雅思考试毕竟不是我们中国考生擅长的科目，掌握相关的做题技巧则成为了众多考生必须要掌握的技能。可是技能是想掌握就能掌握的吗？不用担心，环球小编今天就给大家带来了相关雅思听说读写的相关技巧，这样子备考才有戏一起来看看吧！

　　雅思听力：听得懂正确率才会高　　

　　雅思听力的考试的过程中有些什么技巧和原则呢？很多在听力上不在行的中国学生对此都比较关心，雅思听力考试确实更多的在于平时的积累，但是在考场上的技巧也能够帮助平时雅思听力比较差的同学快速进步。在雅思听力考试中，应试技巧是提高大家做题效率最有效的手段。提醒考生在雅思听力考试中一定要注意8个基本原则，这样才能在最短的时间内争取听到最多最准确的内容，拿到高分。

　　雅思听力技巧1.平时听力练习听BBC NEWS的重要性

　　这里给大家推荐一个听力网址www.listeningexpress.com，里面有很多BBC NEWS的免费下载，为了练习听力可以准备一个MP3，下载听力资料，早上起床后练习。第一遍听，把大意听出来，第二遍听就可以把headline等细节写出来，第三遍听就要把一些要害的完整句子写出来。经过反复的练习，很快就会有所提高。

　　雅思听力技巧2.做听力一定要专注

　　有的同学喜欢一般洗衣服或者做其他事情的时候听英语，这个习惯其实很不好。因为久而久之，在你真正做雅思听力的时候，你就不会那么专注了。应该在一个安静的环境下，拿一个笔记本，聚精会神地听，并且一边记录要害信息。

　　雅思听力技巧3.速记能力和技巧

　　速记能力是雅思听力中非常重要的一环，因为做听力经常会听到大量信息，需要快速记录，但是如果你的速记能力不强，就会经常发现当你写完一个内容的时候就会发现下面一个信息已经被错过了。这就要求我们平时就应该多练习速记的能力，比如听BBC的时候就多尝试把一个要害句全部写下来。写字要快，多练习一下英语的连笔书写也不错。

　　另外，建议各位考生听到一个信息的时候只写开头两个字母或者它的简写就可以了，接着马上听下一个信息。不过有时候一句话要求你填两个紧挨着的信息时，最好就是听完整这句话后再把两个信息写上去。

　　雅思听力技巧4.一定要细心

　　有些考生具有较强的英语听力能力，但在雅思听力中却拿不了高分，主要是因为不够细致。雅思听力不仅仅是考察你的听力能力，还在考验你的细心程度。刚开始做的时候可能经常犯低级错误，比如单复数、大小写、前后搭配等等。这些错误都是不应该出现的，一定要尽力避免。建议大家抄答案到答题卡上面的时候，一定要留意检查以下的细节问题：

　　后搭配，比如____of words，那么这个空就应该对应的是meanings而不是meaning。另外就是表格题的单复数，要对照一下横排和竖排，看看同行同列的单词特征，是不是都是有单复数的。

　　b.数字：要听清是pounds还是dollars，有时候这些小问题很轻易忽视的。小心听到分数如one thirds1/3，a quarter1/4等。还有时候听写数字中间会出现字母，这种题要非凡小心，如36D，可能会听成thirty sixty，听到这样希奇的数字时就要想想可能会是有字母穿插在里面。听长的数字时，如12300，12thousand and three hundred，一时反应不过来，可以先简单记成12th3h，等抄答案的时候再写成数字。

　　c. 大小写以及格式：一般来说大写的就是地名、人命、Subject名称、职位名称(如Supporter Tutor)等等，但是有时候填表的时候也要非凡留心看同行同列的是否也是大写，这样你的答案也要保持一样的格式。另外还要注重看同行同列的单词时态和形式，如题目的列标题是benefits，其中一个benefit给出“air more pleasant”，那么第二个你就不能写成“reduce the fire risks”，而应该写成“fire risks reduced”

　　d.前后搭配：要细心看清楚前后单词、时态是否和你所填的单词搭配。比如题目___ancient China，那么空应该填used in而不是used by;但是假如题目是__ancient Chinese，那么空应该填used by而不是used in。

