英语10级是什么水平 英语有几级
中英语等级量表能力要求
中英语等级量表能力要求
中国英语能力等级量表（China's Standards of English Langu age Ability，简称CSE）是官方英语能力标准，旨在统一描述和衡量中国英语学习者和使用者的语言能力。
该量表共分为九个等级，并按照基础、提高和熟练三个阶段进行划分：
•基础阶段：1级至3级
o1级：对应基本的日常生活交际需求，能够理解和使用简单的日常用语。
o2级：能处理日常生活中常见的简单交流任务，具备初步的语言交际能力。
o3级：能够在熟悉的场景中进行较为连贯的口头和书面表达，满足一定工作和学习需要。
•提高阶段：4级至6级
o4级：能够在大部分社交、教育和职业场合有效沟通，具备一般性工作或学术研究所需的基本语言技能。
o5级：可以流畅地在较广泛的领域进行有效的口头和书面交流，具有一定的跨文化交际意识和能力。
o6级：能在复杂的社会生活、专业学术活动中进行流利、准确的表达，具备较高水平的英语运用能力。
•熟练阶段：7级至9级
o7级：接近母语者的水平，在各种场合下都能灵活、自如地运用英语进行高效沟通，有较强的研究能力和国际交流能力。
o8级：拥有较高的英语综合应用能力，无论是在专业还是社会交往中，都能够展现出卓越的英语驾驭能力。
o9级：达到英语为母语国家同等教育背景人士的语言水平，具备在国际环境中自由切换、游刃有余地运用英语的能力。
每个级别都有详细的语言理解能力、语言表达能力、语用能力、语言知识、翻译能力和语言使用策略等方面的具体描述，涵盖了听力理解能力、阅读理解能力、口头表达能力、书面表达能力、组构能力、口译能力和笔译能力等各个方面。
一篇文章教你看懂牛津阅读这颗大树
⼀篇⽂章教你看懂⽜津阅读这颗⼤树阅读季开始啦！阅读季终于开始了，给第⼀次看这系列推⽂的同学介绍⼀下，MaggiesTalk阅读季第⼀篇介绍阅读的整体⽅法，可以点这⾥查看《阅读季 | 关于⼉童阅读与精读，你应该知道的⼏件事。
》。
之后会陆续推出⽂章，⼀篇介绍⼀套英语分级阅读、教材，计划介绍⼗五套到⼆⼗套，我会把发出的分级介绍⽂章链接放在每篇⽂章最后⽅便⼤家查阅。
主要介绍分级内容，提供电⼦版下载。
阅读季的最后，还会介绍阅读类APP和各类练习册。
英语分级，什么时候开始读？⼀般的说法是2-4岁。
但我个⼈的看法是，2岁还是看⼀些有意思的绘本，机关书，翻翻书，保证孩⼦的兴趣。
等孩⼦真正接纳了英⽂读物，就可以开始看分级了。
这个时间点，每个孩⼦都可能不同，需要家长⾃⼰把握。
每天都有⼤福利，让我们赶紧开始吧！Maggie第⼀套⽜津阅读树说到分级读物⼀定绕不过的就是⼤名⿍⿍的⽜津树。
但是⽜津树也是选择分级的家长们最最头疼的⼀套分级读物，因为它的内容实在是太多太庞杂。
希望这篇⽂章可以帮助⼤家整理清楚⽜津树的整体脉络。
资料我都是在⽹络上找的，通过⾃⼰的理解整理出来。
不保证全对，欢迎讨论。
⽜津树分为⽜津阅读树学校教材（Oxford Reading Tree（ORT） Stage1- Stage16）和在家阅读（Read at Home （RTH）1-9）两种。
在家阅读现在改名叫Read with Biff Chip & Kepper，这套书仍然以提供家庭阅读为⽬的。
在国内能买到的正版⽜津树有三类：由北外引进的教材系列：典范英语由外研社引进的教材系列：丽声多系列由凯迪克引进的在家阅读系列：Read with Biff, Chip & Kipper 1-6级和Oxford Story Tree 1-7级。
所有引进的版本，都是包含在⽜津阅读树（后⽂简称ORT）之中的，后⾯会详细介绍。
这篇⽂章主要基于英国⽜津⼤学出版社出版的ORT整体来介绍。
英语等级从大到小划分 英语10级是什么水平
英语等级从大到小划分英语10 级是什么水平
有很多的同学是非常的想知道，英语等级从大到小划分是怎样的，英语
10 级是什幺水平呢，小编整理了相关信息，希望会对大家有所帮助！
1 英语等级怎幺划分全国英语等级考试(Public English Test System，简称PETS)是教育部考试中心设计并负责的全国性英语水平考试体系。
作为中、
英两国政府的教育交流合作项目，在设计过程中它得到了英国专家的技术支持。
共有五个级别：
PETS 1 是初始级，其考试要求略高于初中毕业生的英语水平。
(PETS 1B 是PETS 1 的附属级)
PETS 2 是中下级，其考试要求相当于普通高中优秀毕业生的英语水平。
PETS 3 是中间级，其考试要求相当于我国学生高中毕业后在大专院校又学了2 年英语或自学了同等程度英语课程的水平。
PETS 4 是中上级，其考试要求相当于我国学生高中毕业后在大学至少又学习了3-4 年的英语或自学了同等程度英语课程的水平。
PETS 5 是最高级，其考试要求相当于我国大学英语专业二年级结束时的水平。
这五个级别的考试标准建立在同一能力量表上，相互间既有明显的区别又
有内在的联系。
1 英语10 级到底是什幺水平英语没有10 级。
大学英语，就只有大学英语
四级和大学英语六级。
专业英语，就只有专业英语四级和专业英语八级。
就
算是社会公共英语，也只有6 级，以前。
现在不知道。
没有10 级。
没有的。
英语专业八级是国内英语最高级TEM8(Test for English Major 8)。
英语10级是什么水平 达到几级能做翻译
英语10级是什么水平达到几级能做翻译
很多人想知道英语10级是什幺水平，英语达到几级能做翻译呢?下面小编为大家介绍一下!
英语达到10级是什幺概念首先英语是没有10级的，对于非英语专业的大学生和社会人员来说大学英语八级是最高水平。
大学英语等级考试College English Test ( CET )分四级和六级，还有个英语应用能力考试一般被称为三级
对于英语专业的来说，英语专业八级( TEM-8 )是最高水平。
那幺英语专业八级是什幺样的水平
英语专业8级别是中国国内最高英语水平测试了!!而且只有学英语专业的
人才能报考!由于雅思和托福是针对出国之类的用途，所以考试的侧重点不一样。
但很慎重的告诉你，英语专业平均过级率只有在50%左右。
社会上对大学英语的四六级证书(CET-4/6)的承认相对广泛，不过，英语专业四级和八级证书的“震慑力”比四六级高出一截，这一点，也是一个不争的事实。
在证明英语能力证书方面，国内考试范围之内，最高的级别证书当属专业八级。
如果，你手中能够拥有这样一张证书，那幺，你在今后求职、加薪、跳槽、职称评定等各个方面的优先权可想而知。
英语达到几级能做翻译如果是口译翻译官比较难，英语能力、口音、反应速度等要的求十分高，特别是同声传译类的很难很难。
但如果是公司间的相对简单的口译，要求就稍微低些，考过了高级口译或者专业4、8级，平时对一些商业词汇也比较熟悉，多加练习是可以的，但如果只是做笔译，考过了。
READING PASSAGES BY LEVELS (1-10) 英文阅读1级至10级
READING PASSAGE LEVEL 1: Grandpa’s FarmI like to go to my Grandpa's farm.He has many animals.There are nine black and white cows.They are very big and give us milk to drink.Grandpa has seven brown chickens too!The chickens give us eggs to eat.I like to play with the pigs on Grandpa's farm.They like to roll in the mud.I do too!It is fun to go to Grandpa's farm.I always have a fun time!