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IELTS & TOEFL Preguntas y Temas recientes posteados por nuestros estudiantes del 2016 – Sede Peru

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TENEMOS el agrado de compartir con ustedes nuestras ultimas IELTS & TOEFL preguntas y temas recientes del 2016 posteados por nuestros estudiantes que tomaron
estos examenes recientemente.
Para que los ayude a prepararse y tener una mejor idea de como son estos examenes,
sus dificultades y retos.

Tu tambien puedes colaborar posteando aqui tus preguntas, comentarios y tips para
ayudar a otros, asi podemos crear una cadena de ayuda. Por favor incluir en
tus comentarios, temas, tips, tipo de examen, fecha, general training or academic,
IBT or CBT, area, resultados, nombre completo, y correo.

Valoramos y responderemos a todos tus comentarios a: mkt@onetooneperu,org – onetooneperu@gmail.com

Al final del post nuestra instructora profesional CYNTHIA  Australiana incluye un analysis de

tendencias, preguntas y temas en el 2016 y sus predicciones para el 2017, muy utiles.

Si desean tomar nuestros cursos y servicios de coaching para estos examenes y otros,

a la derecha incluimos nuestras PROMOCIONES para que nos contacten, 4224152 –
mkt@onetooneperu.orghttp://www.onetooneperu.org

Chloe / Academic Assistant

list-speak-taller       simulation

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DIEGO PEREZ- TOEFL IBT – ENERO 2016 – Result 115p, R30, S25, W26, L28 – Highest part Reading 30p.

READING = Lo mas dificil fue un tema sobre China y su historia como productor de cosas especiales y de calidad.

 LISTENING = Vinieron varios audios con acento americano sobre estudiantes con problemas en sus estudios y amigos hablando como

hacer para mudarse juntos cerca de la universidad.

 SPEAKING

Questions 1 – 3 = Fueron simples.

Questions 4 to 6 = El nivel subio muy rapido y preguntas fueron complicadas con lecturas largas, dificil de mantener

concentracion y responder en corto tiempo.

 WRITING = 2 temas, primero sobre airships & helicopters. Segundo sobre la cualidad mas importante para una amistad duradera.

ISMAEL GARCIA – IELTS ACADEMIC – Febrero 2016 – Overall 7.5p (L7, R8, W8, S7.5) – Highest part Reading & Writing 8p. 

LISTENING – Part 4 = Fue la mas dificil sobre un New Zelandes wue vive en UK u le gusta tocar instrumentos musicales australianos.

 READING

Part 3 = Texto sobre Chinese language and its culture around the world.

Part 4 = Un texto about Mammals in australian oceans.

 WRITING – Task 2 = Si el gobierno deberia invertir en investigacion cientifica en vez de mas programas de musica y arte.

What’s your opinion?

 SPEAKING INTERVIEW

Part 1 = Empezo con personal questions y si mi nombre tiene un significado especial en mi pais.

Part 2 = Como vivir con abuelos y una familia influencia y modifica hijos y nietos.

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ERIK RIVAS – IELTS ACADEMIC – Marzo 2016 – Overall 6.5p (L6, R7, W6, S7) – Highest part Reading & Speaking 7p. 

WRITING 

Task 1 = 2 Graphs (Line graphs) one with three lines and the second one with one.

Task 2 = Some people think that the purpose of going to the university is to get better jobs. On the other side, there are

one who think that there is much knowledge you can get when you go to university. Discuss both sides, and give

your opinion. Say if you agree or not.

 

ARTURO PUENTES – IELTS ACADEMIC – MAY 2016 – Overall 6p, Highest part Speaking 7p.

LISTENING

Part 1 = A dialogue between a car seller and a client,

Part 2 = Selling a furniture and describing a paying process with a credit card or debit card,

Part 3 = Buying an insurance and choosing from several ones with specific features.

 

ALVARO MERINO – TOEFL IBT – MAY 2016 – Result 105p, R22, S23, W25, L22 – Highest part Writing 25p.

WRITING – Task 2 = If its good that old teenagers should also have a part-time job when they are studying full time .

SPEAKING

Question 1 & 2 = If I prefer eat home or eat out and if I prefer to work in team or alone to achieve my goals.

Question 6 = Clear with one topic and two options with examples to describe about iceberg and echolocation.

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MAGNOLIA HURTADO – IELTS ACADEMIC – AUGUST 2016 – Overall 6p, Highest part Writing 6p.

WRITING

Task 1= Un gráfico de barras con profesores enseñando en horas en 4 diferentes paises en 3 categorías: primaria

secundaria y bachillerato.

Task 2 = Si se debería invertir en nueva infraestructura como town halls o museums o gastar en refaccionar edificios que

ya tenemos. What extended do you agree or disagree?

SPEAKING INTERVIEW 

Part 2 = Como dije que solo estaba estudiando, me preguntaron acerca de un objeto que había comprado últimamente

y dijera cuando, por que y que es lo que me gustaba de este.

Part 3 = Me preguntaron cosas relativas a part 2 como por que creía que los malls eran tan populares en Perú, si me

gustaba ir de compras, si consideraba que en Perú a las personas les gustaba regatear, en que ocasiones o lugares

se puede pedir un descuento.

READING

En total me vinieron 3 lecturas, la primera complicada, la segunda intermedio y la tercera facil, al reves asi que inicie con

la ultima lectura.

