强化培训：雅思口语(新东方雅思考试指定辅导教程)(txt+pdf+epub+mobi电子书下载)

作者：新东方教育科技集团雅思研究院

出版社：群言出版社

格式: AZW3, DOCX, EPUB, MOBI, PDF, TXT

强化培训：雅思口语(新东方雅思考试指定辅导教程)试读：

Preface

感谢大家选择新东方雅思国际学习中心，选择新东方雅思强化培训教材！

在国际权威语言测试学专家及新东方顶级教学团队的共同努力下，新东方教育科技集团斥巨资研发的雅思强化培训教材终于和大家见面了。这也是新东方雅思国际学习中心继研发中国第一套拥有自主知识产权的雅思基础培训教材后，为广大考生送上的又一份厚礼。

本套教材针对中国雅思考生最薄弱的写作和口语环节对症下药，为考生提供最有效、最先进的雅思备考方案。

本套教材的两大特点是“基于语料库”与“策略培训”。“语料库”能够真实体现学习者的语言能力，是国际英语教材开发的重要指标；同时，基于语料库的教材能够准确、高效地提高学习者的语言水平。“策略培训”是新东方雅思强化培训的教学重点，即通过关注考试流程中提出的各种语言策略，从技能上提高考生的沟通和表达能力，锻炼能应用于各种场景的语言思维和表达逻辑。

考生在备考雅思的过程中，最大的困难莫过于提高实际的语言能力，以应对雅思考试中的各项语言应用要求。这些语言技能不仅对考生获得理想的雅思分数至关重要，也将成为考生将来在国外学习和生活中必须克服的现实问题。本套教材所有内容均取材于海外真实的学习与生活，既包括课堂讨论、教学研究等典型学术内容，又涉及购物、旅游、租房等最常见的生活场景。总之，本套教材不再单纯关注考生的语言知识，还重点强调考生的语言应用能力，充分保障考生以后在海外生活中的学以致用。

本套教材完全按照雅思考试流程编写，力求在最大程度上还原雅思考试的真实情况。考生通过学习本套教材，能从考试内容和流程两方面对雅思考试有一个全面的认识，从而在考试中获得高分。

衷心祝愿各位正在备战雅思的考生能够通过这套教材掌握高效的学习方法，同时切实提高自己的语言能力，从而获得理想的雅思分数，实现出国留学的梦想。

欢迎各位同学走进新东方雅思国际学习中心，相信这里将成为大家梦想起航的出发点，并在大家亮丽的人生幕布上写下难忘的一笔。周成刚新东方教育科技集团

Overview

本书收录了雅思口语考试涉及的核心话题，并结合考试流程进行讲解。全书共有十个单元，每个单元都分Part 1、

Part 2

Part 3

下面将根据雅思口语考试对各部分的要求和对应的答题技巧，概述本书内容及主要特色：

Part 1

每个单元的Part 1设置了大量的热身练习。这些练习可以帮助考生扩充词汇量，提高语言表达能力和听力水平，并学习如何分析问题，从而在考试时能够有的放矢。同时，该部分收录了大量的雅思口语考试Part 1常考话题，并提供了标准答案，便于考生进行模仿。

Part 2 & Part 3

由于本书主要针对英语基础较好的考生，所以重点关注雅思口语考试的Part 2和Part 3。

本书在Part 2部分结合雅思口语考试的评分标准对考试进行了剖析，从而使考生在熟悉考试要求和评分标准的基础上，进一步掌握考试策略。本部分提供了大量的卡片和回答范例，指导考生如何使自己的答案清晰连贯、有条理，同时不失个性。

雅思口语考试Part 3要求考生拓展自己的观点，与考官进行深入的沟通。在这部分的回答中要避免机械地重复先前的观点，因此通过复杂的语言深化自己的观点尤为关键。本书在Part 3部分精心设计了语言及词汇练习、头脑风暴练习和答题技巧深化练习，并提供参考答案。希望考生能通过大量练习进一步提高沟通能力，丰富表达技巧，轻松应对考试。

本书涵盖雅思口语常考话题，详细介绍了口语考试的回答策略和技巧，并结合丰富的练习帮助考生在考场上灵活运用，从而在雅思口语考试中取得高分。

UNIT 1

Part 1

Work in pairs. Read the following IELTS questions and alternative answers and decide which is the better answer and why.1．When do you usually read books?2．Do you prefer going to the movies or watching videos at home?Exercise 2

Now you practice.

