real ielts speaking task model ielts speaking topics and answers

7/26/2019 Real IELTS Speaking Task Model IELTS Speaking Topics and Answers

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IELTS Speaking Topics (+Real test) And Model

Speaking Question and Answer.

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Table o !ontents

IELTS 2 Minutes Presentation Topics:...............................................................................................2

IELTS Speaking: Real Test Topics......................................................................................................4

Suggested questions or stage 1........................................................................................................11

Suggested stage !2 questions "ost requentl# asked in stage 1.......................................................12

Suggested topics in stage 2 $ related questions or stage %.............................................................1%

Sa"ple &ns'er to IELTS Spoken Topics ()ersion 1*......................................................................2!

Real inter+ie's..................................................................................................................................%%

Model Speaking ,uestion $ &ns'er...............................................................................................4-

Possile ,uestions ro" t/e Inter+ie'er o t/e IELTS Test............................................................0

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Confidential – Not to be distributed.

IELTS 2 Minutes Presentation Topics:

1. a+orite personalit#

2. a+orite ga"e

%. Ideal lie

4. 3it#

. 3ountr#

0. T+ pla#. Mo+ie

-. 3/ild

5. 6our "ot/er

1!. 6our at/er

11. a+orite uncle

12. a+orite aunt

1%. 7est "o"ent in lie

14. 7iggest ac/ie+e"ent

1. 8norgettale incident

10. Leader

1. &d+antages and disad+antages o s/opping

1-. 7ook

15. 9o+el

2!. ie

21. ;usand

22. 6our drea" lie

2%. Passion in lie

24. 7est teac/er

2. 7est tra+eling e<perience

9ote: Let t/e candidate t/ink on eac/ topic or a "inute and pen do'n i+e points to

e<plain or t'o "inutes.

3/eck: ;is= ;er

1. 3o""and o+er Englis/

2. 3ontents

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%. >no'ledge

4. luenc#

. lo' o sentences

0. ?ra""ar

. ace e<pression '/en e<plaining-. &r"s@ ;ands@ etc.@ and ot/er gestures

5. Interesting or not

1!. A+erall ,ualit#

Ma<. 7and B - or s/o'ing e<ceptional qualit#.

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IELTS Speaking: Real Test Topics

Part 2 Topic Card

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1. Describe a useu1* ;o' oten do #ou +isit t/e "useu"C2* /ic/ t#pe o "useu" is popular in #our countr#C%* /# do #ou 'ant to +isit t/e "useu"C!ollo"#up:

/at do #ou t/ink o t/e i"portance o "useu"s in /istor#C ;o' do #ou t/ink o t/e /eritage o a countr#C

3o"pare t/e "useu"s no'ada#s and in t/e past

2. Describe $our %a&orite p'otograp'1* /ere 'as t/e p/oto takenC2* /o took t/e p/otoC%* /at can e seen ro" t/e p/otoC4* E<plain '/# it is t/e a+orite p/otograp/ or #ou.

!ollo"#up: ;o' to take good p/otoC

/en do people use ca"eraC ;o' can t/e ne' tec/nolog# put cine"aDs skill ad+ancedC

(. T'e iportant 'istoric place1* /at is t/e placeC2* /ere is it locatedC%* /# do #ou t/ink it is i"portantC!ollo"#up:

/at do #ou t/ink o t/e /istoric place in t/e utureC ill t/e go+ern"ent increase or decrease t/e saet# guardC

/at are t/e c/anges to t/e local people and econo"#C /at is t/e i"pact on t/e /istoric place # touristsC



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). Describe a part$1* /at is t/e part#C2* /# 'as t/e part# /eldC%* /o attended t/e part#C4* /at did #ou do or t/at part#C!ollo"#up: /atDs t/e dierence et'een serious part# and riendl# part#C

/# are so"e people late or parties intentionall#C

/# do so"e people like part# '/ile ot/ers /ate itC

/at 'ould #ou do i t/e guests eel oredC ill t/ere e "ore and "ore people to attend partiesC

*. Describe a sub+ect taug't in $our sc'ool,1* /o teac/es itC2* ;o' is it taug/tC%* /at do #ou learn ro" t/e classC!ollo"#up:

Is t/ere an# dierence et'een t/e traditional and "odern educational s#ste"sC /at are t/e pros and cons o t/e current educational s#ste" in #our countr#C

o #ou t/ink it is necessar# to gi+e co""ent or criticis" to teac/ersC

-. 'at is t'e iportant in&ention be%ore t'e age o% coputer,1* /at is t/e in+entionC2* /# do #ou t/ink it is +er# i"portantC%* /at are t/e ad+antages and disad+antages o t/e in+entionC!ollo"#up: /at is t/e signiicant i"pact o "odern in+entions on lieC /ic/ skills do #ou 'ant to stud# in t/e utureC

o #ou t/ink itDs necessar# to de+elop "odern in+ention in t/e countr#sideC



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/. Describe a %oreign countr$ $ou 'a&e ne&er been to1* /ere is t/e countr#C2* /en 'ill #ou go t/ereC%* /# 'ould #ou like to go t/ereC!ollo"#up: Sa# so"et/ing aout t/e touris" de+elop"ent in 3/ina@ acilit#@ ser+ices and t/e eect

on en+iron"ent. /at is t/e i"portance o tra+el and touris" industr#C

/at do #ou t/ink t/e unction o tourist guidesC

0. Describe $our %a&ourite o&ie1* /atDs t/e na"e o t/e il"C2* /atDs t/e t/e"e o t/e il"C%* /# do #ou like itC!ollo"#up: escrie a t#pe p "o+ie #ou like. /atDs t/e dierence et'een 3/inese and &"erican "o+iesC

/at do #ou t/ink o t/e +iolent il"s (;oll#'ood il"s*C

/# "o+ies need co"puter tec/niquesC &n# e<a"ple o "o+ie using co"puter tec/niques

/ic/ parts o cine"a are t/e "ost i"portant and /o' to i"pro+e itC

. Describe a ne"spaper or againe

1)

/atDs #our /ait or readingC2* /at are t/e eneits o readingC%* /atFs t/e "ain dierence et'een ne'spaper and "agaGineC!ollo"#up:

/at do #ou t/ink t/e i"portant qualities or a ne's reporterC

/atDs t/e unction o a report to t/e societ#C

/at kinds o ooks=ne'spapers="agaGines do 3/inese adolescents readC

it/ t/e popularit# o Internet@ do #ou t/ink ne'spapers and "agaGines 'ill disappearC



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13. Describe a c'ildren4s gae 5sports not suggested61* ;o' is it pla#edC2* /at can #ou learn ro" t/e ga"eC%* /at i"pact does it ring on #our gro't/C!ollo"#up: /at do #ou t/ink o t/e eneits o c/ildrenDs ga"esC 9o'ada#s c/ildren /a+e less and less ti"e or ga"e@ '/at do #ou t/ink aout itC

/at do #ou t/ink t/e dierence et'een ga"es no'ada#s and in t/e pastC

/atDs t/e negati+e aspect o ga"esC

11. Describe a 'app$ e&ent in $our li%e,1* /en did it /appenC2* /ere did it /appenC%* /at 'as itC!ollo"#up:

Tell "e /o' #ou organiGe #our stud# ti"eC

/at do #ou t/ink is i"portant in ac/ie+ing /appinessC

;o' do 3/inese celerate so"e /app# e+entsC /at do t/e ca"era and +ideo pla# in celeratingC

12. Describe a t'ing "'ic' is iportant to $ou1* /o ga+e it to #ouC2* /at is t/e t/ingC%* /at does t/e t/ing "ean to #ouC!ollo"#up:

/at are t/e c/anges o cit# et'een no' and pastC

oes "one# represent /appiness and '/#C

;o' do #ou regard as t/e t/ings people 'ant to earnC



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1(. Describe one o% $our neig'bours

1) /en did #ou eco"e neig/oursC2* o #ou oten "eetC%* State '/et/er #our neig/our is a good one!ollo"#up: /at is t/e dierence et'een neig/ours and riendsC

/# do people like to 'atc/ T) serials in t/eir /ousesC

;o' do #ou t/ink o t/e relations/ip in t/e cit#C

;o' to i"pro+e t/e neig/our/oodC

1). Describe one o% t'e s'opping centers $ou o%ten go to1* /ere is t/e s/opping centerC2* ;o' oten do #ou go to t/e centerC%* /# do #ou oten go to it and its c/aracteristicsC!ollo"#up:

ill s"aller s/ops sur+i+e in t/e current usiness s#ste"C /at are t/e c/aracteristics o s/opping "alls and s"aller s/ops and t/eir dierenceC

/at is t/e trend o uture s/opping centersC

Talk aout Internet s/opping

1*. Describe $our %a&ourite anial1* /at kind o ani"al is itC2* escrie it riel#

%* /# do #ou like t/e ani"alC!ollo"#up:

/at do #ou need to do to take care o itC

/atDs t/e uture trend o t/e ani"alC

;o' do #ou t/ink o t/e poac/ing o so"e precious ani"als suc/ as pandasC



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1-. Describe a 'istorical place1* /at is t/e placeC2* /ere is it locatedC%* /at is t/e /istorical "eaning o t/e placeC!ollo"#up:

/at do #ou t/ink o t/e uture trend o /istoric placesC ill go+ern"ent strengt/en its protection to'ard /istoric placesC

/at are t/e c/anges roug/t aout # t/e /istoric place in local econo"#@ people@ etcC

/at is t/e eect o tourists on t/e placeC

1/. 7d&ertiseent1* /at are t/e or"s o ad+ertise"entC2* /at are t/e unctions o ad+ertise"entC%* /at is t/e eect o ad+ertise"ent to peopleC!ollo"#up:

o #ou eel ored and disgusted aout ad+ertise"entC

/at do #ou t/ink are t/e criteria o assessing a good piece o ad+ertise"entC

/at 'ill /appen i unaut/oritati+e ad+ertise"ents pre+ail in t/e "arketC

10. Describe an iportant letter1* /en did #ou recei+e t/e letterC2* ro" '/o" did #ou recei+e t/e letterC%* E<plain t/e reasons '/# it is i"portant!ollo"#up:

/at is t/e signiicance o /and'ritingC

oes #our countr# /a+e /and'riting lesson no'C

3o"pare t/e /and'riting no' and past it/ t/e popularit# o co"puters and Internet@ 'ill people lose t/eir ailit# to 'rite lettersC



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1. Describe t'e best present $ou 'a&e recei&ed1* /o sent it to #ouC2* /en did #ou recei+e itC%* etailed inor"ation aout t/e present!ollo"#up:

o #ou t/ink t/at present gi+ing 'ill pla# an i"portant role in 3/inese dail# lieC /#C o #ou t/ink t/at t/e rand na"e is +er# i"portant or salesC

In ter"s o t/e "edia@ '/ic/ do #ou t/ink 'ill pla# a "ain role in present gi+ing@tele+ision@ ne'spaper or InternetC

23. Describe $our 'olida$s1* /ere do #ou go or t/e /olida#s and /o' long do t/e" lastC2* /o do #ou go 'it/C%* Talk aout an# interesting t/ins /appening during #our /olida#s!ollo"#up:

/at do t/e 3/inese people "ostl# do in t/eir leisure ti"eC

/atFs t/e dierence et'een /olida#s toda# and #ears ago and t/e reasons or t/ec/angeC

o #ou t/ink people 'ill spend "ore ti"e on leisure or 'orking in t/e utureC



Suggested 8uestions %or stage 1

ar#up

1. Could $ou s'o" e $our identi%ication card please,

2. Could $ou tell e $our %ull nae please,

(. 'at s'all I call $ou,

). Does $our nae 'a&e an$ special eaning,

*. '$ do so an$ people c'ange t'eir naes,

-. Is $our nae iportant to $ou,

9oeto"n or birt' place

1. 'ere do $ou coe %ro,

2. 'ere do $ou li&e,

(. Can $ou tell e soet'ing about $our 'oeto"n,

). Can $ou tell e soe %aous landscapes or scenic spots in $our 'oeto"n

,

*. Can $ou tell e soe 'istor$ o% $our 'oeto"n,

Personal background and in%oration

1. 7re $ou a student or do $ou 'a&e a +ob,

2. 'at do $ou like ost about $our stud$,

(. 'at kind o% +ob do $ou pre%er a%ter graduation,

). 'at is $our a+or,

*. 'at do $ou do %or li&ing,

-. Could $ou tell e a t$pical da$ o% $ours,

/. 9o" do $ou get $our +ob,

0. 7re $ou satis%ied "it' $our +ob,. 'at do $ou like ost about $our +ob,

13. 'at kind o% +ob do $ou pre%er in t'e %uture,

9obb$ or inclination

1. 'at do $ou usuall$ do in $our spare tie,

2. Do $ou pre%er to sta$ alone or "it' $our %riends,

(. 'at do $ou usuall$ do on "eekends and "eekda$s,

). 'at do $ou usuall$ do "'en $ou go out,

*. 'at do $ou usuall$ do "it' $our %riends,

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-. Do $ou like reading,

/. 'at kind o% books do $ou like best,

0. Do $ou like Englis', '$ or "'$ not,

. 'at do $ou t'ink o% t'e iportance o% Englis',

13. 'at are good 'obbies and bad 'obbies, '$,

!uture plan

1. '$ do $ou take t'e IELTS test,

2. 'at are $ou planning to do in t'e net %i&e $ears,

(. 'at are $ou planning to do in t'e net ten $ears,

). 'at is t'e %irst t'ing $ou "ill do "'en $ou arri&e at t'e ne" place,

Suggested stage 32 8uestions ost

%re8uentl$ asked in stage 1

1. Tra&eling

Do $ou like tra&eling,

Do $ou like tra&el alone or "it' $our %riends,

9a&e $ou tra&eled to ot'er places, 'ere are t'e$,

'at do $ou usuall$ do "'en $ou %irst arri&e in a ne" place,

'at are t'e bene%its o% tra&eling,

'$ do so an$ people like tra&eling no"ada$s,

2. !riends

Do $ou 'a&e an$ %riends, 7re t'e$ casual ac8uaintances or close %riends,Do $ou pre%er to sta$ "it' $our %ail$ or "it' $our %riends,

Do $ou pre%er one or t"o close %riends or an$ %riends,

Can $ou talk about $our best %riend,

9o" to ake %riends,

'at do $ou usuall$ do "it' $our %riends,

Is t'e tie $ou spend "it' $our %riends as uc' as t'at $ou spend "it' $our %

ail$,

(. Music

Do $ou like usic,

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'at are t'e bene%its o% listening to usic,

'at kind o% usic do $ou like best,

'$ do $ou like t'is kind o% usic,

). TransportationCan $ou sa$ soet'ing about t'e transportation in $our 'oeto"n,

'at is t'e coon eans o% transport in $our countr$,

Do tra%%ic +as o%ten occur in $our 'oeto"n or in t'e cit$ "'ere $ou li&e,

9o" to sol&e t'e proble,

'at c'anges in transportation 'a&e taken place in t'e past se&eral $ears in

$our countr$,

*. ;uilding

Can $ou tell e an interesting building in $our 'oeto"n,

Can $ou tell e an interesting building in <uang'ou,

Suggested topics in stage 2 = related

8uestions %or stage (

Categor$ 1: Describing t'ings 51 test ite6

1. Describing a piece o% e8uipent $ou o%ten use at 'oe or at "ork. >ou s'o

uld sa$?

'at is it ,

'at $ou do "it' it@ 9o" to use it,9o" long $ou 'a&e 'ad it,

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9o" iportant it is to $ou,

Discussion:

1. 'at are t'e ipacts o% electrical e8uipent on 'uan

s li%e in t'e past t

en $ears,

2. 'at are t'e di%%erences o% t'e li%e in t'e past and at t'e present,(. 'at role does tec'nological de&elopent pla$ in people

s li%e,

). 9o" "ill tec'nolog$ de&elop in t'e %uture,

*. Do $ou 'a&e a obile p'one, 'at are its ad&antages,

-. '$ do an$ %oreign countries de&elop %aster t'an C'ina,

/. '$ does t'e C'ina

s est de&elop %aster t'an C'ina

s East,

0. 'at are t'e ad&antages and disad&antages o% coputer and internet,

Categor$ 2: Describing people 5( test ites6

1. Describe a "ell#kno"n person. >ou s'ould sa$?

'o 'e@s'e is,

'at akes 'i@'er %aous,

'$ $ou adire 'i@'er,

Discussion:

1. Do $ou "ant to becoe %aous,

2. 9o" to becoe a "ell#kno"n person in C'ina,

(. 'at kind o% people can becoe %aous in C'ina,

). 'at are t'e ad&antages and disad&antages o% being %aous,

*. 'at do $ou t'ink o% t'e pri&ac$ o% a "ell#kno"n person,

-. 'at do $ou t'ink o% t'e relations'ip bet"een a "ell#kno" person and ad&ertising,

/. ould $ou be in%luenced b$ t'e "ell#kno"n persons in TA coercials,

0. Do $ou o%ten talk about singers "it' $our %riends, 'at do $ou o%ten talk

about,

2. Describing a %riend in $our sc'ool tie@ $ou like ost. >ou s'ould sa$?

'o 'e@s'e is,

'en did $ou becae %riends,

'$ do $ou like 'i@'er or "'$ do

$ou t'ink t'at 'e@s'e is iportant to $ou,

9o" 'e@s'e in%luences $ou.

Discussion:

1. 'at are t'e di%%erences bet"een adults and c'ildren in ters o% aking %r

iends,

2. Can adults ake %riends "it' c'ildren,

(. 'at do $ou t'ink are t'e ost iportant %actors "'en aking %riends,

). 'at are t'e possible %actors t'at cause t'e break#up o% %riends'ip,

*. '$ is it di%%icult %or adults to ake %riends,

-. 'at "ill t'e %riends'ip becoe like "'en getting old,

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(. Describing a person "'o $ou like to "ork or stud$ "it'. >ou s'ould sa$?

'o is 'e@s'e,

'en did $ou "ork@stud$ toget'er,

'at do $ou o%ten do toget'er,'$ do $ou like to "ork "it' 'i@'er,@ 'at can $ou learn %ro 'i@'er,

'$ is 'e@s'e particular,

Discussion:

1. Do $ou like to "ork alone or "it' a partner,

2. 'at do $ou t'ink o% tea"ork and tea spirit,

(. 'at kind o% people are good to "ork "it',

). Do $ou like group "ork or group learning,

0. 'at is $our opinion on e%%icienc$,

. 'at are t'e ad&antages o% stud$ing b$ $oursel%,

13. 'at do $ou t'ink o% e%%icienc$,

Categor$ (: Describing places 52 test ites6

1. Describe a restaurant or a ca%e. >ou s'ould sa$?

'ere it is,

'at it looks like,

'at kind o% ser&ices is pro&ided,

'at kind o% %ood $ou like t'ere@ 'at kind o% %ood is %aous,

'$ $ou like it,

Discussion:1. Do $ou like cooking,

2. ill $ou cook %or $our %riends "'en t'e$ &isit $ou,

(. 'o cooks in a C'inese %ail$,

). 'at do $ou t'ink o% t'e ad&antages and disad&antages o% %ast %ood,

*. '$ is %ast %ood so popular,

-. 'ere "ould C'inese go "'en t'e$ eat out,

/. 'at c'anges "ould take place in ters o% C'inese eating 'abits,

0. 'at %ood is popular,

. 'at is t'e di%%erence bet"een %res' %ood and canned %ood,

13. 'at can "e do to sol&e t'e proble o% %ood s'ortage,

11. 'at are t'e ad&antages and disad&antages o% %ail$ %ood,

2. Describing an interesting building. >ou s'ould sa$?

'ere it is located.

'at it looks like.

'at ser&ices are pro&ided,

9o" $ou like it.

Discussion:

'at role do old buildings and ne" buildings pla$ in odern societ$,'at c'anges 'a&e taken place in arc'itecture in t'e past t"o decades,

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Do $ou t'ink it necessar$ to protect old buildings,

Categor$ ): Describing edia and counication 5) test ites6

1. Describing a kind o% book $ou like. >ou s'ould sa$?

'at kind o% books $ou like ost.'at t'e$ are about.

'$ $ou like t'e ost.

'at e%%ect 'a&e books broug't on $ou,

Discussion:

1. 'at is t'e di%%erence bet"een en and "oen "'en c'oosing "'at to rea

d,

2. 'at kind books do c'ildren like, '$ do t'e$ like reading,

(. 'at is t'e di%%erence bet"een reading and "atc'ing TA,

). 'at is t'e relations'ip bet"een reading and coputer,

*. 'at are t'e ad&antages o% reading books,

-. '$ do c'ildren like pictorials,

/. 'at books are popular in C'ina,

2. Describing one o% $our %a&orite books. >ou s'ould sa$?

'at kind o% books $ou like.

