Course for IELTS Vocabular2
英语二204参考书目
英语二204参考书目参考书目：1. "English Grammar in Use" by Raymond Murphy2. "Cambridge Vocabulary for IELTS" by Pauline Cullen3. "Academic Writing for Graduate Students" by John M. Swales and Christine Feak4. "Essential Idioms in English" by Robert J. Dixson5. "The Official Cambridge Guide to IELTS" by Pauline Cullen, Amanda French, and Vanessa Jakeman6. "English for Academic Study: Reading" by John Slaght7. "Oxford English Grammar Course: Intermediate" by Michael Swan and Catherine Walter8. "Cambridge Academic English: An Integrated Skills Course for EAP" by Martin Hewings and Craig Thaine9. "IELTS Trainer 2" by Cambridge English10. "English Pronunciation in Use" by Mark Hancock以上是英语二204的参考书目。
这些书籍是专门为学生学习英语作为第二语言而设计的，涵盖了各个方面的英语技能和知识。
剑桥雅思IELTS第二篇大作文task 2 讲义
如何通过有效审题来提高写作速度！关于审题1. 30s 读懂题目生词: 现场—猜在家—通读机经2. 1m 判断题型—回忆结构—预计文章body段篇幅3. 3m-8m 列出body段的提纲(points/ideas)列出—筛选—对于驳论文决定立场—重新排序Brainstorming: 越多越好筛选: 没有词汇支持、很难讲清楚的、论证力度较弱的选择立场: 论据充分，容易写重新排序: 分段At home VS nursing house优点1. 与家人情感交流1. friends: topic & interest2. 方便照顾2. pro. Medical care→ Customized emergency3. 尽孝道→责任义务3. colorful life→ 单身4. share house work 4. we won’t be distracted→ adult children can 同左focus on career反方缺点5. 右边费用高5.子女工作忙，在家孤独服务不好排序1. pro medical care→ healthproblem→ facility+equipment+staff→ care→emergency→quicklyrespond→ accident/tragedy2. adult children don’t need to worryabout…→ focus on career3. friends+activity→ peers→ share same topic and interest→ psychological problems can be avoided. → children have little time→ job to dobody段1示范Most obviously and importantly, aged parents can be well tended in nursing houses. As is known to all, old people, usually suffering from the pain of diseases or the potential health hazards, can receive professional care in nursing houses, where first-class medical facilities are equipped and experienced staff are always available. Furthermore, when emergency happens, nursing houses will definitely responde more promptly than children who are not likely to be with their parents all the time, and for this reason, accidents and tradegy can be avoided. At a deeper level, adults don’t have to be distracted to worry about their parents, so they can better focus on their career, which benefits the society to some extent.Admittedly, staying in home and being taken care of by their own children can give old people a stronger sense of family bound. However, for most people, nursing houses offer more advantages and minimize the possible risks. Therefore, …重申立场Some people think that the use of aircraft is not practical and causes many problems thus should be reduced. Do you agree or disagree?***驳论文段落结构1. 开头段: 话题引入(背景句)+考题观点改写+ 本人立场中立--清晰写明2. body段(2-3paras): 支持/反对的原因3. 让步:(反方观点的理由) (yes and no 中立时应该和正面篇幅相当)4. 结尾段: 重申立场（yes or no/ A or B 可以和让步合并在一段）Some people think that the use of aircraft is not practical and causes many problems thus should be reduced. Do you agree or disagree?I. 开头段A: 背景句思路—话题引出Tips:1. 逻辑完整2. 可以借助功能句: 内容决定语言Nowadays, …are playing increasingly ***part/role in /when…⏹ In the present days, with the development of （thanks to ***）…, *** is becoming more and more *** …⏹ Today the way we do ……is heavily influenced by XXXX.⏹ Recent years has witnessed the great development/changes of XXX.3. 开头句思路从论据联想(把正文中可能不需要详细拓展的论据，写在开头段)4. 名人名言，举例，报道，新闻，故事。
雅思test 2(1)
启德教育（上海）雅思IELTS入学测试卷（二）—词汇语法阅读写作—学员姓名__________________________课程顾问__________________________学习顾问__________________________测试日期__________________________测试成绩__________________________推荐课程__________________________备注：本测试卷规定时长为1个小时Choose the correct letter A, B, C or D.1.The developers……………..a school on the new housing estate.A buildB buildingC builtD built up2.This machine performs the same………………as a washing machine but on a much larger scale.A functionB frameC featureD form3.The Internet allows us to………………enormous amounts of information without leaving the house.A accessB acceptC scrollD supply4.My new fridge has a little screen on the outside that . ..........the internal and external temperature.A devisesB designsC displaysD discovers5.Many jobs are at…………..if the current financial climate continues.A dangerB riskC dangerousD threat6.Cleaning detergent is a common household .................. t hat can be found in our waterways.A pollutionB pollutantC polluterD polluted7.It is difficult to quantify the……………….that household waste has on the environment.A affectB effortC impactD implication8.Every household should be more ca reful in the way that they………….of waste.A disposeB disposalC eliminateD throw9.The government have…………to fine anyone who pollutes the river.A endangeredB riskedC preventedD threatened10.After a few hours of discussion we finally reac hed a…………………….A compromiseB promiseC situationD solutionChoose the correct letter A, B or C.1.I.............................want to be a practising doctor but now Pm more interested in research.A was used toB used toC would2.The how to do the experiment when the fire bell rang.A showedB shownC was showing3....................................the doctor at 2.00 this afterno on so I can’t go to the lecture.A I'm seeingB I seeC I will see4.I don’t know whether to accept the job offer. It’s......................................A a difficult decisionB the difficult decisionC difficult decision5.For those of you new to the company, this leaflet is full of..........................A a valuable informationB the valuable informationC valuable information6.The manager interviewed.....................candidates in turn.A each of theB eachC every7.There were millions of people around the world...................the football match live on television.A watchedB watchingC were watching8.What will you do if............................................A you don’t get a good IELTS score?B you didn’t get a good IELTS score?C you won’t get a good IELTS score?9.Many children these days do not have a healthy diet. ...................is possible that this is because less healthyfoods are cheaper than healthy ones.A WhatB ThatC It10...............................I can’t go to the conference as I've got to go to Sydney on business.A FranklyB UnfortunatelyC PersonallyReading Passage 1Changing our