尴尬的分数,5月17考,大家帮帮忙

Test takers who receive a score at the LOW level, as you did, typically understand some of the information presented in academic texts in English that require a wide range of reading abilities, but their understanding is limited.

Test takers who receive a score at the LOW level typically

• have a command of basic academic vocabulary, but their understanding of less common vocabulary is inconsistent;
• have limited ability to understand and connect information, have difficulty recognizing paraphrases of text information, and often rely on particular words and phrases rather than a complete understanding of the text;
• have difficulty identifying the author's purpose, except when that purpose is explicitly stated in the text or easy to infer from the text; and
• can sometimes recognize major ideas from a text when the information is clearly presented, memorable, or illustrated by examples but have difficulty doing so when the text is more demanding.

Test takers who receive a score at the HIGH 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, abstract or complex ideas, and/or making sense of unexpected or seemingly contradictory information.

When listening to lectures and conversations like these, test takers at the HIGH level typically can

• understand main ideas and important details, whether they are stated or implied;
• distinguish more important ideas from less important ones;
• understand how information is being used (for example, to provide evidence for a claim or describe a step in a complex process);
• recognize how pieces of information are connected (for example, in a cause-and-effect relationship);
• understand many different 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, even when it is not presented in sequence, and make correct inferences on the basis of that information.

Your responses indicate some difficulty speaking in English about everyday experiences and opinions. Listeners sometimes have trouble understanding you because of noticeable problems with pronunciation, grammar, and vocabulary. While you are able to respond partially to the questions, you are not able to fully develop your ideas, possibly due to limited vocabulary and grammar.

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.

In your responses, you are able to use English to talk about the basic ideas from academic reading or lecture materials, but, in general, you include few relevant or accurate details. It is sometimes difficult for listeners to understand your responses because of problems with grammar, vocabulary, and pronunciation. Overall, you are able to respond in a general way to the questions, but the amount of information in your responses is limited and the expression of ideas is often vague and unclear.

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.

You expressed ideas with reasons, examples, and details, but your response indicated weaknesses such as

• you may not provide enough specific support and development for your main points;
• your ideas may be difficult to follow because of how you organize your essay or because of the language you use to connect your ideas; and/or
• grammatical mistakes or vague/incorrect uses of words may make the writing difficult to understand.