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标  题: IELTS考试复习要点
发信站: 听涛站 (2001年08月21日21:12:15 星期二), 站内信件

【Bonjour && deeply in LOVE on the web】
IELTS Preparation hints

Skills for the Listening Module
Skills for the Reading Module
Skills for the Writing Module
Skills for the Speaking Module

　

The following study hints will help you in the weeks leading up to
the IELTS.

Become familiar with the test as early as possible. The skills being
tested in the IELTS take a period of time to build up. Cramming is
not an effective study technique for IELTS.

Use your study time efficiently. Study when you are fresh and, after
you have planned a timetable, make sure that you keep to it. Set
goals and ensure that you have adequate breaks. In the IELTS test,
each of the four Band Modules — Listening, Reading, Writing and
Speaking — carries the same weight. Study each skill carefully and
spend more time on the skills in which you feel you are weak.

Be aware of the exact procedure for the test. Be very clear on the
order of each section, its length and the specific question types.
There are many resources available to help you practice these
skills.

Having a study partner or a study group is an excellent idea. Other
students may raise issues that you may not have considered.

Seek help from teachers, friends and native English speakers.

Countdown to the test

Days before the test

This is not a time for intensive study. It is a time to review
skills and your test technique. It is important to exercise, eat,
rest and sleep well during the week in which you will take the test.

Leave nothing to chance. If you do not know how to get to the test
centre, try going there at a similar time one or two weeks before
the real test.

The night before the test

You must have a good dinner and go to bed at your normal time — not
too early and not too late, as you do not want to disrupt your sleep
pattern if possible.

Have everything ready that you need to take with you to the test so
you can simply pick it up in the morning, for example, the test
registration form, passport, test number, pens, pencils, erasers,
etc. A pen that runs dry or a pencil that breaks can take several
minutes to replace. Check before the exam exactly what articles you
need. Set your alarm clock the night before or arrange a wake-up
call.

On the morning of the test

Eat a good breakfast. You will have several hours of concentration
ahead of you and you will need food and drink in the morning. You
may even want to bring more food or a snack with you, especially if
your speaking test is at a later time that day. You cannot, however,
take food or drink into the exam room. If possible, wear a watch in
case you cannot see the clock in the exam room. It is essential that
you keep track of time.

Give yourself plenty of time to get to the test centre. You will be
required to complete a registration form and to show your passport
before you enter the examination room so you must arrive at the time
specified by your test centre. If you are early, you could go for a
walk. If you are late, you will not be allowed to enter. Avoid the
added tension of having to rush.

During the test

Most students at the test will feel nervous. This is quite normal.
In fact, it can actually be quite helpful in terms of motivation. It
may make you alert and help you to focus. The aim is for you to try
to perform at your optimum level.

In contrast, high levels of anxiety can affect a student's
performance. However, much of this anxiety can be overcome by good
preparation, familiarity with test details and a positive attitude.

The examination room should be suitable for testing, that is, the
lighting, ventilation and temperature should be appropriate. If you
are uncomfortable because of any of these factors or if there is
some other problem, such as not being able to hear the recording of
the Listening Module, make sure you ask the person in charge to do
something about it. For example, you may ask to change seats.

Examination technique

By using good examination technique you could help to improve your
overall score for the IELTS test.

Remember that every section is marked independently. Do not
jeopardise your performance in one section just because you believe
that you have done badly in another. Do not underestimate or try to
predict your outcome. You may, in fact, have done better than you
imagined.

Focus on what you know rather than on what you don't know while you
are doing the test.

Ensure that you adhere to the times suggested as they usually
correspond to the number of marks given for a particular question.

In the Listening and Reading Modules, it is a good idea to write
down an answer, even if you are not sure of it, before moving on to
the next question. Many students intend to return to the answers
they have omitted at the end of the test but do not have enough time
to do so. Furthermore, by writing your best answer at the actual
time of reading the question, you save the time you  need to spend
again on re-reading the question and re-acquainting yourself with
the subject matter. If you are not confident about your answer, mark
it in some way and return to it at the end.

Do not leave any answers blank.You are not penalised for incorrect
answers, so ‘guess’ wisely.

