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IELTS Preparation
Teacher’s Book
Writing - Academic Module
IELTS Preparation
Teacher’s Book
Acknowledgments© RMIT English Worldwide 2004
Printed by Document Printing Australia PL (DPA)
All rights reserved. No part of this publication may
be reproduced, stored in a retrieval system or
transmitted, in any form or by any means electronic,
photocopying, recording or otherwise, without the
prior written permission of the publisher.
RMIT English Worldwide, IELTS Preparation
ISBN: 0 86459 293 0 (set)
Published by RMIT Training Pty Ltd
PO Box 12058, A’Beckett Street,
Melbourne Victoria 8006
Australia
Telephone 61 3 9925 8190
Fax 61 3 9925 8134
Email: [email protected]://www.rmitenglishworldwide.com
MaterialsThis edition developed by
Michelle Cairns
Stephen Campitelli
Michael Kay
Jill Koolmees
Roslyn Mc Intosh
Fran Madigan
Brendan Moloney
Andreas Pohl
Text design and illustrationsDesigned by Erin Round
The writing team thanks all RMIT English Worldwide
staff for their support during the writing of this text.
Contents
Page iii
Overview of the Course iv
Structure of the Course v
IELTS Test Format vi
The IELTS Test (Band Score) vii
Frequently Asked Questions About
the IELTS Test viii
Teaching Strategies ix
Writing (Academic Module)
UNIT 2B: Analysing Graphs and Tables 1
UNIT 3B: Comparing and Contrasting Visual Information 4
UNIT 5 : Writing Task 1- Practice Test 5
UNIT 6: Task 2-Writing an Introduction 7
UNIT 7/8B: Writing the Essay - Body and Conclusion 10
UNIT 9: Practice Test-Task 2 14
Writing (General Training Module) UNIT 2B: Personal
Correspondence 17
UNIT 4: Requesting Assistance and Expressing Thanks 20
UNIT 5: Practise Writing Task 1 24
UNIT 6B: Writing Task 2 26
UNIT 7B: Signal Words and Cautionary Language 29
UNIT 9: Practice Writing Task 2 31
Listening
UNIT 5: Intonation and Signposting 33
UNIT 6: Paraphrases and Summaries 38
UNIT 7: Practice Listening Test 41
UNIT 8: Review 43
Speaking
UNIT 1: Overview of the IELTS Speaking Test 44
UNIT 2: Giving Personal Information 46
UNIT 3: Improving Fluency and Coherence 48
UNIT 4: Analysing the Long Turn Card 51
UNIT 5: Expressing Reasons and Opinions 53
UNIT 6: Abstract Topics 58
UNIT 7: Prediction and Speculation 60
UNIT 8: Practice Speaking Test and Review 64
OHTS 70
Overview of the Course
Page iv
Welcome to the RMIT English Worldwide IELTS Preparation course. The purpose of the course is to help students prepare effectively for the IELTS test. Teachers need to be aware of the IELTS test format. You might like to spend some time looking at the offi cial website http://www.ielts.org/ to help prepare for the course.
Aim of the CourseParticipants are trained in key skills and strategies necessary for taking the exam. The aim of the course is to improve students’ test taking skills in order to maximise the chances of success in the IELTS test.
Design Principles of the CourseThe REW IELTS preparation program is essentially a skills-based training program designed for mixed mode delivery (computer and classroom-based). The program integrates:
• training in specifi c test - taking skills• training in linguistic structures specifi c to
IELTS test-tasks• opportunities to practise IELTS -type tasks • practice test tasks under exam conditions • training in reviewing and self-evaluating
test performance
Course ObjectivesThe program familiarises participants with the structure, as well as the task and question types of the IELTS test. More specifi cally, at the end of the course participants can:• read, interpret and describe visual
information (eg. graphs, charts) in at least 150 words in approximately 20 minutes of a 60 minute writing test - Academic Training Module
OR• write a letter of approximately 150 words
in response to a particular situation (eg. a letter of complaint) in approximately 20 minutes of a 60 minute writing test - General Module
• write formal discursive and argumentative essays of at least 250 words in approximately 40 minutes of a 60 minute writing test under exam conditions
• use cohesive devices and appropriate grammar for these written tasks
• extract information from audio tapes to complete the graded tasks in a 30 minute listening test under exam conditions
• extract information from a variety of written texts to complete tasks in a 60 minute reading test
• recognise, or predict vocabulary from context
• participate in an IELTS speaking test, comprising interview, individual long turn and two-way discussion, using appropriate strategies, grammar and non-verbal behaviour
• apply strategies for further independent test preparation.
Page v
Content areas / macro skill balanceThe course comprises the four skill areas of Reading, Writing, Listening, Speaking which directly correspond to the four tests making up the IELTS. Focus on Reading and Focus on Speaking make up 25% of the program content each, while slightly more time is devoted to the Writing component (30%) and slightly less to the Listening component (20%). The reason for this is twofold: fi rstly, the writing skills needed for the test are perceived as more complex by candidates compared to the other sub-tests and, secondly, interactive writing activities are more time consuming.The course is divided into computer-based and classroom-based components. Refer to the Course Overview tables on page x and xi to see how the two components link together.
Computer-based componentThe computer-based part of the course allows participants to work through some IELTS test - type materials outside the classroom. Included in this section are homework activities, which participants are required to bring to the classroom-based units of the course for correction and discussion with the teacher and other students.The computer-based section comprises 20 hours of study.
These are divided into subject areas as follows (see page x and xi for program overview):
• a reading component of ten (10) hours, is completed in the computer-based section
• a writing component of six (6) hours, comprising:
- Academic: Units - 1; 2A; 3A; 4A and 8A
- General: Units - 1; 2A; 3; 6A; 7A and 8
• a listening component of four (4) hours, comprising:
- Units – 1; 2; 3 and 4
Participants can work at their own pace, but must have completed the required homework tasks before attending the classroom.They are advised to keep personal fi les of computer-based worksheets, both for personal reference and for revision prior to taking the IELTS examination. Revision can also be supplemented by using the IELTS Interactive Practice materials.
