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昨天晚上才考完，因为TOEFL考试压了4份实验报告，3份预习还有一堆作业都赶着要交，这星期还有2场考试，本来打算这一阵忙完了再上来吼吼，但是突然一下觉得无比郁闷，实在不吐不快。 首先申明，本人绝对非牛，诸位看了有点同感的顶一下就好，鄙视我的只管华丽飘过吧。 例行公事先介绍一下考场，我是在武大考的，老师都不错，就不用说了，地方也蛮宽敞的，键盘耳机都蛮爽。但是显示器居然是三星的还不是液晶……（把我们的钱吐出来！）不过看久了也还好，没有晕屏（好像没有吧？）纸和铅笔随便要。而且是提前进场的，5点考，4点多就进去了，而且你想进就进，无所谓的。 阅读： 第一篇讲的是欧洲的航海时代吧，因为一些政治原因经由陆地和亚洲通商的途径被切断了，所以改走海路，然后介绍了一些技术革新什么的……个人感觉好像第一篇反而没有传说中那么难，题目貌似也还好，还留了几分种检查. 第二篇讲的大概是热带雨林里面动物如何交流的，主要是讲的是利用色调就是动物们利用自身颜色和背景颜色的反差来和同类交流，同时又不能被predator发现。还说其实即使到森林底部光线衰减也很少，但主要是以绿光和黄光为背景光（没记错吧？）举了爬行类动物和另一类动物为例，爬行类动物又说了最猛的就是变色龙了。结尾有说一些色泽不怎么样的动物也可以利用声音传递信息，而且传的距离远，不受树木什么的干扰。感觉文章不难，但是有两道题很裹人，想了很久都不确定，很不爽啊！！！ 第三篇一看，我C，居然是讲symbiotic relationship的，跟BARRON上那篇内容几乎一样（ETS穷的都没资金研发新题了？）有2道题目貌似也是一样的，但是也有两道让我无比郁闷，太迷惑了，感觉自己逻辑就跟ETS考官不一样，怎么也选不出来。 结果本来不难的阅读考的蛮不爽的。 我遇到的是阅读加试，还是苏美尔人和达尔文，先看的苏美尔人的题目的时候还没意识过来，等看到开头：It is astonishing that two civilization...不由内心高呼感谢我老婆，感谢CD。本来我计划就是希望能碰到阅读加试而且是这两篇文章，结果如愿以偿但是正式阅读却做的无比糟糕……唉。补充，词汇题还好吧，但是选项有点迷惑性……有两词当天中午才看的，这RP^-^ 听力： 不说什么了，自己听力确实不是很好，但觉得这次考试确实没有BARRON难，只有长度可以比一下吧，但是不知道为什么，可能是受了阅读那几到题的影响，没调整好，状态奇差，第一个section听得稀烂，第二个调整了一下，结果刚开始听旁边的大姐就开始吼口语了……嗓门真是奇大啊。更要命的是除了试音部分我正在做题偷听到了以外，其它题目都是在我听内容的时候吼的……欲哭无泪啊……本来状态就不好……大家想看JJ的还是另寻高人吧……对不住了（不过，听人说这次题目都是在JJ里面见过的，全是老题？） 口语： 第一题：discribe a opportunity 第二题：student 应不应该带cellphone到classroom 都是以前的题目，唉，说的也不行，还是状态受阅读听力的影响了。 第三题：图书馆新政策，把以前老的大的桌子全换新的单人的了，还增添了一下，说能容纳更多人了。MM（还是GG来着？）反对，说这样不利与group discusion,如果怕影响他人直接建单独小房间就可以了，还可以讨论。而且这学期虽然学校人多了，但是去图书馆的人还是很少，经常一个人一张大桌子什么的，买新桌子完全浪费钱。 第四题讲一个什么概念来着，阅读里面有，记不清了，大概是说一种行为被所有动物都接受为特定的意义吧，然后教授用狗子做了例证，它一露牙齿，大家都知道有攻击性了，要小心。最早以前有只狗子觉得有危险的时候借露出牙齿，后来别的狗子都学会了，其他动物也渐渐知道了，然后这个行为就被大家认可了什么什么的……没听好。 第五题：GG很郁闷（跟我一样），因为他的first draft of paper 才被教授发下来，deadline 又要到了，怎么办？MM说可以去跟教授说啊，这是她(他？)的问题，我的draft几天前就发了，但是GG觉得有点offending.MM又suggest,你这么强，还有两天，抓紧时间也搞得定的，GG又犹豫，grade很重要啊什么的，时间有点来不及啊…… 第六题：讲diffusion吧，就是文化啊食物啊从一个group到另一个group或者country到country(好像是country？)