IELTS Speaking Topics (+Real test) And Model

Speaking Question and Answer.

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Table o !ontents
IELTS 2 Minutes Presentation Topics:................................................................................................3
IELTS Speaking: Real Test Topics......................................................................................................5
Suggested uestions !or stage 1........................................................................................................12
Suggested stage "2 uestions #ost !reuentl$ asked in stage 1.......................................................13
......................................................................................................................................... ..................1%
Suggested topics in stage 2 & related uestions !or stage 3.............................................................1%
Sa#ple 'ns(er to IELTS Spoken Topics )*ersion 1+......................................................................21
Real inter,ie(s...................................................................................................................... ............3%
Model Speaking -uestion & 'ns(er................................................................................................5"
Possi.le -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. 1a,orite personalit$
2. 1a,orite ga#e
3. Ideal li!e
%. 2it$
5. 2ountr$
3. T, pla$
0. Mo,ie
4. 2/ild
5. 6our #ot/er
1". 6our !at/er
11. 1a,orite uncle
12. 1a,orite aunt
13. 7est #o#ent in li!e
1%. 7iggest ac/ie,e#ent
15. 8n!orgetta.le incident
13. Leader
10. 'd,antages and disad,antages o! s/opping
14. 7ook
15. 9o,el
2". :i!e
21. ;us.and
22. 6our drea# li!e
23. Passion in li!e
2%. 7est teac/er
25. 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.
2/eck: ;is= ;er
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1. 2o##and o,er Englis/
2. 2ontents
3. >no(ledge
%. 1luenc$
5. 1lo( o! sentences
3. ?ra##ar
0. 1ace e<pression (/en e<plaining
4. 'r#s@ ;ands@ etc.@ and ot/er gestures
5. Interesting or not
1". A,erall -ualit$
Ma<. 7and B 4 !or s/o(ing e<ceptional ualit$.
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IELTS Speaking: Real Test Topics
Part 2 Topic Card
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1. Describe a useu
1+ ;o( o!ten do $ou ,isit t/e #useu#C
2+ :/ic/ t$pe o! #useu# is popular in $our countr$C
3+ :/$ 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
2o#pare t/e #useu#s no(ada$s and in t/e past
2. Describe $our %a&orite p'otograp'
1+ :/ere (as t/e p/oto takenC
2+ :/o took t/e p/otoC
3+ :/at can .e seen !ro# t/e p/otoC
%+ E<plain (/$ 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 place
1+ :/at is t/e placeC
2+ :/ere is it locatedC
3+ :/$ do $ou t/ink it is i#portantC
!ollo"#up:
:/at do $ou t/ink o! t/e /istoric place in t/e !utureC
:ill t/e go,ern#ent increase or decrease t/e sa!et$ 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$C
2+ :/$ (as t/e part$ /eldC
3+ :/o attended t/e part$C
%+ :/at did $ou do !or t/at part$C
!ollo"#up:
:/atDs t/e di!!erence .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 itC
2+ ;o( is it taug/tC
3+ :/at do $ou learn !ro# t/e classC
!ollo"#up:
Is t/ere an$ di!!erence .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
Eo $ou t/ink it is necessar$ 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,entionC
2+ :/$ do $ou t/ink it is ,er$ i#portantC
3+ :/at are t/e ad,antages and disad,antages o! t/e in,entionC
!ollo"#up:
:/at is t/e signi!icant i#pact o! #odern in,entions on li!eC
:/ic/ skills do $ou (ant to stud$ in t/e !utureC
Eo $ou t/ink itDs necessar$ to de,elop #odern in,ention in t/e countr$sideC
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/. Describe a %oreign countr$ $ou 'a&e ne&er been to
1+ :/ere is t/e countr$C
2+ :/en (ill $ou go t/ereC
3+ :/$ (ould $ou like to go t/ereC
!ollo"#up:
Sa$ so#et/ing a.out t/e touris# de,elop#ent in 2/ina@ !acilit$@ ser,ices and t/e e!!ect
on en,iron#ent.
:/at is t/e i#portance o! tra,el and touris# industr$C
:/at do $ou t/ink t/e !unction o! tourist guidesC
0. Describe $our %a&ourite o&ie
1+ :/atDs t/e na#e o! t/e !il#C
2+ :/atDs t/e t/e#e o! t/e !il#C
3+ :/$ do $ou like itC
!ollo"#up:
Eescri.e a t$pe p! #o,ie $ou like.
:/atDs t/e di!!erence .et(een 2/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/niuesC 'n$ e<a#ple o! #o,ie using co#puter
tec/niues
:/ic/ parts o! cine#a are t/e #ost i#portant and /o( to i#pro,e itC
1. Describe a ne"spaper or aga2ine
1) :/atDs $our /a.it !or readingC
2+ :/at are t/e .ene!its o! readingC
3+ :/atFs t/e #ain di!!erence .et(een ne(spaper and #agaGineC
!ollo"#up:
:/at do $ou t/ink t/e i#portant ualities !or a ne(s reporterC
:/atDs t/e !unction o! a report to t/e societ$C
:/at kinds o! .ooks=ne(spapers=#agaGines do 2/inese adolescents readC
:it/ t/e popularit$ o! Internet@ do $ou t/ink ne(spapers and #agaGines (ill disappearC
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13. Describe a c'ildren4s gae 5sports not suggested6
1+ ;o( is it pla$edC
2+ :/at can $ou learn !ro# t/e ga#eC
3+ :/at i#pact does it .ring on $our gro(t/C
!ollo"#up:
:/at do $ou t/ink o! t/e .ene!its o! c/ildrenDs ga#esC
9o(ada$s c/ildren /a,e less and less ti#e !or ga#e@ (/at do $ou t/ink a.out itC
:/at do $ou t/ink t/e di!!erence .et(een ga#es no(ada$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 /appenC
2+ :/ere did it /appenC
3+ :/at (as itC
!ollo"#up:
Tell #e /o( $ou organiGe $our stud$ ti#eC
:/at do $ou t/ink is i#portant in ac/ie,ing /appinessC
;o( do 2/inese cele.rate so#e /app$ e,entsC
:/at do t/e ca#era and ,ideo pla$ in cele.ratingC
12. Describe a t'ing "'ic' is iportant to $ou
1+ :/o ga,e it to $ouC
2+ :/at is t/e t/ingC
3+ :/at does t/e t/ing #ean to $ouC
!ollo"#up:
:/at are t/e c/anges o! cit$ .et(een no( and pastC
Eoes #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/.oursC
2+ Eo $ou o!ten #eetC
3+ State (/et/er $our neig/.our is a good one
!ollo"#up:
:/at is t/e di!!erence .et(een neig/.ours and !riendsC
:/$ 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 to
1+ :/ere is t/e s/opping centerC
2+ ;o( o!ten do $ou go to t/e centerC
3+ :/$ do $ou o!ten go to it and its c/aracteristicsC
!ollo"#up:
:ill s#aller s/ops sur,i,e in t/e current .usiness s$ste#C
:/at are t/e c/aracteristics o! s/opping #alls and s#aller s/ops and t/eir di!!erenceC
:/at is t/e trend o! !uture s/opping centersC
Talk a.out Internet s/opping
1*. Describe $our %a&ourite anial
1+ :/at kind o! ani#al is itC
2+ Eescri.e it .rie!l$
3+ :/$ 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 place
1+ :/at is t/e placeC
2+ :/ere is it locatedC
3+ :/at is t/e /istorical #eaning o! t/e placeC
!ollo"#up:
:/at do $ou t/ink o! t/e !uture trend o! /istoric placesC
:ill go,ern#ent strengt/en its protection to(ard /istoric placesC
:/at are t/e c/anges .roug/t a.out .$ t/e /istoric place in local econo#$@ people@ etcC
:/at is t/e e!!ect o! tourists on t/e placeC
1/. 7d&ertiseent
1+ :/at are t/e !or#s o! ad,ertise#entC
2+ :/at are t/e !unctions o! ad,ertise#entC
3+ :/at is t/e e!!ect o! ad,ertise#ent to peopleC
!ollo"#up:
Eo $ou !eel .ored and disgusted a.out 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 letter
1+ :/en did $ou recei,e t/e letterC
2+ 1ro# (/o# did $ou recei,e t/e letterC
3+ E<plain t/e reasons (/$ it is i#portant
!ollo"#up:
:/at is t/e signi!icance o! /and(ritingC
Eoes $our countr$ /a,e /and(riting lesson no(C
2o#pare t/e /and(riting no( and past
:it/ t/e popularit$ o! co#puters and Internet@ (ill people lose t/eir a.ilit$ to (rite lettersC
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11. Describe t'e best present $ou 'a&e recei&ed
1+ :/o sent it to $ouC
2+ :/en did $ou recei,e itC
3+ Eetailed in!or#ation a.out t/e present
!ollo"#up:
Eo $ou t/ink t/at present gi,ing (ill pla$ an i#portant role in 2/inese dail$ li!eC :/$C
Eo $ou t/ink t/at t/e .rand na#e is ,er$ 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 $our 'olida$s
1+ :/ere do $ou go !or t/e /olida$s and /o( long do t/e# lastC
2+ :/o do $ou go (it/C
3+ Talk a.out an$ interesting t/ins /appening during $our /olida$s
!ollo"#up:
:/at do t/e 2/inese people #ostl$ do in t/eir leisure ti#eC
:/atFs t/e di!!erence .et(een /olida$s toda$ and 5 $ears ago and t/e reasons !or t/e
c/angeC
Eo $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,
1. .'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,
1. .'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 ne:t %i&e $ears,
(. .'at are $ou planning to do in t'e ne:t 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
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Do $ou like usic,
.'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,
). Transportation
Can $ou sa$ 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 $ou tell e an interesting building in <uang2'ou,
Suggested topics in stage 2 = related
8uestions %or stage (
Categor$ 1: Describing t'ings 51 test ite6
1. Describing a piece o% e8uipent $ou o%ten use at 'oe or at "ork. >ou s'o
uld sa$?
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.'at is it ,
.'at $ou do "it' it@ 9o" to use it,
9o" long $ou 'a&e 'ad it,
9o" iportant it is to $ou,
Discussion:
1. .'at are t'e ipacts o% electrical e8uipent on 'uan4s li%e in t'e past te
n $ears,
2. .'at are t'e di%%erences o% t'e li%e in t'e past and at t'e present,
(. .'at role does tec'nological de&elopent pla$ in people4s 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'ina4s .est de&elop %aster t'an C'ina4s 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 $ou t'ink are t'e ost iportant %actors "'en aking %riends,
). .'at are t'e possible %actors t'at cause t'e break#up o% %riends'ip,
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*. .'$ is it di%%icult %or adults to ake %riends,
-. .'at "ill t'e %riends'ip becoe like "'en getting old,
(. 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 $our opinion on e%%icienc$,
1. .'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,
1. .'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" $ou like it.
Discussion:
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.'at role do old buildings and ne" buildings pla$ in odern societ$,
.'at c'anges 'a&e taken place in arc'itecture in t'e past t"o decades,
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,
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*. .'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,
/. .'at do $ou t'ink o% creati&e "riting,
0. .ould post o%%ice disappear *3 $ears later,
1. .'at role does coputer pla$ in our societ$,
13. .'at c'anges 'a&e been broug't b$ t'e coputer, .'at is pro%essors4 at
titude,
). 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 people4s 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 $ou don4t like.
Discussion:
1. .'at is t'e concept o% 'olida$ 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,
Page | 14
(. Describing an interesting trip $ou 'a&e taken. >ou s'ould sa$?
.'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 e:isted.
.'at e%%ect it 'as broug't to people4s 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,
-. .'at4s t'e di%%erence bet"een t'e old and t'e $oung as regards en&irone
ntal protection,
2. Describing a kind o% e:tree "eat'er. >ou s'ould sa$?
.'at it is.
.'en did it 'appen,
Page | 15
.'ere $ou "ere.
9o" $ou %elt at t'at tie.
Discussion:
1. .'at s'ould $ou do in a bad "eat'er,
2. .ill bad "eat'er ould or c'ange people4s personalit$,
(. .'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 people4s 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 $our nati&e langua
ge,
/. .'at probles "ould C'inese people 'a&e "'en counicating "it' %ore
igners,
0. .'en "ould be ost suitable %or c'ildren to learn Englis',
1. 9o" "ill translation and interpretation de&elop in t'e %uture,
). Describing t'e "a$ 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,
Page | 2"
-. .'at role do edia pla$ in people4s li%e,
/. 9o" do C'inese people gat'er in%oration,
0. .'at are t'e ad&antages and disad&antages o% di%%erent edia,
1. 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
Page | 21
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
!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 Cust 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 Cust 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,
E:plain "'$ $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 man,made 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,
Page | 22
%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
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,
Page | 23
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.
