雅思写作1
雅思写作 IELTS Writing Unit1 1 Hobbies and Interests
dislike v. - if you dislike something or someone, you think they are unpleasant and do not like them.
browse v. -if you browse the internet, you look for interesting information using a computer (casual)
category n. – a set of things with a particular characteristic in common
like v. –if you like something or someone, you find them pleasant
listen to v. -to pay attention to a sound
motor racing n. -Motor racing is a sport in which fast cars race on a track
gymnastics n. -Gymnastics is physical exercises, especially ones using equipment such as bars and ropes. Gym/gymnasium/gymnastic/gymnast
heading n. -a piece of writing that is written or printed at the top of a page or the column of a table
雅思写作样题、范文和考官点评(1)
Sample Candidate Writing Scripts and Examiner CommentsBoth the Academic and General Training Writing Modules consist of two tasks, Task 1 and Task 2. Each task is assessed independently. The assessment of Task 2 carries more weightin marking than Task 1.Detailed performance descriptors have been developed which describe written performance at the 9 IELTS bands. These descriptors are confidential and apply to both the Academic and General Training Modules.Task 1 scripts are assessed on the following criteria:•Task Achievement•Coherence and Cohesion•Lexical Resource•Grammatical Range and AccuracyTask 2 scripts are assessed on the following criteria:•Task Response•Coherence and Cohesion•Lexical Resource•Grammatical Range and AccuracyCandidates should note that scripts will be penalised if they are a) under the minimum word length, b) partly or wholly plagiarised, c) not written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.).T ask 1Task AchievementThis criterion assesses how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 150 words.Academic Writing Task 1 is a writing task which has a defined input and a largely predictable output. It is basically an information-transfer task which relates narrowly to the factual content of an input diagram and not to speculated explanations that lie outside the given data.General Training Writing Task 1 is also a writing task with a largely predictable output in that each task sets out the context and purpose of the letter and the functions the candidate should cover in order to achieve this purpose.Coherence and CohesionThis criterion is concerned with the overall clarity and fluency of the message: how the response organises and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices (for example, logical connectors, pronouns and conjunctions) to assist in making the conceptual and referential relationships between and within sentences clear. Lexical ResourceThis criterion refers to the range of vocabulary the candidate hasused and the accuracy and appropriacy of that use in terms ofthe specific task.Grammatical Range and AccuracyThis criterion refers to the range and accurate use of thecandidate’s grammatical resource as manifested in thecandidate’s writing at sentence level.T ask 2Task ResponseIn both Academic and General Training Modules Task 2 requiresthe candidates to formulate and develop a position in relation to a given prompt in the form of a question or statement. Ideasshould be supported by evidence, and examples may be drawnfrom the candidates’ own experience. Responses must be atleast 250 words in length.Writing scripts are marked by trained and certificated IELTS examiners. Scores are reported as whole bands only.On the next 12pages you will find candidates’ answers totwo sample Writing tests. There are two answer s for each Writing task. Each answer has been awarded a band score and is accompanied by an examiner comment on the candidate’s performance for thattask.The examiners’ guidelines for marking the Writing scripts arevery detailed.There are many different ways a candidate may achieve a particular band score.The candidates’ answers that follow should not be regarded as definitive examples of any particular band score.Sample Script AExaminer commentBand 5The length of the answer is just acceptable. There is a good attempt to describe the overall trends but the content would have been greatly improved if the candidate had included some reference to the figures given on the graph. Without these, the reader is lacking some important information. The answer is quite difficult to follow and there are some punctuation errors that cause confusion. The structures are fairly simple and efforts to produce more complex sentences are not successful.Sample Script BExaminer commentBand 6The candidate has made a good attempt to describe the graphs looking at global trends and more detailed figures. There is, however, some information missing and the information is inaccurate in minor areas. The answer flows quite smoothly although connectives are overused or inappropriate, and some of the points do not link up well. The grammatical accuracy is quite good and the language used to describe the trends is well-handled. However, there are problems with expression and the appropriate choice of words and whilst there is good structural control, the complexity and variation in the sentences are limited.Sample Script AExaminer commentBand 6The answer has a good introduction in which the candidate has attempted to incorporate his/her own words. There is good coverage of the data and a brief reference to contrasting trends. The answer can be followed although it is rather repetitive and cohesive devices are overused. In order to gain a higher mark for content, the candidate would be