自从
报名以来，一直在网上晃荡，却阴差阳错的今天才来到小马过河，于是双手伏地，成为一匹征战的马儿。看到众多考友的
备考日志，倍感欣喜，于是考托路上不再是一个人，有人相陪，不亦乐乎？写下自己
备考日志的第一篇，以激我心。自从准
备考托以来已有近两个月，日日
学习却进步甚微，且深不得其道。将以往工作记下，以做个与低效绝缘的纪念。
9 c7 x; Q; K; ~6 S. S0 A6 ]) Q1月29日 在
新东方强化班报道，真正开始考托之路，每日由下午两点学至晚上八点，回家和爸妈相依看闯关东，上午做老师布置的作业，通常是longman的
阅读和
听力的跟读。
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口语课逃掉，一个人坐公车游历了半个城市
' ]5 f: y+ B( R& I6 U2月16日 口语再次逃掉，购物
5 s% _0 c* `4 e5 G1 g$ @4 H/ u 至2月23日 疯狂的爱上了疯狂的主妇，四季第十集止。
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2月24日 返校
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2月25日 开学。这学期的课程不多，基本每天只有两大节，所以有很多时间可以利用。
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3月3日 得知自己的六级553，听力甚差，唯阅读和
写作满分
+ ?$ O( x/ i0 m Q0 @2 a 至3月15日 longman 和og的阅读听力完成，
delta的阅读做到quiz2觉得有些简单便改作barron的上机模考，结果备受打击。第一套阅读正确率60%，听力67%（
加试）；第二套阅读70%（
加试），听力打算今天做。有一点觉得就是，因为大家都有很多时间，于是就会选择在寝室里上网，有时说话的声音挺大声，我在做题时，心理暗示自己就当是抗干扰练习好了，实际对做题效果的影响还是比较明显。
$ v( u4 h8 I4 N# W6 n 至于口语和写作，在写第一题，做自己的题库，可总感觉写出来的东西死气沉沉的，这些话不像是个人说出来的。
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写作，准确地讲，还没开始。离考试还有四十天左右，深知这些天任务繁重。加油吧！为自己和众多托友喊一声。
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3月16日 做巴朗第二套听力，正确率74%，错的最多的是term的释义，还有举例子的具体细节和目的。还有一些重听题，不知道怎么错的。还是跟读吧。昨晚的计划没完成，在自习室打了两个长途就到时间了。感叹自己的计划都没怎么完成过，所以决定随机应变，做完了一天的工作再来这里汇报。
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, q' a/ c3 p& d+ ~1 `9 G( z3月17日 做巴朗第三套阅读，正确率85%。终于把正确率提高了，可是心里不怎么开心。可能是因为口语太差了。昨天试着录音，终于还是没敢，怕录了晚上睡不着。最大的
问题还是思路，总觉得一张开嘴，大脑里的东西就都没有了。
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昨晚写了篇
作文，打算发给老师修改一下。今晚继续奋斗！
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3月19日 做巴朗第三套
听写，正确率71%，51个错了15个，其中前二十五个中错了11个，可见是耳朵对听力又开始不敏感了。昨天没有听，没有写，什么都没做，懒了，想想还有好多
专业课也要学呢，将来考完了托，再突击会计吧，好在班主任对我很不错~跟爸爸申请了，如果这次不行再考一次，可是我多想就这一次就可以考过啊。想想，把这些愿望和渴望记在脑子里，别让懒虫再犯了。加油~
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: w' a4 Q* w2 ^" \6 g u虽然很不情愿，但还是把刚刚查到的
分数发出来给大家看，看看准备和收获是多么的成正相关阿，大家加油！
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查看成绩
: m+ J4 v5 p' B: ^' H( {) ?9 n3 E| Test | Test Date | Reading | Listening | Speaking | Writing | Total |
| TELXML | April 26, 2008 | 27 | 22 | 19 | 24 | 92 |
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| 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. N+ L8 K3 t U/ ?5 e u% F
Test takers who score at the HIGH level, typically
# ^. J4 b" x5 n" L( I& ?- 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.3 M2 \' o& `! |% n% z; q
When listening to lectures and conversations like these, test takers at the HIGH level typically can
4 X* Q7 L, B8 D- 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./ ], h4 h4 w- k1 x) _! X
|
| 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.( Z* w) C1 E( s% a/ c3 {
|
| 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.8 B2 r4 X& W/ c# N
|
| 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 as4 s* q8 p$ X* ~7 y$ ?6 J/ E. j9 y
- 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 with4 j" d8 T( W2 n; p( \$ Q/ Z' }
- use of English that is occasionally ungrammatical, unclear, or unidiomatic and/or
- elaboration of ideas or connection of ideas that could have been stronger.
|
( t6 v0 b: j$ B; F* R+ e可是为什么我的成绩显示是26号呢，明明是27号考的~
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本帖最后由 yaolan_14 于 2008-5-13 08:57 编辑 ]