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.
Page | 2%
*.tra&el:
Describe $our latest interesting tra&el in detail.
.'en and "'ere $ou go,
.'o $ou go "it',
.'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,
" 8,222,,year cultural heritage attract more people to !hina.
*6 Do C'inese people like to tra&el no",
:es, of course. Since the opening,up, 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 $ears ago and no",
/22 years ago, transportation was very difficultD few people could travel in !hina
Page | 25
because most of people were very poor. 'ut now, transportation is easy and
convenient and we have ample money for the -ourney.
-6 natural scener$
.'at is t'e ost beauti%ul natural scener$ $ou 'a&e e&er seen, .'at is t'e
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.
Page | 23
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, the
number of private cars in urban areas should be limited while the number of
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 Cust 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 D 'andcra%t 6
1.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
Page | 20
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.
)6 It4s o%ten ore eas$ %or c'ildren to learn usic t'an adults. Can $ou tell
e "'$,
$h, that9s because it9s important to have soft fingers and palm to learn a music
mechanism, such as guitar. !hildren have more fle*ible fingers and they are more
likely to find the correct feeling.
*6 Do u like usic or not, .'$,
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..
Page | 24
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.
.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 one,,child 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 one,,child policy=
I agree with one,,child 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<
Page | 25
1" #escribe a teacher who has $reatl! influenced !ou in !our education. :ou
should say:
where you met them
what sub-ect they taught
what was special about them
and e*plain why this person influenced you so much.
I think my first #nglish teacher has greatly influenced me in my education.
I had some trouble in studying #nglish when I studied in middle school. I felt
#nglish was very difficult,so I did't like to study it .$ne day, my #nglish
teacher spoke to me about the study of foreign languages . 5e said : :ou must do
a 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 I 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
Page | 3"
the work of the day. In addition, a reasonable amount of e*ercise prepares the bo
dy for a good night's sleep. 5owever, over,indulgence 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, over,indulgence in physical e*ercise can do more harm than good. I have
noticed that some of my friends spend too much time on sports make themselves
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 over,indulgence 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, over,indulgence in watching games or in physical e*ercise can affect our
rest.
;< (o you think which sports demand enough courage =
$h, I think it is bo*ing . It is very dangerous and it can do harm to health
of athlete.
I< %hat are the sporting facilities like in your hometown=
"nyang !ity has a lot of modern indoor facilities offering bowling, table
tennis, swimming etc. 'ut , it's too e*pensive for most !hinese, and you have to
belong to the club in order to use the facilities.E &/00 <
1). *eadin$
(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.
Page | 31
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 =
>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 with
rice. 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
Page | 32
busy people .)ew people eat fast food all the time,, usually for breakfast andHor
lunch,,so 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.
"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. -n.ironment 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/. 0earn
%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.
Page | 33
/<%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.
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 non,academic courses=
:es, of course ,such as music, physical education, and painting etc.
;<Should school responsible for teaching these non,academic courses=
:es, of course. 'ecause school should stress student's moral , intellectual
and physical development in a comprehensive way.
I<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
TAPI2 1:
-: Eescri.e t/e .est present=gi!t $ou /a,e recei,ed Reuire#ent:
Page | 3%
i. :/o send itC
ii. :/en did $ou recei,e itC
iii. Eetail in!or#ation a.out t/e present.
': I /a,e a Hapanese !riend. ;is na#e is 9aoki :atana.e.I #et /i# in ?uangdong
San$o co#pan$ in 1550. :e (orked toget/er t/ere !or 3 #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<uisite@ !ine+@ it is
Iust 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 $en@ a.out5"
u.s dollars+ It /elps #e a lot !or i#pro,ing #$ Englis/.I usuall$ take it (it/ #e to
listen to Englis/ a!ter (ork .
-: In 2/ina@ (/en (ill people send t/e presentC
':In 2/ina@!irstl$@people send gi!ts on special /olida$s@suc/ as in Spring !esti,al@
(e gi,e our parents #one$@clot/es@etc.Ar (e gi,e our c/ildren red .ags (it/ so#e
#one$@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 gi!t@t/e (edding gi!e includes
#one$@cra!t (ork@!lo(er@ne( clot/es and li!e necessities@also@on so#eoneFs
.irt/da$@(e gi,e /i# or /er a gi!t@t/e .irt/da$ gi!t includes .irt/da$ card@ !lo(er@
ne( clot/es @secondl$ (/en close !riends (ill part@ t/e$ (ill gi,e so#e sou,enir
gi!ts eac/ ot/er !or /app$ #e#ories o! t/eir !riends/ip.
-: 2o#pare t/e gi!t (/ic/ people /a,e recei,ed 1" $ears ago to t/e present
t/at people no( are recei,ing@ (/atFs t/e di!!erence .et(een t/e#C
': Ten $ears ago@ t/e gi!ts people recei,ed (ere si#pler and c/eaper @.ut
no(ada$s t/e$ are prett$ !ine .$ appearance@ /ig/er ualit$@ #ore .eauti!ul
packaging I t/ink people (ill send !lo(ers as gi!ts@ T/e$ are .eauti!ul and cool@
especiall$ !lo(ers can .e used in all aspects .ot/ good t/ing and .ad t/ing.
-: :/at do $ou t/ink are t/e di!!erences .et(een !a#ilies in and past and toda$@
and (/at /a,e caused t/ese c/angesC
':In 2/ina@ a.out 2" $ears ago !a#ilies (ere large@ J7KK )7generall$ J7KK )7@
J7KK )7eac/ !a#il$ /ad at least % or 5 #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 a.out 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$C
:/at is it locatedC
:/at is used !orC E<plain (/$ $ou t/ink it is t/e #ost interestingC
':I a# !ro# 1os/an. In #$ 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 35 storeies@ and is t/e /ig/est .uilding
in #$ cit$.It is used !or o!!ices on 1"t/ !loor and o,er@It also /as s/opping #all
Page | 35
!ro# t/e !irst !loor to t/e 4t/ !loor.:e can .u$ 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@ 1renc/ !oods.I like to ,isit t/ere on (eekends.
-: :/at do $ou t/ink are t/e di!!erences .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 a.out 3" suare #eters and #ine is large@ a.out 1"" suare
#eters.
-:do $ou enIo$ 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$.
TAPI2 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 5 $ears older t/an I@ :e are t/e
sa#e /eig/t. :e are one point se,en #eters and /a,e t/e sa#e #an$ /o..ies@ !or
instance (e like to go s(i##ing @ pla$ing 2/inese c/ess@ and reading.In addition
to t/ese@ (e are ,er$ alike. So#e o! #$ colleagues get con!used (/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 2/inaC
': M$ !a#il$ is large@ I /a,e Ead @ 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 $ou t/ink are t/e di!!erences .et(een !a#ilies in and past and toda$@
and (/at /a,e caused t/ese c/angesC
':@ '.out 2" $ears ago t/e$ (ere large in 2/ina. Eac/ !a#il$ /ad at least % or 5
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 a.out 2" $ears.
TAPI2 3L
-::/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 $our t/ink t/e di!!erence .et(een adult and c/ildren #aking !riendC
': 2/ildren #ake !riends Iust !or pla$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$M(/ite
and naC ,e..ut adult #ake !riends in #an$ aspects@including pla$@.usiness
partner@colleague@an$one (/o /as co##on in so#e aspeects eac/ ot/er.o!
Page | 33
course@t/e !riends/ip /as so#e pro!its !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# #$ !riend
TAPI2 %:
-: (/at is $our .est !riendC 'nd /o( $ou #et
': M$ .est !riend is Mr.S/eng. I #et /i# in 1553.;e is #$ colleague.:/en I
ca#e to 1os/an !or t/e !irst ti#e@ I /ad di!!icult$ in looking !or #$ Io.. ;e
encouraged and supported #e.:e /a,e a lot co##on in /o..$@ suc/ as pla$ing
2/inese c/ess@ .ad#inton
TAPI2 5: !esti,al
-: descri.e t/e !esti,al in $our countr$:
)2/inese 9e( E,e:1.dinner)!a#il$ gat/ering+L2.special progra##e on 22T* to
(elco#e t/e 296L 2/inese 9e( 6ears Ea$:1.,isiting relati,esL2.!riends
,isiting.)all eating=drinking+L
t/e rest o! t/e da$s:1.s/oppingL2.sig/tseeing.+
': In 2/ina@ t/e spring !esti,al is t/e #ost i#portant !esti,al. It is Iust like a
2/rist#as in t/e (estern countries. Euring t/e spring !esti,al@ (e /a,e se,enMda$
/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 2/inese 6earFs E,e. :e (atc/ 22T*
special progra# !or t/e spring !esti,al.
TAPI2 3:
-: descri.e $our latest tra,el in detail. (it/ (/o#C
and t/e destination@
it take u /o( long to get to t/e destination.
': Last #ont/ I (ent on a trip to OiFan (it/ #$ (i!e and #$ daug/ter.
:e (ent t/ere .$ train .It took a.out 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 % $ears@ :e
#iss #$ !a#il$ ,er$ #uc/. '!ter arri,ing OiFan@ (e ,isited one o! t/e 4t/ (onders
o! t/e (orld. T/at is terracotta (arriors. M$ (i!e and I /a,e ,isited se,eral ti#es
.e!ore. 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. 8n!ortunatel$ s/e did not like t/e#. I t/oug/t s/e (as
too $oung to enIo$ t/e#.S/e is onl$ 12 $ears old.
-:descri.e t/e natrual scene.so#e intersting t/ings /appened during ur ta,elC
can u descri.e it !or #eC ur reason to tra,el is (/atC
': T/e terrocotta (arriors is t/e to#. o! -ins/i/uang e#peror a.out 2""" $ears
ago @(/o is t/e !irst e#peror in 2/ina /istor$. In /is to#.@ t/ere are t/ousands o!
terracotta (arriors and /orses.
T/ese terracotta (arriors are li!elike)CC+@also t/ere are lots o! ancient (eapons
Page | 30
suc/ as s(ords@ spears and so on. It is said t/at t/e s(ords are ,er$ s/arpMedged
no(.I! $ou ,isit t/e #useu#@ $ou (ill !ind /o( #agni!icent it is.
TAPI2 0:
-:gi,e #e so#e opinion on t/e transportation in ur cit$.
': M$ cit$ is 1os/an. ;ere t/e pu.lic 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 pro.le# /ere. :e s/ould de,elop t/e pu.lic transportations and restrict
pri,ate #otorc$cles and cars. 7$ doing so@ t/e en,iron#ent can .e proctected a
.it.
-: co#pare t/e di!!erent transportation@suc/ as .et(een plane@train@car.
': ?enerall$ speaking@ planes are t/e sa!est tra!!ic transportation.It is ,er$ !ast@
.ut t/e !lig/t tickets are ,er$ e<pensi,e in 2/ina. I! $ou /a,e a long distance trip
#ore t/an 4"" 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 3""
kilo#eters@ $ou s/ould take trains. T/e$ are #ore co#!orta.le t/an planes.
)CC+ o! course@$ou take a plane or a train@$ou #ust catc/ plane or train .$ plane or
train ti#eta.le.so t/e #ost con,enient tool is car@$ou can tra,el an$ti#e and
an$(/ere $ou like.
-:can u Iust i#age t/e transportation in t/e !uture and descri.e it !or #eC
': T/e transportations in t/e !uture (ill .e #uc/ #ore use!ul @ sa!er and
)CC+Ma$.e it runs on land@on (ater and on air
-:Iust co#pare t/e transportation in t/e past and no(. u like (/at transportation
and (/$.
':In 2/ina@ long long ti#e ago @people used /orse@ co(s@ on !oot. T/en it /as
c/anged into .ikes trains@ 9o( (e can tra,el .$ plane@ train@ .us@ car@ #otorc$cle.
I personall$ like #otorc$cles@ .ecause t/e$ are ,er$ con,enient.
TAPI2 4:
-:descri.e t/e role #usic pla$ in our li!e.
':I t/ink #usic pla$s t/e i#portant role o! our li!e. It #akes our li!e .rig/ter.
:/en (e are /app$@ (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#!orta.le.
-:(/at e!!ects (ill take place u t/ink to let c/ildren stud$ an instru#entC
'LI 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 a.le to learn
#usic and ot/er su.Iects suc/ as Englis/@ #at/e#atics@ 2/inese.
