Update current IELTS notes
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tags:
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- IELTS
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- Notes
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- IELTS/Speaking
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status: Done
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---
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Referenced to: [01_idiom](Couse%20Notes/idiom.pdf)
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1. Be about to do sth
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2. That’s about all/it
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3. Add fuel to the fire/flames
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@ -21,7 +24,7 @@ tags:
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16. Bite off more than you can chew (informal)
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17. Out of the blue
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18. The bottom line (informal)
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19. (be) bursting to do smth
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19. **(be) bursting to do smth**
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20. (as) busy as a bee
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21. Give smb a buzz (informal)
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22. get a buzz from sth/from doing smth
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@ -31,17 +34,17 @@ tags:
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26. Around/round the clock
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27. On cloud nine (old-fashioned, informal)
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28. Not have a clue (informal)
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29. Get/have cold feet (informal)
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29. **Get/have cold feet (informal)**
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30. Have (got) smth in common (with smb/smth)
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31. A couch potato (informal, disapproving)
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32. From the cradle to the grave
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32. **From the cradle to the grave**
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33. Cry your eyes out
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34. I’m/I’ll be damned if…(spoken)
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35. From day one
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36. Make smb’s day
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36. **Make smb’s day**
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37. Be/have to do with smb/smth
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38. Dressed to kill (informal)
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39. Dressed (up) to the nines (informal)
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39. **Dressed (up) to the nines (informal)**
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40. Drink like a fish (informal)
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41. (take to smth) like a duck to water
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42. Be all ears (informal)
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@ -51,7 +54,7 @@ tags:
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46. Take it/things easy (informal)
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47. Put all your eggs into one basket
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48. Not exactly (spoken)
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49. give smth a facelift
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49. **give smth a facelift**
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50. fan the flames (of smth)
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51. take a fancy to smb/smth (esp. British English)
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52. by far
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@ -67,18 +70,18 @@ tags:
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62. get out of hand
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63. go hand in hand (with smth)
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64. come in handy/useful
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65. get the hang of smth (informal)
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65. **get the hang of smth (informal)**
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66. be hard on smb
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67. hate smb’s guts (informal)
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68. have it out with smb
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69. head over heels (in love)
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67. **hate smb’s guts (informal)**
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68. **have it out with smb**
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69. **head over heels (in love)**
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70. here we go again
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71. high and low
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72. get hold of smb/smth
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73. bring home the bacon (informal)
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74. come home (to smb)
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71. **high and low**
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72. **get hold of smb/smth**
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73. **bring home the bacon (informal)**
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74. **come home (to smb)**
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75. keep it up
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76. kick the bucket (BrE, informal, humorous)
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76. **kick the bucket (BrE, informal, humorous)**
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77. kill two birds with one stone
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78. kind of/sort of (informal)
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79. (two) of a kind/sort
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@ -92,13 +95,13 @@ tags:
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87. mean (smb) no harm; not mean (smb) any harm
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88. (be) a means to an end
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89. if my memory serves me well, correctly, etc.; if memory serves
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90. come/spring to mind
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90. **come/spring to mind**
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91. have (got) a mind of your own
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92. by a neck
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93. (as) good as new; like new
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94. next thing (I knew) (informal)
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95. next to nothing
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92. **by a neck**
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93. **(as) good as new; like new**
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94. **next thing (I knew) (informal)**
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95. **next to nothing**
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96. it’s now or never
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97. by numbers
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98. a hard/tough nut (to crack) (informal)
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99. (put smth) in a nutshell (informal)
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98. **a hard/tough nut (to crack) (informal)**
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99. **(put smth) in a nutshell (informal)**
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IELTS/Note - IELTS Writing.md
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IELTS/Note - IELTS Writing.md
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---
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tags:
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- Notes
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- IELTS/Writing
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status: Ongoing
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---
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# Part 1
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## 1.0 写作任务
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雅思小作文写作看重数据的**总结**和汇报的**层次**，这是一个经典的写作任务描述：
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>Summarize the information by selecting and reporting the **main features**, and **make comparisons** where relevant.
