5.19弱弱的报分——适合于基础一般时间不多的朋友

abc117

先说下背景吧：大三、工科，四级606，六级518，其他英语类考试一概无。做过半年的交换生，不过是因为没人竞争，且到了那边说英文也不很多……

5.19的考试，考完到今天都一直祈祷上80来着。L&S比较惊讶，以为会倒过来：

Test	Test Date	Reading	Listening	Speaking	Writing	Total
TELXML	May 18, 2007	29	26	19	24	98

How to interpret scores?

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	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	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.

 

分数相对于版上很多XDJM相差很多了，但是因为是理工科的，应该也够了，不想再送钱了。相信相对于那些110的NN们，对一些基础一般的CDer还是有借鉴意义的。

阅读：

阅读几乎没怎么准备。单词只正经背过李笑来的21天，词以类记、王玉梅都只是看过不到一遍，大概没记住多少；Delta、OG做过一遍，总结了一些常错题型和相应的对策。我觉得，单词其实在阅读部分并不是最重要的。托福的阅读考的是对文章的理解，也就是通过猜还是能明白所考单词的意义的。相反对英文的感觉更重要一些，也就是不用通过翻译成中文就能理解英文的能力。因为上过一些双语课程，一沓一沓的英文资料常常就那么稀里糊涂的扫读过去了，这个的帮助应该挺大的。

听力：

听力就是听抄以及精听。因为懒了，只听抄了OG上的lecture，Delta上的精听了一遍。这里希望给大家提个醒，笔记的能力还是很重要的，我直到考前才发觉自己不会记笔记，这个也吃了点亏。当然这个成绩可能也有运气成分，我以前在JJ里也说过，选项比较模糊，大体上就根据全文大意猜吧。

口语：

这个比较郁闷的。考完就这块有信心来着，因为以前出去做过交流生，虽然不能出口成章，人家理解总没问题的。考前也练了20多天。不过想想对面交流因为有gesture和facial expression比T的口语还是要容易的吧，算了。下面是一个平时录得response给大家作参考。考试的时候1、2因为紧张说得要差一些，3~6要好很多，而且对比JJ应该没落点，应该就是口音和语法的问题吧，也可以从这个里面反映出来的（虽然我自己不知道）。

后来申请了复议，revise到22了。

写作：

仍然是懒，综合写了5篇，为了背熟模板，这个只要阅读、听力没问题就一定是高分的；独立只写了4篇，是185里不同类别的，只写了Agree or Disagree，因为准备的时候都最后一周了。这个部分的意见是就不要看LXL的185了，对我们这种非N而言他的那种绕来绕去的句式和高级词汇太难了，在我们这种平凡的文章中突然冒出来那种东西很不伦不类的；2个论点就足够了，不一定非得凑足3个；还有就是一定要限时写一篇，体会写到字数的感觉。我是考前终于达到305w/30min的，考试的时候打了356个字。我在写作区有发过帖子，大家可以找来看，当然因为发之前改过，应该水平要高于真实考试，但是行文思路是差不多的。最后是OG上的综合写作部分我的回答，希望有用。

In the lecture, the professor points about the disadvantages of group work. He uses a case that happened in a company to illustrate these disadvantages.

 

 

The first advantage of the group work that the professor casts doubts on is the efficiency. The passage mentions that it takes less time for the groups to respond to the assignment, while, actually, as the professor states in the lecture, it takes the group members a lot of time to have meetings to decide how to move on.

 

 

Another advantage that the professor doubts on is the responsibility everyone takes. He claims that group work leads to free ride, no one in the group will take the responsibility, which is absolutely different with what the passage indicates.

 

 

Finally the professor points out that the group work does not do anything good to the members. In the passage, it is believed that all the individuals will get the chance to contribute to the group, and they are willing to. But the professor argues that it is actually the one or two influential people in the group made the decision, there is even no names on the final proposal, and as a result the blame will be on everyone in the group if it is wrong.

[此贴子已经被作者于2007-7-28 11:24:20编辑过]

德克的猪

恭喜恭喜

你的那个口语录音还是不错的呀··应该在3分以上

[此贴子已经被作者于2007-6-7 19:11:07编辑过]

Bobo17

谢谢

再恭喜一下

jasmine203c

真的不错，能考那个分我就非常满足了，我太弱了！