IELTS考试准备要点（全英文）3--英语频道_出国考试

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 m

   

usic 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 (cityswherescandidate is studying) different from (candidate's home

city)?’‘what is the difference between shopping in (cityswherescandidate is

studying) and shopping in (candidate's home city)?’‘what do you like most about

living in (countryswherescandidate 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 completea 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.

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