IELTS Express Upper Inter - Teacher'''' s Guide pot

Explain that understanding the inain ideas of the passage will enable students to locate answers to ‘questions much more quickly ~ ft provides them with what is sometimes refered to as a

with Pameta Humphreys

THOMSON

a

tELTS Express Uppor Intermediate, Teacher's Guide

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IELTS Express Upper Intermediate Teacher's Guide 3

TELTS is offered in twe formats ~ Academic and General Training, All candidates take the same Listoning and Speaking modules and there fs an option of either Academic or General Training Reading and Writing modules Academic Tratning fs suitable for students wishing to enter an undergraduate or postgraduate study programe General Training is suitable Far candidates planning to undertake non-academic training, or work experience, or for immigration) purposes

Note: IELTS Express Upper Intermediate is mainly intendod to prepare candidates for the Academic Training module Wile

Ất may be used to prepare candidates for the Listening and Speaking modules of the General Training Exam, it does nat fully cover those shills needed for the Reading or Writing modules, For full preparation for the Geneta! Training module use JEUS Express Intermediate,

Further information about the exam can be obtained from the IELTS website wwwielts.org

For a description of the four modules of the TETS Exam, and what they contain, see the ‘TELTS Exam Overview’ in the fold-out flap at the front of the ZELIS Express Upper intermediate Coursebook

How is IELTS scored and what are examiners looking for?

Each part of the IELTS exam is scored on a scale af 0-9, When candidates receive their results, they are given a breakdown

‘of the band scores achieved in each of the four sections of the exam, and a final band score, which is calculated as an average of the scores for the four separate sections,

For bath Listening and Reading, one mark is awarded far each cottect answer The total number of marks is then converted into the above JELTS 9-band scale using a confidential method which can vary from test to test Band scores may be reported as either full hands (2.9, 6) oF half bands (¢.9, 6.5)

The Writing and Speaking modules are assessed hy trained examiners The exact marking criteria for the Speaking and Writing modutes are confidential, hut students are assessed on the Follosting:

Writing

Writing Task 4

Task achievement: the extent to which the candidate has performed the required task, using the minimum of 150 words,

> Coherence and coheston: how clearly and fluently the message is communicated

> Lexical resource: the range, accuraty and appropriacy of vocabulary employed by the candidate,

> Grammatical range and accuracy: how many difforent and appropriate structures are used by the candidate at sentence

level

Writing Task 2

In addition to eaherence and cohesion, lexical resource, and grammatical ange and accuray

> Task response: This evaluztes how well the candidate Formulates and develops an argument in response to the prompt aiven in the question It also evaluates how well the candidate's opinions are supported by evidence, witich may be 4ravn fiom the candidate's own experience, Texts should be at least 250 words Ín length,

+ Fluency and coherence: the IELTS board identifies speech rate and speech continuity as the two major indicators of Fluency Logical sequencing af sentences, clear demarcation of stages of a discussion and use of cohesive devices

(connectors, conjunetfons, etc.) are key indicators of coherence

> Lexical resource: (determined as above) In adition, the IELTS board places importance on a candidate's ability to

IELTS Express Upper Intermediate Teacher's Guide

INTRODUCTION

confidently get afound a gap fn theit vocabulary by using alternative words

» Grammatical range and accuracy: the TELIS board identifies sentence length and complexity, use of subordinate clauses, and range of sentence structures, and the extent to which a candidate may deploy these features to shift information focus, as major indicators of grammatical range Accuracy is measured by ‘the number af grammatical emors in 2 given amount of speech and the communicative effect of errr?

» Pronunciation: factors hete include the degiee to which speech is unintelligible, the level of L1 interference and the amount of strain imposed on the listener,

For further information on these descriptors and the exam, please see www.ielts.org

What are candidates’ problems in each section?

Students may have a range of difficulties with different parts of the IELTS exam These are explored mare fully and a range of remedial strategies are detailed and practised throughout the ZELTS Express series However, common difficulties encountered

‘in each part of the exam include the following:

demanded by this tak, preferring consensus rather than disagreement Again, using the corect register may be a problem, as

‘may organising and developing a logical argument

Speaking

‘The first section usually presents few difficulties to candidates, although many candidates need practice in extending their answets The second part requites them to continue talking for over a minate - a daunting task for many, particularly when thoy are nervous & tack of vocabulary is also a problem for many Topics discussed in the final section may be quite abstract

‘Again, candidates may feel they have limited ideas and vocabulary

How can IELTS Express Upper intermediate help your students?

The comprehensive range of course components in the TELTS Express series makes it a complete preparation course for the

IELTS Express Upper Intermediate Teacher's Guide 5

Reading

Al the major IELTS reading task types are covered in JELIS Express Upper Intermediate, Although these reading units ate aimed primarily at students taking the Academic Training Module, many of the skills devetoped in the reading units are essential for both the Academic and General Training madules Indeed, there is a great deal of overlap in the two modules, but for practice in all the General Training madule reading tasks, you should refer to ZELTS Express lntermetiat

The three sections of the IELTS Speaking exam are covered in detail in the speaking sections of ZELTS Express Upper

Iotermedicte For additional practice, the FELTS Express Upper Intermediate Speoking Video/OVD shows students taking a simulated IELTS Speaking exam with an IELTS examiner Each video provides commentary from the examiner, who explains the diferent sections of the exam and comments on each candidate's performance with particular reference to the skills practised

in the Speaking units of the two coursettooks See page 117 of this Jeache’s Gude for photocopiable worksheets to accompany,

he JELTS Express Upper Intermediate Video/DVD and page 108 for guidance on how to use the video with your class

The modular structure of the Coursebook allows freedom in lesson and timetable planning and helps the student to focus more attention on theie weaker skills This skills division allows the teacher to customise the course to best fit the needs of his or her students, The FEUFS Express Workbook gives further skils practice and exam task practice, and also builds

vocabulary, providing focus on key grammatical structures

Components of the IELTS Express series

There is a complete set of ZELPS Express components available at both Intermediate level (IELTS band score 45.5) and Upps Intermediate levei (IEITS band score 5 and above) These components include:

Coursebook

Fach Goursebook begins with an overview of the IELIS exam, followed by eight units with umbrella themes inked to commit TEATS topics, At the back of the Intermediate Coursebook is a specal set of units for those candidates taking the General Training module and in both levels of the course there is full IELTS Practice test JELPS Express Upper Intermediate contains three Progtess tests, positioned after Unit 2, Unit 4 and Unit.6, which provide further practice in the skills, task types ami exam sections that have just been introduced There is also an answer fey, model essays for the Writing exam tasks and listening scripts for all ofthe listening and speaking exercises In ofder to maintain test validity the answer keys for the Practice test and Progress tests are found only in the Feacher’s Guide In the back flap of the coursebooks tfiere are handy reference sections containing useful language and structures for the Speaking and Writing papess

Audio Cassettes/CDs

These contain recordings for the exercises in the Listening units and the Practice and Progress test Listening exams, 2s well

as recordings of model candidates for each of the Speaking sections

IELTS Express Upper Intarmadiate Taachor’s Guide

Speaking DVD/Video

‘The DVO (also available on video) shows students taking a simulated TELTS Speaking exam with an IELTS examiner Each video provides commentary ftom the examine, who explains the different sections of the exam and comments on each candidate's performance, with particular reference to the skills practised in the Speaking units of the Caurseboak See page

147 for photocogiable worksheets to accompany the video, as well 2s guidance on how to use the video with your class,

As part of the Thomson Exam Essentio! series, the FETS Express package is further complemented by the ZEL7S Proctice tests book which provides six full Academic Module practice tests and additional writing and reading material for the General Training modules, The practice tests provide both guided and non-quided practice,

How can you use IELTS Express with your class?

‘Mentify which components of the course your students need, JEUTS Express has been designed to work flexibly to provide a range of courses of differing length and/or level

For 2 30-hour course

Each Coursebook provides a minimum cote of 30 to 40 hours class time, That’s @ good length for a week-long intensive TELTS preparation course, Each skills section takes atound 2 hous to cover Each unit takes around 4 hours The & units in the book will provide around 32 hous of materia The Progress tests will take 1 to 1¥%hours and the Practice test wil take at least 2% to 3 hours, plus the Speaking exam, which is around 15 minutes per student if carried out individually (See page 93 {or ather options for adininistering the Speaking exam.)

For 60 hours at a single levet

Using the Workbook and Speaking Video, along with the video exercises in class will add a further 20 to 40 hours

For 60 hours, covering two levels

For fast-track exam preparation courses over tno levels, you could use bath levels of the LELTS Express Coumebook, having students complete the workbooks at ome,

For 90+ hour courses

For longer IELTS exam preparation over two levels, using all the components at both Levels provides at least 90 hours of material ~ sufficient for a full length IELTS foundation course lasting an academic year

How do you teach a unit of IELTS Express?

Each unit of the Coursebook covers a broad ELTS-related theme and contains two exam sections The first section looks at a teceptive skill (reading or listening) and the second, a productive skill {speaking or writing) Each section shoutd take around 2 houts, although this will depend on how quickly your students work, Slower groups can be coached ta work faster

by aiving them a set tine to finish a particular task Time constraints ate a real problem in the IELTS exam, particulary in the Reading and Writing sections and so_you should encourage your students to increase their speed of working wherever possible, The lesson nates in this Teacher's Guide also contain suggested extension activities to give further practice,

‘Adopting these variations will add time to your lesson

IELTS Express Upper Intermediate Teacher's Guide 7

INTRODUCTION

Unit sections

Each unit section (Reading, Speaking, Listening and Writing) has heen carefully constructed to introduce key exam skills develop those skills, relate those skills to a specific exam task-type and finally, give students the opportunity to practise these new skills in a typical exam graded task

A typical unit section consists of the following elements:

Unit number and exam section: appearing in the outer top comers of each page of each section, exam section boxes are colour coded, e.g, Reading is abvays blue, Speaking always green, ete

Opening photographs: these provide a clear visual focus to begin ezch section and theme,

Introduction: this introduces the topic through discussion questions and presentation of target vocahalary

“Express tip box: these bones, which appear in the margin at intervals throughout a unit, give useful tips on exam strategy

“For this task’ box: this box precedes an exam practice task, Tt atts to celate a set of skis to a specific exam task-type In other words, it tells students how to apply theit newly acquired skills to the following set of exam practice questions,

Exam practice: each section ends with an exam practice task, giving students the opportunity ta try out their new skills Exam practice tasks are indieated by a circular icon in the margin beside the instructions, &.,

‘ther feons: & headphone icon jn the Listening and Speaking sections, ¢ @p indicates thatthe teacher should ose an

autio component at this stage, The recording number is spayed in a coloured lozenge beside the icon, Using the unit notes

ach section of the Coursebook has a corresponding set of nates in this Teacher's Guide, with suggestions and advice on how

to teach that section A typical set of notes will have the following elements and structure:

Titles unit number, theme, skill

section

Section aims: this provides a clear description of the main abjectives of eact

Each subsequent exercise contains:

‘Aims: a detailed description of the purpose of each exercise

Procedure: a step-by-step guide on how to teach a particular exercise, It includes notes on introducing the theme or task, pre-teaching vocabulary, grouping students, anticipating problems, tinting exercises, staging listening exercises, using the various ‘boxes’ fn the Coussebook, eliciting feedback and checking answers

‘Answer key: the Answer key provides explanations as to why a particular answer is comect, and why others are incorect Listening script: in addition ta the tapescript at the back of the Coursebook, the listening and speaking scripts are provided

‘agzin for convenience Far each question, the relevant section(s) of the script is undertned

Supports this section gives advice on how to support those students who find a particular exercise challenging,

Challenge: this offers suggestions on how to stretch those students wi find a particular exercise relatively easy

Extension activitfes: IEU1S Express is primarily designed as a fast-track exam preparation course, but if you feet your students would benefit fem further practice in a particular area, or if you simply find yourself with lesson time left over ant you need extra material then ideas for additional exercises ate provided for many ofthe exercises,

For guidance on haw to administer and mark the Practice and Progress tests, see the introduction to the Practice and Progress tests on page 92,

8 IELTS Express Upper Intermediate Teacher's Guide

To teach students a procedure to follow when fist appraaching a passage

To intraduce and practise the skils af skimming ta understand main ideas and scanning to lacate information within the text

>To practise a number of task types ~ matching headings to paragraphs; summary completion; short-answet question

Ej Introduction

‘Anas: To introduce the topic of leisure activites and

ro acta @ lecdsin to the reading text about

stress and holidays,

‘To inoduce some of the vocabulory thot

rites later fa the unit

A > Direct students’ attention to the photo and ask them

‘questions to orientate them to the topic such as:

Where do-you think this photo was taken? Hos omyone

‘een to somewhere simitor? What con you do on this:

Kind of beoch hatiday?