IELTS Interactive PracticeA supplementary component of the course is IELTS Interactive Practice, computer-based material which teaches participants more about the IELTS test.
Classroom-based componentIn the classroom part of the course, activities and aspects of the IELTS test that require participants to work with other students and the teacher are used to help strengthen the learning that takes place with the computer- based materials.The classroom units of work contain 20 hours of classroom learning. They have been designed to complement the computer based self-study units.
The classroom units are divided as follows:• speaking component of ten (10) hours • writing component of six (6) hours,
comprising:
− Academic Module: Units - 2B; 3B; 5; 6; 7/8B and 9
− General Module: Units - 2B; 4; 5; 6B; 7B and 9
• listening component of four (4) hours, comprising:
− Units –5; 6; 7 and 8
The listening and speaking components are the same for Academic and General English.The reading and writing tests differ depending on whether students need to take the test for academic or general purposes.
Structure of the Course
The tests are always taken in the following order:
IELTS Test FormatAcademic ModuleStudents planning to study in an English speaking country usually fi nd that the university or college they apply to will specify a minimum score needed in order to enroll in their chosen course of study. This score will probably be between 5.5 and 7.0. Some universities also require a minimum band score on a particular sub-test, such as Writing or Speaking.
General Training ModuleGeneral Training is suitable for candidates planning to undertake non-academic training or work experience, or for immigration purposes.
By the end of this course both Academic and General Training Module students will be able to undertake the IELTS examination fully aware of the requirements of the tests in each of the four skill areas.
Listening4 sections, around 40 items
30 minutes
Reading3 sections, around 40 items
60 minutes
Writing2 tasks (150 & 250 words)
60 minutes
Speaking10-15 minutes
Page vi IELTS Preparation Teacher’s Book
The IELTS TEST (Band Scores) IELTS is not a ‘pass or fail’ test, but a test which indicates something about the candidate’s English language strengths and weaknesses.
There are four subtests – Listening, Reading, Writing and Speaking. The result from each of these subtests is given individually on a scale from 1-9 and then all four scores are averaged to give the Overall Band Score.
An outline of each Overall Band Score is given in the table, right.
9 Expert UserHas fully operational command of the language: appropriate, accurate and fl uent with complete understanding.
8 Very Good UserHas fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well.7 Good UserHas operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.6 Competent UserHas generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations.5 Modest UserHas partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own fi eld.4 Limited UserBasic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language.3 Extremely Limited UserConveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur.2 Intermittent UserNo real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great diffi culty understanding spoken and written English.1 Non UserEssentially has no ability to use the language beyond possibly a few isolated words.
0 Did not attempt the testNo assessable information provided.
Bands from IELTS Handbook January 2002.(page 20)
Page viiIELTS Preparation Teacher’s Book
Frequently Asked Questions About The IELTS TestQuestion:
What does a candidate need to bring on the day of the IELTS exam?
Answer: Candidates must bring their PASSPORT and BOOKING CONFIRMATION FORM with them on the day of the test, otherwise, they will not be able to sit for the test. A certifi ed copy of their passport is NOT acceptable.
Question: How soon can a candidate repeat the test?
Answer: Candidates are not allowed to repeat the test within three months (90 days exactly) at any centre.
Question: For how long is a test score valid?
Answer: There are a number of variables affecting the length of time over which an IELTS score remains valid. As a general rule it is recommended that a Test Report form that is more than two years old should only be accepted as evidence of present level of ability if accompanied by proof that a candidate has actively maintained or tried to improve their English language profi ciency.
Question: What happens if a candidate loses their Test Report form or requires further copies?
Answer: At any time within two years of the test administration a candidate can apply to the centre where they took the test for further copies of the Test Report form. There may be a small administrative charge.
Question: Is there an age limit for IELTS?
Answer: IELTS is not recommended for candidates under16 years of age.
Question: Do candidates have to do all four sections of the test?
Answer: Yes they do. The Overall Band Score is calculated as an average of all four subtests.
Question: How soon can a candidate get thieir results?
Answer: Most IELTS test centres can give candidates their results within two weeks.
Page viii
IELTS Preparation Teacher’s Book
The TestGo through the OHT of the test information (see OHT section) with the students to ensure they know the format of the test.
Concept check the students with questions. For example:
How long do you have for the writing test?
60 minutes
What’s the difference between the academic and general writing tests?
Academic requires a description of a chart or graphic whereas the General requires students to write a letter
How many times do you listen in the listening test?
Once only
The Computer ComponentEnsure students understand which components of the course are computer-based and what that means for them. Students are required to bring some exercises to class for discussion and follow up. Ideally, students will have attended an induction session where they are shown how to use the computer-based materials.
How the Classroom and Computer Components work togetherThe following pages provide an overview of how the classroom and computer components work together. You might like to photocopy this on to A3 paper as a reference for the students.
Use the OHTs about the computer-based and classroom activities for the academic and general writing component, as well as the listening, to explain the relationship between the computer and classroom components in more detail (see OHT section).