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### 1.0.1 哪些值得写？
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1. 高度概括的**总体特征**和区别于它的
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2. 数值
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1. 初始值 - 终值
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2. 大的：数字或$\Delta$
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3. 离群值、极值（或者自选一个阈值使得该数据特殊）
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3. 趋势
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1. 升高、降低、不变
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2. 趋势的变化
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4. 不要对数据进行计算
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### 1.0.2 对数据进行分组
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使用1.0.1中的特征，进行分组
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1. 先根据大特征分大**组**（段落）
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2. 再根据组内特征找出特殊值（句子层次）
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3. 对比注意控制变量，否则难以通过数据说明白
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## 1.1 动态图
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注意时态问题：
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这是一类最经典的题目，学生应当尽可能地展现数据的变化趋势。最典型的呈现方式是条形图。
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> The line graph compares three developed countries in terms of the percentage of the aged population/senior
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**Basic structure** (by paragraph & type)
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1. Rephrase the question
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2. General feature (one or two sentence(s) only)
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3. comparing the data at the start
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From the highest/biggest to smaller/lower one
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4. make comparisons **between two** categories
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可以试着通过讲对比的两个对象排序，做到连贯。
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1. Similar trend
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变化态势相近
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2. Same path
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绝对值变化相近
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3. Time point splits two stage (for one or two)
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带转折的：某个时间点态势变化了（上升、下降、不变）
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## 1.2 动静结合
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这是一类（时间上）对比2-3组数据的题目，要求学生均衡地分配重心在静态特征及简单的变化上。
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呈现方式上，可能是饼图或者表格图。
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**Basic structure** (by paragraph & type)
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1. Rephrase the question
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2. General features:
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1. 观察最大值和最小值的分布，在两年或者三年中是否一致。
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2. 观察是否有总量的数据
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3. Specifically：
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1. 初始值的排序
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4. Comparison （从显著到不显著）带到后续的关键数据:
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1. 升高
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2. 减少
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> **带总量的图：** 在动态图和动静结合中，都有可能遇到“总量”。其不适合与其子项比较，需要在总体趋势中概括到。
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## 1.3 静态图
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### 1.3.1 数据：表格、饼图、柱状图
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注意识别不是时间的轴，理解出题人选择图表的意图：
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1. 表格：主效应
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2. 饼图：分组详述，重要成分的比例
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3. 柱状图：详细与多样的组间对比
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Basic Structure
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1. Rephrase
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2. Main features:
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1. Range (min & max) of the ratio variable
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2. Interaction effect and main effect
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3. Elaborate the effect with data
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4. Group data by threshold values
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### 1.3.2 流程图
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Basic Structure:
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1. Rephrase (Process): The flow chart illustrates the process of ……
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2. Stage (Mean feature): Overall/ it is clear that … steps are involved which are separated into two phases in terms of A and B.
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3. Steps, grouped by stage:
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1. 现在时
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2. 定语从句
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3. 被动语态
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4. 顺序连词
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| 短语类别 | 短语 |
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| ------ | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |
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| 表示时间阶段 | …… days/after a period of months/……minutes/during |
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| 表示顺序 | first/first of all/ firstly/initially/During the initial phase/to begin with/once<br><br>second/then/next/in the meantime/meanwhile/prior to/until/simultaneously<br><br>The first stage involves……/ the seconds stage is……/in the third stage/in the last stage/ |
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| 表示目的 | In order to/In order that/ so that/so as to……. |
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### 1.3.3 地图
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Basic structure:
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1. **Rephrase:** The two maps illustrate a range of changes of ……
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2. **Mean feature:** Overall, major changes are in terms of A and B.
