感谢cd

653wo

Test	Test Date	Reading	Listening	Speaking	Writing	Total
TELXML	January 18, 2008	29	21	23	27	100

How to interpret scores?

Reading  Skills	Level	Your Performance
Reading	High(22-30)	Test takers who receive a score at the HIGH level, as you did, typically understand academic texts in English that require a wide range of reading abilities regardless of the difficulty of the texts. Test takers who score at the HIGH level, typically have a very good command of academic vocabulary and grammatical structure; can understand and connect information, make appropriate inferences, and synthesize ideas, even when the text is conceptually dense and the language is complex; can recognize the expository organization of a text and the role that specific information serves within the larger text, even when the text is conceptually dense; and can abstract major ideas from a text, even when the text is conceptually dense and contains complex language.
Listening  Skills	Level	Your Performance
Listening	Intermediate(14-21)	Test takers who receive a score at the INTERMEDIATE level, as you did, typically understand conversations and lectures in English that present a wide range of listening demands. These demands can include difficult vocabulary (uncommon terms or colloquial or figurative language), complex grammatical structures, and/or abstract or complex ideas. However, lectures and conversations that require the listener to make sense of unexpected or seemingly contradictory information may present some difficulty. When listening to conversations and lectures like these, test takers at the INTERMEDIATE level typically can understand explicitly stated main ideas and important details, especially if they are reinforced, but may have difficulty understanding main ideas that must be inferred or important details that are not reinforced; understand how information is being used (for example, to provide support or describe a step in a complex process); recognize how pieces of information are connected (for example, in a cause-and-effect relationship); understand, though perhaps not consistently, ways that speakers use language for purposes other than to give information (for example, to emphasize a point, express agreement or disagreement, or convey intentions indirectly); and synthesize information from adjacent parts of a lecture or conversation and make correct inferences on the basis of that information, but may have difficulty synthesizing information from separate parts of a lecture or conversation.
Speaking  Skills	Level	Your Performance
Speaking about familiar topics	Fair(2.5 - 3.0)	Your responses indicate you are able to speak in English about your personal experiences and opinions in a mostly clear and coherent manner. Your speech is mostly clear with only occasional errors. Grammar and vocabulary are somewhat limited and include some errors. At times, the limitations prevent you from elaborating fully on your ideas, but they do not seriously interfere with overall communication.
Speaking about campus situations	Fair(2.5 - 3.0)	Your responses demonstrate an ability to speak in English about reading material and experiences typically encountered by university students. You are able to convey relevant information about conversations, newspaper articles, and campus bulletins; however, some details are missing or inaccurate. Limitations of grammar, vocabulary, and pronunciation at times cause difficulty for the listener. However, they do not seriously interfere with overall communication.
Speaking about academic course content	Fair(2.5 - 3.0)	Your responses demonstrate that you are able to speak in English about academic reading and lecture material, with only minor communication problems. For the most part, your speech is clear and easy to understand. However, some problems with pronunciation and intonation may occasionally cause difficulty for the listener. Your use of grammar and vocabulary is adequate to talk about the topics, but some ideas are not fully developed or are inaccurate.
Writing  Skills	Level	Your Performance
Writing based on reading and listening	Good(4.0 - 5.0)	You responded well to the task, relating the lecture to the reading. Weaknesses, if you have any, might have to do with slight imprecision in your summary of some of the main points and/or use of English that is occasionally ungrammatical or unclear.
Writing based on knowledge and experience	Good(4.0 - 5.0)	You responded with a well-organized and developed essay. Weaknesses, if you have any, might have to do with use of English that is occasionally ungrammatical, unclear, or unidiomatic and/or elaboration of ideas or connection of ideas that could have been stronger.

我是元月19好靠的。成绩出来好久了，一直没机会上网感谢CD ，我对自己的成绩还挺满意的，因为我的英语基础一般，四级62，六级69分。取得这个成绩当然得靠我自己的努力，但绝对离不开cd的帮助，以及我女朋友的帮助和支持。我在这里感谢他们！

简单的桔绍一下我的经验，希望对其他的准备托福的朋友{非牛人}能有所帮助。

我准备托夫的时间很长的，07年3月开始背单词，张红岩的看了一看，记得不是很好，听力偶而听一下，结果进步很小，所以规劝大家听力要坚持每天练。到放暑假，也就没看书了。9月份开始认真练听力，新东方的听力训练，每晚两个多小时，听力感觉还好，书的好坏不作评价。11月底开始练longman 的模考联系，感觉听容易的。后来大概12 中旬开始练口语，和阅读，资料用的complete guide 。口语主要连第一二题。从帖子上下了常考题和备考方案，由于我是在电脑上练习口语，所以 很不方便，每天早上早起到自习室趁没人练一个小时左右，坚持了半月，后来还是坚持不了了。

一月份是我复习的主要部分，我放弃所有活动和其他科目的学习，全天复习。这个阶段听力基本稳定了，阅读也进步了，longman 德听力基本上正确率85%以上，阅读在90%以上。作文还没练习，所以这段时间主要就是作文和口语了。主要是把口语一二题自己结合别人的资料总结了一下，在对着电脑说了一遍，在最后几天把barron的口语练了一遍熟悉题型。（我并没有练发音，而且我的发音很一般，比网友上传得差的远了又远，只是能让人听懂而已，所以提醒大家可以不必太担心自己的发音）。阅读则利用做barron,complete guide,kaplan的时间总结作题思路，坚持每天做，效果很好。 而作文主要是把185 的思路过了一遍，14，15号两天写了六篇作文，熟悉了一下魔板和键盘。元月16 号出发考试。

个人认为，barron  很好！托福考好的诀窍：苦练，领悟考题。

预祝所有必考托福的朋友都能考个好成绩！

SubPoP

恭喜，想你学习！