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初中一年级
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13#
大 中
小 发表于 2007-12-29 13:48 只看该作者
 出分了，败了败了，真败兴了，不好意思专门开贴，发这里吧 5 @5 w" \/ h; Q7 A, s- B8 ?
| Test | Test Date | Reading | Listening | Speaking | Writing | Total | | TELXML | December 8, 2007 | 24 | 25 | 19 | 24 | 92 |
1 L% N4 V, j# p7 W- O/ e| 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.
: l" M5 G5 k: |) q p4 YTest takers who score at the HIGH level, typically
- c% _% a4 q+ h/ E- 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.$ m" e4 t/ w3 o8 ]2 w+ d
When listening to lectures and conversations like these, test takers at the HIGH level typically can/ e6 C; b4 a' b+ W
- 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.: ^! T" v# ?. \9 P3 h' Q/ A1 v
| | 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.8 }9 d% n8 M8 a
| | 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.
! O( L8 q( y$ ]- C% ^% L' w$ u | | 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 n$ Z" I, O) m9 @$ N
- 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 | Good(4.0 - 5.0) | You responded with a well-organized and developed essay. Weaknesses, if you have any, might have to do with+ n# d' `* F8 P
- 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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接着3月分再来吧 6 Z v6 _+ ]4 V3 V r/ y: R4 p
接着用刀插吧
8 _6 Z- a& ^0 _& v9 f接着·····
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' l4 z! T4 m' q* ~: W; S8 X% D就这怎么有脸面GRE去？？？？？？？？？我都臊的荒
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我小马哥的给的段子全部停写过了，OG研读三遍，兰delta做完了，红DELTA做完了，barron做过两遍，kaplan只有一个test没有作，作文练了26篇·····
5 e, X- [- o+ P* a0 Y" Q# ~口语背过慢特宁口语准备和兰delta上的后四个task
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$ S, M+ K9 [( \% [5 P有没有谁告诉我二战该怎么准备？？？？？？？？？
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