大小雅思作文分数如何算
考生都比较头疼与难提分的一项，如此大作文与小作文之间的区别有哪些呢?下面是老师搜集整理的关于大小雅思作文分数如何算。
一、大小雅思作文分数如何算?
这俩个类型的作文都是分别用计分算的，因此评分的标准也是不完全相同的。大作文的分数相当高，它占据了总分值的三分之二，小作文的分值只占据三分之一。等于大作文与小作文的分数相比是两倍。
写作考试的成绩是这大小作文的平均值。但是在均分里还会出现小数点是如何计分的?具体能详情分析文章。理所当然写作考试分数是会以总分的形式出现，成绩单上的分数是不会显示大小作文相对应的分数了。
二、那么这俩大作文的写作时间比例是怎么样的呢?
答题小作文的比例时间是二十分钟，还有要求字数至少是150以上;
但大作文的答题比例时间是小作文的一倍，但是限定的字数至少是250字。
因为如今雅思考试依然是笔考，只要拿到试卷时方便一起看到大小作文题目。有一些同学会对这些题目进行自我调配，这种做法不是很提倡的。
还有一种，更不能提倡的是在写作文时不断的来回串着写，正常练习时一定要注意尽可能在规定的时间内答完题目。这两个题目哪个先写成为了能自由选择的，事实上也并没有说先写大的还是小的更有优势的说法，根据个人的顺序便安心了。
雅思考试小作文评分标准
雅思写作考试Task 1根据以下四个方面来评定： 1.Task achievement对于任务的完成情况 指的是考生怎样描述所给数据，是否能够辨别及描述与图表有关的主要信息。要求考生回答问题准确，即考生的作文内容是否与所给数据信息密切相关。考生如果想在这部分取得高分，行文就必须尽可能包括主要的相关信息，不要加入无关信息。因此，第一步的审图工作非常关键，考生一定要辨别出图表数据所表达的主要趋势和主要信息。当考生辨认出主要的信息后，就需要进一步寻找相关的细节来佐证主要信息。 完成图表作文要做很多准备工作，其中最主要的是列提纲。众所周知，图表提供大量信息，但是考生不必把所有的信息都描述出来，只要找到主要的信息并在心里组织或写出简要的提纲就可以。考生可以在草纸上列出提纲，也可以随意涂写提纲，即使是汉语也没有关系。在雅思考试中，由于时间比较宝贵，所以提纲一定要简洁，考生可以适当使用自己能识别的缩写形式和其它符号来拟写。提纲拟定后，考生落笔时只要在每一段主要的信息之后补充相应的细节来佐证，便可完成整篇文章的行文。
一旦考生收集到足够的信息，就已经满足了雅思考官的第一条评分标准。 2.统一性和连贯性(Coherence and cohesion) 统一性和连贯性指的是考生怎样组织报告, 报告是否易于理解，同时考查句子之间关系连词的使用。一篇组织得当、易于阅读的作文将会给雅思考官一个良好的印象。考生需要注意： ●段落的组织：考生报告的结构一定要组织得当, 各段落要 连贯，以正确的顺序排列； ●句群的组织：句子之间最好用连词来组织句群； ●句子的变化：尽量避免使用只有一个主语和谓语动词的单 句，把单句扩展成更长的复合句。 （1）段落的组织 在雅思考试Task 1中，一般来说，每个段落只应讨论一个主要变化趋势。考生可根据这一主要趋势添加与其相关的佐证细节，完成该段的主要信息与相关信息的描述。 总的规则是，每一个不同的主要趋势都要各用单独的一段来描述，表中有几个主要趋势，正文就应分为几段。每一段要包含不止一个句子，除了表示主要趋势的主题句之外，还应辅之以与该主要趋势一致的相关细节描述，如具体的数字、数值、升降变化及倍数表达等。如果这个信息只能用一句话表达，那么或者把这个信息放在上一段最后一句，或者
雅思评分标准：2010年雅思写作评分标准 2010最新详细的雅思写作评分标准。雅思写作评分小作文、大作文分别评分，总分相加，得到两项的平均分，便是雅思写作的总分。而雅思小作文及大作文的评分标准不同，但都是以文章完成度、结构联结、内容丰富程度，以及语法词汇的准确度四项分别评分，之后取均分得到每篇作文的成绩。下面是详细的从9分到0分的评分标准。 IELTS Writing Band Descriptors: Task 1 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
雅思成绩的计算公式 大家都知道雅思四个单项的成绩都是从1分到9分，总分是四个部分加起来除以四之后再四舍五入得到的分数，但是仍然有不少同学问雅思成绩到底是怎么算出来的。今天文都国际教育小编就给大家介绍下雅思成绩的计算公式。 雅思考试总分为9分，其总分取听说读写4科的平均分，分值为0.25一个档，既高于0.25取0.5，低于0.25取0。例如，4科平均分5.23，则总分为5分，4科平均分5.27，则总分为5.5分。 总的来说，雅思成绩是0.25进制的：如果平均成绩算下来，小数位的部分是小于0.25的，那么将舍去小数保留整数部分;如果平均成绩的小数位是大于等于0.25且小于0.75，那么就入到0.5分档，如果小数位是大于等于0.75分，那么则入到下一个整分档。举个例子： 考生1 听力分数Listening Band8.0 阅读分数Reading Band8.0 写作分数Writing Band 6.0 口语分数Speaking Band7.0 平均分(8.0+8.0+6.0+7.0)/4=7.25总分:7.5 考生2 听力分数Listening Band 6.0 阅读分数Reading Band 6.0 写作分数Writing Band7.0 口语分数Speaking Band7.0 平均分(6.0+6.0+7.0+7.0)/4=6.5总分: 6.5 考生3 听力分数Listening Band 6.0 阅读分数Reading Band7.0
