FACULTY OF LIFE SCIENCES & EDUCATION

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Table of Contents

Chapter 1………………………………………………………………………………..……3

1.1 Brief information of IELTS………………………………………………………………3

1.2 Difficulties for Arabic students………………………………………………………......4

1.3 Goals to design this course…………………………………………………….…………5

1.4 Course design………………………………………………………….………………….5

1.4.1 Pedagogical sequence……………………………………………………….………6

1.5 Test pattern…….……………………………………………………….…………..…….7

Chapter 2……………………………………………………………………………………10

2.1 Activities during the class………………………………………………….…………...10

2.2 Course structure…………………………………………………………………..…….10

2.3 Sentence building………………………………………………………………………11

2.4 Connecting sentences…………………………………………………………….…….11

2.5 Methods of analysis……………………………………………………………………12

2.6 Speaking results..……………………………………………………………………….12

2.7 Points to remember……………………………………………………………………..13

Chapter 3……………………………………………………………………………………14

3.1Conclusion…...………………………………………………………………………….14

3.2 Peers opinion……………………………………………………………………………15

References………………………………………………………………………………….16

Bibliography….......................................................................................................................18

Appendix…............................................................................................................................19

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Chapter 1

1.1 Brief information of IELTS:IELTS is a new way of testing the English of the students as well as of the adults who wish to

get expertise in English. Since 1999, this test has spread worldwide with the aim of

supporting the students and teachers who wish to live abroad and prosper. Many universities

in the world now accept IELTS as the major source of selection for different degree

programs.

In 1999, it got very feasible for global understudies moving on from Australian universities to

get residence in Australia. From that point forward, the issue of the English dialect capability

of non-English talking foundation (NESB) worldwide understudies moving on from

Australian colleges has been a center of media consideration. A decrement has been seen in

the speaking of English by countless graduates, demonstrated by the disappointment to get

job in the fields in which they were interested, incited the permitting of the homeland visa

being liable to the contenders giving ability in English as a score gotten on an administration

endorsed exam in 2004. 6.0 Score in IELTS was considered to be an acceptable score in most

of the universities.

In 2007, the IELTS essential for the Talented Autonomous Living arrangement Visa subclass

885 (important for all inclusive understudies who had proceeded onward from an Australian

school) was raised to a General score of 7.0, with 7.0 in each fragment of the Test. During

November 2010 (when the exploration talked about in the current report was finished), the

change in visa prerequisites implied that even on this level of capability was definitely not

liable to be adequate for the most worldwide understudy graduates who were to be fruitful in

their applications. To pick up the greatest focuses for English speaking capability, the visa

candidates should get at least a score of 8.0, with 8.0 in every section. ‘A consecutive

informative blended strategies methodology was decided for this study as the goal was to

utilize the subjective results to 'help with clarifying and translating the discoveries of a

basically quantitative study’ (Cresswell, 2003, p 215).

Rossman and Wilson (1984, 1991, referred to in Miles and Huberman, 1994, p 41) propose

three wide reasons: '(a) to empower affirmation or support of one another by means of

triangulation; (b) to expand or create investigation, giving wealthier point of interest; and (c)

to start new lines of thoroughly considering thoughtfulness regarding shocks or conundrums,

"turning thoughts around," giving new understanding'.

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1.2 Difficulties for Arabic students:Arabic students face many difficulties in learning English. Due to the poor English base from

their country they lack qualities needed for the English speaking. In order to proficiency in

English the student must acquire must acquire writing skills, reading comprehension and a

wide range of vocabulary to speak in crucial times. Abdul Haq (1982) states that “One of the

linguistic areas in which students in the secondary cycle commit errors is in the writing skill”

Another problem Arabic people face is in communication skills. They lack basic skills

required to speak fluently in their own country. This may be due to the poor teaching and

schooling system or maybe due to the poor learning environment. In Yemen, the spot of this

present study, Moharram (2004) directed a study on understudy's mistakes while making an

interpretation of Arabic into English and discovered an impressive number of blunders

ascribed to the improper utilization of vocabulary, relational words and sexual orientation;

pointless utilization of words; mistaken utilization of syntactic structures; utilization of long

and erroneous sentences, and inaccurate utilization of spelling. Moharram (2004) contended

that these issues may be because of the impedance of the native language, absence of

vocabulary things and social contrasts as far as ideas also, values. Recently, Khoshafah