Work with two other people.

Each person should choose six questions from the Part 1 Question Appendix on this page.

Choose different types of questions.

Take turns to be the examiner, student and time keeper.•　Examiner: Choose one person from your group, and ask one of your chosen questions.•　Student: You have up to 20 seconds to speak on this topic.•　Time keeper: Say 'stop' after 20 seconds.

After each answer, think about the following:1．Did you answer the question you were asked?2．Did you give a brief reason or example for your answer?Exercise 3

Read the questions below and match them to the answers you hear. Note: the answers will not be played in the same order as the questions, so listen carefully.

Write the number of the correct answer in the space provided.

Now look at the tapescript on this page. Underline the specific words which answer the question and mark the reasons and examples in the answers.

Then, write your own answer for each question.

Practise the questions and your own answers with a partner.FoodExercise 4

Look at the following sample questions and answers. Then practise asking and answering the questions with a partner, giving your own answers to the questions.Travel1．Are you interested in travel at all?•　Yes, I am. I'd love to go abroad and learn more about different cultures and people. I have only been to Asian countries, never to Europe or South America, for example.2．Who would you prefer to go on holiday with, family or friends?•　I'd prefer to go with friends. When I was younger, I enjoyed holidays with my family, but now I'd like to go with people my age who enjoy the same things as me.3．If you had to travel a long distance, how would you prefer to travel?•　By plane is really the best just because it's quicker, though it would have been really interesting to travel by boat or train in the past. You could see much more of the countryside then, and make the travelling part of the holiday.Hometown4．What would you say are some of the best things about your hometown?•　Well, my hometown has lots for young people to do. There are shops and movie theatres, karaoke bars, games arcades … roller skating and other things I can't think of right now … we're never bored.5．Do you think it's a good place for young people to live?•　Yes, it's a great place and young people are very happy here. In fact, a lot of young people come here from the country areas when they are ready for university.6．Do you have many tourist attractions?•　There are quite a few tourist attractions. There's an old, traditional part of town to see and a silk factory, and I think the tourists enjoy the markets. I don't really know much about the tourist activities in my own town, because I live here all the time!7．Is there anything you'd like to change about your hometown?•　Yes, the traffic is a problem. It's getting more and more congested on the roads. We need to build more roads and encourage people to use public transport rather than private cars.Part 2Teacher TipIf you want your talk to be coherent, convincing and engaging, it is important that you link your ideas well. There are a number of ways in which you can link ideas, for example:•　using conjunctions like: and, but, also, …•　emphasising ideas•　repeating key words or phrases•　using pronouns to refer to ideas•　using synonyms when repeating ideas.However, do not overuse linking words and phrases in your talk.Memorising them and using them too often will make your talk sound unnatural and will not give you a better mark in the test.Exercise 5

Look at the following two paragraphs.

With a partner, discuss which paragraph is more coherent and why.

Mark the words / phrases which make one paragraph more coherent than the other.

Try to find an example of at least three of the points mentioned in the teacher tip above.Paragraph AI would like to talk about my father. I have known my father since I was born. I cannot remember meeting him. I have memories of him from when I was a little girl. We have a photo which shows him and me feeding the ducks in Trafalgar Square in London. I look about 2 years old in the photo. He is kneeling down beside me. We are surrounded by pigeons. We both look so happy. That photo typifies our relationship.Paragraph BThe person I'd like to talk about is my father. Of course, I have known him since I was born and I can't remember meeting him, but I have memories of him from when I was a little girl. We have a much cherished photo in our family which shows him and me feeding the ducks in Trafalgar Square in London, and I look about 2 years old then. He is kneeling down beside me and we are surrounded by pigeons in that photo, and we both look so happy! In many ways, that photo typifies our relationship.Exercise 6

Read the task card below.