Me vinieron bastantes true, false, no given quesrions, poner titulos a los parrafos matching paragraphs y completar un

parrafo con palabras table completion.

LISTENING

Part 3 = Fue la mas complicada por que vino un flujograma con Flow Chart preguntas que se tenian que completar con

letras A,B, C. Opciones venian dentro de una cuadro para escuchar y seleccionar la correcta.

 

MARTIN VILCAPOMA – IELTS ACADEMIC – AUGUST 2016 -Overall 6.5p (L6.5, R6.5, S6.5, W5.5)

LISTENING

Part 1 = One man call to make an appointment in a hospital, complete personal information.

Part 2 = One man explains rules and restriction in a hotel, then complete a map and locations.

Part 3 = A professor and 2 students talk about their scores in a final examination.

READING

Part 1 = A lecture about global warming and its impact over animals.

Part 2 = A lecture about evolution of linguistic and examples in different parts of the world

WRITING

Task 1 = A bar chart about teaching hours spent by primary, lower secondary and upper secondary teachers in

4 countries (Japan, USA, Iceland and Spain) in 2001.

Task 2 = If money should be spent in modern buildings such as museums or theatres and not in recovering old buildings.

Are you agree or disagree?

SPEAKING INTERVIEW

Part 1= Questions about myself (name, where I live, how is my home town, if I enjoy reading)

Part 2= A question about One place I enjoy in my city and reasons..

Part 3= Questions like why are bigger areas important in our cities? How I see Lima in the next 20 years?

 

MANUEL EGAZ – IELTS ACADEMIC – NOVIEMBRE 2016 – Overall 6p (All parts 6p) 

WRITING

Part 1= Pie chart.

Part 2= Positive or negative development in toddlers when assisting kindergarten or not.

SPEAKING INTERVIEW

Part 1= Personal questions about me and my home town, city.

Part 2= Describe a Museum you like and reasons.

LISTENING – Part 3= Las mas complicadas fueron texto con short answers y note completion.

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CYNTHIA analysis del 2016 & predictions para el 2017 en exams IELTS & TOEFL

Haciendo un recuento y analysis de las experiencias de mis estudiantes y mis investigaciones en este año, puedo

aconsejarles que:

EN TOEFL IBT

En SPEAKING La tendencia en Peru es incrementar la dificultad, rapidez y nivel para grabar y responder con

preguntas simples para Questions 1 & 2 y rapidamente subiendo el nivel con preguntas dificiles en Questions 3 to 5.

Ademas notamos una tendencia de escoger temas mas sencillos para Question 6 pero con mucha informacion y

largas donde el reto del estudiante es tomar rapidamente notas y responder usando estas para una respuesta correcta.

En WRITING la tendencias son a escoger temas simples para Task 1 & 2 pero ser mas estrictos en el uso correcto de

gramar, alto nivel de vocabulario, reglas de ortografia y informacion que estudiante ha anotado del listening &

reading textos.

About LISTENING & READING la tendencias son a concentrarse en incluir preguntas mas

dificiles y tecnicas relacionadas a los tipos de preguntas tipicas que vienen para este examen que incrementar el nivel de

dificultad de los textos y audios.

 

EN IELTS ACADEMIC

En WRITING se mantiene la tendencia de incluir en Task 1 combinacion graphs (2 graphs diferentes) para una

misma pregunta tratando de retar al estudiante, pero la informacion y pregunta para elaborar essay sigue siendo

facil haciendo de este task facil de responder con la adecuada preparacion.

En SPEAKING INTERVIEW se mantiene las caracteristicas peculiares de la sede en Peru a diferencia de otras en el

mundo para este examen. No enfatizar en la perfecta pronunciacion, entonacion ni acento pero si enfocarse mas

en uso correcto de gramatica, alto nivel de vocabulario, fluidez y listening para entender preguntas y responder

adecuadamente. Sigue siendo ventajoso para los estudiantes peruanos el tipo de examinador que hace facil esta

prueba en Peru.

En READING continua la tendencia de incluir 3 textos largos y densos retando al estudiante en que tan rapido puede

leerlos y decifrar informacion importante para responder correctamente preguntas. La correcta preparacion en la

tecnicas y preguntas tipicas es cada vez mas importante para un resultado optimo, especialmente en true, false,

not given & yes, no, not given questions.

En LISTENING la tendencias son a incrementar el nivel de dificultad de audios y mas largos, incluyendo acentos

peculiares australianos y neozelandeses en partes 3 & 4. Se sigue viendo una marcada tendencia a aumentar preguntas

dificiles como Flow Chart & Fill a Gap por lo que es importante que estudiantes se preparen adecuadamente en tecnicas

en estas preguntas.

I wish you all the luck and best time in your preparations and exams!

Cynthia M. 

EXAMS Personal Coach

Australian Academic Coordinator

ONE TO ONE INTERNATIONAL

http://www.onetooneperu.org

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Profesora Australiana CYNTHIA

Profesora Australiana CYNTHIA de One to One International, diplomada especialista en obtener resultados altos en examenes como IELTS, TOEFL, GRE, GMAT, SAT y en examenes especializados para profesionales de la salud OET, MCCEE, MCQ, WRITTEN para aplicar a top ranking universidades, residentados, doctorados y masters. Aqui sus ultimos estudiantes exitosos y sus resultados…..Chloe

Diego-Feb 2016, TOEFL 115p      Ismael-Apr 2016, IELTS 7.5p     Catherine-Jun 2016, GRE 690p      Dayana-May 2016, OET A

2         Ismael photo 2            CATHERINE          ONE dayana std 1.jpg

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This entry was posted on June 10, 2016, in exams.