Teaching Strategies
Page ix
Classroom-based Study (Academic Module)
Speaking
10 Hours
Listening
4 hours
Writing
6 hours
Unit 1Overview of the IELTS Speaking Test
Objectives:Introduction to test format and key skills
Unit 2Giving give personal Information
Objectives: Personal info in a structured interview;prediction/brainstorm discussion areas and give responses; askpolitely to have questions repeated
Unit 2BAnalysing Graphs and Tables
Objectives: Responding to Task Activities Unit 2Respond to survey on transport; write sentences to describe trends; identify key points of visual information
Unit 3 Improving Fluency and Coherence
Objectives: Give fuller responses and improve fl uency and coherence of answers
Unit 3BComparing and Contrasting Visual Information
Objectives: Compare/contrast info in graphs and charts; use appropriate signal words; use complex sentences to compare/contrast information
Unit 4Analysing the Individual Long Turn Card
Objectives: Analyse instructions; brainstorm and structure responses to cue card instructions
Unit 5 Expressing Reasons and Opinions
Objectives: Know how to give reasons and opinions and expand information in the individual long turn
Unit 5Intonation and Signposting
Objectives: Recognise signpost words and their meaning;understand intonation signposts
Unit 5Writing Task 1 - Practice Test
Objectives: Practise task 1 under exam conditions.Analyse a model answer. Undertake self correction activities
Unit 6 Abstract Topics
Objectives: Anticipate and talk about abstract topics; analyse and clarify questions.
Unit 6Paraphrases and Summaries
Objectives: Recognise paraphrases and summaries;match information
Unit 6Task 2 - Writing an Introduction
Objectives: Analyse the instructions for Writing Task 2; brainstorm/organise ideas for argumentative /problem solution texts; evaluate main points for relevance; write an introduction + thesis statement
Unit 7 Prediction and Speculation
Objectives: Order responses appropriately; justify opinions; use language of prediction and speculation
Unit 7Practice Listening Test
Objectives: Refl ect on test taking approaches; practise IELTS test under exam conditions
Units 7B / 8BWriting the Essay - Body and Conclusion
Objectives: Respond to task activities Units 7/8
Unit 7 (cont)Prediction and Speculation Objectives: Order responses appropriately; justify opinions; use language of prediction and speculation
Unit 8Review
Objectives: Review components of Listening Test:explore strategies to practise effectively
Unit 8 Practice Speaking Test and Review
Objectives: Practise the IELTS Speaking Test and review strategies for test taking.
Unit 9Practice Writing Test -Task 2
Objectives: Practise writing test under exam conditions; undertake self correction strategies;analyse model answers
Unit 8 (cont.)Revision and tips for test taking
Computer - based Study (Academic Module)
Writing
6 hours
Listening
4 hours
Reading
10 hours
Unit 1Introduction to IELTS Writing Test Format
Objectives: Identify key skills required
Unit 1Introduction to the Listening Test format
Objectives: Identify key skills and key question types in test
Unit 1Introduction to the IELTS Reading text
Objectives: Identify key question types and skills for the test and develop strategies for effective vocabulary learning
Unit 2AAnalysing Graphs and Tables
Objectives: Analysing bar graphs/pie charts; describe trends; identify key points of visual information
Unit 2Identifying the Context of a Listening Segment
Objectives: Predict the context of a listening segment; guess what kind of info is required to complete task
Unit 2Familiarisation with a Text
Objectives: Identify main ideas in paragraphs; explore strategies for reading faster and develop vocabulary – of the environment
Unit 3AComparing and Contrasting Visual Information. Objectives: Compare/contrast info in graphs and charts; use appropriate signal words; use complex sentences to compare/contrast information
Unit 3Listening for Specifi c DetailObjectives: Identify key words in questions and focus on info required for specifi c tasks
Unit 3Scanning for InformationObjectives: Locate specifi c info;respond to gap - fi ll questions;develop vocab - science/technology
Unit 4Describing FlowchartsObjectives: Describe a process;analyse the elements of a process description
Unit 4Listening for Meaning.Objectives: Listen for main ideas; identify topics of a short lecture
Unit 4Skimming for InformationObjectives: Locate main/ supporting ideas;recognise paraphrases of main/supporting ideas;respond to multiple choice questions;develop vocabulary - ethics
Unit 5Extracting key ideas from Paragraphs and Texts
Objectives: Summarise a longer paragraph; match statements with shorter texts and match headings to paragraphs
Unit 5 (cont.)Extracting Key Ideas from Paragraphs and Texts
Objectives: Summarise a longer paragraph; match statements with shorter texts and match headings to paragraphs
Unit 7AThe Essay Body
Objectives: Write and organise coherently the body of an opinion essay;use appropriate signal words to introduce opinions and supporting evidence; use cautionary language to support an opinion
Unit 6Facts and Opinions: Making inferences
Objectives: Distinguish fact from opinion; identify author’s viewpoint; make inferences; vocabulary - business/economics
Unit 8AWriting a Conclusion
Objectives: Paraphrase the main points from the body of an essay; restate opinion
Unit 6 (cont.)Facts and Opinions: Making inferences
Objectives: Distinguish fact from opinion; identify author’s viewpoint; make inferences; vocabulary - business/ economics
Unit 7Practice Test ReadingObjectives: Review reading skills and test taking strategies including time management;practice the IELTS test under exam conditions;refl ect on test taking experience
Unit 7 (cont.)Practice Test ReadingObjectives: Review reading skills and test taking strategies including time management;practice the IELTS test under exam conditions;refl ect on test-taking experience
Page x IELTS Preparation Teacher’s Book
Classroom-based Study (General Training Module)
Speaking
10 Hours
Listening
4 hours
Writing
6 hours
Unit 1Introduction to IELTS Speaking test
Objectives: Introduction to test format and key skills
Unit 2Giving Personal Information
Objectives: Give personal info in a structured interview; predict/brainstorm discussion areas and give responses; askpolitely to have questions repeated
Unit 2BPersonal Correspondence
Objectives: Identify ways to build vocabulary ; distinguish between formal and informal letter writing styles
Unit 3 Improving Fluency and Coherence
Objectives: Give fuller responses and improve fl uency and coherence of answers
Unit 4Analysing the Individual Long Turn Card
Objectives: Analyse instructions; brainstorm and structure responses to cue card instructions
Unit 4Requesting Assistance and Expressing thanks
Objectives:Request information; propose solutions; ask for assistance
Unit 5 Expressing Reasons and Opinions
Objectives: Know how to give reasons and opinions and expand information in the individual long turn
Unit 5Intonation and Signposting
Objectives: Recognise signpost words and their meaning;understand intonation signposts
Unit 5Practice Writing Task 1
Objectives:Practise Task 1 under exam conditions.analyse a model answer; undertake peer and self correction activities
Unit 6 Abstract Topics
Objectives: Anticipate and talk about abstract topics; analyse and clarify questions.