　　分割线

　　雅思听力技巧5.注重转折

　　雅思听力是非常狡猾的，经常会出现前面说了一个答案，后面又马上改口的情况，所以一定留意but,however这些词，或者有时候先说一种方案，然后马上又说 probably it is better to...那么答案又变成后面这个了。另外注重一些转话题的要害词如so,now，这意味着可能要讲下一题的信息了。

　　雅思听力技巧6.不要逗留犹豫

　　可能你会经常碰到这样的情况，忽然有一个题目没有听清楚，这时候千万不要慌张，不要犹豫在这条题目上，应该把你听到的零星的信息随便写一点在题目旁边，接着马上转到下一题。等所有听力做完了，回头抄答案的时候再根据你记录到的一点信息分析哪一个答案最有可能。假如逗留犹豫在那条题目上可能会导致你后面的几条题目的信息都错过了。

　　雅思听力技巧7.做方位题目的技巧

　　在碰到方位选择题时，直接就在选项A上面的图做箭头标志，再根据最后确定的地址选择正确的选项。假如当听到第一个TURN RIGHT时，就马上四个选项比较来看，可能会导致漏听了后面的信息。所以最好选定A项的图，听到turn left马上画一个转左的方向，紧接着他说转哪里，你就马上跟着着画什么方向。

　　雅思听力技巧8.总结的重要性

　　很多人做完听力对完答案就算结束了，可是8分考生做完一篇听力总要花上一个小时的时间。半个小时做听力，另外半小时不但用来改错，还要把错的地方重新听一次，找出自己没有听对的原因，假如还是不知道原因就翻看录音原文(不要一看到答案错了就马上看录音原文)。然后高分考生会做两个总结，一个总结是把错误归类(如单复数错误、前后搭配错误)，另外一个总结是把自己拼错的单词或者不会写的单词记下来。这两个总结，可以在考前进入考场时拿出来温习一遍，非常有效，会在脑里时刻提醒自己不要再犯。

　　雅思口语：逻辑清晰 高分水到渠成　　

　　在雅思口语Part 2 中，考生在听完考官提示后，会得到一张话题卡，一张稿纸和一支笔。话题卡上详细说明了你要描述的话题内容要点，但在描述之前，你有近一分钟时间进行准备。很多考生对这段准备时间有所轻视，要么因为自己抽到的话题恰好准备过了，所以觉得这一分钟可有可无;要么自己抽到了压根没有准备过的话题，一时间慌了神。再加上不知如何做笔记，一分钟很快就过去了。

　　1——15秒：审清题目，拟定内容

　　当你拿到话题卡后，迅速浏览最上面的标题，千万不要错看或漏看任何一个单词。由于考生在考前都有大量准备，许多口语话题在脑海中已经形成惯性。比如 ‘Describe a dream you have had in mind since the childhood.’，如果考生讲的是现在的梦想，就会失分;再如 ‘Describe an unforgettable (or, enjoyable) activity that you have taken part in as part of your English study.’, 如果考生一直在说一个和英语学习无关的活动，即使再难忘也跑题了。

　　除了仔细看清楚题目，下面的提示点也要迅速浏览一遍，并利用提示点组织思路和思考自己接下来要说的内容。因为时间有限，口语的笔记最好能够建立在卡片上4点提纲的基础上。很多考生的习惯是看完标题后对提示点不闻不顾，这样是很危险的。比如有道题目让学生描述‘A class or course that you have studied (or are studying now)’，最后一个提示点为‘And explain how useful this class was (or is) towards your future goals.’ 如果考生没有注意到这个提示点，很有可能只是对该课程的好处大谈特谈，而忽略 “这门课程对你未来的目标有什么帮助”。即使你说的再流利，也因为不切题而扣分了。

　　16——25秒：记录话题背景要点

　　话题卡前两个提示点大都关于 ‘Who’ ‘What’ ‘Where’ ‘When’等背景信息的描述，所以考生可以利用10秒钟时间迅速在你的稿纸上记录一下时间，地点和所讲述的人或物的名称。对于这些背景信息，最好能够用缩写或者用只有你自己才能够读懂的略写的方式，比如长城你可以直接写作 ‘GW’, 紫禁城可写作 ‘F city’。有时候，你也可以直接在稿纸上简单的画上两笔，以作提示。

