作者danielli79 (Jerry)

看板IELTS

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時間Sat Jul 29 16:53:22 2017

三戰雅思

背景

CGU M.S.，學測13 指考76

邊工作邊自修半年+全職考生一個半月(Andrew週一至週五密集班)

成績

一戰(四月裸考)：L:5.5 R:5.5 W:6 S:5.5 O:5.5

二戰(七月八日)：L:6 R:6.5 W:6 S:6 O:6

三戰(七月十五)：L:7 R:6.5 W:6 S:7 O:6.5

因為醫療業工作太忙工時太長下了班幾乎沒時間念英文，平時都是睡前看個Nextflix影集

放鬆兼練英文，後來時間壓力下決定六月離職好好準備雅思，想找適合我的狀況(剩兩個

月)能短期密集上課的補習班/private school，有爬了一些文做了一些功課，後來找到

Andrew的雅思教室，聽說讀寫密集課程開始日期剛好銜接到我離職的日期，而且學費很

實惠，師母另外也有提供一些學費折扣的方案，但我同時報了七月的兩場考試，當時離

考試只剩一個月，我有點急就拒絕了師母的提案，立刻就把錢繳一繳就去上課了，現在

想想有點對師母不好意思。

總括來說，我很喜歡上Andrew的課，他是個很有趣的人很好笑，上課都不會無聊不會想睡

，最重要的是課程教授的方式跟台灣的制式教育完全是兩個世界，用引導的方式讓你學習

，而不是一昧的教你或告訴你；他教授邏輯思考，而不是一直丟東西要你去記。當然，除

了課程之外自己也要投資時間去練習跟寫作業，那些作業都是經過設計的，依步驟練習能

加深學習的效果。經過Andrew的課程中，我覺得我學習成效很高，五週的課程還有全職考

生的環境讓我從5.5進步到6.5。(略過二戰的失敗，因為前一晚借宿朋友家，朋友家的貓

一直舔我不讓我睡，大概到三點才睡著隔天七點就要起床去考試，完全就是失神的考完二

戰)