'at is $our %a&orite book,

'at it is about.

'en did $ou get it,

'$ $ou like it.Discussion:

1. Do $ou like ot'er books,

2. 'at kind o% books do C'inese people like,

(. 'at kind o% books do C'inese "oen like,

2. 'at kind o% books do C'inese c'ildren like,

(. 'at kind o% books do $ou recoend to ot'ers,

(. Describing a letter. >ou s'ould sa$:

'en $ou recei&ed it.

'o sent it to $ou,

'at it is about,

'et'er it is iportant to $ou, '$,

Discussion:

1. 'at is t'e di%%erence bet"een letter and e#ail,

2. Do $ou o%ten keep diaries,

(. 'at is t'e di%%erence bet"een diar$ and letter,

). 'at is t'e di%%erence in t'e past and at t'e present as regards counica

tions,

*. 'at is t'e role o% letter *3 $ears ago and at t'e present,-. 'at do $ou t'ink o% t'e role *3 $ears later,

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/. 'at do $ou t'ink o% creati&e "riting,

0. ould post o%%ice disappear *3 $ears later,

. 'at role does coputer pla$ in our societ$,

13. 'at c'anges 'a&e been broug't b$ t'e coputer, 'at is pro%essors

attitude,

). Describing a kind o% usic. >ou s'ould sa$?

'et'er $ou like usic. '$ or "'$ not,

'at kind o% usic $ou like best

'at role usic pla$s in people

s li%e.

Discussion:

1. 9o" long do $ou listen to usic e&er$da$,

2. '$ is it easier %or c'ildren to learn pla$ing a usical instruent,

(. 'at are t'e bene%its o% learning to pla$ usical instruents,

). Discuss t'e ipact o% "estern usic on t'e "orld usic,

Categor$ *: Describing celebration and leisure tie 5) test ites6

1. Describe a traditional %esti&al in C'ina. >ou s'ould sa$?

'at it is.

'en is it celebrated,

9o" to celebrate, @ "'at $ou usuall$ do on t'at da$.

'at $ou like and "'at $ou don

t like.

Discussion:

1. 'at is t'e concept o% 'olida$ in C'ina,2. '$ is 'olida$ so iportant to odern people,

(. Do $ou t'ink it is necessar$ to obser&e t'e traditional custos,

). 'at c'anges in ters o% spending %esti&als and 'olida$s 'a&e taken place

in t'e past decade,

*. 'at is t'e di%%erence as regards celebration in di%%erent part o% t'e countr

$,

2. Describing a per%ect trip@ 'olida$. >ou s'ould sa$?

'ere $ou "ould go.

'en "ould $ou go,

'o $ou "ould go "it'.

'at $ou are going to do.

'at $ou t'ink it per%ect.

Discussion:

1. 'at is t'e di%%erence in t'e past and at t'e present as regards tra&elling,

2. 9o" "ould t'e tourist industr$ de&elop in t'e %uture,

(. 'at s'ould t'e go&ernent do to attract tourists,

). 'at s'ould t'e people do to attract tourists,

(. Describing an interesting trip $ou 'a&e taken. >ou s'ould sa$?

Page | 1-



'ere $ou "ent.

'en $ou "ent t'ere.

'o $ou "ent "it'.

'at $ou did t'ere.

'$ $ou like it.Discussion:

1. 'at is t'e di%%erence in t'e past and at t'e present as regards tra&eling,

2. 9o" "ould t'e tourist industr$ de&elop in t'e %uture,

(. 'at s'ould t'e go&ernent do to attract tourists,

). 'at s'ould t'e people do to attract tourists,

). Describing an interesting 'obb$. >ou s'ould sa$?

'at it is.

'en began to do it.

9o" long $ou spend on it.

9o" o%ten $ou do it.

'$ $ou like it.

Discussion:

1. Do $ou t'ink t'at sur%ing t'e Internet? "atc'ing TA? listening to usic or k

eeping a pet are interesting 'obbies,

2. Do $ou t'ink it "ill cost too uc' tie to do t'e,

(. Do $ou like 'obbies re8uiring tea"ork,

). '$ do people usuall$ do in t'eir spare tie,

Categor$ -: 7dditional test ites 5) test ites6

1. Describe an en&ironental proble. >ou s'ould sa$?

'at it is,

9o" long it 'as eisted.

'at e%%ect it 'as broug't to people

s li%e.@ 'at it 'appens,

'at "e can do to sol&e it.

Discussion:

1. 'at causes en&ironental probles,

2. 'at s'ould t'e go&ernent do to protect t'e en&ironent,

(. 'at s'ould "e do to protect t'e en&ironent,

). 'at ot'er easures can $ou t'ink o% to protect t'e en&ironent,

*. 9o" s'ould "e educate c'ildren to protect en&ironent,

-. 'at

s t'e di%%erence bet"een t'e old and t'e $oung as regards en&iron

ental protection,

2. Describing a kind o% etree "eat'er. >ou s'ould sa$?

'at it is.

'en did it 'appen,

'ere $ou "ere.9o" $ou %elt at t'at tie.

Page | 15



Discussion:

1. 'at s'ould $ou do in a bad "eat'er,

2. ill bad "eat'er ould or c'ange people

s personalit$,

(. 'at is t'e relations'ip bet"een "eat'er and culture,

). T'e cliate 'as c'anged t'ese *3 $ears. 9a&e $ou noticed t'e c'anges,*. 'at c'anges do $ou predict in t'e %ollo"ing $ears,

-. 7re t'e people interested in gat'ering t'e "eat'er in%oration in $our plac

e,

/. 9o" does "eat'er in%luence people

s personalities in $our countr$,

(. Talking about learning Englis'. >ou s'ould sa$?

'en and "'ere $ou began stud$ing Englis'.

'at is t'e ost interesting t'ing in an Englis' class,

'at is t'e ost e%%ecti&e "a$ o% learning Englis',

'at di%%iculties $ou 'a&e "'en learning Englis'.

'at are t'e ad&antages o% learning Englis',

Discussion:

1. 'at probles do $ou 'a&e "'en stud$ing Englis',

2. Do $ou t'ink t'at Englis' is t'e ost iportant language in t'e "orld,

(. Can Englis' take t'e place o% C'inese in C'ina,

). 'at ot'er languages are taug't in C'ina,

*. Do $ou t'ink t'at age is t'e ost iportant %actor o% learning Englis', '

$,

-. 'at di%%iculties "ould a %oreigner 'a&e "'en 'e learns $our nati&e language,

/. 'at probles "ould C'inese people 'a&e "'en counicating "it' %ore

igners,

0. 'en "ould be ost suitable %or c'ildren to learn Englis',

. 9o" "ill translation and interpretation de&elop in t'e %uture,

). Describing t'e "a$ o% getting ne"s. >ou s'ould sa$?

'et'er $ou get ne"s e&er$da$.

'et'er t'e ne"s is national or international,

9o" $ou get ne"s 5&ia ne"spaper? TA? Internet? radio or ot'er people,6

9o" do ost C'inese people t'ink about t'e iportance o% getting update ne

"s e&er$da$.

Discussion:

1. Do $ou t'ink t'e in%oration on t'e Internet belie&able or not,

2. 'at is t'e ost e%%ecti&e "a$ o% getting ne"s,

(. 9o" do reporters gat'er in%oration,

). 'at do $ou t'ink o% t'e iportance o% pri&ac$,

*. 9o" do +ournalists entertain t'eir custoers,

-. 'at role do edia pla$ in people

s li%e,/. 9o" do C'inese people gat'er in%oration,

Page | 2!



0. 'at are t'e ad&antages and disad&antages o% di%%erent edia,

. Do $ou t'ink it necessar$ to control t'e ne"s co&erage,

13. 'at kind o% ne"s do $ou t'ink s'ould be controlled,

*. Describing a skill $ou "ant to learn. >ou s'ould sa$?'at it is.

'$ $ou t'ink it is iportant.

9o" $ou are going to learn it.

'at role it "ill pla$ in $ou %uture li%e.

Discussion:

1. 'at do $ou t'ink o% t'e traditional skills,

2. 'at skill do $ou t'ink t'e uni&ersit$ 'as pro&ided %or $our +ob,

(. 'at skills can $ou learn in sc'ool,

). 'at kind o% skills 'a&e $our parents learned,

*. 'at do $ou t'ink o% t'e role o% %ail$ %or c'ildren to learn skills,

-. 'at is t'e ost popular skill t'at people "ant to learn,

/. 'at kind o% sc'ool "ould $ou send $our c'ildren to, '$,

0. 'at are t'e ad&antages and disad&antages o% sc'ool education and %ail$

education,

Saple 7ns"er to IELTS Spoken Topics

5Aersion 16

1. Special gi%t:

Describe t'e best present@gi%t $ou 'a&e recei&ed:

i. 'o sends it, 'at is t'e gi%t, 'at is it %or,ii. 'en did $ou recei&e it,

iii. Detail in%oration about t'e present.

Last year , my wife celebrated my birthday at home. She bought a electronic

dictionary as birthday gift. I like the electronic dictionary very much. It's

blue and quite small. It fits into my pocket. I remember at that time, my wife said

to me :she decided to immigrate to !anada with me. In future, we must study

very hard ."nd she hoped that the electronic dictionary could help me to improve

my #nglish. $n that day, I was very happy because my wife agreed to immigrate

to

Page | 21



!anada finally. "lso, with the help of the electronic dictionary, I made such

rapid progress that before long I began to write articles in #nglish.

16 In C'ina? "'en "ill people send t'e present,

$h, attend the party, such as %edding &arty, irthday &arty. (uring Spring )estival, people give presents each other, including clothes, books, flowers and

foods.

26 Copare t'e gi%t "'ic' people 'a&e recei&ed 13 $ears ago to t'e present

t'at people no" are recei&ing? "'atBs t'e di%%erence bet"een t'e,

5 tr$ to copare t'e gi%t $ou recei&ed in $our teenage "it' t'e gi%t

c'ildren recei&ed no" 6

$h, I think the gift was monotonic before. )or e*ample, I often received a

notebook as gift. ut now, there are various gifts to choose from. Such as

flowers, wine, food, clothes etc.

(6 ust iage t'e gi%t in t'e %uture c'ildren "ill recei&e.

In the future, I think more and more children will receive intellectual

gifts, such as electronic dictionary, notebook computer and so on.

)6 ust iage t'e gi%t in t'e %uture people "ill recei&e.

In the future, oh, in most case, people will give flowers each other. I think flowers

will be

the most popular present.

2. building

'at is t'e interesting building in $our countr$,

'at is it located,

'at is it used %or,

Eplain "'$ $ou t'ink it is t'e ost interesting,

I think the interesting building is the +reat %all. It runs across north

!hina like a huge dragon. It was used to enemies. Soldiers used to keep watch on

the +reat %all. %hen the enemy came , fires were lit to warn other soldiers.

I think the +reat %all is the most interesting building. ecause it is one

of the wonders of the world and it was one of the few manmade ob-ects on earth

that could be seen by the astronauts who landed on the moon. "lso, the +reat %all

has become a symbol of both !hina's proud history and its present strength.

16 7re t'ere soe old buildings in $our 'oeto"n, 'ere and Describe it,

%enfeng ower, built in /012, is located in the southern of "nyang !ity.

(uring the 3ing and 4ing dynasties, people came to the tower to worship the+od

Page | 22



of 5eaven and pray for a good harvest. 6owadays, it serves as a museum of

history. 3urals of %enfeng ower give visitors a feel for the great artistic

achievements of ancient !hinese civili7ation. In a word, I think the %enfeng ower

is the most interesting building, and it is the oldest building in my hometown.

26 Copare t'e di%%erences bet"een t'e constructions in $our cit$ "it' t'e

in 23 $ears ago, Describe t'e building st$les in detail,

he traditional buildings are made of the red brick and always have curved

eaves. housands of buildings look the same. ut now, various buildings with

different colors and styles have been going up in my hometown. In addition, room

is equipped with kitchen and bathroom. his is very convenient.

(6 'at are peopleBs attitudes to old building toda$ and t'at o% our later

generation, S'ould "e protect t'e, '$,

&eople, including our later generation, advocate that government should protect

old buildings .ecause old buildings represent the great artistic

achievements of ancient !hinese civili7ation.

)6 'at role do $ou t'ink t'e old and odern buildings pla$ in t'e societ$,

$h, modern buildings are for us to live and work, while old buildings are for us to

visit and research.

*6 Copare t'e di%%erences bet"een 'ouse and apartent, In !hina, there is a big yard beside house, where we can plant some flowers

and trees etc. ut house is more e*pensive. "partment is convenient and cheap but

small.

(. %riend:

'o is $our best %riend,

9o" did $ou eet,

'at do $ou do "it' $our %riend,

Tell e t'e "a$ $ou ake %riends "it' ot'ers and $ouu t'ink "'at people

s'ould be $our %riends,

3y best friend is***. %e were in the same class for 8 years. "t that time,

we often gather together to study and play. 6ow, we work in the same company.

)riendship is e*tremely important to me. It9s like being brothers or sisters,

but even more than that. I mean, I would do nearly anything for my friend,

and I would e*pect that he would do the same for me. If he didn't help me when I

was in need, then I would not consider him a good friend. I have a lot of

different kinds of friends. Some are loud, others are shy. I prefer having a real variety of friends.

Page | 2%



16 Do $ou t'ink it is eas$ to ake %riends in C'ina,

es, of course. 6owadays, transportation and communication are easy and

convenient. %e have more opportunities to meet all kinds of people and make

friends with them.

26 "'at do $ou t'ink t'e di%%erence bet"een adults and c'ildren aking

%riend,

he difference is attitude or mindset between adults and children making

friend. In general, children like to make friend with good students because they

can help each other in studying. ut adults make friends with anyone they like.

(6 9o" do c'ildren ake %riend,

!hildren to children.

)6 'at is t'e ost iportant t'ing in %riends'ip,

rust.

*6 'at is t'e second iportant t'ing in %riends'ip,

5elping each other.

;< %hat makes friendship break up= 3isunderstanding

)or e*ample, when I studied in !hongqing >niversity, one day, my roommate

lost his watch. 5e thought I had taken it. "t that moment, I was very angry but I said nothing, and then I helped him to look for the watch. )inally, we found it

in his pocket. 3y roommate apologi7ed to me. I forgave him his rudeness. So, I

think trust is the most important thing between friends.

). !esti&al

here are many festivals in !hina, such as Spring )estival, 6ational (ay and

uan ?iao )estival etc. he Spring )estival is the biggest festival in !hina. I

suppose it's somewhat like !hristmas is in western countries. Spring )estival is

the only time when all families gather together and stores and business are closed

for several days. (uring the Spring )estival, we eat delicious food , visit

relatives and friends , and watch @ to welcome the 6ew ear. I also like to try and

contact some friends before and see how they9re doing and what they9re up to.

%e give each other presents for the 6ew ear.

*.tra&el:

Describe $our latest interesting tra&el in detail.

'en and "'ere $ou go,'o $ou go "it',

Page | 24



'at t'ings $ou do,

Last year, I went to Shilin with my wife. Shilin, is located about A2

kilometers from Bunming. Bunming is the capital city of unnan &rovince .It took

us C days to get Shilin. Shilin is famous for its large areas of stone forests. "ll stones in Shilin are vividly shaped, resembling various figures. Some stones look

like a monkey, and some stones look like a bird. In a word, the stones are fantastic.

In addition, I met a classmate of !hongqing >niversity in Shilin. %e talked about

the things and persons which we remembered in school. I think that is an

interesting trip.

16 Describe soe interesting t'ings 'appened during $our tra&el. Can u

describe it %or e,

$k. I met a classmate of !hongqing >niversity .%e talked about the things

and persons which we remembered in school. I think that is an interesting thing.

26 'at is $our goal to tra&el and $our reason to tra&el is

I en-oy traveling. It is so interesting to see how other people live, and

it is really an ama7ing way to learn about different cultures.

(6 Describe t'e ad&antage and disad&antage o% tra&el %or t'e countr$

ourism is a useful source of foreign currency for the country, but

sometimes some visitors destroy cultural heritage.

)6 '$ C'ina can attract people to tra&el,

" 8,222year cultural heritage attract more people to !hina.

*6 Do C'inese people like to tra&el no",

es, of course. Since the openingup, transportation is easy and convenient. "lso,

we have ample money for the -ourney.

-6 'ic' %esti&al do people tra&el in and "'ere do people tra&el to,

%e often go to resorts around 6ational (ay, such as )orbidden !ity, Summer

&alace, and emple of 5eaven in ei-ing.

/6 Copare t'e di%%erence about tra&eling aong C'inese people bet"een

133 $ears ago and no",

/22 years ago, transportation was very difficultD few people could travel in !hina

because most of people were very poor. ut now, transportation is easy and

convenient and we have ample money for the -ourney.

-6 natural scener$

'at is t'e ost beauti%ul natural scener$ $ou 'a&e e&er seen, 'at is t'e

Page | 2



speci%ic point, 'ere did $ou see it, 'o did $ou go "it',

Last year, I went to Shilin with my wife. Shilin, located about A2 kilometers from

Bunming. Bunming is the capital city of unnan &rovince. It took us C days to get

there. Shilin is famous for its large areas of stone forests. "ll stones in Shilin are

vividly shaped, resembling various figures. Some stones look like a monkey, and some stones look like a bird. In a word, the stones are fantastic. "lso, there is a

lake in Shilin. Surrounded by green mountains and forests, the lake is not

destroyed by any pollution. ravelers can row a boat on the lake or stroll on the

shores to en-oy its special quiet beauty.

516'at easures does $our go&ernent take to protect natural scener$,

he government establishes protective 7ones of natural scenery .#ducate people to

protect natural environment. &eople who destroy natural scenery will be punished.

526 Do $ou t'ink it is e%%ecti&e,

es, of course. #stablish protective 7ones can prevent pollution.

5(6 'at role does touris pla$ in $our countr$Bs econo$,

ourism is playing a more and more important role in our country's economy.

Since the opening up, the number of tourists has increased quickly, and this is a

useful source of foreign currency for the country. E/8F "lso, tourism can

accelerate other industry to develop.<

5)6 'at s'ould $ou pa$ attention to in tra&el,Safety, weather, and I think it is necessary to bring some medicine.

/. Transportation

<i&e e soe opinion on t'e transportation in $our cit$,

In my opinion, one of the biggest problems of transportation is traffic -ams in

"nyang city. It has become common to see passengers and drivers having to wait

in long lines of buses and cars moving at a snail's pace on the streets during the

rush hours. here are several reasons for this problem. )irst, the number of

vehicles is increasing much more rapidly than the building of roads. Second, there

seem to be too many private cars and not enough public buses. hird, many

people, including drivers, pedestrians and cyclists do not obey traffic rules

properly, especially at busy intersections.

In my opinion, one of the biggest problems of transportation is traffic -ams in

"nyang city. In view of the seriousness of this problem, effective measures must be

taken before things get worse. $n the one hand, the government should invest

more money in the building of new roads and the repairing and maintenance of

old ones, particularly those in busy areas of the cities. $n the other hand, thenumber of private cars in urban areas should be limited while the number of

Page | 20



public buses should be increased. "t the same time, it is essential that stricter

traffic rules and regulations be issued to strengthen traffic control.

16 Copare t'e di%%erent transportation? suc' as bet"een plane? train and

car. (rive car to travel is convenient because we can set out at any time. ut it is too

slow and it may spend us much more time. &lane ticket is more e*pensive. So, I

think train is the best transportation for me.

26 Can $ou +ust iage t'e transportation in t'e %uture and describe it %or e,

In the future, the speed of car, train and plane will be faster. "nd, the

transportation will be easier and convenient.

(6 ust copare t'e transportation in t'e past and no", 'at transportation

do $ou like and "'$,

6owadays, we have more choice on the transportation than the past. Such as tube,

plane etc, even though in the small city. I like tube, because tube is safety and tube

ticket is cheap.

0. eaning%ul t'ings 5 'andcra%t 6

.usic:

'at role do $ou t'ink usic pla$s in our li%e, Gust as other kinds of art, music has become an indispensable part of human

culture. It brings us with nutritious spiritual foods, enriches our leisure life .In

addition, music can do good to us very much. It can elicit the imagination of us.

