详解雅思听说读写备考技巧(英)(页 1) - 澳大利亚雅思 -

详解雅思听说读写备考技巧(英)

Tony Fitzgerald explains the different components and gives some helpful tips

The IELTS (International English Language Testing System) examination tests the skills needed for academic study in the United Kingdom. The test comprises four components: listening, speaking, reading, and writing. Each component is scored individually and an overall score is awarded. It is not a pass/fail exam but is banded from 1 to 9, with 1 indicating a very rudimentary knowledge of English and 9 indicating language skills equivalent to those of a native speaker.

The General Medical Council (GMC) asks overseas doctors for an overall score of 7.0, with a score of at least 7.0 in the speaking component and a score of no less than 6.0 in each of the other three components. A doctor can then apply for the two parts of the PLAB (Professional Linguistic Assessment Board) exam.

Candidates can sit the exam in centres worldwide. Throughout Britain, centres run the exam on a regular basis. There is no limit on the number of times a person may sit the exam, though a candidate is not allowed to sit it within three months of a previous attempt.

Preparing for the examination

Preparation courses for the IELTS exam are run in many colleges and universities across Britain. Some courses specifically cater for the needs of overseas doctors-for example, Southwark College, Barnet College, and Westminster Adult Education Centre in the London area. (For further information about these courses, see the newsletter issued by the BMA for those doctors on the Refugee Doctor database.)

Preparing for each component

Listening

The candidate listens once to four extracts of spoken English, often dialogues or short lectures-for example, an introductory lecture welcoming students on to a course or two students discussing timetables. The candidate has to answer 10 questions (multiple choice, short answer questions, summary "gap-fills," or complete flow charts) on each extract. The texts become increasingly difficult as the test progresses.

The skills required are the ability to listen and simultaneously record the main or key points heard; to note correctly important numbers or dates mentioned; to recognise subtle shades of expression; and to follow descriptions of procedures or processes.

Tips

Immerse yourself in spoken English as much as you can. Listen regularly to radio and television. Radio 4, for example, offers a range of broadcasts on current affairs, science, education, and medicine in which you will hear the type of vocabulary needed in the test.

Make use of the vast amount of listening material that is available for students studying English at all levels-for example, the Cambridge Skills for Fluency "Listening" Series or the "Headway" or "Cutting Edge" series ranging from elementary to advanced levels.

Listen to material that includes people speaking in a variety of accents.

Familiarise yourself with the way words are shortened, stressed, and flow into each other in typical everyday speech ("Headway" has a series of books on pronunciation).

Writing

The candidate is asked to carry out two tasks.

Task 1 involves writing a report based on information or data presented in a diagram or table form.

Task 2 involves writing an essay on a given topic of general interest. Common topics include the impact of the modern world on the environment; the role of education in society; the consequences of population growth; and the effects of new technologies. Candidates have 40 minutes to write at least 250 words.

Tips for task 1

Look carefully at the figures before you begin to write. Is the chart showing numbers or percentages? This may determine the grammatical structures you need to use.

Be clear about which verb tense (or tenses) to use.

Write a sentence that presents an overall analysis in general terms of the information presented in the chart.

Make sure that you understand the grammar of the verbs (and associated adverbs) used to describe trends, such as increase/decrease; rise/fall; raise/reduce (slightly, gradually, significantly, markedly).

Tips for task 2

Before starting, analyse the essay title. Is it asking for an opinion, reasons for and against a point of view, the advantages and disadvantages of something? This will affect how you structure your essay.

Decide on your opinion and plan the essay before you start to write.

Avoid long sentences: the longer the sentence, the more difficult it becomes to control the grammar.

Learn the rules of punctuation, particularly commas.

Make sure that you understand the difference between conjunctions (for example, "and," "so," and "but") and connecters (for example, "furthermore," "however," "in addition," and "similarly").

Leave two or three minutes at the end to check for common mistakes.

Reading

The reading section comprises three articles on which candidates have to answer 40 questions in total. The question types include: true/false/information not available; summary gap-fills; selection of appropriate headings for paragraphs or sections of the text; completion of diagrams. Candidates have one hour to read the text and answer the questions. Texts and tasks become increasingly difficult.

Tips

Read regularly, especially journals or magazines that contain articles with an academic focus.

Read for gist first. Use the title, headings, introduction, conclusion, and the topic sentences of each paragraph to acquire a general understanding of a text.

Distinguish between questions that require you to scan for specific information; those asking for an understanding of the gist; and those that require close, detailed reading.

Identify the key phrases in both the text and the questions.

Be strict in allocating and adhering to a time by which you will answer each section of questions. If you cannot answer a question within the time you have given yourself, move on to the next.

Speaking

The speaking module involves an oral interview with an examiner, lasting 11-14 minutes. The module has three main parts. In the first, the candidate answers general questions about his or her home, family, jobs, studies, and interests. In the second, the candidate has to speak for two minutes on a topic given on a card. In the third, the examiner and the candidate hold a conversation on more abstract issues related to the topic spoken about in the second part.

Tips

Don't rush your answers. The examiner is looking for the ability to create a spoken argument that links ideas and language logically together.

If you don't know or can't remember a word that you need, try to find a close alternative or words that explain it.

Prepare for the interview, but don't memorise responses-for example, think about what your interests are and how those interests have developed.

Avoid one-word answers, particularly at the beginning of the interview