________________________________________________________________READING PASSAGE LEVEL 2: Cats as PetsCats make great pets.Many people love them.They are easy to take care of.They are also very helpful.On farms they keep away mice and rats.Cats are very friendly and bring happiness to their owners.They are very playful and smart too!Cats always know what they want.They are usually not mean.There are 63 million cats in America today.This means there are more people who own cats than who own dogs._______________________________________________________________READING PASSAGE LEVEL 3: WhalesWhales are mammals. They breathe air like us. They rise to the surface of the water to breathe. They live in the oceans of the world.There are many different kinds of whales. Some are the killer whale(범고래), humpback whale (혹등고래), sperm whale (향유고래) and gray whale (회색고래). They are some of the largest animals. The largest whale is the blue whale (흰긴수염고래). It can grow to be a hundred feet long and weigh as much as 15 elephants. It is the largest animal on earth.Whales leap out of the water. They also dive and roll. Whales dive to get food. Some whales can dive more than a mile down!_______________________________________________________________ **Mammal: n.포유류READING PASSAGE LEVEL 4: Earthquake!Maggie had never experienced an earthquake before, only prepared for it. As long as she could remember, preparing for an earthquake was routine at school. Her family as well had made plans in the event of a natural disaster as living on the west coast of the United States, tremorwas quite frequent. However this time, it was not the same. Today Maggie was home alone. Her mind focused on her parents and what could be happening to them. Maggie knew her mom would be driving home on the busy, congested highway. Her mind was preoccupied with preparing supper for Maggie's dad. Maggie's dad was due to arrive at the airport. He was coming home from a two-week business trip.Maggie arrived home from school at the regular time. She was grabbing a snack from the almost barepantry, when she felt it. First just a tremor, then the violent shaking. Maggie quickly scurried under the large, oak table in the dining room. The sounds of the breaking of glass and the crashing of numerous items was deafening. The table remained intact, and Maggie hugged herself in fear. Her mind focusing on her parents and what apparent danger they might be in.After what seemed like an eternity the earthquake appeared to be over. Maggie could hear the sound of water rushing below her in the basement. The smell of natural gas was present in the air. Maggie knew where the main water valve was located. Dad had shown her where it was and how to turn it off. Slowly and cautiously she came out from under the table. Her tidy home was now almost unrecognizable. Walls had toppled over and electric sparks were shooting from the outlets. As Maggie approached the open basement door she could see the steps were still intact. Carefully holding the handrail she made her way down into the dark basement. While still on the steps she felt the water rising and rising. Placing her feet firmly on the floor Maggie felt a sudden surge of pain as a large ceiling beam hit her head and shoulder. She fell unconscious onto a pile of storage boxes......______________________________________________________________READING PASSAGE LEVEL 5: ArchaeologistsArchaeologists are scientists who study the remains of past civilizations. They reconstruct the past by gathering clues. Bones are one kind of clue. Artefacts and fossils are other clues. Artefacts are objects from the past, usually made by people. Fossils are impressions or remains of animals and plants that have turned to stone. Archaeologists begin to collect evidence at a spot where people might have lived and worked. Scientists begin to clear away layers of earth to find signs of human civilization. Archaeologists call this spot a site, or dig.Archaeologists remove each layer by hand, using many kinds of tools, from shovels to dentist instruments. They work very slowly because they do not want to damage the delicate artefacts and fossils buried in the soil. Workers sift the dirt and rubble through a sieve. They look for things like bits of pottery, tools, seeds, weapons, and bones.Archaeologists record the exact location of every item they find. Then they use high-tech equipment to determine the age of each item. Archaeologists must know as much as possible to identify artefacts._______________________________________________________________ **Archeologist (US) = Archaeologist (UK): n. 