» Put the students into pairs and have them discuss the

‘questions with their partner,

B > explain to students that the wards in the language

box will appear in the reading passage Have them

work individually or in pais to group the wards into

the three categories

ANSWER KEY

calm: relaxed, utterly unstressed

quite stressed: a litle frustrated, protey anddous, somewhat

nervous, slightly edgy

stressed: really stressed our, incredibly uptight

Support

Check that students understand the meaning of the

words calm, stressed and worried by asking them to

plot the three words on the following scale (drawn on

the blackboard):

"5 `

(cain = ©, stresed = @ and worried would be approx %

the way along the scale neat 6)

Chattenge

Ta practise using intensifirs, point out the words

somewhat, really, 0 litle, pretty, slighty, incredibly and

utterly from the language box and ask students the

following question: What function do these words

fave? Elicit that they make the adjective that follows them, more, or less intense, In fact, they are known grammatically as Tntersifierz or ‘submodifiers,

» Ask students ta rank these words (1-7) in order of Intensity from weak to strong

Answer KEY U2 a lade, sighdy,3 somewhar 4 prety: 5 realy:

817 incredibly averly

» Ask students if they know any other intensifies

Suggested answers: quite, very, rather, totaly, reasonably

» Ask students to add these words to the list above and rank them

ANSWER KEY 1/2 a ltl, sighly 8/4 somewhatlreasorably: 5 quite:

GIF precty rather; 8 reallyfvery: 10 toxaly:

THN12 ineredibhyucteriy Note: somewhat is usualy followed by an adjective with a negasve connotation easanoby Is followed by one wlth 2 Positive meaning (e.g calm)

C+ ask students to read though the instructions and then have them close their eyes for a minute so they can

‘imagine different situations where they have felt these emotions, Give them a minute or so to take down a few notes Then put them into pairs to compare and discuss

in the exam Use the information in the Zt the exam hox to intraduce the TELTS reading module Ether have the-students read the information to thermselves, or read it aloud while students follow After students have read the information, ask them to close their books, then ask questions ta check their comprehension, far example: How long is the Reading paper? How many questions ore there? etc

UNIT 1 Leisure Activities 9 m——ễễ

READING

Approaching the text

Alms: To teach a procedure sradents can follow wheat

‘hey first opprooch an IELTS reading passage

Th show how students can predict tae content

‘of the porsoge by tooking fist ot de te,

photo, copdion and fist parogmaph

‘Te show students how an initial skim read oa

achieve 4 generol underscanding of the text

AL > Explain to students the standard procedure for frst

approaching TELIS reading passages, ie, before

starting to read the passage, they should look fist at

the ttle, subtitle, any photos or illustrations and the

first paragraph Explain to them that ZEUTS is all about

speed reading and that they will need to read in 2

particular way which will ne doubt be different to the

way they normally ted in their own language Making

intial predictions about the content of the passage

wll help them to read ard understand the gassage

smote quickly

» Ask students to read the instructions and do the task,

ANSWER KEY

Holideys can be stressful

B + Ask students to skim the passage to decide the main

theme, Emphasise to students that yau want them to

skim the text rather than read it in detail, To ensure

that they only skim, give stutents only two ot three

minutes to da the task Refer students to the express

tip box on page 10 for a brief definition of skimming

Ask the class whether their predictions in the previous

section were correct,

ANsweR KEY

‘The article fs aimed ata general readership You mighe see

‘this text in 8 newspaper

[3] Skimming for main ideas

Airust To teoch siudents Row to understand the maa

(đeos of the passage by focustiag on the topic

sentence of cach paitagraph os they skim the

passage a second time

“To teoch students how to dently the moi

idea of each parogeaph by separating it rom

A Ast students to read the instructions to the task

Explain that understanding the inain ideas of the passage will enable students to locate answers to

‘questions much more quickly ~ ft provides them with what is sometimes refered to as a ‘map of the tert: Explain that each paragraph should have a topic sentence/main idea: this text with eight paragraphs shoutd have eight main ideas,

> Ask students to read through the instructions and then do the task,

ANSWER KEY Paragraph E: Now we have a formula co ealeulae che amount of holiday time needed to recover fram the stress

‘of preparing for what should be our annual period of rest and recuperation!

Paragraph Fi"Today's pressurised lifestyles mean that going con holidey is lor mere stressful?

Paragraph G:’So according to Ms Quillam, the secret to a stress-free holiday i planning and having realistic

‘expectations!

Paragraph Hi The resuls of a survey commissianed by Lloyds TSB bank and carried out by Ms Quillam, have confirmed her theories; coday’ holidaymakers really are stressed ov)

B + explain to students that identifying topic sentences is the fist step to identifying the main ideas of the passage The second step is to surnmarise each paragraph in their own words, This will require particular attention to the topic sentence, but wil also draws on points in the rest of the paragraph, By summarising the paragraph students will further their understanding of each main idee

» Ensure students have identified the conect topic sentences for paragraphs E-H before doing this task

‘As 2 model, do a paragraph summary for paragraph

as 2 class Far the reniaining paragraphs, ask students

to write summaries individually or in pats

» Ask students to read through the paragraph summavies and decide which of each pat is correct, a arb.”

Answer KEY

LA ¡8 sịC bị D b

ANSWER KEY

2 Suggested answers:

Paragraph E: "There is a formula for calculating the

umber of hours needed on holiday to recover from the

stress of organising che holiday!

Paragraph F:"Teday’s complex hollday preparations mean

holidays are more stressful than they used co be!

Paragraph G:'If you plan carefully and do not have too

high expectations you can have 2 stress-free holiday!

Paragraph H: A survey showed that most people get

stressed en the run-up to thelr hellday!

G+ ask students to analyse the example of paragraph B by

asking them to match the supporting idees ta the

relevant parts of the paragraph in the passage

Supporting ideas fnelude examples, further

explanation, supporting evidence, etc It should be

kept in mínẻ, however, that not all on-topic

sentences in a patagiaph are supporting idess Some

might be ‘bridge sentences, used to connect the

paragraph to the main idea of the previous er

following paragraph

Once students are cleae about the difference between

main and supporting ‘eas, put them into pais to ind

the supporting ides: for the eemaining paragraphs

Make sure students write their answers as ‘mint

summaries’ in the madel, and do not simply copy

‘ut chunks of text fom the passage,

ANswer KEY

Suggestad answers:

Paragraph A: Examples of travel arrangements

Paragraph C: Body needs time to ragain balance

Paragraph D: Examples of psychological problems

Paragraph E: Explanation of the formula

Paragraph F: Examples of today’s complex travel

arrangements

Paragraph G: Examples of good planning

Paragraph H: Detailed breakdown of survey results

Support

» If students are nat able to move beyond copying out

sectians of the text to paraphrasing in their own

wards, then wark though each paragraph as a class

‘Ask what the type of supporting evidence is, for

example: Looking ot Sentence 2 of Poragraph A Is the

supporting evidence here « fst of facts, examples or 0n

explanation?

READING

» Ask students to summarise the information in their conn words Tel students to start their summary with the words Exomples of Finally, ask & good student

to write his/her answer on the blackboard and then proceed to analyse and cowect it together with the class Elicit answers as much as possible by asking questions: 1s this the correct spelting here? Es the (grammar conect here? Are all the words necessary?

Is any information missing? etc

Extension:

Analysing a newspaper article

Aim: Yo provide farther practice in identifying topic sentences

‘and main and supporting ideas Preparation

» Before class, find a short newspaper article, consisting

of eight to ten paragraphs on the topic of leisure activities (sports hobbies /entertainment/holidays, etc.)

or stress (work stress/causes of stress/dealing with stress, atc) Choose a well-written text, with one main fdea per paragraph Make enough copies of the article in crder to provide at least one copy per pair or small group of students,

Procedure

» Divide the class into patrs or smalt groups and give one copy of the article to each group Have each group avalyse the paragraphs in the article ta identify topic sentences, and then the main idea in each paragraph as well as any supporting ideas You may wish to do the first paragraph as a class IF time is short, assign only a few paragraphs to each group

When the groups are finished, elicit answers as a class

D + Ask students to read the instructions to the task, then

do the task individually, Put students into pairs to compare and explain their answers Ask one student to come to the front of the class to explain his/her

‘answer using the blackboard as an aid

ANSWER KEY Example answer:

(2 hrs) x Ut some wher nen

(C0 nore Mt ee — 8 ps etree

UNIT 1 Leisure Activities 11

READING

[4] Scanning for keywords

‘Aims: is practise identifping Reytords within exam

‘questions

‘To incradace the sil of scanning to cote

specific information inthe text esc kenSords

trom the questions

‘Wo couch students co secoguise paraphrase and

synongens

AA) Make sure students understand the terms scanning,

eynord, poctghrose and synonym Suggested

definitions ave:

Scanning: running your eyes quickly over the text to

find specific information

Keyword searching: scanning for keywords Students

ate identifying the keywords in the questions and

searching through the text to find keyword matches

Paraphrase/Synonym: word ot words which have a

similar meaning A synonym cefers to a single word

(e4 a sytonym for tutor is eeocter) Paraphrasereiers

to more than one word ~ an expression ot sentence:

This PC has ereshed is a paraphase of This computer

‘as stapped working Synonyms and paraphrase are

‘important for keyword Searching as there fs often not

an exact match between the keyword in the exam

question and the target word in the text - often

students will need to match the keyword with a

siynonyin or paraphrase instead,

» Ask students to read the sentences, paying attention

to the undertined words, Ask them to think of

synonym or paraphrase for the underlined words, Next

have them scan the passage ta find the section of

text each sentence is taken from, When they have

found the relevant sections in the passage, ask

students to underline the appropriate paraphrase (ar

exact keyword match) in the passage

» Explain that keyword searching by scanning the text

tells you where the answer i; it doesnt tell you what

the answer is

movements of the head from left to right with the book

Ấn front of you to show what reading is, i reading each line ofthe text from left to right, Then show students what skimming is by placing your index finger

‘on the page and pulling it vertically down ~ your eyes moves down the page, rot across An alternative method

of skimming is to sweep your eyes diagonally across the page This is perhaps best illustrated on the blackboard, Students who are unfamiliar with skimming wall find this

‘unnatural at ftst so youll need to persist Like any skill this may seem very aukward end dificat in the beginning but will become second nature with continued practice

B > Now ditect students to read that specific part of the passage in detail to complete the gaps in the sentences

ANSWER KEY Gap completion: { (long) break; 2 body language;

3 recover

© > Remind students that the key to keyword searching is knowing what word to search for ~ in the previous exercise (GA) the questions already had the keywords correctly identified and undertined This exercise fs

‘more difficult as students fist have to underline the keyword before scanning and answering the question Ask students to Work individualy to identify and underline the correct keyword(s) in each sentence and

‘then compare their answers,

> After students have undertined the comect keyword and identified the appropriate match in the passage, they are ready to complete the gaps in the sentences

Answer KEY Keywords: | swimming costume, formal clothes:

2 psychological symptoms; 3 research Gap completion: | reading materia; 2 anxioy.itiabilty

Answea Ker

Underlined wards: | fntasise, everydiy grind:2 expert;

3 mere chan à quarter

‘iid depression; 3 Lloyds TSB Bank

[5] Matching headings

Express tio

Read out the advice in the box while students follow in

their books, Demonstrate by physically acting out the

difference between reading and skimming Exaggerate

UNIT 1

to paragraphs

‘Aims: To introduce and proctse the cơm to type: ‘marching heocings to paragraphs

1 gonliore sills introduced inthis unt

For this task

Read through the for this task box atoud and ask

students to Follow in their books Point out that they

vil already have done ali the preparatory work for this

‘question type in the preceding skills sections by having

atready identified the topic sentence, summarised each

paragraph in theic awn words and distinguished the main

‘dea from the supporting info and subsidiary ideas

Exam practice

Questions 1-8

» Ask students to work alone to answer Questions 1-8

}-On completion, ask students to compare their answers

with a partner, or check answers as a class

ANSWER KEY

1 Angwer:

Note ‘First there’s the fight co arrange, then the hotel or

villa eo bok .,the beach outfit, evening wear and reading

material!

