Lecture 2
- 1. 2.1 OVERVIEW ON READING SECTION-2 AND STRATEGIES ON 2.2 STRATEGIES ON READING SECTION-2 Matching headings Pick from a list 2.3 STRATEGIES ON LISTENING SECTION-2 Multiple choice Labelling a map/ plan 2.4 STRATEGIES ON SPEAKING PART-2 GIVING A TALK (LONG TURN) Giving a talk Introducing the points Beginning & ending the talk 2.5 INTRODUCTION ON WRITING TASK 2 Analyzing the task Brainstorming ideas Organizing ideas into paragraphs Lecture Two
- 2. Skills assessed • Reading for gist • Reading for main ideas • Reading for detail • Understanding inferences and implied meaning • Recognizing writer’s opinions, attitudes and purpose • Following the development of an argument
- 3. Question type • Multiple choice • Identifying information (True/ False/ Not Given) • Identifying a writer’s views-claims (Yes/ No/Not Given) • Matching information • Matching headings • Matching features • Matching sentence endings • Sentence completion • Summary completion • Note completion • Table completion • Flow-chart completion • Diagram label completion • Short-answer questions
- 4. 2.2 STRATEGIES ON READING SECTION-2 • Matching Headings • Pick from a list
- 5. Matching Headings This task tests whether you understand the organization of texts and can identify the main idea or topic in each section of a text. For this question type you must choose the heading that best summarizes the main idea of a section or paragraph of the passage. There will usually be more headings than paragraphs or sections. The HEADINGS are given Roman numerals (I, ii, iii,…x, xi, xii etc), the PARAGRAPHS are labelled alphabetically. The headings are always given before the reading passage.
- 6. Strategies for Matching headings 1. If there are more headings than sections, read the sections first. If there were the same number of sections as headings, it would be a good idea to read the headings first. 2. Skim the passage quickly to get a general idea of its meaning. It is a good idea to read the first sentence of a short paragraph only. In longer paragraphs, read the first and last sentence. This technique is called ‘skim-reading’. 3. Some sentences are long so there is no need to read the whole sentence. Underline key words. 4. The words in the headings will usually not be exactly the same as the words in the passage. Look for parallel expressions in the passage and the headings. Parallel expressions are words or phrases with similar meanings to those in the passage. (Paraphrasing) 5. Read the headings next. If they are long, underline some key words. 6. Re-read the labelled paragraphs and make predictions about the sections. 7. Read the passage at normal speed. Don’t get stuck on parts or words you don’t understand. Make a guess and go on. 8. After answered all questions, you can go back the ones you aren’t sure about. Make sure they fit the meaning of the whole paragraph and don’t simply use some of the same words.
- 7. Pick from a list • Multiple – Choice (Pick from a list) question task tests your ability to understand the main ideas in a text or your understanding of a specific points or details. • You will have to choose one answer out of four options, two answers out of five options, or three out of six options. In the Reading Section-2, the multiple –choice task always has two answers out of 5 options. In the case of choosing more than 2 answers, the order of your answers isn’t important: for example, if the answers are A, C, E and you can write C, E, A, they will still be counted as correct. These options may be sentence endings or answers to questions. • The questions will be in the same order as the information in the text. But the options for each question normally do not follow the order of information in the passage. The questions and options are normally paraphrases of the passage.
- 8. Strategies for ‘Pick from a list’ Task 1. Read the instructions carefully. Note how many answers are required for each question. Always choose the required number of options for each question. 2. Read the questions carefully and look for the relevant part of the passage. Underline parallel expressions in the questions and passage and eliminate any answers which are obviously wrong. 3. The correct answer is only in the passage, not your opinion. In some cases an option may be true, but it is wrong in relation to the question. 4. Once you have identified which section of the text will give you the answer to a multiple choice question, it can be used to rephrase what it says in that section in your own words: it may help you identify the correct answer more quickly. 5. When deciding between the answers to multiple choice questions, do not be misled by answers that look similar to what you have read in the text. For example, there is a difference between ‘experts agree’ (= all experts agree) and ‘some experts say’ (= not all experts agree, just some)
- 9. STRATEGIES ON LISTENING SECTION-2 • Multiple choice • Labelling map/ plan
- 10. Multiple choice In section 2 of the listening module examinee hear one speaker talking about a social and general interest. This is slightly harder than section 1. There is usually more than one type of question. You are given time before you listen, to read the questions. Use this time effectively.
