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Module 14: Skills focus: learning and using idioms

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Module 14: Skills focus: learning and using idioms

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1. What are idioms?

Idioms are groups of words whose overall meaning is different from the individual words or the literal meaning—and may be difficult to guess.

When Luis got a 7 on his IELTS exam, he was over the moon.

We had to work like mad to finish the assignment.

Most idioms have a fixed form (e.g., you can say rings a bell but not rings the bell).

I don’t know that movie, but the actor’s name rings a bell.

2. What are idioms?
Idioms are individual vocabulary items and should be learned like other words.

Understanding the meaning of core particles can help you guess the meaning of some idioms.

3. Study the following examples. What is the core particle? What do you think is its meaning?

1. The lecture was so interesting that the time just flew by.

2. Before you start working on your project, you should run your topic by your teacher.

3. While we were sitting quietly in front of our house, several deer wandered by.

4. They felt a burst of wind as the train rushed by them.

Does the particle in this sentence fit the pattern? If not, how is the idiom different from the examples above?

Please stand by your sister. I want to get a picture of both of you.

4. Types of idioms

1. Verb-based idioms: change your mind, be supposed to do something, break a leg

2. Prepositional phrases: in that case, in charge (of sth/sb)

3. Noun phrases: a piece of cake, a pain in the neck

4. Sayings/proverbs: not my cup of tea, when in Rome

5. Fixed phrases joined by and/or: bright and early, more or less

6. Phrasal verbs: take off, throw up

7. Exclamations: Don’t ask me! Thank goodness.

5. Some thoughts about using idioms in IELTS speaking:

Using idioms will not automatically improve your speaking score.

Using idioms will make you sound more like a native speaker only if they are used naturally.

Trying to use a lot of idioms is not a great strategy!

Do not focus on impressing your examiner – focus on clear and accurate communication!

II/ How to study idioms (or any vocabulary)

1. Do not try to memorize long lists!
Memorizing long lists of words is not useful for productive knowledge. Communication involves using words in context.

To use words in context, we need to study and practice using words in context!

2. Find meaningful sources
Words that are useful to us are much easier to learn.

Get your vocabulary from sources and topics that are important and interesting to you!

Actively identify the words you don’t know in your personal sources.

3. Have a dedicated notebook

A special notebook for your personal vocabulary is a great learning tool!

Entries should include

The source context (i.e., a sentence in which the word was encountered)

Definitions (synonyms, translations, roots)

Pronunciation

Word forms

Collocations/idioms

Example Notebook Entry: Inspire (v) (ɪnˈspaɪr)
“John was inspired to create ‘Mr. Trash Wheel’ after observing all of the garbage dumped into the harbor.”

Meaning: a) to spur on, motivate; b) to influence, move, or guide by divine or supernatural inspiration

Root: Latin: inspirare "to breathe or blow into." See: spirit

Other forms: Inspiration (n) Inspirational, inspiring (adj)

Ant. expire (to end or die)

Collocations: inspire hope; moment of inspiration; inspirational movie, speech, etc.;

4. The dictionary is your friend!

https://idioms.thefreedictionary.com/

https://www.merriam-webster.com/

https://www.collinsdictionary.com/

https://www.sausd.us/cms/lib/CA01000471/Centricity/domain/1835/dictionaries/Dictionary_of_American_Idioms_.pdf

5. Don’t forget to review!
Try to work on a small number of vocabulary items at a time

Practice by using vocabulary in context

Understand how “spaced repetition” can help you remember vocabulary – or anything else!*

*https://www.youtube.com/watch?v=cVf38y07cfk

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Module 13: Skills focus: Key pronunciation issues for Vietnamese speakers

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Module 13: Skills focus: Key pronunciation issues for Vietnamese speakers

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1. What are phonemes?

Phonemes are the individual sounds that make up the words we use.

Each language and dialect has its own set of phonemes.

There are 44–48 individual sounds (phonemes) in English, depending on the accent.

We learn the sounds of our “mother tongue” at a very early age. It can be difficult to enunciate sounds that we did not learn as a child.

2. How can I improve enunciation?

Identify the sounds that are difficult for you/speakers of your language.

Practice difficult phonemes with with “minimal pairs.”

Keep track of difficult words and practice them

regularly.

3. Some phonetic resources:

https://elt.oup.com/student/englishfile/advanced3/pronunciation?cc=global&selLanguage=en

https://tfcs.baruch.cuny.edu/consonants-vowels/

https://play.google.com/store/apps/details?id=com.britishcouncil.phonemicchart&hl=en_GB&gl=US

Key pronunciation issues for Vietnamese speakers (and how to work on them)

1. Individual Phonemes

Are certain words or phrases in English difficult for you to say? Take a minute to think, then write down some troublesome words in the chatbox!

2. English phonemes that don’t exist in most Vietnamese dialects:

/l/ (initial):  light; lead; laugh; learn

/l/ (medial): fault; rolling; falling; really

/l/ (final): fall; roll; available; identical

/r/ (initial): rat; reason; right; really

/r/ (medial): parking; caring; fertile.

/r/ (final): letter; closer; aware

/ð/  :  these, breathe, brother, mother

/Ɵ/ : three, both, tooth, panther

3. Tips for learning individual phonemes:

Try some pronunciation apps: https://www.phona.co.uk/

Learn the mouth/tongue positions and practice using a mirror

Practice minimal pairs (tease/these tree/three)

Try some tongue twisters! https://www.mondly.com/blog/71-best-tongue-twisters-to-perfect-your-english-pronunciation/

Red lorry, yellow lorry

Thirty-three thoroughly thoughtless thieves

Listen for target phonemes and copy the phrases or sentences.

4. Final consonants

Vietnamese speakers often leave off the final consonant sounds when speaking. This error has a significant effect on communication!

Difficult final consonants
/z/: tables; rose; rise; bags

/s/: mice; class; mess; rice

/t/: right; fight; hate; fruit; start

/v/: love; drive; retrieve; Steve

/ks/: six; lakes; cooks; hacks

/ʤ/: manage; bridge; engage

5. Middle sounds in longer words

/z/: Wednesday; president; rising

/s/: master; western

/v/: severe; savage; rival; never

/ks/: mixer; fixate; excel; vaccine

/ʤ/: pledges; virgin; midget; bludgeon

6. Sentence Stress

Improving sentence stress comes from listening to and imitating English in context. It’s important to pay attention to how longer utterances are stressed, not just individual words!

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Module 12: Skills focus: An overview of pronunciation features 

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Module 12: Skills focus: An overview of pronunciation features 

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Assessing Pronunciation in IELTS

There are two aspects that IELTS considers when assessing your pronunciation:

1. Accent (i.e., how you pronounce individual phonemes)

2. Your control and use of pronunciation “features”

This week, we will look at pronunciation features.

Having good pronunciation does not mean that you sound like a native speaker. Good pronunciation means that your voice is clear and that you able to use the features of speech to enhance communication.

What are the features of speech/pronunciation?

1. Word stress

In words with more than one syllable, one sound is stressed more than others. Consider this example: PHOtograph; phoTOgrapher; photoGRAphic.

Stress may change depending on the part of speech. Consider: atTRIBute; ATtribute/ exTRACT; EXtract

Stress can also change the meaning of a word: DEsert; deSERT / PREsent; preSENT

2. Practicing Word Stress

http://google.com

https://www.wordstress.info/exercise/

https://www.cambridgeenglish.org/learning-english/activities-for-learners/b1p068-word-stress

3. Sentence Stress

In English sentences, certain words carry more stress, which affects their length  (i.e., English is a “stress-timed” language).

Content words (nouns, verbs, adjectives, adverbs) are generally stressed, but function words (prepositions, articles, pronouns) are not.

Consider:

Mary went to the night market to buy some gifts for her family.

4. Rhythm
In a stress-timed language, syllables lengthen and reduce according to whether or not they are stressed. This is different from syllable-timed languages in which each syllable has roughly the same length, regardless of stress.

5. Chunking

Chunking refers to grouping sets of words together and controlling the timing (pauses) between them.

How would you divide (chunk) the following?

Those who left quickly got there first.

1. Those who left / quickly got there first.

2. Those who left quickly / got there first.

3. Those / who left quickly / got there first.

6. How would you chunk this text?
Does it really matter whether people speak with an accent as long as they can be easily understood many people now believe that in an increasingly globalised world we should accept variations in pronunciation that is accent however there's no point in speaking with an accent if people can't understand you is there?

Does it really matter / whether people speak with an accent / as long as they can be easily understood? // Many people now believe / that in an increasingly globalised world / we should accept variations in pronunciation / that is / accent. // However / there's no point in speaking with an accent / if people can't understand you / is there?

7. Strong/Weak Sounds
When the words in sentences are not stressed they become weak, and their sounds also change. For example, vowels turn into schwa /ə/, the last consonants are not pronounced at all, etc:

Tell him to go – strong forms /hɪm/ /tu:/- weak form: /tel əm tə gəʊ/

I would like some fish and chips – strong forms /aɪ wʊd laɪk sʌm fɪʃ ænd tʃɪps/ – weak form: /ɑ wəd laɪk səm fɪʃ ən tʃɪps/

8. Linking
Very often the last sounds and the first sounds of some words change: consonants link to vowels, vowels link to vowels, sometimes sounds double up, etc. This is done to make the language easier to say, and faster, for example:

‘I don’t know’ /I duno/

In ‘I am not happy’ there is an intrusive /j/ sound between ‘I’ and ‘am’ which makes it easier to say the phrase quickly.

In ‘pick it up’ – you will hear something like “pi ki tup”.

‘I want to/ w/eat’ and  ‘Please do/ w/it’.

9. Sentence Stress – Emphasis
Stressing specific words in English sentences can convey meaning.

How does the meaning of the following sentence change when different words are stressed?

10. Intonation

Intonation is the change in the pitch of our voice—how it rises and falls. Intonation conveys subtle messages about what we are saying and how we feel.

11. Rising Intonation
Rising intonation is generally used for yes/no questions:

Do you like this new ➚movie?

Are you going to listen to that song ➚ again?

12. Falling Intonation
Our intonation tends to fall when making wh-questions, statements, commands, questions tags, and exclamations:

How many books have you ↘bought?

Dad wants to change his ↘car.

Show me what you’ve ↘written.

He thinks he’s so clever, doesn’t ↘he?

What an interesting ↘ film!

13. Mixed Intonation
A mixed (rising–falling) intonation is used at the end of statements when we want to say that we are not sure, or when we may have more to add, and with questions, especially when we request information or invite somebody to do or to have something:

I ↘ don’t support any football team at the ↘mo↗ment. (but I may change my mind in the future).

Would you like another co↘ff↗ee?

Improving your use of pronunciation features requires listening and imitating how speakers of English apply these features for communication purposes.

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Module 12: Skills focus: An overview of pronunciation features

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Module 12: Skills focus: An overview of pronunciation features

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Assessing Pronunciation in IELTS

There are two aspects that IELTS considers when assessing your pronunciation:

1. Accent (i.e., how you pronounce individual phonemes)

2. Your control and use of pronunciation “features”

This week, we will look at pronunciation features.

2. What are the features of speech/pronunciation?

2.1. Word stress

In words with more than one syllable, one sound is stressed more than others. Consider this example: PHOtograph; phoTOgrapher; photoGRAphic.

Stress may change depending on the part of speech. Consider: atTRIBute; ATtribute/ exTRACT; EXtract

Stress can also change the meaning of a word: DEsert; deSERT / PREsent; preSENT

2.2. Sentence Stress

In English sentences, certain words carry more stress, which affects their length  (i.e., English is a “stress-timed” language).

Content words (nouns, verbs, adjectives, adverbs) are generally stressed, but function words (prepositions, articles, pronouns) are not.

Consider:

Mary went to the night market to buy some gifts for her family.

2.3. Rhythm

In a stress-timed language, syllables lengthen and reduce according to whether or not they are stressed. This is different from syllable-timed languages in which each syllable has roughly the same length, regardless of stress.

2.4. Chunking

Chunking refers to grouping sets of words together and controlling the timing (pauses) between them.

How would you divide (chunk) the following?

Those who left quickly got there first.

1. Those who left / quickly got there first.

2. Those who left quickly / got there first.

3. Those / who left quickly / got there first.

2.5. Strong/Weak Sounds

- When the words in sentences are not stressed they become weak, and their sounds also change. For example, vowels turn into schwa /ə/, the last consonants are not pronounced at all, etc:

- Tell him to go – strong forms /hɪm/ /tu:/- weak form: /tel əm tə gəʊ/

I would like some fish and chips – strong forms /aɪ wʊd laɪk sʌm fɪʃ ænd tʃɪps/ – weak form: /ɑ wəd laɪk səm fɪʃ ən tʃɪps/

2.6. Linking

Very often the last sounds and the first sounds of some words change: consonants link to vowels, vowels link to vowels, sometimes sounds double up, etc. This is done to make the language easier to say, and faster, for example:

‘I don’t know’ /I duno/

In ‘I am not happy’ there is an intrusive /j/ sound between ‘I’ and ‘am’ which makes it easier to say the phrase quickly.

In ‘pick it up’ – you will hear something like “pi ki tup”.

‘I want to/ w/eat’ and  ‘Please do/ w/it’.

2.7. Sentence Stress – Emphasis

- Stressing specific words in English sentences can convey meaning.

- How does the meaning of the following sentence change when different words are stressed?

2.8. Intonation

Intonation is the change in the pitch of our voice—how it rises and falls. Intonation conveys subtle messages about what we are saying and how we feel.

2.9. Rising Intonation

Rising intonation is generally used for yes/no questions:

Do you like this new ➚movie?

Are you going to listen to that song ➚ again?

2.10. Falling Intonation
Our intonation tends to fall when making wh-questions, statements, commands, questions tags, and exclamations:

How many books have you ↘bought?

Dad wants to change his ↘car.

Show me what you’ve ↘written.

He thinks he’s so clever, doesn’t ↘he?

What an interesting ↘ film!

2.11. Mixed Intonation
A mixed (rising–falling) intonation is used at the end of statements when we want to say that we are not sure, or when we may have more to add, and with questions, especially when we request information or invite somebody to do or to have something:

I ↘ don’t support any football team at the ↘mo↗ment. (but I may change my mind in the future).

Would you like another co↘ff↗ee?

Improving your use of pronunciation features requires listening and imitating how speakers of English apply these features for communication purposes.

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Module 11: Module 11: Understanding examiner constraints and interacting with your examiner // Skills: Understanding and utilizing body language

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Module 11: Module 11: Understanding examiner constraints and interacting with your examiner // Skills: Understanding and utilizing body language

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I/ Examiner constraint

1. What are examiner constraints?

- The IELTS examiner’s job is difficult. This partly because they must direct and control the interview, and, at the same time, they must objectively evaluate the candidate. They must also follow many specific rules regarding procedure, which can be defined as “examiner constraints.”

Knowing and appreciating your examiner’s constraints can help ensure that your interview goes smoothly; it will also limit any distractions that may affect the fair evaluation of your English ability.

- Remember: Examiners are human beings who are influenced by internal and external factors. It is in your interest as a candidate to help make your interview as smooth and easy as possible.

2. Some facts about examiners:

1. All examiners are highly qualified and experienced English as a second language educators.

2. Examiners must undergo a strict certification (and recertification process).

3. Examiners must examine candidates regularly to maintain their status.

4. Examiners are routinely subjected to quality controls (monitoring).

3. Your examiner must follow the script
- With the exception of Part 3 questions, the examiner must say exactly what is printed in the test materials.

- In Part 3, the examiner uses the prompts to formulate questions:

Example: (Suggest) Kinds of jobs that require good communication skills

What are some different jobs that require good communication skills?

In which type of jobs it is important to be skilled at communicating?

- In Parts 1 and 2, the examiner will repeat a question when asked; in Part 3, they may rephrase.

How can I help the examiner follow the script?

1. Avoid interrupting

2. Answer the questions you are asked (and nothing more!)

3. Do not ask to change topics or criticize a question; these are things that the examiner cannot control

4. Ask clarifying questions about vocabulary only—you should already know the instructions and procedure

4. Your examiner must follow strict timings

During the interview, the examiner must calculate and keep track of the timings for each part. Test timings are the only thing that an examiner will write down during the interview!

1. In Part 1, the examiner is trying to reach five minutes.

2. In Part 2 (the long turn), the examiner is trying to reach two minutes (and four minutes total).

3. In Part 3, the examiner is trying to reach five minutes.

How can I help the examiner to follow the timings?

1. Avoid distracting or disrupting the examiner.

2. Whenever possible, keep talking (without repeating yourself).

3. Pay attention to when your examiner wants to move on or speak.

4. Do not get upset or keep talking  if the examiner stops or interrupts you!

5. Your examiner must follow the scoring rubric

1. Your examiner must only use the criteria given in the band descriptors to evaluate you.

2. The examiner will not evaluate the quality of your opinions or compare them with their own.

3. The examiner will not refer to the rubric during the exam, but they will after!

How can I help the examiner score me fairly?

1. Do not try to answer based on what you think the examiner wants to hear.

2. Focus your attention on producing a variety of coherent and accurate language.

3. Don’t ask your examiner “How did I do?” or any related question following the exam!

4. Always use basic manners.

II/ Understanding Body Language

1. What is body language?

- Body language refers to all of the non-verbal ways in which we communicate. These include gestures, facial expressions, eye movements, posture, dress, and appearance. The messages we present through body language can be intentional (conscious) or unintentional (subconscious).

In an interview, it is important to convey the right messages through your body language; it is also useful to read the body language of your examiner.

2. Body language and IELTS

1. IELTS does not directly assess your body language (it is not part of the band descriptors).

2. We can use gestures and expressions to help us communicate, but these cannot replace language!

3. Just as body language can be unconscious, our perception of it can also be unconscious, so it can affect how an examiner sees you.

4. Using positive body language can help you to feel more relaxed, concentrate better, and improve your confidence!

3. How can I convey positive body language?

1. Dress and appearance: It’s not important to “dress up” for your speaking exam (unless that helps you feel confident!), but it is important to be neat and tidy.

2. Gestures: Gesturing while speaking is natural, so don’t worry if you do it. However, don’t let your gesturing become a distraction.

3. Facial expressions: These are also natural and should not be suppressed. It can be very useful to remember to smile!

4. Eye movement: Try to make regular eye contact with your examiner. Avoid looking down or away for long periods—you may appear unhappy or bored.

5. Posture: Avoid slouching or reclining. Adopt a posture that shows you are attentive and interested. Practice if necessary.

4. What about the examiner’s body language?

In general, examiners will display neutral body language and demonstrate active listening.

There are two messages that examiners may consciously try to convey through  body language:

Keep talking!

Stop talking!

5. Are you a body language expert?

Try the following fun quizzes to find out!

https://www.scienceofpeople.com/quiz/

https://www.nonverbalscience.com/quiz/

https://www.theguardian.com/small-business-network/2016/mar/04/quiz-fluent-body-language-business-success-relationships

https://greatergood.berkeley.edu/quizzes/ei_quiz

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Module 10: Part 3: Explaining and justifying answers // Skills focus: Improving grammatical range

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Module 10: Part 3: Explaining and justifying answers // Skills focus: Improving grammatical range

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I/ Grammar

1. IELTS Grammar

- In assessing grammar, IELTS examiners look at two things: accuracy and range.

- To receive a high score, you need to demonstrate both!

- Today, we will focus on range.

2. What is grammatical range?

- Range is another way of saying “variety.” If we use a range of structures, we make sentences that reflect different parts of a  scale from simple to complex.

- Note: Being more complex is not always better. Having a variety includes both simple and complex structures. This is what  IELTS means by flexibility.

Tip: Complex sentences are not the only type of complex grammatical structure, but they are the easiest for examiners to identify! You should be comfortable with making complex sentences if you want to achieve a high score in IELTS speaking.

3. Relative clause structures

Relative clauses give more information about nouns. They often begin with that, which, and who:

My most memorable journey is a motorcycle trip that I took with my brother.

This toy, which I still have at home, is my favorite possession in the world.

Relative clauses can also be reduced:

People on vacation want value for their money.

Animals living in captivity often live longer than animals in the wild.

4. Conditionals
Basic conditionals are complex sentences using the subordinator “if.”

If I have the chance, I will definitely do it.

People wouldn’t buy them if they were too expensive.

Conditionals can also be made without “if.”

It’s good to have an emergency fund in case something unexpected happens.

I don’t mind paying more as long as it’s for a good cause.

5. Subjunctives
The subjunctive mood is a sentence construction used when discussing wishes, hopes, and other hypothetical situations.

If I were rich, I would buy my mother a house.

His teacher recommended that he finish his homework on time.

When we travel, we hope to learn about new cultures.

6. Passives

Passives are used when a subject is unknown or unimportant:

Active: The government made the law to support working mothers.

Passive: The law was made to support working mothers.

Active: Someone broke into my house and stole my computer.

Passive: My house was broken into and my computer was stolen.

7. Parallel structures

Lists with like elements:

Exercising is important for improving one’s health, appearance, and mood.

Most tourists enjoy visiting historical sites, trying new foods, and shopping for souvenirs.

Correlative conjunctions:

People in my country either vacation during the summer or take time off at the new year.

Most students are not only very busy but also extremely stressed.

8. Question tags

Question tags are used when we want the person we are speaking with to show agreement.

The IELTS speaking test is quite challenging, isn’t it?

I believe everyone wants social justice, don’t they?

We should do more to help the homeless, shouldn’t we?

9. Applying Complex Grammar
- It’s not important to use all possible complex structures – your examiner is not counting!

- Try to identify unfamiliar grammatical structures to target them in your studies and practice.

- Aim for a balance between range and accuracy – don’t sacrifice one for the other.

- It’s not possible to choose grammatical structures in the moment of speaking. Your ability to use them comes with familiarity.

II/ Explaining and justifying your answers
1. Remember…

- If you don’t expand your answers in Part 1,  your examiner will ask you the question, “Why?”

- If you don’t support your answers in Part 3, your examiner will ask you follow up questions such as “Can you give me an example of that?” and “What do you think are the reasons for this?”

2. How can studying abroad benefit students?

- Studying overseas can be very useful. First of all, we can learn a new language. We also get to meet people from different places and cultures. Living far from home allows young people to become more independent. One problem is that many people might become homesick.

3. Studying overseas can be very useful.

- Studying overseas can be very useful both academically and personally.

- Studying overseas can be very useful in that it leads to a lot of personal growth.

- If we study abroad, we can gain several benefits, both as students and as individuals.

4. First of all, we can learn a new language.

- When we immerse ourselves in a foreign environment, we tend to pick up new languages more quickly.

- First of all, we can learn a new language, which is practically a necessity nowadays.

5. We also get to meet people from different places and cultures.

… and this helps us to understand ourselves better, doesn’t it?

…, which is something that is valued later in life.

6. Living far from home allows young people to become more independent.

- Because we don’t have our parents and family around to look after us…

- If we are forced to do things for ourselves, then we learn new skills quickly.

7. How can I practice explaining and justifying my answers?
- A good way to practice is to record yourself answering questions and then analyze the recording. Transcribing what you say might be useful here.

- In your analysis, think about where – and how – you can add details to your responses to make them more effective. Then try recording your answer again!

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Module 9: Part 3: Common topics // Skills focus: Talking about general points of view

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Module 9: Part 3: Common topics // Skills focus: Talking about general points of view

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Pop quiz: What do you think is the language function of these Part 3 questions?

1. How healthy is your country’s food?

2. What are some of the causes of water pollution?

3. Why it is important for people to have time for leisure activities?

4. How will AI affect the way we live in the future?

5. Are there any benefits to travelling by bus?

Pop quiz – Answers:

1. How healthy is your country’s food?

Assess, Evaluate

2. What are some of the causes of water pollution?

Suggest, Identify

3. Why it is important for people to have time for leisure activities?

Explain, Clarify

4. How will AI affect the way we live in the future?

Speculate, Hypothesize

5. Are there any benefits to travelling by bus?

Advantages

I/ What are the common topics of Part 3 Speaking?

1. Part 3 speaking topics:

- Topics in Part 3 are always thematically related to the long term question in Part 2.

- The range of topics is too large to memorize or study systematically!

- Understanding the target language functions is more useful than knowing every topic.

2. Example topic list from an IELTS website:

Xem toàn bộ chủ đề trên slide

3. Example themes:

Part 2 Question: Describe a memorable journey you took by public transport.

Part 3 Themes:

The development of travel

The role of public transport

Transportation and the environment

Transportation safety

The need for public services

Part 2 Question: Describe a time when someone gave you good advice.

Part 3 Themes:

Accepting advice from others

How we offer advice

Evaluating others’ opinions

Advice from social influencers

Seeking second opinions

II/ Skills focus: Talking about general points of view

1. Is this an appropriate response to a Part 3 question? Why/why not?

Question: In your hometown, where can people go to see live music?

Answer: My city is not very big, but I know many options for listening to live music. My favorite place to go is a club called “the Cow Palace.” It has a nice stage and a big open area for about one thousand people, so there is space to dance. I also enjoy smaller venues. There is a cafe close to my house that hosts an open mic once a week. In the summer, the city usually has some free concerts in one of the parks downtown. I really like to go to these because there is a good atmosphere.

In Part 3, your task is to discuss the topics in a general manner. If you attempt to focus on personal matters like yourself and your family, the examiner may guide you towards more generalized subjects.

2. A more general response…

Question: In your hometown, where can people go to see live music?

Answer: My city is not very big, but there are many options for listening to live music. A really popular place to go is a club called “the Cow Palace.” It has a nice stage and a big open area for about one thousand people, so there is space to dance. There are also many smaller venues. For example, several cafes host local bands or have an open mic once a week. In the summer, the city usually has some free concerts in one of the parks downtown, and everyone likes to go to these because there is a good atmosphere.

3. Band 9 Speaking Part 3 Sample

Before you watch, think of how you would answer these questions:

- What are the different kinds of famous people in your country?

- Are the same kinds of people famous now as in the past?

- Will these people be famous in the future, or will it change?

- What kind of famous people are used in advertising?

4. Rather than talking about yourself, use phrases like the following to extend the discussion in a more general way:

- In my country most people believe that...

- If I compare my country to Australia, the way we… [farm/travel/work/eat/celebrate] is quite different…

- The local communities in Vietnam...

- I have seen this happen in my city and it's a major issue. To deal with this problem, we should…

- Thinking about this in general, the main reason why most people...

- There are a lot of examples of this in my culture…

- I would say that the majority of young people…

5. Can you change these personal (Part 1) questions into general (Part 3) questions?

- How do you normally celebrate your birthday?

- What type of weather do you like best?

- What helps you to manage your time?

- Do you have a favorite photograph of yourself?

6. Some ideas for practicing Part 3:

- Write your own questions using general topics/Part 2 questions and different language functions (e.g., speculate, explain, etc.).

- Get a friend or partner to do #1, and quiz each other!

- Practice summarizing the points of view of different people (e.g., teenagers, Vietnamese people, internet users, etc.).

- Read and listen to other perspectives to build your general knowledge and expand your horizons!

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Module 8: Speaking Part 3 – Overview // Skills focus: Common language functions (Part 2)

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Module 8: Speaking Part 3 – Overview // Skills focus: Common language functions (Part 2)

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II/ Skills Focus: Common language functions

1. What are language functions?

The term “language function” refers to the aim or goal of the language being used (inform, ask, persuade, etc).

- The function affects our choice of grammar, vocabulary, tone, etc.

- Understanding the function can help us make appropriate choices about the language we use.
- In Part 3, you should always try to directly answer the question being asked. In order to do this, you need to understand the aim (i.e., the function) of the question.

2.1. Explain/Clarify/Justify (cause and effect)

Why would…?

What happens when…?

Can you think of an explanation for…?

How do you suppose…?

Explain/Clarify/Justify (cause and effect)
Why do you think many young people choose to study in another country?

In my view, the biggest reason why young people study abroad is because they think the quality of education is better. Where I’m from, the higher education system is not well developed, and it can be a big advantage to get a degree from a Western country or a reputable university. Another reason to study internationally is that students want to experience a different culture or language. I would say that having knowledge of a second language or culture can make you stand out when you are looking for a job.

2.2. Speculate/Hypothesize/Predict

Do you think…in the future?

What do you imagine are…?

Why might…?

Do you have any theory as to why…?

Speculate/Hypothesize/Predict

What would happen if everyone stopped using social media?

That’s hard to imagine, but I bet if everyone quit social media, the world would be a much better place. It might be difficult at first because a lot of people would not know what to do, but I think eventually, everyone would learn how to communicate with each other face-to-face. Most likely, people be happier because they wouldn’t be stuck on their phones, and we would not feel as much pressure to keep up with influencers and celebrities.

2.3. Assess/Evaluate

Should…?

How do you feel about…?

In your opinion…?

What do you think are the implications of…?

Assess/Evaluate

Is it important for everyone to have a hobby?

Yes, I think everyone should have a hobbies, but they don’t always have to be so important. Having hobbies just means that we have unique interests and we like to do things just for pleasure, even if that is their only benefit in our lives. The main reason is that a person who doesn’t have hobbies is usually boring. I mean, if you aren’t pursuing hobbies and interests, then what are you doing to enjoy yourself? Your hobby doesn’t have to be big or special, but it needs to take you away from the stress of everyday life. For example…

2.4. Agree/Disagree

Do you believe that…?

How do you feel about the idea that…?

Are people who say…correct?

How true is it that…?

Agree/Disagree

Do you think it’s true that teachers do not get paid enough for their jobs?

I actually don’t agree that teachers are underpaid. Yes, the starting salary of teachers can be quite low, but most teachers in my country get regular raises, and the salaries can go up a lot. Plus, teachers get a lot of time off for breaks and holidays, and this is a big advantage of the job. I also believe that if salaries were too high, it might attract a lot of people who are unqualified to teach, and the quality of education could go down.

2.5. Compare/Contrast

Can you think of any differences between…?

Do you think…is better or worse than in the past?

How does…compare to…?

Are there any similarities when it comes to…?

Compare/Contrast

How do you think travelling has changed in the past few decades?

Well, I think the greatest difference is really the increase in air travel. In my country 20 years ago, there were almost no domestic flights; you had to take a bus or train to get across the country. Now almost every large city has an airport, and you can fly everywhere for little more than it costs to ride a train. Of course, with more people, travel is also more stressful, and flying is not as glamorous as it once was.

2.6. Advantages/Disadvantages

Why do some people prefer…?

What are the possible benefits of…?

Are there any drawbacks to…?

Can you think of any reasons not to…?

What are some of the advantages of…?

Advantages/Disadvantages

- How is having a role model useful for young people?

- I think having a mentor or role model can benefit young people in many ways. First, as the name suggests, a model gives someone a clear picture of what to shoot for. When we know the qualities or characteristics that are important, then we can try to copy them in ourselves. Another advantage is that role models give us confidence. If I know that being a certain way or achieving a certain goal is possible in real life, it will help me to believe that I can also do it…

3. Some suggestions for study:

1. Practice identifying the function(s) of example Part 3 questions.

2. Practice (and record) your responses to Part 3 questions. Ask yourself:

1. Are you answering the question directly?

2. Are you giving a detailed and well-supported response?

3. Are you using a variety of language appropriate to the language function? Could you say something in a better way?

3. Read or watch content that stimulates your thinking, and then talk about it! Practice having conversations about abstract ideas or general concepts.

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Module 8: Speaking Part 3 – Overview // Skills focus: Common language functions (Part 1)

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Module 8: Speaking Part 3 – Overview // Skills focus: Common language functions (Part 1)

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I/ Overview of IELTS Speaking

1. Overview

Part 1: Questions about you (4–5 minutes)

Part 2: “The Long Turn” (3–4 minutes)

Part 3: Discussion (4–5 minutes)

2. What happens in Speaking Part 3?

- Part 3 is designed to be a two-way discussion between you and the examiner.

- The examiner will ask you a series of (4–6) questions “related to” the topic you spoke about in Part 2.

- You will be asked questions on selected topics as well as unrehearsed  “follow-up” questions from the examiner.

- The discussion should allow you to talk about more abstract issues and ideas from a global perspective.

3. What does “abstract issues and ideas from a global perspective” mean?

- In Part 3, instead of speaking only about our experiences and point of view, we need to talk about things and ideas from other perspectives in relation to our own.

- Compare these questions:

Part 1:  Do you have enough free time to spend with your friends?

Part 3: Why is it difficult to maintain friendships?

Part 1: Do you prefer shoes that are fashionable, or comfortable?

Part 3: Why are some people so concerned about keeping up with fashion trends?

4. Some points to consider…

- Part 3 Speaking is intended to push you to the “limits” of your language ability: how much can you actually communicate in English?

- You may be asked about things you have not thought about before (but, as usual, you are not being judged on your opinions, just your language!)

- In Part 3, the examiner does not read the questions; instead, they formulate them based on the given prompts. This means that some questions may be difficult to understand.

5. Sample Examiner questions (1)

- During Part 3, the examiner must formulate questions based on the prompts in the examiner’s book. This is done partly to make the questions more natural and to allow the examiner to formulate the questions based on the candidate’s level.

- The examiner has three sets of questions, each with a sub-topic related to the topic in Part 2. They must use two of the sets.

- The sets are progressively more difficult, and the examiner will choose the sets based on the perceived level of the candidate.

6. Sample Examiner questions (2)
Part 2 Topic: An interest that you enjoy

Part 3 Related Sub-topic: The social benefits of hobbies:

1. (suggest) ways in which a person’s hobbies are good for their social life

2. (consider) whether all hobbies are good for a person’s social life

3. (clarify) why most people feel the need to have an interest or hobby

Examiners must formulate their questions without using the function word in parentheses!

7. Examiner Questions – Some possible formulations:

Prompt: (suggest) ways in which a person’s hobbies are good for their social life:

Band 4 question: How do hobbies help people to make friends?

Band 6 question: What are some ways in which hobbies help people socialize?

Band 8 question: In what ways does having hobbies promote a healthy social life?

8. Dealing with difficult questions (1)

- As a two-way discussion, you can always* ask the examiner to repeat or  clarify a question. For example, you can ask

Can you repeat the question, please?

I’m sorry, what do you mean by ____________?

Are you asking me about ___________?

In Part 3, your examiner will rephrase the question to try and make it understood.

*Always = at any time, not every time!

9. Dealing with difficult questions (2)

- You can use filler language to give yourself time to think:

- I’m not sure I’ve ever thought about that question before. In that situation, I guess I would…

- That’s an interesting question! In my opinion…

- You can also pause for a few seconds to formulate your answer.

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Module 7: Speaking Part 2: Fluency and coherence // Skills focus: Minimizing fillers and repetition

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Module 7: Speaking Part 2: Fluency and coherence // Skills focus: Minimizing fillers and repetition

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I/ Developing fluency and coherence

1. What are fluency and coherence?

- In language speaking , fluency refers to your ability to speak smoothly (not quickly) and continuously without noticeable effort.

- Coherence means your ideas are connected and make sense together. When you are coherent, people follow your thinking and understand what you are trying to say.

- In short, fluency and coherence are pillars of effective communication and they are extremely important to successfully demonstrating productive language skills in IELTS.

2. How do I improve my fluency?

2.1. Get used to speaking slowly and calmly
- Calculate your wpm rate (English speakers generally converse at 120-150 wpm)

- Listen to audiobooks or new broadcasts and copy the speed.

(https://learningenglish.voanews.com/ = 85–90 wpm)

- Read out loud

2.2. Focus on the quality of your speech (and not the quality of your ideas).

- You are not being graded on how “good” your answers are, so don’t overthink it!

- Just talk about what you know. It’s also ok to admit that you don’t know a lot about something.

- Think more about expression…and less about grammar.

2.3. Get over your mistakes!

- We all make mistakes – even native speakers.

- You can’t take back your mistakes, so learn to let them go.

- The more you think about grammar, the less fluent you will be.

2.4. Reduce your stress levels

- Allow yourself to be confident by being prepared.

- Be rested, be on time.

- Remember what you have accomplished so far.

3. How do I improve my coherence?

3.1. Have an organizational structure
Give an introduction and/or description of the topic.

Identify if your answer involves a narrative, process, reasons, etc.

Plan how you can talk about the past, present, and future.

3.2. Use FRED to support and justify your opinions

Facts

Reasons

Examples

Details

II/ Skills focus: Minimizing fillers and repetition

1. What are fillers?

…Er…Um…Uhh…

- Fillers are the nonsense sounds we use between language to “fill up” the spaces between our thoughts.

- Everyone uses them on occasion, but overuse can be distracting, and it can affect fluency and coherence.

2. Do I use too many fillers?

- The only way to know is to listen to your speech!

- Fillers come naturally when we can’t think of the content – or the language (i.e., the grammar and vocabulary) – of what we want to say.

- The more confident you are about your topic and your ability to talk about it, the less fillers you will use.

3. Learn and practice using discourse markers

- Discourse markers are used to organise and manage what we are saying. They are words and phrases employed to connect ideas and to express how we feel about what we are saying. They are used to help you think about what to say next. They actually act as fillers . They make you sound natural in your delivery.

- Well, discourse markers are used to organise and manage what we are saying. In fact, they are really just words and phrases employed to connect ideas and to express how we feel about what we are saying. They are also used to help you think about what to say next since they actually act as fillers. As a result, they make you sound natural in your delivery.

Discourse markers allow your interlocutor to follow your thoughts and ideas. They also allow you some space to plan and refine your speech.

4. Pro Tip!

- Discourse markers should be well-placed and relevant.

- Avoid overusing the same discourse markers – this is distracting, and can impact your speaking score.

5. Avoiding Repetition
- Repetition can occur at the sentence level (repeating the same words and phrases) and at the global level (talking about the same idea over and over).

- We should avoid both!

6. Global Repetition

- Global repetition comes from poor planning and not having enough to say. To avoid it, we should

Utilize our prep time

Change tenses

Use strategic discourse markers

7. Sentence-level repetition
-Even Band 9 speakers repeat themselves! To avoid repetition you should

Identify your habits and speech patterns

Analyse your recorded speech

Increase your vocabulary

Practice paraphrasing

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Module 6: Speaking Part 2: Common topics // Skills focus: Speaking at length/going off topic

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Module 6: Speaking Part 2: Common topics // Skills focus: Speaking at length/going off topic

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I/ Common topics

1. Some key points from last week:

You are not required to answer all parts of the cue card, but you should try and stick to the main topic.

It’s important to use your preparation time wisely

– decide on what you will speak about quickly

– make notes by writing key words only

Your examiner/IELTS want you to speak as close to two minutes as possible

2. What kind of topics are on Speaking Part 2?

Nearly all Part  2 topics will fall into one of these categories:

Places/Things

Experiences/Events

People

Possibilities

Decisions

Habits/Routines

2.1. Places and Things

Describe a crowded place you’ve been to.

