TOEFL Performance Feedback - Opisy wynikow punktowych egzaminu TOEFL.pdf - TOEFL - lulubulu

TOEFL ® iBT Performance

Feedback for Test Takers

Reading Skills

LeVeL

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 dificulty 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

speciic 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.

Read as much and as often as possible. Make sure to include academic

texts on a variety of topics written in different genres and with different

degrees of conceptual density as part of your reading.

■ Read major newspapers, such as The New York Times or Science Times ,

and websites (National Public Radio [NPR] or the BBC).

■ Write summaries of texts, making sure they incorporate the

organizational pattern of the originals.

Continually expand your vocabulary. Continually practice using new words

you encounter in your reading. This will help you remember both the

meaning and correct usage of the new words.

TOEFL ® iBT Performance Feedback for Test Takers

intermediate (15–21)

Low (0–14)

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 Low level, as you did, typically

understand some of the information presented in academic texts in

English that require a wide range of reading abilities, but their

understanding is limited.

Test takers who receive a score at the intermediate level typically:

Test takers who receive a score at the Low level typically:

■ have a good command of common academic vocabulary, but still have

some dificulty 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 dificulty

when the vocabulary is high level and the text is conceptually dense;

■ can recognize the expository organization of a text and the role that

speciic information serves within a larger text, but have some dificulty

when these are not explicit or easy to infer from the text; and

■ can abstract major ideas from a text, but have more dificulty doing so

when the text is conceptually dense.

■ have a command of basic academic vocabulary, but their understanding

of less common vocabulary is inconsistent;

■ have limited ability to understand and connect information, have

dificulty recognizing paraphrases of text information, and often rely on

particular words and phrases rather than a complete understanding

of the text;

■ have dificulty identifying the author’s purpose, except when that

purpose is explicitly stated in the text or easy to infer from the text; and

■ can sometimes recognize major ideas from a text when the information

is clearly presented, memorable or illustrated by examples, but have

dificulty doing so when the text is more demanding.

Read as much and as often as possible.

Study the organization of academic texts and overall structure of reading

passages. Read an entire passage from beginning to end.

Develop a system for recording unfamiliar words.

■ Group words into lists according to topic or meaning and review and

study the words on a regular basis so that you remember them.

■ Increase your vocabulary by analyzing word parts; study roots, preixes

and sufixes; study word families.

■ Pay attention to the relationship between the main ideas and the

supporting details.

■ Outline the text to test your understanding of the structure of the

reading passage.

■ Write a summary of the entire passage.

▶ If the text is a comparison, be sure that your summary relects that.

If the text argues two points of view, be sure both points of view are

relected in your summary.

Study the organization of academic texts and overall structure of a reading

passage. Read an entire passage from beginning to end.

■ Look at connections between sentences; look at how the end of one

sentence relates to the beginning of the next sentence.

■ Look for the main ideas and supporting details and pay attention to

the relationship between them.

■ Outline a text to test your understanding of the structure of a

reading passage.

▶ Begin by grouping paragraphs that address the same concept.

▶ Write one sentence summarizing the paragraphs that discuss the

same idea.

▶ Write a summary of the entire passage.

Continually expand your vocabulary by developing a system for recording

unfamiliar words.

■ Group words according to topic or meaning and study the words as a

list of related words.

■ Study roots, preixes and sufixes; study word families.

■ Use available vocabulary resources, such as a good thesaurus or a

dictionary of collocations (words commonly used together).

note: Only performance descriptions appear on test taker score reports. These descriptions are preliminary and will be reined with additional research.

Advice for improvement will be added to score reports in the future. The advice listed here is only a sample of the advice available. A more extensive listing

of advice for each level of performance is available in the Learners and Test Takers section of the TOEFL website, www.ets.org/toel, under the tab titled

Improve Your Skills .

Listening Skills

LeVeL

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 dificult

vocabulary (uncommon terms, or colloquial or igurative 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.

Further develop your listening ability with daily practice in listening in

English and by challenging yourself with increasingly lengthy listening

selections and more complex listening material.

TOEFL ® iBT Performance

Feedback for Test Takers

■ Listen to different kinds of materials on a variety of topics:

▶ Focus on topics that are new to you.

▶ Listen to academic lectures and public talks.

▶ Listen to audio and video material on TV, radio and the Internet.

