托福报分

214内蒙古农业大学

Test	Test Date	Reading	Listening	Speaking	Writing	Total
TELXML	February 14, 2009	25	22	20	27	94

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. Test takers who score at the HIGH level, typically 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. When listening to lectures and conversations like these, test takers at the HIGH 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.
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	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.
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.
Writing  Skills	Level	Your Performance
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 with slight imprecision in your summary of some of the main points and/or use of English that is occasionally ungrammatical or unclear.
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 use of English that is occasionally ungrammatical, unclear, or unidiomatic and/or elaboration of ideas or connection of ideas that could have been stronger.

托福之感想

今天去考了被从小就听说的“难以跨越的鸿沟”--托福。想说说自己的历程和感想。

【考场传真】
我是13日下午从包头坐火车去的呼市，差不多1900左右到的。因为天已经黑了，又加上这是第一次独自前往呼市，完全不认得方向。只好打车到农大东校区，然后在网上有人介绍得农大接待中心住下。这里要注意一下，农大接待中心的阿姨很友好，问题就是他们只知道你从北门怎么往她们那走，其他门尤其到了晚上就不行了。况且我呢，就是打车到了南门，然后问接待中心，她们竟然告诉我要先到北门，然后就能找到。其实这个接待中心就是再学校里面。如果你要是在东校区的南门下车，你就顺着道走，见到岔口就往右拐，你就能找到传说中的农大接待中心。

接待中心，价位合理，每晚100元。农大接待中心还是中国教育旅游协会单位，从安全的角度来看，有很多摄像头在走廊。然后就可以入住了，就像网上之前介绍的不需要身份证，只要填姓名和住址还有身份证号。不过它这个有一个地方看似很合适就是，任何一个房间都是两张床。无论你是一个人还是N个人。可能是因为学校没有开学的缘故，我刚开始也没有发现，直到23点多要睡觉了才发现，被子和床单很脏。刚开始我还纳闷，怎么入住还送一条毛巾，这下我想明白了，原来是给你当枕巾用得。而且地上也很脏，这点要注意。不过环境还好，接电话不收钱。

于是第二天早上8点我就开始退房，向西校区的考场出发。这时，你要问清阿姨怎么走，他们再太阳的领导下，会给你一个非常详尽的答案。我在路上其实是很镇定的，虽然我11月底就报了托福，可是一直到头一天晚上也没有充分的准备，只是做了做barron和120的题，还有过了一遍俞敏洪的单词，却没记住多少。不过幸好，我在太傻上下了IBT分类词汇放到了手机里。这样我就边走边看，走到了西校区门口正好看完了astronomy天文学，虽然不多，但是对今天的考试来说却很有帮助。让我有了底。

真的没发现，原来农大的图书馆这么好。相对于我们那个临时的来说，这简直就是现代化的高科技图书馆。让我对我们学校的图书馆建成虽然遥遥无期但充满了期待。设施，环境都很不错。人也不是很多。接着就是例行公事，看证件，邮寄成绩单要25元，签保密协议书，给柜门钥匙和换硬币。我是快9点到的，但是直到9点半才让进。也不存在论坛上说的谁先进谁后进，差不多都一块进的，不过能先进还是要先进。照完相就可以进了，反正我照的特2.进去之前，我一直抱着涓涓细流也能汇成汪洋大海的道理，去了厕所多次，以备不测。

接着就可以去答题了。唉，一顿不爽。因为之前没有好好复习，完全是靠以前的东西，以前的底子肯定不够托福的。可是托福不是a test to evaluate your english level的嘛，反正也没有要求，自己倒是没什么压力。阅读和听力相对于我整个考试来说还好。答得也倒是稀里糊涂的，但是选项好像很烦，然后时间就不是很够用。

答完阅读和听力两部分，就是休息了。这时候我肚子也是饿了，就出去吃了一块士力架。没想到这个小小士力架神奇无限啊，后来考完我都没觉得饿。但是因为这个是巧克力性质的要拿水淑下口。不一会，应该是休息10分钟，但是好像没到，老师就出来叫我回去说到时间了。

然后回去就是口语和写作了。我前天晚上突击的口语模板虽然用上了，但是效果却不好。因为我也没怎么练过口语一直，抓的要点也不完整，所以6道口语题一会就过去了，当然形势是很悲惨的。写作相对好些，模板用上，听的也清楚。综合写作的那篇文章我应该是在什么时候读过，所以以看着很亲切。

反正是一顿按提交，最后就稀里糊涂的交上了。监考老师人也很和蔼，走之前还要确认一下。所以我就顺便问了邮寄成绩单什么时候能到，就是国内快递那个，才知道要45个工作日。我当场晕掉。

【考后感想】
托福就这样，考完了。好像有这样一个想法，不考托福就不能说自己的英语水平怎么怎么样。考了，也算知道了是怎么一回事了。这次考托福，本来就没什么要求，也没什么压力。就是去体验一下，检验一下自己的真实水平。究竟放到比拼实力的地界儿，行不行。四六级就是那么过了，却也不能说明什么。分数对于我来说，并不重要。不过现在我好像也算是经过洗礼的人了，呵呵。我也知道自己的努力方向和提高的项目了。还是要按照托福的学习步骤走，因为这才是正宗academic path.