-:u like #usic or notC(/$Cu t/ink #usic pla$ (/at role in ur li!eC
': I like #usic so so.:/en I (as $oung@ I did not learn an$ #usical instru#ents@ I
liked reading .ooks listening to #usic a!ter (ork.
-:descri.e t/e #usic u like #ost and tell #e (/$C
Page | 34
':I like so#e 2/inese classic #usic@ and (estern s$#p/on$ suc/ as Spanis/
corrida #usic. I like r/$t/#ical and strong #usic.
TAPI2 5:
-: u like (/at clot/esC
':I like t/e clot/es (/ic/ are co#!orta.le !or #e to (ear. I especiall$ like s(eat
s/irts@ TMs/irts and Ieans
-: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 (esternMst$le clot/es. T/e$ includes ties@ (/ite s/irts@ .lack suits@ and .lack
s/oes. .ut !e#ale colleagues (ears .lack skirts. T/e #ain reason !or t/is is to
esta.lis/ a gooa enterprise i#age.
-:and Iust t/e prescript on clot/es in sc/ool.
': In 2/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 di!!erent .et(een t/e older and $ounger people on clot/es.
': ?enerall$ speaking@ $oung people like to (ear !as/iona.le clot/es. .ut older
people like to (ear traditional ones.
TAPI2 1":
descri.e a #eaning!ul t/ing #ade .$ $oursel!.
':
TAPI2 11:
T/e #ost .eauti!ul natural scener$ $ou /a,e e,er seen
. (/ere did $ou see itC
(/o did $ou go (it/.
': Last $ear I (ent to t/e seaside !or a trip (it/ #$ (i!e and daug/ter.T/e scener$
t/ere (as ,er$ .eauti!ul. 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$ing o,er t/e sea. 'nd t/e sand .eac/ (as
clean. T/ere (ere no pollution t/ere. ' large nu#.er o! people go enIo$
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$ Io. is to anal$Ge co#puter s$ste# and to de,elop
so!t (ares suc/ as A' s$ste# )o!!ice auto#atiGation+@industr$ 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$. 2o#puter tec/nolog$ is de,eloping so !ast.
-: /o( !reuent do $ou readC
': In #$ spare ti#e I like reading including /istor$@ ne(spaper@ o! course #$
co#puter .ooks.
Page | 35
-: (/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! #$ Io. skills.
-: (/ere do $ou like to readC
':So#eti#es I enIo$ reading at /o#e@ so#eti#es in our cit$ li.rar$ (/ere t/ere
are a lot o! ne( .ooks.
-: talk a.out $our !a,orite restaurant. (/$ do $ou like itC
': T/ere is a !ood street near #$ /o#e. It /as ,arious kinds o! !oods suc/ as
Hapanese@ Italian and do#estic !oods !ro# ot/er regeional ones !or e<a#ple
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 suita.le !or us to eat so
!reuentl$@ .ut !ast !ood is con,enient and it can sa,e our ti#e and #one$. So#e
!oreign !ast !oods suc/ as McdonaldFs and >12 are ,er$ attracti,e !or c/ildren
.ecause t/e$ /a,e t/e di!!erent taste !ro# 2/inese ones.
)CC+ t/e en,iron#ent is ,er$ clean and .eauti!ul.so#eti#es )CC+ t/e$ send our
c/ildren to$s as presents.
-: general ideas a.out !ast !ood a#ong 2/inese.
':2/inese !ast !ood@so#eti#es@is dirt$ CCC
-: (/at do $ou t/ink a.out science in !ood processing=production.
':I a# not an e<pert !or nutrition. I t/ink t/e science in !ood process (ould not
destro$ 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 $our opinion on !ood production and t/e (orldFs population.
': T/e population is o,er 3 .illion all o,er t/e (orld. T/ere (ill not enoug/ !ood
!or people to eat. So (e s/ould sa,e t/e !ood and s/ould not (aste an$ !ood.
Topic 13
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.
-:Eo $ou (ork or still a studentC
':I a# a engineer in a /ig/ tec/nolog$ co#pan$.
-:Eo $ou like $our current Io.C
':I like #$ Io.@ .ecause I !ind it ,er$ interesting. I /a,e ac/ie,ed #$ goals #an$
ti#es in #$ Io.@ !or e<a#ple pu.lis/ing so#e articles@ !inis/ing so#e co#plicated
proIects.
-:;o( #uc/ languages can $ou speakC
': I can speak Mandarin @2antonese@ Englis/ and a !e( Hapanese.
Page | %"
-::/at do $ou t/ink 1oreign language to peopleC
':I t/ink !oreign languages are i#portant to us@ especiall$ in t/e age o! /iMtec/
in!o and glo.aliGation@ I! (e can understand !oreign languages@ it is eas$ to
co##unicate (it/ !oreigners.
-:1utureFs planC
': M$ plan is to i#pro,e #$ Englis/ !irst@ and t/en to !ind anot/er .etter Io.. I
/ope to get a (onder!ul ac/ie,e#ent in t/e !ield o! #$ stud$.
Section 2:
-:7uilding: (/ere=(/at use !or=(/$ interestingC
':I a# !ro# 1os/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$. It /as 35
stories. It is t/e /ig/est .uilding in #$ cit$. It is used !or o!!ices !ro# o,er t/e
1"t/ !loor. It is also used as a s/opping #all !ro# t/e !irst !loor to t/e 4t/ !loor.
:e can .u$ 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 pro.le#s as !or /$giene so I like t/e# ,er$
#uc/.. I like to ,isit t/e !ood street on (eekends.
Section 3:
-:'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 Eescri.e it.
': T/e .ell to(er (as .uilt in a.out 5"" $ears ago. Its /eig/t is a.out 2" #eters.
T/ere is a great .ell in t/e to(er@ It #a$.e tell t/eir li!e 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 1%
:/atFs $our !ull na#eC
Eo $ou (ork or stud$ no(C
Tell #e so#et/ing a.out $our Io..
Eo $ou plan to c/ange $our Io.C
:/atFs $our !uture planC
-:Tell #e so#et/ing a.out t/e acco##odation $ou li,e in@ eit/er /ere or in
Page | %1
$our
/o#eto(n
': I li,e in an apart#ent. :e /a,e t(o .edroo#s@ one li,ing roo#@ one kitc/en
and o! course one restroo# . T/e siGe o! #$ apart#ent is a.out 1""suare #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 su!!icient 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 $ou like #ostC
': In #$ /o#eto(n@ it is e<tre#el$ cold in (inter. T/e te#perature is a.out #inus
15 degrees. 9or#all$ t/ere are so#e stor# sno( .ut in su##er it is !airl$ /ot.T/e
te#perature is a.out 33 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:
Eescri.e one sport t/at $ou like to pla$ or (atc/ #ost.
1. ;o( do $ou .egin to like itC
2. :/$ $ou like itC
3. ;o( o!ten do $ou pla$ or (atc/ itC
%. 'nd e<plain (/$ $ou pre!er t/is sport to ot/er sportsC
'1: I like to go s(i##ing t/e .est@ In #$ /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$s I
got a s(i##ing c/a#pion. I /ad #uc/ con!idence o! s(i##ing .$ getting t/is
priGe. In addition s(i##ing is an indi,idual sport. I can s(i# an$ti#e i! t/e
pu.lic s(i##ing pool is open. 7ut as !or ot/er sports suc/ as !oot.all@ .asket.all
are tea# sports@ i! I (ant to pla$ t/ose @I #ust organiGe se,eral people. Man$
people are ,er$ .us$@ it is ,er$ di!!icult !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$ pu.lic 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 (onder!ul and all t/e pla$ers /a,e co#pre/ensi,e skills. It is usuall$ .loodM
andMt/under. So#eti#es in t/e last one second #a$.e a tea# de!eats t/e anot/er
tea# and (in t/e ga#e instead o! losing. I a# sure $ou agree (atc/ing suc/
ga#es is reall$ enIo$a.le.
I! t/ere is a 97' ga#e on T*@ I can surel$ 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 pro!essional and /as special skill.
'3:I like to pla$ .ad#inton. I .egan to pla$ it a.out 2" $ears ago. In t/ose da$s I
(as in /ig/ sc/ool@ I usuall$ pla$ed it (it/ #$ class#ates a!ter sc/ool. I also
pla$ed it at uni,ersit$. I pla$ it (it/ #$ daug/ter and #$ (i!e on (eekends.
part3:
Page | %2
-::/atFs t/e di!!erence .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 (onder!ul 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 !oot.all
ga#es at #idnig/t. T/e$ usuall$ get sleep$ .e!ore 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#possi.le !or us to (atc/ t/e ga#e. )CC+
'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 sa!er t/an doing at t/e stadiu# .ecause a!ter t/e !oot.all
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! /iMtec/
in!or#ation @a lot o! people /a,e stress e,en a!ter (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.
-:Eo $ou t/ink pla$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#!orta.le@so our .odies (ill .e /ar#!ul@)CC+
-:disad,antage and ad,antage o! (atc/ing and pla$ing sports J7KP )7+
': Pla$ing sports can e<ercise our .od$. I! (e (in t/e ga#e@ (e (ill .e /app$ .ut
pla$ing sport too #uc/ #akes us tired.)CC+ :atc/ing sports is co#!orta.le .ut
t/e$ /a,e little /appiness (/en ga#e
(in)CC+@and (atc/ing sports cannot e<ercise our .odies.
Topic 15
Part I
J7K:QNKPK* )7 (/atFs $our na#e
J7K:QJKPK* )7 :/ere are $ou co#e !ro#C
J7K:Q&KPK* )7 2an $ou descri.e $our /o#e to(nC
J7K:Q)KPK* )7 2o#pare S/enR/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$side is
a uiet place. T/ere are #ore #odern entertain#ent and educational
!acilities and ric/ and color!ul nig/t li,es in .ig cities @ so in 2/ina #ost people
like cit$ 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 2/inese c/ess is a #ind ga#e and
Page | %3
pla$ing t/is ga#e can i#pro,e our intelligence.
-::/at do $ou t/ink a.out t/e .alance .et(een t/e (ork and t/e leisure.
':I t/ink (/en (e are (orking (e #ust do our .est. :e s/ould enIo$ our leisure
ti#e a!ter (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 /a.it o! t/e 2/inese people
':I t/ink in t/e nort/ 2/ina people like to eat t/e !ood #ade o! (/eat@ suc/ as
#antou@ noodle. An t/e ot/er /and people in sout/ 2/ina t/e$ like rice. In so#e
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 /a.its
#a$ .e di!!erent .ecause o! t/e di!!erences o! (eat/er.
-:Tell (/at s/all $ou do in t/e !uture
'L I plan to #ake #uc/ #one$ .$ #$ a.ilit$ and (isdo#. T/en I a# to tra,el
around t/e (orld (it/ #$ (i!e and #$ daug/ter. 'll o! us like to tra,el. :e /a,e
tra,elled #an$ sig/tseeing spots around #$ countr$. I also plan to (rite a .ook
a.out #$ tra,el #e#ories.
Topic 13
Section 1: :/atFs ur !ull na#eC
Eo $ou (ork no(C or still a studentC
Eo $ou like $our current Io.C
1uture plan.
Eescri.e $our acco##odation@ and its ad,antages and disad,antages.
Eo $ou like cookingC :/$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 #$ o!!ice@ at li.rar$@ or at /o#e.
Section 3:
-::/atFs t/e #ost i#portant skill no(ada$sC
':In t/e age o! /iMtec/ in!o@ 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 Io. (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.
-:Eo $ou t/ink it necessar$ to learn t/ese skillsC
':6es@t/ese skills are i#portant parts o! traditional culture. :e need all kind o!
skills !or our li!e.
Page | %%
Section %:
-:Is t/ere an$ di!!erence .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 2/inese and #at/e#atics in a s#all classroo#. So#eti#e
t/ere (ere 3 to % c/ildren in t/e classroo#. A! course t/e nu#.er o! t/e teac/ers
(ere ,er$ s#all. 7ut no(ada$s in 2/ina al#ost all t/e c/ildren /a,e c/ances to
go to sc/ool. T/ere are 3" to %" students in eac/ classroo#. T/ere are #ore
uali!ied teac/ers.
-:Eo sc/ools teac/ nonMacade#ic coursesC
':6es@ Sc/ools teac/ t/e students a lot o! practical courses@ suc/ as /o( to operate
co#puters@ do .usiness and co##unicate (it/ ot/ers.
