雅思写作讲座(新航道)lesson 5
雅思大作文审题(课堂PPT)
焦点句
S2
Let readers know what topic is under debate/discussed
• 观点陈述型： • There is a perception that …, while a counter-
argument is that… • One topic of discussion is concerned with whether
• There is a perception that parents are responsible for this severe problem due to their imappropriate way of fostering, while a counterargument is that the modern life styles are the foundamental reason of this disturbing situation.
6
introduction
• 背景： • The issue of the impact of global environmental
problems has heated up in recent years. • 焦点： • There is a perception that higher prices at the
pump are a small sacrifice for a program that helps the environment , while a counterargument is that it provides no benefits . • 个人观点： • My personal view is that higher price is no benefits to solve the problem.
剑桥雅思5小作文
剑桥雅思5小作文不知道你有没有注意到书后面是给出了范文的，嘻嘻~我就总结一下这个范文的特点，因为阅卷者说书后范文写的很好，所以当做思路应该没问题。
第一段大致描述一下要说什么第二段先说S1的特点，靠近Main Road和Railway，因为是郊区可以提供大量的停车点（注意右边说的S2是没有停靠点的），所以方便外面得顾客驾车来买东西第三段式S2的特点，方便当地居民购买，但是外地居民因为没有停车点是不会来的。
第四段比较总结，一个利于外地的人，一个利于本地人哪里有剑桥雅思考官范文剑1到剑8都是剑桥出的官方复习参考资料，都是一段时间考过的真题，挑选出来出的一本书，最后还有部分考官的写作范文。
1-4不是很清楚，5是2006年，6是2007年，7是2009年，8是2011年。
剑8肯定不可能是中国人出的，没这实力，剑8是最贴近最近出题趋势的，但是事事无绝对，只是用于参考。
补充回答第一个问题，两者区别在哪里我不是很清楚，都是解析真题的，还是很有用的，尤其是对于阅读，他能很清楚的告诉你每道题的答案是怎么出来的，这样比较容易搞懂，在家自己就能多多训练，不然对好答案，也不知道错在哪里，应该怎么做。
求雅思写作范文书推荐！您好！雅思写作参考书我们并不缺，市面上各种写作指导不下30种。
写作理论体系也不缺，什么单边式，双边式，让步式，不一而足。
对于一个7分的文章应该是什么样，大家也是各说各的。
虽然有我们有统一的评分标准的指导，但是什么人的解读最有效呢？聪明的同学已经猜到了，当然是雅思考官。
考官的标准才是我们唯一需要遵循的标准。
而考官的标准去哪里找呢？毫无疑问，答案在剑桥雅思真题的范文。
我们现在用的最多的雅思写作参考书就是剑桥雅思的真题。
大作文写作有一个明显的特点，那就是虽然话题多样，提问形式多变，但是常考的话题也就那么几个，从剑桥4-到剑桥8，包括A类和G类文章在内，共有30个题目，基本涉及到了过半数的雅思写作话题了。