寫作

因為之前碩班的Seminar跟Thesis都是用英文在寫，對於撰寫英文文章的一些眉眉角角還有

點概念，雖然賬面上我的寫作成績看不出有進步，但在上Andrew的寫作課的時候，我自己

就有一種大腦被開發的感覺，完全推翻以前寫作的習慣，進化成一種有系統有邏輯的陳述

方式，寫的內容要貼近世界常態並帶有批判性不再隨意天馬行空。不管成績如何，這種看

不到的改變對我未來要寫博士論文應該是會很有幫助的。而且Andrew的作文作業批改真的

佛心，他批改內容不會直接給你答案，他會用各種縮寫告訴你錯在哪，你要去哪找答案，

這才真正達到學習的目的。當然分數都沒進步可以歸咎到我時間拿捏沒有抓好，七月考的

兩次都沒寫完，只拿了6我也不意外。這點平時在寫寫做作業的時候就應該培養時間感，我

就是認為只是作業所以很鬆的在寫，這分數應該是對我的懲罰吧。

聽力

BBC world service是我最常用的聽力學習平台，內容涵蓋的範圍很廣，有新聞時事，經濟

論壇，科普知識，歷史故事等等，通常都是搭葛馬蘭來回Andrew教室的時候聽，晚上上完

課就一樣睡前一定要看個影集的習慣，舒壓兼培養語感，大推紙牌屋，裡面的單字在雅思

文章蠻常出現的。我練習的方法大致上是這樣，聽到不會的單字就邊google，你拼出來的

字google翻譯得出來就代表你是對的，然後用手機的記事本複製起來，回到家睡前把中文

填進去再複習一次，這樣基本上就記得起來了。一開始大概只聽得懂三成，到後來聽習慣

之後科普大概可以聽得懂八成，歷史跟時事可以聽得懂六成，經濟還是只聽得懂四五成。

Anrew教室全部都用英文上課的聽力不進步也很困難，課程中也會教一些考試技巧，但真正

聽懂內容還是最重要的。

閱讀

閱讀其實一直是我的障礙，經過Andrew的閱讀課程後，領悟到是因為語言邏輯上的差異所

造就，Andrew所教的方法之後不止速度變快，準確度也變高了。閱讀的課程包含了很多議

題探討的課程，訓練你對訊息input => process => output的整個流程，這個練習可以培

養在一堆資訊中迅速找到重點並summerise的能力，同時培養一個即將出國唸書的人該有的

世界觀，當然雅思考試技巧也是包含在內的。

口說

因為以前Seminar都被逼用英文做口頭報告，之後待了業界也都負責對國外窗口，外國病人

的報告咨詢以及解釋，對應美國病理學會的評鑑，外商高層來訪介紹產品或談合作等等的

，都還蠻常用到英文對話，雖然沒有講的很流利很標準但至少能確切表達。Andrew的口說

課我收獲最多的，應該就是教你如何表達得像Native Speaker，如何使用一些能表達情緒

的詞或是selfcorrect的技巧等等。同時課程中也讓你開始探索自己並學習如何表達自己

的經驗或看法，畢竟雅思的考試是以個人為主，所以越了解你自己，在口試的時候就越不

怕。

題外話，我客觀的算了一下，基本上Andrew是每天都在工作(工時超長的那種)，他的學生

一班平均算十人，每天下午以及晚上各要上三小時的課，還要批改作業(一個course至少四

班，一週二到三次，統計下來一周就有接近一百份作文要改)，有時候還會因為在課堂上想

到新梗會新加教學PPT，我敢說Andrew是一個很認真的老師！

最後，希望跟我一起準備雅思的各位同踢夥伴們也都能拿到自己所需要的分數。

Here are the answers to the final Logic Post.

Answers to Logic (10 of 10)

1 The trouble here is that ‘developed’ and ‘developing’ countries is the same as every single country in the world. So, the problem is in all countries, right?

2 Is there any logic here? If a nation develops, does the living cost increase? Not necessarily. And where is the living cost? In the developing nations, or somewhere else? The student should simply write, ‘The living cost nowadays has been increasing.’

3 Again, is there any logic here. Nuclear energy is efficient, or not inefficient. This is not related to the energy shortage the world is facing. The student is probably thinking, The world is facing an energy shortage. Therefore, nuclear energy has become more desirable.

4 Actually, there is only one type of electricity. The student should write ‘electrical power generation’.

5 Is this logical? I would say that no matter what the price of cigarettes, people will still smoke. Everyone is prepared to pay for their pleasure, right?

Well, everyone, that concludes the ‘logic’ posts. I hope this has helped. I’ll be putting more logic posts on at some stage in the future, along with collocation and grammar, all to help you with the IELTS mark. And there may be more consumer advice, too.

Logical Writing in IELTS Writing Task Two (10 of 10)

Well, here we go with the next of the IELTS ‘logic’ posts. Remember, in IELTS essays, one of the biggest problems is a lack of logical thinking, especially if you memorise material from the many IELTS ‘magic books’ out there.

Always remember, IELTS Task-Two essays require a detailed and coherent argument. It must make sense! You need to have the ability to know what makes sense and what does not. Here are five more sentences, but each one has a logic issue. Can you see what it is?

Try to work out the logic problems with the following sentences.

1. This is a problem, especially in developed and developing countries.
2. With the growth of developing nations, the living cost nowadays has been increasing.
3. The world is facing an energy shortage. Therefore, nuclear energy has become more efficient.
4. There are many types of electricity.
5. To reduce smoking, government could raise the price of cigarettes.

The answers will be given in the next ‘logic’ post.

Answers to Logic (9 of 10)

1. ‘Justic’ does not take away the criminals lives. It is the ‘justice system’.
2. ‘In other words’ should not be used in IELTS writing. It is not a formal written phrase, and it causes problems, such as here. ‘Attract visitors’ is not a different set of words for ‘create jobs’. I could give a correct version, but remember, ‘in other words’ is not good anyway, so I don’t want to use it.
3. The correct logic is …

‘Without something’ + [Logical Result].

For example,

‘Without preparation, you could fail the test’.

If the ‘Without’ is at the beginning, you usually put a bad thing. If it is at the end, it doesn’t matter much.

