最近一次的雅思考試是6月29日，參加考試的學(xué)生覺(jué)得這次考試的試題難易程度如何呢?本次考試的題型有哪些變化呢?這些都是學(xué)生比較關(guān)注的，下面環(huán)球教育小編為大家整理分享雅思寫(xiě)作考試權(quán)威點(diǎn)評(píng)，考生們參考一下：

　　【作文類(lèi)型】折線圖

　　【作文題目】car ownership of households in the UK

　　(參考圖)

　　【綜合點(diǎn)評(píng)】該表展示了從1971年到2007年這36年間，英國(guó)家庭擁有的汽車(chē)數(shù)量的變化。通過(guò)圖表，我們可以看到擁有兩輛車(chē)的家庭的數(shù)據(jù)增長(zhǎng)最快，完全沒(méi)有車(chē)的家庭的比例則一直在下降。

　　【參考范文】

　　The graph shows changes in the number of cars per household in Great Britain over a period of 36 years.

　　Overall, car ownership in Britain increased between 1971 and 2007. In particular, the percentage of households with two cars rose, while the figure for households without a car fell.

　　In 1971, almost half of all British households did not have regular use of a car. Around 44% of households had one car, but only about 7% had two cars. It was uncommon for families to own three or more cars, with around 2% of households falling into this category.

　　The one-car household was the most common type from the late 1970’s onwards, although there was little change in the figures for this category. The biggest change was seen in the proportion of households without a car, which fell steadily over the 36-year period to around 25% in 2007. In contrast, the proportion of two-car families rose steadily, reaching about 26% in 2007, and the proportion of households with more than two cars rose by around 5%.

　　A類(lèi)大作文

　　【作文題目】Some people claim that many things that children are taught at school are a waste of time. Other people argue that everything studied at school is useful at some time. Discuss both views and give your own opinion.

　　【題目分析】觀點(diǎn)類(lèi)作文。這次作文系舊題重考，與2015年9月26號(hào)亞太區(qū)A類(lèi)作文題目一致?？疾靸?nèi)容比較淺顯易懂，雖然表面上看是討論雙方觀點(diǎn)，偏向哪一側(cè)都可以，但實(shí)際上本題沒(méi)有懸念，支持后者是最明智的選擇。教育話題仍舊是2019年大作文的重頭戲，希望考生們能夠在平時(shí)多積累相關(guān)詞匯和表達(dá)，同時(shí)多多訓(xùn)練觀點(diǎn)的組織和展開(kāi)，這樣才能做到臨陣不亂。

　　【題材類(lèi)別】教育類(lèi)

　　One of the ongoing discussions about education is focusing on the utilitarian aspect of the school curriculum. While some contend that what the children are taught at school is useless, there are counterviews arising from the public. From my perspective, it is unwise to consider school learning a waste of time.

　　Undeniably, the value of school education has always been misinterpreted. In this fast-paced and materialistic society, people are evolving to be more impatient and utilitarian than before. For example, what some people expect from school is not how much knowledge can be obtained, but rather, to what degree can school study equip them with the ability to earn money, thus narrowing the learning purpose for all.

　　However, to a large extent, I still believe knowledge learnt at school is useful. On the personal level, school education plays a leading role in shaping youngsters as qualified workers. For example, professional knowledge, technological skills, and academic theories acquired from school can make young people more employable in the job market. In addition, on the social level, schools are hatchers for new ideas and technologies that can revolutionize the world. Such examples about big companies innovated in campus originally, like Google and Facebook created by young students which have brought tremendous convenience for human’s life, would best prove the idea that it is useful to accept school education.

　　In summary, in spite of some negative voice, the evidence suggests that students and the society as a whole benefit from school education. If people study with a view to helping themselves learn to pursue a better self , they are likely to see the best outcome.