表达的应该是30岁以下这个群体,但是young adults显然就更准确,表达的是20-30岁这个阶段的群体,表达的很准确。接下来当表示“越来越”这个概念的时候,优秀范例也没有像平庸范例那样用传统的more and more,而是用了increasingly selfish,算稍微新颖一点点。

    第二句,优秀范例As they are exposed to much better material life since they were young, some of them take all of these for granted, believing that naturally they should wear fashion clothes, eat fancy dinner and be equipped with iPhone and iPad.对比平庸范例When they are young, they have more and better materials, some of them believe that they are deserved, they believe they should wear the fashion clothes, eat fancy dinner, use iPhone and iPad.这句话,优秀范例写的就漂亮的,首先当表示“当……”这个概念的时候,没有用常用的when,而是用了更轻巧的”since”进行连接,转化为“自从”这个概念。尤其是接下来的固定搭配be exposed to用的很漂亮!绝对的提分点,因为如果想表达这个概念的时候,平庸范例只能用很泛泛的have,完全没有be exposed to那种画面感!优秀范例接下来的some of them和all of these显得作者写的时候还是很有心的,努力写得更细致一点,可以算是一个小亮点,不过大亮点马上就出来了,for granted,一下子就像亮肌肉一样,Beng的展示一下自己的词汇量。

    接下来,优秀范例的作者觉得猛料还不够,继续秀!于是想到了非谓语动词believing,通过这种方式来增加自己句子的多样性,再接下来顺手甩出一个naturally,是的,我的词汇量就是这么傲娇!以及接下来的fancy dinner,都是起到相同的作用。至于最后,是的,再秀一下肌肉,来个固定搭配be equipped with。

    第三句,优秀范例Thus, when the time comes that they are asked to sacrifice for others, it is unlikely they are willing to give their good life up.对比平庸范例So, when they are asked to sacrifice for others, they are reluctant to give up their good life.很显然,优秀范例首先要甩出一个thus来与前文进行逻辑连接,否则谁知道这句话与前一句话是什么关系。接下来漂亮了,岂止是漂亮,几乎就是闪亮!biubiubiu的耀眼啊!the time comes that竟然用如此简洁的,我们之前没有见过的表达方法来强调“就是在这样的时间,就是在这样的时刻”,几乎就是他喵的强调句式的翻版啊!有想法!接下来,后半句,优秀范例又是用了一个固定搭配it is unlikely that,想一想,我们自己好像很少这么写,好!加分!不仅如此,优秀范例还在句末用到了把宾语their good life放到固定搭配give up中间的方式,来调整句子的语序,增加多样性,赞!有心之人,必有可爱之处,加分!

    第四句,优秀范例Even a poor little child asks for 2 dollars for lunch might be rejected because the young adult thinks, without these 2 dollars he cannot order the steak he is supposed to eat.对比平庸范例Even though a poor two years old child asking for 2 dollors for lunch, they still could be denied, because these young people believe that without the 2 dollors, they could not order their desired steak.其实本句话,优秀范例的亮点不多,如果非要找出一些亮点的话,两个固定搭配ask for和is supposed to可以算是两个小亮点,以及without these 2 dollars算是一个大一点的亮点,因为我们很容易写成if we do not have……这种表达方式,但是实际上,一个without就算搞定了,简洁方便!

    最后一句,优秀范例The belief of inherit privileges occupies them, making them unwillingly to make any sacrifice for others and, less helpful.对比平庸范例The idea of inheriting occupy their brain, make them reluctant to make any sacrifice for others, and to help others.显然,最后一句一上来,优秀范例就又开始秀肌肉了!首先表示“XXX的”用的是A of B这样的表达方式,就很书面,有加分,接下来,马上就甩出inherit privileges“世袭的特权”,凶悍,词汇量真的是没话说,加分!再接下来,想一下,其实我们自己的话很容易写出they have the inherit privileges thinking,而不是像优秀范例一样把The belief of inherit privileges放在主语的位置,然后用occupies很形象的说出“这种想法,已经完全统制了他们”,而不是轻描淡写,语焉不详的写一个have。这就是功力所在。

    接下来,肌肉秀够了,该秀柔软了,因此为了增加句子多样性,来了一个非谓语动词making,而且在这里还很巧妙地直接用了否定式unwillingly to而不是用not want to这样的表达方式。直到最后,优秀范例还用了一个很不起眼的比较级less helpful进行结束,看似没什么,但是之前用逗号“,”一点,语言停顿之后,给出这个less helpful,就好像进行总结陈词一样,两个词放在这里落地有声,总结了之前所有的内容,不是一句话,胜似一句话!漂亮!

  • 无老师iBT新托福作文巨讲堂(2015年10月号)
  • 无老师iBT新托福作文巨讲堂(2016年01月号)
  • 无老师iBT新托福作文巨讲堂(2013年01月号)
  • 新托福突破口TPO(1-30)PPS版合集【打包下载】
  • 2013最新版,手把手教你成为口语达人(5)
  • 无老师iBT新托福作文巨讲堂(2014年07月号)
  • 无老师iBT新托福作文巨讲堂(2015年09月号)

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  • [置顶]《无老师Toefl词汇红宝书》正式版全免费发布【无老师原创】

    [置顶]《无老师Toefl词汇红宝书》正式版全免费发布【无老师原创】

    互联网一个创建的宗旨就是免费。克里斯·安德森在自己的《免费》一书中,充分的探讨了免费这种最新的商业形式。中国的互联网由于其的特殊性,使得几乎所有出名的网站和应用也都是从免费发展而来的,之前有新浪和网易,近期有搜狗输入法和QQ占据大众的桌面。但是这些大多是聚集在互联网领域。今天终于有传统的教育业进入“免费”的领地,探讨“教育免费”的可能。

    无老师无数次的提过,2009年多于托福考试来说,是一个分水岭,在2005年之后,2009年之前,Toefl托福考试处于一种粗放的状态,所有人面对托福考试都是有一种盲人摸象的感觉,有些人从他的侧面说出来对于托福考试的感觉,另外一些人则又从自己的侧面说出自己对托福考试的感觉。当无数的老师都在重复无聊的“iBT”是“我变态”的时候,就完全能证明这一点,因为他们也不能准确的说出对于托福考试的整体的感觉。在这个阶段之内所有人都是要么从一个侧面来描述Toefl托福考试,要么就是拾他人的牙慧。但是总有那么一少部分人,因为机缘的巧合会从一个很高的高度来体察这个考试,因此各种优秀资源频发,从托福考试的词汇题单项总结,到PPT版的TPO模考软件,每一个优秀的材料都调试凝结了无数人辛勤的汗水,当我们不求回报,只求问心无愧的时候,每个人心里都获得了极大的满足。

    在2009年底《无老师Toefl词汇红宝书》正式完成,为辉煌的2009年画上了一个完美的句点。就像爱是最伟大的,但是没有人为爱向我们收费;空气是每个人所必需的,但是我们并没有交呼吸费一样,最珍贵的东西一定是免费的!这本单词书无老师也秉承“最珍贵的,一定是免费的原则”,将这本单词书全免费而且无水印的放到网上。毫不谦虚的说,这本单词书应该是Toefl考试有史以来最好的一本单词书!无老师在这本书里投放的时间是不能按照小时来计算的,而应该是按月,来计算的。从前期的材料的搜集,到统计,整理,筛选,加入注释、音标、例句,每个部分所消耗的时间都是海量的。但是就像长城的伟大不仅在于他的长度,而且还在于建设长城而花费的漫长岁月。大量的时间塑造的哪怕不是精品,但也是无限的接近于精品。无老师就是用海量的时间造出了这本无限接近完美的Toefl托福单词书。

    内容说明:

    1 本书完全免费放出,一共1600左右个单词均为100分必会单词!既然每个人在准备托福考试的时候都需要背单词,那么单词书就是一项基础性服务,基础性服务就应该免费!我们都需要空气,但是有人向我们收呼吸费么?电费和水费在欧洲很多国家也是不收的。中国大陆第一本全免费的托福单词书,无老师制造!