고고학자Artifact (US) = Artefact (UK): (역사적, 문화적의미가있는) 인공품Fossil = n. 화석Sift = v. 체로치다,거르다Rubble = n. 돌무더기Sieve = n. (가루나물등을거르는데쓰는) 체Pottery = n. 도자기READING PASSAGE LEVEL 6: Life on a GlacierIs there life on a glacier? Of course there is!The surface of a glacier is a jumble of rock and dirty snow which has been folded and contorted by stress. If you look at it up close it looks like a barren wasteland. What could possibly live there?The wind is responsible for bringing life to the glacier. As wind moves over land, it gathers bits of dust and debris. When the wind sweeps over the glacier it deposits part of the load. Tiny insects such as spiders, beetles, and flies, grains of pollen from flowers, and minerals are mixed in with the dust. As these are spread over the snow and ice, they become a feast for tiny creatures such as the snow flea. The snow flea is a tiny insect that crawls around on the glacier in search of pollen.Another creature which exists on a glacier is the ice worm. It is a relative of the earthworm, but less than an inch long. It lives hidden in the cold glacial ice. Ice worms wriggle between ice crystals near the glacier's surface, but sometimes can be found as deep as six feet. Ice worms burrow into the glacier's ice during the heat of the day and inch to the surface around dusk to feed. They depend mainly on the wind to bring their dinner of pollen and other plant materials.Ice worms can survive only under certain conditions. Temperatures around freezing (32 degrees F.) are perfect. If they get caught in the sun's heat where it is warmer than 40 degrees F., they will die. When the ice around them freezes solid and becomes colder than 22 degrees F., their bodies freeze. Therefore, ice worms are found only in glaciers near the ocean, or where the climate is warm enough for melt water to be in the ice at all times.A special algae that grows on the surface of the snow provides food for the ice worm. Snow alga is a type of green alga. Its color is red, which provides a screen against the bright rays of the sun.Birds flying over a glacier feed on ice worms and insects, plucking them from the ice. Other animals use glaciers as a temporary home and a resting place.________________________________________________________________ **Glancier: n. 빙하Fold: v. 접다, (이문장에선)뒤덮다Contort: v. 뒤틀(리)다Stress: n. 스트레스, 압박 (보통정신쪽의압박을뜻하지만이문장에선물리적인압박, 즉충격을뜻핚다.)Barren: adj. 척박핚, 황량핚Debris: n. 잔해, 파편Feast: n. 잔치, 파티Flea: n. 벼룩Wriggle: v. 꿈틀거리다READING PASSAGE LEVEL 8: (Equivalance to TOEIC)The new economy has created great business opportunities as well as great turmoil. Not since the Industrial Revolution have the stakes of dealing with change been so high.Most traditional organizations have accepted, in theory at least, that they must make major changes. Even large new companies recognize that they need to manage the changes associated with rapid entrepreneurial growth. Despite some individual successes, however, this remains difficult, and few companies manage the process as well as they would like. Most companies have begun by installing new technology, downsizing, restructuring, or trying to change corporate culture, and most have had low success rates. About 70 percent of all change initiatives fail.The reason for most of these failures is that in their rush to change their organizations, managers become mesmerized by all the different, and sometimes conflicting, advice they receive about why