　

Skills for the Listening Module

In the IELTS Listening Module, the recording is played once only.
You must, therefore, use a number of strategies to help you listen
closely. There are a few main skills you will need to do well in the
IELTS Listening Module:

Understanding the instructions

Instructions are both written on the question paper and spoken on
the tape. Read and listen to every word in the instructions very
carefully. Ensure that you follow them exactly and answer in the
correct way.

Previewing and predicting

An announcer will briefly outline:

the topic
who is talking
the situation.
Try to listen carefully as this will help you to preview the
questions.

Before the recording begins for each section, you will be given up
to 30 seconds to read and become familiar with the questions. Use
this time efficiently so that you can prepare yourself to listen for
the information you need.

    Here are some hints for previewing and prdicting:

Study the question carefully and try to predict what type of answer
is required. For example, will it be a date, a name or maybe a
number?
Check the differences between similar-looking pictures or diagrams.

Look for minor details such as different numbers or omissions.

In addition to the 30 seconds before each section, you will also be
given 30 seconds after each section to look over your answers. If
you are satisfied with your answers in the section you have just
finished, move on to the next section and use the full 60 seconds
for previewing.

Listening for specific information

Use of previewing and predicting skills will help you listen for the
specific information you need to answer the questions in the
Listening Module. Listening for key words and common connective
words often helps to signal the specific information that you need
in order to answer the question. Make sure that, while you are
actually writing your answers, you continue to listen to the
information given in the recordings as there will not be a second
opportunity to hear it.

Checking and rewriting

You are given about 30 seconds after each section to check your
answers. Check that all your answers correspond with the given
instructions.

Make sure that you have answered every question. Marks are not
deducted for incorrect answers so, if you are unsure of a particular
answer, you should guess by writing down what you think is the most
likely answer.

Check that you have included only what is necessary in the answer.

At the end of the Listening Module, you are given about 10 minutes
to transfer your answers from the question paper onto the answer
sheet. Scan your answers to ensure that you have transferred them
correctly so that the number on the question paper corresponds with
the number on the answer sheet. Be especially careful when
transferring answers from tables as sometimes the items are not
linearly ordered.

　

Skills for the Reading Module

One of the main difficulties experienced by students doing the
Reading Module is not having enough time to complete the test. It
is, therefore, essential to read both efficiently and effectively.

There are a few main skills that you will need in order to do well
in the IELTS Reading Module. It is useful to use the following
procedure for each text that is given.

Previewing (about 2 minutes for each passage)

(a) Study the passage by noting:

titles
headings
illustrations
diagrams
any print in bold type or italics.
(b) Study key parts of the passage by skimming. Read the first
paragraph which often focuses on the main idea. The first sentence
of each paragraph usually expresses the key points of the paragraph.
Generally, the concluding paragraph provides a summary of the given
passage. You may wish to highlight these with a pen.

Interpreting the instructions and questions (about 2 minutes)

Read each word in the instructions carefully and ensure that you
understand exactly what is required and in what form. For example,
the instructions may say, ‘Choose no more than three words from the
passage for each answer'. In this situation, it would not be
acceptable to write four or more words. Often students find the
right answer but present it in the wrong form and, unfortunately, do
not score any marks for that answer. Understanding what is required,
therefore, is just as important as finding the right answer in the
passage.

When you are looking at the questions, you need to recognise:

what type of question you have to answer (is it gap-filling,
multiple choice, matching information, etc?)
whether or not the question requires a specific or general answer
what form the answer should take (is it a number, date, reason,
etc?)
Scanning the text for specific answers (about 1 minute per question)

Use your time wisely. Spend no longer than one minute on finding
each answer. Only look in the given text, table, diagram or graph
for the answer required. Locate key words in the question and find
them, or synonyms for them, in the text. The sentences around these
words are most likely to contain the answers you need.

If you are still unsure of the answer after you have spent
approximately one minute on the question, make a sensible guess in
the appropriate form. You may wish to mark the answers you are
unsure of in some way so that, if you do have time at the end of the
Reading Module, you can check these answers again.

Checking your answers (about 3 minutes)

After you have completed your answers for each section, you need to
check them. Check that you have followed the instructions exactly.
If you have time, return to the answers you marked because you were
unsure and see if the answers you have given are the best ones.

    Do not leave any answers blank as you do not lose marks for
incorrect answers.

