雅思成绩单及寄送注意事项

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从雅思的评分标准看雅思多少分算高分

雅思总分评判标准考多少算高分

以下是雅思总分评判标准以及分数标准。希望同学们学习之后能够有一些启发，从而在备考雅思过程中平衡各项考试内容，取得雅思高分。详情请看以下内容：

雅思考试分为听、说、读、写四个部分，每项成绩都以9分为最高分。

听力和阅读为非主观题，各有40题。雅思评判分数的依据是按照考生做对的正确题数，其中A类和G类的评分标准有微妙区别。

A类做对16-19题，可获得5.0;做对20-22题，可获得5.5;做对23-26题，可获得6.0;做对27-29题，可获得6.5以此类推。

G类做对18-25题，分数在5.0或5.5;做对26-34题，分数在6.0或6.5。

写作和口试为主观题，评分标准是按照考官的主观印象来打分，这两项也只会出现整数或0.5的差别。通常来讲，在写作过程中只要把要阐述的观点说明清楚，段落清晰，层次分明，一般可获6.0。而在口试中，只要不出现交流中断，同时把考官的问题尽量扩展，也能够获得6.0。

雅思考试的所有阅卷工作由经过训练的评分人员和考官在考试中心进行。

评分人员受过专门训练，了解雅思评分相关政策，而且切实做到按照评分标准给听力和阅读考卷评分。每隔一年对评分人员进行测评，以确保评分符合标准。在每个考试中心，会进行系统化的监测，并对一定比例的答题纸实施双重阅卷。

对于雅思写作和口语考官的招聘和培训按照既定标准进行。除了会持续监测考官的表现之外，还会每隔一年测评考官，以确保按照标准评分。

计分方式

考试成绩记录在成绩单上，包括一个总分，及听力、阅读、写作和口语四个单项分，考生的考试成绩采用1-9分的评分制来测评，四个项目独立记分，最后所得成绩取四项成绩的平均值。总分和四个单项分均允许半分。

雅思考试成绩单于考试日后的10个工作日签发。超过两年的成绩单将有可能被要求提供其它证明考生英语能力的资料。雅思考试主办方不保证超过两年的成绩单的有效性。

考生可以在报名时提交接受成绩单院校地址，获得免费寄送5份成绩单服务。

以上是雅思总分评判标准，接下来我们一起来看一下雅思分数标准：

9分

成绩极佳,能将英语运用自如,精确、流利并能完全理解.

8分

非常良好,能将英语运用自如,只是偶尔有不连接的错误和不恰当,在不熟悉的状况下可能出现误解,可将复杂细节的争论掌握的相当好.

7分

良好,有能力运用英语,虽然在某些情况有时会发生不准确、不适当和误解,大致可将复杂的英语掌握的不错,也理解其全部内容.

6分(澳大利亚移民&英国留学分数线)

及格,大致能有效的运用英语,虽然有不准确、不适当和误解发生,能使用并理解相当复杂的英语,特别是在熟悉的情况时.

5分(加拿大移民&新西兰移民分数线)

适当及格,可部分运用英语,在大多数情况下可应付全部的意思,虽然可能犯下许多错误,在本身领域内应可掌握基本的沟通.

4分(英国预科分数线)

Limited User. Basic competence is limited to familiarsituations.Has frequent problems in understanding and expression Is not ableto use complex language.　水平有限,只限在熟悉的状况下有基本的理解力,在理解与表达上常发生问题,无法使用复杂英语.

3分

水平极有限,在极熟悉的情况下,只能进行一般的沟通理解.

2分

只属于偶尔使用英语,除非在熟悉的情况,使用单词和简短的短句表达最基本的信息,在说写方面有重大的障碍.

1分

不能通过,可能只能说几个单词,无法沟通.

0分

考生没有参加考试,没有可评估的信息.　Listening & Reading有0.5分档次Writing & Speaking只有整数档次

注：在2007年7月英国文化教育部出台新规定，从2007年7月以后，雅思考试写作(Writing)和口语(Speaking)部分和Listening,Reading一样，都实行半分制!这意味着如果写作和口语水平考官觉得不够整数档，会有一个半分，不会像以往直接落到下一个整数档。

IELTS作为一个全球性的英语语言考试已经获得了美国相当数量大学的认可，请注意是相当数量不是全部，而且美国高校对于IELTS的要求也比较高，大多数要求7分以上，很多要求6.5分，极少数要求6分，6分以下几乎不存在。

以上就是从雅思的评分标准看雅思多少分算高分的全部内容。同学们在备考雅思的时候，首先是要弄清楚雅思的评分标准以及自己需要考到的理想得分。这样才能有针对性地制定备考计划。一般来说，雅思6分是一个保底的分数，如果是要出国留学的同学，在第一次的雅思考试中，要争取考到6分以上会比较好。

雅思阅读全真练习系列：How Private Universities Could Help to Improve Public Ones

How Private Universities Could Help to Improve Public Ones

A.　　There are many rich Germans. In 2003 private assets are estimated to have been worth €5 trillion ($5.6 trillion)， half of which belongs to the richest tenth of the population. But with money comes stinginess， especially when it comes to giving to higher education. America devotes twice as much of its income to universities and colleges as Germany (2.6% of GDP， against 1.1%) mainly because of higher private spending—and bigger donations.

