词汇句型积累

雅思图表作文基本功主要考察的是同义表达，如下面的这句话，就会有多种表达

Australia used coal as the main electricity source

Coal was the main source for electricity in Australia.

The main proportion of electricity was produced from coal in Australia.

Coal became the main fuel to produce electricity in Australia.

这个句子中有几个要素 coal, electricity, Australia, 你只要将这几个要素所作的句子成分发生变化，句子就会呈现多样性，同义多样表达必须掌握，大家平时可以自己多做这样的练习，以便掌握好这项基本技能。

 

units of 类似于固定用法，表示“……单位值”。

如：Units of measurement：度量衡单位；度量单位；测量单位    

    international units of measurement： 国际计量单位
“units of electricity production” 表示“单位的电力生产值”。

 

小作文（对比澳大利亚和法国的电力生产燃料源）：

The pie charts below show units of electricity production by fuel source in Australia and France in 1980 and 2000. 

Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

http://s4/bmiddle/62121bcft744d27aaa893&690

 

The charts compare the sources of electricity in Australia and France in the years 1980 and 2000. Between these years electricity production almost doubled, rising from 100 units to 1970 in Australia, and from 90 to 180 units in France.

 

In 1980 Australia used coal as the main electricity source (50 units) and the remainder was produced from natural gas, hydro power (each producing 20 units) and oil (which produced only 10 units). By 2000, coal had become the fuel for more than 75% of electricity produced and only hydro continued to be another significant source supplying approximately 20%.

 

In contrast, France used coal as a source for only 25 units of electricity in 1980, which was matched by natural gas. The remaining 40 units were produced largely from oil and nuclear power, with hydro contributing only 5 units. But by 2000 nuclear power, which was not used at all in Australia, had developed into the main source, producing almost 75% of electricity, at 126 units, while coal and oil together produced only 50 units. Other sources were no longer significant.

 

Overall, it is clear that by 20000 these two countries relied on different principal fuel sources: Australia relied on coal and France on nuclear power.

 

审题

此题为饼状图，是关于1980年和2000年澳大利亚和法国用来发电的燃料组成的变化和比较。审题时要注意，同一个国家的不同年份为变化，而不同国家的同一个年份为比较。

写作思路

饼状图的写作思路与柱状图和表格比较近似，也是要分析变化和比较。一般说来，可以在主体段落写变化，结尾进行比较。也就是说，文章可以分为四段。

第一段交代核心信息，对题目的说明性文字进行改写。

第二段描述澳大利亚从1980年到2000年期间用来发电的燃料组成的变化。

第三段描述法国从1980年到2000年期间用来发电的燃料组成的变化。

最后的结尾段把澳大利亚和法国进行对比，说明两个国家在发电总量和发电的燃料构成方面的差异。

考官范文(见“剑7”P168)

参考译文

这些图比较了1980年和2000年澳大利亚和法国的电的来源。在这些年间，电的产量几乎翻了一番，澳大利亚从100单位增长到170单位，而法国则从90增长到180。

在1980年，澳大利亚用煤炭作为主要的发电来源(50单位)，其他的则来自于天然气、水力(分别生产20单位)和石油(只生产10单位)。到2000年，煤炭占到电能生产的75％以上，只有水力继续成为另一个重要的发电来源，提供约20％的电力。

与之相反，1980年在法国，作为电的来源的煤炭只产生25单位电，天然气与此相似。剩下的40单位主要来源于石油和核能，水力只提供了5单位。但到2000年澳大利亚从未使用过的核能在法国成为主要来源，生产126单位，约为总电量的75％，而煤炭和石油一共才生产50单位。其他来源不再重要。