    这里是全免费的单词书,同时也是最优秀的单词书!

    2 本单词书是将所有托福真题文章的内容合并在一起,进行词频统计,统计结束时之后,无老师在将所有单词由高到低排列,保证我们先背出现次数多的,保证了大家最高的效率。为了提高新托福考试在这本单词书中的排位,本书在统计之前就已经将新托福的文章按照两次进行计算,保证考友们背的单词,是最鲜活的单词。

    3 这本《无老师Toefl词汇红宝书》在单词统计结束之后,由无老师亲自筛选,将我们都很熟悉的单词比如说apple、the这样的单词全部去掉。这样极大的减少了考友们的需要背的单词的量。

    4 由于这本《无老师Toefl词汇红宝书》的单词,是按照从高到低的次序来进行排列的,因此极大的满足了不同考友的个性化需要。如果你需要考到100分以上,那么你要把所有单词都背过,但是你如果仅需要考80分,那么出现频率为3次的单词你就可以不背,因为被考到的几率相对偏小。

    5在同一出现频率上,《无老师Toefl词汇红宝书》也是打破了以前的做法,现在是由Z-A的排列方式。防止产生疲劳感。

    6 无老师为了降低大家的劳动强度,将同词根的所有单词放到了一起,方便记忆。因为我们发现将单词进行扩展是很简单的,但是难就难在把这个单词背下来,因此把同词根的放到一起,保证了一个单词一旦背下来,那么相关的一系列的单词就迎刃而解。

    7 单词书为了保证原汁原味,将单词在托福考试之中最常出现的形式作为默认显示方式列出,(括号)之中的内容为单词的原型

    8 托福考试要求最为贴近生活,国内考试的考试目的完全不同,因此国内考试会涉及到的很多意项,在托福考试当中不会考到。但是很多国内单词书,仅仅做了单词的罗列,根本没有列出考试之中常考什么,造成的结果就是我们经常有“这个单词背了,但是考试不考”的感觉。在这本书之中,无老师所进行的解释均为在托福考试之中的常考意项,这句话则充分的体现了“无老师了解托福界”这句话的本质。比如说since这个单词,在托福考试之中最常见的是“因为”,parallel这个单词有“相同,相似”的意项,这是在其他的托福单词书中都没有解决的问题,但是在本书之中一次性解决。

    9 本单词书之中所有的例句,均为托福考试真题中出现的原句,保证本书每一个细节都是最贴近托福考试的。

    10 某些单词虽然出现次数很多,但是由于要么是人名,要么是只在一篇文章之中出现,造成这部分单词其实也是无效的,无老师将这些单词全部挑出,放在了单词书的最后面。就是为了减少大家的工作量,节省背单词的时间。

    11 由于单词是从高到低的顺序排列的,我们不仅可以把它当成背单词用,也可以当成考前的冲刺单词书。“无老师Toefl红宝书,一旦拥有,别无所求!”

    下载地址:

    新浪微盘下载页:http://vdisk.weibo.com/s/EV8UcyNTcbe

    百度下载页:http://pan.baidu.com/s/1kTvaiaV

    GTER:下载页:http://bbs.gter.net/bbs/thread-1045612-1-1.html

    太傻下载页:http://bbs.taisha.org/thread-1426419-1-1.html

    360网盘:http://yunpan.cn/cKKtqBYrw5CG9 (提取码:a556)

    华为网盘:http://dl.vmall.com/c0awfnten5

     

    ——————————实体书购买————————————

    现在《7天搞定托福单词》,已经正式出版,首先对本书细节作出大量校对,同时本书还超级贴心的加入了阅读单词题全集,及乱序版单词。不仅如此,本书还配备了超级强大的3版音频,分别为常速版,快速版和乱序版,一次性解决无数考友忧虑的单词朗读速度缓慢的问题,绝对超级贴心之作!

     

    卓越亚马逊Amazon网购买地址:http://t.cn/RZHnsu0

    当当网购买网址:http://t.cn/RZHm7VO

    京东购买网址:http://item.jd.com/11510694.html

    同时原来的免费下载仍然完全保留!多谢各位考友捧场!^_^

  • 无老师乾坤中级跟读听写包2016年02月版
  • iBT新托福TPO(1-30+纸质TPO4、5)【加速版】听力音频全集
  • 无老师乾坤初级跟读听写包2016年03月版
  • 无老师乾坤高级听写包2016年02月版
  • 新托福突破口TPO(1-30+纸质版)听力分类横听总结
  • 如何利用TPO打造托福120分满分!——阅读篇【无老师原创】
  • 新托福突破口TPO(1-30)PPS版合集【打包下载】

新浪微博 即时更新

阅读排行

  • 新托福突破口TPO(1-30)PPS版合集【打包下载】

    新托福突破口TPO(1-30)PPS版合集【打包下载】

    真的是历尽千辛万险啊!这个TPO1-30的PPS版终于出来了!必须承认,仅就做题来说,今天的这个PPS版并不是最好的选择,但是这个版本应该是问题最少的,一方面是因为模考软件破解版破坏了卖家的利益,另一方面是因为这个PPS版也不会有什么破解的烦恼,索性无老师就再为大家送出这个PPS版的合集。

    新托福突破口TPO,简单来说就是托福考试历年的真题,要知道托福考试跟我们的四级、六级或者高考是不一样的。大陆的这些考试,考完之后,马上就能知道题目,几个小时之后,就有人把答案都放出来。托福考试不是这样,托福考试是采用全计算机化考试,而且是从美国加密服务器直接读取题库,我们根本不可能把这些题目全都背下来,而且也不可能照相记录,因此,只要ETS不放出题目,口语和作文还好说,很简短。听力和阅读这种长篇大论的内容,我们真的就一点办法都没有,因此先在,我们获得的整套的托福考试的真题,就只有ETS通过Toefl practice online售卖的形式放出的托福考试之前考过的真题,但是ETS采取的这种方式真的是不方便学习和使用,因此各位考友就将这些题目全都copy了下来,支撑现在的PPS版,当然由此制作的软件版更为好用,但是大多需要付费购买,因此,将一部分人就拒之门外了,对于这些考友,无老师就推荐各位使用今天的这个PPS版,省却了各种不同电脑版本的烦恼和查件的烦恼,只需要成功安装office的powerpoint就可以顺利使用。

    今天无老师放出的这个PPS版的合集,包含了TPO1-30(除了TPO24之外)的29套,真的是找了好久好久,确定了TPO24只有在口语部分有一个PPS版,其他的阅读、听力和作文都没有PPS版,因此在TPO24这个文件夹,无老师就只放入了一个口语部分的PPS版。其他的部分,各位考友可以在下面的单独的TPO24的连接中下载。

    在这个压缩包之中,无老师还加入了TPO听力的原文,方便各位考友使用,可以帮助各位考友解决听力之中的词汇的问题,也能解决听不懂,需要看原文的问题。而且无老师还加入了镇魂单词1.6版等最新的托福必备资源,方便各位考友使用!

    那么TPO到底怎么用?很简单,5大方面!

