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为了应付申请deadline,我复习时间很短，而且老大不小了,学不进去.这个成绩已经比我想象的高了.申请够用就行乐. 考试的时候就觉得听力没考好,加试的阅读,6篇阅读下来,头晕脑涨.听力时老走神,而且觉得文章都听懂了,可是题目的答案都模棱两可,只好随便选.整个复习过程中没背单词,只看了OG上的几片阅读,感觉很简单就专供听力去了,结果还是听力不好.其实我跟老美交流挺多的,没觉得有多少障碍.可能平时打交道的人要说得都在我熟悉的范围内.在不知道Topic的前提下,我的反应很慢. 如果听力和口语再高一分就好了,唉,得陇望蜀. View Scores Test | Test Date | Reading
| Listening | Speaking | Writing | Total | TELXML | December 15, 2006 | 28 | 19 | 19 | 21 | 87 |
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 | Limited(1.5 - 2.0) | Your responses indicate that you have some difficulty speaking in English about information from conversations, newspaper articles, university publications, and so on. While you are able to talk about some of the key information from these sources, limited grammar and vocabulary may prevent you from fully expressing your ideas. Problems with pronunciation make it difficult for listeners to understand you at times. | 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 | 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 | Fair(2.5 - 3.5) | 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.
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发表于 2007-1-11 00:10:00
发表于 2007-1-11 00:22:00
楼主