Peruano obtuvo 7.5 puntos en IELTS y 8 en reading, writing – Peruvian student got 7.5p in IELTS & 8 in reading, writing

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Le damos nuestras muchas felicitaciones a nuestro estudiante Peruano Ismael Quiroga en One to One International, que el pasado Marzo 2016 obtuvo en su examen de IELTS 7.5 puntos overall y 8 en Reading & Writing. FELICIDADES Ismael que se cumplan todos tus deseos!…Recordarles que el puntaje maximo en este examen es 9.

ISMAEL se preparo con nuestro programa PERSONAL INTENSIVO PARA IELTS por 6 meses, 4 veces por semana clases de 3 horas. Al inicio, nos contacto con la premisa de muchos estudiantes hoy en Peru. Habia terminado en una institucion muy reconocida todos sus ciclos, y le indicaron que ya estaba listo para presentar el ielts, lo cual hizo dejandolo totalmente frustado por haber obtenido un resultado realmente bajo, 4.5 overall para sus objetivos de viajar y estudiar un posgrado, 7 puntos en cada area. Para rapido subir su puntaje decidio probar clases personales con un profesor particular y maximizar sus esfuerzos, no malgastar mas su dinero. Es asi como Ismael nos contacto por primera vez.

Desde el inicio Ismael se preparo con la profesora australiana especialista en IELTS, Cynthia. Iniciando con un SCREENING TEST para determinar su nivel actual, puntos bajos y desarrollar plan de estudio personalde acuerdo a las necesidades particulares de cada estudiante. Rapidamente Cynthia pudo notar que tenia un nivel bueno pero bajo en reading & writing. Speaking era otra cosa, tenia un acento peruano fuerte y la tendencia a no hablar mucho. Lo que realmente la preocupo fue su LISTENING, solo obtuvo 3p con una notable dificultad para diferenciar acentos, desconcentrarse cuando tenia que escuchar, escribir y leer simultaneamente. Con este resultado, Cynthia se enfoco en Listening y Speaking primero para luego ir a Reading & Writing. Mientras que le daba a Ismael investigaciones, tareas, lecturas, audios, practicas y ensayos para que el mismo avanzara en reading &  writing. Sabiendo que en el idioma ingles, todas las habilidades estan interconectadas.

Ismael photo 2

Para Cynthia este perfil de estudiante no es nada fuera de lo comun, es mas bien regular. Lo que la ha preparado como profesora para afrontar los retos de este examen. Como ella comenta, “I have and I’m still a strict, sharp, detailed and clear teacher. These are some of my strengths, part of my successful methodology to guide, motivate and support students to quick , easy get a high score to apply to top rank universities and masters. I’m also very positive and patience in my comments, feedback, corrections and recommendations, so they can excel with a strong work ethic. My tuition is more than just classes, I prepare students for the hardship and competitive world abroad. As everyone knows in developed countries, people follow an strict code of conduct in their life, goals, and studies. If one faces up with an obstacle like obtaining a high score in an English exam, most certainly they would aggressively and constantly focus in conquering their goals no matter the time and effort. As the popular saying “No pain, No gain”. A big sacrifice for a short time to get big rewards.  It’s always better for a Peruvian student to change his or her mindset, conduct and habits now and become a world citizen than too late when he or she will be abroad”.

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Al tercer mes de clases, Ismael aun no contaba con el puntaje suficientes para 7p en cada modulo. Asi que a recomendacion de su profesora alargo su curso a 5 meses, antes decidio probar suerte denuevo y presentar su examen mas seguro, positivo y motivado. Dos semanas despues obtuvo un puntaje overall de 5.5p, en reading, writing 6p y speaking, listening 5.5p. Estaba muy alegre, ya estaba mas cerca a su objetivo.

Al quinto mes, denuevo Ismael se sentia listo para presentar su  IELTS, despues de obtener de forma constante en los mocks en clase 6.5p a 7p en cada area. Pero Cynthia le menciono que aun no era el tiempo ideal, seria mejor un mes mas para asegurar un puntaje alto en Listening, que siempre ha sido su punto bajo. Como Cynthia comenta, “I don’t have nothing against students who got 6p and 6.5p in all or some areas in IELTS, but they need 7p. So they take few classes and preparation time before submitting this exam again in a short time. I wish them luck, however in my point of view, 90% of them fail because what they don’t realize is the big gap in skills, abilities and level one needs to score 7p from 6p. It’s really huge, remember to get 6p in ielts, it means that one can only have 10 mistakes in each area. However to get 7p, one must maximum 5 mistakes in each area, which in listening and speaking takes a lot of practice and time improving pronunciation, fluency and vocabulary to be almost perfect. In Reading, one must be focus in getting perfect difficult questions like gap fill and true, false, not given. In Listening, one must focus in keep concentration and get correct answers in long lectures from section 4”

Al termino de los seis meses Ismael presento denuevo su IELTS, se inscribio y lo dio en Febrero 2016. Cuando fue a recojer sus resultados se sintio muy feliz y sorprendido, no lo podia creer, no solo habia obtenido el puntaje requerido para viajar, 7.5 overall tambien un alto puntaje en reading y writing, 8 puntos en cada uno y 7p en listening y speaking. Aqui adjuntamos preguntas que recuerda que vinieron en su examen.