    1 测试的手段:其实在我们开始准备新托福考试的时候,不妨先做一套新托福突破口TPO来测试一下自己现阶段的水平。

    2 查缺补漏的手段:当我们准备一段时间的托福考试之后,明显就应该感觉到自己本身的提升,但是还是时会感觉到自己总还是有些漏洞的。其实这个时候,又是该新托福突破口TPO出动的时候了,通过做几套新托福突破口TPO,然后横向比较自己经常容易出错的题型,其实就可以发现自己到底在哪些单项上还做得不够,接下来就应该在这些单项上进行发力。

    3 熟悉托福考试的手段:这样做可以通过这种方式来提升自己对于托福考试的适应程度,以防在考试的时候,面对突如其来的海量试题缺乏适应的能力。

    4 模考的手段:要给自己充分自信的方法,显然就是模考,因为只有模考,才能够让自己真正的进入到做题的状态,让自己在考前就充满自信,继而发挥出自己全部的实力,这就是模考的作用。

    5 不是提升的手段:很多考友总是喜欢题海战术,认为自己把所有的题都做完了,自然自己的托福成绩就无敌于天下,其实这是对于英语考试的误解。想要提升自己的英语成绩,只有踏踏实实提高实力才行。不

    这里需要特别强调的是必须要用Windows的Powerpoint2007、2010甚至更高版本才能打开,至于WPS是不能打开这个文件的,而且打开的时候,必须选择“启用此内容”或者是“启用宏”!否则是会出现各种各样的问题的。

    TPO(1-30)下载地址1:http://kuai.xunlei.com/d/4JsMAAJJBQBhUTBS5d8

    TPO(1-30)下载地址2:http://pan.baidu.com/share/link?shareid=1907056090&uk=3087826577

    TPO24下载地址1:http://pan.baidu.com/share/link?shareid=1815466828&uk=3087826577

    TPO24下载地址2:http://kuai.xunlei.com/d/4JsMAC-p6Z8wUgQA658

  • 2013最新版,手把手教你成为口语达人(5)
  • 满分口语经验+TPO(11-30)示范音频
  • 2013最新版,手把手教你成为口语达人(3)
  • 2013最新版,手把手教你成为口语达人(4)
  • 新托福突破口TPO(1-33)口语文本
  • 2013年托福考试顶级资料大盘点!

阅读排行

  • 无老师iBT新托福作文巨讲堂(2015年07月号)

    无老师iBT新托福作文巨讲堂(2015年07月号)

    无老师优秀范例:First of all, young adults are increasingly selfish. As they are exposed to much better material life since they were young, some of them take all of these for granted, believing that naturally they should wear fashion clothes, eat fancy dinner and be equipped with iPhone and iPad. Thus, when the time comes that they are asked to sacrifice for others, it is unlikely they are willing to give their good life up. Even a poor little child asks for 2 dollars for lunch might be rejected because the young adult thinks, without these 2 dollars he cannot order the steak he is supposed to eat. The belief of inherit privileges occupies them, making them unwillingly to make any sacrifice for others and, less helpful.

    无老师优秀翻译:首先,年轻人现在越来越自私。自从很小的时候,他们就有更多更好的物质生活,他们之中的一些人觉得这些是理所当然的,相信他们就应该穿很新潮的衣服,吃很梦幻的晚餐,有iPhone和iPad可以用。因此,当他们被要求为其他人做出牺牲的时候,他们很有可能不愿意放弃自己很好的生活。哪怕是一个可怜的小孩乞讨2美金来吃个午餐,也是有可能被拒绝的,因为这些年轻人觉得,如果没有这2美金的话,他就不能点自己本来要吃的牛排了。世袭特权的思想占据着他们的头脑,使得他们不愿意为其他人做出任意一点牺牲,不愿意帮助人。

    无老师平庸范例:First, young people are more and more selfish. When they are young, they have more and better materials, some of them believe that they are deserved, they believe they should wear the fashion clothes, eat fancy dinner, use iPhone and iPad. So, when they are asked to sacrifice for others, they are reluctant to give up their good life. Even though a poor two years old child asking for 2 dollors for lunch, they still could be denied, because these young people believe that without the 2 dollors, they could not order their desired steak. The idea of inheriting occupy their brain, make them reluctant to make any sacrifice for others, and to help others.

    推开自己身边的窗子,窗外是什么颜色的?托福仅仅是生活的一小部分,如果它最终无法让我们的生活更美丽的话,我们还不如不学托福,不是么?其实当我们来看这篇文章的时候,就会发现,其实如果想拿到托福高分,最重要的事情就是先发现托福作文到底美在哪里,然后我们再在自己的笔下描绘出这一片美丽,高分自然也就有了。

    首先第一句,优秀范例First of all, young adults are increasingly selfish.对比平庸范例First, young people are more and more selfish.优秀范例的开头写的还蛮顺手的,直接一个First of all结束,不过其实平庸范例的first也可取,分数高低,还是取决于后面的内容的水平。接下来,优秀范例写的就漂亮啦。当表达“年轻人”这个概念的时候,用的是young adults,而不是像平庸范例一样用的是young people。因为很显然,young people表达的应该是30岁以下这个群体,但是young adults显然就更准确,表达的是20-30岁这个阶段的群体,表达的很准确。接下来当表示“越来越”这个概念的时候,优秀范例也没有像平庸范例那样用传统的more and more,而是用了increasingly selfish,算稍微新颖一点点。

    第二句,优秀范例As they are exposed to much better material life since they were young, some of them take all of these for granted, believing that naturally they should wear fashion clothes, eat fancy dinner and be equipped with iPhone and iPad.对比平庸范例When they are young, they have more and better materials, some of them believe that they are deserved, they believe they should wear the fashion clothes, eat fancy dinner, use iPhone and iPad.这句话,优秀范例写的就漂亮的,首先当表示“当……”这个概念的时候,没有用常用的when,而是用了更轻巧的”since”进行连接,转化为“自从”这个概念。尤其是接下来的固定搭配be exposed to用的很漂亮!绝对的提分点,因为如果想表达这个概念的时候,平庸范例只能用很泛泛的have,完全没有be exposed to那种画面感!优秀范例接下来的some of them和all of these显得作者写的时候还是很有心的,努力写得更细致一点,可以算是一个小亮点,不过大亮点马上就出来了,for granted,一下子就像亮肌肉一样,Beng的展示一下自己的词汇量。

    接下来,优秀范例的作者觉得猛料还不够,继续秀!于是想到了非谓语动词believing,通过这种方式来增加自己句子的多样性,再接下来顺手甩出一个naturally,是的,我的词汇量就是这么傲娇!以及接下来的fancy dinner,都是起到相同的作用。至于最后,是的,再秀一下肌肉,来个固定搭配be equipped with。

    第三句,优秀范例Thus, when the time comes that they are asked to sacrifice for others, it is unlikely they are willing to give their good life up.对比平庸范例So, when they are asked to sacrifice for others, they are reluctant to give up their good life.很显然,优秀范例首先要甩出一个thus来与前文进行逻辑连接,否则谁知道这句话与前一句话是什么关系。接下来漂亮了,岂止是漂亮,几乎就是闪亮!biubiubiu的耀眼啊!the time comes that竟然用如此简洁的,我们之前没有见过的表达方法来强调“就是在这样的时间,就是在这样的时刻”,几乎就是他喵的强调句式的翻版啊!有想法!接下来,后半句,优秀范例又是用了一个固定搭配it is unlikely that,想一想,我们自己好像很少这么写,好!加分!不仅如此,优秀范例还在句末用到了把宾语their good life放到固定搭配give up中间的方式,来调整句子的语序,增加多样性,赞!有心之人,必有可爱之处,加分!

