IELTS Introduction

竭诚为您提供优质文档/双击可除justification,模板篇一：雅思大作文开头部分的模板智课网ielts备考资料雅思大作文开头部分的模板您当前的位置智课教育官网雅思雅思写作文章正文出国英语考试有哪些雅思6.5是什么水平雅思阅读评分标准托福阅读评分标准雅思和托福的区别智课教育雅思频道小编为大家整理了雅思大作文开头部分的模板，供大家参考，以下是详细内容。

1.introduction的作用：anintroductioniscrucial,notjustforwhatitsaysaboutth etopic,butforwhatittellsthereaderaboutwriter’sstyleandapproach.unlessyoucanintroducethesubjectcl earlythereadermaynotwishtocontinue.Forarelativelyshortessaywrittenunderexamconditions, thefollowingareworthincluding,inthisorder.a.definitionsofanytermsinthetitlethoseareunclearb.somebackgroundinformationc.Referencetootherwriterswhohavediscussedthistopicd.yourpurposeinwritingandtheimportanceofthesubjecte.asummaryofthemainpointsyouintendtocover2.雅思大作文写作类型：雅思task2一共有两种类型，第一种为argumentation,第二种为Report。

argumentation:1)给出一种观点-------doyouagreeordisagreenowadayscomputerarewidelyusedineducation.asaresult, somepeoplethinkteachersnolongerplayimportantrolesin classrooms.towhatextentdoyouagreeordisagree2)给出两种对立的观点-------discussbothviewsandgiveyourownopinions.somepeoplearguethattherearenobasicdifferencesbetwee nthewaymenandwomenapproachacademicstudy.othersinsis tthattherearebigdifferencesinareassuchasorganizatio n,attitudeandambition.discussbothviewsandgiveyourownopinion.3)分析优缺点-------doyouthinktheadvantages/benefitsoutweighitsd isadvantages/problemssomepeopleagreetoadoptanewlanguage(suchasenglish)th atcanbeusedbypeoplealloftheworldforinternationalcom munication.doyouthinkthebenefitsofthiswouldoutweightheproblems Report:给出一种现象1)why2)Result3)solution1,2或1,3(1,2)nowadays,peoplealwaysthrowtheoldthingsawaywhentheybuynewthings;whereasinthepast,oldthingswererepa iredandusedagain.whatfactorscausethisphenomenonwhat effectsthephenomenonleadsto(1,3)manyspeciesofplantsandanimalsaredyingout.whata rethecausesofthistrendhowcanwepreventit3.howtowriteanintroduction:argumentation:1)选立场2)改写题目+表明立场表明立场的两种方式：1)直接回答问题2)通过让步引出个人立场lectureswereusedinthepastasanoldwayofteachingalarge numberofstudents.asnewtechnologyisnowavailableforeducation,somepeoplesuggestthatthereisn ojustificationforlectures.towhatextentdoyouagreeord isagreeRecentyearshaveexperiencedamarkeddevelopmentonnewte chnologyusedineducationandpeoplearefocusinggreatattentiononwhetherthistechnologycanbesubstitutedforlec tures.somepeoplecontendthatnewtechnologycanreplacel ectures.Frommypointofview,itendtodisagreewiththisvi ew.Recentyearshaveexperiencedamarkeddevelopmentonnewte chnologyusedineducationandpeoplearefocusinggreatatt entiononwhetherthistechnologycanbesubstitutedforlec tures.despitethosewhobelievethatthereisnojustificat ionforlectures,inmyposition,iamconvincedthatlecture sarestillcrucialineducationwhilemoderntechnologyisa lsobeneficialtosomeextent.Report:改写题目+一句话(inthisessay,iwillanalyze问题a+问题b)thequalityoflifeinbigcitiesisworsening.whatdoyouthi nkthereasonsarewhatcanyousuggestasasolution today,theworld’sbiggestcitiescontinuetoexpandinsizeasincreasinglym orepeoplearechoosingtomigratetowardsanurbanlifestyle.oftenthedrawbacksofthisphen omenonincludetheworseningoftheoverallqualityoflifef oundthere.inthisessay,iwillanalyzethefactorsandsolu tionsofthisphenomenon.以上是智课教育雅思频道小编为大家整理的雅思大作文开头部分的模板，希望对大家有帮助，更多资讯、资料请访问智课教育雅思频道篇二：aa大神模板开头：inthegivenargument,theauthorconcludesthat…..tobols terthisconclusion,theauthorpointsoutthat…andthat…althoughthewholeargumentappearstobevalidatfirstglan ce,furtheranalysisrevealsthatthejudgmentisbasedonso medubiousassumptionsandthatthereasoningisquestionab lesincetheevidencecitedismisleading.结尾：tosumup,thisargumentisnotaspersuasiveasitstands.tom aketheargumentmorelogicallyacceptable,theauthorshou ldoffer/provideevidencethat…inaddition,concreteevidencedemonstratingthat…isneededtosolidifytheconclusion.onlywithmoreconvinc ingevidencecouldthisargumentbecomemorethanjustanemo tionalappeal.solidify[slidifai]vt.团结；凝固vi.