Understanding of HealthAThe concept of health holds different meanings for different people and groups. These meanings of health have also changed over time. This change is no more evident than in Western society today, when notions of health and health promotion are being challenged and expanded in new ways.BFor much of recent Western history, health has been viewed in the physical sense only. That is, good health has been connected to the smooth mechanical operation of the body, while ill health has been attributed to a breakdown in this machine. Health in this sense has been defined as the absence of disease or illness and is seen in medical terms. According to this view, creating health for people means providing medical care to treat or prevent disease and illness. During this period, there was an emphasis on providing clean water, improved sanitation and housing.CIn the late 1940s the World Health Organisation challenged this physically and medically oriented view of health. They stated that "health is a complete state of physical, mental and social well-being and is not merely the absence of disease" (WHO, 1946). Health and the person were seen more holistically (mind/body/spirit) and not just in physical terms.DThe 1970s was a time of focusing on the prevention of disease and illness by emphasising the importance of the lifestyle and behaviour of the individual. Specific behaviours which were seen to increase risk of disease, such as smoking, lack of fitness and unhealthy eating habits, were targeted. Creating health meant providing not only medical health care, but health promotion programs and policies which would help people maintain healthy behaviours and lifestyles. While this individualistic healthy lifestyles approach to health worked for some (the wealthy members of society), people experiencing poverty, unemployment, underemployment or little control over the conditions of their daily lives benefited little from this approach. This was largely because both the healthy lifestyles approach and the medical approach to health largely ignored the social and environmental conditions affecting the health of people.EDuring the 1980s and 1990s there has been a growing swing away from seeing lifestyle risks as the root cause of poor health. While lifestyle factors still remain important, health is being viewed also in terms of the social, economic and environmental contexts in which people live. This broad approach to health is called the socio-ecological view of health. The broad socio-ecological view of health was endorsed at the first International Conference of Health Promotion held in 1986, Ottawa, Canada, where people from 38 countries agreed and declared that:"The fundamental conditions and resources for health are peace, shelter, education, food, a viable income,a stable eco-system, sustainable resources, social justice and equity. Improvement in health requires asecure foundation in these basic requirements."(WHO, 1986)It is clear from this statement that the creation of health is about much more than encouraging healthy individual behaviours and lifestyles and providing appropriate medical care. Therefore, the creation of health must include addressing issues such as poverty, pollution, urbanisation, natural resource depletion, social alienation and poor working conditions. The social, economic and environmental contexts which contribute to the creation of heath do not operate separately or independently of each other. Rather, they are interacting and interdependent, and it is the complex interrelationships between them which determine the conditions that promote health. A broad socio-ecological view of health suggests that the promotion of health must include a strong social, economic and environmental focus.FAt the Ottawa Conference in 1986, a charter was developed which outlined new directions for health promotion based on the socio-ecological view of health. This charter, known as the Ottawa Charter for Health Promotion, remains as the backbone of health action today. In exploring the scope of health promotion it states that:Good health is a major resource for social, economic and personal development and an important dimension of quality of life. Political, economic, social, cultural, environmental, behavioural and biological factors can all favour health or be harmful to it. (WHO, 1986)The Ottawa Charter brings practical meaning and action to this broad notion of health promotion. It presents fundamental strategies and approaches in achieving health for all. The overall philosophy of health promotion which guides these fundamental strategies and approaches is one of "enabling people to increase control over and to improve their health" (WHO, 1986).Answer the questions below using NO MORE THAN THREE WORDS from the passage for each answer.Write your answers in boxes 1-3 on your answer sheet.1.In which year did the World Health Organisation define health in terms of mental, physical and socialwell-being?______________________________________________________________________________________2.During which decade were lifestyle risks seen as the major contributors to poor health?______________________________________________________________________________________ the three broad areas which relate to people's health, according to the socio-ecological view of health.