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Test Test Date Reading Listening Speaking Writing Total
TELXML October 8, 2006 26 27 19 24 96
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 Fair(2.5 - 3.5) You responded to the task, relating the lecture to the reading, but your response indicates weaknesses such as an important idea or ideas may be missing, unclear, or inaccurate;
there may be unclarity in how the lecture and the reading passage are related; and/or
grammatical mistakes or vague/incorrect uses of words may make the writing difficult to understand.
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.
jadaq的ibt总结：
一直在cd上，因为考完试觉得不太好，所以没有发总结帖，现在分出来了，感谢cd!!!!!!!!!!!!! 真的很感谢cd,从9月份才开始准备ibt,没有考过GRE，6级72，英语水平一般。但是ibt确实是个挑战，因为怕耽误学习我报名了10。8号的。 从考试到现在，我没买过任何ibt的书。。。汗。。。我看的就是cd上老板的og,detal出来的比较晚，所以我没有看完。。。
做题方面我都是凑合作旧托，很珍惜的做longman,kaplan(因为太难，就做了2套)，og,detal,还有一套online的练习，所有和考试相关的资料都是从论坛上下的，真得很感谢cd!!!!!!!!! 说说我的教训吧，因为我份数不高。。。 首先是要背单词，我就是不想被单词，所以词汇量是我永远的痛。。。其实在阅读和听力的练习中我越来越发现词汇的重要，很多东西真的是背了就懂！！！！！！！！！！建议参考有个兄弟总结的分类，真的是很齐全。 其实所有的问题都和这个有关，听力中学术相关的就是因为没听懂所以，口语中我没听懂term但是我知道基本的意思，但是在这个问题上还是给我很低分。。。 建议大家还是背作文魔板，尤其是第一部分，因为我没背，觉得要使被的话就速度更快了可以多写一点。另外可能关键词没听清楚，给我分不高，其实我基本的3点都写了，字也不少，觉得还不错，但是分不高。基本感觉就是没有参透人家判分的要领，希望大家补充。 另外我要补充的就是多练习，我在10。1期间每天都做模考，最后还是觉得阅读时间不够，第一篇上来就做蒙了，不想考了，最后还是破罐破摔了。。。早点考试还是有好处的，因为越晚越累，现在休息不让离开座位，包括喝水吃东西，所以真的是很累人。上厕所要汇报。。。 最后希望大家都能实现自己的梦想，虽然跟牛人比我差很远，但是我坚持着努力，每个人的目标都是不一样的。
[此贴子已经被作者于2006-10-27 17:16:10编辑过] | 
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发表于 2006-10-27 12:09:00
发表于 2006-10-27 18:37:00
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