TOEFL100点以上を目指す社会人の方のための集中勉強会のご案内です。

一回の受講で、100点までの道のりが明確に見えるようになりますので、安心してその後の勉強を実施することができます。

TOEFL学習記録122

Usher Writing

Test 16

The reading passage presents three advantages of food irradiation. However, the professor states that these theories are unsubstantiated and provides her own compelling rebuttals.

The first advantage described by the reading passage is that irradiation kills 99% of pathogens. Conversely, the professor says this argument is illogical because the remaining 1 % of super-resistant pathogens may inflict significant detriments to our health.

The second advantage identified by the reading passage is that irradiation slows down the rate of food spoiling. On the contrary, the professor claims this contention is questionable because foods are irradiated prior to maturing, which may deteriorate the taste and quality of foods.

The Third advantage mentioned by the reading passage is that irradiation does not cause chemical or physical changes of foods. On the other hand, the professor maintains this assertion is unjustifiable because according to a study foods lose Vitamin C more quickly during the storage after the irradiation.

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Test 17

The reading passage presents three disadvantages of iron fertilization. However, the professor states that these theories are unsubstantiated and provides his own compelling rebuttals.

The first disadvantage described by the reading passage is that the benefit of plankton’s absorbing carbon dioxide is not as great as expected previously However, the professor says this argument is illogical because the previous studies only monitored a short-term behaviors. If long-term studies are conducted, planktons can absorb significant amount of carbon dioxide. The professor quotes 1000 kg of iron is equivalent to saving 1000 trees.

The second disadvantage mentioned by the reading passage is that planktons may produce toxins. However, the professor says this contention is unjustifiable because we can stop the use of iron fertilization after the global warming is under control. Also, only some species of planktons are responsible for generating toxins.

The third disadvantage pointed out by the reading passage is that the iron fertilization will affect the ecosystem adversely. However, the professor says this assertion is questionable because the impact of the global warming on the eco-system is more significant than that of the iron fertilization itself. As the iron fertilization helps reduce the global warming, it is actually helping minimizing the impact on the ecosystem.


---------------------------------------------
これで全テスト17回終了。Integratedについては、これで完璧に自信がついた。

この韓流本の最後に、過去5年間のIntegratedとIndependentの問題がそれぞれ40個以上記載されている。ETSからクレームが来ないのだろうかと心配になるが、受験者にとっては貴重な情報である。Integratedの過去問は、Reading とListeningの3つの要点がまとめられている。ハングルなので翻訳が必要。
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注意:上記の作文は私の長い勉強過程の一時期に書いたもので、使われているテンプレート、書き方などは現在使っているものと大きく違いますのでご注意ください。 勉強会でご紹介したものが現在のテンプレート、書き方です。

[タグ未指定]
[ 2012/12/31 10:44 ] TOEFL学習記録 | TB(-) | CM(0)

TOEFL学習記録121

Usher Writing

Test 14

The reading passage presents three reasons for the Paleocene-Eocene Thermal Maximum. However, the professor states these reasons are unsubstantiated and provides his own compelling rebuttals.

The first reason described by the reading passage is that ocean’s circulation transported heat and created the warming. Conversely, the professor says this argument is illogical because we have little knowledge about the ocean circulation patterns and computer models do not match with actual data.

The second reason identified by the reading passage is that a carbon rich comet hit the Earth, significant amount of iridium and magnetic particles from the comet affected the global warming. On the contrary, the professor says this theory is unjustifiable because there should be instantaneous changes in the atmosphere or increase in carbon. Also, magnetic particles are from bacteria not from the comet.

The third reason mentioned by the reading passage is that methane, a greenhouse gas, from decomposed microbes at the bottom of sea rose to the surface and caused the global warming. On the other hand, the professor says this hypothesis does not hold water because the methane release occurred simultaneously with the global warning. Also, the accumulation of methane is so slow that it would not affect the globe temperatures.