2 Answers if

Note * making our dream hollday a reality is what makes

the stress realy kickin

3 Answer: x

Nota ‘stress creates hormonal changes in the body,

including mood aeration’

4 Answer: ix

Note’ if we gec stressed before the holiday we may not

be able co relax often for several days after our arrival’

5 Answer vi

Note ‘New we have a formula The formula

Note taking a holiday is no tonger a question of catching

‘bus to the nearest seaside resort Today's pressurised

style means "

7 Answer: v

Note’ the secret to a stress-ree holiday is planning and

having realistic expectations’

8 Answer: |

Nota “The results of a survey «

theories, More than 83% ‘nave confirmed her

[6} Summary completion

‘Aiea: To inuroduce and practise summary completion

nuesione

For this task

> Read through the for this task box and ask students ta

fallaw in their books, Remind students of their

previous skills wark identifying main ideas and the preceding exam question type - matching hesdings to Paragraphs, Point out that they should be using their understanding of the organisation of the text in order

to quickly locate the part of the text that relates to the summary

Exam practice Questions 9-13

> Ask students to answer the questions individually and compare their answers with a partner on completion

> When eliciting answers from students as a class, focus

on keyword paraphrase as a means of navigating through the passage and summary For example, the synonym in the passage for the keyword mathematical equation is formuta, Identifying this word quickly is the finpertant stepping stone to finding the answer to Question 9

ANSWER KEY FAnswer: devised Note ‘The formula, devised by Ms Quiliam, 1D Answer: pressurised lifestyles

Note Today's pressurised lifestyles mean that going on hollday isa lot more stressful!

11 Answer: realistic expectations Note the secrer ta a stress-free holiday is planning and having realistic expecrations’

12 Answer: (any) unfinished work Note ‘This means concluding any vifirished work in che eiee

[iat T intoduce and provide practice of shoreanswer questions

For this task

» Read through the for this task box and ask students to follow in their books As with surnmary completion questions, point out to students the link with the preceding skills sections, Le understanding ot text organisation/main ideas ta locate the relevant part of passage and using keyword matching between questions and passage

UNIT 1 Leisure Act

14

READING

Exam practice

Questions 14-17

> Ask students to answer the questions individually and

compare their answers with a partner on completion

ANswen Key

14 hormonal

Note’ sess such as that caused by trying co arrange a

holiday, ereaces hormonal changes In che body, ”

(5a formula

Note Now we have a formula co calculate the amount of

holiday time needed to recover from the stress "

(6 bucket and spade

Note" eaking «holiday is no longer a question of eatching

aa bus to the nearest seaside resart with your bucket and

spade’

YT severely srossed

Note More thar 83 per cent of people surveyed admicted

{o getting ‘severely stressed! In che run-up to thelr holiday”

UNIT 1 Leisure Activi

Procedure

» Put students into pairs (or groups of three) and hand them a magazine or newspaper article, (each patr or group wil have a different article)

» Ask students to tead through the articles in their pats,

‘or groups using appropriate ZELTS reading techniques, (see sections Approaching the text and Skimming for sain ideas), Answer any vocabulary questions

» Once students have read and understood the text, have them write five short-answer comprehension questions, Ask students to write down the questions on a separate piece of paper with the answers on the back Go around checking that the questions are meaningful (i.e they have a definite answer) and ate grammatically correct

» Ask students to pass their article and accompanying questions to another pair/small group, who will need to read the article (using IELTS reading techniques) and answer the questions (scanning for keywords) Groups continue passing the articles to neve groups until all the students have seen all the articles or until enthusiasm wanes, This activity should take 30-60 minutes depending on size of class

SPEAKING

‘Section aims:

in Pat 1 of thê xem

> To tntroduce the types of questions students might encounter in Parts 1 and 2 of the Speaking exam, and give them the opportunity to develop their own answers,

To promate Fluency by encouraging students to extend their answers and give additional information,

To demonstrate how candidates can orgenise thei ideas in Part 2 of the Speaking exam

To practise Speaking Part 1: Intvoduction and interview and Part 2: Individual long tur

[1] introduction

Aimasy ‘fo intraduce students 1o the types of everyday

questions ey are Tikety to be asked in Pact Ô

‘of the Speaking exaut,

‘To help stadears get eo ho cach other

» Explain that students are going to find out something

about their classmates Elicit some typical questions

that you might ask someone when you first meet

them You should try to elicit questions belonging to

the five categores in Section 2, You cauld write up

the categories and get students to supply possible

questions When you elicit questions, get students to

give you a Tkely follow-up’ question, eg Where are

‘you from? How tong have you been living there? Do you

have ory brothers or sisters? Oo you get om with them?

Ask students to try to find out a little about another

student Encourage them to use questions from 2

range of cotegories as well as follow-up questions, Ta

extend the activity, ask them to change partners and

speak with another student

Support

1 IF students need some help coming up with questions,

write some typical questions jumbled up an the

whiteboard/on a photocopy and ask students to put

them in the right order Some typical questions might

be: What’ your name? Where do you come from? Haw

ong hore you lived there? Do you tke living there?

Have you got any brothers or sisters? Bo you get an

with them? Hove you got 0 job? What are you studying

đt the moment? Whot would you tke to do after your

studies?

Jn the exam

Read the information in the Ja the exam box while

students follow in their books, Draw attention in

particular to the marking criteria, Explain the marking

itera: flency (students should try to avoid long

pauses and hesitations); coherence (the ideas should be

casy to follow and have a logical low to them); lexical

resource (students should use 3 range of words

@D Listens scner

accurately, including some lover frequency words);

grommotial tonge ond accuracy (students should accurately demonstrate a use of a wite range of grammar structures); ronunciotion (ft is not important for students to sound Uke native speakers, but comprehension should not be ìpaired by poor pronunciation)

[2] Giving personal information

‘Aims: To give students a chance tw eee some canalcates answering tupical Part 1 questians

“To practise enssering typical Part 1 questions

Tall the class that they are going to hear seven exam candidates answering the examines questions, Ecplain that they wan't hear the examiners actual questions; they will only hear the ansuers, Students should predict what questions the candidates were asked and write down their predictions This may be done in pairs,

» Play the recording, If necessary, pause the recording after each speaker to give students time to write, Ask students to compare their answers, then check 38 8 lass,

» Throughout the Speaking sections in the book, you should try to maximise the oppochnities students get

to practise the different parts of the exam After giving feedback, put the students into pairs to role-play the exam One student should act out the rale of examiner; the other should play the ole of student

1

Candidate 1: Yeah, 1 just have one brother He has two children, er sons, Juan and José, that makes me-the uncle! [really like playing with his children, but its

always Sood to give them back to im at the end of the ay! When To oldar tke to have some children smuself maybe two boys and a gil ink that having

childven

UNIT 1 Leisure Activities 18

= | SPEAKING

2

Candidate 2: 1 really enjoy speaking it, and I like it

whe [learn a new word which is very useful or is funny

fn some way But its very hard work and sometimes 1

fool tke I don't get better er Tmt not making a lot of

progress, I prefer studying economics, wiih is the

subject Yim hoping to study when T go to universi

ear You know, i's interesting to Learn about

3

Candidate 3: Not vealy, I'm not very sporty, I prefer to

spend time playing on my computer fn fact, 1 really

enjoy video games T got a new game recently = its

really great, Youle criminal and you have to drive your

sca eally fast about a city and then sometimes escape

from the police, I it i

my friends, but its quite dificut to

Candidate 5: I don't know exactly what I want to do,

tout when T'm older I'd like to work for an international

agency ~ [think it would be a good job, interesting with

lots.oF opportunity for travelling ~ but right now I have

study haud for the JEUTS, to qo to university, to get

6

Candidate 6: I'm from Sao Paolo in Brazil, I've travelled

to different cities with my job T ance went to Tokyo for

amecting That was amamazing experience, so different

7

Candidate 7: I really enjoy science subjects: chemistry,

physics and biology My favourite was physics at school,

‘but Kim planning to study computer science in the

future,

ANSWER KEY

1 Do you have any brothers or sisters?

2 Do you enjoy studying English?

UNIT 1 Leisure Activities

3 Do yeu play any sport?

4 Have you gor a job?

5 Whae do you plan to do afer you finish your studies?

6 Where are you from?

7 Whats your favourite subject?

[3] Providing additional information

Aims: To show how studoats can extend thee

‘answers to questions in Part 1 ofthe exam ond sound mone fuer

‘To provide forher speaking practice

A > Play the candidates’ vesponses through a second time,

this time having students listen forthe extra information that they give to extend thelr answers Ask students to make notes to complete the sentence beginnings in 1-7, Stress that it is not necessary to write down the answers ward for word, but rather to get the main idea,

3 1 goca new game recently = its really great Youre a criminal and you have ¢o drive your car really fst about 3

id then sometimes escape from the police, Itt very exciting Sometimes | play with my friends, uc i's quite aifieule co

4 cs very good because it gives me time to study and | eet people co practise my speaking, you knew, talking with my colleagues

5 think it would be a good fab, interesting with lots of

‘opportunity for cravelling— bue right new I have to study hard forthe IELTS, to go to universicg to ger my degree,

6 lve travelled to diferent cites with my job.] once went to

‘Tokyo for a meethng That was an amazing experience, 30 different rom Sao Paolo The people are

7 My farcurite [subject] was physics ac school, but Im planning co study compurer science in the future, Express tip

Read out the advice in the box while students follow in thely books Explain that students shouldn’t be afraid of

giving the wrong answer in any part of the Speaking

exam; there are na right or wrong answers Candidates

should try to relax and speak freely without worying,

They shauld focus more on sounding interesting, saying

something that will catch the examiners interest - this

may be one of many interviews that the examiner has

conducted today! Giving extended answers is an

‘important way of doing this

BỊ Put the students into different pairs and have them

repeat the role-play of Part 1 of the exam, using the

questions generated in Section 2 You should give

students time to think about how they can extend

theit answers from the responses given in Section A

Challenge

» Ask students to discuss which of the extra information

‘was relevant or ielevant to the question Explain

that when extending your answer it is important to

bear the original question in mind

[4] Intreduction and interview

‘Aiex: To provide additional practise of Parr of thế Speaking exam

‘To review the matking criteria for Part 1 af the

Speaking exam

For this task

Read the information in the box as students follow ia

their books, Oraw students’ attention again to the

‘marking criteria used in this part of the exam, and make

sure that they are clear on what each ane means,

Exam practice

» Put students into pairs (candidate and examiner) and

have them role-play this part of the interview before

changing roles Explain that as this part of the exam

‘is not tao demanding, they should ty to relax and

‘settle inf a little,

» Instruct the student playing the role of the examiner

to think of follow-up questions to ask the candidate

Have this student listen specifically for whether the

canvlidate extends their answers and, if so, what extra

information do they give?