对于小作文，常见的四种图形--线图，饼图，柱图，饼图--以及两种不常见的图形--地图和流程图--每一种类型在剑桥真题当中都有所涉及。
新航道王毅雅思总分9分经验谈
主持⼈：各位友⼤家好，今天来到嘉宾聊天室的是北京新航道学校的王毅⽼师。
王毅⽼师在3⽉31⽇参加了武汉的雅思考试获得了单项听⼒9分，阅读9分，⼝语9分，写作8分，雅思总分9分。
在以下的时间⾥，他将与各位友交流有关雅思学习的问题。
先请王⽼师和⼤家打个招呼。
王毅：各位同学⼤家好。
友：你好，王⽼师，我的听⼒和阅读⽐较差，具体说阅读的summary的不知道填什么好，虽然知道在那⼀段，听⼒是阅读题⽬还没有看完，听⼒已经开始，⼿忙脚乱的。
王毅：先说说阅读的summary题，该体型是雅思阅读两⼤主要体型（细节题和归纳概括总结题）中的细节题。
⼀般来说，在难度系数为10的标准下，他的难度系数⼀般为6-8。
算是中等难度的题⽬。
当然针对你的问题--不知道填什么词回来好--解决的⽅法⼀般有以下⼏种：1。
对题⽬和原⽂的逻辑关系进⾏⽐较，把同等级逻辑元素天回来就是正确答案。
2。
运⽤最近原则。
简单的来讲就是分析空格最近意思层的信息回到原⽂当中寻找。
3。
在根本就不会做的情况下可以运⽤⼀些蒙题的技巧，例如：把所对应原⽂信息中最专业最长的词汇填回来就有可能是正确答案（当然，这样的正确率并不⾼）。
再来说说听⼒，以你的情况要多做快速阅读的训练。
其中之⼀，在读的时候不要在⼼⾥把每个词念出来，要练习扫描句⼦并掌握其主要意思的能⼒。
同时还要辅助地加以泛听训练。
友：王⽼师,请问雅思⽬前所要求的词汇量为多少? 从2007年到2009年雅思词汇量和难度是否还要调整,它将如何调整?王毅：⾸先，雅思的听说读写词汇侧重各有不同。
学术类的阅读和写作所要求的词汇侧重于学术，培训类的阅读和写作的词汇侧重于⽣存词汇。
对于这两者的听⼒和⼝语来说，所要求的词汇基本上也都以⽣存类为主，当然也有少量学术词汇的覆盖。
但是总体上来说，雅思达到6分所要达到的词汇量⼀般被认为是6000词汇。
当然要想考到⾼分，丰富的词汇是必备的。
就我个⼈⽽⾔，我考过GRE，词汇量在2-3万之间，所以雅思考起来就⽐较轻松。
雅思写作讲座(新航道)lesson 1
Requirements
1. 认真阅读历年真题 2. 对应相应不太会写的内容做提纲训练 3. 写作文后自己修改 （语法，词汇）-先质后量 4. 教师批改后自己再次修改 5. 在复习时候，应该针对话题然后按照题型训 练
WRITING
雅思写作的训练方法
（1）精读 （2）互译 （3）改写
何为模板？
有用网站
一. TR（Task Response任务反应情况） 二. CC（Coherence& Cohension连贯和衔接）
三. LR（Lexical Resources词汇资源）
四. GR&A（Grammatical Range& Accuracy语法 范围和精确度）
WRITING
英文写作的特点：(第一条评分标准）
IELTS WRITING：TASK II
低于Band 5的六种技术情况：
1. 2. 3. 4. 5. 没有完成写作任务 格式错误 字迹模糊，难以辨认 Task 1和Task 2写反 攻击考官
1. 2. 3. 4. 5. 6. 7. 8.
不能缩写 不能格式混乱 不能使用口语化词语 不能英式英语美式英语混用 while 的用法 字迹模糊，难以辨认 Task 1和Task 2写反 题型判断错误
IELTS WRITING：TASK II
三. LR（Lexical Resources词汇资源） 正式，准确，多样 四.
GR&A（Grammatical Range& Accuracy语法 范围和精确度） 准确，多样，时态，简单句+复杂句
四大问题
语 法
注意!!!
