4.26三战

summerlucia

别光自励啊！考完给发个机经好吗？跪谢了！

nvxiazou

JJ别的帖子有详尽的版本,我就不赘述了,再说我记得还没有他们清楚呢.谈谈感想(摘自给朋友的邮件):

To be honest, the reading is simpler than last one, and I think I did well; the listening is hard, because the speed of conversation and lecture is much higher than last two times, I did too bad; the speaking is not difficult, what I mean, the speakers in thhis part talk slowly, and I can got each point, but the aversion is that I didn't finish every important elements of my content, I always get involved in the details of first point; the writing is also easy, except the first task with slow lecture, the second one is not out of the way.However, I still faced time pressure: I even had no time to have look on how many words I wrote, and I used just one sentense as the end paragraph. To summarize (haha, it is my model for writing), the most difficulty lies in listening, even worse than last time. After last exam, I comforted myself that talk in listening is not so rapid, so it is not necessary to worry about that I couldn't catch up with the materials, KAPLAN, OG, BARRON, to name a few. Now, the fact is clear: ETS has a rigorous requirement about our ability to utilize English. No luck star.

nvxiazou

楼上要求发JJ的同学,我是真的考完就很迷糊,记不起来任何有用的信息(光是记得大概每篇说了什么,这个谁都知道啊,没什么汇报的价值).另外重申一下T的JJ远远没有G那么有用,大家有看JJ的时间还是多做两套题吧.我真的吃了这个亏啊,劝DDMM们吸取教训啊,怎么还是有人听不进去啊.

nabo22

I see spirit in your post!! Add oil!! You will succeed~~

woodcan

有魄力。。。

nvxiazou

报分,真是很惭愧的,准备9月四战(死战)!第三次跟第一次的评语一模一样!悲惨啊!

Test	Test Date	Reading	Listening	Speaking	Writing	Total
TELXML	April 26, 2008	29	16	19	21	85

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	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	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	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.

carriezhao

姐姐加油！~~~你阅读太牛了！~~听力有点低~~重点高压听力吧~我就是在韩国考的那个~准备口语复议~limited,fair,fair~19有希望么？~不管了~

nvxiazou

顺便说一下,今年申请就没戏了.