Unit 6Paraphrases and Summaries
Objectives: Recognise paraphrases and summaries; match information
Unit 6BWriting Task 2
Objectives:Brainstorm ideas for argumentative/problem solution texts; evaluate main points for relevance; write an introduction + thesis statement
Unit 7 Prediction and Speculation
Objectives: Order responses appropriately; justify opinions; use language of prediction and speculation
Unit 7Practice Listening Test
Objectives: Refl ect on test taking approaches; practice IELTS test under exam conditions
Unit 7BSignal Words and Cautionary Language
Objectives:Organise coherent paragraphs;use signal words to express opinion;use cautionary language to support an opinion
Unit 7 (cont)Prediction and Speculation Objectives: Order responses appropriately; justify opinions; use language of prediction and speculation
Unit 8Review
Objectives: Review components of Listening Test;explore strategies to practise effectively
Unit 8 Practice Speaking Test and Review
Objectives: Practise the IELTS Speaking Test and review strategies for test taking.Revision and tips for test taking
Unit 9Practice Test - Task 2
Objectives: Practise writing test under exam conditions; undertake self correction strategies; analyse model answers
Unit 8 (cont.)Revision and tips for test taking
Computer - based Study (General Training Module)
Writing
6 hours
Listening
4 hours
Reading
10 hours
Unit 1Introduction to IELTS Writing Test Format (General)
Objectives: Identify key skills required
Unit 1 Introduction to the Listening Test Format
Objectives: Identify key skills and identify key question types in test
Unit 1Introduction to the IELTS Reading Test
Objectives: Identify key question types and skills for the test; develop strategies for effective vocabulary learning
Unit 2A Genre Personal Correspondence
Objectives: Analyse the instructions for Letter Writing Task
Unit 2 Identifying the context of a listening Segment
Objectives: Predict the Context of a listening segment; guess what kind of info is required to complete task
Unit 2Familiarisation with a Text
Objectives: Identify main ideas in paragraphs; explore strategies for reading faster; develop vocabulary – the environment
Unit 3Different Letter Writing Styles.
Objectives: Explain a situation or problem; express complaints politely;express views, likes and dislikes
Unit 3Listening for Specifi c Detail
Objectives: Identify key words in questions; focus on info required for specifi c tasks
Unit 3Scanning for Information
Objectives: Locate specifi c info; respond to gap-fi ll questions; develop vocab - health and safety
Unit 4Listening for Meaning.
Objectives: Listen for main ideas; identify topics of short lecture
Unit 4Skimming for Information
Objectives: Locate main/supporting ideasrecognise paraphrases of main/supporting ideas; respond to multiple choice questions;develop vocabulary ethics
Unit 5Extracting Key Ideas from Paragraphs and Texts
Objectives: Summarise a longer text: match statements with shorter texts
Unit 6AOrganising Ideas of Argument. Responding to task 1
Objectives: Analyse the instructions for Writing Task 2; organise ideas for argumentative/problem solution texts
Unit 5 (cont.)Extracting Key Ideas from Paragraphs and Texts
Objectives: Match headings to paragraphs;develop vocabulary business and economics
Unit 7AThe Essay Body
Objectives: Write and organise coherently the body of an opinion essay;use appropriate signal words to introduce opinions and supporting evidence
Unit 6Facts and Opinions:
Objectives: Distinguish fact from opinion; identify author’s viewpoint
Unit 8Writing a Conclusion
Objectives: Paraphrase the main points from the body of an essay; restate opinion
Unit 6 (cont.)Facts and Opinions:
Objectives: Distinguish fact from opinion; identify author’s viewpoint
Unit 7Practice Test -Reading
Objectives: Review reading skills and test-taking strategies including time management;practise the IELTS test under exam conditions;refl ect on test- taking experience
Unit 7 (cont)Practice Test-Reading
Objectives: Review reading skills and test- taking strategies including time management;practice the IELTS test under exam conditions;refl ect on test taking experience
Page xiIELTS Preparation Teacher’s Book
Unit 1: Introduction to the IELTS Writing Test
ClassroomComputer based
Unit 2A: Analysing Pie Charts, Describing Trends and Identifying Key Points of Visual Information
Unit 2B: Analysing Graphs and Tables
Unit 5: Practice Writing Task 1
Unit 6: Writing an Introduction
Unit 7/8B: Writing the Essay - Body and Conclusion
Unit 7A: The Essay Body for Task 2 of the IELTS Writing Test
Unit 3B: Comparing and Contrasting Visual Information
Unit 9: Practice Test - Task 2
Unit 3A: Comparing and Contrasting Information in Graphs and Charts
Unit 8A: Writing a Conclusion for Task 2 of the IELTS Writing Test
Unit 4: Describing Flowcharts
Contents – Academic Writing
OHTsPage 72 IELTS Preparation Teacher’s Book
Page 1 IELTS Preparation Teacher’s Book Writing - Academic Module
Unit2BWriting-Academic ModuleAnalysing Graphs and TablesIn this unit students will:• analyse tables and graphs and
describe proportions
• describe trends (line graphs)
• identify key points of visual information.
Tell the students that this unit will focus on graphic description – any time you are using the word ‘graphic’ you are referring to either a graph or a table. It may be useful to write this on the board and ask the students for the difference between the two.Graph: a drawing consisting of lines, bars or a pie with pieces, displaying statistical data.Table: a boxed set of fi gures showing statistical data.