团结；凝固七宗罪：养姐泪饮二等茶第一宗罪：养—样本不足样本不足insufficient-sampleathresholdproblemisthattheauthorprovidesnoevidencet oclaimthatthegeneralgroupasawholeisofthesamecharact eristic..oneexampleislogicallyunsoundedtoestablisha generalconclusion,unlessitcanbeshownthata1isreprese ntativeofalla.itispossiblethat....infact,infaceofsu chlimitedevidence,itisfallaciousfortheauthortodrawa nyconclusionatall.这个灵界的问题第二宗罪：—结果无据（无厘头假设，即得出结论过于草率，没有详尽的analysis）whatismore,theassumptionthat…issuspicious.admittedly,…however,thisisnotnecessarilythecase.Forinstance,iti smorelikelythat...sinceweneedamoreexhaustiveanalysistojustifytheassumption,thehastilyreachedconclusion bytheauthorshouldbetreatedcautiously.onlyiftheautho rcan,wecaneliminateoursuspiciontowardtheliabilityof aasasufficientproofofb.第三宗罪：泪—错误类比（横向）First,itishighlydoubtfulthatthefactsdrawnfromxxxare applicabletoxxx.differencesbetweenthetwodistrictsfa routweighsimilarities,thusmakingtheanalogymuchlessv alid.Forinstance…(不同点)sincesuchproblemsmayprohibitthestrategyfromreach ingitsintendedeffect,itisprematuretoassertthatthexx xwillexperiencetheconsequenceafteradoptingthatstrat egypreviousconductedbyxxx.子目录：单个样本不代表整体itishighlydoubtfulthatthefactsdrawnfromaareapplicab letotheentiregeneralgroup.nobackgroundinformationis providedtojustifythataisnotanexceptionfromother…x,y,andzcanallleadtothedifferencesbetweenaandother …ifthisisthecase,theclaimthat…willloseitsground,since(非a的情况在别的地方出现).第四宗罪：饮—无因果关系（主要用于是它因导致，而非作者认为的二者之间有因果关系）besides,theauthorassumesthataistheresultofb.however ,thisassumptionisfallaciousunlessotherpossiblecause shavebeenconsideredandruledout.Forexample,perhapsci sthecauseoftheseeventsorperhapsbiscausedbyd.althoug hthegivenexplanationwouldworkifitweretheonlypossibl ecause,theauthordoesnotprovidesufficientinformation toconvincereadersthatadetailedanalysishas beenconducted.consequently,withoutsuchasdetailedana lysis,itwouldbesheerimprudenttoattributeatob 第五宗罪二—二者择一theauthorunfairlyassumesthatreadersmustmakeaneither -orchoice.theargument,however,failstoeliminateother possiblealternatives.Forinstance…whatismore,itmaybepossiblethatadjustingatobwouldyie ldmoreeffectiveresult.sincetheauthorprovidesnojusti ficationforthemutuallyexclusivechoiceimposedonthere aders,weshouldnotsimplytrusttheauthorandmakeachoice fromthegivenlimitedcriteria第六宗罪：等—时地全等（纵向）过去推未来theauthorgratuitouslyassumedthatthefactthat…inthepastcannecessarilyleadtothesametrendinthefutur e/atpresent.admittedly,thefactthat…maysuggestthat…willbe….additionalproofisprovidedinthisargumenttoe nsureotherscenarios,suchas…,willnotoccur.theauthor shouldpresentmorereliablestatisticfindingsof…withouttakingthesepossibilitiesintoaccount,theautho rcannotconvincemethat…第七宗罪：茶—可疑调查:thepollcitedbytheauthoristoovaguetobeinformative.th eclaimdoesnotindicatewhoconductedthepoll,whorespond ed,orwhen,whereandhowthestudywasconducted.(lackingi nformationaboutthenumberofpeoplesurveyedandthenumbe rofrespondents,itisimpossibletoaccessthevalidityoft heresults.Forinstance,if200personsweresurveyedbuton ly2responded,theconclusionthat...wouldbehighlysuspe ct.becausetheargumentoffersnoevidencethatwouldruleo utthiskindofinterpretations,)untilthesequestionsare answered,theresultsofthepollareworthlessasevidencefortheconclusionafinalproblemwiththeeditorialinvolvesthepossibility ofadditionalresultsfromthesurvey-resultsthattheedit orialneglectstomention.iftheresultsturnouttobeueliableasaresult,thenanycon clusionbasedonthoseresultsmustbedeemedueliableaswell.thememoprovidesnoevidencethatthereportsarereliable.结论句替换therefore,anydecisionaimedataddressingtheproblemofm ustbebasedonmorethoroughinvestigationtogathersuffic ientdatainordertonarrowdownandlocatetheactualcauses oftheproblem括号内的替换：how:wearenotinformedwhetherresponsesareanonymousorevenc onfidential.ifnot,thenrespondentsmighthaveprovidedw hattheybelievetheirsuperiorswouldapproveof,regardle1121。