expected to select the salient features of the graph and comment primarily on these. Sentences are long but lack complexity. There are some errors in tense, verb form and spelling which interfere slightly with the flow of the answer.Sample Script BExaminer commentBand 7The answer deals well with both the individual media trends and the overall comparison of these trends. The opening could be more fully developed with the inclusion of information relating to the groups studied and the period of time during which the study took place. There is a good variety of cohesive devices and the message can be followed quite easily although the expression is sometimes a little clumsy. Structures are complex and vocabulary is varied but there are errors in word forms, tense and voice and occasionally the text becomes incoherent.Sample Script AExaminer commentBand 5The answer is short at just over 200 words and thus loses marks for content. There are some relevant arguments but these are not very well developed and become unclear in places. The organisation of the answer is evident through the use of fairly simple connectives but there are problems for the reader in that there are many missing words and word order is often incorrect. The structures are quite ambitious but often faulty and vocabulary is kept quite simple.Academic Writing Sample Task 2A Sample Script BExaminer commentBand 6There are quite a lot of ideas and while some of these are supported better than others, there is an overall coherence to the answer. The introduction is perhaps slightly long and more time could have been devoted to answering the question. The answer is fairly easy to follow and there is good punctuation. Organisational devices are evident although some areas of the answer become unclear and would benefit from more accurate use of connectives. There are some errors in the structures but there is also evidence of the production of complex sentence forms. Grammatical errors interfere slightly with comprehension.Academic Writing Sample Task 2B Sample Script AExaminer commentBand 5Although the script contains some good arguments, these are presented using poor structures and the answer is not very coherent. The candidate has a clear point of view but not all the supporting arguments are linked together well and sometimes ideas are left unfinished. There is quite a lot of relevant vocabulary but this is not used skilfully and sentences often have words missing or lapse into different styles. The answer is spoilt by grammatical errors and poor expression.Academic Writing Sample Task 2B Sample Script BExaminer commentBand 7The answer is well-written and contains some good arguments. It does tend to repeat these arguments but the writer’s point of view remains clear throughout. The message is easy to follow and ideas are arranged well with good use of cohesive devices. There are minor problems with coherence and at times the expression is clumsy and imprecise. There is a wide range of structures that are well handled with only small problems, mainly in the areas of spelling and word choice.44|IELTS Specimen MaterialsIELTS Specimen Materials|45Sample Candidate Writing Scripts and Examiner CommentsBoth the Academic and General Training Writing Modules consist of two tasks, Task 1 and Task 2. Each task is assessed independently. The assessment of Task 2 carries more weightin marking than Task 1.Detailed performance descriptors have been developed which describe written performance at the 9 IELTS bands. These descriptors are confidential and apply to both the Academic and General Training Modules.Task 1 scripts are assessed on the following criteria:•Task Achievement•Coherence and Cohesion•Lexical Resource•Grammatical Range and AccuracyTask 2 scripts are assessed on the following criteria:•Task Response•Coherence and Cohesion•Lexical Resource•Grammatical Range and AccuracyCandidates should note that scripts will be penalised if they are a) under the minimum word length, b) partly or wholly plagiarised, c) not written as full, connected text (e.g. using bullet points in any part of the response, or note form, etc.).T ask 1Task AchievementThis criterion assesses how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 150 words.Academic Writing Task 1 is a writing task which has a defined input and a largely predictable output. It is basically an information-transfer task which relates narrowly to the factual content of an input diagram and not to speculated explanations that lie outside the given data.General Training Writing Task 1 is also a writing task with a largely predictable output in that each task sets out the context and purpose of the letter and the functions the candidate should cover in order to achieve this purpose.Coherence and CohesionThis criterion is concerned with the overall clarity and fluency of the message: how the response organises and links information, ideas and language. Coherence refers to the linking of ideas through logical sequencing. Cohesion refers to the varied and appropriate use of cohesive devices (for example, logical connectors, pronouns and conjunctions) to assist in making the conceptual and referential relationships between and within sentences clear. Lexical ResourceThis criterion refers to the range of vocabulary the candidate has used and the accuracy and appropriacy of that use in terms ofthe specific task.Grammatical Range and AccuracyThis criterion refers to the range and accurate use of the candidate’s grammatical resource as manifested in thecandidate’s writing at sentence level.T