companies should change, what they should try to accomplish, and how they should do it. The result is that they lose focus and fail to consider what would work best for their own company. To improve the odds of success, it is imperative that executives understand the nature and process of corporate change much better.Most companies use a mix of both hard and soft change strategies. Hard change results in drastic layoffs, downsizing, and restructuring. Soft change is based on internalorganizational changes and the gradual development of a new corporate culture throughindividual and organization learning. Both strategies may be successful, but it is difficultto combine them effectively. Companies that are able to do this can reap significantpayoffs in productivity and profitability.READING PASSAGE LEVEL 9: (Equivalance to TOEIC ++)The pioneers of the teaching of science imagined that its introduction into education would remove the conventionality, artificiality, and backward-lookingness which were characteristic; of classical studies, but they were gravely disappointed. So, too, in 5 their time had the humanists thought that the study of the classical authors in the original would banish at once the dull pedantry and superstition of mediaeval scholasticism.The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull 10 and as dogmatic an affair as the reading of Virgil's Aeneid.The chief claim for the use of science in education is that itteaches a child something about the actual universe in which he isliving, in making him acquainted with the results of scientific15 discovery, and at the same time teaches him how to think logicallyand inductively by studying scientific method. A certain limitedsuccess has been reached in the first of these aims, but practicallynone at all in the second. Those privileged members of thecommunity who have been through a secondary or public school20 education may be expected to know something about theelementary physics and chemistry of a hundred years ago, but theyprobably know hardly more than any bright boy can pick up froman interest in wireless or scientific hobbies out of school hours.As to the learning of scientific method, the whole thing is palpably25 a farce. Actually, for the convenience of teachers and therequirements of the examination system, it is necessary that thepupils not only do not learn scientific method but learn preciselythe reverse, that is, to believe exactly what they are told and toreproduce it when asked, whether it seems nonsense to them or30 not. The way in which educated people respond to such quackeriesas spiritualism or astrology, not to say more dangerous ones suchas racial theories or currency myths, shows that fifty years ofeducation in the method of science in Britain or Germany hasproduced no visible effect whatever. The only way of learning the35 method of science is the long and bitter way of personalexperience, and, until the educational or social systems are alteredto make this possible, the best we can expect is the production of aminority of people who are able to acquire some of the techniquesof science and a still smaller minority who are able to use and40 develop them.Adapted from: The Social Function of Science, John D Bernal (1939)READING PASSAGE LEVEL 10: Lessons from the Titanic (Equivalent to IELTS) ○AFrom the comfort of our modern lives we tend to look back at the turn of the twentieth century as a dangerous time for sea travellers. With limited communication facilities, and shipping technology still in its infancy in the early nineteen hundreds, we consider ocean travel to have been a riskybusiness. But to the people of the time it was one of the safest forms of transport. At the time of the Titanic’s maiden voyage in 1912, there had only been four lives lost in the previous forty years on passenger ships on the North Atlantic crossing. And the Titanic was confidently proclaimed to be unsinkable. She represented the pinnacle of technological advance at the time. Her builders, crewand passengers had no doubt that she was the finest ship ever built. But still she did sink on April 14, 1912, taking 1,517 of her passengers and crew with her.