雅思10test2考官范文悬赏~给雅思小作文评分~剑2test2 6分左右吧
郁闷啊~ 知道我是怎么看的你在这儿的提问吗？因为我现在也是火烧眉毛啊。万恶的雅思啊！是啊~想死的心都有啊！！！我想说你现在的情况和我去年一模一样啊。我是去年读完高二退学直接报的
雅思班，哪儿像你还外教1VS1啊、我报了一个环球雅思3人的VIP
小班我都心疼我的人民币啊！我刚听完听力...表示各种打击,就在
这儿和你聊聊吧...
去年我是怎么一个水平呢,雅思口语完全就是哑巴型口语,上了几天课后还是不见起色,当时口语老师(中国人)提问的时候,其他两个
同学都答的挺好的,每次一问到我,就大眼瞪小眼儿了...而且是大脑一片空白,都不像你能和外教都交流.当时真的感觉很难受.没想到自己会那么差劲,上课的时候看着那两个同学说的那么好,我直接爬在
桌子上哭了... 我想说我从来都不哭的. 就为一个口语着急的就丢
人了.哎...
听力啊...就更没法说了.我的弱项啊....到现在也还是我的弱项.可以说一个月之前我都是你这样的水平,Section1只对3个...
至于现在,练了半个多月吧,差不多S1能保证至少对一半儿了.而且
S1全能听懂,只是在一些数字什么最简单的会出错,还是缺乏锻炼
吧.我想再练半个月一定得保证S1至少对8个.我现在都在英国了,来了一个多月了,现在上的语言课.想说来了就顶多对适应环境,英国的生活.虽然听力口语什么的有帮助也是和雅思不沾边啊...这个是最让我无语的地方.而且我前一段时间和学校管理员调课调到了雅思班,,,上了两天后我直接换班了...这个雅思课上的简直就是逼你自杀...和国内一点都不一样.首先全英文授课,而且老师不把你当国际生哎.说的超快,放的雅思听力不知道在哪儿整的变态题...完全打击信心.阅读更是让你脑袋都感觉要炸了.超级烂的课...我上不下去直接又转到general English 那个班了。
还说说这个听力吧。现在英国是快下午7点了，前几天的现在我还在拼命的做剑桥的精听。但是自从我昨天看完王陆的微薄...我简直哭笑不得,想哭是因为我辛苦练了大半个月的听力竟然用的是错误的方法...也是所有人推荐的精听...我是听一句写一句,听一句按好几次暂停...现在想想太可笑了,那还不就相当于听单词吗,把一个句子都全分解了...可是没办法啊...听不懂啊...伤不起啊...崩溃~~
想笑吧,是因为我实在被打击的心看我lulu的微薄又重振旗鼓了.之前上过她的口语课,没上过那个4天的听力高分班...现在悔的肠子都青了!!!真的,她的方法所有人都说有效!!!她的微薄里面有那么多大神都是短时间突破,有几个是4.5分练一个月之间奔6分或者6.5...还有一个是5.5分按照lulu的方法练10天之间蹦到7.5
啊...我简直膜拜了这些人了...但是他们都说这是事实,她那魔鬼训练真的有奇效...不过确实这个过程比较痛苦哎...但是回想这几天我拼命的练...确没有那么大的突破,原因就是没找对方法.我6月14号和30号在英国考雅思...不怕你笑话,我是来读英国的高中的...我前几天去面试了两所学校,有一个学校我特别喜欢,我已经通过面试了...(哈哈...英文烂照样通过面试...各种技巧啊...我想想都想笑...校长肯定觉得我水平还蛮好的...哈哈...)校长要求我只要雅思难道总分6分的成绩单就给我CAS和Offer了。所以我现在火烧眉毛每天这个拼啊。。。
说说你和我都愁的这个听力。我保证你的问题和我的一样。词汇量的问题。如果你有一定的词汇量，不可能第一部分就听的出来3个。我当时刚学雅思觉得第一部分也完全就是讲天书...一点都听不懂...除了Good morning。。。哈哈。。。真的，一点都不骗你。现在几乎第一部分没一句都能听懂了，也和我说了半个月的精听有关系吧,虽然那个方法不对,但是付出了100%的努力只有10%的回报...效率极低...还有就是全能听懂为什么就能保证对一半呢？原因就是拼写的问题。。。听是听懂了但是对词汇不敏感，还有对数字反应比较慢...郁闷...所以我下一部计划就准备找两天专门突击数字类的问题.