词汇 搭配
组织 逻辑 写作技巧
中式思维 中式语序 中式表达方式
雅思5.5基础课程阅读讲义-ielts-5.5-reading
雅思阅读冲刺班讲义（教案）2013年11月雅思5.5基础阅读课程讲义UNIT 1 Education (3)UNIT 2 Food (5)UNIT 3 Health (7)UNIT 4 Media (10)Locating Information (15)UNIT 5 Practice 1 (18)UNIT 6 Advertising (20)UNIT 7 Learning to Speak (28)Summary Completion (30)UNIT 8 The Environment (31)Short Answers (33)UNIT 9 Sponsorship in Sport (34)UNIT 10 Practice 2 (38)Flowchart-Timeline Completion (40)UNIT 11 Transport (40)UNIT 12 Travel (48)UNIT 13 Technology (55)Labelling a Diagram (57)Unit14 Money (58)UNIT 15 Practice 3 (65)Multiple Choice (66)Labelling a Diagram (70)UNIT 17 Social Issues (71)IELTS Type Questions: Reading: for Details and for Main Ideas (73)Table Completion (73)UNIT 20 Practice 4 (79)Note Completion (80)UNIT 1 EducationEducation over the past 100 yearsAThe education of our young people is one of the most important aspects of any community, and ideas about what and how to teach reflect the accepted attitudes and unspoken beliefs of society. These ideas change as local customs and attitudes change, and these changes are reflected in the curriculum, teaching and assessment methods and the expectations of how both students and teachers should behave.词汇讲解：curriculum n. 教学大纲；reflect v. 反映；反射；assessment n. 评价；BTeaching in the late 1800s and early 1900s was very different from today. Rules for teachers at the time in the USA covered both the teacher's duties and their conduct out of class as well. Teachers at that time were expected to set a good example to their pupils and to behave in a very virtuous and proper manner. Women teachers should not marry, nor should they ‘keep company with men.' They had to wear long dresses and no bright colours and they were not permitted to dye their hair. They were not allowed to loiter downtown in an ice cream store, and women were not allowed to go out in the evenings unless to a school function, although men were allowed one evening a week to take their girlfriends out if they went to church regularly. No teachers were allowed to drink alcohol. They were allowed to read only good books such as the Bible, and they were given a pay increase of 25c a week after five years of work for the local school.词汇讲解：manner n. 行为守则；be expected to：被预期…表示将来时：be expected tobe predicted tobe perspective toCAs well as this long list of ‘dos' and ‘don'ts,' teachers had certain duties to perform each day. In country schools, teachers were required to keep the coal bucket full for the classroom fire, and to bring a bucket of water each day for the children to drink. They had to make the pens for their students to write with and to sweep the floor and keep the classroom tidy. However, despite this list of duties, little was stipulated about the content of the teaching, nor about assessment methods. DTeachers would have been expected to teach the three ‘r’s—reading, writing and arithmetic, and to teach the children about Christianity and read from the Bible every day. Education in those days was much simpler than it is today and covered basic literacy skills and religious education. They would almost certainly have used corporal punishment such as a stick or the strap on naughty or unruly children, and the children would have sat together in pairs in long rows in the classroom. They would have been expected to sit quietly and to do their work, copying long rows of letters or doing basic maths sums. Farming children in country areas would have had only a few years of schooling and would probably have left school at 12 or 14 years of age to join their parents in farm work.词汇讲解：arithmetic：算数；literacy：文学，阅读；religious：宗教的；discrimination：歧视；religious discrimination：宗教歧视。
新航道雅思语法名词性从句PPT课件
THANKS
感谢观看
主语从句
定义
用作主语的从句叫做主语从句。
构成
关联词+简单句。
关联词类型
1. 陈述句用that；2. 一般疑问句用whether；3.特殊疑问句用疑问词。
注意事项
1. 主语从句不可省略；2. 主语从句不可用逗号与后面的句子分开；3. 主句主语和从句主语一致，从句可直接放在句尾，不用连接词。
宾语从句
被动语态的使用
在需要强调动作承受者时，可以使用被动语态，使句子更加 清晰明了。
05
名词性从句在雅思写作中的应用
写作中常用的名词性从句类型
主语从句
用作主语的名词性从句，如 “What he said is not true.”
宾语从句
用作宾语的名词性从句，如“I believe that climate change is real.”
引导词错误
使用了错误的引导词，如“I think that you are right, because you are always right.”应改为 “I think that you are right, because of your excellent performance.”