○BThe RMS Titanic left Southampton for New York on April 10, 1912. On board were some of the richest and most famous people of the time who had paid large sums of money to sail on the first voyage of the most luxurious ship in the world. Imagine her placed on her end: she was larger at 269 metres than many of the tallest buildings of the day. And with nine decks, she was as high as an eleven storey building. The Titanic carried 329 first class, 285 second class and 710 third class passengers with 899 crew members, under the care of the very experienced Captain Edward J. Smith. She also carried enough food to feed a small town, including 40,000 fresh eggs, 36,000 apples,111,000 lbs of fresh meat and 2,200 lbs of coffee for the five day journey.○CRMS Titanic was believed to be unsinkable because the hull was divided into sixteen watertight compartments. Even if two of these compartments flooded, the ship could still float. The ship’s owners could not imagine that, in the case of an accident, the Titanic would not be able to float until she was rescued. It was largely as a result of this confidence in the ship and in the safety of ocean travel that the disaster could claim such a great loss of life.○DIn the ten hours prior to the Titanic’s fatal collision with an iceberg at 11.40pm, six warnings of icebergs in her path were received by the Titanic's wireless operators. Only one of these messages was formally posted on the bridge; the others were in various locations across the ship. If the combined information in these messages of iceberg positions had been plotted, the ice field which lay across the Titanic’s path would have been apparent. Instead, the lack of formal procedures for dealing with information from a relatively new piece of technology, the wireless, meant that the danger wasnot known until too late. This was not the fault of the Titanic crew. Procedures for dealing with warnings received through the wireless had not been formalised across the shipping industry at the time. The fact that the wireless operators were not even Titanic crew, but rather contracted workers from a wireless company, made their role in the ship’s operation quite unclear.○ECaptain Smith’s seemingly casual attitude in increasing the speed on this day to a dangerous 22 knots or 41 kilometres per hour, can then be partly explained by his ignorance of what lay ahead. But this only partly accounts for his actions, since the spring weather in Greenland was known tocause huge chunks of ice to break off from the glaciers. Captain Smith knew that these icebergs would float southward and had already acknowledged this danger by taking a more southerly route than at other times of the year. So why was the Titanic travelling at high speed when he knew, if notof the specific risk, at least of the general risk of icebergs in her path? As with the lack of coordination of the wireless messages, it was simply standard operating procedure at the time. Captain Smith was following the practices accepted on the North Atlantic, practices which had coincided with forty years of safe travel. He believed, wrongly as we now know, that the ship could turn or stop in time if an iceberg was sighted by the lookouts.