总之，很明显，到2000年时，这两个国家依赖于不同的主要燃料来源：澳大利亚依赖煤炭而法国则是核能。

终于出现一个饼图了，而且在雅思考试中，不会只出现一个饼图，而是会多个饼图出现。这种图不会太难，让我们兴高采烈的开始吧。

开头段分析：

本文开头段有两句话：第一句对题目(rubric)的说明性文字稍加改写；第二句则描述了饼状图的总体趋势(overall trend)，也就是从1980年到2000年澳大利亚和法国发电量的变化。

主体段分析：

第二段描写澳大利亚1980年和2000年间发电来源的变化。重点描述那些占主要地位的电能来源，比例特别低的可以忽略不计，不需要像流水账一样，把每种电能来源都一一点到。注意：本段为了避免都是用发电单位以至于可能造成乏味和缺乏变化，采取了1980年用发电单位，而2000年用百分比这样的形式。

第三段描述法国的电能来源的情况。按照电能从大到小的顺序进行描述。注意作者在描述变化的同时，把法国与澳大利亚的最显著区别(核能)也进行了简单对比。

结尾段分析：

结尾段总结了本饼状图有关变化和比较的最核心信息：澳大利亚一直依赖煤炭，而法国则是后来核能占优势。

用词变化：

提供：produce, supply, contribute

主要的：main, principal

复杂句型：

分词结构作补充说明的状语：Between these years electricity production almost doubled, rising from 100 units to 170 in Australia and from 90 to 180 units in France. 在这些年间，电的产量几乎翻了一番，澳大利亚从100单位增长到170单位，而法国则从90增长到180。

with结构引导的状语：The remaining 40 units were produced largely from oil and nuclear power, with hydro contributing only 5 units. 剩下的40单位主要来源于石油和核能，水力只提供了5单位。

while引导的比较状语从句：But by 2000 nuclear power, which was not used at all in Australia, had developed into the main source, producing almost 75％ of electricity, at 126 units, while coal and oil together produced only 50 units. 但到2000年澳大利亚从未使用过的核能在法国成为主要来源，生产126单位，约为总电量的75％，而煤炭和石油一共才生产50单位。

 

改写(paraphrase)：

同样写到煤炭作为电能来源的时候(单词位置的变化)：

第二段开头：In 1980 Australia used coal as the main electricity source(50 units)...

第三段开头：In contrast, France used coal as a source for only 25 units of electricity in 1980...

时间状语的位置分别在一句话的开头和结尾，以避免雷同。

“电能来源：分别表达成electricity source和source of electricity，也是为了体现多样化表达。

同样写到燃料发电的时候(结构的变化)：...the remainder was produced from natural gas, hydro power (each producing 20 units)and oil(which produced only 10 units).

括号表示补充说明。提到水力发电的时候用分词结构，而涉及石油的时候则用了定语从句。

 

第一步：确定X轴和Y轴

X1 有序变量年代     1980和2000

X2 无序变量国家     澳大利亚、法国

X3 无序变量原料种类煤炭、石油、天然气、水力发电、核能

Y  绝对变量 发电量

特别注意，这个饼图各个部分标注的并不是常见的百分比，而是实际的发电量，这点需要特别注意，英国佬好狡猾啊，居然在这个地方设一陷阱，好在我见过世面，呵呵

 

第二段：分析图形

先不管这么多了，将发电量转变成百分比，见下表

		1980		2000
		绝对值	相对值	绝对值	相对值
Australia	coal	50	50%	130	76%
	oil	10	10%	2	1%
	natural gas	20	20%	2	1%
	hydro power	20	20%	36	21%
France	coal	25	28%	25	14%
	oil	20	22%	25	14%
	natural gas	25	28%	2	1%
	hydro power	5	6%	2	1%
	nuclear power	15	17%	126	70%

不过大家在考试是不需要做得如此细致，但是心里都有个谱，对自己所需要用百分数表示的数据标注在图上

 

第三步：确定框架

文章采用了朴实，并且很实用的方法，一个图一个图介绍。不过要同时加上年度变化的特征。

 

题目

The pie charts below show units of electricity production by fuel source in Australia and France in 1980 and 2000.