(2008) affirmed those discoveries of Moharram (2004) when he broke down six business

reports interpreted by 20 Yemeni interpreters. To know a language well abandons saying that

a learner, whatever his motivation of learning that language is, must have satisfactory

learning of the way of life of that focused on dialect. It is, notwithstanding, more imperative

for interpreters to have an exceptionally adequate assortment of learning of the focused on

dialect; else, they will confront significant issues. Below are the points in which Arabic

student’s lack:

Basic communication skills due to poor schooling.

Lexical knowledge.

Vocabulary deficiency in both target and source formats.

Very little knowledge of abbreviations.

Difficulties in translating affixes and compound words.

Poor teaching in the schools.

Very little focus on English subject in the schools and colleges.

Resulting in poor vocabulary and speaking skills.

Basic grammatical mistakes due to difficulties in connecting sentences.

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1.3 Goals to design this course: To make the students to acquire speaking skills.

To contribute with the parents in helping them to send their children to study abroad

and acquire high level education.

To design and IELTS course for Arabic Students and enhance their speaking skills so

that they can get band 6.0.

To develop Working adult who wish to improve their communication skills in English

in order to improve their employment prospects.

To enhance studying students who want to be successful in future by studying in other

countries.

To make them capable of living in world known countries with confidence.

To make them survive in this rapid moving world so that they can compete with

everyone else.

Green (2006) investigated student and teacher perceptions of IELTS washback via

surveys of students preparing for IELTS in English for Academic Purposes classes in the

United Kingdom. Hawkey (2006) found that, in his survey as part of an IELTS impact

study, 96% of students had experienced an IELTS preparation course

1.4 Course Design:Course is designed for the improvement of speaking only. Each class will consist of 10

students and the classes will carry on for 8 weeks. Following steps will be taken to

improve the speaking skills of the students:

Following steps will be taken to improve grammar, vocabulary and confidence.

1st Studying dictionary will be the most important component during the classes

in order to improve vocabulary.

2nd Confidence Building speaking activities.

3rd Some articles will be provided to understand how to connect sentences with

correct grammar.

The tips will be given to achieve higher score.

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Lots of group discussions will be performed for confidence building and

increasing vocabulary.

Great activity for getting band 6.0

General to special activities and games.

Valuable activities for speaking assignments.

1.4.1 Pedagogical sequence:Lesson by lesson sequence of the course outline is shown below:

Lesson 1 (Vocabulary): We will be covering the basic communication skills. We

will try to improve your basic communication skills by increasing vocabulary and by

introducing new words by the help of the dictionary.

Lesson 2 (Confidence): We will cover different techniques required to acquire

fluency in speaking by doing basic start-up exercises which will also help in

confidence building. We will also cover idiomatic expressions in this class.

Lesson 3 (Grammar): Now connecting sentences will be discussed by providing

articles in the class which will improve grammar of the students.

Lesson 4 (Presentation): Since the theory work is completed now every student will

be required to give presentation made on PowerPoint in the class so that he can

improve his confidence in speaking.

Lesson 5 (Presentation): Randomly a topic will be given to the students and they will

be required to speak up on the topic for at least 2 minutes. This will improve quick

thinking and confidence of the student.

Lesson 6 (Connecting sentences): You will be given an article and you will be

required to summarize that in front of the class as well as analyze it. This will

improve connecting sentences skills.

Lesson 7 (smart thinking): Speculating and analyzing tasks will be given to improve

the creative approach of the student and make them capable to speak up quickly and

on the spot.

Lesson 8 (Test format): A brief question and answer test about the speaking skills

and then the overview of the test format will be given.

.

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1.5 Test pattern:Speaking is basically a “capacity to make requests, actively disagree, express positive or

negative personal rights and feelings, initiate, maintain or disengage from conversations, and

stand up for oneself” (McCrosky and Richmond, 1996, p 2).