ask 2Task ResponseIn both Academic and General Training Modules Task 2 requiresthe candidates to formulate and develop a position in relation to a given prompt in the form of a question or statement. Ideasshould be supported by evidence, and examples may be drawnfrom the candidates’ own experience. Responses must be atleast 250 words in length.Writing scripts are marked by trained and certificated IELTS examiners. Scores are reported as whole bands only.On the next 6pages you will find candidates’ answers to one sample Writing test. There are two answer s for this Writing task. Each answer has been awarded a band score and is accompanied by an examiner comment on the candidate’s performance for that task.The examiners’ guidelines for marking the Writing scripts are very detailed.There are many different ways a candidate may achieve a particular band score.The candidates’ answers that follow should not be regarded as definitive examples of any particular band score.General Training Writing Sample Task 1Sample Script AExaminer commentBand 5The answer is below the word limit and there is some repetition of the task rubric. (Length is a common problem in General Training scripts.) Answers that are short lose marks because of inadequate content and may also lose marks because there is insufficient material in the answer for the examiner to give credit for accuracy and coherence. Despite these problems, the introduction to the letter is appropriate and the purpose of the writer is clear. The points are not always linked together well and punctuation is sometimes faulty. The sentences are kept quite simple and mistakes occur as soon as more complex structures are attempted.Sample Script BExaminer commentBand 7This answer is also short. Although ideas are often provided in the task rubric, candidates are at liberty to include some of their own ideas in their answers. In this case, the candidate has attempted to incorporate some original material. The answer reads quite fluently, is well organised and there is good use of conjunctions to link points. There are some grammatical errors but these do not affect the reader greatly and there is evidence of some more complex sentence structures.Sample Script AExaminer commentBand 5There are quite a lot of relevant ideas in the answer but they are not always well supported and sometimes they are unclear. There are some areas in the answer where the organisation becomes weak and the reader finds the message difficult to follow. Nevertheless, the writer’s view is apparent and there is a logical flow to the points given. There are a lot of mistakes in the answer and some parts, such as the conclusion, are very hard to follow because of these errors. Although there is some appropriate vocabulary, sentence control is very weak. These problems are made worse by thepoor correcting which sometimes makes words unreadable.General Training Writing Sample Task 2 Sample Script BExaminer commentBand 8This is a very well-organised script which contains a lot of well-supported arguments and analyses the topic from different angles. The ideas follow each other well and there is a very honest conclusion. The answer is easy to read. There are some areas where the expression is clumsy but this makes little difference to the overall flow of the answer. There are minor errors in spelling and structure.。
雅思写作Task1-地图完美版
雅思写作-地图第一段：改写题目主要句式：图表名称+动词+描述主题+时间图表名称：The diagram/map/picture动词：show/illustrate/give information about/indicate描述主题：1. The development/change of 某地方。
2. How +某个地方+changed/developed. 3. The development/the change that has taken place +某个地方。
举例子：1.The maps show the development of Stokeford village over an 80 years period from 1930 to 2010.2.The diagrams illustrate some changes to a small island which has been developed for tourism.3.The two pictures compare the layout of a school as it was in the year 2004 with a proposed/planned/projected/expected site design for the year 2024.4.The diagrams show West Park Secondary School at three different stages in its development: 1950, 1980 and 2010.第二段：总结主要特征。
一般来说选取一两个最重大的变化特征。
或者从全局来看，描述最显著的变化。
同时还可以从地图功能的变化阐述其主要变化，比如说可以容纳更多学生，转变成居民区了，或者是旅游／娱乐设施完善了。
主要句式：1. It is clear that +某地方+has changed considerably with the construction of some new facilities.It is clear that the island has changed considerably with the introduction of tourism.2.数量+new features can be seen in the second diagram.Six new features can be seen in the second diagram.3. The main developments are that + 句子（描述一个或两个重大变化）The main developments are that the island is accessible and visitors have somewhere to stay.4. It is clear that the main change for+ 时间It is clear that the main change for 2024 involves the addition of a new school building.It is apparent from the pictures that the village has become increasingly populated over this time frame第三，四段细节描述（动词enlarge, widen, divide, replace, move, convert, relocate, demolish, renovate, extend , develop, modify）主要句式（下列句式中A,B 为建筑物）1. 位于be located/situated/sitedChorleywood Park and Golf Course is now located next to this original village area.A 位于B （城镇）的东方/西方/南方/北方A is/ lies/ is located/ is sited to/in the east/west/south/north part of B方位的表达和介词的搭配A be built/located to the east/north/south/west(southeast, southwest, northeast, northwest) of BA be built/located in the west/north/south/west part of BA be built/located to the left/right (hand side) of BA be built/located beside/next to/adjacent to/behind/in front of/ in the front of/ opposite to B2. 