Phần 11: Ngữ pháp trong bài thi Nói

Biết cách sử dụng cấu trúc câu so sánh chính xác là một trong những yêu cầu về ngữ pháp mà bạn sẽ được người chấm thi cho điểm trong phần thi Nói.

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1) Clip 1: Grammatical Range in the Speaking Test

2) Clip 2: Vocabulary Exercise

3) Printable Documents

a) Notes for Study

IELTS Tip

Practise using word forms which have dependent prepositions.

These structures can be problematic so it is best to memorise their uses and meanings.

Memorising them can also help reduce the number of errors that frequently occur in these kinds of structures.

GRAMMATICAL RANGE IN THE SPEAKING TEST

In the Speaking Test you will be required to use a range of grammatical structures. You will be tested on how accurate your use of these structures is. There are some grammatical patterns in English which can be problematic. This is particularly true of word forms which have dependent prepositions. Reviewing the patterns and practising the particular use of prepositions in the various combinations can help avoid errors.

There are many verbs, adjectives and nouns which are used with particular prepositions. The choice of preposition is often dependent on the word that precedes it. Because there are no strict rules that tell you which preposition to use, it is best to memorise the most common usage.

Dependent preposition patterns

There are three main patterns:

• verb + preposition

• noun + preposition

• adjective/participle + preposition

Verb + preposition

Here is a list of common verbs and the prepositions that follow.

Verb	Preposition
complain, know, learn, talk, think, write	about
Example: You will need to write about the effects of global warming.
account, apologise, apply, hope, look, pay, prepare, wait, watch, wish	for
Example: Watch for the huge bulletin board then turn right.
consist, take care, think	of
Example: The process consists of three stages: preparing, baking and decorating.
agree, count, depend, rely	on
Example: I know I can always depend on your support.
apologise, belong, complain, speak, talk, write	to
Example: I will speak to the guidance counsellor.
agree, be, comply, deal, go out, stay	with
Example: I always go out with my friends on Friday nights.

 

There are some verbs that are followed by a direct object first and then the preposition.

verb + direct object + preposition + indirect object

Example:    She blamed the technician for not fixing the computer.

(= blame someone for something)

John blamed the inferior workmanship on the plumber.

(= blame something on someone)

The following verbs can also follow this pattern.

advise someone against something	help someone with something
advise someone of something	make something for someone
ask someone for something	persuade someone of something
blame someone for something	praise someone for something
blame something on someone	present someone with something
borrow something from someone	present something to someone
congratulate someone on something	provide someone with something
convince someone of something	provide something for someone
criticise someone for something	supply someone with something
describe something to someone	supply something for/to someone
discuss something with someone	thank someone for something
divide something into something	warn someone about/against something
explain something to someone	welcome someone to something

 

Examples:

The travel agent advised her against travelling to the jungle. The travel agent advised her of the dangers in the jungle. They borrowed the materials from Sam. I’d like to discuss the new program with you today, if possible. It will be necessary to provide the students with some stationary. It will be necessary to provide some stationery for the students. Please thank Liz for her kindness.

 

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Noun + preposition

Here is a list of nouns with the prepositions that normally follow.

Noun	Preposition
anger, anxiety, excitement, information, question, worry	about
Example: I received the information about the changes to the bus schedules yesterday.
insurance, safeguard	against
Example: It is compulsory to get insurance against theft.
difference	between
Example: The difference between the two portfolios is not that great.
apology, application, cheque/check, demand, excuse, explanation, ideas, need, reason, request, responsibility, taste	for
Example: I put in my application for a visa to China over a week ago.
advantage, belief, change, decrease, delay, difficulty, drop, experience, fall, increase, interest, problem, purpose, rise, success	in
Example: The delay in fixing the road caused problems for commuters in the morning peak.
advantage, awareness, benefit, cause, decrease, effect, example, experience, fall, hope, idea, impact, increase, knowledge, lack, matter, opinion, possibility, problem, proof, purpose, rise, way	of
Example: You will need proof of identity at the airport.
advice, effect, impact	on
Example: His advice on travelling in the desert was appreciated.
alternative, answer, damage, invitation, objection, reply, solution	to
Example: There was no answer to my previous email.
experience, relationship, satisfaction, trouble	with
Example: Jane ended her relationship with Peter.

 

Adjective/participles + preposition

Here is a list of some of the more common adjectives with the prepositions that normally follow.

