中侨基础班一位摇滚学生送给我一张史密斯飞船CD，很好听。

中侨强化班的一位女生送了我两次金嗓子喉宝，谢了。

最有意思的是居然有同学送了我2听啤酒，我喝着啤酒上完了那节课，感觉很不错。

谢谢武东路一位美女送的念慈蓭枇杷糖，一直没舍得吃，也谢谢你的信。

还收到一位同学送的ZIPPO打火机，这是我收到过的最昂贵的礼物了。非常非常感动。现在每天都用这个打火机N次。

还有，谢谢广元路班上同学送的力保健和两张小纸条…

谢谢雅思宝宝费心弄了个百度吧？呵呵。谢谢了。

谢谢Bracha同学每一条长长的关怀短信。

…

谢谢你们。这些礼物是我上课感到疲惫的时候最好的力保健。

希望你们一切都好。

写这篇博客的时候中国女排0：3输给了巴西，L。

英语否定的前缀主要有a- ab- anti- counter- de- dis- il- im- in- ir- mal- mis- non- un- 等。

a-ab-主要加在形容词动词前，例如atypical非典型性的，abnormal非正常的；abuse滥用、错误使用、虐待；

anti-加在名词、形容词前边。最常见的是anti-Japanese抗日战争、anti-social厌恶社会的 反社会的、antidite解毒的药；

counter-加在名词、动词前，例如：counterstrike反击、counteract抵抗阻碍、counterrevolution反革命。

de-加在名词、形容词前，常见的例词有decrease减少，deteriorate恶化，demobilize遣散 使…复员、decolor 脱色 漂白；

dis-主要加在名词、形容词，动词之前，dis-为否定前缀的词有：disadvantage缺点、dishonorable不光彩的、disagree不同意、disappear消失、disarm解除武装、disconnect失去联系

il-主要加在以1开头的单词的前边，比如：illegal非法的、illiterate文盲的、illogical不合逻辑的；

in-常加在形容词，名词之前，如incorrect不正确的、inability无能 无力、inaccurate不准确的等；

ir-放在以r开头的英语单词前面，比如：irregular不稳定的、irresistable不可抵抗的、irresolvable不能分解的 不能解决的；

mal-主要加在形容词名词之前，例如malfunction功能紊乱，malicious恶意的；

mis-加在动词、名词前，例词misunderstand误解、misjudge误判、misleading误导、misfortune不幸；

non-加在形容词、名词前，这样以non-为否定前缀的词有non-existence不存在、non-essential不主要的、non-electrical非电的；

un-主要放于名词，形容词，副词前面，常见的例子有unfinished未完成的、undoubted无疑的、unemployment失业；

IELTS Listening and Reading papers contain 40 items and each correct item is awarded one mark; the maximum raw score a candidate can achieve on a paper is 40. Band scores ranging from Band 1 to Band 9 are awarded to candidates on the basis of their raw scores.

Although all IELTS test materials are pretested and trialled before being released as live tests, there are inevitably minor differences in the difficulty level across tests. In order to equate different test versions, the band score boundaries are set so that all candidates’ results relate to the same scale of achievement. This means, for example, that the Band 6 boundary may be set at a slightly different raw score across versions.

The tables below indicate the mean raw scores achieved by candidates at various levels in each of the Listening, Academic Reading and General Training Reading tests during 2006 and they provide an indication of the number of marks required to achieve a particular band score.

The Academic and General Training papers are graded to the same scale. The distinction between the two modules is one of genre or discourse type. Academic papers may contain source texts featuring more difficult vocabulary or greater complexity of style. It is usual that, to secure a given band score, a greater number of questions must be answered correctly on a General Training Reading paper.