Home Random Page


CATEGORIES:

BiologyChemistryConstructionCultureEcologyEconomyElectronicsFinanceGeographyHistoryInformaticsLawMathematicsMechanicsMedicineOtherPedagogyPhilosophyPhysicsPolicyPsychologySociologySportTourism






Part Three Question Types

Part Three actually contains a wide number of different topics and questions. It would be almost impossible to memorize answers in Part Three.

The best strategy for Part Three is to ignore the actual topic and question and focus on the "language function" of Part Three questions.

These language functions require specific grammar aspects, so for this reason, most of our Part Three responses will be based on grammar.

Look at the following question:

Are houses nowadays the same as houses 50 years ago in your country?

With all Part Three questions it is a good idea to ask the following question:

Why is the examiner asking me this question?

With this example the answer should be:

The examiner is testing my ability to demonstrate my ability to compare two things.

This will be our first question type.

Part Three Question Type 1: Comparing

This is one of the most common Part Three question types. It usually appears very early in Part Three (the first or second question). The comparing question can be asked in different ways:

  • Time comparison

Are houses nowadays, the same as houses 30 years ago in your country?

(This type of comparison question requires the use of mixed tenses.)

  • Social group comparison

Do men and women like the same types of books?

Do old and young people like the same holidays?

  • Geographic comparison

Are houses in North China the same as houses in South China?

Although these questions look quite different, they all require a very similar answer. The important thing to remember is that you do not get marks for the "differences" that you describe. Some candidates simply list a number of differences - this does not produce a good quality answer. For this question type you need to use "comparative" structures. Look at the following answer:

Do men and women like the same hobbies?

I think men and women like different hobbies, for example men are fond of many types of sporting activities such as football and basketball. Also they prefer things like watching action movies and going to bars, but women like hobbies such as shopping, watching TV, singing KTV and charting online.

This answer is simply a list of different hobbies: it is focused on content. It does not produce the "comparative" language that is required for this type of question.

Now look at the next answer to the same question:

Well obviously there are a number of clear differences. However, I guess that the most significant would be that men tend to prefer sporting activities such as football or basketball. Whereas in contrast women prefer things like shopping for clothes. In addition to this, another possible distinction might be that men usually like watching films: while on the other hand, women are more likely to prefer watching soap operas on TV.

This second answer contains similar content to the first answer but the content is presented with comparative structures. The comparative language here is: whereas, in contrast, while on the other hand. These two comparative linking structures will increase your score. Now you need to build your own comparative answer. Begin with an opening linking phrase:



  • Well obviously...
  • Well undoubtedly...
  • Well clearly...
  • Well unmistakably...
  • Sure, without a doubt...
  • Unquestionably...

Now say that there are some differences:

  • There are a number of underlying differences here.
  • There are a variety of possible differences here.
  • There are a range of potential distinctions here.

Now introduce the first difference:

  • However, I guess that the most significant would be that...
  • Though I suppose that the most obvious would he that...
  • But I would say the most fundamental would be that...

Now use a sentence to describe the first difference. For example, "...men tend to prefer..."

Develop this first difference with a simple linking word: especially, particularly, in fact, such as, for example, specifically.

Now use your first comparative linking structure:

  • Whereas on the other hand...
  • On the contrary...
  • Though quite the opposite...

Now add your next sentence. For example, "...women are generally keener on..."

Develop the second part of the first difference with a simple linking word: especially, particularly, in fact, such as, for example, specifically.

So you have described one difference. Now you need to introduce a second difference. Begin with a linking word:

  • In addition...
  • On top of this...
  • Additionally...
  • Moreover...
  • As well as this...
  • After that...

Say there is another important difference.

  • ...a second key distinction would be that...
  • ...a subsequent contrast could be that...
  • ...a further distinction might be that...

Now describe the second difference. For example, "...men are quite keen on..."

Now use your second comparative linking structure.

  • While on the other hand...
  • Conversely...
  • Alternatively...
  • Then again, in opposition...

Then give a sentence to describe the second Part of the second difference. You only need to describe two differences.

  • Tenses for Time Comparison

Sometimes people call these questions "changes" questions. However the question "How has X changed in recent years?" is actually the same question as, "Is X nowadays the same as X in the past (20 years ago, 50 years ago etc.)?"

The answer is actually the same, because if you describe the changes you are simply describing the difference between past and present.