Describe a historical building you have visited.

Describe a new public facility, such as a park or a shopping centre, which improves your local area.

Describe a good law in your country.

Describe something you bought but don’t use very often.

Describe something special you brought back home from a holiday.

Strategies:

Practice describing places and objects

Use similes/comparative language (looks like; resembles; reminds me of…)

Explain how you feel/felt and why

Explain the backstory

2.2. Experiences and Events

Describe a time you received bad service at a shop or a restaurant.

Describe a time when you used the internet to solve a problem.

Describe a time that you got up early in the morning.

Describe an unusual vacation you had.

Describe an occasion where you wore formal clothes.

Describe a party you enjoyed.

Strategies:

Set the stage: provide background information; explain your choice of topic

Plan your narrative: organize the order of events

Add details about the objects, people, and actions you discuss

2.3. People

Describe a person who is often in the news who you would like to meet.

Describe an interesting old person you met.

Describe a person who helps others in their spare time.

Describe a person who has interesting ideas or opinions.

Describe a friend or a person who encouraged you to achieve a goal.

Strategies:

Practice describing the physical attributes and personalities of people

Give examples and explain your reasons

Talk about where the person is now or might be in the future

2.4. Possibilities

Describe a place you plan to travel to that is far away from your home.

Describe something you want to do but don’t have time for.

Describe a period of time in the history of your country that you want to know more about.

Describe an outdoor sport you would like to try for the first time.

Describe an award or prize you would like to receive.

Strategies:

Practice using (1st/2nd) conditionals (If I have the chance…; If I had a choice…)

Plan (and take notes) on two or three reasons for your choice of topic

2.5. Decisions

Describe a time you changed your plan.

Describe an important decision you made with the help of others.

Describe a positive change that you made in your life.

Describe a resolution you made in the new year.

Describe a decision which you have made that you feel was wrong.

Strategies:

Set the stage - what brought you to the point of having to make the decision?

Explain what your options were

Discuss the results or make future predictions

2.6. Habits and Routines

Describe an activity you do to stay healthy.

Describe something you enjoy doing that does not cost a lot of money.

Describe a regular thing you do every day.

Describe something you do regularly with your friends or family.

Describe an activity you do when you are alone in your free time.

Strategies:

Describe yourself – give details that would justify your behavior

Provide specific details of the habit or routine – talk about it as a process

Discuss the future – how might your habit change or how will you maintain it?

II/ Skills focus: Global strategies for speaking at length

Strategy 1: Control your rate of speech

- Record yourself and listen back (Yes, I know I have said this before!)

- Practice speaking at a steady rate for 1–2 minutes.

- Read outloud.

2. Strategy 2: Don’t tie yourself to the cue card

- Speak about the things you are most confident discussing.

- If your ideas relate to the main topic, you can talk about it!

3. Strategy 3: Expand the details

- Answer the wh- questions.

- Engage the senses!

- Bring yourself back to the main topic when you get too far off track (‘Anyway…’ ‘As I was saying…’)

4. Strategy 4: Switch your tense

- Make comparisons between the past, present, and future.

- Discuss the background of something (‘Before…’) or the results (‘Now…’ ‘Because of this I will…’)

5. Actual speaking test examples:
Full tests (3):

https://www.youtube.com/watch?v=pBrFbXB7EAg

Part 2 - Vietnamese Candidate (Band 5):

https://www.youtube.com/watch?v=Q0n_1VEXLK4&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=2

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Module 5: Speaking Part 2: Overview // Skills focus: Utilizing your preparation time

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Module 5: Speaking Part 2: Overview // Skills focus: Utilizing your preparation time

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I/ Overview

1. Speaking Part 2: “The long turn”

1. The total time for Part 2 is 3–4 minutes. This includes

1. Instructions

2. Preparation time (1 minute)

3. Speaking for 1–2 minutes

4. One or two “rounding off” questions (usually)

2. Topics are assigned at random from a set list. It’s not possible to change topics, so don’t ask!

3. The examiner will give you a cue card and a pencil and paper for taking notes; You will keep these while you are speaking.

4. The examiner will remain silent as much as possible when you are speaking.

Example Cue Card:

Describe an interesting animal you have seen.

You should say:

What animal it was

What it looked like

When and Where you saw it

And explain how you feel about this animal.

2. Part 2: The examiner’s perspective

1. The aim of Part 2 is for you to demonstrate your ability to speak at length about a general topic/personal experience.

2. Part 2 gives the examiner the opportunity to listen to your speech with minimal distractions. Can you develop a topic coherently? Can you speak fluently over longer sentences?

3. The examiner will try to allow you to speak as close to two minutes as possible.

4. It is at this part of the interview where the examiner begins to make evaluations about your band scores.

3. Some considerations:

Try to settle on your topic as quickly as possible (and practice doing this).

Make sure to utilize the preparation time effectively (more on this later).

Read the entire cue card. It will help you get ideas and plan your response.

The “facts” or “truthfulness” of your answer are not being evaluated, but it’s best to avoid “made up” answers.
You are not required to answer all parts of the cue card. Just use the cues to help you keep talking.

It’s ok to stray off topic as long as you are coherent and your answer is not memorized.

Don’t panic! It’s ok to pause and collect your thoughts if you need to.

Don’t worry if you don’t finish your story! Your examiner will stop you or ask a rounding-off question when your time is up.

Keep your answers to the rounding-off questions brief. These are asked as a polite way to “wrap up” Part 2.

As usual, success in Part 2 depends on practice. Make sure you become familiar with what speaking for 2 minutes feels like!

II/ Skills focus: Utilizing your preparation time

Example Cue Card:

Describe an interesting animal you have seen.

You should say:

What animal it was

What it looked like

When and Where you saw it

And explain how you feel about this animal.

1. Using your prep time: The basics

1. Settle on your topic as quickly as possible – avoid second-guessing yourself and thinking of the best answer.

2. Use the cue card for guidance: You should try to stick to the main topic, but discussing everything on the card is not required.

3. You are given a pencil and paper for a reason. Use them!

4. You can ask questions about your topic, but this will use your preparation time.

5. It’s possible to start speaking before the preparation time ends, but it’s not recommended.

2. Why take notes?

To focus your mind on the topic

To organize your ideas

To recall key vocabulary and details

To remind yourself when you are speaking

3. What should I write?

Write key words only. Do not write sentences!

Don’t write things you know. Write what you need to remember.

Write strong and useful vocabulary, not basic words:

Small            tiny, petite, miniature

Great           fantastic, incredible, unforgettable

Focus on the last part of the cue card and write two or three clear ideas.

*Remember: Your notes are collected by the examiner (after you speak), but they are not considered at all.

4. Example Notes:

Enormous! Grey w/ white spots; juvenile? ~4m

Off coast of Oman (2018?) Snorkeling trip w/ Richard

Shocked; amazed; really happy

So lucky! Shark really curious; want to protect them.

5. Practice

- Topic 1

Describe a family member you spend a lot of time with.

You should say:

Who the person is

What kind of person he/she is

What you usually do together

and explain why you spend the most time with him/her.

- Topic 2
Describe a time when you received some very important news

You should say:

What it was

How you received the news

Why it was important

and explain how you felt after receiving the news.

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Module 4: Part 1: Common topics / Skills focus: Using the past, present, and future

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Module 4: Part 1: Common topics / Skills focus: Using the past, present, and future

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I/ Speaking Part 1: Common Topics

1. Speaking Part 1 Frames 2 and 3

- Each frame includes (usually) four questions on a general interest topic.

- A frame or question may be omitted if there is a lack of time.

- The topics are selected at random from a set list.

- The topics do not require any specialist knowledge.

- The questions are always in the 2nd person (i.e., they are about your perspective or your experience).

- There are no right or wrong answers!

2. The most common topic areas (according to ChatGPT)
Family

Weather and Nature

Hobbies and Interests

Daily Routine

Travel and Tourism

Food and Cooking

Sport and Exercise
Shopping

Technology

Health

Fashion

Events and Celebrations

Transportation

Reading and Entertainment

2.1. What are some possible subtopics for the topic of “weather?”

(Example: clouds and rain)
Possible topics about the weather:
Sunshine

Cloudy Weather

Storms and Thunderstorms

Extreme Heat

Cold Weather

Seasons (Winter, Spring, Summer, Autumn/Fall)

Favorite Types of Weather

Climate Change and Weather Patterns

Weather Forecasts and Meteorology

Weather's Impact on Daily Life

Clothing and Dressing for Different Weather

Outdoor Activities and Weather

Weather's Influence on Mood and Emotions

2.2. What are some possible questions for the topic “sunshine”?

(Example: Do you enjoy going out in the sunshine?)
Possible questions about sunshine:

1. Do you like sunshine? (why/why not?)

2. What things are hard to do in sunshine? (why/why not?)

3. Does sunshine change your mood? why/why not?)

4. Would you prefer to live in a place with more or less sunshine? (why/why not?)

5. Is there a lot of sunshine where you live? (why/why not?)

6. Do you like going outside on sunny days? (why/why not?)

7. Do you think there are any dangers from sunshine? (why/why not?)

8. Have you ever used sunscreen? (why/why not?)

3. How do I study and prepare for Speaking Part 1?
You can’t get better at speaking without…

Speaking!

1. Make time to practice every day (even if you just talk to yourself).

2. Find a partner/friend to commit to regular practice.

3. Identify your weak topics. Research and study vocabulary and expressions related to those topics.

4. Record yourself!

5. Listen to your recordings and evaluate yourself based on the four parts of the band descriptors.

Some resources for Speaking 1 questions:

https://wordwall.net/resource/3227957/ielts-speaking-part-1-questions

https://learnhip.com/randomq/

https://www.conversationstarters.com/generator.php

https://chat.openai.com/

II/ Skills focus: Using the past, present, and future

1. What do you notice about the temporal (time) aspect of these question sets?

Topic: Weekends

1. What do you like doing at the weekend?

2. Did you do the same things at the weekend when you were a child?

3. How important is it for you to relax at the weekend?

4. Do you have any plans for the next weekend?

Topic: Email

1. How often do you send emails?

2. Have you ever received important news in an email?

3. Do you prefer emailing someone, or talking to them on the phone?

4. Do you think email will be an important communication tool in the future?

2. Some considerations:

1. IELTS Speaking (especially Part 1) is designed to elicit basic language about the past, present, and future.

2. You need to be able to talk using different verb tenses to demonstrate coherence and grammatical range.

3. Mistakes with verb tense and verb structures are generally easy for examiners to identify.

4. Knowing how to use the most essential verb tenses will make you a more confident speaker.

3. Ideas and strategies for practicing verb tenses

3.1. Make sure you understand the target verb tense for each question.

Have you ever visited an art gallery?

Do you watch more TV now than when you were a child?

Have you had any hobbies for a long period of time?

Where do you plan to go on your next holiday?

Would you ever give someone flowers as a gift?

3.2. Identify weak areas to focus your practice

- If you have trouble with certain question types (e.g. present perfect questions) or talking about the past or future, it may be time to review relevant structures.

- Find example question responses online for suggestions on how to answer.

https://websitecmscdn.s3.ap-south-1.amazonaws.com/ielts_speaking_part_1_48314dcc6f.pdf?updated_at=2022-10-31T10:01:08.312Z

- Gather topics or questions that will help you to practice your target areas.

4. Here are some tasks you could work on this week!

- Identify topic areas where you can improve your vocabulary/speaking. Make some lists to study.

- Make arrangements with a friend to commit to regular practice or have an “English only” conversation time.

- Play with an online question-generator and try practicing your answers.

- Record yourself speaking and try to analyze the recording based on the band descriptors.

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Module 3: Part 1 – Overview/Frame 1 topicsSkills focus: Extending your answers 

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Module 3: Part 1 – Overview/Frame 1 topicsSkills focus: Extending your answers 

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I/ Part 1 Overview/Frame 1 Topics

1. Speaking: The Pre-interview Introduction

- Before your interview starts, your examiner will perform some routine tasks:

- Read out some introductory information

- Ask your name and check your ID

- Introduce themselves

- During this time, you should:

Relax and breathe!

Listen to your examiner’s voice carefully

Smile!

2. Speaking Part 1

- The interview (and Part 1) begin when the examiner says “I would like to ask you some questions about yourself.”

- Question: Why does the interview start this way?

3. Why is Part 1 of the interview about you?

- Talking about ourselves is the most common and frequent form of speaking we do.

- Talking about ourselves requires the least cognitive load.

- Your examiner (and IELTS) want you to feel relaxed to give your best interview!

4. Speaking Part 1

- Part 1 consists of three sets of questions (called “frames”).

- The topics of the frames are set before you meet your examiner.

- Each frame generally has three or four questions.

- Your examiner must use the sets of questions they are given.

- Your examiner will try to discuss all three frames.

- Your examiner will try and use the maximum time (5 minutes).

5. Speaking Part 1, Frame 1

- The first frame of Part 1 is the most predictable part of the IELTS exam!

- You will be asked questions about (1) where you live OR (2) what you do.

- You should know the possible types of questions and be comfortable with answering them.

- You should keep your answers brief, but not too simple.

- You should never memorize your answers.

5.1. Frame 1: Where you live

Your examiner will ask you about where you live now or where you come from (your home/area/town/region/country).

Common “where you live” questions:

1. X or Y? e.g., Do you live in a house or an apartment?

2. Favorite? e.g., What is your favorite room in your house?

3. Superlatives, e.g.,  What do you like most about your hometown/area/apartment?

5.2. Frame 1: What you do

Your examiner will ask you: “Do you work, or are you a student?” (They will ask you this even if you are obviously not old enough to work!)

Do not give a flat answer. Demonstrate your “willingness to speak at length!”

E.g., “I’m currently a student at Minh Viet Academy, and I am graduating next year. I’m looking forward to it!”

“I’m a sophomore at Minh Viet Academy. It’s a private online high school.”

“I’ve just graduated high school. I’m planning to go to university in Singapore in the Fall.”

II/ Skills Focus: Extending your answers

1. The examiner’s view: Some things to consider:

- Your examiner will always try to maximize your speaking time (e.g., in Part 1 = 5 minutes)

- You examiner will try to ask all of their set questions (but there is no penalty to you if they don’t)

- Your examiner cannot add their own questions to Part 1

2. How much should I speak?

1. When responding to your examiner, try to give answers of that are two or three complete sentences.

2. If you have more to say about a particular question, it’s ok to keep talking. However, it’s never polite to ramble or dominate a conversation.

3. Do not be alarmed or offended if your examiner cuts you off; they are only trying to keep to their scheduled time.

4. Pay attention to non-verbal cues from your examiner, you can often tell when they want to move on!

3. What will your examiner do if your answer isn’t enough?

1. They will stare at you silently.

2. They will nod and gesture vigorously to encourage you to keep going.

3. They will ask you the only follow up question they can…“why/why not?”

III/ Five ways to extend your answers

1. Anticipate the “Why?”
- Examiner: What is your favorite room in your flat?

My bedroom.

My bedroom because it’s big.

It’s definitely my bedroom since I decorated it myself. It’s all blue, which is my favorite color, and there are lots of posters and pictures on the walls. I also like that it is cozy and quiet, and I can be alone there without my siblings or parents bothering me.

2. Give examples

- Examiner: Do you get along with your neighbors?

Yes, they are mostly friendly.

Yes, they are mostly friendly. Everyone in my building says “hello” to each other, and I often look after my upstairs neighbors’ goldfish when they are away. We are also constantly borrowing things from one another.

3. Present contrasting ideas/opinions

- Examiner: How do you plan to use this subject in the future?

I hope to become a teacher.

Well, my parents really want me to continue to law school, but I’m planning to become a teacher…

I’m thinking about becoming a teacher, but I would also like to start my own business one day…

4. Make past comparisons

- Examiner: What is your favorite subject in school?

I like math.

I used to love physics a lot, but I’m taking chemistry this year, and I like it even more…

Last year I was really into history; however, I’ve become more interested in English recently…

5. Talk about the future

- Examiner: Is the area where you live noisy or quiet?

It’s pretty quiet.

It’s pretty quiet, but they are about to tear down a building on my block and construct a new highrise, so I suspect that it will be much louder soon!

It’s mostly quiet because there is not a lot of traffic. I wouldn’t mind living in a noisier place in the future, because I like to be in a busy environment.

6. Final thoughts:

The aim of Frame 1 is to get to know you, so speak as you would to a new acquaintance who may become your friend: provide interesting information about yourself, but don’t go overboard! You want to leave a good impression without dominating the conversation.

7. Study Suggestions:

- Download and review a .pdf copy of the Speaking band descriptors. What level do you think you are at? Which aspect of speaking do you need to work on the most?

- Think of (or research) some speaking Part 1, Frame 1 questions about where you live and your work/studies. Practice answering them. Can you answer the questions comfortably and expand on your ideas?

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Module 2: Module 2: Speaking test overview // Understanding the band descriptors/marking criteria

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Module 2: Module 2: Speaking test overview // Understanding the band descriptors/marking criteria

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I/ IELTS Speaking Overview

1. Receptive vs. Productive Skills

- With receptive skills, we receive language (i.e., through listening and reading).

- Receptive skills only require you to understand language; your role is passive

- Receptive skills can be assessed objectively (yes/no, right/wrong, etc.).

- With productive skills, we produce language (i.e., through speaking and writing).

- Productive skills require you to actively generate new language.

- Assessing productive skills requires a more subjective evaluation (e.g. using a scoring rubric).

2. Speaking – General Information:

- Interviews are face-to-face and audio/video recorded

- The speaking test schedule varies from the other parts of the exam

- The interview is always 11–14 minutes

- The interview has three parts:

Part 1: Questions about you (4–5 mins)

Part 2: Talking about a topic for up to 2 minutes (3–4 mins)

Part 3: General discussion linked to Part 2 (4–5 mins)

3. Key strategies:

- The interview always follows the same format – so knowing the format will help you to be comfortable in the test

- Your topics/questions are assigned randomly before your examiner meets you – In general, it is not useful to prepare for a specific topic or memorize answers

- The interview is formal but also friendly – treat it as such!

- Practicing both general conversation and formal interviews can help you improve your speaking skills

- There are no “right” answers, only relevant ones!

II/ Grading IELTS Speaking

1. Utilizing the band descriptors

- Understanding the scoring criteria can help you prepare for the exam:

What is the examiner looking for?

What areas do you need to improve?

- Find exercises and ways to practice the individual components

- Always aim for a higher band than the one you want to achieve

2. Fluency

- Fluency refers to the ability to speak smoothly and continuously.

- Fluent speakers talk at an appropriate speed, without unnatural pauses.

3. Coherence

- Coherence means your speech is logical, relevant, and organized.

- In IELTS speaking, it means you answer the question being asked, and you join sentences together using discourse markers and appropriate tenses.  In a coherent response, you expand and explain your answers with useful details and examples.

- Discourse markers  (linking words or cohesive devices) are words that signal to the listener what you are talking about. They are signals for your interlocutor that you are giving an example, adding details, changing topics, drawing a conclusion, etc.

4. Lexical Resource

- Lexical resource evaluates your flexibility (range) in using vocabulary and the accuracy of your words.

- Lexical resource also refers to

Your ability to paraphrase

Your ability to use idiomatic language

5. Showing Lexical Range:

After graduating from high school, I felt…

Good

So happy

Fantastic

Like a million bucks

Like I was on top of the world/over the moon

6. Grammatical Range and Accuracy

- Having grammatical range means you can use both simple and more complex sentence structures.

- Accuracy means your grammar is correct. However, IELTS accepts that you will make mistakes, even in higher bands!

Showing grammatical range:

What’s your name?

Chau.

My name is Chau.

My name is Chau, but you can call me Cathy.

My name is Chau, but if you prefer, you can call me Cathy.

7. Pronunciation

- Pronunciation is evaluated at the word and sentence levels.

- Words: individual phonemes, word stress

- Sentences: Sentence stress, intonation, rhythm, connected speech, chunking

8. Some important points to remember:

- There is always room to make mistakes, even in higher bands!

- Accent is not important (everyone has an accent); it is important that you are clear and your words are understood.

- Get used to your own voice. Practice recording yourself and listening back.

- Don’t memorize answers! IELTS examiners are trained to recognize (and ignore) memorized speech.

Quiz: https://forms.gle/7fXDXKibXs6ttCrcA

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Đây là file tổng hợp các link video và học liệu sử dụng trong lớp IELTS 101 theo từng tuần học của năm học 2025 - 26

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Mến chào các bạn!

Từ năm học 2025 - 2026, Team IELTS của MVA tạo ra biểu mẫu này để có thể tổng hợp ý kiến của học viên về các buổi học IELTS. Dựa vào phản hồi của các bạn, các thầy cô và trợ giảng trong lớp sẽ hiểu rõ hơn những khó khăn của các bạn trong quá trình học tiếng IELTS để có thể hỗ trợ các bạn hiệu quả hơn.

Các bạn có thể chia sẻ bất kỳ điều mình muốn, ví dụ như:

Một điểm ngữ pháp cần được giải thích kỹ hơn

Phần bài chưa hiểu rõ trong buổi học

Dạng bài tập bạn muốn được làm thêm

Hoạt động học tập bạn muốn có thêm trong lớp

Nội dung muốn được ôn tập lại vào cuối tháng

Các bạn có thể điền biểu mẫu này bất cứ lúc nào.

Lưu ý: Hãy ghi rõ ngày học và nội dung bài học mà bạn đang nói để để thày cô và trợ giảng hiểu được chính xác vấn đề của bạn và hỗ trợ tốt hơn nhé!

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In this course we will…

Enhance your general knowledge and awareness of the IELTS test

Familiarize you with the structure and components of the IELTS test

Equip you with different test taking techniques and strategies

Practise and receive feedback on individual components of the test

Raise awareness of your individual strengths and weaknesses in the four language skills

Develop skills to improve self-study and achieve your target IELTS band score

What do you know about IELTS?

Take this brief quiz check your knowledge of IELTS basics:

https://docs.google.com/forms/d/e/1FAIpQLScOyvTlJNkE6S1oxFCC92lWcAaYnWPTxZzJKlFuv9jVWVsJKQ/viewform?usp=header

1. What do the letters IELTS stand for?
International

English

Language

Testing

System

- Year started: 1980

- Purpose: To assess the English language proficiency of non-native English speakers

- Annual number of test takers: Over 3.5 million

- Countries / regions: More than 1,600 test centres in over 140 countries

2. Which language skills does the IELTS exam test?

All of the above!

Testing all four skills is part of what makes IELTS both “comprehensive” and “fair.”

3. How is the IELTS exam scored?

- IELTS gives you a band score from 0 – 9.

- The overall band score is the average of the four sections scores, rounded to the nearest whole or half band. The sections scores are weighted equally.

4. Is it possible to get a high score on the IELTS exam without knowing much English?

No!

It’s virtually impossible to cheat on the IELTS exam!

…So, what does that mean?

5. How can I get my best IELTS score?

- IELTS is designed to test your ability in English, not your ability in test-taking.

- Knowing everything about the IELTS test will only ensure that you get the most accurate score – it will not bring you a score that is above your ability.

- Learning how to take the test IS important (that is part of what we will do), but it is not a substitute for learning and improving your English!!!

- If you want to improve your IELTS score, you need to study and practice your English…everyday!

- Success is the sum of small efforts, repeated day in and day out!

6. How much do I have to study?

- According to one study made by IELTS, it takes around 200 hours of course study for a person to improve their band score by one.

- Other studies state that on average it takes 3 months of study to improve by up to half a band.

7. What should I do?

- Set clear and reasonable goals.

- Make a realistic plan that you can commit to.

- Create a good support network.

- Don’t be too hard on yourself…stay positive!

- The future belongs to those who believe in the beauty of their dreams.

8. Course Outline:

https://docs.google.com/document/d/1QRADYuqZNTQ1T9r5ie8qLczqHp-UTyUvvHMoSd4929s/edit?usp=sharing

9. Any Questions?
Please provide me with some general information by completing this form:

https://docs.google.com/forms/d/e/1FAIpQLScfXJwXWL32WI6vnouzX8_b41dR0jBJC7auJSWsOC4KIIzv0A/viewform?usp=dialog

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1. Key takeaways from this course:

1. As an assessment tool, the IELTS test is comprehensive because it is trying to be valid, not difficult.

2. IELTS is meant to test your English language abilities, not your test-taking abilities.

3. Knowing how the test is structured can and should improve your ability to do well on the test, but this is only a small part your test preparation: To do well on the test, you must study and practice the English language!

4. Your preparations—and your results— should inform you about the areas in your language knowledge that are strongest and weakest, which can inform your future studies.

5. Preparing for IELTS can be a powerful motivator to improve your language abilities.

2. What should I do after finishing this course?

1. Take some practice tests to assess your learning needs. Consider

Skills and subskills (e.g. speaking fluency, writing coherence, etc.)

Vocabulary development

Topic areas

2. Set some realistic learning goals and make a study plan (Remember: it takes about three months of intensive study on average to raise a band score by .5)

3. Register to take the IELTS exam!

British Council

IDP

3. How do I make a study plan?

1. Do some online research to find study plans based on your timeline. For example:

A six-week study plan from IDP

Study plans for various time frames

2. Make your own daily/weekly study plan. You may want to consider

How long you have before your exam

How much time you have each day to study

What resources you have access to

Your strengths and weaknesses (do you need general study/focus on specific skills/test practice?)

Like physical training, it may be useful to focus on different areas each day – and schedule breaks. You should also be willing to adjust your plan as you go.

4. How do I know if I’m ready for the exam?

1. Know your objective: what score do you want/need?

2. Take practice IELTS reading and listening tests in simulated test conditions.

3. Get feedback on your speaking and writing from a trusted teacher.

4. Ensure that you are familiar with all of the test procedures and question types.

5. What should I do if I can’t get the score that I need?

1. If you get the same score more than once, it is a good indication that the test is accurate! Assuming that you have completed the exam correctly, the way forward is to work on your English abilities!

2. It is possible to get one or more parts of your exam remarked (for a fee). The fee is waived if your score increases – it cannot be lowered.

3. It is now possible to take single skill IELTS exams in some centers.

6. Links to authentic practice tests/questions:

Cambridge English Free Sample Papers

IELTS.org Sample Test Questions

British Council Free Practice Tests

IDP Free IELTS Tests

7. Some useful books:

The Official Cambridge Guide to IELTS

IELTS Trainer

Official IELTS Practice Materials

Practice Tests for IELTS (Collins)  (Three book series)

Cambridge IELTS Series (There are 18 Books in this series)

8. Course Feedback Survey

- Please follow the link below to take the course feedback survey. It should take 10–15 minutes. The survey is anonymous – your name will not be recorded. The survey will remain open, so you can complete it (or update your response) at any time.

Thanks so much!

IELTS Course Survey: https://forms.gle/YDrZKhoDbctBqbdZ7

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Module 43: Strategies for improving your reading speed // Skill: Time management

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Module 43: Strategies for improving your reading speed // Skill: Time management

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I/ Strategies for improving your reading speed

How fast should I read?

- We rarely read at “top speed” because reading is tied to comprehension.

- Reading speed varies greatly depending on the type and difficulty of the text.

- Average (casual) reading speeds for English native speakers are between 200–300 words per minute. Most people would read IELTS texts at a much lower rate.

- Reading quickly is a useful skill, but it may not be as important as other skills you could practice.

- The following strategies may help you read faster, but they are more about reading “smarter!”

1. Practice the techniques you have already learned
- Skimming: Develop the habit of skimming before reading. This is a fast way to create context and improve comprehension. It is essential in IELTS reading.

- Scanning: Scanning reduces the amount of text you have to “read.” Practice identifying key words and locating them whenever you answer comprehension questions.

- Annotating: You can do this while skimming or scanning. Underline key words, dates, terms, theories, etc. It will save you time by reducing re-scanning.

2. Practice extensive reading…every day!
-Most learners (especially second language students) only learn to read intensively. You don’t “have to” read this way!

- When reading for pleasure, we avoid pausing over words we don’t know or text we don’t understand. This allows us to read faster.

- Practicing extensive reading can make you a better guesser, improving your overall reading rate.

- Reading this way can reduce our comprehension, so we need to decide how much we need to understand a particular text.

3. Don’t reread

- Rereading (a.k.a. “back-tracking” or “regression”) involves going over the same line or text because it was misread or not understood. It generally indicates a break in focus.

- If you do this frequently, it may be a habit worth trying to break.

- It may be useful to practice following a finger or pen under the words as you read.

4. Stop talking to yourself!

- Reading out loud (vocalization) is considerably slower than reading silently.

- Reading and mouthing the words or “saying” them in your head is also slow. This is called “subvocalization.”

- Practice and learn to read without subvocalizing.

- To break the habit, try humming lightly while you read:

5. Learn to read in “chunks”

- Most people read one word at a time. However, we can train ourselves to read phrases or “chunks” of text together instead. This can improve our speed.

- Chunking requires training your eyes to take in more than one word at a time. It is something between scanning and reading.

- Try reading 3–4 words at a time and then increase the number slowly.

- Developing this technique involves a lot of practice.

6. Read more, especially “IELTS” texts.
- Improving all aspects of reading comes from continual practice.

- Try reading one “IELTS” text a day “extensively,” then intensively.

- Many past IELTS texts have come from these sources:

https://www.bbc.com/news/science_and_environment

https://www.sciencedaily.com/

https://www.theguardian.com/science

https://www.newscientist.com/ (paywall)

https://www.nationalgeographic.com/ (paywall)

Reading quickly always comes with the risk of losing comprehension. It’s best to learn different ways to read…and to know when to use them.

II/ Time management

1. Do I need to manage my time?

Time management is about knowing your abilities in relation to what is expected of you. Therefore, it affects each individual differently.

The best way to know how much time management you need is to take practice test:s!

Take full skills tests if possible

Stimulate test conditions

Print out tests and do them on paper

Use IELTS score sheets

If time management in any skill is an issue for you, the following tips may help:

2. Managing time: General strategies

- Know the test format, instructions, and question types (I hope you do by now!!!)

- Make sure you are rested. We can’t perform at our best when we don’t have full energy.

- Control your nerves. Stress and anxiety distract our attention and take up time. Learn techniques that help make you calm such as focused breathing, meditation, and visualization.

- Learn to pace yourself. Time management is not about rushing; it’s about allocating your time efficiently.

3. Managing your listening time:

- Know and review your strategies before the exam starts.

- Use the time before each section and set of questions to read and predict.

- Do not panic when you miss a question—accept it and move on.

- Use the 10 minute transfer time to review and check your answers (remember, spelling counts!)

4. Managing your reading time:

- The three reading texts increase in difficulty, but that doesn’t mean you should spend more time on the last text! You should have an idea of your score goals and develop a strategy that works for you.

- Preview the question sets to determine what to answer first, second, etc.

- Guess and mark questions you don’t know or want to revisit. Come back to these at the end of each text.

- Complete each reading before moving on. Only go back if you have time at the end.

- Allocate time to review and transfer your answers.

5. Managing your writing time:

- Practice on an official writing test sheet and know how many words you write per line.

- Know how much time you need to plan, write, and review your answer.

- Always make a brief outline. You should know the paragraphs you will write before you begin!

- Practice your handwriting—you should write carefully to avoid rewriting and correcting.

- Don’t erase big mistakes; just cross them out with a single line.

6. Managing your speaking time:

- Practice Part 1 by giving answers of 20–30 seconds. Get used to how this feels.

- Practice Part 2 by speaking continuously for two or more minutes.

- Practice reading body language in mock tests or casual conversation. Learn to “read” when your interlocutor wants you to stop or ask a new question.

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Module 42: Strategies for learning and improving vocabulary

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Module 42: Strategies for learning and improving vocabulary

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1. How important is vocabulary?

- IELTS test takers’ orthographic vocabulary size explains 58% of the variance in the overall IELTS band score, leaving over 40% to all other factors (Milton, Wade & Hopkins, 2010).

- It is possible to communicate without knowing grammar, but it’s impossible to communicate without knowing words.

2. How much vocabulary do I need to get a 7 in IELTS?

- It depends on who you ask!

- The 20-volume Oxford English Dictionary contains full entries for 171,476 words in current use.

- It is estimated that an English-speaking high school graduate knows at least 20,000 word families.

- Estimates for an IELTS 7 range between 3,000–10,000 word families.

- It’s not important to reach a specific number—the more words you know, the better chance you have for success!

3. What is a word family?

- A word family is the base word (or root) plus its inflected and derived forms.

inflectional affixes include third person -s, verbal -ed and -ing, plural -s, possessive -s, comparative -er and superlative -est.

- Derivational affixes include -able, -er, -ish, -less, -ly, -ness, -th, -y, non-, un-, -al, -ation, -ess, -ful, -ism, -ist, -ity, -ize/-ise, -ment, in-, etc.

4. What does it mean to “know” a word?
Our knowledge of a word can range from receptive to productive:

I do not recognize the word

I have seen or heard the word before

When I see or hear the word, I know what it means

I know the word, and I know how to use it

I know the word, and I know the words in its family

“Knowing” a word may also include knowing the tone/register it conveys (e.g., formal or informal) and its collocations (the words it is often used with).

In other words, your reading/listening vocabulary may be very different from your speaking/writing vocabulary

5. How can I know how many words I know?
Oxfordonlineenglish test (scored from A1–C2): https://www.oxfordonlineenglish.com/english-level-test/vocabulary

Lextutor (scientific): https://www.lextutor.ca/tests/levels/productive/

Qualtrics (kind of long; tests the 3000 most frequent words) https://vuw.qualtrics.com/jfe/form/SV_6Wrb5aUvXjIAs6h?Q_JFE=qdg

Webster’s (hard but fun!) https://www.merriam-webster.com/games/vocabulary-quiz

5. Which words should I learn?

- Logic says that you should learn the words that are used most frequently!

- These have often been compiled into lists:

Oxford Dictionary Word lists

Academic Vocabulary List

Academic Collocation List

- However, can you really learn vocabulary by studying lists?

- It may be better to say that you should learn the words you most frequently encounter!

6. OK, so how should I learn vocabulary?

- As Nigel Richards has demonstrated, it is possible to learn a lot of words without knowing a language!

- Words get their meanings from context, so it is necessary to learn words in context in order to know them.

- Research shows that when words and easy-to-understand explanations are introduced in context, knowledge of those words increases (Biemiller & Boote, 2006) and word meanings are better learned (Stahl & Fairbanks, 1986).

- There is no “one” way to learn vocabulary, but the following strategies and practices may help you on your journey:

a. Develop your word consciousness

- Word consciousness is an interest in and awareness of words (Anderson and Nagy, 1992; Graves and Watts-Taffe, 2002).

- Students who are word conscious are aware of the words around them—those they read and hear and those they write and speak (Graves and Watts-Taffe, 2002).

- Word-conscious students use words skillfully. They are aware of the subtleties of word meaning. They are curious about language, and they enjoy playing with words and investigating the origins and histories of words.

b. Topic lists

- Topic lists are sets of words based on a topic or theme (technology, fruits and vegetables, etc.).

- Topic lists can be helpful when we are studying a topic that we don’t know well.

- These can often be found in language learning materials.

- Topic lists are a useful reference, but they are still lists!

IELTS Jacky’s Topic Lists

c. Vocabulary logs/notebooks
- Creating a log of the vocabulary you need is a good way to know words and word families.

- There are many places this can be done. You can use a physical paper notebook or binder or use a digital note-taking app such as Notability or GoodNotes.

- It is important to consider how you will record your vocabulary. Research suggests that cognitive strategies of exploring a word in detail will aid memory acquisition faster.

- In addition to meanings and translations, you can include things such as pronunciation, synonyms, collocations, and grammar.

d. Monolingual dictionaries

- Bilingual dictionaries are useful for quick reference, but monolingual dictionaries allow you to explore and know words better!

- “Student” dictionaries provide simplified definitions and other useful information such as synonyms, idioms, and example sentences.

Some useful dictionaries:

Merriam-Webster

Collins

Longman

e. Extensive Reading
- Extensive reading provides students with repeated or multiple exposures to words and is also one of the means by which students see vocabulary in rich contexts (Kamil and Hiebert, 2005).

- Extensive reading involves reading things that are at or below your current level. You should not need to frequently stop and think about the meaning while you read.

- With extensive reading, you should choose texts that are interesting and fun for you to read. This is “reading for pleasure!”

f. Intensive Reading

- In contrast to extensive reading, intensive (i.e., active) reading involves paying close attention to what you’re reading or what’s being said and focusing on what you can learn from it.

- When reading intensively, look out for words or phrases you don’t fully understand. Write them down. Try to work out what they mean in the context in which they’re written without going straight to a dictionary.

- Taking the time and effort will help you to understand the new vocabulary and how it’s used. You’re also more likely to remember and internalise it by doing this.

g. Vocabulary Apps/Games
Flashcard apps and word games are a fun way to expose yourself to high-frequency vocabulary and explore word lists. However, don’t rely on this method fully!

h. Spaced Repetition

Spaced repetition is an evidence-based learning technique that is usually performed with flashcards.

Newly introduced and more difficult flashcards are shown more frequently, while older and less difficult flashcards are shown less frequently in order to exploit the psychological spacing effect.

The use of spaced repetition has been proven to increase the rate of learning (Smolen et al., 2016).

Anki

7. Some final thoughts…

- The more you expose yourself to language and the more frequently you encounter words, the more you will learn.

- Use a variety of strategies to stay motivated.

- Our brains can only absorb so much new information—don’t try to learn everything at once!

- Progress is not always a straight line. Don’t get discouraged…keep going!

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Module 41: Question types: Matching sentence endings, Choosing a title

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Module 41: Question types: Matching sentence endings, Choosing a title

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I/ Question Type: Matching sentence endings

1. Matching sentence endings: The basics

- In these questions, you are given a list of incomplete sentences, and a list of possible sentence endings.

- You must match the endings to make sentences that are grammatically and factually correct according to the passage.

- There are usually more sentence endings than questions.

- The answers are in the same order as the questions.

- These questions are not common compared to other question types.

2. Matching sentence endings: Challenges
- Many of the answer choices appear logical, but the meaning of the sentence must match the passage.

- The ideas in the answer choices almost always appear in the reading, so it can be easy to be “tricked” into the wrong answer.

- Answering these questions requires detailed reading to check if the sentences are correct.

- Like other matching questions, these questions can take time to answer. Make sure you plan accordingly.

3. Matching sentence endings: Tips and strategies
- Start with the incomplete sentences. Carefully identify synonyms and key words that will help you locate the correct passage.

- It is useful to predict the endings of the sentences, but always check your ideas against the passage. Some answer choices can be quite similar.

- For each question, some answer choices will not be logical. These can be quickly eliminated.

- Once you have located the passage, read around it to make sure you have identified all of the details.

- Like other detail-oriented questions, these can be answered last.