文章谈到的四个要素：units of electricity production, fuel source, Australia and France, 1980 and 2000

 

第一段

The charts compare the sources of electricity in Australia and France in the years 1980 and 2000.

四个要素也不能少: sources, electricity, Australia and France, 1980 and 2000

这次我们也试着将名词性短语改成一个句子, The charts indicate how many units of electricity were produced by different fuel sources in Australia and France between 1980 and 2000.

 

Between these years electricity production almost doubled, rising from 100 units to 1970 in Australia, and from 90 to 180 units in France.

说明两个国家从1980到2000的总量的变化

比较一下两个double的用法

double [vi]: Electricity production almost doubled.

double [vt]: The two countries doubled their electricity production.

这两种用法在雅思图表作文中都很常用，注意一下

 

第二段

In 1980 Australia used coal as the main electricity source (50 units) and the remainder was produced from natural gas, hydro power (each producing 20 units) and oil (which produced only 10 units).

说明了澳大利亚1980年情况，

注意同义表达 use…as the source, be produced from

 

By 2000, coal had become the fuel for more than 75% of electricity produced and only hydro continued to be another significant source supplying approximately 20%.

说明了澳大利亚2000年的情况，注意此处引用了百分数，而非绝对值

这里采用了fuel作为了表达的主语，如coal had become the fuel, hydro continued to be another source.

 

第三段

In contrast, France used coal as a source for only 25 units of electricity in 1980, which was matched by natural gas. The remaining 40 units were produced largely from oil and nuclear power, with hydro contributing only 5 units.

说明法国1980年的情况

类似于1980年澳大利亚的表达：use……as a source, be produced from

 

But by 2000 nuclear power, which was not used at all in Australia, had developed into the main source, producing almost 75% of electricity, at 126 units, while coal and oil together produced only 50 units. Other sources were no longer significant.

说明了法国2000年的情况

类似于2000年澳大利亚的表达：nuclear had developed into the main source

 

第四段

Overall, it is clear that by 20000 these two countries relied on different principal fuel sources: Australia relied on coal and France on nuclear power.

上文谈到了1980年和2000年两国的发电总量变化（年代变化），这里谈到2000年两国的主要依赖能源（国家对照）

 

大作文：

Some people think that universities should provide graduates with the knowledge and skills needed in the workplace. Others think that the true function of a university should be to give access to knowledge for its own sake, regardless of whether the course is useful to an employer. What, in your opinion, should be the main function of a university?

 

范文1（5分）：

What knowledge and skills should universities provide has been argued for many years. Some people think that the true function of universities provide knowledge for their own purpose, but nowadays, more and more people point out that universities should provide graduates with the knowledge and skills according to the workplace.

 

The first reason for universities should provide these knowledge and skill is the students’ needs. Obviously, the most of the students go to university purpose of is to get some knowledge and skills which could make them have the ability to get a job. If a university does not provide these knowledge and skills, the students might not get a job and they would be very disappointed. As a result, the university would lose its students.

 

Moreover, providing knowledge and skills needed in the workplace makes a university progress. The new skills and information always are initiated in the workplace, so focusing on the needs of the workplace the university could get sound strategies to do research and make it more modernization.

 

Lastly, providing these knowledge and skills could benefit our country which usually gives a financial support to universities. Having these knowledge and skills, students are more easy to get a job, and this can make our countries’ economy strong.

 

In conclusion, it can be said that providing the knowledge and skills which the workplace needs is every university’s basic function.

　　

只能拿到5分的原因：

　　一、这个题目中有两方的观点：some 及others的，很明显这位考生在后面的论证过程中完全忽视了others的观点,都在一味地论证some 的观点的正确性，于是考官给出的评语是：it does not address all parts of the question.

　　写作建议NO.3：Do not neglect any part, or you will regret your mark.