"nd, it teaches us how to distinguish beauty from nature. Listening to the music, I

am sure you will soon be refreshed from a day's hard work and rela*.

16 Can $ou tell e t'e "estern usicBs ipact on t'e "orld usic,

$h, it is a difficult question, the western music is definitely great, and it plays an

important role on the world music. 3any musical talents and eminent musicians

have been trained in western country, such as eethoven, 3o7art and so on.

26 Do $ou t'ink itBs necessar$ to open a usic course in 'ig' sc'ool,

es, of course. here is usually / or 1 hours each week used for teaching music. I

think there should be more, such as at least C or more.

(6 'at e%%ects "ill take place u t'ink to let c'ildren 5students6 stud$ an

instruent,

3usic can do good to children Estudents< very much. It can elicit the

imagination of children Estudents<. "lso, it teaches them how to distinguish beauty from nature.

Page | 2



)6 It4s o%ten ore eas$ %or c'ildren to learn usic t'an adults. Can $ou tell

e "'$,

$h, that9s because it9s important to have soft fingers and palm to learn a music

mechanism, such as guitar. !hildren have more fle*ible fingers and they are morelikely to find the correct feeling.

*6 Do u like usic or not, '$,

I like music. I like singing, especially in front of many people. I often sing for my

friends. %hen they praise me, I feel happy. "lso, listening to the music, I am sure

you will soon be refreshed from a day's hard work and rela*.

-6 Describe t'e usic $ou like ost and tell e "'$,

I like classic music. It usually has a slow rhythm and a pleasant melody. Listening

to the musicD I can soon be refreshed from a day's hard work and rela*.

7) What are the differences in music between China and western countries?

$h, it is a big questionD in general, the symphony of western countries is

long while most of !hinese music is small piece.

10. Clothes:

u like what clothes=

!lothes aren't only used to keep us warm. It has become a important part of

modern civili7ation. (ifferent nations have different styles clothes. "nd

different styles clothes represent different cultures. "ll people want their life to be

filled with variety, color and comfort by wearing clothes. %e will have a good

mood when we wear beautiful clothes. I like leisure clothes very much. ecause it

is not only cheap but also convenient to wear. EIn addition, the material of leisure

clothes is more environmentally friendly.< ut I must wear work clothes when we

are working. $therwise, I will be fined.

/<%hat's the prescript on clothes when you are working= and -ust the

prescript on clothes in school.

%e must wear work clothes E a school uniform < when we are working Ein

school<. $therwise, we will be fined..

1<the different between the older and younger people on clothes.

he older people think a lot of style and material. ut the youger people

would like to follow the fashion. &ersonality is the first consideration when

younger people choose clothes.

C<compare the differences between the clothes in ur city with them in 12 years ago. In the past, the colors and styles of clothes were very monotonic.

Page | 2-



housands of people look the same .ut now, we can wear clothes with different

colors and styles .

11 Think of a erson in !our famil! that is the most similar to !ou.

%ho is this person= 5ow is heHshe similar to you=

%hat kind of family is yours= Is it of a typical family structure in !hina=

3y family is a typical family in !hina. here are grandparents, parents, a

brother, my wife and I in my family.I look -ust like my father. 3edium build ,

pointed nose and dense black hair. 3y father is very kind and easy going. 5is love

is the most selfless love. I am luck enough because I have a good father. 3y

father has been specially thirsty for knowledge as he had only a few years of

schooling himself. 5e believe that knowledge can change fate. So, my father offer

more opportunity for me to study Eno matter how poor my family was< o sum up,

my

family is harmony and our life is very happy.

/< %hat do you think are the differences between families in and past and

today, and what have caused these changes=

In the past, there were several children in a family. ut now, government

has is sued onechild policy to limit the si7e of the family. So, there is only

one child in a family. !ouples will be punished financially if they have more

than one child. his is one child policy .

1<%hat is your opinion of onechild policy=

I agree with onechild policy. ecause it is difficult to provide enough

food and education for a large number of people. So, government must control the

population. "lso, it is the best way that we can find to control population.

C<%hat has your government done to support families=

Such as &ro-ect 5ope . It means that government supports the students in

poor families to continue their schooling and improving their education

conditions.E;H/FFF &/2< In addition, our government establishs beadhouse to

provide services for old people who have more difficulties or no families to take

care of them. ECH/FF F &C0<

1" #escribe a teacher who has $reatl! influenced !ou in !our education. ou

should say:

where you met them

what sub-ect they taught

what was special about them

and e*plain why this person influenced you so much.

Page | 25



I think my first #nglish teacher has greatly influenced me in my education.

I had some trouble in studying #nglish when I studied in middle school. I felt

#nglish was very difficult,so I did't like to study it .$ne day, my #nglish

teacher spoke to me about the study of foreign languages . 5e said : ou must doa lotof reading , listening and speaking . 6ever mind, keep on trying, I believe you

are a good student. In the years that followed , I studied hard and made greater

progress. 3y #nglish teacher loved his -ob and he was knowledgeable in his

field. I love and respect him.

/< compare the differences between education in ur city with them in 12

years ago= In the past, many children can't go to school, and educational

conditions were very poor. ut now, government provide F years compulsory

education. #ach child who is years old must go to school. "nd government

provide much better facilities

and staff. "lso, schoolyards are beautiful than before.

1< compare the differences between university and middle school=

%e study basic knowledge in the middle school. ut the course of university

is practical and special, such as computer and business courses.

C<compare the differences between students now and past . "t present , it is

difficult for student to find -ob. So, their pressure is he avier than before.

1% &orts ' (obb!

(escribe an interest or hobby that you particularly en-oy:

/<%hat this interest or hobby is=

1<5ow long have you been doing it=

C<%hat effect has it brought to your life=

%hat do you think about the balance between the work and the leisure =

I am a big table tennis fan, even though I am not very good at playing table ten nis

myself. I love to watch the game on @. I have played table tennis whenever I

get a chance since I studied in the middle school. &laying table tennis not only

refreshes my body and makes me mentally alert ,and ready and eager to engage in

the work of the day. In addition, a reasonable amount of e*ercise prepares the bo

dy for a good night's sleep. 5owever, overindulgence in physical e*ercise can do

more harm than good. ecause it will make you too tired to stay awake during the

work.

/HIs it dangerous for people to spend too much time on hobby=

es, overindulgence in physical e*ercise can do more harm than good. I havenoticed that some of my friends spend too much time on sports make themselves

Page | %!



too tired to stay awake during the work.

1<(o you think hobby is beneficial to social life=

es, of course.I make many friends during playing table tennis. So, I think

that hobby is beneficial the social life.

C<%hy do people like to watch games=

$h, it is a interesting question. %atching games can enrich our leisure

life. "lso, it is very e*citing to watch a close game.

0<%hat is advantages and disadvantages for watching games=

%atching games can enrich our leisure life. "lso, it is very e*citing to

watch a close game. ut overindulgence in watching games can affect our rest.

8< %hat is the advantages and disadvantages between watching games and

playing gamesHsports H

%atching games can enrich our leisure life. "lso, it is very e*citing to

watch a close game. ake part in sports can build our bodies and keep us healthy.

ut, overindulgence in watching games or in physical e*ercise can affect our rest.

;< (o you think which sports demand enough courage =

$h, I think it is bo*ing . It is very dangerous and it can do harm to health

of athlete.

< %hat are the sporting facilities like in your hometown=

"nyang !ity has a lot of modern indoor facilities offering bowling, table

tennis, swimming etc. ut , it's too e*pensive for most !hinese, and you have to

belong to the club in order to use the facilities.E &/00 <

1. *eadin$

(o you often read newspapers= %hat's is your reading everyday=E how frequent

do you read= what do you like to read the best , I read newspapers everyday, such

as %orkers (aily, 5enan (aily. I en-oy reading.

It is so interesting to see how other people live and it is really an

ama7ing way to learn about different cultures. In addition, reading can do good to

us very much. It can elicit the imagination of us . I also like to read the !hina

oday and !hina (aily. oth of these maga7ines are in #nglish , and it is a good

way for me to improve my #nglish.

/< (o you like to discuss with others when you read books =

es, I do . ecause it is easy to understand the difficulty of books.1< 5ow long do you read =

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>sually, I read books or newspapers for / hour before I go to bed.

C< where do you like to read =

In the library, because there are all kinds of books which I can read.

1+.(andcraft

(ecribe a handcraft which is made by yourself Bite flying is popular in !hina.

Bites are often played with around the 4ingming )estival in "pril. I like kites very

much and I can make kites myself. $nce, I made a kite . It was a beautiful

swallow. )irstly , I collected C sticks and paper. he paper was adorned with

paintings. Secondly , I used C sticks to control the paper , one linked to its neck ,

the other two linked with its wing. "nd then ,

the work was completed . he kite flew lightly in the sky as if the swallow

was

greeting the coming of the spring season. E1222H; <

%hat handcraft are there in !hina= =

)olk papercuts , lanterns and kites , shadow play etc.

1, . *estaurant

on the test card

/< talk about your favorite restaurant.

1< why do you like it=

Sichuan dish features pungent , spicy and salty flavors and tend to go well withrice. Sichuan Jestaurant is the largest restaurant in "nyang !ity. he restauran

t is a beautiful , clean and it's price is cheap. 3y wife and I often have dinner

in the restaurant on the weekend. Stir)ried Shredded eef is one of the restau

rant's best dishes. It's made of fresh tenderloin and celery . !ondiments include

vinegar, rice wine and ginger etc. %hen finished cooking , the beef is red and the

vegetables are green. he dish is very delicious.

e*tension of the card topic

/< %hat is the general ideas about fast food among !hinese people=

"lthough fast food has little nutritional value , but it is a blessing for

busy people .)ew people eat fast food all the time usually for breakfast andHor

lunchso they can help to balance their diet by eating a sensible evening meal.

"nd I like to eat fast food.

1< what do you think about science in food processingEproduction<=

Scientific processingEproduction< is important. ecause it can keep us

healthy.

C< what is your opinion on food production and the world's population.

Page | %2



"t present, it's difficult to provide enough food for world's population.

So, on the one hand, we should limit population of world. $n the other hand, we

should manage to provide enuogh food.

17. -nironment rotect

Is there any pollution in your city=

E In "nyang !ity , pollution is serious. <%ith the development of modern

agriculture and industry, more and more waste is produced. 3ost of this waste is

harmful. It goes into the water , the soil and the air. #specially the air is often

made very dirty by factories. In places around big factories , trees and

vegetables are often killed by the bad air. "lso, when we breathe the air , harm

will be done to our health. )ortunately, people are beginning to reali7e -ust how

serious the whole situation is. +overnment is taking measures to prevent pollution.

/<%hat has your government done to prevent pollution

he measures are:

E/<)irst, all new pro-ects are to have lower discharge levels D

E1< Second, all sources of pollution must be identified and monitored. EC<

hird, all enterprises should assure a clean and safe work place .

1/. earn

%hat do you plan to learn in the future=

%hy do you want to learn it=

%here and how will you learn it=

I plan to learn computer science in the future. I am very interested in it.

here are too many things that I don't know about computers. "lso, computers

play an important role in our life and are of great use in every field. I think the

whole society will be computeri7ed soon. I need more knowledge in this field to

meet the great demands of the application of computers. If things go well , I 'd

like to further my study in computer science and I want to work on my 3aster's

degree in !anada.

/<%hat's the most important skill nowadays=

I think it is computer. ecause computers play an important role in our life

and are of great use in every field.

1<"re there any traditional skill in your country= what are they=

es, such as sewing and weave cloth. I remembered that my grandmother used

to sew clothes herself. ut now, few people can do it.

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C<(o you think it necessary to learn these skills=

6o, I -ust don't like to spend much time on sewing. ecause we can buy all

kinds of clothes in shop.

0<Is there any difference between your parents' study and nowadays children=

In the past, when our parents studied in school, educational conditions were

very poor. ut now, children are lucky enough because government provides much

better facilities and staff.

8<(o schools teach nonacademic courses=

es, of course ,such as music, physical education, and painting etc.

;<Should school responsible for teaching these nonacademic courses=

es, of course. ecause school should stress student's moral , intellectual

and physical development in a comprehensive way.

<teacher

describe a teacher you like or dislike

A<useful machine

for e*ample: you can talk about computer

F<national dish

Real inter&ie"s

TAPI3 1:,: escrie t/e est present=git #ou /a+e recei+ed Require"ent:

i. /o send itC

ii. /en did #ou recei+e itC

iii. etail inor"ation aout t/e present.

&: I /a+e a Hapanese riend. ;is na"e is 9aoki atanae.I "et /i" in ?uangdong

San#o co"pan# in 155. e 'orked toget/er t/ere or % "ont/s. Last #ear@ /e

+isited "e in golden 'eek. ;e ga+e "e t/e alk"an '/ic/ is "ade in Son# in

Hapan.I use it or listening to Englis/.It is s"all and delicate (e<quisite@ ine*@ it is

ust as sa"e as casette tapes.T/e color is lig/t purple and it /as a +er# clear +oice.

;e told "e t/at t/e price o 'alk"an 'as 1!@!!! #en.(ten t/ousand #en@ aout5!

Page | %4



u.s dollars* It /elps "e a lot or i"pro+ing "# Englis/.I usuall# take it 'it/ "e to

listen to Englis/ ater 'ork .

,: In 3/ina@ '/en 'ill people send t/e presentC

&:In 3/ina@irstl#@people send gits on special /olida#s@suc/ as in Spring esti+al@

'e gi+e our parents "one#@clot/[email protected] 'e gi+e our c/ildren red ags 'it/ so"e"one#@It "eans t/at 'e gi+e t/e" a ne<t #earFs good luck.again@in a riend or

relati+eFs 'edding@'e usuall# gi+e ride or groo" a git@t/e 'edding gie includes

"one#@crat 'ork@lo'er@ne' clot/es and lie necessities@also@on so"eoneFs

irt/da#@'e gi+e /i" or /er a git@t/e irt/da# git includes irt/da# card@ lo'er@

ne' clot/es @secondl# '/en close riends 'ill part@ t/e# 'ill gi+e so"e sou+enir

gits eac/ ot/er or /app# "e"ories o t/eir riends/ip.

,: 3o"pare t/e git '/ic/ people /a+e recei+ed 1! #ears ago to t/e present

t/at people no' are recei+ing@ '/atFs t/e dierence et'een t/e"C

&: Ten #ears ago@ t/e gits people recei+ed 'ere si"pler and c/eaper @ut

no'ada#s t/e# are prett# ine # appearance@ /ig/er qualit#@ "ore eautiul

packaging I t/ink people 'ill send lo'ers as gits@ T/e# are eautiul and cool@

especiall# lo'ers can e used in all aspects ot/ good t/ing and ad t/ing.

,: /at do #ou t/ink are t/e dierences et'een a"ilies in and past and toda#@

and '/at /a+e caused t/ese c/angesC

&:In 3/ina@ aout 2! #ears ago a"ilies 'ere large@ J7KK (7generall# J7KK (7@

J7KK (7eac/ a"il# /ad at least 4 or "e"ers@ut no' t/e# are s"all@especiall#

in ig cities@t/e# /a+e one c/ild.In countr#side@t/e# /a+e no "ore t/an t'o

c/ildren.

T/e "ain reason or t/is is t/at 'e /a+e t/e a"il# planning polic#@'/ic/ is per"itted to /a+e one c/ild.T/is polic# /as een e<ecuted or aout 2! #ears.

,: /at /as #our go+ern"ent done to support a"iliesC

&: Aur go+ern"ent pro+ide t/e polic# to encourage us to recei+e aids o "one# i

'e are too poor

,: /at is t/e interesting uilding in #ou countr#=cit#C

/at is it locatedC

/at is used orC E<plain '/# #ou t/ink it is t/e "ost interestingC

&:I a" ro" os/an. In "# cit#@ t/ere is an interesting uilding '/ose na"e is

7ai/ua plaGa.

It is located in t/e center o "# cit# It /as 0 storeies@ and is t/e /ig/est uilding

in "# cit#.It is used or oices on 1!t/ loor and o+er@It also /as s/opping "all

ro" t/e irst loor to t/e -t/ loor.e can u# e+er#t/ing@ suc/ as oods@ clot/es@

cos"etics@ stationer# @ sports goods@ and so on.T/e "ost interesting loor is on t/e

5t/ loor. It /a s a ood street '/ere #ou can eat +arious kinds o oods@ suc/ as

Hapanese oods@ T/ai oods@ renc/ oods.I like to +isit t/ere on 'eekends.

,: /at do #ou t/ink are t/e dierences et'een #our grandpaFs /ouse and #our

uilding.

&: M# grandpaFs /ouse is "ade o 'ood and soil. It is not strong.An t/e ot/er

/and @"# /ouse is "ade o steel and concrete. So it is strong. In addition @ /is/ouse is s"all. It is aout %! square "eters and "ine is large@ aout 1!! square

Page | %



"eters.

,:do #ou eno# cooking @'/#C

&:I like cooking. I ca"e to e ond o cooking.I can cook '/at I like. I I /a+e

enoug/ ti"e@ I can cook or "# a"il#.

TAPI3 2:

,: T/ink o a person in #our a"il# t/at is t/e "ost si"ilar to #ou.

/o is t/is personC

;o' is /e=s/e si"ilar to #ouC

&: M# rot/er is t/e "ost si"ilar to "e. ;e is #ears older t/an I@ e are t/e

sa"e /eig/t. e are one point se+en "eters and /a+e t/e sa"e "an# /oies@ or

instance 'e like to go s'i""ing @ pla#ing 3/inese c/ess@ and reading.In addition

to t/ese@ 'e are +er# alike. So"e o "# colleagues get conused '/o I a" . e

/a+e a sense o /u"or and like to "ake riends.

,: /at kind o a"il# is #oursC Is it o a t#pical a"il# structure in 3/inaC

&: M# a"il# is large@ I /a+e ad @ Mo"@ t'o sisters @our rot/ers. Aur relations

are +er# strong. e usuall# /elp 'it/ eac/ ot/er. I a" +er# proud o "# a"il#.

M# rot/ers@ sisters and I /as alread# got "arried. E+er#one /as one or t'o

c/ildren. I t/ink "# a"il# is a t#pical one.

,: /at do #ou t/ink are t/e dierences et'een a"ilies in and past and toda#@

and '/at /a+e caused t/ese c/angesC

&:@ &out 2! #ears ago t/e# 'ere large in 3/ina. Eac/ a"il# /ad at least 4 or

c/ildren@ ut no'ada#s t/e# are s"all@ especiall# in ig cities. In countr#sides t/e#

/a+e no "ore t/an t'o c/ildren.T/e "ain reason or t/is c/ange is t/at 'e /a+e t/e a"il# planning polic#@ '/ic/

allo's us to /a+e one c/ild. T/is polic# /as een e<ecuted or aout 2! #ears.

TAPI3 %

,:/at is t/e interesting uilding in #ou countr#=cit#C

/ere is it locatedC

'/at is used orC E<plain '/# #ou t/ink it is t/e "ost interestingC

,:'/at do #our t/ink t/e dierence et'een adult and c/ildren "aking riendC

&: 3/ildren "ake riends ust or pla#ing@ i a c/ild can pla# 'it/ anot/er one@t/e#

'ill eco"e good riends@and t/e riends/ip et'een c/ildren is "ore lil#'/ite

and naC +e.ut adult "ake riends in "an# aspects@including pla#@usiness

partner@colleague@an#one '/o /as co""on in so"e aspeects eac/ ot/er.o

course@t/e riends/ip /as so"e proits or t/e".

,:tell "e t/e 'a# #ou "ake riends 'it/ ot/ers. and #ou t/ink '/at people s/ould

e #our riendsC

&:I "ake riends in "an# 'a#s@ or e<a"ple introducing "# riends to ot/er ones@

so"eti"es 'it/ Internet.

I elie+e in t/e "a<i" Nprosperit# "akes riends@ ad+ersit# tries t/e"N I can gi+e

"# riend /elp i /e needs@ ut i /e did not do t/e sa"e or "e '/en I need@ I 'ill

not consider /i" "# riendTAPI3 4:

Page | %0



,: '/at is #our est riendC &nd /o' #ou "et

&: M# est riend is Mr.S/eng. I "et /i" in 155%.;e is "# colleague./en I

ca"e to os/an or t/e irst ti"e@ I /ad diicult# in looking or "# o. ;e

encouraged and supported "e.e /a+e a lot co""on in /o#@ suc/ as pla#ing

3/inese c/ess@ ad"intonTAPI3 : esti+al

,: descrie t/e esti+al in #our countr#:

(3/inese 9e' E+e:1.dinner(a"il# gat/ering*2.special progra""e on 33T) to

'elco"e t/e 396 3/inese 9e' 6ears a#:1.+isiting relati+es2.riends +isiting.

