IELTS考试考试形式与结构

IELTS国际英语水平测试由英国剑桥大学测试中心(The University of Cambridge Local Examinations Syndicate - UCLES)、澳大利亚高校国际开发署(IDP Education Australia)及英国文化委员会(The British Council)共同举办。1990年4月在中国开始推广。

国际英文水平测试（The International English Language Testing System）可以在世界超过100个不同的国家参加. 它专门为准备进入以英文教学的学院或大学深造的学生进行英文水平测试而设的。

IELTS考试分培训类（General Training Module）和学术类（Acadmic Module)两类。培训类是为移民而设, 而学术类则是为留学生而设。因这考试有口语项目，因此会比TOEFL更具有可信度。

英国、澳大利亚、新西兰、加拿大以及许多国家的众多院校均采用并认可这一语言测试系统。 加拿大、澳大利亚、新西兰等国家的移民局均将这种考试成绩作为技术移民及其他类移民中衡量英语语言能力的唯一标准。 以上国家的学校和培训进修项目及许多国家的院校都接受这一考试成绩，并设立不同的成绩合格标准。

雅思考试分为听力、阅读、写作和口语四个部分，考试时间为2小时45分钟，而移民类与留学类只在阅读和写作两个单项上有区别，在口试与听力上则题目完全相同。雅思考试评分按各单项分别记分，最后给出总平均分成绩。其分数共分9级，从0到9分。

对中国考生来说，IELTS考试的词汇要求并不高，主要偏向生活化，移民类的阅读对阅读能力的要求并不是很高，写作有一定难度，而听力和口语因为一般来说是中国学生的弱项，再加上听力考试中采取了与一般国内考试完全不同的思路和题型，而口试所要求的是与考官一对一的交流，因此这两个专项需要更多的关注.

目前，雅思成绩是加拿大、澳大利亚、新西兰等国家移民局作为技术移民及其它类移民中衡量英语语言能力的唯一标准，同时，雅思成绩也被英国、澳大利亚、新西兰、加拿大等国众多院校及培训机构所认可，美国的院校也正逐渐地把雅思成绩作为申请学位所考虑的条件之一。2001年7月1日起，赴澳洲留学只认可雅思成绩，托福成绩将无效。

现在，赴挪威、芬兰、奥地利等欧共体国家留学也将要求雅思成绩。雅思也被许多国家的专业组织所认可，如澳洲医疗委员会、英国总会及英国国防部等。

由于雅思测试较之其它英语测试更具合理性、更能全面、真实地反映出考生的英语水平，因此，在中国的推广也将会越来越广泛。

IELTS考试没有及格和不及格的界限,所有学校或移民国家都有一个分数要求,或许进一步对说写听读单科有个别要求,你应向对方了解清楚。由于中国地区的考生增多,目前大致需要3-4周收到你的成绩,你也可直接前往英国教育文化处亲自领取成绩,节省邮寄时间。

　


IELTS评分标准和分数计算

IELTS成绩与评分标准 (满分 9分) & IELTS考试成绩计算办法

9分　Expert User. Has fully operational command of the language: appropriate, accurate and fluent with complete understanding.

成绩极佳,能将英语运用自如,精确、流利并能完全理解。

8分　Very Good User. Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well.

非常良好,能将英语运用自如,只是偶尔有不连接的错误和不恰当,在不熟悉的状况下可能出现误解,可将复杂细节的争论掌握的相当好。

7分　Good User. Has operational command of the language, though with occasional inaccuracies,inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.

良好,有能力运用英语,虽然在某些情况有时会发生不准确、不适当和误解,大致可将复杂的英语掌握的不错,也理解其全部内容。

6分　Competent User. Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, paricularly in familiar situations.

（澳大利亚移民 & 英国留学分数线）

及格,大致能有效的运用英语,虽然有不准确、不适当和误解发生,能使用并理解相当复杂的英语,特别是在熟悉的情况时。

5分　Modest User. Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field.

（加拿大移民 & 新西兰移民 分数线）

适当及格,可部分运用英语,在大多数情况下可应付全部的意思,虽然可能犯下许多 错误,在本身领域内应可掌握基本的沟通。

4分　Limited User. Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language.

（英国预科 分数线）

水平有限,只限在熟悉的状况下有基本的理解力,在理解与表达上常发生问题,无法使 用复杂英语。

3分　Extremely Limited User. Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur.

水平极有限,在极熟悉的情况下,只能进行一般的沟通理解。

2分 Intermittent User. No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English.

只属于偶尔使用英语,除非在熟悉的情况,使用单词和简短的短句表达最基本的信息, 在说写方面有重大的障碍。

1分　Non User. Essentially has no ability to use the language beyond possibly a few isolated words.