我刚刚上网麻烦了国内的朋友...让他给我用手机拍王陆老师的听力语料库...再给我发来...哎...伤不起啊...我来英国只带了一本807的听力词汇...不过也有用...全是分类场景...我听了半个月,,.本来坐公交去学校的改成走路...就是为了听那本书的词汇.现在 ___全掌握了至少对3/4都熟悉了.听写完807词汇,我做剑桥的时候发现很多次都是807里面的但是我还写不下来,就是还没有熟练吧.所有人都推荐lulu的语料库,我这不火烧眉毛的上网麻烦我国内的朋友大半夜的给我发.....明天他还得给我一篇一篇的拍下来啊.....哎...你说考不过对不起多少人啊!!!纠结的要死...
我也考过两次雅思了.怎么说,第一次就是上万VIP班以后...由于不自觉...玩了一个月后去考的雅思...除了写作5.5其它都是5分...那天运气太好了...写作我考前一晚上看了一篇文章刚好第二天就那类型的....我直接很顺畅的就写完了....不得不说运气好啊...听力在那次考试之前我自己练剑桥的时候从来上不了5分...每次就只有4....4.5 的样子...那天也不知道怎么发挥到了极致...总之雅思这个东西有很大的运气成分的...再一个是我第二次雅思...哎...不好意思说了...第一次考过以后...就不碰雅思了...各种玩....第二次直接除了阅读是5.5....其他都是4.5.... 我记得我那个时候经常很骄傲的和朋友说我从来不刻意去抱着本词汇书背单词...现在想想真可笑哎..... 真的...没有单词,没有词汇量.... 其他的都想都别想.... 靠技巧吃不了饭的.... 完全建立在
一个很好的词汇基础上结合技巧才有作用...否则再怎么样也是天方夜谭... 我啊...现在各种词汇啊....
讨厌死了这种被动的学习......考完雅思了我一定变得主动一点,我一定坚持每天看报纸...每天听BBC...否则每次能被雅思整死.....这样每天硬塞给自己这么多东西难受死了....
看你说的好像你也没有急着要出guo的.不知道你是什么时候呢.反正我觉得吧...你会有那么一天像我这样被逼无奈...每天睁眼雅思闭眼雅思的....除非你上一般般的学校对你雅思成绩要求不高...话说回来既然决定出guo就得读个好学校吧....额...读好学校就得有个好雅思成绩吧....好吧....不说了...还归结到雅思了......
你也别太发愁了... 我现在是没有充足的时间了...所以比较急...想想之前学的时候也轻松...学完考完更轻松,...简直都不像个学生似的....每天吃了喝,喝了睡.醒了玩的.....就那么在玩了那么久....现在火烧眉毛了......哎...伤不起......这个毛病得改...
如果你时间很充足的话...建议你花一个月先专门记听力词汇,就推荐你王陆的807,一个月全吃透那本书很轻松的...我是用半个月熟悉了的,但是还不熟练...所以现在还要练.口语你听不懂考官的提
问就是归结到你听力不好了... 我记得我第一次考口语扔给考官的Pardon就够6个.....哈哈...不是说最多可以说2,3个么....我都翻倍了.... 词汇是听力的基础. 相信我没错的... 你现在不记听力词汇就逼自己听那么难的听力只能让自己抓狂,只能打击自己...所以建议你还是先掌握词汇吧... 我买的807...你买的话买王陆的听力语料库吧,那个是新版的,比807全面一点,又加了很多方法,大小写了,双拼写了还有数字的练习. 对了,还没和你说lulu老师的魔鬼训练具体怎么一回事...哈哈.反正她 ___上有人都传了照片...手都听写单词听写到肿了...还有一个同学直接一句话差点把我笑喷了...原话是这样的：听lulu的真题语料库得吃早餐啊，我日啊，没差点扑倒在草稿纸前！太费力了！脑力手力都需要！。。。哈哈。。。我昨晚看到的。才发现原来都是这么过来的。。。额。。。进入正题，lulu的魔鬼训练： xx版语料库6,7,9章横向3遍听写，达到准确率100%为止数字不好的第2章狂练+魔鬼跟读（这个是lulu选的一篇剑1还是剑2的一个S4的一篇带有口音又说的超级快的文章，让每天照着文本跟读，坚持久了你听听力的时候会觉得原来正常的听力这么慢这么好啊。。。这都是他们的经验说的。。。）+点式、复数听写法。就这三种方法结合。看起来简单明了，其实是浩大的工程啊！！！重在坚持！！！所以吧，雅思吧，你不玩它它会玩死你的！！！我现在就被它玩的团团转！！！所以我发誓！总有一天我要玩死它！！！
！
好吧。。。和你边说也就相当于我发泄了。也给你点方法建议。加油吧！我继续整雅思了啊。。。迎接半个月后的考试啊~~ 我都让国内的朋友给我烧高香了，保佑他们高考顺利的同时捎带的保佑我顺利通过雅思啊~~ 6分啊~~~~
Bless u ~~ Bless me ~~ ∩_∩更多追问追答追问
额，说的跟我完全一样。你在英国考，有没有上过英语培训啊？
在国内做过培训的、现在上的语言课也和雅思不沾边。就凭自己练习了。明天考雅思。哎、感觉像裸考。。。郁闷了就。总感觉什么都没准备好。还有哈，我和你之前说的我要保证练习到Section1至少对8个，我做到了耶。现在自己测试，差不多就至少对8个要不全中。嘿嘿。不过其它部分还是惨不忍睹。总之，加油呗。
我9号考了一场，我也是去英国。
我今天考完了。除了写作好点，其他的又惨不忍睹。听力，阅读。。。郁闷。我觉得还是国内好考。英国不好考。
预计9月来英国。
(1) 几乎不看考官，可能被扣0.2分。
(2) 虽然看着考官，但是表情和口语答案并不配套。
(3) 因为考官面无表情，你原先勉强保持的微笑逐渐僵硬，直至像考官一样面无表情，这样，你可能被扣0.05分。
为了不被扣分，建议各位考生这样做：
(1) 在备考阶段，一定要注意"表情和语言配套"!