4. Let’s practice! Matching sentence endings

- The next slide contains a passage and 5 sentence ending questions.

- Remember to skim the reading first!

- For each question, identify the key words and think about possible synonyms.

- Scan the text to locate the passage. Try to work out the possible answer(s).

- Try to match the possible answer to the answer options.

- Check your completed sentence carefully against the text.

II/ Question Type: Choose a title (or subheading)

1. Choose a title questions: The basics

- These questions give you a list of possible titles or subheadings, and they ask you to choose the best one.

- These questions require you to understand the main idea of the whole text.

- All choices will be relevant, but only one will reflect the main idea

- This question is usually the last one in a reading.

2. Choose a title questions: Tips and strategies

- As there is generally just one title question, do not spend a lot of time on it.

- Read through the possible titles and try to identify which ones only apply to part of the passage. It can be useful to skim the topic sentences.

- Always review the introduction and conclusion of the passage to look for a common theme.

- Always select the option that best represents the whole passage.

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Module 40: Question types: Matching questions – matching information and matching features

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Module 40: Question types: Matching questions – matching information and matching features

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I/ Question Types: Matching questions

1. Matching questions: The basics

- There are several types of matching questions. Today we will look at two: Matching features and matching information.

- As the name suggests, these questions ask you to match parts of the text with the given information (statements) or match features (e.g., names, events) with a given statement based on the text.

- Matching questions are common and can appear anywhere on the reading test.

- Sometimes options can be used more than once.

- Answers to matching questions do not appear in order in the text.

2. Matching questions: Challenges

- Matching questions require you to look at the whole text and read for detail. This takes time!

- The information you are looking for may not be the main idea of the passage, so it can be difficult to find.

- You must work through a lot of information that is not relevant, and you must decide what to ignore.

- Because these questions require reading for detail, they should be done last.

3. Matching features: Tips

- Features may be discussed in more than one place in the text; make sure you identify all possible sections.

- Full names may appear as last names, or as paraphrases (e.g., “the doctor”).

- Features may be used more than once – read the instructions carefully.

- Skip questions you don’t know and come back to them later.

4. Matching features: Strategies

- Quickly review the question statements.

Scan the text to find the names or other features that you need to match and underline them.

- Focus on the features that are mentioned only once first. Quickly read around them to decide what was discussed and try to find a match in the questions. Consider synonyms and paraphrases.

- Skip features you are unsure of and go back to them later.

5. Matching statements: Tips

- You may be asked to match single paragraphs or larger sections of the text.

- Although you are matching sections/paragraphs, it is not necessary to understand everything. The statements will match to specific information in the paragraph.

- There are normally more sections/paragraphs than statements.

- The answers are not necessarily the main idea of the paragraph.

- Sometimes a paragraph can contain more than one answer.

6. Matching statements: Strategies

- After skimming the text, read each statement carefully, thinking about possible paraphrases.

- For each statement, try to predict the paragraph; then scan the text until you find the information you are looking for. Mark the text.

- Read the selected text carefully and check it against the statement. If you have not identified the correct passage, you may need to scan the text again.

II/ Let’s practice!

Instructions:

- The following slide contains five information matching questions (14–18), five features matching questions (19–23), and a link to the reading passage (pdf).

- Click the link to open the reading passage.

- Write your answers down on your own paper.

- You will have 16 minutes!

Remember to use skimming, scanning, and reading for detail.

Link to the reading passage: https://drive.google.com/file/d/1qLeS2S5tmtWXp0DuwqG8LtJTZvUnekvP/view?usp=sharing

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Module 39: Skills focus: Guessing unknown words // Question types: Sentence completion

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Module 39: Skills focus: Guessing unknown words // Question types: Sentence completion

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I/ Skills focus: Guessing unknown words

1. IELTS Reading and vocabulary basics

- IELTS uses “authentic texts” for its reading passages, so they are never “engineered” to have difficult vocabulary or intentionally trick you.

- IELTS texts are academic, so they generally do not contain idiomatic language or slang; they should be understood by anyone taking a general university course.

- When a text has words that a general audience is not expected to understand, they are often either defined in a glossary or they are academic words that are defined in the text.

- The meaning of all other words in a reading text should be clear through the context.

2. Dealing with unknown vocabulary in IELTS Reading

- You can expect to see many unfamiliar/unknown words in an IELTS Reading text. Do not let this discourage you!

- Remember: the objective of the IELTS Reading exam is to answer the 40 questions, not to understand everything or to know all of the words.

- Often, unfamiliar words are distractors and knowing the exact meaning is not important to answering the questions.

3. Strategy 1: Skip/ignore unknown words

- You may note (or mark) unknown words while skimming, but don’t stop to understand them.

- Don’t reread something continuously to try and understand the meaning of one word.

- Do not spend time thinking about the meaning of a word if it is not needed to answer a question!

4. Strategy 2: Understand word parts

- Many words can be better understood by identifying their parts – prefixes, roots, and suffixes.

- Suffixes will tell you the part of speech; prefixes will change a word’s meaning.

- Roots give us the basic meaning of words and may link us to other words we know.

- Example: What is the meaning of “decompressor”?

5. Strategy 3: Guess the meaning through context

- Context refers to the situation in which a word is used. A word’s meaning is derived from the other words that are used around it.

- Important words are often defined or paraphrased in the sentences around them.

- Definitions often come after the word, so it’s important to keep reading when we find unfamiliar words!

II/ Question types: Sentence completion

1. Sentence completion: The basics

- Sentence completion questions ask you to fill in the gaps of sentences with a specific number of words. These questions are very common.

- It is essential to note the number of words allowed.

- If the instructions say “using words from the text,” “from the passage,” etc., you must use the exact words. Otherwise, you can use synonyms.

- Answers to the questions will appear in order.

- Answers must be grammatically correct.

2. Sentence completion: Tips and strategies

- Sentence completion questions are essentially about finding paraphrases and synonyms. Think about these as you identify key words in the incomplete sentences.

- Identify the part of speech of the missing word(s) and try to predict the answers.

- Scan the text to find where the answer might be located and then read for detail.

- Check your answer in the incomplete sentence and make sure it is grammatically correct.

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Module 38: Skills focus: Reading for detail // Question types: Summary, note, table, chart completion

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Module 38: Skills focus: Reading for detail // Question types: Summary, note, table, chart completion

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I/ Skills focus: Reading for detail

1. What is reading for detail?

- Reading for detail means reading word for word to understand exactly what a text says.

- When we read for detail, we are deciding if the passage matches the meaning of the question we want to answer.

- Reading for detail may require understanding the meaning of whole sentences and their relationships to the sentences around them.

2. Tips for reading for detail:

- It is not necessary or useful to read the whole text in detail. We should only read for detail when we think we have found the answer.

- Slow down! Use skimming and scanning to save time; reading for detail is about focusing and concentrating.

- We must also pay careful attention to qualifying words and differences in meaning.

3. The process of answering IELTS reading questions:

Skim the text for gist. -->

Scan to locate keywords. -->

Read for detail to find the answer.

II/ Skills focus: Summary, note, table, chart completion

1. Completion questions: The basics

- In this question type, you are given a summary of a section of the text and are required to complete it with information drawn from the text.

- The summary will usually be of only one part of the passage rather than the whole.

- The given information may be in the form of:

• several connected sentences of text (referred to as a summary)

• several notes (referred to as notes)

• a table with some of its cells empty or partially empty (referred to as a table)

• a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty (referred to as a flowchart).

2. Completion questions: The basics (cont.)

- The answers will not necessarily occur in the same order as in the text. However, they will usually come from one section rather than the entire text.

- There are two variations of this task type:

1. select words from the text (e.g., ONE WORD ONLY or NO MORE THAN TWO WORDS)

2. select from a list of answers (usually one word)

3. Completion questions: Tips and strategies

- Summarising assesses your ability to understand details and/or the main ideas of a section of text. When you are asked to provide word(s), you should identify the part of speech that will fit into a given gap (noun, verb, etc.).

- If a list of words is provided, try to guess the possible answers and eliminate wrong answers. Then, check your ideas against the text.

- Do not write more than the required number of words! Remember, hyphenated words count as one word.

- Don’t waste time. If you can’t find an answer, guess and move on. Mark the question so you can go back if you have more time in the end.

Xem bài tập ở slide

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Module 37: Skills focus: Scanning // Question types:Matching Headings; True/False/Not Given

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Module 37: Skills focus: Scanning // Question types:Matching Headings; True/False/Not Given

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I/ Skills focus: Scanning

1. What is scanning?

- Scanning means looking for a particular word or phrase in a reading passage.

- We use this skill when we are trying to locate where the correct answer is.

- Scanning will not give us the correct answer, but it will help us to zero in on the answer.

2. How do we scan a text?

- To scan a text, we need to know what we are looking for. This means we must first read and understand the question(s) and identify the key words that will help us locate the answer.

- After we select our keyword(s) we must think about paraphrases and then try to locate the correct passage. When we have found our keyword/paraphrase, we need to skim around it to make sure we are in the right place.

- Our keywords may appear in more than one part of the text, so we should mark possible answers and quickly check the rest of the text.

3. Tips for scanning:

- Whenever possible, try to scan for things that are easy to see, such as numbers, proper nouns, and large words.

- Scanning is not reading in the normal sense. It is possible to scan a text in any direction.

- When scanning, it is useful to focus on larger parts of a text than individual words.

- Don’t scan too quickly—you might miss what you are looking for!

- Scanning will help you find possible answers, but you still need to read carefully to check.

II/ Matching Headings questions
1. Matching Headings questions: The basics

- Headings are short sentences that summarise the information in a paragraph. You have to pick the one that best summarises the information in a paragraph.

- This type of question tests your ability to understand the main idea of each paragraph.

- There are always more headings than paragraphs.

2. Matching Headings questions: Tips and strategies

- Do these questions first. They will give you a good overview to help with other question types.

- Unlike paragraph information questions, you should look at the text first. Try to guess what the summary of each paragraph might be.

- Start by reading the first and last sentences of each paragraph. If this doesn’t give you enough information, read further.

- Skip questions you don’t know. Come back to them after you have eliminated other answers.

- Don’t read too quickly. Practice so you know how to pace yourself.

III/ True/False/Not Given Questions

1. True/False/Not Given Questions: The basics

- In these questions, you are given a set of statements and you have to decide if they are

TRUE because the statement agrees with the information in the text,

FALSE because the statement contradicts the information in the text, or,

NOT GIVEN because there is no information on this.

- This type of question requires you to locate and identify specific information. This information will be presented in the text as facts.

- The information in the text follows the order of the questions.

2. True/False/Not Given Questions: Tips and strategies

- Don’t make assumptions based on your own knowledge. The answers are in the text.

-There will be at least one of each answer type. So, if you don’t have at least one of each when you’ve completed the questions, you’ve made a mistake.

- Pay attention to qualifying words such as some, always, probably, suggest, etc.

- Don’t just match keywords and synonyms—you need to match the meaning.

- If you can’t find the answer or you are not sure, choose “Not Given” and move on!

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Module 36: Skills focus: Skimming // Question types: Matching paragraph information/headingsDaniel Stead

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Module 36: Skills focus: Skimming // Question types: Matching paragraph information/headingsDaniel Stead

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I/ Skills focus: Skimming

1. What is skimming?

- Skimming is a technique that is meant to improve your reading speed and comprehension.

- It is often discussed together with scanning (which we will focus on next week).

- Skimming means reading to get the general understanding of a text, without reading every single word.

- Skimming is about looking for the “big picture.”

2. How do we skim a text?

- To begin skimming, we look at the structure of the text as a whole. How is it organized? Is there a title, headings, or any graphical information? How dense are the paragraphs? Does it use any special typeface (e.g., bold or italics)?

- Next, we quickly read the title, any headings, and the first and last paragraphs. What is the subject of the text? What is the purpose? Is there a clear thesis?

- Finally, we can read the topic and final sentences of the body paragraphs. What subpoints does the text discuss? What is the writer’s tone?

3. Tips for skimming an IELTS text:

- Aim to spend 60–90 seconds skimming an IELTS text.

- Skim the questions as well as the text.

- Don’t get stuck on unfamiliar or unknown vocabulary. Note it and move on.

- Don’t forget to use your pen(cil)!

II/ Let’s practice!

Xem bài tập ở slide

III/ Matching Questions

1. Matching paragraph information questions: The basics

- In this kind of question, you are asked to match statements to paragraphs in the reading text.

- The statements could be reasons, descriptions, summaries, definitions, facts or explanations.

- Your answer will be the letter of the paragraph, not the words or phrases in the paragraph.

- The answers could be anywhere in the text and they do not come in order.

- Some paragraphs could contain more than one answer.

2. How to answer matching paragraph information questions:

1. Skim the questions and the text for general understanding.

2. Read each question. Think about key words and their possible synonyms and paraphrases. Try to predict which paragraph contains the answer.

3. Scan the text for key words and synonyms/paraphrases. Underline possible answers.

4. Read the passage(s) which might contain the answers and compare it with the statement. If you don’t find the answer, go back to (3).

3. Matching Headings questions: The basics

- Headings are short sentences that summarise the information in a paragraph. You have to pick the one that best summarises the information in a paragraph.

- This type of question tests your ability to understand the main idea of each paragraph.

- There are always more headings than paragraphs.

4. Matching Headings questions: Tips and strategies

- Do these questions first. They will give you a good overview to help with other question types.

- Unlike paragraph information questions, you should look at the text first. Try to guess what the summary of each paragraph might be.

- Start by reading the first and last sentences of each paragraph. If this doesn’t give you enough information, read further.

- Skip questions you don’t know. Come back to them after you have eliminated other answers.

- Don’t read too quickly. Practice so you know how to pace yourself.

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Module 36: Skills focus: Skimming // Question types: Matching paragraph information/headings

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Module 36: Skills focus: Skimming // Question types: Matching paragraph information/headings

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I/ Skills focus: Skimming

1. What is skimming?

- Skimming is a technique that is meant to improve your reading speed and comprehension.

- It is often discussed together with scanning (which we will focus on next week).

- Skimming means reading to get the general understanding of a text, without reading every single word.

- Skimming is about looking for the “big picture.”

2. How do we skim a text?

- To begin skimming, we look at the structure of the text as a whole. How is it organized? Is there a title, headings, or any graphical information? How dense are the paragraphs? Does it use any special typeface (e.g., bold or italics)?

- Next, we quickly read the title, any headings, and the first and last paragraphs. What is the subject of the text? What is the purpose? Is there a clear thesis?

- Finally, we can read the topic and final sentences of the body paragraphs. What subpoints does the text discuss? What is the writer’s tone?

3. Tips for skimming an IELTS text:

- Aim to spend 60–90 seconds skimming an IELTS text.

- Skim the questions as well as the text.

- Don’t get stuck on unfamiliar or unknown vocabulary. Note it and move on.

- Don’t forget to use your pen(cil)!

II/ Let’s practice!

Xem trên slide

III/ Matching Questions

1. Matching paragraph information questions: The basics

- In this kind of question, you are asked to match statements to paragraphs in the reading text.

- The statements could be reasons, descriptions, summaries, definitions, facts or explanations.

- Your answer will be the letter of the paragraph, not the words or phrases in the paragraph.

- The answers could be anywhere in the text and they do not come in order.

- Some paragraphs could contain more than one answer.

2. How to answer matching paragraph information questions:

1. Skim the questions and the text for general understanding.

2. Read each question. Think about key words and their possible synonyms and paraphrases. Try to predict which paragraph contains the answer.

3. Scan the text for key words and synonyms/paraphrases. Underline possible answers.

4. Read the passage(s) which might contain the answers and compare it with the statement. If you don’t find the answer, go back to (3).

3. Matching Headings questions: The basics

- Headings are short sentences that summarise the information in a paragraph. You have to pick the one that best summarises the information in a paragraph.

- This type of question tests your ability to understand the main idea of each paragraph.

- There are always more headings than paragraphs.

4. Matching Headings questions: Tips and strategies

- Do these questions first. They will give you a good overview to help with other question types.

- Unlike paragraph information questions, you should look at the text first. Try to guess what the summary of each paragraph might be.

- Start by reading the first and last sentences of each paragraph. If this doesn’t give you enough information, read further.

- Skip questions you don’t know. Come back to them after you have eliminated other answers.

- Don’t read too quickly. Practice so you know how to pace yourself.

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Module 35: Reading Overview/key strategies // Question types: Multiple choice

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Module 35: Reading Overview/key strategies // Question types: Multiple choice

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I/ Overview

1. What is the structure of the IELTS Reading test?

- Like the writing test, IELTS reading has two types: general and academic. We will focus on the academic test.

- The test lasts 60 minutes and there are three sections.

- The test has 40 questions (13/13/14).

- You should aim to spend 20 minutes on each section.

- The reading test aims to evaluate three main reading skills:

Skimming

Scanning

Reading for detail

2. Reading text types

General:

- Section 1:Two or more short texts that usually contain factual information e.g., an advertisement for a restaurant or sports center facilities.

- Section 2: Two texts of more complex language based on 'workplace survival' e.g., pay schemes, work conditions, or contracts.

- Section 3: A long text related to general subjects and interests e.g., passages from documents, magazines, fictional or non-fictional books.

Academic:

- Three long texts taken from journals, magazines, or newspapers. All three sections contain 2,150-2,750 words in total.

- The topics are general academic and have a narrative, descriptive, or argumentative style.

- Passages may also include diagrams or graphs.

3. Additional details:

- IELTS reading tests your reading/vocabulary knowledge, not subject knowledge.

- Like listening, each section is progressively harder.

- Answers do not necessarily come in order (it depends on the question type).

- Spelling counts (but you do not have to write your own words).

- Wrong answers are not penalized—so don’t forget to guess!

- There is no extra time to transfer your answers in the reading test.

4. What are some general strategies for IELTS reading?

- Learn to manage your time. Practice to know how long to spend on each question.

- Learn and practice the important skills of skimming and scanning. Your job is to answer the 40 questions, not read all of the passages line by line!

- Understand the question types and instructions. This will save you time and prevent panic.

- Don’t expect (or try) to understand everything. Use the knowledge you have to make the best answer choices.

- Read widely, but focus on building your vocabulary.

5. Where can I practice?

Full practice test (BC)

Computer based test practice questions (BC)

IDP practice tests

More practice tests (not official)

Even more (not official)

II/ Question Type: Multiple choice

1. Multiple choice questions: The basics

- MCQs test your ability to understand the main ideas contained in a text and then look for specific information.

- They can appear in any part of the test (but are least common in Reading 1).

- Unlike listening, the reading MCQs can have 4–6 choices (but 4 is most common).

- There are two types of question:

Direct question/answer

Sentence completion

2. Multiple choice questions: Strategies and tips
- In a set of MCQs, the answers will come in order.

- Read the questions first to identify what to look for in the passage (key words) and where.

- Identify the differences in meaning between the answer choices.

- To find the correct answers, you need to read in detail.

- Pay attention to language that will identify distractors.

- Eliminate as many distractors as you can before guessing.

3. Sample MCQs

- What language can help you find the answers in the reading passage?

- What key words should you look out for?

- How do the answer choices differ in meaning?

Xem bài tập ở slide

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Module 34: Listening: Reflection and review // Listening practice test

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Module 34: Listening: Reflection and review // Listening practice test

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I/ Listening: Reflection and review

1. Listening question types:

1. Form/note/table completion

2. Map/plan/diagram labelling

3. Multiple choice

4. Summary and sentence completion

5. Short Answer

2. Key listening strategies

1. Listening for specific information

2. Predicting

3. Recognizing distractors

4. Listening for synonyms and paraphrases

5. Understanding connected speech

II/ Listening practice tests

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Module 33: Skills focus: Understanding connected speech // Question types: Short-answer

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Module 33: Skills focus: Understanding connected speech // Question types: Short-answer

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I/ Skills focus: Understanding connected speech

1. What is connected speech?

- Connected speech (aka “linking”) refers to the way the pronunciation of individual words changes based on the sounds of the words they are connected to.

- Examples include expressions such as “gonna” and “fish’n’chips.”

- Connected speech is common in natural spoken English, and therefore, you can expect to encounter it in the IELTS exam.

- Connected speech can be challenging for English language learners, so it is useful to know how it works and to train your ear to decipher it.

2. Types of connected speech

- In connected speech, sounds can be dropped, added, or changed completely. The following are some common types of connected speech:

- Elision: This is when sounds are dropped or lost.

- Catenation: When a word ending in a consonant is followed by a word starting with a vowel, they get joined together.

- Geminates: When words begin and end with the same sound, they can link.

Assimilation: When two words blend together and a new sound is made.

3. Tips for dealing with connected speech

- Learn more about the types of connected speech and listen to examples.

- Listen to a variety of native speaker accents.

- Use practice listenings with subtitles or audio scripts.

- Listen to English music (and read the lyrics)!

II/ Question types: Short answers

1. Short answer questions: The basics

- With short answer questions, you need to read a question and then write a short answer using information from the listening text. Sometimes, you are given a question which asks you to list two or three points.

- Short answer questions focus on the ability to listen for concrete facts, such as places, prices, or times.

- A word limit is given, for example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’. If you use more than the word limit, your answer will be marked as incorrect.

- Contracted words are not tested, (e.g. “can’t). Hyphenated words count as single words (e.g. “long-term”).

- Short answer questions can appear anywhere in the test, but they are most common in Part 2.

2. Short answer questions: Common issues

- Like other gap-fill questions, short answers require both listening and reading.

- You must listen for the answers to the questions asked, not the actual questions.

- You must write exactly what you hear, with no paraphrasing or misspelling.

3. Short answer questions: Strategies and tips

- Identify the key words in the question and think about synonyms and paraphrases.

- Pay careful attention to the number of words required.

- Write numbers, times, etc. using numerals, not words.

- Check your spelling carefully.

Xem ví dụ và bài tập ở slide

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Module 32: Skills focus: Recognizing synonyms and paraphrasing // Question types: Summary and sentence completion

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Module 32: Skills focus: Recognizing synonyms and paraphrasing // Question types: Summary and sentence completion

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I/ Skills focus: Recognizing synonyms and paraphrasing

1. Synonyms and paraphrasing

- Synonyms and paraphrasing both refer to saying the same thing in a different way.

- Synonyms can be considered a subcategory of paraphrasing.

- Synonyms are words that have the same (or very similar) meanings (e.g., car = automobile).

- Paraphrasing usually refers to larger chunks of language with the same or similar meaning (e.g. workdays = Monday through Friday = the work week)

- Hyponyms refer words that are subcategories (or examples) of a term (e.g., birds and insects are hyponyms of animals or creatures).

2. Synonyms and paraphrasing in IELTS Listening

- IELTS Listening is a comprehension test, not a hearing test.

- To test your comprehension, IELTS frequently uses synonyms and paraphrasing.

- Paraphrases and synonyms of key words and phrases is likely.

- IELTS uses synonyms and paraphrasing between the written materials and the listening and within the listening itself.

- Your ability to anticipate and predict synonyms and paraphrases can help you to improve your listening comprehension.

3. Top tips for dealing with synonyms and paraphrasing

- The key strategy here is awareness: You need to anticipate what will be paraphrased so you can be ready for it.

- Predict, but be flexible: It is good to guess what synonyms you might hear, but you need to be open to hearing something else.

- Not everything can be paraphrased. Pay attention to proper nouns and key words that you are likely to hear.

- Study! Include synonyms and paraphrases in your vocabulary logs and study them together. Practice paraphrasing as a study technique.

II/ Question types: Summary and sentence completion

1. Summary and sentence completion: The basics

- Summary and sentence completion questions require you to complete gaps with missing words.

- Instructions can vary, but you are usually asked to write NO MORE THAN ONE/TWO/THREE WORDS.

- Gap fills can be found on any part of the test, but summary and sentence completion are very common in Part 4.

- As usual, your spelling must be correct.

You are NOT allowed to write paraphrases of the answer!

2. Summary and sentence completion: Common Issues

- Reading comprehension: Like MC questions, gap fill questions can have a lot of text which you need to read before/while listening.

- Getting lost: Part 4 listenings tend to be longer and more complex. It is easy to miss a question and get lost.

- You may not know or anticipate some synonyms and paraphrases.

3. Summary and sentence completion: Strategies and tips
- Read everything and underline key words and phrases in the questions; then, think about synonyms and paraphrases.

- Pay attention to structural clues (signposts, discourse markers) to help you follow the listening.

- Identify the part of speech needed for each gap.

- Learn and practice using synonyms when developing your vocabulary.

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Module 31: Skills focus: Recognizing distractors // Question types: Multiple choice 

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Module 31: Skills focus: Recognizing distractors // Question types: Multiple choice 

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I/ Skills focus: Recognizing distractors

1. What are distractors?

- In simple terms, distractors are anything that could be the answer to a question, but they are not the answer. For example:

- “What was the answer to question 5?” “The answer to question 15 was 50, but the answer to the fifth question was 5.5”

- Distractors are intentionally included in listening tests because IELTS wants to assess your ability to comprehend messages and complex information in spoken English, not just discrete items.

- Distinguishing between possible answers and the right answers demonstrates a greater understanding of language.

2. Distractors in IELTS Listening

- Distractors can appear frequently and on all parts of the listening test.

- Distractors can come before or after the correct answer.

- Distractors can come in different forms, including

Similar sounding words – Australia or Austria? 60 or 16?

Repetition of the incorrect answer – “Do you want green or blue?” “I don’t like blue! Anything but blue.”

Corrections – “I’m sorry. I didn’t mean yesterday. I meant tomorrow.”

Hidden negatives – “When is the best time to drive?” “People should avoid driving after dark.”

3. Top tips for dealing with distractors:

- Be aware of the types of distractors and expect them while listening.

- Do not assume that the first “answer” you hear is the correct one. Keep listening to make sure.

- Listen carefully when speakers correct themselves or others or express disagreement (“No. Sorry…” “I’m not sure. I think it might be…”

- Always listen for more than one number.

Use your predicting skills.

II/ Question types: Multiple choice

1. Multiple choice questions: The basics

- Multiple choice (MC) questions in IELTS generally contain three possible answers.

- They can be in all parts of the test but are mostly found in parts 2–4.

- The different types of MC questions include

Short answers

Gap fills

Picture matching

- There may also be list questions which ask for more than one answer from a longer list of choices.

2. Multiple choice questions: Common Issues

- Distractors!: You may hear all of the possible answers during the listening.

- Synonyms/paraphrases: You may not hear the exact words of the answer, but a synonym or paraphrase.

- Similar answers: The possible answers may all look very similar to each other.

- Reading comprehension: MC questions can have a lot of text which you need to read before/while listening..

3. Multiple choice questions: Strategies and tips

- Read questions carefully and identify (underline) key words:

- “Which of the new items did the speaker not recommend purchasing?”

- Think about synonyms – of both key words and and answer choices

- Write letters not words – Understand the instructions. Most MC questions will ask you to write the letter of the answer, not the words themselves.

- Guess if needed – There is no penalty for wrong answers, so don’t leave a question blank. Always eliminate the worst choice before guessing.

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Module 30: Skills focus: Listening for essential information, predicting // Question types: Labeling (maps, plans, diagrams)

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Module 30: Skills focus: Listening for essential information, predicting // Question types: Labeling (maps, plans, diagrams)

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I/ Skills focus: Listening for essential information, predicting

1. Listening for specific information

- In IELTS listening questions using forms and diagrams, the focus is not on general understanding, but on targeted information – the specific 1–2 word answers to the questions.  This affects how you listen.

- You need to know (as much as possible) what you are listening for. A name? A number? One of the labels in the diagram?

- Previewing the information provided and finding and understanding the key words written on the test paper will help you to focus your attention.

2. Predicting

- Predicting is thinking about what could be. It helps us to be focused and ready to hear the target information – the answers!

- There are many things we can predict:

The context: What is the topic? Who will speak? Who is the audience? What is the purpose of the talk/conversation?

The structure: How will the listening be organized? What functional language will I hear?

Key words: What are they? Which might be heard or paraphrased? What paraphrases might I hear?

The answers: What kind? What part of speech? Will I need to spell?

We can’t predict everything, but we can improve our chances if we focus our attention and use what we know.

3. What can you predict?

1. What is the situation? Who will talk? What will be discussed?

2. Where are they?

3. What kind of transport is being used?

4. What part of the journey is the traveller on?

5. What functional language will you hear?

6. What can you predict about the individual questions?

II/ Question types: Labeling (maps, plans, diagrams)

1. Labelling questions: The basics

- Labelling questions can appear anywhere in the listening test, but are most common in Part 2 (the non-academic monologue).

- Generally, you will need to listen to someone describing or showing you around a place or area, and you must identify labels on a map, plan or diagram.

- You may be given a list of possible answers, or you may need to write the answers yourself.

- The questions will always be answered in the order that they are heard in the recording.

2. Labelling questions: Common issues

- Information overload: Labelling questions require you to not only listen, but also to understand and follow a plan or diagram and to take notes.

- Visual/spatial awareness: To understand what the speaker is saying, you need to be able to visualize what you hear. This requires some imagination…and concentration.

- Understanding the functional language: To answer these questions, you need to know the language used to describe places and give directions.

Spelling: When the labels are not provided, you need to take notes and spell correctly.

3. Labelling questions: Functional language

at the top/at the bottom

on the left/on the right/on the far side

North/South/East/West

to the north/to the west

slightly west of

in the southwest/in the northeast

in the middle of/in the centre of

above/below

inside/outside
opposite/in front of

left-hand side/ right-hand side

clockwise/anticlockwise

a little beyond

just past

before you get to

adjoining

enter via

runs alongside

4. Labelling questions: Strategies and tips

- Use your prep time. Read the questions, and study the graphic carefully.

- Think about where things are in relation to each other, and how the speaker might “move” through the map or diagram.

- Listen for signposts to help you follow the speaker through the talk:

- “In this next room…”  “We will now go over the bridge…” “Opposite the…”

- Make notes and marks on the question paper/map/plan…

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Module 29: Listening overview – key strategies // Question types: Form/note/table completion 

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Module 29: Listening overview – key strategies // Question types: Form/note/table completion 

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I/ Overview

1. What is the structure of the IELTS listening test?

- The IELTS listening test lasts about 30 minutes.

- There are 40 questions of different types, such as multiple choice and short answers.

- There are four recordings, with 10 questions for each.

- These questions test your ability to understand:

Main ideas and detailed factual information

The opinions and attitudes of speakers

The purpose of an utterance

The ability to follow the development of ideas.

- You will hear each recording only once. You have 10 minutes at the end to transfer your answers.

2. What is the format of the recordings?

- Recording 1:  A conversation between two people set in an everyday social context.

- Recording 2: A monologue set in an everyday social context, e.g. a speech about local facilities.

- Recording 3:   A conversation between up to four people set in an educational or training context, e.g. a university tutor and a student discussing an assignment.

- Recording 4:   A monologue on an academic subject, e.g. a university lecture.

The IELTS Listening Test is progressive, which means it gets more difficult with each section!

3. How are the band scores calculated?

Each of the 40 questions is worth one mark. the band scores are calculated as follows:

18-22- Band 5.5 32-34- Band 7.5

23-25- Band 6.0 35-36- Band 8.0

26-29- Band 6.5 37-38- Band 8.5

30-31- Band 7.0 39-40- Band 9.0

4. What are some general strategies to prepare for IELTS Listening?

1. Do practice tests, but also do general listening

2. Listen to a wide variety of accents

3. Practice active listening

4. Use listening aids (subtitles, playback speed, dictionaries) selectively

5. Know the different question types

5. Where can I practice?

https://ielts.org/take-a-test/preparation-resources/sample-test-questions/academic-test

https://takeielts.britishcouncil.org/take-ielts/prepare/free-ielts-english-practice-tests/listening

https://ielts.idp.com/prepare/article-free-listening-practice-questions

II/ Question Types: Form/note/table completion

1. What are form/note/table completion questions?

1. These types of questions are usually found in Part 1, but they can be in other parts of the test.

2. You are asked to fill in gaps with numbers or words, e.g., WRITE NO MORE THAN TWO WORDS or WRITE NO MORE THAN ONE WORD AND/OR NUMBER

3. The answers are sequential – they follow the same order as the listening

4. Your spelling and capitalization must be correct!

2. What goes in the gaps?

1. Numbers (amounts, dates, phone numbers, credit card numbers)

Was it 13 or 30? “Oh” or “zero”? “Triple 5”? Write the digits, don’t spell out numbers – remember, spelling counts!

2. Letters – unfamiliar words (such as street and surnames) will be spelled out. Be prepared to hear the spelling. Proper names begin with capital letters!

3. Addresses – Know the standard format. It is usually

House/Flat Number

Street Name

Town/City Name

4. Postcodes can have both letters and numbers e.g. BR7 4MJ

3. Tips for form/note/table completion questions:

1. You are given some time to review the questions – use it! Try to predict the following:

1. The structure/theme/topic of the listening

2. The subject of each gap (Name? Phone number? Amount? Size? Location?)

3. The part of speech of each gap

2. Listen for synonyms – What you hear is not always what you see

3. Be careful of distractors, most questions have them!

4. Don’t leave answers blank, but if you miss something, just move on

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Module 28: Practice Writing Feedback// Resources for IELTS writing samples // Using ChatGPT to study IELTS

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Module 28: Practice Writing Feedback// Resources for IELTS writing samples // Using ChatGPT to study IELTS

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I/ Practice writing prompts

Question 1: These days more and more people are going to other countries for a significant period either to find a job or study. There are clearly many benefits to doing this, but people who live abroad can also face some difficulties. Discuss the advantages and disadvantages of living and working in a foreign country.

Question 2: Movies and tv shows are a good way to study history despite their lack of historical accuracy at times. To what extent do you agree or disagree?

https://docs.google.com/document/d/184gCdjH8QNgONdv9jd1J3xvfvFrCoNVr-sxIXRO-D1A/edit?usp=sharing

Here are some sources with IELTS writing samples:

BC Sample Candidate Writing Responses and Examiner Comments

100 band 7, 8, 9 Task 2 writing samples

IELTS sample essays with commentary

II/ Using ChatGPT to help with IELTS writing

1. How can ChatGPT help me with IELTS writing?

1. Explain exam prompts

2. Get ideas and vocabulary for specific topics

3. Provide model answers

4. Suggest paraphrases

5. Analyse and correct your writing

6. Improve specific elements, such as cohesion, tone, and punctuation

2. Some tips for chatting with ChatGPT

1. Talk to ChatGPT like you would talk to a person (and remember to be polite).

2. Ask ChatGPT to assume a role (e.g., “Act as an IELTS test-taker…” “Pretend you are an IELTS examiner…”)

3. Be specific in your instructions (e.g., “Make a list of…” “Write an essay of 300 words…”)

4. Repeat questions to get a variety of samples.

5. Ask for clarification or justification (e.g., “why do you think that?” “Can you give me an example of…?”)

6. Keep experimenting

3. What ChatGPT can’t do:

1. Give strong opinions. ChatGPT is designed to be neutral and balanced. It can sometimes struggle with providing a position on controversial topics.

2. Produce examples from personal experience. IELTS asks you to draw on your own experience to provide examples in essays, and the model answers that ChatGPT gives cannot do that!

3. Provide the most up-to-date information. Because ChatGPT was trained on an older, closed data set, it may not have the most current information.

4. Some final reminders…

1. ChatGPT is not infallible. In fact, it is known for making errors…and just making stuff up! This means we should exercise caution in using ChatGPT for facts.

2. Don’t use ChatGPT to write for you. AI writing still has many, many limitations, and there are subtle differences between AI and human writing. Besides, you can’t use it in an exam like IELTS, so you still need to learn to write on your own!

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Module 27: Writing review: AMA // Practice writing and feedback // Reminders: Top tips for improving your writing

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Module 27: Writing review: AMA // Practice writing and feedback // Reminders: Top tips for improving your writing

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I/ You will now be given a chance to practice some writing and submit it for feedback!

- You will be given two IELTS Writing Task 2 questions. Select one and write an introductory paragraph to the question. You may answer both or write more (time permitting).

- Remember: your introduction should (a) provide a paraphrase of the question prompt (identify the issue); (b) present an overview/the main points of your essay; and (c) state your position (i.e., your opinion) if required.

- You will be given 15 minutes to provide your response.

https://docs.google.com/forms/d/e/1FAIpQLSfZ4c0RlMnYEzSSjlsCn0IKePMCfpp9sFQOjuETBaXCRPOOdg/viewform?usp=header

Question 1: These days more and more people are going to other countries for a significant period either to find a job or study. There are clearly many benefits to doing this, but people who live abroad can also face some difficulties. Discuss the advantages and disadvantages of living and working in a foreign country.

Question 2: Movies and tv shows are a good way to study history despite their lack of historical accuracy at times. To what extent do you agree or disagree?

II/ Top tips for improving your writing
1. Write everyday

- To develop a skill effectively, it should be practiced on a daily basis.

- Daily practice helps to form habits, and good habits are the foundation to success.

- You don’t need to write IELTS essays every day, but write something!

2. Get feedback and reflect on your writing

- It’s hard impossible to correct mistakes if you don’t know what they are.

- To improve, we need to analyze and reflect on our performance and then incorporate what we learn.

- Work with a friend: experts are great, but peer feedback is also helpful.

- If no one else can, use AI to help you (more on this next week)!

3. Explore new structures and vocabulary

- Make sure you are growing by trying out new grammar and finding new words.

- Learning takes place outside of our comfort zone…so take a step outside!

- Know your resources and use what works for you; find new resources if necessary.

4. Follow the writing process

Writing is the combination of many skills; we don’t just sit down and write! Remember that you need to

Understand the writing requirements

Be familiar with question types and what they are asking

Understand your subject, purpose, and audience

Plan your response by outlining

Always review and proofread your work

5. Be easy on yourself
- Writing is a skill that takes time—a lot of time—to develop.

- Don’t be discouraged by setbacks. Relax, regroup, and retry.

- Remember how far you have already come and appreciate the journey.

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Module 26: Writing Task 2: Problem/solution essays // Skills focus: Improving grammatical range and accuracy

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Module 26: Writing Task 2: Problem/solution essays // Skills focus: Improving grammatical range and accuracy

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I/ Writing Task 2:  Problem/solution essays

1. Key points for problem/solution essays

- This type of essay requires you to discuss an issue and its possible solutions. It is a type of opinion essay.

- The writing prompts consist of a single statement and two questions. Occasionally, you are only required to write about the solutions.

- You may be asked to describe the reasons for the problem (i.e., its causes) or the results (i.e., its effects).

- It is possible to discuss just one problem and/or one solution.

2. Do these questions ask you to describe causes or effects?

Prompt: Many people like to eat unhealthy food even though they know it’s bad for them.