Paleocene暁新世 ぎょうしんせい
Eocene 始新世
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My template

The reading passage presents three reasons for ...... However, the professor states these reasons are unsubstantiated and provides his own compelling rebuttals.

The first (second, third) reason described (identified, described) by the reading passage is that ...... Conversely (On the contrary, On hte other hand), the professor says (states, points out) this argument(contention, hypothesis) is illogical (does not hold water, questionable, untenable, unjustifiable) because ......



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Test 15

The reading passage presents three theories to support that life could have existed on Mars. However, the professor states these theories are unsubstantiated and provides her own compelling rebuttals.

The first theory described by the reading passage it that organic compounds found on Mars is a proof of life on Mars. Conversely, the professor says this argument is illogical because the process of using electron microscope is artificial and they may have seen something similar to organic compounds but not actually organic compounds.

The second theory mentioned by the reading passage it that organic compounds means the existence of bacteria, which is a strong evidence of life on Mars.
On the contrary, the professor states this contention is doubtful because organic compounds could be created by other mechanisms like volcanic eruptions. It is not wise to jump to the conclusion.

The third theory pointed out by the reading passage it that bacteria could be identified by measuring the magnetic field. On the other hand, the professor maintains this hypothesis does not hold water because the magnetic fields created by bacteria are too weak to be detected.


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My templateに完全に慣れてきた。12分くらいで完了できるようになってきた。ただし、一番大切なのはテンプレートではなく、的確に3つのポイントを理解し、簡潔にまとめること。Usher本のまとめ方は実にすばらしい。

年末年始の学習予定:
Usher Writing Speakingの2冊を制覇したい。
(1)Writing Independent Usher本の予想的中問題のすべてに自分のTopic sentence 2つを考える。
(2)Speaking Task 1 + Task 2のUsher本の予想的中問題のすべてに自分のTopic sentence 2つを考える。
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注意:上記の作文は私の長い勉強過程の一時期に書いたもので、使われているテンプレート、書き方などは現在使っているものと大きく違いますのでご注意ください。 勉強会でご紹介したものが現在のテンプレート、書き方です。

[タグ未指定]
[ 2012/12/30 15:44 ] TOEFL学習記録 | TB(-) | CM(2)

TOEFL学習記録120

Usher Writing

Test 13

The reading passage presents three reasons why infrastructure privatization is beneficial to the state. However, the professor states that these reasons are unsubstantiated and provides his own compelling rebuttals.

The first reason identified by the reading passage is that the private companies attempt to provide better services to meet the needs of clients. More clients use the services and bring more tax revenue to the state. On the contrary, the professor says this argument is illogical because in the long run the state can gain more profits for example by collecting tolls on the road.

The second reason described by the reading passage is that private companies, being the owner of the infrastructures, monitor and maintain infrastructure. Conversely, the professor says this contention is untenable because private organizations only focus on short term profits and do not spend money on repairing and maintaining infrastructures.

The third reason mentioned by the reading passage is that private companies will introduce new technologies to compete with other companies. On the other hand, the professor says this statement is questionable because without competition, private companies tend to focus on profits and will not invest on new technologies.


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注意:上記の作文は私の長い勉強過程の一時期に書いたもので、使われているテンプレート、書き方などは現在使っているものと大きく違いますのでご注意ください。 勉強会でご紹介したものが現在のテンプレート、書き方です。

[タグ未指定]
[ 2012/12/29 22:57 ] TOEFL学習記録 | TB(-) | CM(0)

TOEFL学習記録119

Usher Writing

------------------------
Test 11

The reading passage presents three theories concerning why and how Mima mounds were created. However, the professor states that these arguments are uncorroborated and provides his own compelling rebuttals.

The first theory provided by the reading passage is that American Indians , specifically, Chinooks created the mounds for ceremonial purposes. Conversely, the professor argues this contention is unsubstantiated because no traces of bones or tools have been found at the sites. Furthermore, the name Mima comes from the Chinook language is accidental.