    第四句,优秀范例Even a poor little child asks for 2 dollars for lunch might be rejected because the young adult thinks, without these 2 dollars he cannot order the steak he is supposed to eat.对比平庸范例Even though a poor two years old child asking for 2 dollors for lunch, they still could be denied, because these young people believe that without the 2 dollors, they could not order their desired steak.其实本句话,优秀范例的亮点不多,如果非要找出一些亮点的话,两个固定搭配ask for和is supposed to可以算是两个小亮点,以及without these 2 dollars算是一个大一点的亮点,因为我们很容易写成if we do not have……这种表达方式,但是实际上,一个without就算搞定了,简洁方便!

    最后一句,优秀范例The belief of inherit privileges occupies them, making them unwillingly to make any sacrifice for others and, less helpful.对比平庸范例The idea of inheriting occupy their brain, make them reluctant to make any sacrifice for others, and to help others.显然,最后一句一上来,优秀范例就又开始秀肌肉了!首先表示“XXX的”用的是A of B这样的表达方式,就很书面,有加分,接下来,马上就甩出inherit privileges“世袭的特权”,凶悍,词汇量真的是没话说,加分!再接下来,想一下,其实我们自己的话很容易写出they have the inherit privileges thinking,而不是像优秀范例一样把The belief of inherit privileges放在主语的位置,然后用occupies很形象的说出“这种想法,已经完全统制了他们”,而不是轻描淡写,语焉不详的写一个have。这就是功力所在。

    接下来,肌肉秀够了,该秀柔软了,因此为了增加句子多样性,来了一个非谓语动词making,而且在这里还很巧妙地直接用了否定式unwillingly to而不是用not want to这样的表达方式。直到最后,优秀范例还用了一个很不起眼的比较级less helpful进行结束,看似没什么,但是之前用逗号“,”一点,语言停顿之后,给出这个less helpful,就好像进行总结陈词一样,两个词放在这里落地有声,总结了之前所有的内容,不是一句话,胜似一句话!漂亮!

  • 无老师iBT新托福作文巨讲堂(2015年10月号)
  • 无老师iBT新托福作文巨讲堂(2016年01月号)
  • 无老师iBT新托福作文巨讲堂(2013年01月号)
  • 新托福突破口TPO(1-30)PPS版合集【打包下载】
  • 无老师iBT新托福作文巨讲堂(2014年07月号)
  • 无老师iBT新托福作文巨讲堂(2015年09月号)
  • 无老师iBT新托福作文巨讲堂(2014年10月号)

阅读排行

  • 新托福突破口TPO(1-30)PPS版合集【打包下载】

    新托福突破口TPO(1-30)PPS版合集【打包下载】

    真的是历尽千辛万险啊!这个TPO1-30的PPS版终于出来了!必须承认,仅就做题来说,今天的这个PPS版并不是最好的选择,但是这个版本应该是问题最少的,一方面是因为模考软件破解版破坏了卖家的利益,另一方面是因为这个PPS版也不会有什么破解的烦恼,索性无老师就再为大家送出这个PPS版的合集。

    新托福突破口TPO,简单来说就是托福考试历年的真题,要知道托福考试跟我们的四级、六级或者高考是不一样的。大陆的这些考试,考完之后,马上就能知道题目,几个小时之后,就有人把答案都放出来。托福考试不是这样,托福考试是采用全计算机化考试,而且是从美国加密服务器直接读取题库,我们根本不可能把这些题目全都背下来,而且也不可能照相记录,因此,只要ETS不放出题目,口语和作文还好说,很简短。听力和阅读这种长篇大论的内容,我们真的就一点办法都没有,因此先在,我们获得的整套的托福考试的真题,就只有ETS通过Toefl practice online售卖的形式放出的托福考试之前考过的真题,但是ETS采取的这种方式真的是不方便学习和使用,因此各位考友就将这些题目全都copy了下来,支撑现在的PPS版,当然由此制作的软件版更为好用,但是大多需要付费购买,因此,将一部分人就拒之门外了,对于这些考友,无老师就推荐各位使用今天的这个PPS版,省却了各种不同电脑版本的烦恼和查件的烦恼,只需要成功安装office的powerpoint就可以顺利使用。

    今天无老师放出的这个PPS版的合集,包含了TPO1-30(除了TPO24之外)的29套,真的是找了好久好久,确定了TPO24只有在口语部分有一个PPS版,其他的阅读、听力和作文都没有PPS版,因此在TPO24这个文件夹,无老师就只放入了一个口语部分的PPS版。其他的部分,各位考友可以在下面的单独的TPO24的连接中下载。

    在这个压缩包之中,无老师还加入了TPO听力的原文,方便各位考友使用,可以帮助各位考友解决听力之中的词汇的问题,也能解决听不懂,需要看原文的问题。而且无老师还加入了镇魂单词1.6版等最新的托福必备资源,方便各位考友使用!

    那么TPO到底怎么用?很简单,5大方面!

    1 测试的手段:其实在我们开始准备新托福考试的时候,不妨先做一套新托福突破口TPO来测试一下自己现阶段的水平。

    2 查缺补漏的手段:当我们准备一段时间的托福考试之后,明显就应该感觉到自己本身的提升,但是还是时会感觉到自己总还是有些漏洞的。其实这个时候,又是该新托福突破口TPO出动的时候了,通过做几套新托福突破口TPO,然后横向比较自己经常容易出错的题型,其实就可以发现自己到底在哪些单项上还做得不够,接下来就应该在这些单项上进行发力。

    3 熟悉托福考试的手段:这样做可以通过这种方式来提升自己对于托福考试的适应程度,以防在考试的时候,面对突如其来的海量试题缺乏适应的能力。

    4 模考的手段:要给自己充分自信的方法,显然就是模考,因为只有模考,才能够让自己真正的进入到做题的状态,让自己在考前就充满自信,继而发挥出自己全部的实力,这就是模考的作用。

    5 不是提升的手段:很多考友总是喜欢题海战术,认为自己把所有的题都做完了,自然自己的托福成绩就无敌于天下,其实这是对于英语考试的误解。想要提升自己的英语成绩,只有踏踏实实提高实力才行。不

    这里需要特别强调的是必须要用Windows的Powerpoint2007、2010甚至更高版本才能打开,至于WPS是不能打开这个文件的,而且打开的时候,必须选择“启用此内容”或者是“启用宏”!否则是会出现各种各样的问题的。

    TPO(1-30)下载地址1:http://kuai.xunlei.com/d/4JsMAAJJBQBhUTBS5d8

    TPO(1-30)下载地址2:http://pan.baidu.com/share/link?shareid=1907056090&uk=3087826577

    TPO24下载地址1:http://pan.baidu.com/share/link?shareid=1815466828&uk=3087826577

    TPO24下载地址2:http://kuai.xunlei.com/d/4JsMAC-p6Z8wUgQA658

  • 阅读加试题苏美文明与埃及文明完整英文版解答【无老师系列】
  • 托福阅读听力经典加试【无老师系列】
  • 截止日前聊阅读
  • 2009年最新版新托福听力、阅读经典加试大全【打印版】【无老师力荐】
  • 2013年托福考试顶级资料大盘点!