从句冗长复杂
新航道雅思语法名词性从 句ppt课件
• 名词性从句概述 • 名词性从句的构成 • 名词性从句的引导词 • 名词性从句的特殊用法 • 名词性从句在雅思写作中的应用
剑桥雅思真题5-写作(Test2 附高分范文)
剑桥雅思真题5—写作（Test2 附高分范文）Writing Task 1You should spend about 20 minutes on this task.The charts below show the main reasons for study among students of different age groups and the amount of support they received from employers.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Write at least 150 words.参考范文1（8分）：The first graph shows that there is a gradual decrease in study for career reasons with age. Nearly80% of students under 26 years, study for their career. This percentage gradually declines by 10-20%every decade. Only 40% of 40-49yr olds and 18% of over 49yr olds studying for career reasons in late adulthood.Conversely, the first graph also shows that study stemming from interest increases with age. There are only 10% of under 26yr olds studying out of interest. The percentage increases slowly till the beginning of the fourth decade, and increases dramatically in late adulthood. Nearly same number of 40-49yr olds study for career and interest. However 70% of over 49yr olds study for interest in comparison to18% studying for career reasons in that age group.The second graph shows that employer support is maximum (approximately 60%) for the under 26yr students. It drops rapidly to 32% up to the third decade of life, and then increases inlate adulthood up to about 44%. It is unclear whether employer support is only for career-focused study, but the highest level is for those students who mainly study for career purposes.考官评语：This answer summarises the key features of both charts and integrates them well. Clear trends are identified and supported with appropriately-selected figures. The answer could only be improved by adding an introduction to the general topic of the charts.The information is well organised, with a clearly-signalled progression. Linking words are used accurately and precisely, although there is occasional omission. Paragraphing is used well initially, but lapses in the later section.A very good range of vocabulary is used to convey the information concisely and accurately with only occasional inappropriacy. Words are used precisely and there are no errors in spelling or word form.A wide range of structures is used and most sentences in this answer are accurate. Errors are rare and do not affect communication in this answer.参考范文2（9分）：The bar charts compare students of different ages in terms of why they are studying and whether they are supported by an employer.It is clear that the proportion of students who study for career purposes is far higher among the younger age groups, while the oldest students are more likely to study for interest. Employer support is more commonly given to younger students.Around 80% of students aged under 26 study to further their careers, whereas only 10% study purely out of interest. The gap between these two proportions narrows as students get older, and the figures for those in their forties are the same, at about 40%. Students aged over 49 overwhelmingly study for interest (70%) rather than for professional reasons (less than 20%).Just over 60% of students aged under 26 are supported by their employers. By contrast, the 30-39 age group is the most self-sufficient, with only 30% being given time off and help with fees. The figures rise slightly for students in their forties and for those aged 50 or more.参考范文3：The bar chart delineates the ratio of pupils who continue their education for the benefit of their career and from passion based on their age groups. The line graph reveals the ratio of support those students get from their companies as a form of financial support and time off. Overall, young students’ main focus for education is their job while it is mostly passion when they grow older.To illustrate, eight of ten people under 26 years old continue education for their career. Only 10% of them do it from passion. Interestingly, the higher the age, the more eager they become to study for personal interest, not for professional reasons. Seven out of ten people who are at least 50 years old study for interest. Finally, these two factors equally motivate people from 40-49 years old to further their learning.The second diagram shows that young employees who are less than 30 years old get more backing from their employers while the least support is expected for workers between 30 to 39 years old. However, it is interesting to notice that employers are more sympathetic to workers over 40 years old than they are to employees in their thirties.参考范文4：The diagrams outline why students from different age groups study and the support they getfrom their employers. Overall, having a good career is the main reason for young to study while it is personal interest for grown-ups. Moreover, young employees get more support from their employers regarding their education.According to the first bar graph, people who are under 40 years old mostly study for the career while people over 49 years mainly study for their interest. Interestingly for the age group 40 to 49, the number of people who study for career and the number of people who study for interest is the same. 80% students under 26 years continue their education to build a career. 