Then read the sample answer.

Underline all the words and phrases which make this talk coherent (which link the ideas together to make this talk sound natural and fluent).Task CardDescribe someone whom you have known for a long time.You should say:who the person is and his or her relationship to youwhere or how you methow long you have known the personand explain how he or she has affected or changed your life.

The person I'd like to talk about is my father. Of course I have known him since I was born and I can't remember meeting him, but I have memories of him from when I was a little girl. We have a much cherished photo in our family which shows him and me feeding the ducks in Trafalgar Square in London, and I look about 2 years old then. He is kneeling down beside me and we are surrounded by pigeons in that photo, and we both look so happy! In many ways, that photo typifies our relationship - he is showing me something and I am happy and interested and that was often how it was when I was growing up. He was the parent who played with us and answered our questions and he always helped us with our school work. I remember he would never tell me the answer; he always explained and made me work it out myself, and I used to get so cross! Then, suddenly, I would get it and rush away shouting 'thanks' until the next time.

My dad has been a huge influence on my life. I always remember a conversation from when I was about 10 or so, when he said that the greatest virtue in life was unselfishness. He certainly lived that philosophy himself and set his children that example in his own life. I guess the most obvious time was when my Mum was sick. For the last two years of her life, she couldn't really get out of bed and he looked after her, almost singlehandedly. Not many people could have managed that, but he did it without complaint.

He was also a lot of fun, though, and he used to play cards with us and games like hide and seek, and make silly jokes. He did the same with his grandchildren, too, and my children will always remember 'silly granddad' playing croquet with them on the lawn. I think I am very lucky to have a father whom I admire so much and who has had such a strong influence on my life.Exercise 7

Use the bold language in the answer to the above exercise to plan your own answer on this topic.

Use the structure indicated in bold italics. Work with a partner, speaking and listening to each other's responses to this topic. Then practise further at home.Part 3Focus on the QuestionTeacher TipIn Part 3 of the Speaking Test the examiner will be asking you more detailed and abstract questions relating to the topic from Part 2. You may be asked to describe, explain, compare, talk about reasons and results, and speculate about the future.It is important to listen carefully to the question and to understand what you are being asked to do.

Look at the following Part 3 questions. They are all asking you to use the same functional language. Decide whether they are asking you to compare or evaluate or describe.1．Do you think there is a difference between younger people's and older people's friendships?2．Do you think friendships have changed since computers have become so popular?3．Do young people and older people make contacts and friendships in the same way?4．Are friendships between boys and between girls the same?5．Do boys and girls have the same kind of friendships?6．Have friendships changed between your parents' time and today?Developing Ideas - LanguageTeacher TipWhen you discuss the topic in Part 3, you need to use frame-working language which is appropriate for the type of question you have been asked.

Look at the following questions and answers and underline all the language of comparison and contrast which is used to framework the answers.1．Do boys and girls have the same kind of friendships?•　I think that girls tend to have more intense and verbal relationships than boys do. Boys often bond by doing physical things together, whereas girls like to gossip, and spend more time texting or chatting on the phone than boys do. Girls also argue much more often than boys, and they frequently change their alliances while boys are less obsessed with their friends.2．Have friendships changed between your parents' time and today?•　I think that the fundamental nature of friendship today is very similar to the past. People still make friends with their neighbours and at work, and they still value these friendships and want to nurture them. However, there are certainly some small differences. For example, people can communicate more easily over long distances today, so they can maintain their friendships for longer periods even when they move country or city.

Brainstorm other ways that you can compare and contrast in English. Then check your ideas with the list in the language bank.