　　26——35秒：记录话题主体要点

　　话题卡的第三个提示点基本上询问 ‘Why…’和 ‘How…’。比如对于一件物品，会问 ‘Why you bought it’;对于一本书，会问 ‘Why you read it’;对于一件事，会问 ‘Why it is unforgettable (or, why you enjoyed it)’。当然，有的时候也会通过‘What…’让考生进行细节的描述，比如描述一位老师，会问 ‘What was special about him/her.’;描述一位餐厅，会问 ‘What its environment looks like’;描述人物性格，会问 ‘What is his/her personality and lifestyle’。所以，对于话题描述的主体部分，考生最好能够列出几个点，可以是关键词或短语，但最好不要用长句子。另外，要注意各个点之间的联系和点与点之间的衔接，按照一定的时间或者空间顺序。

　　36——45秒：记录话题思想要点

　　话题卡中最后一问通常以 ‘Explain how…’ 或者 ‘Explain what and how…’, 有时候也通过疑问句来引导考生说出自己的感受或观点，比如 ‘Are you going to change it in the future? Why or why not’, ‘What made it so memorable for you?’ ‘What made the movie so appealing to you?’ 等等。在雅思口语培训过程中，笔者通常会提供给考生一些关于心理感受的词或短语，甚至要求考生背诵相应的2-3个描述心理活动的段落。通过大量的接触雅思话题卡，你一定会发现第三个提示点大都是问某个人，某件事对你造成的影响;你从某个建议或故事中得到的启发;你对某件物品，某个地方的喜爱程度。如果你能够在考前就有所准备，看到话题卡中的思想要点时，就能够迅速想出关键词，列出大纲了。

　　45——50秒：回顾所记，开始答题

　　当你完成了前45秒的准备，如果考官还没有问你是否已经准备好，你可以再给自己五秒钟的时间把记下的关键词，大纲迅速浏览一遍。总而言之，雅思口语话题卡一定要做一些简单的笔记，帮助自己理清思路，避免在接下来描述的1到2分钟里出现磕磕绊绊，大脑短路，无话可说的尴尬场面。俗话说：“磨刀不误砍柴工”。只要大家能够在准备话题卡的那50秒钟训练有素，一定会大幅度提高话题的内容质量和描述时连贯度。

　　虽然Part 2准备时间规定为1分钟，但多数考官不会等那么久。根据笔者自身考试和众多考生的考场经验，考官一般会在考生准备50秒左右的时候询问是否准备好。所以，这黄金般珍贵的50秒对后面近2分钟的陈述起到了至关重要的作用。接下来，我就将这50秒钟做一个切片，一起和大家探讨一下如何有效利用这段时间。

　　雅思阅读：提升词汇 才能提高速度　　　　1. The scent she carried in her samples and on her body was a message to the other bees that this was the one they were looking for.(剑4, General Training Test B section 3)

　　分析：本句的主句为“The scent was a message to the other bees”;“she carried in her samples and on her body”为定语从句，做The scent的定语，关系词在定语从句中做宾语，因此被省掉;“that this was the one they were looking for”为that引导的同位语从句，做a message的同位语;“they were looking for”为定语从句，做the one的定语，关系词在定语从句中做for的宾语，因此被省掉。

　　2. Soon he would also discover a number of other remarkable facts about how bees communicate and, in doing so, revolutionize the study of animal behavior generally.(剑4, General Training Test B section 3)

　　分析：本句的主句为“he would also discover a number of other remarkable facts about…and revolutionize the study of animal behavior generally”;“how bees communicate”为how引导的宾语从句，做介词about的宾语。

　　3. There had, of course, been dictionaries in the past, the first of these being a little book of some 120 pages, compiled by a certain Robert Cawdray, published in 1604 under the title A Table Alphabeticall ‘of hard usual English words'.(剑5, Test 1 passage 1)

　　分析：本句主句“There had been dictionaries”;“the first of these being a little book of some 120 pages, compiled by a certain Robert Cawdray, published in 1604 under the title A Table Alphabeticall ‘of hard usual English words'”为独立主格结构，其中“compiled by a certain Robert Cawdray”和“published in 1604 under the title A Table Alphabeticall ‘of hard usual English words'”均为过去分词短语作定语，做a little book的定语。