Analysing diagrammatic information[page 3]
Graphs Use the OHT section to show students three graphs on page 76.Encourage students to begin to look at graphics with an analytical eye – ask them questions about the graphs. Eg. What does it show? What is the title? What is the key information? etc.Numbers / Fractions / Percentages / Proportions / General statementsLook at the various ways of describing the data. As you go through each one, make sure students understand the parts of the graph each describes.
Exercise 2B.1Ask students how the information for the exercise could be obtained from the whole class. Rather than having each student asking every class member for an answer suggest that someone surveys the whole class together – ask for some volunteers to direct this operation. They could use the board to record the answer and students take down the information required for the exercise.When this is complete, direct the class to use the information collected and present it in a bar chart.Finally, ask the class to write a few short sentences about the chart, remembering to use a variety of types of data description (numbers, fractions, percentages, proportions or expressions such as the majority, a large number, most, only a few, hardly any).
2B
Page 2 IELTS Preparation Teacher’s BookWriting - Academic Module
100
90
80
70
60
50
40
30
20
10
0
19801982
19841986
19881990
19921994
19961998
2000
No.
ofun
itsso
ld(x
1000
)
Year
Hyunsun VC R Sales (1980 - 2000)Peaked
Increased dramatically
Decreased sharply
Became stable Decreased
slightly Levelled off
Climbed gradually
Rose rapidly
Became stable
Describing Trends[page 4]
Exercise 2B.2Show the students the following graph on an OHT (without the answers see page 75) and lead in with some general questions before directing them to answer the questions in their books.
Possible Answers
Exercise 2B.3Look at the model sentences with the class.
Answers When do you use an adverb (eg. moderately)? With a verb, eg. increased When do you use an adjective (eg. moderate)? With a noun, eg. increase
Direct students to write a sentence for each of the 8 trends in the graph and to use as many of the words they can in the language box. Use a variety of adverbs and adjectives. Ask some students to write their sentences on the board and check together for accuracy. Eg. From 1980 to 1982, the sales of Hyunsun VCRs increased dramatically.
Practising describing line graphs[page 5]
Exercise 2B.4 Direct students to work with a partner. One student should look at information for Student A on page 6 of the Student Book, and the other student should look at information for Student B on page 7.
Remind students to:• describe what the graph represents (what
is being measured and over what time period)
• use adjectives to describe nouns (eg. dramatic increase) and adverbs to describe verbs (eg. increased dramatically, fl uctuated wildly)
• divide the line graph into discrete trends with corresponding time periods
• use the units of measurement to mention numbers on the Y-axis
• look for fl uctuations (rises and falls) in numbers or trends within the graph when analysing data.
• use prepositions (from, to, by) to show changes (eg. Sales rose from 400 in January to 600 in February / Sales increased by 200 over the fi rst month)
2B
Page 3 IELTS Preparation Teacher’s Book Writing - Academic Module
Identifying key points[page 8]
Exercise 2B.5The following is exercise 2A.7 taken from the online component of the course. It is included for your reference.Exercise 2A.7 – Study the following graph and complete the tasks that follow.
1 Write a sentence about what the bar graph shows.
2 Write two or three sentences summarising the overall data presented in the bar chart.
3 Write a sentence about the trend in China.
4 Write a sentence about the trend in the USA.
5 Write a sentence about the trend in Japan.
6 Write a fi nal sentence about the trends in Korea, Thailand and Australia.
Decide which features you should have included, and which you did not need to include.Take a printed copy as homework task to classroom, Unit 2B for correction. Use the BACK button on your Toolbar to return to the Classroom.
2B
USA Japan China Korea Thailand Australia
200
150
100
50
0
Hom
es(m
illio
ns)
DVD Growth
1990
1995
2000
Ensure that students understand which line graphs they are describing and which graph information they are listening for before they start.As an extension, have some students describe the graphs for the class as model answers and check they are correct. You may wish to select some answers from the students and invite them to write them on the whiteboard. From there, an analysis can be conducted with students identifying, discussing and correcting errors.
Writing - Academic Module
Unit 1: Introduction to the IELTS Writing Test, Identifying Skills Required
Contents – General Training Writing Computer based
Unit 2A: Genre of Personal Correspondence;Analyse the Instructions for Writing Task Unit 2B: Personal Correspondence
Unit 3: Different Letter Writing Styles.Explain a Situation or Problem; Express Complaints Politely and Express Likes and Dislikes.
Unit 4: Requesting Assistance and Expressing Thanks
Unit 6A: Organising Ideas of an Argument; Analyse the Instructions for Writing Task
Unit 5: Practice Writing Task 1
Unit 6B: Writing Task 2
Unit 7A: Write and Organise Coherently the Body of an Opinion Essay.
Unit 7B: Signal Words and Cautionary Language
Unit 8: Write a Conclusion to the IELTS Writing Task 2 Unit 9: Practise Writing -Task 2
Classroom
Page 73 IELTS Preparation Teacher’s Book OHTs
Page 17 IELTS Preparation Teacher’s Book
Unit2BWriting-General Training ModulePersonal correspondenceIn this unit students will:• be introduced to the genre of
personal correspondence
• analyse the instructions for Writing Task 1
• distinguish between formal and informal letter writing styles.
Personal Correspondence[page 47]
Tell students that Units 2-4 will focus on Task 1 of the Writing General Module.Direct students to look at Exercise 2B.1 in their books and to discuss their answers.
Possible Answers
Exercise 2B.11 People write letters to keep in contact with
friends and family, to ask for something, to invite, to respond, etc.
2 Answers will vary.
Direct students to look at exercise 2B.2 in their books and to discuss their answers.
Possible AnswersExercise 2B.21 Answers will vary.