            ‘I went to the party without asking her.’

The student has written a sentence where the second part is not a logical result. A better sentence could be …

‘Without capital punishment, people will be more inclined to commit crimes.’

or

‘Capital punishment is need. Criminals are not afraid of other forms of punishment.’

4. ‘Capital punishment’ is not ‘behavior’. The student needs the word ‘system’ or ‘method’. Another problem is that capital punishment is instant death, and thus not particularly violent at all (since it can’t last over a period of time). The student needs to not use ‘extremely’, and use an adjective such as ‘brutal’ or ‘inhuman’.
5. The correct logic should be  ‘Instead of [A], [B] is a good idea’  but [A] and [B] should be a similar thing. You can’t say …

‘Instead of apples, buses are efficient.’

A correct sentence might be ..

Instead of execution, society should use life imprisonment, while always investigating the root causes of crime in order to reduce the problem in the first place.

Well, here we go with the next of the IELTS ‘logic’ posts. Remember, in IELTS essays, one of the biggest problems is a lack of logical thinking, especially if you memorise material from the many IELTS ‘magic books’ out there.

Always remember, IELTS Task-Two essays require a detailed and coherent argument. It must make sense! You need to have the ability to know what makes sense and what does not. Here are five more sentences, but each one has a logic issue. Can you see what it is?

Try to work out the logic problems with the following sentences.

1. The victims cannot feel better, even if the justice takes away the criminals life.
2. Museums create jobs. In other words, they attract visitors.
3. Without capital punishment, criminals are not afraid of other punishment.
4. Capital punishment   … this extremely violent behavior cannot be accepted.
5. Instead of execution, society should investigate the causes of crime.

The answers will be given in the next ‘logic’ post.

Answers to Logic (8 of 10)

1. ‘Not to marry, especially in modern society’? But everyone lives in ‘modern society’, don’t they? Maybe the student should write … ‘in developed nations.’
2. Doesn’t everyone need money? The ‘may’ is weird.
3. ‘Willing to kill’ doesn’t make sense. It suggests someone wants them to do kill people, and needs people ‘willing’ to do so. The sentence should read something like, ‘People with murderous instincts’ or ‘Those who want to kill someone’.
4. You can’t control smoke, can you? Hmmm. It’s meant to be something like ‘cigarette sales’ or ‘cigarette prices’ or ‘cigarette distribution’.
5. It doesn’t matter how expensive cigarettes are, the ‘desire to smoke’ will remain unchanged.

Logical Writing in IELTS Writing Task Two (8 of 10)

Well, here we go with the next of the IELTS ‘logic’ posts. Remember, in IELTS essays, one of the biggest problems is a lack of logical thinking, especially if you memorise material from the many IELTS ‘magic books’ out there.

Always remember, IELTS Task-Two essays require a detailed and coherent argument. It must make sense! You need to have the ability to know what makes sense and what does not. Here are five more sentences, but each one has a logic issue. Can you see what it is?

Try to work out the logic problems with the following sentences.

1. It has become common for people not to marry, especially in modern society.
2. It is obvious that people may need more money.
3. People who are willing to kill want to have guns.
4. We need to legislate to control the smoke.
5. Raising the price of cigarettes will reduce the desire to smoke.

The answers will be given in the next ‘logic’ post.

Answers to Logic (7 of 10)

1. ‘Abolishing’ something happens in one short moment, and it happens once only. It can’t ‘keep happening’.
2. The first part is okay. But ‘affect behaviour’ is too general and unspecific to be able to draw a conclusion using ‘thus’. The first part needs to be far more specific – for example, ‘Guns make people feel very powerful’, and even then, the ‘thus’ part has to be less certain – for example, ‘thus, those who are more impressionable may use them to commit crimes.’
3. ‘Reduce smokers’? Obviously the word must be ‘smoking’.
4. The adverb ‘absolutely’ is used too intensify, or make a statement stronger. It is used when such intensification is needed – because some people might disagree. “He’s absolutely wrong!” “The movie was absolutely terrible!” But could you say … “1 and 1 absolutely equals 2.” No, because it is a fact. So too is the irreversible nature of killing someone.
5. How can you prepare a will after you have died? Hmmmm. The sentence could be written… ‘… prepare their will for after death.’