○FThere were around two and a half hours between the time the Titanic rammed into the iceberg and its final submersion. In this time 705 people were loaded into the twenty lifeboats. There were 473 empty seats available on lifeboats while over 1,500 people drowned. These figures raise two important issues. Firstly, why there were not enough lifeboats to seat every passenger and crew member on board. And secondly, why the lifeboats were not full.○GThe Titanic had sixteen lifeboats and four collapsible boats which could carry just over half the number of people on board her maiden voyage and only a third of the Titanic’s total capacity. Regulations for the number of lifeboats required were based on outdated British Board of Trade regulations written in 1894 for ships a quarter of the Titanic’s size, and had never been revised. Under these requirements, the Titanic was only obliged to carry enough lifeboats to seat 962 people. At design meetings in 1910, the shipyard’s managing director, Alexander Carlisle, had proposed that forty eight lifeboats be installed on the Titanic, but the idea had been quickly rejected as too expensive. Discussion then turned to the ship’s décor, and as Carlisle later described theincident … ’we spent two hours discussing carpet for the first class cabins and fifteen minutes discussing lifeboats’.○HThe belief that the Titanic was unsinkable was so strong that passengers and crew alike clung to the belief even as she was actually sinking. This attitude was not helped by Captain Smith, who had not acquainted his senior officers with the full situation. For the first hour after the collision, the majority of people aboard the Titanic, including senior crew, were not aware that she would sink, that there were insufficient lifeboats or that the nearest ship responding to the Titanic’s distress calls would arrive two hours after she was on the bottom of the ocean. As a result, the officers in charge of loading the boats received a very halfhearted response to their early calls for women and children to board the lifeboats. People felt that they would be safer, and certainly warmer, aboard the Titanic than perched in a little boat in the North Atlantic Ocean. Not realising the magnitude of the impending disaster themselves, the officers allowed several boats to be lowered only half full.○IProcedures again were at fault, as an additional reason for the officers’ reluctance to lowerthe lifeboats at full capacity was that they feared the lifeboats would buckle under the weight of 65 people. They had not been informed that the lifeboats had been fully tested prior to departure. Such procedures as assigning passengers and crew to lifeboats and lifeboat loading drills were simply not part of the standard operation of ships nor were they included in crew training at this time.○JAs the Titanic sank, another ship, believed to have been the Californian, was seen motionless less than twenty miles away. The ship failed to respond to the Titanic’s eight distress rockets. Although the officers of the Californian tried to signal the Titanic with their flashing Morse lamp, they did not wake up their radio operator to listen for a distress call. At this time, communication at sea through wireless was new and the benefits not well appreciated, so the wireless on ships was often not operated around the clock. In the case of the Californian, the wireless operator slept unaware while 1,500 Titanic passengers and crew drowned only a few miles away.○KAfter the Titanic sank, investigations were held in both Washington and London. In the end, both inquiries decided that no one could be blamed for the sinking. However, they did address the fundamental safety issues which had contributed to the enormous loss of life. As a result, international agreements were drawn up to improve safety procedures at sea. The new regulations covered 24 hour wireless operation, crew training, proper lifeboat drills, lifeboat capacity for all on board and the creation of an international ice patrol.。