Ignacio quest

Para terminar, algo importante de mencionar sobre One to One International es que tambien les brinda los siguientes servicios para estudiantes y personas que van a viajar al extranjero pronto. Contamos con profesores que han pasado por la misma experiencia de estudiar, vivir y trabajar en el extranjero, ellos incluyen muchos tips, consejos sobre sus propias experiencias en clases y tambien dictan cursos para profesionales de salud para los examenes OET, MCCEE, MCQ, PRELIMINAR. Cursos de preparacion para la vida, estudios, trabajo en el extranjero y de frances para TEFAQ, DELF. Ademas contamos con un asesor que tiene mucha experiencia en los siguientes procesos:

  • Traducciones oficiales en ingles y frances.
  • Legalizacion notarial de documentos para el extranjero.
  • Preparacion, analisis de documentos y formas para aplicar exitosamente sin demoras a Express Entry Canada, Mon Project Quebec y Skilled Select Australia.
  • Preparacion, analisis de documentos y formas para aplicar en corto tiempo a Express Pool Canada, EOI Quebec y EOI Pool Australia.
  • Traduccion y preparacion en ingles, frances de CVs para aumentar posibilidades de oferta de empleo.
  • Traduccion y elaboracion de Personal Statement para aplicar a universidades, becas.
  • Preparacion de documentacion y formatos para obtencion de homologacion, Licencia profesional, patrocinio de estado, Licencia profesional en salud de ADC, ADA, AMC.
  • Preparacion de documentacion y formatos para obtener Skilled Assessment Australia
  • Preparacion de documentacion y formatos para obtencion de permiso de trabajo.
  • Asesoria para seleccionar la mejor ciudad, pais, estado, programa, becas o universidad en el extranjero.
  • Asesoria para seleccionar la mejor universidad, residentado, hospital para profesionales de la salud.

Bueno, espero que este post les ayude en su preparacion, please comenten que les parecio, respondere a sus comentarios….Estamos terminando de editar VIDEO ENTREVISTA a Ismael que pronto colgaremos para su beneficio. Si estas interesado en nuestros cursos, materiales o servicios, escribanos a  mkt@onetooneperu.org – 4224152 – Tambien pueden visitar One to One Peru en http://www.onetoooneperu.org – FB: One to One International Chloe

TOEFL Speaking section is the shortest and most difficult – La seccion de Speaking TOEFL la mas corta y dificil para estudiantes

Though the TOEFL Speaking section is the shortest section in this test, many students struggle with it the most. Con los microfonos integrados en la computadora, el tiempo designado, el audifono, el salon full of people, el nerviosismo….todo te pone mucho mas estresado si no estas preparado. Luckily aqui te damos una descirpcion completa de todas las partes, reglas, condiciones, tipos de pregunta y requerimientos. Nunca hace falta una revision para estar 100% seguros antes de iniciar la preparacion mas importante, la parte oral. Abre INFOGRAFIA  haciendo clic aqui:  http://magoosh.com/toefl/2015/toefl-speaking/

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toefl 4toefl 5toefl 6Una de las habilidades simultaneas a desarrollar mas dificiles en la seccion de Speaking TOEFL es tomar nota de forma concisa, simple, adecuada, balanceada e inteligente al mismo tiempo que escuchar y leer como en preguntas 3,4,5 y 6. Ademas estas notas tienen que ser faciles de entender, ordenadas por preguntas y sources para ser usadas rapidamente en el tiempo requerido, de forma que el estudiante solo se concentra en desarrollar estas, gramatica, coherencia, pronunciacion y fluidez. Como si los poor TOEFL students no tuvieran bastante con tratar de ordenar mentalmente y de forma rapida sus ideas recien escuchadas o escritas. Luckily, te adjuntamos dos PDF y videos turoriales en ingles que explican como usar esta tecnicas para rapidamente mejorar en tomar notas. Source http://www.slideshare.net/tefl/three-strategies-to-gain-points-on-the-speaking-taskstoefl        toefl 2Existen cuatro preguntas en el TOEFL speaking seccion donde es muy importante tomar adecuadas notas, ya que involucran gran cantidad de informacion que se debe escuchar y leer en un corto tiempo, maximo 6 minutos de forma simultanea.  Es importante practicar esta habilidad de tomar notas de forma continua y con mucha practica en reading y listening para que en el dia del examen, el estudiante pueda mantener su concentracion, enfoque y usar la memoria corta para mantener el  100% de atencion. De lo contrario, con solo un momento que pienses en algo diferente, perderas mucha informacion importante.  Taking notes helps you to stay focused on listening to the recording, to constantly think about the main ideas that you are hearing. Tambien te ayuda a recordar detalles, ideas principales, nombres, etc que si no tomas notas seria muy facil olvidarse.

Dos formatos para tomar notas que recomiendan en los siguientes VIDEOS abajo y  que yo personalmente uso con mis estudiantes, progresan rapido son “the column format” para preguntas 3 y 5 – the “Point-counterpoint format” para preguntas 4 y 6.

