6月2号三进宫，全力准备口语，是否可行

monster007

很悲惨，不得已，要考第三次了。去年12月15号，急着申请，仓促考试，复习半天，只有81分。

第二次，4月21号，准备3个星期，白天上班，没想到考试电脑屏幕闪得厉害，严重影响心情，做完第一篇阅读，工作人员才来帮忙，还说属正常，屏幕调暗些就好了。极糟糕的心情忍着做完考题，感觉结果极差，立即报名6月2号的。

现在第三次了，前段时间忙，没看，今天开始复习，望大家监督，互相鼓励帮助。也麻烦斑竹给指导一下。

OG看过了， 准备看delta,有pdf版本，大家都是打印出来做的吗？ 哪些资料比较好？

我大概还有20天，每天可以学习4个小时，周末可以全天。请斑竹赐教，给个复习计划， 万分感谢。

〉〉分数出来了，87

12/15    reading 22, listening 22, speaking 19, writting 18=81

4/21      reading 22, listening 25, speaking 18, writting 22=87

谢谢山版指点，该怎么加强，感觉speaking 临场发挥很重要。目标speaking 24+, writing 25+, reading,listeining不能轻视，否则影响后面做题心情。

〉〉ETS 终于答应赔钱了，全额退款，条件是我取消21号的成绩

仍在紧张复习中(6月2号考），有点迷惑，每天时间不是太够，昨天做了阅读的Q3,Q4,只错了1道题，所以觉得delta虽然是基础，但是这样有点浪费时间。

很多学校最关心的是口语和作文成绩，觉得应该全力准备口语和作文，尤其是口语。

现在如果要把delta 做完觉得还是要花不少时间。请版主给指点一下。

尤其常常看到某些高手和朋友只准备不到两个星期甚至裸考的人，考出100多甚至110多的成绩，心中很是不平衡，心想自己也在新加坡呆了5年多了，怎么这么滥阿，甚至怀疑自己智商有问题了。谢谢大家指点，I'm enjoying losing face.

[此贴子已经被作者于2007-5-15 23:12:13编辑过]

山衔落日

OG不是看过这么简单，最好反复做，找出出题思路，评分标准也要结合范文、录音（还可以去下载帖下载北极星教师用书录音，是ETS提供的口语样本）仔细研究。

OG现在还能下载软件版的题目，在电脑上做吧，锻炼屏读能力。Delta也可以用开两个窗口的办法同时看阅读和题目，自己模拟考试界面。

计划的话，前一周重点是听力和阅读，後一周重点是口语和作文，所谓重点，大致是每天2.5-3小时左右。另外，利用零散时间不停复习单词吧，单词很重要，怎么强调也不为过。最后一周用巴朗和Kaplan模考。

monster007

非常感谢山衔版主，痛哭流涕阿，再考不好，俺就不活了。

lihao88

活还是要活的

你比我处境好多了,哥们

我要考第三次了

monster007

一起加油啊，希望这是最后一次考toefl了。

imbb

delta我是买书做的

monster007

好像不能修改帖子，只好回复了

〉〉分数出来了，87

12/15    reading 22, listening 22, speaking 19, writting 18=81

4/21      reading 22, listening 25, speaking 19, writting 22=87

谢谢山版指点，该怎么加强，感觉speaking 临场发挥很重要。

[此贴子已经被作者于2007-5-12 11:57:40编辑过]

JerryHou

每次都有提高阿，抓紧吧。

monster007

麻烦大家给点意见提高口语和作文成绩。

Test	Test Date	Reading	Listening	Speaking	Writing	Total
TELXML	April 21, 2007	22	25	18	22	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	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	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	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.

[此贴子已经被作者于2007-5-12 12:06:37编辑过]

山衔落日

口语和作文不仅要写和说，更要把写过说过的反复修改，反复打磨。从思路（论点、论据）和语言（词汇、句式）两大方面下手。反复修改其实就是丰富思路和语言的过程。