ListeningTiming:Approximately 30 minutes (plus 10 minutes’ transfer time) Questions: There are 40 questionsA variety of question types is used, chosen from the following: multiple choice, matching, plan/map/diagram labelling, form completion, note completion, table completion, flow-chart completion, summary completion, sentence completion, short-answer questionsTest Parts: There are 4 sectionsSection 1 is a conversation between two people set in an everyday social context (e.g. a conversation in an accommodation agency)Section 2 is a monologue set in an everyday social context (e.g. a speech about local facilities or a talk about the arrangements for meals during a conference)Section 3 is a conversation between up to four people set in an educational or training context (e.g. a university tutor and a student discussing an assignment, or a group of students planning a research project)Section 4 is a monologue on an academic subject (e.g. a university lecture) Each section is heard once onlyA variety of voices and native-speaker accents is usedSkills assessed: A wide range of listening skills is assessed, including understanding of main ideas and specific factual information; recognising opinions, attitudes and purpose of a speaker; and following the development of an argumentMarking: Each correct answer receives 1 markScores out of 40 are converted to the IELTS 9-band scaleScores are reported in whole and half bandsReadingTiming: 60 minutes (no extra transfer time)Questions: There are 40 questionsA variety of question types is used, chosen from the following: multiple choice, identifying information (True/False/Not Given), identifying writer’s views/claims (Yes/No/Not Given), matching information, matching headings, matching features, matching sentence endings, sentence completion, summary completion, note completion, table completion, flow- chart completion, diagram label completion, short-answer questionsTest Parts: There are 3 sectionsThe total text length is 2,150-2,750 wordsAcademic ReadingEach section contains one long text. Texts are authentic and are taken from books, journals, magazines and newspapers. They have been written for a non-specialist audience and are on academic topics of general interest. Texts are appropriate to, and accessible to, candidates entering undergraduate or postgraduate courses or seeking professional registration. Texts range from the descriptive and factual to the discursive and analytical. Texts may contain non-verbal materials such as diagrams, graphs or illustrations. If texts contain technical terms, then a simple glossary is providedGeneral Training ReadingSection 1 contains two or three short factual texts, one of which may be composite (consisting of 6-8 short texts related by topic, e.g. hotel advertisements). Topics are relevant to everyday life in an English-speaking countrySection 2 contains two short factual texts focusing on work-related issues (e.g. applying for jobs, company policies, pay and conditions, workplace facilities, staff development and training)Section 3 contains one longer, more complex text on a topic of general interestTexts are authentic and are taken from notices, advertisements, company handbooks, official documents, books, magazines and newspapersSkills assessed: A wide range of reading skills is assessed, including reading for gist, reading for main ideas, reading for detail; understanding inferences and implied meaning; recognising a writer’s opinions, attitudes and purpose; and following the development of an argumentMarking: Each correct answer receives 1 markScores out of 40 are converted to the IELTS 9-band scale Scores are reported in whole and half bandsWritingTiming: 60 minutesTasks: There are 2 tasks Candidates are required to write at least 150 words for Task 1 and at least 250 words for Task 2Test Parts: There are 2 partsAcademic WritingIn Task 1, candidates are presented with a graph, table, chart or diagram and are asked to describe, summarise or explain the information in their own words. They may be asked to describe and explain data, describe the stages of a process, how something works or describe an object or eventIn Task 2, candidates are asked to write an essay in response to a point of view, argument or problemThe issues raised are of general interest to, suitable for