The second theory suggested by the reading passage is that seismic activities formed the mounds, which was later confirmed by an experiment in which an artificial earthquake was able to create mounds in sand. On the other hand, the professor maintains this assertion is untenable because similar mounds are found in the areas without earthquake activities.

The third theory given by the reading passage is that pocket gophers created the mounds when they created underground home. On the contrary, the professor says this claim is questionable because no evidence of gophers such as bones and fur has been found at the sites. They create their dwellings between mounds, not under mounds. They may have moved to the mounds after the mounds were formed.


この問題は本番で出ました。 
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Test 12

The reading passage presents three theories concerning how Egyptian pyramids were constructed. However, the professor states that these assertions are unsubstantiated and provides his own compelling rebuttals.

The first theory provided by the reading passage is that ramps or inclinations were used to transport heavy stone blocks up to the top of the pyramids. Conversely, the professor contends that this argument does not hold water because it takes significant amount of time and labor to build ramps that can reach the top of the pyramids. This method is simply neither economical nor efficient.

The second theory given by the reading passage is that wooden cranes were used to lift up heavy stones. On the contrary, the professor maintains that this contention is untenable because woods that were available near the Nile River were too soft as a building material of cranes.

The third theory described by the reading passage is that stone blocks were made by pouring limestone concrete into molds. On the other hand, the professor claims that this hypothesis is questionable because this method cannot explain the existence of granite rocks in the pyramids and various shapes of stone blocks. If moulds had been used, all the blocks should have the same dimensions. Furthermore, lime concrete was used by Romans to repair the pyramids.

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注意:上記の作文は私の長い勉強過程の一時期に書いたもので、使われているテンプレート、書き方などは現在使っているものと大きく違いますのでご注意ください。 勉強会でご紹介したものが現在のテンプレート、書き方です。

[タグ未指定]
[ 2012/12/28 14:53 ] TOEFL学習記録 | TB(-) | CM(0)

TOEFL学習記録118

Usher Writing




Test 6

My template:
The reading passage presents three reasons why coal is still an important energy source and widely used. However, the professor states that these reasons are unsubstantiated and refutes them by providing his own compelling rebuttals to substantiate his assertion that coal is not good for humanity.

The first reason given by the reading passage is that coal is less costly than other sources due to its abundant reserve. On the contrary, the professor declares this is uncorroborated and contradicts the theory by saying that coal’s energy conversion efficiency is mere 10 percent, much less than oil and natural gas.


The second reason pointed out by the reading passage is that technologies to burn coal for generating electricity is well established based on a long term experience. On the other hand, the professor says this is unsubstantiated and casts doubt on this by stating that coal pollutes environment, especially solid and liquid waste from coal damage surface and subsurface water systems.

The third reason suggested by the reading passage is that coal is widely used in various manufacturing and industrial fields. Conversely, the professor explains that this is refutable and negates this theory by saying that toxic carbon monoxide emitted from coal burning plants are damaging to our health and technologies to minimize the CO emission has not been established.



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Test 7

The reading passage presents three reasons to substantiate a contention that European settlers caused the near-extinction of bison population. However, the professor contends that these reasons are unsubstantiated and provides his own compelling rebuttals to corroborate his theory that settlers did not cause the decline of the bison population.

The first reason provided by the reading passage is that European settlers overhunted buffalos. On the contrary, the professor states that this is unsubstantiated and negates this by saying that the trend of declining population started in the west, which does not match with the initial settlement of Europeans in the east.

The second reason supplied by the reading passage is that the use of long-range guns caused the near-extinction of buffalos. On the other hand, the professor says this is uncorroborated and contradicts this by saying that arrows and bows were as efficient as guns to kill buffalos.

The third reason identified by the reading passage is that domesticated animals brought by settlers reduced the grazing land of bisons. Conversely, the professor argues that this is untenable and counters this by saying that the competition of grazing lands did not exist because domesticated animals occupied relatively mild climate areas, whereas bisons could have gone to northern areas to feed.