2. 在Andrew’s Ielts Studio所有的口說和討論活動，同學都要不斷地交換談話的對象，也就是同學不會一直和同一個人對話，有時和你對話的同學英文程度比你好，有時和你對話的同學英文程度比你差，遇見各式各樣的人讓上課更有趣，而在有趣的學習環境中可以提升同學的學習效果。

3. 不管你是同性戀還是異性戀，男生還是女生，英文程度高還是低，每位同學都是不可思議的個體，每位同學對課堂上的任何活動參與都有貢獻，每個同學都有優缺點 (長短處)，學生A可能擅長閱讀技巧，學生B可能擅長口說技巧…同學們在課堂上可以互相學習彼此的優點，同學為何不能敞開心胸，為何要看輕程度和自己不同的學生呢QQ

4. 老師花了十幾年的時間製作而且不斷地更新他的PPT (老師的簡報真的很不可思議XD)，老師上每一堂課都用PPT教學，一來節省寫白板的時間，再者，老師教學的內容除了文字外都有圖片輔助，所以即使程度較低的同學也可以理解 (也難怪經常有考7分的同學告訴我，很驚訝自己一戰就考7分，同學說因為老師用PPT教學，覺得自己記憶特別深刻，所以吸收也特別快XD)。老師上課用誘導的方式，程度好的學生可以很快說出答案，而程度較弱的學生會將老師上課內容抄下來(或拍照)，總之老師用PPT有效而且有趣地引導每個同學學習。

近來有同業老師不斷在臉書及部落格上惡意攻擊我們，說 “某外師不分程度，來者不拒”，也就是說我們將英文程度不同的學生放在同一個班級上課，因為攻擊訊息卑鄙 ( 我這邊寫的只是訊息的一部分，那位台籍老師收費比我們貴40%，她還說我們只有靠團報才能招到學生…等等很侮辱人的字詞)，可以完全誤導學生，所以師母在這裡必須澄清一些事。

關於那位同業老師對’混合不同程度’的批評論點，師母先要論述四個重點:

1. 批評我們的同業老師並不知道我先生上課的實際情況，就像美國總統川普經常沒有事實依據就無的放矢。

2. 同業老師的惡意攻擊並非為了幫助他人 (學生)，基本上是為了自己的利益 (生意)。

3. 對於沒有受過英文專業教學訓練的人，他們根本無法理解為何專業英文教師可以運用專業教學技能讓不同程度的學生可以同時在課堂上學習，而且不管程度高或低的學生都可以學到非常多的東西。

4. 惡意攻擊同業老師的老師心懷不軌，同學們不應該相信這樣的人。

現在，師母跟同學解釋為什麼Andrew老師可以不分程度教學:

1. 全世界都是混合的，不是嗎？同學們從上國民小學開始到國中，甚至高中 (台灣現在是12年義務教育)，不管上國文課、英文課、數學課…等各個科目，不管程度低或高的學生不都是坐在同一個教室裡學習嗎？學習結果不同只因為同學吸收的程度不同，有些同學學的快，有些同學學的慢，只要同學有努力嘗試學習，那不就是成就了嘛！

師母以寫作為例，寫作是一種非常”個人專屬”的技巧，老師非常認真批改每個同學的作文作業，並在同學犯錯的地方標示”error codes錯誤代碼”，所有的同學都要在課堂上分析更正自己寫作所犯的錯誤 (當然老師會從旁給予指導和幫助)，每個同學都在老師的作文課上學習，做不做程度分班在寫作課根本不是重點。

師母再舉閱讀為例，閱讀也是一種非常”個人專屬”的技巧，老師會先主導一些討論活動，教一些重要的字彙，教導同學閱讀技巧，但是最終每一位學生必須要做老師給的閱讀練習，當然閱讀能力強的學生答對的題數會比較多，而閱讀能力較弱的學生答對的題數會比較少，但重點是每一個學生都學到了閱讀技巧啊!