In your answer, when you describe the past, the easiest tense to use accurately is "used to". For example:

  • X used to be much smaller...
  • X didn't use to have as many...
  • X always used to be more...
  • X didn't use to be as...

Now use your own answer structure to practice the following compare questions.

  • Are schools nowadays the same as schools in the past?
  • Are TV programmes nowadays the same as TV programmes in the past?
  • Are restaurants nowadays the same as restaurants in the past?
  • Are free-time activities nowadays the same as 20 years ago in your country?
  • Are shops nowadays the same as shops when you were younger?
  • Are trips nowadays the same as trips that your parents had when they were young?
  • In what ways are magazines different to newspapers?
  • Do adults and children make friends in the same way?
  • Are families nowadays the same as families in the past?
  • Are buildings nowadays the same as buildings 100 years ago?
  • Is public transport nowadays the same as public transport 20 years ago?
  • Do old and young people like the same hobbies?
  • Do men and women have the same attitudes to shopping?
  • What's the difference between things made by hand and things made by machines?
  • Do people nowadays eat the same food as people 50 years ago?
  • Is the weather in North China the same as the weather in South China?
  • How has education changed in recent years in your country?
  • Nowadays, do people make new friends in the same way as people 20 years ago?
  • Are the ways in which people become famous nowadays the same ways that people became famous 100 years ago?

This is not a complete list of every comparison question in Part Three, but if you can confidently use your comparative structure for all of these questions, you will have no problem answering this type of question - regardless of the topic.

Part Three Question Type 2: Predicting

Look at the following question: "What will houses be like in the future?"

Now ask yourself: "Why is the examiner asking me this question?"

The answer is simple: "The examiner is testing my ability to use future prediction structures."

The following answer is quite common for this type of question:

I think that in the future, houses will be much bigger, and maybe they will be in some strange places such as on the moon or under the sea.

The answer above directly answers the question with acceptable "predictions". However the language used to present these predictions is very basic. Now look at the next answer to the same question:

Certainly, I’m sure that most people would agree that there will be a number of major changes related to this. Initially, I guess that we might begin to see houses that are much bigger. At the same time, I suppose it's quite probable that we may have houses under the sea. And who knows, it could even be possible that we'll see the arrival of houses on the moon.

The content of this answer is basically the same as the answer but the language used is much more complex. The answer lists 3 different predictions and each prediction is presented with a different future structure:

  • ...I guess that we might begin to see…
  • ...I suppose it's quite probable that we may have...
  • ...who knows, it could even be possible that we’ll see...

Now you will build your own "predicting answer structure”. Begin with an opening linking phrase:

Certainly, I’m sure that most people would agree that there will be a number of major changes related to this.

I'm sure that in years to come we will see a number of changes related to this.

I reckon that in the not so distant future there are going to be a few imminent changes with regard to...

I imagine that in the near future, we will witness some major changes with regard to...

Introduce your first prediction.

Initially, I guess that we might begin to see...

To begin with, I'd predict that we will most likely have...

Primarily, it looks quite probable that we are going to have...

First of all, I would envisage that we are going to have...

Use a sentence to describe your first prediction. (Try to use basic future tenses when giving details.) Try to develop the sentence with a basic linking word.

Initially, I guess that we might begin to see houses that are made of plastic materials because these will be much cheaper and easier to construct.

Now introduce your second prediction.

  • At the same time, I suppose it’s quite probable that we may have...
  • As well as this, some people claim that we will probably start to see…
  • On top of this, I imagine it's quite likely that we will soon have...
  • Likewise, I would imagine that we may even be able to see...

Use a sentence to describe your second prediction. (Try to use basic future tenses when giving details.) Try to develop the sentence with a basic linking word.

At the same time, I suppose quite probable that we may have houses that are controlled by computer because this will make home life much easier.

Now introduce your third prediction. It is not always possible to make 3 realistic predictions, so you can make your final one quite unrealistic.

  • And who knows, it could even be possible that see the arrival of...
  • And you never know, it could even transpire that we’ll have...
  • And I know a bit of a crazy thought, but one day we may even have...
  • And who knows, there’s even a chance that we will have...