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Test 8

The reading passage presents three theories to prove that Edmontosaurus were migratory from colder north to warmer south. However, the professor sates that these assertions are uncorroborated and provides his own compelling theories to substantiate that they were not migratory.

The first theory identified by the reading passage is that Edmontosaurus migrated to the southern regions in order to survive the severe winters. Conversely, the professor argues that this contention is unsubstantiated by stating that the climate when Edmontosaurus thrived was much warmer with aplenty of food sources and there was no need to migrate to southern areas.

The second theory given by the reading passage is that Edmontosaurus formed a herd and had to migrate to secure enough foods. On the contrary, the professor maintains that this claim is unjustifiable by stating that forming a herd does not automatically suggest that they are migratory. Furthermore, the migration gives predators more chances to attack them.

The third theory suggested by the reading passage is that Edmontosaurus were able to stand on their hind legs and move efficiently to the southern areas. On the other hand, the professor states that this statement is untenable by stating that only adult Edmontosaurus had this mobility and children had to stay behind or the entire herd must have moved at a slower pace.



---------------------------
Test 9

The reading passage presents three reasons to support that sulfur filled rockets are not a good solution to the global warming. However, the professor states these assertions are unsubstantiated and provides his own theories to substantiate that the rockets are actually a good solution to the environmental problems.

The first reason presented by the reading passage is that sulfur would be combined with water vapor to form acid rain, which is detrimental to the environment. Conversely, the professor states this assertion is unsubstantiated by saying that this reaction between sulfur and water vapor will not happen because the stratosphere does not create water vapor.

The second reason provided by the reading passage is that it is very costly to launch a number of rockets. On the contrary, the professor states this contention is uncorroborated by saying that this solution is the cheapest among other solutions. For example, the professor uses an example of prohibitively expensive costs of using eco-friendly fuels for cars.

The third reason suggested by the reading passage is that the merit of this solution is limited to only one or two degrees drop in temperature. On the other hand, the professor states this claim is illogical by saying that one or two degrees are significant impact on the environment. Less melted glaciers would solve many environmental problems including the global warming.


----------------------------
Test 10

The reading passage presents three pieces of evidence that substantiate that moa survived until the arrival of Europeans in New Zealand. However, the professor states these are unsubstantiated and provides his own theories to support that moa did not survive until the arrival of Europeans.

The first piece of evidence described by the reading passage is that Alice McKenzie had a sighting of moa like animal. Conversely, the professor states this is unsubstantiated because Alice McKenzie’s description of a moa like animal does not match with that of a real moa. For example, blue feather, a leg equal to her wrist in diameter, and foot prints of hens do not match a real moa.

The second piece of evidence suggested by the reading passage is that clean cut marks must have been made by a steel tool brought by Europeans. On the contrary, the professor states this is uncorroborated because the sharp cut marks could have been made by native tools made of obsidian or flint.

The third piece of evidence is that moa feathers were found together with European items. On the other hand, the professor states this is untenable because no skins or bones of boa were found and feathers obtained before the arrival of Europeans might have been buried with other European items.

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注意:上記の作文は私の長い勉強過程の一時期に書いたもので、使われているテンプレート、書き方などは現在使っているものと大きく違いますのでご注意ください。 勉強会でご紹介したものが現在のテンプレート、書き方です。

[タグ未指定]
[ 2012/12/27 10:14 ] TOEFL学習記録 | TB(-) | CM(0)

TOEFL学習記録117

Usher Writing 


Test 4

My template:

The reading passage presents three theories concerning the sources of the strange noises heard by the crews of Russian submarines during the Cold War. However, the professor claims that these arguments are unjustifiable and negates them by providing his own compelling rebuttals.

The first theory described by the reading passage is that the sounds came from killer whales. On the contrary, the professor states this is unsubstantiated because killer whales swim near the water surface and it is not possible for the crews of submarines approximately 200 meters deep in the water to hear the sound.  In addition, sonar could have detected them, if the sounds came from killer whales.        