1. Why? What are the most effective ways to improve people’s eating habits?

2. What issues does this cause and how can they be addressed?

3. What are some resulting social problems and how can we deal with them?

4. What are the reasons for this, and how can the situation be improved?

3. Some more Problem/Solution examples questions:

- Nowadays, most children prefer to spend several hours playing with electronic devices over doing more traditional leisure activities. What is the result of this? How do you think it could be avoided?

- In some parts of the world, traditional festivals and celebrations have disappeared or are disappearing. Why is this happening? What measures could be taken to ensure they do not disappear?

- The influence of human beings on the world's ecosystem is leading to the extinction of species and loss of biodiversity. What are the primary causes of loss of biodiversity? What solutions can you suggest?

4. Structuring a problem/solution essay – Single cause/effect

1. An introduction

1. Paraphrase of the issue

2. State the main cause/effect and your solution.

2. Body paragraph 1 (description of the cause/effect with at least one example/illustration).

3.    Body paragraph 2 (describe your solution(s) with at least one example/illustration).

4.   Conclusion

1. Summarize the issue and its cause/effect

2. Restate your solution

3. Provide a prediction or recommendation (if needed)

5. Structuring a problem/solution essay – Multiple causes/effects

1. An introduction

1. Paraphrase of the issue

2. Provide an overview (e.g. causes/solution)

2. Body paragraph 1 (one cause/effect with at least one example/illustration).

3. Body paragraph 2 (a second cause/ effect with at least one  example/illustration).

4.   Body paragraph 3 (describe your solution(s) with at least one example/illustration)

5.   Conclusion

1. Summarize the issue and its causes

2. Restate your solution(s)

3. Provide a prediction or recommendation (if needed)

6. Which introduction is more effective? Why?

Many people like to eat unhealthy food even though they know it’s bad for them. Why? What are the most effective ways to improve people’s eating habits?

1. Everyone knows that eating a balanced diet is essential for good health; however, most of us struggle with making healthy eating choices. In my opinion, the most important reason for this is a lack of knowledge about how to prepare nutritious foods. Our society should do more to teach people how to be better cooks.

2. Most people are aware of the negative effects of consuming too much junk food, yet they continue to eat it every day. Unfortunately, this can lead to serious health problems, such as obesity and diabetes. Thankfully, there are also some simple steps people can take to reduce this problem.

7. Top tips for problem/solution essays

- Don’t confuse causes and effects – make sure you understand the question.

- Don’t discuss too many ideas – stick with one or two that you can develop more fully.

- Provide solutions that are clearly linked to the problem(s) you describe.

- Make your solutions specific. Do not generalize.

II/ Skills focus: Improving grammatical range and accuracy

1. Uses a limited range/mix/variety/wide range of structures

- Good writing depends on variety. Vary the length of your sentences and the ways in which your ideas are linked.

- Always make sure your sentences (thoughts) are complete.

- Simple sentences are effective; there is no reason to be unnecessarily complicated!

2. Essential structures you should know how to use:

- Simple, compound, and complex sentence patterns (coordination/subordination)

- Basic word order

- Basic verb tenses (including continuous and perfect)

- Passive/active voice

- Relative clauses (restrictive and nonrestrictive)

- Conditionals

3. Frequent/some/few/occasional errors

- Errors will happen. Avoid “unforced errors” by proofreading!

- Make sure your basic structures are accurate, but don’t be afraid to take some risks.

- Know your weaknesses and work on them. Practice error correction – on your own work and others’.

4. Can you spot five mistakes in this paragraph?

The biggest problems caused by climbing sea levels is that land is being lost and people’s residences are often flooded. As water levels rise, low-lying land is submerges, and many countries become smaller. Furthermore, millions of people all over the world have lived in coastal areas, and if the sea by even a few feet rises, they will be inundated with water and lose their property. We are already seeing this in places like Bangladesh, who suffers from coastal flooding on an annual basis.

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Module 25: Writing Task 2: Positive/negative development essays // Skills focus: Improving lexical resource

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Module 25: Writing Task 2: Positive/negative development essays // Skills focus: Improving lexical resource

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I/ Writing Task 2: Positive/negative development essays

1. Key points for positive/negative development essays

- The prompts for positive/negative questions generally present one idea.

- They may ask you about a development, trend, or situation.

- Positive/negative questions require that you state your opinion. Your position must be clear to the reader.

- It is possible to choose one side or the other or “neither.”

- It is not a requirement to talk about (discuss) both positive and negative aspects, but more than one aspect (idea) should be fully discussed.

2. Structuring a positive/negative essay (1/2)

Option 1: It is positive (or negative)

1. An introduction

1. Paraphrase the development or situation

2. State your opinion (e.g., positive)

2. Body paragraph 1 (one positive reason with at least one example/illustration).

3. Body paragraph 2 (A second positive reason with at least one  example/illustration).

4. Conclusion

1. Summarize main ideas

2. Clarify your opinion

Option 2: Neither positive or negative

1. An introduction

1. Paraphrase the development or situation

2. State your opinion (neither fully positive or negative)

2. Body paragraph 1 (one or two positive reasons with at least one example/illustration).

3. Body paragraph 2 (one or two negative reasons with at least one example/illustration).

4. Conclusion

1. Summarize main ideas

2. Clarify your opinion

II/ Skills focus: Improving lexical resource

1. “Uses a limited/adequate/sufficient/wide range of vocabulary”

- You only have 250–300 words: Use synonyms and referencing whenever possible.

- Learn and be comfortable with a wide range of cohesive devices.

- Explore and study unfamiliar topics to build your vocabulary.

- Practice paraphrasing your own or others’ writing.

- You can’t “cram” vocabulary. Develop the habit of learning and studying vocabulary regularly.

2. Attempts/uses less common lexical items

- It’s ok to take some “risks” with vocabulary, especially when practicing (just don’t overdo it)!

- The dictionary and thesaurus are your friends!

- You don’t need uncommon words in every sentence. 2–3 advanced vocabulary items is enough to catch the examiner’s eye.

3. Awareness of style…

- Style is the voice/image you wish to project through your writing.

- Styles we should aim for in an IELTS Writing Task 2 Essay:

Academic

Persuasive

Clear

Formal?

4. …and collocation

- Collocations are words that are found together (co + locate).

- For example, what words do you often find together with “time?”

1. Hector pretended to be sick in order to buy/purchase more time.

2. You shouldn’t exhaust/waste too much time planning your essay.

3. I would like to start a new hobby, but I just can’t discover/find the time.

When learning new vocabulary, it is useful to identify and learn collocations.

5. Noticeable/some/occasional/rare errors in spelling and/or word formation

- Mistakes are expected – it’s a handwritten test!

- Core vocabulary and words from the prompt should always be spelled correctly.

- Don’t avoid a strong vocabulary word because you are unsure of the spelling.

- Practice writing with a spellchecker.

The dictionary is your friend!

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Module 24: Writing Task 2: Advantage/disadvantage essays // Skills focus: Improving coherence and cohesion

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Module 24: Writing Task 2: Advantage/disadvantage essays // Skills focus: Improving coherence and cohesion

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I/ Writing Task 2: Advantage/disadvantage essays

1. Key points for advantages/disadvantages essays

- Advantages/disadvantages questions may or may not ask you to give your opinion.

- You must discuss both advantages and disadvantages in your essay when asked.

- It is possible to talk about just one advantage or disadvantage, but you should not do this for both.

2. Structuring an advantages/disadvantages essay

1. An introduction

1. Paraphrases the question prompt

2. Outline statement (advantages/disadvantages)

3. Opinion (if required)

2. Body paragraph 1 (one or two advantages with at least one example/illustration).

3. Body paragraph 2 (one or two disadvantages with at least one example/illustration).

4. Conclusion

1. Summarizes main ideas

2. Clarifies the opinion (if required)

1. An introduction

1. Paraphrases the question prompt

2. Outline statement (disadvantages/advantages)

3. Opinion (if required)

2. Body paragraph 1 (one or two advantages with at least one example/illustration).

3. Body paragraph 2 (one disadvantage with an example/illustration).

4. Body paragraph 3 (another more important disadvantage with an example/illustration).

5. Conclusion

1. Summarizes main ideas

2. Clarifies the opinion (if required)

II/ Skills focus: Improving coherence and cohesion

1. Which of the following scenarios are logical (coherent)? Which are incoherent?

1. The train is scheduled for 12:00 pm. It is 12:01 pm. The train is not here. The train is late.

2. The train is scheduled for 12:00 pm. It is 12:01 pm. The train is not here. The train conductor is stupid and incompetent.

3. All spiders have eight legs. A tarantula is a spider. A tarantula has eight legs.

4. All spiders have eight legs. This starfish has eight legs. Starfish are spiders.

5. Traffic lights prevent accidents. Sarah drove today and did not have an accident. Sarah must have stopped at all traffic lights.

2. What is coherence?

- Coherence means our ideas are logically connected and consistent.

- A coherent piece of writing “makes sense.” This means the arguments we make are rational and comprehensible. In addition, our ideas logically follow (or progress from) one another to reach a conclusion.

- The structure of an essay (introduction, body, conclusion) is the natural product of coherence.

3. Practice:

- For this advantages and disadvantages question, put the notes in order so that they form a logical paragraph.

- In terms of personal health and fitness, what are the advantages and disadvantages of living in a busy city?

1. E.g., 250 gyms in my capital city

2. In cities – many gyms

3. Traditional idea – rural life is healthier; not true

4. Gyms part of larger chains, people can use in any city

4. What is cohesion?

- Cohesion is the act or state of “sticking together.” Thus, cohesion represents “unity.”

- A piece of writing is cohesive when the ideas and statements presented are unified. In other words, it is clear to the reader how each sentence is connected to the others and how the ideas are related.

- We achieve cohesion by carefully structuring and organizing our sentences and by using “cohesive devices.”

5. The essay shows “organization” and “progression.”
- It provides an introduction that clearly tells the reader what will be discussed (e.g., two opposing views and the writer’s position regarding them).

- It thoroughly discusses those views in the order suggested using a body of evidence that is relevant and factual.

- The accumulation of evidence leads the reader to a logical conclusion that reflects the writer’s stated position.

6. The essay uses a “range” of cohesive devices “appropriately.”

- The essay signals the reader about the logical connections between ideas using accurate words/expressions.

- Cohesive devices are used only when needed to help the reader follow the writer’s logic.

- The cohesive devices are not repetitive, redundant, or overly formal.

A paragraph without cohesive devices

Being your own boss means that all aspects of your business are your responsibility. You have to do all of the regular work. You have to market yourself or your business. You have to do all the accounting. Being your own boss requires having additional skills. This can be expensive. You may have to get training or hire someone else to do the things you cannot do own your own. People who work for an employer can focus on the job they were hired to to.

--> The same paragraph with cohesive devices

The first disadvantage of being your own boss is that all aspects of your business are your responsibility. For example, besides having to doing all of the regular work, you have to market yourself or your business, and you have to do all the accounting. Thus, being your own boss requires having additional skills. This can be expensive because you may have to get training or hire someone else to do the things you cannot do own your own. On the other hand, people who work for an employer can focus on the job they were hired to to.

7. The essay uses appropriate “referencing.”

- Referencing means referring back to something in your essay (without repeating the same words). We do this with pronouns, synonyms, and substitution.

- Reference words must be accurate and clear.

- Reference words should not be used repetitively.

A paragraph without referencing

One key advantage that people who chose to be self-employed have is that people who chose to be self-employed can be their own boss. Many people who chose to be self-employed do not like the restrictions that come from not being their own boss. For example, not being their own boss means that someone else is controlling the hours they work, the days they have off, and what aspects of their job are a priority. Conversely people who choose to be self-employed have the freedom to choose the hours they work, the days they have off, and what aspects of their job are a priority on their own.

--> The same paragraph with referencing

One key advantage that self-employed people have is that they can be their own boss. Many freelance workers and small business owners do not like the restrictions that come from working for someone else. For example, regular employment means having a boss who is controlling the hours a person works, the days they have off, and what aspects of their job are a priority. Conversely people who choose self-employment have the freedom to make all of these decisions on their own.

8. The essay uses paragraphing appropriately.

- Each paragraph can be easily identified.

- Body paragraphs include clear topic sentences (containing a topic and a controlling idea).

- All other sentences in the paragraph relate to the topic sentence.

- Paragraphs are developed as necessary.

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Module 23: Skills focus: Conclusions // Skills focus: Improving task response

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Module 23: Skills focus: Conclusions // Skills focus: Improving task response

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I/ Skills focus: Conclusions

1. What is a conclusion?

- A conclusion paragraph brings closure to your essay. It complements the introduction in framing the body of your essay.

- In general, conclusions provide a summary of the main points (i.e., answer the question) and offer a final thought (e.g., a prediction or recommendation).

- Conclusions are usually shorter than body paragraphs. In an IELTS essay, they may be only 1–3 sentences and may not include a final thought.

2. Conclusions: Top tips

- Conclusions should not introduce new information. This is the job of your body paragraphs.

- Use original language – Don’t copy the same phrases and expressions from your intro and body paragraphs. Demonstrate your range of language by paraphrasing.

- Be sure to answer the question(s). The conclusion should solidify your position, even if you have already stated it.

- Don’t forget one! It’s very difficult to achieve a high score without including this structural element.

3. Writing a conclusion

1. Review the main points of your essay.

2. Choose an appropriate transitional phrase.

3. Rewrite the main points (i.e., paraphrase them) in a way that answers the question (or questions) asked in the essay prompt.

4. Add a final recommendation or prediction if appropriate or if you need to add words to your essay.

4. What’s an appropriate way to introduce a conclusion?

Finally

To sum up

In the end

In a nutshell

In conclusion

To conclude

Like I already said

It’s not absolutely necessary to include an introductory phrase in your conclusion, but it’s important to use an appropriate one when you do.

II/ Skills focus: Improving task response

1. “Addresses all parts of the task”

- To address “all parts of the task,” you need to ensure that you have discussed all aspects of the prompt and fully answered the question (or questions) asked.

- This means you must write something about all aspects of the question prompt!

2. Uses an “Appropriate format”

- The appropriate format is the essay format!

- Your response must have:

- An introduction

- Body paragraphs

- A conclusion (in Task 2)

- Your paragraphs must be visible, fully developed, and contain complete sentences.

3. “Presents a relevant/clear/well-developed position”

- Your position can be stated in the beginning, the end, or both, but it must be clear and consistent.

- Your position should be clearly connected to the the reasons and relevant examples that you provide in your body paragraphs.

4. “(Main) ideas are relevant/extended/supported”

- Relevant ideas are those that are directly connected to the topic.

- Extended ideas include details that explain why your ideas are relevant.

- Supported ideas have facts, reasons, and examples to back them up.

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Module 22: Writing Task 2: Multi-part essays (two part questions) // Skills focus: Body paragraphs

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Module 22: Writing Task 2: Multi-part essays (two part questions) // Skills focus: Body paragraphs

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I/ Writing Task 2: Multi-part essays (two-part questions)

1. What are multi/two-part essays?

- Multi-part essay prompts have a statement with two different questions.

- The questions may or may not be linked.

- The questions may or may not ask you for your opinion.

- The questions are generally quite direct.

2. How to structure a two-part essay

- Introduction

A paraphrase of the statement

A statement that addresses both questions

- Body paragraph 1 (answering the first question)

- Body paragraph 2 (answering the second question)

- Conclusion

summarize your ideas

give a final idea or thought

- Introduction

A paraphrase of the statement

A statement that addresses both questions

- Body paragraph 1 (explaining the first reason)

- Body paragraph 2 (explaining the second reason)

- Body paragraph 3 (giving your opinion)

- Conclusion

summarize your ideas

give a final idea or thought

II/ Skills focus: Body paragraphs

1. What are body paragraphs?

- Body paragraphs are the “bulk” of your essay. They contain the main information that you want to convey.

- Body paragraphs are always organized around a topic and controlling idea; these should be stated in a clear topic sentence.

- Body paragraphs should always be well-developed. There should be a minimum of three sentences.

- The statements you make in your body paragraphs should be supported with facts, reasons, examples, and details.

2. Reminder: Planning your essay

Before you write anything, you need to make a plan. To do this, you must

Read and fully understand the question (understand what you need to do).

Decide on your position (in an opinion essay)

Brainstorm your main ideas/reasons

Select your examples/supporting details

Put your ideas into a logical order

This process should only take a few minutes of your time!

3. Topic Sentences

- Topic sentences explain what a paragraph is about (topic + controlling idea).

- Readers expect topic sentences in body paragraphs.

- In short essays especially, good topic sentences are clear and to the point – they do not include supporting information.

4. Which is a good topic sentence?

1. The first reason is climate change.

2. The primary reason behind the loss of plant and animal species is human-induced climate change.

3. The most important reason plants and animals are dying is climate change, which is causing the earth’s temperature to rise and altering many ecosystems, for example in wetland areas.

4. Losing plants and animals to extinction is depressing, and we should talk about the reasons why.

--> 2 is the best

The length and development of your body paragraphs depends on the number of facts, reasons, examples, and details you use. It can also depend on the question.

5. How many examples/reasons do I need to give?

1. Why is this the case?

2. What problems can it cause?

3. How can this issue be solved?

4. What is the consequence of this trend?

5. What measures should be taken to combat this issue?

6. Do you think this is a positive or a negative development?

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Module 21: Writing Task 2: Discussion essays // Skills focus: Introductions

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Module 21: Writing Task 2: Discussion essays // Skills focus: Introductions

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I/ Warm up: How is writing different from speaking?

Speaking:

Natural, innate

Fast, easy

Includes non-verbal cues, tone, and intonation

Immediate feedback

Communication is localized

Spontaneous, unplanned

Writing:

Unnatural, learned

Slow, difficult

Includes punctuation, paragraphing

Delayed feedback

Communication crosses time and space

Planned, structured

The features of writing require that we think about our readers and anticipate what they will (or will not) understand. To assist with understanding, we often follow established structures/patterns.

II/ Discussion Essays

1. What are discussion essays?

- Discussion essays are very common in IELTS Task 2. The key feature of a discussion essay is that you are asked to write about (discuss) both sides of an issue.

- When discussing an issue, you need to provide facts, reasons, and examples about why a statement is true or false – or both.

- Discussion essays may or may not ask you to give your opinion.

Your discussion of the issue should be balanced – even when you need to take a side.

2. How many paragraphs should I write?

A possible four paragraph structure:

Introduction (with opinion)

Body paragraph 1  – 1st side

Body paragraph 2 – 2nd side

Conclusion

A possible five paragraph structure:

Introduction

Body paragraph 1  – 1st side

Body paragraph 2 – 2nd side

Body paragraph 3 – opinion

Conclusion

There are many “formulas” for structuring your essay; however, IELTS does not favor one over the other. Just remember to discuss both sides and state your opinion clearly when asked!

III/ Skills focus: Introductions

1. What’s an introduction?

- Introductions are part of the formal structure of essays. Readers expect certain elements to be in an introduction. These elements help the reader to follow our ideas.

- Generally, introductions do the following:

Identify the topic/problem/issue

State the writer’s position/opinion (thesis)

Provide an outline to the essay

- Depending on what we are writing, an introduction can be a paragraph or a whole chapter!

2. What should I include in a Task 2 introduction?

Depending on the question, you may need to do the following:

1. Paraphrase the question prompt

2. State both views (in your own words)

3. Provide your opinion

4. Provide an outline

Let’s look at some examples…

1. Paper money is being used less and less, and soon there will be no need for it in society.

To what extent to you agree or disagree?

With the rise in online shopping and digital banking services, the need for cash to buy things is rapidly decreasing. Although some people believe that paper money will be completely unnecessary in the near future, I do not agree. Cash should remain an option for buying things because using virtual money can have hidden costs, and people sometimes want to keep their transactions private.

2.    Paper money is being used less and less in society. Some people say this is a positive trend, while others say it is leading to negative consequences.

Discuss both views and give your opinion.

In modern society, the use of cash to pay for things is in decline. While some people believe this trend is dangerous for society and will lead to serious privacy issues, others welcome the convenience and simplicity that digital currency provides. In my opinion, the end of cash would benefit society by making our money – and our lives – much safer.

3.   Paper money is being used less and less in society.

Discuss the advantages and disadvantages of this and give your opinion.

Using cash to pay for goods and services is becoming much less common in our modern world. The question of whether or not this is beneficial remains controversial, and there are good reasons on both sides. However, despite the benefits of a cashless society, I believe that paper money is not going to go away in the future.

3. Top tips for great Task 2 introductions:

Avoid overly generalized statements, e.g., “Global warming is a really big problem nowadays.”

You do not need to provide a “hook,” e.g., “Advertising is evil.”

Do not make announcements, e.g., “In this essay I will talk about…” “This essay discusses…”

Avoid using memorized statements and “advanced” language, e.g., “Upon carefully pondering both perspectives of this polemical controversy, I have ascertained that…”

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Module 20: Writing Task 2: Opinion Essays // Skills focus: Organizing an essay/preparing to write

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Module 20: Writing Task 2: Opinion Essays // Skills focus: Organizing an essay/preparing to write

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1. Overview of Writing Task 2 (Academic)

- Task 2 questions involve general knowledge; you don’t need to be an expert in anything!

- You must write an essay in response to a question.

- You must write 250 words or more.

- Task 2 is worth 2/3 of your total mark on the Writing test.

- You should spend around 40 minutes on this part of the test.

- General Training and Academic are essentially the same for Task 2.

- There are a variety of types of questions that you will be asked. We will look at each of these over the next few weeks.

2. Opinion Essays: Key Features

- Many – but not all – Task 2 questions will ask you to give your opinion.

- It is important to provide your opinion (or “position”) when asked. Failure to do so can affect your task achievement score.

- Opinion essays require that you use the first person (i.e., “I” or “my”).

- When asked for your opinion, you also need to choose a side and maintain it – you can’t say “neither” or “both!”

- Your opinion should be stated clearly, preferably in the first paragraph.

Xem ví dụ ở slide

As always, it is not important what your opinion is. What matters is that you clearly state a position, and you support it in a clear and organized manner.

Skills focus: Organizing an essay

1. Task 2: Organization basics

For Task 2, you must write an essay. This means your response must be in paragraph form!

Moreover, an essay has three basic parts:

An introduction

A body

A conclusion

2. How many paragraphs should my essay have?

- At a minimum, an essay has three paragraphs. Is this enough for IELTS Task 2?

NO!

- To fully respond to a Task 2 question, you need at least two body paragraphs. However, you do not need more than three. (You do not have the time or words to develop more than two body paragraphs).

- A Task 2 response should be four to five paragraphs.

- We will discuss these types of paragraphs in the coming weeks.

3. Planning your essay

Before you write anything, you need to make a plan. To do this, you must

Read and fully understand the question (understand what you need to do).

Decide on your position (in an opinion essay)

Brainstorm your main ideas/reasons

Select your examples/supporting details

Put your ideas into a logical order

This process should only take a few minutes of your time!

Xem ví dụ ở slide

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Module 19: Writing Task 1: Process Diagrams // Skills focus: Editing and proofreading

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Module 19: Writing Task 1: Process Diagrams // Skills focus: Editing and proofreading

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I/ Writing Task 1: Process Diagrams

1. Process Diagrams

- Process diagrams describe the stages or steps of something, such as a natural or manufacturing process.

- Rather than making comparisons or identifying trends, you need to describe the key stages or steps shown in the diagram.

- Processes can be linear or cyclical.

- The steps may or may not be clearly defined.

2. Put the sentences of the Task 1 writing process in order:

1. Identify the type of graphic (e.g., chart, map, diagram).

2. Identify the main features (e.g., trends, comparison points, process stages).

3. Organize your ideas.

4. Write the introduction.

5. Write the overview.

6. Write the detail paragraph(s).

7. Review and proofread your writing.

II/ Skills focus: Editing and proofreading your work
1. What is proofreading?

- Proofreading is the final stage in the writing process in which you perform a last check of your work to correct mistakes.

- Proofreading involves making minor changes (compared to editing, which can be more substantial).

- Proofreading is an important step that should not be ignored. It can make an critical difference in your overall score!

2. Proofreading: Key strategies

Make time for proofreading – if possible at the end of both writing tasks.

Read slowly and deliberately using your pencil.

Focus on the sentence level (make sure each sentence is correct).

Know your weak points! What mistakes do you commonly make?

3. What should you check for?

Complete sentences

Subject-verb agreement and verb tense

Word order

Punctuation (including capitalization).

Spelling and word formation

Repetition/word choice

Transitions/cohesive devices

Prepositions

Articles

4. Practice identifying mistake

4.1. Q. Can you find three mistakes?

The diagram shows how electricity is produced for geothermal energy. There are five general steps in this process.

First, cold water that is stored above ground is pumping into the geothermal zone 4.5 km below the earth. this is done using an injection well.

--> The diagram shows how electricity is produced for geothermal energy. There are five general steps in this process.

First, cold water that is stored above ground is pumping into the geothermal zone 4.5 km below the earth. this is done using an injection well.

The diagram shows how electricity is produced for from/using geothermal energy. There are five general steps in this process.

First, cold water that is stored above ground is pumping pumped into the geothermal zone 4.5 km below the earth.

this  This is done using an injection well.

4.2. Q. Can you find three mistakes?

When the water passes through the geotermal zone, it becomes hot. The hot water is then pumped back to surface into a large condenser. The water become steam in the condenser, which is passed into a turbine.

--> When the water passes through the geotermal zone, it becomes hot. The hot water is then pumped back to surface into a large condenser. The water become steam in the condenser, which is passed into a turbine.

When the water passes through the geotermal geothermal zone, it becomes hot.

The hot water is then pumped back to the surface into a large condenser.

The water become becomes steam in the condenser, which is passed into a turbine.

4.3. Q. Can you find three mistakes?
Next the steam turns the turbine, and a generator converts the energy into electrician. Finally, is the energy sent out through the power lines.

--> Next the steam turns the turbine, and a generator converts the energy into electrician. Finally, is the energy sent out through the power lines.

Next, the steam turns the turbine, and a generator converts the energy into electrician electricity.

Finally, is the energy the energy is sent out through the power lines.

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Module 18: Writing Task 1: Multiple charts/tables // Skills focus: Selecting and reporting the key features

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Module 18: Writing Task 1: Multiple charts/tables // Skills focus: Selecting and reporting the key features

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1. Questions with multiple graphics:

- Some Task 1 questions will include multiple charts (often pie charts) or combine a chart with a table.

- In these tasks, you may need to compare between the graphics or combine and synthesize the information.

- Multiple graphics can be tricky because the associations between them (and the comparisons you need to make) are not always clear.

Xem chart trên slide
a. Do you remember what is being compared here?

Changes in the age distribution of populations over time

Differences in age distribution between two countries

b. What is the overview?

How should you organize your response?

The population of both countries gets older between 2000 and 2050, but overall, the population of Italy is much older than the population of Yemen.

Although the percentage of elderly people in Italy is greater than in Yemen, in both countries the population ages from 2000 to 2050.

There is no “perfect” way to organize your summary. It’s best to use your overview to guide you.

2. How do I select and report on the key features?

- The key features you select should be the ones that “stand out” and support the ideas you present in your overview.

- Key features should include all of the main parts of the graphic data.

- Key features include states and changes (e.g., “grew,” “declined,” “remained flat”) and supporting details (e.g. “by 12%,” “between 2000–2005,” “significantly”).

- They should be organized in a logical manner.

- Combining and comparing some features can help you to avoid listing them “mechanically” (e.g., “both A and C rose steadily” or “Whereas A and C grew, B decreased”).

Xem chart trên slide

a. What is being compared here?

The size (or earnings) of different export categories in two different years

The percentage change (growth or decline) of the categories from one year to the next

b. What are the main features?

Export earnings have increased between 2015 and 2016

Four of the sectors have grown, while only one has declined.

Earnings from engineered goods are nearly equal to petroleum products in 2016, and textile exports are now equal to agricultural products.

Earnings from textiles have risen the most.

Gems and jewellery remains the third most important sector.

Xem mixed chart trên slide

a. What is being compared in these graphics?

What anthropology students chose to do after graduating (pie chart)

What anthropology graduates earned in different types of employment after five years (table)

b. Can you make a connection between the pie graph and the table?

Just over half of anthropology graduates found full-time work after graduation; however, anthropology salaries after five years were high, regardless of what they did after graduating.

Although many anthropology students did not take full-time jobs after graduating, the majority had salaries above $75,000 five years after graduating.

Xem chart trên slide

a. What do these pie charts show?

What do you need to compare?

The charts show how much (the percentage) of each nutrient that comes from different daily meals in the USA.

You need to compare which meals have more or less of each nutrient.

You do not need to compare between nutrients!

b. Can you write 3–4 sentences that discuss the key features?

You can use the charts OR the legend to organize your sentences.

To complete the task, you may need more than 3–4 sentences that discuss the features. Try writing a full answer in your study time!

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Module 17: Writing Task 1: Maps // Skills focus: Writing an overview

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Module 17: Writing Task 1: Maps // Skills focus: Writing an overview

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I/ Task 1: Maps

Task 1 Map Questions:

Map questions generally include two maps, drawings, plans, or diagrams in a “before and after” scenario.

The main purpose of your summary is to make comparisons between the two images.

The maps contain visual and textual information.

As always, it is important to select the “main features” to report on in your summary.

Please see the examples in the slide

II/ Skills focus: Writing an overview

1. What is an overview?

- In addition to an introduction (paraphrase of the description), you need to provide an “overview” of the graphic provided.

- The overview is a summary of your summary! It identifies the key points (trends, differences, etc.) or conclusions that a person should understand from looking at the graphic.

- The overview is generally one or two sentences in length.

- The overview can follow the introduction or come at the end of your summary.

2. Some possible overviews:

1. Overall, many changes can be seen in the forecasted development.

2. Altogether, major developments for the city center are planned, including a new ring road, new infrastructure, and a pedestrian zone.

3. In summary, the planned modifications for Islip reflect the growth of the town at the expense of open spaces.

3. Some possible overviews:

1. All told, there have been many significant changes to Grange park since 1920.

2. Overall, the new features and modifications to the park make it a very different place compared to the past.

3. Over the past century, a number of elements have been added or removed from Grange park, which have completely transformed how it looks.

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Module 16: Writing Task 1: Charts // Skills focus: Paraphrasing the description

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Module 16: Writing Task 1: Charts // Skills focus: Paraphrasing the description

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I/ Task 1: Charts

1. (Academic) Writing Task 1 Overview

You are presented with a graph, table, chart, or diagram and are asked to summarise and report the information in your own words.

You may need to select and compare data, describe the stages of a process, describe an object, or explain how something works.

Length: You should write at least 150 words.

Time: You should spend about 20 minutes on this task.

2. Charts in Task 1

Most IELTS chart questions will use line, bar, column, or pie charts.

Some questions will have more than one chart (or a chart and a table, etc.).

The function of a chart is to visually compare data; hence, you must always make comparisons when describing charts.

Charts are also designed to simplify data; however, you must know how to read them!

a. Line Graph

What is the overall trend?

The overall number of both types of tourists has risen dramatically.

The total number has gone from 1 million to 3.5 million.

The combined number of visitors has increased by 250%.

How much has the number of visitors staying on the island increased? During what period?

The number of visitors staying on the island doubled between 2011 and 2013.

The number of these visitors was relatively flat after 2013.

How much has the number of cruise ship visitors risen? In which period?

The number of cruise ship visitors quadrupled between 2013 and 2017.

The number of cruise ship tourists was at or below half a million in the first four years.

b. Bar chart

What can you compare?

Between cities

Fresh vs instant coffee

Coffee at home vs in cafes?

Do people drink more coffee at home or in cafes?

We don’t know! We don’t know how often they drink coffee (or how many times they went to a cafe).

The same people could be included in all of the groups.

Are there any trends?

People in all locations buy more instant coffee than fresh coffee, and instant is much more popular in three cities.

In the cities where fresh coffee is more popular, more people go to cafes.

Overall, coffee drinking is least popular in Adelaide.

c. Pie Graphs

What are the main features?

There are significant differences in the population distribution between the two countries.

The age distribution for both countries is projected to change greatly.

The areas of growth/decline are different for each country.

Are there any trends?

Over time, the population of both countries ages.

The age growth in Italy is in the 60+ category, while the growth in Yemen is in the 15–59 age group.

The 60+ group in Yemen and the under 14 group in Italy both decline slightly.

II/ Skills: Paraphrasing the description

In Academic Writing Task 1, your introduction is essentially a paraphrase of the description of the graphic.

1. What is a paraphrase?

A paraphrase is a restatement of a text or speech. The general goal of a paraphrase is to say the same thing in a different way.

Paraphrases are useful because they can clarify difficult language.

Paraphrasing allows us to avoid repetitive language.

Paraphrases also demonstrate understanding: If you paraphrase something accurately, you show that you comprehend the meaning of the original text or speech.

2. Paraphrasing in speaking

In IELTS speaking, paraphrasing is used to

1. Demonstrate a variety (range) of language.

2. Explain words that we don’t know.

Paraphrasing is part of the Lexical Resource score.

3. Paraphrasing in Writing

To paraphrase successfully, you need to do more than just change a few words. You need to fully understand the source and do several of the following:

Use accurate synonyms and antonyms

Change parts of speech

Use a different word order

Change the sentence pattern

Change the verb form (e.g. active <-> passive)

Combine or break up sentences

Ignore unnecessary details

4. Which paraphrase is better?

1. The chart below gives the number of tourists at a particular Caribbean island from 2010 to 2017.

2. The amount of annual visitors arriving at one Caribbean island over a seven year period are depicted in this line chart.

5. What changes were made in this paraphrase?

In this bar chart, the coffee and tea drinking preferences of Australians in five major cities are shown. Residents of each city were surveyed about whether they purchased fresh or instant coffee and if they had tea or coffee in a cafe during the past month.

6. Can you paraphrase this description?

Sample answer:

The given pie charts depict the age distribution of people in Italy and Yemen in three categories in the year 2000 as well as their estimated distributions in 2050.

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Module 15: Intro to Writing: Overview and General strategies // Understanding the band descriptors/marking criteria

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Module 15: Intro to Writing: Overview and General strategies // Understanding the band descriptors/marking criteria

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I/ (Academic) Writing Task 1 Overview

1. Overview

- You are presented with a graph, table, chart, or diagram and are asked to summarise and report the information in your own words.

- You may be asked to select and compare data, describe the stages of a process, describe an object, or explain how something works.

- Length: You should write at least 150 words.

- Time: You should spend about 20 minutes on this task.

2. Some key points about Writing Task 1

You should must write 150 words to do well on task achievement (up to 200 words is common).

It is not necessary to have specialist knowledge to complete the task

You do not need to interpret/explain the data—your opinion is not important!

The instructions for the task are always the same—“Summarize the information by selecting and reporting the main features, and make comparisons where relevant.”

To successfully respond to Task 1, you need to explain the “big picture” and support it with appropriate examples rather than report on every detail.

3. Writing Task 2 Overview:

- You are asked to write an essay in response to a point of view, argument or problem.

- You should aim to write 4–6 paragraphs including an introduction and conclusion.

- You should spend about 40 minutes on this task and write at least 250 words.

- Task 2 contributes twice as much as Task 1 to the writing score.

- Topics can include a wide range of commonly discussed subjects such as the environment, immigration, technology, or culture.

- The issues raised are of general interest to, suitable for, and easily understood by test takers entering undergraduate studies or seeking professional registration.

4. Some key points about Writing Task 2

The organization of your response should follow basic essay writing principles.

The structure of your essay can vary, depending on the question asked.

A variety of essay types may be tested, including agree/disagree/, problem/solution/ and advantages vs. disadvantages.

You are not evaluated on your opinions; you are evaluated on your ability to organize and explain opinions that are relevant to the essay prompt.

To be successful in Task 2, you need to fully respond to the question(s) you are asked.

II/ Scoring the Writing Exam

Writing Preparation Preview

Review/explore graphic types (Task 1)

Outline Task 1 writing components

Discuss key Task 1 writing strategies

Review/explore essay types and strategies (Task 2)

Discuss strategies for each score component

IELTS Writing band descriptors

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Module 14: Skills focus: learning and using idioms

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Module 14: Skills focus: learning and using idioms

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I/ Learning and using idioms

1. What are idioms?

- Idioms are groups of words whose overall meaning is different from the individual words or the literal meaning—and may be difficult to guess.

- When Luis got a 7 on his IELTS exam, he was over the moon.

- We had to work like mad to finish the assignment.

- Most idioms have a fixed form (e.g., you can say rings a bell but not rings the bell).

- I don’t know that movie, but the actor’s name rings a bell.

2. What are idioms?

- Idioms are individual vocabulary items and should be learned like other words.

- Understanding the meaning of core particles can help you guess the meaning of some idioms.

Types of idioms

1. Verb-based idioms: change your mind, be supposed to do something

2. Prepositional phrases: in that case, in charge (of sth/sb)

3. Noun phrases: a piece of cake, a pain in the neck

4. Sayings/proverbs: not my cup of tea, when in Rome

5. Fixed phrases joined by and/or: bright and early, more or less

6. Phrasal verbs: take off, throw up

7. Exclamations: Don’t ask me! Thank goodness.

Some thoughts about using idioms in IELTS speaking:

- Using idioms will not automatically improve your speaking score.

- Using idioms will make you sound more like a native speaker only if they are used naturally.

- Trying to use a lot of idioms is not a great strategy!

Do not focus on impressing your examiner – focus on clear and accurate communication!

II/ How to study idioms (and any vocabulary)

1. Do not try to memorize long lists!
-Memorizing long lists of words is not useful for productive knowledge. Communication involves using words in context.

- To use words in context, we need to study and practice using words in context!

2. Find meaningful sources

- Words that are useful to us are much easier to learn.

- Get your vocabulary from sources and topics that are important and interesting to you!

- Actively identify the words you don’t know in your personal sources.

3. Have a dedicated notebook

- You should have a special notebook for your personal vocabulary

- Entries should include

The source context (i.e., a sentence in which the word was encountered)

Definitions (synonyms, translations, roots)

Pronunciation

Word forms

Collocations/idioms

Example Notebook Entry: Inspire (v) (ɪnˈspaɪr)

“John was inspired to create Mr. Trash Wheel after observing all of the garbage dumped into the harbor.”

Meaning: a) to spur on, motivate; b) to influence, move, or guide by divine or supernatural inspiration

Root: Latin: inspirare "to breathe or blow into." See: spirit

Other forms: Inspiration (n) Inspirational, inspiring (adj)

Ant. expire (to end or die)

Collocations: inspire hope; moment of inspiration; inspirational movie, speech, etc.;

4. The dictionary is your friend!

https://idioms.thefreedictionary.com/

https://www.merriam-webster.com/

https://www.collinsdictionary.com/

5. Don’t forget to review!

- Try to work on a small number of vocabulary items at a time

- Practice by using vocabulary in context

- Practice “spaced repetition”

Click here to take the IELTS Speaking review quiz: https://docs.google.com/forms/d/e/1FAIpQLSepqlaKyh0tx1v5sG9biZ35PTOsRxA9QodCSEpVsWlns7BJWA/viewform

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Module 13: Skills focus: Key pronunciation issues for Vietnamese speakers

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Module 13: Skills focus: Key pronunciation issues for Vietnamese speakers

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1. What are phonemes?