阅读排行

  • 原来美国大学已将中国留学生分析得如此透彻

    原来美国大学已将中国留学生分析得如此透彻

    美国《纽约时报》11月3日刊登了一篇题为《中国难题》的大特稿,字字句句击中中国留学生的要害,让人不禁感叹:原来美国大学已经将中国留学生分析得如此透彻。
    文章说,那些急着想要增加国际知名度和校内学生多样性的学校,已经冲去中国招生了。中国学生像是一笔天赐的财富,能够帮助美国大学解决紧缺的资金问题;但这些学校同时也在“如何才能分辨出真正优秀的中国学生的泥沼”中挣扎。
    谁才是真正优秀的学生?
    ■原因
    申请过程由中介一手包办
    美国大学已经渐渐开始明白,大部分中国学生都会求助于留学中介,整个申请过程由他们一手包办。
    《纽约时报》说:“教育中介在中国扮演着长期且重要的角色。招生专家说,中国学生将重心放在课业上,也许从没写过一篇个人论文。另外,推荐信这样东西在中国几乎毫无意义。而中介能够提供的一项重要服务就是引导整个申请流程,让它看起来就像在外国办事那样。”

    mp646485_1420365809913_10.jpeg一些中介会在申请材料上作假。
    堪萨斯州立大学国际招生部主管刘易斯说,他曾收到过来自同一家中介明显的伪造材料——申请的5个学生身处不同的城市,但使用了同一家银行的户头;5份成绩单中有3份一模一样。
    去年,一个机构出版了一份调查报告,报告针对250名准备赴美留学的北京高中生、他们的父母和数十家中介机构。
    报告指出,90%的中国申请者提交了捏造的推荐信,70%的个人自传是由别人代写的,50%的人篡改了高中成绩,10%的人列出了从未得到的奖励和成绩。报告还说,这股申请的作假之风还将随着申请人数的增加愈演愈烈。
    不为学习英语只为考出高分
    中国人会读书,这早已不是新鲜的传闻。众多考过美国大学留学必备考试托福和SAT的人,无数次地证明了这一点。但是,考了高分并不意味你就有和分数一般高的能力。
    《纽约时报》说:“中国学生学习以考试为中心,高中学生花费大量时间准备高考。因此,大部分学生花上几个月的时间苦读英语是经常的事儿。”
    美国爱荷华州立大学招生部助理柏崔西·帕克说,他见过很多中国学生在她面前自豪地炫耀自己记住了上万个单词,学习考试机经(历年流传下来的考题和答案)和考试的答题技巧,这帮助他们能在考试中猜对答案。
    她还遇见一些学生,能在短短一个暑假的时间里,提高30分或40分的托福成绩,但是他们的英语口语却一点没有提高。
    ■改变
    授课方式的改变
    为了适应中国学生的英语水平,很多美国教授做出了显著改变。
    首先,减少演讲形式的考试。皮埃尔教授说,过去他一学期一般要求学生演讲3次,但现在尽量只让他们讲一次。因为曾有美国学生跑来向他抱怨,听不懂中国学生到底在讲什么。美国学生说:“这太让人痛苦了。”
    其次,尽量使用最简单的词汇。史怀哲是金融学教授,有一次一个中国学生跑去问他:“‘升序(ascending)’是什么意思?”他说:“是因为他们听错问题了,还是他们不会说英语?”
    最后,很多学校开设了帮助国际学生融入美国学术生活的课程,同时也为那些班上有中国学生的教授开设研讨班。
    完善招生程序
    对于那些一年只能到中国一两次的美国招生老师来说,很难了解哪些才是真正的好学生。
    于是,今年他们开始聘请更了解中国学生的当地机构帮助招生,尽管这事儿在美国是不允许的,所以备受争论。
    另外,很多美国学校还加大了针对中国学生的面试力度。他们有的会派人常驻中国,对学生展开面对面的面试,有些则会使用skype(视频聊天软件)进行视频面试。
    针对申请材料作假的问题,美国学校开始聘请设在中国的第三方审查机构,复查学生提交的成绩单。
    ■现状
    新学期伊始……
    特拉华大学(位于美国东部)开学这天,几十个新学生挤在一个小小的学生中心大厅里,大多穿着时尚,水磨牛仔裤搭配着亮色球鞋。他们分成两群,一半人安静地摆弄着手上的智能手机,而另一半则在热烈地交谈。如果你不说普通话,还真听不懂他们在说些什么。
    人群里,有个孩子像是丢了魂,无法融入任何一方。因为,除了他是哥伦比亚人(拉丁美洲国家)以外,其他都是中国人。
    范伊苏(化名)是这群学生中的一员,6小时前刚从上海飞到这里。和大部分被特拉华大学录取的学生一样,他拿到的是有条件的录取通知书。也就是说,他必须在成功完成英语课程后,才能正式注册入学,开始大学生活。
    范伊苏申请的是金融专业。他说自己毕业后会回到中国,加入父亲的建筑公司。当被问到你为什么要来一个离家11000多公里远的地方读大学,他回答说:“美国人的教育很好。”
    谁才是真正的好学生?
    《纽约时报》说:“这种看法在中国广泛流传。”
    事实就是,赴美读书的中国留学生数量在几年内激增,这让美国大学震惊。不像韩国和印度,他们一直在向美国输入大量学生,但数量一直保持平稳。今年到美国读书的中国学生是3年前的3倍,共有4万人,已经跻身美国第一大国际学生团体。
    那些能为国际学生提供特殊语言课程的大型公立大学特别受中国学生欢迎,特拉华大学就是最好的例子,在校的中国学生从2007年的8人飙升至今年的517人。
    这些孩子基本都来自国内迅速扩张的中产阶级。他们能够支付全额学费,无需奖学金,有助于解决美国大学紧张的预算问题。
    另一方面,他们也给美国大学带来了巨大的难题——到底谁才是真正优秀的“中国好学生”?
    ■问题
    为什么要这样说呢?这还得从中国学生在美国读书过程中暴露出来的问题说起。这些问题让美国大学惊呼:“他们和申请学校时,个人自传里、教授推荐信里形容的那个人是同一个吗!
    作弊、剽窃问题很严重
    今年在堪萨斯州立大学秋季学期中,学校发现有几个坐在教室里的学生的相貌和他们在几个月前参加托福考试时拍摄的相片完全不同。这证明他们的托福成绩是别人代考的。目前,堪萨斯州立大学已成立了一个起草处理托福作弊政策的委员会。
    去年9月,在特拉华大学纽瓦克校区的新生报到会上,语言学院主管斯科特·斯蒂文站在几乎坐满了学生的剧院舞台上。他身后的大屏幕展示着一张巨大的照片——两个白人学生坐在课桌前,其中一人试图偷看另一个同学的卷子。斯蒂文告诉主要是中国学生的观众:“你们都很聪明,所以就用那份聪明完成自己的卷子。”
    斯蒂文坦言,面对人数激增的中国学生,防止抄袭几乎成了他们的首要工作。
    英语水平跟不上
    《纽约时报》说:“中国学生英语水平有限。虽然他们优秀、努力,但还是无法和同年级的美国同学处于同一水平。”
    马达蒙(化名)就读于语言中心的衔接课程,这是最高级别的语言课程,从那里毕业的人就可以正式开始大学课程。
    他的第一堂课是中国古代史,几个星期下来,他无法完全听懂课程。他说:“我大概能听懂70%的内容,没法听懂具体在说什么,一些细节和单词听不懂。”
    有很多学生最开始都以为自己读上几个月的英语课程就可以,结果却在语言中心里待了一年多,为每8周的课程支付2850美元(约合人民币18000元)。
    有5%的中国学生在大一课程开始前,就已从语言课程中退学。
    死寂的课堂 吓跑了外国同学
    去年秋天,一共有35名学生注册了肯特·皮埃尔教授的中级会计学课程,其中17人来自中国。很快,美国学生都不见了,教室里只剩下3个美国人。
    为什么美国学生都逃跑了?他们说:“课堂上实在太安静了。”
    《纽约时报》说:“在亚洲的很多学校里,设置大量课堂讨论是相当反常的。皮埃尔教授认为,同理,如果把一群美国学生放在中国学校的课堂上,他们将会变成一群合不拢嘴的话匣子。
    皮埃尔教授补充说,“中国学生的平均成绩不会比其他本科生差。”这从某种层面上反映了中国学生在定量分析方面的过人能力,在无需精通英语的商科和工程专业里占有优势。
    ■为何仍然爱招中国学生?
    有的为名有的为利
    就在不久前,某网站的汤姆老师接到美国一所大学教务长的电话,他让汤姆老师帮助招收250个中国学生。当被问及为什么要招那么多人时,该教务长说,他们学院正面临严重的预算赤字,需要有人填补。他说:“我们需要额外的、能够独自承担学费的学生,在中国能找到很多这样的人。”
    事实上,中国已被视为一个巨大的留学生市场。当美国俄克拉何马基督教大学决定招收国际学生时,他们首先想到的就是中国,该校国际项目负责人说:“中国就是我们的目标。”
    也有人不这么认为。特拉华大学的哈克博士说,他拒绝接受这种说法,“从新泽西来的学生也要付学费。对于我们来说,主要是为了增加校内学生的多样性和学校的国际知名度”。