______________________________________________________________________________________Reading Passage 2Questions 4– 8Reading Passage 2 has six sections, A-F.Choose the correct heading for sections A-D and F from the list of headings below.Write the correct number i-ix in boxes 4-8.4.Section A ______5.Section B ______6.Section C ______7.Section D ______ExampleSection EVi 8.Section F ______Section AThe role of governments in environmental management is difficult but inescapable. Sometimes, the state tries to manage the resources it owns, and does so badly. Often, however, governments act in an even more harmful way. They actually subsidise the exploitation and consumption of natural resources. A whole range of policies, from farm-price support to protection for coal-mining, do environmental damage and (often) make no economic sense. Scrapping them offers a two-fold bonus: a cleanerenvironment and a more efficient economy. Growth and environmentalism can actually go hand in hand, if politicians have the courage to confront the vested interest that subsidies create.Section BNo activity affects more of the earth's surface than farming. It shapes a third of the planet's land area, notcounting Antarctica, and the proportion is rising. World food output per head has risen by 4 per cent between the 1970s and 1980s mainly as a result of increases in yields from land already in cultivation, but also because more land has been brought under the plough. Higher yields have been achieved by increased irrigation, better crop breeding, and a doubling in the use of pesticides and chemical fertilisers in the 1970s and 1980s.Section CAll these activities may have damaging environmental impacts. For example, land clearing for agriculture is the largest single cause of deforestation; chemical fertilisers and pesticides may contaminate water supplies; more intensive farming and the abandonment of fallow periods tend to exacerbate soil erosion; and the spread of monoculture and use of high-yielding varieties of crops have been accompanied by the disappearance of old varieties of food plants which might have provided some insurance against pests or diseases in future. Soil erosion threatens the productivity of land in both rich and poor countries. The United States, where the most careful measurements have been done, discovered in 1982 that about one-fifth of its farmland was losing topsoil at a rate likely to diminish the soil's productivity. The country subsequently embarked upon a program to convert 11 per cent of its cropped land to meadow or forest. Topsoil in India and China is vanishing much faster than in America.Section DGovernment policies have frequently compounded the environmental damage that farming can cause. In the rich countries, subsidies for growing crops and price supports for farm output drive up the price of land. The annual value of these subsidies is immense: about $250 billion, or more than all World Bank lending in the 1980s. To increase the output of crops per acre, a farmer's easiest option is to use more of the most readily available inputs: fertilisers and pesticides. Fertiliser use doubled in Denmark in the period 1960-1985 and increased in The Netherlands by 150 per cent. The quantity of pesticides applied has risen too: by 69 per cent in 1975-1984 in Denmark, for example, with a rise of 115 per cent in the frequency of application in the three years from 1981.In the late 1980s and early 1990s some efforts were made to reduce farm subsidies. The most dramatic example was that of New Zealand, which scrapped most farm support in 1984. A study of the environmental effects, conducted in 1993, found that the end of fertiliser subsidies had been followed by a fall in fertiliser use (a fall compounded by the decline in world commodity prices, which cut farm incomes). The removal of subsidies also stopped land-clearing and over-stocking, which in the past had been the principal causes of erosion. Farms began to diversify. The one kind of subsidy whose removal appeared to have been bad for the environment was the subsidy to manage soil erosion. Academic Reading sample task – Matching headingsIn less enlightened countries, and in the European Union, the trend has been to reduce rather than eliminate subsidies, and to introduce new payments to encourage farmers to treat their land in environmentally friendlier ways, or to leave it fallow. It may sound strange but such payments need to be higher than the existing incentives for farmers to grow food crops. Farmers, however, dislike being paid to do nothing. In several countries they have become interested in the possibility of using fuel produced from crop residues either as a replacement for petrol (as ethanol) or as fuel for power stations (as biomass). Such fuels produce far less carbon dioxide than coal or oil, and absorb carbon dioxide as they grow. They are therefore less likely to contribute to the greenhouse effect. But they are rarely competitive with fossil fuels unless subsidised - and growing them does no less environmental harm than other crops.Section EIn poor countries, governments aggravate other sorts of damage. Subsidies for pesticides and artificial fertilisers encourage farmers to use greater quantities than are needed to get the highest economic crop yield. A study by the International Rice Research Institute of pesticide use by farmers in South East Asia found that, with pest-resistant varieties of rice, even moderate applications of pesticide frequently cost farmers more than they saved. Such waste puts farmers on a chemical treadmill: bugs and weeds become resistant to poisons, so next year's poisons must be more lethal. One cost is to human health. Every year some 10,000 people die from pesticide poisoning, almost all of them in the developing countries, and another 400,000 become seriously ill. As for artificial fertilisers, their use world-wide increased by 40 per cent per unit of farmed land between the mid 1970s and late 1980s, mostly in the developing countries. Overuse of fertilisers may cause farmers to stop rotating crops or leaving their land fallow. That, in turn, may make soil erosion worse.Section FA result of the Uruguay Round of world trade negotiations is likely to be a reduction of 36 per cent in the average levels of farm subsidies paid by the rich countries in 1986-1990. Some of the world's food production will move from Western Europe to regions where subsidies are lower or non-existent, such as the former communist countries and parts of the developing world. Some environmentalists worry about this outcome. It will undoubtedly mean more pressure to convert natural habitat into farmland. But it will also have many desirable environmental effects. The intensity of farming in the rich world should decline, and the use of chemical inputs will diminish. Crops are more likely to be grown in the environments to which they are naturally suited. And more farmers in poor countries will have the money and the incentive to manage their land in ways that