Work with a partner. Ask and answer the other comparing questions from exercise above. Try to use a variety of language for comparison and contrast.Developing Ideas - Brainstorming

The topic for this part is friendship. Discuss the following set of general questions related to friendship. Note down some ideas for answering these questions, and some examples from your experience.1．Describe some of the common ways that people make lasting friendships with others.Think about - the Internet, school, clubs, family, other places … and some examples.2．What factors will influence whether or not people make friends?Think about - personality, how long they spend together, shared interests, other factors … and some examples.3．Do you think it is common for childhood friendships to last into adulthood? (Why / Why not?)Think about - why would people break friendships? Why would they keep them? E.g. going overseas, getting married, new friends … and some examples.4．Do you think friendships have changed since computers became so popular? (In what ways?)Think about - Internet, social networking sites, online chat, others. Are face-to-face friendships still important as well? What are the differences between face-to-face friends and online friends?5．How do you think these trends might change in the future?Think about - other computer options, or new technology, maybe you think friendships will not change …

Work with a partner. Ask and answer the questions above, using your notes to help you.Developing Ideas - Vocabulary Bank

Practice these useful phrases with a partner. Add your own information to make them into complete sentences and use these to create your own response to the speaking task.Useful ExpressionsTopic-Related VocabularyTechniques for Gaining a Higher IELTS Band Score

In this section we will identify and discuss some common problem areas which can prevent candidates from gaining higher scores in the IELTS Speaking Test.

Look at the samples below: The first one is a typical IELTS Part 3 answer, but the second one is much better and would get a higher score.

Do you think that there is a difference between young people's and older people's friendships?

Answer 1:•　Yes, I do. I think young people usually make friends quickly and they can be friends with someone if they only know them for a short time. Old people develop friendships more slowly and they are slower to make friends, but young people are faster I think. Young people can be friends with others after they only know them for a short time. Old people know their friends for a long time, they are slower.

Answer 2:•　Yes, I think this is true. One difference that I have noticed is that young people tend to make friends quite quickly. Maybe this is because their lives aren't settled yet and they move around to different places to study, and maybe they also have more time for making new friendships than older people because they don't have so many responsibilities. Kids at school, for example, spend a lot of time chatting to each other between classes, or texting on their phones. Old people, in my view, tend to keep their friends longer, and they don't make so many new friends. Perhaps this is because they have a lot of shared memories or experience with their friends, like watching their kids grow up together or working in the same job for many years. But, of course, everyone is different and personality is another factor besides age.

Discuss with a partner:1．How many ideas are there in each sample?2．How are these ideas developed? (e.g. with examples, with reasons, with a further idea …)3．Now look closely at the second answer. Look fora．Starter languageb．Linking language for reasons, examples, and further ideas.Teacher TipIn Part 3 of the IELTS Speaking Test you have a chance to show your language skill and to develop ideas in more depth. It is important not to repeat the same ideas several times, but rather to extend your answers by explaining the reasons for your ideas or by giving examples.Listening to a Model

Listen carefully to the following questions and answers.

Listen to the examiner's questions and notice how they respond to the candidate's answers. There are six questions in total. Write the numbers of the questions which:a．introduce a new part of the topicb．ask the candidate to expand an answer or to add more information

Notice how the examiner is asking the student to develop ideas in more detail.Practice

Work with a partner. Use the questions above, and take it in turns to ask and answer. You can follow this pattern:•　use a starter•　give an idea•　develop your idea with a reason, using a reason linker•　add an example•　give another idea•　develop this idea with reasons and examples.

UNIT 2

Part 1

Work in pairs. Read the following IELTS questions and alternative answers and decide which is the better answer and why.1．Which season do you enjoy the most?2．Has this season always been your favourite?Exercise 2

Now you practice.

Work with two other people.

Each person should choose six questions from the Part 1 Question Appendix on this page.

Choose different types of questions.

Take turns to be the examiner, student and time keeper.•　Examiner: Choose one person from your group, and ask them one of your chosen questions.•　Student: You have up to 20 seconds to speak on this topic.•　Time keeper: Say 'stop' after 20 seconds.

After each answer, think about the following:1．Did you give a brief reason or example for your answer?2．If the question was 'closed', did you expand your answer?Exercise 3

Look at the following sample questions and answers. Decide which questions are 'closed' and which questions are 'open'.

Now go back and write notes for your responses to each question. If it is a closed question, try to think about how you could expand your answer with reasons and note down an idea for at least two examples.

For example:

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