| Test | Test Date | Reading | Listening | Speaking | Writing | Total | | TELXML | June 23, 2007 | 29 | 24 | 23 | 22 | 98 |
作文太低....意料之中.... 截止到考试才一共写了6篇....考试是第一次写完 自己感觉大作文specific support 不足 小作文也是这样 虽说明白 但是每一项都没说完整 想补充的时候又怕时间来不及 还是欠缺练习 口语分不高.......临场说得有点卡壳 当时后面有个题还没说完就到时间了 听力比较意外....因为都听懂了= = 虽说加试是胡乱做的 但那不是不算分么....哭泣... 最有把握的一项反而没有得到高分 阅读...经验是每篇答到后面几个题的时候如果怕时间来不及可以先做最后一个 再折回来的时候心理上就不会太紧张 这分。。。超出意料了 之前做kaplan之类的都会错很多 12楼简短的考点介绍
终于从首战的煎熬中解脱了...
抬头看这分...估计还是要再考一次.... 感谢CD一直以来的帮助...
| 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 | Good(3.5 - 4.0) | Your responses indicate an ability to communicate your personal experiences and opinions effectively in English. Overall, your speech is clear and fluent. Your use of vocabulary and grammar is effective with only minor errors. Your ideas are generally well developed and expressed coherently. | | 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 | 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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[此贴子已经被作者于2007-7-12 20:30:56编辑过] |
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发表于 2007-7-12 10:18:00
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