Analysing the instructions of a letter[page 47]
This section looks again at the purpose of a letter. Re-examine the six general types of letter that students may be asked to write.These were covered in Unit 1 but you may need to go over again what each type of letter is written for.
Answers
Exercise 2B.21 Complaint and request
Exercise 2B.22 Direct students to look carefully at key words
within each task to determine what letter type it will be. Note that where a letter has more than one function, the main one is given fi rst.
As an extension, ask students to highlight the key words in each task that help identify the letter type.
Writing - General Training Module
2B
Page 18 IELTS Preparation Teacher’s Book
The task requires you to write a letter: Purpose
a to a holiday camp to ask about accommodation for a group of children.
Request
b to your friend to tell her that you cannot visit her next month as planned.
Apology/Explanation
c to your local council saying how you think their services can be improved.
Suggestion/Complaint
d to ask your tutor to attend a party to celebrate your graduation.
Invitation
e to tell your school why you have decided to withdraw from your course.
Explanation/Complaint
f to a restaurant about a rude waiter and some bad food. Complaint
Formal or informal?[page 49]
You have already discussed formal and informal letters with the class briefl y in Unit 1, so students should understand the differences between the terms. Direct students to look at the language examples in the table.You could put the table on an OHT to highlight some of the differences between formal and informal language forms. For example:Dear + Title (sir, Mr) / Dear + name - point out to the students that titles are used with family names not fi rst names (not Mr Steve)Informal language makes more use of contracted forms I am / I’mPoint out formalised vs informal expressions Thank you / Thanks, I wish to apologise / I’m sorry
AnswersExercise 2B.31 The fi rst letter to the bank is formal and the
second letter to the person’s friend is informal.
2 In the formal letter, the situation is introduced in the opening paragraph. In the semi-formal letter, the writer starts with a friendly exchange.
3 Examples of formal language, letter 1: Dear Sir or Madam, I am a customer …, I am writing to you about …, I am a student and I do not have …, Can you please look into the matter urgently …, … contact me as soon as possible? I look forward to your response. I can be contacted on 9887 6554. Yours faithfully
Examples of informal language, letter 2: Dear Harry, Hi! How are you? Thanks for the postcard. Sydney looks beautiful! It sounds like you’re having a great time there. I wonder if you could do me a favour? I’d also like to fi nd out… Do you think you could … look around and send me the information I need? I’ll be really grateful for whatever you can do …, Many thanks
Re-emphasise the importance of analysing the task carefully before writing, as students will lose marks if they misinterpret the question.
Writing - General Training Module
2B
Page 19 IELTS Preparation Teacher’s Book
Answers Exercise 2B.3 (continued)
Formal Informal
Dear Madam Dear Phyllis
Thank you for your letter Thanks for your letter
I would greatly appreciate it I’d be very thankful
I look forward to your prompt reply Write back soon
Please feel free to contact me if you requirefurther assistance
Let me know if you need any more help
Please accept my sincere apology I’m very sorry
Thank you for your kind invitation Thanks for inviting me
May I suggest that you Why don’t you
Yours sincerely All the best
Exercise 2B.4Again, highlight the differences in formal and informal expression after or during this exercise as it is worthwhile for students to be able to recognise and use the different forms.
AnswersExercise 2B.4formal: a, c, e, f informal: b (friend)formal or informal: d (depending on how formalthe party is and how close the relationship is withthe tutor)
4
Writing - General Training Module
2B
Flow Chart: Contents IELTS Listening UnitsComputer based Classroom
Unit 1: Introduction to the IELTS Listening Test
Unit 2: Predicting and Guessing
Unit 3: Listening for Specifi c DetailIdentifying Key Words
Unit 4: Listening for Main Ideas;Identifying Topics of a Short Lecture;Distinguishing and Matching Different Speakers with Key Information
Unit 5: Intonation and Signposting
Unit 6: Paraphrases and Summaries
Unit 7: Practise Listening Test.
Unit 8: Review
Page 74 IELTS Preparation Teacher’s BookOHTs
Unit 5ListeningIntonation and Signposting In this unit students will:• identify meaning through
intonation
• recognise signpost words and their meanings
• understand intonation signposts.
Identifying meaning through intonation[page 83]
Read through the notes about identifying meaning through intonation with the students.
Listening [page 83]
Warm-Up1-3Have students work in pairs to practise
saying the words and phrases with varying intonation.
4 Ask students to discuss Q4 in pairs. Ask some students to demonstrate their intonation of the words and phrases to the class, and to report on their discussion.
Listening Exercise 5.1Have students review the questions. Play the example and check that students know how to answer the questions. Play the tape and have students complete the table.
Answers 1 No 2 Yes 3 No
4 Yes 5 No 6 No
Recognising signpost words and their meanings[page 84]
Read through the notes about signpost words with the students.
Listening[page 84]
Warm- up
1 Have students work through the sentences in pairs, underlining the signpost words, and matching them to the functions a - g.
2 When you review the answers with the class, ask them to suggest any other words or phrases that can be used to signpost these functions.
Answersb it is important to note…
e This is a direct consequence of
c A case in point is
e due to…
d Not only was
a I would like to begin by talking about ... Then
g In contrast …
d Furthermore…
f also ... Like ...
a And that sums up my second point ... Finally
Page 33 IELTS Preparation Teacher’s Book Listening
5
Listening Exercise 5.2Give students time to read through the questions and to look at the diagram. You may like to have them discuss the questions in pairs.Tell students that they must answer all the questions (a, b, c; 1-10) as they listen to the tape.
Play the tape twice so that students can check their answers.
Answers1 and 2limited supply / resources OR supply is limited/ OR
(they cause) pollution
3 painted / coloured black
4 solar collector / panel
5 solar radiation / (the) sun’s rays
6 cold water
7 hot water
8 (water) storage tank
9 solar cells / batteries / energy
10 less expensive / cheaper
Understanding intonation signposts[page 86]Read through the notes about intonation signposts with the students.