Andrew老師上課讓同學說英文，引導同學思考，還有其他活動也都是用英文，因此上了Andrew老師一堂3個多小時的英文課後，同學的英文絕對比上課前好 (學習英文就像學開車一樣，要實際練習開車，而非只學開車理論，才能學會開車技巧)。

諷刺的是，台灣坊間有很多自稱名師的老師們都有以上的危險警訊 (也就是說他們都不是好的英文老師)，不少同學卻花很多金錢和時間找這些名師補習，找錯了英文老師就是同學們遲遲無法拿到理想的雅思分數的主因 (我經常在Ptt上看到同學們用”苦海”或是”地獄”形容準備雅思的過程) ，其實只要同學們選擇好的英文老師，英文學習過程可以是非常有趣的 ( 我們的學生常告訴我他們上我先生的課非常開心快樂，因為Andrew老師的課非常有趣)，所以同學們一定要慎選英文(雅思)老師。

師母在這篇文章的前面提到所謂的補習班名師絕大多數用中文授課，所以通常同學們上英文課確聽了兩到三個小時的中文，而且他們通常喜歡發一堆講義，講義上有很多的單字，這些字彙不但人腦難以記憶，同學們也不知道如何正確使用它們，導致同學英文學了半天還是毫無進步，不只浪費了時間又浪費了金錢。

 一位老師要如何教英文才是正確的，師母這裡用另一種方式來解釋，假設你想要學習如何開車 (學習英文)，駕訓班老師跟你解釋了如何開車的理論 (用中文解釋英文文法)，告訴你如何通過路考 (做考古題)，然後再發給你一堆關於開車理論的講義 (相當於同學們背模板)，當然上課中你問的問題老師也都回答你了，試問，如果你現在坐在一輛車子裡，你會開車嗎？答案絕對是否定的，因為在整個學習開車的課程中，駕訓班老師從來沒有讓你學習開車，只是給你空洞的開車理論而已，而這基本上就是為何台灣學生學了十~二十年的英文還是無法開口說英文的主要原因。

Andrew老師不但有將近24年的英文教學經驗，擁有劍橋英語教師證書和文憑，除此之外，老師還是台灣目前唯一的劍橋英語教師訓練師 ( 老師其實還有另外一個身份 ~ 是跟雅思留學考試有關的，師母在這裡不方便公佈)， 在Andrew老師的課堂上，老師絕對不唱獨角戲，劍橋英文教學理論是要以學生為中心，我先生說之前他在訓練英文老師時老外也非常驚訝這樣的教學方式才是正確的，同學們在老師的課堂上做的事情大約如下:

1. 同學在課堂中要用英文和同學對話。

Logical Writing in IELTS Writing Task Two (7 of 10)

Well, here we go with the next of the IELTS ‘logic’ posts. Remember, in IELTS essays, one of the biggest problems is a lack of logical thinking, especially if you memorise material from the many IELTS ‘magic books’ out there.

Always remember, IELTS Task-Two essays require a detailed and coherent argument. It must make sense! You need to have the ability to know what makes sense and what does not. Here are five more sentences, but each one has a logic issue. Can you see what it is?

Try to work out the logic problems with the following sentences.

1. Society must keep abolishing capital punishment.
2. Guns affect people’s behavior, thus they commit crimes.
3. There are many ways to reduce smokers.
4. Killing is absolutely irreversible.
5. They need to prepare their will after death.

The answers will be given in the next ‘logic’ post.

Answers to Logic (6 of 10)

1. Don’t museums exist in ALL countries of the world?
2. How does a building ‘increase the economy’? We need more words. ‘The tourists which museums attract contribute to that city’s economy’.
3. This sentences sounds as if newborn babies need financial benefits. They probably need milk and a change of nappies. Again, we need more words. ‘Government can increase the financial benefit for those who have babies’.
4. ‘Take place’ is for events, not ‘rights’. The other problem is that ‘rights’ are forever. For example, the right to vote, or the right to free speech. The student needs to simply write, ‘People have a right to own guns.’
5. Airline pilots serve in the air force, not the army, right?