Bueno, espero que esta leccion sobre TAKING NOTES correctly for the TOEFL IBT Speaking section les guste. Most importantly, que les ayude en su preparacion, a tener mas paz mental, dominar sus miedos y sentirse preparados a expresarse oralmente por completo antes de su dia D, como dicen en Peru. Si esto aun no es suficiente, estan abiertos de contactarme para cualquier tutoria, clases o entrenamiento extra que requieran….Cynthia / Webmaster     chica-one2

Peruano obtuvo 115 puntos en TOEFL IBT – Peruvian student got 115 points in TOEFL IBT

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LE damos nuestras mas calurosas felicitaciones a DIEGO PEREZ GUERRA, estudiante Peruano de One to One Peru, que el pasado Diciembre 2015 obtuvo en su examen de TOEFL IBT 115 puntos y 28/30, casi perfecto en Listening & Reading, muchas FELICIDADES!…Recordarles que el puntaje maximo en este examen es 120 y en cada secccion 30 puntos.

Gracias a la preserverancia, esfuerzo de DIEGO y la dedicacion, preparación personal intensiva por 4 meses, 4 veces por semana, 3 horas clases por nuestra coordinadora australiana Cynthia.  DIEGO es un estudiante de Medicina con 19 años que quiere estudiar Genetica en US, todas las universidades que escogio le piden 110 puntos en TOEFL y 2000 en SAT, ambos puntajes muy altos, que alguna vez DIEGO tuvo dudas si podia conseguir y como.

No estudia Genetica en Peru porque no hay investigacion ni desarrollo, ademas existen mas oportunidades en el extranjero. DIEGO comenta que perdemos mucho por no invertir en investigacion, los extranjeros vienen y se llevan animales, plantas, sustancias pero como el Peru no invierte en investigacion, ellos no estan obligados a desarrollarlo o declararlo aqui, lo hacen en sus paises. Luego lo patentan y crean medicinas que se venden en todo el mundo, siendo que en el Peru se inicio todo. Pero como nuestro gobierno no invierte nada en investigacion o genetica, se lo llevan y nos quitan mucho.

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DIEGO comenta que en su clase de medicina en una universidad en Lima, 40%  hablan bien ingles, el resto solo tiene nivel basico que es lo que solo piden para ingresar. Esto es un obstaculo para desarrollarte en medicina en Peru. Primero porque la mayoria de investigaciones, lecturas, etc estan en ingles y usar el traductor no es bueno, no se entiende, limitandolos mucho desde el inicio. Luego ya como medico tienes que manejar el ingles muy bien para enterarte de lo ultimo en investigaciones. Luego te enteras de oportunidades de intercambio, maestrias, posgrados, residentados en paises de habla inglesa, muchos ni siquiera lo piensan y se limitan mucho mas.

COMO PROFESORA con años de experiencia preparando para IELTS, TOEFL y otros examenes, es muy grato conocer y tener alumnos como DIEGO. It’s rarely like a delicatessen to find in Peru a dedicated, self-worker and self-driven student like DIEGO, who I had the privilege to meet and prepare for the TOEFL IBT & SAT. I trained him with individual classes in my INTENSIVE PROGRAM, 4 classes a week of 3 hours for 4 months. First, he undertook a screening test to evaluate his level, then we started with his TWO low sections with lots of theory, exercises, mock tests, audio homework, writing essays and quarterly progress evaluations, so he could see his progress and feel confident about himself.

At the beginning, I was skeptic about DIEGO, because I tend to ask a lot from my students. This is how I’m a very good TESOL teacher, but I must say that in Peru, most of my students don’t submit, continue or progress efficiently. They always have excuses for unfinished, not practice or not done at all exercises, tests, homework. Or they complain a lot, using the old time excuse about their busy working, daily routine or just quit.  I ended up lowering, fixing my methodology, expectations to their limitations knowing that this will fully affect their results. Makes them sloppy, lazy, not having the opportunity to conquer easily their goals and excel.

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However DIEGO really surprise me. All the time, he was a dedicated, hardworking and reliable student who complete and submit all his homework, exercises, tests and transcripts. Few times when he couldn’t complete a task, he came to class very concern about it  but overall, he’s a really committed person. So, with him I was like a fish in the water.  I continue with my exigent and high level methodology section by section taking mock tests and personal evaluations proving himself that he was soon ready to take his exam, which he did on DEC 2015 getting an astonishing score. I wish him all the best in his new pursuits, because I know he’ll do well in whatever he decides because his strong determination and will. Personally as a teacher, I only wish to have more students like DIEGO, who I can pass my knowledge and advice to excel in life.

EN EL SIGUIENTE VIDEO entrevistamos a DIEGO que nos comenta como le fue en su examen. Nos da tips, consejos, estrategias que uso y que le funcionaron. Ademas para los que estan proximos a darlo, nos detalla seccion por seccion temas, preguntas que vinieron, como manejo su tiempo, stress, nerviosismo hasta el final. Que secciones fueron mas faciles y porque, cual fue la mas dificil y porque, una mirada a su plan de estudio. Recuerden que DIEGO no solo saco un puntaje global alto, el obtuvo casi un puntaje perfecto 28/30 (solo tuvo 2 errores) en Listening & Reading, muy interesante de escuchar sus comentarios, se los recomiendo, un poco largo pero muy instructivo.

  • READING,  tema sobre China y su historia como productor de cosas especiales y de calidad.
  • LISTENING,  audios con acento americano sobre estudiantes con problemas en sus estudios y amigos hablando como hacer para mudarse.
  • SPEAKING, preguntas 1 a 3 fueron simples, pero de la 4 a 6 nivel subio muy rapido preguntas fueron complicadas con lecturas largas.
  • WRITING, 2 temas, primero sobre airships & helicopters. Segundo sobre la cualidad mas importante para una amistad duradera.

