EAP英语总结及机经（完整版）

总体：EAP英语测试从发过去申请邮件之后我觉得就要经常刷邮件看有无回复了，因为一旦对方回复同意，就会要求你最好24小时之内搞定并回复空白邮件给他们（我不知道拖延是否影响，但个人觉得既然他们要求这样，最好还是按要求吧）。新版的EAP是个online测试，由于广大前辈的努力，我们现在可以完全轻轻松松的在测试之前就把这个测试题的一大半完成并修改。。然后copy过去。。（这个就看个人的想法了）。阅读：在群里的文件里面已经有人把阅读贴了出来（我也把这个文章附在了这个总结的最后面），完全一样，写一个summary，此题可以提前搞定。。听力：9分钟左右的听力，是一个关于剑桥以及大学发展教育的历史，一个老头讲的，课堂录音，发音清晰，语速极慢。总体来说不难，但是有些东西我个人觉得需要注意一下。首先是9分钟的听力，内容极多，但是summary只让写200-250词（或者是150-200，记不清了）。就是说，听力的内容远远多于summary的内容，所以要大大精简，不必每个细节都纠结。然后就是听力里面会有一些词，可能不是每个人都熟悉，例如他会讲之前的大学教育是被宗教管辖的，有些东西在修道院（\o"查找:monastery"monastery）进行，相关词汇比较生僻，可以稍微提前注意一下。总体来说，听力应该是实际考试中最应该下功夫的地方，因为这个提前没法搞定。写作：三道题，没什么说的Explainasifwritingforaneducatedbutnon-expertaudiencethenatureofyourpostgraduatecourseanddescribewhatyourintentionsareonthecompletionofit.Youshouldaimtowritebetween250-300words.Giveanhonestself-assessmentofyouracademicEnglishabilitiesinallskillareas.Youshouldaimtowritebetween150-200words.第三题是个改写句子的，比较简单，也很短，几乎不费时间。口语：每人时间不等，但是一般不会超过10分钟（她前后还会说明一些东西，所以实际时间也就六七分钟，我的前后一共才5:32秒）。语速较快（其实说实话，老外说话就是这速度。。）。但是发音清晰，可以选择电话或者skype。人很和善，所以大家不用紧张。面试我的是DrKarenOttewell，好像很多人都是她如果用skype的话会提前加你（我的提前了一个半小时），打电话之前会发信息问你是否准备好了。个人推荐提前准备，要不然真的会紧张。。。可以读，但是一定不能太假。准备内容的话我认为以下几个问题足够（我总结了一下前辈的机经，以及自己的）：介绍一下你的课程（如果是phd的话，第一个问题肯定是Ihaveheardyou….专业，让你说说natureofyourresearch）。以及你对这个课程（或专业，或领域）的看法（这个问题貌似前辈们没遇到过，她让我谈谈对我这个field的看法），顺便准备一下自己的学习目标啊，学习计划啊，或者研究的应用等等，不用太长，一个问题估计也就一分钟WhyCambridge?whyyourcourse?（感觉master问的可能性大些，我是phd，没问我这个）yourcareerplan？如果你在国外读的master或者本科，会问你在国外的生活情况，如果是国内的本科或者master，会问你是否有过去english-speaking的国家（貌似也有可能问是否去过剑桥，英国，美国），就是问你说英语的经历。这几个的可能性不大，但还是准备下吧，你现在学的什么（或者yourcurrentresearch,whyareyouinterestedin,whendidyoufirstcontactyourcurrentresearch）。还有就是如果你已提交你的英语成绩（托福雅思等），但是有一门很弱（一般是口语），她可能会让你解释一下为什么这一门弱。总体就是这些吧，都不用准备多。最后祝大家都能通过EAP！附阅读材料阅读Incorporatingtheviewsandideasexpressedinthetwoshortarticleextractsaswellasyourownideas,

writeashortresponseinappropriateacademicstyleonthefollowingstatement:

Criticalthinkingisthecornerstonetransferableskillforallaspectsofpostgraduatestudy.

Youshouldaimtowritebetween250-300words.TEXT1AlexFischer,

CriticalThinking.AnIntroduction

(CUP:Cambridge,2001)WhatiscriticalthinkingandhowtoimproveitInrecentyear‘criticalthinking’hasbecomesomethingofa‘buzzword’ineducationalcircles.Formanyreasons,educatorshavebecomeveryinterestedinteaching‘thinkingskills’ofvariouskindsincontrastwithteachinginformationandcontent.Ofcourse,youcandoboth,butinthepasttheemphasisinmostpeople’steachinghasbeenonteachingcontent–history,physics,geographyorwhatever–and,thoughmanyteacherswouldclaimtoteachtheirstudents‘howtothink’,mostwouldsaythattheydothis

indirectlyorimplicitly

inthecourseofteachingthecontentwhichbelongstotheirspecialsubject.Increasingly,educatorshavecometodoubttheeffectivenessofteaching‘thinkingskills’inthisway,becausemoststudentssimplydonotpickupthethinkingskillsinquestion.Theresultisthatmanyteachershavebecomeinterestedinteachingtheseskills

directly.Thisiswhatthistextaimstodo.Itteachesarangeof

transferable

thinkingskills,butitdoesso

explicitly

anddirectly.Theskillsinquestionarecriticalthinkingskills(sometimescalledcritic-creativethinkingskills),andtheywillbetaughtinawaythatexpresslyaimstofacilitatetheirtransfertoothersubjectsandothercontexts.Ifyoulearn,forexample,howtostructureanargument,judgethecredibilityofasourceormakeadecision,bythemethodsweshallexplaininafewcontexts,itwillnotbedifficulttoseehowtodothesethingsinmanyothercontextstoo;thisisthesenseinwhichtheskillsare‘transferable’.(p.1)

