查看完整版本: 5.10号报分

5.10号报分

Reading  Skills  Level   Your Performance   
Cf4?3rf'f#L{$S 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.
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{M4V9V@2@0CA Test takers who score at the HIGH level, typically
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have a very good command of academic vocabulary and grammatical structure;G3h2~*Gi+I3i:b{q
can understand and connect information, make appropriate inferences, and synthesize ideas, even when the text is conceptually dense and the language is complex;

ma5S J'N*uY$~ 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
V{]3JPIw;t can abstract major ideas from a text, even when the text is conceptually dense and contains complex language.:d*[:DE-s.p1q)}q
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Listening  Skills  Level   Your Performance   

t v-cr O*L 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.;N#jjG!W

.W-^$I(p/qA4X When listening to lectures and conversations like these, test takers at the HIGH level typically canJ.IhF8?/y H
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understand main ideas and important details, whether they are stated or implied;d){ V6gN^Z_
distinguish more important ideas from less important ones;5e-k#F$[@
understand how information is being used (for example, to provide evidence for a claim or describe a step in a complex process);6np+S8J t
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recognize how pieces of information are connected (for example, in a cause-and-effect relationship);.ufyMRWw:Z T
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
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yHf synthesize information, even when it is not presented in sequence, and make correct inferences on the basis of that information.4Z?7g3h~2J
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Speaking  Skills  Level   Your Performance   
} Kxe$\ 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.
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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.:In6v9pEY~4a

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R8^)mYgg 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.
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Writing  Skills  Level   Your Performance   #x!F? u#J7Aj
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
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?jb^ RY5p7QYh an important idea or ideas may be missing, unclear, or inaccurate;
p{+]N1Y+I-L there may be unclarity in how the lecture and the reading passage are related; and/or
gr/@+t.r grammatical mistakes or vague/incorrect uses of words may make the writing difficult to understand.
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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{zy@0IpeW6r/f1O

Vn3atQ!B+VTi use of English that is occasionally ungrammatical, unclear, or unidiomatic and/or
0[U@2b`!vm zy elaboration of ideas or connection of ideas that could have been stronger.
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28+28+24+24=102
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nPb(Qm9f 俺是高一的学生.我们学校对功课抓的特别紧,我的准备时间只有一个半月的时候,..居然每天只有一个小时到四十分钟的时间.......
9E$L0Y(ST 口语,大家平时练的时候要大声练,我就吃了这个亏.平时小声练的很好听,但实战的时候大声说就惊觉声音很粗哑,所以一紧张背的这词汇那词汇就都忘了. Q#`$detnqa:]
阅读和听力不错,但原来的要求是拿满分的....但吃了巴郎和DELTA的亏.因为它们的摸考听力一道题才十秒,所以按这个速度作完后发现第一个SECTION剩六分种,第二个剩8分种!!!!时间浪费了很亏,因为这个题目绕弯弯的巨多.*m:nanZo5l2ow
有人说考前看机经会收到意想不到的惊喜,我没有= =而且机经里的经典段子是两河文明,当时我考的第一篇开头也是两河文明,但完全不一样.我还庆幸第一篇就是加式,免得紧张.结果作完按下一个我就彻底的晕了!!这个才不是加式啊,是正宗的考试片段.我做了十四分种,六分钟又过去了.......I S5z\)K/P
作文最令我揪心啊,我当时写完了感觉是综合写作写的可真好,独立写作跑题了....因为我综合写作没怎么练,唯一练的一篇是DELTA最特殊的段子.支持一个观点啊.......所以我稀里糊涂的做了,还觉得不错....可是.....
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?a1x wR ? 我平时在这里潜水,看了很多资料啊,还有大家花心思写的经验.觉得自己也该做点什么才对.有时候我觉得看高分经验没有什么用.因为看了很多后,高人们都把考试说的很容易,其实我这次没考的预期的分数跟自己太过自满和看经验后觉得挺简单的也有关系.每天只准备四十分钟,星期天有假期也是玩过来的.像阅读,从四月份以来就再也没有做过,听力平时只给了十五分钟的时间.但作文准备的充分,背了史禹老师的一套的资料.所以还不错.我还得重新考一遍.因为我要报的大学至少110...= =(小心肝都碎了啊).和大家一起,踏踏实实的准备.也祝大家考试顺利....

楼主已经很强了，史禹老师的什么资料？能具体说说么，小马里有否？

就是像各种题目的例证什么的。。。很多的样子。音乐啊，体育啊，电影，健康，环境。还有什么常用词汇。。。]}Ee1v`

i?/va%KRc:\&B 我是在在线写作课堂下的。我上过史老师的课。。。。好像只有密码的才能下。。。。#A5U-d)~#]9[b3I ~

8_!pw)p(a+? 我在的地方比较小，湖北的一个小城市，对英语抓的也不紧。。。多亏寒假没事的时候背了一本GRE词汇，要不然死都不知道怎么死的~

我在北京上的强化班，不是史老师。资料应该就是文本的不大吧？楼主能用qq传下（258445257），刚考了5.10,很糟糕，准备2战了。不胜感谢楼主！

楼主好强啊~~才高一~~
^7x\T&re$w4Pk3G 需要向你学习了~~:L 6s3x c*@N6`
加油~

希望楼主也能传下 史禹老师的资料2~{4LMv(t&_g)Q
qq 66436262不胜感激

小牛人,110？= = Harvard or Yale?WkUJzy
希望今后不要只潜水，
m!O }+jnK'E 和大家一起分享经验哈！:)