are sustainable in the long run. That is important. To feed an increasingly hungry world, farmers need every incentive to use their soil and water effectively and efficiently.Reading Passage 3[Note: This is an extract from an Academic Reading passage on the development of rockets. The text preceding this extract explored the slow development of the rocket and explained the principle of propulsion.]The invention of rockets is linked inextricably with the invention of 'black powder'. Most historians of technology credit the Chinese with its discovery. They base their belief on studies of Chinese writings or on the notebooks of early Europeans who settled in or made long visits to China to study its history and civilisation. It is probable that, some time in the tenth century, black powder was first compounded from its basic ingredients of saltpetre, charcoal and sulphur. But this does not mean that it was immediately used to propel rockets. By the thirteenth century, powder-propelled fire arrows had become rather common. The Chinese relied on this type of technological development to produce incendiary projectiles of many sorts, explosive grenades and possibly cannons to repel their enemies. One such weapon was the 'basket of fire' or, as directly translated from Chinese, the 'arrows like flying leopards'. The 0.7 metre-long arrows, each with a long tube of gunpowder attached near the point of each arrow, could be fired from a long, octagonal-shaped basket at the same time and had a range of 400 paces. Another weapon was the 'arrow as a flying sabre', which could be fired from crossbows. The rocket, placed in a similar position to other rocket-propelled arrows, was designed to increase the range. A smalliron weight was attached to the 1.5m bamboo shaft, just below the feathers, to increase the arrow's stability by moving the centre of gravity to a position below the rocket. At a similar time, the Arabs had developed the 'egg which moves and burns'. This 'egg' was apparently full of gunpowder and stabilised by a 1.5m tail. It was fired using two rockets attached to either side of this tail.It was not until the eighteenth century that Europe became seriously interested in the possibilities of using the rocket itself as a weapon of war and not just to propel other weapons. Prior to this, rockets were used only in pyrotechnic displays. The incentive for the more aggressive use of rockets came not from within the European continent but from far-away India, whose leaders had built up a corps of rocketeers and used rockets successfully against the British in the late eighteenth century. The Indian rockets used against the British were described by a British Captain serving in India as ‘an iron envelope about 200 millimetres long and 40 millimetres in diameter with sharp points at the top and a 3m-long bamboo guiding stick’. In the early nineteenth century the British began to experiment with incendiary barrage rockets. The British rocket differed from the Indian version in that it was completely encased in a stout, iron cylinder, terminating in a conical head, measuring one metre in diameter and having a stick almost five metres long and constructed in such a way that it could be firmly attached to the body of the rocket. The Americans developed a rocket, complete with its own launcher, to use against the Mexicans in the mid-nineteenth century. A long cylindrical tube was propped up by two sticks and fastened to the top of the launcher, thereby allowing the rockets to be inserted and lit from the other end. However, the results were sometimes not that impressive as the behaviour of the rockets in flight was less than predictable.Questions 9 – 12Look at the following items (Questions 9-12) and the list of groups below. Match each item with the group which first invented or used them. Write the correct letter A-E in boxes 9-12.NB You may use any letter more than once.9.______ black powder10.______ rocket-propelled arrows for fighting11.______ rockets as war weapons12.______ the rocket launcherWriting (30 mins)You should spend about 30 minutes on this task.Write about the following topic:In the past, buildings often reflected the culture of a society but today all modernbuildings look alike and cities throughout the world are becoming more and moresimilar.What do you think is the reason for this, and is it a good thing or a bad thing？Give reasons for your answer and include any relevant examples from your own knowledge or experience.Write at least 180 words.。
vocabulary for ielts 听力
vocabulary for ielts 听力IELTS听力考试中常见的词汇可以分为以下几个类别：主题词汇、表示转折和连接的词汇、表示数字的词汇、表示观点和态度的词汇、表示时间和顺序的词汇、表示强调和解释的词汇。
下面是一些常见的词汇和短语例子：1.主题词汇：- education (教育)- environment (环境)- business (商业)- technology (技术)- health (健康)- travel (旅行)- culture (文化)2.表示转折和连接的词汇：- however (然而)- but (但是)- although (尽管)- moreover (此外)- in addition (另外) 3.表示数字的词汇：- percentage (百分比) - majority (大多数)- minority (少数)- approximately (大约) - nearly (接近)4.表示观点和态度的词汇：- agree (同意)- disagree (不同意)- support (支持)- oppose (反对)- believe (相信)- think (认为)5.表示时间和顺序的词汇：- first (首先)- then (然后)- next (接下来)- finally (最终)- gradually (逐渐地)- recently (最近)6.表示强调和解释的词汇：- importantly (重要的是) - significantly (显著地)- particularly (特别地)- in fact (实际上)- for example (例如)以上仅是一些常见的词汇和短语例子，考生在备考过程中应尽可能积累更多的词汇和短语，以便在听力考试中更好地理解和答题。
同时也要注意词汇的正确运用和搭配，多进行一些听力练习并扩展阅读，加深对这些词汇的理解和记忆。
新概念英语第二册-Lesson
03 learning resource
Textbooks and exercise books
Textbooks
New Concept English Volume 2 includes four textbooks，each containing 12 lessons，covering all the necessary grammar，vocabulary， and reading comprehension skills.
Target audience
Beginner to intermediate learners
The course is suitable for English learners who have a basic understanding of English but want to improve their fluency and accuracy.
调整学习策略
根据学习进度和效果，适 时调整学习策略，如改变 学习方法、增加学习时间 等，以提高学习效果。
Assessment and adjustment of learning outcomes
设定评估标准
明确评估学习成果的标准，如考试成 绩、口语表达能力等，以便对学习成 果进行客观评价。
评估学习成果
建议教师采用更多互动式教学方法， 如小组讨论、角色扮演等，以提高学 生的学习兴趣和参与度。
Teacher feedback
希望老师能及时给予学生反馈，帮助 学生更好地了解自己的学习状况和需 要改进的地方。
Adult learners
The course is particularly suitable for adult learners who have a more mature learning style and are more self-directed in their learning process.
