首先我們來看一下雅思口語part3好壞類的幾個典型提問方式:
1. What are the advantages of living in the city?
2. What are the disadvantages of keeping a pet?
3. What are the advantages and disadvantages of spending time in a foreign country?
同學(xué)們應(yīng)該看出來了,問題問的全都是“advantage”或者“disadvantage”。有的題目單方面問好處或者壞處,有的題目把好處和壞處合在一起問。
下面我們再來看一位烤鴨的答案:
Q1. What are the advantages of living in the city?
A1:In the city you can live a better life because there are moregreat places。
相信同學(xué)們都能看出來這個雅思口語答案不是太好,比較短,太寬泛了,那么我們到底應(yīng)該怎么回答呢?請看下邊這個樣本:
A2: Well, I suppose there are quite a few clear benefits.
First, an obvious advantage is that you can enjoy a more colorful life.
For example, the subway will bring you a lot of convenience and the shopping malls can add funto your life. Second, the city can also provide you with better educational resources. You know, the schoolsare equipped with modern facilities and qualified teachers, which enable you to get a bettereducation.
雅思口語part3答案2和答案1相比到底好在哪里呢?當(dāng)然長度變長了,但更重要的是,答案2用更具象的例子把答案1中的 “a lot of great places”具體地從“購物廣場”和“學(xué)校”描述。購物廣場多有什么好處呢?顯然更方便,學(xué)校更好有什么好處呢?當(dāng)然是能收到更好的教育。這樣就把一個觀點拆成了兩個。而在考官看來,你除了從“生活”角度進行了分析,還從“教育資源”角度進行了分析,就會給更高的分?jǐn)?shù)。
對于雅思口語PART 3的問題,如果我們只有一個中心點,那么可以從這個中心點的對應(yīng)面出發(fā),尋找第二個中心點,來擴充語言。例如:生活 VS 學(xué)習(xí),物質(zhì) VS 精神,個人 VS 社會等等。
同學(xué)們應(yīng)該看出來了,其實這就是我要教給各位同學(xué)的雅思口語part3答題技巧之“對應(yīng)式思考”
下面再給同學(xué)們舉個具體的例子,供同學(xué)們參考:
Q2:What are the disadvantages of watchingTV?
A:Well, certain drawbacks do exist.
First, what bothers people most is that it may lead to poor health. You know, watching TVtoo long leads to a sedentary lifestyle which may increases the possibility ofgetting obesity. Exercise is necessary for maintaining a good physicalcondition.
Another big downside is that it will lower efficiency. I mean, watching TV isjust a recreational activity but it is easy to get addicted to it and itconsumes a lot of time. Plus, TV can divert your attention and sharplyreduce your work or study efficiency, that is to say, you have to spend moretime finishing your work.
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