　　4. It is highly appropriate that Dr Samuel Johnson, the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his Dictionary at the very beginning of the heyday of the middle class.(剑5, Test 1 passage 1)

　　分析：本句的主句为“It is highly appropriate that… ”, 其中it为形式主语，真正的主语为that引导的主语从句，即“that Dr Samuel Johnson, the very model of an eighteenth-century literary man, as famous in his own time as in ours, should have published his Dictionary at the very beginning of the heyday of the middle class”;在主语从句中“the very model of an eighteenth-century literary man”为Dr Samuel Johnson的同位语，“as famous in his own time as in ours”为Dr Samuel Johnson的定语。

　　5. His approach to the problems that had worried writers throughout the late seventeenth and early eighteenth centuries was intensely practical.(剑5, Test 1 passage 1)

　　分析：本句的主句为“His approach to the problems was intensely practical”;“that had worried writers throughout the late seventeenth and early eighteenth centuries”为定语从句，做the problems的定语，关系词为that。

　　6. He was to be paid ￡1,575 in installments, and from this he took money to rent 17 Gough Square, in which he set up his ‘dictionary workshop'.(剑5, Test 1 passage 1)

　　分析：本句为并列句，“He was to be paid ￡1,575 in installments”和“from this he took money to rent 17 Gough Square, in which he set up his ‘dictionary workshop'.”并列，由and连接;“in which he set up his ‘dictionary workshop'.”为定语从句，做17 Gough Square的定语，关系词为which。

　　7. James Boswell, his biographer, described the garret where Johnson worked as ‘fitted up like a counting house' with a long desk running down the middle at which the copying clerks would work standing up.(剑5, Test 1 passage 1)

　　分析：本句主句为“James Boswell described the garret as ‘fitted up like a counting house' with a long desk.”;“his biographer”为James Boswell的同位语;“where Johnson worked”为定语从句，做the garret的定语，关系词为where; “running down the middle”为现在分词短语做定语，做a long desk的定语;“at which the copying clerks would work standing up”为定语从句，做long desk的定语，关系词为which。

　　8. He was also helped by six assistants, two of whom died whilst the dictionary was still in preparation.(剑5, Test 1 passage 1)

　　分析：本句主句为“He was also helped by six assistants”;“two of whom died whilst the dictionary was still in preparation”为定语从句，做six assistants的定语，关系词为whom;在定语从句中，“whilst the dictionary was still in preparation”为whilst引导的时间状语从句。

　　9. The fact that Johnson had taken on the Academies of Europe and matched them (everyone knew that forty French academics had taken forty years to produce the first French national dictionary) was cause for much English celebration.(剑5, Test 1 passage 1)

　　分析：本句的主句为“The fact was cause for much English celebration”;“that Johnson had taken on the Academies of Europe and matched them”为that引导的同位语从句，做The fact的同位语;括号中部分起到解释说明的作用。

　　10. A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a ‘leader' in a situation in which the subjects night feel a personal distaste for the actions they were called upon to perform.(剑5, Test 1 passage 2)

　　分析：本句主句为“Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a ‘leader' in a situation”;“A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology”为状语;“in which the subjects night feel a personal distaste for the actions they were called upon to perform”为定语从句，做a situation的定语，关系词为which, 其中“they were called upon to perform”也为定语从句，做the actions的定语，关系词在该定语从句中做宾语，因此被省掉。

　　11. Milgram told each volunteer ‘teacher-subject' that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupil's ability to learn.(剑5, Test 1 passage 2)

　　分析：本句的主句为“Milgram told each volunteer ‘teacher-subject' that…”;“that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupil's ability to learn.”为宾语从句，做动词told的宾语;“whether or not punishing pupils for their mistakes would have a positive effect on the pupil's ability to learn”为whether引导的宾语从句，做test的宾语。

　　1. The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer.(剑5, Test 1 passage 2)

　　分析：本句的主句为“The teacher-subject was told that…”; “that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer”为that引导的宾语从句，做tell的宾语;在该宾语从句中“a shock was to be administered”为主句，而“whenever the pupil gave the wrong answer to a question”为whenever引导的时间装语从句，在该宾语从句中做时间状语，“beginning at the lowest level and increasing in severity with each successive wrong answer”为现在分词短语做状语，在该宾语从句中做伴随状语。