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(reconstruction of original facilities and access/ reconstructions to original facilities and some new additions)
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3. Diff 1
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4. Diff 2
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表示存在或方位：
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there be/we can see/lie/be located/ be situated (in/at)、can be found in the east/ west/ south/ north of ... in the eastern/ western/ southern northern part of .../in the southwestern corner of ... /at the southern end of the river/ be opposite/ a main road (river) runs through…from…to…
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# Part 2
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## 2.0 How to make a clear statement?
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>认清今天讨论话题的方向，能从不同的角度对于个人观点进行展开。
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## 2.1 Agree and Disagree
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- [00_试听课笔记](CouseNote/00_试听课笔记.docx)
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Questions like:
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> …… should do …… Do (To what extant) you agree or disagree?
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### 2.1.1 Outline
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不够写的时候可以写让步段
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1. Rephrase the question, and make a thesis statement (your standing). In some case the statement may duplicate with the rephrasing, shorten it to avoid redundancy.
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2. Leading your answer with sub-statements:
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注意：必须是自己的观点（回看问题），不能有 Some may say 。
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1. Feasible or not? (how)
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2. Positive or negative results? (Why)
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1. **Individuals**:
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1. 个人发展
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2. 快乐幸福 Work/life balance
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2. **Enterprises**:
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1. higher efficiency
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3. **Society**:
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1. Moral or Ethical Aspect
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2. economic growth
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3. stability
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4. 社会风气
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5. 舆论
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4. Short-term/Long-term Benefits
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1. 长远利益（环境）
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5. Universality/Special Case
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3. Better solutions.
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3. Conclude with a call-back of the statement.
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> 其实有时候不是想不出 How 的问题，而是只看到了 How ，没看到 So what 。应当以 So what（扣题）为重点，通过 How 链接 topic 。
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### 2.1.2 Scope
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- 环境保护类：野生动物植物保护/水资源紧缺/污染问题/全球变暖
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- 科技类：网络/智能手机/人工智能/无人驾驶/科技探索
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- 犯罪类和法律：犯罪率（青少年犯罪）刑法处罚 公开审判 警察持枪
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- 教育类：家庭教育/学校教育/社会教育 意识培养
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- 政府决策类：政府投资/政府职能
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- 社会类及其他：平权/语言保护/社会艺术环境/生活态度
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### 2.1.3 Compose a Paragraph
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三个层次的论述（引用哲学术语）；
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1. 语义之理：界定论断的范围（Statement）
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2. 逻辑之理：通过推断得出结论（Reasoning）
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3. 经验之理：应用现实例子、数据作为逻辑的基础（Support）
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尤其在 How 中重要
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### 2.1.4 Types: Behaviour and Ideas
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Agree and disagree for ideas.
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It's like the topic have already gave you a statement, what you have to do is only reasoning and support the thesis (by facts, and logics).
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>The **most important** aim of science should be to improve people's lives.
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>==To what extent do you agree or disagree with this statement?== Give reasons for your answer and include any relevant examples from your own knowledge or experience.
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disagree
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Facts
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How does science promote society?
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Other purposes?
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AI/nuclear weapons
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Explore: seek truths: the original purpose
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Survival issues: global warming
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## 2.2 Discuss both sides
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> Some people say that advertising is extremely successful at persuading us to buy things. Other people think that advertising is so common that we no longer pay attention to it. ==Discuss both these views and give your own opinion.==
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中立/一边倒/两边都不赞成
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==People have differing views== regarding the impacts of commercial. ==Personally==,
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==On the one hand==, some claim advertisements affect our shopping behaviors.
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Trend/
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Celebrity endorsement:
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Exaggerate the information about their commodities.
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==On the other hand==, others think people gradually ignore advertising.
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Repetitive: contents
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Frequent
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Brainwash
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==In my opinion,==
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# References
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300
IELTS/Notes - IELTS Speaking.md
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300
IELTS/Notes - IELTS Speaking.md
Normal file
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---
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tags:
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- IELTS
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- Notes
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- English
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- Speaking
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status: Ongoing
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pomodoro: "1"
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---
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# Daily Practice
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- [Recordings](Recordings.md) on daily basis
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# 1. Assessment Criteria
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- [00_class for miu ](Couse%20Notes/00_class%20for%20miu%20%201.pdf)
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- [01_Rubric](01_Rubric.pdf)
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1. Fluency and coherence
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2. Pronunciation
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3. Grammar range and accuracy
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1. Accuracy: Use the exact word.