(2) 在实际考试的时候，无论你紧张与否，无论考官是否面无表情，请你脸上保持微笑，哪怕很生硬。
2、70%的考生，因"舌头"被扣分
笔者最为纳闷的是：众多中国考生，明明知道"不伸舌头"会被扣分，为什么坚持"不伸舌头"?
如果考生找借口说："我习惯不伸舌头啦"，那考官会说："向至少0.2分说再见吧!"
3、90%的考生，因"单字不重音"被扣分
遇到"单字重音"，你必须把那些单词放慢、加重，原因很简单，在整个句子当中，只有这些单词，才是最重要的，其他单词，都要轻读。
在雅思的"发音"评分标准中，有这样一个界定："考生会使用重读、弱读，使自己更容易被理解。"而我们多数中国考生，仅仅把重读理解为一个单词里的重音音节，而不能把重音理解为"一个句子中的重音单词"，所以自然要被扣分了。
4、90%的考生，只使用"单"词，而不使用"词串"
不会使用"词串"的考生，得分一定会被扣0.5-1分。事实上，不会"词串"恰恰是中国考生的致命伤，它除了影响了词汇分，还影响了流利分和速度分。
5、99%的考生，只使用"一种语法"，而不使用"多种语法"
多数中国考生，只使用单一的语法结构，即主谓宾结构，而很少使用多种语法，如被动语态、强调句、虚拟语态、疑问句、感叹句等，因为中国考生本性"含蓄害羞"，最喜欢用平铺直叙的陈述句，而很少表情丰富地使用疑问句、感叹句、强调句等。我们只能说，只有稍微改变自己害羞的个性，才有可能操练起多种语法，
6、99%的考生，只使用"一层结构"，而不使用"多层结构"
多层结构答题法对于中国考生并非易事，因为很多中国考生在应试教育的荼毒下，根本就没有形成自己的思维逻辑，遇到问题只能凭借脑子里仅有的一点知识，胡乱说两句。要想熟练掌握多层答题法，最好的方法应该是选择一个高质量的雅思培训机构，选择一位善于启发学生思维的口语老师，先被领入门，再慢慢自我修炼。其实，只要练就多层答题思维，几乎所有考生都可以得到6.5的分数。
7、99%的考生，因"不敢提问"被扣分
根据笔者给学生做模拟的经验，有超过50%的考生，在考试的时候会对某个或某几个问题不甚了解。在听不懂题目的时候，绝大同学采取的策略是：一猜二蒙!