(all eating=drinking*

t/e rest o t/e da#s:1.s/opping2.sig/tseeing.*

&: In 3/ina@ t/e spring esti+al is t/e "ost i"portant esti+al. It is ust like a

3/rist"as in t/e 'estern countries. uring t/e spring esti+al@ 'e /a+e se+enda#

/olida#s. e usuall# go ack to our parentsF /o"e and get toget/er. It is t/e onl#

ti"e t/at all o t/e stores are closed. e "ake delicious ood or t/e gat/erings.

e usuall# +isit our riends and relati+es on 3/inese 6earFs E+e. e 'atc/ 33T)

special progra" or t/e spring esti+al.

TAPI3 0:

,: descrie #our latest tra+el in detail. 'it/ '/o"C

and t/e destination@

it take u /o' long to get to t/e destination.

&: Last "ont/ I 'ent on a trip to OiFan 'it/ "# 'ie and "# daug/ter.

e 'ent t/ere # train .It took aout 2! /ours ro" ?uangG/ou to OiFan@ I ad"it

t/at OiFan is "# /o"eto'n. I /a+e not gone ack to see "# parents or 4 #ears@ e"iss "# a"il# +er# "uc/. &ter arri+ing OiFan@ 'e +isited one o t/e -t/ 'onders

o t/e 'orld. T/at is terracotta 'arriors. M# 'ie and I /a+e +isited se+eral ti"es

eore. I /a+e long 'anted to s/o' "# daug/ter t/e 'onder o t/e 'orld. T/is is

t/e irst ti"e s/e +isited. 8nortunatel# s/e did not like t/e". I t/oug/t s/e 'as

too #oung to eno# t/e".S/e is onl# 12 #ears old.

,:descrie t/e natrual scene.so"e intersting t/ings /appened during ur ta+elC

can u descrie it or "eC ur reason to tra+el is '/atC

&: T/e terrocotta 'arriors is t/e to" o ,ins/i/uang e"peror aout 2!!! #ears

ago @'/o is t/e irst e"peror in 3/ina /istor#. In /is to"@ t/ere are t/ousands o

terracotta 'arriors and /orses.

T/ese terracotta 'arriors are lielike(CC*@also t/ere are lots o ancient 'eapons

suc/ as s'ords@ spears and so on. It is said t/at t/e s'ords are +er# s/arpedged

no'.I #ou +isit t/e "useu"@ #ou 'ill ind /o' "agniicent it is.

TAPI3 :

,:gi+e "e so"e opinion on t/e transportation in ur cit#.

&: M# cit# is os/an. ;ere t/e pulic transportation are "ainl# uses and trains.

T/ere are no planes.People o'n "otorc#cles and ikes or transportations .

Motorc#cles are +er# popular and con+enient. More and "ore people /a+e pri+ate

cars. 7ecause o t/e pre+erances o t/ose@ en+iron"ental pollution is a +er#serious prole" /ere. e s/ould de+elop t/e pulic transportations and restrict

Page | %



pri+ate "otorc#cles and cars. 7# doing so@ t/e en+iron"ent can e proctected a

it.

,: co"pare t/e dierent transportation@suc/ as et'een plane@train@car.

&: ?enerall# speaking@ planes are t/e saest traic transportation.It is +er# ast@

ut t/e lig/t tickets are +er# e<pensi+e in 3/ina. I #ou /a+e a long distance trip"ore t/an -!! kilo"eters @'e s/ould take planes . Trains are "uc/ c/eaper t/an

planes. I #our destination is located near t/e train station and 'it/in %!!

kilo"eters@ #ou s/ould take trains. T/e# are "ore co"ortale t/an planes.

(CC* o course@#ou take a plane or a train@#ou "ust catc/ plane or train # plane or

train ti"etale.so t/e "ost con+enient tool is car@#ou can tra+el an#ti"e and

an#'/ere #ou like.

,:can u ust i"age t/e transportation in t/e uture and descrie it or "eC

&: T/e transportations in t/e uture 'ill e "uc/ "ore useul @ saer and

(CC*Ma#e it runs on land@on 'ater and on air

,:ust co"pare t/e transportation in t/e past and no'. u like '/at transportation

and '/#.

&:In 3/ina@ long long ti"e ago @people used /orse@ co's@ on oot. T/en it /as

c/anged into ikes trains@ 9o' 'e can tra+el # plane@ train@ us@ car@ "otorc#cle.

I personall# like "otorc#cles@ ecause t/e# are +er# con+enient.

TAPI3 -:

,:descrie t/e role "usic pla# in our lie.

&:I t/ink "usic pla#s t/e i"portant role o our lie. It "akes our lie rig/ter.

/en 'e are /app#@ 'e 'ant to listen to "usic or pleasure. /en 'e are lue@

'e can e encouraged # listening to "usic. It /elps us to orget t/e sad t/ings. It"akes us eel co"ortale.

,:'/at eects 'ill take place u t/ink to let c/ildren stud# an instru"entC

&I t/ink so"e c/ildren like "usic and t/e# are interested in learning instru"ents

suc/ as piano@ +iolin@ dulci"er@ electronic organ and so on. I t/e# /a+e "usic

talents@ t/e# can eco"e "usicians .7ut so"e c/ildren /ate to learn "usic

instru"ents. I t/e# are orced to learn # parents@ t/e# 'ill not e ale to learn

"usic and ot/er suects suc/ as Englis/@ "at/e"atics@ 3/inese.

,:u like "usic or notC'/#Cu t/ink "usic pla# '/at role in ur lieC

&: I like "usic so so./en I 'as #oung@ I did not learn an# "usical instru"ents@ I

liked reading ooks listening to "usic ater 'ork.

,:descrie t/e "usic u like "ost and tell "e '/#C

&:I like so"e 3/inese classic "usic@ and 'estern s#"p/on# suc/ as Spanis/

corrida "usic. I like r/#t/"ical and strong "usic.

TAPI3 5:

,: u like '/at clot/esC

&:I like t/e clot/es '/ic/ are co"ortale or "e to 'ear. I especiall# like s'eat

s/irts@ Ts/irts and eans

,:t/e prescript on clot/es '/en u r 'orkingC

&: 7ecause I 'ork or ne' /ig/ tec/nolog# co"pan# @all t/e "ale colleagues'ears 'esternst#le clot/es. T/e# includes ties@ '/ite s/irts@ lack suits@ and lack

Page | %-



s/oes. ut e"ale colleagues 'ears lack skirts. T/e "ain reason or t/is is to

estalis/ a gooa enterprise i"age.

,:and ust t/e prescript on clot/es in sc/ool.

&: In 3/ina sc/ool clot/es are lue trousers@ '/ite s/irts.T/ere is a picture or

na"e o t/e sc/ools.,:t/e dierent et'een t/e older and #ounger people on clot/es.

&: ?enerall# speaking@ #oung people like to 'ear as/ionale clot/es. ut older

people like to 'ear traditional ones.

TAPI3 1!:

descrie a "eaningul t/ing "ade # #oursel.

&:

TAPI3 11:

T/e "ost eautiul natural scener# #ou /a+e e+er seen

. '/ere did #ou see itC

'/o did #ou go 'it/.

&: Last #ear I 'ent to t/e seaside or a trip 'it/ "# 'ie and daug/ter.T/e scener#

t/ere 'as +er# eautiul. It is t/e "ost natural scener# I /a+e e+er seen.T/e ocean

'as lue. T/ere are a lot o seagulls l#ing o+er t/e sea. &nd t/e sand eac/ 'as

clean. T/ere 'ere no pollution t/ere. & large nu"er o people go eno#

s'i""ing@ sun at/ing. pla#ing 'it/ c/ildren.

Topic 12

,: na"e

&: M# ull na"e is <<<. M# a"il# na"e is < and "# gi+en na"e is <<. Most o

"# riends call "e Nold liN(I /a+e /eard t/at Nold N "eans Nuseless personN in'estern countriesCCC*

,: 'ork

&:I a" a co"puter engineer. M# o is to anal#Ge co"puter s#ste" and to de+elop

sot 'ares suc/ as A& s#ste" (oice auto"atiGation*@industr# control and

enterprise "anage"ent and so on@

,: 'ork plan in t/e uture

&: M# 'ork plan is to inis/ "# task assigned to "# oss and to i"pro+e "#

kno'ledge constantl#. 3o"puter tec/nolog# is de+eloping so ast.

,: /o' requent do #ou readC

&: In "# spare ti"e I like reading including /istor#@ ne'spaper@ o course "#

co"puter ooks.

,: '/at do #ou like to read t/e estC

&:I like to read co"puter ooks t/e est. ecause t/e# are interesting and t/e# are

+er# i"portant or "# i"pro+e"ent o "# o skills.

,: '/ere do #ou like to readC

&:So"eti"es I eno# reading at /o"e@ so"eti"es in our cit# lirar# '/ere t/ere

are a lot o ne' ooks.

,: talk aout #our a+orite restaurant. '/# do #ou like itC

&: T/ere is a ood street near "# /o"e. It /as +arious kinds o oods suc/ asHapanese@ Italian and do"estic oods ro" ot/er regeional ones or e<a"ple

Page | %5



sic/uan spic# ood. s/an<i ood. An t/e ood street@ not onl# can 'e taste oreign

oods and ot/er regional oods ut also eat "# /o"eto'n oods@ especiall# t/e

noodles in "# /o"eto'n@ T/e oods are +er# c/eap and clean. So I like t/e" +er#

"uc/

e<tension o t/e card topic,: #our opinions on ast ood

&: In "# opinion@ ast ood is not /ealt/# so it is not suitale or us to eat so

requentl#@ ut ast ood is con+enient and it can sa+e our ti"e and "one#. So"e

oreign ast oods suc/ as McdonaldFs and >3 are +er# attracti+e or c/ildren

ecause t/e# /a+e t/e dierent taste ro" 3/inese ones.

(CC* t/e en+iron"ent is +er# clean and eautiul.so"eti"es (CC* t/e# send our

c/ildren to#s as presents.

,: general ideas aout ast ood a"ong 3/inese.

&:3/inese ast ood@so"eti"es@is dirt# CCC

,: '/at do #ou t/ink aout science in ood processing=production.

&:I a" not an e<pert or nutrition. I t/ink t/e science in ood process 'ould not

destro# t/e nutrition actor and not add an# /ar"ul ingredients suc/ as additi+e@

coloring "atter and at t/e sa"e ti"e@ it

is conduci+e to protect our en+iron"ent.

,: '/at is #our opinion on ood production and t/e 'orldFs population.

&: T/e population is o+er 0 illion all o+er t/e 'orld. T/ere 'ill not enoug/ ood

or people to eat. So 'e s/ould sa+e t/e ood and s/ould not 'aste an# ood.

Topic 1%

Section 1:,:/atFs #ou ull na"eC

&:M# irst na"e is <@"# gi+en na"e is <<@ ut "ost o people call "e li gong@ lt

"eans li engineer.

,:o #ou 'ork or still a studentC

&:I a" a engineer in a /ig/ tec/nolog# co"pan#.

,:o #ou like #our current oC

&:I like "# o@ ecause I ind it +er# interesting. I /a+e ac/ie+ed "# goals "an#

ti"es in "# o@ or e<a"ple pulis/ing so"e articles@ inis/ing so"e co"plicated

proects.

,:;o' "uc/ languages can #ou speakC

&: I can speak Mandarin @3antonese@ Englis/ and a e' Hapanese.

,:/at do #ou t/ink oreign language to peopleC

&:I t/ink oreign languages are i"portant to us@ especiall# in t/e age o /itec/

ino and gloaliGation@ I 'e can understand oreign languages@ it is eas# to

co""unicate 'it/ oreigners.

,:utureFs planC

&: M# plan is to i"pro+e "# Englis/ irst@ and t/en to ind anot/er etter o. I

/ope to get a 'onderul ac/ie+e"ent in t/e ield o "# stud#.

Section 2:,:7uilding: '/ere='/at use or='/# interestingC

Page | 4!



&:I a" ro" os/an. In "# cit# t/ere is a interesting uilding '/ic/ is

called t/e 7ai/ua plaGa. T/is uilding is located in t/e center o "# cit#. It /as 0

stories. It is t/e /ig/est uilding in "# cit#. It is used or oices ro" o+er t/e

1!t/ loor. It is also used as a s/opping "all ro" t/e irst loor to t/e -t/ loor.

e can u# e+er#t/ing 'e need @ suc/ as oods@ clot/es cos"etics@ stationer#@sports goods . T/e "ost interesting loor is on 5t/ loor. It is a ood street '/ere

'e can taste not onl# oreign oods and ot/er pro+ince oods ut also 'e can eat

"# /o"eto'n oods .especiall# t/e noodle o "# /o"eto'n@ T/e price o t/e

dis/es are +er# lo' and t/ere are no prole"s as or /#giene so I like t/e" +er#

"uc/.. I like to +isit t/e ood street on 'eekends.

Section %:

,:&re t/ere so"e old uildings in #our /o"eto'nC

&: M# /o"eto'n is OiFan .It is an ancient cit#. T/ere are "an# old uildings t/ere@

suc/ as te"ples @ancient cit# 'alls@ to'ers.

,:/ere and escrie it.

&: T/e ell to'er 'as uilt in aout !! #ears ago. Its /eig/t is aout 2! "eters.

T/ere is a great ell in t/e to'er@ It "a#e tell t/eir lie period.

,:/at peopleFs attitudes to old uilding toda#C

&:I t/ink t/e old uildings /a+e a lot o attractions to us. &nd at t/e sa"e ti"e

t/ere are so"e researc/ +alues or ancient arc/itectural tec/nolog#.

,:S/ould 'e protect t/e"C /#C

&: e s/ould protect t/e". (CC*irst t/e# can ring tour inco"e or our

countr#@second t/e# are o researc/ +alue.inall# t/e# are t/e culture in/eritance

ro" our ancestors(CC*,:/at role do #ou t/ink t/e old and "odern uildings pla# in t/e societ#.

&: T/e old uildings s#"oliGe t/e ancient culture and ci+iliGation ut "odren

uildings e<press "odern cultures and ci+iliGation. (CC*T/e# are supple"ents eac/

ot/er(CC*.

Topic 14

/atFs #our ull na"eC

o #ou 'ork or stud# no'C

Tell "e so"et/ing aout #our o.

o #ou plan to c/ange #our oC

/atFs #our uture planC

,:Tell "e so"et/ing aout t/e acco""odation #ou li+e in@ eit/er /ere or in

#our

/o"eto'n

&: I li+e in an apart"ent. e /a+e t'o edroo"s@ one li+ing roo"@ one kitc/en

and o course one restroo" . T/e siGe o "# apart"ent is aout 1!!square "eters.

,:/atFs t/e ad+antage and t/e disad+antage o #our acco""odationC

&: T/e ad+antage is t/at "# acco""odation /as suicient sunlig/t ro" t/e

'indo's@ and a good +entilation s#ste". &nd t/e disad+antage is t/at t/ere are

so"e noise ecause it is near t/e centre o t/e cit#.,:/atFs t/e 'eat/er like in #our /o"eto'nC /ic/ season do #ou like "ostC

Page | 41



&: In "# /o"eto'n@ it is e<tre"el# cold in 'inter. T/e te"perature is aout "inus

1 degrees. 9or"all# t/ere are so"e stor" sno' ut in su""er it is airl# /ot.T/e

te"perature is aout %% degrees. In spring and autu"n@ it is +er# nice. I like

autu"n t/e est ecause t/e 'eat/er is crisp# and 'e can eat delicious ruits suc/

as 'ater"elons@ apples@ oranges. part2:

escrie one sport t/at #ou like to pla# or 'atc/ "ost.

1. ;o' do #ou egin to like itC

2. /# #ou like itC

%. ;o' oten do #ou pla# or 'atc/ itC

4. &nd e<plain '/# #ou preer t/is sport to ot/er sportsC

&1: I like to go s'i""ing t/e est@ In "# /o"eto'n t/ere is a large pond. /en I

'as a c/ild@ I egan to learn /o' to s'i" in t/e pond. So I can s'i" +er# 'ell@ I

like s'i""ing +er# "uc/. e can e<ercises e+er# parts o our od# #

s'i""ing. It can especiall# e<tend our +ital capacities. In "# /ig/ sc/ool da#s I

got a s'i""ing c/a"pion. I /ad "uc/ conidence o s'i""ing # getting t/is

priGe. In addition s'i""ing is an indi+idual sport. I can s'i" an#ti"e i t/e

pulic s'i""ing pool is open. 7ut as or ot/er sports suc/ as ootall@ asketall

are tea" sports@ i I 'ant to pla# t/ose @I "ust organiGe se+eral people. Man#

people are +er# us#@ it is +er# diicult or "e to organiGe t/e".T/is is t/e "ain

reason '/# I like s'i""ing rat/er t/an ot/er sports. I usuall# s'i" 'it/ "#

daug/ter in our cit# pulic s'i""ing pool on e+er# 'eekend.

&2: I like to 'atc/ 97& ga"e. /en I 'as in /ig/ sc/ool. I egan to 'atc/ 97&.

It is 'onderul and all t/e pla#ers /a+e co"pre/ensi+e skills. It is usuall# loodandt/under. So"eti"es in t/e last one second "a#e a tea" deeats t/e anot/er

tea" and 'in t/e ga"e instead o losing. I a" sure #ou agree 'atc/ing suc/

ga"es is reall# eno#ale.

I t/ere is a 97& ga"e on T)@ I can surel# catc/ t/e ga"e. 9o "atter /o' late it

is

97& pla#ers 'in t/e ga"e # skills and cooperate pri+ac#. e kno' eac/ pla#er

is proessional and /as special skill.

&%:I like to pla# ad"inton. I egan to pla# it aout 2! #ears ago. In t/ose da#s I

'as in /ig/ sc/ool@ I usuall# pla#ed it 'it/ "# class"ates ater sc/ool. I also

pla#ed it at uni+ersit#. I pla# it 'it/ "# daug/ter and "# 'ie on 'eekends.

part%:

,:/atFs t/e dierence et'een 'atc/ing sports on T) and in t/e stadiu"C

&: atc/ing t/e" in t/e stadiu" is "ore e<citing t/an doing on T). T/e "ore

e<citing at"osp/ere co"es ro" t/e pla#ers and t/e audience. Especiall# t/e

audience al'a#s get +er# e<cited # a 'onderul goal ut 'atc/ing ga"es on T)

at /o"e is less e<citing. T/is is '/# so"e o "# riends like to 'atc/ t/e ootall

ga"es at "idnig/t. T/e# usuall# get sleep# eore t/e ga"e inis/.

,:/# people like to 'atc/ sports on T)C

&:I t/ink 'atc/ing sports on T) does not cost a lot o "one#. e do not need to u# an# entrance tickets. So"eti"es it is i"possile or us to 'atc/ t/e ga"e. (CC*

Page | 42



&t t/e spot so"e ga"es /old in anot/er place@suc/ as in oreign countries.(CC*

atc/ing sports on T) is saer t/an doing at t/e stadiu" ecause ater t/e ootall

ga"es so"eti"es t/ere are so"e riots a"ong t/e ans on t/e street.

,:/at do #ou t/ink t/e i"portance o pla#ing sportsC

&: I t/ink it is +er# i"portant or us to pla# sports @in t/e age o /itec/inor"ation @a lot o people /a+e stress e+en ater 'ork@ so pla#ing sports can

rela< us p/#sicall# and "entall#.

,:I so"eone donFt like sport@ /o' do #ou pus/ /i" or /erC

&: I can tell t/e" t/e i"portance o sports @ t/en I ask t/e" to take part in t/e

sports acti+ities. I can teac/ t/e" its skills. I t/ink t/e# 'ill graduall# e

interested.

,:o #ou t/ink pla#ing too "an# sports is /ar"ulC /#C

&:I t/ink so. E+er#t/ing /as t/e li"it including our odies@ too.(CCMan# sports

'ill reak t/e li"it@'e 'ill eel unco"ortale@so our odies 'ill e /ar"ul@(CC*

,:disad+antage and ad+antage o 'atc/ing and pla#ing sports J7K (7*

&: Pla#ing sports can e<ercise our od#. I 'e 'in t/e ga"e@ 'e 'ill e /app# ut

pla#ing sport too "uc/ "akes us tired.(CC* atc/ing sports is co"ortale ut

t/e# /a+e little /appiness '/en ga"e

'in(CC*@and 'atc/ing sports cannot e<ercise our odies.