» You could also ask them to think about the criteria

explained in the Zn the exam box and give feedback to

each other before having a class round up of what

candidates did well in and what they need to work an,

Be sensitive about exposing students’ weaknesses in

front af the class,

Support

» Your students may find it difficult to come up with follow-up questions This isnot important in the actual exam, as clearly this isthe job of the examiner, However, itis useful if students are able to anticipate Lely questions Therefore, if students are struggling with this task, you could supply a list on the board for them to choose from,

[BE] Organising your talk

‘Aims: To provide exposure to a Part? topic card

To provide « model of candidates doing Fart 2

‘ofthe exam, which seadenes can evaluate

‘To get students to think ubour che

‘organisation of the informacion they give in their answer,

“To blp students decide whether a parvewlar piece of information ia relevant to theit

A + Explain to the class what is required in Part 2 of the

Speaking exam and focus students’ attention on the topic card Before you took at @ sample response ta this card, you could ask students to discuss what they might talk about if they were presented with this card, Use the students’ ideas as a way of shoving students that there is no one correct answer to this task and that they simply need to draw on their own personal experience,

» Explain about the time allowed for students to make nates prior to the exam and ask students to look at the notes a candidate has made about a swimming competition,

» Have students decide in which order the points should

ga in order to follow the points on the card and have

a coherent flow Ask them tu decide which infarmation

is not relevant to the points on the card Ask students

ta compare their thoughts in pairs, then elicit answers fram the class

Answenxey Points 2 and 4 are Irrelevant

B+ Tell the class that they will now near the candidate's

fesponse, Play the recording through once, and ask students to check thelr answers from the previcus task They should also listen for any extra infarmation the candidate gives that is not mentioned in the nates

UNIT 1 Leisure Activities 17

SPEAKING

Answer Key

“The correct order is: | | went co see my boyfriend in a

swimming competition: | wanted to support him;

2 There were locs of races: d He wan the breaststroke

(compesition)

Extra information: he was feeling nervous: had seen

{a swimming competition) on TV;he was very stow in the

freestyle

€23 Listenin sempT

Candidate: OK, let's see I want to tell you about the

time I went to see my boyfriend take part in a swimming

competition, Tt was part of a chatity event - you know,

making money for good causes Anyway, why did I go?

Well, I wanted to support him, to shout and chees: it

was his first big competition and he was feeling alittle

bit, er nervous, So, it was the first time I had been

to such an event 1 had seen it on the TY before of

course, but when I sav it in seal life ft was very exciting

‘indeed! saw many different styles ~ crawl, this is

freestyle, | think ae they the same? And T saw

breaststroke and backstroke and the butterfly, It was

fantastic, you know? He was in the breaststroke

‘competition and the freestyle, He was very slow in the

freestyle, but the breaststroke competition, he won! It

vwas very exciting and I fet very prous

© + Tolt the class that they will now hear a second

candidate answering the same card Have students

read the candidate's notes As they listen, students

should note shich information is ineluded in the

response and which has been omitted

» Play the recording through once, then check the

anstes

ANSWER KEY

“The speaker forgets to mention that Stephan won second

place in the high jump

Extra information: sports day every year; many students

campetad in diferent races; selected co take part by sports,

ceacher; did win race because one of the teammates

dropped che baton; winners given medals and prizes

Follow-up questions asked: Do you prefer to watch

sport or ke part? Are you good at football”

a fast runner in those days and so I had been selected to take part by 3 sports teacher of mine, was chasen to run the 400-motve race where you have to give the baton to another person who is running ~ do you say ‘elay race” Unfortunately we didn’t win as one af my teemmates dropped the baton!

So, what did I see? Well, if you weren't taking part

in the competition you sat on the grass in the sunshine and enjeyed the other races and events! I saw many of my friends da things tke the tong jmp and high jump At the end of the day ali the vanners were given medals and prizes I really enjoyed it - it was fun because it was during the summer and I enjoyed not being in cass and relaxing in the sunshine watching our mini Olympic gamest E: Do you prefer to watch sport or take part?

like both, [ think, 1 often play Footbal with my friends and I like to watch it on Từ, too

Er Ate you good at football?

{Tim OK I don't scose many goals, but I enjoy it anyway

Express tip Read out the advice in the box while students follow in their books, Although it may seem an obvious thing to say, students often make nates and then forget look at them while they ate speaking Explain that i's OK to refer to the notes whilst speaking, but nat to stop speaking for a long time to read what you've written before starting to speak again Candidates need to be able to refer to their notes without pausing Have them tractise dọng this so they can do it ‘smoothly

D> ask students to make their own notes for the same

task, Remind students of some of the ideas that the class came up with when they brainstormed ideas

‘atlier in the section, Explain that white the examiner does not know if the response 15 based on a true

‘event or not, the response wil sound more aathentic

if i really happened,

When students have made a set of notes, have them

practise their talk with a partner and then change

roles

Support

It fs not important at this stage for students to make

their notes within the one-minute time limit, Make

students aware of the time limit, but give them two

minutes to do this

Challenge

> If you feel that you want to make the task more

demanding, then ask the students to make notes

based on the cand before they look at the nates in the

book They can then compate their notes with the

cones in the book and took for similarities or

differences, or look to see whose notes contain useful

vocabulary, are easy to follow or are relevant to the

prompt card

Individual long turn

Aim: To provide a fall Speaking Part 2 practice,

‘here students can consolidate the skills

neroduced in this unix,

For this task

Go thraugh the information in the for this task bax with

the class, Draw students’ attention to the one-minute

time limit for note making Impress upon students how

little time this is: they have to go with their first idea

and make notes quickly,

Express tip

Read out the advice in the box while students follow in

their books Explain that the card can be helpful in

organising the structure of the talk, Tell students to put

their finger on the point they ate talking about and keep

moving it through the points on the card as they ‘move

through the talk,

Exom practice

» Put the students into pairs and assign roles of

candidate and examiner,

» Have examiners give candidates one minute to make

notes to help them respond to the task card

» Encourage the examiner to assess the performance of

the candidate by focusing on the criteria in the for

‘this task box, express tip boxes as well as the Zn the

exom box on page 13 When the candidate has spoken

b Monitor closely during this activity and try to include points students need to work at fn the class discussion at the end

HIELTS§ Express Speaking Video

> Ifyou are using the Speaking Video which accompanies IELTS Express, Section 1 ~ Overview and Section 2 - Part 1 of the video relate to the content

of this unit, + Ít would be helpful to show the Overview before this lesson to give students a general idea of the content and format of the ELTS Speaking exam, The Part 4 section of the video could be shown at the end of the lesson to provide a recap and demonstration of the material covered in this unit,

For mote information on the TELTS Express Speaking Video and how to integrate Ït into your lessons, see page 109

UNIT 1

To introduce the pre-listening sKil of anticipating what might be heard, and to highlight the importané

To provide practice in identifying keywords and paraphrase

» To introduce and practise Listening Section 1: Non-academic dialague,

Yo practise a number of task types: form completion; multiple-choice questions with single answers,

[1] Intreduction

‘Aras: To iotroduce the topic of education and to

introduce some of the vocabulary used later in

this unit

“Te encourage students to think about the kinds

Cf coaversations they might heat later ia the

AX > braw students’ attention to the pictures at the top of

the page Ask a student to describe one of the

pictures to the class, Ask: How mony people are there?

Where are they? tow are they dressed? Who ore they?

This provides a good opportunity for remedial work on

describing things: There is/are: They are wearing .,

etc,

» Ask the class in what ways the pictures are the same

{both show people in educotionat factities) and in

what ways the pictures are different (the one om the

left shows university students: the one on the right

shows pupils in @ school)

» ask students to look at the words in the box Tell

them that some of these words relate to school,

others relate to university and some relate to both

You could ask stwlents to read the list out, correcting

pronunciation and syllable stress as they do so

» Draw a table on the board with three columns hoaded:

School, University, Bath, Ask students to copy the

‘able into their notehooks, Now ask students to work

{in pairs to sort the words into the three different

categories, adding the words ta the appropriate

column, Instruct theft to leave a Line or two between

each word,

> After a few minutes, elicit answers from the class and

complete the table on the board, eliciting or praviding

a definition for each word

UNIT 2 Edh

ANSWER KEY Scheel: report, project, uniform, pupil, classroom

seminar, tutor, lecture theatre Both: canteen, cxamns, cerm*, coursework, assignment, tảmerabla,library

Note: vem = British English semesier = American English

Extension: Generating

topic-refated vocabulary

Aims: fo exlore derivatives ond eguivalent expressions related

to the vocabulary in Exercise 8 Preparation

» Ask students to bring In their monotingval dictionaries, Bring some monolingual dictionaries in yourself in case students do not have their own,

Procedure

» First deal with derivatives Write closs on the board Elicit from the students other words that can be derived from class, e.g, classroom, classmote Ask students to work in pais, using dictionaries if necessary, to generate derivatives for the other words in the box in

18 When they have finished, elicit suggestions and add

‘them to the appropriate columms on the board

Sugyested answers: coursework: course: exoms examiner, examination, exomine; lecture theotre: lecture, lecturer; brary: Hororin: tutorial, tutor

» Now ask students to consider words in one area of

education that may have an equivalent expression in

another, e.g, ecturer/teacher Students work in pairs to

‘dd any more expressions to the appropriate column Suggested answers pupil, student; tecturer, teacher: assignment, homework: lecture theatre, classream

© Read out the instructions Elicit a model fom a

student, or give an exampte yourself, e.g {for daily

student routine) Most days we hove a lecture at 9:00,

followed by a tutorol at 22:30,

» Give students a few minutes to think, before eliciting

a few examples from the class (You may like to

introduce the notion of continuous assessment, in

which final grades are awarded based on work done

throughout the course, rather than solely on a final

exam, This is particularly common for non-academic

subjects e.g art or drama.)

Challange

> With more confident groups, ask students to role-play

the conversations the students might be having in the

Photograptis Encourage them to use the words in the

box in their conversations

Jn the exam

Đraw students’ attention to the In the exom box The

information in this box is particularly elevant to

students who are new to IELTS, Before reading through

the box, tell your students to close their books and ask

‘them what they know about the Listening exam in terms

of length, number of sections, differences between the

Sections and the natute of Listening Section 1 Ask them

to discuss in paits and then check their answers by

‘eading the box Conduct feedback as a class,

(2] Anticipating what you will hear

‘Aims: To encourage students (0 use visual and audio

Prompts to anticipate the language they will

hoặc

‘Te introduce and proctive form completion

‘questions

A yon the board, draw two or three road signs which

warn drivers of possible probtems on the road ahead

2.9 sharp bend to the left; beware folting rocks; rood

rorrows, or similar signs from the country where you

are teaching, Ask students why these signs are a good

idea (Answer: The driver is better prepared for wht he

or she may encounter) Tell students that good

listening is a bit like goad driving: you have to

anticipate what is going to happen next, One of the

key strategies for success in the Listening exam is ta

anticipate the situation and Language you will hear In

this way you are better prepared for the listening

tasks that follow

LISTENING

» Direct students’ attention to Exercise 2A Explain that they can use the form an the page, in other words, what is printed on the exam paper in front of them,

as a visual cue to help them anticipate what follows Ask students to discuss the four bullet points with a partner

» After a few minutes, get some feedback from the class, but do not confirm any suggestions just yet Students will listen to a conversation related to the form in the next section,

ANSWER KEY

‘Suggasted answers:

Situati Speakers: swudent and secretary Location: enrolment office, S.Vitus Academy Language: Whar is your name? Which course are you interested in?