- 11. Strategies for a multiple –choice single-answer question. 1. The time is given before listening to read the question. Use this time effectively to get an idea of what you are going to listen for. 2. Before you listen, try and predict what the answers will be. This will help you focus your mind as you read the questions before you hear the recording and enable you to make better guesses. Ask yourself the following questions: • What is the subject of the answer? For example, is it a name, a date, a country? • What word fits grammatically? Is it a noun, a verb, an adjective or an adverb? • What is the function of the answer? For example, Is it a comparison, a list, an instruction, a label, a question?
- 12. Cont. 3. Find the keywords in the questions. This will help you listen out for the answers which could come BEFORE or AFTER the keyword. Sometimes, keywords in listening may be exactly the same as the question words or they may be synonyms or parallel expressions. 4. Keep up with tape and look ahead to the next question to hear all answers to every question. 5. Don’t always write down the first thing you hear. The recording often refers to a number of possible answers, but only one answer the question correctly.
- 13. Example • Tourist: I’d like to fly out on the twenty third of July …that’s the Sunday, isn’t it? • Travel agent: No, that’s the Saturday …the twenty fourth is the Sunday … • Tourist: Then the twenty fourth … Yes, I ‘d like to go on the Sunday. The answer would be July 24th, not July 23rd.
- 14. Cont. 6. When you listen to conversation, you will hear the speakers using discourse markers which act as ‘signposts’ helping to guide you through the talk. Follow the signposts and keep moving through the questions. Look at the example signposts in the monologue and get expectation to follow in listening section- 2.
- 15. Signposts • Good afternoon. … You are all here today because you’ve decided to stop smoking. • What I will give you today are various methods you can choose from. • The first method I would recommend is … • Of course, this method does not work for everyone, but there are other ways to help keep you on track. • Another way is …. • So where do you get them?....
- 16. Cont. 7. The questions always follow the order of information in the listening task. 8. The correct answer is only in the listening, not your opinion. In some cases some choices seem to be the answer, but only answer half the question. The choices you make must answer the whole question.
- 17. Labelling a map or plan
- 18. • Maps or plans include plans of buildings, maps of countries or cities, roadmaps and area plans amongst others. • The information you need in order to answer the questions is in the same order as it is on the recording. • There will be some visual information (a map or plan) which you have to label by 1) writing the information yourself or 2) choosing the answer from a list of options. These tasks focus to label locations of the places.
- 19. 1) writing the information
- 20. 2) choosing the answer from a list of options
- 21. In the IELTS Listening exam, the maps and plans are usually very simple, with some parts labelled. You should use the labelled parts as a guide when listening. This type of task focuses on 3). labelling directions.
- 23. There are also 4). geographical positions for labelling a map or plan.
- 25. Strategies on labelling a map or plan 1. Read the instruction carefully. Study the drawing and the heading, if it has one. Try to work out what the drawing shows. 2. If parts of the drawing have question numbers (zurgan deerh bogloj bichih too), find the first question number and notice where the numbers continue. It means you have to think of ways you can describe where places are before you listen. 3. Look carefully at the drawing, noting the words that are given in the map or plan. Make sure you understand what direction you need to be following. Is it right or left? North or South?
- 26. Cont. 4. Circle or underline any keywords or areas. Think of vocabulary for direction, for example; on the left, first right, along the road, on your right, straight ahead, the ground/ first/ second floor, in the corner/ middle, at the side/ back, behind in front of, opposite etc… and vocabulary for place and location, such as at the top of, at the bottom of, next to, immediately opposite, in (a street, town), near, on the corner, next to, at the end of the street etc. 5. Listen for each place name and find starting point once the CD begins and follow the speaker’s direction. 6. Think about the meanings of the words in the questions and box, if there is one. The words may be exactly what you hear or you may hear different words that mean the same. 7. When you hear the relevant information, listen carefully for the answer. If you miss an answer, go on to the next question or you may miss that too.