and easily understood by candidates entering undergraduate or postgraduate studies or seeking professional registrationResponses to Task 1 and Task 2 should be written in a formal styleGeneral Training WritingIn Task 1, candidates are presented with a situation and are asked to write a letter requesting information or explaining the situation. The letter may be personal, semi-formal or formal in styleIn Task 2, candidates are asked to write an essay in response to a point of view, argument or problem. The essay can be slightly more personal in style than the Academic Writing Task 2 essayTopics are of general interestSkills assessed: In both tasks, candidates are assessed on their ability to write a response which is appropriate in terms of content, the organisation of ideas, and the accuracy and range of vocabulary and grammarAcademic WritingIn Task 1, depending on the task type, candidates are assessed on their ability to organise, present and possibly compare data; to describe the stages of a process or procedure; to describe an object or event or sequence of events; to explain how something worksIn Task 2, depending on the task type, candidates are assessed on their ability to present a solution to a problem; to present and justify an opinion; to compare and contrast evidence, opinions and implications; to evaluate and challenge ideas, evidence or an argumentGeneral Training WritingIn Task 1, depending on the task type, candidates are assessed on their ability to engage in personal correspondence in order to: elicit and provide general factual information; express needs, wants, likes and dislikes; express opinions (views, complaints etc.)In Task 2, candidates are assessed on their ability to provide general factual information; to outline a problem and present a solution; to present and possibly justify an opinion; to evaluate and challenge ideas, evidence or an argumentMarking: Candidates are assessed on their performance on each task by certificated IELTS examiners according to the four criteria of the IELTS Writing Test Band Descriptors (task achievement/response, coherence and cohesion, lexical resource, grammatical range and accuracy). The public version of the band descriptors can be found at /researchers/score_processing_and_reporting.aspxTask 2 contributes twice as much as Task 1 to the Writing score Scores are reported in whole and half bandsSpeakingTiming: 11-14 minutesTasks: The Speaking test is a 3-part face-to-face oral interview with an examinerThe Speaking test is recordedTest Parts: There are 3 partsPart 1 Introduction and interview (4-5 minutes)The examiner introduces him/herself and asks the candidate to introducehim/herself and confirm his/her identity. The examiner asks the candidate general questions on familiar topics, e.g. home, family, work, studies and interestsPart 2 Individual long turn (3-4 minutes)The examiner gives the candidate a task card which asks the candidate to talk about a particular topic and which includes points which the candidate can cover in their talk. The candidate is given 1 minute to prepare their talk, and is given a pencil and paper to make notes. The candidate talks for 1-2 minutes on the topic. The examiner then asks the candidate one or two questions on the same topicPart 3 Two-way discussion (4-5 minutes)The examiner asks further questions which are connected to the topic of Part 2. These questions give the candidate an opportunity to discuss more abstract issues and ideasSkills assessed: A wide range of speaking skills is assessed, including the ability to communicate opinions and information on everyday topics and common experiences and situations by answering a range of questions; the ability to speak at length on a given topic using appropriate language and organising ideas coherently; and the ability to express and justify opinions and to analyse, discuss and speculate about issuesMarking: Candidates are assessed on their performance throughout the test by certificated IELTS examiners according to the four criteria of the IELTS Speaking Test Band Descriptors (fluency and coherence, lexical resource, grammatical range and accuracy, pronunciation). The public version of the band descriptors can be found at /researchers/score_processing_and_reporting.aspxScores are reported in whole and half bands。