Helpful hints for the Practice Reading Module

There may be some words in the passage with which you are
unfamiliar. Use the strategies explained in the section, ‘Working
out unfamiliar vocabulary' to help you work out the meanings of
these words.

Be aware of the use of connective words. These will help you with
the general meaning of the text. If you are unsure of any answers,
check the table of common connective words.

Note if there is a glossary accompanying the passage.
Follow the instructions carefully. A correct response will be marked
wrong if it is written in the wrong form.

Working out unfamiliar vocabulary

When reading a passage in the IELTS test, it is most likely that you
will come across words with which you are unfamiliar. Be prepared
for this. You may not need to understand the exact meaning of an
unknown word, unless there is a question directly related to it.

If you do need to know the meaning of an unfamiliar word, don't
panic. There are various strategies that you can use to work out the
meaning of the unknown words.

Check the context

Are there any clues in the surrounding words or phrases? Look
particularly at the words just before and just after the unfamiliar
words.

Look for a definition

Sometimes the writers realise that the word is an uncommon one so
they define, restate, explain or give an example of it. Words that
signal meaning often include ‘is', ‘means', ‘refers to', ‘that
is', ‘consists of'. For example, ‘Snoring is a noise generated by
vibrations of the soft parts of the throat during sleep.' The word
‘is' signals a definition.

Remember, too, to check if there is a glossary.

Identify the word's place and purpose

Is it a noun, adjective, verb or adverb in the sentence? Are there
any punctuation clues, for example, semicolons or question marks?

Look for connective words

They are often near the unknown words and will usually help to
identify the general direction of the argument which will help to
give some understanding of the unknown word.

Break the word down into syllables

Sometimes knowledge of common roots, affixes and possible similarity
of words in your own language can help you to identify the meaning.

Treat the unknown word as an algebraic entity ‘X'

Observe the relationship of the unknown word,‘X', to other words
and concepts with which you are more familiar. Often this is enough
to answer questions that include‘X'.

　

Skills for the Writing Module

TASK ONE

In Task 1 of the Writing Module, you are given about 20 minutes to
write a minimum of 150 words.You are asked to look at a diagram,
table, graph or short piece of text and describe the information in
your own words. There are three important steps you should follow:
preparation, writing and editing. These steps will help you to write
a coherent and well organised essay in the time given.

Preparation (about 2 minutes)

You need to spend 2-3 minutes working out exactly what you are going
to do. You should pay attention to the following points:

Study the question carefully. Most Task 1 writing involves writing a
report which describes some information given. You may wish to note
the instructions with a high-lighting pen.

Think carefully about the topic. Outline some pertinent points.

Ensure that your ideas are arranged logically.
　

Writing (about 15 minutes)

When writing a Task 1 report, include:

introductory sentence
body paragraphs (1-3)
concluding sentence (optional)
Introductory sentence

The introductory sentence explains what you are describing, for
example:

‘The table compares the population growth and interstate migration
in each Australian state for 12 months to the end of 1994.'

‘The graph shows the growth of computers in Australia between 1975
and 1995.'

‘The pie chart represents the proportion of gases contained in
natural gas.'

　

Body paragraphs

When discussing the date presented in the task, identify significant
trends and give examples that relate directly to the given
information to support your statements. If you are explaining a
process or an object and how it works, you need to group your
information so that it follows a definite logical order.

Remember that the use of verbs expressed in the present passive
voice is often appropriate when giving a description of a process or
procedure, for example:

‘Coffee beans are pulped to remove their casing. They are then
soaked in water, rinsed thoroughly and dried. After the beans are
sorted, they are roasted in a kiln and blended. Next, they are
packed and dispatched to shops and supermarkets.'

　

Concluding sentence (optional)

A simple concluding statement could include any of the following,
where relevant:

significant comments
a potential solution
an overall summary of the ideas
future implications.
　

Editing (about 2 minutes)

Make sure that you have followed the instructions carefully. Be sure
that you have written what you intended and that no important ideas
are missing.

In the last few minutes, check for obvious errors, such as spelling
or grammatical errors.

　

TASK TWO

All too often students begin planning or even writing their answers
in the IELTS Writing Module before they understand what is actually
expected of them. Following the steps below will help you to plan a
well-structured and coherent essay or report that addresses the
given task.