Speaking:

You will be randomly provided with a topic to speak on.

You must compose your answers in front of the class.

Pay regard for the number of minutes you are given to speak. Do not speak more or

less than that.

You ought to spend roughly 5 minutes on speaking.

There are the 3 parts of the speaking test to be conducted by the IELTS examiner which is

discussed below:

Speaking test part 1:

In speaking test part 1You have 50% chance of the questions to be asked from your city or

town. Part 1 of the speaking test will be easy. We recommend you work on noting these

inquiries utilizing interesting vocabulary, for example, expressions and a differed manner of

speaking to get a higher evaluation score. It has been examined that the questions about the

arts and museums are also being asked sometimes. Using interesting vocabulary is the key

point in getting a high score. The examiner should not get bored by listening to the routine

answers. Smile regularly during the test, try not to slump, sit properly in front of the examiner

and try to use hand gestures during your explanation about the topic. This will increase the

credibility and value of your words. In the event that you can throw the sayings in toward the

starting in Speaking Part 1 to give a quick positive impression and after that toward the end in

Speaking Part 3 you will make sure to get an expanded vocabulary score.

The examiner will ask easy questions about your home, occupation, city, country, interests

and family. Some example questions are listed below:

Questions about your city:

What type is of your city?

What are the interesting locations of your city?

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What are the facilities for common men?

Is it safe to live in your city?

Questions about your home:

Where do you live?

What is the size of your house?

How many people live in your house?

Do you have joint family system?

What sort of accommodation do you love to live?

Speaking test part 2:

Part 2 is a little bit tough. You will be given a topic to speak. You will be given 1-2 minutes

to make points and practice. A pencil and paper will be provided to you for making points.

You will have to speak on the topic for 1-2 minutes and then the examiner will ask related

queries.

How to practice for this:

Grab a friend and ask him to listen to you for 1-2 minutes and then ask you few questions

about the topic. Record your voice if you can for the confidence and fluency checkup. This

part takes 3-4 minutes in total.

You should make these points on the paper about which you will speak:

From where did you get it?

For how much duration you have it?

What is the purpose of using it?

What is the importance of it in front of you?

In case your mind goes blank during the second part of the test you should try to recover

using these techniques:

Be straightforward. Say something like "That is whatever I can consider to say on that

point." "I can't trust it's not two minutes yet." This will likewise help with your

nervousness. In the event that you say what you are encountering, you will feel

significantly more casual.

Next, consider another thing to say. Consider anything you would say that associate

with the theme in any capacity.

Speaking test part 3:

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This part is the most difficult one as it will check your fluency, vocabulary, grammar,

pronunciation and confidence. In this part the examiner will ask further questions connected

to the topics of part 2. You will have to present more ideas and creativity on the abstract of

the topic. In speaking test part 3 you need to use high grammatical sentences that match with

your topic. You should put more feeling and sound words in your speaking as it will increase

your score in pronunciation. You should vary your tone according to feelings. Using idioms

during your presentation will definitely be a huge role player in your band score. You should

use fascinating vocabulary during your conversation.

Chapter 2

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2.1 Activities during the class: Discussion: Group discussions will be carried out to increase sentence building and

improving confidence.

Role Play: This type of activity will be a script based. Every participant will be

required to play his role specified.

Brainstorming: Every student will be given the topic. He/She should produce their

ideas in the limited time.

Storytelling: Student may create or summarize their own story from their knowledge.

Interviews: One on one job interviews will be taken to improve confidence and

answer difficult questions easily.

2.2 Course Structure: Special classes to focus on the speaking skills.

Per class only 10 students to carry out healthy discussions and activities.

The classes will be carried on for 8 weeks.

Special confidence building exercises for the weak and shy student.

Not mirror the procurement arrangements

Concentrate on talking’s as well as on group discussions

To do effective speaking classes to interact with all the students.

Understudies will be taught to make great sentences when they are ask any

inquiry.

Use simple words to explain.

Using opposites.

Compare to other things.

Using examples.

Supported with lots of and lots of exercises and examples.