‘student enrolling for ạ course

B + the next thing that will help students anticipate the

language they will hear is an audio cue, Before each section in the Listening module, they will hear a brief introduction e.g You will hear two students tolking bout their favourite subjects” They can use this

‘introduction to confirm the ideas they already had from the visual cue, Hopefully, their initial ideas about the situation were cortect If not, they should be prepared to adjust their predictions accordingly Tell, students they sll now hear the introduction to the form-completion task in 2A, Ask them to listen carefully and confirm or adjust their predictions accordingly

» Play recording 2.1

» Ask students if they predicted the situation conectly

If they didnt, ask them to take another took at the form Were there any clues that they missed?

stews serie¢ ———_— — You will hear a student enrolling on a course

© + Teil students that tke good drivers, good tsteners never stop predicting what is coming next Tall students they will now hear the first part of the dialogue Ask them to lsten closely and again confim

or adjust their predictions,

» Play recording 2.2

UNIT 2 Education 21

LISTENING |

GB Liercene sen

(Sec = Secretary: St = Student}

Sect Hello, came in

St: Good morning, Are you the enrolment secretary?

Lam

St: Tm not too late to enrol on a course, am I?

No, Well be enrolling new students tll the end of the week

Ste Oh, thank goodness!

Sec: Have you done one of our courses before?

Str 0h no, this is my First time: the first step of my

briliant career

Well, let's hope so Fist though, we have to fill in

a form, St: Forms! They're so borin

Sec: But necessary, I'm afraid,

Sect

D + Read aut the rubric for this exercise The point of this

exercise is to show students the extent to which

answers can be predicted, For example, in Question 6

‘we may not be able to predict the course start date,

but we do know that it is tkely to be a figure Give

this as an example, then get students to work in pairs

to make predictions about the type of information

needed to complete Questions 1-5

» Got feedback from the clas

ANSWER KEY

I The student is female, so the answer willbe a female

2 The surname will probably be spelled ou

3 Diferent countries give addresses in different ways In

mest English-speaking countries the numberof che house

1s gen fs followed by the name of (hệ set s4, 17

‘Church Reed

4 The answer is bkely co be the age of someone In thelr ace

teens co early twenties, as ths is che age of the majoriey,

of students,

5 This will be the name ofa field of scudy swalable a higher

‘education level, eg, mathematics, physica! education, business

Cciolstrtin, history of rtetc

6 The date is Ihely to be in the form of a day and a monch,

E + telt students they will now hear the entire dialogue,

‘Ask them to isten and complete questions as they

listen, Play recarding 2.3

» Ask students to check answers with a partner, or check

as they wish, However, you should remind them that

fn the exam they will only hear'the recording once - straight through!

(BD Listens scRirr (Sec = Secretary; St = Student) Sec: Hello, come in,

St Good morning Ate you the enrolment secretary?

Sec Tam

St: Tm not too late to entol an a course, am I? Sec: No We'll be enrolling new students til the end af the week,

Sti Oh, thank goodness!

Sec: Have you done one of our courses before?

Str 0h no, this és my first time: the first step of my briliant career

Sec: Well let’s hope so First though, we have to fill in

a form

St: Forms! They'e so boring!

But necessary, Tm afraid

ame?

sts Sara, no Sorry?

St Sara, Sara

OK Now your family name?

St But I'm thinking about changing it to Simone, or maybe Syl

See: Well, I think Sara's fine, So, what's yaur family nang?

My family mame is Walker, Watker?

Yes

OK Now, where do you tive?

Oh, yes, its nineteen, one nine, Swan Street,

See: OK, and your postcode?

NB OBY

NB 6BY And how old are you?

18, well 19 next month

See: So, 18, And what course would you like to do,

Sara?

St: Well, 1 woke up this moming and said to myself,

‘our Sara, what are yout gaing to do with your fife?

What course are you going ta do? My Dad thinks I

should trecome a financial advisor and do people's

accounts, because T'm pretty good with figures Or

Perhaps 1 shoutd be some kind of biologist,

because that was my best subject at school Or

should I pursue my real lave, modern dance?

‘See: And vou chose modern dance,

Sts Yes Laid I want to make my living as a dances

Sec: Good for you Now the course starts in the first

smber, which is let me see the

‘fifth,

Stz 0h, great I cantt wait

Set: Now, hold on! Yau have ta be accepted onto the

course first You'll need to come in for an audition

and interview

St: Oh, no! I hate auditions

Set: I'm afraid if you want to be a dancer they're all

part of the job!

‘Ah, well When can they see me?

[ä] Following instructions carefully

‘Ait To alert students 9 errors commonly made by

TELTS candidates in the Listening exam

» Tell students that IELTS candidates often lose marks in

the Listening exam, not through having poor listening

stills, but by failing to follow the instructions

carefully Ask them to read the rubric in the

Coursebook, Then ask students to close thet books

and tell their partners what the three error types were,

then open their books again and check,

» Ask students to look at the example exam question in

the box, Tell students that the form has been

completed, but it contains several errors Ask students

to identify the emers and estor types by marking them

A, BorG

hhen students have finished, tell them to check their

answers against listening script 2.3 on page 118

check answers as a class Ask students to turn back to

the forma on page 47 and check for errors in their own

answers, Did any other error types occur?

[iSieNine

ANSWER KEY N6 error 2A Note The rubric asks for no mare than three words, 3B

Note The address is ‘Swan Street’,not Road!

4 No error 5,6 Note These anewers are in the wrong order

@ Identifying keywords and paraphrase

Aims: To bighight the importance of idendiying Jreymords and parophrose before stein

‘Tosaise awareness of and give practic fa recognising disroctors

“To inroduce multiple-choice questions 03 « tsk cape,

AL + bvaw students attention to the multiple-choice question in the box, Ask them what the different parts

of this question are, Elicit the beginning of a sentence and the three choices Say: Toke ø look of this uttigle-choice question You ore given the beginoing

of a sentence Ths is knovwn os the ‘stem You are also gen three altemative endings to compete the sentence These are called ‘aptions To answer the

‘question, you hove to choose the option you think fits the stem best

» Read out the rubric under the multiple-choice question, one question ata time, Allow students to discuss their answers briefly before eliciting their responses, Explain that, because the wards used on the recording are rately exactly the Same as the wards used in the questions, this process of identifying keyword(s) and paraphrase is key to TELTS success

ANSWER KEY

“The keyword tn the stem i career Paraphrates are: jo,

‘ocepation, do fora frog, work 0 ec Paraphrase for options:

4 accountant finanelal advisor, consultant

b biologie: science

‘© performer: actor, singer dancer, mime artist, circus artist

UNIT2 Education 23 a

LISTENING

B > tell students that they may hear information that

telates to all of the options arn your students that

unless they listen very carefully they might choose an

incorrect option as their answer These inconect

options are known as distractor

» Tell students that they are going to listen to part of

the dialogue again and to make notes about what is

said relating ta each option, Ask them to identify

which options are dstractors and say why

» Play recording 2.4

» Ask students to check thelr ideas with their partne,

then as a class, Point out to your students how

keywords may be paraphrased (asin ¢} and how

‘incorrect options may he directly referred to (as with

B ~ ‘some kind of biologist’) or refered to using

paraphiase (e.g 0 finonciol advisor)

Answer KEY

A accountant — distractor

Note My Dad chinks | should beeome a financial advisor

and sa people's accounts because I'm pretty goad with

figures’ Nove use of paraphraser‘a financial advsor''do

people’ accounts:

B biologise— ulseractor

Note ‘Perhaps | should become some kind of biologle,

Note use of'should:

€ performer ~ the correct answer

Note: want to make my Iving as a dancer’, Note use of

paraphrase: Make my living as means the same asa career as

{6ee stern).Also's dancer’— in this context Is equvafent to

“a performer’,

Chatfenge

» Some students may have studied IELTS or a similar

exam before and may already be familiar with

multiple-choice questions and strategies for Finding

the answer, If this isthe ease with some or all of your

lass, test their knowledge by skipping Exercises Á and

B Simply direct them to look at the mattiple-choice

‘question, play the tecording and ask students to

ecord the answers

> Working in pairs or small groups, students shoutd then

compare their answers and explain haw they came to

choose that answer Check answers as a class

> Now teach the strategy by eliciting the meaning of

the terms stem, aption, keyword, porephrase and

distractor Mustrate these ideas by refering to the

multiple-choice question and, if necessary, working

through Exercises & and 8

UNIT 2 Education

€® Lsstewnic scmer {See = Secretary; St = Student) See: And what course would you like to do, Sara?

‘St Well I woke up this morning and said to mysetf,

‘Now Sara, what ate you going to do with your life? What course are you going to do? My Dad thinks I should become a financial advisor and do people's accounts, because I'm pretty good with figures Gr perhaps I should be some kind of biologist,

‘because that was my best subject at schoot, Or should 1 pursue my real love, modem dance? Sect And you chase modern dance

St Yes, I did, Lwant to make my living as a dancer, Sec: Good for you

[5] Form completion

‘Aims: To consolidate sks introduce in this ic

“To provide farchor practice with form compledion casks,

For this task

> Ask students to clase their hooks, Tell them they are about te do a form completion task Remind them that in the exam, they ave aiven time to read through the questions Ask them to discuss in pairs what they would do in this time

Y Allow 3 few minutes for att discussion, then ft the following steps:

* Read the instructions carefully

= Note the word limit

* Look at the words on the page and try to anticipate the sttuation and language you will hear

* For each answer, identify what type of answer the question requites and try to predict the answer

* Identify keywords and consider paraphrase

«Try saying unusual keywords and predicted answers

to yourself,

» Refer students to the for this tosk box at the top of Page 19, Ask them to nate down any steps wich they hadn't considered in thefr pair discussion,

> Now ask students to go through the prelistening Toutine, using the farm on the page Giye them 60 seconds or 50, but remind them they will have less time in the exam,

@® Lsrenne serve

Express tip

Read out the advice in the box while students fallow in

their books Remind them that the wording on the

recording is rarely exactly the same as the wording in

the question, It is much more likely to be a synonym or

paraphrase of the question IF the exact wording of the

‘question is used on the recording, students should be

careful that it isn't a distractor

Exam practice

Questions 1-7

» Play recording 2.5 through without stopping This will

show students just how long they have in the real

exam,

When the recording has finished, either check answers

as a class, or go straight on to the next exercise,

which relates to the same situation If students wish,

they can refer to the listening script on page 119, but

they should wait until after listening to the complete

section

Answer KEY

Tufnell: 2 7ih July 1984;3 12 Castle Street: 4 OX4 2)P:

5 72368; & Grade Bi 7 History

(= Nigel: R = Receptionist)

Rs Hello! Hello, can T help you?

He Yeah, [just wanted to is this where you apply for

‘And when were you born?

‘When was I born? tr 7th July 1987,

12 Castle Street, Oxford, Postcode?

‘Oh, mo! 1 knew you were going to ask me that I can never remember it! It’s OX4 OXA 2P6 No! 0X4 2B, That's i

Re Sure?

Ne Positive,

Rt Your phone number?

N: Oh, that’s easy! 01865 72388 (double eight)

Rr Now, qualifications Any levels?

Ns Yeah Three

Re Subjects and grades, please

Ns Um maths, 6 Economics the same and then ef, history

Ri And what did you get for that?