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2. Grammar: Tense; Sentence pattern; Advanced grammar.
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4. Vocabulary
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1. Diversity
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2. Flexibility
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3. Idiom
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4. Paraphrase
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5. Less common word
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6. Native expressions
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## Idiom
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[Idioms99](../../note.mxr612.io/IELTS/Idioms99.md)
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**Q: How do you usually study for exams?**
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I usually hit the books for several hours each day. Sometimes, when the material is tough, I really have to put on my thinking cap and brainstorm ideas with classmates. I try to avoid burning the midnight oil too much, though, to stay healthy.
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**Q: What’s the most important thing about family?**
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I believe blood is thicker than water, meaning family relationships are the strongest. Even if there are conflicts, it’s important to bury the hatchet and keep supporting each other. In my experience, my family is truly the apple of my eye.
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**Q: Do you enjoy cooking?**
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Yes, I find cooking to be a piece of cake once you learn the basics. I like trying new recipes, though sometimes I end up in a pickle if I forget an ingredient! Also, I never spill the beans when it comes to secret family recipes.
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**Q: How do you manage your finances?**
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I know money doesn’t grow on trees, so I try to tighten my belt and avoid spending unnecessarily. It’s important to build a nest egg for emergencies. Sometimes, though, I have to make ends meet on a tight budget.
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**Q: How would you describe your personality?**
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I usually try to go with the flow and stay positive. I like to put my best foot forward when meeting new people, though sometimes I get cold feet in stressful situations. Overall, I try not to have a chip on my shoulder about past mistakes.
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- To express lack of consideration, use:
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- _"It didn’t cross my mind"_ (from [Idioms99](obsidian://open?file=2025_IELTS%2FSpeaking%2FIdioms99.md)).
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- _"I didn’t give it much thought"_ (neutral).
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- _"It slipped my mind"_ (for forgetting).
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# 2. Personal information checking
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name; study; accommodation; hometown; identification
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# 3. [Likes and Dislikes](02%20Likes%20and%20Dislikes.pdf)
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## 3.1 Question forms
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e.g. do you love something? Do you enjoy something ? Are you interested in something? What kinds of something do you + verb. Enjoy; like; love? What is your favorite something and why?
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## 3.2 Standing
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yeah ; no; definitely; absolutely; for sure; sure thing; no doubt about it; exactly; certainly; of course; the answer is positive / negative;
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## 3.3 Phrases
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e.g. something is my thing; something is my cup of tea; be obsessed with something; be huge fan of something or somebody; be into; someone is a kind of noun freak. Verb. Freak me out; workout freak; sports freak; movie freak; psycho cycling
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## 3.4 Sentence cooking
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### 3.4.1 skill learning
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|
||||
e.g. do you love + skill? e.g. dancing; cooking; swimming; playing the piano? To tell the truth, I have been in the habit of doing something since/ for + time period. To me, doing something can not only + benefit one, but also + benefit two. Major benefit of sports take dancing for example; Better / perfect my balance; flexibility; coordination and gesture To strengthen/ shape my body; To build up my muscle; To let off steam; Major benefits of cooking; Cut down my household budget; Keep the nutrition and protein of the organic food; Cater to my individual taste (ingredient; spices) To strengthen/ bond/ closer the relationship between families or friends.
|
||||
|
||||
### 3.4.2 pros and cons
|
||||
e.g. Standing. Doing something has undeniable / unquestionable benefits. For example/ for instance/ lets say, benefit one and benefit two. Although doing something has / is + drawback, I still believe that doing something can bring me more benefits than drawbacks.
