| Test | Test Date | Reading | Listening | Speaking | Writing | Total | | TELXML | October 27, 2007 | 30 | 29 | 20 | 27 | 106 |
| 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 | High(22-30) | 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.
| | 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 | Limited(1.5 - 2.0) | 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. | | 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.
|
之前已经发过一个贴询问大家是否需要复议。最后还是决定复议了。没赶上旧托的好时代啊，想当年没有口语的时候，这个分数转换一下应该相当可观吧。。 废话少说，感谢CD网这一个月来对我的帮助，也感谢各位无私的大虾留下各种精华，不论我多么痛恨唯利是图的ETS，我不得不承认准备新托让我的英语又上了一个台阶。下面和大家分享一下考试经验，fresh memo比较可靠。 一、阅读 阅读可能是我最有资格说的了。首先大家必须明白，得满分不是要求全对，其实考完之后我明显感觉到阅读有错的。具体来说 1、单词关必须得过。虽然ETS没有词库，但是王玉梅老师和张红岩老师的两本单词书必须过关。我算了一下，加起来不重复两本书共有大概9000个单词，建议大家两个都必须考过。首先第一遍把所有的认识的单词都要划掉，不要用那些认识的词去浪费每天100-200个单词量的宝贵份额。其次，划掉的一定是意思很清楚的（不用什么知道所有的变态意思和奇怪用法，因为输入词库和输出词库完全可以分开准备），那些只是知道个大概或只是眼熟的单词一定不要自欺欺人。第三，这里的单词只是为了阅读和听力准备的输入式单词，至于输出单词后面还会说到。 2、背单词的方法。这是个背单词界的哥德巴赫猜想。其实任何方法都是因人而异的，但是只有两个最重要——“坚持和重复”。首先说坚持，不要把背单词看为很简单的事情，在我背的高峰期，大概一天要花3小时来背单词，背8个LIST，将近800个单词，必须要有这个恒心。 其次是不断的重复，武汉新东方的马思远老师说的很对，7遍之后单词基本就深入人脑海了。一般来说，按武汉新东方Arron老师给我说的方法，大概一个LIST（大概100-200个单词）分为这几次：第一天两次（早上一次，睡前一次），第二天一次（早上），第四天一次（睡前），第八天一次（早上），第十五天一次（早上），第三十天一次（早上）。每次完成的标准不大一样： （1）第一次最重要，建议大家用A4的纸做一个单词本，每列30到50词，共四列。在背单词的时候不要盯着单词本（你会发现你想杀了发明英语的人），而是已10分钟为一个循环抄并背一列的词，边抄边读。20分钟后复习前两列，再20分钟后复习4列。 （2）之后的都大同小异，花7分钟看一遍单词表，不会的抄在另一张纸上，建议大家利用WORD，不会的高亮（不明白的不要怪我，这是微软的标准翻译），下次一目了然。之后3分钟主看不会的（别告诉我你都不会）。 3、阅读用书。一定用OG，Delta和Barron. OG的用法是：每一个都精做，写出来每一句话是什么作用，划出全文的结构，把每一个题目分类（属于哪一类题目——这个在OG中明确写出了大家务必按照他的分类来，答案是什么，错误选项的原因，做题的依据来自于那些话，错误的原因）。最后你会发现，每一类的题目几乎在寻找答案的方法上是一样的，你经常错的也是一类题目。Delta的用法很简单，OG题目不够多，需要补充，而三角洲最切合题目。Barron的重要在于这是我见过最难的练习题，大家千万不要担心，ETS没这么有水准的，曾经有一次我Barron的一篇文章我花了1个小时才结束。 4、训练方法和做题技巧。 首先，大家必须明白，阅读必须是转换一个思维方式，你的目的不是要记住文章讲了什么，而是明白他的顺序和结构。 其次，时间才是新托的关键。由于新托题目多，篇数少，所以文章句句是精华（这点与考研极端不同），但这部代表句句都要精读。电脑的好处就是我们能看到accoring to 这个可爱的单词。 再次，我给大家总结一下做题顺序。大家一定要记住，机考和纸考有巨大的区别。我的策略是首先看最后一道题目，这里ETS告诉我们了文章的主题是什么，或是直接告诉我们文章的结构是对比性质的（有经验的同学一定明白我在说什么），第一遍看的时候一定要写road map, 写下每一段的作用和主旨（注意作用和主旨）然后赶快去做最后一题. 其他诸如rhetoric question, factual information, negative factual information, summary of a setence, reference question, vocabulary question, insert a sentence等都有准确的定位，顺着做的时候看文章就行了，不用什么定位，这里我建议大家在做这些题目时重读其所在一段，反而节省时间。 关于练习的方法，首先保持每天2个小时的阅读量。其中1个半小时做题目，一定要掐表，每篇限时15分钟（这样考试的时候才能自如），之后半小时阅读专业论文。我是法律学生，看完英文卷宗之后我觉得托福简直是引人入胜的小说，相信其他专业的论文是一个道理。ETS考的就是这类论文。读的时候不要光看，要做ROAD MAP，之后再精读一次，找大概和托福考试长度相仿的意群完整的文章。至于读的内容，ETS在听力中给出了46个TOPICS，我惊人的发现阅读的内容从未脱离这个范围，生物学又是重中之重，大家可以一天生物学，第二天别的学科，保证46个TOPICS都有涉猎。
[此贴子已经被作者于2007-11-21 23:41:11编辑过] |
京公网安备11010202008513号 京ICP证101109号 京ICP备12012021号
发表于 2007-11-15 01:42:00
楼主
过于自信导致我有这几点没有没有按叶炼老师说的去做，结果遭到了惨痛的教训。
。但是我确实还是有自己的问题，我基本没准备后四题，只是写了一个万能模版。完整性是这一段最重要的问题。因为我没怎么准备，所以没什么好说的，但是教训就是，一定要准备，反复使之完整！！！