‘Aime: To consolidave sls earned ia his unit

“To presen further practice Ïn anstring iulipl-cdoice questions

For this task

» Ask students to close thelr books and tell their partners how they would tackle multiple-choice questions, both before listening and while Ustening

> After a minute or 80, ask students to open their books and check their ideas with the information in the

or this task box Again, at this potat you could emphasise the procedure by eliciting ideas and writing

‘them up on the board

Exam practice Questions 8-10

> Now ask students to look at multipla choice questions 8-10 and work through the preparation stages Give

‘them about 20 seconds for this, which is all they

‘would get in the actual exam,

» Play recording 2.6 once only Afterwards, ask students

to discus their answers in pais, then feedback as a class, Refer them to the listening script on page 119

UNIT 2_ Education 25 Ee

Business administration, That's right, yes

That's code, code let me just check yes,

BAOIO OK, the next course starts next semester

That's the fourth of Octaber

How long does it last?

A full academic year

A year?

‘An academic year That's around nine months,

Oh OK Good Good

Now all I need from you is a cheque covering the

cost of the course, which is £2,600,

1 didn’t realise you'd need it today

Well, you don’t have to pay it allright now, but

‘obviously you need to pay before you start the

course and there are only a limited number of

places, so

Can I give you a deposit?

A 10% deposit would secure your place, yes

1s there 3 bank round here?

There's a cashpoint Go out of this building Tern

(eft Go past the library and the cashpoint i

‘the main lecture theatre opposite the canteen

OK Il TH go and get the money

You'd better humy; the office is closing in five

» Make one copy of each form for each student If you wart them to work with more than one form, make more copies

Procedure

> Put the students into putts Give one copy of each form

to each student, so that all students their own form(s)

» Ask students to interview their partner and fil in the form with their partne?’s detail

» For further practice, ask students ta change partners and repeat the activity,

> To teach students how fo structure their writing by focussing on how to write an fattoduction and how to organise the tafn body of thelr report

3 To show students haw to interpret and understand graphic information in order to pick out key

2 To teach students to campare information within graphs and between two graphs

Introduction

Alms: To provide background information on the

bigher education systems in the UK and

Australia,

“To peopace nudents forthe dhacts which

follow, tustrating relevemt topics

‘To generate discussion comparing students

‘osm higher education systems to the UK and

Australian systems, and to elicit related

vocabulary ro the topic

> AS a warm-up, ask students questions about their

Future study plans! Who ptons to study abroad? Where?

Who is thinking obout studying in this countey? Whete?

What type of course do you want to follow? etc

» Elicit from the class what they already know about the

higher education systems in the United Kingdom and

Australia Then, ask students ta read the mini text and

answer the three comprehension questions that follow

Check students’ understanding of difficutt vocabulary

ftems such as: postgraduate, pressure, commitments,

chatlenging Finish off by asking students: hy #8 a

sandwich course called a ‘sondwich course’? Do you

think sondirch courses are o good ideo oF not?

Put students into pais or small groups to discuss the

similarities and differences between the higher

education system in their own country, and in the UK

and Australia If students are too quiet én their

iscussion, prompt them to compare the ‘student

experience! in different countries as well as differences

in degree classifications Encourage them to bring in

personal experience - have they or their

friends/celatives heen to university? Encourage

students to give examples to illustrate their points

» Monitor discussion and conduct brief feedback

ANSWER KEY

‘A unvdergradunce and postgraduate: B a first; balancing

work and studys challenging job market: achieving a good

degree

halfenge

> Ask students to read the text several times in otder to tremorise as much information as possible Once they have done this, have them close their books and re-build the text by writing it down in theft notebooks Ask students to work in pais or small aroups For feedback, ask one group to read out what they have written, then ask the class if any

information is missing If there is complete silence from the class, ask the student to read what they have written again, but this time have the class open their books and follow the tect in the book as they listen Now ask them again - Was there anything missing?

th the exam Ask students to Yead through the information in the box Give students the chance to read through several times

‘necessary Ask them to close their books and then ask the class comprehension questions such as: How ong should you spend on Task 1 in the exom? Why? How ore you assessed? What's the minimum number of words 'eguied?

[Z Understanding visual

information

‘Aimar To teach scudests how ro use the tl, Key and

‘exes lobels to help them understand ond interpre graphs

» Ask students to study the graph and answer Questions AcE in pairs

> When they have finished, check answers as a class, but do not get into 2 discusston about the

‘information in the graph at this stage ~ the graph wil,

be analysed further in the following sections

‘A Figure I: Times Higher Education Supplement/Higher Education Statisties Ageney

Figure 2: THES!Sadexho Lifestyle Survey 2004

B Blue shoves the number of first clase degroes achieved por

UNIT 2 Education Z7 ro

= Ầ WRITING

year red shows the number of upper second degrees,

‘The number re‘ers to the total number of degrees

awarded altogether,

©The vertical axe shows the number of swe

horizontal axis shows the year in which the resuke were

recorded

The percentage of students who rated this problem as

‘their cumber one worry,

E Total percentage is 88% The romalning 12% of studencs

sight have cited a variety of other concerns that are

statistically unimportant

[3] Writing the introduction

‘Aimai To teach seadents how to use the information

jo the key, oxes and ties of chara to write their introduction to aTask I report

“To provide writing the introduction t Task 1 report

A > Ask students to read through the introduction to

Figure 1 in Section 2 Explain to students that their

introduction for a Task 1 report need only be short,

consisting of one ar two sentences,

» Ask students to answer the true/false questions After

checking students’ answers, emphasise to them that

the intretuction doesn't refer to the numbers within

the charts ít refers to the information aout the

chart found in the ttle, axes and key

Answer KEY

I False, 2True

Chattenge

To test students’ ability to analyse and interpret key

‘informacion within the graph, ask students to look at

the information within Figure 1 and explain that three

sets of numbers can be seen in this graph — firsts,

upper seconds as well as the total degrees awarded,

Ask them to match each of the following two

descriptions to the three trends Write these

clescriptions on the blackboard and ask students to

work in pairs:

1A sharp rise between 1994-1995 and then steady rise

‘until 2001 In the fast three years numbers levelled

off

2 A sharp rise between 1984 and 1995 From 1995 to

2000 numbers rematned relatively unchanged, In the

remaining years numbers again increased steadily

of students graduating in 1996 compared to 1995): Oo the grophs show that students ore more intetigent in

2003 compoied to 1993? Why/Why not? (Yes This graph could be ssid to show this because while the umber of students graduating has approximately doubled from 135,000 to 274,000, the number ef students getting a fitst looks as though it has tripled

em 10,000 to 30,000 Of course, an alternative explanation is that the students in 2003 xere not more intelligent, but the exem papers had fecome easier o¢ the marking has become move lenient!)

B + Ask students to write the introduction to Figure 2

using the model example for Figure 1 as a guide, Remind students that they should NOT include any

‘information from within the graph, They should just use the labels and ttle for information,

[4] Organising the main body text

Alone: To teach smudents what information to include

in the main body of their report and how to

‘organise i, with reference to cohesive desis

‘formation organised wittin the chart? What numerical comparisons can you make between the different Figures?

» Ask students to read through the three sentences (&-<), which form the paragraph following the

‘introduction to describe Figure 2 Ask students to put them in the right order

Then ask students to identify the two synonyms for

concern in the text (wories and anxiety) and explain

that it is an important stylistic practice not to repeat

the same wor! a number of times

» Check that students have completed the task

successfully then have them look again at the

undertined words in a and ¢ and ask them what

‘information these words refer to After checking the

answers, explain to studants that using these cohesive

devices links the information together and ensures

that the writer is not repeating lengthy descriptors

Read out the sentences in order, substituting this

concern with achieving their desired degree

lssification to show how dumsy this would sound,

ANSWER KEY

I The correct order is: bya, cb,

Synonyms: worry:ansiety

2 This concern refors to the suudents biggest eancern, te,

worry about achieving the desired degree sifcotion These

figures refers vo 29%, 4% and 14%,

Express tip

Read out the advice in the bax while students follow in

their books, Impress upon them that they will be marked

down in the exam if their report attempts to describe

every bit of information in the graph ~ this ustally

indicates that the student is simply describing a graph

without understanding or interpreting it For example,

looking at Figure 1, it would be a mistake to describe

each and every change in student qumbers, e.g From

1994 to 1895 there was o big increase in student

numbers, then from 1995 to 1996 there wos o smaller

increase in student numbers, From 1996 t0 1997 , etc

This is obvicusly exhausting for writer and reader alike,

B > Remind students that a Task 1 report must have a

tnininum of 150 words ~ we therefore need a second

paragraph Explain to students that while the first

paragraph of the main body will include the main

‘deas, the second paragraph usually contains more

‘n-depth analysis as well as surprising and/or tess

important information

» Ask students to read through a modet student’s notes,

for the second paragraph and then answer the three

camprehensian questions (1-4)

WRITING

ANSWER KEY

1 day-o-day financial worries; debe at graduation; pressure:

‘to succeed due co finane!al cost: 2 26% 3 balancing academic, social and work commitments; day to day fnaneal errlet

© students should now be ready to write their oan second paragraph based on the notes acd answers to the compretiension questions Have them do this in class, oF for homework if time is limited, When students have finished, have them compare theit answers with a partner

Answer KEY Suggested answer:

Not surprisingly, the question af mangy is a very big worry for studerts asf is mentioned in three separace extegories (debe at graduation, day-to-day financial worries and pressure co succeed due to financlal cost of university Taken altogether, 26% of scudents raced these categories 25

‘hair number one concer, The joint third biggest concern for students is the day-to-day worrles about money and the problem of balancing academic, work and social

commitments, which 9% of students said was thelr biggest worry

‘the introduction to this unit

> Put students into pairs and have them answer

‘Questions 1 and 2 Monitor student discussions

quiding weaker students to the key parts of the charts

and feec ‘in vocabulary and language of comparison

as appropriate

> Check answers by asking a pair of students to outline the main points Fellow this up by asiang the class iF they can add any more information

Support

» If students are having difficulty interpreting the ple charts then ask them the following true/false comprehension questions to direct them! to key

‘information within the charts Alternatively, write the

UNIT 2 Education 29

questions on the board: There are the same number of

fauletime andsandwich students as part-time students

(False: approx 1.5 milfon full-timers compared to

£650,000 part-timers); Postgraduate study is far more

popular with part-timers than full-time (True:

264,210 compated with 190,555); Other

undergraduates one the largest categury of part-time

students but the smattest category for fulltime

students True); There are approximately 30 times as

many part-time students doing fist degrees corhpared

to ful-timers (False: the opposite is tue)

ANSWER KEY

| The pie charts compare the breakdown in che number of

full-time and sandwich students studying in higher

‘education In the UK in the academic year 2002-03 with

the number of part-time students, Smidenc numbers are

broken down into three groups free degree students,

other undergraduates and postgraduates,

2 The key paints are;

> There are many more fullelme students han part-time: (early double),

> The majority of fulltime scudencs were caking thelr fst

degree, whereas the minority of part-time students

sere taking their first degree,

» Other undergraduates were the minerity of fllime students, for parttime students they were a much more

significant group,

B + Explain to students that they ate going to complete

the gaps to write the first paragraph of the main body

of a report describing Figure 3 Ask students to frst

look at the vocabulary box and check understanding of

any difficult words Tell students to read through the

paragraph a couple af times to fully understand it

before trying to complete the gaps

» Check answers by asking 2 student to read the

paragraph aloud Point out to students how the

answer “ollows the broad principle of fist describing

general information from an averall perspective and

then looking at the detail more specifically

» Finally, ask students to finish the second paragraph in

their own words When they have firished, have them

compare thelr paragraph with a partner's

ANSWER KEY

| from an overall perspective:2 In terms of the gures;