当你猜测或蒙的时候，你在对考题的理解能力、表述自己观点的能力会严重丢分。如果你放松地、大胆地问考官，你压根不会被扣分。即便考官解释之后你要求他再次解释，你也仅仅可能因为"理解能力"而被扣个微乎其微的0.05分，而绝对不会因"听不懂"、"答跑题"收到双重重罚。
8、99%的考生，因"哑巴思维"被严重扣分
笔者在模拟面试中，最痛苦的地方，不是听到了中国考生的哑巴英语，而是直面"哑巴思维"，这是中国学生雅思口语均分全球倒数第一的根本症结，其严重程度，远超刚才所讲的其他问题的总和。
新航道雅思：
其实雅思写作要求写两篇作文。这两篇作文分为A类作文和G类作文。
针对雅思A类考生：
针对雅思G类考生：
其中A类雅思作文和G类雅思作文之间有较大差别。考生们需要在1小时之内完成两篇雅思写作内容，因此这对于有些考生来说，难度还是不小的。所以考生们需要在平时多加练习。
在考试中，不同的雅思写作字数，得分也会不一样，如果你想得高分，字数就要达到标准。雅思写作考试评分标准中，对雅思写作字数提出了明确的限制，规定雅思写作完成情况主要包括三个方面：内容(content)是否切题，立场(position)是否鲜明并得到有效阐释，结构(structure)是否有逻辑性。
以上就是关于雅思写作字数要求的详细信息，希望同学们能够多多的训练雅思写作，满足高分雅思分数的雅思写作字数的要求，比如大家可以在备考自己的雅思写作考试的时候，根据自己的特点进行实弹的应用和总结。
1、Task response
即，对应题目要求。简单来说，就是不能偏题。要回答题目要求你回答的内容。
小作文的要求一般会包含三点：1. Summarize the information. 总结信息，要用自己的语言对图表信息进行概述，而
不是简单地罗列数据，说明数据，而是要解释数据背后代表着什么，说明了什么。2. Reporting the main features. 说明主要数据，这考验考生们对于数据的选取，不是每一个数据都要写的，而是要针对主要特点、主要内容进行描述即可，次要信息不要乱加；3. Make parisons. 作比较，比较相同点和不同点，不能只比较一点。（这三个要求必须要全部做到，才能达到5分的要求；全部满足且能做到一般水平的描述，能达到6分的要求；在前两者的基础上能够做到适当的表达每部分的信息，能达到7分的要求。）
而大作文，则是要求有明确观点，根据题目要求来写，所举的例子都要能论证观点的。
2、Coherence & Cohesion
连贯性和逻辑。逻辑性就是要求因果之间有较为直接的联系，不要跳跃性的思维。这点是很多中国考生所忽略的，一定要是直接的原因或者结果才能紧跟其后。
而连贯性的要求就要使用恰当适合的连词，使得文章的联系更为紧密。常见的连接词有：表递进
（and/furthermore/moreover/besides/What’s more…）;表转折（but/however/although/though/nevertheless/yet）;表对比（by
contrast/on the contrary/to the contrary/on the opposite…）;表类比（similar to/the same with/as/like…）;表举例（such as/for example/for instance/as an example of…）.
3、Lexical resources
词性、同义词的替换。这点十分重要，在写作中，不管是小作文还是大作文，最好不要重复出现某个单词，如果让考官感觉到重复，就直接在5分以下。所以考生一定需要积累一定量的词汇，进行同义替换，使得文章看起来用词比较多样性，尽管这些词表示的都是同一个意思。而且用词也要注意其准确性，基本不会出现错误的用词，才能达到7分的要求。
4、Grammar range & auracy
在语法结构部分，使用类型的要求优先于准确的要求，但是两者都达到是最好的。必须出现两种以上的语法结构，构成复杂句的情况：1.使用连词；2.使用从句，T1中用定语从句、状语从句多；T2中使用名词性从句、定语从句较多；3.分词、非谓语的使用（非谓语的难度较大，7分对这个的要求比较高）；4.标点符号、固定搭配、介词的准确使用，是7分以上对于细节更细致的要求；5.插入
语的使用，可以使表达更加地道，但是要注意的是书面插入语的使用。6.倒装和虚拟规则比较多，可以避免使用，以免出错率过高。
___在线：
我觉得你写的不错，结构很清晰，论点和论据一目了然。长短句结合。也有例子具体的分数我不好评，因为我的作文也就考了6.5.我就说说我认为的不足的地方吧，希望能帮到你。
第一是按照你的观点，你认为先工作旅游是好的，那么主体写的时候最好先写你不同意的观点。也就是把你这两个主体段换一下位置。第二是如果你想拿高分，最好能用上一些好词来代替比较普通和简单的表述。第三是我觉得最后的conclusion说这样可能会让年轻人找到一些方向这个观点应该是一个新的观点吧？你的支持段里并没有说到这个好处。而结论段式不允许出现新的观点的，应该是总结你的陈述。如果你想加上这个支持观点可以写进主体段里。然后综上所示，虽然先工作旅游有一些缺点，但是它既可以增长知识，又可以帮助青少年更好的实现目标。所以你支持先工作旅游这一观点。
总体来看六分以上是绝对没问题的，如果结合你小作文也不错的话，六点五的可能比较大，当然没准儿对哪个考官的胃口七分也不是没有可能的。
你不用担心，你写多少字，考官一定会数出来了，所谓的大致判断一定是胡扯，cambridge针对雅思考官有专门的训练，在相当短的时间内数出你有多少字！这是我一个做雅思考官的老师的原话。
雅思考试的大致流程如下
8：00-8：20 到达考点，根据雅思确认信上的报考号在考场入口处查询教室 8:20-8：30 进入考场 8:30 禁止进入考场
8:30-9:00 考官用中式英语宣读雅思考场规则和考试相关内容
9:00-9:30 听力部分
9:30-9:40 雅思听力誊写答题纸时间
9:40-9:45 收听力试卷，发阅读试卷。（听力答题纸不收，因为背面为阅读答题纸，正反两面共一页，可在听力涂写完答案后迅速把阅读部分相关个人信息涂写完毕，为阅读腾出更多的时间答题）
9:45-10:45 阅读部分（无额外誊写答题纸时间，童鞋们一定注意时间分配）
10:45-10:50 收阅读试卷和听力阅读答题纸，发写作试卷
10:50-11:50 写作部分（task one +task two）（PLS：考场上会有5分钟左右的差异，考官会根据实际时间为大家准确计时，并把相关每个阶段的时间写在黑板上，务必别忘带护照照片，雅思确认信， ___）
口语：周六下午或者周日某个半天，按照确认信上规定时间提前15到30分钟到达口试考场，等待身份确认，等待考试。这是我在其他网页帮您找到的，希望对您有所帮助。
模板,内容仅供参考