不能通过,可能只能说几个单词,无法沟通。

　

具体分数计算：

口语评分标准：

九分 专家级：充分地掌握了实际运用语言的能力，恰当、准确、流利，而且理解透彻。

八分 优秀级：充分地掌握了实际运用语言的能力，只偶尔地、局部地出现表达不准确、不恰当的情况。遇到不常见的场景有时理解错误。能处理好复杂详细的论证。

七分 良好级：掌握了实际运用语言的能力，在某些场景中偶尔表达不准确、不恰当和理解不当。总体上能处理好复杂的语言，理解详细的推论。

六分 熟练级：尽管有一些不准确，不恰当和理解错误，总体上仍能进行有效的表达。在常见的场景中，能使用和理解相当复杂的语言。

五分 中等熟练级：虽不能全面地掌握语言，犯有大量错误，在大多数场景中仍明白大概意思。在自己熟悉的方面基本能进行交流。

四分 初级熟练级：只在常见的场景中基本运用语言。理解和表达均常犯错误。不能运用复杂的语言。

三分 不熟练级：在很常见的场景中只能表达和懂得大概意思。在交流中经常出现停顿。

二分 初学者级：不能进行真正的交流，表达常见场景的大部分基本信息只能用不项链的单词或段的结构，且不能展开表达。理解书面语和口语都极为困难。

一分 非使用者级：除了认识一些单词，基本上不能使用英语。

　

阅读和听力评分标准：

39 - 42题 — 9分

37 - 38题 — 8.5分

35 - 36题 — 8分

33 - 34题 — 7.5分

31 - 32题 — 7分

28 - 30题 — 6.5分

25 - 27题 — 6分

23 - 24题 — 5.5分

20 - 22题 — 5分

　

写作评分标准：

Score9

The reader finds the essay completely satisfactory. A point of view is considering alternatiove positions by presenting and discussing relevant ideas and evidence. The argument proceeds logically through the text with a clear progression of ideas. There is plentiful material. A wipresented and developed, either arguing for and supporting one position orde range of vocabulary is used appropriately. The reader sees no errors in word formation or spelling. A wide range of sentence structures is used accuratelly and appropriately.

Score8

This answer does not fully achieve level 9 in communicative quality, arguments, ideas and evidence. There is a good range of qppropriate vocabulary. The reader sees no significant errors in word formation or spelling. The range of sentence structures used is good, and is well controlled for accuracy and appropriateness.

Score7

The reader finds this a satiosfactory essay which generally communicates fluently and only rarely causes strain. A point of view is presented, although it may be unclear at times whether a single position is being taken or alternative positions being considered. The argument has a clear progression overall although there may be minor isolated problems. Ideas and evidence are relevant and sufficient but more specific detail may seem desirable. The range of vocabulary is fairly good and vocabulary is usually used appropriately. Errors in word range of sentence structures occrus and there are only occasinal, minor folws in the control of sentence structure.

Score6

The reader finds this a mainly satisfactory essay which communicates with some degeree of fluency.Although there is sometiomes strain for the reader, coutrol of organisational patterns and devices is evident. A point of view is presented although it may be unclear whether a single position is being taken or alternative positions are being considered. The progression of the argument is not always clear, and it may be difficult to distionguish main idea from supporting material. The relevance of some ideas of evidence may be dubious and some specific support may seem desirable. The range of vocabulary sometimes appears limited accompanied by the inappropriateness of its use. Minor limitations of , or errors in, word choice sometiomes intrude on the reader. Word formation and spelling errors occur but are only slightly intrusive. Sentence structures are generally acequate but the reader may feel that control is achieved by the use of a restricted range of strctures or, in contrast, that the use of a wide variety of strctures is not marked by the same level of structural accuracy.

Score5

This is an essay which often causes strain for the reader. While the reader is aware of an overall lack of fluency, there is a sense of an answer which has underlying coherence. The essay introduces ideas although there may not be many of them or they may be insufficiently developed. Argrments are presented but may lack clarity, relevance, consistency or support. The range of vocabulary and appropriateness of its use are limited. Lexical confusion and incorrect word choice are noticeable. Word formation and spelling errors may be quite intrusive. There is a limited range of sentence structures and the greatest accuracy is achieved in short, simple sentences. Errors in such areas as agreement of tenses and of subjects and verbs are noticeable.

Score4

This essay attempts communication but meaning comes through only after considerable effort by the reader. There are signs of a point of view but main ideas are difficult to distinguish from supporting materials and the amount of support is inadequate. Such evidence and ideas as vocabulary is often inadequate and/or inappropriate. Word choice carses serious problems for the reader. Word formation and spelling errors caurse severe strain for the reader. Limited control of sentence structure, even short and simple ones, is evident. Errors in such areas as agreement of tenses, and of subjects and verbs couse severe strain for the reader.

Score3

The seriousness of the problems in this essay prevents meaning from coming through more than spasmodically. The essay has few ideas and no apparent development. Such evidence and ideas as are presented are irrelevant. There is little comprehensible point of view or argument. The reader is aware of gross inadequacies of vocabulary, word forms and spelling. Control of sentence structures is evident only occasionally and errors predominate.

Score2

The writing displays no ability to communicate There is evidence of one or two ideas without development. The reader sees no control of word choice, word forms and spelling. There is little or no evidence of control of sentence word choice, word forms and spelling. There is little or no evidence of sentence structures.

Score1

The writing appears to be by a virtual non-writer, containing no assessable strings of English writing. If an answer is wholly or almost wholly copied from the source materials it is scored in this category.

Score0

Should only be used where a candidate did not attend or did not attempt this question in any way