3 the former; 4 more specifcally5 in comparison co

UNIT 2 Education

Answer Key Suggest answer:

‘The great majoriey of fulltime students are taking their first ogree, whereas for part-time students it is the rminori,As

a mirror reflecion, we can see thac aver 50% af part-timers are‘other undergraduates’ rile for flltimers, they represent roughly 10%.There is ¢ similar pleure for postgraduate part-time students, who are more numerous both in absolute and zgladwe terms chan ftlttÌmers

Extension: Comparing and describing numbers

Almas To teach suadents how to describe ond compore numbers sing the fonguoge of eppraximation

Procedure

» Beplain to students that in written reports we don't normally describe statistics using exact numbers as this can be very boring and distracting for the ceader Instead we use approximation to tound cumbers up or down

» Elicit different ways of describing the following numbers:

134,575: just over 135,000, Appraximotely/roughly/oround/obout 136,000:

134,575 compared to 396,530: over tpl, around 200% more, about three tines as many, roughly 260,000 more, about thind as many, approximately ane in three, for more, far lass

rite the expressions used to describe approximations

‘on the board, Now ask stuvlents to write up sentences Using the numbers in the graphs: There are just over 195,500 other undergroduates on fuletime or sandwich courses There are about three times more port.time other undergreductes than ful-time ones

» Ask students to go back to the charts on the previous page and write sentences about the information using approximations,

Express tip Read out the advice in the box while students follow in their books, Explain to them thet this is the way that people generally process information, i.e they first need

to see the big picture before looking at the detail and specifics We need to do this in oder to contextuatse infonnation

C+ Put students into pairs again and have them look at

the har chart in order to answer Question 1 Then in

pairs (or individually), get students to write an

‘introductory paragraph Check answers by getting one

or two students to write their answers on the board or

read them aloud Highlight any errors and elicit

corrections from the clas

» Ask students to read Question 3, Tell them that the

four comparisons listed here represent some key

‘information within the chart, Have them write four

sentences appropriately comparing the two

institutions using information taken from the bar

chart and table, Check answers as 2 class, or by

getting students to write their answers on the board

where you can do error correction work

Support

>If students are having difficulty understanding what

the graphs are about, then ask the class the following

ye5/no comprehension questions to direct their

attention to particular aspects of the graphs: Does the

raph show the totot number of students at evch

university? (Wo, it shows total overseas students at

each university); Does Middlesex have the least amount

‘of overseas students in the UK? (No, it has the 10th

most overseas students in the UK ~ as @ point of

reference, there are over 100 universities in the UK};

Has Essex had 1 big increose in overseas student

oumbers? (Yes, a 40% increase, the 10th highest in

the UK); Is the tale orgonised according to total

overseas student numbers? (No, is organised

according to the percentage increase in overseas

student numbers.)

Ghailenge

> Far students who do well in this task, have them write

up their sentences into two paragraphs - 2 suggested

organisational structure might be to have paragraph 1

4s 3 comparison between graphs whilst having

aragraph 2 and 3 a8 comparisons within each of the

two charts,

Answer KEY

2 Suggested answer:

‘Tre bar chart shows the ten most popular education

Insitutions in the UK for foreign students in che academic

year 2087-03 The accompanying table shows the cop cen

‘dueatlon insttucions that have recorded the highest groweh

Ingverseas student numbers inthe sume year,

WRITING

3 Suggested answers:

> Noxtingham had the highest number of overseas scudenis

‘whilet Wolverhampton had the highest Increase in overseas snudents,

> Wolverhampton had by far the biggest increase in overseas students in the UK,mare than calce the increase than second place Salford

Middlesex had the lowest number of overseas suudents|

‘compared co other institutions listed although Ic had che tenth highest in the UK overall

» Nottingham had about one third more overseas students

‘than Middlesex [6] Academic Writing Task 1: Report

‘Aims: To give sudents the opportunity o consolidate the skils introduced in thls uni,

“To proctse « complete Acadeenic Writing Turk nga

“To praciise writing within @ specified time Unit

For this task

» Ask students to read through the points in the box, which prepare them for the following exam practice question, Make sure students understand the information by checking any difficult vocabulary evidence, observations) and ask comprehension questions to ensure they have absorbed the information

> When matking the work, look for:

‘an introductory sentence which uses the ttle, axes, and Key to inform the reader of what is being described,

+ a second sertence which says something very general about the chart,

* further statements about three major features of the

‘graph, which are supported by statistical evidence,

> You should use the following criteria ta assess the writing:

* task fulfilment: does the sturent describe the raph weall;

* coherence and cohesion: is the report logically

‘erganised and linked together deady?

+ vocabulary and sentence structure

UNIT2 Education 31

WRITING—

> When giving feedback to students on their essays, direct them to the model essay on page 106 of the Coursebook Explain to students that the model essay 4s not a definitive answer — it ts just one way of answering the question

Model answer

The table illustrates the breakdown of scores for the IELTS Acadénsic Paper in 2003, It shes Separate scores for all Four sections Listening, Reading, Writing and Speaking?, together with the overall score for students From four different: language groups arousd the world

From an overall perspective, Hindi speakere achieved the highest grades with an average store of 6.75 across all four sections

Moreover, they stored the highest of all four language groups in three of the four sections Listening, Writing aed Speaking?

Malaysian speakers scored the second highect scores coaralh, dosely followest by Spanish and Russian speakers Although Malayklane speakers did not do so well in the Reading, Speaking kod Listening Sections compared to Russian and Spanish speakers, there was & significant difference ia their grades for the Writing section These grades were high relative to Russian and Spanish candidates Sarprisingly, Spanith speakers, who achieved the second lowest results overall, achieved the highest results of All Four language groves for the Reading section

AS 4 Final point, it is interesting to note thet the sores for each section show that all stadents on average soared the highest marks for the Speaking Section and the lowest marks for the Reading section

82 UNT2 Edueation

Technology Section aims:

and scanning skills,

To teach students how to locate information quickly within the text, using a variety of skimming

To teach students how to auckly analyse tablas and diagrams for the relevant exam task questions

>To practise a number of task types: classification tasks; tabte completion; labelling a diagram

(| Introduction

‘Aims: To introduce the topic of technology and to

S4 6s leadin to the reading passages

“To genceae discussion on the theme of sechnology in order to cis tpic-related

—

To start off the lesson, direct student attention xo the

photograph of the couple watching the flat-screen TV

and ask them questions such as: What type of TV is

this? (Elicit flat-screen, ECD TV ar plesmo 1.) Does

“anyore know the difference between « conventionat TY,

nổ a pletmg ør LCD TV?

» Put students in pairs and have them answer the

iscussion questions, Deal with any difficult vocabulary

(echnophobe: someone who is afraid of technology

and fechnophri: someone wha loves technology)

Monitor discussions and conduct feedback

In the exer

Diawy students’ attention to the Zn the exam box and read

as they fallow in their books Ask questions related to the

content of the box to check theït comprehension

mị Locating information ïn the text

[Aimar ‘Yo demonstrace haw skimming a passage ta

‘underscand the magia ideas af each paragraph

Ihelps in tocar infoemarion ip the postage easly,

Ye prepare studenss for elussificacian and table

‘complesian exam questions by teaching dhe

how to navigate the rubric,

A ask students 10 look at the title amd photograph in

the passage on the following page, and elicit what

they think the passage is about (PDAS, or ‘personal

digital assistants}

> Have them read the Five paragraph summaries in this

section and explain that they need to match each one

ta ane of the Five paragraphs in the passage by

slimming the passage Have them complete the activity

alone, In order to encourage skimming, rather than slow

reading, seta time Limit of one minute fos this activity

Support For students who are still hesitant with reading, take them thraugh some standard steps:

Step 1: Ditect students to the title and photo of the text and ask them what they think the text is going

to be about

Step 2: Ask students to eead the ftst paragraph of the text on POAS and have them choose the best summaty prediction of what they think the text will

be about?

2 History of PDAs: b Latest PDA features;

Comparison of PDAs on the market (answer: ¢) Step 3: Ask students to quickly skim the article to check their ptediction — set a time limit of 30 seconds ta 1 minute,

Step 4: Ask questions to determine what type of writing the text is: the text foken fom a generat Interest aemspaper artcte of o consumer magazine? {From a consumer magazine - the writer talks about testing the two products in patagraph 1.) Does the wller want to provide information, or sett one ar ther of the two products? (Provide information = the text is quite factually based)

>In order to complete the table campletion task successfully, students first need to be able to understand how the table 1s structured, ie, two

ed

ts

Ân)

colurins (positive and negative features) foreach

model and cross-referenced with the main teas of

each paragraph, Most students wil ek this up - if

‘hey do not, this wil need to be highlighted, Ke

Question 1 of the table is a positive feature of the 2,

‘which can be found in Paragraph 2 of the text about

‘the pros and cons of the Zi

> Dicect students’ attention tothe five statements (a-e)

and have them match them to the questions in the

table, Explain that this task is designed to prepare

‘tem forthe table completion question types that they

vill encounter in the exam The aim is for them to be

able to look at the table and decide what information

they need to look for to complete the gaps

+ Model the Fist question as an example by asking the

whole class, Hfït the comect answer and ask the

student how they atrved at this answer, (The word

cedvontage in the question corresponds to the column

heading Postive Features, while Polm Master in the

question shows that itis im the second row, 1

‘Question 4,)

> Ask students to do the task individually and then

compate answers with a partner

The answers are

C_ > Now ask students to complete the table alone, by

reading the passage Remind them that based on theit

answers to 2A and 28, they know that paragraphs 2, 3

and 5 ate most likely to contain the answers to

‘complete the gaps (1-5) in the table This procedure

helps students locate information quickly as they are

not wasting time scanning the wrong part of the text,

ANSWER KEY

wisi

Note`The ZV comes with bule inWEI

2 (digial) camera

“The drawbacks however are the 1.3 megapice! digial

3 amuse and video he resteiexed memory for storing music and +

4 sharp clear screen

Note’ and a sharp clear screen to view data!