-:S/ould sc/ool responsi.le !or teac/ing t/ese nonM acade#ic coursesC
':I t/ink so@ sc/ools are responsi.le !or teac/ing t/ese nonM acade#ic courses !or
t/e purpose t/at t/eir students could !ind a good Io. a!ter graduation. I! t/e$
cannot get a good Io. due to t/eir lack o! nonMacade#ic course@ t/eir sc/ools are
not responsi.le !or t/eir students.
topic 10
-:tell #e so#et/ing a.out $ou /o#eto(n
':M$ /o#eto(n is OiFan@(/ic/ is in t/e nort/(estern o! 2/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
a.out #inus 2" degrees@ and in su##er t/e (eat/er is !airl$ /ot@ T/e te#perature
is a.out %" degrees. A! course@ spring and autu#n are co#!orta.le.
-: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(sL 1irstl$ t/e prices o!
all !ood and ,egeta.les 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 TM
s/irts@ Ieans@ s(eaters. T/ese clot/es are #ore co#!orta.le to (ear.
-:can $ou tell #e so#et/ing a.out t/e clot/es (/ic/ students (ear
': Students at sc/ool usuall$ (ear sc/ool uni!or#@(/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#e.er (/o is si#ilare to $ou
1@(/o is t/e#
2@(/at does s/e or /e looks like
3@(/$ do $ou t/ink $ou are si#ilar
ne<t
-:can $ou tell #e t/e old structure a.out $our grandparents ti#e
': T/ere (ere a lot o! #e#.ers o! !a#il$@ suc/ as dad .#o#@ a.out 3 sisters@5
.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$.
Page | %5
-: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
2/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$. T/e increase o! t/e population /as caused a lot o!
pro.le#s@ suc/ as education pro.le#s@ en,iron#ent@ pollution .
topic 14
-:T/e #ost .eauti!ul natural scener$ $ou /a,e e,er seen J7K:QB )7
':Last $ear@ I /ad a .usiness trip to S/andong pro,ince@I (ent to a .eac/ @(/ere I
t/ink is t/e #ost .eauti!ul natural scener$@ T/e ocean is ,er$ .lue. T/e sand on t/e
.eac/ is prett$ clean. T/ere is no pollution.
-:/o( s/ould (e protect t/ese natural scener$ J7K:QB )7
': :e s/ould legislate la(s to protect t/ese scener$. In addition (e s/ould notice
t/e consciousness o! en,iron#ent.
-:(/at #easures /as t/e go,ern#ent taken to protect t/ese natural
scener$ J7K:QB )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 e!!ect 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
-L(/at do $ou doC
':I a# a co#puter engineer. I (ork !or a /iMtec/ co#pan$.
-:do $ou like $our Io.@(/$C
':$es I do@#$ Io. /a,e .ring #e a lot o! !un.CCC
-:(/atFs $our /o..$C
2ard
:/atFs $our !a,orite sport@ (/$@ (/en did $ou .eginC (/at #erit does it /a,eC
:/at do $ou t/ink t/e .alance.ot/ (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 a.out t/e (estern #usic. 2an $ou tell #e t/e (estern #usicFs
i#pact on t/e
(orld #usicC
':T/e (estern #usic is de!initel$ great. A!ten t/e s$#p/on$ is long (/ile #ost o!
c/inaFs #usic is in s#all pieces. :estern #usic and 2/inese ones are totall$
di!!erent. T/e$ are actuall$ a great #erit to /u#an #erit.
-: (/$ t/e$ are a great #eritC
': .ecause t/e$ are CCC.......
Page | %3
-: 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.
-L ItFs o!ten #uc/ easier !or c/ildren to learn #usic t/an adults. 2an $ou tell (/$C
': T/atFs .ecause itFs i#portant to /a,e so!t !ingers and pal#s to learn #usic
#ec/anis#s@ suc/ as guitar. 2/ildren /a,e #ore !le<i.le !ingers and are #ore
likel$ to !ind correct !eelings.
-: ok.ok. do $ou like #usicC
a: 6es. I like singing@ especialll$ in !ront o! #an$ people. I o!ten sing !or #$
!riends. (/en t/e$ praise #e @ i !eel /app$.
topic 21
-: na#e
-: (ork
-: (ork plan in t/e !uture
-: /o( !reuent 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 $ou like to readC
': So#eti#e I read at t/e li.rar$ 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 a.out $our !a,orite restaurant.
-: (/$ do $ou like itC
e<tension o! t/e card topic
-:$our opinions on !ast !ood.
-:general ideas a.out !ast !ood a#ong 2/inese.
-: (/at do $ou t/ink a.out 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 .ene!it 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/ sa!er and !aster. 'nd #ore en,iron#entall$
Topic 2%:
ST'?E 1 J7K:Q3 )7
-::/at do $ou doC
Page | %0
':I a# a co#puter engineer@I (ork !or a /iMtec/ co#pan$.
-: (ork dut$C
':I a# in c/arge o! de,eloping so!t(ares.
-:do $ou like $our Io. J7K:QB )7
': 6es. I do. I! I !inis/ a so!t(are@I (ill !eel /app$.
-:i! $our are asked to c/ange $our Io.@ (/at (ill $ou do J7K:QB )7
':I (ill .eco#e a doctor @and I /ope to researc/ ne( #edicine !or patients and
sa,e t/e patients (/o are su!!ering !ro# cancer and 'IES@It/ink t/is is t/e #ost
i#portant t/ings.
-:(/at do $ou do at t/e (eekend J7K:QB )7
': I! I /a,e #one$@ 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/ #$ (i!e and #$
daug/ter.in t/e park
-:(/at do $ou like to pla$ J7K:QB )7
':so#eti#e I like to pla$ card (it/ #$ !riends@
ST'?E 2 J7K:Q3 )7
Topic :interesting trip @
:/en=(/ere=(/at=(/$
ST'?E 3:
-:do c/inese like to tra,elC(/$C
':I t/ink e,er$one likes to tra,el in 2/ina@ .ut a.out 2" $ears ago@ 2/inese people
/a,e little #one$ to tra,el @(it/ t/e open polic$ #ore and #ore 2/inese people
like to tra,el@ .ecause t/e$ /a,e #ore ti#e and #one$ !or tra,el.
-:(/at are t/e de!!erences t/e c/inese tour .et(een no( and 1"" $ears
':I t/ink t/e #ost .ig di!!erence is transportation tools@ 9o( t/ere are planes@
trains@coac/es @.uses and #otoc$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$s t/e spring
!esti,al@and international la.our da$@.ecause in t/ese /olida$s@(e /a,e a long
/olida$s a.out 0 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 enIo$ t/eir li!e
topic 25L
-L(/at does t/e ad,ertise#ent e!!ect 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 success!ull$ 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
Page | %5
Model Speaking Euestion = 7ns"er
part 1MIntroduction
1.;ello. 2ould $ou s/o( #e $our identi!ication card pleaseC
;ello. Sure@ /ere $ou are.
2. 2ould $ou tell #e $our !ull na#e pleaseC
M$ !ull na#e is OOO. I a# also called .$ #$ Englis/ na#e@ (/ic/ is OOO.
3. :/at s/all I call $ouC
6ou could call #e OOO.
%. ;o( are $ouC
I a# (ell t/ank $ou@ and $oursel!C
5. ;o( old are $ouC
I a# 22 $ears old. In ot/er (ords@ I (as .orn in 154". An t/e eig/t o! Marc/ 154"@ to
.e e<act.
3. Eoes $our na#e /a,e an$ special #eaningC ) 5 M 3 +
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$.
3. Eoes $our na#e /a,e an$ special #eaningC ) 0 M 4 +
I presu#e $ou are re!erring to #$ 2/inese na#e. 6es@ t/e Englis/ eui,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.
0. Is $our na#e i#portant to $ouC ) 5 M 3 +
9o. I dont t/ink it can do an$t/ing !or #e. I .elie,e a person /as to (ork out /is o(n
li!e. I a# planning to do t/is as (ell as I can
0. Is $our na#e i#portant to $ouC ) 0 M 4 +
9ot reall$. I a# part o! t/e ne( generation (/o do not attac/ too #uc/ signi!icance 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 .$
Page | 5"
acuiring good uali!ications and .$ (orking /ard.
part 2M/o#eto(n
4. :/ere do $ou co#e !ro#C ) 5 M 3 +
4. ;o( long /a,e $ou li,ed in $our /o#eto(nC ) 5 M 3 +
I co#e !ro# <<<. M$ parents /a,e .een li,ing /ere !or t/e past t/irt$ $ears or so. I
gre( up /ere and I attended a (ellMkno(n sc/ool called Sc/ool nu#.er 133. :e li,e
in a nice area (it/ #an$ s/ops@ restaurants@ and ot/er .usinesses.
4. :/ere do $ou co#e !ro#C ) 0 M 4 +
4. ;o( long /a,e $ou li,ed in $our /o#eto(nC ) 0 M 4 +
I co#e !ro# <<<. M$ parents /a,e .een li,ing /ere !or t/e past t/irt$ $ears or so. I
gre( up /ere and I attended a (ellMkno(n sc/ool called Sc/ool nu#.er 133. :e li,e
in a respecta.le area (it/ #an$ s/ops@ restaurants@ and a ,ariet$ o! ot/er .usinesses.
T/e people in our .uilding are generall$ !riendl$ and uite@ (/ic/ #akes it a pleasure
to li,e t/ere.
5. :/ere do $ou li,eC ) 5 M 3 +
I li,e (it/ #$ 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 su.ur.s o! t/e cit$. I /a,e #$ o(n roo#
and enIo$ 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 $ou li,eC ) 0 M 4 +
:ell@ t/at is not so eas$ to ans(er. Please allo( #e to e<plain. Euring 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
a.out 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". 2an $ou tell #e so#et/ing a.out $our /o#eto(nC ) 5 M 4 +
6es@ certainl$. <<< is in t/e nort/east part o! #$ countr$@ and t/e capital o! t/e <<<
pro,ince. It /as a.out t/ree #illion in/a.itants. It /as #an$ /ea,$ industries suc/ as
auto#o.ile@ aircra!t@ and #ac/ine tool #anu!acturers. In addition@ it is ric/ in /istor$.
1or e<a#ple@ t/e <<< in,aded t/e cit$ 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. 2an $ou tell #e a.out so#e !a#ous landscapes in $our /o#eto(nC ) 5 M 4 +
11. 2an $ou tell #e a.out so#e !a#ous scenic spots in $our /o#eto(nC ) 5 M 4 +
11. :/at are t/e #ain places o! interest in $our /o#eto(nC :/$C ) 5 M 4 +
11. :/at places s/ould !oreigners ,isit in $our /o#eto(nC :/$C ) 5 M 4 +
Page | 51
Sure. 1irstl$@ I could #ention t/e ?reat Ri,er@ (/ic/ $ou (ill !ind around t/e cit$. To
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
o!ten 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 E$nast$. Lastl$@ t/ere are #an$ ot/er sites t/at are (ort/(/ile ,isiting. 1or
e<a#ple@ ?o,ern#ent )2it$ ;all+ Suare (it/ t/e ?reat T/eater alongside it@ Ha,a
Suare@ 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 $ou like .estC ) 5 M 4 +
T/ere are #an$ places t/at I like. I! I /ad to c/oose one place@ I (ould like to tell $ou
a.out ?o,ern#ent Suare. 1irstl$@ it is t/e largest suare . :/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 $ou could call it t/e 2it$ ;all.
13. :/at are t/e #ain crops in $our regionC ) 5 M 3 +
In our region #an$ crops are gro(n. 1or e<a#ple one (ould !ind all kinds o!
,egeta.les 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.
13. :/at are t/e #ain crops in $our regionC ) 0 M 4 +
In our region #an$ crops are gro(n. 1or e<a#ple one (ould !ind all kinds o!
,egeta.les 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. Lastl$@ it is i#portant to
note t/at it is not kno(n !or its agriculture. It is .etter kno(n as an industrial cit$. 1or
e<a#ple@ /ere are #an$ /ea,$ industries #anu!acturing an$t/ing !ro# aircra!t and
auto#o.iles to #ac/ine tools.
1%. :/at is t/e di!!erence .et(een $our /o#eto(n and ot/er cities)suc/ as ;ong
>ong+C ) 5 M 3 +
T/e #ain di!!erence .et(een #$ /o#eto(n and ;ong >ong is t/e cli#ate. 1or
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$Morientated
(orkers (/o are not ,er$ (ealt/$@ and in ;ong >ong t/ere are #an$ t$coons@
#illionaires@ and (ealt/$ people.