写作分数Writing Band7.0 口语分数Speaking Band7.0 平均分(6.0+7.0+7.0+7.0)/4=6.75总分:7.0 考生4 听力分数Listening Band 6.5 阅读分数Reading Band 6.0 写作分数Writing Band 6.0 口语分数Speaking Band 6.0 平均分(6.5+6.0+6.0+6.0)/4=6.125总分: 6.0 以上就是小编介绍的关于雅思成绩的计算公式的详细内容，包括了四个明显的例子，相信大家看完之后都能一目了然。希望大家能从中受益，不断改进自己的备考方法提升备考效率，从而获得满意的成绩。 文章来源于文都国际教育：https://www.doczj.com/doc/267327188.html,/kaopei/ielts/news_ielts/14152.shtml
[雅思写作评分标准2017]雅思写作评分标准【教育公文写作】 (1) [雅思写作评分标准]雅思写作的准备方法 对绝大多数学生来说，写作是雅思4门考试中最难的。很多同学从来就没有用英文写过文章，但写作反应一个人的综合英语水平，它又是4门中最重要的。对于基础班的同学来说，他们最大的问题是词汇和语法，而语言恰恰是写作的评分标准之一，没有好的语言，思路和结构再好也没有用。所以提高语言运用的准确性是第一个要解决的问题。我最近刚开始教一个基础班，第一次不限字数让学生写一个印象最深的人。交上来的文章出现最大的问题就是语言表达。他们的思路很好，内容也比较充实，但是语法错误通篇都是，词汇量也很小。 对于这种情况，首先要做的就是帮助他们梳理语法结构。因为这些学生有一定的英语基础但是很不扎实，语法虽然知道但是漏洞很多，我给他们讲解语法时尽量简单，比如讲到动词不定式的复合结构作主语的情况时，必须要用形式主语来表示。学生会觉得这些理论知识很难记，这时我就让
他们背这样一个一般结构：It is +adj+for sb. to do sth. 写作的最终目的是要写出准确的句子，所以在讲语法时给学生总结一些句型比单纯的讲语法会更容易让他们接受。又如，在讲到当动词不定式作定语时，一般与被修饰词有动宾关系，如果动词不定式为不及物动词，则在动词不定式后加上相应的介词。很多学生刚听这个会觉得很抽象，我就举了这个例子：Please give the child a pen to write with. 在判断到底要不要在动词后面加介词时，只要把to后面的动词和相应的宾语做一个动宾搭配，看意思是否正确即可，因为只能说write with a pen，而不能说write a pen。 (2) [雅思写作评分标准]雅思作文评分标准细则 雅思考试（IELTS），全称国际英语语言测试系统，外文名International English Language Testing System，由剑桥大学考试委员会外语考试部、英国文化协会及IDP教育集团共同管理，是一种针英语能力，下面就是小编整理的雅思作文评分标准细则，一起来看一下吧。 雅思作文评分标准细则解读 1. Task response & Task achievement
WRITING TASK 2: Band Descriptors (public version) Band Task response Coherence and cohesion Lexical resource Grammatical range and accuracy 9 ?fully addresses all parts of the task ?presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas ?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 ?sufficiently addresses all parts of the task ?presents a well-developed response to the question with relevant, extended and supported ideas ?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 ?addresses all parts of the task ?presents a clear position throughout the response ?presents, extends and supports main ideas, but there may be a tendency to over-generalise and/or supporting ideas may lack focus ?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 ?presents a clear central topic within each paragraph ?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 all parts of the task although some parts may be more fully covered than others ?presents a relevant position although the conclusions may become unclear or repetitive ?presents relevant main ideas but some may be inadequately developed/unclear ?