seagreen 2008-7-5 10:25
6月22日，听力和口语太差，准备二战，请大家帮忙看看从哪里改进啊
[table=70%][tr][td][b]Test [/b][/td][td][b]Test Date [/b][/td][td][b]Reading [/b][/td][td][b]Listening [/b][/td][td][b]Speaking [/b][/td][td][b]Writing [/b][/td][td][b]Total [/b][/td][/tr][tr][td]TELXML[/td][td]June 22, 2008[/td][td]28 [/td][td]16 [/td][td]19 [/td][td]25 [/td][td]88 [/td][/tr][/table] D|8d
H/M A
Reading Skills Level Your Performance
LN%b,m%R
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.N
n5j+y-n9QM7t,S S+l
O1p~-ty3ps SL&P0n x
Test takers who score at the HIGH level, typically
_ B5L J ?_6O
Vf E8No2x(A:eE
have a very good command of academic vocabulary and grammatical structure; ul.Jh9E
can understand and connect information, make appropriate inferences, and synthesize ideas, even when the text is conceptually dense and the language is complex;
Rt,P t%O:g(Bj
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
m6K*`{.oJ:yf#k
can abstract major ideas from a text, even when the text is conceptually dense and contains complex language.
(dPN N:e5W?
6s a(hA"O;N'y e)q ^6m
Listening Skills Level Your Performance K JRE,R$s
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. t F"NP:u5y/J;U|
7z`%p
r|
When listening to conversations and lectures like these, test takers at the INTERMEDIATE level typically can
`(V6j
v#n
Co6k1y1f aE
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;
|4o;a v
b Y2v1O [ ~
understand how information is being used (for example, to provide support or describe a step in a complex process);
f)_/h7` a%P'i;w
recognize how pieces of information are connected (for example, in a cause-and-effect relationship);5yD#y_s2HA
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); and1E8m R7U ^d
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.
6L%w Xx'S7g;T
K9UD&m'{pz8}
Speaking Skills Level Your Performance
O
lPb%K Q(S
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.#b;OPT9Za}
q?M G T D:l%y
I\U3\s4c\
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.c.N
z4S$LP,K
V"t1c'SN{1D"U
}N4K9r
m-z
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.H
k-]h7B'M|^
^y.]U
n @ H {1Q
.m0\a O^ C%b [
Writing Skills Level Your Performance
X"L4}{s
{n
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 with2S^}6C N { S3gT
b;V
B
W
Xt1qo6a'z
slight imprecision in your summary of some of the main points and/or)^8NNXCi'uq
use of English that is occasionally ungrammatical or unclear.K+X B){v1js T
}} b _xcGH:we
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(Z Z~9]C&b$a V"H
6\0W X9m.u/d V4o?
use of English that is occasionally ungrammatical, unclear, or unidiomatic and/orD%L/|Y3Lp O@'y
elaboration of ideas or connection of ideas that could have been stronger. s+F7T
h)BA'Cd
V0T
!CB9A$Bavp
[[i] 本帖最后由 seagreen 于 2008-7-5 10:28 编辑 [/i]]
seagreen 2008-7-5 10:25
两个月时间，因为白天还要上班，阅读做完了delta分项，作文没怎么练过，考前一篇作文也没练习，就是看了185道题的举例子A.P:Q6r_Fp
大部分时间用在听写，听力场景分类上下听写完了，旧托没听，也没有跟读6J'Y_ D%jd {H7O
口语只是考前背了6道题的模版，看了35道高频 J)\fykGC2p;mm
HqN"C[D
分数还是比较公平的，呵呵，因为自己听力真的很差啊，我想过一个月后再考，看来听力还是要加强再加强啊，还要加上跟读，大家给点建议看看怎么能提高分数到100+啊。
VhY@R G
xy![P+r1x*W U#i8o
[[i] 本帖最后由 seagreen 于 2008-7-5 10:34 编辑 [/i]]