被建造be constructed/builtA motorway was built to the east of the villageA second car park will be built on the site of the original sports field3. 被改建成be turned to/converted toA large area behind the school was turned into a playgroundThe farmland has been converted to residential building.类似句式：The area+ 方位描述+be +建筑物The area behind the houses was farmland.4. 被拆除be demolished / dismantled / removedThe house had been demolished in order to make way for（腾出空间，让路）a small car park and an additional school building,5. 连接connect/linkThere is also a short road linking the pier with the reception and restaurant.类似表达Footpaths connect the huts6. 被分离be separated/divided1.The two school buildings were separated by a path running from the main entrance to the sports field.2.The original playground was divided into two.7. 保持不变No changes be made=remain unchanged1.No changes will be made to the main entrance and original car park.2. The school building remained unchanged8. 被扩大be extended/enlarged=increase in size1.The primary school opposite（opposite 做介词而非动词）the post office has been extended to include two new buildings2.The school has increased in size9. 被缩小be reduced in size／shrink(shrank, shrunk)9. 分叉split off/branch off1.Two new roads split off from the main road2. A new road to the south-west of the school braches off from the main road and extends out to the river.10. 道路两边的建筑描述1. Both new roads are accompanied by a small number of new houses on either side.2. A number of new properties were attached to the road heading south.11.道路的描述A railway line was built crossing this area from west to east.12.表现有建筑和规划建筑的改变(Proposed, current, future, existing, planned, it is expected that, at present, it is anticipated that, prospective)1.The current entrance to the gallery is on the right hand side of the building and visitors pass through a large lobby before entering the gallery itself. One of the proposed changes is to allow entrance on to the main exhibition area, where an existing entrance will be widened.2.At present, the exhibition rooms are divided into three separate areas. According to the plans, the dividing walls will be removed and one large exhibition space will be created.3. In addition, the gallery will gain an education center. This area will replace the existing lobby, which will also be enlarged to create a more functional space with large table and seating.4. To replace the current straight staircase, a new set of winding stairs will be installed in the corner of the living room.5. By 2024, it is expected that there will be 1000 pupils, and a third building will have been constructed.12. with 的用法（适用于高分学员）1.Two footpaths split off from the main road, with the eastern-facing road replacing old farmland. (先描述一个变化，用with接名词+现在分词（主动）或过去分词（被动）描述这一变化的详细内容)2. The farmland was converted to residential purpose, with a number of new houses attached to the road heading south.上课案例讲述和练习OG test3 Task1第一段：改写题目第二段：总结学校扩大了，停车场被建造和扩大了。
雅思写作第一部分task_1_practice
Writing task 1Sample 1Y ou should spend about 20 minutes on this task.The map below is of the town of Garlsdon. A new supermarket(S) is planned for the town. The map shows two possible sites for the supermarket.Summarise the information by selecting and reporting the main features and make comparisons where relevant.MODEL ANSWERThe map shows two proposed locations for a new supermarket for the town of Garlsdon.The first potential location (S1)is outside the town itself, and is sited just off the main road to the town of Hindon, lying 12Kms to the north-west. This site is in the countryside and so would be able to accommodate a lot of car parking. This would make it accessible to shoppers from both Hindon and Garlsdon who could travel by car. As it is also close to the railway line linking the twotowns to Cransdon(25km to the south-east), a potentially large number of shoppers would also be able to travel by train.In contrast, the suggested location, S2, is right in the town centre, which would be good of local residents. Theoretically the store could be accessed by road or rail from the surrounding towns, including Bransdon, but as the central area is a no-traffic zone, cars would be unable to park and access would be difficult.Overall, neither site is appropriate for all the towns, but for customers in Cransdon, Hindon and Garlsdon, the out-of-town site (S1) would probably offer more advantages.Sample 2The table below gives information about the underground railway systems in six cities.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Underground Railway SystemsMODEL ANSERThe table shows the details regarding the underground railway systems in six cities.London has the oldest underground railway systems among the six cities. It was opened in the year 1863, and it is already 140 years old. Paris is the second oldest, in which it was opened in the year 1900. This was then followed by the opening of the railway systems in Tokyo, Washington DC and Kyoto. Los Angeles has the newest underground railway system, and was only opened in the year 2001. In terms of the size of the railway systems, London, for certain, has the largest underground railway systems. It has 394 kilometers of route in total, which is nearly twice as large as the system in Paris. Kyoto, in contrast, has the smallest system. It only has 11 kilometers ofroute, which is more than 30 times less than that of London.Interestingly, Tokyo, which only has 155 kilometers of route, serves the greatest number of passengers per year, at 1927 millions passengers. The system in Paris has the second greatest number of passengers, at 1191 millions passengers per year. The smallest underground railway system, Kyoto, serves the smallest number of passengers per year as predicted.In conclusion, the underground railway systems in different cities vary a lot in the size of the system, the number of passengers served per year and in the age of the system.Sample 3The graph and table below give information about water use worldwide and water consumption in two different countries.