[...]MichaelScrivenhasrecentlyarguedthatcriticalthinkingisan‘academiccompetencyakintoreadingandwriting’andisofsimilarlyfundamentalimportance.Hedefinesitthus:Criticalthinkingisskilledandactiveinterpretationandevaluationofobservationsandcommunications,informationandargumentation.(FisherandScriven,1997,p.21)ItisworthunpackingScriven’sdefinitionalittle.Hedefinescriticalthinkingasaskilled‘activity’.Hepointsoutthatthinkingdoesnotcountascriticalmerelybecauseitis

intended

tobe,anymorethanthinkingcountsas

scientific

simplybecauseitaimstobe.Tobecritical,thinkinghastomeetcertainstandards–ofclarity,relevance,reasonableness,etc.–andonemaybemore

or

less

skilledatthis.Hedefinescriticalthinkingasan‘active’process,partlybecauseitinvolves

questioning

andpartlybecauseoftheroleplayedby

metacognition

–thinkingaboutyourownthinking.Heincludes‘interpretation’(oftexts,speech,film,graphics,actionsandevenbodylanguage)because‘likeexplanations,interpretationtypicallyinvolvedconstructingandselectingthebestofseveralalternatives[andit]isacrucialpreliminarytodrawingconclusionsaboutcomplexclaims’.Heincludes‘evaluation’because‘thisistheprocessofdeterminingthemerit,quality,worthorvalueofsomething’andmuchcriticalthinkingisconcernedwithevaluatingthetruth,probabilityorreliabilityofclaims.Itisunusualtoincludeexplicitreferenceto‘observations’inadefinitionofcriticalthinking,butwhatoneseesorhears,forexample,oftenrequiresinterpretationandevaluationandthismayrequirethesueofcriticalthinkingskills.Scriventakestheterm‘information’torefertofactualclaims,andtheterm‘communications’togobeyondinformationtoincludequestions,commands,otherlinguisticutterances,signalsetc.Finally,‘argumentation’consistsoflanguagepresentingreasonsforconclusions.Perhapsthemoststrikingfeatureofthisdefinitionisthewayitrecognizesthat‘observations’canbemattersforcriticalthinking.(p.11)

[...]DispositionsandvaluesofthecriticalthinkerItisclearthatsomeonecanhaveaskillwhichtheychoosenottouseornottousetoomuch:theexamplewegaveearlierwasofsomeonewhocanturnsomersaultsbutwhochoosesnotto.Inthecaseofcriticalthinking,itisclearthatsomeonecouldhavetherelevantskillsbutmightnotbotherorchoosetousetheminappropriatesituations;forexample,theymightshowtheyhadtheskillbyraisingtherightcredibilityquestionsinanexamination,buttheymightnotapplythisskillintheirotherworkorineverydaysituations.Indeed,manypeoplewhohaveworkedinthecriticalthinkingtraditionhavethoughttherewassomethingintrinsicallywrongwithsuchanattitudetogoodthinking.Glaserandothershavearguedthatitmakesnosensetohavetheseskills,ortodevelopthemandatthesametimetofailtoactonthemwheneveritisappropriate.Theyarguethatif,forexample,youareskillsatjudgingthecredibilityofevidence,youwillseethatthisproducesmorereasonablebeliefsthanifyouarerathermoregullible–andthatyoucannotfailtoseethatthisisbetter–thatyouwillbeledastraylessoftenandthatthisistoyouradvantage.Thus,theyargue,youcannotfailtoseethatthisskillisworthusingwheneversignificantquestionsofcredibilityarise;itisvaluableanditwillpayyoutoadoptthehabitofusingit,tobedisposedtouseit.Itishardtounderstandsomeonewhodevelopsthesethinkingskillsandthendoesnotbothertousethemquitegenerally.Theyareundoubtedlyvaluableskillsand,ifyoucangetyourselfintothehabitofusingthem,theycangreatlyincreaseyourunderstandinginmanycontexts.Thereisnodoubtthatthesearevaluableskillsandthattheywillhelpyouinmanywaysifyougetintothehabitofusingthemwheneveritisappropriate,sodonotjustacquiretheskills,butvaluethem–andusethem;inshortbecomea

criticalthinker.(p.12)TEXT2WritingCriticallyEdwarddeBono’sSixThinkingHatsHandout:GraduateDevelopmentProgramme,UniversityIn

SixThinkingHats

(Penguin,2000),EdwarddeBonoarguesthattherearesixwaysinwhichwecanthinkaboutproblems.Hearguesthatalthoughwemightthinkwehabituallyapplyallsixmethods,infactwefrequentlyfailtodoso.Hethereforesuggeststhatwhenproblem-solving,weshouldworksystematicallythroughallsixwaysofthinking.DeBonoalsosuggeststhatitisbest,whenworkingingroups,forallmembersofthegrouptoworkthroughallsixtypestogether,witheachmembercontributingateachstage.Thisdetachesthinkingfromego–itpreventsonepersonadoptingtheroleofthepersonwhomakescriticisms,forexample.WhiteHat

Isneutral,objectiv