collins vocabulary for ielts
Unit 1 People and relationships V ocabulary 部分1．client n.2．substantial adj.3．fee n.4．in advance 5．professional adj. 6．academic n.7．sex n.8．sibling rivalry 9．inheritance tax 10．spouse n. 11．autonomous adj. 12．consistent adj. 13．contraception n. 14．career n. 15．technological advance 16．flexible adj.17．ideal n. 18．idealistic adj. 19．vulnerable adj.听力部分词汇1.colleague n.2.stand out3.incredibly adv.4.efficient adj.5.achieve v.6.flexible adj.7.employee n.8.ultimately adv.9.rewarding adj.10.trend n.11.concentrate n.12.subject to13.stereotype n.14.tolerant adj.15.co-operative adj.16.autonomy n.17.firstborn n.sting adj.19.psychology n.20.widespread adj.21.status n.22.conscientious adj. 23.trait n.24.agreeable adj.25.extrovert n.26.rebellious adj.27.validity n.28.flawed adj.29.methodology n.30.variable n.31.intuitively adv.Unit 2 HealthV ocabulary 部分1.allergy n.2.rash n.3.dehydration n.4.cholera n.5.admit v.6.discharge v.7.screen for disease8.distemper n.9.disorder n.10.affluence = wealthmunicable adj.12.prosperous adj.13.availability n.14.infectious agent15.exposure n.16.predominantly adv.17.sanitation n.18.malnutrition n.19.underlying adj.20.immunize v.21.incidence n.22.acute adj.23.chronic adj.24.progressive adj.25.cell n.26.resistant toplication n.28.lifespan n.29.diagnosis n.30.expenditure n.31.annually adv.32.onset n.33.reverse v.34.low-calorie diet35.intake n.36.life expectancyUnit 3 Education1.remain v.2.astronomy n.3.economics n.4.geology n.5.emerge v.6.distinct adj.7.psychology n.8.sociology n.9.treatise n.10.religion n.11.vaccine n.12.conspiracy n13.threaten v.14.reveal v.15.workaholic n.16.obsessive adj.17.obsess v.18.addict v.19.be addicted to20.evaluate v. evaluative adj.21.immune adj.22.hypothesis n.23.formulate v.24.biology n.25.philosophy n. philosopher n.26.inflation n. inflate v.27.endorse v.28.predict v. predictable adj.unpredictable adj.29.prediction n.30.policy n.31.sample n.32.analyze v. analysis n.33.approach n.34.antibody n.35.hypothesize v.36.theory n. theorize v.37.investigate v. investigative adj.38.dimension n.39.generate v.40.claim v.41.academic disciplineCollins V ocabularyUnit 61.amenity n.2.banquet v.muter n.4.congestion n.5.blocked adj.6.resident n.7.immigrant n.8.illegal adj.9.infrastructure n.10.investment n.11.invest in12.inhabitant n.13.inhabit v.14.original adj.15.Neighborhood n.16.bustling adj.17.pioneering adj.18.surgeon n.19.anatomist n.20.historic adj.21.tendency n.22.tend v.23.sprawling adj.24.ranch n.25.neutral adj.26.connotation n.27.simplistic adj.28.novel adj.29.extensive adj.30.affordability n.31.overwhelmingly adv.32.survey n.33.relocate v.34.crime-free adj.35.gallery n.36.prioritize v.37.tranquility n.38.tranquil adj.39.ideal adj.40.inflation n.parison n.42.improvement n. 43.yearn v.44.coin v.munity n.46.attempt v.Unit 7 The art of persuasion1.advocate v.2.conservative n.3.acknowledge v.4.transfer v.5.senator n.6.defendant n.7.innocence n.8.dispute v.9.allegation n.10.imply v.11.criticism n.12.economic adj.13.object v.14.outvote v.15.mayor n.16.validity n.17.debate n.18.intense adj.19.drawback n.20.responsible for21.proof n.22.economist n.23.justify v.24.oppressive adj .25.regime n.26.humanitarian adj.27.inevitably adv.28.response n.29.campaigner n.30.tuition fee31.excessive adj.32.misrepresent v.33.illegal adj.34.incite v.35.hatred n.36.authority n.37.democratic adj.38.hallmark n.39.policy n.40.belatedly adv.Unit 81.current adj.2.affair n.3.recital n.4.amateur n.5.classical adj.6.economist n.7.contemporary adj.8.assemble v.9.attend v.10.funeral n.11.finance n.12.broadcast n.13.establish v.14.observe v.15.detective n.16.rural adj.17.initial adj.18.mobilization n.19.participate in20.resign v.21.spectator n.22.honey n.23.proposal n.24.banking reform25.sector n.26.overdue adj.27.penalty n.28.symphony n.29.band n.30.Unit 9 Global Warming1.condense v.2.vapor n.press v.4.moisture n.5.contract v.6.expel v.7.excess n.8.electrical current9.motor n.10.estimate v.11.approximate adj.12.calculation n.13.currently adv.14.seismology n.15.seismologist n.16.analysis n.17.analyze v.18.accurately adv.19.alleged adj.20.assault v.21.deposit n.22.diagnosis n.23.monitor v.24.carbon dioxide25.outcome n.26.tropical adj.27.waft v.28.drought n.29.famine n.30.glacier n.31.massive adj.32.hurricane n.33.atmospheric adj.34.atmosphere n.35.disturbance n.36.overstate v.37.understate v.38.severe adj.39.flooding n.Unit 10 Revision 147.Circumstance n.48.Ideal n.49.Ridge n.50.Feature n.51.Elevate v.52.Divergent adj.53.Capacity n.54.Ethnic adj.55.Structural factor56.Gravitation n.57.Gravitational adj.58.Encounter n.59.Collision n.60.Inverse adj.61.Itinerary n.62.Alter v.63.Encounter n.64.Quit v.65.Diameter n.66.Oblong adj.67.Coil n.68.Adjust v.69.Secure v.70.Suspend v.71.Bustling adj.72.Justify v.73.Acknowledge v.74.Propose v.75.Imply v.76.Drawback n.77.Diversion n.78.Preceding adj.79.Contemporary adj.80.Attendance n.Unit 111.rectangular adj.2.export n.3.consist of4.flow chart5.sequence n.6.registration n.7.axis n.8.proportion n.9.share n.10.bond n.11.dominant adj.12.dominate v.13.horizontal axis14.vertical axis15.column n.16.key n.17.row n.18.segment n.19.depict v.20.transaction n.21.depict v.22.represent v.23.radiation n.24.Collins VocabUnit 1281.abandon v.82.investor n.83.bankruptcy n.84.adjust v. adjustment n.85.alter v. alteration n.86.genetically adv. gene n.87.decline v.88.output n.89.birth rate/growth rate/divorce rate90.develop v.91.warfare n.92.diminish v.93.modify v. modification n.94.recruitment n. recruit v.95.policy n.96.refine v.97.surgical adj.98.botanist n.99.transform v. transformation n. 100.market economy101.century n.102.drought n.103.generation n.104.playwright n.105.survive v. survival n.lennium n.107.discipline n.108.significant adj.109.social networking site 110.consume v.111.conserve v.112.financial service113.authority figure114.adventurous adj.115.risk n.116.emphasis n.117.originality n.118.previous adj.。
IELTS Writing Task 2
Task 2
In task 2 candidates are presented with a point of
view, argument or problem. They are assessed on their ability to present a solution to the problem, present and justify an opinion, compare and contrast evidence and opinions, evaluate and challenge ideas, evidence or arguments.