The second theory identified by the reading passage is that the sounds came from giant squids.  Conversely, the professor contends that this is uncorroborated because the sounds are no longer heard today.  As the squids are living today, it is illogical that we do not hear the sounds today.  On top of that, the shells of squids are detectable by sonar, but sonar of submarines did not detect anything.


The third theory suggested by the reading passage is that the sounds came from small American submarines.  On the other hand, the professor argues that this is refutable because the speed and mobility of quakers cannot be realized by the latest technologies.  Furthermore, it would have been too expensive for Americans to build submarines with such capabilities.        


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Usher’s template:

 

In the given set of materials, the reading and the lecture deal with the sources of mysterious sounds Russian submarine crews heard during the Cold War.  The reading suggests possible sources of the sounds, whereas the professor refutes them by providing his own compelling rebuttals.

 

First, the professor states that killer whales swim near the water surface and it is not possible for the crews of submarines approximately 200 meters deep in the water to hear the sounds.  In addition, sonar could have detected them, if the sounds came from killer whales.  This contradicts the reading passage’s claim that the sounds came from killer whales.

 

In addition, the professor maintains that the sounds are no longer heard today.  As the squids are living today, it is illogical that we do not hear the sounds today.  On top of that, the shells of squids are detectable by sonar, but sonar of submarines did not detect anything.  This casts a doubt on the reading passage’s claim that the sounds came from giant squids.

 

Finally, the professor states that the speed and mobility of quakers cannot be realized by the latest technologies.  Furthermore, it would have been too expensive for Americans to build submarines with such capabilities.  This refutes the reading passage’s claim that the sounds came from American submarines.



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Test 5

The reading passage presents three theories to support that Sinosauropteryx did not have feathers.  However, the professor claims that these assertions are refutable and provide his own compelling rebuttals to substantiate that Sinosauropteryx had feathers.

 

The first theory suggested by the reading passage is that lines on fossils were scratches and cracks created during excavation.  On the contrary, the professor states this is unsubstantiated because no lines were found in other fossils, suggesting that lines were not created during excavation.  The professor further states that skins and other parts of the body were clearly printed in fossils, which implies that lines must be an indication of feathers.

 

The second theory identified by the reading passage is that lines on fossils were formed by frills, not feathers.  Conversely, the professor maintains that this is uncorroborated because beta carotin detected from fossil samples is a clear indication that this dinosaur had feathers.

 

The third theory suggested by the reading passage is that lines are located on the back and it is impossible to keep the body warm or fly.  On the other hand, the professor says that this is untenable because feathers were used for display to attract mates.

 


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注意:上記の作文は私の長い勉強過程の一時期に書いたもので、使われているテンプレート、書き方などは現在使っているものと大きく違いますのでご注意ください。 勉強会でご紹介したものが現在のテンプレート、書き方です。

[タグ未指定]
[ 2012/12/26 16:34 ] TOEFL学習記録 | TB(-) | CM(0)

TOEFL 学習記録116

Usher Writing 


Test 2
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語彙対策のテンプレート:

The reading passage presents three reasons to support a hypothesis that Sacsayhuaman walls were not built as a protective fortress. However, the professor claims that these arguments are unjustifiable and negates them by providing his own compelling rebuttals.

The first reason described by the reading passage is that Sacsayhuaman walls are not fully continuous, leaving many gaps which allows outsiders to easily  invade into the villages inside the walls. On the contrary, the professor states this is unsubstantiated because the Incas did not build a wall where there was a natural cliff for conserving building materials.  The professor adds that these gaps do not necessarily suggest that there were no walls.     


The second reason identified by the reading passage is that Sacsayhuaman walls have a large number of windows and doors which provide invaders with easy penetration into the villages. Conversely, the professor contends that this is uncorroborated because those small windows were used to visually detect enemies and they were too small for invaders to enter. 