    纽约时报原文如下:
    This article is a collaboration between The New York Times and The Chronicle of Higher Education, a daily source of news, opinion and commentary for professors, administrators and others interested in academe. Tom Bartlett is a senior writer at The Chronicle covering ideas and research; Karin Fischer is a senior reporter covering international education.
    DOZENS of new students crowded into a lobby of the University of Delaware’s student center at the start of the school year. Many were stylishly attired in distressed jeans and bright-colored sneakers; half tapped away silently on smartphones while the rest engaged in boisterous conversations. Eavesdropping on those conversations, however, would have been difficult for an observer not fluent in Mandarin. That’s because, with the exception of one lost-looking soul from Colombia, all the students were from China.
    Among them was Yisu Fan, whose flight from Shanghai had arrived six hours earlier. Too excited to sleep, he had stayed up all night waiting for orientation at the English Language Institute to begin. Like nearly all the Chinese students at Delaware, Mr. Fan was conditionally admitted — that is, he can begin taking university classes once he successfully completes an English program. He plans to major in finance and, after graduation, to return home and work for his father’s construction company. He was wearing hip, dark-framed glasses and a dog tag around his neck with a Chinese dragon on it. He chose to attend college more than 7,000 miles from home, Mr. Fan said, because “the Americans, their education is very good.”
    That opinion is widely shared in China, which is part of the reason the number of Chinese undergraduates in the United States has tripled in just three years, to 40,000, making them the largest group of foreign students at American colleges. While other countries, like South Korea and India, have for many years sent high numbers of undergraduates to the United States, it’s the sudden and startling uptick in applicants from China that has caused a stir at universities — many of them big, public institutions with special English-language programs — that are particularly welcoming toward international students. Universities like Delaware, where the number of Chinese students has leapt to 517 this year, from 8 in 2007.
    The students are mostly from China’s rapidly expanding middle class and can afford to pay full tuition, a godsend for universities that have faced sharp budget cuts in recent years. But what seems at first glance a boon for colleges and students alike is, on closer inspection, a tricky fit for both.
    Colleges, eager to bolster their diversity and expand their international appeal, have rushed to recruit in China, where fierce competition for seats at Chinese universities and an aggressive admissions-agent industry feed a frenzy to land spots on American campuses. College officials and consultants say they are seeing widespread fabrication on applications, whether that means a personal essay written by an agent or an English proficiency score that doesn’t jibe with a student’s speaking ability. American colleges, new to the Chinese market, struggle to distinguish between good applicants and those who are too good to be true.
    Once in the classroom, students with limited English labor to keep up with discussions. And though they’re excelling, struggling and failing at the same rate as their American counterparts, some professors say they have had to alter how they teach.
    Colleges have been slow to adjust to the challenges they’ve encountered, but are beginning to try new strategies, both to better acclimate students and to deal with the application problems. The onus is on them, says Jiang Xueqin, deputy principal of Peking University High School, one of Beijing’s top schools, and director of its international division. “Are American universities unhappy? Because Chinese students and parents aren’t.”
    “Nothing will change,” Mr. Jiang says, “unless American colleges make it clear to students and parents that it has to.”
    WENTING TANG is quick to laugh, listens to high-energy bands like Red Jumpsuit Apparatus and OK Go, and describes herself on her Facebook page as “really really fun” and “really really serious.” Ms. Tang, a junior majoring in management and international business, speaks confident, if not flawless, English. That wasn’t always the case. When she applied to the University of Delaware, her English was, in her estimation, very poor.
    Ms. Tang, who went to high school in Shanghai, didn’t exactly choose to attend Delaware, a public institution of about 21,000 students that admits about half its applicants — and counts Vice President Joseph R. Biden Jr. among prominent graduates. Ms. Tang’s mother wanted her to attend college in the United States, and so they visited the offices of a dozen or more agents, patiently listening to their promises and stories of success.

    Her mother chose an agency that suggested Delaware and helped Ms. Tang fill out her application, guiding her through a process that otherwise would have been bewildering. Because her English wasn’t good enough to write the admissions essay, staff members at the agency, which charged her $4,000, asked her questions about herself in Chinese and produced an essay. (Test prep was another $3,300.)

    Now that she can write in English herself, she doesn’t think much of what the employees wrote. But it served its purpose: she was admitted, and spent six months in the English-language program before beginning freshman classes. And despite bumps along the way, she’s getting good grades and enjoying college life. As for allowing an agent to write her essay, she sees that decision in pragmatic terms: “At that time, my English not better as now.”

    Most Chinese students who are enrolled at American colleges turn to intermediaries to shepherd them through the admissions process, according to a study by researchers at Iowa State University published in the Journal of College Admission.

    Education agents have long played a role in sending Chinese students abroad, dating back decades to a time when American dollars were forbidden in China and only agents could secure the currency to pay tuition. Admission experts say they can provide an important service, acting as guides to an application process that can seem totally, well, foreign. Application materials are frequently printed only in English. Chinese students often are baffled by the emphasis on extracurriculars and may have never written a personal essay. Requiring recommendations from guidance counselors makes little sense in a country where few high schools have one on staff. Many assume the U.S. News & World Report rankings issue is an official government publication.

    But while there are certainly aboveboard agents and applications, other recruiters engage in fraudulent behavior. An administrator at one high school in Beijing says agents falsified her school’s letterhead to produce doctored transcripts and counterfeit letters of recommendation, which she discovered when a parent called to complain about being charged a fee by an agent for documents from the school. James E. Lewis, director of international admissions and recruiting at Kansas State University, says he once got a clutch of applications clearly submitted by a single agent, with all fees charged to the same bank branch, although the students came from several far-flung cities. The grades on three of the five transcripts, he says, were identical.

    Zinch China, a consulting company that advises American colleges and universities about China, last year published a report based on interviews with 250 Beijing high school students bound for the United States, their parents, and a dozen agents and admissions consultants. The company concluded that 90 percent of Chinese applicants submit false recommendations, 70 percent have other people write their personal essays, 50 percent have forged high school transcripts and 10 percent list academic awards and other achievements they did not receive. The “tide of application fraud,” the report predicted, will likely only worsen as more students go to America.

    Tom Melcher, Zinch China’s chairman and the report’s author, says it’s simplistic to vilify agents who provide these services. They’re responding, he says, to the demands of students and parents.

    Thanks to China’s one-child policy, today’s college students are part of a generation of singletons, and their newly affluent parents — and, in all likelihood, both sets of grandparents — are deeply invested in their success. At Aoji Education Group, a large college counseling company based in China, one of the most popular services is the guaranteed-placement package: apply to five colleges and get your money back if you’re not accepted at any of your choices. “If a student isn’t placed, we’ve got screaming, yelling parents in the lobby,” says Kathryn O’Hehir, who works in the company’s American admissions department in Beijing. “They don’t want their money back. They want their kid in an Ivy League school.”