　　不要忽视任何东西，否则你的分数会让你很伤心。

　　二、这位考生在连接词和复杂句型上都表现得不错，可是他太偷懒了，knowledge and skill这个词组一共用了9次，这种高频率的repetition让这位考生付出了比较惨重的代价，所以看者希望你们能够汲取这样的教训，多注意Paraphrase的练习。尤其是常考的考试主题所可能涉及到的高频单词更是要做好homework. knowledge and skill就属于top 3 的高频考题的教育类，所以这类的词汇一定是多多准备才对，如 expertise, conversance, instruction, competence, aptitude, technique, prowess, dexterity 都可以拿来替换这两个词。

　　写作建议NO.4：Paraphrase helps you parachute into a higher band.

　　改写能助你拿到高分。

　　以上从不同分数段的写作特点为大家深入介绍了雅思大作文的高分技巧，考生们不妨加以参考，通过针对性的练习来逐步掌握雅思大作文的写作技巧，从而在雅思考试中发挥会更为出色的成绩。

 

范文2：（某课堂讲义范文）

Nowadays, an increasing number of people are concerned about the purpose that university education serves. However, whether they should mainly provide job-related skills or pure knowledge to graduates has caused heated debate. My view is that practical skills should be the main focus of universities. 

 

 

In the first place, it is clear that for most students, the purpose of receiving university education is to obtain specific knowledge and skills, which will enable them to become qualified employees in the future job market. This is because most of them, after graduation, will enter workplace, earn their living, and raise their own families. So universities, as service providers, have to give top priority to these customers’ real needs.

 

 

Moreover, focusing on the job-related skills can benefit the university itself. For example, the science fiction blockbuster “Avatar” has marked a milestone in the filmmaking industry and sparked massive interest in 3D technology. If a university can quickly respond, and consolidate teaching resources to offer courses regarding 3D, not only will its graduates be more competitive in the near future, but the university itself will keep pace with the modern technological development and move forward.

 

 

However, that is not to say that universities should not pay nay attention to pure scientific research. There are, of course, students interested in theoretical knowledge such as math and philosophy, and will later become scientists and scholars who will make greater contributions to our society. But unfortunately these people are relatively few.

 

 

In sum, the major function of universities should be providing students job-related skills,guaranteeing high rate of employment, and thus making the society function well. Meanwhile, we should not ignore the other important roles universities are undertaking. Only by doing so can universities maintain dynamic and sustainable development.

范文3：

 

Education experts have spent years poring over surveys and compiling data, trying to come up with conclusive evidence as to the main function of a university. It seems in recent years the opinion swings from one extreme to the other. This essay will look at the arguments regarding this hot issue.

One of the more compelling arguments for universities providing graduates with expertise for their future careers finds its origins in economics. Parents have been investing in their children’s college studies in hope that they will earn a decent job with stable salary. Consequently, career preparation is becoming increasingly vital to the young people, especially in today's tight labor market with fewer jobs than before. Some people thus have called for universities to be more vocation-oriented because that way not only the graduates’ employment rates would be enhanced but the students be motivated for being given an opportunity to succeed in their future professions. From a helicopter view, in countries, particularly developing ones, the economic advances need numerous professional talents in the fields like finance, management, legislation, medicine, thereby putting universities in a pivotal position of nurturing these professionals.

However, reaching the conclusion that other functions, such as giving access to knowledge for its own sake, are no longer important is biased. For hundreds of years, especially in the west, the undergraduate education is, indeed, a liberal education, which means the undergraduates learn a wide range of curriculums such as psychology, economics, politics that has no direct relations to jobs. The upsides of this is that it firstly enables students to become broad-minded and help them lay a solid theoretical foundation, then they will be able to choose the most appropriate field based on their own interests for further studies.

Personally, without suggesting that imparting career-oriented knowledge and skills is the sole function of modern universities, I think it is by no means a less important one. In any way, it is now increasingly acting as a gauge for judging a university and therefore becoming one of the primary functions of a university.