Bueno, espero que este post y video les ayude en su preparacion, please comentenme que les parecio, respondere a todos sus comentarios!….Si estan interesados en mi curso de preparacion o materiales en venta propios, escribanme a mkt@onetooneperu.org – 4224152 – Tambien pueden visitar One to One Peru en http://www.onetoooneperu.org – Cynthia

NOTE TAKING TIPS FOR THE TOEFL Listening, Writing & Speaking success – ESTRATEGIAS DE COMO TOMAR NOTAS EN EXAMEN TOEFL PARA UN EXITO SEGURO

Taking good notes is one of the most important skills for success on the TOEFL (and for college) that won’t be directly tested.  El TOEFL que combina demostrar un gran dominio de tus habilidades simultaneas en lectura, tomar notas, escuchar y entender. Cada vez se hace mas necesario tomar notas correctamente y escrutinar, priorizar informacion requerida y no necesaria para aumentar el exito en cada pregunta en las secciones de speaking, reading, and writing. It’s not a bad idea to take notes on the reading section, but it will be absolutely critical in the listening, speaking and writing sections and integrated tasks, since many of these contain far more information than anyone could possibly remember in one sitting—unless you’re a genius.

Tip #1: Express ideas in few words

One huge error that people make when taking notes is being too careful. They write every word out completely, include small words like “the,” or even include full sentences. There is a clear problem with this approach: you simply don’t have enough time. But also, this can make it hard to find information later. Shorter notes are easier to search through. When you refer to them later, you’ll have no problem finding the information you need.

Tip #2: Use your own words (even in your own language)

It’s a bad idea in class, but when you’re in the middle of a test, no one cares whether you’re using exclusively English or not. If you can rephrase what you heard in fewer words in your own language, then do it! I’m not saying you should write entirely in your native language, but if you can express a thought faster, then that’s a good thing.

Tip #3: Keep moving

The speaker is going to be moving faster than you can write. If you think you are falling behind as you rush to write the last point that was made, it’s usually best to stop that thought in the middle and move on. It’s much easier to remember that partial thought later than to miss a portion of the lecture and have to figure out what the speaker’s talking about now and why.

Tip #4: Use symbols

Never write the word “circle” if you can simply draw a circle. Cause and effect can be shown with arrows. “Decrease,” “fall,” “short,” “cheap,” or even “worse” can all be shown with a down arrow. There are many, many other symbols, of course—use whatever you can think of that’s shorter than writing words!

Tip #5: Only note big ideas and key relationships

Your notes should be structural. In other words, you don’t want to include every detail that’s spoken. You want to hear every detail, of course, but you only have to write the big ideas that help you to remember the small ones. If you try to write everything, you will have trouble keeping pace, and you will not hear some information because you’re still writing the previous details. Make note of relationships between ideas like examples, comparisons, contrasts, and cause and effect. Note when the topic changes. But don’t write every name, date, and location you hear.

Tip #6: Practice, practice, practice!

Note-taking is a skill, and it needs to be practiced. Take notes from whatever media you have: a TV show, a TED talk, the book you’re reading, or even a conversation with a friend. Pay particular attention to listening and writing at the same time without getting behind in either.

CONVERSATIONS vs. LECTURES ON THE TOEFL

When you compare conversations to lectures, there are a couple of advantages. Conversations are usually much shorter (just a few minutes long). The subject matter may be academic or non-academic, so you’re more likely to get a topic that you already know something about. And best of all, if you miss something one speaker says, the other speaker’s response will probably give you a clue as to what you missed. Whereas in lectures it’s important to understand as many words as possible, the conversations reward people who may not get every word, but who are good at interpreting implied information, idioms, and tone of  voice. On the other hand, you have very little time to figure out what’s going on, as the structure of a conversation moves very quickly and doesn’t usually return to a point made at the beginning. What’s more, the greater emphasis informal language requires you to know a different vocabulary set than the rest of the lectures and readings of the TOEFL require.

TAKING NOTES IN CONVERSATIONS – SPEAKING SECTION

Taking notes on a conversation may seem very easy in comparison to your practice lectures, since it’s almost possible to write every detail. You may even be tempted to do just that, simply because you can. But as I said above, conversations are less about explicit content than implied content. If you’re writing furiously throughout the recording, you’ll miss important nuances that are bound to be in the questions. The notes below are on the practice recording found in ETS QuickPrep Volume 3. Listen to that conversation as you look through the notes below. Then try taking notes using each of these methods in turn, so you can choose and adapt one so it works best for you.

People: student, registrar

S. bring form–4 dip.

R. (checks PC). grad OK…?  warn on rec.

R. required—cred. need plan. Sent letters b4, don’t now.

S. met chair. prof said okay.

R. PC = reliable.

S. bas. courses. no int. chair: field work = int. clssmates for req.s. Him for xtra

R. But not int. course

S. No grad?

R. Don’t worry. tell chair talk to reg. Do soon. wait = can’t help.

Notice that there are few full words (and definitely no sentences!) in those notes. If they’re hard to understand then that’s good. Nobody needs to understand them except you, and you only need to understand them for a few minutes. In fact, I made the notes above long compared to what you might write during your actual TOEFL. Be sure you don’t spend the whole time writing. Remember that you need to listen enough to understand the bigger ideas and implications.

