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Your TOEFL Scores are now Available<\/h3>\n
Dear TOEFL\u00ae Test Taker, \u4e00\u5927\u65e9\u4e0a\u73edGmail\u6536\u5230\u9019\u5c01\u4fe1\u4e5f\u771f\u5920\u523a\u6fc0\u7684\u2026\u99ac\u4e0a\u9ede\u4e86\u4fe1\u88e1\u7684 “TOEFL iBT profile”\uff0c\u5e33\u865f\u5bc6\u78bc\u767b\u5165\u5f8c\uff0c\u5de6\u908a\u7684\u6b04\u4f4d\u6709\u500bScores->View scores\uff0c\u9ede\u9032\u53bb\u9078\u4f60\u8003\u7684\u90a3\u5834\u8003\u5ba4\u65c1\u908a\u7684See Details \u5c31\u53ef\u4ee5\u67e5\u8a62\u6258\u798f\u6210\u7e3e\u4e86\u3002<\/p>\n \u8981\u9ede\u9032\u53bb\u4e4b\u524d\u771f\u7684\u662f\u53e3\u4e7e\u820c\u71e5\uff0c\u53c8\u5920\u523a\u6fc0\u7684\u2026<\/p>\n \u4e00\u9ede\u9032\u53bb\u5f8c\uff0c\u99ac\u4e0a\u7f75\u4e86\u4e00\u53e5\u9ad2\u8a71\u2026<\/p>\n \u5565!!!109!!!\u9019\u751a\u9ebc\u6210\u7e3e\u554a!!!Reading\u9084\u6eff\u5206!!!\u5634\u5df4\u5f35\u5230\u5feb\u812b\u81fc\u4e86\u2026\u82b1\u4e86\u597d\u4e45\u624d\u5408\u56de\u53bb\u2026\u6211\u9084\u7279\u5225Log out\u53c8\u518dLog in\u518d\u6aa2\u67e5\u4e00\u6b21\uff0c\u6c92\u51fa\u932f\u5427??? 100\u5c31\u5077\u7b11\u52d2\u311f!!!\u6211\u505aTPO\u7684\u6642\u5019Reading \u548c Listening\u90fd\u6703\u932f\u500b3~6\u984c\u554a!\u6eff\u5206\u662f\u600e\u6a23? ETS\u5927\u767c\u6148\u60b2???<\/p>\n \u6210\u7e3e\u4e0b\u9762\u9084\u6709\u8a3b\u89e3\u4f60\u6bcf\u4e00\u55ae\u5143\u7684\u6210\u7e3e\u3002<\/p>\n Reading\u00a0 Skills <\/strong><\/p>\n Reading Test takers who receive a score at the HIGH<\/strong> 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.<\/p>\n Test takers who score at the HIGH<\/strong> level, typically<\/p>\n When listening to lectures and conversations like these, test takers at the HIGH<\/strong> level typically can 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.<\/p>\n Speaking\u00a0 Skills <\/strong><\/p>\n Speaking about familiar topics 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.<\/p>\n Speaking about campus situations Your responses indicate an ability to speak effectively in English about reading material and conversations typically encountered by university students. Overall, your responses are clear and coherent, with only occasional errors of pronunciation, grammar, or vocabulary.<\/p>\n Speaking about academic course content Your responses demonstrate an ability to communicate effectively in English about academic topics typical of first-year university studies. Your speech is mostly clear and fluent. You are able to use appropriate vocabulary and grammar to explain concepts and ideas from reading or lecture material. You are able to talk about key information and relevant details with only minor inaccuracies.<\/p>\n Writing\u00a0 Skills <\/strong><\/p>\n Writing based on reading and listening You responded well to the task, relating the lecture to the reading. Weaknesses, if you have any, might have to do with slight imprecision in your summary of some of the main points and\/or use of English that is occasionally ungrammatical or unclear.<\/p>\n Writing based on knowledge and experience 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.<\/p>\n \u6b63\u5f0f\u89e3\u812b\u4e86!!! 109\u61c9\u8a72\u4e0d\u6703\u6709\u5b78\u6821\u5201\u5427\u6309\u7167ETS\u7684TOEFL iBT Score Comparison Tables<\/a>\u4f86\u8f49\u63db\u7684\u8a71\uff0cCBT\u6709267\uff0cPBT\u6709630~633\u3002\u53cd\u6b63\u6211\u53c8\u4e0d\u5ff5\u540d\u6821 XD\uff0c\u61c9\u8a72\u5920\u5566\u3002<\/p>\n
\nThe scores from your recent TOEFL iBT\u2122 test are now available online.
\nTo view your scores, log into your TOEFL iBT profile,\u00a0 select View Scores, and click on your test date.\u00a0 You may experience delays viewing your scores due to demand at peak times.\u00a0 If this happens, please wait and then log in again.
\nIf you are unable to access your scores, email us at toefl@ets.org<\/a>.
\nThank you for choosing the TOEFL test.
\nSincerely,
\nThe TOEFL Team
\nEducational Testing Service
\nP.O. Box 6151
\nPrinceton, NJ 08541-6151, USA<\/p>\n![\"\"](\"https:\/\/chrislee.pro\/wp-content\/uploads\/2010\/11\/TOFEL1-1.jpg\")
<\/p>\n![\"\"](\"https:\/\/chrislee.pro\/wp-content\/uploads\/2010\/11\/TOFEL2.jpg\")
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\nHigh(22-30) <\/strong><\/p>\n
\nHigh(22-30) <\/strong>Test takers who receive a score at the HIGH level<\/strong>, 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. <\/p>\n
\nFair(2.5 – 3.0) <\/strong><\/p>\n
\nGood(3.5 – 4.0) <\/strong><\/p>\n
\nGood(3.5 – 4.0) <\/strong><\/p>\n
\nGood(4.0 – 5.0) <\/strong><\/p>\n
\nFair(2.5 – 3.5) <\/strong><\/p>\n