Adjective/participle	Preposition
annoyed, concerned, doubtful, enthusiastic, excited, pleased, serious, sorry, upset, worried	about
Example: Alice was so excited about getting her new car.
amazed, annoyed, awful, bad, clever, good, shocked, skilled, terrible	at
Example: I was shocked at the news of the car accident.
amazed, concerned, excited, impressed, made, shocked	by
Example: We were impressed by her dancing skills.
available, bad, concerned, eager, famous, good, responsible, suitable	for
Example: The restaurant is famous for its chocolate cake.
made	from
Example: The basket is made from grass.
deficient, disappointed, engaged, interested, lacking, rich, successful	in
Example: James was successful in winning the snowboarding championship.
afraid, aware, capable, characteristic, confident, fond, frightened, guilty, hopeful, jealous, made, proud, scared, short, suspicious, tired	of
Example: Susan is very fond of chocolates.
addicted, attached, available, bad, close, compared, contrary, different, engaged, good, grateful, harmful, kind, mean, nice, opposed, polite, related, rude, similar, subject	to
Example: Previous exam papers were made available to students.
annoyed, bored, compared, concerned, crowded, disappointed, impressed, pleased, popular, satisfied	with
Example: Surprisingly, the children were bored with the new computer game.

  

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b) Learning Activities

Practise and consolidate your learning about grammatical range by completing our activities. The answers for all activities are on the last page.

ACTIVITY 1

Complete the sentences with an appropriate preposition.

1. Who is the person responsible _____ registering candidates for the test?

2. The children were excited ______ the excursion to the mountains.

3. When asked about the accident he said he had no knowledge _____ it.

4. The trainees were inspired _____ his performance.

5. The Senator is responsible _____ the Parliament.

6. John is interested _____ pursuing a career in journalism.

7. They couldn’t agree ____ the gift.

8. It is best to complain _____ the officer in charge.

9. There is a significant difference ______ the products of the two companies.

10. I always was bad _____ maths.

 

ACTIVITY 2

Complete the sentences in the left-hand column with a suitable ending from the righthand column.

1	Residents will need to safeguard themselves	A	on her promotion.
2	The question asks for a solution	B	by the barking dog.
3	In this part of the business course they’ll learn	C	in the unemployment rates.
4	Be sure to congratulate Mary	D	with the younger crowd.
5	Jack doesn’t seem capable	E	about marketing strategies.
6	The neighbours were annoyed	F	to the youngest person in year 12.
7	There was an unexpected rise	G	of their daughter’s achievements.
8	Horror films are always popular	H	against dangers in the home.
9	The parents were proud	I	of doing the work properly.
10	The award was presented by the principal	J	to the problem.

 

ACTIVITY 1 ANSWERS

1.         for

2.         about

3.         of

4.         by

5.         to

6.         in

7.         on

8.         to

9.         between

10.       at

 

ACTIVITY 2 ANSWERS

1. H Residents will need to safeguard themselves against dangers in the home.

2. J The question asks for a solution to the problem.

3. E In this part of the business course they'll learn about marketing strategies.

4. A Be sure to congratulate Mary on her promotion.

5. I Jack doesn’t seem capable of doing the work properly.

6. B The neighbours were annoyed by the barking dog.

7. C There was an unexpected rise in the unemployment rates.

8. D Horror films are always popular with the younger crowd.

9. G The parents were proud of their daughter's achievements.

10. F The award was presented by the principal to the youngest person in year 12.

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c) Transcript

Hello, and welcome to Study English, IELTS Preparation. I'm Margot Politis.

Knowing how to compare and contrast is something you are likely to need for the IELTS Speaking Test.

There are a number of grammatical structures that you can use to make comparisons and express differences.

Listen to this candidate comparing and contrasting his teachers:

What differences in teaching styles have you experienced with different teachers?

Well, I think, you have to make a difference between a teacher's knowledge and personal style. Some teachers, you know, are very knowledgeable and have a lot of experience and everything. Both my history and science teachers knew their subjects really well, but my maths teacher, who was much older - maybe that's why – just didn't have the skills to convey all that to the students. If I were to compare all my classes, I would say his were the most boring. My history teacher, on the other hand, he knew how to communicate to students and his lessons were more enjoyable and we learnt faster.

He said that "both my history and science teachers knew their subjects."