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.MODEL ANSWERThis model has been prepared by an examiner as an example of a very good answer. However, please note that this is just one example out of many possible approaches.The graph shows how the amount of water used worldwide changed between 1900 and 2000.Throughout the century, the largest quantity of water was used for agricultural purposes, and this increased dramatically from about 500 km3 to around 3,000 km3 in the year 2000. Water used in the industrial and domestic sectors also increased, but consumption was minimal until mid-century. From 1950 onwards, industrial uses grew steadily to just over 1,000 km3, while domestic use rose more slowly to only 300 km3oth far below the levels of consumption by agriculture.The table illustrates the differences in agricultural consumption in some areas of the world by contrasting the amount of irrigated land in Brazil (26,500 km3 ) with that in the D.R.C. (100 km3). This means that a huge amount of water is used in agriculture in Brazil, and this is reflected on the figures for water consumption per person: 359 m3 compared with only 8 m3 in the Congo. With a population of 176 million, the figures for Brazil indicate how high agricultural water consumption can be in some countries.Sample 4The table below gives information about changes in modes of travel in England between 1985 and 2000.Summarise the information by selecting and reporting the main features and make comparisons where relevant.A verage distance in miles traveled per person per year, by mode of travelSAMPLE ANSERThis is an answer written by a candidate who achieved a Band 6score. Here is the examiner’scomment:This answer does not introduce the information in the table, nor does it report it accurately. The figures are misinterpreted as representing the number of people rather than the average number of miles traveled per person per year. Consequently the information about the increase in total travel is simply not mentioned, so not all key information is covered. There is an attempt to summarise trends in the figures, but the reader cannot get a clear overall picture of the information because of the fundamental confusionNevertheless, the information is organized and the writing flows quite well because of good use of referencing and other connectors, but there are occasional errors in these and the links between ideas are slightly confusing at times.The strong feature in this answer is the range of vocabulary which is used with some flexibility and good control. A good range of structures is also used, but there are still some fairly basic mistakes, such as in the choice of tense, subject/verb agreement and inappropriate use of the passive.In 2000 the most preferred mode of travel is by car with 4,860 people. There’s a noticeable decrease in public transportation locally where it dropped from 429 people in 1985 to 274 people in 2000. However the long distance bus rides is much more preferred by people as its figures are more than doubled in the last 15 years. People who chose to walk or cycle are decreased slightly in 2000, which probable made people take the train more often. There is a significant increase in the numbers of people who traveled by train. It jumped from 289 in 1985 to 366 in 2000. This makes the train second popular mode of transportation. The biggest leap in the chart is the increase of taxi users who are tripled in 2000 with 42 people where it was only 13 in 1985.Apart from all this modes of travel, there are some more different types of travel as well of course. Number of people choosing different modes of travel is rapidly increased from 450 to 585 in 2000.Sample 5The diagrams below show the life cycle of the silkworm and the stages in the production of silk cloth.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.MODEL ANSWERThis model has been prepared by an examiner as an example of a very good answer. However, please note that this is just one example out of many possible approaches.The first diagram shows that there are four main stages in the life of the silkworm. First of all, eggs are produced by the moth and it takes ten days for each egg to become a silkworm larva that feeds on mulberry leaves. This stage lasts for up to six weeks until the larva produces a cocoon of silk thread around itself. After a period of about three weeks, the adult moths eventually emerge from these cocoons and the life cycle begins again.The cocoons are the raw material used for the production of silk cloth. Once selected, they are boiled in water and the threads can be separated in the unwinding stage. Each thread is between 300 and 900 metres long, which means they can be twisted together, dyed and then used toproduce cloth in the weaving stage.Overall, the diagrams show that the cocoon stage of the silkworm can be used to produce silk cloth through a very simple process.Sample 6The charts below give information about USA marriage and divorce rates between 1970 and 2000, and the marital status of adult Americans in two of the years.Summarise the information by selecting and reporting the main features