▶ Listen to programs with academic content, such as NOVA, BBC

and NPR broadcasts.

▶ Listen to conversations, phone calls and phone recordings.

▶ Take live and audio-recorded tours (e.g., of museums).

■ Listen actively:

▶ Take notes as you listen for main ideas and important details.

▶ Make predictions about what you will hear next.

▶ Summarize.

▶ Write down new words and expressions.

■ For the more dificult material you have chosen to listen to, listen

several times:

1. First listen for the main ideas and key details;

2. Then listen again to ill in gaps in your understanding; to understand

the connections between ideas, the structure of the talk and the

speakers’ attitude; and to distinguish fact from opinion.

note: Only performance descriptions appear on test taker score

reports. These descriptions are preliminary and will be reined with

additional research. Advice for improvement will be added to score

reports in the future. The advice listed here is only a sample of the

advice available. A more extensive listing of advice for each level

of performance is available in the Learners and Test Takers section

of the TOEFL website, www.ets.org/toel, under the tab titled

Improve Your Skills .

intermediate (14–21)

Low (0–13)

Test takers who receive a score at the intermediate level, as you did,

typically understand conversations and lectures in English that present

a wide range of listening demands. These demands can include dificult

vocabulary (uncommon terms or colloquial or igurative language), complex

grammatical structures and/or abstract or complex ideas. However, lectures

and conversations that require the listener to make sense of unexpected or

seemingly contradictory information may present some dificulty.

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 dificulty 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 dificult vocabulary or complex grammatical structures.

When listening to conversations and lectures like these, test takers at the

intermediate level typically can:

Test takers at the Low level typically can:

■ understand main ideas when they are stated explicitly or marked as

important, but may have dificulty understanding main ideas if they are

not stated explicitly;

■ understand important details when they are stated explicitly or marked

as important, but may have dificulty 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.

■ understand explicitly stated main ideas and important details, especially

if they are reinforced, but may have dificulty understanding main ideas

that must be inferred or important details that are not reinforced;

■ understand how information is being used (for example, to provide

support or describe a step in a complex process);

■ recognize how pieces of information are connected (for example, in a

cause-and-effect relationship);

■ understand, though perhaps not consistently, 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 from adjacent parts of a lecture or conversation

and make correct inferences on the basis of that information, but may

have dificulty synthesizing information from separate parts of a lecture

or conversation.

Practice listening in English daily. Gradually increase the amount of time

that you spend listening, the length of the listening selections and the

dificulty of the material.

Practice listening in English daily. Gradually increase the amount of

time that you spend listening, as well as the length of the individual

listening selections.

■ Listen to different kinds of materials on a variety of topics:

▶ Start with familiar topics; then move to topics that are new to you.

▶ Listen to audio and video material on tape/DVD or recorded from TV,

radio and the Internet.

▶ Listen to programs with academic content, such as NOVA, BBC and

NPR broadcasts.

▶ Listen to conversations and phone recordings.

■ Listen actively:

▶ Take notes as you listen for main ideas and important details.

▶ Ask yourself about basic information (Who? What? When? Where?

Why? How?).

▶ Make predictions about what you will hear next.

▶ Summarize.

▶ Write down new words and expressions.

■ For more dificult material, listen several times:

1. First listen with English subtitles, if they are available;

2. Then, without subtitles, listen for the main ideas and key details;

3. Then listen again to ill in gaps in your basic understanding and to

understand the connections between ideas, the structure of the talk

and the speakers’ attitude.

■ Listen to different kinds of materials on a variety of topics.

▶ Listen to recordings on topics that are familiar to you.

▶ Listen to recordings of English lessons.

▶ Listen to audio and video material on tape/DVD or recorded from TV.

▶ Listen to short programs with some academic content.

▶ Listen to conversations.

■ Listen actively:

▶ Take notes as you listen for main ideas and important details.

▶ Ask yourself about basic information (Who? What? When? Where?

Why? How?).

▶ Make predictions about what you will hear next.

▶ Summarize.

▶ Write down new words and expressions.

■ Listen several times to each recording:

1. First listen with English subtitles, if they are available;

2. Then, without subtitles, listen for the main ideas and key details;

3. Then listen again to ill in gaps in your basic understanding and to

understand the connections between ideas.

TOEFL Performance Feedback - Opisy wynikow punktowych egzaminu TOEFL.pdf

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