　　2. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.(剑5, Test 1 passage 2)

　　分析：本句的主句为“Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for”; 其中“whatever level of shock was called for”为whatever引导的宾语从句，做administer的宾语;as per为介词短语，意为依据，根据;“governing the experimental situation of the moment”为现在分词短语作定语，做the rule的定语。

　　3. As the experiment unfolded, the pupil would definitely give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond.(剑5, Test 1 passage 2)

　　分析：本句主句“the pupil would definitely give the wrong answers to questions”; “As the experiment unfolded”为As引导的时间状语从句，做该主句的时间状语;“posed by the teacher”为过去分词短语作定语，做questions的定语;“bringing on various electrical punishments, even up to the danger level of 300 volts and beyond”为现在分词短语作状语，做主句的伴随状语。

　　4. In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil's cries for mercy and carry on the experiment.(剑5, Test 1 passage 2)

　　分析：本句的主句为“Milgram calmly explained that…”; “that the teacher-subject was to ignore the pupil's cries for mercy and carry on the experiment”为that引导的宾语从句，做explain的宾语;在该宾语从句中“to ignore the pupil's cries for mercy and carry on the experiment”为不定式做表语。

　　5. If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end.(剑5, Test 1 passage 2)

　　分析：本句的主句为“Milgram said that …”; “If the subject was still reluctant to proceed”为If引导的条件状语从句;“that it was important for the sake of the experiment that the procedure be followed through to the end.”为that引导的宾语从句，做said的宾语;在该宾语从句“that it was important for the sake of the experiment that the procedure be followed through to the end.”中，it为形式主语，“that the procedure be followed through to the end”为that引导的主语从句，是该宾语从句真正的主语。

　　6. What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.(剑5, Test 1 passage 2)

　　分析：本句的主句为“What Milgram was trying to discover was the number of teacher-subjects”; “What Milgram was trying to discover”为What引导的主语从句;“who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.”为定语从句，做teacher-subjects的定语，关系词为who。

　　7. Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts.(剑5, Test 1 passage 2)

　　分析：本句的主句为“Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population.”; “Prior to carrying out the experiment”为时间状语，prior to相当于before; “who would be willing to administer the highest shock level of 450 volts.”为定语从句，做an ordinary population的定语，关系词为who。

　　8. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter.(剑5, Test 1 passage 2)

　　分析：本句主句为“The overwhelming consensus was that …”; “that virtually all the teacher-subjects would refuse to obey the experimenter”为表语从句，做was的表语。

　　9. The psychiatrists felt that ‘most subjects would go beyond 150 volts' and they further anticipated that only four percent would go up to 300 volts.(剑5, Test 1 passage 2)

　　分析：本句为并列句，“The psychiatrists felt that ‘most subjects would go beyond 150 volts'”和“they further anticipated that only four percent would go up to 300 volts”并列，由and连接;其中“that ‘most subjects would go beyond 150 volts'”为that引导的宾语从句，做felt的宾语，而“that only four percent would go up to 300 volts”也为that引导的宾语从句，做anticipated的宾语。

　　10. How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative ‘teachers' actually do in the laboratory of real life?(剑5, Test 1 passage 2)

　　分析：本句主句为“How can we possibly account for this vast discrepancy between…and…”; “what calm, rational, knowledgeable people predict in the comfort of their study”和“what pressured, flustered, but cooperative ‘teachers' actually do in the laboratory of real life”均为what引导的宾语从句。

　　11. One's first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram's teacher-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock.(剑5, Test 1 passage 2)

　　分析：本句的主句为“One's first inclination might be to…”; “to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram's teacher-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock.”为不定式做表语，做be的表语;在此表语中“that there must be some sort of built-in animal aggression instinct”和“that Milgram's teacher-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock”并列，皆为that引导的宾语从句，做argue的宾语;“that was activated by the experiment”为定语从句，做instinct的定语，关系词为that。

　　1. As audiences grew, so did the places where films were shown, finishing up with the ‘great picture palaces’ of the 1920s, which rivaled, and occasionally superseded, theatres and opera-houses in terms of opulence and splendour.(剑4, General Training Test A section 3)

