3月28日雅思考試考情解析

 Task 1：

The charts below show the number of working hours per week in industrial sector in four European countries in 2002.

分析：

本次的小作文考查了柱狀圖，圖較多，需要將信息有效分類。( 數(shù)據(jù)是網(wǎng)友回憶版本，可能會(huì)有誤差，僅供參考。)

第一段：改寫題干。1句話

第二段：將其中工作36-40小時(shí)人數(shù)最多的幾個(gè)國(guó)家按從大到小的比例進(jìn)行介紹以及英國(guó)的特殊性。（最大值，最小值，特殊值）2句話

第三段：介紹法國(guó)工作31-35小時(shí)的人數(shù)最多，引出它的特殊性。（特殊值）1句話

第四段：客觀總結(jié)。 2句話

The bar charts compare the figure for working hours each week in industrial sector in France, Denmark, Sweden and the UK in the year 2002.

It can be seen clearly from the bar charts that Sweden had the highest proportion of people working for 36-40 hours, with the data of 80%, while the percentage of people in Denmark and the UK came second and third (70% and 50% respectively). It seems that a certain number of workers in England tended to work more than 50 hours , which stood at the highest proportion of 20%,  compared with that in France, Denmark and Sweden.

In terms of France, more than 50% of the workers who worked for 31-35 hours every week, whereas the percentage of people working for 36-40 hours was 35%, which is the lowest among the four countries.

In summary, France was the country with people working for the least hours. By contrast, the Swedish took most time to work .   (160 words)

Task 2:

作文提綱

首段：介紹背景，改寫題目，引出自己的觀點(diǎn)：覺(jué)得電腦和手機(jī)的流行對(duì)年輕人的閱讀寫作能力有不好的影響。(一邊倒)

主體段1：電腦和手機(jī)對(duì)閱讀能力的影響。（論點(diǎn)）

     電腦的廣告和游戲?qū)ψx者產(chǎn)生分心。（論據(jù)1）

     手機(jī)閱讀速度快沒(méi)法做筆記導(dǎo)致閱讀低效。（論據(jù)2）

    論證方式：列舉，因果

主體段2：電腦和手機(jī)對(duì)寫作能力的影響。（論點(diǎn)）

     電腦的文字處理導(dǎo)致學(xué)者不會(huì)寫一些字。（論據(jù)1）

     手機(jī)的短信導(dǎo)致寫作變得隨意沒(méi)有邏輯性。（論據(jù)2）

     論證方式：列舉，解釋

結(jié)尾段：重申觀點(diǎn)

In present age, it is extensively accepted that technology is advancing at a rapid speed, which makes communication tools like computers and mobile phones play a significant part in our daily life. However, some hold the view that the prevalence of computers and mobile phones has an adverse effect on adolescents’ reading and writing skills. As for me , I totally agree with what they insist. The reasons are presented below.

For one thing, the wide use of Internet and mobile phones leads to careless reading for the young. It’s quite hard for one to focus on the passage without distraction of pop-up advertisements and various computer games. In addition, it’s also challenging for young learners to read e-books or information efficiently by mobile phones without some notes or marks . As a result, low-efficiency reading directly influences readers’ ability. Reading should be a process of rethinking rather than just scanning words.

For another thing, youngsters don’t become proficient in writing skills after they using word processors. For example, the difficult Chinese characters can be easily “tapped” by spelling software in computer , thus we forget the right writing ways of these Chinese characters unconsciously . What’s worse, with the convenience of mobile phones , the instant and casual messages pose a threat to learners’ writing performance, who must still learn to write by hand to develop logical writing skills.

From what has been discussed above, we may safely draw the conclusion that though these technology products facilitate us a lot in communication as we all know , the harm they caused still requires avoiding.

                                         (260 words）

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