英语10级是什么水平 英语最高有几级
英语10级是什么水平英语最高有几级汉语有十级，国外也有英语十六级！想必能达到英语十六级的人一定英语水平超级腻害吧！下文小编给大家整理了英语十级的水平，供参考！ 英语十级大概是什幺水平英语专业八级是国内英语最高级TEM8(Test for English Major 8) 而且也不是随便都能考的，一般只有英语专业才能考的。
大学英语，就只有大学英语四级和大学英语六级。
专业英语，就只有专业英语四级和专业英语八级。
下文中的几种据说是网友评价的英语十级才可以理解上去的，赶快跟小编一起膜拜一下吧！ Buffalo buffalo Buffalo buffalo buffalo buffalo Buffalo buffalo. Police police Police police police police Police police. Can-can can-can can can can can can-can. 看懂了吗？！那就再来几句吧！ James, while John had had had had had had had had had had had a better effect on the teacher. I want to put a hyphen between the words Fish and And and And and Chips in my Fish-And-Chips sign. Wouldn't the above sentence have been clearer if quotation marks had been placed before Fish, and between Fish and and, and and and And, and And and and, and and and And, and And and and, and and and Chips, as well as after Chips? 还看得懂？那幺继续！ The above sentence is much easier to read because the writer placed commas。
语言能力等级描述31849
二语言能力等级描述1 语言能力等级语言测试要区分考生的语言能力水平。
考生的考试成绩通常被确定为某个等级。
不同的考试等级设定不尽相同。
汉语水平等级标准(《汉语水平等级标准与语法等级大纲》,国家汉办汉语水平考试部商务汉语考试(BCT）用五个等级描述应试者的商务汉语水平，这五个等级是：1级尚未具备在商务活动中运用汉语进行交流的能力。
2级在商务活动中可以运用汉语进行基本的交流。
3级在商务活动中可以比较有效地运用汉语进行交流。
4级在商务活动中可以比较熟练地运用汉语进行交流。
5级在商务活动中可以自如、得体地运用汉语进行交流。
2 等级描述 / 标准制定的原则2．1 面向不同人群的语言能力等级描述描述语言能力并进而制定语言能力等级量表是为语言教学、学习和测试服务的，不同的人群对语言能力等级量表的要求有所不同。
Alderson(1991）认为语言能力等级量表可以分为面向用户的（user—oriented）、面向评价者的(assessor—oriented)和面向教学与测试设计者的（constructor-oriented）等三种,这三种量表对语言能力的描述有所不同。
面向用户的量表主要描述各水平等级上的语言学习者的典型语言行为，描述他们能做什么，即能用语言完成怎样的交际任务，描述语一般是肯定的形式.面向用户的量表通常是对语言能力进行综合性（holistic）的描述,也有一些是分技能描述的，但这种分别描述比较简略。
如:HSK（基础）和HSK（高等)的能力描述稍详细，HSK(初、中等）的描述过于简单。
面向评价者的量表是对语言能力水平进行评价的指南。
这种量表往往描述语言能力的各个方面，注重评价语言能力表现是怎样的，而且经常采用否定性的描述语.面向测评者的量表，有些是对语言能力进行综合性描述的，有些是进行分析性(analytic）描述的（比如，分别从语言使用范围、准确性、流利性等方面对语言行为表现进行描述）.如，CET—SET评分标准：标准描述面向教学与测试设计者的量表是针对具体人群安排教学内容、针对某个语言能力水平等级设计适当测试的指南。
关于英语六级相当什么水平和程度
关于英语六级相当什么水平和程度英语六级没有雅思和托福难，相对于英语四级来说，难度阶梯至少向上走了一层，那么以下是我为大家预备了关于英语六级相当什么水平和程度，欢迎参阅。
英语六级相当什么水平和程度没有一个很精确的衡量标准，但大多数的说法是在国内对于聘请企业来说，英语六级成果越高越受到聘请单位的青睐。
高校英语6级的一般词汇量在5500左右，而高中毕业生一般词汇量为3500个。
高校英语六级考试是由国家统一出题的，统一收费，统一组织考试，用来评定应试人英语力量的全国性的考试，每年各进行两次。
高校英语六级考试作为一项全国性的教学考试由“国家教育部高教司”主办，每年各进行两次。
从2022年1月起，成果满分为710分，凡考试成果在220分以上的考生，由国家教育部高教司托付“全国高校英语六级考试委员会”发给成果单。
高校英语六级分值明细一、英语六级作文说明：写作部分占整套试卷的15%=106.5分在这部分你要达到63.9分为及格。
时间：30分钟二、听力部分=248.5分听力部分占整套试题的35%，每个题都是7.1分。
第1页/共4页1、长对话8%8个题目每小题7.1分。
2、听力篇章7%共7小题，每小题7.1分。
3、讲话、报道、讲座20%共10个小题，每小题14.2分。
三、阅读理解35%=248.5分说明：1、选词填空5%10个题，每小题3.55分2、长篇阅读10%10个题，每小题7.1分。
3、认真阅读20%共2篇，一篇5个题，每小题14.2分。
四、翻译部分汉译英15%=106.5分段落翻译答题时间30分钟，106.5分。
高校英语六级及格线是多少凡考试成果在220分以上的考生，由国家教育部高教司托付“全国高校英语四六级考试委员会”发放成果单，不设及格线。
由于现在英语六级只发成果单，没有证书，聘请单位是看个人的成果单的，成果单分数越高，自然更受青睐。
一般来说，作为社会默认的标准和各学校自行规定的合格线往年都是425分。
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英语10 级是什么水平英语有几级
汉语有十级，国外也有英语十六级！想必能达到英语十六级的人一定英
语水平超级腻害吧！国内英语没有十级，专业英语八级是最厉害的。
1 网友评价英语十级才理解的Buffalo buffalo Buffalo buffalo buffalo buffalo Buffalo buffalo.
Police police Police police police police Police police.
Can-can can-can can can can can can-can.
看懂了吗？！那就再来几句吧！
James, while John had had had had had had had had had had had a better effect on the teacher.
I want to put a hyphen between the words Fish and And and And and Chips in my Fish-And-Chips sign.
Wouldn’t the above sentence have been clearer if quotation marks had been placed before Fish, and between Fish and and, and and and And, and And and and, and and and And, and And and and, and and and Chips, as well as after Chips?
还看得懂？那幺继续！
The above sentence is much easier to read because the writer placed commas between and and & and and and And, & and and and And & and And and and, & and And and and & and and and And, & and and and And & and And and and, & and And and and & and and and...
1 英语水平等级划分大体难度排名：专业英语八级＞专业英语四级＞大学。