2.3 Sentence buildings:

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• In this section the student will be taught to not to use many connecting words when

they are speaking, otherwise it will sound awkward.

• The most common word for connecting sentences are listed below:

• After and before

• Although and even though

• Another

• As with and just like

• At the same time

• Besides and in addition to

• Except for

• Particular exercises will be used to teach this skill to the students along with

examples. After teaching this part you will be required to come up with the sentences

of your own for speaking. The sentences should be creative and enjoyable.

2.4 Connecting sentences:• In this section the student will be taught to not to use many connecting words when

they are speaking, otherwise it will sound awkward.

• Some of the most common connection words in English.

• After and before

• Although and even though

• Another

• As with and just like

• At the same time

• Besides and in addition to

• Except for

• Particular exercises will be used to teach this skill to the students along with

examples.

2.5 Methods of Analysis:

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Speaking:

Familiarity and confidence, allows to the capacity to converse with typical levels among

people, speed and to connection thoughts and speak together to shape easily. The key markers

of familiarity are discourse rate and discourse progression. The key markers of intelligence

are intelligent sequencing of sentences; clear checking of stages in a dialog, portrayal or

contention; furthermore, the utilization of firm gadgets (e.g. connectors, pronouns and

conjunctions) inside and between sentences.

Grammatical Range and Accuracy refers to the reach what's more, the precise and proper

utilization of the competitor's linguistic asset. The key markers of linguistic reach are the

lengthiness and multifaceted nature of the spoken sentences, for the proper utilization of the

statements, and the scope of sentence connection, particularly to focusing on components

around for data center. The key markers of linguistic precision are the quantity of linguistic

blunders in a given measure of discourse and the informative impact of blunder.

Group talks:

Assignment Accomplishment: This measure surveys how suitably, precisely and pertinently

the reaction satisfies the prerequisites set out in the errand, utilizing the base of 150 words.

Scholarly speaking Assignment 1 is a talking undertaking which has a characterized data and

a to a great extent unsurprising yield. It is essentially a data exchange undertaking which

relates barely to the substance of the information or graph and not to guess clarifications that

lie outside the gate outline or information.

2.6 Speaking results:The Speaking segment of the Test takes the type of an up close and personal meeting.

Applicants are surveyed on their utilization of communicated in English to answer short

inquiries, to talk finally on a well-known point, furthermore to associate to the analyst. In

both Test 1 and Test 2, the second most insignificant mean score for the 40 understudies in

this study was expert in the Talking part of the Test the mean score for advancement from

Test 1 to Test 2 was moreover the second generally negligible. Of the 38 understudies talked

with, 20 were able to enhance the Speaking skills from Test#1 to the Test#2, yet 7 were able

to accomplish the exact score and the 11 on the smaller scores(contrasted with just eight

having a low score in Listening). Similarly as on writing criteria, understudies who were

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disillusioned with their Speaking result was more slanted to notice the issue that were being

with the test circumstance specially we particularly saw level of capability in talking. At the

point when asked a general inquiry with respect to their own particular impression of whether

or not their ability in English speaking has enhanced since they had been learning at college

in Australia, all the understudies met imagined that it had. Most understudies comprehended

that inquiry to allude to the open capacity inside the talked dialect. Those were the dialect

utilization in which they got the much quick and soft criticism. During the initial landing

inside Australia, they face trouble getting them comprehended and understanding the

sentences being said. Presently, this issue has greatly decreased. Thus, in score the mirror

showed expanded open adequacy that there was being encountered appeared an attack.

2.7 Points to remember:Speaking is the key element to develop interpersonal skills. This study addresses the

relationship in the middle of exam and model as it is related to the Speaking exam. It takes an

expensive perspective in the exam to be a measure of oral open ampleness, and tries to

distinguish between the measures up in the degree against the informative viability abilities

required to understudies taking advanced teaching of English-talking settings. Talking is

basically a “capacity to make requests, actively disagree, express positive or negative

personal rights and feelings, initiate, maintain or disengage from conversations, and stand up

for oneself” (McCrosky and Richmond, 1996, p 2). Contribution in dialog was seen as basic

for the learning key. There has been a suspicion that understudies could not create much

bunch workings with presentations aptitudes, there were in any case anticipated that would

have the conversation abilities essential for investment, and a preparation to take part in

exchange. Non-local speakers were for the most part portrayed as less participatory in a

gathering, what's more, more averse to lead the pack. This was accepted to be on the grounds

that they had some trouble taking after local speaker understudies, an absence of certainty,

furthermore trouble in "discovering a path in" to a discussion.