The table below shows changes in the numbers of residents cycling to work in different areas of the UK between 2001 and 2011. The table compares the numbers of people who cycled to work in twelve areas of the UK in the years 2001 and 2011. Overall, the number of UK commuters who travelled to work by bicycle rose considerably over the 10-year period. Inner London had by far the highest number of cycling commuters in both years. In 2001, well over 43 thousand residents of inner London commuted by bicycle, and this figure rose to more than 106 thousand in 2011, an increase of 144%. By contrast, although outer London had the second highest number of cycling commuters in each year, the percentage change, at only 45%, was the lowest of the twelve areas shown in the table. Brighton and Hove saw the second biggest increase (109%) in the number of residents cycling to work, but Bristol was the UK’s second city in terms of total numbers of cycling commuters, with 8,108 in 2001 and 15,768 in 2011. Figures for the other eight areas were below the 10 thousand mark in both years. (172 words, band 9)
雅思考试小作文评分标准
雅思写作考试Task 1根据以下四个方面来评定： 1.Task achievement对于任务的完成情况 指的是考生怎样描述所给数据，是否能够辨别及描述与图表有关的主要信息。要求考生回答问题准确，即考生的作文内容是否与所给数据信息密切相关。考生如果想在这部分取得高分，行文就必须尽可能包括主要的相关信息，不要加入无关信息。因此，第一步的审图工作非常关键，考生一定要辨别出图表数据所表达的主要趋势和主要信息。当考生辨认出主要的信息后，就需要进一步寻找相关的细节来佐证主要信息。 完成图表作文要做很多准备工作，其中最主要的是列提纲。众所周知，图表提供大量信息，但是考生不必把所有的信息都描述出来，只要找到主要的信息并在心里组织或写出简要的提纲就可以。考生可以在草纸上列出提纲，也可以随意涂写提纲，即使是汉语也没有关系。在雅思考试中，由于时间比较宝贵，所以提纲一定要简洁，考生可以适当使用自己能识别的缩写形式和其它符号来拟写。提纲拟定后，考生落笔时只要在每一段主要的信息之后补充相应的细节来佐证，便可完成整篇文章的行文。
一旦考生收集到足够的信息，就已经满足了雅思考官的第一条评分标准。 2.统一性和连贯性(Coherence and cohesion) 统一性和连贯性指的是考生怎样组织报告, 报告是否易于理解，同时考查句子之间关系连词的使用。一篇组织得当、易于阅读的作文将会给雅思考官一个良好的印象。考生需要注意： ●段落的组织：考生报告的结构一定要组织得当, 各段落要 连贯，以正确的顺序排列； ●句群的组织：句子之间最好用连词来组织句群； ●句子的变化：尽量避免使用只有一个主语和谓语动词的单 句，把单句扩展成更长的复合句。 （1）段落的组织 在雅思考试Task 1中，一般来说，每个段落只应讨论一个主要变化趋势。考生可根据这一主要趋势添加与其相关的佐证细节，完成该段的主要信息与相关信息的描述。 总的规则是，每一个不同的主要趋势都要各用单独的一段来描述，表中有几个主要趋势，正文就应分为几段。每一段要包含不止一个句子，除了表示主要趋势的主题句之外，还应辅之以与该主要趋势一致的相关细节描述，如具体的数字、数值、升降变化及倍数表达等。如果这个信息只能用一句话表达，那么或者把这个信息放在上一段最后一句，或者
climate change essay 题目： Some people think that instead of preventing climate change, we need to find a way to live with it. To what extent do you agree or disagree? 范文： Climate change represents a major threat to life on Earth, but some people argue that we need to accept it rather than try to stop it. I completely disagree with this opinion, because I believe that we still have time to tackle this issue and reduce the human impact on the Earth's climate. There are various measures that governments and individuals could take to prevent, or at least mitigate, climate change. Governments could introduce laws to limit the carbon dioxide emissions that lead to global warming. They could impose “green taxes” on drivers, airline companies and other polluters, and they could invest in renewable energy production from solar, wind
作文范文之雅思小作文真题