|
||||
|
||||
### 3.4.3 multiple choice
|
||||
|
||||
e.g. what is your favourite xxx and why? What kinds of xx do you love and why? Speaking of the xxx that I am into, I guess the award goes to+ personal perspective. The reason behind this is the fact that + personal reason one and reason two. Speaking of In terms of When it comes to Regarding of … Be into = e..g who’s your favourite celebrity ? When it comes to the star that I am huge fan of, I guess the award goes to.
|
||||
|
||||
### 3.4.4 personal experience
|
||||
|
||||
To be frank, doing something is not my thing/ my cup of tea. I still remember last time that I did something with a couple of someones, which turned out to be + adjective. e.g. disappointing; frustrating; thrilling; rewarding; exciting;
|
||||
|
||||
### 3.4.5 5w
|
||||
|
||||
what where who when and why
|
||||
|
||||
e.g. do you love doing sports / workout? Absolutely. Let's say, I work out a lot in the gym neighbourhood with a couple of my besties on the weekends in order to to shape our body and let off steam.
|
||||
# 4. Often and usually
|
||||
|
||||
## 4.1 Often = Frequency
|
||||
|
||||
> Do you often do sth.
|
||||
> How often do you go for a holiday?
|
||||
> How much time do you spend on something?
|
||||
|
||||
Which is quite similar to answers in 1.1, we use:
|
||||
- **Frequency words:** Frequently; constantly; regularly; From time to time, occasionally On …. Basis (daily; weekly; monthly) Rarely; barely; merely; hardly ever; seldom Once in a blue moon; once in a lifetime Almost; never; biweekly; semi-weekly.
|
||||
- **5W1H:** What, Why, When, Who, Where, How (Get more points, but don't extend the reason too long.)
|
||||
|
||||
## 4.2 Usually (= Typically) do
|
||||
|
||||
> How do you usually do something?
|
||||
> What do you usually do to + something ?
|
||||
> How do you usually spend + time (time/day off, holiday/festival)?
|
||||
|
||||
1. For the **majority** of my (recreational/entertaining/leisure) **time**, I will do + **activity** + **benefit**. But **from time to time**, I will do + **activity** for a change; **to** spoil oneself/entertain oneself/kick back/unwind/wind down;
|
||||
ass-kisser ; hit on someone; wander around brag about under the weather
|
||||
2. It **depends**/ it is up in the air/ I cannot tell with certainty. If I were …. I would…. Factors ; mood; calendar ; climate; season (Show off 虚拟语气)
|
||||
|
||||
**You may prepare some content for activities:**
|
||||
- [Full Mind map](e7aca94f2529660872dc44a490a9d6c%201.png)
|
||||
|
||||
# 5. Personal preference
|
||||
|
||||
[04 Preference & Comparison](Couse%20Notes/04%20Preference%20&%20Comparison.pdf)
|
||||
|
||||
> Do you prefer option A or option b, and why? Which one do you love better, a or b?
|
||||
|
||||
**Phrase:**
|
||||
- personally speaking, doing a is a far/way better option than doing b.
|
||||
- As for me, I am quite into doing something instead of / rather than doing something.
|
||||
- Doing something / something is always my priority/ on the top of my head.
|
||||
|
||||
**Sentence:**
|
||||
- a+ a+ b- b+ b+ a- blockbuster lose oneself into; be immersed into something; As for me/ personally speaking, A or doing A is always my top priority. The chief reason for the indeed fact is that A or doing A can not only + benefit, but also can + benefit, while/ on the contrary, doing B + drawback
|
||||
- It seems to me that doing A beats/ defeats doing B. There are a couple of factors that make contribution to the fact. One benefit/ function is, the other benefit/ function is.. however doing B is plus drawback
|
||||
- Convincing answer Supporting point Data analysis Report Personal experience Story Questionnaire or survey Face to face interview; Comparing
|
||||
|
||||
# 6. Comparing
|
||||
|
||||
6.1 Object related
|
||||
|
||||
> what are the major differences between something and something?