我們有兩個很特別的學生~一個學生週日密集班課程只上了60幾個小時就考了雅思8分 (除了口說7分之外，寫作、閱讀和聽力都8分) 的成績， 這位同學除了平常自己有閱讀英文的習慣外，從來沒有補過習，結果一戰就考了8分， 另外一位同學多益只有245分，高中大學英文指考都不到50分，他也是沒有補過雅思， 結果他只上了老師的十二堂作文課就拿到寫作5.5分，寫作5.5分其實是台灣雅思考生寫作的平均分數，這位同學其實很優秀，他是研究所畢業生，最後有3所英國學校接受了他的申請。

這裡有一段劍橋教師訓練課程提及的語言學習理論，” 語言學習者並不會從解釋中受益匪淺，即使這個解釋是用你的母語，例如用中文解釋英文文法、詞彙…等等，有時反而讓學習者更難理解英文用法的原意，因為兩種不同語言沒有完全的對等關係，語言學習者 (英文學習者) 通常無法從漫長的解釋中 (例如中文解釋) 使用複雜的訊息，使用語言能力最有效的學習方法是透過 ‘嘗試做’ 的技能學習 (例如: 踢足球和騎腳踏車)，而不是像科學家一樣~可以從理論中得到數據然後再嘗試應用。”

相信同學們看了以上這一段話就可以看出台灣的補教業大部分英文名師教法都是錯誤的，真正要學習英文是要用英文學英文，而不是用中文去學英文 (這我在之前的文章中也有提到過，錯誤的學習法導致台灣學生的英文程度普遍低落)， 有時同學們報名Andrew老師的課程會要求我或老師幫他們做測試，幫學生做測試時，我問了很多英文程度不好的學生，通常這些學生平時不會使用英文，也不會接觸英文，所以學習英文的確像學習其他任何技能一樣，只要經常接觸英文的同學英文一定好。

我研究所念的是中英翻譯，從這個課程中我學習到一種語言要翻譯成另外一種語言要做到對等原則是不可能的，因此翻譯者在翻譯時基本上只能保留原文的訊息，原文的語法和形式就有可能在翻譯過程中喪失; 例如同學要查一個英文單字，你會發覺如果你查英文單字用英漢字典和英英字典的感受一定不—樣，相信說到這裡同學已經能夠理解學習英文要用英英字典才對，因為只有用英文解釋英文才不會失去英文單字的原意。

當然同學們不是語言專家，所以並不知道怎麼樣的老師才是好的英文老師，在台灣通常同學們認為只要一個老師上課可以用中文解釋就是好老師（至少是比較適合他們的老師，因為畢竟老師和他有共同的母語），只要老師上課給你很多講義也是一個好老師，或者是改作業或英文口說問句直接給你答案，然後再給你中文翻譯也是一個好老師，或者是這個老師的部落格或者是臉書上有很多的讚也是一個好老師。

這樣的老師就會變成所謂的 ‘名師’，同學們就會趨之若鶩報名這些老師的課程，但是這些老師真的是好老師嗎？ 答案是否定的，這些老師絕對不是專業的英文教師（或者他們知道，只是為了迎合台灣的市場需求他們用不正確的方式教英文)，同學們在這些老師的課程中上2個小時或3個小時的中文解說的英文課，所以同學們練習到英文了嗎？ 這就如同要學習如何開車，學習了一堆如何開車的理論卻沒有實際下去練習開車，真正有車子開時還是不知道如何開的道理是一樣的;  Andrew老師是劍橋教師訓練師，同學們上過Andrew老師的課後不會說這個老師上課在做什麼，而會說老師上課要你們做什麼…

Well, the AIS Term 5 IELTS Courses finished last week, so I thought (instead of the next ‘logic’ post) I’d give some photos. The Term 6 Courses started this week, and they are all FULL. Wow, I’ll be VERY busy with the correction, but I’m happy to help as many students as I can.

Think about Term 7 (starting August 14th) if you or your friends are interested in preparing for the IELTS Test with a REAL teacher, with REAL qualifications, REAL experience, and who REALLY teaches in accordance with a modern methodology, using REAL IELTS books, and producing REAL results.

Here’s the IELTS Reading & Speaking class.

Here’s the IELTS Writing & Listening (afternoon) class.

Finally, here’s the IELTS Writing & Listening (night) class.

Hope to see you in my classes.

Go back to home page.

Go back to home page.