7 out of ten students over 49 years old do so for their interest, rather than the career.Graph 2 shows that more than 60% students under 26 years old get support from their employers for their education and this supports includes the time off and monetary supports they get. This percentage reduces with the increase of age and at 30-39 age group, 32% get the support from the employers. After that, the employers’ support for their employees’ education increases and reaches to 45% for the over 49 year’s age group.Writing Task 2You should spend about 40 minutes on this task.Write about the following topic:In some countries young people are encouraged to work or travel for a year between finishing high school and starting university studies.Discuss the advantages and disadvantages for young people who decide to do this.Give reasons for your answer and include any relevant examples from your own knowledge or experience.Write at least 250 words.参考范文1：It is quite common these days for young people in many countries to have a break from studying after graduating from high school. This trend is not restricted to rich students who have the money to travel, but is also evident among poorer students who choose to work and become economically independent for a period of time.The reasons for this trend may involve the recognition that a young adult who passes directly from school to university is rather restricted in terms of general knowledge and experience of the world. By contrast, those who have spent some time earning a living or traveling to other places, have a broader view of life and better personal resources to draw on. They tend to be more independent, which is a very important factor in academic study and research, as well as giving them an advantage in terms of coping with the challenges of student life.However, there are certainly dangers in taking time off at that important age. Young adults may end up never returning to their studies or finding it difficult to readapt to an academic environment. They may think that it is better to continue in a particular job, or to do something completely different from a university course. But overall, I think this is less likely today, when academic qualifications are essential for getting a reasonable career.My view is that young people should be encouraged to broaden their horizons. That is the best way for them to get a clear perspective of what they are hoping to do with their lives and why. Students with such a perspective are usually the most effective and motivated ones and taking a year off may be the best way to gain this.参考范文2：Nowadays, it is quite common that after graduating high school, students will go to travel or work for one year before they go to college. Many people think it is harm for young people but others stand on the opposite side. For this question, there are numerous disadvantages, and also a lot of advantages at the same time.People, who advocate that traveling and working is harmful for students, give their reasons as follows. Knowledge system is complete, if you work or travel for one year between your graduation of high school and start of university, it means that the whole knowledge system is separated into two parts, and when you back to school, it is difficult for you to get into the tense of study. And young people may also squander a lot of time.On the contrary, a growing number of people claim that spending time to work or travel is good for their college study. On the one hand, when high school students stretch their power energy in high school year, they deserve to have time to relax. It is an excellent way for them to be rife with energy and then start their university life. On the other hand, working is a facilitate way to learn about society. It is not only good for their study, but also helpful for them to find a satisfied job after graduation.This issue should be well taken into consideration. As to how to address this problem, I am convinced that it depends on actual situation.。
互联网带来的影响 雅思大作文范文
互联网带来的影响雅思大作文范文雅思写作：网络取代面对面交流是好还是坏4月21日雅思大作文真题 | 网络取代面对面交流是好还是坏？“People today can shop, work and municate with others via the Internet. They don't need to do these face to face. Is it a positive or negative development？”解析&审题连续几周新题后，本周雅思作文回到了旧题模式，重现了2013年7月18日的作文题目。
本周考题涉及网络的应用。
关于网络对我们生活、工作和学习方方面面的影响，是雅思写作考试中的重点，“有了互联网，我们就可以不（上班，上学，去博物馆，去商店，去旅游......）”这一类话题，频繁出现，本已经多次做过分析，请各位烤鸭回看。
本次题目要求讨论的话题是“现在人们都用网络来购物、工作、沟通，不再需要面对面交流了”，因此我们需要围绕“网络与面对面交流”来进行讨论。
那么，使用网络来取代面对面交流，这到底是好还是坏呢？无疑，这不是一个非此即彼的问题，我们可以做双边讨论，即先讨论网络交流相对于面对面交流的好处（节约时间、节约成本、提高效率），然后讨论网络交流的坏处（误会增多、感情变淡），最后提出结论，在某些情况下网络交流能给我们带来好处，但在很多情况下，面对面交流是不可取代的。
老师笔记01We live in an age of electronic munication, and the Internet does help us in a lot of ways. Yetthe fact thatwe have puters and smartphones readilyavailabledoes not mean that we do not needface-to-face munication any more.我们生活在电子通信时代，互联网的确在很多方面帮助我们。
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连接手段
1. Then/ from this time onwards/ from then on There was a rise. Then the number went down... After/ before There was a rise, before the number went down. After a rise, there was a decrease, before the number remained stable.
首段 – 二句
Number of full-time teachers of regular schools (in millions) in China (1960-1990).