1%. :/at is t/e di!!erence .et(een $our /o#eto(n and ;ong >ongC ) 0 M 4 +
T/e #ain di!!erence .et(een #$ /o#neto(n and ;ong >ong is t/e cli#ate. 1or
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/ cities
Page | 52
like Toronto@9e( 6ork@ are larger t/an #$ /o#eto(n @ t/e$ all are .ustling (it/
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.
15. :/at are t/e people like in $our /o#eto(nC ) 5 M 3 +
15. 2an $ou tell #e so#et/ing a.out t/e c/aracter o! t/e people in $our /o#eto(nC
) 5 M 3 +
:ell@ t/e$ arent an$ di!!erent !ro# t/e people in an$ ot/er large cit$. 1or e<a#ple@
/ere (e also /a,e good and .ad people. Secondl$@ like e,er$one else@ t/e$ are tr$ing
to (ork out a good li!e !or t/e#sel,es and t/eir c/ildren. 1ore<a#ple@ parents are
tr$ing all t/e$ can to ensure t/at t/eir c/ildren recei,e a good education.
15. :/at are t/e people like in $our /o#eto(nC ) 0 M 4 +
15. 2an $ou tell #e so#et/ing a.out t/e c/aracter o! t/e people in $our /o#eto(nC
:ell@ t/e$ arent an$ di!!erent !ro# t/e in/a.itants in an$ ot/er large cit$. 1or
e<a#ple@ /ere (e also /a,e #an$ (/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. 1or e<a#ple@ t/e people
/a,e not .eco#e #aterialistic to t/e sa#e e<tent as t/e in/a.itants o! ;ong >ong. In
ot/er (ords@ in #$ /o#eto(n $ou (ould still !ind #an$ good oldM!as/ioned
)traditional+ people (/o /a,e strong principles and ,alues a.out #an$ aspects o! li!e.
Part 3Mpresent situation )student+
13. 're $ou a student or do $ou /a,e a Io.C ) 5 M 4 +
I a# a student at t/e #o#ent. I a# stud$ing Englis/ on a !ullMti#e .asis at a
Language Sc/ool /ere . :e /a,e classes in t/e #ornings@ a!ternoons@ and e,enings.
:ednesda$ a!ternoons (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.
13. 're $ou a student or do $ou /a,e a Io.C ) 5 M 4 +
I /a,e a Io.. I a# (orking in a (orks/op o! a large #anu!acturing 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 Io.s done. 1or instance@ I /a,e t/e responsi.ilit$ to see t/at
are t/e tools are in good order@ and t/at t/e (orks/op is al(a$s kept clean and tid$.
10. :/at do $ou like #ost a.out $our studiesC ) 5 M 4 +
:ell@ I guess t/e speaking part. Please allo( #e to e<plain. Language is all a.out
co##unication. So (/en I a# a.le to co##unicate (it/ so#eone in Englis/@ I !eel
t/at I /a,e ac/ie,ed so#et/ing. I particularl$ like our !ree talk sessions (it/ t/e
!oreign teac/ers. It gi,es #e t/e opportunit$ to uestion t/e# a.out t/eir countries
Page | 53
and cultures.
14. :/at is $our #aIorC ) 5 M 4 +
's I /a,e .een stud$ing on a !ullMti#e .asis at an Englis/ Language Sc/ool@ (e /a,e
onl$ one su.Iect@ 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/e
language o! t/e !uture@ especiall$ in t/e .usiness (orld. :/at I #ean to sa$ is t/at
(/en I a# a.le to co##unicate (ell in Englis/ I (ill not onl$ .e a.le to go and stud$
a.road and i#pro,e #$ uali!ications@ .ut also /a,e #astered a ,er$ necessar$ tool
!or #$ !uture career.
15. :/ic/ is t/e .est uni,ersit$ in $our countr$C ) 5 M 4 +
T/ats an interesting uestion. '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$. 1or e<a#ple@ it /as t/e /ig/est percentage o! students
passing t/eir courses o! all t/e uni,ersities in #$ countr$.
2". Eescri.e $our stud$ /a.itsC ) 5 M 4 +
I /a,e (ell esta.lis/ed stud$ /a.its. 1or 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 tenM#inute .reak@ and t/e stud$ !or anot/er
t(o /ours. I !ollo( t/is /a.it !ro# Monda$s to 1rida$s@ .ut o,er t/e (eekends I put
in #ore /ours. 1or e<a#ple@ I stud$ in t/e #ornings and a!ternoons@ and t/en take t/e
e,enings o!! to rela< (it/ #$ !a#il$ or !riends.
21. Eo $ou t/ink $our present su.Iects are rele,antC ) 5 M 4 +
6es. 'llo( #e to e<plain #$sel! .$ s/ortl$ #entioning t/e !ollo(ing points: 1irstl$@
(e o!ten use case studies in class. :/at I #ean is t/at t/e pro!essor gi,es us e<a#ples
!ro# real li!e to e<a#ine and report on. Secondl$@ 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! Io. (ould $ou pre!er a!ter graduationC ) 5 M 4 +
I (ould like to .eco#e a #edical doctor. Please allo( #e to e<plain. 1irstl$@ I (ould
like to render a ser,ice in t/e co##unit$ to (/ic/ I (ill e,entuall$ .elong. 1or
e<a#ple@ I (ould like to assist t/e elderl$ t/at do not /a,e t/e !inancial #eans to
a!!ord pri,ate /ospitals.
23. :/at are $our Io. prospectsC ) 5 M 4 +
I a# planning to .eco#e a ;otel Manager. Please allo( #e to e<plain. 1irstl$@ I
.elie,e t/at t/e /otel industr$ (ill .e gro(ing greatl$ in !uture. 1or e<a#ple@ people
are .eco#ing #ore a!!luent@ and spend #ore and #ore o! t/eir #one$ on /olida$s. In
addition@ I .elie,e t/at a!ter graduating I (ill .e a.le to !ind a good Io. an$(/ere in
t/e (orld. :/at I #ean to sa$ is t/at all /otels and resorts /a,e t/e sa#e o.Iecti,es
Page | 5%
irrespecti,e o! (/ere t/e$ are situated. T/eir ai# is to ensure t/at t/eir guests /a,e a
good ti#e and return again.
Part 3Mpresent situation )e#plo$ee+
2%. Eo $ou /a,e a degreeC I! so@ (/en and (/ere did $ou graduateC ) 5 M 4 +
6es. I /a,e a 7ac/elors Eegree in Electrical Engineering. I graduated in 2""1 !ro#
<<< 8ni,ersit$ . It is t/e largest uni,ersit$ in #$ countr$ and /as a.out t(ent$
t/ousand students.
2%. Eo $ou /a,e a degreeC I! so@ (/en and (/ere did $ou graduateC ) 5 M 4 +
9o. I /a,e a Eiplo#a in 9ursing. I graduated in 2""1 !ro# t/e Medical Training
2ollege . It is a (ellMkno(n 2ollege gi,ing e<cellent training to !uture nurses and
ot/er #edical sta!!. 1or e<a#ple@ a#.ulance dri,ers@ /ospital sta!!@ and so on are all
trained t/ere.
25. :/at i#pressed $ou #ost (/en $ou (ere at uni,ersit$ = collegeC ) 5 M 4 +
I (as #ost i#pressed .$ t/e kno(ledge and skills o! #$ lecturers. 1or 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. 1or e<a#ple@ (e /ad a
large li.rar$@ (ellMeuipped la.oratories@ and sporting !acilities at our disposal.
23. Eo $ou still re#e#.er $our sc/ool da$sC ) 5 M 4 +
A! courseK T/ose (ere so#e o! t/e .est ti#es in #$ li!e. 'llo( #e to e<plain #$sel!
.$ s/ortl$ #entioning t/e !ollo(ing points: 1irstl$ t/e$ (ere care!ree da$s. :/at I
#ean to sa$ is t/at I /ad no or ,er$ !e( (orries. M$ parents pro,ided in #$ da$MtoM
da$ needs@ and all I /ad to do (as get good grades. Secondl$@ I /ad #an$ !riends in
sc/ool. 1or instance@ so#e o #$ .est !riends toda$ (ere people t/at I #et in sc/ool.
20. :/at do $ou do !or a li,ingC ) 5 M 4 +
20. Eescri.e $our Io. in detail. ) 5 M 4 +
I a# an Engineer. 'llo( #e to e<plain #$sel! .$ s/ortl$ #entioning t/e !ollo(ing
points: 1irstl$@ I (ork !or a large construction co#pan$. 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 suita.le. 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.
24. Is $our Io. i#portant to $ouC ) 5 M 3 +
T/at is a .road uestion. 'llo( #e to e<plain .$ s/ortl$ #entioning t/e !ollo(ing
points: 1irstl$@ #$ Io. is i#portant to #e .ecause .$ doing it I can ser,e #$
co##unit$ and #$ countr$. 1or e<a#ple@ (/en #$ co#pan$ .uilds a ne( road@
#an$ people .ene!it !ro# our (ork. Secondl$@ it #akes #e !eel good a.out #$sel!.
1or instance@ I a# earning enoug/ #one$ to .e a.le to rent #$ o(n apart#ent.
24. Is $our Io. i#portant to $ouC ) 0 M 4 +
Page | 55
T/atSTs a .road uestion. 'llo( #e to e<plain .$ s/ortl$ #entioning t/e !ollo(ing
points: 1irstl$@ #$ Io. is i#portant to #e .ecause .$ doing it I can ser,e #$
co##unit$ and #$ countr$. 1or e<a#ple@ (/en #$ co#pan$ .uilds a ne( road@
#an$ people .ene!it !ro# our (ork. Secondl$@ I personall$ get a lot o! Io.
satis!action. :/at I #ean to sa$ is t/at a!ter (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 $ou c/ange Io.sC ) 5 M 3 +
9o@ not reall$. :/at I #ean is t/at I a# ,er$ /app$ in #$ present Io.. In addition@ in
#$ present Io. I get along (ell (it/ #$ colleagues. S/ould I c/ange Io.s /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 a.le to de,elop #$ career /ere. 1or 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 $ou c/ange Io.sC ) 0 M 4 +
'lt/oug/ I a# ,er$ /app$ in #$ present Io.@ 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 $our career. 1urt/er#ore@ I (ould not /esitate
!or one #o#ent i! I could o.tain a pro#otion .$ c/anging Io.s. 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 a!ter ones o(n interests and t/ose o! $our present e#plo$er.
3". 're t/eir possi.le c/anges t/at could a!!ect $our Io. in an$ (a$C ) 5 M 4 +
I donDt t/ink so. T/e co#pan$ t/at I a# (orking !or is large and strong. In addition@ I
/a,e a good relations/ip (it/ #$ colleagues and #$ .oss. Lastl$@ t/e onl$ possi.le
c/ange t/at (ould a!!ect #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.
31. 2ould $ou tell #e so#et/ing a.out $our !a#il$C ) 5 M 4 +
2ertainl$. :e are a nor#al Indian !a#il$. 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.
32. :/at do $ou t/ink o! t/e AneM2/ild Polic$ in 2/inaC ) 5 M 3 +
T/ats a toug/ uestion. 'llo( #e to e<plain #$ personal ,ie(s .$ s/ortl$ #entioning
t/e !ollo(ing points: 1irstl$@ I t/ink (e /a,e to /a,e t/e polic$ in 2/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 2/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 sta.iliGed@ 2/ina (ill
.e a.le to #ake progress in t/e !ig/t against une#plo$#ent.
Page | 53
32. :/at do $ou t/ink o! t/e AneM2/ild Polic$ in 2/inaC ) 0 M 4 +
T/ats a contro,ersial uestion in 2/ina. 'llo( #e to e<plain #$ personal ,ie(s .$
s/ortl$ #entioning t/e !ollo(ing points: 1irstl$ I .elie,e t/at t/e aut/orities /ad to do
so#et/ing to cur. t/e increasing pro.le# o! o,erpopulation. ;o(e,er@ I a# o! t/e
opinion t/at t/e AneM2/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(oM2/ild Polic$.
33. :/$ do people in $our countr$ traditionall$ (ant to /a,e a sonC ) 5 M 4 +
T/ats an interesting uestion. 'llo( #e to e<plain #$ personal ,ie(s .$ s/ortl$
#entioning t/e !ollo(ing points: 1irstl$@ I .elie,e t/at !at/ers all o,er t/e (orld (ant
so#eone to carr$ t/eir na#e into t/e !uture. 1or e<a#ple@ in #an$ (estern countries
it is custo#ar$ !or a .o$ to recei,e /is grand!at/ers na#e. ' second reason t/at I
could #ention is t/at parents (orr$ a.out (/at (ill /appen to t/e# a!ter t/e$ /ad
retired. T/e$ !eel t/at (/en t/e$ /a,e a son /e (ould .e a.le to pro,ide !or t/e# in
!uture.