Topic 1

Part I

J7KQNKK) (7 '/atFs #our na"e

J7KQJKK) (7 /ere are #ou co"e ro"C

J7KQ$KK) (7 3an #ou descrie #our /o"e to'nCJ7KQ(KK) (7 3o"pare S/en/en 'it/ #our /o"eto'n @ '/# did #ou decide to

li+e

in s/enG/enC

&:M# /o"eto'n is in countr#side. S/enG/en is a "odern cit#. T/e countr#side is

a quiet place. T/ere are "ore "odern entertain"ent and educational

acilities and ric/ and colorul nig/t li+es in ig cities @ so in 3/ina "ost people

like cit# li+es.

Part II

,:Introduce #our /o#@'/# do #ou like it C

&:I like to pla# c/inese c/ess 'it/ "# riends@ alt/oug/ '/at I 'in is "ore t/an

'/at I lose@ ut I like it +er# "uc/ ecause 3/inese c/ess is a "ind ga"e and

pla#ing t/is ga"e can i"pro+e our intelligence.

,:/at do #ou t/ink aout t/e alance et'een t/e 'ork and t/e leisure.

&:I t/ink '/en 'e are 'orking 'e "ust do our est. e s/ould eno# our leisure

ti"e ater 'ork. 9o "atter /o' us# 'e are @'e s/ould ind so"e ti"e to

entertain oursel+es.leisure

Part III

,: Introduce t/e eaten /ait o t/e 3/inese people

&:I t/ink in t/e nort/ 3/ina people like to eat t/e ood "ade o '/eat@ suc/ as"antou@ noodle. An t/e ot/er /and people in sout/ 3/ina t/e# like rice. In so"e

Page | 4%



pro+inces like Sic/uan@ ;unan @t/e# like spic# oods. In addition@ people in nort/

like to drink 'ine. People in sout/ like to drink eer. I t/ink t/ese eating /aits

"a# e dierent ecause o t/e dierences o 'eat/er.

,:Tell '/at s/all #ou do in t/e uture

& I plan to "ake "uc/ "one# # "# ailit# and 'isdo". T/en I a" to tra+elaround t/e 'orld 'it/ "# 'ie and "# daug/ter. &ll o us like to tra+el. e /a+e

tra+elled "an# sig/tseeing spots around "# countr#. I also plan to 'rite a ook

aout "# tra+el "e"ories.

Topic 10

Section 1: /atFs ur ull na"eC

o #ou 'ork no'C or still a studentC

o #ou like #our current oC

uture plan.

escrie #our acco""odation@ and its ad+antages and disad+antages.

o #ou like cookingC /#C

Section 2: /at do #ou plan to learn in t/e utureC

/# do #ou 'ant to learn itC

/ere and /o' 'ill #ou learn itC

&:I 'ill continue to learn t/e co"puter tec/nolog#. I can learn t/e latest

tec/nolog#.

;is specialt# is co"puter science@ I like it at t/e sa"e ti"e@ I "ake a li+ing or

co"puter tec/nolog#.

I 'ill learn it at "# 'ork ti"e or "# spare ti"e at "# oice@ at lirar#@ or at /o"e.

Section %:,:/atFs t/e "ost i"portant skill no'ada#sC

&:In t/e age o /itec/ ino@ I t/ink t/e "ost i"portant skill is IT. I so"eone /as a

great skill in IT no'ada#s I t/ink it is +er# eas# or /i" to ind a o 'it/ a /ig/

salar#.

,:&re t/ere an# traditional skill in #our countr#C '/at are t/e#C

&:t/e traditional skills include sculptor ('/o kno' /o' to sculpture*@se'er ('/o

kno' /o' to "ake clot/es*@ c/e ('/o kno' /o' to cook ood*@carpenter or

arc/itect ('/o kno' /o' to uild /ouse* and so on.

,:o #ou t/ink it necessar# to learn t/ese skillsC

&:6es@t/ese skills are i"portant parts o traditional culture. e need all kind o

skills or our lie.

Section 4:

,:Is t/ere an# dierence et'een #our parentsF stud# and no'ada#s c/ildrenC

&: In t/e age o "# at/er c/ild/ood@ c/ildren /ardl# /ad opportunities to learn at

sc/ool@ T/e# learned 3/inese and "at/e"atics in a s"all classroo". So"eti"e

t/ere 'ere % to 4 c/ildren in t/e classroo". A course t/e nu"er o t/e teac/ers

'ere +er# s"all. 7ut no'ada#s in 3/ina al"ost all t/e c/ildren /a+e c/ances to

go to sc/ool. T/ere are %! to 4! students in eac/ classroo". T/ere are "ore

qualiied teac/ers.,:o sc/ools teac/ nonacade"ic coursesC

Page | 44



&:6es@ Sc/ools teac/ t/e students a lot o practical courses@ suc/ as /o' to operate

co"puters@ do usiness and co""unicate 'it/ ot/ers.

,:S/ould sc/ool responsile or teac/ing t/ese non acade"ic coursesC

&:I t/ink so@ sc/ools are responsile or teac/ing t/ese non acade"ic courses or

t/e purpose t/at t/eir students could ind a good o ater graduation. I t/e#cannot get a good o due to t/eir lack o nonacade"ic course@ t/eir sc/ools are

not responsile or t/eir students.

topic 1

,:tell "e so"et/ing aout #ou /o"eto'n

&:M# /o"eto'n is OiFan@'/ic/ is in t/e nort/'estern o 3/ina. It is a"ous or

its sites @especiall# or t/e terra cotta 'arriors@ '/ic/ is t/e one o t/e eig/t

'onders o 'orld. T/e 'eat/er is e<tre"el# cold in 'inter. T/e te"perature is

aout "inus 2! degrees@ and in su""er t/e 'eat/er is airl# /ot@ T/e te"perature

is aout 4! degrees. A course@ spring and autu"n are co"ortale.

,:t/e ad+entages and disad+antages li+ing in #our /o"eto'n

&:I t/ink t/e ad+entage li+ing in "# /o"eto'n are as ollo's irstl# t/e prices o

all ood and +egetales are "uc/ lo'er. Secondl# people are +er# kind.T/e

disad+antage is t/at t/e 'eat/er is e<tre"el# cold in 'inter and airl# /ot in

su""er.

,:@co"pare t/e clot/es 'earing in t/e 'ork da#s and 'eekend

&: e 'ear 'estern st#le clot/es on dut#@ and on 'eekends. e like to 'ear T

s/irts@ eans@ s'eaters. T/ese clot/es are "ore co"ortale to 'ear.

,:can #ou tell "e so"et/ing aout t/e clot/es '/ic/ students 'ear

&: Students at sc/ool usuall# 'ear sc/ool unior"@'/ic/ are '/ite s/irt and lue pants@t/ere is a pattern o t/e sc/ool adge on t/e clot/es.

card

tell "e a a"il# "e"eer '/o is si"ilare to #ou

1@'/o is t/e"

2@'/at does s/e or /e looks like

%@'/# do #ou t/ink #ou are si"ilar

ne<t

,:can #ou tell "e t/e old structure aout #our grandparents ti"e

&: T/ere 'ere a lot o "e"ers o a"il#@ suc/ as dad ."o"@ aout % sisters@

rot/ers@ at t/e sa"e ti"e@ t/e# /ad a lot o uncles and aunts. 9a"el# t/e# /ad a

large a"il#.

,:can #ou tell t/e structure o c/inese a"il# c/anged or #ourgrandparentsF ti"e

&: 9o' 'e /a+e a s"all a"il#@ T/ere is onl# one c/ild@( son or daug/ter* in

3/inese cities @ut in countr# sides eac/ a"il# /as no "ore t/an 2 c/ildren.@ 'e

/a+e t/e a"il# planning polic#. T/e increase o t/e population /as caused a lot o

prole"s@ suc/ as education prole"s@ en+iron"ent@ pollution .

topic 1-

,:T/e "ost eautiul natural scener# #ou /a+e e+er seen J7KQB (7

&:Last #ear@ I /ad a usiness trip to S/andong pro+ince@I 'ent to a eac/ @'/ere It/ink is t/e "ost eautiul natural scener#@ T/e ocean is +er# lue. T/e sand on t/e

Page | 4



eac/ is prett# clean. T/ere is no pollution.

,:/o' s/ould 'e protect t/ese natural scener# J7KQB (7

&: e s/ould legislate la's to protect t/ese scener#. In addition 'e s/ould notice

t/e consciousness o en+iron"ent.

,:'/at "easures /as t/e go+ern"ent taken to protect t/ese naturalscener# J7KQB (7

&:I t/ink t/e go+ern"ent /a+e legislated a lot o la's to protect t/e natural

scener#. and gi+e so"e education or en+iron"ent protection

,:'/at eect do #ou t/ink /a+e t/e# doneC

&: &ter go+ern"ent taking so"e "easures @our en+iron"ent 'ill /a+e a great

i"pro+e"ent.

Topic 15

,'/at do #ou doC

&:I a" a co"puter engineer. I 'ork or a /itec/ co"pan#.

,:do #ou like #our o@'/#C

&:#es I do@"# o /a+e ring "e a lot o un.CCC

,:'/atFs #our /o#C

3ard

/atFs #our a+orite sport@ '/#@ '/en did #ou eginC '/at "erit does it /a+eC

/at do #ou t/ink t/e alanceot/ 'ork and leisureC

topic 2!

,: '/ere is #our /o"e to'nC

&:: M# /o"e to'n is $$$.

,:'/atFs ad+antage and disa+antages o #our /o"e to'nC&: ad+antage is t/at itFs t/at its econo"# is $$$$@ disa+antage is air pollution.

and i #ou go on street 'earing a '/ite s/irt@'/en #ou reac/ t/e destination@ #ou

can ind #our collar dark

,:letFs talk aout t/e 'estern "usic. 3an #ou tell "e t/e 'estern "usicFs

i"pact on t/e

'orld "usicC

&:T/e 'estern "usic is deinitel# great. Aten t/e s#"p/on# is long '/ile "ost o

c/inaFs "usic is in s"all pieces. estern "usic and 3/inese ones are totall#

dierent. T/e# are actuall# a great "erit to /u"an "erit.

,: '/# t/e# are a great "eritC

&: ecause t/e# are CCC.......

,: do #ou t/ink itFs necessar# to open a "usic course in /ig/ sc/oolC

&: A course. T/ere are usuall# one or t'o /ours eac/ 'eek used or teac/ing

"usic. I t/ink t/ere s/ould e "ore@ suc/ as at least t/ree or "ore.

,: '/#C

&: 7ecause "usic can do good or students. It can elicit t/e i"agination o t/e

c/ildren. It can teac/ t/e" /o' to distinct eaut# ro" nature.

, ItFs oten "uc/ easier or c/ildren to learn "usic t/an adults. 3an #ou tell '/#C

&: T/atFs ecause itFs i"portant to /a+e sot ingers and pal"s to learn "usic"ec/anis"s@ suc/ as guitar. 3/ildren /a+e "ore le<ile ingers and are "ore

Page | 40



likel# to ind correct eelings.

,: ok.ok. do #ou like "usicC

a: 6es. I like singing@ especialll# in ront o "an# people. I oten sing or "#

riends. '/en t/e# praise "e @ i eel /app#.

topic 21,: na"e

,: 'ork

,: 'ork plan in t/e uture

,: /o' requent do #ou readC

&: So"eti"es.

,: '/at do #ou like to read t/e estC

&:I like to read caricature t/e est. It is +er# unn#

,: '/ere do #ou like to readC

&: So"eti"e I read at t/e lirar# or at t/e ookstore. Most o t/e ookstores are

open@'e can read ooks 'it/out u#ing t/e".

on t/e test card

,: talk aout #our a+orite restaurant.

,: '/# do #ou like itC

e<tension o t/e card topic

,:#our opinions on ast ood.

,:general ideas aout ast ood a"ong 3/inese.

,: '/at do #ou t/ink aout science in ood processing=production.

,: '/at is #our opinion on ood production and t/e 'orldFs population.

Topic22,: #our a+orite transport and t/e tool o tra+el

&: I t/e trip is not long@ I like to use "# "otorc#cle@ I trip is long@ Ilike to take

uses@ coac/ trains or planes.

,:9o' "an# people u# car@ '/o u# and t/e eneit o using a car@

&: 9or"all#@ i a car is i"portant or necessar# to /is 'ork or to /is /o# and /e

/as enoug/ "one# to u# and "aintain a car@I t/ink /e 'ill u# a car.@

,:and i"agine t/e transport in t/e uture.

&: Transportation in t/e uture is "uc/ saer and aster. &nd "ore en+iron"entall#

Topic 24:

ST&?E 1 J7KQ% (7

,:/at do #ou doC

&:I a" a co"puter engineer@I 'ork or a /itec/ co"pan#.

,: 'ork dut#C

&:I a" in c/arge o de+eloping sot'ares.

,:do #ou like #our o J7KQB (7

&: 6es. I do. I I inis/ a sot'are@I 'ill eel /app#.

,:i #our are asked to c/ange #our o@ '/at 'ill #ou do J7KQB (7

&:I 'ill eco"e a doctor @and I /ope to researc/ ne' "edicine or patients and

sa+e t/e patients '/o are suering ro" cancer and &IS@It/ink t/is is t/e "osti"portant t/ings.

Page | 4



,:'/at do #ou do at t/e 'eekend J7KQB (7

&: I I /a+e "one#@ I like to go s/opping@ I I /a+e not enoug/ "one# I like to

look at t/e s/o' 'indo's@ so"eti"es I like to pla# 'it/ "# 'ie and "#

daug/ter.in t/e park

,:'/at do #ou like to pla# J7KQB (7&:so"eti"e I like to pla# card 'it/ "# riends@

ST&?E 2 J7KQ% (7

Topic :interesting trip @

/en='/ere='/at='/#

ST&?E %:

,:do c/inese like to tra+elC'/#C

&:I t/ink e+er#one likes to tra+el in 3/ina@ ut aout 2! #ears ago@ 3/inese people

/a+e little "one# to tra+el @'it/ t/e open polic# "ore and "ore 3/inese people

like to tra+el@ ecause t/e# /a+e "ore ti"e and "one# or tra+el.

,:'/at are t/e deerences t/e c/inese tour et'een no' and 1!! #ears

&:I t/ink t/e "ost ig dierence is transportation tools@ 9o' t/ere are planes@

trains@coac/es @uses and "otoc#cles or tra+el @ut 1!! #ears ago t/e# used

ani"als or tra+el@suc/ as /orse on land@ ca"el in desert.

,:'/at /olida# do c/inese like to tour@and '/ereC

&:generall# speaking@c/inese people like to tra+el in t/e national da#s t/e spring

esti+al@and international laour da#@ecause in t/ese /olida#s@'e /a+e a long

/olida#s aout da#s."ost people "ake use o t/ese /olida# to tra+el sceneries

suc/ as a"ous "ountains@"useu"s@and galleries.

,:'/at is ai" o gengral tour &:to kno' outside 'orld.and to eno# t/eir lie

topic 2

,'/at does t/e ad+ertise"ent eect on sportsC

&:'ell@'e can see a lot o ad+ertise"ents in sports stadiu"@I t/ink@t/e "ore

ad+ertise"ents in t/e sports@t/e t/e "ore successull# t/e sports ga"es

/old@ecause t/e sport oragniser 'ill get "ore "one# ro" ad+ertise"ents and

t/en do t/eir est .

Page | 4-



Model Speaking uestion = 7ns"er

part 1Introduction

1.;ello. 3ould #ou s/o' "e #our identiication card pleaseC

;ello. Sure@ /ere #ou are.

2. 3ould #ou tell "e #our ull na"e pleaseC

M# ull na"e is OOO. I a" also called # "# Englis/ na"e@ '/ic/ is OOO.

%. /at s/all I call #ouC

6ou could call "e OOO.

4. ;o' are #ouC

I a" 'ell t/ank #ou@ and #ourselC

. ;o' old are #ouC

I a" 22 #ears old. In ot/er 'ords@ I 'as orn in 15-!. An t/e eig/t o Marc/ 15-!@ to

e e<act.

0. oes #our na"e /a+e an# special "eaningC ( 0 *6es@ "# na"e does /a+e so"e special "eaning. M# a"il# na"e "eans peace@ and

"# irst na"e "eans strong one. M# Englis/ na"e 'as gi+en to "e # one o "#

/ig/ sc/ool teac/ers@ and it does not /a+e an# special "eaning reall#.

0. oes #our na"e /a+e an# special "eaningC ( - *

I presu"e #ou are reerring to "# 3/inese na"e. 6es@ t/e Englis/ equi+alent o "#

a"il# na"e 'ould e so"et/ing like peace@ and in t/e case o "# irst na"e it 'ould

e strong one. M# Englis/ na"e 'as rando"l# c/osen # one o "# /ig/ sc/ool

teac/ers@ and it reall# doesnt /a+e an# special "eaning.

. Is #our na"e i"portant to #ouC ( 0 *

9o. I donDt t/ink it can do an#t/ing or "e. I elie+e a person /as to 'ork out /is o'n

lie. I a" planning to do t/is as 'ell as I can

. Is #our na"e i"portant to #ouC ( - *

9ot reall#. I a" part o t/e ne' generation '/o do not attac/ too "uc/ signiicance to

our na"es. 9a"es 'ere i"portant to t/e older generation as t/e# o t/e opinion t/at it

'ill deter"ine #our destin# to so"e e<tent. ;o'e+er@ I personall# elie+e t/at I

"#sel 'ill deter"ine "# destin# irrespecti+e o '/at "# na"e is. I 'ill do t/is #

acquiring good qualiications and # 'orking /ard.

Page | 45



part 2/o"eto'n

-. /ere do #ou co"e ro"C ( 0 *

-. ;o' long /a+e #ou li+ed in #our /o"eto'nC ( 0 *I co"e ro" <<<. M# parents /a+e een li+ing /ere or t/e past t/irt# #ears or so. I

gre' up /ere and I attended a 'ellkno'n sc/ool called Sc/ool nu"er 10%. e li+e

in a nice area 'it/ "an# s/ops@ restaurants@ and ot/er usinesses.

-. /ere do #ou co"e ro"C ( - *

-. ;o' long /a+e #ou li+ed in #our /o"eto'nC ( - *

I co"e ro" <<<. M# parents /a+e een li+ing /ere or t/e past t/irt# #ears or so. I

gre' up /ere and I attended a 'ellkno'n sc/ool called Sc/ool nu"er 10%. e li+e

in a respectale area 'it/ "an# s/ops@ restaurants@ and a +ariet# o ot/er usinesses.

T/e people in our uilding are generall# riendl# and quite@ '/ic/ "akes it a pleasure

to li+e t/ere.

5. /ere do #ou li+eC ( 0 *

I li+e 'it/ "# parents /ere in <<< at t/e "o"ent. To e "ore e<act@ 'e li+e in an

apart"ent uilding in one o t/e nort/ern suurs o t/e cit#. I /a+e "# o'n roo"

and eno# t/e pri+ac# t/at it rings@ ut I a" looking or'ard to t/e da# t/at I can

/a+e "# o'n apart"ent. &llo' "e to e<plain: t/e# are good parents@ and I lo+e t/e"

+er# "uc/@ ut I 'ould like to e "ore independent soon.

5. /ere do #ou li+eC ( - *

ell@ t/at is not so eas# to ans'er. Please allo' "e to e<plain. uring t/e 'eek I li+e

in a dor"itor# at t/e uni+ersit#@ ut o+er 'eekends I li+e 'it/ "# parents in a +illage

aout one /our # car ro" <<<. So I reall# do not kno' '/ic/ o t/e t'o to call "#

/o"e at t/e "o"ent.

1!. 3an #ou tell "e so"et/ing aout #our /o"eto'nC ( - *

6es@ certainl#. <<< is in t/e nort/east part o "# countr#@ and t/e capital o t/e <<<

pro+ince. It /as aout t/ree "illion in/aitants. It /as "an# /ea+# industries suc/ as

auto"oile@ aircrat@ and "ac/ine tool "anuacturers. In addition@ it is ric/ in /istor#.

or e<a"ple@ t/e <<< in+aded t/e cit# and co""itted "an# atrocities (t/at is to sa#

"an# cri"es* during t/e occupation. T/is is still re"e"ered # "an# o t/e elderl#

olks to t/is da#. &not/er e<a"ple t/at I could "ention is t/e I"perial Palace t/at

elonged to t/e last d#nast# .