　

Preparation

You may wish to spend about 5-7 minutes working out exactly what you
are going to do. There are five steps to consider.

Study the question carefully. Most task statements or questions have
a key instructional word or words telling you what to do. Note these
words with a highlighting pen.

There are also key topic words which point to the most important
parts of the question. Underline those words too. Ask yourself how
the key words relate to the given instruction.

Think carefully about the topic. How do you feel about it?

Establish a point of view and list some points for development. The
answer normally takes the form of a short essay. The word ‘essay'
comes from an old French word essai which meant ‘to attempt or try
out', or ‘to test'. In an IELTS Writing Module Task 2 answer, your
purpose is to develop your point of view in a convincing way.

Decide which points will be written as topic sentences. Think about
how they will develop into paragraphs.

Ensure that your points are arranged in a logical order.
　

Writing

When you are writing a Task 2 answer, a structure based on the
following elements could be used (summarised in the flow chart
opposite).

　

Introductory paragraph

The introduction of a Task 2 answer should begin with a general
statement or idea of your own that takes into account the key topic
words or their synonyms. The last sentence of the introduction
should include a thesis statement which shows the point of  view or
direction that will be taken in the answer.

　

Body paragraphs

Body paragraphs each consist of several sentences that are arranged
in a logical way to develop a main idea. You can expect to write
about 2-4 body paragraphs for a Task 2 answer. Each of these
contains an appropriate connective word to ensure a smooth
transition between paragraphs. This connective is then put in a
topic sentence which is the main point of the paragraph clearly
stated in a sentence. Every sentence in the paragraph must be
directly related to it. Try to develop every paragraph adequately.
This may be done through the use of examples, explanations, detail,
logical inference, cause and effect or making comparisons or
contrasts. There are many different ways to organise your ideas for
body paragraphs. Be confident of the ideas you choose.

　

The conclusion

A good conclusion serves several purposes:

It indicates the end of your essay.
It gives your final thoughts and assessments on the essay subject.

It weighs up the points in your essay and should strengthen your
thesis statement.
Do not simply repeat your opening paragraph. This appears too
mechanical and superficial.
　

INTRODUCTION

General statement
Thesis statement

　

BODY PARAGRAPH 1

Topic sentence including connective word
First supporting sentence
Second supporting sentence
Third supporting sentence

　

BODY PARAGRAPH 2

　

BODY PARAGRAPH 3

　

FURTHER BODY PARAGRAPHS

　

CONCLUSION

Final assessment with concluding connective

　

Editing (about 3-5 minutes)

In the last few minutes, you should check for obvious errors, such
as spelling or grammatical errors. Be sure you have written what you
intended and that there are no important ideas missing.

Study the checklist for editing. It lists points to think about when
checking your essay. Become familiar with the list so that you will
know what to check for in the actual IELTS Writing Module.

Checklist for editing

1. — I have used accurate grammatical structures, for example,
consistent verb tenses, subject-verb agreement, accurate word
formation (especially of nouns, verb and adjectives) and appropriate
use of ‘a' and ‘the' as well as prepositions.

2. — I have used a range of sentence structures.

3. — I have used appropriate vocabulary.

4. — I have used accurate spelling.

5. — I have stated the main idea for each paragraph in a topic
sentence and all the points are related to this topic.

6. — I have used connective words effectively to link ideas so that
the thoughts move logically and clearly from sentence to sentence
and paragraph to paragraph.

7. — I have developed each paragraph adequately.

8. — I have supplied enough detailed information and sufficient
examples or facts.

9. — I have developed a definite point of view.

10.— Every paragraph that I have written has definitely helped to
address the task.

　

Skills for the Speaking Module

Before the test begins, the examiner will check your identification.
For security reasons you will be asked to bring your passport or
some other photographic identification. You will be asked to sign
your name, which will be matched up with the photograph and
signature on your IELTS application form.

The test will then be conducted in five phases, which we will now
describe in turn.

Phase 1: Introduction

In Phase 1, the examiner will first introduce himself or herself and
will invite you to do the same. You may be asked some general
questions about your background, family, home or personal interests.

SKILL      Greeting the interviewer and introducing yourself.