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 paragraphing, but not always logically ?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 5 ?addresses the task only partially; the format may be inappropriate in places ?expresses a position but the development is not always clear and there may be no conclusions drawn ?presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail ?presents information with some organisation but there may be a lack of overall progression ?makes inadequate, inaccurate or over-use of cohesive devices ?may be repetitive because of lack of referencing and substitution ?may not write in paragraphs, or paragraphing may be inadequate ?uses a limited range of vocabulary, but this is minimally adequate for the task ?may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader ?uses only a limited range of structures ?attempts complex sentences but these tend to be less accurate than simple sentences ?may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader 4 ?responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate ?presents a position but this is unclear ?presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported ?presents information and ideas but these are not arranged coherently and there is no clear progression in the response ?uses some basic cohesive devices but these may be inaccurate or repetitive ?may not write in paragraphs or their use may be confusing ?uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task ?has limited control of word formation and/or spelling; errors may cause strain for the reader ?uses only a very limited range of structures with only rare use of subordinate clauses ?some structures are accurate but errors predominate, and punctuation is often faulty 3 ?does not adequately address any part of the task ?does not express a clear position ?presents few ideas, which are largely undeveloped or irrelevant ?does not organise ideas logically ?may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas ?uses only a very limited range of words and expressions with very limited control of word formation and/or spelling ?errors may severely distort the message ?attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning 2?barely responds to the task ?does not express a position ?may attempt to present one or two ideas but there is no development ?has very little control of organisational features ?uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling ?cannot use sentence forms except in memorised phrases 1?answer is completely unrelated to the task ?fails to communicate any message ?can only use a few isolated words ?cannot use sentence forms at all ?does not attend ?does not attempt the task in any way ?writes a totally memorised response IELTS is jointly owned by the British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL). 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智课网IELTS备考资料 开封雅思：雅思听力分数计算方法 雅思听力分数怎么算？雅思听力考完过后，很多同学开始担心自己的雅思听力分数，但是又不知道雅思听力分数怎么算。智课教育小编整理了一篇关于雅思听力分数的评分表，同学们可以对照这个雅思听力分数评分表进行评分，一起来看看这个雅思听力分数评分表吧。 雅思听力分数标准对照表如下： 四、真假题练习方法： 关于雅思分数的详情介绍 评分人员 雅思考试的所有阅卷工作由经过训练的评分人员和考官在考试中心进行。 评分人员受过专门训练，了解雅思评分相关政策，而且切实做到按照评分标准给听力和阅读考卷评分。每隔一年对评分人员进行测评，以确保评分符合标准。在每个考试中心，会进行系统化的监测，并对一定比例的答题纸实施双重阅卷。 对于雅思写作和口语考官的招聘和培训按照既定标准进行。除了会持续监测考官的表现之外，还会每隔一年测评考官，以确保按照标准评分。 计分方式 考试成绩记录在成绩单上，包括一个总分，及听力、阅读、写作和口语四个单项分，考生的考试成绩采用1-9分的评分制来测评，四个项目独立记分，最后所得成绩取四项成绩的平均值。总分和四个单项分均允许半分。 分数标准 9分成绩极佳,能将英语运用自如,精确、流利并能完全理解. 8分非常良好,能将英语运用自如,只是偶尔有不连接的错误和不恰当,在不熟悉的状况下可能出现误
解,可将复杂细节的争论掌握的相当好. 7分良好,有能力运用英语,虽然在某些情况有时会发生不准确、不适当和误解,大致可将复杂的英语掌握的不错,也理解其全部内容. 6分 (澳大利亚移民&英国留学分数线)及格,大致能有效的运用英语,虽然有不准确、不适当和误解 发生,能使用并理解相当复杂的英语,特别是在熟悉的情况时. 5分 (加拿大移民&新西兰移民分数线)适当及格,可部分运用英语,在大多数情况下可应付全部的意思,虽然可能犯下许多错误,在本身领域内应可掌握基本的沟通. 4分 (英国预科分数线)水平有限,只限在熟悉的状况下有基本的理解力,在理解与表达上常发生问题,无法使用复杂英语. 3分水平极有限,在极熟悉的情况下,只能进行一般的沟通理解. 2分只属于偶尔使用英语,除非在熟悉的情况,使用单词和简短的短句表达最基本的信息,在说写方面有重大的障碍. 1分不能通过,可能只能说几个单词,无法沟通. 0分考生没有参加考试,没有可评估的信息. 单项评分标准 1.雅思听力和阅读 客观题，所以只需要计算答对数量即可。 2.雅思写作评分标准 文章的语言表达：5分或5分以下的作文一般语法错误较多。6分作文则一般没有致命的语法错误，用词和句子基本准确。而7分以上的作文用词丰富(Variety)、句子结构复杂(Complexity)。 以Task1为例，一名在IELTS学术类考试中写作获得6分的考生，达到这一等级对应的写作水准是: (A)在任务完成方面，达到写作任务各项要求、能确切选择有用信息进行全面评述、呈现并强调主 要特点或要点，但细节可能与要点无关、不恰当或不准确。 (B)连贯及衔接方面，信息和分论点安排连贯，论证过程清楚，有效使用衔接手段，但句内或句间
国内雅思写作压分情况存在的吗 国内雅思写作压分情况存在吗?来听听国外考雅思同学的感受。下面就和大家分享国内雅思写作压分情况存在吗，希望能够帮助到大家，来欣赏一下吧。 国内雅思写作压分情况存在吗 首先还是那个问题： 为什么要去大陆地区之外考雅思? 考过雅思的同学一定都听过这样的传言：国内压分严重，国外(大陆地区之外)容易考出好成绩。 目前网上普遍认为大陆压分的主要原因可能有以下两点： 1.人口基数大，竞争激烈 2.中国学生普遍应试能力很强，市面上教辅资料对考试的研究也很透彻 参考人数多，意味着参考的优秀学生数量多，在写作、口语等主观性强的考试中很容易被比下去;同时，由于教辅机构对考试的研究透彻，会出现很多口语模板、写作模板等，这些模板的