11. 3an #ou tell "e aout so"e a"ous landscapes in #our /o"eto'nC ( - *

11. 3an #ou tell "e aout so"e a"ous scenic spots in #our /o"eto'nC ( - *

11. /at are t/e "ain places o interest in #our /o"eto'nC /#C ( - *

11. /at places s/ould oreigners +isit in #our /o"eto'nC /#C ( - *Sure. irstl#@ I could "ention t/e ?reat Ri+er@ '/ic/ #ou 'ill ind around t/e cit#. To

Page | !



t/e nort/east o t/e cit# t/ere is t/e a"ous Mountains and t/e Goological park and

otanical gardens. In su""er it is a popular place to +isit and see tigers@ ears@

'ol+es@ ot/er ani"als and e+en pandas in t/eir natural en+iron"ent. In 'inter 'e

oten go skiing t/ere. Secondl#@ I 'ould like to "ention t/e Park. It consists o a large

park@ 'it/ "an# gardens and a lake. In addition it also is t/e site o an e"perors to"ro" t/e #nast#. Lastl#@ t/ere are "an# ot/er sites t/at are 'ort/'/ile +isiting. or

e<a"ple@ ?o+ern"ent (3it# ;all* Square 'it/ t/e ?reat T/eater alongside it@ Ha+a

Square@ and t/e spectacular T) To'er@ '/ic/ is t/e /ig/est arc/itectural attraction in

"# countr#.

12. /at places in #our /o"eto'n do #ou like estC ( - *

T/ere are "an# places t/at I like. I I /ad to c/oose one place@ I 'ould like to tell #ou

aout ?o+ern"ent Square. irstl#@ it is t/e largest square . /at I "ean is t/at it is a

large open space '/ere one can see t/e sk# clearl#@ and eel ree. Secondl#@ it /ouses

an i"portant go+ern"ent uilding. I guess #ou could call it t/e 3it# ;all.

1%. /at are t/e "ain crops in #our regionC ( 0 *

In our region "an# crops are gro'n. or e<a"ple one 'ould ind all kinds o

+egetales in t/e ields o t/is region. In addition@ "an# ar"ers /a+e orc/ards. ;ere

t/e# gro' "an# kinds o ruit like apples@ pears@ and peac/es.

1%. /at are t/e "ain crops in #our regionC ( - *

In our region "an# crops are gro'n. or e<a"ple one 'ould ind all kinds o

+egetales in t/e ields o t/is region. In addition@ "an# ar"ers /a+e orc/ards. ;eret/e# gro' "an# kinds o ruit like apples@ pears@ and peac/es. Lastl#@ it is i"portant to

note t/at it is not kno'n or its agriculture. It is etter kno'n as an industrial cit#. or

e<a"ple@ /ere are "an# /ea+# industries "anuacturing an#t/ing ro" aircrat and

auto"oiles to "ac/ine tools.

14. /at is t/e dierence et'een #our /o"eto'n and ot/er cities(suc/ as ;ong

>ong*C ( 0 *

T/e "ain dierence et'een "# /o"eto'n and ;ong >ong is t/e cli"ate. or

e<a"ple@ t/ere t/e# /a+e a tropical cli"ate. T/at is to sa# t/at it is +er# /ot and

/u"id. ;ere in "# /o"eto'n 'e /a+e cold 'inters and /ot su""ers. Secondl#@ M#

/o"eto'n is an industrial cit#@ '/ereas ;ong >ong is "ore a inancial center. T/at is

to sa#@ /ere 'e /a+e "an# actor# 'orkers@ or to e "ore e<act@ a"il#orientated

'orkers '/o are not +er# 'ealt/#@ and in ;ong >ong t/ere are "an# t#coons@

"illionaires@ and 'ealt/# people.

14. /at is t/e dierence et'een #our /o"eto'n and ;ong >ongC ( - *

T/e "ain dierence et'een "# /o"neto'n and ;ong >ong is t/e cli"ate. or

e<a"ple@ t/ere t/e# /a+e a tropical cli"ate. T/at is to sa# t/at it is +er# /ot and

/u"id. ;ere in "# /o"eto'n 'e /a+e cold 'inters and /ot su""ers. &lt/oug/ citieslike Toronto@9e' 6ork@ are larger t/an "# /o"eto'n @ t/e# all are ustling 'it/

Page | 1



industrial and cultural acti+ities. Ma#e ;ong >ong is an e<ception@ as it is etter

kno'n as one o t/e "ost i"portant inancial capitals o t/e 'orld.

1. /at are t/e people like in #our /o"eto'nC ( 0 *

1. 3an #ou tell "e so"et/ing aout t/e c/aracter o t/e people in #our /o"eto'nC( 0 *

ell@ t/e# arent an# dierent ro" t/e people in an# ot/er large cit#. or e<a"ple@

/ere 'e also /a+e good and ad people. Secondl#@ like e+er#one else@ t/e# are tr#ing

to 'ork out a good lie or t/e"sel+es and t/eir c/ildren. ore<a"ple@ parents are

tr#ing all t/e# can to ensure t/at t/eir c/ildren recei+e a good education.

1. /at are t/e people like in #our /o"eto'nC ( - *

1. 3an #ou tell "e so"et/ing aout t/e c/aracter o t/e people in #our /o"eto'nC

ell@ t/e# arent an# dierent ro" t/e in/aitants in an# ot/er large cit#. or

e<a"ple@ /ere 'e also /a+e "an# '/oleso"e a"ilies as 'ell as our s/are o cri"inal

ele"ents in t/e societ#. In addition@ I elie+e t/at "# /o"eto'n /as not een

'esterniGed to t/e sa"e e<tent as a cit# like ;ong >ong. or e<a"ple@ t/e people

/a+e not eco"e "aterialistic to t/e sa"e e<tent as t/e in/aitants o ;ong >ong. In

ot/er 'ords@ in "# /o"eto'n #ou 'ould still ind "an# good oldas/ioned

(traditional* people '/o /a+e strong principles and +alues aout "an# aspects o lie.

Part %present situation (student*

10. &re #ou a student or do #ou /a+e a oC ( - *I a" a student at t/e "o"ent. I a" stud#ing Englis/ on a ullti"e asis at a

Language Sc/ool /ere . e /a+e classes in t/e "ornings@ aternoons@ and e+enings.

ednesda# aternoons 'e are o@ and are allo'ed to go s'i""ing at a near# /otel.

e /a+e a nu"er o oreign teac/ers '/o assist us in t/e correct pronunciation and

gra""ar o t/e language.

10. &re #ou a student or do #ou /a+e a oC ( - *

I /a+e a o. I a" 'orking in a 'orks/op o a large "anuacturing plant at t/e

"o"ent. I graduated ro" /ig/ sc/ool t'o #ears ago@ and 'ent to 'ork i""ediatel#.

I a" an assistant to one o t/e auto"oti+e electricians in t/e 'orks/op. I /a+e to assist

"# artisan in getting /is os done. or instance@ I /a+e t/e responsiilit# to see t/at

are t/e tools are in good order@ and t/at t/e 'orks/op is al'a#s kept clean and tid#.

1. /at do #ou like "ost aout #our studiesC ( - *

ell@ I guess t/e speaking part. Please allo' "e to e<plain. Language is all aout

co""unication. So '/en I a" ale to co""unicate 'it/ so"eone in Englis/@ I eel

t/at I /a+e ac/ie+ed so"et/ing. I particularl# like our ree talk sessions 'it/ t/e

oreign teac/ers. It gi+es "e t/e opportunit# to question t/e" aout t/eir countriesand cultures.

Page | 2



1-. /at is #our "aorC ( - *

&s I /a+e een stud#ing on a ullti"e asis at an Englis/ Language Sc/ool@ 'e /a+e

onl# one suect@ na"el# Englis/ or &cade"ic Purposes called E&P. e do reading

and 'riting@ practical speaking@ and listening # "eans o cassettes. Englis/ is t/elanguage o t/e uture@ especiall# in t/e usiness 'orld. /at I "ean to sa# is t/at

'/en I a" ale to co""unicate 'ell in Englis/ I 'ill not onl# e ale to go and stud#

aroad and i"pro+e "# qualiications@ ut also /a+e "astered a +er# necessar# tool

or "# uture career.

15. /ic/ is t/e est uni+ersit# in #our countr#C ( - *

T/atDs an interesting question. &llo' "e to e<plain "# personal +ie' # s/ortl#

"entioning t/e ollo'ing points: I elie+e t/at t/e <<< 8ni+ersit# is t/e est

8ni+ersit# in t/e countr#. or e<a"ple@ it /as t/e /ig/est percentage o students

passing t/eir courses o all t/e uni+ersities in "# countr#.

2!. escrie #our stud# /aitsC ( - *

I /a+e 'ell estalis/ed stud# /aits. or e<a"ple@ I al'a#s start pro"ptl# at eig/t in

t/e e+enings. I stud# or t'o /ours@ /a+e a ten"inute reak@ and t/e stud# or anot/er

t'o /ours. I ollo' t/is /ait ro" Monda#s to rida#s@ ut o+er t/e 'eekends I put

in "ore /ours. or e<a"ple@ I stud# in t/e "ornings and aternoons@ and t/en take t/e

e+enings o to rela< 'it/ "# a"il# or riends.

21. o #ou t/ink #our present suects are rele+antC ( - *6es. &llo' "e to e<plain "#sel # s/ortl# "entioning t/e ollo'ing points: irstl#@

'e oten use case studies in class. /at I "ean is t/at t/e proessor gi+es us e<a"ples

ro" real lie to e<a"ine and report on. Secondl#@ our lecturers and so"e ad+isors

ro" t/e rele+ant industries /a+e set up our stud# "aterial. /at I "ean to sa# is t/at

t/e people '/o 'e are going to 'ork or one da# /a+e /ad t/e opportunit# to tell t/e

uni+ersit# '/at t/e# t/ink 'e s/ould e taug/t.

22. /at kind o o 'ould #ou preer ater graduationC ( - *

I 'ould like to eco"e a "edical doctor. Please allo' "e to e<plain. irstl#@ I 'ould

like to render a ser+ice in t/e co""unit# to '/ic/ I 'ill e+entuall# elong. or

e<a"ple@ I 'ould like to assist t/e elderl# t/at do not /a+e t/e inancial "eans to

aord pri+ate /ospitals.

2%. /at are #our o prospectsC ( - *

I a" planning to eco"e a ;otel Manager. Please allo' "e to e<plain. irstl#@ I

elie+e t/at t/e /otel industr# 'ill e gro'ing greatl# in uture. or e<a"ple@ people

are eco"ing "ore aluent@ and spend "ore and "ore o t/eir "one# on /olida#s. In

addition@ I elie+e t/at ater graduating I 'ill e ale to ind a good o an#'/ere in

t/e 'orld. /at I "ean to sa# is t/at all /otels and resorts /a+e t/e sa"e oecti+esirrespecti+e o '/ere t/e# are situated. T/eir ai" is to ensure t/at t/eir guests /a+e a

Page | %



good ti"e and return again.

Part %present situation (e"plo#ee*

24. o #ou /a+e a degreeC I so@ '/en and '/ere did #ou graduateC ( - *

6es. I /a+e a 7ac/elors egree in Electrical Engineering. I graduated in 2!!1 ro"

<<< 8ni+ersit# . It is t/e largest uni+ersit# in "# countr# and /as aout t'ent#t/ousand students.

24. o #ou /a+e a degreeC I so@ '/en and '/ere did #ou graduateC ( - *

9o. I /a+e a iplo"a in 9ursing. I graduated in 2!!1 ro" t/e Medical Training

3ollege . It is a 'ellkno'n 3ollege gi+ing e<cellent training to uture nurses and

ot/er "edical sta. or e<a"ple@ a"ulance dri+ers@ /ospital sta@ and so on are all

trained t/ere.

2. /at i"pressed #ou "ost '/en #ou 'ere at uni+ersit# = collegeC ( - *

I 'as "ost i"pressed # t/e kno'ledge and skills o "# lecturers. or e<a"ple@ t/e#

/ad e<perience in t/e 'orking en+iron"ent@ and could tell us e<actl# '/at 'e 'ould

co"e across t/ere. Secondl#@ I 'as i"pressed # t/e acilities. or e<a"ple@ 'e /ad a

large lirar#@ 'ellequipped laoratories@ and sporting acilities at our disposal.

20. o #ou still re"e"er #our sc/ool da#sC ( - *

A courseK T/ose 'ere so"e o t/e est ti"es in "# lie. &llo' "e to e<plain "#sel

# s/ortl# "entioning t/e ollo'ing points: irstl# t/e# 'ere careree da#s. /at I

"ean to sa# is t/at I /ad no or +er# e' 'orries. M# parents pro+ided in "# da#to

da# needs@ and all I /ad to do 'as get good grades. Secondl#@ I /ad "an# riends insc/ool. or instance@ so"e o "# est riends toda# 'ere people t/at I "et in sc/ool.

2. /at do #ou do or a li+ingC ( - *

2. escrie #our o in detail. ( - *

I a" an Engineer. &llo' "e to e<plain "#sel # s/ortl# "entioning t/e ollo'ing

points: irstl#@ I 'ork or a large construction co"pan#. To e "ore precise@ 'e

specialiGe in t/e uilding o rail'a# ridges. Secondl#@ I 'ould like to "ention t/at I

a" in t/e designing depart"ent. e /a+e to look at t/e site or a ne' ridge@ and t/en

decide '/at t#pe o ridge 'ill e suitale. Lastl#@ 'e /a+e to "ake reco""endations

to t/e rail'a# co"pan# o all t/e alternati+es@ and gi+e t/e" so"e idea o t/e costs.

2-. Is #our o i"portant to #ouC ( 0 *

T/at is a road question. &llo' "e to e<plain # s/ortl# "entioning t/e ollo'ing

points: irstl#@ "# o is i"portant to "e ecause # doing it I can ser+e "#

co""unit# and "# countr#. or e<a"ple@ '/en "# co"pan# uilds a ne' road@

"an# people eneit ro" our 'ork. Secondl#@ it "akes "e eel good aout "#sel.

or instance@ I a" earning enoug/ "one# to e ale to rent "# o'n apart"ent.

2-. Is #our o i"portant to #ouC ( - *T/ats a road question. &llo' "e to e<plain # s/ortl# "entioning t/e ollo'ing

Page | 4



points: irstl#@ "# o is i"portant to "e ecause # doing it I can ser+e "#

co""unit# and "# countr#. or e<a"ple@ '/en "# co"pan# uilds a ne' road@

"an# people eneit ro" our 'ork. Secondl#@ I personall# get a lot o o

satisaction. /at I "ean to sa# is t/at ater 'e /a+e co"pleted a road@ I a" proud to

dri+e on t/e road 'it/ "# a"il# and e<plain to t/e" '/at 'as in+ol+ed during t/e uilding o t/e road.

25. I #ou could@ 'ould #ou c/ange osC ( 0 *

9o@ not reall#. /at I "ean is t/at I a" +er# /app# in "# present o. In addition@ in

"# present o I get along 'ell 'it/ "# colleagues. S/ould I c/ange os /o'e+er@ I

"ig/t not ind suc/ nice people to 'ork 'it/ and could e +er# un/app#. Lastl#@ I

elie+e I 'ill e ale to de+elop "# career /ere. or instance@ i I keep up t/e good

'ork t/at I a" presentl# doing@ I could e pro"oted in t'o #ears ti"e and so eco"e

t/e /ead o a depart"ent.

25. I #ou could@ 'ould #ou c/ange osC ( - *

&lt/oug/ I a" +er# /app# in "# present o@ I elie+e one s/ould al'a#s e

a"itious. T/at is to sa# one s/ould ne+er e co"placent@ ut s/ould e on t/e

lookout or opportunities to ad+ance in #our career. urt/er"ore@ I 'ould not /esitate

or one "o"ent i I could otain a pro"otion # c/anging os. I realiGe t/at one

s/ould s/o' so"e lo#alt# to #our present e"plo#er@ ut t/ere /as to e a alance

et'een looking ater ones o'n interests and t/ose o #our present e"plo#er.

%!. &re t/eir possile c/anges t/at could aect #our o in an# 'a#C ( - *I donDt t/ink so. T/e co"pan# t/at I a" 'orking or is large and strong. In addition@ I

/a+e a good relations/ip 'it/ "# colleagues and "# oss. Lastl#@ t/e onl# possile

c/ange t/at 'ould aect "e is i I s/ould recei+e a pro"otion. T/at 'ould e a

positi+e de+elop"ent@ so I a" 'orried at all.

%1. 3ould #ou tell "e so"et/ing aout #our a"il#C ( - *

3ertainl#. e are a nor"al Indian a"il#. It consists o "# at/er@ "# "ot/er@ and "e.

I a" t/e onl# c/ild@ so I dont /a+e an# rot/ers or sisters. M# grandparents passed

a'a# '/en I 'as still +er# #oung@ so I did not /a+e t/e pri+ilege o kno'ing t/e".

M# at/er 'as one o our c/ildren@ and "# "ot/er /as a rot/er@ so I /a+e a nu"er

o uncles and aunts@ and "an# cousins.

%2. /at do #ou t/ink o t/e Ane3/ild Polic# in 3/inaC ( 0 *

T/ats a toug/ question. &llo' "e to e<plain "# personal +ie's # s/ortl# "entioning

t/e ollo'ing points: irstl#@ I t/ink 'e /a+e to /a+e t/e polic# in 3/ina. Aur

population /ad een gro'ing to rapidl# and so"et/ing drastic /ad to e done.

Secondl#@ I elie+e t/e polic# 'ill gi+e 3/ina a c/ance to "o+e a/ead in t/e 'orld.

/at I "ean to sa# is t/at as soon as t/e population gro't/ /as stailiGed@ 3/ina 'ill

e ale to "ake progress in t/e ig/t against une"plo#"ent.

%2. /at do #ou t/ink o t/e Ane3/ild Polic# in 3/inaC ( - *

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T/ats a contro+ersial question in 3/ina. &llo' "e to e<plain "# personal +ie's #

s/ortl# "entioning t/e ollo'ing points: irstl# I elie+e t/at t/e aut/orities /ad to do

so"et/ing to cur t/e increasing prole" o o+erpopulation. ;o'e+er@ I a" o t/e

opinion t/at t/e Ane3/ild Polic# 'as e<tre"el# /ars/ on t/e people. Ma#e t/e

go+ern"ent s/ould /a+e started o # introducing a T'o3/ild Polic#.

%%. /# do people in #our countr# traditionall# 'ant to /a+e a sonC ( - *

T/ats an interesting question. &llo' "e to e<plain "# personal +ie's # s/ortl#

"entioning t/e ollo'ing points: irstl#@ I elie+e t/at at/ers all o+er t/e 'orld 'ant

so"eone to carr# t/eir na"e into t/e uture. or e<a"ple@ in "an# 'estern countries

it is custo"ar# or a o# to recei+e /is grandat/ers na"e. & second reason t/at I

could "ention is t/at parents 'orr# aout '/at 'ill /appen to t/e" ater t/e# /ad

retired. T/e# eel t/at '/en t/e# /a+e a son /e 'ould e ale to pro+ide or t/e" in

uture.

%4. /o does "ost o t/e s/opping in #our a"il#C ( - *

&s ar as t/is topic is concerned@ I could sa# t/at "# "ot/er does "ost o t/e

s/opping@ ut "# at/er and I 'ill do so"e s/opping ro" ti"e to ti"e. M# parents

allo' "e to u# "# o'n clot/es. Lastl#@ I 'ould like to "ention t/at "# "ot/er does

not like "# at/ers s"oking /ait and t/ereore reuses to u# cigarettes@ so t/at "#

at/er /as to do t/at kind o s/opping /i"sel.

%. /o does "ost o t/e cooking in #our a"il#C ( - *

M# "ot/er does "ost o t/e cooking@ ut "# at/er and I 'ill do so"e cooking ro"ti"e to ti"e. or e<a"ple@ so"eti"es "# "ot/er 'ill e out t/e '/ole da# doing

+oluntar# 'ork in our co""unit#@ and t/en "# at/er and I 'ill do t/e cooking or

/er. T/e second aspect I could tell #ou aout regarding t/is topic is t/at 'e oten eat

out. or e<a"ple@ oten on a rida# nig/t none o us eel like cooking@ and t/en 'e

+isit one o t/e local restaurants@ and /a+e our a+orite dis/.