Phrases you could use:

‘Good afternoon. My name is    (name)    .
‘Hello. My name is   (name)  but most of my friends call me
(shortened version of name/nickname)   .
Think about questions that the examiner might ask about the personal
information you provided on the application form. With a partner,
take turns interviewing each other with questions based on this
information. Try to give full and comprehensive answers to each
question.

Phase 2: Extended discourse

In phase 2, the interviewer will encourage you to speak for a longer
period of time on a familiar topic. You may be asked to speak on
topics related to your country, such as customs or lifestyle, and
your personal involvement with these. The aim of Phase 2 is to show
the interviewer that you can describe something, tell a story, give
information or directions or express your opinion without relying on
the interviewer to help you through the task.

The idea is for you to talk and give as much information as you can.
Do not simply answer 'yes' or 'no'. Remember, the interview should
be like a conversation. Do not memorise responses. If you appear to
be reciting from memory, the examiner will interrupt  and ask a
different question.

Before you begin preparing for Phase 2, you may wish to make a list
of topics related to your country, culture, lifestyle, personal
interests, etc. Once you have completed such a list, form questions
that relate to each of the skills for this phase. Think about
possible questions that could be asked.

With a speaking partner, practise interviewing and being
interviewed. Try to give full and comprehensive answers to each
question.

SKILL  Providing general factual information.

Questions you may be asked:

‘What are some important festivals in your country?'
‘What kind of climate does your country have?'
‘What are some of the main industries in your country?'

SKILL  Expressing your opinions and attitudes.

Questions you may be asked:

What do you enjoy about the traditional music of your country?

‘What do you think are positive and negative aspects of your
country's education system?'
‘Would you prefer to live in the city or in the countryside and
why?
SKILL   Describing a place, event or situation.

Questions you may be asked:

‘Could you describe the village/town/city in which you grew up'?

‘What happens during (cultural event, such as Chinese New
Year/Christmas) in your country'?
‘Could you tell me how you like to spend your leisure time?'

SKILL   Comparing places, events or situations.

Questions you may be asked:

‘How is (city where candidate is studying) different from
(candidate's home city)?’
‘What is the difference between shopping in (city where candidate
is studying) and shopping in (candidate's home city)?’

‘What do you like most about living in (country where candidate is
studying)? How does that compare with (candidate's home country)?’

SKILL    You should be able to give directions and instructions.

Questions you may be asked:

‘Could you tell me, in detail, how you got from your home to the
test centre this morning?’
‘If I had to catch a train or bus in (candidate's home city) what
would I do?’
‘If I were to meet (an important older person) in your culture, how
should I greet them to be polite and show respect?’
SKILL    You should be able to re-tell a story or a sequence of
events.

Questions you may be asked:

‘What happens in (an important festival) in your country?’
‘What is the most embarrassing thing that's ever happened to you?’

‘What did you do when you were preparing to leave (candidate's home
country) to come to (country of study)?’

SKILL   Explaining how or why something is done.

Questions you may be asked:

‘Why do people do what?’(referring to something just mentioned)

‘Could you tell me more about the procedure involved in (the topic
under discussion)’
‘How do people celebrate the New Year in (candidate's country)?’

Phase 3: Elicitation

In Phase 3, the interviewer wants to ascertain how competent you are
at gaining information on a given topic.

You will be given a card. On this card will be written a brief
outline of a particular situation. The card will state your role and
the role of the interviewer. You need to ask questions to find out
more information. The card will suggest things for you to ask but
these are only given to you as a guide. Do not feel compelled to
follow these suggestions if you have ideas of your own.

You are responsible for starting the conversation and, to some
degree, developing and directing the flow of dialogue.

To prepare for Phase 3, select one of the exercises from the
Practice work cards below. Practise asking questions with a partner.

Phase 4: Speculation and attitudes

In Phase 4, the interviewer will converse with you in greater depth
on a particular topic. Topics that may be discussed include your
plans for the immediate and long-term future and the impact that
these may have on you and your family. Your opinion about, attitude
towards and reasons for your particular future plans may also be
discussed.

The interviewer may not understand or agree with some of your
responses. You may be asked to expand or elaborate on some point
that you have made, so be prepared for such a response. Being
prepared, however, never means memorising set responses.

During Phase 4, the interviewer will allow the discussion to become
more complex. He or she may refer to other comments you have
previously made so you may have to defend your opinion or give a
more detailed explanation of an idea you have already mentioned.