- Phonemes are the individual sounds that make up the words we use.

- Each language and dialect has its own set of phonemes.

- There are 44–48 individual sounds (phonemes) in English, depending on the accent.

- We learn the sounds of our “mother tongue” at a very early age. It can be difficult to enunciate sounds that we did not learn as a child.

2. How can I improve enunciation?

- Identify the sounds that are difficult for you/speakers of your language.

- Practice difficult phonemes with with “minimal pairs.”

- Keep track of difficult words and practice them regularly.

3. Some phonetic resources:

Pronunciation | English File | Oxford University Press

Consonants and Vowels

Cambridge English Dictionary: Meanings & Definitions

LearnEnglish Sounds Right – Apps on Google Play

Key pronunciation issues for Vietnamese speakers (and how to work on them)

1. Individual Phonemes
English phonemes that don’t exist in most Vietnamese dialects:

/l/ (initial):  light; lead; laugh; learn

/l/ (medial): fault; rolling; falling; really

/l/ (final): fall; roll; available; identical

/r/ (initial): rat; reason; right; really

/r/ (medial): parking; caring; fertile.

/r/ (final): letter; closer; aware

/ð/  :  these, breathe, brother, mother

/Ɵ/ : three, both, tooth, panther

Tips for learning individual phonemes:

Try some pronunciation apps: https://www.phona.co.uk/ / https://play.google.com/store/apps/details?id=uk.co.bbc.learningenglish&hl=en&gl=US

Learn the mouth/tongue positions and practice using a mirror

Practice word pairs (tease/these tree/three)

Try some tongue twisters! https://www.mondly.com/blog/71-best-tongue-twisters-to-perfect-your-english-pronunciation/

Red lorry, yellow lorry

Thirty-three thoroughly thoughtless thieves

Listen for target phonemes and copy the phrases or sentences.

2. Final consonants

Vietnamese speakers often leave off the final consonant sounds when speaking. This error has a significant effect on communication!

Difficult final consonants
/z/: tables; rose; rise; bags

/s/: mice; class; mess; rice

/t/: right; fight; hate; fruit; start

/v/: love; drive; retrieve; Steve

/ks/: six; lakes; cooks; hacks

/ʤ/: manage; bridge; engage

3. Middle sounds in longer words
/z/: Wednesday; president; rising

/s/: master; western

/v/: severe; savage; rival; never

/ks/: mixer; fixate; excel; vaccine

/ʤ/: pledges; virgin; midget; bludgeon

4. Sentence Stress

Improving sentence stress comes from listening to and imitating English in context. It’s important to pay attention to how longer utterances are stressed, not just individual words!

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Module 11: Understanding examiner constraints and interacting with your examiner // Skills: Understanding and utilizing body language

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Module 11: Understanding examiner constraints and interacting with your examiner // Skills: Understanding and utilizing body language

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1. What are examiner constraints?

The IELTS examiner’s job is difficult. This partly because they must direct and control the interview, and, at the same time, they must objectively evaluate the candidate. They must also follow many specific rules regarding procedure, which can be defined as “examiner constraints.”

Knowing and appreciating your examiner’s constraints can help ensure that your interview goes smoothly; it will also limit any distractions that may affect the objective evaluation of your English ability.

Remember: Examiners are human beings who are influenced by internal and external factors. It is in your interest as a candidate to help make your interview as smooth and easy as possible.

2. Some facts about examiners

1. All examiners are highly qualified and experienced English as a second language educators.

2. Examiners must undergo a strict certification (and recertification process).

3. Examiners must examine candidates regularly to maintain their status.

4. Examiners are routinely subjected to quality controls.

I/ What constraints do examiners have?

1. Your examiner must follow the script
With the exception of Part 3 questions, the examiner must say exactly what is printed in the test materials.

1. In Part 3, the examiner uses the prompts to formulate questions:

Example: (Suggest) Kinds of jobs that require good communication skills

What are some different jobs that require good communication skills?

In which type of jobs it is important to be skilled at communicating?

3. In Parts 1 and 2, the examiner will repeat a question when asked; in Part 3, they may rephrase.

How can I help the examiner follow the script?

1. Avoid interrupting

2. Answer the questions you are asked (and nothing more!)

3. Do not ask to change topics

4. Ask clarifying questions about vocabulary only—you should already know the instructions and procedure

2. Your examiner must follow strict timings

During the interview, the examiner must calculate and keep track of the timings for each part. Test timings are the only thing that an examiner will write down during the interview!

1. In Part 1, the examiner is trying to reach five minutes.

2. In Part 2 (the long turn), the examiner is trying to reach two minutes.

3. In Part 3, the examiner is trying to reach five minutes.

How can I help the examiner to follow the timings?

1. Avoid distracting or disrupting the examiner.

2. Whenever possible, keep talking (without repeating yourself).

3. Pay attention to when your examiner wants to move on or speak.

4. Do not get upset or keep talking  if the examiner stops or interrupts you!

3. Your examiner must follow the scoring rubric

1. Your examiner must only use the criteria given in the band descriptors to evaluate you.

2. The examiner will not evaluate the quality of your opinions or compare them with their own.

3. The examiner will not refer to the rubric during the exam, but they will after!

How can I help the examiner score me fairly?

1. Do not try to answer based on what you think the examiner wants to hear.

2. Focus your attention on producing a variety of coherent and accurate language.

3. Don’t ask your examiner “How did I do?” or any related question following the exam!

4. Always use basic manners.

II/ Understanding Body Language

1. What is body language?

Body language refers to all of the non-verbal ways in which we communicate. These include gestures, facial expressions, eye movements, posture, dress, and appearance. The messages we present through body language can be intentional (conscious) or unintentional (subconscious).

In an interview, it is important to convey the right messages through your body language; it is also useful to read the body language of your examiner.

2. Body language and IELTS

1. IELTS does not directly assess your body language (it is not part of the band descriptors).

2. We can use gestures and expressions to help us communicate, but these cannot replace language!

3. Just as body language can be unconscious, our perception of it can also be unconscious, so it can affect how an examiner sees you.

4. Using positive body language can help you to feel more relaxed, concentrate better, and improve your confidence!

3. How can I convey positive body language?

1. Dress and appearance: It’s not important to “dress up” for your speaking exam (unless that helps you feel confident!), but it is important to be neat and tidy.

2. Gestures: Gesturing while speaking is natural, so don’t worry if you do it. Don’t let your gesturing become a distraction.

3. Facial expressions: Smile!

4. Eye movement: Try to make regular eye contact with your examiner. Avoid looking down or away for long periods.

5. Posture: Avoid slouching or reclining. Adopt a posture that shows you are attentive and interested.

4. What about the examiner’s body language?

In general, examiners will display neutral body language and demonstrate active listening.

There are two messages that examiners may consciously try to convey through  body language:

Keep talking!

Stop talking!

5. Are you a body language expert?

Try the following fun quizzes to find out!

https://www.scienceofpeople.com/quiz/

https://www.nonverbalscience.com/quiz/

https://www.theguardian.com/small-business-network/2016/mar/04/quiz-fluent-body-language-business-success-relationships

https://greatergood.berkeley.edu/quizzes/ei_quiz

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Module 12: Skills focus: An overview of pronunciation features 

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Module 12: Skills focus: An overview of pronunciation features 

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I/Assessing Pronunciation in IELTS

There are two aspects that IELTS considers when assessing your pronunciation:

1. Accent (i.e., how you pronounce individual phonemes)

2. Your control and use of pronunciation “features”

This week, we will look at pronunciation features.

Having good pronunciation does not mean that you sound like a native speaker. Good pronunciation means that your voice is clear and that you able to use the features of speech to enhance communication.

II/ What are the features of speech/pronunciation?

1. Word stress

- In words with more than one syllable, one sound is stressed more than others. Consider this example: PHOtograph; phoTOgrapher; photoGRAphic.

- Stress may change depending on the part of speech. Consider: Attribute; aTTribute

- Stress can also change the meaning of a word: DEsert; deSERT / EXtract; exTRACT / PREsent; preSENT

Practicing Word Stress

Google Chrome  (search: “pronounce 🤬”)

Word Stress Exercise

Word stress | Learning English

2. Sentence Stress

- In English sentences, certain words carry more stress, which affects their length  (i.e., English is a “stress-timed” language).

- Content words (nouns, verbs, adjectives, adverbs) are generally stressed, but function words (prepositions, articles, pronouns) are not.

- Consider:

Mary went to the night market to buy some gifts for her family.

3. Rhythm

- In a stress-timed language, syllables lengthen and reduce according to whether or not they are stressed. This is different from syllable-timed languages in which each syllable has roughly the same length, regardless of stress.

4. Chunking

- Chunking refers to grouping sets of words together and controlling the timing (pauses) between them.

- How would you divide (chunk) the following?

Those who left quickly got there first.

1. Those who left / quickly got there first.

2. Those who left quickly / got there first.

How would you chunk this?

Does it really matter whether people speak with an accent as long as they can be easily understood many people now believe that in an increasingly globalised world we should accept variations in pronunciation that is accent however there's no point in speaking with an accent if people can't understand you is there?

Does it really matter / whether people speak with an accent / as long as they can be easily understood? / / Many people now believe / that in an increasingly globalised world / we should accept variations in pronunciation / that is / accent. // However / there's no point in speaking with an accent / if people can't understand you / is there?

5. Strong/Weak Sounds

- When the words in sentences are not stressed they become weak, and their sounds also change. For example, vowels turn into schwa /ə/, the last consonants are not pronounced at all, etc:

- Tell him to go – strong forms /hɪm/ /tu:/- weak form: /tel əm tə gəʊ/

I would like some fish and chips – strong forms /aɪ wʊd laɪk sʌm fɪʃ ænd tʃɪps/ – weak form: /ɑ wəd laɪk səm fɪʃ ən tʃɪps/

6. Linking

- Very often the last sounds and the first sounds of some words change: consonants link to vowels, vowels link to vowels, sometimes sounds double up, etc. This is done to make the language easier to say, and faster, for example:

‘I don’t know’ /I duno/

In ‘I am not happy’ there is an intrusive /j/ sound between ‘I’ and ‘am’ which makes it easier to say the phrase quickly.

In ‘pick it up’ – you will hear something like “pi ki tup”.

‘I want to/ w/eat’ and  ‘Please do/ w/it’.

7. Sentence Stress – Emphasis

- Stressing specific words in English sentences can convey meaning.

8. Intonation

- Intonation is the change in the pitch of our voice—how it rises and falls. Intonation conveys subtle messages about what we are saying and how we feel.

8.1. Rising Intonation

Rising intonation is generally used for yes/no questions:

Do you like this new ➚movie?

Are you going to listen to that song ➚ again?

8.2. Falling Intonation

Our intonation tends to fall when making wh-questions, statements, commands, questions tags, and exclamations:

How many books have you ↘bought?

Dad wants to change his ↘car.

Show me what you’ve ↘written.

He thinks he’s so clever, doesn’t ↘he?

What an interesting ↘ film!

8.3. Mixed Intonation

A mixed (rising–falling) intonation is used at the end of statements when we want to say that we are not sure, or when we may have more to add, and with questions, especially when we request information or invite somebody to do or to have something:

I ↘ don’t support any football team at the ↘mo↗ment. (but I may change my mind in the future).

Would you like another co↘ff↗ee?

Improving your use of pronunciation features requires listening and imitating how speakers of English apply these features for communication purposes.

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Module 10: Part 3: Explaining and justifying answers // Skills focus: Improving grammatical range

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Module 10: Part 3: Explaining and justifying answers // Skills focus: Improving grammatical range

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In assessing grammar, IELTS examiners look at two things: accuracy and range.

To receive a high score, you need to demonstrate both!

Today, we will focus on range.

1. What is grammatical range?

- Range is another way of saying “variety.” If we use a range of structures, we make sentences that reflect different parts of a  scale from simple to complex.

- Note: Being more complex is not always better. Having a variety includes both simple and complex structures. This is what  IELTS means by flexibility.

Xem hình minh họa ở slide

Tip: Complex sentences are not the only type of complex grammatical structure, but they are the easiest for examiners to identify! You should be comfortable with making complex sentences if you want to achieve a high score in IELTS speaking.

I/ What are some other “complex” grammatical structures?

1. Relative clause structures

- Relative clauses give more information about nouns. They often begin with that, which, and who:

- My most memorable journey is a motorcycle trip that I took with my brother.

- This toy, which I still have at home, is my favorite possession in the world.

- Relative clauses can also be reduced:

- People on vacation want value for their money.

- Animals living in captivity often live longer than animals in the wild.

2. Conditionals

- Basic conditionals are complex sentences using the subordinator “if.”

- If I have the chance, I will definitely do it.

- People wouldn’t buy them if they were too expensive.

- Conditionals can also be made without “if.”

- It’s good to have an emergency fund in case something unexpected happens.

- I don’t mind paying more as long as it’s for a good cause.

3. Subjunctives

- The subjunctive mood is a sentence construction used when discussing wishes, hopes, and other hypothetical situations.

- If I were rich, I would buy my mother a house.

- His teacher recommended that he finish his homework on time.

- When we travel, we hope to learn about new cultures.

4. Passives

- Passives are used when a subject is unknown or unimportant:

Active: The government made the law to support working mothers.

--> Passive: The law was made to support working mothers.

Active: Someone broke into my house and stole my computer.

-->Passive: My house was broken into and my computer was stolen.

5. Parallel structures

- Lists with like elements:

Exercising is important for improving one’s health, appearance, and mood.

Most tourists enjoy visiting historical sites, trying new foods, and shopping for souvenirs.

- Correlative conjunctions:

People in my country either vacation during the summer or take time off at the new year.

Most students are not only very busy but also extremely stressed.

6. Question tags

- Question tags are used when we want the person we are speaking with to show agreement.

The IELTS speaking test is quite challenging, isn’t it?

I believe everyone wants social justice, don’t they?

We should do more to help the homeless, shouldn’t we?

7. Applying Complex Grammar

- It’s not important to use all possible complex structures – your examiner is not counting!

- Try to identify unfamiliar grammatical structures to target them in your studies and practice.

- Aim for a balance between range and accuracy – don’t sacrifice one for the other.

- It’s not possible to choose grammatical structures in the moment of speaking. Your ability to use them comes with familiarity.

II/ Explaining and justifying your answers

In order to “speak at length” and “develop topics,” we need to provide support for the statements we make. This can be done by consciously explaining and justifying our ideas.

1. Remember…

- If you don’t expand your answers in Part 1,  your examiner will ask you the question, “Why?”

- If you don’t support your answers in Part 3, your examiner will ask you follow up questions such as “Can you give me an example of that?” and “What do you think are the reasons for this?”

2. How can studying abroad benefit students?

- Studying overseas can be very useful. First of all, we can learn a new language. We also get to meet people from different places and cultures. Living far from home allows young people to become more independent. One problem is that many people might become homesick.

Studying overseas can be very useful.

- Studying overseas can be very useful both academically and personally.

- Studying overseas can be very useful in that it leads to a lot of personal growth.

- If we study abroad, we can gain several benefits, both as students and as individuals.

First of all, we can learn a new language.

- When we immerse ourselves in a foreign environment, we tend to pick up new languages more quickly.

- First of all, we can learn a new language, which is practically a necessity nowadays.

We also get to meet people from different places and cultures.

- … and this helps us to understand ourselves better, doesn’t it?

- …, which is something that is valued later in life.

Living far from home allows young people to become more independent.

- Because we don’t have our parents and family around to look after us…

- If we are forced to do things for ourselves, then we learn new skills quickly.

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Module 9: Part 3: Common topics // Skills focus: Talking about general points of view

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Module 9: Part 3: Common topics // Skills focus: Talking about general points of view

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I/ What are the common topics of Part 3 Speaking?

1. Part 3 speaking topics:

- Topics in Part 3 are always thematically related to the long term question in Part 2.

- The range of topics is too large to memorize or study systematically!

- Understanding the target language functions is more useful than knowing every topic.

2. Example topic list from an IELTS website: xem trên slide

2. 1. Example themes:

- Part 2 Question: Describe a memorable journey you took by public transport.

- Part 3 Themes:

The development of travel

The role of public transport

Transportation and the environment

Transportation safety

The need for public services

- Part 2 Question: Describe a time when someone gave you good advice.

- Part 3 Themes:

Accepting advice from others

How we offer advice

Evaluating others’ opinions

Advice from social influencers

Seeking second opinions

II/ Skills focus: Talking about general points of view

1. Is this an appropriate response to a Part 3 question? Why/why not?

- Question: In your hometown, where can people go to see live music?

- Answer: My city is not very big, but I know many options for listening to live music. My favorite place to go is a club called “the Cow Palace.” It has a nice stage and a big open area for about one thousand people, so there is space to dance. I also enjoy smaller venues. There is a cafe close to my house that hosts an open mic once a week. In the summer, the city usually has some free concerts in one of the parks downtown. I really like to go to these because there is a good atmosphere.

In Part 3, your task is to discuss the topics in a general manner. If you attempt to focus on personal matters like yourself and your family, the examiner may guide you towards more generalized subjects.

Do other people in your hometown also enjoy these places?

A more general response…

- Question: In your hometown, where can people go to see live music?

- Answer: My city is not very big, but there are many options for listening to live music. A really popular place to go is a club called “the Cow Palace.” It has a nice stage and a big open area for about one thousand people, so there is space to dance. There are also many smaller venues. For example, several cafes host local bands or have an open mic once a week. In the summer, the city usually has some free concerts in one of the parks downtown, and everyone likes to go to these because there is a good atmosphere.

2. Band 9 Speaking Part 3 Sample

Before you watch, think of how you would answer these questions:

1. What are the different kinds of famous people in your country?

2. Are the same kinds of people famous now as in the past?

3. Will these people be famous in the future, or will it change?

4. Why are famous people used in advertising?

3. Rather than talking about yourself, use phrases like the following to extend the discussion in a more general way:

In my country most people believe that...

If I compare my country to Australia, the way we [farm/travel/work/eat/celebrate] is quite different…

The local communities in Vietnam...

I have seen this happen in my city and it's a major issue. To deal with this problem, we should…

Thinking about this in general, the main reason why most people...

There are a lot of examples of this in my culture…

I would say that the majority of young people…

4. Can you change these personal (Part 1) questions into general (Part 3) questions?

1. How do you normally celebrate your birthday?

2. What type of weather do you like best?

3. What helps you to manage your time?

4. Do you have a favorite photograph of yourself?

5. Some ideas for practicing Part 3:

1. Write your own questions using general topics/Part 2 questions and different language functions (e.g., speculate, explain, etc.).

2. Get a friend or partner to do #1, and quiz each other!

3. Practice summarizing the points of view of different people (e.g., teenagers, Vietnamese people, internet users, etc.).

4. Read and listen to other perspectives to build your general knowledge and expand your horizons!

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Module 8: Speaking Part 3 – Overview // Skills focus: Common language functions

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Module 8: Speaking Part 3 – Overview // Skills focus: Common language functions

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1. Overview of IELTS Speaking

Part 1: Questions about you (4–5 minutes)

Part 2: “The Long Turn” (3–4 minutes)

Part 3: Discussion (4–5 minutes)

2. What happens in Speaking Part 3?

- Part 3 is designed to be a two-way discussion between you and the examiner.

- The examiner will ask you a series of (4–6) questions “related to” the topic you spoke about in Part 2.

- You will be asked set questions as well as unrehearsed  “follow-up” questions from the examiner.

- The discussion should allow you to talk about more abstract issues and ideas from a global perspective.

3. What does “abstract issues and ideas from a global perspective” mean?

- In Part 3, instead of speaking only about our experiences and point of view, we need to talk about things and ideas from other perspectives in relation to our own.

- Compare these questions:

Part 1:  Do you have enough free time to spend with your friends?

Part 3: Why is it difficult to maintain friendships?

Part 1: Do you prefer shoes that are fashionable, or comfortable?

Part 3: Why are some people so concerned about keeping up with fashion trends?

4. Some points to consider…

- Part 3 Speaking is intended to push you to the “limits” of your language ability: how much can you actually communicate in English?

- You may be asked about things you have not thought about before (but, as usual, you are not being judged on your opinions, just your language!)

- In Part 3, the examiner does not read the questions; instead, they formulate them based on the given prompts. This means that some questions may be difficult to understand.

5. Sample Examiner questions (1)

- During Part 3, the examiner must formulate questions based on the prompts in the examiner’s book. This is done partly to make the questions more natural and to allow the examiner to formulate the questions based on the candidate’s level.

- The examiner has three sets of questions, each with a sub-topic related to the topic in Part 2. They must use two of the sets.

- The sets are progressively more difficult, and the examiner will choose the sets based on the perceived level of the candidate.

6. Sample Examiner questions (2)

Part 2 Topic: An interest that you enjoy

Part 3 Related Sub-topic: The social benefits of hobbies:

1. (suggest) ways in which a person’s hobbies are good for their social life

2. (consider) whether all hobbies are good for a person’s social life

3. (clarify) why most people feel the need to have an interest or hobby

Examiners must formulate their questions without using the function word in parentheses!

7. Dealing with difficult questions (1)

As a two-way discussion, you can always* ask the examiner to repeat or  clarify a question. For example, you can ask

Can you repeat the question, please?

I’m sorry, what do you mean by ____________?

Are you asking me about ___________?

In Part 3, your examiner will rephrase the question to try and make it understood.

*Always = at any time, not every time!

Dealing with difficult questions (2)

- You can use filler language to give yourself time to think:

I’m not sure I’ve ever thought about that question before. In that situation, I guess I would…

That’s an interesting question! In my opinion…

- You can also pause for a few seconds to formulate your answer.

II/ Skills Focus: Common language functions

1. What are language functions?

- The term “language function” refers to the aim or goal of the language being used (inform, ask, persuade, etc).

- The function affects our choice of grammar, vocabulary, register, etc.

- Understanding the function can help us make appropriate choices about the language we use.

In Part 3, you should always try to directly answer the question being asked. In order to do this, you need to understand the aim (i.e., the function) of the question.

2. Explain/Clarify/Justify (cause and effect)

Why would…?

What happens when…?

Can you think of an explanation for…?

How do you suppose…?

2.1. Explain/Clarify/Justify (cause and effect)
Why do you think many young people choose to study in another country?

In my view, the biggest reason why young people study abroad is because they think the quality of education is better. Where I’m from, the higher education system is not well developed, and it can be a big advantage to get a degree from a Western country or a reputable university. Another reason to study internationally is that students want to experience a different culture or language. I would say that having knowledge of a second language or culture can make you stand out when you are looking for a job.

Speculate/Hypothesize/Predict

Do you think…in the future?

What do you imagine are…?

Why might…?

Do you have any theory as to why…?

2.2. Speculate/Hypothesize/Predict

What would happen if everyone stopped using social media?

That’s hard to imagine, but I bet if everyone quit social media, the world would be a much better place. It might be hard at first because a lot of people would not know what to do, but I think eventually, everyone would learn how to communicate with each other face-to-face. People would probably be happier because they wouldn’t be stuck on their phones, and we would not feel pressure to keep up with influencers and celebrities.

Assess/Evaluate

Should…?

How do you feel about…?

In your opinion…?

What do you think are the implications of…?

2.3. Assess/Evaluate

Is it important for everyone to have a hobby?

Yes, I think everyone should have a hobbies, but they don’t always have to be so important. Having hobbies just means that we have unique interests and we like to do things just for pleasure, even if that is their only benefit in our lives. The main reason is that a person who doesn’t have hobbies is usually boring. I mean, if you aren’t pursuing hobbies and interests, then what are you doing to enjoy yourself? Your hobby doesn’t have to be big or special, but it needs to take you away from the stress of everyday life.

Agree/Disagree

Do you believe that…?

How do you feel about the idea that…?

Are people who say…correct?

How true is it that…?

2.4. Agree/Disagree

Do you think it’s true that teachers do not get paid enough for their jobs?

I actually don’t agree that teachers are underpaid. Yes, the starting salary of teachers can be quite low, but most teachers in my country get regular raises, and the salaries can go up a lot. Plus, teachers get a lot of time off for breaks and holidays, and this is a big advantage of the job. I also believe that if salaries were too high, it might attract a lot of people who are unqualified to teach, and the quality of education could go down.

Compare/Contrast

Can you think of any differences between…?

Do you think…is better or worse than in the past?

How does…compare to…?

Are there any similarities when it comes to…?

2.5. Compare/Contrast

How do you think travelling has changed in the past few decades?

Well, I think the greatest difference is really the increase in air travel. In my country 20 years ago, there were almost no domestic flights; you had to take a bus or train to get across the country. Now almost every large city has an airport, and you can fly everywhere for little more than it costs to ride a train. Of course, with more people, travel is also more stressful, and flying is not as glamorous as it once was.

Advantages/Disadvantages

Why do some people prefer…?

What are the possible benefits of…?

Are there any drawbacks to…?

Can you think of any reasons not to…?

What are some of the advantages of…?

2.6. Advantages/Disadvantages

How is having a role model useful for young people?

I think having a mentor or role model can benefit young people in many ways. First, as the name suggests, a model gives someone a clear picture of what to shoot for. When we know the qualities or characteristics that are important, then we can try to copy them in ourselves. Another advantage is that role models give us confidence. If I know that being a certain way or achieving a certain goal is possible in real life, it will help me to believe that I can also do it…

3. Some suggestions for study:

1. Practice identifying the function(s) of example Part 3 questions.

2. Practice (and record) your responses to Part 3 questions. Ask yourself:

1. Are you answering the question directly?

2. Are you giving a detailed and well-supported response?

3. Are you using a variety of language appropriate to the language function? Could you say something in a better way?

3. Read or watch content that stimulates your thinking, and then talk about it! Practice having conversations about abstract ideas or general concepts.

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Module 7: Speaking Part 2: Fluency and coherence // Skills focus: Minimizing fillers and repetition

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Module 7: Speaking Part 2: Fluency and coherence // Skills focus: Minimizing fillers and repetition

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I/ Developing fluency and coherence

1. What are fluency and coherence?

- In language speaking , fluency refers to your ability to speak smoothly (not quickly) and continuously without noticeable effort.

- Coherence means your ideas are connected and make sense together. When you are coherent, people follow your thinking and understand what you are trying to say.

- In short, fluency and coherence are pillars of effective communication and they are extremely important to successfully demonstrating productive language skills in IELTS.

2. How do I improve my fluency?

2.1 Get used to speaking slowly and calmly

Calculate your wpm rate (English speakers generally converse at 120-150 wpm)

Listen to audiobooks or new broadcasts and copy the speed.

(https://learningenglish.voanews.com/ = 85–90 wpm)

Read out loud

2.2. Focus on the quality of your speech (and not the quality of your ideas).

You are not being graded on how “good” your answers are, so don’t overthink it!

Just talk about what you know. It’s also ok to admit that you don’t know a lot about something.

Think more about expression…and less about grammar.

2.3. Get over your mistakes!

We all make mistakes – even native speakers.

You can’t take back your mistakes, so learn to let them go.

The more you think about grammar, the less fluent you will be.

2.4. Reduce your stress levels

Allow yourself to be confident by being prepared.

Be rested, be on time.

Remember what you have accomplished so far.

3. How do I improve my coherence?

3.1. Have an organizational structure
Give an introduction and/or description of the topic.

Identify if your answer involves a narrative, process, reasons, etc.

Plan how you can talk about the past, present, and future.

3.2. Use FRED to Support and justify your opinions

Facts

Reasons

Examples

Details

II/ Skills focus: Minimizing fillers and repetition

1. What are fillers?

…Er…Um…Uhh…

- Fillers are the nonsense sounds we use between language to “fill up” the spaces between our thoughts.

- Everyone uses them on occasion, but overuse can be distracting, and it can affect fluency and coherence.

2. Do I use too many fillers?

- The only way to know is to listen to your speech!

- Fillers come naturally when we can’t think of the content – or the language (i.e., the grammar and vocabulary) – of what we want to say.

- The more confident you are about your topic and your ability to talk about it, the less fillers you will use.

3. Learn and practice using discourse markers

- Discourse markers are used to organise and manage what we are saying. They are words and phrases employed to connect ideas and to express how we feel about what we are saying. They are used to help you think about what to say next. They actually act as fillers . They make you sound natural in your delivery.

Well, discourse markers are used to organise and manage what we are saying. -- In fact, they are really just words and phrases employed to connect ideas and to express how we feel about what we are saying. They are also used to help you think about what to say next since they actually act as fillers. As a result, they make you sound natural in your delivery.

Discourse markers allow your interlocutor to follow your thoughts and ideas. They also allow you some space to plan and refine your speech.

4. Pro Tip!

- Discourse markers should be well-placed and relevant.

- Avoid overusing the same discourse markers – this is distracting, and can impact your speaking score.

5. Avoiding Repetition

- Repetition can occur at the sentence level (repeating the same words and phrases) and at the global level (talking about the same idea over and over).

- We should avoid both!

6. Global Repetition

Global repetition comes from poor planning and not having enough to say. To avoid it, we should

Utilize our prep time

Change tenses

Use strategic discourse markers

7. Sentence-level repetition

Even Band 9 speakers repeat themselves! To avoid repetition you should

Identify your habits and speech patterns

Analyse your recorded speech

Increase your vocabulary

Practice paraphrasing

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Module 6: Speaking Part 2: Common topics // Skills focus: Speaking at length/going off topic

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Module 6: Speaking Part 2: Common topics // Skills focus: Speaking at length/going off topic

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1. Some key points from last week:

You are not required to answer all parts of the cue card, but you should try and stick to the main topic.

It’s important to use your preparation time wisely

– decide on what you will speak about quickly

– make notes by writing key words only

Your examiner/IELTS want you to speak as close to two minutes as possible

2. What kind of topics are on Speaking Part 2?

Nearly all Part  2 topics will fall into one of these categories:

Places/Things

Experiences/Events

People

Possibilities

Decisions

Habits/Routines

3. Virtually all Part 2 questions begin with ‘describe…’

Can you think of one or two possible topics for each of the categories?

Places/Things

Experiences/Events

People

Possibilities

Decisions

Habits/Routines

3.1. Places and Things

Describe a crowded place you’ve been to.

Describe a historical building you have visited.

Describe a new public facility, such as a park or a shopping centre, which improves your local area.

Describe a good law in your country.

Describe something you bought but don’t use very often.

Describe something special you brought back home from a holiday.

Strategies:

Practice describing places and objects

Use similes/comparative language (looks like; resembles; reminds me of…)

Explain how you feel/felt and why

Explain the backstory

3.2. Experiences and Events

Describe a time you received bad service at a shop or a restaurant.

Describe a time when you used the internet to solve a problem.

Describe a time that you got up early in the morning.

Describe an unusual vacation you had.

Describe an occasion where you wore formal clothes.

Describe a party you enjoyed.

Strategies:

Set the stage: provide background information; explain your choice of topic

Plan your narrative: organize the order of events

Add details about the objects, people, and actions you discuss

3.3. People

Describe a person who is often in the news, and who you would like to meet.

Describe an interesting old person you met.

Describe a person who helps others in their spare time.

Describe a person who has interesting ideas or opinions.

Describe a friend or a person who encouraged you to achieve a goal.

Strategies:

Practice describing the physical attributes and personalities of people

Give examples and explain your reasons

Talk about where the person is now or might be in the future

3.4. Possibilities

Describe a place you plan to travel to that is far away from your home.

Describe something you want to do but don’t have time for.

Describe a period of time in the history of your country that you want to know more about.

Describe an outdoor sport you would like to try for the first time.

Describe an award you would like to receive.

Strategies:

Practice using (1st/2nd) conditionals (If I have the chance…; If I had a choice…)

Plan (and take notes) on two or three reasons for your choice of topic

3.5. Decisions

Describe a time you changed your plan.

Describe an important decision you made with the help of others.

Describe a positive change that you made in your life.

Describe a resolution you made in the new year.

Describe a decision which you have made that you feel was wrong.

Strategies:

Set the stage - what brought you to the point of having to make the decision?

Explain what your options were

Discuss the results or make future predictions

3.6. Habits and Routines

Describe an activity you do to stay healthy.

Describe something you enjoy doing that does not cost a lot of money.

Describe a regular thing you do every day.

Describe something you do regularly with your friends or family.

Describe an activity you do when you are alone in your free time.

Strategies:

Describe yourself – give details that would justify your behavior

Provide specific details of the habit or routine – talk about it as a process

Discuss the future – how might your habit change or how will you maintain it?

Skills focus: Global strategies for speaking at length

Strategy 1: Control your rate of speech

- Record yourself and listen back (Yes, I know I have said this before!)

- Practice speaking at a steady rate for 1–2 minutes.

- Read outloud.

Strategy 2: Don’t tie yourself to the cue card

- Speak about the things you are most confident discussing.

- If your ideas relate to the main topic, you can talk about it!

Strategy 3: Expand the details

- Answer the wh- questions.

- Engage the senses!

- Bring yourself back to the main topic when you get too far off track (‘Anyway…’ ‘As I was saying…’)

Strategy 4: Switch your tense
- Make comparisons between the past, present, and future.

- Discuss the background of something (‘Before…’) or the results (‘Now…’ ‘Because of this I will…’)

Actual speaking test examples:
Full tests (3):

https://www.youtube.com/watch?v=pBrFbXB7EAg

Part 2 - Vietnamese Candidate (Band 5):

https://www.youtube.com/watch?v=m0UGhSufSJk&t=99s

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Module 5: Speaking Part 2: Overview // Skills focus: Utilizing your preparation time

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Module 5: Speaking Part 2: Overview // Skills focus: Utilizing your preparation time

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Pop quiz: https://forms.gle/sHrWzpjtos9XgEXf8

I/ Speaking Part 2 Overview

1. Speaking Part 2: “The long turn”

1. The total time for Part 2 is 3–4 minutes. This includes

1. Instructions

2. Preparation time (1 minute)

3. Speaking for 1–2 minutes

4. One or two “rounding off” questions (usually)

2. Topics are assigned at random from a set list. It’s not possible to change topics, so don’t ask!

3. The examiner will give you a cue card and a pencil and paper for taking notes; You will keep these while you are speaking.

4. The examiner will remain silent as much as possible when you are speaking.

Example Cue Card:

Describe an interesting animal you have seen.

You should say:

What animal it was

What it looked like

When and Where you saw it

And explain how you feel about this animal.

2. Part 2: The examiner’s perspective

1. The aim of Part 2 is for you to demonstrate your ability to speak at length about a general topic/personal experience.

2. Part 2 gives the examiner the opportunity to listen to your speech with minimal distractions. Can you develop a topic? Can you speak fluently over longer sentences?

3. The examiner will try to allow you to speak as close to two minutes as possible.

4. It is at this part of the interview where the examiner begins to make evaluations about your band scores.

3. Some considerations:

Try to settle on your topic as quickly as possible (and practice doing this).

Make sure to utilize the preparation time effectively (more on this later).

Read the entire cue card. It will help you get ideas and plan your response.

The “facts” or “truthfulness” of your answer are not being evaluated, but it’s best to avoid “made up” answers.

You are not required to answer all parts of the cue card. Just use the cues to help you keep talking.

It’s ok to stray off topic as long as you are coherent and your answer is not memorized.

Don’t panic! It’s ok to pause and collect your thoughts if you need to.

Don’t worry if you don’t finish your story! Your examiner will stop you or ask a rounding-off question when your time is up.

Keep your answers to the rounding-off questions brief. These are asked as a polite way to “wrap up” Part 2.

As usual, success in Part 2 depends on practice. Make sure you become familiar with what speaking for 2 minutes feels like!

II/ Skills focus: Utilizing your preparation time

Example Cue Card:

Describe an interesting animal you have seen.

You should say:

What animal it was

What it looked like

When and Where you saw it

And explain how you feel about this animal.

1. Using your prep time: The basics

1. Settle on your topic as quickly as possible – avoid second-guessing yourself and thinking of the best answer.

2. Use the cue card for guidance: You should try to stick to the main topic, but discussing everything on the card is not required.

3. You are given a pencil and paper for a reason! Use them!

4. You can ask questions about your topic, but this will use your preparation time.

5. It’s possible to start speaking before the preparation time ends, but it’s not recommended.

2. Why take notes?

To focus your mind on the topic

To organize your ideas

To recall key vocabulary and details

To remind yourself when you are speaking

3. What should I write?

Write key words only. Do not write sentences!

Don’t write things you know. Write what you need to remember.

Write strong and useful vocabulary, not basic words:

Small            tiny, petite, miniature

Great           fantastic, incredible, unforgettable

Focus on the last part of the cue card and write two or three clear ideas.

*Remember: Your notes are collected by the examiner (after you speak), but they are not considered at all.

Example Notes:

Describe an interesting animal you have seen.

You should say:

What animal it was

What it looked like

When and Where you saw it

And explain how you feel about this animal.

Tiny, pink, velvet skin, like sausages, bizarre teeth

Biopark. W/ my son.

Grossed out – hideous – also cute?

Fascinated- how they live? Always lazy?

III/ Practice

Practice Topic 1

Describe a family member you spend a lot of time with.

You should say:

Who the person is

What kind of person he/she is

What you usually do together

and explain why you spend the most time with him/her.

Practice Topic 2

Describe a time when you received some very important news

You should say:

What it was

How you received the news

Why it was important

and explain how you felt after receiving the news.

If you have time, try to work out your opening sentence. Don’t just repeat the question or say, “Today I’m going to talk about…”

I really enjoy animals, and in fact, I just recently visited the zoo in the city where I live…

I think most people like cute and furry animals, but I recently saw a fascinating animal that was just the opposite of that!...

To me the most interesting animals are the ones that are unique. One creature I really like...

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Module 4: Part 1: Common topics // Skills focus: Using the past, present, and future

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Module 4: Part 1: Common topics // Skills focus: Using the past, present, and future

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I/ Speaking Part 1: Common Topics

1. Speaking Part 1 Frames 2 and 3

Each frame includes (usually) four questions on a general interest topic.

A frame or question may be omitted if there is a lack of time.

The topics are selected at random from a set list.

The topics do not require any specialist knowledge.

The questions are always in the 2nd person (i.e., they are about your perspective or your experience).

There are no right or wrong answers!

