(4) 词汇拼写是否正确。
(5) 文章中每一段的主题句是否真正起到了主题句的作用，所有的主题句是否是围绕着题目展开的。
(6) 段与段之间、句与句之间的连词使用是否有效。 (7) 每段内容的论证是否充分。 1) 冠词的错误使用：复习冠词用法
冠词的错误使用包括两个方面：混用了两个冠词或者缺少冠词。 2) 第三人称单数的使用错误：
考生写文章时一定要注意第三人称单数的使用。虽然第三人称单数的问题在初中时就重点学过，但因中文没有这种语言现象，考生常常忽略这个问题。有时出现这种错误是因为一时马虎，有时却是因为误将主语当成复数名词。 3) 动词时态、语态错误：
考生有时不太清楚所用谓语动词的施动者是谁，因此经常出现主、被动语态乱用的情况。
4) 动词形式使用错误：
5) 主谓不一致：当主语是复数时，切记也要将谓语动词改成复数。 6) 可数、不可数名词的错误运用：
有时考生也会将可数、不可数名词混用，而这种错误一般来说不是马虎造成的，是平时养成的坏习惯。所以考生要想避免此类错误，一定要在平时就多加注意。 7) 代词使用错误： A: 代词指代不清：
有时考生写出的句子中，会出现指代不清的代词。也就是说，除了考生本人，其他人都无法理解（或者是从语法角度无法理解）它的来源。代词一般是用来指代前面出现过的名词，但是当句子中名词很多时，使用代词就要多加小心，否则就会出现这种指代不清错误。 B：代词转移
C：代词与所指代的名词要保持数的一致 D：比较结构中，代词应保证平行 E：反身代词使用中的错误 (8) 介词的使用错误：
介词的搭配错误一直以来都是考生最头疼的事情，为了避免这种错误发生，建议考生平时多做这方面的练习，发现错误后多加总结，并牢记在心。 (9) 词性使用错误：
有些考生常混用形容词和名词、副词和形容词、动词和名词等词性的词。 3. Task design
主要以问答和讨论的形式为主 8课时
V. Assignments
按照每一步的要求完成对一个题目的写作
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
Chapter Four
学术类Task 1: 图表作文写作
I. Teaching Objectives
On completion of this Chapter, students should be able to: fulfill Task 1 successfully.
II. The Points to Be Highlighted
A 类 Task 1 图表作文写作简介 评分标准(Marking criteria) 纵向发展类 横向比较类 复合型 流程图
III. Teaching Approaches and Facilities
Approaches: 1. Discussion 2. Questions and answers
Facilities: blackboard; on-line research;
IV. Teaching Procedures and Contents
1. Lead-in
要求学生讨论下面的问题：
为什么雅思考试要考学生对图表的阐述能力？ 2. Specific Contents
A 类 Task 1 图表作文写作简介
学术类考试Task 1是图表作文，要求考生根据所给的数据在二十分钟之内完成一篇150字的报告。考生须要使用正式的语言对所给的数据进行描述，这些数据主要以曲线图(a graph/ curve graph/ line graph)、柱状图(a bar chart/ column chart)、圆形图(a pie chart)、表格(a table)、流程图(a flow chart)和物体结构图(a picture of an object showing how it works)等形式出现。有时信息不止以一种形式出现，可能是两-多个图表的结合。 评分标准(Marking criteria)
IELTS Task 1 Writing band descriptors (public version) Band 9 Task Achievement ", fully satisfies all the requirements of the Coherence and Cohesion ", uses cohesion in such a way that it ", uses a wide range of vocabulary with very Lexical Resource Grammatical Range and Accuracy ", uses a wide range of structures with full
task ", clearly presents a fully developed response 8 ", covers all requirements of the task sufficiently ", presents, highlights and illustrates key features / bullet points clearly and appropriately attracts no attention ", skilfully manages paragraphing ", sequences information and ideas logically ", manages all aspects of cohesion well ", uses paragraphing sufficiently and appropriately natural and sophisticated control of lexical features; rare minor errors occur only as ?slips? ", uses a wide range of vocabulary fluently and flexibly to convey precise meanings ", skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation ", produces rare errors in spelling and/or word formation flexibility and accuracy; rare minor errors occur only as ?slips? ", uses a wide range of structures ", the majority of sentences are error-free ", makes only very occasional errors or inappropriacies 7 ", covers the requirements of the task ", (Academic) presents a clear overview of main trends, differences or stages ", (General Training) presents a clear purpose, with the tone consistent and appropriate ", clearly presents and highlights key features / bullet points but could be more fully extended ", 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 ", 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 the requirements of the task ", (Academic) presents an overview with information appropriately selected ", (General Training) presents a purpose ", arranges information and ideas coherently and there is a clear overall progression ", uses cohesive devices effectively, but cohesion within and/or between ", uses an adequate range of vocabulary for the task ", attempts to use less common vocabulary but with some inaccuracy ", makes some errors in spelling and/or word formation, but they do not impede ", uses a mix of simple and complex sentence forms ", makes some errors in grammar and punctuation but they rarely reduce
that is generally clear; there may be inconsistencies in tone ", presents and adequately highlights key features / bullet points but details may be irrelevant, inappropriate or inaccurate 5 ", generally addresses the task; the format may be inappropriate in places ", (Academic) recounts detail mechanically with no clear overview; there may be no data to ", (General Training) may present a purpose for the letter that is unclear at times; the tone may be variable and sometimes inappropriate ", presents, but inadequately covers, key features / bullet points; there may be a tendency to focus on details 4 ", attempts to address the task but does not cover all key features / bullet points; the format may be inappropriate ", (General Training) fails to clearly explain the purpose of the letter; the tone may be inappropriate sentences may be faulty or mechanical ", may not always use referencing clearly or appropriately communication ", presents information with some organisation but there may be a lack of overall progression ", makes inadequate, inaccurate or over-use of ", may be repetitive because of lack of referencing and substitution ", 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 support the description cohesive devices ", 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 ", 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