The principal issues should be tended to through concentrated investigation of individual's

test-taking – utilizing methods of content examination. (Mickan 2003, Mickan and Slater

2003)

Chapter 3

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3.1 Conclusion:Speaking takes a lot of effort to improve therefore everybody taking IELTS test should focus

and practice more and more on speaking as this part is the most difficult because you have to

be proactive and confident to speak which requires some excellent accent. The examiner

should not have a doubt that you haven’t prepared or you have not practiced for your

presentation. Your body should not be shaking and you should not stop speaking in the

middle of your presentation. Fluency is the most important. No one preference exams. They

make individuals apprehensive and uncomfortable. They undermine understudies' certainty

and worry them. In the greatest cases individuals basically freeze and lose the capacity to

think unmistakably.

We will try and make you comfortable so that you go and present your ideas in a unique

manner. Our exercises and games will help you a lot in building your vocabulary and

confidence and you will not feel shy at the time of your test. You will know what you have to

prepare and what to speak in your presentation which will result in good bands. IELTS is the

same and for some individuals that is an issue. There are numerous parts of IELTS that can

be scary unless you know how to handle them. Individuals fear the obscure, and the

arrangement is to get acquainted with all the "frightening" parts of the IELTS exam. Take the

component of amazement out of IELTS and these reasons for alarm will blur away.

Imagine the scenarios below…

1. Imagine a scenario where I say the wrong thing.

This is trepidation of communicating the "improper" thoughts. In spite of what numerous

individuals think, there are no set in stone thoughts. For whatever length of time that the

understudy is talking on theme and communicating their contemplations logically, no thought

can hurt their score.

2. Imagine a scenario in which I have nothing to say.

This is trepidation of cooperation with the analyst. When all is said in done, the Speaking

module regularly makes individuals feel uncomfortable on the grounds that there is almost no

opportunity to think. Consider the possibility that they make an inquiry and I have no clue

what to say, no assessment. To make this apprehension leave individuals need to develop

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certainty. Working on representing a few weeks with a rundown of themes can do ponders;

after you've demonstrated the capacity to address.

IELTS plays an important role a now days in building a career of a person. Specially

speaking part is the most important in it which require more skills than any other category. So

a person should be extra cautious while studying speaking. It requires more and more practice

and the will power as well. So a person should study and practice hard for this category

especially Arabic students who lack basic communication skills and connecting sentences

skills for this test.

3.2 Peers opinion:When I gave the presentation about this course in different universities and colleges I got

many opinions from my friends about the course presentation. Some of the friends told me to

just offer the course for speaking only not for writing, reading and listening, so I just focused

on the speaking part as it is the most difficult part of the IELTS.

Some of the friends told me to remove the tips for the teachers and students as they will not

benefit much to them. A friend told me to remove all the parts except for the speaking

because I was offering only speaking classes, so I had to remove all the content from my

presentation and I came up with the new design of the speaking only. Which you all are

watching and I hope you appreciate it. It took me a lot of time to prepare this presentation as

it was not easy. They also asked me to include idioms in my syllabus which I then included in

lesson#2 of our course during our class. Some of my mates asked me to delete paraphrasing

part as it was more related to the writing part whereas I was offering only the speaking

classes so I had to remove them as well. After all these changes I came up with the new

presentation on my course which was appreciated by my friends and colleagues.

Refrences:

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Abdul Haq, F. (1982). An analysis of syntactic Errors in the Composition of Jordonian

Secondary Students.

Brown, J, 1998, ‘An investigation into approaches to IELTS preparation, with particular

focus on the Academic Writing component of the Test’ in IELTS Research Reports, Volume

1, IELTS Australia Pty Ltd, Canberra, pp 20-37

Cresswell, J, 2003, Research design: qualitative, quantitative and mixed method approaches,

2nd edn, Sage, Thousand Oaks, California.