THE OTHER METHOD = The truth is that it’s pretty similar to what’s above. Only instead, of writing in one column, alternating between R. and S., you will write in two columns. On the left side will be one speaker, and on the right side will be the other. This helps you keep straight who said what without always including the speakers identity at the beginning of the line. Some test-takers have trouble doing the two column approach, though, and prefer to just keep it organized in one up-and-down column. That’s fine. But try both to find which is more efficient for you!

MAXIMIZING YOUR WRITING TOEFL SCORE

1) Take notes on what you don’t understand or didn’t know. Then, use that to write out your S.M.A.R.T. TOEFL study plan to hit your goal TOEFL score. Include exercises to improve your weaknesses and describe how you’ll study.

S: specific, M: measurable, A: actionable, R: results oriented, and T: time bound. 

2) About 20 to 30% of our students succeed with this TOEFL strategy however, need more help, practice, and guidance to earn their goal TOEFL score.  Remember that everyone takes notes differently, so you don’t have to have the exact same words in your notes as we do throughout this exercise, but your notes should be similar. With this method of taking notes, you’ll be focusing on writing the subject, verb, and object of key sentences. These notes will lead you to more correct answers on the listening section and better comprehension when you’re forced to guess. Without good notes, you will earn a lower, sometimes much lower.

Part 1 = Listen to the lecture and take notes by yourself naturally. Then, look at our notes and compare. How are they different? How are they similar? This is just to warm you up and give you a sense of where you are in your current ability.

Listen First – Audio Picture in part 1 = 

Compare Notes =   Notes6

Part 2 = Now, listen to our paragraph-by-paragraph analysis of the transcript of the lecture and how to take notes on it effectively. Take your time. Listen to the lecture and our lessons over and over again if you need to. Rushing does not lead to improvement; it leads to stress and failure. And, this is where you’re going to be doing the most score improving work.

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LISTEN – Audio Picture in part 2 = 

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LISTEN – Audio Picture 2 in part 2 = 

Notes2

LISTEN – Audio Picture 3 in part 2 = 

Part 3 = It’s time for an overview of how what you’ve learned translates into good note-taking ability. Listen to our explanation of our notes and the way to easily test if your note-taking is effective. Good luck! Know that if you make sure to apply this on your next TOEFL, you just improved your TOEFL score.

Notes 1

LISTEN – Audio Picture in part 3 =

Part 4 = This is the moment of truth. It’s time to put all of your knowledge to the test by listening to the lecture again and taking notes one more time. You should notice a difference in the way your brain now listens to the lecture. You should also notice that your notes are much closer to our example notes.

Listen First – Audio Picture in part 4 =

Compare Notes = Notes compare

Thanks to the following sources: http://magoosh.com/toefl/2013/the-best-tips-for-note-taking-on-the-toefl/   –     http://magoosh.com/toefl/2014/note-taking-tips-for-toefl-conversations/  –   https://www.notefull.com/content.php?pgID=605

HOW TO IMPROVE YOUR ACADEMIC READING FOR UNIVERSITY STUDY – COMO MEJORAR TU LECTURA PARA TENER EXITO EN LA UNIVERSIDAD

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I must admit, when I went to university. I was so overwhelm with the mass of books I have to read in just 1 term (5 months). On my time, and I have no idea if it’s still the same now, perhaps you can comment on this.  We take 4 units = 4 courses per semester = 4 lectures. Likewise each one gave us 3 books to read to present out final course assignment and report to successfully pass. So, I clearly remember been there in my 2 week at university with the doubting thought on how I would do to be able to read 12 big books in 5 months??….did it happen to you?

So much of your time at university is spent reading, it has got to be worth your while to spend a little time exploring the strategies you can use to get better at it and develop the mindset (and skills) of reading critically. Below are suggestions for starting points for both aspects of reading.

EFFICIENT READING

Efficient reading is an active process. It integrates pre-reading strategies with active notetaking and mapping. Focus on what you want to find out from the text and choose an appropriate reading strategy to meet your reading goals.

Reading strategies – Surveying/pre-reading

Look quickly over the whole text. Ask yourself:

• What is it about? What is likely to be covered?

• How does this fit with what I already know about the topic?

• Is it useful for my purpose?

• Is it a current, authoritative, academically suitable text?

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Skim – Look over the whole text and read quickly to find:

• The general idea

• The focus of the content.

− Read the title and abstract, the summary, or the introduction. Focus on information that tells the reader what the article is about. Note the main points covered.

− Read the conclusion. Focus on the summary or repetition of the main points.

− Read any headings, sub-headings and words in bold or italics. Note the key words.

− Read the topic sentence of each paragraph (usually the first sentence). Note the main idea contained in each topic sentence.

− Look for linking words that show the connections between ideas, e.g. in addition, because, however.

Scan – Read quickly to find:

• Specific information

• Particular knowledge about the content.

Look for key words, phrases or names. Look for capital letters and numbers. Move your eyes systematically over the page.

Understanding what you read – Active reading 

As an active reader you should:

• think about how what you are reading fits in with what you already know about the topic

• have a purpose in mind when you read. By being an active reader, you can make good choices about what you read and how you read.

Dealing with unfamiliar words and concepts

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Often the journal articles you read are written for professionals and experts in the field. If you find it difficult to process the information, it can be helpful to:

• use general text books that introduce the ideas for students and build up your background knowledge

• identify new and important terminology in the introduction or abstracts of what you read. These very key words can be important to understand before continuing with your reading.