It is probably not necessary to develop your last prediction, but if you can add a detail use a basic future tense. Practise your prediction structure with the following questions:

  • What will schools be like in the future?
  • What will restaurants be like in the future?
  • What types of people will become famous in the future?
  • What will shops / shopping habits be like in the future?
  • What will public transport be like in the future?
  • What types of hobbies will become popular in the future?
  • What types of trips / holidays will people take in the future?
  • What will cars be like in the future?
  • What will TV programmes be like in the future?
  • What kinds of gifts will people gave in the future?
  • What kinds of skills will became important in the future?
  • What new inventions do you think we will see in the future?
  • What environmental problems will we see in the future?
  • Do you think we will see any changes in the weather in the future?
  • Do you think we will read books in different ways in the future?
  • Do you think we will get news in different ways in the future?

It is important to remember that some of these prediction questions are quite difficult in their content. It is not always easy to think about the future. As a basic guideline the following changes should be useful for these topics:

  • Changes in variety (There will be a wider variety.)
  • Changes in price (Things will become cheaper or more expensive.)
  • Changes in size, materials or appearance
  • Changes in location
  • Changes in form (Things will become Internet based. / There will be electronic versions.)

Part Three Question Type 3: Why questions

There are some "why" questions in Part One of the speaking test but they are more commonly asked in Part Three. Look at the following question and answer:

Why do so many people want to be famous?

In my opinion there are many reasons. Firstly people think they can make more money, live in a big house, drive an expensive car and travel around the world.

The reasons in this answer are quite acceptable, but they are presented in a basic structure which lacks linking phrases. This answer also lacks complex vocabulary. Now look at the next answer:

In my opinion I guess I would have to say that there are probably a number of factors involved. Primarily, one key motivation would be because they think they would be able to make more money. As well as this a subsequent incentive might be because they want to live in a big house and drive an expensive car.

This answer actually contains less ideas or reasons, but it presents the reasons with complex linking structures. The word "reason" is also replaced with 3 different complex vocabulary items (factor, motivation and incentive).

Now build your own "why" structure. Begin with a linking phrase:

  • Well in my opinion I guess I would have to say that...
  • Well in my view, I suppose I would say that...
  • Well in my estimation, I guess that...
  • Well generally it's my belief that...

Now use a structure to say that "there are many reasons".

  • There are probably a number of factors involved.
  • There are obviously a number of motives surrounding this idea.
  • There are unquestionably a number of explanations for this.
  • There are undoubtedly a variety of justifications behind this.

Now introduce the first reason:

  • The chief cause might be that...
  • The main basis is probably because...
  • The key explanation is possibly because...

Introduce the second reason:

  • As well as this, a subsequent factor could be because...
  • At the same time, a secondary motive could be that...
  • Additionally, a further rationale might be due to the fact that...

If you want to talk about a third reason, you can use a similar structure to the ones above. Remember try not to repeal the vocabulary, i.e. if you have used "factor" in one sentence, in your next sentence use a different word, e.g., "motive". The more "reason" words you use, the higher your vocabulary score.

Now practise using your structure for the following "why" questions.

  • Why is it important to protect old / historical buildings?
  • Why do so many people move from the countryside to cities?
  • Why is it important to protect the environment?
  • Why do people like to know about the private lives of famous people?
  • Why do many people want to live abroad?
  • Why do people like travelling to foreign countries?
  • Why is it important to learn a foreign language?
  • Why do children find it easier to learn to play a musical instrument?
  • Why are supermarkets so popular nowadays?
  • Why is it important to play sports?
  • Why is watching TV so popular around the world?

Part Three Question Type 4: Advantages

These questions sometimes appear in Part One, but they are much more common in Part Three. Look at the following question and answer:

What are the advantages of travelling by train?

I think there are many advantages; for example it is quite cheap, it's usually faster than road travel, you can usually take a train to any destination and you can sleep on the train.

Although this answer describes some advantages, it does not use appropriate language to express these advantages. In fact, the only word used "advantage" is recycled from the question. Now look at a different answer to the same question:

Well I suppose that there are quite a few clear benefits, but I would probably say that for the most part, the one thing that really stands out is that trains are really cheap, especially for long distance travel - you can travel from one side China to the other for a few hundred yuan. I guess that another obvious plus point is that it is much faster than travelling by road - so you can save time by travelling on trains. Along with this, a further merit is that you can sleep quite comfortably on long train journeys.

In this answer, the candidate has used appropriate language to express "advantages": clear benefits, obvious plus point, further merit.

Now create your own "advantages" structure. (You will build a structure that develops each advantage.) Begin with an opening linking phrase that explains that "there are many advantages".

  • Well I suppose that there are quite a few clear benefits.
  • Clearly there are a number of obvious merits.
  • Sure there are a few favorable aspects.
  • Obviously there are a number of positive features.

