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Top Ten Tips

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Title: PowerPoint Presentation Author: Firth, Henry Last modified by: Firth, Henry Created Date: 10/29/2013 10:36:11 AM Document presentation format – PowerPoint PPT presentation

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Title: Top Ten Tips


1
  • Top Ten Tips
  • for teachers
  • preparing students for
  • the academic version
  • of IELTS
  • Sam McCarter

Macmillan Online Conference 2013
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Abstract
  • The presentation will look at the Top Ten
    Tips to help students improve their chances of
    obtaining a higher score in the academic version
    of the IELTS exam. The focus will be on
    increasing students awareness of organization
    and flexibility so that they can use what they
    know from the grammar and vocabulary point of
    view efficiently across the four components,
    listening reading writing and speaking.

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Tip 1
  • Reading
  • Text navigation

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  • Types of passages
  • Exposition/ Argumentation/ Historical
    biographical
  • Text features
  • Time relationships
  • Problem and solution
  • Cause and effect
  • Classification
  • Comparison and contrast
  • Argument

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  • Description- processes/ sequencing
  • Narrative
  • Instruction
  • Definition
  • Explanation
  • Exemplification
  • Generalization and specificity
  • Drawing conclusions
  • Rhetorical organisation
  • (Weir, C et al. 2009. The relationship between
    academic reading construct as measured by IELTS
    and the reading experiences of students in their
    first year of study at a British university.
    IELTS Research Reports 9 109.)

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The skills that students need to navigate IELTS
reading passages efficiently
  • -(surveying)
  • -prediction
  • -skimming
  • -scanning
  • -close reading

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  • distinguishing between
  • -factual and non-factual information
  • -important and less important items
  • -relevant and irrelevant information
  • -explicit and implicit information
  • -ideas examples and opinions
  • -drawing inferences and conclusions
  • -deducing unknown words

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  • -understanding graphic presentation (data,
    diagrams, etc.)
  • -understanding text organisation and linguistic/
    semantic aspects,
  • e.g. relationships between and within sentences
    (e.g. cohesion)
  • -recognising discourse/ semantic markers and
    their function
  •  (Jordan, R.R. 1997. English for Academic
    Purposes A guide and resource book for
    teachers. Cambridge Cambridge University Press.)

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Tip 2
  • Awareness of information sequences
  • Past/ Present/ Future
  • Problem/ Solution
  • Cause/ Effect/ Solution
  • Action/Purpose
  • General/ Specific
  • Opinion/ proof/ Conclusion

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Tip 3
  • Writing Task 1
  • Awareness of
  • the purpose of the task
  • what is being assessed -
  • Public marking scores
  • the sets of data/ maps/ processes
  • the structure and content expected
  • .

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Task 1 Checklist
  • Tense range Simple Present/ Past/ Present
    Perfect/ Simple Future/ Future Perfect
  • Comparison and contrast
  • Complex sentences conjunctions/ adverbs
  • Vocabulary range verbs of rise/ fall
  • Writing introductions/
  • Overviews/ Trends
  • Noun phrases/ nominalization
  • -synonyms/ paraphrases
  • Singular/ plural
  • Active/ Passive
  • General v specific

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Tip 4
  • Awareness of nominalization
  • Task 1 and across IELTS
  • Car sales rose gradually in the UK between
    2005 and
  • 2010.
  • There was a gradual rise in car sales in the
    UK between 2005 and 2010.
  • Writing Task 2
  • The role of technology in the workplace ...
  • Some people think that the impact of modern
    media on young peoples lives is greater than ...

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  • Paragraph/ Section headings
  • The impact of wilderness tourism
  • The role of the media in young peoples
    lives ...
  • Speaking
  • Do you think that the impact of modern media
    on young peoples lives is greater than ... ?
  • Listening note taking
  • the 3 ______ of pollution on the marine
    habitat in New Zealand

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Tip 5
  • Writing Task 2
  • Skills/ Transfer awareness
  • Understanding question types
  • Discuss both these views and give your own
    opinion.
  • To what extent do you agree or disagree with
    this opinion?
  • Reading the whole rubric
  • Give reasons for your answer and include any
    relevant examples from your own experience.

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Tip 6
  • Understanding the tasks
  • Understanding question types
  • Discuss both these views and give your own
    opinion.
  • To what extent do you agree or disagree with
    this opinion?
  • Reading the whole rubric
  • Give reasons for your answer and include any
    relevant examples from your own experience.

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Tip 7
  • Awareness of paragraphs
  • The number of paragraphs
  • Coherence/ cohesion
  • Paragraph structure
  • Trigger words to create a template rather than
    a
  • writing vacuum
  • Because/ For example/ For example, if/ Like /
    such as
  • But/ However/ As a result/ however/ Moreover
  • And their synonyms

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Tip 8
  • Creating/ gathering ideas
  • Brainstorming
  • Word association
  • Perspectives social, environmental, legal,
    financial/ economic, educational ...
  • Recycling ideas/ concepts
  • Question creation
  • Start with a word poverty

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Tip 9
  • Speaking
  • Skills transfer Writing/Speaking
  • Organization
  • Part 2 making notes
  • Part 3 development of answer to question

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Tip 10
  • Listening
  • Prediction skills
  • Use of questions
  • Awareness of structure and nominalization
  • Listening note taking
  • the 3 ______ of pollution on the marine
    habitat in New Zealand (See Tip 5 Slide 14)

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  • Thank you!

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