%0. ;o' does #our a"il# eel aout #ou going aroadC ( - *

T/e# are +er# /app# aout "e going aroad. I elie+e "# parents 'ill e +er# proud

i I 'ere to ac/ie+e a degree at a uni+ersit# aroad. In addition@ t/e# t/e"sel+es ne+er

/ad t/e opportunit# to stud#. I a" t/eir onl# c/ild@ and t/e# 'ould do an#t/ing in

t/eir

po'er to allo' "e to /a+e t/e opportunit#.

Part 4a"il# ("arried person*

%. &re #ou "arried@ and i so '/en did #ou get "arriedC ( - *

6es@ I a" "arried. I got "arried aout t/ree #ears ago. I /a+e a good /usand = 'ie@

and 'e are +er# /app# toget/er. To put it in anot/er 'a# #ou could sa# t/at 'e are

est riends. or e<a"ple@ 'e do not keep an# secrets ro" one anot/er. e /adkno'n eac/ ot/er or "an# #ears eore 'e got "arried@ so 'e did not /a+e to adust

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too "uc/. or e<a"ple@ I kne' t/at /e snores loudl# '/en /e turns onto /is ack

'/en sleeping.

%-. o #ou /a+e an# c/ildrenC ( - *

9o@ I dont /a+e an# c/ildren #et. e are planning to start 'it/ a a"il# as soon as 'e/a+e our o'n apart"ent. 8ntil t/en "# /usand = 'ie and I are 'orking as /ard as

possile to i"pro+e our positions in t/e co"panies t/at 'e are e"plo#ed #. e

'ould ot/ like to /a+e a son and a daug/ter@ ut ecause o t/e onec/ild polic# t/at

'ill not e possile.

%5. /at is #our c/ilds na"eC oes it /a+e an# "eaningC ( - *

M# c/ilds na"e is a+id Lee. ;is nickna"e is super"an@ as 'e elie+e t/at /e is

going to eco"e a strong "an one da#.

4!. /at does #our 'ie doC ( - *

M# 'ie is a /ouse'ie at t/e "o"ent. e are looking or a o or /er@ ut it is not

eas#@ as s/e does not /a+e an# qualiications or e<perience. T/e# are opening up a

ne' super"arket in our area soon@ and 'e are /oping t/at s/e 'ill e ale to ind a

o t/ere. S/e /as placed /er na"e on a 'aiting list@ and 'e 'ill e /earing ro" t/e

e"plo#"ent oicer soon.

41. /at does #our /usand doC ( - *

M# /usand is a ci+il ser+ant. ;e 'orks or t/e epart"ent o ;ealt/ at a /ospital

near our /o"e. ;e is responsile or keeping t/e patient records in t/e "ens 'ards.;e lo+es /is 'ork@ and is recei+ing a good salar#@ so 'e dont /a+e an# serious

'orries. &s a "atter o act 'e ot/ agree t/at 'e /a+e a lot to e t/ankul or.

42. id #ou /a+e a /one#"oon@ and i so '/ere did #ou goC ( - *

6es@ e did /a+e a /one#"oon. e 'ent to 3ua or a 'eek@ and sta#ed in a s"all

/otel ne<t to t/e eac/. I 'ill ne+er orget t/e ti"e 'e spent t/ere. or e<a"ple@ it

'as +er# ro"antic@ as 'e could sit on t/e eac/ in t/e e+enings and 'atc/ t/e "oon

rising o+er t/e sea.

4%. id #ou and #our spouse /a+e to ask per"ission ro" #our parents eore #ou

could get "arriedC ( - *

9o@ not reall#. T/e# kne' 'e 'ere going to get "arried. e onl# /ad to conir" t/e

date 'it/ t/e" to ensure t/at it 'ould suit t/e" and our a"ilies. In earlier ti"es is

'as custo"ar# or t/e #oung "an to get t/e per"ission ro" /is girlriends parents

eore t/e# could get "arried.

44. Is li+ing toget/er 'it/out getting "arried acceptale in #our countr#C ( - *

It depends to '/at e<tent t/e couple 'ould ad/ere to earlier custo"s. /at I "ean to

sa# is t/at t/ese da#s it is eco"ing "ore and "ore acceptale. or e<a"ple@ #oung people eel t/at t/e# irst 'ant to get kno' eac/ ot/er e+en etter # li+ing toget/er.

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/en t/e# are asolutel# sure t/at t/e# are ale to adapt to eac/ ot/ers liest#les@ t/e#

'ould t/en "ost proal# decide to get "arried.

4. o #ou t/ink couples s/ould li+e 'it/ t/eir parent or on t/eir o'nC ( - *

T/ere are se+eral reasons as or '/# I t/ink couples s/ould lie on t/eir o'n. &llo'"e to e<plain # "entioning so"e o t/e" riel#. irstl#@ I elie+e couples s/ould

eco"e independent as soon as possile. or e<a"ple@ t/e# s/ould learn /o' to cope

'it/ t/e "one# at t/eir disposal. Secondl#@ I elie+e t/e# s/ould e alone as soon as

possile. or e<a"ple@ s/ould t/e# /a+e an argu"ent@ t/e# /a+e to sol+e t/e prole"

# t/e"sel+es.

40. /at responsiilities s/ould a couple takeC ( - *

T/ere are se+eral responsiilities t/at couples s/ould take. &llo' "e to e<plain #

"entioning so"e o t/e" riel#. In t/e irst place@ I elie+e t/e# s/ould e

responsile or t/eir o'n inances. or e<a"ple@ #oung couples usuall# do not /a+e a

lot o "one#@ and ind it diicult to "ake ends "eet. Secondl#@ I elie+e t/at later

t/e# /a+e to look ater t/eir c/ildren. or e<a"ple@ t/e# /a+e to eed and clot/e t/e"@

and ensure t/at t/e# get a good education.

Part 4a"il# (c/ildren*

4. &re t/ere an# traditions around t/e irt/ o a a# in #our regionC ( - *

6es@ t/ere are quite a e'. irstl#@ ater t/e a# is orn@ t/e at/er 'ill gi+e /is 'ie

so"e lo'ers@ and take p/otograp/s o t/e a# and /er. /en t/e a# arri+es at

/o"e@ t/e parents 'ill "ake prints o its /ands and eet. T/is@ toget/er 'it/ a paintrus/ "ade # using so"e o t/e aies /air@ 'ill e kept as "e"orailia.

4-. /at kind o parent do #ou intend to eC ( - *

T/ats an interesting question. &llo' "e to e<plain "# personal +ie's # s/ortl#

"entioning t/e ollo'ing points: irst o all@ I 'ould lo+e "# c/ild unconditionall#.

/at I "ean is t/at I realiGe "# c/ild is not perect@ ut I 'ill still lo+e /i"=/er e+en

i s=/e /as "ade a "istake. Secondl#@ I 'ould like to e kno'n as a strict ut air

parent. or e<a"ple@ I 'ill not allo' "# c/ild too "an# reedo"s@ ut I 'ill also tr#

to understand /is=/er needs.

45. /at /opes or ears do #ou /a+e concerning #our c/ildrenC ( - *

T/ats an interesting question. &llo' "e to e<plain "#sel="# personal +ie's #

s/ortl# "entioning t/e ollo'ing points: irstl#@ I ear t/at "# c/ildren 'ill /a+e a

+er# /ard lie. or e<a"ple@ I 'onder i t/e# 'ill /a+e 'ork to do. Secondl#@ I /ope

t/at t/e# 'ill e /app#. or e<a"ple@ t/at t/e# 'ill ind a good spouse@ /a+e c/ildren@

and li+e toget/er in peace and lo+e.

!. /at t#pe o culture do #ou 'ant #our c/ild to gro' up inC ( - *

T/ats a road question. &llo' "e to e<plain "#sel="# personal +ie's # s/ortl#"entioning t/e ollo'ing points: irstl#@ I 'ould like "# c/ild to gro' up in a culture

Page | -



o lo+e. /at I "ean to sa# is t/at I /ope t/e circu"stances in our /o"e 'ill ull o

lo+e and understanding. Secondl#@ I /ope "# c/ild 'ill gro' up in a culture '/ere t/e

iner t/ings in lie are i"portant. or e<a"ple@ t/ings like "usic@ art@ and stud#ing

s/ould e part o /is lie ro" t/e eginning.

1. &re #ou going to ring #our c/ildren up dierentl# ro" t/e 'a# #ou 'ere

roug/t upC /#C ( - *

9o@ not reall#. I elie+e "# parents raised "e 'ell@ and ga+e "e a good education. I I

could do t/e sa"e or "# c/ild I 'ould e /app#. Ma#e I 'ould e a it "ore

"odern. or e<a"ple@ I elie+e "# parents 'ere unreasonal# strict at ti"es. I 'ould

tr# and keep a alance et'een discipline and reedo". 2. Is t/ere an# se<

discri"ination in #our countr#C ( - *

Part 4a"il# ('o"an*

2. escrie t/e position o 'o"an in 3/inaC ( - *

Ane o t/e aspects I could tell #ou aout regarding t/is topic is t/at t/ere is so"e

discri"ination against 'o"an in "# countr#. or e<a"ple@ 'o"an '/o are doing

e<actl# t/e sa"e o as "en@ are getting s"aller salaries. Secondl#@ 'o"en are not

considered or certain /ig/ le+el positions@ like or e<a"ple@ in go+ern"ent. In

addition@ in "an# co""unities @ 'o"en are still regarded as inerior to "en. T/is is

particularl# t/e case in t/e rural co""unities. Lastl#@ parents preer to /a+e a o# as

opposed to a girl. T/is is an un/ealt/# situation@ as it 'ill distur t/e alance et'een

t/e nu"er o "en and 'o"en in "# countr# in t/e #ears to co"e.

%. /at are t/e causes o se< discri"inationC ( - *

Ane o t/e "ain reasons regarding t/is topic t/at I 'ould like to /ig/lig/t is t/e act

t/at "en oten deter"ine t/e 'ages in t/e co"panies. Secondl#@ 'o"en are not seen

as ale to do certain os as 'ell as "en. or instance@ construction 'ork /as al'a#s

een seen as a "ans o. Lastl#@ "an# "en still elie+e t/at a 'o"an s/ould sta# at

/o"e@ raise t/e kids@ and e o ser+ice to /er /usand.

%. /at are t/e causes o se< discri"inationC ( - *

T/ats an interesting question. &llo' "e to e<plain "#sel # s/ortl# "entioning t/e

ollo'ing points: irstl#@ I elie+e t/at discri"ination against 'o"an /a+e deep roots

in societies all o+er t/e 'orld. In ot/er 'ords@ it is not a present da# p/eno"enon.

T/roug/out /istor# 'o"an /a+e not eno#ed t/e sa"e status as "en. It is onl#

recentl# t/at 'o"an /a+e een illing t/e sa"e positions in t/e 'ork place. Lastl#@ I

elie+e t/at it 'ill take "uc/ "ore ti"e to eradicate t/is practice. or e<a"ple@ as

"ore and "ore 'o"an eco"e t/e sole read'inners in a"ilies@ t/e# 'ill /a+e to e

co"pensated as suc/ irrespecti+e o t/eir se<.

4. S/ould /ouse'i+es e paid a salar# # t/e go+ern"entC /#C (

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6es@ I elie+e /ouse'i+es s/ould e paid a salar# # t/e go+ern"ent. irstl#@ to e a

/ouse'ie is a o ust as an# ot/er@ and one s/ould e paid or '/at #ou are doing.

Secondl#@ t/e "ore /ouse'i+es t/ere are@ t/e etter. or e<a"ple@ /ouse'i+es can

spend "ore ti"e 'it/ t/eir aies@ and so la# t/e oundation o /ealt/# relations/ip

part preerences (spare ti"e*

. /at do #ou usuall# do in #our spare ti"eC ( 0 *

. /at are #our spare ti"e interestsC ( 0 *

&s a "atter o act@ I /a+e +er# little spare ti"e t/ese da#s. M# studies are so

i"portant to "e t/at I /a+e gi+en up all "# ot/er acti+ities. or e<a"ple@ I used to

lo+e pla#ing tennis@ ut t/ese da#s I si"pl# do not /a+e t/e ti"e. In addition@ I used to

s'i" oten@ as I elie+e it kept "e it 'it/out t/e danger o eing inured.

. /at do #ou usuall# do in #our spare ti"eC ( - *

. /at are #our spare ti"e interestsC ( - *

ell@ t/ese da#s@ I sur on t/e Internet in "# spare ti"e. I /a+e ust oug/t "# irst

co"puter@ and lo+e to look or e<citing 'e sites t/at I /a+e not kno'n eore. It is o

course +er# ti"e consu"ing@ so I dont rall# /a+e ti"e or an#t/ing else. I /a+e to

"ention t/at it is an educational acti+it#. or e<a"ple@ # "eans o 'e ca"s (+ideo

i"ages ro" ca"eras set up at certain places* I a" ale to 'atc/ '/at 'ild ani"als

are doing in "an# parts o t/e 'orld. I particularl# like to 'atc/ t/e polar ears

pla#ing 'it/ t/eir cus.

0. o #ou oten 'atc/ T)C /at is #our a+orite progra"C ( - *

6es@ I oten 'atc/ T). M# a+orite progra" is called isco+er#. &s to '/# it is "#

a+orite@ I 'ould like to "ention t/e ollo'ing. irstl#@ it is not science iction ut a

docu"entar# on real lie e+ents and /appenings. or e<a"ple@ it /ad a progra" on t/e

latest eclipse o t/e sun t/at occurred at t/e end o t/e #ear. Secondl#@ it oten /as

ite"s aout nature. or e<a"ple@ last 'eek it e<plained /o' so"e irds /a+e adapted

to sur+i+e in a desert.

. o #ou t/ink 'atc/ing T) is a 'aste o ti"eC ( - *

9o@ I do not t/ink 'atc/ing T) is a 'aste o ti"e. irstl#@ one can learn a lot ro"

'atc/ing T)@ and secondl#@ it is a good 'a# to rela<. or e<a"ple@ t/e soap operas

/elp "e to rela<@ '/ile t/e docu"entaries are inor"ati+e. Lastl#@ I elie+e t/at T)

/as eco"e t/e est source o inor"ation t/ese da#s. or e<a"ple@ it is a ast and

con+enient 'a# to ind out aout t/e latest ne's ro" all o+er t/e 'orld.

part preerences (riends*

-. /at does riends/ip "ean to #ouC ( - *

Page | 0!



Ane o t/e aspects I could tell #ou aout regarding t/is topic is t/at riends/ip is +er#

i"portant to "e. or e<a"ple@ I elie+e t/at riends/ip s/ould e t/e asis or "an#

o our relations/ips. ;usands and 'i+es@ or e<a"ple@ s/ould e riends. In addition@

I need riends to /elp "e '/en I a" in troule. I kno' t/is sound selis/@ ut I eel

t/at it is one o t/e reasons '/# I /a+e riends@ and t/e# 'ould not "ind "e sa#ingso. An t/e ot/er /and@ "# riends kno' t/at I 'ill al'a#s e a+ailale s/ould an# one

o t/e" get into so"e troule.

5. o #ou /a+e a lot o riendsC ( - *

6es@ I /a+e a lot o riends. So"e o t/e" are onl# casual riends like "# riends at

'ork@ ut I also /a+e so"e est riends. or e<a"ple@ I /a+e so"e riends '/o I /a+e

kno'n or "an# #ears. I 'ill do an#t/ing to /elp t/e" '/en t/e# need "e@ and I

kno' t/e# 'ould do t/e sa"e or "e.

0!. o #ou preer to e alone or to e 'it/ riendsC ( 0 *

I preer to e alone. Please allo' "e to e<plain. I like reading@ '/ic/ takes a lot o "#

ti"e. Reading to "e is a 'a# o stud#ing@ so I /a+e to do it alone. I oten /a+e to

c/eck t/e "eaning o una"iliar 'ords in "# dictionar#@ '/ic/ is a slo' process

taking a lot o ti"e.

0!. o #ou preer to e alone or to e 'it/ riendsC ( 0 *

I preer to e 'it/ "# riends. Please allo' "e to e<plain. &t 'ork I spend "ost o

"# ti"e alone in "# oice. So ater 'ork I like t/e co"pan# o ot/er people. I oten

in+ite so"e o "# riends o+er@ and 'e listen to our a+orite "usic@ or ust c/at t/e'/ole e+ening.

0!. o #ou preer to e alone or to e 'it/ riendsC ( - *

So"eti"es I preer to e alone. or e<a"ple@ ater a /ard da# at 'ork I ust 'ant to

rela< 'it/out an#od# disturing "e. T/ose are t/e ti"es t/at I "ig/t "editate on t/e

"eaning o lie or e<a"ple@ or ust sa+our so"e ond "e"ories. An t/e ot/er /and@

so"eti"es I 'ant to e 'it/ "# riends. or e<a"ple@ o+er 'eekends@ I like to go out

'it/ t/e" and eno# t/eir sti"ulating co"pan#.

01. /at do #ou usuall# do 'it/ #our riendsC ( 0 *

irstl#@ 'e oten +isit t/e nearest net ar or a nu"er o reasons. or e<a"ple@ to pla#

co"puter ga"es or to sur t/e net. So"eti"es 'e c/at to #oung people aroad. e

oten spend /ours t/ere at a ti"e. Secondl#@ 'e like to pla# asketall. or e<a"ple@

'e 'ould c/allenge anot/er group to pla# against us.

01. /at do #ou usuall# do 'it/ #our riendsC ( - *

e usuall# go to t/e "o+ies. M# riends and I like cartoons +er# "uc/@ so 'e 'ill

look in t/e ne'spaper '/ere a ne' cartoon is eing s/o'ed and go and 'atc/ it. In

addition@ 'e like to 'atc/ a good action "o+ie ro" ti"e to ti"e. e ind t/espectacular cras/es and e<plosions +er# e<iting. T/ese "o+ies are ro" ;ong >ong

Page | 01



or ;oll#'ood@ and /a+e a"ous actors like &rnold Sc/'arGenegger and To" 3ruise

pla#ing in t/e".

02. /at do #ou usuall# do on 'eekda#s and on 'eekendsC ( 0 *

An 'eekda#s I go to sc/ool. An 'eekends I like to go out 'it/ "# riends. or

e<a"ple@ 'e 'ill go and +isit ne' s/opping "alls in t/e cit#. T/en 'e 'ould ro'searound all t/e s/ops. So"eti"es 'e 'ill sit in a restaurant and /a+e so"et/ing to

drink '/ile 'e 'atc/ t/e cro'ds o people go #.

02. /at do #ou usuall# do on 'eekda#s and on 'eekendsC ( 0 *

An 'eekda#s I go to sc/ool. An 'eekends I like to sta# at /o"e. I can easil# spend a

'eekend 'atc/ing T) and ust rela<ing. or e<a"ple@ I like t/e soap operas like

Meteor ?arden and so on. I kno' t/e dierent c/aracters 'ell # no'@ so"e '/o" I

lo+e@ and so"e '/o" I /ate. I realiGe t/at so"e o t/e plots are sill# and

o+erdra"atic@ ut it is good rela<ing entertain"ent@ as one does not /a+e to t/ink +er#

/ard to ollo' t/e stories.

A8TI9?S

0%. /at do #ou usuall# do '/en #ou go outC ( 0 *

I usuall# go to t/e nearest net ar 'it/ so"e o "# riends. e spend "an# /ours

pla#ing ga"es or suring t/e net. In addition@ net ars are a great place or social

gat/erings. T/ere 'e "eet ot/er #oungsters and ust /ang around talking@ and

generall# /a+ing a good ti"e.

0%. /at do #ou usuall# do '/en #ou go outC ( 0 *

I usuall# go s/opping 'it/ "# "ot/er. T/e reason or t/is is si"ple. 8s ladies usuall#

need a lot o clot/es to "ake us look eautiul@ so 'e lo+e to go s/opping. Aten 'e

dont actuall# u# an#t/ing@ ut ust ro'se around looking at all t/e clot/es and

co"paring prices and qualit#.

0%. /at do #ou usuall# do '/en #ou go outC ( - *

Ane o t/e aspects I could tell #ou aout regarding t/is topic is t/at I usuall# go to

'atc/ a ootall ga"e 'it/ so"e o "# riends. e go to one o t/e local stadiu"s

'/ere our a+orite tea" 'ill e pla#ing. I lo+e t/e e<cite"ent and suspense. It see"s

t/at I oten loose "# identit# in suc/ a large cro'd@ and go craG# aout t/e s"allest o

t/ings.