and make comparisons where relevant.SAMPLE ANSWERThis is an answer written by a candidate who achieved a Band 6.5 score. Here is the examiner’s comment:The task Achievement is the weak point in this answer. Some of the data is summarized but the points are not well-selected to convey the key trends shown in the charts. The main features of the first chart are not adequately presented and the overall conclusion does not summarise the main information. No figures are given to illustrate the points made.The information is well-organised, however, with clear paragraphing and well-signaled sections. The accurate use of a range of sequencers and other linkers makes it easy to follow the writing. There are examples of errors but they are not frequent and do not cause confusion.A range of vocabulary is used with flexibility, in spite of some inappropriate collocations and awkward phrasing. Structures are varied and generally accurate, while any mistakes do not make the message unclear.We are given two charts which show us a few sets of data about the marital status of the Americans between 1970 and 2000.The first chart compares the number of marriages and divorces in the United States of America between 1970 and 2000. We can see that data is given for each decade; the number of people who are getting married decreased slightly since 1980, as well as the divorces one. Nevertheless, divorces increased between 1970 and 1980.The second chart is more precise about the different marital status of the Americans between 1970 and 2000. The number of divorced people has risen more than the double during this two years, and the data for the never married people has also increased significantly. However, less and less people are married, as the first chart showed us; the widowed American number is also decreasing.As a conclusion, we can say that the marital status background of the Americans has maybe known the greatest change it had ever seen.Sample 7The graph below shows the demand for electricity in England during typical days in winter and summer. The pie chart shows how electricity is used in an average English home.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.SAMPLE ANSWERThis is an answer written by a candidate who achieved a Band 6score. Here is the examiner’s comment:This answer focuses too closely on the details in the graph but fails to compare trends or general differences between figures of winter and summer. Some comparisons are made, but these are about details, and it is difficult to get a clear idea of the information from this description.Similarly, information in the pie chart is simply listed using the language from the chart and there is no attempt to relate this to information in the graph.The description is not well organized, although a range of linkers are used, and the use of paragraphs does not reflect the different sections of information covered.There is a suitable range of vocabulary for this task, although some words are misused and there are several spelling errors. The range and control of grammatical structures is the strong point ofthe main part of this response. There are examples of complex structures that are used with accuracy and some flexibility.The use of electricity in England is indispensed with demand for electricity in England during typical days in wither and summer is illustrated in the graph. The use of electricity in an average English home is shown in the pie chart. From the graph, it is generally obvious that the demand is in its maximum around 2100 in winter times, and in its minimum around 400, being almost constant between 1200 and 2100 in winter times. During summer times, on the other hand, the demand reaches its top point around 1300, and the bottom point around 900, being almost constant between 1550 and 2000.In wither times, the curve gradually increases to reach 40,000 units of electricity by 3 o’clock in the morning. This is followed by gradual decline to its lowest limit of 30,000 units at 9 o’clock. A gradual rise is obvious again to reach a stationary level between 3 o'clock and 9 o’clock of about 40,000 units again. Then, there is a sharp rise in the next hour to reach its maximum before collapsing again to a a lower level by the end of the day.In summer time, the curve gradually decrease to reach its lower limit around 9 o’clock of a bit more that 10,000 units. A gradual increase is noticed to reach its top of 20,000 after which a stationary phase is obvious between 3 o’clock and 10 o’clock at night of about 15,000 units.The pie chart, on the other hand, shows that 52.5% of the electricity is used for heating rooms and water. 17.5% is consumed for ovens, kettles and washing machines, 15% is used in lighting, TV and radio, and finally 15% is consumed in the sue of vacuum cleaners, food mixtures and electric tools.。
雅思写作task1
3. 写作 写好引言段（introduction） 引言段开头必须是主题句。包括图表的类型， 内容指的是什么等。命题中已有主题句的情况， 转写题目。 描写图表(body) 注意使用衔接词和转承短语，使文章紧凑，逻 辑性强。 结尾段(ending) 不需要加一段“单独”的结论，不需要发表个 人观点。
波动 Fluctuate There were strong/slight fluctuations… 峰值 …reached its peak/ plateau/ bottom/ lowest point …peaked at 1000 比例 A constitute/ accounts for/ makes up/ takes up nearly 10% of B B is composed of 50%..,40%.., and 10%..
雅思图表作文
考察学生观察图表，解释，说明信息的能 力。 无需阐述自己的意见，做出假设或对所给 的信息做出结论性评价。 字数不少于150字，最好在180字左右。
写作内容
既有宏观overview又有微观details 语言简练明确，逻辑性强 相关处进行关系描述和对比
写作时态
一般用过去时描述已经发生的客观信息。 没有时间信息的客观描述用一般现在时。 预测数据使用表将来的结构。 Be projected/ expected/ predicted/ forecasted to
如何写overview (线、柱、饼、表) As an overall trend,… (流程) This process diagram covers/includes … stages/phrases.