　　分析：本句的主句为倒装句“so did the places”; “As audiences grew”为as引导的时间状语从句;“where films were shown”为定语从句，做places的定语，关系词为where; “finishing up with the ‘great picture palaces’ of the 1920s”为现在分词短语做伴随状语;“which rivaled, and occasionally superseded, theatres and opera-houses in terms of opulence and splendour.”为非限制性定语从句，关系词为which。

　　2. It was above all the French, followed by the Americans, who were the most passionate exporters of the new invention, helping to start cinema in China, Japan, Latin America and Russia.(剑4, General Training Test A section 3)

　　分析：本句的主句为“It was above all the French”; “followed by the Americans.”为过去分词短语做定语;“who were the most passionate exporters of the new invention”为非限制性定语从句，做French的定语，关系词为who; “helping to start cinema in China, Japan, Latin America and Russia”为现在分词短语做定语。

　　3. In terms of artistic development it was again the French and the Americans who took the lead, though in the years before the First World War, Italy, Denmark and Russia also played a part.(剑4, General Training Test A section 3)

　　分析：本句主句为强调句式“it was again the French and the Americans who took the lead”; “though in the years before the First World War, Italy, Denmark and Russia also played a part”为though引导的让步状语从句。

　　4. The rest of the world survived partly by learning from Hollywood and partly because audiences continued to exist for a product which corresponded to needs which Hollywood could not supply.(剑4, General Training Test A section 3)

　　分析：本句的主句为“The rest of the world survived”; “because audiences continued to exist for a product”为because引导的原因状语从句;“which corresponded to needs ”为定语从句，做product的定语，关系词为which; “which Hollywood could not supply”为定语从句，做needs的定语，关系词为which。

　　5. As well as popular audiences, there were also increasing audiences for films which were artistically more adventurous or which dealt with the issues in the outer world. (剑4, General Training Test A section 3)

　　分析：本句的主句为“there were also increasing audiences for films”, “which were artistically more adventurous”和“which dealt with the issues in the outer world”为并列句，由or连接，都为定语从句做films的定语，关系词都为which.

　　6. They turned their back on the past, leaving the style of the pre-war Russian cinema to the émigrés who fled westwards to escape the Revolution.(剑4, General Training Test A section 3)

　　分析：本句中“They turned their back on the past”为主句;“leaving the style of the pre-war Russian cinema to the émigrés”为现在分词短语做状语;“who fled westwards to escape the Revolution.”为定语从句，做the émigrés的定语，关系词为who。

　　7. Taree offers the Veterinary Assistant program and has introduced ‘Agristudy’, which enables students to learn flexibly and by correspondence, using a mixture of student learning guides, telephone tuorials, information sessions and workshops. (剑4, General Training Test B section2)

　　分析：本句主句为“Taree offers the Veterinary Assistant program and has introduced ‘Agristudy’”, “which enables students to learn flexibly and by correspondence, using a mixture of student learning guides, telephone tuorials, information sessions and workshops”为定语从句，做‘Agristudy’的定语，关系词为which。

　　8. For his astonishing achievements he was awarded the Nobel Prize and it is from his work that most of today’s knowledge of what bees say to each other derives. (剑4, General Training Test B section3)

　　分析：本句为并列句，“For his astonishing achievements he was awarded the Nobel Prize”和“it is from his work that most of today’s knowledge of what bees say to each other derives”并列，由and连接，并且“it is from his work that most of today’s knowledge of what bees say to each other derives”为强调句式;“what bees say to each other”为what引导的宾语从句，做of的宾语。

　　9. Von Frisch knew from experiments by an earlier researcher that if he put out a bowl of sweet sugar syrup, bees might at first take some time to find it but, once they had done so, within the hour, hundreds of other bees would be eagerly taking the syrup.(剑4, General Training Test B section3)

　　分析：本句的主句为“Von Frisch knew from experiments by an earlier researcher that…”; “that if he put out a bowl of sweet sugar syrup, bees might at first take some time to find it but, once they had done so, within the hour, hundreds of other bees would be eagerly taking the syrup”为that引导的宾语从句，做knew的宾语;句子“if he put out a bowl of sweet sugar syrup, bees might at first take some time to find it”和句子“once they had done so, within the hour, hundreds of other bees would be eagerly taking the syrup”并列，由but连接;句子“if he put out a bowl of sweet sugar syrup, bees might at first take some time to find it”中的“if he put out a bowl of sweet sugar syrup”为if引导的条件状语从句;句子“once they had done so, within the hour, hundreds of other bees would be eagerly taking the syrup”中的“once they had done so”为once引导的时间状语从句。