The third reason suggested by the reading passage is that there are no wells or water sources inside the walls. On the other hand, the professor argues that this is refutable because the duration of each invasion was rather short.  Being located in a high elevation, invaders were only able to bring only limited amount of supply and they had to retrieve after each attack.    



----------------------------------------
Hackersのシンプルなテンプレート:

The professor argues that Sacsayhuaman walls were built as a protective fortress.  This contradicts the reading passage’s claim that they were not built as a protective fortress.

 

To begin with, the professor says that the Incas did not build a wall where there was a natural cliff for conserving building materials.  In addition, the professor states that these gaps or no walls at the present time do not necessarily means there were no walls in the past.  This casts doubt on the reading passage’s claim that Sacsayhuaman walls are not fully continuous, leaving many gaps which allow outsiders to easily invade into the villages inside the walls.

 

In addition, the professor points out that small windows were used to visually detect enemies and they were too small for invaders to go through.  This counters the reading passage’s claim that Sacsayhuaman walls have a large number of windows and doors which provide invaders with easy penetration into the villages.

 

Lastly, the professor states that water sources were not necessary because the duration of each invasion was rather short.  As the walls were located in a high elevation, invaders were able to bring only limited amount of supplies and they could not stay for a long time. This refutes the reading passage’s claim that there are no wells or water sources inside the walls, which is an important element to fight with invaders.
----------------------------------------------------

Test 3

語彙対策テンプレート:

 

The reading passage presents three functions of antlers. However, the professor claims that these arguments are unjustifiable and negates them by providing his own compelling rebuttals.

The first function described by the reading passage is that antlers work as a radiator to dissipate the heat of the body. On the contrary, the professor states this is unsubstantiated because antlers are only bones, not covered by velvet and do not function as radiators.  Furthermore, the professor says that some deer keep antlers during cold winter, which means they lose more heat and does not make sense.      


The second function identified by the reading passage is that deer use antlers to defend them against predators. Conversely, the professor contends that this is uncorroborated because female deer should also have antlers if they are used for defense.  Female deer use legs to defend against predators.     


The third function suggested by the reading passage is that the size of antlers represents social status in a herd. On the other hand, the professor argues that this is refutable because bucks with smaller antlers can lead a herd.  Those bucks with large antlers become leaders not because of the size of the antlers but they are more experienced and skilled.       


―――――――――――――――――――――――――――――――

Test 3

Hackers simple template:

 

The professor argues that three functions of antlers suggested by the reading passage are refutable.

 

To begin with, the professor says that antlers are only bones, not covered by velvet and do not function as radiators.  Furthermore, the professor says that some deer keep antlers during cold winter, which means they lose more heat and does not make sense.  This casts doubt on the reading passage’s claim that antlers work as radiators to dissipate the heat of the body..

 

In addition, the professor points out that female deer should also have antlers if they are used for defense.  Female deer use legs to defend against predators.  This counters the reading passage’s claim that deer use antlers to defend them against predators.

 

Lastly, the professor states that bucks with smaller antlers can lead a herd.  Those bucks with large antlers become leaders not because of the size of the antlers but because they are more experienced and skilled. This refutes the reading passage’s claim that the size of antlers represents social status in a herd.



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注意:上記の作文は私の長い勉強過程の一時期に書いたもので、使われているテンプレート、書き方などは現在使っているものと大きく違いますのでご注意ください。 勉強会でご紹介したものが現在のテンプレート、書き方です。

[タグ未指定]
[ 2012/12/25 11:57 ] TOEFL学習記録 | TB(-) | CM(0)

TOEFL学習記録115

久しぶりに、英作文用の表現を抽出。

Respect for individual persons is a basic ethical value that requires us to acknowledge the fundamental equality of all people, a tenet of a democratic society.

Tolerance of differences among individuals and their viewpoints is required to actualize many of our basic  constitutional rights—including life, liberty, pursuit of happiness, and freedom of speech and religion.

Something that I find startling and confusing about modern society’s collective moral compass, is that we can clearly recognize the disordered mindset of someone with an eating disorder, but completely fail to make that same recognition when we consider another biological function: sex.