3%. :/o does #ost o! t/e s/opping in $our !a#il$C ) 5 M 4 +
'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 /a.it and t/ere!ore re!uses to .u$ cigarettes@ so t/at #$
!at/er /as to do t/at kind o! s/opping /i#sel!.
35. :/o does #ost o! t/e cooking in $our !a#il$C ) 5 M 4 +
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. 1or 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 $ou a.out regarding t/is topic is t/at (e o!ten eat
out. 1or e<a#ple@ o!ten on a 1rida$ 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/.
33. ;o( does $our !a#il$ !eel a.out $ou going a.roadC ) 5 M 4 +
T/e$ are ,er$ /app$ a.out #e going a.road. I .elie,e #$ parents (ill .e ,er$ proud
i! I (ere to ac/ie,e a degree at a uni,ersit$ a.road. 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 %M!a#il$ )#arried person+
30. 're $ou #arried@ and i! so (/en did $ou get #arriedC ) 5 M 4 +
6es@ I a# #arried. I got #arried a.out t/ree $ears ago. I /a,e a good /us.and = (i!e@
and (e are ,er$ /app$ toget/er. To put it in anot/er (a$ $ou could sa$ t/at (e are
Page | 50
.est !riends. 1or e<a#ple@ (e do not keep an$ secrets !ro# one anot/er. :e /ad
kno(n eac/ ot/er !or #an$ $ears .e!ore (e got #arried@ so (e did not /a,e to adIust
too #uc/. 1or e<a#ple@ I kne( t/at /e snores loudl$ (/en /e turns onto /is .ack
(/en sleeping.
34. Eo $ou /a,e an$ c/ildrenC ) 5 M 4 +
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 #$ /us.and = (i!e and I are (orking as /ard as
possi.le 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 oneMc/ild polic$ t/at
(ill not .e possi.le.
35. :/at is $our c/ilds na#eC Eoes it /a,e an$ #eaningC ) 5 M 4 +
M$ c/ilds na#e is Ea,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$.
%". :/at does $our (i!e doC ) 5 M 4 +
M$ (i!e is a /ouse(i!e at t/e #o#ent. :e are looking !or a Io. !or /er@ .ut it is not
eas$@ as s/e does not /a,e an$ uali!ications 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 a.le to !ind a
Io. t/ere. S/e /as placed /er na#e on a (aiting list@ and (e (ill .e /earing !ro# t/e
e#plo$#ent o!!icer soon.
%1. :/at does $our /us.and doC ) 5 M 4 +
M$ /us.and is a ci,il ser,ant. ;e (orks !or t/e Eepart#ent o! ;ealt/ at a /ospital
near our /o#e. ;e is responsi.le !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/ank!ul !or.
%2. Eid $ou /a,e a /one$#oon@ and i! so (/ere did $ou goC ) 5 M 4 +
6es@ :e did /a,e a /one$#oon. :e (ent to 2u.a !or a (eek@ and sta$ed in a s#all
/otel ne<t to t/e .eac/. I (ill ne,er !orget t/e ti#e (e spent t/ere. 1or e<a#ple@ it
(as ,er$ 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.
%3. Eid $ou and $our spouse /a,e to ask per#ission !ro# $our parents .e!ore $ou
could get #arriedC ) 5 M 4 +
9o@ not reall$. T/e$ kne( (e (ere going to get #arried. :e onl$ /ad to con!ir# 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 $oung #an to get t/e per#ission !ro# /is girl!riends parents
.e!ore t/e$ could get #arried.
%%. Is li,ing toget/er (it/out getting #arried accepta.le in $our countr$C ) 5 M 4 +
It depends to (/at e<tent t/e couple (ould ad/ere to earlier custo#s. :/at I #ean to
Page | 54
sa$ is t/at t/ese da$s it is .eco#ing #ore and #ore accepta.le. 1or 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.
:/en t/e$ are a.solutel$ sure t/at t/e$ are a.le to adapt to eac/ ot/ers li!est$les@ t/e$
(ould t/en #ost pro.a.l$ decide to get #arried.
%5. Eo $ou t/ink couples s/ould li,e (it/ t/eir parent or on t/eir o(nC ) 5 M 4 +
T/ere are se,eral reasons as !or (/$ I t/ink couples s/ould li!e on t/eir o(n. 'llo(
#e to e<plain .$ #entioning so#e o! t/e# .rie!l$. 1irstl$@ I .elie,e couples s/ould
.eco#e independent as soon as possi.le. 1or 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
possi.le. 1or e<a#ple@ s/ould t/e$ /a,e an argu#ent@ t/e$ /a,e to sol,e t/e pro.le#
.$ t/e#sel,es.
%3. :/at responsi.ilities s/ould a couple takeC ) 5 M 4 +
T/ere are se,eral responsi.ilities t/at couples s/ould take. 'llo( #e to e<plain .$
#entioning so#e o! t/e# .rie!l$. In t/e !irst place@ I .elie,e t/e$ s/ould .e
responsi.le !or t/eir o(n !inances. 1or e<a#ple@ $oung couples usuall$ do not /a,e a
lot o! #one$@ and !ind it di!!icult to #ake ends #eet. Secondl$@ I .elie,e t/at later
t/e$ /a,e to look a!ter t/eir c/ildren. 1or 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 %M!a#il$ )c/ildren+
%0. 're t/ere an$ traditions around t/e .irt/ o! a .a.$ in $our regionC ) 5 M 4 +
6es@ t/ere are uite a !e(. 1irstl$@ a!ter t/e .a.$ is .orn@ t/e !at/er (ill gi,e /is (i!e
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
paint.rus/ #ade .$ using so#e o! t/e .a.ies /air@ (ill .e kept as #e#ora.ilia.
%4. :/at kind o! parent do $ou intend to .eC ) 5 M 4 +
T/ats an interesting uestion. 'llo( #e to e<plain #$ personal ,ie(s .$ s/ortl$
#entioning t/e !ollo(ing points: 1irst o! all@ I (ould lo,e #$ c/ild unconditionall$.
:/at I #ean is t/at I realiGe #$ c/ild is not per!ect@ .ut I (ill still lo,e /i#=/er e,en
i! s=/e /as #ade a #istake. Secondl$@ I (ould like to .e kno(n as a strict .ut !air
parent. 1or e<a#ple@ I (ill not allo( #$ c/ild too #an$ !reedo#s@ .ut I (ill also tr$
to understand /is=/er needs.
%5. :/at /opes or !ears do $ou /a,e concerning $our c/ildrenC ) 5 M 4 +
T/ats an interesting uestion. 'llo( #e to e<plain #$sel!=#$ personal ,ie(s .$
s/ortl$ #entioning t/e !ollo(ing points: 1irstl$@ I !ear t/at #$ c/ildren (ill /a,e a
,er$ /ard li!e. 1or e<a#ple@ I (onder i! t/e$ (ill /a,e (ork to do. Secondl$@ I /ope
t/at t/e$ (ill .e /app$. 1or e<a#ple@ t/at t/e$ (ill !ind a good spouse@ /a,e c/ildren@
and li,e toget/er in peace and lo,e.
5". :/at t$pe o! culture do $ou (ant $our c/ild to gro( up inC ) 5 M 4 +
Page | 55
T/ats a .road uestion. 'llo( #e to e<plain #$sel!=#$ personal ,ie(s .$ s/ortl$
#entioning t/e !ollo(ing points: 1irstl$@ I (ould like #$ c/ild to gro( up in a culture
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 li!e are i#portant. 1or e<a#ple@ t/ings like #usic@ art@ and stud$ing
s/ould .e part o! /is li!e !ro# t/e .eginning.
51. 're $ou going to .ring $our c/ildren up di!!erentl$ !ro# t/e (a$ $ou (ere
.roug/t upC :/$C ) 5 M 4 +
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. 1or e<a#ple@ I .elie,e #$ parents (ere unreasona.l$ strict at ti#es. I (ould
tr$ and keep a .alance .et(een discipline and !reedo#. 52. Is t/ere an$ se<
discri#ination in $our countr$C ) 5 M 4 +
Part %M!a#il$ )(o#an+
52. Eescri.e t/e position o! (o#an in 2/inaC ) 5 M 4 +
Ane o! t/e aspects I could tell $ou a.out regarding t/is topic is t/at t/ere is so#e
discri#ination against (o#an in #$ countr$. 1or e<a#ple@ (o#an (/o are doing
e<actl$ t/e sa#e Io. 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 in!erior to #en. T/is is
particularl$ t/e case in t/e rural co##unities. Lastl$@ parents pre!er to /a,e a .o$ 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 $ears to co#e.
53. :/at are t/e causes o! se< discri#inationC ) 5 M 4 +
Ane o! t/e #ain reasons regarding t/is topic t/at I (ould like to /ig/lig/t is t/e !act
t/at #en o!ten deter#ine t/e (ages in t/e co#panies. Secondl$@ (o#en are not seen
as a.le to do certain Io.s as (ell as #en. 1or instance@ construction (ork /as al(a$s
.een seen as a #ans Io.. Lastl$@ #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 /us.and.
53. :/at are t/e causes o! se< discri#inationC ) 0 M 4 +
T/ats an interesting uestion. 'llo( #e to e<plain #$sel! .$ s/ortl$ #entioning t/e
!ollo(ing points: 1irstl$@ I .elie,e t/at discri#ination against (o#an /a,e deep roots
in societies all o,er t/e (orld. In ot/er (ords@ it is not a present da$ p/eno#enon.
T/roug/out /istor$ (o#an /a,e not enIo$ed t/e sa#e status as #en. It is onl$
recentl$ t/at (o#an /a,e .een !illing t/e sa#e positions in t/e (ork place. Lastl$@ I
.elie,e t/at it (ill take #uc/ #ore ti#e to eradicate t/is practice. 1or e<a#ple@ as
#ore and #ore (o#an .eco#e t/e sole .read(inners in !a#ilies@ t/e$ (ill /a,e to .e
co#pensated as suc/ irrespecti,e o! t/eir se<.
Page | 3"
5%. S/ould /ouse(i,es .e paid a salar$ .$ t/e go,ern#entC :/$C )5M
6es@ I .elie,e /ouse(i,es s/ould .e paid a salar$ .$ t/e go,ern#ent. 1irstl$@ to .e a
/ouse(i!e is a Io. Iust as an$ 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. 1or e<a#ple@ /ouse(i,es can
spend #ore ti#e (it/ t/eir .a.ies@ and so la$ t/e !oundation o! /ealt/$ relations/ip
part 5Mpre!erences )spare ti#e+
55. :/at do $ou usuall$ do in $our spare ti#eC ) 5 M 3 +
55. :/at are $our spare ti#e interestsC ) 5 M 3 +
's a #atter o! !act@ I /a,e ,er$ 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. 1or 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# o!ten@ as I .elie,e it kept #e !it (it/out t/e danger o! .eing inIured.
55. :/at do $ou usuall$ do in $our spare ti#eC ) 0 M 4 +
55. :/at are $our spare ti#e interestsC ) 0 M 4 +
:ell@ t/ese da$s@ I sur! on t/e Internet in #$ spare ti#e. I /a,e Iust .oug/t #$ !irst
co#puter@ and lo,e to look !or e<citing (e. sites t/at I /a,e not kno(n .e!ore. It is o!
course ,er$ ti#e consu#ing@ so I dont rall$ /a,e ti#e !or an$t/ing else. I /a,e to
#ention t/at it is an educational acti,it$. 1or e<a#ple@ .$ #eans o! (e. ca#s ),ideo
i#ages !ro# ca#eras set up at certain places+ I a# a.le 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 cu.s.
53. Eo $ou o!ten (atc/ T*C :/at is $our !a,orite progra#C ) 5 M 4 +
6es@ I o!ten (atc/ T*. M$ !a,orite progra# is called Eisco,er$. 's to (/$ it is #$
!a,orite@ I (ould like to #ention t/e !ollo(ing. 1irstl$@ it is not science !iction .ut a
docu#entar$ on real li!e e,ents and /appenings. 1or 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 o!ten /as
ite#s a.out nature. 1or e<a#ple@ last (eek it e<plained /o( so#e .irds /a,e adapted
to sur,i,e in a desert.
