Test Date







Sat Dec 15 10:13:41 EST 2012







Reading Skills


Your Performance




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


Your Performance




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


Your Performance

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.

Speaking about

campus situations



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



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.

Writing Skills


Your Performance

Writing based on reading and listening



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



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.


Leave a comment

1 Comment

  1. sara

     /  16 Şubat 2013

    Good post about TOEFL it is very useful for students


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