    Students in China’s test-centric culture spend most of their high school years studying for the gao kao, the college entrance exam that is the sole determining factor in whether students win a coveted spot at one of China’s oversubscribed universities. So it’s not unusual for those who want to study in the United States to spend months cramming for the SAT and the Test of English as a Foreign Language, or Toefl, which most campuses require for admission.

    Patricia J. Parker, assistant director of admissions at Iowa State, which enrolls more than 1,200 Chinese undergraduates, says students have proudly told her about memorizing thousands of vocabulary words, studying scripted responses to verbal questions and learning shortcuts that help them guess correct answers.

    She has seen conditionally admitted students increase their Toefl scores by 30 or 40 points, out of a possible 120, after a summer break, despite no significant improvement in their ability to speak English. Her students, she says, don’t see this intense test-prepping as problematic: “They think the goal is to pass the test. They’re studying for the test, not studying English.”

    Ms. Parker estimates she contacts the Educational Testing Services, the nonprofit group that is in charge of the Toefl, every other day during the admissions season to investigate suspicious scores. Like many educators, she would like to see changes to make it harder to beat the exam.

    At Kansas State this fall, several Chinese students showed up for classes but did not match the security photos that were snapped when they supposedly took the Toefl months earlier. E.T.S. says it takes additional precautions, such as collecting handwriting samples to reduce the chance that students will hire someone to slip in, in their stead, after breaks. If cheating is found, E.T.S. policy is to cancel a score, but the organization won’t say how often that happens, and where. Kansas State, too, won’t comment on disciplinary measures, but it has named a committee to draft a policy on dealing with fraud on the Toefl. Says Mr. Lewis, the international admissions director, “It’s very hard, sitting here at a desk in the U.S., to judge what’s fraudulent.”

    DURING this past September’s orientation on the University of Delaware’s Newark campus, Scott Stevens, director of the English Language Institute, stood on stage in front of a mostly filled theater. Behind him, on a large screen, was a stock photo of two white college students seated at desks. The male student was leaning over to look at the female student’s paper. “We are original, so that means we never cheat!” Dr. Stevens told the audience of primarily Chinese students, mixing compliments and warnings. “You are all very intelligent. Use that intelligence to write your own papers.”

    Dr. Stevens has worked at the language institute since 1982. As the program has swelled in the last few years, the institute has outgrown its main building and expanded to classroom space behind the International House of Pancakes on the campus’s main drag. Watching Dr. Stevens over the course of a day, it’s clear that he is a man with more tasks than time. It’s also clear that he’s proud of his well-regarded institute and that he cares about students. He gives out his cellphone number and tells them to call any time, even in the middle of the night, if they need him.

    But he is candid about the challenges Delaware is facing as the population of Chinese students has grown from a handful to hundreds. Confronting plagiarism is near the top of the list. Dr. Stevens remembers how one student memorized four Wikipedia entries so he could regurgitate whichever one seemed most appropriate on an in-class essay — an impressive, if misguided, feat. American concepts of intellectual property don’t translate readily to students from a country where individualism is anathema. (In the language program, Dr. Stevens says there has been no surge in formal disciplinary actions, as instructors prefer to handle questions of plagiarism in the classroom.)

    Just as an understanding of authorship is bound up in culture, so are notions of authority. “It’s not simply the language and culture but the political element as well,” he says. “We’re well aware that the Chinese are raised on propaganda, and the U.S. is not portrayed very positively. If you’ve been raised on that for the first 18 years of your life, when it comes down to who they trust — they trust each other. They don’t particularly trust us.”

    Instead of living with a randomly selected American, Dr. Stevens says, some freshmen will pay their required housing fees but rent apartments together off campus, a violation of university rules. And they rarely attend voluntary functions at the institute. At a gathering this summer, of the nearly 400 students from 40 countries, about 10 were from China. Also, according to Dr. Stevens, students regularly switch classes to be with their countrymen, rather than stay in the ones they’ve been assigned by their advisers.

    One of those advisers is Jennifer Gregan-Paxton. Dr. Gregan-Paxton, program coordinator of the business school’s office of undergraduate advising, says she is impressed by the work ethic and politeness of her students from China. They regularly bring her and other professors small gifts to show their appreciation; on a single day recently, she received a folding fan, a necklace and a silk scarf. She’s not surprised that they would want to stick together. “Even if there were Chinese students who wanted to break out of their pack,” she says, “they wouldn’t necessarily get the warmest reception.”

    For example, Ms. Tang, the marketing major, recalls one class in which, she says, the professor ignored her questions and only listened to American students. Also, while working on a group project in a sociology class, she says she was given the cold shoulder: “They pretend to welcome you but they do not.” The encounters left a deep impression. “I will remember that all of my life,” she says.

    Last fall, Kent E. St. Pierre was teaching an intermediate accounting class with 35 students, 17 of them from China. Within a couple of weeks, all but three of the non-Chinese students had dropped the course. Why did the American students flee? “They said the class was very quiet,” recalls Dr. St. Pierre, who considers himself a 1960s-style liberal and says he’s all for on-campus diversity. But, he agrees, “It was pretty deadly.”

    In many schools across Asia, vigorous give-and-take is the exception. No doubt, as Dr. St. Pierre points out, if you were to place Americans into a Chinese classroom they would seem like chatterboxes.

    Despite the unfamiliar learning style, the average grades of Chinese students at Delaware are nearly identical to other undergraduates’. That may, in part, reflect China’s strong preparation in quantitative skills, which holds them in good stead in math-intensive programs like business and engineering, two of the most popular majors for Chinese students and ones in which mastery of English is less crucial. Indeed, some of China’s undergraduates are strong enough to land spots at the nation’s most selective institutions; Harvard had about 40 in the 2010-11 academic year.

    But some professors say they have significantly changed their teaching practices to accommodate the students. During quizzes, Dr. St. Pierre now requires everyone to leave their books at the front of the classroom to prevent cheating, a precaution not taken during any of his two decades at Delaware. And participation counts less, so as not to sink the grades of foreign students. In the past, he required members of the class to give two or three presentations during the semester. Now he might ask them to give one. “I’ve had American students saying they don’t understand what’s being said in the presentations,” he says. “It’s painful.”

    Robert Schweitzer, a professor of finance and economics, frets about using fairly basic vocabulary words. “I have students say, ‘I don’t know what ‘ascending’ means,’ ” Dr. Schweitzer says. “Did they get the question wrong because they don’t know the material or because they don’t know the language?”

    Damon Ma is in the language center’s so-called bridge program, which means his English was good enough that he could start taking regular classes even though he hasn’t finished with the language program. Mr. Ma is very enthusiastic about studying in the United States, something he’s dreamed about doing since he was a boy, and he is conscious of the academic contrasts between the two countries.

    “Everything is copying in China,” Mr. Ma says. “They write a 25-page paper and they spent two hours and they got an A.”

    He was nervous about taking his first university class — an introduction to ancient Chinese history — and, a few weeks into the semester, was still wrestling with the language barrier. “I understand maybe 70 percent,” he says. “I can’t get the details, the vocabulary.”

    Many arrive at Delaware expecting to take English classes for just a few months, but end up spending a year or more at the language institute, paying $2,850 per eight-week session.

    Chuck Xu and Edison Ding have been in Delaware’s English program for a full year. Their English is, at best, serviceable, and they struggle to carry on a basic conversation with a reporter. Mr. Ding says he paid an agent about $3,000 to prep him for standardized exams, fill out his application and help write his essay in English. What was the essay about? Mr. Ding doesn’t recall.