如何表方向 1. 上升 Increase/rise/grow/boom/top/climb/go up/an upward trend …in 2003 were 23% up of those of 2001 Roughly doubled/ tripled/ quadrupled 2. 下降 decrease/ descend/ dive/ plunge/ decline/ drop/ reduction …experienced/saw/witnessed a 7% drop…
雅思13test1writing task 1范文
雅思13test1writing task 1范文摘要：1.概述图表内容2.分析图表特点和亮点3.对比各项数据变化4.总结图表传达的信息正文：相信很多准备雅思考试的同学都对写作任务1中的图表作文有一定了解。
今天我们就以雅思13test1的写作任务1范文为例，详细分析一下如何应对这类题目。
首先，我们来概述一下图表内容。
图表通常会展示一段时间内某一事物的变化趋势，例如本题中的图表描绘了某城市居民每天花费在户外活动、看电视和上网的时间。
通过对图表的观察，我们可以发现三个时间段（早上、中午、晚上）的数据变化。
其次，分析图表的特点和亮点。
本题的图表采用柱状图形式，清晰地展示了各个时间段内居民活动类型的变化。
从图表中我们可以直观地看到，户外活动在早上和中午时段逐渐增加，而看电视和上网的时间则在减少。
这种变化趋势有助于我们更好地理解居民生活习惯的转变。
接下来，我们对比各项数据变化。
从图表中可以看出，户外活动在早上6点到8点间增长了约15%，而在中午12点到14点间增长了约20%。
相比之下，看电视的时间在这两个时间段内分别减少了约10%和15%，上网时间则减少了约15%和20%。
这些数据变化反映出人们在一天中的生活习惯规律。
最后，总结图表传达的信息。
通过观察这幅图表，我们可以得出以下结论：随着时间推移，某城市居民越来越注重户外活动，而看电视和上网的时间则在逐渐减少。
这可能与人们越来越关注健康生活、减少室内娱乐活动的趋势有关。
当然，这种变化也可能受到其他因素的影响，如政策倡导、环境改善等。
总之，在应对雅思写作任务1的图表作文时，我们要注意观察图表内容、分析数据变化、提炼信息要点，并运用恰当的表达方式使文章更具可读性和实用性。
雅思写作第一部分满分攻略
雅思写作第一部分满分攻略雅思写作第一部分满分攻略TASK 1写作三大步骤(1)审题:找出主要信息点，具体为两个任务:A: 辨别所要写图表的类型，是线状(line )，柱状(bar )，还是饼状(pie)等B: 找图表的主要内容，是人口变化，交通工具，受教育水平，或者是一项工艺的制作流程。
(2)构思:审题是对文章主要内容的一个大概认识，而构思就是对自己认识的进一步深化。
构思的主要任务为:分析图表的主要特征，弄清写作重点并选用适当的分析方法。
图表的主要特征是指其所描述现象或者问题的规律，并找出描述重点，不是图表上所出现的所有信息都要写出来，之后就是分析方法的选择，主要的分析方法有:数据分类，数据比较，平铺直叙法等，具体选哪种，需要根据图表的内容来确定。
(3)写作:写作是对前两个步骤的确认。
考生把自己的想法准确而详细的落实下来。
一般来说，这个部分的写作可以采用三或四段式:1)引言段(用简短的语言来描述图表的主要内容)。
一把来说,写作命题会给出的主要信息，如，The line chart below shows thegrowth of households with personal computers in the U.S.通过这句话，我们可以了解图表的主要信息，“美国每个家庭所拥有计算机量的增长变化。
”在这种情况下，考生可以重现组织一下这个具体，在中间加入一些具体的数字和变化年限等，使得阅卷老师一下就明白图表的主要内容。
引言段通用句式如下:This is a table / chart / (line线状 bar柱状pie饼状)graph whichdemonstrate / illustrate / reveal /depict/privide informationabout.............2)图表具体信息描述段:这个段落主要描写体现图表主要特征或总体变化规律的数据或信息，并用恰当的连接词语，如，on contrast , on theotherhand, however, like wise 等，把文章内容紧密的衔接起来。
雅思写作高分课件(1)
识别关键词
关注题目中的关键词，这 些词通常会给出写作的重 点和方向。
明确写作任务
根据题目要求，确定写作 任务，如需要提出观点、 分析问题、举例论证等。
拓展思路与素材收集
头脑风暴
围绕题目主题，进行头脑 风暴，尽可能多地列出与 主题相关的想法和观点。
素材收集
从平时积累的知识、经验 、阅读材料等方面，收集 与主题相关的素材，包括 事实、数据、案例等。
多变句式和语法结构
运用复杂句式
01
适当使用复合句、并列句、倒装句等复杂句式，使文章句式富
于变化，增强表达的层次感和逻辑性。
掌握多种语法结构
02
熟悉并掌握多种语法结构，如定语从句、状语从句、非谓语动
词等，提升表达的准确性和多样性。
避免单调的句式
03
避免大量使用简单句和相同的句式结构，通过句式的变换和组
分类整理
将收集到的素材进行分类 整理，以便在写作时能够 快速找到所需内容。
确定主题和立场
确定主题
构建论点
根据题目要求和头脑风暴的结果，确 定一个明确、具体、有深度的主题。
根据立场，构建清晰、有逻辑的论点 ，为后续的论证和阐述打下基础。
明确立场
针对主题，明确自己的观点和立场， 确保在写作过程中始终保持一致。
转折句
在需要的地方加入转折，使文章更具层次感和逻 辑性。
结尾部分总结陈词
重申立场
再次强调自己的观点或立场，加深读者印象。
总结全文
简要概括全文内容，帮助读者回顾文章脉络。
提出建议或展望
针对话题提出具体建议或展望未来发展，提升文章深度。
04 语言表达与句式运用
CHAPTER
丰富词汇和短语积累
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雅思写作1Some people think that universities should provide graduates with the knowledge and skills needed in the workplace. Others think that the true function of a university should be to give access to knowledge for its own sake, regardless of whether the course is useful to an employer.What, in your opinion, should be the main function of a university翻译练习：1.学生们上大学的目的是为了有能力找到好的工作。
The purpose of the students going to university is to be capable of gettinga good job.2.如果大学注重开设工作岗位所需要的课程，就会得到一些研究的良策，还可以跟上时代的脚步。
Focusing on the needs of the workplace, university could get sound strategies to do research and keep up with the time.3.如果学生们学了这些和工作有关的课程后，就会更容易找到好的工作，这可以促进我国经济发展。
Having these lessons relating to workplaces, students could get a job more easily, which promotes the development of the economy in our country.范文一：What knowledge and skills should universities provide has been argued for many years. Some people think that the true function of universities provide knowledge for their own purpose, but nowadays, more and more people point out that universities should provide graduates with the knowledge and skills according to their workplace.The first reason for universities should provide this knowledge and skill is the students’needs. Obviously, the most of the students go to university purpose of is to get some knowledge and skills which could make them have the ability to get a job. If a university does not provide these knowledge and skills, the students might not get