Listening[page 86]
Warm- Up
1 Have students work in pairs to mark the intonation patterns. Write the sentences on the board and ask individual students to mark the patterns on them. Have students practise saying the sentences as a class, then in pairs.
Note: If desired, see OHT section and copy the answers on to an OHT.
a Today, I bought some apples, oranges
and bananas.
b Mark, where are you going?
I have to meet some friends later.
c Last Saturday, we went to the park,
didn’t we? (If no answer is required)
OR
Last Saturday, we went to the park,
didn’t we? (If answer is required)
d Turn off the television, and go and do
your homework!
e I am allowed to smoke here, aren’t I? (If no
answer is required)
OR
I am allowed to smoke here, aren’t I? (If
answer is required)
Listening Exercise 5.3
1 Have students read the passages and in pairs discuss the probable intonation patterns.
2 Play the tape and have students mark the intonation patterns.
Answers
a I’d like to introduce our three speakers
today: Dr Margaret Jones, who will
talk about the Student Health Service,
Martin Andrews, from the Careers and
Employment Offi ce, and Annie Cheong,
who will tell you about the Student
Association.
Page 34 IELTS Preparation Teacher’s BookListening
5
b The fi nal point to consider is the age of the
patient. Now, this can affect the outcome
in a number of ways. If the patient is
young, then the immune system is less
well-developed, and there is a danger of
infection. If the patient is older, however,...
c What will be the impact of this new
technology on the environment? Friends
of the Planet, a group that monitors
the environmental effects of industrial
processes, says there is a risk of
widespread pollution.
d Three groups are most likely to be affected
by this legislation: teachers, nurses and
the public servants. Teachers and nurses,
because their retirement schemes are
similar, and public servants, because of
their conditions of employment.
TranscriptsListening Exercise 5.1Example
Woman Well, I think that new recipe turned out very well, if I do say so myself. Did you enjoy it, dear?
Man [can’t say yes, but doesn’t want to disappoint] Oh yes, it was, er, most unusual!
1Boy And it’s got these fantastic wheels, and I’ll bet it does at least 200Ks, and
there’s a stereo system that’ll blow the roof off…Girl [bored] Mmmm…has it?
2Woman [annoyed] Well, I think you could at least show a bit more enthusiasm. I
mean, I’ve gone to a lot of trouble to arrange this, and if you think I’ve just done it for myself, you’re wrong. It’s your interests I’ve had in mind all along, although it looks as though I’ve been wasting my time…
3Woman A [hearty] I thought after lunch we could go for a walk along the beach. A
good brisk walk in the bracing wind will do us the world of good, won’t it?Woman B [disagreeing] Mmm, I suppose so.
4Father And then on your birthday we could hire a boat and go out to the island for
a picnic.
Daughter [eager] Ooh, Dad, could we?
5Woman You needn’t deny it. I know you don’t like my mother. You’ve never liked
her, have you?Man [avoiding the question] Your mother is a remarkable woman, and I’m sure
somewhere there must be people who appreciate her. 6Teacher [sarcastic] Well, I can see you’ve really taken a lot of trouble over this essay,
Peters. You must have stayed up late every night working on this! After all, it must take a lot of effort to produce half a page!
Page 35 IELTS Preparation Teacher’s Book
5
Listening
Listening Exercise 5.2
TUTOR Hello everyone. Now, we’re going to
continue with the class presentations today - whose turn is it? Let’s see, ah, Kim - what are you going to talk to us about?
KIM
Yes, thanks. I’m going to talk about solar energy, but please feel free to interrupt if you’ve got any questions - don’t leave them all to the end.
TUTOR
Good point, Kim. These presentations are meant to stimulate discussion, not to be lectures. Let’s get going, then.
KIM
Right. I chose this topic because I’m interested in alternative forms of energy.
BRIAN
You mean alternatives to fossil fuels?
KIM
That’s right. There is a limited supply of oil, coal and gas, and one day it will run out. We need to explore other sources.
FRANK
Burning fossil fuels causes pollution, too - look at the acid rain we get from the emissions from coal-fi red power stations.
KIM Yes, and it contributes to global warming.
The great thing about solar energy is that it doesn’t have these problems: it’s pollution-free, and it won’t run out.
TUTOR There is a problem with storage, though,
isn’t there?
KIM Well, yes, it’s true that you do need to
store the energy you collect from the sun, because it’s only available during the day, and you get less when it’s cloudy. But the ways of storing and collecting it are getting more effi cient all the time. For example, in water-heating systems like the one I’m going to explain to you in a minute, the solar collectors are painted black, so they absorb as much heat as possible.
BRIAN Are they those black panels you see on the
roofs of houses sometimes?
KIM Yes, that’s right. In fact, those black panels
you see are part of the kind of domestic water-heating system I want to talk about today, so I’d probably get onto that part now. I’ll just do a quick diagram on the board as I go, so you can see what I’m talking about. The most visible part of the system is the large rectangular panel, that’s usually on the roof. That’s the solar collector.
FRANK And how does it work, exactly?
KIM
Well, as the name suggests, it collects the energy from solar radiation. When the sun’s rays strike the panel, their heat is absorbed by the black-painted surface. Attached to the surface there is a network of tiny water pipes. Cold water comes in here, and it’s heated by the energy absorbed from the sun’s rays.
Page 36 IELTS Preparation Teacher’s BookListening
5
BRIAN Clever system! But you wouldn’t be able
to heat much water in those little pipes, would you?
KIM Oh, no! That water doesn’t stay there. It
fl ows out the other end, and goes into a well-insulated storage tank. So there’s cold water coming in at one end and hot water going out the other all the time.
FRANK So how much water can you heat with one
of these systems?