2. The most common topic areas (according to ChatGPT)

Family

Weather and Nature

Hobbies and Interests

Daily Routine

Travel and Tourism

Food and Cooking

Sport and Exercise

Shopping

Technology

Health

Fashion

Events and Celebrations

Transportation

Reading and Entertainment

2.1. What are some possible subtopics for the topic of “weather?”

(Example: clouds and rain)

Possible topics about the weather:

Sunshine

Cloudy Weather

Storms and Thunderstorms

Extreme Heat

Cold Weather

Seasons (Winter, Spring, Summer, Autumn/Fall)

Favorite Types of Weather

Climate Change and Weather Patterns

Weather Forecasts and Meteorology

Weather's Impact on Daily Life

Clothing and Dressing for Different Weather

Outdoor Activities and Weather

Weather's Influence on Mood and Emotions

2.2. What are some possible questions for the topic “sunshine”?

(Example: Do you enjoy going out in the sunshine?)

Possible questions about sunshine:

1. Is there a lot of sunshine where you live? (why/why not?)

2. Do you like going outside on sunny days? (why/why not?)

3. Do you think there are any dangers from sunshine? (why/why not?)

4. Have you ever used sunscreen? (why/why not?)

1. Is there a lot of sunshine where you live? (why/why not?)

2. Do you like going outside on sunny days? (why/why not?)

3. Do you think there are any dangers from sunshine? (why/why not?)

4. Have you ever used sunscreen? (why/why not?)

II/ How do I study and prepare for Speaking Part 1?

1. You can’t get better at speaking without…

Speaking!

1. Make time to practice every day (even if you just talk to yourself).

2. Find a partner/friend to commit to regular practice.

3. Identify your weak topics. Research and study vocabulary and expressions related to those topics.

4. Record yourself!

5. Listen to your recordings and evaluate yourself based on the four parts of the band descriptors.

2. Some resources for Speaking 1 questions:

https://wordwall.net/resource/3227957/ielts-speaking-part-1-questions

https://learnhip.com/randomq/
https://www.conversationstarters.com/generator.php

ps://chat.openai.com/

III/ Skills focus: Using the past, present, and future

1. What do you notice about the temporal (time) aspect of these question sets?

Topic: Weekends

1. What do you like doing at the weekend?

2. Did you do the same things at the weekend when you were a child?

3. How important is it for you to relax at the weekend?

4. Do you have any plans for the next weekend?

Topic: Email

1. How often do you send emails?

2. Have you ever received important news in an email?

3. Do you prefer emailing someone, or talking to them on the phone?

4. Do you think email will be an important communication tool in the future?

2. Some considerations:

1. IELTS Speaking (especially Part 1) is designed to elicit basic language about the past, present, and future.

2. You need to be able to talk using different verb tenses to demonstrate coherence and grammatical range.

3. Mistakes with verb tense and verb structures are generally easy for examiners to identify.

4. Knowing how to use the most essential verb tenses will make you a more confident speaker.

3. Ideas and strategies for practicing verb tenses

3.1. Make sure you understand the target verb tense for each question.

Have you ever visited an art gallery?

Do you watch more TV now than when you were a child?

Have you had any hobbies for a long period of time?

Where do you plan to go on your next holiday?

Would you ever give someone flowers as a gift?

3.2. Identify weak areas to focus your practice

If you have trouble with certain question types (e.g. present perfect questions) or talking about the past or future, it may be time to review relevant structures.

Find example question responses online for suggestions on how to answer.

https://websitecmscdn.s3.ap-south-1.amazonaws.com/ielts_speaking_part_1_48314dcc6f.pdf?updated_at=2022-10-31T10:01:08.312Z

Gather topics or questions that will help you to practice your target areas.

4. Here are some tasks you could work on this week!

Identify topic areas where you can improve your vocabulary/speaking. Make some lists to study.

Make arrangements with a friend to commit to regular practice or have an “English only” conversation time.

Play with an online question-generator and try practicing your answers.

Record yourself speaking and try to analyze the recording based on the band descriptors.

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Module 3: Part 1 – Overview/Frame 1 topics // Skills focus: Extending your answers 

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Module 3: Part 1 – Overview/Frame 1 topics // Skills focus: Extending your answers 

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I/ Part 1

1. Speaking: The Pre-interview Introduction

- Before your interview starts, your examiner will perform some routine tasks:

- Read out some introductory information

- Ask your name and check your ID

- Introduce themselves

- During this time, you should:

Relax and breathe!

Listen to your examiner’s voice carefully

Smile!

2. Speaking Part 1

The interview (and Part 1) begin when the examiner says “I would like to ask you some questions about yourself.”

Question: Why does the interview start this way?

3. Why is Part 1 of the interview about you?

- Talking about ourselves is the most common and frequent form of speaking we do.

- Talking about ourselves requires the least cognitive load.

- Your examiner (and IELTS) want you to feel relaxed to give your best interview!

4. Speaking Part 1

- Part 1 consists of three sets of questions (called “frames”).

- The topics of the frames are set before you meet your examiner.

- Each frame generally has three or four questions.

- Your examiner must use the sets of questions they are given.

- Your examiner will try to discuss all three frames.

- Your examiner will try and use the maximum time (5 minutes).

5. Speaking Part 1, Frame 1

- The first frame of Part 1 is the most predictable part of the IELTS exam!

- You will be asked questions about (1) where you live OR (2) what you do.

- You should know the possible types of questions and be comfortable with answering them.

- You should keep your answers brief, but not too simple.

- You should never memorize your answers.

5.1. Frame 1: Where you live

- Your examiner will ask you about where you live now or where you come from (your home/area/town/region/country).

- Common “where you live” questions:

X or Y? e.g., Do you live in a house or an apartment?

Favorite? e.g., What is your favorite room in your house?

Superlatives, e.g.,  What do you like most about your hometown/area/apartment?

5.2. Frame 1: What you do

- Your examiner will ask you: “Do you work, or are you a student?” (They will ask you this even if you are obviously not old enough to work!)

- Do not give a flat answer. Demonstrate your “willingness to speak at length!”

E.g., “I’m currently a student at Minh Viet Academy, and I am graduating next year. I’m looking forward to it!”

“I’m a sophomore at Minh Viet Academy. It’s a private online high school.”

“I’ve just graduated high school. I’m planning to go to university in Singapore in the Fall.”

II/ Skills Focus: Extending your answers

1. The examiner’s view: Some things to consider:

- Your examiner will always try to maximize your speaking time (e.g., in Part 1 = 5 minutes)

- You examiner will try to ask all of their set questions (but there is no penalty to you if they don’t)

- Your examiner cannot add their own questions to Part 1

2. How much should I speak?

1. When responding to your examiner, try to give answers of that are two or three complete sentences.

2. If you have more to say about a particular question, it’s ok to keep talking. However, it’s never polite to ramble or dominate a conversation.

3. Do not be alarmed or offended if your examiner cuts you off; they are only trying to keep to their scheduled time.

4. Pay attention to non-verbal cues from your examiner, you can often tell when they want to move on!

3. What will your examiner do if your answer isn’t enough?

1. They will stare at you silently.

2. They will nod and gesture vigorously to encourage you to keep going.

3. They will ask you the only follow up question they can…“why/why not?”

III/ Five ways to extend your answers

1. Anticipate the “Why?”
- Examiner: What is your favorite room in your flat?

My bedroom.

My bedroom because it’s big.

It’s definitely my bedroom since I decorated it myself. It’s all blue, which is my favorite color, and there are lots of posters and pictures on the walls. I also like that it is cozy and quiet, and I can be alone there without my siblings or parents bothering me.

2. Give examples

- Examiner: Do you get along with your neighbors?

Yes, they are mostly friendly.

Yes, they are mostly friendly. Everyone in my building says “hello” to each other, and I often look after my upstairs neighbors’ goldfish when they are away. We are also constantly borrowing things from one another.

3. Present contrasting ideas/opinions

- Examiner: How do you plan to use this subject in the future?

I hope to become a teacher.

Well, my parents really want me to continue to law school, but I’m planning to become a teacher…

I’m thinking about becoming a teacher, but I would also like to start my own business one day…

4. Make past comparisons

- Examiner: What is your favorite subject in school?

I like math.

I used to love physics a lot, but I’m taking chemistry this year, and I like it even more…

Last year I was really into history; however, I’ve become more interested in English recently…

5. Talk about the future

- Examiner: Is the area where you live noisy or quiet?

It’s pretty quiet.

It’s pretty quiet, but they are about to tear down a building on my block and construct a new highrise, so I suspect that it will be much louder soon!

It’s mostly quiet because there is not a lot of traffic. I wouldn’t mind living in a noisier place in the future, because I like to be in a busy environment.

Final thoughts:

The aim of Frame 1 is to get to know you, so speak as you would to a new acquaintance who may become your friend: provide interesting information about yourself, but don’t go overboard! You want to leave a good impression without dominating the conversation.

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I/ IELTS Speaking Overview

1. Receptive vs. Productive Skills

- With receptive skills, we receive language (i.e., through listening and reading).

- Receptive skills only require you to understand language; your role is passive

- Receptive skills can be assessed objectively (yes/no, right/wrong, etc.).

- With productive skills, we produce language (i.e., through speaking and writing).

- Productive skills require you to actively generate new language.

- Assessing productive skills requires a more subjective evaluation (e.g. using a scoring rubric).

2. Speaking – General Information:

- Interviews are face-to-face and audio/video recorded

- The speaking test schedule varies from the other parts of the exam

- The interview is always 11–14 minutes

- The interview has three parts:

Part 1: Questions about you (4–5 mins)

Part 2: Talking about a topic for up to 2 minutes (3–4 mins)

Part 3: General discussion linked to Part 2 (4–5 mins)

3. Key strategies:

- The interview always follows the same format – so knowing the format will help you to be comfortable in the test

- Your topics/questions are assigned randomly before your examiner meets you – In general, it is not useful to prepare for a specific topic or memorize answers

- The interview is formal but also friendly – treat it as such!

- Practicing both general conversation and formal interviews can help you improve your speaking skills

- There are no “right” answers, only relevant ones!

II/ Grading IELTS Speaking

Band descriptor: https://takeielts.britishcouncil.org/sites/default/files/ielts_speaking_band_descriptors.pdf

1. Utilizing the band descriptors

- Understanding the scoring criteria can help you prepare for the exam:

- What is the examiner looking for?

- What areas do you need to improve?

- Find exercises and ways to practice the individual components

- Always aim for a higher band than the one you want to achieve

1.1. Fluency

- Fluency refers to the ability to speak smoothly and continuously.

- Fluent speakers talk at an appropriate speed, without unnatural pauses.

1.2. Coherence

- Coherence means your speech is logical, relevant, and organized.

- In IELTS speaking, it means you answer the question being asked, and you join sentences together using discourse markers and appropriate tenses.  In a coherent response, you expand and explain your answers with useful details and examples.

- Discourse markers  (linking words or cohesive devices) are words that signal to the listener what you are talking about. They are signals for your interlocutor that you are giving an example, adding details, changing topics, drawing a conclusion, etc.

1.3. Lexical Resource

- Lexical resource evaluates your flexibility (range) in using vocabulary and the accuracy of your words.

- Lexical resource also refers to

- Your ability to paraphrase

- Your ability to use idiomatic language

1.4. Showing Lexical Range:

After graduating from high school, I felt…

Good

So happy

Fantastic

Like a million bucks

Like I was on top of the world/over the moon

1.5. Grammatical Range and Accuracy

- Having grammatical range means you can use both simple and more complex sentence structures.

- Accuracy means your grammar is correct. However, IELTS accepts that you will make mistakes, even in higher bands!

1.6. Pronunciation

- Pronunciation is evaluated at the word and sentence levels.

- Words: individual phonemes, word stress

- Sentences: Sentence stress, intonation, rhythm, connected speech, chunking

2. Some important points to remember:

- There is always room to make mistakes, even in higher bands!

- Accent is not important (everyone has an accent); it is important that you are clear and your words are understood.

- Get used to your own voice. Practice recording yourself and listening back.

- Don’t memorize answers! IELTS examiners are trained to recognize (and ignore) memorized speech.

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I/ In this course we will…

Enhance your general knowledge and awareness of the IELTS test

Familiarize you with the structure and components of the IELTS test

Equip you with different test taking techniques and strategies

Practise and receive feedback on individual components of the test

Raise awareness of your individual strengths and weaknesses in the four language skills

Develop skills to improve self-study and achieve your target IELTS band score

II/ What do you know about IELTS?

1. What do the letters IELTS stand for?

International

English

Language

Testing

System

- Year started: 1980

- Purpose: To assess the English language proficiency of non-native English speakers

- Annual number of test takers: Over 3.5 million

- Countries / regions: More than 1,600 test centres in over 140 countries

2. Which language skills does the IELTS exam test?

- All of the above!

- Testing all four skills is part of what makes IELTS both “comprehensive” and “fair.”

3. How is the IELTS exam scored?

- IELTS gives you a band score from 0 – 9.

- The overall band score is the average of the four sections scores, rounded to the nearest whole or half band. The sections scores are weighted equally.

4. Is it possible to get a high score on the IELTS exam without knowing much English?

- No!

- It’s virtually impossible to cheat on the IELTS exam!

…So, what does that mean?

III/ How can I get my best IELTS score?

- IELTS is designed to test your ability in English, not your ability in test-taking.

- Knowing everything about the IELTS test will only ensure that you get the most accurate score – it will not bring you a score that is above your ability.

- Learning how to take the test IS important (that is part of what we will do), but it is not a substitute for learning and improving your English!!!

IV/ How much do I have to study?

- According to one study made by IELTS, it takes around 200 hours of course study for a person to improve their band score by one.

- Other studies state that on average it takes 3 months of study to improve by up to half a band.

V/ What should I do?

- Set clear and reasonable goals.

- Make a realistic plan that you can commit to.

- Create a good support network.

- Don’t be too hard on yourself…stay positive!

- The future belongs to those who believe in the beauty of their dreams.

Course outline:

https://docs.google.com/document/d/14OhLRCHfp16AlbagNwg5Ivj9WIhYINTxPDwNA4Ea6Jw/edit?usp=sharing

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1. Key takeaways from this course:

1. As an assessment tool, the IELTS test is comprehensive because it is trying to be valid, not difficult.

2. IELTS is meant to test your English language abilities, not your test-taking abilities.

3. Knowing how the test is structured can and should improve your ability to do well on the test, but this is only a small part your test preparation: To do well on the test, you must study and practice the English language!

4. Your preparations—and your results— should inform you about the areas in your language knowledge that are strongest and weakest, which can inform your future studies.

5. Preparing for IELTS can be a powerful motivator to improve your language abilities.

2. What should I do after finishing this course?

1. Take some practice tests to assess your learning needs. Consider

Skills and subskills (e.g. speaking fluency, writing coherence, etc.)

Vocabulary development

Topic areas

2. Set some realistic learning goals and make a study plan (Remember: it takes about three months of intensive study on average to raise a band score by .5)

3. Register to take the IELTS exam!

British Council

IDP

3. How do I make a study plan?

1. Do some online research to find study plans based on your timeline. For example:

A six-week study plan from IDP

Study plans for various time frames

2. Develop your own daily/weekly study plan. You may want to consider

How long you have before your exam

How much time you have each day to study

What resources you have access to

Your strengths and weaknesses (do you need general study/focus on specific skills/test practice?)

Like physical training, it may be useful to focus on different areas each day – and schedule breaks. You should also be willing to adjust your plan as you go.

4. How do I know if I’m ready for the exam?

1. Know your objective: what score do you want/need?

2. Take practice IELTS reading and listening tests in simulated test conditions.

3. Get feedback on your speaking and writing from a trusted teacher.

4. Ensure that you are familiar with all of the test procedures and question types.

5. What should I do if I can’t get the score that I need?

1. If you get the same score more than once, it is a good indication that the test is accurate! Assuming that you have completed the exam correctly, the way forward is to work on your English abilities!

2. It is possible to get one or more parts of your exam remarked (for a fee). The fee is waived if your score increases – it cannot be lowered.

3. It is now possible to take single skill IELTS exams in some centers.

6. Links to authentic practice tests/questions:

Cambridge English Free Sample Papers

IELTS.org Sample Test Questions

British Council Free Practice Tests

IDP Free IELTS Tests

7. Some useful books:

The Official Cambridge Guide to IELTS

IELTS Trainer

Official IELTS Practice Materials

Practice Tests for IELTS (Collins)  (Three book series)

Cambridge IELTS Series (There are 18 Books in this series)

8. Course Feedback Survey

Please follow the link below to take the course feedback survey. It should take 10–15 minutes. The survey is anonymous – your name will not be recorded. The survey will remain open, so you can complete it (or update your response) at any time.

Thanks so much!

IELTS Course Survey: https://docs.google.com/forms/d/e/1FAIpQLSeyOH8SrvlPI2QR4rFgLw5AQUjFCJupwRZH_im9zRkU_PXzhw/viewform?usp=pp_url

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Module 42: Strategies for improving your reading speed // Skill: Time management

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Module 42: Strategies for improving your reading speed // Skill: Time management

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I/ Strategies for improving your reading speed

1. How fast should I read?

We rarely read at “top speed” because reading is tied to comprehension.

Reading speed varies greatly depending on the type and difficulty of the text.

Average (casual) reading speeds for English native speakers are between 200–300 words per minute. Most people would read IELTS texts at a much lower rate.

Reading quickly is a useful skill, but it may not be as important as other skills you could practice.

The following strategies may help you read faster, but they are more about reading “smarter!”

2. Practice the techniques you have already learned
Skimming: Develop the habit of skimming before reading. This is a fast way to create context and improve comprehension. It is essential in IELTS reading.

Scanning: Scanning reduces the amount of text you have to “read.” Practice identifying key words and locating them whenever you answer comprehension questions.

Annotating: You can do this while skimming or scanning. Underline key words, dates, terms, theories, etc. It will save you time by reducing re-scanning.

3. Practice extensive reading…every day!

Most learners (especially second language students) only learn to read intensively. You don’t “have to” read this way!

When reading for pleasure, we avoid pausing over words we don’t know or text we don’t understand. This allows us to read faster.

Practicing extensive reading can make you a better guesser, improving your overall reading rate.

Reading this way can reduce our comprehension, so we need to decide how much we need to understand a particular text.

4. Don’t reread

Rereading (a.k.a. “back-tracking” or “regression”) involves going over the same line or text because it was misread or not understood. It generally indicates a break in focus.

If you do this frequently, it may be a habit worth trying to break.

It may be useful to practice following a finger or pen under the words as you read.

5. Stop talking to yourself!

Reading out loud (vocalization) is considerably slower than reading silently.

Reading and mouthing the words or “saying” them in your head is also slow. This is called “subvocalization.”

Practice and learn to read without subvocalizing.

To break the habit, try humming lightly while you read.

6. Learn to read in “chunks”

Most people read one word at a time. However, we can train ourselves to read phrases or “chunks” of text together instead. This can improve our speed.

Chunking requires training your eyes to take in more than one word at a time. It is something between scanning and reading.

Try reading 3–4 words at a time and then increase the number slowly.

Developing this technique involves a lot of practice.

7. Read more, especially “IELTS” texts.

Improving all aspects of reading comes from continual practice.

Try reading one “IELTS” text a day “extensively,” then intensively.

Many past IELTS texts have come from these sources:

https://www.bbc.com/news/science_and_environment

https://www.sciencedaily.com/

https://www.theguardian.com/science

https://www.newscientist.com/ (paywall)

https://www.nationalgeographic.com/ (paywall)

--> Reading quickly always comes with the risk of losing comprehension. It’s best to learn different ways to read…and to know when to use them.

II/ Time management

1. Do I need to manage my time?

Time management is about knowing your abilities in relation to what is expected of you. Therefore, it affects each individual differently.

The best way to know how much time management you need is to take practice tests!

Take full skills tests if possible

Stimulate test conditions

Print out tests and do them on paper

Use IELTS score sheets

If time management in any skill is an issue for you, the following tips may help you:

1. Know the test format, instructions, and question types (I hope you do by now!!!)

2. Make sure you are rested. We can’t perform at our best when we don’t have full energy.

3. Control your nerves. Stress and anxiety distract our attention and take up time. Learn techniques that help make you calm such as focused breathing, meditation, and visualization.

4. Learn to pace yourself. Time management is not about rushing; it’s about allocating your time efficiently.

2. Managing your listening time:

1. Know and review your strategies before the exam starts.

2. Use the time before each section and set of questions to read and predict.

3. Do not panic when you miss a question—accept it and move on.

4. Use the 10 minute transfer time to review and check your answers (remember, spelling counts!)

3. Managing your reading time:

1. The three reading texts increase in difficulty, but that doesn’t mean you should spend more time on the last text! You should have an idea of your score goals and develop a strategy that works for you.

2. Preview the question sets to determine what to answer first, second, etc.

3. Guess and mark questions you don’t know or want to revisit. Come back to these at the end of each text.

4. Complete each reading before moving on. Only go back if you have time at the end.

5. Allocate time to review and transfer your answers.

4. Managing your writing time:

1. Practice on an official writing test sheet and know how many words you write per line.

2. Know how much time you need to plan, write, and review your answer.

3. Always make a brief outline. You should know the paragraphs you will write before you begin!

4. Practice your handwriting—you should write carefully to avoid rewriting and correcting.

5. Don’t erase big mistakes; just cross them out with a single line.

5. Managing your speaking time:

1. Practice Part 1 by giving answers of 20–30 seconds. Get used to how this feels.

2. Practice Part 2 by speaking continuously for two or more minutes.

3. Practice reading body language in mock tests or casual conversation. Learn to “read” when your interlocutor wants you to stop or ask a new question.

--> The more familiar you are with how you do the test, the better. Just keep practicing!

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Module 41 (Part 2): Strategies for learning and improving vocabulary

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Module 41 (Part 2): Strategies for learning and improving vocabulary

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7. OK, so how should I learn vocabulary?

- As Nigel Richards has demonstrated, it is possible to learn a lot of words without knowing a language!

- Words get their meanings from context, so it is necessary to learn words in context in order to know them.

- Research shows that when words and easy-to-understand explanations are introduced in context, knowledge of those words increases (Biemiller & Boote, 2006) and word meanings are better learned (Stahl & Fairbanks, 1986).

- There is no “one” way to learn vocabulary, but the following strategies and practices may help you on your journey:

7.1. Develop your word consciousness
- Word consciousness is an interest in and awareness of words (Anderson and Nagy, 1992; Graves and Watts-Taffe, 2002).

Students who are word conscious are aware of the words around them—those they read and hear and those they write and speak (Graves and Watts-Taffe, 2002).

- Word-conscious students use words skillfully. They are aware of the subtleties of word meaning. They are curious about language, and they enjoy playing with words and investigating the origins and histories of words.

7.2. Topic lists

- Topic lists are sets of words based on a topic or theme (technology, fruits and vegetables, etc.).

- Topic lists can be helpful when we are studying a topic that we don’t know well.

- These can often be found in language learning materials.

- Topic lists are a useful reference, but they are still lists!

IELTS Jacky’s Topic Lists

7.3. Vocabulary logs/notebooks

- Creating a log of the vocabulary you need is a good way to know words and word families.

- There are many places this can be done. You can use a physical paper notebook or binder or use a digital note-taking app such as Notability or GoodNotes.

- It is important to consider how you will record your vocabulary. Research suggests that cognitive strategies of exploring a word in detail will aid memory acquisition faster.

- In addition to meanings and translations, you can include things such as pronunciation, synonyms, collocations, and grammar.

7.4. Monolingual dictionaries

- Bilingual dictionaries are useful for quick reference, but monolingual dictionaries allow you to explore and know words better!

- “Student” dictionaries provide simplified definitions and other useful information such as synonyms, idioms, and example sentences.

- Some useful dictionaries:

Merriam-Webster

Collins

Longman

7.5. Extensive Reading

- Extensive reading provides students with repeated or multiple exposures to words and is also one of the means by which students see vocabulary in rich contexts (Kamil and Hiebert, 2005).

- Extensive reading involves reading things that are at or below your current level. You should not need to frequently stop and think about the meaning while you read.

- With extensive reading, you should choose texts that are interesting and fun for you to read. This is “reading for pleasure!”

7.6. Intensive Reading

- In contrast to extensive reading, intensive (i.e., active) reading involves paying close attention to what you’re reading or what’s being said and focusing on what you can learn from it.

- When reading intensively, look out for words or phrases you don’t fully understand. Write them down. Try to work out what they mean in the context in which they’re written without going straight to a dictionary.

- Taking the time and effort will help you to understand the new vocabulary and how it’s used. You’re also more likely to remember and internalise it by doing this.

7.7. Vocabulary Apps/Games

- Flashcard apps and word games are a fun way to expose yourself to high-frequency vocabulary and explore word lists. However, don’t rely on this method fully!

Quizlet

Study stack

Vocabulary trainer

English Club

7.8. Spaced Repetition

- Spaced repetition is an evidence-based learning technique that is usually performed with flashcards.

- Newly introduced and more difficult flashcards are shown more frequently, while older and less difficult flashcards are shown less frequently in order to exploit the psychological spacing effect.

- The use of spaced repetition has been proven to increase the rate of learning (Smolen et al., 2016).

8. Some final thoughts…

- The more you expose yourself to language and the more frequently you encounter words, the more you will learn.

- Use a variety of strategies to stay motivated.

- Our brains can only absorb so much new information—don’t try to learn everything at once!

- Progress is not always a straight line. Don’t get discouraged…keep going!

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Module 41 (Part 1): Strategies for learning and improving vocabulary

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Module 41 (Part 1): Strategies for learning and improving vocabulary

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1. How important is vocabulary?

IELTS test takers’ orthographic vocabulary size explains 58% of the variance in the overall IELTS band score, leaving over 40% to all other factors (Milton, Wade & Hopkins, 2010).

--> It is possible to communicate without knowing grammar, but it’s impossible to communicate without knowing words.

2. How much vocabulary do I need to get a 7 in IELTS?

- It depends on who you ask!

The 20-volume Oxford English Dictionary contains full entries for 171,476 words in current use.

- It is estimated that an English-speaking high school graduate knows at least 20,000 word families.

- Estimates for an IELTS 7 range between 3,000–10,000 word families.

- It’s not important to reach a specific number—the more words you know, the better chance you have for success!

3. What is a word family?

- A word family is the base word (or root) plus its inflected and derived forms.

inflectional affixes include third person -s, verbal -ed and -ing, plural -s, possessive -s, comparative -er and superlative -est.

- Derivational affixes include -able, -er, -ish, -less, -ly, -ness, -th, -y, non-, un-, -al, -ation, -ess, -ful, -ism, -ist, -ity, -ize/-ise, -ment, in-, etc.

- “Knowing” a word may also include knowing the tone/register it conveys (e.g., formal or informal) and its collocations (the words it is often used with).

4. What does it mean to “know” a word?

- Our knowledge of a word can range from receptive to productive:

I do not recognize the word

I have seen or heard the word before

When I see or hear the word, I know what it means

I know the word, and I know how to use it

I know the word, and I know the words in its family

- “Knowing” a word may also include knowing the tone/register it conveys (e.g., formal or informal) and its collocations (the words it is often used with).

- In other words, your reading/listening vocabulary may be very different from your speaking/writing vocabulary

5. How can I know how many words I know?

Oxfordonlineenglish test (scored from A1–C2): https://www.oxfordonlineenglish.com/english-level-test/vocabulary

Lextutor (scientific): https://www.lextutor.ca/tests/levels/productive/

Qualtrics (kind of long) https://vuw.qualtrics.com/jfe/form/SV_6Wrb5aUvXjIAs6h?Q_JFE=qdg

Webster’s (hard but fun!) https://www.merriam-webster.com/games/vocabulary-quiz

6. Which words should I learn?

- Logic says that you should learn the words that are used most frequently!

- These have often been compiled into lists:

Oxford Dictionary Word lists

Academic Vocabulary List

Academic Collocation List

- However, can you really learn vocabulary by studying lists?

- It may be better to say that you should learn the words you most frequently encounter!

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Module 41: Question types: Matching sentence endings, Choose a title

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Module 41: Question types: Matching sentence endings, Choose a title

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I/Question Type: Matching sentence endings

1. Matching sentence endings: The basics

- In these questions, you are given a list of incomplete sentences, and a list of possible sentence endings.

- You must match the endings to make sentences that are grammatically and factually correct according to the passage.

- There are usually more sentence endings than questions.

- The answers are in the same order as the questions.

- These questions are not common compared to other question types.

2. Matching sentence endings: Challenges

- Many of the answer choices appear logical, but the meaning of the sentence must match the passage.

- The ideas in the answer choices almost always appear in the reading, so it can be easy to be “tricked” into the wrong answer.

- Answering these questions requires detailed reading to check if the sentences are correct.

- Like other matching questions, these questions can take time to answer. Make sure you plan accordingly.

3. Matching sentence endings: Tips and strategies

- Start with the incomplete sentences. Carefully identify synonyms and key words that will help you locate the correct passage.

- It is useful to predict the endings of the sentences, but always check your ideas against the passage. Some answer choices can be quite similar.

- For each question, some answer choices will not be logical. These can be quickly eliminated.

- Once you have located the passage, read around it to make sure you have identified all of the details.

- Like other detail-oriented questions, these can be answered last.

II/ Question Type: Choose a title (or subheading)

1. Choose a title questions: The basics

- These questions give you a list of possible titles or subheadings, and they ask you to choose the best one.

- These questions require you to understand the main idea of the whole text.

- All choices will be relevant, but only one will reflect the main idea

- This question is usually the last one in a reading.

2. Choose a title questions: Tips and strategies

- As there is generally just one title question, do not spend a lot of time on it.

- Read through the possible titles and try to identify which ones only apply to part of the passage. It can be useful to skim the topic sentences.

- Always review the introduction and conclusion of the passage to look for a common theme.

- Always select the option that best represents the whole passage.

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Module 40: Question types: Matching questions – matching information and matching features

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Module 40: Question types: Matching questions – matching information and matching features

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I/ Question Types: Matching questions

1. Matching questions: The basics

- There are several types of matching questions. Today we will look at two: Matching features and matching information.

- As the name suggests, these questions ask you to match parts of the text with the given information (statements) or match features (e.g., names, events) with a given statement based on the text.

- Matching questions are common and can appear anywhere on the reading test.

- Sometimes options can be used more than once.

- Answers to matching questions do not appear in order in the text.

2. Matching questions: Challenges

- Matching questions require you to look at the whole text and read for detail. -This takes time!

- The information you are looking for may not be the main idea of the passage, so it can be difficult to find.

- You must work through a lot of information that is not relevant, and you must decide what to ignore.

- Because these questions require reading for detail, they should be done last.

3. Matching features: Tips

- Features may be discussed in more than one place in the text; make sure you identify all possible sections.

- Full names may appear as last names, or as paraphrases (e.g., “the doctor”).

- Features may be used more than once – read the instructions carefully.

- Skip questions you don’t know and come back to them later.

4. Matching features: Strategies

- Quickly review the question statements.

- Scan the text to find the names or other features that you need to match and underline them.

- Focus on the features that are mentioned only once first. Quickly read around them to decide what was discussed and try to find a match in the questions. -Consider synonyms and paraphrases.

- Skip features you are unsure of and go back to them later.

5. Matching statements: Tips

- You may be asked to match single paragraphs or larger sections of the text.

- Although you are matching sections/paragraphs, it is not necessary to understand everything. The statements will match to specific information in the paragraph.

- There are normally more sections/paragraphs than statements.

- The answers are not necessarily the main idea of the paragraph.

- Sometimes a paragraph can contain more than one answer.

6. Matching statements: Strategies

- After skimming the text, read each statement carefully, thinking about possible paraphrases.

- For each statement, try to predict the paragraph; then scan the text until you find the information you are looking for. Mark the text.

- Read the selected text carefully and check it against the statement. If you have not identified the correct passage, you may need to scan the text again.

II/ Let’s practice!

Instructions:

- The following slide contains five information matching questions (14–18), five features matching questions (19–23), and a link to the reading passage (pdf).

- Click the link to open the reading passage.

- Write your answers down on your own paper.

- You will have 16 minutes!

- Remember to use skimming, scanning, and reading for detail.

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Module 39: Skills focus: Guessing unknown words // Question types: Sentence completion

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Module 39: Skills focus: Guessing unknown words // Question types: Sentence completion

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I/ Skills focus: Guessing unknown words

1. IELTS Reading and vocabulary basics
- IELTS uses “authentic texts” for its reading passages, so they are never “engineered” to have difficult vocabulary or intentionally trick you.

- IELTS texts are academic, so they generally do not contain idiomatic language or slang; they should be understood by anyone taking a general university course.

- When a text has words that a general audience is not expected to understand, they are often either defined in a glossary or they are academic words that are defined in the text.

- The meaning of all other words in a reading text should be clear through the context.

2. Dealing with unknown vocabulary in IELTS Reading

- You can expect to see many unfamiliar/unknown words in an IELTS Reading text. Do not let this discourage you!

- Remember: the objective of the IELTS Reading exam is to answer the 40 questions, not to understand everything or to know all of the words.

- Often, unfamiliar words are distractors and knowing the exact meaning is not important to answering the questions.

2.1 Strategy 1: Skip/ignore unknown words
- You may note (or mark) unknown words while skimming, but don’t stop to understand them.

- Don’t reread something continuously to try and understand the meaning of one word.

- Do not spend time thinking about the meaning of a word if it is not needed to answer a question!

2.2. Strategy 2: Understand word parts
- Many words can be better understood by identifying their parts – prefixes, roots, and suffixes.

- Suffixes will tell you the part of speech; prefixes will change a word’s meaning.

- Roots give us the basic meaning of words and may link us to other words we know.

- Example: What is the meaning of “decompressor”?

2.3. Strategy 3: Guess the meaning through context
- Context refers to the situation in which a word is used. A word’s meaning is derived from the other words that are used around it.

- Important words are often defined or paraphrased in the sentences around them.

- Definitions often come after the word, so it’s important to keep reading when we find unfamiliar words!

II/ Question types: Sentence completion

1. Sentence completion: The basics

- Sentence completion questions ask you to fill in the gaps of sentences with a specific number of words. These questions are very common.

- It is essential to note the number of words allowed.

- If the instructions say “using words from the text,” “from the passage,” etc., you must use the exact words. Otherwise, you can use synonyms.

- Answers to the questions will appear in order.

- Answers must be grammatically correct.

2. Sentence completion: Tips and strategies

- Sentence completion questions are essentially about finding paraphrases and synonyms. Think about these as you identify key words in the incomplete sentences.

- Identify the part of speech of the missing word(s) and try to predict the answers.

- Scan the text to find where the answer might be located and then read for detail.

- Check your answer in the incomplete sentence and make sure it is grammatically correct.

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Module 38: Skills focus: Reading for detail // Question types: Summary, note, table, chart completion

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Module 38: Skills focus: Reading for detail // Question types: Summary, note, table, chart completion

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I/ Skills focus: Reading for detail

1. What is reading for detail?

- Reading for detail means reading word for word to understand exactly what a text says.

- When we read for detail we are deciding if the passage matches the meaning of the question we want to answer.

- Reading for detail may require understanding the meaning of whole sentences and their relationships to the sentences around them.

2. Tips for reading for detail:

- It is not necessary or useful to read the whole text in detail. We should only read for detail when we think we have found the answer.

- Slow down! Use skimming and scanning to save time; reading for detail is about focusing and concentrating.

- We must also pay careful attention to qualifying words and differences in meaning.

3. The process of answering IELTS reading questions:

Skim the text for gist. -> Scan to locate keywords. -> Read for detail to find the answer.

II/ Skills focus: Summary, note, table, chart completion

1. Completion questions: The basics

- In this question type, you are given a summary of a section of the text and are required to complete it with information drawn from the text.

- The summary will usually be of only one part of the passage rather than the whole.

The given information may be in the form of:

• several connected sentences of text (referred to as a summary)

• several notes (referred to as notes)

• a table with some of its cells empty or partially empty (referred to as a table)

• a series of boxes or steps linked by arrows to show a sequence of events, with some of the boxes or steps empty or partially empty (referred to as a flowchart).

2. Completion questions: The basics (cont.)

- The answers will not necessarily occur in the same order as in the text. However, they will usually come from one section rather than the entire text.

- There are two variations of this task type:

1. select words from the text (e.g., ONE WORD ONLY or NO MORE THAN TWO WORDS)

2. select from a list of answers (usually one word)

3. Completion questions: Tips and strategies

- Summarising assesses your ability to understand details and/or the main ideas of a section of text. When you are asked to provide word(s), you should identify the part of speech that will fit into a given gap (noun, verb, etc.).

- If a list of words is provided, try to guess the possible answers and eliminate wrong answers. Then, check your ideas against the text.

- Do not write more than the required number of words! Remember, hyphenated words count as one word.

- Don’t waste time. If you can’t find an answer, guess and move on. Mark the question so you can go back if you have more time in the end.

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Module 37: Skills focus: Scanning // Question types: True/False/Not Given

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Module 37: Skills focus: Scanning // Question types: True/False/Not Given

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I/ Skills focus: Scanning

1. What is scanning?

- Scanning means looking for a particular word or phrase in a reading passage.

- We use this skill when we are trying to locate where the correct answer is.

- Scanning will not give us the correct answer, but it will help us to zero in on the answer.

2. How do we scan a text?

- To scan a text, we need to know what we are looking for. This means we must first read and understand the question(s) and identify the key words that will help us locate the answer.

- After we select our keyword(s) we must think about paraphrases and then try to locate the correct passage. When we have found our keyword/paraphrase, we need to skim around it to make sure we are in the right place.

- Our keywords may appear in more than one part of the text, so we should mark possible answers and quickly check the rest of the text.

3. Tips for scanning:

- Whenever possible, try to scan for things that are easy to see, such as numbers, proper nouns, and large words.

- Scanning is not reading in the normal sense. It is possible to scan a text in any direction.

- When scanning, it is useful to focus on larger parts of a text than individual words.

- Don’t scan too quickly—you might miss what you are looking for!

- Scanning will help you find possible answers, but you still need to read carefully to check.

II/ True/False/Not Given Questions

1. True/False/Not Given Questions: The basics

- In these questions, you are given a set of statements and you have to decide if they are

TRUE because the statement agrees with the information in the text,

FALSE because the statement contradicts the information in the text, or,

NOT GIVEN because there is no information on this.

- This type of question requires you to locate and identify specific information. This information will be presented in the text as facts.

- The information in the text follows the order of the questions.

2. True/False/Not Given Questions: Tips and strategies

- Don’t make assumptions based on your own knowledge. The answers are in the text.

- There will be at least one of each answer type. So, if you don’t have at least one of each when you’ve completed the questions, you’ve made a mistake.

- Pay attention to qualifying words such as some, always, probably, suggest, etc.

- Don’t just match keywords and synonyms—you need to match the meaning.

- If you can’t find the answer or you are not sure, choose “Not Given” and move on!