雅思小作文真题 【篇一：雅思作文题目汇总】 一、教育 1、教育应该包括哪些内容？ 母题：it is generally believed that education is of vital importance to the development of individuals and the well-being of societies. what should education consist of to fulfil both these functions? (050312) 提示：本题围绕教育的两大功能来展开（个人与社会），准备好这篇文章，即可应付教育类话题中的最大分支—教育的功能，做到以不变应万变。对于社会角度，可以从促进经济发展、增加社会流动性(social mobility)、维护社会稳定这几个方面来展开，对于个人，可以写改变思维模式、有利于就业和便利生活来写。 子题：大学应当教授理论知识还是实践技能？大学的是应当把学生培养成合格的公民还是让他们自己得益？准备未来职业最好的方法是上大学还是尽快离校积累工作经验？大学要不要扩招？中学阶段应当提供通才教育还是专才教育？要不要延长义务教育年限？要不要让农村地区的学生更容易上学？老师要教学生如何判断是非吗？ 2、学校的科目谁来选择？(060916) 母题：some people think that the government should decide which subjects students should study at the university, while others think that students should be allowed to apply for the subject they prefer. discuss the two views and give your opinion. 提示：这类题目采取的策略就是“双批判”，因为题目中提供的两种选择往往都是错误的。
雅思评分标准：2010年雅思写作评分标准 2010最新详细的雅思写作评分标准。雅思写作评分小作文、大作文分别评分，总分相加，得到两项的平均分，便是雅思写作的总分。而雅思小作文及大作文的评分标准不同，但都是以文章完成度、结构联结、内容丰富程度，以及语法词汇的准确度四项分别评分，之后取均分得到每篇作文的成绩。下面是详细的从9分到0分的评分标准。 IELTS Writing Band Descriptors: Task 1 Band Task achievement Coherence and cohesion Lexical resource Grammatical range and accuracy 9 ?fully satisfies all the requirements of the task ?clearly presents a fully developed response ?uses cohesion in such a way that it attracts no attention ?skilfully manages paragraphing ?uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’ ?uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’ 8 ?covers all requirements of the task sufficiently ?presents, highlights and illustrates key features/ bullet points clearly and appropriately ?sequences information and ideas logically ?manages all aspects of cohesion well ?uses paragraphing sufficiently and appropriately ?uses a wide range of vocabulary fluently and flexibly to convey precise meanings ?skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation
The table below shows the amount of waste production (in millions of tonnes) in six different countries over a twenty-year period. The chart compares the amounts of waste that were produced in six countries in the years 1980, 1990 and 2000. In each of these years, the US produced more waste than Ireland, Japan, Korea, Poland and Portugal combined. It is also noticeable that Korea was the only country that managed to reduce its waste output by the year 2000. Between 1980 and 2000, waste production in the US rose from 131 to 192 million tonnes, and rising trends were also seen in Japan, Poland and Portugal. Japan’s waste output increased from 28 to 53 million tonnes, while Poland and Portugal saw waste totals increase from 4 to 6.6 and from 2 to 5 million tonnes respectively. The trends for Ireland and Korea were noticeably different from those described above. In Ireland, waste production increased more than eightfold, from only 0.6 million tonnes in 1980 to 5 million tonnes in 2000. Korea, by contrast, cut its waste output by 12 million tonnes between 1990 and 2000.