Discuss both these views and give your own opinion. Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Give some suggestions to address this problem.
Sample Question 4
Write about the following topic:
Illiteracy has traditionally been viewed as largely a third world problem. However it is becoming apparent that in countries such as the USA and Australia, illiteracy is on the increase.
IELTS Writing Task 2
The second task is more demanding. You are expected to write on a given topic through organizing
IELTS+Vocabulary+6.5%2B
IELTS V ocabulary 6.5+Unit1 A1.v．放弃、抛弃n.放肆、放纵[phra] 沉溺于……2.缩写，节略、abbr3.n.腹、腹部[phra] 腹肌、abs、six pack4.adj.不正常的、反常的、变态的5.adj.土著的、土著居民的n.土著居民6.n.失败、流产7.n.旷课、旷工8.v.吸收、吸引[phra] 专心于9.adj.完全的、绝对的10.v.摘要、提炼、抽象化n.摘要adj.抽象的[phra] 从……转移开某人的注意[变形] adj.心不在焉的[变形] n.抽象11.v.滥用、虐待n.滥用、辱骂12.adj.学术的、学院的、理论的[phra] 学年[变形] n.研究院、学院13.v.加速、促进[反义] v.减速14.n.重音、口音、重音符15.v.接受、认可、承认16.n.通路、访问、入门[phra] 得以接近/会见/进入/使用17.adj.易接近的、可到达的、易受影响的、可理解的18.n.附件、配件19.n.意外事件、事故20.n.喝彩、欢呼v.欢呼、称赞[同义]v.鼓掌、赞许、赞成21.v.供应、供给、使适应22.n.住处23.v．陪伴、伴随、和……一起发生24.v.完成、达到、实现[变形]n.成就、完成25.n.帐目、理由v.说明、认为[phra] 考虑到、顾及[phra] 由于[变形] 会计学[变形]会计师[phra] 注册会计师26.v.信任、授权、归于27.v.积聚、积累28.n.准确性、正确度[变形] adj.正确的、精确的[变形] adj.错误的、不准确的29.v.控告、谴责[phra] 指控某人犯……罪/错30.v.使习惯于[phra] 习惯于31.n.酸adj.酸的、讽刺、尖刻的[phra] 酸雨32.v.承认（……的权威）、对……表示感谢[变形] n.承认、鸣谢、致谢33.n.相识的人、泛泛之交、所知、了解34.v.获得、学到[变形] n.获得35.v.刺激、使活动、有活力36.n.针灸、中医针灸疗法[变形] v.刺破、刺穿37.adj.敏锐的、深刻的、（疾病）急性的[phra] 急性病[反义phra] 慢性病38．v.使适应，改编39．adj.能适应的，可修改的40．n.适应、改编、改写本41．v.沉溺、上瘾n.入迷的人、有瘾的人[变形]n.沉溺、沉溺42．n.加、增加、加法[反义]n.减法43．n.地址、演讲v.演说44．adv./adj.特别地/的45．adj.适当的、足够的[反义]adj.不充足的46．v.粘附、胶着、坚持[phra]粘附、坚持47．adj.邻近的、毗连的48．v.调节、改变……以适应[phra]适应、调节n.调整、调节49．n.管理、经营50．v.赞美、钦佩、羡慕51．v.容许、承认、接纳[变形]n.承认、入场费、入场卷52．adj.青春期、青春的n.青少年[变形]n.青春期53．v.采取、采用、收养[变形]n.采用、收养54．v.崇拜、爱慕55．n./v.发展、改进、前进、推进[phra]预先、提前56．n./v.冒险[变形]n./v.冒险57．adj.敌对的、不友好的58．v.做广告、登广告[变形]n.广告[变形]adj.广告的n.广告业、广告59．n.守护者、提倡者v.拥护、提倡、主张60．adj.需氧的、有氧气的、有氧健身的61．adj.美学的、审美的、有审美感的62．v.影响、感动63．n.友爱、爱情、慈爱64．v.（使）加入、接受为会员65．v.断言、坚决声称[变形]adj.肯定地、积极的66．adj.富裕的、丰富的、富饶的67．v.提供、给予、供应得起[变形]adj.买得起的68．n.代理处、代理、中介、力量[phra]独家代理[phra]总代理[变形]n.代理人69．n.议事日程70．v.加重、加剧、使恶化[辨析]v./n.合计、总计71．v.搅动、鼓动、煽动72．adj.使愉快的、惬意的73．n.帮助、援助、救助[phra]急救74．adj.空运的、空中的、空气传播的75．adj.密封的、不透气的76．adj.走廊、过道[phra]n.走廊77．n.惊恐、惊慌、警报器78．conj.尽管、即使79．n.炼金术80．n.酒精、酒81．n.（alga的复数）海藻82．n.代数学、代数83．adj.外国的、相异的[辨析]v.使疏远、使不友好、离间84．adj.点亮的、点着的v.下来85．v.断言、宣称86．n.敏感症、过敏87．adj.对……过敏的、对……反感的[phra]对……过敏的88．v.减轻（痛苦等），缓解89．v.分配、配给90．v.（按份额）分配、分派91．n.津贴、补贴、允许量92．adj.多方面的、多才多艺的93．v.吸引、引诱[phra]诱使（某人）离开[phra]把（某人）犹入、骗进94．n.杏仁95．v.改变、更改96．n./adj.两者择一（的）、供选择（的）97．n.海拔、高（度）、深(度)98．n.男毕业生、男校友99．n.女毕业生、女校友100．n.业余爱好者adj.业余（爱好）的、非职业的101．v.使大为惊奇、使惊愕102．adj.令人惊异的Unit2 A1．n.大使、时节2．n.琥珀3．n.龙涎香4．adj.含糊不清的、不明确的[变形]n.模棱两可5．n.雄心、抱负6．adj.有雄心的、野心勃勃的7．v.改善、改良；减轻8．v.修改、修订；改正[记忆]n.改善、改正9．n.宜人、礼仪10．prep.在……中11．adj./n.两栖动物（的），水陆两用（的）12．adj.大量的、充裕的、丰富的、足够的[同义词]adequate, abundant13．v.详述、增强、扩大14．v.使开心、使发笑、给……提供娱乐15．n.麻醉剂adj.麻醉的16．n.比拟、类比[phra]具有与……相似之处17．v.分析、细察18．n.分析、分解19．n.分析家、分解者20．