滥用也提高了考官的“阈值”，很多模板都是考官们一看或者一听就熟悉的，这样自然拿不到高分。 而在大陆之外的地方考雅思，没了以上局限，分数是有可能获得提升的。 去哪考比较好? 如果不考虑成本，去欧洲考区考试是最好的选择，本篇最后也会介绍到一位在欧洲考雅思同学的经历。但是如果觉得这个成本太高不合算的话，那大陆之外新加坡、新西兰、韩国等都是比较“经济实惠”的选择。 下面我们就来看看其他小伙伴在非大陆地区考雅思的经历，为你的屠鸭之路排雷。 各地考雅思经验分享 1.新加坡 今年11月11在北京考试，分数除了写作7，其他都是8，总分8; 12月份在新加坡考雅思的成绩：听力7，阅读8，写作6.5，口语7.5。 1.选择在新加坡考试的原因
听说在国内会有压分，正好12月开始在新加坡实习，于是又报了新加坡考场的雅思考试。 2.报名流程 还是要先到新加坡的British Council官网报名，和其他地方不同的是，新加坡要求先勾选是否参加UKVI。 新加坡的笔试考场有非常多个，可以选择离自己最近的。但是口试考场只有一个，就是在Napier Road的British Council，位置有点偏，从地铁站过去要走20分钟，如果选择周六(笔试当天)下午考口语的同学，要计算好路上的时间，以免耽误考试。 和其他地方不一样的是。新加坡在选择考场和笔试时间的时候，就要选择口试时间(日期+上午/下午)。一般周末的口语考试很早就会被预定完了，所以如果不想周中请假考口语的同学要提前报考。 考试费用是355新加坡币(1500人民币左右)，并且要在填写完个人资料后的30分钟内完成付款。报名需要上传身份证明扫描件。 考试当周会收到提醒邮件，周中工作日考试的同学，会在邮件中知道自己的口语考试确切时间;周末考口语的同学，会在笔试当天知道确切考试时间。 3.考场情况
Some experts believe that it is better for children to begin learning a foreign language at primary school rather than secondary school. Do the advantages of this outweigh the disadvantages? Foreign languages have increasingly gained popularity among students these years, given that the world is shrinking and each country now has a more frequent contact with the outside world. Many people[c1]argue that children should begin learning a foreign language at elementary school, instead of waiting until [c2] they enter secondary school. There are several reasons for this. Firstly, despite the fact that parents do not want to put too much pressure on their children, they also do not want them to lose at the starting line. This means, if the kids start to learn a foreign language early, their parents are relieved from the thought that their kids will have to catch up later on, which is true to some extent. On the other hand, it is scientifically proved that children tend to learn a language faster before the age of 12. As far as I know, my friends who started to learn English when they were six or seven now have a much more satisfactory English level than those who started at12 or 13. So it is wise to have foreign language course in primary school curriculum. Additionally, learning a foreign language at an earlier age can lay children a solid foundation for future studying.Rather than just learning a language itself, children learn a lot more about the learning methods. As a result, when they enter secondary school, they can explore more languages and enrich their knowledge by extensive readings.
