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    张筱典
    2017-05-03 14:02:21      来自: 重庆环球教育学校      点击: 849

    张筱典
    张筱典托福备考学习体会

     

      在看到这次的考试成绩时,我其实觉得很不容易。

      61分,对于很多托福考生来说并不算什么,但是对于一个初三的学生来说还是有点困难。然后我选择在环球教育系统的学习TOEFL这个课程。一开始上课,每一个老师都向我强调单词量和逻辑思维的重要性。因此,从第一天开始,我就开始大量的背四六级,托福单词。但因为真正记忆的只有小部分,于是我通常是早上起床将当天需要背的单词读几遍,上午到学校开始背单词,一般是一课单词花一个小时,在学校听写后,第二天早上再听写一次。

      我的时间很紧,没有办法阶梯式的学习,所以,教导我的老师都让我把更容易掌握的部分学好,就比如说在听力里试题分为两部分:lecture和conversation,老师就希望我在考试时,conversation那一板块尽量不失分,剩下的部分就尽我自己最大的努力。在这里,我要感谢两位老师,一位是阅读刘佳老师,一位是写作李竹青老师。这两位老师真的将我这两个板块提高了很多。

      在学完课程后,我觉得自习确实让我进步了很多。我基本上每天都要到学校去自习。上午背单词听写,下午做一套TPO的题,然后将作文打印下来。回家后,姐姐帮我把错误的地方,不恰当的地方勾画出来,然后自己把错误改了。如果错误太多,或者改得太潦草,我会重新把这篇作文誊抄下来,因为在考试前看一下这些作文还是十分有用的。

       张筱典托福备成绩单评语内容:

     

    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

    Low(0-13)

    Test takers who receive a score at the LOW level, as you did, typically understand the main idea and some important details of conversations. However, test takers at the low level may have difficulty understanding lectures and conversations in English that involve abstract or complex ideas and recognizing the relationship between those ideas. Test takers at this level also may not understand sections of lectures and conversations that contain difficult vocabulary or complex grammatical structures.

    Test takers at the LOW level typically can

    • understand main ideas when they are stated explicitly or marked as important but may have difficulty understanding main ideas if they are not stated explicitly;
    • understand important details when they are stated explicitly or marked as important but may have difficulty understanding details if they are not repeated or clearly marked as important, or if they are conveyed over several exchanges among different speakers;
    • understand ways that speakers use language to emphasize a point or to indicate agreement or disagreement, but generally only when the information is related to a central theme or is clearly marked as important; and
    • make connections between the key ideas in a conversation, particularly if the ideas are related to a central theme or are repeated.

     

    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

    Weak(0 - 1.0)

    Your responses are incomplete. They include little or no information about the topic. Your speech is often difficult for listeners to understand, and the meaning is 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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