B.　　Next year's figures should be less embarrassing. In November Klaus Jacobs， a German-born billionaire living abroad， announced that he would donate €200m to the International University Bremen ( IUB )—the biggest such gift ever. It saved the IUB ， Germany's only fully fledged private and international university (with 30 programmes and 1，000 students from 86 countries) from bankruptcy. It may also soften the country's still rigid approach to higher education.

C.　　German higher education has long been almost entirely a state-run affair， not least because universities were meant to produce top civil servants. After 1945 the German states were put in charge， deciding on such details as examination and admission rules. Reforms in the 1970s made things worse by strengthening， in the name of democracy， a layer of bureaucracy in the form of committees of self-governance.

D.　　Tuition fees were scrapped in the name of access for all. But ever-rising student numbers then met ever-shrinking budgets， so the reforms backfired. Today the number of college drop-outs is among the highest in the rich world， making tertiary education an elite activity： only 22% of young Germans obtain a degree， compared with 31% in Britain and 39% in America. German universities come low in world rankings， so good students often go abroad.

E.　　In the 1980s it was hoped that private universities might make a difference. Witten-Herdecke University， founded in 1980， was the first. Teaching at IUB， which will change its name to Jacobs University soon， began in 2001. Today， there are 69 (non-faith-based) private institutions of higher learning， up from 24 a decade ago. There is growing competition， particularly among business schools.

F.　　At the same time the states have been introducing private enterprise into higher education. In 2003 Lower Saxony turned five universities into foundations， with more autonomy. Others have won more control over their own budgets. Some states have also started to charge tuition fees. And in October a jury announced the winners of the first round of the “excellence initiative”—a national competition among universities for extra cash.

G.　　Yet all this has led to only small improvements. Private universities educate only 3% of Germany's 2m-odd students， which may be why they find it hard to raise money. It also explains why many focus on lucrative subjects， such as the Bucerius Law School in Hamburg. Others have come to depend on public money. Only recently have rich individuals' foundations made big investments， as at IUB or at the Hertie School of Governance in Berlin.

H.　　Public universities， meanwhile， still have not been granted much autonomy. There is less direct control， but far more “administered competition”： a new bureaucracy to check the achievement of certain goals. This might all be avoided through price competition， but tuition fees， now €1，000 a year on average， are fixed centrally by each state. The excellence initiative is a mere drop in the bucket.

I.　　That is why Mr. Jacobs's donation matters. For the first time， Germany will have a private university worth the name and with a solid financial footing (if it keeps up its academic performance， that is： Mr Jacobs has promised to donate €15m annually over the next five years and another €125m in 2011 to boost the endowment， but only if things go well)。 If it works， other rich Germans may be tempted into investing in higher education too.

J.　　Even so， private universities will play a small part in German higher education for the foreseeable future. This does not mean that public universities should be privatised. But they need more autonomy and an incentive to compete with one another—whether for students， staff or donors. With luck， Mr Jacobs's gift will not only induce other German billionaires to follow suit， but also help to persuade the states to set their universities free.

Do the following statemets reflect the claims of the writer in Reading Passage 1?

Write your answer in Boxes 1-6 on your answer sheet.

TRUE if the statement reflets the claims of the writer

FALSE if the statement contradicts the claims of the writer

NOT GIVEN if it is possbile to say what the writer thinks about this

1. Mr. Jacob‘s donation to the IUB is more likely to result in a firmer approach to the managemnt of German higher education.

2. German higher education is a mainly state-run affair primarily because universities were intended to train top civil servants.

3. The reforms in the sector of German tertiaray education in the 1970s produced the opposite result to the one which it intended.

4. The Bucerius Law School in Hamburg offers profitable business opprtunities for its students to make money for tuition fees.

5. Mr. Jacob would like to donate €125 million annually over the next five years to IUB on the condition that things go well .

6. Private universities will continue to play a small role in German higher education for quite a long period of time in the future.

Complet the following sentencces.

Choose A FIGURE (NUMBER OR PERCENTAGE) from Reading Passage 1 for each answer.

Write your answer in Boxes 7-10 on your answer sheet.

7. German government spends ______of its GDP on the sectorof higher education.

8. ______ less of young people obtain a degree in Germany than in America.

9. There are ______more private insitutions of higher learning now than a decade ago.

10.Currently， there are over ______million German students studying in universities.

Choose the appropriate letters A-D and write them in boxes 11-13 on your answe sheet.

11. Which of the following features about German higher education is NOT true：

A. The number of studenst drop out in the tertiary educatoin is one of the highest among the rich countries in the world.

B. The universities have a higher position in the scale of the world concerning the number of students obtaining a degree.

C. The public univerities exercise fairly less autonomy and they also experience more “administratered competition ”。

D. The competition among the private universities is becoming incresingly tough and it is espceially true of business schools.

12. The word “scrapped” in the first line of the fourth paragraph means___________.

A. raised

B. lowered

C. charged.

D. cancelled

13. What benefits will Jacob‘s donation bring about for German tertiaray education?

A. It will enable the International univerity Bremen to have a tight financial base.

B. It will cause the other wealthiest Gemans to save as much money as he does .

C. It will help the states grant more authority to their univerisites in the future.

D. It will tempt the good students studying abroad for a degree to return to Germany.

答案：1-6 F T T NG F T

7.1.1%

8. 17%

9.45

10.2

11-13 BCD