第一次来,贴一下3月4日我的托福成绩

啥利坡特

Test	Test Date	Reading	Listening	Speaking	Writing	Total
TELXML	March 3, 2007	29	28	24	28	109

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	Good(3.5 - 4.0)	Your responses indicate an ability to speak effectively in English about reading material and conversations typically encountered by university students. Overall, your responses are clear and coherent, with only occasional errors of pronunciation, grammar, or vocabulary.
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.

啥利坡特

接下来是写下当天考试发生的事,虽然有点迟的说:

早上5点20起床，吃了一点点东西，看了十分钟作文，5点45出发。本想早点出去坐公交车的，但走到楼下被告知大门只在6点自动开。幸好是6点，等了那么几分钟。待大门一开，妈呀，下大雪了，雪还铺得很厚，咬咬牙往外走，忽然想起来自己穿的鞋几乎没有跟，吱吱嘎嘎地走在雪地里，心疼鞋，一不小心踏进冰水里……本想从北门出去，可惜没开门，计划完全打乱，又调头往西门走，钻进了一辆停在校门口的出租车里。的哥大叔还算很好的，20分钟内送到目的地，￥23，看表：6：25。

 

远远看见有位MM也匆匆地往赛尔走，我百分百肯定也是考托福索性就跟着她。到了大楼前看见大门关的好好的，心里有些发蒙，另一位GG（后面才知道是考场工作人员）毫不犹豫地推开了边上的小门走了进去，我们就跟着他上了19层，看表：6：32。果然，我是第二位到场的。

 

到场后，工作人员核对了我的证件，发了一张保密协议给我们填写，也给我发了2号——第二个进考场。说到这里今天有一位MS是高中生证件有点问题，急得那MM的妈妈要命，拼命给学校的老师打电话。

 

有人说考托福的时候早点进考场有点吃亏，因为照相或试话筒会产生干扰，对于我来讲照相到没什么，因为每个人都是一个小隔间，档板很高，我只是稍微坐得很低，根本看不到周围发生了什么，至于试话筒的时候，虽然会有声音，但由于大家一开始都比较“腼腆”以至于声音不是特别大。

 

作阅读的时候虽然都有时间检查了好几遍，但还是不敢自己提交，干脆就眯着眼睛等系统自己提交上去，这次是加试两篇阅读。没想到加试的阅读刚好是2月3日那场考试的题目（我觉得应该是，看过那天的机经），觉得加试的内容比前2篇简单啊，阿弥陀佛一下。听力做得也没什么感觉，一开始怕铅笔写粗了不好记笔记，作笔记的时候由于本人字一贯比较小，6篇段子记下来也就刚写满了草稿纸的一面，做完听力，依然还是等着系统自动提交。

 

我第三个中途出来休息，没想是自己掐时间，当时有点慌，因为没手表，不知道十分钟的概念，本来想出来吃东西，但现在回想起来幸好没吃东西，我怕一吃东西时间就过了。不过很险，我刚坐下来，只剩下几十秒倒计时了，这时大家也纷纷离开考场，而我已经开始口语测试了。考试刚开始试音时自己也有些放不开，一旦到考试的时候状态来了，觉得自己说得很响，不过没关系，那个时候人进人出的，大家也不会太在意吧。第一道题居然被我撞到了前几天才背的一篇，后几道题难度也不大，也不是太学术，幸好自己平时口语说得也比较快，基本上能把所有点都说完而且还有1剩余。到这里我倒觉得进早进晚都问题不大，无非是个心理觉得有优势，因为觉得自己可以“窥听”到别人说的TOPIC，即使听到别人说什么留给自己准备的余地也不太大，本身水平是怎么样就是怎么样，这一两秒又能帮多大的忙呢。

 

最后就是作文。本来作文就是我比较没有把握的一项，因为至今为止没有完整地写过两篇，一直担心不够字数，因为老戴子教导说：the
            长er, the better。不过这次倒不觉得字数不够，第一篇写了二百五十多字，第二篇写了四百多字，基本符合要求了。虽然本人一直等到系统到点自动提交的时候才起身离开，但还是第一个考完的人。 

雨朦

祝贺楼主取得好成绩.

啥利坡特

多谢啦....

之前一直担心自己的成绩,因为考的时候很没有底的,尤其是作文,一直没有认真写过几篇.考阅读和听力的时候一点底都没有,虽然有时自认为有点英语基础,但考IBT时拿不准的题还真多....

frankmiao

congratulations

啥利坡特

一直不敢看成绩,找了个晴天才敢看....(个人比较迷信阴雨天看成绩会倒霉的说)

虽然没考前对自己的期望是110+,但考完觉得自己要完蛋了,结果一看成绩又觉得比预期要好.于是小纠结了一下....

joelyeah

恭喜LZ啊～～～很不错呢！！！口语在多个good就上25了～不过24相对于22，23应该也是质的区别了～！

lxzjojo

成绩很好耶~恭喜楼主和你的分享咯~~

啥利坡特

多谢大家...24分的口语也许也体现了没怎么练过的报应吧...虽然大一大二的时候学校都有口语课,大三以来基本上不怎么张嘴练习,只是寒假在家准备了一个星期,确实对口语有些不够重视呢..一想如果要在国外读书的话那就是真刀真枪的用英语跟别人交流,还是觉得平时一定要注意口语的练习...

Blirit

啊？　２３分的口语很惨么？　急问　。。。