Part preerences (reading*

04. o #ou like readingC ( 0 *

9o I dont like reading. I do not /a+e t/e patience. or e<a"ple@ I /a+e ne+er een

ale to read a ook ro" start to inis/. Ma#e t/e ooks I /a+e tried 'ere not

interesting enoug/.

Page | 02



04. o #ou like readingC ( - *

6es. I like reading +er# "uc/. Please allo' "e to e<plain. irstl#@ I elie+e t/at all o

us s/ould read a lot. or e<a"ple@ '/en #ou read #ou acquire ne' kno'ledge@ '/ic/

in turn 'ill roaden #our +ie's on i"portant "atters. In addition I also like reading3raG# Englis/. T/e topics are interesting and s/ort@ and t/e translations ensure t/at I

dont 'aste ti"e looking up una"iliar 'ords.

0. /at kinds o ooks do #ou like estC ( 0 *

I like cartoons. Please allo' "e to e<plain. irstl#@ I elie+e cartoons are a special

or" o art. or e<a"ple@ t/e Hapanese cartoons t/at are co""on in 3/ina@ /a+e

e<cellent illustrations.

0. /at kinds o ooks do #ou like estC ( - *

I like no+els. Please allo' "e to e<plain. irstl#@ I like to read a stor#line t/at is ull

o intrigue and suspense. or e<a"ple@ "an# lo+e stories /a+e c/aracters '/o are

in+ol+ed in all sorts o conlicts a"ongst t/e". T/e "ost co""on one kno'n all o+er

t/e 'orld since ancient ti"es is t/e socalled lo+e triangle.

00. escrie a ook t/at #ou /a+e read recentl#. ( 0 *

I /a+e read a ook aout t/e lie o Mic/ael Hordan. I a" sorr#@ ut I /a+e orgotten

t/e na"e o t/e ook. I also like to read Hapanese cartoons.

00. escrie a ook t/at #ou /a+e read recentl#. ( - *I /a+e recentl# read a ook aout t/e /istor# o Sout/ &rica. It is called T/e

3o+enant@ and 'as 'ritten # a a"ous &"erican aut/or called Ha"es Mitc/ener. It

descries t/e /istor# ro" t/e +er# irst da#s@ up to t/e present. It co+ers all aspects o

t/e countr#@ ut ocuses on t/e people o t/e countr#. or e<a"ple@ /e looks at t/e

political situation o+er t/e past it# #ears@ '/ic/ 'as ased on racial discri"ination

and /ad eco"e kno'n to t/e 'orld as apart/eid.

0. o #ou oten read t/e ne'spapersC ( 0 *

9o@ I ne+er read a ne'spaper. I 'atc/ T) i I 'ant to kno' '/at is /appening in

3/ina and t/e 'orld. 9e'spapers take to "uc/ ti"e to read. or e<a"ple@ t/e ne's

on T) is s/ort and to t/e point@ and t/ats all I 'ant to kno'.

0. o #ou oten read t/e ne'spapersC ( - *

9o. &llo' "e to e<plain t/e reasons # s/ortl# "entioning t/e ollo'ing points:

irstl#@ I use t/e Internet t/ese da#s i I 'ant to kno' '/ats /appening in region and

t/e 'orld. or e<a"ple@ 'esites like 399 contain all t/e latest ne's on 'orld

e+ents. Secondl#@ I like to read aout stories in dept/@ and t/is I cannot ind in

ne'spapers. or e<a"ple@ I oten 'ould like to kno' t/e /istor# e/ind a stor#. An

t/e Internet I can do so"e researc/ rig/t a'a#@ and so gain a roader perspecti+e ont/e suect at /and.

Page | 0%



Part preerences (/oies*

0-. o #ou /a+e a /o#C ( - *

6es. M# /o# is sta"p collecting. I /a+e een collecting sta"ps or t/e past t'o#ears no'. T/at is to sa#@ or t'o #ears I /a+e c/osen sta"p collecting to e "# onl#

/o#. I regularl# spend ti"e 'orking on "# collection. I guess I spend aout t'o

/ours e+er# 'eek on "# /o#. T/is is "ainl# o+er 'eekends@ as I do not /a+e ti"e

during t/e 'eek.

05. /# /a+e #ou c/osen t/is /o#C ( 0 *

T/ats an interesting question. &llo' "e to e<plain "#sel="# personal +ie's #

s/ortl# "entioning t/e ollo'ing points: irst o all@ its a +er# interesting /o#. or

e<a"ple@ t/e sta"ps ro" ot/er countries oten sa# so"et/ing aout t/at countr# and

its people.

05. /# /a+e #ou c/osen t/is /o#C ( - *

irst o all@ '/en #ou collect sta"ps@ #ou are ale to learn "ore aout t/e 'orld@ and

#ou 'ill not e ored easil#. /at I "ean to sa# is t/at #ou can get sta"ps ro" e+er#

countr# in t/e 'orld@ and t/e sta"ps oten sa# so"et/ing aout t/at countr# and its

people. Secondl#@ #ou are ale to "eet ne' riends t/roug/ #our /o#. or instance@

#ou /a+e a co""on interest 'it/ so"eone else@ and #ou can discuss #our collections

toget/er or "an# /ours. Lastl#@ t/e /o# 'ill teac/ #ou so"e seldiscipline and

/o' to e +er# s#ste"atic. T/at is to sa#@ #ou /a+e to tend to #our collectionregularl#@ and #ou /a+e to sort t/e sta"ps according to internationall# recogniGed

s#ste"s.

!. /at are good /oies@ and '/at are ad /oiesC ( - *

In "# opinion@ good /oies are t/ose ones t/at gi+e #ou t/e opportunit# to de+elop a

ne' skill. or e<a"ple@ collecting sta"ps teac/es #ou to e s#ste"atic. 7ad /oies

on t/e ot/er /and "a# result in #ou acquiring ad /aits. or e<a"ple@ T) and

co"puter ga"es 'ill result in #ou neglecting #our studies.

Part preerences (colors

1. /at color do #ou likeC /#C ( 0 *

I like red. Please allo' "e to e<plain. In "# countr#@ red is associated 'it/ lie and

good luck. or e<a"ple@ a ride 'ill 'ear so"et/ing red on /er 'edding da#@ in t/e

/ope t/at it 'ill ring /er and /er ridegroo" so"e luck in uture.

1. /at color do #ou likeC /#C ( - *

I I /ad to descrie "# a+orite color@ I 'ould c/oose #ello'. Man# artists are kno'n

to use #ello' in t/eir paintings. or e<a"ple@ )incent +an ?og/ is a"ous or t/e

#ello' sunlo'ers in so"e o /is paintings. Man# countries /a+e #ello' in t/eirnational lags. or e<a"ple@ Sout/ &rica /as a road #ello' and in t/eir ne'l#

Page | 04



designed lag. T/is s#"oliGes t/e energ# and 'ar"t/ to e ound in t/e nation.

1. /at color do #ou likeC /#C ( - *

6ello' is "# a+orite color. irst o all@ to "e@ #ello' s#"oliGes t/e sun. /at I

"ean to sa# is t/at it re"inds "e o energ# and 'ar"t/. Secondl#@ #ello' is a rig/tcolor as apposed to dull colors like ro'n and gra#. or instance@ ro'n and gra#

usuall# "ake "e eel depressed. Lastl#@ I 'ould like to "ention t/at #ello' is a

practical color. T/at is to sa#@ #ou can 'ear #ello' 'it/ al"ost an# color@ and it does

not get dirt# too easil#.

2. o colors /a+e so"e s#"olic "eaning in #our countr#C ( - *

6es@ colors certainl# /a+e a lot o "eaning in "# countr#. Please allo' "e to e<plain.

irstl#@ it is signiicant t/at t/e national lag o "# countr# /as a red ackground. Red

is s#"olic@ or e<a"ple@ o a +irant lie@ '/ic/ 'e elie+e are one o t/e do"inant

c/aracteristics o t/e countr# and its people. It also signiies good luck@ so a ride

'ould 'ear so"e red on /er 'edding da#. In addition@ I t/ink t/at #ello' /as a

speciic "eaning to our people. or e<a"ple@ 'e elie+e t/at it s#"oliGes t/e energ#

radiated # t/e sun@ '/ic/ in turn is t/e pri"ar# source o lie. In addition@ /o'e+er@ it

also signiies t/e oscene@ as apposed to lue in t/e "ost o t/e 'estern cultures. or

e<a"ple@ /ere a lue "o+ie@ 'ould e called a #ello' "o+ie. Lastl#@ I t/ink t/at '/ite

/as a special "eaning to us. To e "ore speciic@ in ti"es o sadness and "ourning@

'e use '/ite to e<press our eelings@ as apposed to lack in "ost o t/e 'estern

cultures.

Part preerences (s/oppings and "o+ies(

%. o #ou like = eno# s/oppingC ( 0 *

6es@ I lo+e s/opping. Please allo' "e to e<plain. irstl#@ I usuall# u# clot/es or

"#sel. I like to go to t/e s/ops and see '/at t/e# /a+e to oer. I ro'se around and

co"pare t/e prices eore a u# so"et/ing. Secondl#@ I do t/e s/opping o all our

/ouse/old needs. I lo+e to ind out aout an# ne' products on t/e "arket and /o'

t/e# can possil# "ake "# lie easier.

%. o #ou like = eno# s/oppingC ( - *

9o@ I /ate s/opping. Please allo' "e to e<plain. irstl#@ s/opping is t/e "ost asic

acti+it# in a capitalistic societ#. /at I "ean to sa# is t/at so"eod# /as a product

'/ic/ t/e# 'ould like #ou to u# ro" t/e" '/et/er #ou reall# need it or not. T/e#

lure #ou into t/eir s/ops and "alls # ad+ertising t/eir goods on T) and in t/e

ne'spapers. T/e# onl# tell #ou aout t/e positi+e aspects o t/eir product@ ut 'ould

ne+er "ention t/e disad+antages. T/is #ou /a+e to ind out or #oursel@ usuall# ater

#ou /a+e oug/t t/e product.

4. o #ou oten go to t/e cine"aC ( 0 *6es@ I go to t/e cine"a as oten as possile. I usuall# go 'it/ so"e riends to 'atc/

Page | 0



t/e latest action "o+ies or co"edies. e /a+e a great ti"e@ like or e<a"ple '/en our

a+orite star is pla#ing a lead role in t/e "o+ie.

4. o #ou oten go to t/e cine"aC ( - *

6es@ I go to t/e cine"a as oten as possile. I elie+e t/at il"s are a 'onderul or"o art. Please allo' "e to e<plain. irstl#@ in il"s t/ere are a 'ide range o genres

ranging ro" co"ed# and dra"a@ to /orror and science iction. or e<a"ple@ recentl#

I /a+e seen t/e dra"a Titanic@ '/ic/ /as een descried as t/e "ost e<pensi+e il"

e+er "ade. T/e e<tent to '/ic/ t/e producers attended to t/e details o t/e original

s/ip 'as astounding. &not/er e<a"ple 'ould e t/e t/riller 'it/ "# a+orite actor

&nt/on# ;opkins in t/e lead role called Silence o t/e la"s. It /ad "e on t/e edge o

"# seat or "ost o t/e ti"e.

. o #ou oten go to t/e t/eaterC ( - *

9o. I /a+e ne+er een to t/e t/eater. irstl#@ it is too e<pensi+e or "e. I preer to go

to t/e cine"a. Secondl#@ I elie+e t/at t/e t/eater is oring. /at I "ean to sa# is t/at

t/e actors are on t/e sa"e stage t/e '/ole ti"e. I cannot see /o' t/at can e as

e<citing as a good "o+ie.

0. /at kinds o "o+ies do #ou like estC ( - *

I like co"edies. irst o all@ co"edies are great un. /at I "ean to sa# is t/at I /a+e

a good laug/ '/ile 'atc/ing. Secondl#@ co"edies seldo" contain +iolent scenes. or

instance@ #ou 'ould not easil# ind "urders@ s/ooting@ ig/ting@ and so on in a

co"ed#. Lastl#@ co"edies oten contain e<cellent acting # a"ous stars. ore<a"ple@ Roie illia"s in Mrs. outire is considered one o t/e "ost

e<traordinar# peror"ances e+er # an actor.

. /o is #our a+orite "o+ie starC escrie /i" = /er. ( - *

M# a+orite "o+ie star is Hackie 3/eng. ;e is /andso"e@ and +er# unn#. ;e al'a#s

/as a s"ile on /is ace@ and ne+er see"s to e 'orried aout t/e situations t/at /e

inds /i"sel in. T/e 8.S. President 3linton 'ent to 'atc/ one o /is "o+ies 'it/

/i".

Part preerences ("usic and tra+eling(

-. o #ou like "usicC ( - *

-. o #ou t/ink "usic is i"portantC ( - *

6es@ I like "usic +er# "uc/. T/at is to sa#@ I cannot i"agine '/at "# lie 'ould e

like 'it/out "usic. irstl#@ I elie+e "usic pla#s an i"portant part in peoples li+es.

or e<a"ple@ 'e can use it to soot/ our "inds ater a /ard da# at 'ork@ or it can pro+ide us 'it/ t/e r/#t/" to dance to.

Page | 00



5. /at kind o "usic do #ou eno# "ostC ( - *

I like pop "usic +er# "uc/. &llo' "e to e<plain. irst o all@ pop "usic is li+el#@ and

suits "e at "# age. /at I "ean to sa# is t/at us #oungsters like to listen to "usic

t/at its in 'it/ t/e 'a# 'e eel Secondl#@ usuall# /as a good r/#t/". or instance@ itis suitale or us to dance on. Lastl#@ pop "usic is si"ple to understand. T/at is to sa#@

I like it ecause it is not diicult to understand@ and it /elps "e to rela< ater I /a+e

een stud#ing /ard or so"e ti"e.

-!. ;o' long do #ou listen to "usic e+er#da#C ( - *

A/@ let "e t/ink a it. I guess I listen to "usic or aout /al an /our e+er# da#. I

'ould@ or e<a"ple@ listen '/en I get /o"e ro" sc/ool@ or in t/e e+enings eore I

go to ed. An 'eekends@ /o'e+er@ I listen to "usic "uc/ "ore. or e<a"ple@ I 'ould

in+ite "# est riend o+er to "# place@ and 'e 'ould listen to our a+orite 3s or a

e' /ours at a ti"e.

TR&)ELLI9?

-1. o #ou like tra+elingC ( 0 *

6es@ I like tra+eling. irstl#@ I elie+e t/at tra+eling is al'a#s educational. /at I

"ean to sa# is t/at t/e people t/at #ou "eet along t/e 'a# are usuall# interesting.

Secondl#@ I 'is/ I 'ere ale to tra+el "ore. or e<a"ple@ I /a+e not tra+eled to a

oreign countr# #et.

-2. ;o' do #ou usuall# tra+elC ( - *

I like to tra+el # train. &llo' "e to e<plain. irstl#@ '/en I tra+el # train I a" ale

to see "ore o "# countr#. In addition@ t/e trains in "# countr# are con+enient and

co"ortale. or e<a"ple@ I can tra+el to an# cit#@ and I a" ale to sleep on t/e train.

Lastl#@ tra+eling on a train is a social e+ent as 'ell. or e<a"ple@ one can c/at to t/e

ot/er passengers aout '/ere t/e# are going@ and '/# t/e# are tra+eling.

-%. /ere /a+e #ou tra+eled to latel#C ( - *

I tra+eled to <<< last "ont/. M# parents and I tra+eled t/ere # train. e 'ent to see

"# grand"ot/er '/o /as een ill latel#. I eno#ed t/e trip as I /a+e not een to <<<

eore. e did not /a+e t/e opportunit# to sleep on t/e train@ as it takes onl# si< /ours

to get t/ere.

-4. /at kind o places do #ou like to +isitC ( - *

I like to +isit places '/ere t/ere is a lot o entertain"ent. or e<a"ple@ I dont like it

'/en 'e go and +isit "# grandparents in t/e countr#. T/e# li+e on a ar" and dont

e+en /a+e a co"puter or "e to pla# on. I like to +isit t/e cities '/ere t/ere are

"o+ies to 'atc/ and nig/tclus to +isit.

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Possible uestions %ro t'e Inter&ie"er o%

t'e IELTS Test.

1. /at is t/e "eaning o #our gi+en na"eC2. oes #our na"e aect #our personalit#C

%. Tell "e so"et/ing aout #our /o"eto'n.4. /at are t/e dierences in accent et'een #our /o"eto'n and 7eiingC. /at is t/e c/aracter o t/e people like in #our /o"eto'nC0. /at is peopleFs a+ourite ood in t/e region '/ere #ou li+eC. /at 'ill #ou do during t/e Spring esti+al t/is #earC-. &re t/ere an# traditional esti+als in #our regionC5. escrie a t#pical Spring esti+al or a 3/inese a"il#.1!. Tell "e so"et/ing aout t/e Lantern esti+al.11. ;o' /a+e 'eddings c/anged in recent #earsC

12. Tell "e so"et/ing aout t/e ,ing Ming esti+al.1%. escrie a traditional 'edding cere"on#.14. ;o' do 3/inese usuall# celerate irt/da#sC1. &re t/ere an# traditions concerning t/e irt/ o a a#C10. ;o' do #ou like 7eiingC 3o"pare it to #our /o"eto'n.1. /at place do #ou like est in 7eiingC1-. /at places in 7eiing s/ould a oreigner +isitC15. /at places 'ould #ou reco""end a +isitor to go to in #ourregion=/o"eto'nC2!. I #ou /ad t/e c/oice@ '/ere 'ould #ou c/oose to li+e in 3/inaC

21. /ic/ parts o 3/ina 'ould #ou reco""end a oreigner to +isitC22. Tell "e so"et/ing aout #our a"il#.2%. /ic/ is t/e 'orst place #ouF+e een to in 3/inaC24. /o takes t/e greatest responsiilit# or ringing up #our c/ild in #oura"il#C2. /ic/ is t/e est place #ouF+e een to in 3/inaC20. /o does "ost o t/e /ouse/old c/ores in #our a"il#C2. &re t/e traditional se<ual roles 'it/in t/e a"il# c/angingC2-. /# is t/e di+orce rate increasing so rapidl#C Is it a prole"C

25. /at is #our opinion o t/e onec/ild polic#C%!. ;o' do #ou discipline #our c/ildC

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%1. Is it acceptale or couples to li+e toget/er 'it/out "arr#ingC%2. I #ou /ad t/e c/oice@ 'ould #ou /a+e a son or a daug/terC%%. &re #ou going to ring #our c/ild up an# dierentl# to t/e 'a# #our

parents didC

%4. /at /opes do #ou /a+e or #our c/ildC%. o 'o"en still /a+e too /ea+# a urden in t/eir da# to da# lieC%0. Is t/e increasing inluence o t/e est largel# a positi+e or negati+e t/ingC%. /at@ according to #ou@ /as een t/e greatest c/ange in recent #earsC%-. /at@ according to #ou@ /as een t/e "ost prole"atic c/ange in recent#earsC%5. /at@ i #ou are a lecturer '/at c/anges /a+e #ou seen in education o+ert/e past e' #earsC4!. /o s/ould ear t/e responsiilit# or pa#"ent o tuition eesC41. /at can e done to i"pro+e education in rural areasC42. ;a+e recent c/anges aected #our o in an# 'a#C4%. o #ou agree 'it/ pri+ate educationC44. /at can e done to close t/e gap et'een uran and rural areasC4. I #ou /ad t/e po'er@ '/at reor"s 'ould #ou carr# out 'it/in educationC40. escrie a t#pical 'orking da# or #ou.4. ;o' do #ou see #oursel in ten #ears ti"eC4-. I #ou /ad t/e opportunit# to c/ange #our o@ '/at 'ould #ou do insteadC45. I #ou /ad one "illion 6uan@ '/at 'ould #ou do 'it/ itC!. I #ou could start #our lie again@ 'ould #ou do an#t/ing dierentl#C

1. o #ou /a+e an# a"itionsC2. /ic/ countr#=place 'ould #ou "ost like to +isitC%. /at c/anges do #ou t/ink 3/ina 'ill see in t/e ne<t e' #earsC4. ill an# possile uture c/anges aect #our o in an# 'a#C. ;o' do #ou t/ink #ou 'ill cope in 7ritainC0. oes an#t/ing 'orr# #ou aout going to t/e 8>C. &re #ou looking or'ard to an#t/ing in particular in 7ritainC-. /at are #our plans on #our return to 3/inaC5. /at do #ou do in #our spare ti"eC0!. /at 'ill #ou do i #ou ail t/e IELTSC

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