• try to focus on general understanding, that is, whole ideas not single words.

Dealing with new terminology

University study will increase your vocabulary. While a dictionary can help to deal with the new terminology and vocabulary you encounter in your reading, it is often more useful to start with contextual clues, that is, the words or situation around the unfamiliar word that can help you work out the meaning. Look for the following:

• Restatement of ideas – restates or explains the meaning of new or key words. Look for these words: or, in other words, that is (i.e.), such as.

• Examples – explains the meaning by giving examples. Look for the following language: such as, for example, for instance, including.

• Comparison – complex words are often compared to more familiar or standard vocabulary: like, as, as if.

TO READ MORE EFFICIENTLY, REMEMBER:

• Pre-reading strategies are effective tools that help ensure useful outcomes from your reading – don’t waste time reading material that isn’t useful or relevant.

• Active reading techniques enhance cognition and learning.

• Diagrams, flow charts and mind maps can be a useful way to organise information.

• Reading actively increases understanding by connecting what you are reading with what you already know and what you need to find out.

Thanks to source: http://emedia.rmit.edu.au/learninglab/sites/emedia.rmit.edu.au.learninglab/files/efficient_reading.pdf

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CRITICAL READING

What is critical reading? 

Critical reading involves developing a deep understanding of the content of a text as well as how the subject matter is developed. It involve analysing the text to identify the main ideas and perspectives, but it also interprets and evaluates the text. You can read a text on at least four different levels:

Comprehension: Read to find out what the text says.

• Ask yourself: what are the main ideas of the text?

Analysis: Read to see what the text does.

• Ask yourself: how is the information used, how is it structured, how is it trying to persuade you?

Interpretation: Read to find out what the text means in a broader context.

• Ask yourself: what is the deeper meaning of the text? What are its implications?

Evaluation: Judge the text’s strengths and weaknesses. Judge whether the text is important in terms of its contribution to the field.

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Comprehension, analysis, interpretation and evaluation are illustrated in the below abstract.

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The discovery of antibiotics was contributed to by two scientists: Alexander Fleming and Howard Florey. Prior to 1942 patients in hospitals were dying from sepsis after amputations or from other invasive procedures. Women died in large numbers from infections caused by childbirth, and there was no great effort being made to find some form of antibacterial agent. In 1930, the microbiologist Fleming, who was studying micro-organisms and their growth patterns, wrote up his observations of the effect of bacteria on an organism for a small medical journal in London commenting that this might be worth further investigation; however, it wasn’t followed up for 10 years. During the Second World War, men injured in battle were dying from sepsis in wounds. An Australian, Florey, who was working at Oxford University, was given the job as part of a PhD to try and find some bacterial agent. He came across the article written by Fleming and decided to follow it up. He managed to isolate enough penicillin from the penicillium fungus to treat one patient. America put money into this research and Florey and his assistant started to produce penicillin on a mass scale. There was enough produced in 1942 and 1943 to treat most of the allied soldiers, sailors and airmen that were being injured.

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Critical analysis

1. Florey, building on the work of Fleming, managed to isolate penicillin during the Second World War. (Comprehension: This presents the same topic as the original. It restates the information.)

2. The passage compares the contributions made by two scientists to the development of a life-saving anti-bacterial agent. (Analysis: This discusses the way the material is presented and structured, showing deeper insight.)

3. The high numbers of soldiers dying of wound infection in the Second World War was the possible catalyst for the invention of penicillin. (Interpretation: This attempts to find a deeper meaning, interpreting the overall meaning of the passage.)

4. The article provides a good basic summary of the history of penicillin, but it ignores the vital work done by Moyer, which allowed large quantities of the drug to be produced.) (Evaluation: This judges the text in terms of strengths and weaknesses.)

Critical reading process 

1. What is the writer’s argument? What is the main claim?           ARGUMENT

2. What are the main points/ideas that support that argument? Does the writer attempt to address the stated point of view? Is it successful?                            SUPPORT

3. What kinds of evidence does the author present to support these points (quality and quantity)? Consider: is the evidence provided relevant, reliable and current? Where does it come from?                  EVIDENCE

4. Are the main points directly and logically linked to the argument? Look for examples of how they are linked. Look for examples or information that is not relevant or explained well.               LOGIC

5. Are there assumptions/perspectives that underpin the evidence presented? What are they? Are these assumptions clearly stated?                            ASSUMPTIONS

6. What are the strengths and weaknesses of this text? Does it make an important contribution to the field?   EVALUATION

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In order to read critically, you must be an active reader.

Asking questions as you read forms the basis of critical reading skills. Questions like those listed below help you to maintain your focus while reading and to think about the deeper implications of the text.

Hints:

• Have a pen or pencil with you as you read to note down strategies and processes that the writer uses as well as noting your own ideas and reactions to the reading.

• Add short observations or summaries along the margins of a text. ‘Post-It’ notes and other coloured labels can assist in your note taking from a text.

Thanks to source: http://emedia.rmit.edu.au/learninglab/sites/emedia.rmit.edu.au.learninglab/files/critical_reading.pdf

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NOW WATCH THIS VIDEO ABOUT HOW TO EXCEL IN LIFE IMPROVING YOUR READING SKILLS

How to read a book for a maximum learning