先说主要有三种方式，1.millitary conquer 2.tourism 3.satellite 传递信息吧（比较诡异莫非听错了？）然后举个例子，character是在Germany发明的，纸是中国发明的，都到美国一综合就有了newspaper(什么逻辑？)，大概这个意思吧。然后又说（我C，这么多，要不要人活了？）这个diffusion可能会long period 和long distanse,又举了个例子，记不清了…… 写作： 小作文，还是跟以前一样，阅读很明显3个观点，一一被反驳 reading讲人类人口发展造成鸟类减少，先说人类活动破坏了habitate，教授说不会，比如urben的建立确实使一些鸟的数目减少了，但另一些鸟的数目反而增多了，比如鸽子啊还有一些NIAO名字，甚至鹰都出现了（我是没看到），所以总数量是增加的。 然后TEXT说人口增加导致耕地面积增加，破话野生环境，教授又说由于technology innovation吧， 现在所用的耕地反而变少了。 最后 passage说pestiside搞死了很多飞禽，教授说人们已经注意的了这个问题，采取了2条措施，1 low toxic的 pesticide,2直接弄pest-resist 的crop,就根本不用担心了。 整体感觉比较简单，感谢那个考了118的高中小女生，我参考了她和新东方老师给出的模板，表示感谢。 大作文： Agree or disgree: most of advertisements make goods seems more better than they really are.(差不多吧这样的意思吧，一考完句子都打不通了) HOHO，人品爆发啊，不知道为什么，考前就有这个感觉可能会考这个题目，就单独想了一下，当时就直接打了，400词吧。不过因为事先没写过，真写的时候还是有点郁闷。有几个句子没说好。 个人感觉for and against是个好东东，反正我看的满爽的，里面有些句子可以直接拿来用，挺不错的。 考完了， 总体感觉的完了，要2战了，我的听力啊!阅读啊！口语啊！写作……就算了。 一路走来，感觉代价挺大，收获也有，但不划算啊~总感觉自己像个英语专业的，自己专业课都不听了，亏大了。 结果真考试的时候题目都出的这么眷顾我……居然搞成这样……光棍节注定不属于我啊 ！！！ RP是没用的，还是要靠实力说话啊！！！！！ 最后，感谢我老婆跟我一起走过这段备考时光，感谢同班托友的支持和鼓励，尤其是同寝室的两个好兄弟，感谢爸爸妈妈爷爷奶奶给我的支持，感谢CD提供的资料和托友们提供的资料感谢你们。 我老婆的 | Test | Test Date | Reading | Listening | Speaking | Writing | Total | | TELXML | November 11, 2007 | 25 | 26 | 22 | 27 | 100 |
| 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 | 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.
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她的口语会不会低了一点。。。申奖够吗，建议口语或者写作重判吗，哪位大侠提下意见。。。 我的 | Test | Test Date | Reading | Listening | Speaking | Writing | Total | | TELXML | November 11, 2007 | 29 | 25 | 19 | 24 | 97 |
| 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.
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想口语和写作要求重判，真是有点鸡肋了。。。 希望所有考过的和没考的人好运，也希望我和老婆好运，bless~
[此贴子已经被作者于2007-12-1 23:04:48编辑过] |
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发表于 2007-11-12 11:01:00
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