3. How to answer True/False/Not Given Questions:

- After skimming, read the statements carefully. Underline keywords and think about paraphrases.

- Scan the text to locate where the matching information might be. Review the statement, and read the passage more carefully.

- Underline the answer when you find it. Check that there are no qualifying words.

- If you can’t find any text to match the statement, the answer is most likely “Not Given.”

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Module 36: Skills focus: Skimming // Question types: Matching paragraph information/headings

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Module 36: Skills focus: Skimming // Question types: Matching paragraph information/headings

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I/ Skills focus: Skimming

1. What is skimming?

- Skimming is a technique that is meant to improve your reading speed and comprehension.

- It is often discussed together with scanning (which we will focus on next week).

- Skimming means reading to find the general understanding of a text, without reading every single word.

- Skimming is about looking for the “big picture” of a text.

2. How do we skim a text?

- To begin skimming, we look at the structure of the text as a whole. How is it organized? Is there a title, headings, or any graphical information? How dense are the paragraphs? Does it use any special typeface (e.g., bold or italics)?

- Next, we quickly read the title, any headings, and the first and last paragraphs. What is the subject of the text? What is the purpose? Is there a clear thesis?

- Finally, we can read the topic and final sentences of the body paragraphs. What subpoints does the text discuss? What is the writer’s tone?

3. Tips for skimming an IELTS text:

- Aim to spend 60–90 seconds skimming an IELTS text.

- Skim the questions as well as the text.

- Don’t get stuck on unfamiliar or unknown vocabulary. Note it and move on.

- Don’t forget to use your pen(cil)!

II/ Matching Questions

1. Matching paragraph information questions: The basics

- In this kind of question, you are asked to match statements to paragraphs in the reading text.

- The statements could be reasons, descriptions, summaries, definitions, facts or explanations.

- Your answer will be the letter of the paragraph, not the words or phrases in the paragraph.

- The answers could be anywhere in the text and they do not come in order.

- Some paragraphs could contain more than one answer.

2. How to answer matching paragraph information questions:

1. Skim the questions and the text for general understanding.

2. Read each question. Think about key words and their possible synonyms and paraphrases. Try to predict which paragraph contains the answer.

3. Scan the text for key words and synonyms/paraphrases. Underline possible answers.

4. Read the passage(s) which might contain the answers and compare it with the statement. If you don’t find the answer, go back to (3).

3. Matching Headings questions: The basics

- Headings are short sentences that summarise the information in a paragraph. - You have to pick the one that best summarises the information in a paragraph.

- This type of question tests your ability to understand the main idea of each paragraph.

- There are always more headings than paragraphs.

4. Matching Headings questions: Tips and strategies

- Do these questions first. They will give you a good overview to help with other question types.

- Unlike paragraph information questions, you should look at the text first. Try to guess what the summary of each paragraph might be.

- Start by reading the first and last sentences of each paragraph. If this doesn’t give you enough information, read further.

- Skip questions you don’t know. Come back to them after you have eliminated other answers.

- Don’t read too quickly. Practice so you know how to pace yourself.

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Module 35: Reading Overview/key strategies // Question types: Multiple choice

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Module 35: Reading Overview/key strategies // Question types: Multiple choice

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I/ Reading Overview

1. What is the structure of the IELTS Reading test?

- Like the writing test, IELTS reading has two types: general and academic. We will focus on the academic test.

- The test lasts 60 minutes and there are three sections.

- The test has 40 questions (13/13/14).

- You should aim to spend 20 minutes on each section.

- The reading test aims to evaluate three main reading skills:

Skimming

Scanning

Reading for detail

2. Reading text types

General:

- Section 1:Two or more short texts that usually contain factual information e.g., an advertisement for a restaurant or sports center facilities.

- Section 2: Two texts of more complex language based on 'workplace survival' e.g., pay schemes, work conditions, or contracts.

- Section 3: A long text related to general subjects and interests e.g., passages from documents, magazines, fictional or non-fictional books.

Academic:

- Three long texts taken from journals, magazines, or newspapers. All three sections contain 2,150-2,750 words in total.

- The topics are general academic and have a narrative, descriptive, or argumentative style.

- Passages may also include diagrams or graphs.

3. Additional details:

- IELTS reading tests your reading/vocabulary knowledge, not subject knowledge.

- Like listening, each section is progressively harder.

- Answers do not necessarily come in order (it depends on the question type).

- Spelling counts (but you do not have to write your own words).

- Wrong answers are not penalized—so don’t forget to guess!

- There is no extra time to transfer your answers in the reading test.

4. How are the band scores calculated?

Xem bảng điểm ở slide

5. What are some general strategies for IELTS reading?

- Learn to manage your time. Practice to know how long to spend on each question.

- Learn and practice the important skills of skimming and scanning. Your job is to answer the 40 questions, not read all of the passages line by line!

- Understand the question types and instructions. This will save you time and prevent panic.

- Don’t expect (or try) to understand everything. Use the knowledge you have to make the best answer choices.

- Read widely, but focus on building your vocabulary.

6. Where can I practice?

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II/ Question Type: Multiple choice

1. Multiple choice questions: The basics

- MCQs test your ability to understand the main ideas contained in a text and then look for specific information.

- They can appear in any part of the test (but are least common in Reading 1).

- Unlike listening, the reading MCQs can have 4–6 choices (but 4 is most common).

There are two types of question:

Direct question/answer

Sentence completion

2. Multiple choice questions: Strategies and tips

- In a set of MCQs, the answers will come in order.

- Read the questions first to identify what to look for in the passage (key words) and where.

- Identify the differences in meaning between the answer choices.

- To find the correct answers, you need to read in detail.

- Pay attention to language that will identify distractors.

- Eliminate as many distractors as you can before guessing.

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Module 34: Listening: Reflection and review // Listening practice test

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Module 34: Listening: Reflection and review // Listening practice test

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I/ Listening: Reflection and review

1. Listening question types:

1. Form/note/table completion

2. Map/plan/diagram labelling

3. Multiple choice

4. Summary and sentence completion

5. Short Answer

2. Key listening strategies

1. Listening for specific information

2. Predicting

3. Recognizing distractors

4. Listening for synonyms and paraphrases

5. Understanding connected speech

II/ Listening practice tests

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Module 33: Skills focus: Understanding connected speech // Question types: Short-answer

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Module 33: Skills focus: Understanding connected speech // Question types: Short-answer

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I/ Skills focus: Understanding connected speech

1. What is connected speech?

- Connected speech refers to the way the pronunciation of individual words changes based on the sounds of the words they are connected to.

- Examples include expressions such as “gonna” and “fish’n’chips.”

- Connected speech is common in natural spoken English, and therefore, you can expect to encounter it in the IELTS exam.

- Connected speech can be challenging for English language learners, so it is useful to know how it works and to train your ear to decipher it.

2. Types of connected speech

- In connected speech, sounds can be dropped, added, or changed completely. The following are some common types of connected speech:

Elision: This is when sounds are dropped or lost.

Catenation: When a word ending in a consonant is followed by a word starting with a vowel, they get joined together.

Geminates: When words begin and end with the same sound, they can link.

Assimilation: When two words blend together and a new sound is made.

3. Tips for dealing with connected speech

- Learn more about the types of connected speech and listen to examples.

- Listen to a variety of native speaker accents.

- Use practice listenings with subtitles or audio scripts.

- Listen to English music (and read the lyrics)!

II/ Question types: Short answers

1. Short answer questions: The basics

- With short answer questions, you need to read a question and then write a short answer using information from the listening text. Sometimes, you are given a question which asks you to list two or three points.

- Short answer questions focus on the ability to listen for concrete facts, such as places, prices, or times.

- A word limit is given, for example, ‘NO MORE THAN TWO WORDS AND/OR A NUMBER’. If you use more than the word limit, your answer will be marked as incorrect.

- Contracted words are not tested, (e.g. “can’t). Hyphenated words count as single words (e.g. “long-term”).

- Short answer questions can appear anywhere in the test, but they are most common in Part 2.

2. Short answer questions: Common issues

- Like other gap-fill questions, short answers require both listening and reading.

- You must listen for the answers to the questions asked, not the actual questions.

- You must write exactly what you hear, with no paraphrasing or misspelling.

3. Short answer questions: Strategies and tips

- Identify the key words in the question, and think about synonyms and paraphrases.

- Pay careful attention to the number or words required.

- Write numbers, times, etc. using numerals, not words.

- Check your spelling carefully.

Exercise and example can be found in the slide

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Module 32: Skills focus: Recognizing synonyms and paraphrasing // Question types: Summary and sentence completion

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Module 32: Skills focus: Recognizing synonyms and paraphrasing // Question types: Summary and sentence completion

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I/ Skills focus: Recognizing synonyms and paraphrasing

1. Synonyms and paraphrasing

- Synonyms and paraphrasing both refer to saying the same thing in a different way.

- Synonyms can be considered a subcategory of paraphrasing.

- Synonyms are words that have the same (or very similar) meanings (e.g., car = automobile).

- Paraphrasing usually refers to larger chunks of language with the same or similar meaning (e.g. workdays = Monday through Friday = the work week)

- Hyponyms refer words that are subcategories (or examples) of a term (e.g., birds and insects are hyponyms of animals or creatures).

2. Synonyms and paraphrasing in IELTS Listening

- IELTS Listening is a comprehension test, not a hearing test.

- To test your comprehension, IELTS frequently uses synonyms and paraphrasing.

- Paraphrases and synonyms of key words and phrases is likely.

- IELTS uses synonyms and paraphrasing between the written materials and the listening and within the listening itself.

- Your ability to anticipate and predict synonyms and paraphrases can help you to improve your listening comprehension.

3. Top tips for dealing with synonyms and paraphrasing

- The key strategy here is awareness: You need to anticipate what will be paraphrased so you can be ready for it.

- Predict, but be flexible: It is good to guess what synonyms you might hear, but you need to be open to hearing something else.

- Not everything can be paraphrased. Pay attention to proper nouns and key words that you are likely to hear.

- Study! Include synonyms and paraphrases in your vocabulary logs and study them together. Practice paraphrasing as a study technique.

II/ Question types: Summary and sentence completion

1. Summary and sentence completion: The basics

- Summary and sentence completion questions require you to complete gaps with missing words.

- Instructions can vary, but you are usually asked to write NO MORE THAN ONE/TWO/THREE WORDS.

- Gap fills can be found on any part of the test, but summary and sentence completion are very common in Part 4.

- As usual, your spelling must be correct.

- You are NOT allowed to write paraphrases of the answer!

2. Summary and sentence completion: ---- Common Issues

- Reading comprehension: Like MC questions, gap fill questions can have a lot of text which you need to read before/while listening.

- Getting lost: Part 4 listenings tend to be longer and more complex. It is easy to miss a question and get lost.

- You may not know or anticipate some synonyms and paraphrases.

3. Summary and sentence completion: Strategies and tips

- Read everything and underline key words and phrases in the questions; then, think about synonyms and paraphrases.

- Pay attention to structural clues to help you follow the listening.

- Identify the part of speech needed for each gap.

- Learn and practice using synonyms when developing your vocabulary.

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Module 31: Skills focus: Recognizing distractors // Question types: Multiple choice 

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Module 31: Skills focus: Recognizing distractors // Question types: Multiple choice 

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I/ Skills focus: Recognizing distractors

1. What are distractors?

- In simple terms, distractors are anything that could be the answer to a question, but they are not the answer.

For example:

“What was the answer to question 5?” “The answer to question 15 was 50, but the answer to the fifth question was 5.5”

- Distractors are intentionally included in listening tests because IELTS wants to assess your ability to comprehend messages and complex information in spoken English, not just discrete items.

- Distinguishing between possible answers and the right answers demonstrates a greater understanding of language.

2. Distractors in IELTS Listening

- Distractors can appear frequently and on all parts of the listening test.

- Distractors can come before or after the correct answer.

- Distractors can come in different forms, including

Similar sounding words – Australia or Austria? 60 or 16?

Repetition of the incorrect answer – “Do you want green or blue?” “I don’t like blue! Anything but blue.”

Corrections – “I’m sorry. I didn’t mean yesterday. I meant tomorrow.”

Hidden negatives – “When is the best time to drive?” “People should avoid driving after dark.”

3. Top tips for dealing with distractors:

- Be aware of the types of distractors and expect them while listening.

- Do not assume that the first “answer” you hear is the correct one. Keep listening to make sure.

- Listen carefully when speakers correct themselves or others or express disagreement (“No. Sorry…” “I’m not sure. I think it might be…”

- Always listen for more than one number.

- Use your predicting skills.

II/ Question types: Multiple choice

1. Multiple choice questions: The basics

- Multiple choice (MC) questions in IELTS generally contain three possible answers.

- They can be in all parts of the test but are mostly found in parts 2–4.

- The different types of MC questions include

Short answers

Gap fills

Picture matching

- There may also be list questions which ask for more than one answer from a longer list of choices.

2. Multiple choice questions: Common Issues

- Distractors!: You may hear all of the possible answers during the listening.

- Synonyms/paraphrases: You may not hear the exact words of the answer, but a synonym or paraphrase.

- Similar answers: The possible answers may all look very similar to each other.

- Reading comprehension: MC questions can have a lot of text which you need to read before/while listening..

3. Multiple choice questions: Strategies and tips

- Read questions carefully and identify (underline) key words:

“Which of the new items did the speaker not recommend purchasing?”

- Think about synonyms – of both key words and and answer choices

- Write letters not words – Understand the instructions. Most MC questions will ask you to write the letter of the answer, not the words themselves.

- Guess if needed – There is no penalty for wrong answers, so don’t leave a question blank. Always eliminate the worst choice before guessing.

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Module 30: Skills focus: Listening for essential information, predicting // Question types: Labeling (maps, plans, diagrams)

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Module 30: Skills focus: Listening for essential information, predicting // Question types: Labeling (maps, plans, diagrams)

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I/ Skills focus: Listening for essential information, predicting

1. Listening for specific information

- In IELTS listening questions using forms and diagrams, the focus is not on general understanding, but on targeted information – the specific 1–2 word answers to the questions. This affects how you listen.

- You need to know (as much as possible) what you are listening for. A name? A number? One of the labels in the diagram?

- Previewing the information provided and finding and understanding the key words written on the test paper will help you to focus your attention.

2. Predicting

- Predicting is thinking about what could be. It helps us to be focused and ready to hear the target information – the answers!

- There are many things we can predict:

The context: What is the topic? Who will speak? Who is the audience? What is the purpose of the talk/conversation?

The structure: How will the listening be organized? What functional language will I hear?

Key words: What are they? Which might be heard or paraphrased? What paraphrases might I hear?

The answers: What kind? What part of speech? Will I need to spell?

We can’t predict everything, but we can improve our chances if we focus our attention and use what we know.

3. What can you predict?

1. What is the situation? Who will talk? What will be discussed?

2. Where are they?

3. What kind of transport is being used?

4. What part of the journey is the traveller on?

5. What functional language will you hear?

6. What can you predict about the individual questions?

II/ Question types: Labeling (maps, plans, diagrams)

1. Labelling questions: The basics

- Labelling questions can appear anywhere in the listening test, but are most common in Part 2 (the non-academic monologue).

- Generally, you will need to listen to someone describing or showing you around a place or area, and you must identify labels on a map, plan or diagram.

- You may be given a list of possible answers, or you may need to write the answers yourself.

- The questions will always be answered in the order that they are heard in the recording.

2. Labelling questions: Common issues

- Information overload: Labelling questions require you to not only listen, but also to understand and follow a plan or diagram and to take notes.

- Visual/spatial awareness: To understand what the speaker is saying, you need to be able to visualize what you hear. This requires some imagination…and concentration.

- Understanding the functional language: To answer these questions, you need to know the language used to describe places and give directions.

- Spelling: When the labels are not provided, you need to take notes and spell correctly.

3. Labelling questions: Functional language

at the top/at the bottom

on the left/on the right/on the far side

North/South/East/West

to the north/to the west

slightly west of

in the southwest/in the northeast

in the middle of/in the centre of

above/below

inside/outside

opposite/in front of

left-hand side/ right-hand side

clockwise/anticlockwise

a little beyond

just past

before you get to

adjoining

enter via

runs alongside

4. Labelling questions: Strategies and tips

- Use your prep time. Read the questions, and study the graphic carefully.

- Think about where things are in relation to each other, and how the speaker might “move” through the map or diagram.

- Listen for signposts to help you follow the speaker through the talk:

- “In this next room…”  “We will now go over the bridge…” “Opposite the…”

- Make notes and marks on the question paper/map/plan…

5. What can you predict?

1. What is the possible conext? What will be described?

2. What keywords will you hear? What functional language will be used?

3. How will the answers be discussed? How would you explain the locations of the labels?

What is the topic? Who is the audience?

1. How will the speaker discuss what is in the diagram?

2. What keywords will you hear? Which might/might not be paraphrased?

3. What functional language will you hear?

4. What can you predict about the individual questions?

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Module 29: Listening overview – key strategies // Question types: Form/note/table completion

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Module 29: Listening overview – key strategies // Question types: Form/note/table completion

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I/ Listening overview

1. What is the structure of the IELTS listening test?

- The IELTS listening test lasts about 30 minutes.

- There are 40 questions of different types, such as multiple choice and short answers.

- There are four recordings, with 10 questions for each.

- These questions test your ability to understand:

Main ideas and detailed factual information

The opinions and attitudes of speakers

The purpose of an utterance

The ability to follow the development of ideas.

You will hear each recording only once. You have 10 minutes at the end to transfer your answers.

2. What is the format of the recordings?

- Recording 1:  A conversation between two people set in an everyday social context.

- Recording 2: A monologue set in an everyday social context, e.g. a speech about local facilities.

- Recording 3:   A conversation between up to four people set in an educational or training context, e.g. a university tutor and a student discussing an assignment.

- Recording 4:   A monologue on an academic subject, e.g. a university lecture.

The IELTS Listening Test is progressive, which means it gets more difficult with each section!

3. How are the band scores calculated?

Each of the 40 questions is worth one mark. the band scores are calculated as follows:

18-22- Band 5.5 32-34- Band 7.5

23-25- Band 6.0 35-36- Band 8.0

26-29- Band 6.5 37-38- Band 8.5

30-31- Band 7.0 39-40- Band 9.0

4. What are some general strategies to prepare for IELTS Listening?

1. Do practice tests, but also do general listening

2. Listen to a wide variety of accents

3. Practice active listening

4. Use listening aids (subtitles, playback speed, dictionaries) selectively

5. Know the different question types

5. Where can I practice?

https://ielts.org/take-a-test/preparation-resources/sample-test-questions/academic-test

https://takeielts.britishcouncil.org/take-ielts/prepare/free-ielts-english-practice-tests/listening

https://ielts.idp.com/prepare/article-free-listening-practice-questions

II/ Question Types: Form/note/table completion

1. What are form/note/table completion questions?

1. These types of questions are usually found in Part 1, but they can be in other parts of the test.

2. You are asked to fill in gaps with numbers or words, e.g., WRITE NO MORE THAN TWO WORDS or WRITE NO MORE THAN ONE WORD AND/OR NUMBER

3. The answers are sequential – they follow the same order as the listening

4. Your spelling and capitalization must be correct!

2. What goes in the gaps?

1. Numbers (amounts, dates, phone numbers, credit card numbers)

Was it 13 or 30? “Oh” or “zero”? “Triple 5”? Write the digits, don’t spell out numbers – remember, spelling counts!

2. Letters – unfamiliar words (such as street and surnames) will be spelled out. Be prepared to hear the spelling. Proper names begin with capital letters!

3. Addresses – Know the standard format. It is usually

House/Flat Number

Street Name

Town/City Name

4. Postcodes can have both letters and numbers e.g. BR7 4MJ

3. Tips for form/note/table completion questions:

1. You are given some time to review the questions – use it! Try to predict the following:

1. The structure/theme/topic of the listening

2. The subject of each gap (Name? Phone number? Amount? Size? Location?)

3. The part of speech of each gap

2. Listen for synonyms – What you hear is not always what you see

3. Be careful of distractors, most questions have them!

4. Don’t leave answers blank, but if you miss something, just move on

4. What can you predict?

- How is the talk organized?

- Which question(s) ask for a number?

- Which question(s) as for a type of transport?

- Which question(s) may need an adjective?

- Which question(s) may need a proper noun?

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Module 28: Practice writing feedback // Example writing resources // Using ChatGPT

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Module 28: Practice writing feedback // Example writing resources // Using ChatGPT

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I/ Resources for IELTS writing samples

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II/ Using ChatGPT to help with IELTS writing

1. How can ChatGPT help me with IELTS writing?

- Explain exam prompts

- Get ideas and vocabulary for specific topics

- Provide model answers

- Suggest paraphrases

- Analyse and correct your writing

- Improve specific elements, such as cohesion, tone, and punctuation

2. Some tips for chatting with ChatGPT

- Talk to ChatGPT like you would talk to a person (and remember to be polite).

- Ask ChatGPT to assume a role (e.g., “Act as an IELTS test-taker…” “Pretend you are an IELTS examiner…”)

- Be specific in your instructions (e.g., “Make a list of…” “Write an essay of 300 words…”)

- Repeat questions to get a variety of samples.

- Ask for clarification or justification (e.g., “why do you think that?” “Can you give me an example of…?”)

- Keep experimenting

3. What ChatGPT can’t do:

- Give strong opinions. ChatGPT is designed to be neutral and balanced. It can sometimes struggle with providing a position on controversial topics.

- Produce examples from personal experience. IELTS asks you to draw on your own experience to provide examples in essays, and the model answers that ChatGPT gives cannot do that!

- Provide the most up-to-date information. Because ChatGPT was trained on an older, closed data set, it may not have the most current information.

4. Some final reminders…

- ChatGPT is not infallible. In fact, it is known for making errors…and just making stuff up! This means we should exercise caution in using ChatGPT for facts.

- Don’t use ChatGPT to write for you. AI writing still has many, many limitations, and there are subtle differences between AI and human writing. Besides, you can’t use it in an exam like IELTS, so you still need to learn to write on your own!

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Module 27: Writing review: AMA // Practice writing and feedback // Reminders: Top tips for improving your writing

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Module 27: Writing review: AMA // Practice writing and feedback // Reminders: Top tips for improving your writing

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I/ Practice writing and feedback

- You will now be given a chance to practice some writing and submit it for feedback!

- You will be given two IELTS Writing Task 2 questions. Select one and write an introductory paragraph to the question. You may answer both or write more (time permitting).

- Remember: your introduction should provide a paraphrase of the question prompt (identify the issue); it should also present an overview/outline of your essay and/or state your position (i.e., your opinion) as required.

- You will be given 15 minutes to provide your response.

Option 1: Follow this link to complete your response directly onto Google Forms (recommended): https://docs.google.com/forms/d/e/1FAIpQLSe23QgbxAA3SUwP7iY6Q0Jkkn6eomDejjB6TDdC5sDoNnRXOA/viewform

Option 2: Follow this link to submit your response as a photo or file (requires signing into Google):

https://docs.google.com/forms/d/e/1FAIpQLSfOvkySFxG4vHVn_spoQg_GSa-3LouplT9bu6U4NQxp-uMGGg/viewform

Question 1: These days more and more people are going to other countries for a significant period either to find a job or study. There are clearly many benefits to doing this, but people who live abroad can also face some difficulties. Discuss the advantages and disadvantages of living and working in a foreign country.

Question 2: Movies and tv shows are a good way to study history despite their lack of historical accuracy at times. To what extent do you agree or disagree?

II/ Top tips for improving your writing

1. Write everyday

- To develop a skill effectively, it should be practiced on a daily basis.

- Daily practice helps to form habits.

- You don’t need to write IELTS essays every day, but write something!

2. Get feedback on your writing

- It’s hard to correct mistakes if you don’t know what they are.

- To improve, we need to analyze our performance and incorporate what we learn.

- Work with a friend: experts are great, but peer feedback is also helpful.

3. Explore new structures and vocabulary

- Make sure you are growing by trying out new things.

- Learning takes place outside of our comfort zone.

- Know your resources and use what works for you.

4. Follow the writing process

Writing is the combination of many skills; we don’t just sit down and write! Remember that you need to

Understand the writing requirements

Be familiar with question types and what they are asking

Understand your subject, purpose, and audience

Plan your response by outlining

Always review and proofread your work

5. Be easy on yourself

- Writing is a skill that takes time—a lot of time—to develop.

- Don’t be discouraged by setbacks. Relax, regroup, and retry.

- Remember how far you have already come and appreciate the journey.

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Module 26: Writing Task 2: Problem/solution essays // Skills focus: Improving grammatical range and accuracy

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Module 26: Writing Task 2: Problem/solution essays // Skills focus: Improving grammatical range and accuracy

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I/ Writing Task 2:  Problem/solution essays

1. Key points for problem/solution essays

- This type of essay requires you to discuss an issue and its possible solutions. - It is a type of opinion essay.

- The writing prompts consist of a single statement and two questions. Occasionally, you are only required to write about the solutions.

- You may be asked to describe the reasons for the problem (i.e., its causes) or the results (i.e., its effects).

- It is possible to discuss just one problem and/or one solution.

2. Do these questions ask you to describe causes or effects?

Prompt: Many people like to eat unhealthy food even though they know it’s bad for them.

- Why? What are the most effective ways to improve people’s eating habits? --> Cause

- What issues does this cause and how can they be addressed? --> Effect

- What are some resulting social problems and how can we deal with them? --> Effect

- What are the reasons for this, and how can the situation be improved? --> Cause

3. Some more Problem/Solution examples questions:

Nowadays, most children prefer to spend several hours playing with electronic devices over doing more traditional leisure activities. What problem does this cause? What do you think are possible solutions?

In some parts of the world, traditional festivals and celebrations have disappeared or are disappearing. Why is this happening? What measures could be taken to ensure they do not disappear?

The influence of human beings on the world's ecosystem is leading to the extinction of species and loss of biodiversity. What are the primary causes of loss of biodiversity? What solutions can you suggest?

4. Structuring a problem/solution essay

1. An introduction

Paraphrase of the issue

State the main cause/effect and your solution.

2. Body paragraph 1 (description of the cause/effect with at least one example/illustration).

3. Body paragraph 2 (describe your solution with at least one example/illustration).

4. Conclusion

Summarize the issue and its cause/effect

Restate your solution

1. An introduction

Paraphrase of the issue

Provide an overview (e.g. causes/solution)

2. Body paragraph 1 (one or more cause with at least one example/illustration).

3. Body paragraph 2 (one or more solution with at least one  example/illustration).

4. Conclusion

Summarize the issue and its cause(s)

Restate your solution(s)

Many people like to eat unhealthy food even though they know it’s bad for them. Why? What are the most effective ways to improve people’s eating habits?

Everyone knows that eating a balanced diet is essential for good health; however, most of us struggle with making healthy eating choices. In my opinion, the most important reason for this is a lack of knowledge about how to prepare nutritious foods. Our society should do more to teach people how to be better cooks.

Most people are aware of the negative effects of consuming too much junk food, yet they continue to eat it every day. There are several reasons for this serious health crisis, but thankfully, there are also some simple ways to reduce this problem.

5. Top tips for problem/solution essays

- Don’t confuse causes and effects – make sure you understand the question.

- Don’t discuss too many ideas – stick with one or two that you can develop more fully.

- Provide solutions that are clearly linked to the problem(s) you describe.

- Make your solutions specific. Do not generalize.

II/ Skills focus: Improving grammatical range and accuracy

1. Uses a limited range/mix/variety/wide range of structures

- Good writing depends on variety. Vary the length of your sentences and the ways in which your ideas are linked.

- Always make sure your sentences (thoughts) are complete.

- Simple sentences are effective; there is no reason to be unnecessarily complicated!

2. Essential structures you should know how to use:

- Simple, compound, and complex sentence patterns (coordination/subordination)

- Basic word order

- Basic verb tenses (including continuous and perfect)

- Passive/active voice

- Relative clauses (restrictive and nonrestrictive)

- Conditionals

3. Frequent/some/few/occasional errors

- Errors will happen. Avoid “unforced errors” by proofreading!

- Make sure your basic structures are accurate, but don’t be afraid to take some risks.

- Know your weaknesses and work on them. Practice error correction.

Can you spot five mistakes in this paragraph?

The biggest problems caused by climbing sea levels is that land is being lost and peoples’ residences are often flooded. As water levels rise, low-lying land is submerges, and many countries become smaller. Furthermore, millions of people all over the world have lived in coastal areas, and if the sea by even a few feet rises, they are inundated with water and lose their property. We are already seeing this in places like Bangladesh which suffers from coastal flooding on an annual basis.

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Module 25: Writing Task 2: Positive/negative essays // Skills focus: Improving lexical resource

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Module 25: Writing Task 2: Positive/negative essays // Skills focus: Improving lexical resource

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I/ Writing Task 2: Positive/negative essays

1. Key points for positive/negative essays

- The prompts for positive/negative questions generally present one idea (e.g., a development, trend, or situation).

- Positive/negative questions require that you state your opinion.

- It is possible to choose one side or the other or “both.”

- It is not a requirement to talk about both positive and negative aspects, but more than one aspect should be fully discussed.

2. Structuring a positive/negative essay

1. An introduction

1. Paraphrase the development or situation

2. State your opinion (e.g., both)

2. Body paragraph 1 (one or two positive reasons with at least one example/illustration).

3. Body paragraph 2 (one or two negative reasons with at least one example/illustration).

4. Conclusion

1. Summarize main ideas

2. Clarify your opinion

________________

1. An introduction

1. Paraphrase the development or situation

2. State your opinion (e.g., positive)

2. Body paragraph 1 (one positive reason with at least one example/illustration).

3. Body paragraph 2 (A second positive reason with at least one  example/illustration).

4. Conclusion

1. Summarize main ideas

2. Clarify your opinion

II/ Skills focus: Improving lexical resource

1. Uses a limited/adequate/sufficient/wide range of vocabulary

- You only have 250–300 words. Use synonyms and referencing whenever possible.

- Learn and be comfortable with a wide range of cohesive devices.

- Explore and study unfamiliar topics to build your vocabulary.

- Practice paraphrasing your own or others’ writing.

- You can’t “cram” vocabulary. Develop the habit of learning and studying vocabulary regularly.

2. Attempts/uses less common lexical items

- It’s ok to take some “risks” with vocabulary, especially when practicing (just don’t overdo it)!

- The dictionary and thesaurus are your friends!

- You don’t need uncommon words in every sentence. 2–3 advanced vocabulary items is enough to catch the examiner’s eye.

3. Awareness of style

- Style is the voice/image you wish to project through your writing.

- Styles we should aim for in an IELTS Writing Task 2 Essay:

Academic

Persuasive

Clear

Formal?

- “Style is that which indicates how the writer takes himself and what he is saying. It is the mind skating circles around itself as it moves forward.” —Robert Frost

“You do not create a style. You work, and develop yourself; your style is an emanation from your own being.” —Katherine Anne Porter

4. Awareness of collocation

- Collocations are words that are found together (co + locate).

- For example, what words do you often find together with “time?”

You can “buy time” but not “purchase time.”

You can “waste time” but not “exhaust time.”

You can “find the time” for something but not “discover the time.”

5. Noticeable/some/occasional/rare errors in spelling and/or word formation

- Mistakes are expected – it’s a handwritten test!

- Core vocabulary and words from the prompt should always be spelled correctly.

- Don’t avoid a strong vocabulary word because you are unsure of the spelling.

- Practice writing with a spellchecker.

- The dictionary is your friend!

III/ Challenge: Can you write an introduction to the following Task 2 question?

Young people prefer listening to music rather than listening to the news on the radio.

Is this a positive or negative trend?

Remember to:

1. Think of reasons you can develop and decide on your position.

2. Paraphrase the trend statement in one or two sentences.

3. Clearly state your position (opinion).

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Module 24: Writing Task 2: Advantage/disadvantage essays // Skills focus: Improving coherence and cohesion

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Module 24: Writing Task 2: Advantage/disadvantage essays // Skills focus: Improving coherence and cohesion

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I/ Writing Task 2: Advantage/disadvantage essays

1. Key points for advantages/disadvantages essays

- Advantages/disadvantages questions may or may not ask you to give your opinion.

- You must discuss both advantages and disadvantages in your essay.

- It is possible to talk about just one advantage or disadvantage, but you should not do this for both.

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2. Structuring an advantages/disadvantages essay

1. An introduction

Paraphrases the question prompt

Outline statement (advantages/disadvantages)

Opinion (if required)

2. Body paragraph 1 (one or two advantages with at least one example/illustration).

3. Body paragraph 2 (one or two disadvantages with at least one example/illustration).

4. Conclusion

Summarizes main ideas

Clarifies the opinion (if required)

1. An introduction

Paraphrases the question prompt

Outline statement (disadvantages/advantages)

Opinion (if required)

2. Body paragraph 1 (one or two disadvantages advantages with at least one example/illustration).

3. Body paragraph 2 (one disadvantage with an example/illustration).

4. Body paragraph 3 (another more important disadvantage with an example/illustration).

5. Conclusion

Summarizes main ideas

Clarifies the opinion (if required)

II/ Skills focus: Improving coherence and cohesion

1. What is coherence?

- Coherence means our ideas are logically connected and consistent.

- A coherent piece of writing “makes sense.” This means the arguments we make are rational and comprehensible. In addition, our ideas logically follow (or progress from) one another to reach a conclusion.

- The structure of an essay (introduction, body, conclusion) is the natural product of coherence.

Example: The following scenarios are logical (coherent)

- The train is scheduled for 12:00 pm. It is 12:01 pm. The train is not here. The train is late.

- All spiders have eight legs. A tarantula is a spider. A tarantula has eight legs.

Example: The following scenarios are incoherent

- All spiders have eight legs. This starfish has eight legs. Starfish are spiders.

- Traffic lights prevent accidents. Sarah drove today and did not have an accident. Sarah must have stopped at all traffic lights.

2. What is cohesion?

- Cohesion is the act or state of “sticking together.” Thus, cohesion represents “unity.”

- A piece of writing is cohesive when the ideas and statements presented are unified. In other words, it is clear to the reader how each sentence is connected to the others and how the ideas are related.

- We achieve cohesion by carefully structuring and organizing our sentences and by using “cohesive devices.”

2.1. The essay shows “organization” and “progression.”

- It provides an introduction that clearly tells the reader what will be discussed (e.g., two opposing views and the writer’s position regarding them).

- It thoroughly discusses those views in the order suggested using a body of evidence that is relevant and factual.

- The accumulation of evidence leads the reader to a logical conclusion that reflects the writer’s stated position.

2.2. The essay uses a “range” of cohesive devices “appropriately.”

- The essay signals the reader about the logical connections between ideas using accurate words/expressions.

- Cohesive devices are used only when needed to help the reader follow the writer’s logic.

- The cohesive devices are not repetitive, redundant, or overly formal.

A paragraph without cohesive devices

Being your own boss means that all aspects of your business are your responsibility. You have to do all of the regular work. You have to market yourself or your business. You have to do all the accounting. Being your own boss requires having additional skills. This can be expensive. You may have to get training or hire someone else to do the things you cannot do own your own. People who work for an employer can focus on the job they were hired to to.

The same paragraph with cohesive devices

The first disadvantage of being your own boss is that all aspects of your business are your responsibility. For example, besides having to doing all of the regular work, you have to market yourself or your business, and you have to do all the accounting. Thus, being your own boss requires having additional skills. This can be expensive because you may have to get training or hire someone else to do the things you cannot do own your own. On the other hand, people who work for an employer can focus on the job they were hired to to.

3. The essay uses appropriate “referencing.”

- Referencing means referring back to something in your essay (without repeating the same words). We do this with pronouns, synonyms, and substitution.

- Reference words must be accurate and clear.

- Reference words should not be used repetitively.

Example: A paragraph without referencing

One key advantage that people who chose to be self-employed have is that people who chose to be self-employed can be their own boss. Many people who chose to be self-employed do not like the restrictions that come from not being their own boss. For example, not being their own boss means that someone else is controlling the hours they work, the days they have off, and what aspects of their job are a priority. Conversely people who choose to be self-employed have the freedom to choose the hours they work, the days they have off, and what aspects of their job are a priority on their own.

Example: The same paragraph with referencing

One key advantage that self-employed people have is that they can be their own boss. Many freelance workers and small business owners do not like the restrictions that come from working for someone else. For example, regular employment means having a boss who is controlling the hours a person works, the days they have off, and what aspects of their job are a priority. Conversely people who choose self-employment have the freedom to make all of these decisions on their own.

4. The essay uses paragraphing appropriately.

- Each paragraph can be easily identified.

- Body paragraphs include clear topic sentences (containing a topic and a controlling idea).

- All other sentences in the paragraph relate to the topic sentence.

- Paragraphs are developed as necessary.

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Module 23: Skills focus: Conclusions // Skills focus: Improving task response

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Module 23: Skills focus: Conclusions // Skills focus: Improving task response

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I/ Skills focus: Conclusions

1. What is a conclusion?

- A conclusion paragraph brings closure to your essay. It complements the introduction in framing the body of your essay.

- In general, conclusions provide a summary of the main points (i.e., answer the question) and offer a final thought (e.g., a prediction or recommendation).

- Conclusions are usually shorter than body paragraphs. In an IELTS essay, they may be only 1–3 sentences and may not include a final thought.

2. Conclusions: Top tips

- Conclusions should not introduce new information. This is the job of your body paragraphs.

- Use original language – Don’t copy the same phrases and expressions from your intro and body paragraphs. Demonstrate your range of language by paraphrasing.

- Be sure to answer the question(s). The conclusion should solidify your position, even in you have already stated it.

- Don’t forget one! It’s very difficult to achieve a high score without including this structural element.

3. Writing a conclusion

- Review the main points of your essay.

- Choose an appropriate transitional phrase.

- Rewrite the main points (i.e., paraphrase them) in a way that answers the question (or questions) asked in the essay prompt.

- Add a final recommendation or prediction if appropriate or if you need to add words to your essay.

4. What’s an appropriate way to introduce a conclusion?

To sum up

In the end

In conclusion

To conclude

It’s not absolutely necessary to include an introductory phrase in your conclusion, but it’s important to use an appropriate one when you do.

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II/ Skills focus: Improving task response

1. “Addresses all parts of the task”

To address “all parts of the task,” you need to ensure that you have discussed all aspects of the prompt and fully answered the question (or questions) asked.

This means you must write something about all aspects of the question prompt!

2. Uses an “Appropriate format”

The appropriate format is the essay format!

Your response must have:

- An introduction

- Body paragraphs

- A conclusion (in Task 2)

Your paragraphs must be visible, fully developed, and contain complete sentences.

3. “Presents a relevant/clear/well-developed position”

- Your position can be stated in the beginning, the end, or both, but it must be clear and consistent.

