雅思写作小作文-task(1)

题型：

·table

·line graph

·bar chart

·pie chart

·Process diagram

·map

基本结构：

·开头段——改写原题

·主体段

-主体段I——“1+X”模式（overview + detail）

-主体段II——“1+X”模式（overview + detail）

·结尾

开头段：

·常用改写词

Show——illustrate——compare

Proportion——percentage

Categories——kinds——types

The UK——Britain/the united kingdom

Information——data

Males——men

Females——women

From （年代）to （年代）——between （年代）and（年代）/over a period of …years Subway system——underground railway system——underground train system Store——shop

The number of ——the figure for

The chart below shows（compares/illustrates）five levels of post-school qualifications in Australia and the proportion（percentage）of men and women（males and females）who held them between 1979 and 2009（form 1979 to 2009/over a period of 30 years）.

注：还可以将涉及的主体概括变列举，列举变概括；也可以通过句式的顺序进行一定的改动。

主体段描述：

·词汇积累[动词]

=上升——go up（went up）+increase（increased）+rise（rose）+grow（grew）

=下降——decline（declined）+fall（fell）+drop（dropped）+decrease（decreased）

=平稳下降——fell steadily

=回落——fell back to（数字）

=从…上升….至——from…to...

=上升至——rise by

=下降至——fall by

=波动——fluctuate（fluctuated）

=在…至…之间波动——fluctuated between …to…

=稳定在某一水平——remain stable at + remain steady at + level off at

=经历了某种变化——see（saw）+ experience（experienced）+ witness（witnessed）

=到达最高点——peak at + reach its peak at

=到达最低点——reach its lowest point at + fall to its lowest point at

=表示达到…或者位于…——reach（reached）+ stand at（stood at）

=表示占据多少份额（重要）

——account for（accounted for）

——make up（made up）

——represent（represented）

——constitute（constituted）

=表示对于将来数字的预测——expect + project + predict

常用搭配——主语is expected/projected/predicted to

=表示变成原来数值的两倍或者三倍

——double（doubled）

——increase twofold

——triple

Eg：sales in Switzerland doubled（tripled）from …to…

=表示一个事物是另一个事物的两倍或三倍

——be twice as high/long/fast/popular as

——be three times as high/long/fast/popular as

=表示始终高于/低于的句型

——is（are）consistently higher than…

——is（are）consistently lower than…

=表示原有差距变小/扩大的句型

——the gap between … and … narrow

——the gap between…and…widen

=表示原来少于，但是后来超过的及物动词——exceed（exceeded）后面跟阿拉伯数字或百分数——overtake（overtook）后面跟比较对象

·词汇积累[形容词和副词]

=表示急剧的形容词

——sharp（sharply）

——rapid（rapidly）

——dramatic （dramatically）

=表示持续的形容词

——steady（steadily）

——consistent（consistently）

——gradual（gradually）

=表示显著的、大幅度的

——significant（significantly）

——noticeable（noticeably）

——considerable（considerably）

=表示很小幅度

——slightly

=表示大约的词汇

——about

——around

——just over（略多于）

——just under（略少于）

=表示分别的副词

——respectively （用在两组或多组数字的后面）

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2013年已经过去，下面上海环球雅思的写作老师们为考生总结了3个2013年雅思小作文难题。另外还有2013年雅思小作文新题，感兴趣的同学也可以看一下哦~ 特点一：柱图，线图，表格的数量依然是前三甲，但总量较往年减少。 特点二：考到的四次混合图里都出现了柱图，这在某种程度上弥补了柱图数量的缺失；而线图和饼图的数量减少在很大程度上让度给了混合图（比去年多3次），地图（比去年多2次），表格（比去年多1次），以及流程图（比去年多1次）。 特点三：柱图偏重动态图，饼图偏重静态图，无形之中增加了题目的整体难度。 下面是2013年雅思小作文难题分析，主要的难点在于多数据描述，多时态图表和流程图和地图的难度增加。 难点一：多数据描述的图表仍旧存在。 2013.3.9 The bar chart shows average hours of housework done by women (unemployment, part time, full time) and full time working men. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. 写法： Part One：Introduction改写介绍句 Part Two：Main Body（整个主体段落都用过去时态） Main Body 1：首先使用最高级重点描述women no employment的趋势变化——先下降后recovered；之后用比较级描述women part-time employment的趋势，先小幅下降之后相对大幅上升与women no employment的差别narrowed。women full-time employment一笔带过。Main Body 2：重点描述与女性形成鲜明对比的men full-time employment的状况，是最小值，前10年保持不变后来增加。 Part Three：Conclusion 概括总结：女性无论何种employment，都比男性花在家务上的时间多；而出了women no employment以外，三个数值，20年时间都是呈现上升趋势。 难点二：频现多时态图表（总数据、分数据出现在一个图表；过去时态+将来时态同时出现在一个图表中）。 2013.10.10 The chart below gives some information about the growth of urban population in certain parts of the world including the prediction of the future. Population of the towns and cities for the percentage of the total 写法： Part One：Introduction改写介绍句 Part Two：Main Body主体段落注意时态的变化，前面1950和2000年都用过去时态，而写2030需要用将来时态，如主语+is going to/is predicted to/is expected to+动词原形。 Part Three：Conclusion 概括总结总体趋势 难点三：流程图和地图数量和难度加大。 变迁地图应对法：

雅思写作task1官方评分标准

IELTS Task 1 Writing band descriptors (public version) Band Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy 9 fully satisfies all the requirements of the task clearly presents a fully developed response uses cohesion in such a way that it attracts no attention skilfully manages paragraphing uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’ uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’ 8 covers all requirements of the task sufficiently presents, highlights and illustrates key features / bullet points clearly and appropriately sequences information and ideas logically manages all aspects of cohesion well uses paragraphing sufficiently and appropriately uses a wide range of vocabulary fluently and flexibly to convey precise meanings skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation produces rare errors in spelling and/or word formation uses a wide range of structures the majority of sentences are error-free makes only very occasional errors or inappropriacies 7 covers the requirements of the task (Academic) presents a clear overview of main trends, differences or stages (General Training) presents a clear purpose, with the tone consistent and appropriate clearly presents and highlights key features / bullet points but could be more fully extended logically organises information and ideas; there is clear progression throughout uses a range of cohesive devices appropriately although there may be some under-/over-use uses a sufficient range of vocabulary to allow some flexibility and precision uses less common lexical items with some awareness of style and collocation may produce occasional errors in word choice, spelling and/or word formation uses a variety of complex structures produces frequent error-free sentences has good control of grammar and punctuation but may make a few errors 6 addresses the requirements of the task (Academic) presents an overview with information appropriately selected (General Training) presents a purpose that is generally clear; there may be inconsistencies in tone presents and adequately highlights key features / bullet points but details may be irrelevant, inappropriate or inaccurate arranges information and ideas coherently and there is a clear overall progression uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical may not always use referencing clearly or appropriately uses an adequate range of vocabulary for the task attempts to use less common vocabulary but with some inaccuracy makes some errors in spelling and/or word formation, but they do not impede communication uses a mix of simple and complex sentence forms makes some errors in grammar and punctuation but they rarely reduce communication