如果

Wireless Networks Are Soft Virus Targets

We have all gotten emails warning us about nasty computer viruses. Maybe you even have antivirus software installed on your machine. Well, now scientsts say that our wireless networks are particular vulnerable to infection, especially in densely populated urban areas.

The use of wi-fi routers has become increasingly commonplace as more people get online at home, at school, at the coffee shop. And these wireless networks are an an excellent target for computer viruses. Because they are always on, always connected to the Internet, and do not have specific software to protect them.

The scientists simulated the real infection of wireless networks in a handful of US cities, including San Fransico, Chicago, New York and Boston. They found that the infection of just a small number of routers triggered an outbreak, with the virus spreading to tens of thousands of routers within a week, most within the first 24 hours.The results are published in the Procceedings of the National Academy of Sciences.

Wireless networks are weakened by a general lack of security, including a failure to change the default password. So if you want your networks virus-free, at the very least choose a password that's hard to guess, like basco.

SOURCE:http://www.sciam.com/podcast/episode.cfm?id=wireless-networks-are-soft-virus-ta-09-01-29

EAT LESS REMEMBER MORE

You may have noticed that as you get older you start forgetting more stuff, like where you left your glasses or the names of your children. Well, if you are ged up with these senior moments, put down that pastrami sandwich. Because a new study, published in the Jan 27th issue of the procceedings of the National Academy of Sciences shows cutting calories actually improves memories in older folks.

Calorie restriction lets lab animals live longer. And these hungry critters tend to be healthier too; with lower cholesterol better insulin sensitivity and even slower cognitive decline. But these diets can be draconian. And it has not been clear whether they would offer the same benefits to people.

In this study, scientists asked 50 elderly women to cut the number of calories they can comsume by a third. After 3 months the researchers found that the dieters were not only slimmer but they were better than they had been at memorizing lists of words. They also had better insulin levels and fewer markets of inflammation, which suggersts that keeping these things under control may help keep the brain fit. It is one of the cuel ironies of aging: if you want to remember your favourite restaurants, the less you shold eat at them.

SOURCE: http://www.sciam.com/podcast/podcast.mp3?e_id=16A4E391-C9D2-052A-CD169D72088C5807

The Worlds of Teachers

I love to associate with my fellow colleages. We meet at least twice each week at the Faculty association meetings. At these meetings, we often talk about our classes over a wonderful snack of assorted fruits. We're a close-unit group, although we are quite different in character.

Jane is one of my most astute colleages. She teaches astronomical phenomenon. Her students are often astonished when she talks about "black holes" and her theory of shrinking the universe. She is careful to assuage their concerns. She assures them that her theory is based on a number of assumptions that turn out to be untrue.

My friend Bob teaches nuclear physics. He says it is all about atoms, atomic particles and atomization. I assume he knows what he is talking about. He must know, given assuredly he speaks about the subject.

Mary teaches religion. But she is an athest. She has an excellent sence of humor. She often jokes about how she may end up having to atone for not believing in God.

Jim is our school's physical education teacher. He is a natural athlete and he loves basketball. He never fails to astound us with his ability to dunk a basketball backwards without looking.

Lastly, there's Sally, out teacher of geometry. She likes to talk about symmetrical and asymmetrical triangles. Frankly, it drives me crazy to think about these things. But I like her stimulating personality. She probably knows how to turn a boring subject into a fascinating one.

As for me, I teach art. It brings out my creative side.

The text above is from 《读故事记单词》, written by Hu Min.

唉

今天又背了两个单元的单词。
但是这礼拜事情很多，有两场考试。现在考试都是连着考试的，下周应该还是会有考试。然后就是无穷无尽的课，和厚厚的需要看的课本。。。
不爽不爽。
更不爽的是，现在连鸡蛋里面都有三聚氰胺了，今天买烧饼里脊的时候，还看见旁边的好几个同学买的是加蛋的。。。

今天背了两个单元的单词

并没有想要真正的报考托福。
没有报名，没有决心。
所以觉得先学着看看，不管最后考不考，学习总是没有坏处的。

今天可以说是我第一次正式的托福学习，背了两个单元的单词，不知道能记住多少。
以前从没有把背单词当回事，会读不就背住了吗。这是我典型的耍小聪明的做法。
可是我要改过自新，好好学习，所以就要勤奋些了。

明天复习这两个单元后，再背两个单元的单词。