|
||||
> How does something differ from something?
|
||||
> Can you identify the major distinction between something and something?
|
||||
|
||||
1. **Step one:** Topic sentence.
|
||||
It seems to me that there is a world of differences between something and something. Personally speaking, they are like chalk and cheese to me.
|
||||
As for me, they are like comparing apples and oranges.
|
||||
To the best of my knowledge, I really cannot draw a clear distinction between something and something.
|
||||
In my eyes, what sets something apart some this is……
|
||||
2. **Step two:** One of the major differences that I want to elaborate on today is + noun. One of the most distinguished features that I want to keep my eyes on today is + noun.
|
||||
3. **Step three:** What I am getting at is that for option a + feature For option b + feature What I am trying to say/emphasize here is that for option a + feature, for option b + feature Optional: Another major difference/ distinction that I cannot lose sight of is ….
|
||||
4. **Step four:** To summarize Based on what I said above, I guess this is( these are) one of the major differences between something and something.
|
||||
|
||||
## 6.2 Time related
|
||||
|
||||
Time related comparing
|
||||
|
||||
How has something changed in the past few years / decades ?
|
||||
|
||||
Greenery
|
||||
|
||||
# 7. Future Plan
|
||||
|
||||
>e.g. do you want to be + position?
|
||||
>Do you consider +position for the future job?
|
||||
|
||||
## 7.1 Career Plan
|
||||
|
||||
>Off the charts in something; data analysis;
|
||||
|
||||
### 7.1.1 Quality
|
||||
|
||||
1. To tell the truth, doing something is not my thing.
|
||||
2. It is known to us all that being a +position
|
||||
3. requires/demands both
|
||||
1. quality a and
|
||||
2. quality b,
|
||||
4. but unfortunately, I was not born with these qualities that I mentioned above,
|
||||
5. therefore/ as a consequence, being a + position is not my strong suit.
|
||||
|
||||
Quality of being a teacher: Passion; Responsibility Patience A sense of humour Communication skill; Interpersonal skill;
|
||||
### 7.1.2 Benefit
|
||||
|
||||
1. Working as + position has been my aspiration/ dream since + time period.
|
||||
2. To me, working as + position has undeniable benefits, for example,
|
||||
1. benefit one and
|
||||
2. benefits two.
|
||||
3. As a consequence, if it is possible, I want to dive into the field in the near future;
|
||||
|
||||
Fame or fortune; power; undeniable / unquestionable
|
||||
|
||||
## 7.2 skill learning
|
||||
|
||||
Skill learning + plan; including entertaining plan. ; festival or holiday spending;
|
||||
## 7.3 Long and short term plan
|
||||
|
||||
Step 1
|
||||
related to
|
||||
Step 2
|
||||
|
||||
one of the step could be related to the question topic
|
||||
|
||||
## 7.4 Uncertainty
|
||||
|
||||
Maybe you didn't sleep on the question before for a firm answer, but you can have some general concept on it.
|
||||
|
||||
1. Still up in the air, concerning xxx and xxx. if xxx, else, xxx.
|
||||
|
||||
# 8. Personal experience
|
||||
|
||||
Question forms:
|
||||
> when was last time that you did something?
|
||||
> Have you ever done something before?
|
||||
> Did you do something when you were a kid / a child/ in your childhood?
|
||||
|
||||
- Grammar accuracy ; especially tense verb. From do to did;
|
||||
- bite more than I can chew; seasoning ingredients
|
||||
|
||||
1. if my memory serves me correctly, the last time that I did something was + time additionally.
|
||||
1. as far as I could remember/ recall;
|
||||
2. to the best of my knowledge,
|
||||
3. speaking of this, it occurred to me that;
|
||||
4. when it comes this topic, it reminds me of…
|
||||
2. 5w ;
|
||||
|
||||
|
||||
# 9. Personal perspective
|
||||
|
||||
e.g. beneifical; important; significant; essential and so forth.