50. Eo $ou t/ink (atc/ing T* is a (aste o! ti#eC ) 5 M 4 +
9o@ I do not t/ink (atc/ing T* is a (aste o! ti#e. 1irstl$@ one can learn a lot !ro#
(atc/ing T*@ and secondl$@ it is a good (a$ to rela<. 1or e<a#ple@ t/e soap operas
/elp #e to rela<@ (/ile t/e docu#entaries are in!or#ati,e. Lastl$@ I .elie,e t/at T*
/as .eco#e t/e .est source o! in!or#ation t/ese da$s. 1or e<a#ple@ it is a !ast and
con,enient (a$ to !ind out a.out t/e latest ne(s !ro# all o,er t/e (orld.
Page | 31
part 5Mpre!erences )!riends+
54. :/at does !riends/ip #ean to $ouC ) 5 M 4 +
Ane o! t/e aspects I could tell $ou a.out regarding t/is topic is t/at !riends/ip is ,er$
i#portant to #e. 1or e<a#ple@ I .elie,e t/at !riends/ip s/ould .e t/e .asis !or #an$
o! our relations/ips. ;us.ands and (i,es@ !or e<a#ple@ s/ould .e !riends. In addition@
I need !riends to /elp #e (/en I a# in trou.le. I kno( t/is sound sel!is/@ .ut I !eel
t/at it is one o! t/e reasons (/$ I /a,e !riends@ and t/e$ (ould not #ind #e sa$ing
so. An t/e ot/er /and@ #$ !riends kno( t/at I (ill al(a$s .e a,aila.le s/ould an$ one
o! t/e# get into so#e trou.le.
55. Eo $ou /a,e a lot o! !riendsC ) 5 M 4 +
6es@ I /a,e a lot o! !riends. So#e o! t/e# are onl$ casual !riends like #$ !riends at
(ork@ .ut I also /a,e so#e .est !riends. 1or 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.
3". Eo $ou pre!er to .e alone or to .e (it/ !riendsC ) 5 M 3 +
I pre!er to .e alone. Please allo( #e to e<plain. I like reading@ (/ic/ takes a lot o! #$
ti#e. Reading to #e is a (a$ o! stud$ing@ so I /a,e to do it alone. I o!ten /a,e to
c/eck t/e #eaning o! un!a#iliar (ords in #$ dictionar$@ (/ic/ is a slo( process
taking a lot o! ti#e.
3". Eo $ou pre!er to .e alone or to .e (it/ !riendsC ) 5 M 3 +
I pre!er to .e (it/ #$ !riends. Please allo( #e to e<plain. 't (ork I spend #ost o!
#$ ti#e alone in #$ o!!ice. So a!ter (ork I like t/e co#pan$ o! ot/er people. I o!ten
in,ite so#e o! #$ !riends o,er@ and (e listen to our !a,orite #usic@ or Iust c/at t/e
(/ole e,ening.
3". Eo $ou pre!er to .e alone or to .e (it/ !riendsC ) 0 M 4 +
So#eti#es I pre!er to .e alone. 1or e<a#ple@ a!ter a /ard da$ at (ork I Iust (ant to
rela< (it/out an$.od$ distur.ing #e. T/ose are t/e ti#es t/at I #ig/t #editate on t/e
#eaning o! li!e !or e<a#ple@ or Iust sa,our so#e !ond #e#ories. An t/e ot/er /and@
so#eti#es I (ant to .e (it/ #$ !riends. 1or e<a#ple@ o,er (eekends@ I like to go out
(it/ t/e# and enIo$ t/eir sti#ulating co#pan$.
31. :/at do $ou usuall$ do (it/ $our !riendsC ) 5 M 3 +
1irstl$@ (e o!ten ,isit t/e nearest net .ar !or a nu#.er o! reasons. 1or e<a#ple@ to pla$
co#puter ga#es or to sur! t/e net. So#eti#es (e c/at to $oung people a.road. :e
o!ten spend /ours t/ere at a ti#e. Secondl$@ (e like to pla$ .asket.all. 1or e<a#ple@
(e (ould c/allenge anot/er group to pla$ against us.
Page | 32
31. :/at do $ou usuall$ do (it/ $our !riendsC ) 0 M 4 +
:e usuall$ 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/e
spectacular cras/es and e<plosions ,er$ e<iting. T/ese #o,ies are !ro# ;ong >ong
or ;oll$(ood@ and /a,e !a#ous actors like 'rnold Sc/(arGenegger and To# 2ruise
pla$ing in t/e#.
32. :/at do $ou usuall$ do on (eekda$s and on (eekendsC ) 5 M 3 +
An (eekda$s I go to sc/ool. An (eekends I like to go out (it/ #$ !riends. 1or
e<a#ple@ (e (ill go and ,isit ne( s/opping #alls in t/e cit$. T/en (e (ould .ro(se
around all t/e s/ops. So#eti#es (e (ill sit in a restaurant and /a,e so#et/ing to
drink (/ile (e (atc/ t/e cro(ds o! people go .$.
32. :/at do $ou usuall$ do on (eekda$s and on (eekendsC ) 5 M 3 +
An (eekda$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 Iust rela<ing. 1or e<a#ple@ I like t/e soap operas like
Meteor ?arden and so on. I kno( t/e di!!erent 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
33. :/at do $ou usuall$ do (/en $ou go outC ) 5 M 3 +
I usuall$ go to t/e nearest net .ar (it/ so#e o! #$ !riends. :e spend #an$ /ours
pla$ing ga#es or sur!ing t/e net. In addition@ net .ars are a great place !or social
gat/erings. T/ere (e #eet ot/er $oungsters and Iust /ang around talking@ and
generall$ /a,ing a good ti#e.
33. :/at do $ou usuall$ do (/en $ou go outC ) 5 M 3 +
I usuall$ 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 .eauti!ul@ so (e lo,e to go s/opping. A!ten (e
dont actuall$ .u$ an$t/ing@ .ut Iust .ro(se around looking at all t/e clot/es and
co#paring prices and ualit$.
33. :/at do $ou usuall$ do (/en $ou go outC ) 0 M 4 +
Ane o! t/e aspects I could tell $ou a.out regarding t/is topic is t/at I usuall$ go to
(atc/ a !oot.all 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$ing. I lo,e t/e e<cite#ent and suspense. It see#s
t/at I o!ten loose #$ identit$ in suc/ a large cro(d@ and go craG$ a.out t/e s#allest o!
t/ings.
Part 5Mpre!erences )reading+
Page | 33
3%. Eo $ou like readingC ) 5 M 3 +
9o I dont like reading. I do not /a,e t/e patience. 1or e<a#ple@ I /a,e ne,er .een
a.le to read a .ook !ro# start to !inis/. Ma$.e t/e .ooks I /a,e tried (ere not
interesting enoug/.
3%. Eo $ou like readingC ) 0 M 4 +
6es. I like reading ,er$ #uc/. Please allo( #e to e<plain. 1irstl$@ I .elie,e t/at all o!
us s/ould read a lot. 1or e<a#ple@ (/en $ou read $ou acuire ne( kno(ledge@ (/ic/
in turn (ill .roaden $our ,ie(s on i#portant #atters. In addition I also like reading
2raG$ Englis/. T/e topics are interesting and s/ort@ and t/e translations ensure t/at I
dont (aste ti#e looking up un!a#iliar (ords.
35. :/at kinds o! .ooks do $ou like .estC ) 5 M 3 +
I like cartoons. Please allo( #e to e<plain. 1irstl$@ I .elie,e cartoons are a special
!or# o! art. 1or e<a#ple@ t/e Hapanese cartoons t/at are co##on in 2/ina@ /a,e
e<cellent illustrations.
35. :/at kinds o! .ooks do $ou like .estC ) 0 M 4 +
I like no,els. Please allo( #e to e<plain. 1irstl$@ I like to read a stor$line t/at is !ull
o! intrigue and suspense. 1or e<a#ple@ #an$ lo,e stories /a,e c/aracters (/o are
in,ol,ed in all sorts o! con!licts 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 soMcalled lo,e triangle.
33. Eescri.e a .ook t/at $ou /a,e read recentl$. ) 5 M 3 +
I /a,e read a .ook a.out t/e li!e 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.
33. Eescri.e a .ook t/at $ou /a,e read recentl$. ) 0 M 4 +
I /a,e recentl$ read a .ook a.out t/e /istor$ o! Sout/ '!rica. It is called T/e
2o,enant@ and (as (ritten .$ a !a#ous '#erican aut/or called Ha#es Mitc/ener. It
descri.es 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$. 1or e<a#ple@ /e looks at t/e
political situation o,er t/e past !i!t$ $ears@ (/ic/ (as .ased on racial discri#ination
and /ad .eco#e kno(n to t/e (orld as apart/eid.
30. Eo $ou o!ten read t/e ne(spapersC ) 5 M 3 +
9o@ I ne,er read a ne(spaper. I (atc/ T* i! I (ant to kno( (/at is /appening in
2/ina and t/e (orld. 9e(spapers take to #uc/ ti#e to read. 1or 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(.
30. Eo $ou o!ten read t/e ne(spapersC ) 0 M 4 +
9o. 'llo( #e to e<plain t/e reasons .$ s/ortl$ #entioning t/e !ollo(ing points:
1irstl$@ I use t/e Internet t/ese da$s i! I (ant to kno( (/ats /appening in region and
Page | 3%
t/e (orld. 1or e<a#ple@ (e.sites like 299 contain all t/e latest ne(s on (orld
e,ents. Secondl$@ I like to read a.out stories in dept/@ and t/is I cannot !ind in
ne(spapers. 1or e<a#ple@ I o!ten (ould like to kno( t/e /istor$ .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 on
t/e su.Iect at /and.
Part 5Mpre!erences )/o..ies+
34. Eo $ou /a,e a /o..$C ) 5 M 4 +
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 a.out 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.
35. :/$ /a,e $ou c/osen t/is /o..$C ) 5 M 3 +
T/ats an interesting uestion. 'llo( #e to e<plain #$sel!=#$ personal ,ie(s .$
s/ortl$ #entioning t/e !ollo(ing points: 1irst o! all@ its a ,er$ interesting /o..$. 1or
e<a#ple@ t/e sta#ps !ro# ot/er countries o!ten sa$ so#et/ing a.out t/at countr$ and
its people.
35. :/$ /a,e $ou c/osen t/is /o..$C ) 0 M 4 +
1irst o! all@ (/en $ou collect sta#ps@ $ou are a.le to learn #ore a.out 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 o!ten sa$ so#et/ing a.out t/at countr$ and its
people. Secondl$@ $ou are a.le to #eet ne( !riends t/roug/ $our /o..$. 1or 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/ $ou so#e sel!Mdiscipline and
/o( to .e ,er$ s$ste#atic. T/at is to sa$@ $ou /a,e to tend to $our collection
regularl$@ and $ou /a,e to sort t/e sta#ps according to internationall$ recogniGed
s$ste#s.
0". :/at are good /o..ies@ and (/at are .ad /o..iesC ) 5 M 4 +
In #$ opinion@ good /o..ies are t/ose ones t/at gi,e $ou t/e opportunit$ to de,elop a
ne( skill. 1or e<a#ple@ collecting sta#ps teac/es $ou to .e s$ste#atic. 7ad /o..ies
on t/e ot/er /and #a$ result in $ou acuiring .ad /a.its. 1or e<a#ple@ T* and
co#puter ga#es (ill result in $ou neglecting $our studies.
Part 5Mpre!erences )colors
01. :/at color do $ou likeC :/$C ) 5 M 3 +
I like red. Please allo( #e to e<plain. In #$ countr$@ red is associated (it/ li!e and
good luck. 1or e<a#ple@ a .ride (ill (ear so#et/ing red on /er (edding da$@ in t/e
/ope t/at it (ill .ring /er and /er .ridegroo# so#e luck in !uture.
Page | 35
01. :/at color do $ou likeC :/$C ) 0 M 4 +
I! I /ad to descri.e #$ !a,orite color@ I (ould c/oose $ello(. Man$ artists are kno(n
to use $ello( in t/eir paintings. 1or e<a#ple@ *incent ,an ?og/ is !a#ous !or t/e
$ello( sun!lo(ers in so#e o! /is paintings. Man$ countries /a,e $ello( in t/eir
national !lags. 1or e<a#ple@ Sout/ '!rica /as a .road $ello( .and in t/eir ne(l$
designed !lag. T/is s$#.oliGes t/e energ$ and (ar#t/ to .e !ound in t/e nation.