雅思考试的结构内容及评分标准 在复习和备考雅思考试的过程中，考试的结构内容以及评分标准是需要考生们了解的。下面是整理的雅思考试内容，分享给大家! 雅思考试的结构内容1、考试时间：考试全程时间约为2小时55分钟(包括听力的10分钟填写答案纸) 2、听力部分(General Training和Academic试卷一致) 40分钟(含10分钟誊写答案的时间)，通常考生会听到4段语音(独白部分及2人或多人对话部分)。共给40小题作答，你将只听到一次语音，不会重复(边听边作答)此部分。所以学生作答时，千万别等待语音结束才作答(不要回头作答)，考生可把答案先写在试卷上，30分钟会话结束后，利用额外10分钟，再誊写在答案纸上。 四段语音前二段中，内容以一般生活及社会状态、人际关系不同情况模拟为主，后二段则以较教育性的、学术性、世界性的主题探讨。第一、三段以对答为主，二、四段以叙述为主，但因其非常实际性、常识性，考生不必钻牛角尖。 在会话进行中，边听边记录所听到的重点答案，记在问卷上(非答案卷)，以免忘记或漏掉答案。 3、阅读部分(General Traning和Academic试卷不同) 概况：60分钟共3篇文章每篇约1000左右(阅读量极大)
40个题目 Academic类与General training类的考题都以"三大段"的文章为基本结构，大约1500-3000字之间，内容多样，甚至有时以图表、表格的方式出现，学生答题的方式亦有多种答题形式，共40题. 阅读部分的主题并不是为了考察学生对学术的专业度或认知度，所以学生千万别因对主题的陌生而紧张起来。 A类与G类内容相同之处在于A类除生活化范畴之外，加入考生在学业上、学术上的探讨与了解，而G类较着重于社会上的、生活化的、工作训练等的主题。 4、写作部分(General Traning和Academic试卷不同) 写作包括两篇作文题目，T ask 1和Task 2，前一篇150字，后一篇250字。原则上建议考生前一篇作文用20分钟，后一篇用40分钟，因为后一篇文章分值更高。 A类写作部分，全部1小时时间，分2大单元(T ask 1&Task 2); (Task 1)通常考题以图片、表格坐标、曲线图为基本形式，考生根据所给的资料，写出150个字以上的文章来叙述主题，组织并探讨主题，提出比较支持的论点。 G类的(T ask 1)考生多以写一封信来应对考题中所给予的模拟状况或问题。 (Task 2) A类与G类非常类似，考生就考题的主题，用250字
流程图写作雅思小作文范文 今天我们就利用一篇经典的考官的雅思小作文范文，来向同学们展示一下关于令大家非常头疼的流程图的写作带给我们的启示：流程图其实一点都不难，掌握好了其中的语法知识点，我们甚至可以拿高分。 雅思写作中，和它联系最为紧密的就是语法。雅思写作四项评分中，语法作为重中之重被提及。语法基础不好，难有好作文的形成。如果一篇英语作文中反复出现低级的语法错误，那么无论你的观点多么吸引人，原本的写作立意多么新颖精彩，生产的都只是一篇有缺陷的英语作文，多会让阅读者对你文章的整体印象打折扣：-一个连基础语法都错误连连的作者，会有能力写出一篇思维严谨的作文吗? 读题分析：由于蚕的生命旅程并不是哪一个特定时刻发生的事情，而是一个公认的自然常识。它是作为一个流程而时时刻刻都在发生的事情，因此采用时态中的一般现在时来表达整篇文字就是最适合不过了 考官范文： 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 6 weeks until the larva produces a cocoon of silk thread around itself. After a period of about 3 weeks, the adult moths eventually emerge from these cocoons and the life cycle begins again. 详细分析： 一、首先准备流程图的写作时，先考虑一下文章结构的完整。好的文章一般都是“总-分-总”结构，所以看看此文章的开头：The first diagram shows that there are four main stages in the life of the silkworm。这样的开头很符合文章“总起”的结构，所以宾语从句在小作文的开头一般不可少，the first diagram是主语，shows是谓语，that是连接词，而后面的内容都是shows的宾语，因此宾语从句是大家可以利用的开头句型，既简洁又有力。 另外，一定要尽量使用到三大从句来给你的作文增添光彩，刚刚已经讲完宾语从句，另二种复杂句则分别出现在：”…a silkworm larva that feeds on mulberry leaves”句子由that引导的定语从句和由until引导的”This stage lasts for up to 6 weeks until the larva produces a cocoon of silk thread around itself”时间状语从句这两个部分。定语从句能够使得你想表述的对象“silkworm larva”更加具体形象，而状语从句则是可以展现出流程图中时间结构的法宝。 二、There are four main stages…典型的there be 结构，可以说是雅思小作文写作中的一个法宝。只要带有了there be句型，文章就显得非常客观。比如下面这个句型就是
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