Before you begin preparing for Phase 4, you may wish to make a list
of your future plans under the headings of academic, professional,
personal and possible conse-quences of these plans. Also, make a
list of topics that relate to your personal interests in life as
well as a wider rangs of topics relating to your country, profession
and specific area of study.

SKILL   Discussing your future plans.

Questions you may be asked:

‘Tell me what you plan to do when you finish your undergraduate
studies.’

‘Have you thought about which university you would like to study at
and why?’
‘How did you come to choose (a chosen area of study)?’

‘Would you ever like to have your own business? Why or why not?’

Here are some key phrases you could use:

In the future I hope to
I would like to
successfully
complete
a foundation course.
a master's degree.

In a few years I intend to
I'm planning to
graduate from
study at
the University of Sydney.
Astoria College.

In two years what I have in mind is to  major in
study

explore the area of
Psychology.
International Trade.

Marketing.

Within three years I imagine I will receive
complete
a BA.
an MA.

an MBA.

a PhD.

SKILL    Expressing your feelings, opinions and attitudes.

Questions you may be asked:

‘What are your thoughts about (controversial issue)?’
‘How would you feel if (a controversial issue) were to happen in
the next three or four years?’
‘You seem to support (a controversial viewpoint). Why is this?’
‘Have you ever had to choose between (X) and (Y)? How did you make
this decision? How did you feel as a result of your choice?’
SKILL   Explaining why you made certain decisions in the past and
giving reasons for your plans for the future.

Questions you may be asked:

‘How did you know that you wanted to become a (candidate's choice
of profession)?’
‘When did you decide to study overseas? What influenced you to make
this decision?’
‘Why have you decided to study (candidate's choice of study)? How
will this help your future career?’
SKILL   Expressing agreement and disagreement.

Questions you may be asked:

‘I agree with you to a point on this matter, but could you expand
on it a little more, please?’
‘I'm not quite convinced by what you are saying. Could you develop
your idea more for me, please?’
‘I'm sorry I don't quite understand what you are trying to say.
Could you put it another way, please?’
Phrases you could use when agreeing:

‘Well, of course ... Naturally ... I couldn't agree more ...’

Phrases you could use when disagreeing:

‘I'm sorry. I can't agree with you ... I don't really think so ...’
‘That may be so but ... Unfortunately, I have a different point of
view ...’
SKILL   Discussing hypothetical situations and speculating on future
events.

Questions you may be asked:

‘How do you think having a degree from an overseas university is
going to help your job prospects when you return to (candidate's
home country)?’
‘Do you think that the time spent studying in a foreign country is
going to benefit you personally? If so, in what ways?’
‘How do you think your country benefits when students return from
studying abroad?’
SKILL   Following and responding to changes in tone and direction in
the interview.

Questions you may be asked:

‘Do you have any regrets about choosing (candidate's choice of
profession) or (candidate's choice of country in which to study)?’
‘If you could repeat the year of your life, what would you do
differently?’
‘What advice would you give other students planning on (studying
overseas)?’
Phase 5: Conclusion

This is the final section of the assessment and will naturally
follow on from Phase 4. The interviewer will let you know that the
interview has come to an end, wish you good luck and say goodbye.

You can prepare yourself for this phase by becoming familiar with
common expressions of leave-taking, noting them and practising
responses to them.

SKILLS    Noting that the interview is finishing and saying thank
you (with a smile!).

Phrases you could use:

‘Thank you very much.’
‘Goodbye.’
‘See you.’
Coping with the interview

There may be times in the interview when you may not understand what
the examiner is saying because he or she may be speaking too softly
or too quickly. Perhaps the examiner may be using words or phrases
you do not know. At these times, do not be afraid to assert
yourself. Ask the examiner to speak more loudly, more slowly or to
use other words. Also, do not hesitate to ask the examiner to repeat
his or her words at any time.

Phrases you could use:

‘Could I ask you to speak more loudly please?’
‘Sorry but I didn't catch that. Would you please repeat what you
just said?’
‘I'm not quite sure what you mean. Could you explain it to me?’

--

                春が来た、春が来た、どこに来た。
                山に来た、郷に来た、野にも来た。

※ 来源:·听涛站 tingtao.dhs.org·[FROM: 匿名天使的家]

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