01. :/at color do $ou likeC :/$C ) 0 M 4 +
6ello( is #$ !a,orite color. 1irst 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$@ $ello( is a .rig/t
color as apposed to dull colors like .ro(n and gra$. 1or 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$.
02. Eo colors /a,e so#e s$#.olic #eaning in $our countr$C ) 5 M 4 +
6es@ colors certainl$ /a,e a lot o! #eaning in #$ countr$. Please allo( #e to e<plain.
1irstl$@ it is signi!icant t/at t/e national !lag o! #$ countr$ /as a red .ackground. Red
is s$#.olic@ !or e<a#ple@ o! a ,i.rant li!e@ (/ic/ (e .elie,e are one o! t/e do#inant
c/aracteristics o! t/e countr$ and its people. It also signi!ies good luck@ so a .ride
(ould (ear so#e red on /er (edding da$. In addition@ I t/ink t/at $ello( /as a
speci!ic #eaning to our people. 1or e<a#ple@ (e .elie,e t/at it s$#.oliGes t/e energ$
radiated .$ t/e sun@ (/ic/ in turn is t/e pri#ar$ source o! li!e. In addition@ /o(e,er@ it
also signi!ies t/e o.scene@ as apposed to .lue in t/e #ost o! t/e (estern cultures. 1or
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 speci!ic@ 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 5Mpre!erences )s/oppings and #o,ies)
03. Eo $ou like = enIo$ s/oppingC ) 5 M 3 +
6es@ I lo,e s/opping. Please allo( #e to e<plain. 1irstl$@ I usuall$ .u$ clot/es !or
#$sel!. I like to go to t/e s/ops and see (/at t/e$ /a,e to o!!er. I .ro(se around and
co#pare t/e prices .e!ore a .u$ so#et/ing. Secondl$@ I do t/e s/opping o! all our
/ouse/old needs. I lo,e to !ind out a.out an$ ne( products on t/e #arket and /o(
t/e$ can possi.l$ #ake #$ li!e easier.
03. Eo $ou like = enIo$ s/oppingC ) 0 M 4 +
9o@ I /ate s/opping. Please allo( #e to e<plain. 1irstl$@ s/opping is t/e #ost .asic
acti,it$ in a capitalistic societ$. :/at I #ean to sa$ is t/at so#e.od$ /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
Page | 33
ne(spapers. T/e$ onl$ tell $ou a.out 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 $oursel!@ usuall$ a!ter
$ou /a,e .oug/t t/e product.
0%. Eo $ou o!ten go to t/e cine#aC ) 5 M 3 +
6es@ I go to t/e cine#a as o!ten as possi.le. I usuall$ go (it/ so#e !riends to (atc/
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.
0%. Eo $ou o!ten go to t/e cine#aC ) 0 M 4 +
6es@ I go to t/e cine#a as o!ten as possi.le. I .elie,e t/at !il#s are a (onder!ul !or#
o! art. Please allo( #e to e<plain. 1irstl$@ in !il#s t/ere are a (ide range o! genres
ranging !ro# co#ed$ and dra#a@ to /orror and science !iction. 1or e<a#ple@ recentl$
I /a,e seen t/e dra#a Titanic@ (/ic/ /as .een descri.ed 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.
05. Eo $ou o!ten go to t/e t/eaterC ) 5 M 4 +
9o. I /a,e ne,er .een to t/e t/eater. 1irstl$@ it is too e<pensi,e !or #e. I pre!er 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.
03. :/at kinds o! #o,ies do $ou like .estC ) 5 M 4 +
I like co#edies. 1irst o! all@ co#edies are great !un. :/at I #ean to sa$ is t/at I /a,e
a good laug/ (/ile (atc/ing. Secondl$@ co#edies seldo# contain ,iolent scenes. 1or
instance@ $ou (ould not easil$ !ind #urders@ s/ooting@ !ig/ting@ and so on in a
co#ed$. Lastl$@ co#edies o!ten contain e<cellent acting .$ !a#ous stars. 1or
e<a#ple@ Ro..ie :illia#s in Mrs. Eou.t!ire is considered one o! t/e #ost
e<traordinar$ per!or#ances e,er .$ an actor.
00. :/o is $our !a,orite #o,ie starC Eescri.e /i# = /er. ) 5 M 4 +
M$ !a,orite #o,ie star is Hackie 2/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 a.out t/e situations t/at /e
!inds /i#sel! in. T/e 8.S. President 2linton (ent to (atc/ one o! /is #o,ies (it/
/i#.
Part 5Mpre!erences )#usic and tra,eling)
Page | 30
04. Eo $ou like #usicC ) 5 M 4 +
04. Eo $ou t/ink #usic is i#portantC ) 5 M 4 +
6es@ I like #usic ,er$ #uc/. T/at is to sa$@ I cannot i#agine (/at #$ li!e (ould .e
like (it/out #usic. 1irstl$@ I .elie,e #usic pla$s an i#portant part in peoples li,es.
1or e<a#ple@ (e can use it to soot/ our #inds a!ter a /ard da$ at (ork@ or it can
pro,ide us (it/ t/e r/$t/# to dance to.
05. :/at kind o! #usic do $ou enIo$ #ostC ) 5 M 4 +
I like pop #usic ,er$ #uc/. 'llo( #e to e<plain. 1irst 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/$t/#. 1or instance@ it
is suita.le !or us to dance on. Lastl$@ pop #usic is si#ple to understand. T/at is to sa$@
I like it .ecause it is not di!!icult to understand@ and it /elps #e to rela< a!ter I /a,e
.een stud$ing /ard !or so#e ti#e.
4". ;o( long do $ou listen to #usic e,er$da$C ) 5 M 4 +
A/@ let #e t/ink a .it. I guess I listen to #usic !or a.out /al! an /our e,er$ da$. I
(ould@ !or e<a#ple@ listen (/en I get /o#e !ro# sc/ool@ or in t/e e,enings .e!ore I
go to .ed. An (eekends@ /o(e,er@ I listen to #usic #uc/ #ore. 1or e<a#ple@ I (ould
in,ite #$ .est !riend o,er to #$ place@ and (e (ould listen to our !a,orite 2Es !or a
!e( /ours at a ti#e.
TR'*ELLI9?
41. Eo $ou like tra,elingC ) 5 M 3 +
6es@ I like tra,eling. 1irstl$@ 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$@ I (is/ I (ere a.le to tra,el #ore. 1or e<a#ple@ I /a,e not tra,eled to a
!oreign countr$ $et.
42. ;o( do $ou usuall$ tra,elC ) 5 M 4 +
I like to tra,el .$ train. 'llo( #e to e<plain. 1irstl$@ (/en I tra,el .$ train I a# a.le
to see #ore o! #$ countr$. In addition@ t/e trains in #$ countr$ are con,enient and
co#!orta.le. 1or e<a#ple@ I can tra,el to an$ cit$@ and I a# a.le to sleep on t/e train.
Lastl$@ tra,eling on a train is a social e,ent as (ell. 1or e<a#ple@ one can c/at to t/e
ot/er passengers a.out (/ere t/e$ are going@ and (/$ t/e$ are tra,eling.
43. :/ere /a,e $ou tra,eled to latel$C ) 5 M 4 +
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$. I enIo$ed t/e trip as I /a,e not .een to <<<
.e!ore. :e did not /a,e t/e opportunit$ to sleep on t/e train@ as it takes onl$ si< /ours
to get t/ere.
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4%. :/at kind o! places do $ou like to ,isitC ) 5 M 4 +
I like to ,isit places (/ere t/ere is a lot o! entertain#ent. 1or e<a#ple@ I dont like it
(/en (e go and ,isit #$ 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/tclu.s to ,isit.
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Possible Euestions %ro t'e Inter&ie"er o%
t'e IELTS Test.
1. :/at is t/e #eaning o! $our gi,en na#eC
2. Eoes $our na#e a!!ect $our personalit$C
3. Tell #e so#et/ing a.out $our /o#eto(n.
%. :/at are t/e di!!erences in accent .et(een $our /o#eto(n and 7eiIingC
5. :/at is t/e c/aracter o! t/e people like in $our /o#eto(nC
3. :/at is peopleFs !a,ourite !ood in t/e region (/ere $ou li,eC
0. :/at (ill $ou do during t/e Spring 1esti,al t/is $earC
4. 're t/ere an$ traditional !esti,als in $our regionC
5. Eescri.e a t$pical Spring 1esti,al !or a 2/inese !a#il$.
1". Tell #e so#et/ing a.out t/e Lantern 1esti,al.
11. ;o( /a,e (eddings c/anged in recent $earsC
12. Tell #e so#et/ing a.out t/e -ing Ming 1esti,al.
13. Eescri.e a traditional (edding cere#on$.
1%. ;o( do 2/inese usuall$ cele.rate .irt/da$sC
15. 're t/ere an$ traditions concerning t/e .irt/ o! a .a.$C
13. ;o( do $ou like 7eiIingC 2o#pare it to $our /o#eto(n.
10. :/at place do $ou like .est in 7eiIingC
14. :/at places in 7eiIing s/ould a !oreigner ,isitC
15. :/at places (ould $ou reco##end a ,isitor to go to in $our
region=/o#eto(nC
2". I! $ou /ad t/e c/oice@ (/ere (ould $ou c/oose to li,e in 2/inaC
21. :/ic/ parts o! 2/ina (ould $ou reco##end a !oreigner to ,isitC
22. Tell #e so#et/ing a.out $our !a#il$.
23. :/ic/ is t/e (orst place $ouF,e .een to in 2/inaC
2%. :/o takes t/e greatest responsi.ilit$ !or .ringing up $our c/ild in $our
!a#il$C
25. :/ic/ is t/e .est place $ouF,e .een to in 2/inaC
23. :/o does #ost o! t/e /ouse/old c/ores in $our !a#il$C
20. 're t/e traditional se<ual roles (it/in t/e !a#il$ c/angingC
24. :/$ is t/e di,orce rate increasing so rapidl$C Is it a pro.le#C
25. :/at is $our opinion o! t/e oneMc/ild polic$C
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3". ;o( do $ou discipline $our c/ildC
31. Is it accepta.le !or couples to li,e toget/er (it/out #arr$ingC
32. I! $ou /ad t/e c/oice@ (ould $ou /a,e a son or a daug/terC
33. 're $ou going to .ring $our c/ild up an$ di!!erentl$ to t/e (a$ $our
parents didC
3%. :/at /opes do $ou /a,e !or $our c/ildC
35. Eo (o#en still /a,e too /ea,$ a .urden in t/eir da$ to da$ li!eC
33. Is t/e increasing in!luence o! t/e :est largel$ a positi,e or negati,e t/ingC
30. :/at@ according to $ou@ /as .een t/e greatest c/ange in recent $earsC
34. :/at@ according to $ou@ /as .een t/e #ost pro.le#atic c/ange in recent
$earsC
35. :/at@ i! $ou are a lecturer (/at c/anges /a,e $ou seen in education o,er
t/e past !e( $earsC
%". :/o s/ould .ear t/e responsi.ilit$ !or pa$#ent o! tuition !eesC
%1. :/at can .e done to i#pro,e education in rural areasC
%2. ;a,e recent c/anges a!!ected $our Io. in an$ (a$C
%3. Eo $ou agree (it/ pri,ate educationC
%%. :/at can .e done to close t/e gap .et(een ur.an and rural areasC
%5. I! $ou /ad t/e po(er@ (/at re!or#s (ould $ou carr$ out (it/in educationC
%3. Eescri.e a t$pical (orking da$ !or $ou.
%0. ;o( do $ou see $oursel! in ten $ears ti#eC
%4. I! $ou /ad t/e opportunit$ to c/ange $our Io.@ (/at (ould $ou do insteadC
%5. I! $ou /ad one #illion 6uan@ (/at (ould $ou do (it/ itC
5". I! $ou could start $our li!e again@ (ould $ou do an$t/ing di!!erentl$C
51. Eo $ou /a,e an$ a#.itionsC
52. :/ic/ countr$=place (ould $ou #ost like to ,isitC
53. :/at c/anges do $ou t/ink 2/ina (ill see in t/e ne<t !e( $earsC
5%. :ill an$ possi.le !uture c/anges a!!ect $our Io. in an$ (a$C
55. ;o( do $ou t/ink $ou (ill cope in 7ritainC
53. Eoes an$t/ing (orr$ $ou a.out going to t/e 8>C
50. 're $ou looking !or(ard to an$t/ing in particular in 7ritainC
54. :/at are $our plans on $our return to 2/inaC
55. :/at do $ou do in $our spare ti#eC
3". :/at (ill $ou do i! $ou !ail t/e IELTSC
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