- Your position should be clearly connected to the the reasons and relevant examples that you provide in your body paragraphs.

4. “(Main) ideas are relevant/extended/supported”

- Relevant ideas are those that are directly connected to the topic.

- Extended ideas include information to explain why your ideas are relevant.

- Supported ideas have facts, reasons, examples, and details to back them up.

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Module 22: Writing Task 2: Multi-part essays (two part questions) // Skills focus: Body paragraphs

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Module 22: Writing Task 2: Multi-part essays (two part questions) // Skills focus: Body paragraphs

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I/ Writing Task 2: Multi-part essays (two-part questions)

1. What are multi/two-part essays?

- Multi-part essay prompts have a statement with two different questions.

- The questions may or may not be linked.

- The questions may or may not ask you for your opinion.

- The questions are generally quite direct.

2. How to structure a two-part essay

- Introduction

A paraphrase of the statement

A statement that addresses both questions

- Body paragraph 1 (answering the first question)

- Body paragraph 2 (answering the second question)

- Conclusion

summarize your ideas

give a final idea or thought

II/ Skills focus: Body paragraphs

1. What are body paragraphs?

- Body paragraphs are the “bulk” of your essay. They contain the main information that you want to convey.

- Body paragraphs are always organized around a topic and controlling idea; these should be stated in a clear topic sentence.

- Body paragraphs should always be well-developed. There should be a minimum of three sentences.

- The statements you make in your body paragraphs should be supported with facts, reasons, examples, and details.

2. Reminder: Planning your essay

- Before you write anything, you need to make a plan. To do this, you must

Read and fully understand the question (understand what you need to do).

Decide on your position (in an opinion essay)

Brainstorm your main ideas/reasons

Select your examples/supporting details

Put your ideas into a logical order

- This process should only take a few minutes of your time!

3. Topic Sentences

- Topic sentences explain what a paragraph is about (topic + controlling idea).

- Readers expect topic sentences in body paragraphs.

- In short essays especially, good topic sentences are clear and to the point – they do not include supporting information.

4. Example of a good topic sentence?

"The primary reason behind the loss of plant and animal species is human-induced climate change."

--> The length and development of your body paragraphs depends on the number of facts, reasons, examples, and details you use. It can also depend on the question.

5. How many examples/reasons do I need to give?

1. Why is this the case?

2. What problems can it cause?

3. How can this issue be solved?

4. What is the consequence of this trend?

5. What measures should be taken to combat this issue?

6. Do you think this is a positive or a negative development?

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Module 21: Writing Task 2: Discussion essays // Skills focus: Introductions

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Module 21: Writing Task 2: Discussion essays // Skills focus: Introductions

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1. How is writing different from speaking?

Speaking:

Natural, innate

Fast, easy

Includes non-verbal cues, tone, and intonation

Immediate feedback

Communication is localized

Spontaneous, unplanned

Writing:

Unnatural, learned

Slow, difficult

Includes punctuation, paragraphing

Delayed feedback

Communication crosses time and space

Planned, structured

-> The features of writing require that we think about our readers and anticipate what they will (or will not) understand. To assist with understanding, we often follow established structures/patterns.

2. Discussion essays

2.1 What are discussion essays?

- Discussion essays are very common in IELTS Task 2. The key feature of a discussion essay is that you are asked to write about (discuss) both sides of an issue.

- Discussion essays may or may not ask you to give your opinion.

- Your discussion of the issue should be balanced – even when you need to take a side.

2.2. Which one is a discussion essay?

1. Paper money is being used less and less, and soon there will be no need for it in society.

To what extent to you agree or disagree?

2. Paper money is being used less and less in society. Some people say this is a positive trend, while others say it is leading to negative consequences.

Discuss both views and give your opinion.

3. Paper money is being used less and less in society.

Discuss the advantages and disadvantages of this and give your opinion.

-> Ans: 2

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2.3. How many paragraphs should I write?

A possible four paragraph structure:

Introduction (with opinion)

Body paragraph 1  – 1st side

Body paragraph 2 – 2nd side

Conclusion

A possible five paragraph structure:

Introduction

Body paragraph 1  – 1st side

Body paragraph 2 – 2nd side

Body paragraph 3 – opinion

Conclusion

-> There are many “formulas” for structuring your essay; however, IELTS does not favor one over the other. Just remember to discuss both sides and state your opinion clearly when asked!

3. Skills focus: Introductions

3.1. What’s an introduction?

Introductions are part of the formal structure of essays. Readers expect certain elements to be in an introduction. These elements help the reader to follow our ideas.

Generally, introductions do the following:

Identify the topic/problem/issue

Provide background information

State the writer’s position/opinion (thesis)

Provide an outline to the essay

Depending on what we are writing, an introduction can be a paragraph or a whole chapter!

3.2. What should I include in a Task 2 introduction?

Depending on the question, you may need to do the following:

1. Paraphrase the question prompt

2. State both views (in your own words)

3. Provide your opinion

4. Provide an outline

3.3. Examples
1. Paper money is being used less and less, and soon there will be no need for it in society.

To what extent to you agree or disagree?

-> With the rise in online shopping and digital banking services, the need for cash to buy things is rapidly decreasing. Although some people believe that paper money will be completely unnecessary in the near future, I do not agree. Cash should remain an option for buying things because using virtual money can have hidden costs, and people sometimes want to keep their transactions private.

2. Paper money is being used less and less in society. Some people say this is a positive trend, while others say it is leading to negative consequences.

Discuss both views and give your opinion.

-> In modern society, the use of cash to pay for things is in decline. While some people believe this trend is dangerous for society and will lead to serious privacy issues, others welcome the convenience and simplicity that digital currency provides. In my opinion, the end of cash would benefit society by making our money – and our lives – much safer.

3. Paper money is being used less and less in society.

Discuss the advantages and disadvantages of this and give your opinion.

-> Using cash to pay for goods and services is becoming much less common in modern society. The question of whether or not this is beneficial remains controversial, and there are good reasons on both sides. However, despite the benefits of a cashless society, I believe that paper money is not going to go away in the future.

3.4. Top tips for great Task 2 introductions

- Avoid overly generalized statements, e.g., “Global warming is a really big problem nowadays.”

- You do not need to provide a “hook,” e.g., “Advertising to children is evil.”

- Do not make announcements, e.g., “In this essay I will talk about…” “This essay discusses…”

- Avoid using memorized statements and “advanced” language, e.g., “Upon carefully pondering both perspectives of this polemical controversy, I have ascertained that…”

3.5. Your turn!

Can you write an introduction to the following Task 2 question? You can bring your response to class next week!

Some people prefer to spend their lives doing the same things and avoiding change. Others, however, think that change is always a good thing.

Discuss both views and give your opinion.

Don’t forget to do these steps before you write:

Read and fully understand the question (understand what you need to do).

Decide on your position

Brainstorm your main ideas/reasons

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Module 20: Writing Task 2: Opinion Essays // Skills focus: Organizing an essay/preparing to write

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Module 20: Writing Task 2: Opinion Essays // Skills focus: Organizing an essay/preparing to write

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1. Overview of Writing Task 2 (Academic)

- Task 2 questions involve general knowledge; you don’t need to be an expert in anything!

- You must write an essay in response to a question.

- You must write 250 words or more.

- Task 2 is worth 2/3 of your total mark on the Writing test.

- You should spend around 40 minutes on this part of the test.

- General Training and Academic are essentially the same for Task 2.

- There are a variety of types of questions that you will be asked. We will look at each of these over the next few weeks.

2. Opinion Essays: Key Features

- Many – but not all – Task 2 questions will ask you to give your opinion.

- It is important to provide your opinion (or “position”) when asked. Failure to do so can affect your task achievement score.

- Opinion essays require that you use the first person (i.e., “I” or “my”).

- When asked for your opinion, you also need to choose a side and maintain it – you can’t say “neither” or “both!”

- Your opinion should be stated clearly, preferably in the first paragraph.

- As always, it is not important what your opinion is. What matters is that you clearly state a position, and you support it in a clear and organized manner.

You should use the following to state your opinion

In my view,

I think

I feel strongly

In my opinion,

I firmly believe

3. Skills focus: Organizing an essay

3.1 Task 2: Organization basics

For Task 2, you must write an essay. This means your response must be in paragraph form!

Moreover, an essay has three basic parts:

An introduction

A body

A conclusion

3.2. How many paragraphs should my essay have?

- To fully respond to a Task 2 question, you need at least two body paragraphs.

- However, you do not need more than three. (You do not have the time or words to develop more than two body paragraphs).

- A Task 2 response should be four to five paragraphs.

4. Skills focus: Preparing to write

4.1. Planning your essay

Before you write anything, you need to make a plan. To do this, you must

Read and fully understand the question (understand what you need to do).

Decide on your position (in an opinion essay)

Brainstorm your main ideas/reasons

Select your examples/supporting details

Put your ideas into a logical order

This process should only take a few minutes of your time!

Example topic:
Some experts believe that it is better for children to begin learning a foreign language at primary school rather than secondary school.

Do the advantages of this outweigh the disadvantages?

Possible answers:

Advantages:

Young children learn languages faster/more easily

More cultural awareness

Can improve other cognitive skills

Additional languages can be learned later

Children are more motivated to learn languages

Disadvantages:

Can affect one’s native language

Less time for other subjects

Not all children need a second language

Not enough teachers/resources

Ineffective

…and think of supporting examples and details.

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Module 19: Writing Task 1: Process // Skills focus: Editing and proofreading

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Module 19: Writing Task 1: Process // Skills focus: Editing and proofreading

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1. Writing Task 1: Process Diagrams

- Process diagrams describe the stages or steps of something, such as a natural or manufacturing process.

- Rather than making comparisons or identifying trends, you need to describe the key stages or steps shown in the diagram.

- Processes can be linear or cyclical.

- The steps may or may not be clearly defined.

Example 1 (xem ví dụ trong slide)

- Is the process linear or cyclical? --> Linear

- How many steps are in this process? --> 8

- Are there any stages? --> Storage and delivery/ production/ packaging

Example 2

- What are the numbered items in the diagram? --> The parts of the system (not the steps!)

- How many steps are there in this system? -->

1. Cold water is pumped into the geothermal zone (where it is heated).

2. Hot water is pumped into the condenser and turned to steam.

3. Steam is used to power the turbine and generate electricity.

Example 3

- Is this process linear or cyclical? --> Cyclical (the flow of the water, day/night cycle)

- Where does the process start? --> At the intake/day (most logically)

2. Task 1 writing process in order

1. Identify the type of graphic (e.g., chart, map, diagram).

2. Identify the main features (e.g., trends, comparison points, process stages).

3. Organize your ideas.

4. Write the introduction.

5. Write the overview.

6. Write the detail paragraph(s).

7. Review and proofread your writing.

3. Skills focus: Editing and proofreading your work

3.1. What is proofreading?

- Proofreading is the final stage in the writing process in which you perform a last check of your work to correct mistakes.

- Proofreading involves making minor changes (compared to editing, which can be more substantial).

- Proofreading is an important step that should not be ignored. It can make an critical difference in your overall score!

3.2. Proofreading: Key strategies

- Make time for proofreading – if possible at the end of both writing tasks.

- Read slowly and deliberately using your pencil.

- Focus on the sentence level (make sure each sentence is correct).

- Know your weak points! What mistakes do you commonly make?

3.3. What should you check for?

Complete sentences

Subject-verb agreement and verb tense

Word order

Punctuation (including capitalization).

Spelling and word formation

Repetition/word choice

Transitions/cohesive devices

Prepositions

Articles

3.4. Exercise to identify mistake

Passage 1:

The diagram shows how electricity is produced for geothermal energy. There are five general steps in this process.

First, cold water that is stored above ground is pumping into the geothermal zone 4.5 km below the earth. this is done using an injection well.

Passage 2:

When the water passes through the geotermal zone, it becomes hot. The hot water is then pumped back to surface into a large condenser. The water become steam in the condenser, which is passed into a turbine.

Passage 3:

Next the steam turns the turbine, and a generator converts the energy into electrician. Finally, is the energy sent out through the power lines.

Answers

Passage 1:

The diagram shows how electricity is produced for from/using geothermal energy. There are five general steps in this process.

First, cold water that is stored above ground is pumping pumped into the geothermal zone 4.5 km below the earth.

this This is done using an injection well.

Passage 2:

When the water passes through the geotermal geothermal zone, it becomes hot.

The hot water is then pumped back to the surface into a large condenser.

The water become becomes steam in the condenser, which is passed into a turbine.

Passage 3:

Next, the steam turns the turbine, and a generator converts the energy into electrician electricity.

Finally, is the energy the energy is sent out through the power lines.

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Module 18: Writing Task 1: Multiple charts/tables // Skills focus: Selecting and reporting the key features

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Module 18: Writing Task 1: Multiple charts/tables // Skills focus: Selecting and reporting the key features

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1.Questions with multiple graphics:

- Some Task 1 questions will include multiple charts (often pie charts) or combine a chart with a table.

- In these tasks, you may need to compare between the graphics or combine and synthesize the information.

- Multiple graphics can be tricky because the associations between them (and the comparisons you need to make) are not always clear.

- It is important to carefully select the key features and include information from all of the graphics provided. You must also choose a logical organization for your summary.

a.Do you remember what is being compared here? (xem hình ví dụ trong slide)

- Changes in the age distribution of populations over time

- Differences in age distribution between two countries

b. What is the overview?

How should you organize your response?

- The population of both countries gets older between 2000 and 2050, but overall, the population of Italy is much older than the population of Yemen.

- Although the percentage of elderly people in Italy is greater than in Yemen, in both countries the population ages from 2000 to 2050.

- There is no “perfect” way to organize your summary. It’s best to use your overview to guide you.

c. What is being compared here?

- The size (or earnings) of different export categories in two different years

- The percentage change (growth or decline) of the categories from one year to the next

d. What are the main features?

Four of the sectors have grown, while only one has declined.

- Earnings from engineered goods are nearly equal to petroleum products in 2016, and textile exports are now equal to agricultural products.

- Earnings from textiles have risen the most.

- Gems and jewellery remains the third most important sector.

d. How has this writer organized their response?

- The organization (mostly!) follows the different sectors from largest to smallest. --- It compares the % and/or $ differences for each between the two given years.

Could it be organized differently? How?

e. What is being compared in these graphics?

- What anthropology students did after graduating (pie chart)

- What anthropology graduates earned in different types of employment after five years (table)

f. Can you make a connection between the pie graph and the table?

- Just over half of anthropology graduates found full-time work after graduation; however, anthropology salaries after five years were high, regardless of the type of employment.

- Although many anthropology students did not take full-time jobs after graduating, the majority had salaries above $75,000 after five years of work.

g. What do these pie charts show?

What do you need to compare?

- The charts show how much (the percentage) of each nutrient that comes from different daily meals in the USA.

- You need to compare which meals have more or less of each nutrient.

- You do not need to compare between nutrients!

h. Can you write 3–4 sentences that discuss the key features?

- You can use the charts OR the legend to organize your sentences.

- To complete the task, you may need more than 3–4 sentences that discuss the features. Try writing a full answer in your study time!

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Module 17: Writing Task 1: Maps // Skills focus: Writing an overview

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Module 17: Writing Task 1: Maps // Skills focus: Writing an overview

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1. Task 1 Map Questions:

- Map questions generally include two maps, drawings, plans, or diagrams in a “before and after” scenario.

- The main purpose of your summary is to make comparisons between the two images.

- The maps contain visual and textual information.

- As always, it is important to select the “main features” to report on in your summary.
Xem ví dụ trong slide

2.Skills focus: Writing an overview // What is an overview?

- In addition to an introduction (paraphrase of the description), you need to provide an “overview” of the graphic provided.

- The overview is a summary of your summary! It identifies the key points (trends, differences, etc.) or conclusions that a person should understand from looking at the graphic.

- The overview is generally one or two sentences in length.

- The overview can follow the introduction or come at the end of your summary.

Xem ví dụ trong slide

3.Some possible overviews

Example 1

- Overall, many changes can be seen in the forecasted development.

Altogether, major developments for the city center are planned, including a new ring road, new infrastructure, and a pedestrian zone.

- In summary, the planned modifications for Islip reflect the growth of the town at the expense of open spaces.

Example 2

- All told, there have been many significant changes to Grange park since 1920.

- Overall, the new features and modifications to the park make it a very different place compared to the past.

- Over the past century, a number of elements have been added or removed from Grange park, which have completely transformed how it looks.

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Module 16: Writing Task 1: Charts // Skills focus: Paraphrasing the description

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Module 16: Writing Task 1: Charts // Skills focus: Paraphrasing the description

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1.(Academic) Writing Task 1 Overview

- You are presented with a graph, table, chart, or diagram and are asked to summarise and report the information in your own words.

- You may be asked to select and compare data, describe the stages of a process, describe an object, or explain how something works.

- Length: You should write at least 150 words.

- Time: You should spend about 20 minutes on this task.

2.Charts in Task 1

- Most IELTS chart questions will use line, bar, column, or pie charts.

- Some questions will have more than one chart.

- The function of a chart is to visually compare data; hence, you must always make comparisons when describing charts.

- Charts are also designed to simplify data; however, you must know how to read them!

2.1. Line Graph (xem hình graph trong slide)

- What is the overall trend?

- The overall number of both types of tourists has risen dramatically.

- The total number has gone from 1 million to 3.5 million.

- The combined number of visitors has increased by 250%.

- How much has the number of visitors staying on the island increased? During what period?

- The number of visitors staying on the island doubled between 2011 and 2013.

- The number of these visitors was relatively flat after 2013.

- How much has the number of cruise ship visitors risen? In which period?

- The number of cruise ship visitors quadrupled between 2013 and 2017.

- The number of cruise ship tourists was at or below half a million in the first four years.

2.2. Bar chart

What can you compare?

- Between cities

- Fresh vs instant coffee

- Coffee at home vs in cafes?

- Do people drink more coffee at home or in cafes?

- We don’t know! The same people could be included in all of the groups.

Are there any trends?

- People in all locations buy more instant coffee than fresh coffee, and instant is much more popular in three cities.

- In the cities where fresh coffee is more popular, more people go to cafes.

- Overall, people drink the least tea and coffee in Adelaide.

What are the main features?

- There are significant differences in the population distribution of each country.

- The areas of growth/decline are different for each country.

Are there any trends?

- Over time, the population of both countries ages.

- The age growth in Italy is in the 60+ category, while the growth in Yemen is in the 15–59 age group.

- The 60+ group in Yemen and the under 14 group in Italy both decline slightly.

Skills: Paraphrasing the description

In Academic Writing Task 1, your introduction is essentially a paraphrase of the description of the graphic.

3.What is a paraphrase?

- A paraphrase is a restatement of a text or speech. The general goal of a paraphrase is to say the same thing in a different way.

- Paraphrases are useful because they can clarify difficult language.

- Paraphrasing allows us to avoid repetitive language.

- Paraphrases also demonstrate understanding: If you paraphrase something accurately, you show that you comprehend the meaning of the original text or speech.

4. Paraphrasing in speaking

In IELTS speaking, paraphrasing is used to

1. Demonstrate a variety (range) of language.

2. Explain words that we don’t know.

Paraphrasing is part of the Lexical Resource score.

5. Paraphrasing in Writing

To paraphrase successfully, you need to do more than just change a few words. You need to fully understand the source and do several of the following:

- Use accurate synonyms and antonyms

- Change parts of speech

- Use a different word order

- Change the sentence pattern

- Change the verb form (e.g. active <-> passive)

- Combine or break up sentences

- Ignore unnecessary details

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Module 15: Intro to Writing: Overview and General strategies // Understanding the band descriptors/marking criteria

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Module 15: Intro to Writing: Overview and General strategies // Understanding the band descriptors/marking criteria

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1.(Academic) Writing Task 1 Overview

- You are presented with a graph, table, chart, or diagram and are asked to summarise and report the information in your own words.

- You may be asked to select and compare data, describe the stages of a process, describe an object, or explain how something works.

- Length: You should write at least 150 words.

Time: You should spend about 20 minutes on this task.

2.Some key points about Writing Task 1

- You should must write 150 words to do well on task achievement (up to 200 words is common).

- It is not necessary to have specialist knowledge to complete the task

- You do not need to interpret/explain the data—your opinion is not important!

- The instructions for the task are always the same—“Summarize the information by selecting and reporting the main features, and make comparisons where relevant.”

- To successfully respond to Task 1, you need to explain the “big picture” and support it with appropriate examples rather than report on every detail.
Xem ví dụ dạng đề trong slide

3.Writing Task 2 Overview:
- You are asked to write an essay in response to a point of view, argument or problem.

- You should aim to write 4 – 6 paragraphs including an introduction and conclusion.

- You should spend about 40 minutes on this task and write at least 250 words.

- Task 2 contributes twice as much as Task 1 to the writing score.

- Topics can include a wide range of commonly discussed subjects such as the environment, immigration, technology, or culture.

- The issues raised are of general interest to, suitable for, and easily understood by test takers entering undergraduate studies or seeking professional registration.

3.Some key points about Writing Task 2

- The organization of your response should follow basic essay writing principles.

- The structure of your essay can vary, depending on the question asked.

- A variety of essay types may be tested, including agree/disagree/, problem/solution/ and advantages vs. disadvantages.

- You are not evaluated on your opinions; you are evaluated on your ability to organize and explain opinions that are relevant to the essay prompt.

- To be successful in Task 2, you need to fully respond to the question(s) you are asked.
Xem ví dụ dạng đề trong slide

4.Scoring the Writing Exam

- You will be scored on 4 criteria: task achievement, coherence & cohesion, lexical resource, grammatical range and accuracy

Xem chi tiết các tiêu chí chấm điểm trong slide

5.Writing Preparation Preview

- Review/explore graphic types (Task 1)

- Outline Task 1 writing components

- Discuss key Task 1 writing strategies

- Review/explore essay types and strategies(Task 2)

- Discuss strategies for each score component

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Module 14: Skills focus: learning and using idioms

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Module 14: Skills focus: learning and using idioms

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1. What are idioms?

- Idioms are groups of words whose overall meaning is different from the individual words—and may be difficult to guess.

When Luis got a 7 on his IELTS exam, he was over the moon.

We had to work like mad to finish the assignment.

- Most idioms have a fixed form (e.g., you can say rings a bell but not rings the bell).

I don’t know that movie, but the actor’s name rings a bell.

- Idioms are individual vocabulary items and should be learned like other words.

- Understanding the meaning of core particles can help you guess the meaning of some idioms.

2. Types of idioms

- Verb-based idioms: change your mind, be supposed to do something

- Prepositional phrases: in that case, in charge (of sth/sb)

- Noun phrases: a piece of cake, a pain in the neck

- Sayings/proverbs: famous last words, when in Rome

- Fixed phrases joined by and/or: bright and early, more or less

- Phrasal verbs: take off, throw up

- Exclamations: Don’t ask me! Thank goodness.

3. Some thoughts about using idioms in IELTS speaking:

- Using idioms will not automatically improve your speaking score.

- Using idioms will make you sound more like a native speaker only if they are used naturally.

- Trying to use a lot of idioms is not a great strategy!

How to study idioms (and any vocabulary)

1. Do not try to memorize long lists!
- Memorizing long lists of words is not useful for productive knowledge. Communication involves using words in context.

- To use words in context, we need to study and practice using words in context!

2. Find meaningful sources

- Words that are useful to us are much easier to learn.

- Get your vocabulary from sources and topics that are important and interesting to you!

- Actively identify the words you don’t know in your personal sources.

3. Have a dedicated notebook

- You should have a special notebook for your personal vocabulary

- Entries should include

The source context (i.e., a sentence in which the word was encountered)

Definitions (synonyms, translations, roots)

Pronunciation

Word forms

Collocations/idioms

4. The dictionary is your friend!
https://idioms.thefreedictionary.com/

https://www.merriam-webster.com/

https://www.collinsdictionary.com/

5. Don’t forget to review!

- Try to work on a small number of vocabulary items at a time

- Practice by using vocabulary in context

- Practice “spaced repetition”

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Module 13: Skills focus: pronunciation features (cont.) // Key pronunciation issues for Vietnamese speakers

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Module 13: Skills focus: pronunciation features (cont.) // Key pronunciation issues for Vietnamese speakers

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1. Intonation

Intonation is the change in the pitch of our voice—how it rises and falls. Intonation conveys subtle messages about what we are saying and how we feel.

1.1. Rising Intonation

Rising intonation is generally used for yes/no questions:
- Do you like this new ➚movie?
- Are you going to listen to that song ➚ again?

1.2. Falling Intonation

Our intonation tends to fall when making wh-questions, statements, commands, questions tags, and exclamations:
- How many books have you ↘bought?
- Dad wants to change his ↘car.
- Show me what you’ve ↘written.
- He thinks he’s so clever, doesn’t ↘he?
- What an interesting ↘ film!

1.3. Mixed Intonation

A mixed (rising–falling) intonation is used at the end of statements when we want to say that we are not sure, or when we may have more to add, and with questions, especially when we request information or invite somebody to do or to have something:
- I ↘ don’t support any football team at the ↘mo↗ment. (but I may change my mind in the future).
- Would you like another co↘ff↗ee?

2. English phonemes that don’t exist in most Vietnamese dialects:

/l/ (initial):  light; lead; laugh; learn

/l/ (medial): fault; rolling; falling; really

/l/ (final): fall; roll; available; identical

/r/ (initial): rat; reason; right; really

/r/ (medial): parking; caring; fertile.

/r/ (final): letter; closer; aware

/ð/  :  these, breathe, brother, mother

/Ɵ/ : three, both, tooth, panther

3. Tips for learning individual phonemes:
- Try some pronunciation apps: https://www.phona.co.uk/ / https://play.google.com/store/apps/details?id=uk.co.bbc.learningenglish&hl=en&gl=US- Learn the mouth/tongue positions and practice using a mirror
- Practice word pairs (tease/these tree/three)
- Try some tongue twisters! https://www.mondly.com/blog/71-best-tongue-twisters-to-perfect-your-english-pronunciation/
- Red lorry, yellow lorry
- Thirty-three thoroughly thoughtless thieves
- Listen for target phonemes and copy the phrases or sentences.

4. Final consonants

Vietnamese speakers often leave off the final consonant sounds when speaking. This error has a significant effect on communication!

Difficult final consonants

/z/: tables; rose; rise; bags

/s/: mice; class; mess; rice

/t/: right; fight; hate; fruit; start

/v/: love; drive; retrieve; Steve

/ks/: six; lakes; cooks; hacks

/ʤ/: manage; bridge; engage

5. Middle sounds in longer words

/z/: Wednesday; president; rising

/s/: master; western

/v/: severe; savage; rival; never

/ks/: mixer; Foxtel; excel; vaccine

/ʤ/: pledger; virgin; midget; bludger

6. Sentence Stress

Improving sentence stress comes from listening to and imitating English in context. It’s important to pay attention to how longer utterances are stressed, not just individual words!

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Module 12: Skills focus: An overview of pronunciation features 

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Module 12: Skills focus: An overview of pronunciation features 

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What are the features of speech/pronunciation?

1. Individual Phonemes

- There are 44–48 individual sounds (phonemes) in English, depending on the accent.
- You should be able to produce these sounds.
- Some phonemes can be difficult if they are not part of your L1 (native language).

2. How can I improve enunciation?

- Identify the sounds that are difficult for you/speakers of your language.
- Practice difficult phonemes with with “minimal pairs.”
- Keep track of difficult words and practice them regularly.
Some phonetic resources: xem các link thầy gửi ở slide

3. Word stress
- In words with more than one syllable, one sound is stressed more than others. Consider this example: PHOtograph; phoTOgrapher; photoGRAphic.
- Stress may change depending on the part of speech. Consider: Attribute; aTTribute
- Stress can also change the meaning of a word: DEssert; deSSERT
Practicing Word Stress: xem các link thầy gửi ở slide

4. Sentence Stress'
- In English sentences, certain words carry more stress, which affects their length  (i.e., English is a “stress-timed” language).
- Content words (nouns, verbs, adjectives, adverbs) are generally stressed, but function words (prepositions, articles, pronouns) are not.
- Consider:
Mary went to the night market to buy some gifts for her family.

5. Rhythm

- In a stress-timed language, syllables lengthen and reduce according to whether or not they are stressed. This is different from syllable-timed languages in which each syllable has roughly the same length, regardless of stress.

6. Chunking

- Chunking refers to grouping sets of words together and controlling the timing (pauses) between them.
- How would you divide (chunk) the following?
- Those who left quickly got there first.

1. Those who left / quickly got there first.

2. Those who left quickly / got there first.

7. Strong/Weak Sounds

- When the words in sentences are not stressed they become weak, and their sounds also change. For example, vowels turn into schwa /ə/, the last consonants are not pronounced at all, etc:
- Tell him to go – strong forms /hɪm/ /tu:/- weak form: /tel əm tə gəʊ/
- I would like some fish and chips – strong forms /aɪ wʊd laɪk sʌm fɪʃ ænd tʃɪps/ – weak form: /ɑ wəd laɪk səm fɪʃ ən tʃɪps/

8. Linking

- Very often the last sounds and the first sounds of some words change: consonants link to vowels, vowels link to vowels, sometimes sounds double up, etc. This is done to make the language easier to say, and faster, for example:

- ‘I don’t know’ /I duno/

- In ‘I am not happy’ there is an intrusive /j/ sound between ‘I’ and ‘am’ which makes it easier to say the phrase quickly.

- In ‘pick it up’ – you will hear something like “pi ki tup”.
- ‘I want to/ w/eat’ and  ‘Please do/ w/it’.

9. Sentence Stress – Emphasis

- Stressing specific words in English sentences can convey meaning.

- How does the meaning of the following sentence change when different words are stressed?

10. Intonation

- Intonation is the change in the pitch of our voice—how it rises and falls. Intonation conveys subtle messages about what we are saying and how we feel.

11. Rising Intonation

- Rising intonation is generally used for yes/no questions:
- Do you like this new ➚movie?
- Are you going to listen to that song ➚ again?

12. Falling Intonation

- Our intonation tends to fall when making wh-questions, statements, commands, questions tags, and exclamations:
- How many books have you ↘bought?
- Dad wants to change his ↘car.
- Show me what you’ve ↘written.
- He thinks he’s so clever, doesn’t ↘he?
- What an interesting ↘ film!

13. Mixed Intonation

- A mixed (rising–falling) intonation is used at the end of statements when we want to say that we are not sure, or when we may have more to add, and with questions, especially when we request information or invite somebody to do or to have something:

- I ↘ don’t support any football team at the ↘mo↗ment. (but I may change my mind in the future).
- Would you like another co↘ff↗ee?

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Module 11: Understanding examiner constraints and interacting with your examiner // Understanding and utilizing body language

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Module 11: Understanding examiner constraints and interacting with your examiner // Understanding and utilizing body language

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1. What are examiner constraints?

- The IELTS examiner’s job is difficult. This partly because they must direct and control the interview, and, at the same time, they must objectively evaluate the candidate. They must also follow many specific rules regarding procedure, which can be defined as “examiner constraints.”
- Knowing and appreciating your examiner’s constraints can help ensure that your interview goes smoothly; it will also limit any distractions that may affect the objective evaluation of your English ability.
- Remember: Examiners are human beings who are influenced by internal and external factors. It is in your interest as a candidate to help make your interview as smooth and easy as possible.

2. Some facts about the examiners

1. All examiners are highly qualified and experienced English as a second language educators.

2. Examiners must undergo a strict certification (and recertification process).

3. Examiners must examine regularly to maintain their status.

4. Examiners are routinely subjected to quality controls.

3. What constraints do examiners have?

3.1. Your examiner must follow the script
- With the exception of Part 3 questions, the examiner must say exactly what is printed in the test materials.
- In Part 3, the examiner uses the prompts to formulate questions:

Example: (Suggest) Kinds of jobs that require good communication skills

What are some different jobs that require good communication skills?

In which type of jobs it is important to be skilled at communicating?
- In Parts 1 and 2, the examiner will repeat a question when asked; in Part 3, they may rephrase.

3.2. How can I help the examiner follow the script?

1. Avoid interrupting

2. Answer the questions you are asked (and nothing more!)

3. Do not ask to change topics

4. Ask clarifying questions about vocabulary only—you should already know the instructions and procedure

3.3. Your examiner must follow strict timings

- During the interview, the examiner must calculate and keep track of the timings for each part. Test timings are the only thing that an examiner will write down during the interview!

1. In Part 1, the examiner is trying to reach five minutes.

2. In Part 2 (the long turn), the examiner is trying to reach two minutes.

3. In Part 3, the examiner is trying to reach five minutes.

3.4. How can I help the examiner to follow the timings?

1. Avoid distracting or disrupting the examiner.

2. Whenever possible, keep talking (without repeating yourself).

3. Pay attention to when your examiner wants to move on or speak.

4. Do not get upset or keep talking  if the examiner stops or interrupts you!

3.5. Your examiner must follow the scoring rubric

1. Your examiner must only use the criteria given in the band descriptors to evaluate you.

2. The examiner will not evaluate the quality of your opinions or compare them with their own.

3. The examiner will not refer to the rubric during the exam, but they will after!

3.6. How can I help the examiner score me fairly?

1. Do not try to answer based on what you think the examiner wants to hear.

2. Focus your attention on producing a variety of coherent and accurate language.

3. Don’t ask your examiner “How did I do?” or any related question following the exam!

4. Always use basic manners.

4. What is body language?

Body language refers to all of the non-verbal ways in which we communicate. These include gestures, facial expressions, eye movements, posture, dress, and appearance. The messages we present through body language can be intentional (conscious) or unintentional (subconscious).

5. Body language and IELTS

1. IELTS does not directly assess your body language (it is not part of the band descriptors).

2. We can use gestures and expressions to help us communicate, but these cannot replace language!

3. Just as body language can be unconscious, our perception of it can also be unconscious, so it can affect how an examiner sees you.

4. Using positive body language can help you to feel more relaxed, concentrate better, and improve your confidence!

6. How can I convey positive body language?

1. Dress and appearance: It’s not important to “dress up” for your speaking exam (unless that helps you feel confident!), but it is important to be neat and tidy.

2. Gestures: Gesturing while speaking is natural, so don’t worry if you do it. Don’t let your gesturing become a distraction.

3. Facial expressions: Smile!

4. Eye movement: Try to make regular eye contact with your examiner. Avoid looking down or away for long periods.

5. Posture: Avoid slouching or reclining. Adopt a posture that shows you are attentive and interested.

7. What about the examiner’s body language?

- In general, examiners will display neutral body language and demonstrate active listening.

- There are two messages that examiners may consciously try to convey through  body language:

Keep talking!

Stop talking!

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Module 10: Skills focus: Improving grammatical range – complex sentences // Part 3: Explaining and justifying answers

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Module 10: Skills focus: Improving grammatical range – complex sentences // Part 3: Explaining and justifying answers

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1. Grammatical range
- Range is another way of saying “variety.” If we use a range of structures, we make sentences that reflect different parts of a  scale from simple to complex.
- Note: Being more complex is not always better. Having a variety includes both simple and complex structures. This is what  IELTS means by flexibility.

2. Some complex grammatical structures
2.1. Relative clause structures

- Relative clauses give more information about nouns. They often begin with that, which, and who:
My most memorable journey is a motorcycle trip that I took with my brother.

This toy, which I still have at home, is my favorite possession in the world.

- Relative clauses can also be reduced:

People on vacation want value for their money.

Animals living in captivity often live longer than animals in the wild.

2.2. Conditionals

- Basic conditionals are complex sentences using the subordinator “if.”

If I have the chance, I will definitely do it.

People wouldn’t buy them if they were too expensive.

- Conditionals can also be made without “if.”

It’s good to have an emergency fund in case something unexpected happens.

I don’t mind paying more as long as it’s for a good cause.

2.3. Subjunctives
- The subjunctive mood is a sentence construction used when discussing wishes, hopes, and other hypothetical situations.

If I were rich, I would buy my mother a house.

His teacher recommended that he finish his homework on time.

When we travel, we hope to learn about new cultures.

2.4. Passives

- Passives are used when a subject is unknown or unimportant:

Active: The government made the law to support working mothers.

Passive: The law was made to support working mothers.

Active: Someone broke into my house and stole my computer.

Passive: My house was broken into and my computer was stolen.

2.5. Parallel structures
- Lists with like elements:

Exercising is important for improving one’s health, appearance, and mood.

Most tourists enjoy visiting historical sites, trying new foods, and shopping for souvenirs.

- Correlative conjunctions:

People in my country either vacation during the summer or take time off at the new year.

Most students are not only very busy but also extremely stressed.

2.6. Question tags

- Question tags are used when we want the person we are speaking with to show agreement.

The IELTS speaking test is quite challenging, isn’t it?

I believe everyone wants social justice, don’t they?

We should do more to help the homeless, shouldn’t we?

2.7. Applying Complex Grammar

- It’s not important to use all possible complex structures – your examiner is not counting!

- You should identify unfamiliar grammatical structures to target them in your studies and practice.
- You should aim for a balance between range and accuracy – don’t sacrifice one for the other.
- It’s not possible to choose grammatical structures in the moment of speaking. Your ability to use them comes with familiarity.

3. Explaining and justifying your answers

In order to “speak at length” and “develop topics,” we need to provide support for the statements we make. This can be done by consciously explaining and justifying our ideas.

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Module 9: Part 3: Common topics // Skills focus: Talking about general points of view

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Module 9: Part 3: Common topics // Skills focus: Talking about general points of view

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1. Part 3 speaking topics

- Topics in Part 3 are always thematically related to the long term question in Part 2.
- The range of topics is too large to memorize or study systematically!
- Understanding the target language functions is more useful than knowing every topic.

2. Skills focus: Talking about general points of view
In Part 3, your task is to discuss the topics in a general manner. If you attempt to focus on personal matters like yourself and your family, the examiner will guide you towards more generalized subjects. Keep in mind that you've already covered personal topics in both part 1 and part 2 of the test.

Rather than talking about yourself, use phrases like the following to extend the discussion in a more general way:

In my country most people believe that...

If I compare my country to Australia, the way we [farm/travel/work/eat/celebrate] is quite different

The local communities in Viet Nam...

I have seen this happen in my city and it's a major issue. To deal with this problem, we should…

Thinking about this in general, the main reason why most people...

There are a lot of examples of this in my culture…

I would say that the majority of young people…

3. Some ideas for practicing Part 3:

1. Write your own questions using general topics/Part 2 questions and different language functions (e.g., speculate, explain, etc.).

2. Get a friend or partner to do #1 and quiz each other.

3. Practice summarizing the points of view of different people (e.g., teenagers, Vietnamese people, internet users, etc.).

4. Read and listen to other perspectives to build your general knowledge and expand your horizons!