Now highlight the most obvious:

  • But I would probably say that for the most part, the one thing that really stands out is that...
  • But it goes without saying that the most apparent would be that...
  • Although I guess that the most visible would be that...
  • However, I guess that the most evident would be that...

Add a simple sentence which describes the advantage: "...trains are really cheap..." Now develop this advantage with one of the following structures:

  • This is obviously favorable because...
  • This is undoubtedly positive for the simple reason that...
  • This is without doubt beneficial because...

Add a simple sentence to explain why it is an advantage: “… you can travel from one side China to the other for a few hundred yuan."

Now introduce your second advantage:

  • At the same time a second bonus might be that...
  • Besides this, a second plus point could be that...
  • As well as this a further favorable aspect would be that...

Add a simple sentence to explain the advantage and develop it with one of the following:

  • This is clearly advantageous because...
  • This is definitely valuable since...
  • This is surely a positive feature because...

For most questions, two advantages should be enough to produce a good quality answer. There is no need to list every advantage.

A common problem for this type of question is when candidates also try to describe disadvantages in their answer. This is unnecessary because usually (not always) the examiner will ask about disadvantages in the next question. Now use your advantages structure to practise answering the following questions.

  • What are the advantages of travelling by air?
  • What are the advantages of having a private car?
  • What are the advantages of zoos?
  • What are the advantages of playing team sports?
  • What are the advantages of being famous?
  • What are the advantages of watching films in a cinema?
  • What are the advantages of living in cities?
  • What are the advantages of using a public library?
  • What are the advantages of spending time in a foreign country?
  • What are the advantages of getting news from newspapers?
  • What are the advantages of online (Internet) shopping?
  • What are the advantages of listening to the radio (compared with TV)?
  • What are the advantages of advertising?
  • What are the advantages of hand-made products?

Part Three Question Type 5: Disadvantages

An advantage question is often followed by a disadvantage question.

What are the advantages of train travel?

(Your answer)

Are there any disadvantages?

Your disadvantage answer should be similar to your advantage answer. You need to use appropriate vocabulary to describe the disadvantages. Begin with a linking structure to explain that there are some disadvantages:

  • I think it’s fair to say that there are a few negative aspects.
  • I’m sure most people would agree that there are some drawbacks.
  • Of course there are a couple of shortcomings.

Now introduce your main disadvantage:

  • I guess the most impractical characteristic would be that...
  • I suppose the most unfavorable quality might be that...
  • Unquestionably, the most adverse feature would be that...

Describe the main advantage with a simple sentence, for example: "...trains are often overcrowded..."

Now use a linking structure to develop this disadvantage.

  • Most people would agree that this is problematic because...
  • This is an obvious weakness because...
  • This is a clear limitation because...

Add a simple sentence to explain why it is a disadvantage, for example: "...on a long journey you might not be able to find a seat."

Now describe your second disadvantage.

  • Correspondingly, an additional weak point may be that...
  • Supplementary to this, a further handicap may be that...
  • At the same time, another stumbling block might be that...

Add a simple sentence and develop it with one of the following structures:

  • And the trouble with this is that...
  • And this can be a hassle because...
  • This is usually an aggravation because...

So a complete answer to the question might look like this:

What are the disadvantages of train travel?

I think it's fair to say that there are a few negative aspects. I suppose the most unfavorable quality might be that trains are often overcrowded at certain times of year. This is a clear limitation because on a long journey you might not be able to find a seat which means you have to stand up for hours. At the same time, another stumbling block might be that train tickets are sometimes difficult to buy, especially around Spring Festival, and this can be a hassle because it means you can’t always travel on the actual day that you want to.

When the examiner hears this answer, the first thing he will notice is the appropriate disadvantage language: negative aspects, unfavorable quality, clear limitation, stumbling block, hassle. Because you have used these words in complex linking structures, it affects your score in three ways: fluency – grammar – vocabulary.

Now use your disadvantage structure to practise the following Part Three questions:

  • What are the disadvantages of shopping in supermarkets?
  • What are the disadvantages of using technology in education?
  • What are the disadvantages of going on holiday in foreign countries?
  • What are the disadvantages of having a fixed daily routine?
  • What are the disadvantages of machine-made products?
  • What are the disadvantages of zoos?
  • What are the disadvantages of eating out in restaurants?
  • What are the disadvantages of online (Internet) shopping?
  • What are the disadvantages of being famous?
  • What are the disadvantages of living in cities?
  • What are the disadvantages of living in the countryside?
  • What are the disadvantages of living near the sea?
  • What are the disadvantages of living in an old building?
  • What are the disadvantages of advertising?