n.解剖、解剖学[变形]adj.解剖的、解剖学的[变形]n.解剖学家21．n.祖宗、祖先22．adj.古代的、旧的23．n.有生气、动画片、卡通24．v.消灭、歼灭25．n.周年纪念26．v.宣布、通告[phra]对某人宣布某事27．n.宣告、一项公告、一项私人告示[phra]通告一件事28．adj.匿名的29．v.使烦恼、烦扰、打搅30．n.人类学31．n.抗生素32．v.预期、预料、期望、提前做[phra]先发制人，制敌机先[phra]期盼做某事33．n.预期、预测[phra]预先、事先[phra]预先、预料、期待34．n.古物、古董adj.古时的、过时的[phra]古董商35．adv.无论如何、总之[同义词]36．adj.冷漠的、漠不关心的[变形]adv.漠不关心地[变形]n.冷漠、漠不关心37．n.器械、仪器、设备、装置38．adj.明显的、显而易见的[变形]adv.显然地39．n.请求、呼吁、上诉、吸引力v.呼吁、上诉、吸引[phra]上诉权[变形]adj.吸引人的40．n.外貌、外表、外观、出现41．v.附加、增补[变形]n.附录、阑尾42．n.食欲、胃口、欲望、爱好43．v.鼓掌称赞、赞同。
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Course for IELTS VocabularyFollow meWays of memorizing English words复习Unit 9•durable adj 持久的•dwindle v 减少(decrease, reduce,decline)•efficient adj 高效的•elapse v 流逝•eclipse n 月食eclipse扩展倍数有关的词缀dia-双，在之间，通过dialogue dia+logue（说话）对话diameter dia+meter（测量）直径diagnose dia+gnose(知道) 诊断diagnosisdiagram dia+gram（书写）图表dialect dia+lect （说）方言duplicate du（二）+plic （折叠）+ate复制，重复duel du（二）+el n.决斗bilingual/bilateral/bimonthly/bicyclesemifinal/semiconscious/semiconductor词根词缀法uni, mono-一monologue mono(一个)+logue(说)solitude soli（一个）+tude 孤独monotonous mono(一个) +ton(语调) 单调的，monopoly mono(一个)+poly(卖) 垄断unique uni（一个）+que（形容词词尾）唯一的universe uni（一个）+verse（转变）宇宙uniform uni（一个）+form（形式）制服，统一的词根词缀法tri-三triangle tri（三个）+angle（角）triplicate tri（三个）+plicate（复制）三倍的，trivial tri（三）+vi（六）+al 琐碎的quadr-四quadrangles quadr（四倍）+angle（角）四边形quadruple quadr（四倍）+ple（重叠）四倍的pentagon penta（五）+gon（角）五边形的•Penta•[美口]五角大楼, 美国国防部词根词缀法multi，poly-多multimedia multi+media（媒体）multilingual multi+lingual（语言）multiple multi+ple（倍）multitude multi+tude 多数polygon poly+gon（角）多边形Efficient 扩展deficient de+fic（做）+ient（adj 词尾）不足的deficient in common senseefficient e+fic（做）+ient（adj词尾）高效的efficient machineproficient pro+fic（做）+ient 专业的She is proficient at / in figure skating.她精于花样滑冰。
sufficient su+fic（做）+ient（adj词尾）足够的扩展magnificent=magn(big)+I+fic+ent 华丽的，宏伟的magnify v. 放大magnifier放大镜significant=sign(标记,标志)+I+fic+ant 重大的,影响深远的a significant change sign signatureartificial=art(艺术)+I+fic+ial adj. 人工的artificial intelligenceexample•If you are in a market for a new vehicle, choose a fuel-efficient one that will save your money and help protect the new environment.(P50 18)如果你想去市场买辆车，尽量选择高效燃料，这样你既可以节省钱也可以帮助保护环境。
antElapse 扩展：蚂蚁系列•pageant盛装的游行, 壮丽的场面•elegant优美的, 文雅的;•Lapse 失误，失检•Collapse 倒塌，崩溃•warrant保证, 担保•Tenant房客•Pregnant怀孕谐音联想记忆法补充词汇•fling 抛，扔•flee为逃走，•fade为褪色，•fling抛石头，•feeble才脆弱chillUnit 10•Enrich v 使丰富Enlarge v 扩大Broaden v 扩宽Widen v 扩宽2. Enormous adj 巨大的3. External adj 外部的4. Expenditure n 花费5. Explosives n 爆炸物近形对照•Explode•Explore•Exploit等爆炸，探测人，,开发，剥削它，例子imageAstro-星星分类记忆•Disaster 灾难，天灾（星星偏离方向）•Catastrophe 大灾害（黑猫和星星）•Wreck 失事（飞机，船）近形对照法•Ash 灰尘•Cash 现金•Abash 窘迫•Clash 撞击•Crash 坠毁•smash 粉粹飞机clash了世贸飞机crash了世贸smash了变成了ashbush很abash需要很多cashUnit 11 •Fertile adj 肥沃的•Flaw n 瑕疵•Flourish v 繁荣•Boom n 繁荣•Thrive v 繁荣•Prosperous adj 繁荣的•Heritage扩展Futile fu+tile（adj词尾）琐细的，无用的the futile yearshostile host（敌人）+ile 敌对的• a hostile remark.