KIM Well, I don’t know how much the average
hot water storage tank holds, but I think the solar ones are about the same. The amount of water you can heat depends ultimately on the number and size of the collection panels
TUTOR That’s very interesting, Kim. Can you
tell us anything about other uses of solar energy?
KIM Um, well, besides domestic hot water, I
know it’s used for heating and for some public buildings, like heated swimming pools. But one of the most exciting advances in solar technology has been the development of solar cells that can store electrical energy.
BRIAN You mean, like a battery?
KIM Exactly! But some of them can store a
lot—for example, enough to power a fridge for a few hours.
FRANK Great for camping!
KIM Yeah, they have been used for a range of
camping equipment—lights, radios, little fridges and so on—but they’re even more useful for people who live, or need to stay, in remote locations where there’s no electricity supply. Aboriginal communities far from towns, for example, or scientifi c expeditions in wilderness areas.
TUTOR And what do you see as the future of solar
power, Kim? Do you think it will ever be a viable alternative to other sources of energy?
KIM Well, as the technology stands now it can’t
be used for large-scale industrial purposes, but it’s being improved and getting less expensive all the time, and I think there are lots of areas—domestic heating and hot water, for example, where it is already very competitive.
TUTOR Well, thank you very much, Kim. I’m sure
we’ve all learnt a lot today.
Page 37 IELTS Preparation Teacher’s Book
5
Listening
Unit 1SpeakingOverview of the IELTS Speaking TestIn this unit students will:
• be introduced to the format of the IELTS Speaking Test
• identify the key skills necessary to complete the test.
Introduction to the IELTS Speaking Test [page 101]Introduce this section by asking students what they expect of the IELTS Speaking Test. Ask questions to assess their knowledge of the test format. For example: “What areas of speaking will you be assessed on?”; “What is the second section of IELTS speaking section requiring you to do?” and “What is the examiner’s role?” Write any predictions on the board, and then ask students to read through the fi rst section of the IELTS test answering those questions you have written down. Review the questions you have written on the board with students.
Identifying the key skills necessary to complete the test[page 102]
The 7 skills, which are listed in point form, appear in the same order as students will need them in the IELTS speaking test. Use Exercises 1-4 to introduce the key skills to students as well as provide further explanation on the 3 parts of the IELTS speaking test.
Part 1- Introduction and interview[page102]
Exercise 1.1 – Introduction warm-up
Exercise 1 introduces the structured interview used in Part 1 of the IELTS Speaking test. Students should write down answers to the interviewer’s questions before practising their role-play with their partner. Use Exercise 1 as a speaking warm-up/icebreaker activity and introduction to the interview.
Exercise 1.2 – RoleplayStudents should review their interviews from the previous exercise which leads on to more general discussion of any interview experiences they have had in the past. Draw a table on the board with the headings ‘interview problems’ and ‘interview solutions’. Elicit at least 4-5 problems such as ‘nervousness’, ‘lack of confi dence’, ‘don’t know what to say’ etc. and then allow students to brainstorm some of the solutions. When reviewing students’ responses, you should make it clear that the IELTS Speaking Test interview is different from a business style interview in that the examiner is not ‘hiring’ students, but assessing students speaking performance.
Page 44 IELTS Preparation Teacher’s Book
1
Speaking
Part 2 - Individual long turn[page 103]
Exercise 1.3 – Preparing for the long turnThis exercise develops speaking skills such as ‘analysing instructions’, ‘giving reasons’ and ‘expressing opinions’. Explain to students that they will be required to speak at length on a topic such as the one provided in the example cue card. While the test-taking skills described above will be practiced in later sections, students should be able to make some basic notes on the topic provided. A review should follow students’ analyses. Discuss as a class some strategies to overcome any potential problems students may have when taking the test.
Part 3 - Two-way discussion[page 103]
Exercise 1.4 – Brainstorming and discussing abstract topicsThis exercise is an introduction to Section 3 of the IELTS Speaking Test, the two way discussion with the interviewer. You should mention that Exercise 1.4 practices some diffi cult language and thinking skills such as using abstract reasoning and abstract language to express and justify opinions and ideas. It is often hard to express ideas in a fi rst language let alone a second language. Section 2b provides some explanation as to how such diffi cult conversation questions may be answered, and you might like to briefl y analyse some language used in answering the questions such as giving examples, and using signal words. By reviewing the exercise, students can discuss some problems they had in completing this task such as generating ideas, providing references and examples and extending the length of their responses.
Page 45 IELTS Preparation Teacher’s Book Speaking
1
PEER EVALUATION AND FEEDBACK FROM
1 Fluency & Coherency How many times did the speaker ask for a question to be repeated?
Was the request made using a polite expression?
Did the speaker present his/her ideas clearly?
How many times did the speaker reply with one or two word answers?
2 VocabularyDid the speaker use vocabulary related to the question? Were any words used incorrectly?
3 Grammar Range & Accuracy?How many times did a speaker pause or hesitate over 5 seconds when answering a question?
Did the speaker use a variety of verb tenses?
Were they used correctly?
How many times were conditional sentences used?
Were they used correctly?
4 PronunciationWas the speaker’s pronunciation clear?
Page 69 IELTS Preparation Teacher’s Book Speaking
8
Flow Chart: The IELTS Test Structure 71
Flow Chart: Contents, Academic Writing 72
Flow Chart: Contents, General Training Writing 73
Flow Chart: Contents, Listening 74
Graphs: Widgets and Hyunsun VCR Sales 75
Various Graphs from course book and online course 76
Strategies for speed planning 77
Model Task 1- Life expectancy in 3 countries 78
Student Sample Essay 2 79
Common errors in Writing 80
Model Essay: Should cigaretteadvertising be banned? 81
Formal and Informal Expressions 82
Over - Head Transparencies (OHTs) Model letter 83
Intonation - warm-up 84
Speaking - part 1 85
Page 70 IELTS Preparation Teacher’s BookOHTs
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Postal Address:
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