34 UNIT3 Technology

el

5 docking sation Note‘ the absence of a docking station "

Express tip

Read out the advice in the box white students follow in their books, Ask students to locate the footnotes in the table (POA) and in the text (WiFi in paragraph 2)

D Ask students to read though the classification exercise rubric in the box, and explain to them what they will need to do to answer this type question, Students will, ced to decide which of the five statements reer to

‘the ZV (A), which to the Palm Master (B), and which

to both models (C)

» Explain to students that they will need to use scamming stills to answer this type of question efficiently, To this end, ask students to discuss Questions 1 and 2 before doing the classification task

» Now ask students to do the classification exercise, then check the answers as a class

Answer KEY

| because the product names appear too frequemly

‘hroughour che passage The keywords in the taxt are: J Intermec connection; 2.gaod value for money:3 broad product rangefvarieny of sradels:4 optional extra; PC

“The answers are: C¡ 2 C¡3 A4 A5 B

Extension: Aetaining and recalling

information

Aine: To osk students to demanstrote their understanding ord

nowtedge ofthe tert in on enjayoble woy

Procedure

» Put shadents into small groups of 3 or 4, Have them close their books and re-build the text by recalling as much information as possible Asa first step have them

‘by to recall and note down the five paragraph summaries then get them to take notes under these headings including as much detail as possible

b It’s 3 good édea to appoint one member of the group to take nates - this is a good opportunity to involve shy members of the group ~ they dowt need to speak much

in group work, but are the key person ta record the groups discussions

» Ask students to read out their answers tothe class and compare their versions to the original text |

[3] Linking visual information to

the text

Aim: To introduce labelling a diagram a a task type

A > Explain the aims of this section to students and have

them answer Question A fn pairs or small groups

Encourage (even non-techinieally minded) students to

quess one or two of the component parts and how it

night all work, This might prove difficult for some

students so use prompt questions, pointing to

diferent parts of the diagram in the book such as:

hat do you think this port is? (potnting to Figue 5),

hot does it took tke? (Like a bottle or a gun), What

to you think it does? What oe these tines coming from

the end of f?, etc, Avoid giving away any answers to

the missing words inthe labels at this stage

B + Ask students to answer Part B by skimming the text to

find the paragraph section that describes the diagram

Set students a time limit of one or two minutes,

depending om the level of your class,

ANSWER KEY

Paragraph 3 (second haf) ~The technology though is tried

and costed

C > Before students answer the questions, explain that

these diagrart-tabelling questions have a standard

format which they should familiarise themselves with:

the labels can he either completely blank (like Labels

2 and 3) or partially-completed (Label 1) Tell

students that with partially completed labels, they

should use the words given to help them deduce the

missing word and also to aid scanning

» Ask students to answer the questions in pats

Answer KEY

| elockwvise:2 Label I:adjective, Label 2:noun

D > As students have now completed the preparatory work,

have them complete the labels in the diagram Check

ax, you should take words direetly flor the text to complete the labels (true) Grammatical connections between words on the abel ave not importont (false), ete

Express tip

Read the advice in the box while students follow in their books Students should already know the information, but there is na harm exposing them again! Follow up by checking theic understanding of skimming and scanning,

Exam practice Questions 1-5

» Ask students to skim read the whole text several times {5-8 minutes) to understand the main ideas before allowing them to start the label completion task

» Ask students to complete the labels alone When they have finished, check the answers as a class

Students are now ready to complete the diagram Support

» With less confident students, before they start the exercise, ask them where the information is in the text

‘to complete the diagram, (top of column 2, page 23)

ANSWER KEY

1 front glass Note" on the frant glass screen’

2RGB

‘Note sent chrough RGB fiers!

3 Tguid erystal cell Note'Eich pixel contains liquid crystal cells

4 (whine) Aorescent light Note’ consiecing of white fuorescent light which Is shahe’

5 micro-transistors ẢNote ` with tiny micro-transiscars behind them

_ UNITS Tachnology 35

For this tosk

» Ask students to read through the for this task box

Then ask them to close their books and recall as much

‘information as possible in pairs Emphasise to students

that they should use words directly fiom the text to

answer the questions and never invent their own words,

co change word forms

Exam practice

Questions 6-12

» Ask students to complete the table answering

Questions 6-12 They have done a lot of preparatory

work, $0 you might want to set a time timit

accordingly, (In the exam, students answer 40

‘questions in 60 minutes — just over one minute per

question, plus 15-20 minutes to skim the three tert.)

Go around the class checking that students ate

referring to the correct part of the text for the answers

For this task

» Ask students to predict the content ofthe for this task

box by asking them: What ave the key points you should

feep in mind shen answering classification type

questions? Elicit as much information as possible and

then ask students to read through the bax to confirm

their ideas and reinforce the key points

UNIT 3 Technology

Exam practica Questions 13-18

» Ask stutents to do the exercise Go around the class enguring that students are using the appropriate skill,

‘that they have learned, such as underling keywords

Extension: Recalling information

“lim, To denonshola students! understanding ond knowledge of the tert in an enjoyable way

Procedure

» Ask students to close their books Divide the class into three groups and assign a TV type to each group (group 1: RT; group 25 LCD; group 3: plasma) Tell students that they should note down as mach information as they can remember about this TY type

» As with the previous extension activity, appoint a note taker for each group Have them organise their notes Under the following headings: Eoonomic

picture/Consumer preferences; How the technology works; What’s good about this TY; What isn't goat about this TV; The future

» Ask the groups to read out their answers to the class

Extension: Topic sentence and paragraph summaries

Aim: To roview topic sentences and paragraph summaries

Procedure After having skimmed the text, ask students to work in pairs to identify a topic sentence and paragraph summary for each paragraph,

3 fistsentence [Life expectancy of CRTs is limited

but the technology i reiable

+ (WA Pros and cons of plasma,

SPEAKING

Sectton aims:

To provide additional practice of thie Tn confidence in this section of the am,

To provide language fot, and practice of, giving a personal opinion

» To provide language for comparing and contrasting information, and to give practice in identifying and answering questions requiring students ta make comparisons,

To practise Speaking Part 3: Two-way discussion

dual long tum and to encourage students to speak with

Introduction

tens: To introduce the rpio of che unit,

"To assess students abiticy ro answer Speaking

exumn Part 3 queutions

Use the discussion questions as a wamn-up activity Ask

shatents ta disouss the questions in pairs or small groups

When they have Finished, ask for feedback from the class

> Altematively, put the students into pairs or groups of

three to discuss the positive and negative aspects of

technology Allocate one of the discussion areas (work,

family, transport or education} to each group Ask the

‘roups to prepare and give a mini-presentation to the

fest of the class based on their findings

Jn the oxam

Draw students’ attention to the In the exam box and ask

them to read through the information individually Point

ut that students will have to tatk for 1-2 minutes in

Part 2, so they should make sure they note dawn enough

‘ideas to talk for this period of time, Part 3 will be

covered in the second half of this unit,

Introducing the topic

‘Atmos To provide an opportunity for students to listen

to candidates answering Part 2 queatons,

‘Te promote student confidence in the

Individual tong turn by providing them with

tanguoge they can use

AL > Explain to the class that they will hear four

candidates answering a Patt 2 question, They ate

responding to ane of the topics 1-3 Ask students to

read the three topic questions

» Play the three candidates responses through once and

ask students to identify which topic question is being

‘got an entail from my father, you see 1 was travelling around the United States and [had asked him to send me some money

2 Candidate 2: OK It iL

‘Sent.to my boss, Basically, I was unhappy abaut some of the things he was asking

"me to do I mean, I had spent all morning photocapying documents, wich really wasn’t my job

3 Candidate 3: Right Yd like to tell vou about the time

‘Lote an email to my landlord, The problem was that I had moved out of his apartment one month before, but he still hadift returned my deposit I decided that I would tell him

‘ Candidate 4; OK then i

got fiom an excboyfiend, Where shall I

begin? It was about two years after we

had split up and T was tiving in a different city and everything, Anyay, I got this

ea which said how he stil loved me

and that he wanted to try again, so I

B > Play the recording through again, this time asking

students to listen for the language each student uses

to introduce his or her talk Ask them to write the language down in their notebooks, Ask students to discuss their answers in pairs before having a round

Up with the whole class,

UNIT3 Technology 37

3 io

ANSWER KEY

Let me see, Td fhe co tlle abou

you aboc Right, "like co ell you about

I vant co talk about

OK, fm going to tell

K then,

Express tip

Read out the information in the box while students

follow in their books Explain that the examiner will

form a strong impression within the first few seconds of

the candidate beginning to speak, It’s therefare

‘important that the students begin to speak with a great

deal of confidence - even if they don’t feel It! Using a

strong opener will make an excellent first impression on

the examiner,

C+ Ask students to focus on the language in the box that

they can use to introduce their Part 2 talk You might

like to glay the recording a third time and focus on the

‘intonation patterns of each speaker as they say the

expression, Point out that a speaker's intonation often

starts ata higher pitch when they start speaking,

Tn pairs, ask students to practise introducing their

talk, in vesponse te Question 2 in 2A, by using the

language in the box Make sure they focus on the

‘ronuneiation of these ways to introduce the

Individual long turn by drilling the intonation

patterns, The sentences should start high and fall

‘qickly, You could show this on the whiteboard by

marking an arrow to show the rise and fall of the

intonation Get the students to either listen to the

‘expressions on the recording again and repeat, oF you

could model the sentences yodrself

[3] Individual long turn

‘Aim: “To provide practice ofthe Individual long cura

inthe exam,

For this task

‘Ask students to read through the information in the for

this task box, then direct them to the express tip box

next to it, Discuss them both together as @ class

Express tip

ead out the information inthe box white students follow

Ín thei hooks Impress sipon students how iittle time one

minute is and that they have to go with their First idea

and make notes quickly Explain that students should use

the order of the points on the card as a frame to help

38 UNIT3 Tachnology

them structure their talk coherently Explain that writing full sentences is both impractical in terms ofthe time available and isn't useful, because they cannot be referred

to easily when speaking, It is much easier and more usefut

to jot down keywords as a way to include impressive vocabulary and fog your memory when speaking

Exam practice

» Divide the elass into pairs Assign one student in each pair as Student and the other as Student B,

> Student A will be @ candidate and Student B an

‘examiner Have each pair practise Part 2 of the exam Student A will have one minute to read Topic Card A and make notes before speaking,

» Encourage the examiner to assess the performarce oF the candidate by focusing on the criteria in the for this task box and expres tip boxes, as well as the In the exam box on page 13

» After a minute, have the examiner interupt the candidate by asking one or two questions arising from

‘the candidates talk, When the fitst student fas finished talking, have the examiner give feedback to the candidate based on the criteria described in the boxes Then have ezch pair change roles and repeat the activity, with Student B answering the questions on Topic Card 8

Go around the class and monitor the students closely uring this activity Try to include points students need to work on in a class discussion at the end,

[4] Expressing opinion

Ales: To encourge aden to expr thes orn pessonelepinoas

‘To provide 0 wide range of language thot students cam use to introduce thee opinions,

A > Focus students’ attention on the thiee questions

related to technology Explain that these are tyzial of the types of questions they willbe asked in Part 3 of the exam A successful candidate will need to answer

‘these questions by expressing is oF her opinion,

» Put students into pats and have them discuss the

‘westions Stess that as well as saying wnat they think, they should also justify their opinion by giving

4 reason and/or evidence to support their opinion

> When students have finished discussing Questions 4-3, elicit few answers from the clas,

speck naturally we don't often say this We often don't

early conjunetion at all ~ you could make a joke that 3

students get mote credit for not saying something! Student 3: IVS a good question, but yes, Ltink it

has 1 cam imagine a time very soon, when

» Ask students to read Questions 1 and 2 Choose a few everyone will use videophanes, it will be students from the cass and ask them to answer the much more useful than only hearing 3 questions with reference to their partner fom the voice, Fit fs used a lot in business, you previous activity They should focus on reasons their can have face-to-face meetings when you rartner gave to support his or her opinions and the are very far apart This wil save a lot of specific language he or she used to support those time and money for traveling to meetings opinions

the relevant boxes Check answers as a class, then

play again iF necessary 5

Student 5: Lbelieve things have changed dramatically,

ee For example, 1 was only a few veats ago

In my view ¿l doubt ịl beleve ;Eersonall thk HE ed aes cole ao (guess Find information, whereas today, the

thm nee sure In my opinion i For me Internet is the frst place students a9 This

must be a good thing, so yes, in my

CN cxinian, things have improved

Student 4: Yes, of course, it is now completely different Student 6: In.my view, is nat as easy to Finda jab if

——— —- ‘you cannat use a camputer because yau do agence ea nat have the skills mast coHpanies require

a, care sty vou ean eric, mean, you cannot communicate well if prime any ceesothey sideroh tte word ond] ‘you cannot use email and anather thing prone ce eterna aris 's perhaps vou have to use a database seconds later, and secondly it costs you very

litte - just the connection ta the Internet, hi

Student 7: Forme i's much easier to do research

z these days, vou know, to find things

Student 2: Well, I'm not sure if this has improved the Before, it was more difficult to And things

vay students Leam or not Lauess things are ‘out, What I mean to say is, you had to similar in that if students want ta learn, red mary journals to find the énformation they sill have to go to class, read and make you were searching fo

UNIT3 Technology 39