《雅思（学术类）》课程教学大纲【本文由大学生电脑主页[ ] 搜集整理，大学生电脑主页——大学生的百事通】课程类别: 选修课适用对象: CG护理专业总学时： 56 教学学时：0课内实践学时：0独立实践学时：0一、课程的性质、任务与大体要求（一）性质与任务雅思（学术类）是CG护理专业方向第三学期的一门选修课程。

此课程涵盖雅思听力、雅思口语、雅思阅读和雅思写作，对考试内容、提问方式、解题方式和考试技术进行一一的讲解和全面的介绍，而且提供模拟试题，以帮忙学习对雅试探试的形式、要求、难度等有一个全面的了解，提高利用英语的能力。

（二）大体要求本课程终结时，学生应达到如下要求：1、雅思听力：雅思听力考试的材料类型和题目形式，听具体信息活细节，听整体内容或大意，听暗示内容，听作者观点或态度，听整体结构和其标志词的技术；2、雅思口语：雅思口语考试的题目形式，口语流畅技术，产生参与和扩大谈话的愿望，论述个人感受，如何简答，话题深切讨论；3、雅思阅读：雅思学术阅读的材料内省和题目形式，快读/阅读获取具体信息，识别论点与论证，整体阅读段落大意，中心思想，意义重述，区分观点与事实的技术；4、雅思写作：雅思学术写作Task1的题目形式，审题、描述事实、比较数据、总结数据、描述趋势、描述进程;雅思学术写作Task2的题目形式，审题、搜集素材、构思、提出观点、妥协、评判和反对、概念与说明、主题句与论证、前后一致、难句写作。

二、要紧教学内容及教学要求THE LISTENING MODULEUnit 1 Introduction要紧教学内容1、General information2、Listening Test Format3、Questions Type教学要求要求同窗们把握雅思听力的大体技术，熟悉雅思听力的大体组成与题目类型。

Unit 2 Listening Strategies and Skills要紧教学内容1、Listening for specific information2、Identifying detail3、Identifying main ideas4、Seeing beyond the surface meaning5、Following signpost words6、Being aware of stress, rhythm and intonation教学要求要求同窗们把握雅思听力的大体技术，能够把握听力大体技术并提高英语的运用技术。