　　10. In the first type, a returning scout scampered in circle, alternating to right and left, stopping occasionally to regurgitate food samples to the excited bees chasing after her.(剑4, General Training Test B section3)

　　分析：本句主句为“a returning scout scampered in circle”; “alternating to right and left”和“stopping occasionally to regurgitate food samples to the excited bees chasing after her”均为现在分词短语做伴随状语，引导词省略;“chasing after her”为现在分词短语做定语，做bees的定语。

　　11. In the third, distinctly different dance, she started by running a short distance in a straight line, waggling her body from side to side, and returning in a semi-circle to the starting point before repeating the process.(剑4, General Training Test B section3)

　　分析：本句的主句为“she started by running a short distance in a straight line”; “waggling her body from side to side”和“returning in a semi-circle to the starting point”并列，都为现在分词短语做伴随状语;“before repeating the process”为before引导的现在分词短语做时间状语。

　　雅思写作：行云流水 论点清晰明了　

　　很多同学惧怕写雅思小作文，认为小作文图看不明白、词汇描述不会写、图表无从下手。下面为同学们分享雅思小作文必备的句型，同学们可积累记忆，将这些句型直接套用于自己的小作文当中，下面为大家分享小作文必备句型第一部分。

　　1.the table shows the changes in the number of ...over the period from...to...这一表格描述了在...年至...年间...数量的变化。

　　2.the bar chart illustrates that...这个柱状图显示了...

　　3.the graph provides some interesing data regarding...该图为我们提供了有关...的有趣数据

　　4.the diagram shows(that)...这个图显示...

　　5.the pie graph depicts(that)...这个饼图揭示了...

　　6.this is a cure graph which describes the trend of ...这个曲线图描述了...的趋势

　　7.the figures/statistics show(that)...数据(字)表明...

　　8.the tree diagram reveals how...这一树状图表明....

　　9.the data/statistics show (that)...该数据可以这样理解...

　　10.the data/statistics/figures lead us to the conclusion that...这些数据资料令我们得出结论...

　　11.according to the chart/figures...根据这些表(数字)

　　12. as is shown in the table...如表格所示...

　　13. as can be seen from the diagram, great changes have taken placein... 从图中可以看出...发生巨大变化

　　14. from the table/chart/diagram/figure, we can see clearly that...or it is clear/apparent from the chart that...从图表中我们可以很清楚地看到...

　　15. this is a graph which illustrates...这个图表向我们展示了...

　　16. this table shows the changing proportion of a & b from...to...该表格描述了...年到..年间a & b的比例关系。

　　17. the graph, presented in a pie chart, shows the general trend in...这个饼图展示了...的总趋势

　　18. this is a column chart showing...这个柱图展示了...

　　19.as can be seen from the graph, the two curves show the fluctuation从图中可看出，两条曲线表明...的波动情况

　　20. in the year between...and...在...年到...期间...

　　21. in the 3 years spinning from 1995 through 1998...在1995-1998的三年中...

　　22.from then on/from this time onwards...从那时起...

　　23. the number of ...remained steady/stable from(month/year)to((month/year))..月(年)至...月(年)..的数量维持稳定

　　24. the number sharply went up to... 数字急剧上升至...

　　25. the percentage of ...stayed the same between...and... 在..至..期间...的百分比维持不变

　　26. the figures peaked at...in(month/year) 在某年某月...的数字达到顶点

　　27. the percentage remained steady at...比率维持在...

　　28. the percentage of...is slightly larger/smaller than that of... XX的比例比XX的比例略微大(小)一点...

　　29.as is shown/demonstrated/exhibited in the dagram/graph/chart/table...如图所示...

　　30.over the period from...to..the ..remained level.在..至..期间，基本不变。

　　关于雅思听说读写做题技巧的详细内容今天就给大家介绍到这里，其实所有的方法都是因人而异，适合自己才最重要。