•充满敌意的话Fertile fert（带来）+ile 肥沃的（佛头很肥）•fertile soil.•肥沃的土壤Fragile frag（打破）+ile 易碎的（fragment）Versatile vers（转）+tile 多才多艺的Versatile扩展verse 转anniversary n. 周年纪念日anniversary=ann(年)+vers(turn)+ary(表示集合名词)ann=年annual adj. 年度的annual report/ income/production年度报告/收入/产量vers=turnadverse=ad(to)+vers(turn)+e (突然间旋转,大好的形式转变了) adj.不利的,有害的adverse circumstances 逆境the adverse effects of the drug 药物的有害作用universe=uni(唯一)+vers(turn)+e n. 宇宙词根词缀universal adj.全体的共同的version n. 译文,版本English versionReverse=re(against)+vers(turn)+e v.颠倒,翻转(turn sth. inside out or turn sth.over to show the back )versatile=vers(turn)+atile adj.多才多艺的a versatile cookdiverse=di(away)+vers(turn)+e adj.各种各样的diversity n.多样性词根词缀extroverted 外向的introverted 内向的controversial 有争议的（on the contrary）Unit 12•Frown （P68）v 皱眉The old frowned while the young applauded.2. Frustrated adj 受挫的3. Complex adj 复杂的Complex-complicated-sophisticated-intricate4. Preserve v 保存preserve扩展serve 保持，服务•preserve pre（之前）+serve（保持）保护，保存•preserve peace维持和平•conserve con +serve（保持）保存•People have to learn to conserve water anytime, especially during the drought.大家必须学会节约用水,特别是在干旱期间。
•deserve de（充分）+serve（服务）值得•observe ob（对，向）+serve（保持）观察，注意•reserve re（回来）+serve（保持）储备，预订reserve a table for 4reservationUnit 13，14（P73）•Give rise to v 导致•Gloom n阴暗(amorous,)•Humane adj 仁慈的•Humble adj 谦卑的•Humiliate v 羞辱•Humid adj 湿气的Gloomy扩展•导致：•Give rise to•Contribute to•Result inUnit 13，14 （P80）•Immigrant n 移民•Incorporate v 合并•Indifferent adj 冷漠的•Induce v 引诱扩展duce 引导conduce con+duce （引导）导致，有利于（conducive，conductor）Heart to heart chats conduce to the establishment of harmonious atmosphere among fellow workers.谈心活动有助于造成员工间和谐的氛围。
deduce de+duce 演绎induce in+duce 引诱Nothing shall induce me to join their club.我怎么都不会去加入他们的俱乐部。
reduce re+duce减少词根词缀法seduce 色诱produce pro（向前）+duce生产，引起reproduce 繁殖introduce intro（向内）+duce 介绍词根词缀法dis-分开disable v残疾的，丧失能力的disadvantage 不利条件disclose v揭漏，透漏discourage 使气馁disorder 混乱dispute v争论，辩论disregard v不理，漠视distract /attract 转移Instinct词根词缀法differ 不一致，不同differentiate 区分，区别distinguish 区分diversify di+ver（转移）使多样化discriminate 歧视difference 差异diversity 多样性，差异distinguish in use区分，辨别syn differentiate，discriminatedistinguished 卓著的，高贵的Anthropologist also use the term culture in a more restricted sense when they refer to the culture of a particular society, meaning the non-biological characteristics unique to that society, whichdistinguish it from other societies. (IELTS ，Reading)Diverse in use•不同的，多种多样的syn.different, dissimilar, unequal, various, distinct, separate, variedant.equal, equivalent, same, identicalThe shops here sell a diverse range of gifts.diversity in useThe loss of genetic diversity associated with reductions in population size will contribute to the likelihood of extinction.(IELTS: Reading)diversity ofa diversity of opinionsdiverse adj. 不同的diversify vt.& vi. 使多样化；多样化diversification n.多种经营, 多样化Farms began to diversify. (IELTS: Reading)farm diversification (IELTS: Reading)diversion n. 消遣，分散注意Let’s have a try•一个有智慧的人是善于辨别是非的。