He uses the word 'both' to say 'the two together'. They're similar in the way they know a lot about their subjects. He then contrasts them to the maths teacher by using the word 'but'. Listen:

Both my history and science teachers knew their subjects really well, but my maths teacher, who was much older - maybe that's why - just didn't have the skills to convey all that to the students.

To justify the contrast he compares the ages of the teachers. The maths teacher is much older. Older is a comparative adjective. Someone who is 50 is older than someone who is 40. 'Much older' is a way of saying the difference is larger – someone who is 80 is much older than someone who is 40.

He also compares the teaching styles of his teachers:

If I were to compare all my classes, I would say his were the most boring.

This time he uses the superlative - the most boring, because he is comparing more than 2 things. He does this using a conditional 'if' sentence which is a polite way of criticising someone:

If I were to compare all my classes, I would say his were the most boring.

He goes on to talk about his history teacher. How does he show that he is comparing him to the boring maths teacher?

My history teacher, on the other hand, he knew how to communicate to students and his lessons were more enjoyable and we learnt faster.

He says 'on the other hand' to show that he is now talking about a different style of teaching. And again he uses comparative forms - more enjoyable and faster – to express this difference.

Now listen to another candidate responding to a question designed to encourage her to compare and contrast:

Is it better to grow up in the city or in the countryside?

Well, I think that, mm, both places have their pros and cons. I've grown up in a city, and I've lived in a city all my life. And sometimes when I see those families who have their kids in the countryside I envy them, because they can run about, you know. They are free and the environment is cleaner and safer, but then, on the other hand, you know, living in a city gives you other, um, opportunities to socialise, have more contact with culture, and better opportunities for education. So, I don't know. It's difficult to say. Both things have advantages and disadvantages.

She begins by saying that "both places have their pros and cons". Saying 'both' means she is referring to the city and the country. Pros and cons is an idiom meaning advantages and disadvantages. Then she establishes that her point of view is that of a city person:

I've grown up in a city, and I've lived in a city all my life.

Then she says what the advantages - the pros - of living in the country are:

Sometimes when I see those families who have their kids in the countryside I envy them, because they can run about, you know. They are free and the environment is cleaner and safer …

The advantages are that in the country you can run about and be free. She also uses the comparative adjectives 'cleaner' and 'safer' to describe the country compared to the city.

Often you use comparatives with 'than' a word that means 'in comparison with'.

The country is cleaner than the city.

She chooses to contrast with the word 'but' and talk about the advantages of living in the city:

They are free and the environment is cleaner and safer, but then, on the other hand, you know, living in a city gives you other, um, opportunities to socialise, have more contact with culture, and better opportunities for education.

Like the previous candidate, she uses the phrase 'on the other hand' to show she is talking about something different - the city.

And again she uses the language of comparison, this time the irregular comparative form of good, 'better'.

Listen again:

They are free and the environment is cleaner and safer, but then, on the other hand, you know, living in a city gives you other, um, opportunities to socialise, have more contact with culture, and better opportunities for education.

Now let's listen to the way she rounds off her comparison of city and country living:

So, I don't know. It's difficult to say. Both things have advantages and disadvantages.

She ends by saying both have advantages and disadvantages which means that one isn't better than the other. You don't have to say that one thing is better than another if you don't think so. The phrase for this is 'as good as'. She thinks that the country is as good as the city.

The structures you use to compare things in the speaking test are assessed as grammatical range and accuracy, one of the IELTS marking criteria. Other things that are assessed in this area are the number of mistakes you make and the range of sentence types you use.

Don't be overly concerned about being perfectly correct all the time. Some mistakes will occur in your speech.

It's good to review the rules for forming comparatives.

One syllable words have the –er comparative form: big, bigger

You need to memorise the forms for 2 syllable words because they can be either –er or have 'more' before them:            

narrow, narrower

useful, more useful

Words of 3 syllables and longer have the 'more' form:

intelligent, more intelligent

spectacular, more spectacular

You can emphasise the degree of difference and say 'much older'.

With 'more intelligent', you say 'much more intelligent' and with 'more spectacular', you say 'much more spectacular'.

And don't forget to review irregular comparative adjectives like:

good, better

bad, worse

far, further or farther

Whenever a question has a comparative adjective in it, you can be confident that you are expected to reply with the language of comparison.

That's all for now. To find more information about grammatical range and accuracy in the Speaking Test visit our Study English website. The address is: australianetwork.com/studyenglish.

Good Luck with your studies. Bye.

 

(Nguồn UTS: Insearch and Australia Network)

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