雅思大作文同意与否高分模板Title: Agree or Disagree? A High-scoring Template for IELTS Writing Task 2 Introduction: In this modern era, the IELTS writing task 2 prompts often require candidates to express their agreement or disagreement on a given topic. While some may find it challenging to structure their response effectively, I believe that following a well-organized template can significantly enhance the coherence and clarity of their essay. In this essay, I will present a high-scoring template that addresses multiple perspectives and incorporates emotional elements, ensuring a compelling and authentic response. Body Paragraph 1: Agree with the Statement To begin with, I am inclined to agree with the statement for several reasons. Firstly, [provide a strong reason]. For instance, [give a specific example]. Thisillustrates that [elaborate on the significance of the example]. Moreover, [present another reason]. This highlights the fact that [explain the implications of this reason]. Thus, it is clear that agreeing with the statement is a logical and reasonable stance. Body Paragraph 2: Disagree with the Statement However, itis important to acknowledge the opposing viewpoint. Some individuals may arguethat [present the opposing viewpoint]. They believe that [explain the rationale behind this viewpoint]. While this perspective has its merits, I find it difficult to agree with it entirely. This is because [provide a counterargument]. For instance, [offer an example or evidence]. Therefore, it can be concluded that disagreeing with the statement has its own valid justifications. Body Paragraph 3: Balanced Viewpoint In my opinion, adopting a balanced viewpoint is crucial when addressing this topic. It is essential to consider both sides of the argument and find a middle ground. On one hand, [present the supporting argument]. This suggests that [explain the implications of this viewpoint]. On the other hand, [present the opposing argument]. This indicates that [elaborate on the consequences of this viewpoint]. Striking a balance between these perspectives can lead to a more comprehensive and nuanced understanding of the issue. Body Paragraph 4: Emotional Appeal Beyond logical reasoning, it is important to incorporate emotional elements into the essay. This helps to establish a deeper connection with the readers and make the essay more engaging. For example, [sharea personal anecdote or emotional story related to the topic]. This evokes empathyand allows the readers to relate to the issue on a personal level. By appealing to the readers' emotions, the essay becomes more persuasive and memorable. Body Paragraph 5: Counterarguments and Rebuttal To further strengthen the essay, it is essential to address potential counterarguments and provide a rebuttal. Some may argue that [present a potential counterargument]. However, this perspective fails to consider [present a flaw or limitation of the counterargument]. Therefore, itis evident that the counterargument does not undermine the validity of the initial stance. Conclusion: In conclusion, utilizing a high-scoring template for IELTS Writing Task 2 can greatly enhance the effectiveness of the essay. By presenting a well-structured response that addresses multiple perspectives, incorporates emotional elements, and counters potential counterarguments, candidates can demonstrate their ability to think critically and express their ideas convincingly. Remember, practice and familiarity with this template will lead to improved performance and ultimately, success in the IELTS exam.。

雅思小作文模板c17t3C17T3: 雅思小作文模板。

Introduction:In today's fast-paced world, the ability to communicate effectively in English has become increasingly important. As a result, the International English Language Testing System (IELTS) has gained popularity as a standardized test for assessing English language proficiency. This essay will discuss the C17T3 IELTS writing task 1 and task 2, providing a comprehensive template for candidates to follow.Task 1:The C17T3 IELTS writing task 1 requires candidates to write a report based on a given visual data, such as a graph, chart, or table. The report should include an overview of the information, as well as specific details and comparisons where relevant. To effectively structure the report, candidates can follow the following template:Introduction: Describe the visual data and provide an overview of the main trends or key points.Body Paragraph 1: Provide specific details about the data, such as the highest and lowest values, significant changes over time, or comparisons between different categories.Body Paragraph 2: Continue to provide specific details, focusing on additional trends or comparisons as necessary.Conclusion: Summarize the main points and restate the key findings from the visual data.By following this template, candidates can ensure that their report is well-organized and covers all the necessary information. Additionally, they should aim to use a range of vocabulary and grammatical structures to demonstrate their language proficiency.Task 2:The C17T3 IELTS writing task 2 requires candidates to write an essay in response to a specific question or statement. The essay should present a clear position on the given topic, supported by relevant examples and arguments. To effectively structure the essay, candidates can follow the following template:Introduction: Clearly state the topic and provide a thesis statement that outlines the candidate's position.Body Paragraphs: Present supporting arguments and examples, with each paragraph focusing on a single point. Use topic sentences to introduce each argument and provide evidence to support it.Counter-argument: Acknowledge and refute potential counter-arguments, demonstrating an awareness of different perspectives.Conclusion: Summarize the main points and restate the thesis statement, emphasizing the candidate's position on the topic.By following this template, candidates can ensure that their essay is well-structured and persuasive. They should aim to use a variety of sentence structures and cohesive devices to connect their ideas and create a coherent argument.Conclusion:In conclusion, the C17T3 IELTS writing task 1 and task 2 can be effectively approached using the templates provided above. By following these structures, candidates can ensure that their writing is well-organized, coherent, and demonstrates their English language proficiency. With practice and attention to detail, candidates can improve their performance in the IELTS writing test and achieve their desired scores.。