Part Three Question Type 6: Problems

This type of question is not as common as the previous five types, but it is often used in topics that deal with nature, environment, social problems or global problems. Example: "What problems are caused by the increase in use of private cars?"

As you should now understand, your aim here is to present two problems using appropriate "problem" vocabulary. Begin with an opening linking phrase to explain that there are problems:

  • Obviously we can say there are quite a lot of dangers with regard to this issue.
  • It's universally accepted that there are a few hazards involved with...
  • This issue is weighed down with a few problems.

Now highlight your main problem:

  • At the outset, the most crucial predicament is that...
  • First and foremost, one major worry is probably that...
  • Essentially, one fundamental concern is probably that...

Add a simple statement and develop it with one of the following structures:

  • This is clearly alarming because...
  • This fact is unmistakably perturbing because...
  • This need to be seen as a sensitive matter because…

Now introduce your second problem with one of the following linking phrases:

  • Additionally, another major cause for concern has to be the fact that...
  • Equally worrying is the suggestion that...
  • Another matter which causes unease is the point that...

Add a simple statement and develop it with one of the following:

  • And the short-term and / or long-term implications of this are that...
  • And the underlying repercussions of this are that...
  • And the principal upshot of this is probably that...

So a final answer to our first question might look like this:

It’s universally accepted that there a few hazards involved with the increase in the use of private cars. Essentially, one fundamental concern is probably that it leads to an increase in pollution. This fact is unmistakably perturbing because we are facing huge global pollution problems at the moment.

Additionally, another major cause for concern has to be the fact that cars consume huge amounts of our energy resources. And the underlying repercussions of this are that we will soon be confronted with a global energy crisis."

Some candidates try to offer solutions to the problems in the same answer. In most cases the examiner will follow the "problem" question with a "solution" question, so do not offer the solutions until you are asked this question.

What are the problems associated with the increase in car use?

(Your answer)

How could these problems be solved?

Use your "problem" structure to answer the following questions:

  • What problems are caused by international tourism?
  • Tourism can cause problems in natural areas.
  • What are these problems?
  • What environmental problems are common in your country?
  • What are the problems facing the natural environment?
  • What problems are associated with overcrowded cities?
  • What problems are associated with the Internet?
  • What problems are associated with globalization?
  • What problems are caused by the use of too much technology?
  • What problems are associated with the news media (journalists)?

Part Three Question Type 7: Solutions

If the examiner asks a "problem" question, it will normally be followed by a "solution" question. It is a good idea to make a back reference to the two problems that you described in your previous answer. For this reason it is a bad idea to describe more than two problems in the previous answer, because you might forget what the actual problems were. First, begin with a general statement:

  • In my view there are a number of actions that could be taken.
  • I honestly believe that there are a few ways to tackle these problems.
  • Well I think we could go about this in a number of ways.

Highlight your first solution:

  • When dealing with the first problem, the easiest way to work it out would be to...
  • In reaction to the initial issue, the most effective way to get to the root of the problem would be to...

Give a brief statement to explain the solution. Now offer a solution to the second problem:

  • Now, taking into account the second challenge, the only way to get to the bottom of this dilemma would be to...
  • Taking on the second problem, the most successful way to confront this would be to...

So a complete answer might look like this:

What are the problems associated with in the increase in car use?

(See answers to previous problems)

How could these problems be solved?

In my view, there are a number of actions that could be taken. When dealing with the first problem, the easiest way to work it out would be to develop new technology for car engines which doesn't cause serious air pollution, maybe some kind of special exhaust filter. Taking on the second problem, the most successful way to confront this would be to invest heavily on research into alternative energy sources. In fact, I've heard that we have already produced a car which runs on water.

If you are confident enough, you might want to develop these points further, but don’t do it if you are not sure that you have the vocabulary to continue producing good quality language. It is always better to produce a medium length answer that is accurate in its language than a longer answer that contains many mistakes.

Go back to the problem question section and practise your "solution" structure for the problems that you thought about for each example question.


Date: 2015-12-17; view: 1599


<== previous page | next page ==>
Uncommon Vocabulary | Summary of Part Three Question Types
doclecture.net - lectures - 2014-2024 year. Copyright infringement or personal data (0.016 sec.)