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| Test | Test Date | Reading | Listening | Speaking | Writing | Total | | TELXML | January 5, 2008 | 21 | 14 | 15 | 20 | 70 |
这是第一次考的 我没有准备...
不是我不想准备而是心有余力不足
因为我现在是高三生课业非常的忙
1月份又是期末考的时候
学校考试就已经压的我喘不过气来
可是为了申请大学 我不能放弃托福
原本想托福是考english as a second language的人
所以应该不会太难才没重视
现在考那么低让我不得不重视了
我三月还有申请一场ibt
因为申请的程序关系
今年6月底是我最后的机会考ibt
请问我该怎么办 我想申请的学校要求托福是
各个项目拿到21分以上 而总分是86分以上 而我现在只有70分 只有阅读勉强达及格 写作还可以
听力口语烂掉了 而且听力还比口语低一分
我在考的时候 觉得reading是最难的 本来以为挂了
没想到拿到的却是达到我标准的成绩 分数不知道怎么算的 writing部分 原本以为能拿个23分 在考试的时候写的很顺 自己也算满意 没想到成绩也不怎么样
口语听力好烂 因为我觉得自己日常对话应该没问题
而且听力 听的时候觉得不难 没想到成绩那么恐怖.. 请问我该怎么为3月一号那场考试准备 我要怎么做才好
我还应该从背单字著手吗?
我没有背过单字..字汇量很少
不知从何下手 也完全没方向该如何准备...唉
| Reading Skills | Level | Your Performance | | Reading | Intermediate(15-21) | Test takers who receive a score at the INTERMEDIATE level, as you did, typically understand academic texts in English that require a wide range of reading abilities, although their understanding of certain parts of the texts is limited. Test takers who receive a score at the INTERMEDIATE level typically - have a good command of common academic vocabulary but still have some difficulty with high-level vocabulary;
- have a very good understanding of grammatical structure;
- can understand and connect information, make appropriate inferences, and synthesize information in a range of texts but have more difficulty when the vocabulary is high level and the text is conceptually dense;
- can recognize the expository organization of a text and the role that specific information serves within a larger text but have some difficulty when these are not explicit or easy to infer from the text; and
- can abstract major ideas from a text but have more difficulty doing so when the text is conceptually dense.
| | Listening Skills | Level | Your Performance | | Listening | Intermediate(14-21) | Test takers who receive a score at the INTERMEDIATE 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, and/or abstract or complex ideas. However, lectures and conversations that require the listener to make sense of unexpected or seemingly contradictory information may present some difficulty. When listening to conversations and lectures like these, test takers at the INTERMEDIATE level typically can - understand explicitly stated main ideas and important details, especially if they are reinforced, but may have difficulty understanding main ideas that must be inferred or important details that are not reinforced;
- understand how information is being used (for example, to provide support or describe a step in a complex process);
- recognize how pieces of information are connected (for example, in a cause-and-effect relationship);
- understand, though perhaps not consistently, 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 from adjacent parts of a lecture or conversation and make correct inferences on the basis of that information, but may have difficulty synthesizing information from separate parts of a lecture or conversation.
| | Speaking Skills | Level | Your Performance | | Speaking about familiar topics | Limited(1.5 - 2.0) | Your responses indicate some difficulty speaking in English about everyday experiences and opinions. Listeners sometimes have trouble understanding you because of noticeable problems with pronunciation, grammar, and vocabulary. While you are able to respond partially to the questions, you are not able to fully develop your ideas, possibly due to limited vocabulary and grammar. | | 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 | Limited(1.5 - 2.0) | In your responses, you are able to use English to talk about the basic ideas from academic reading or lecture materials, but, in general, you include few relevant or accurate details. It is sometimes difficult for listeners to understand your responses because of problems with grammar, vocabulary, and pronunciation. Overall, you are able to respond in a general way to the questions, but the amount of information in your responses is limited and the expression of ideas is often vague and unclear. | | 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2008-1-25 1:17:48编辑过] |
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发表于 2008-1-25 01:15:00
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