Although there are some circumstances in which bringing one’s personal life to the job may be counterproductive, for many reasons it is a good idea to inject small doses of personal life into the workplace.

By the same token, however, employees who are too aloof may be resented by coworkers who perceive them as arrogant, unfriendly, or uncooperative.

Company-sponsored social events provides opportunities for employees to bond with one another in ways that translate into better working relationships.

Unjustifiable, groundless, baseless, questionable, untenable, unconvincing, not plausible, refutable, specious, tenuous,

I am partial to

To put the icing on the cake,

His imagination completely outstripped that of his audience.

A murderer will use a knife, a bat, pretty much anything at his disposal.

The salesman threw in a towel for good measure.

[タグ未指定]
[ 2012/12/22 23:38 ] TOEFL学習記録 | TB(-) | CM(0)

Speaking Task 3 & 5 template

Speaking Task 3 template

According to the reading (announcement),………………………….
The woman does not think (thinks) it is a good idea for two reasons.
First, she says that
This is because (For example,)
(She also says)
Second, she mentions that
This is because (For example, To be specific,)
For these reasons, she believes it is (not) a good idea.

Speaking Task 5 template

The man’s problem is that …………………………………
The woman suggests two possible solutions to the problem.
The first suggestion is to
The second suggestion is to
I think the first/second suggestion is better for him.
This is because
Also,
For these reasons, I think the first option is better than the second one.

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ゆっくり自分のペースでロジカルに話すこと。急いだら負けです。
時間が余ったら、必ず、Thanks for listening. Hope you have have a great day.とお礼の一言を忘れずに。この一言で、採点者はあなたが、心に余裕のある英語の達人であるとの印象を受けます。是非試してみてください。

[タグ未指定]
[ 2012/12/12 23:47 ] TOEFL | TB(-) | CM(2)

TOEIC韓流仲間ガンバレ

11月のTOEICの成績がでました。Tex加藤先生のブログから韓流仲間の成績をチェック。

【名前】 DIO
【スコア】 L495 R485 T980
【過去最高点】 955

DIOさん、すごい。ぶっちぎりの記録更新です。リスニング495、すごすぎです。リーディング485点、素晴らしいです。花火上げます。ヒューン、バン。ヒューン、ドン。ヒューン、ドカーン。おめでとうございます。仕事の合間をぬって勉強した甲斐がありましたね。沢山聞きましたね。沢山読みましたね。良くここまで頑張りました。すごい。すばらしい。あんたはえらい。努力の人。

【お名前】 戸育ぬり恵
【スコア】 L495 R480 T975
【過去最高点】 L495 R490 T985

ぬり恵さん、負けるな。ガンバレ。きっと12月のTOEICで悲願達成します。

yasuさんから報告がありました。L460R450T910。今年5月に受験しL410R380T790から半年で120点上げることができました。とのこと。半年で120点アップは驚異的としか言いようがありません。相当な数の韓流本をやられたようです。努力の人です。おめでとうございます。


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エネルギーもらいました。
私もがんばらなければ。

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[ 2012/12/11 23:15 ] TOEFL | TB(-) | CM(4)
プロフィール

Andy

Author:Andy
プロフィール:

TOEIC 990点
英検1級合格二次試験100点(優秀賞)
TOEFL iBT 119点

名前:Andy
年齢:59歳
学歴:University of Missouri at Rolla 工学部原子力工学科卒業
職業:技術系の通訳を30年以上やっています。

仕事柄、欧米人と仕事をすることが多く、Andyというニックネームを使っています。
北陸の田舎に住んでいます。毎週、北陸新幹線にお世話になっています。
コシヒカリを食べて育った純粋な日本人です。アメリカ人、ハーフではありません。
韓国語、中国語は全くできません。

毎月TOEFLを受験しています。
ソラシティ、武蔵小杉、テンプル大学麻布校3階が好きな会場です。

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