|
||||
> Do you think something is / are + adj?
|
||||
> Do you believe something is ?
|
||||
> What do you think about something?
|
||||
|
||||
|
||||
# 10. The public
|
||||
|
||||
Question form:
|
||||
> how do the people in china do something?
|
||||
> What do the people do in china to + verb . e.g. celebrate?
|
||||
|
||||
1. Watch your mouth; a little bird told me that ; even worse apples and oranges
|
||||
2. Location; age; gender; time; religion or culture
|
||||
|
||||
the approach should be comparing
|
||||
1. time (day, season)
|
||||
2. gender
|
||||
3. location
|
||||
4. religion
|
||||
5. culture
|
||||
|
||||
# 11. Reason giving
|
||||
|
||||
Question form
|
||||
> why ; what makes you think; how could someone do something?
|
||||
|
||||
1. due to; owe to; thanks to; because of; the reason behind this is the fact that; the chief reason for the indeed fact is that. The most obviously / apparently reason for the fact is that;
|
||||
2. Personally speaking, there are a couple of factors that make contribution to the fact. One factor that I’d like to start my talking with is… another factor is that… to end up with + summary.
|
||||
|
||||
# 12. Advantage and Disadvantage
|
||||
|
||||
Introduction:
|
||||
- Well, I suppose that there are quite a few clear benefits
|
||||
- Clearly there are a number of obvious merits.
|
||||
- Sure, there are few favourable aspects.
|
||||
- Obviously, there are ad number of positive features.
|
||||
- I think it's fair to say that there are few negative aspects.
|
||||
|
||||
- But I would probably say that from the most part … Besides this, the second benefit/plus point could be that …
|
||||
- Clearly there are a number of obvious merits. But it goes without saying that the most apparent would be that …
|
||||
- This is undoubtedly positive for the simple reason that … Besides this, a second plus point could be that …
|
||||
- Unquestionably, the most adverse feature would be … Most people would agree that this is problematic because …
|
||||
- I suppose the most unfavourable quality might be that … This is a clear limitation. At the same time another stumbling block might be that …
|
||||
- One of the foremost advantages of … lies in its ability to …, which is counterbalanced by the potential drawback of ..., which may lead to ...
|
||||
|
||||
# 13. Solution giving
|
||||
|
||||
> What would be the best way to approach this problem?
|
||||
> How can I effectively solve this challenge?
|
||||
> What strategies have worked for others in similar situations?
|
||||
|
||||
Beginning
|
||||
- A variety of strategic measures can be implemented to effectively address this issue.
|
||||
- There exists a range of practical and well-considered actions that may be employed to tackle the concern in a systematic and effective manner
|
||||
- Several viable courses of action can be undertaken in order to mitigate the challenges associated with this situation.
|
||||
- To respond to this issue in a comprehensive and sustainable way, a number of potential interventions could be explored and applied.
|
||||
|
||||
Solution
|
||||
- This challenge can be addressed through the adoption of multiple targeted strategies, each designed to resolve a specific aspect of the difficulty.
|
||||
- In order to resolve this matter, stakeholders may consider a diverse array of solutions, each requiring careful planning and exaction.
|
||||
- To manage this situation effectively, it is essential to evaluate and implement a serious of well-structured response tailored to specific content.
|
||||
- An assortment of remedial actions is available, which, if appropriately coordinated, could significantly alleviate the underlying issue.
|
||||
|
||||
> What can universities do to help students cope with academic pressure and stress?
|
||||
> How can time management skills be effectively taught to university students? What can governments do to ensure equal access to medical service for all citizens?
|
||||
> How can the shortage of medical staff in public hospitals be addressed?
|
||||
> What strategies can be implemented to improve the quality of public education?
|
||||
> How can teachers be better supported and motivated in public schools? What measures can be taken to reduce crime rates in urban areas?
|
||||
|
||||
# 14. Trend Predication
|
||||
|
||||
Loading…
x
Reference in New Issue
Block a user