A
В тему Божены Рынска
Привет, насикомые! Тему читаю год где-то, не могу зарегиться. Есть инсайд про Божену Рынски. Моя подруга у нее преподавала, когда Божена собиралась уехать в Лондон к Барсуку и готовилась к IELTS. Мы хренели еще с ее наглости, она подруги мозг выносила бесконечно, куча жутких текстов, вопросы, написать могла в любое время дня и ночи, причем это без дополнительной платы итак далее. Мы так смеялись от ее перевода ее письма послу, спасибо переводчику, супер!!!!! Главное, что она потом написала, что сдала тест на 7, а ей еле-еле натянули на 4,5. И главное она такая неблагодарная, после теста ни спасибо, ничего, хотя в блоге обещала подругу и ее курс порекламировать потом. Вот такие тексты были, например:
Hi Natasha! On a way home I was thinking on your question I think problem here is that lexical material of the course matches with the test material for about 50%. The synonyms from the same meaning group are used widely and that make confusion during the listening. And at second, the speed of speech in a test is for about 10-15% faster than speed of a course text. Together it makes it difficult to understand the text. It seems that test was prepared based on different (old version?) course materials. Probably, it would be necessary to include this testing in a course program as a regular mandatory home exercise? I’m sorry for my obtrusiveness, but I always use to look for the roots of the problem and maybe sometimes it works against me. On its own, “Contact!” course is made very competently: text materials, exercises and Lingaphone course very nicely supplements each other and let student to learn new material. Obviously, it is a synchronous work. But course materials don’t match with the test materials. Today we had an additional lesson that was based completely on our course. It was very productive. Work with the test resembles work with the somebody else's material. Such a free switch from one system to another is possible, on my very personal opinion, which might be wrong, only with additional speaking practice with additional lexis in an active vocabulary and under the teacher supervision. Once again, please forgive me for these comments and evaluations, but I’d like to answer yours today’s question after some thinking but not spontaneous. Thank you very much for your lessons, I really enjoyed them.
Привет, насикомые! Тему читаю год где-то, не могу зарегиться. Есть инсайд про Божену Рынски. Моя подруга у нее преподавала, когда Божена собиралась уехать в Лондон к Барсуку и готовилась к IELTS. Мы хренели еще с ее наглости, она подруги мозг выносила бесконечно, куча жутких текстов, вопросы, написать могла в любое время дня и ночи, причем это без дополнительной платы итак далее. Мы так смеялись от ее перевода ее письма послу, спасибо переводчику, супер!!!!! Главное, что она потом написала, что сдала тест на 7, а ей еле-еле натянули на 4,5. И главное она такая неблагодарная, после теста ни спасибо, ничего, хотя в блоге обещала подругу и ее курс порекламировать потом. Вот такие тексты были, например:
Hi Natasha! On a way home I was thinking on your question I think problem here is that lexical material of the course matches with the test material for about 50%. The synonyms from the same meaning group are used widely and that make confusion during the listening. And at second, the speed of speech in a test is for about 10-15% faster than speed of a course text. Together it makes it difficult to understand the text. It seems that test was prepared based on different (old version?) course materials. Probably, it would be necessary to include this testing in a course program as a regular mandatory home exercise? I’m sorry for my obtrusiveness, but I always use to look for the roots of the problem and maybe sometimes it works against me. On its own, “Contact!” course is made very competently: text materials, exercises and Lingaphone course very nicely supplements each other and let student to learn new material. Obviously, it is a synchronous work. But course materials don’t match with the test materials. Today we had an additional lesson that was based completely on our course. It was very productive. Work with the test resembles work with the somebody else's material. Such a free switch from one system to another is possible, on my very personal opinion, which might be wrong, only with additional speaking practice with additional lexis in an active vocabulary and under the teacher supervision. Once again, please forgive me for these comments and evaluations, but I’d like to answer yours today’s question after some thinking but not spontaneous. Thank you very much for your lessons, I really enjoyed them.