12 10 8 6 4 2 0
60y
62y
64y
66y
68y
70y
72y
74y
76y
78y
80y
82y
84y
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88y
IELTS WRITING
Lesson Eight: 小作文1
IELTS WRITING
Taks I
Line Pie Bar Table
Diagram /flow chart/map
IELTS WRITING
把图表中的主要信息转化为文字信息，并且 组织成文章。
TASK I
2.评分标准
（1）任务完成情况： 趋势描写，数据支持，不要画蛇添足 （2）关联词大量而准确地使用（连贯） （3）词汇 （4）句子结构
趋势描写，数据支持，有必要时写出最高点 /最低点 重申最重要的趋势
末段
TASK I
Number of full-time teachers of regular schools (in millions) in China (1960-1990).
12 10 8 6 4 2 0
60y
62y
64y
66y
末段
1. 重述总体特征；
In conclusion, more teachers were in Chinese regular schools in the 1990s than 30 years before. bar chart/ table
末段
不要进行主观描述 不要分析原因 不要找本质
Complete Example
如何表达总体趋势
a). The overall trend//general trend (主语) +indicates +从句
b). The overall trend//general trend(主语) + indicates + N.
c). There be + an overall +某种趋势
According to the figure, although there were some fluctuations in earlier years, there exists indeed an increasing trend.
The overall trend was to indicate the increasingly growing number, although there exists some fluctuations in the earlier years.
首段 – 二句
It can be seen that there was an increasing trend from 1960 to 1990. However, there were some fluctuations in earlier years.
首段 – 二句
It can be seen that there was an increasing trend from 1960 to 1990. However, there were some fluctuations in earlier years.
This graph shows the number of full-time teachers of regular schools in China between 1960 and 1990. It can be seen that there was an increasing trend from 1960 to 1990. However, there were some fluctuations in earlier years.
首段 – 首句
The above figure indicates the amount of fulltime teachers of regular schools in China between 1960 and 1990.
首段 – 首句
请写出本图的第一句话：
This graph shows the number of full-time teachers of regular schools in China during 3 decades from 1960 to 1990.
首段 – 首句
首段常用句型:
1.The table/chart/diagram/graph shows (that)... 2.The figures/statistics show (that)... 3.The diagram shows/ describes/ illustrates how... 4.According to/As (is) shown in the/As can be seen from the table/chart, diagram, graph, figures 5.It can be seen/observed from the/ we can see from the… 6.It is clear/ apparent from the table/chart/diagram/graph/figures (that)...
2.
3. …which was followed by/which led to/which preceded an increase/decrease There was a rise, which was followed by a decrease.
连接手段
4. 上一句最后时间词，when... There was a rise in the number of teachers from__in__to__in__,when the number went down. Again（第二次以后的上升/下降） There was a rise. Again, the number went down. However...then...（上升和下降之间） There was a rise. However, the number then went down.
According to the figure, there was a sharp decrease in the number of teachers from five million in 1960 to three million in 1962, which was followed by a rapid increase over the next two years. The number dropped again from almost six million in 1964 to five million in 1966 and then went up gradually until 1976 when there was a leveling off at eight million for the next ten years. The years from 1986 to 1990 saw a steady rise in the number of teachers.
IELTS WRITING
把图表中的主要信息转化为文字信息，并且组织成 文章。 HOW?
description compare contrast
TASK I
This graph shows the <数据形式> of <对象> in <地点> <时间>. 有可能的话总结总体趋势
首句 首段 二句
中间段
主体段
分项描写信息：
According to the figure, there was a sharp decrease in the number of teachers from five millions in 1960 to three millions in 1962, which was followed by a rapid increase over the next two years. The number dropped again from almost six millions in 1964 to five million in 1966 and then went up gradually until 1976 when there was a leveling off at eight millions for the next ten years. The years from 1986 to 1990 saw a steady rise in the number of teachers.
68y
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首段 – 首句
graph -> figure, line graph Show -> indicate, unfold, display, reveal, reflect, relate, illustrate, provide an overview of…