Elder, C, 1993, ‘Language proficiency as a predictor of performance in teacher education’ in

Melbourne Papers in Language Testing, vol 2, no 1, pp 68-85.

Feast, V, 2002, ‘The impact of IELTS scores on performance at university’ in International

Education Journal, vol 3, no 4, pp 70-85.

Green, A, 2005, ‘EAP study recommendations and score gains on the IELTS Academic

Writing test’ in Assessing Writing, vol 10, no 1, pp 44-60

Hayes, B and Read, J, 2004, ‘The IELTS impact study: investigating washback on teaching

materials’ in Washback in Language Testing: Research contexts and methods, eds L Cheng

and Y Watanabe with A Curtis, Lawrence Erlbaum, New Jersey, pp 97-111.

Manoso, F, Information for candidates. 2013,

<https://www.ielts.org/pdf/Information_for_Candidates_booklet.pdf> 

Mickan, P and Slater, S, 2003, ‘Text analysis and the assessment of academic writing’ in

IELTS Research Reports, Volume 4, IELTS Australia Pty Ltd, Canberra, pp 59-88

McCroskey, JC and Richmond, VP, 1996, Fundamentals of human communication. An

interpersonal perspective, Waveland Press, Prospect Heights, IL

16

Robb, T and Ercanbrack, J, 1999, ‘A study of the effect of direct test preparation on the

TOEIC scores of Japanese university students’ in TESL-EJ vol 3, no 4, retrieved 15

September 2005.

Woodrow, L, 2006, ‘Academic success of international postgraduate education students and

the role of English proficiency’, University of Sydney Papers in TESOL, vol 1, pp 51-70.

Bibliography:

17

Elizabeth Craven University of Technology, Sydney Grant awarded Round 15, 2010

‘The quest for IELTS Band 7.0: Investigating English language proficiency development of

international students at an Australian university’

Manoso, F, Information for candidates. 2013,

<https://www.ielts.org/pdf/Information_for_Candidates_booklet.pdf> 

Mickan, P, & J Motteram, ‘5. The preparation practices of IELTS candidates: Case studies.’

in IELTS Research Reports, 10, 2006, <https://www.ielts.org/pdf/Vol10_Report5.pdf>

Dr Ana María Ducasse, Dr Annie Brown (2009) ‘The role of interactive communication in

IELTS Speaking and its relationship to candidates' preparedness for study or training

contexts’

Jill C Murray, Judie L Cross and Ken Cruickshank, 2011 ‘Stakeholder perceptions of IELTS

as a gateway to the professional workplace: The case of employers of overseas trained

teachers’

Appendix:

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A.1 IELTS martial and criteria:IELTS is a task based test covering the four abilities (Listening, Reading, Writing and

Speaking). IELTS test takers get singular sub-scores for each of the four test segments; the

overall result is calculated by taking out the average of the 4 tests. Each of the four segments

is intended to center on one specific category. With the help of this a more clear result is

formed which is easy to understand and it comes quickly in no time. For the associations

which acknowledge IELTS results, this implies to IELTS scores as clear and simple. This

methodology additionally guarantees the equivalence of assignment trouble over every form

of the test. It is out of line to test takers if their execution in one ability zone is traded off by

their capacity in another. Subsequently, a test taker accomplishing 6.5 for Listening, 6.5 for

Reading, 5.0 for Writing and 7.0 for Speaking would be recompensed with a general band

score of 6.5 (25 ÷ 4 = 6.25 = Band 6.5). IELTS speaking criteria is judged by the following

points:

Fig A.1 IELTS speaking criteria (Christopher Pell, 2015)

A.2 Syllabus of the course:We will be teaching IELTS speaking by the following tools and techniques. The complete

course content will be as follows. Note the following activities will be carried out by the

mutual interaction of the student and the teacher.

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Table A.2 Syllabus of the course (British council website)

A.3 Activities and games:The activities in the class room will be selected from these according to needs:

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Table A.3 Activities and games (British council website)