    Mr. Xu just completed the program and is now enrolled in freshman classes. Mr. Ding has yet to pass the final stage and hopes to begin regular classes in the spring.

    About 5 percent of students in the language program flunk out before their freshman year. In addition, Chengkun Zhang, a former president of Delaware’s Chinese Students and Scholars Association, has known students who simply got frustrated and returned home. “I know a couple of students who have complained to me,” he says. “They think that the E.L.I. program is doing nothing more than pulling money from their pockets.”

    THE university’s push to attract more foreign students is part of the “Path to Prominence,” a plan laid out by Delaware’s president, Patrick T. Harker. When Dr. Harker came to Delaware five years ago, less than 1 percent of the freshman class was international. He knows firsthand about the classroom challenges because he has taught a freshman course each year. “They’re very good students that struggle with American idiom and American culture,” he says. Dr. Harker says he’s aware that applications from China aren’t always what they seem to be. He notes, though, that it’s a problem lots of universities, not just Delaware, are grappling with.

    But Dr. Harker rejects the notion that the university’s recruiting effort in China is mainly about money. “The students from New Jersey pay, too,” he says. “For us it really is about diversity.”

    Still, the majority of Delaware’s international undergraduates are Chinese, an imbalance Louis L. Hirsh, the university’s director of admissions, says he’s working to change. Delaware is trying to make inroads into the Middle East and South America, he says.

    For colleges that want to go global, and quickly, a natural place for recruiting efforts is China.

    When Oklahoma Christian University decided to jump into international admissions, it hired three recruiters and sent them to China. “China was the market we decided to target,” says John Osborne, Oklahoma Christian’s director of international programs, “because it was just so large.” Today, the university, which admitted its first foreign student in 2007, has 250 overseas undergraduates, a quarter of whom are from China.

    Indeed, if universities turned on the recruiting spigot in China expecting a steady trickle of students, they’ve gotten a gusher instead. Ohio State received nearly 2,900 undergraduate applications from China this year. Mount Holyoke College could have filled its entire freshman class with Chinese students. A single foreign-college fair in Beijing this fall drew a crowd of 30,000.

    The very size of the market can make it daunting and difficult to navigate. While many American colleges have long-established connections with universities in China, pipelines for generations of graduate students, most do not have strong relationships with the country’s high schools. When only a few of the very best students went abroad, it was easy enough for colleges to focus their efforts on a handful of elite secondary schools, but now admissions officers must familiarize themselves with potentially thousands of schools to find a good fit. That’s tough for American recruiters who only visit once or twice a year.

    Some universities, including Delaware, have hired agents overseas, a practice that is banned in domestic recruiting, and this year has been at the center of a debate within the National Association for College Admission Counseling. Though the agents act as universities’ representatives, marketing them at college fairs and soliciting applications, that’s no guarantee that colleges know the origin of the applications, or the veracity of their grades and scores.

    For those on the ground, there’s deepening concern that American colleges have entered China without truly understanding it.

    Not long ago, Tom Melcher of Zinch China was contacted by the provost of a large American university who wanted to recruit 250 Chinese students, stat. When asked why, the provost replied that his institution faced a yawning budget deficit. To fill it, he told Mr. Melcher, the university needed additional students who could pay their own way, and China has many of them.

    “Do I think the budget squeeze is driving the rush to international?” Mr. Melcher says. “Unfortunately, yes.”

    At Delaware, officials are trying new strategies. They’ve started a program that pairs Chinese and other international students with mentors to help ease their transition to American academic life. In addition, the English Language Institute runs workshops for faculty members who have Chinese students in their classes. Other institutions are also rethinking their approach. Valparaiso University, in Indiana, has started a special course to give international students on academic probation extra help with English and study skills.

    There are ways to improve the admissions process as well, including interviewing applicants in person to get a sense of their actual English abilities and to discover more about their academic backgrounds beyond test scores. A handful of institutions, including the University of Virginia, have alumni and students interview prospective students, either in the home country or via Skype, and the Council on International Educational Exchange, a nonprofit group, has begun offering an interview service. Such changes are welcome to some educators on the ground. Mr. Jiang, the deputy principal in Beijing, believes oral interviews could give colleges a better sense of students’ readiness for an American classroom.

    Some universities, too, are hiring outside evaluators to review transcripts or are opening offices in China with local staff members who can spot the application red flags that colleges are missing. But interviewing and thoroughly evaluating every applicant, considering the deluge, would be an enormous and expensive undertaking.

    For officials like Dr. Stevens, who has been dealing with international students for nearly three decades, Chinese undergraduates are like a code he’s still trying to decipher: “How can we reach them? How can we get them to engage?”

    “That,” he says, “is something that keeps me up at night.”

    From: http://www.nytimes.com/2011/11/06/education/edlife/the-china-conundrum.html?pagewanted=6&_r=1&sq=chinese%20student&st=cse&scp=1


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    留学前必看的纪录片——《留学生》【无老师力荐】

    这套纪录片,很早以前就已经出现在网络上了,但是那个时候是通过BT下载的形式,无老师从来没有想到还能把这套纪录片搜集齐全。多亏了视频网站的兴起,我们才有机会把这些纪录片找出来,而且轻而易举的就能放在每个人的面前。国外到底是什么样子,我们往往是抱着美丽的幻想的。当你看这部纪录片的时候,应该也是如此的,但是大浪淘沙,事物总会展现出原来的样子,只是时间的长短的差别而已。希望这部纪录片能够帮助你了解留学生的真实生活,真的我们现在很多人出国太盲目了。

    中国人太喜好面子,因此我们大多数时间看到的都是“报喜不报忧”,这样的事情日积月累,我们就会发现,国内到处充斥着对于国外的美好想象,同时每一个人心里都对国外的生活报有无限的憧憬。当然也有很多人对于未知抱有着无限的恐惧。

    出国到底是怎样的?出国对于婚姻有什么影响?出国对于人生有什么影响?出国后我能适应么?这些问题是无老师一再被问到的。当问到这些问题的时候,无老师以后就可以向他们推荐这部纪录片,这里面真实的记录了留学生的生活,思考以及反思。他们用最平实的语言与经历,回答着历史以及我们自己给我们提出的问题。

    这部《留学生》是在国内极少能够见到的真实的反应国外生活的纪录片,他没有以往的歌舞升平,这部纪录片用一个平时的角度观察每一个人,他没有给我们设定倾向,也没有给我们丝毫的偏颇,这在国内的电视里面是极为罕见的。无老师推荐这部纪录片,不因为别的,就因为他的“真实”。

    这部纪录片让我们见到了“真实”二字的力量。什么是“真实”,真实就是没有说教,没有平时评述,只有静静的诉说,不被他人所影响。关于对于“真实”我们还是来看看这里面的对白才是最有力量的。

    “在出国留学的大军中,每年都上演着一幕幕的悲欢离合。因一方出国留学而婚姻破裂,这不是简单的移情别恋,生活方式与观念的改变,是造成这一现象的主要原因。夫妻并肩学习共同奋斗,也许是最好的方法。”

    “这一年的留学生活对他们来说,收获的不仅是学到了知识,和打工挣到的钱。更重要的是,他们共同经历了这一切。”

    “在国内的时候他也是在外企工作,而且我以前不管是工作还是学习,反正英语一直没放,而且我们俩的语言分都很高,但是过来之后感觉一下,就听不懂。”

    “就连问路这样简单的语言,交流起来都有些吃力。实际上他是一定要有这么一个过程,急也急不得,实际上一个月以后,我们基本在这边就很适应了。”

    第一部:

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    第二部:

    http://url.ie/4s7v

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