a job and they would be very disappointed. As a result, the university would lose its students.Moreover, providing knowledge and skills needed in the workplace make a university progress. The new skills and information always are initiated in the workplace, so focusing on the needs of the workplace, university could get sound strategies to do research and make the modernization.Lastly, providing these knowledge and skills could benefit our country which usually gives a financial support to universities. Having these knowledge and skills, students are more easy to get a job, and this can make our country’s economy strong.In conclusion, it can be said that providing the knowledge and skills which the workplace needs is every universities’basic functions.Some people think that universities should not provide theoretical knowledge; instead, practical training courses should be provided to meet the needs of society. To what extent do you agree with this opinion?翻译练习：1.中国加入世贸组织后，大量的跨国公司涌入了城市和农村。
After China’s entry into the WTO, a large number of multinational firms have flooded into cities and rural areas.2. 实践应该预先被理论所检验。
Practical uses should be examined in theory in advance.3.大学应该开设基础理论课程，同时也要注重实践训练课程的开设。
Universities should provide basic theoretical courses and also focus on teaching practical training courses.范文二：Whenever a high school senior fills out college applications, he is more likely to consult his parents or some friends for making a right decision. His parents may instruct him to get through a process which leads him to the right major in a right university, and later, the right job for him. Job-orientated courses are welcomed by most of the students, but still, theoretical knowledge plays an important role in society.On the one hand, professional training can help students seek more job opportunities. Since computers are wildly used, a college graduate equipped with advanced knowledge of computer net-work or programming is expected to get a good-paid job. Next, I would like to show another phenomenon in China. After China’s entry into the WTO, a large number of multinational firms have flooded into many cities and some rural areas. A critical shortage of bilingual persons is signaling to the universities that foreign languages ought to be conducted for all students.On the other hand, practical uses should be examined in theory in advance. Looking back to the history, you can see that most of the scientific inventions were generated by theoretical knowledge. For example, man was imitating the birds when he was attempting to fly. Basing on this theory, the Wright brothers invented the first airplane. In the present time, all engineering majors are required to lay on a solid foundation of theoretical knowledge, which will help them better understand the applied courses in the following years.Finally, I will conclude this essay with a rational suggestion: universities should provide basic theoretical courses and focus on teaching practical training courses because professional skills will benefit the students’future careers, and simple theories can help them be more successful.The diagrams show the processes and the equipments used to make cement, and how these are used to produce concrete for building purposes. The first step in the cement productions is to introduce limestone and clay. These materials pass through a crusher that produces a powder . Then this powder goes into a mixer. After this, the product passes to a rotating heater which works with heat. Afterwards, the mixture goes into a grinder where the cement comes out. At the end of the process, the cement is packed in bags.Referring to the concrete production, the process begins with a combination of 15% cement, 10% water, 25% sand and 50% gravel. These four elements are introduced into a concrete mixer.As mentioned above, the concrete production takes fewer steps thanthe cement production, however, it is necessary to use more materials than the latter process in order to obtain the final product.The last difference between both progresses is that the concrete mixer does not work with heat.。