response to the question with relevant, extended and supported ideas well ", uses paragraphing sufficiently and appropriately uncommon lexical items but there may be occasional inaccuracies in word choice and collocation ", produces rare errors in spelling and/or word formation occasional errors or inappropriacies 7 ", addresses all parts of the task ", presents a clear position throughout the response ", presents, extends and supports main ideas, but there may be a tendency to overgeneralise and/or supporting ideas may lack focus ", logically organises information and ideas; there is clear progression throughout ", uses a range of cohesive devices appropriately although there may be some under-/ over-use ", presents a clear central topic within each paragraph ", uses a sufficient range of vocabulary to allow some flexibility and precision ", uses less common lexical items with some awareness of style and collocation ", may produce occasional errors in word choice, spelling and/or word formation ", uses a variety of complex structures ", produces frequent error-free sentences ", has good control of grammar and punctuation but may make a few errors 6 ", addresses all parts of the task although some parts may be more fully covered than others ", presents a relevant ", arranges information and ideas coherently and there is a clear overall progression ", uses cohesive ", uses an adequate range of vocabulary for the task ", attempts to use less common vocabulary but with some inaccuracy ", makes some errors in ", uses a mix of simple and complex sentence forms ", makes some errors in grammar and punctuation but they
position although the conclusions may become unclear or repetitive ", presents relevant main ideas but some may be inadequately developed/unclear devices effectively, but cohesion within and/or between sentences may be faulty or mechanical ", may not always use referencing clearly or appropriately ", uses paragraphing, but not always logically spelling and/or word formation, but they do not impede communication rarely reduce communication 5 ", addresses the task only partially; the format may be inappropriate in places ", expresses a position but the development is not always clear and there may be no conclusions drawn ", presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail ", presents information with some organisation but there may be a lack of overall progression ", makes inadequate, inaccurate or over- use of cohesive devices ", may be repetitive because of lack of referencing and substitution ", may not write in paragraphs, or paragraphing may be ", uses a limited range of vocabulary, but this is minimally adequate for the task ", may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader ", uses only a limited range of structures ", attempts complex sentences but these tend to be less accurate than simple sentences ", may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader
inadequate 4 ", responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate ", presents a position but this is unclear ", presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported ", presents information and ideas but these are not arranged coherently and there is no clear progression in the response ", uses some basic cohesive devices but these may be inaccurate or repetitive ", may not write in paragraphs or their use may be confusing 3 ", does not adequately address any part of the task ", does not express a clear position ", presents few ideas, which are largely undeveloped or irrelevant 2 ", barely responds to the task ", does not organise ideas logically ", may use a very limited range of ", uses only a very limited range of words and expressions with very limited control of word ", attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning ", uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task ", has limited control of word formation and/or spelling; errors may cause strain for the reader ", uses only a very limited range of structures with only rare use of subordinate clauses ", some structures are accurate but errors predominate, and punctuation is often faulty cohesive devices, and formation and/or spelling those used may not indicate a logical relationship between ideas ", has very little control of ", uses an extremely limited range of ", errors may severely distort the message ", cannot use sentence forms except in
", does not express a position ", may attempt to present one or two ideas but there is no development 1 ", answer is completely unrelated to the task 0 ", does not attend organisational features vocabulary; essentially no control of word formation and/or spelling memorised phrases ", fails to communicate any message ", can only use a few isolated words ", cannot use sentence forms at all ", does not attempt the task in any way ", writes a totally memorised response
3. Task design
主要以问答和讨论的形式为主 3课时
V. Assignments
写作练习：
Should old people stay at home or be placed in nursing homes?
VI. Reference Material
《剑桥雅思考试全真试题解析1》外语教学与研究出版社、剑桥大学出版社 《剑桥雅思考试全真试题解析2》外语教学与研究出版社、剑桥大学出版社 《剑桥雅思考试全真试题解析3》外语教学与研究出版社、剑桥大学出版社 《雅思攻略系列丛书雅思考试（IELTS）学术类高分作文详解》复旦大学出版社