[雅思写作评分标准2017]雅思写作评分标准【教育公文写作】 (1) [雅思写作评分标准]雅思写作的准备方法 对绝大多数学生来说，写作是雅思4门考试中最难的。很多同学从来就没有用英文写过文章，但写作反应一个人的综合英语水平，它又是4门中最重要的。对于基础班的同学来说，他们最大的问题是词汇和语法，而语言恰恰是写作的评分标准之一，没有好的语言，思路和结构再好也没有用。所以提高语言运用的准确性是第一个要解决的问题。我最近刚开始教一个基础班，第一次不限字数让学生写一个印象最深的人。交上来的文章出现最大的问题就是语言表达。他们的思路很好，内容也比较充实，但是语法错误通篇都是，词汇量也很小。 对于这种情况，首先要做的就是帮助他们梳理语法结构。因为这些学生有一定的英语基础但是很不扎实，语法虽然知道但是漏洞很多，我给他们讲解语法时尽量简单，比如讲到动词不定式的复合结构作主语的情况时，必须要用形式主语来表示。学生会觉得这些理论知识很难记，这时我就让
他们背这样一个一般结构：It is +adj+for sb. to do sth. 写作的最终目的是要写出准确的句子，所以在讲语法时给学生总结一些句型比单纯的讲语法会更容易让他们接受。又如，在讲到当动词不定式作定语时，一般与被修饰词有动宾关系，如果动词不定式为不及物动词，则在动词不定式后加上相应的介词。很多学生刚听这个会觉得很抽象，我就举了这个例子：Please give the child a pen to write with. 在判断到底要不要在动词后面加介词时，只要把to后面的动词和相应的宾语做一个动宾搭配，看意思是否正确即可，因为只能说write with a pen，而不能说write a pen。 (2) [雅思写作评分标准]雅思作文评分标准细则 雅思考试（IELTS），全称国际英语语言测试系统，外文名International English Language Testing System，由剑桥大学考试委员会外语考试部、英国文化协会及IDP教育集团共同管理，是一种针英语能力，下面就是小编整理的雅思作文评分标准细则，一起来看一下吧。 雅思作文评分标准细则解读 1. Task response & Task achievement
剑桥英语10雅思考官范文(大作文+小作文)
剑10 1-2 It is important for children to learn the difference between right and wrong at an early age. Punishment is necessary to help them learn this distinction. To what extent do you agree or disagree with this opinion? What sort of punishment should parents and teachers be allowed to use to teach good behavior to children? One important stage in a child’s growth is certainly the development of a conscience, which is linked to the ability to tell right from wrong. This skill comes with time and good parenting, and my firm conviction is that punishment does not have much of a role to play in this. Therefore I have to disagree almost entirely with the given statement. To some extent the question depends on the age of the child. To punish a very young child is both wrong and foolish, as an infant will not understand what is happening or why he or she is being punished. Once the age of reason is reached however, a child can be rewarded for good behavior and discouraged from bad. This kind but firm approach will achieve more than harsh punishments, which might entail many negative consequences unintended by the parents. To help a child learn the difference between right and wrong, teachers and parents should firstly provide good role modelling in their own behavior. After that, if sanctions are needed, the punishment should not be of a physical nature, as that merely sends the message that it is acceptable for larger people to hit smaller ones-an outcome which may well result in the child starting to bully others. Nor should the punishment be in any way cruel.
WRITING TASK 2: Band Descriptors (public version) Band Task response Coherence and cohesion Lexical resource Grammatical range and accuracy 9 ?fully addresses all parts of the task ?presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas ?uses cohesion in such a way that it attracts no attention ?skilfully manages paragraphing ?uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’ ?uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’ 8 ?sufficiently addresses all parts of the task ?presents a well-developed response to the question with relevant, extended and supported ideas ?sequences information and ideas logically ?manages all aspects of cohesion well ?uses paragraphing sufficiently and appropriately ?uses a wide range of vocabulary fluently and flexibly to convey precise meanings ?skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation ?produces rare errors in spelling and/or word formation ?uses a wide range of structures ?the majority of sentences are error-free ?makes only very occasional errors or inappropriacies 7 ?addresses all parts of the task ?presents a clear position throughout the response ?presents, extends and supports main ideas, but there may be a tendency to over-generalise and/or supporting ideas may lack focus ?logically organises information and ideas; there is clear progression throughout ?uses a range of cohesive devices appropriately although there may be some under-/over-use ?presents a clear central topic within each paragraph ?uses a sufficient range of vocabulary to allow some flexibility and precision ?uses less common lexical items with some awareness of style and collocation ?may produce occasional errors in word choice, spelling and/or word formation ?uses a variety of complex structures ?produces frequent error-free sentences ?has good control of grammar and punctuation but may make a few errors 6 ?addresses all parts of the task although some parts may be more fully covered than others ?presents a relevant position although the conclusions may become unclear or repetitive ?presents relevant main ideas but some may be inadequately developed/unclear ?arranges information and ideas coherently and there is a clear overall progression ?uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical ?may not always use referencing clearly or appropriately ?uses paragraphing, but not always logically ?uses an adequate range of vocabulary for the task ?attempts to use less common vocabulary but with some inaccuracy ?makes some errors in spelling and/or word formation, but they do not impede communication ?uses a mix of simple and complex sentence forms ?makes some errors in grammar and punctuation but they rarely reduce communication 5 ?addresses the task only partially; the format may be inappropriate in places ?expresses a position but the development is not always clear and there may be no conclusions drawn ?presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail ?presents information with some organisation but there may be a lack of overall progression ?makes inadequate, inaccurate or over-use of cohesive devices ?may be repetitive because of lack of referencing and substitution ?may not write in paragraphs, or paragraphing may be inadequate ?uses a limited range of vocabulary, but this is minimally adequate for the task ?may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader ?uses only a limited range of structures ?attempts complex sentences but these tend to be less accurate than simple sentences ?may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader 4 ?responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate ?presents a position but this is unclear ?presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported ?presents information and ideas but these are not arranged coherently and there is no clear progression in the response ?uses some basic cohesive devices but these may be inaccurate or repetitive ?may not write in paragraphs or their use may be confusing ?uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task ?has limited control of word formation and/or spelling; errors may cause strain for the reader ?uses only a very limited range of structures with only rare use of subordinate clauses ?some structures are accurate but errors predominate, and punctuation is often faulty 3 ?does not adequately address any part of the task ?does not express a clear position ?presents few ideas, which are largely undeveloped or irrelevant ?does not organise ideas logically ?may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas ?uses only a very limited range of words and expressions with very limited control of word formation and/or spelling ?errors may severely distort the message ?attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning 2?barely responds to the task ?does not express a position ?may attempt to present one or two ideas but there is no development ?has very little control of organisational features ?uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling ?cannot use sentence forms except in memorised phrases 1?answer is completely unrelated to the task ?fails to communicate any message ?can only use a few isolated words ?cannot use sentence forms at all ?does not attend ?does not attempt the task in any way ?writes a totally memorised response IELTS is jointly owned by the British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL). 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题目： The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes. 范文： The first diagram illustrates the process of cement manufacture, and the second diagram shows the materials that go into the production of concrete. It is clear that there are five stages in the production of cement, beginning with the input of raw materials and ending with bags of the finished product. To produce concrete, four different materials are mixed together. At the first stage in the production of cement, limestone and clay are crushed to form a powder. This powder is then mixed before it passes into a rotating heater. After heating, the resulting mixture is ground, and cement is produced. Finally, the cement is packaged in large bags. Cement is one of the four raw materials that are used in the production of concrete, along with gravel, sand and water. To be exact, concrete consists of 50% gravel, 25% sand, 15% cement and 10% water. All four materials are blended together in a rotating machine called a concrete mixer. (160 words, band 9)
前雅思考官Simon的大作文范文36篇Discussion： 1. Some people think that strict punishments for driving offences are the key to reducing traffic accidents. Others, however, believe that other measures would be more effective in improving road safety. Discuss both these views and give your own opinion. People have differing views with regard to the question of how to make our roads safer. In my view, both punishments and a range of other measures can be used together to promote better driving habits. On the one hand, strict punishments can certainly help to encourage people to drive more safely. Penalties for dangerous drivers can act as a deterrent, meaning that people avoid repeating the same offence. There are various types of driving penalty, such as small fines, licence suspension, driver awareness courses, and even prison sentences. The aim of these punishments is to show dangerous drivers that their actions have negative consequences. As a result, we would hope that drivers become more disciplined and alert, and that they follow the rules more carefully. On the other hand, I believe that safe driving can be promoted in several different ways that do not punish drivers. Firstly, it is vitally important to educate people properly before they start to drive, and this could be done in schools or even as part of an extended or more difficult driving test. Secondly, more attention could be paid to safe road design. For example, signs can be used to warn people, speed bumps and road bends can be added to calm traffic, and speed cameras can help to deter people from driving too quickly. Finally, governments or local councils could reduce road accidents by investing in better public transport, which would mean that fewer people would need to travel by car. In conclusion, while punishments can help to prevent bad driving, I believe that other road safety measures should also be introduced. 2. Some people think that in the modern world we are more dependent on each other, while others think that people have become more independent. Discuss both views and give your own opinion. People have different views about whether we are more or less dependent on others nowadays. In my view, modern life forces us to be more independent than people were in the past. There are two main reasons why it could be argued that we are more dependent on each other now. Firstly, life is more complex and difficult, especially because the cost of living has increased so dramatically. For example, young adults tend to rely on their parents for help when buying a house. Property prices are higher than ever, and without help it would be impossible for many people to pay a deposit and a mortgage. Secondly, people seem to be more ambitious nowadays, and they want a better quality of life for their families. This