- 27. 2.4 STRATEGIES ON SPEAKING PART-2 GIVING A TALK (LONG TURN) • Giving a talk • Introducing the points • Beginning & ending the talk
- 28. Speaking Part-2 Individual long turn (3-4 minutes) This parts tests your ability to talk at length, organizing your ideas coherently. You are assessed on your performance throughout the test by certificated IELTS examiners according to the IELTS speaking test assessment criteria • Fluency and Coherency • Lexical resource • Grammatical Range and Accuracy • Pronunciation.
- 29. A task card
- 30. Strategies on Speaking Part-2 1. Listen carefully to the examiner to hear which tense they use in their questions. This will help you use the correct tenses when you speak. 2. Read the topic carefully, including all the bullet points, which help give your ideas and a structure of your talk. The first 2 questions usually require shorter answers. The last 2 questions require more information. 3. Making notes: Make full use of the minute’s preparation time and write down key points according to the given prompts on the card. It is a good idea to use a mind map.
- 31. Mind map
- 32. 4. Introduce your talk at the start. Useful languages for introducing your talk • Well, I’m going to / I’d like to talk about … • The story I’m going to talk about is … • One of the best / the most beautiful X that I’ve ever seen / heard is …
- 33. 5. Link your points together and use an appropriate ending. 6. Speak for the full 2 minutes. You don’t need to stop until the examiner says ‘thank you’. 7. Don’t memorize a talk; the examiner will know you if you do. 8. If the examiner asks you a short question at the end, you only need to give a very brief answer. 9. In the IELTS Speaking exam you will be judged on your use of vocabulary. Having a good vocabulary is not just about knowing lots of words and phrases. You have to know how to use them. If you use slang in the exam, it might sound inappropriate. Equally, some words that are extremely formal or old-fashioned are not often used in speaking and might also sound inappropriate. 10. Speak clearly so that the examiner can hear and understand you. If you use weak forms correctly, you will be more fluent and you will sound more like a native speaker. This will get you higher marks in the exam. Knowing about weak forms will also help you understand the examiner more easily. Other function words (grammatical words) also have weak forms.
- 34. Transcript for the answer
- 35. 2.5 INTRODUCTION ON WRITING TASK 2 • Analysing the task • Brainstorming ideas • Organizing ideas into paragraphs
- 36. Writing Task 2. You should spend 40 minutes You will be asked to write 250 words in an essay.
- 37. Types of Essays • Opinion • Argument • Problem solving
- 38. Assessment criteria 1. Task Response 2. Coherence & cohesion 3. Lexical resources 4. Range of grammar & accuracy
- 39. Criterion1 Task Response 1. Determining the task or Understanding the question 2. Developing a Thesis Statement
- 40. Criterion 1. Task Response # Question type Topic statements Tasks Instructions 1. The question type determines how you plan and write your essay. The statement outlines a view or problem. It gives you the topic or subject of your essay. It is important to read this part carefully so your essay fully answers the question. This is the part that tells you which type of essay you should write or which type of question you should answer. There are fairly standard and ask you to give reasons for your answers supported by examples. 2. A task with a single or 2 questions In today’s world, many people use mobile phones and the internet to communicate with others. This has resulted in the use of new words and different forms of spelling and grammar. Why do you think these changes have happened? Are they a positive or negative development? Give reasons for your answer and include any relevant examples from your own knowledge or experience.
- 41. Continue # Question type Topic statements Tasks Instructions 3. For and against The age at which children are allowed to work for money varies from country to country. While some people believe it is wrong, others regard it as a valuable opportunity to gain an experience of the work environment. Discuss the arguments for and against children participating in paid work. Give reasons for your answer and include any relevant examples from your own knowledge or experience. 4. Advantages and disadvantage s These days, the wealthy in society often throw away perfectly good products in order to replace them with more up to date models. Do the environmen- tal disadvantages of these developments outweigh the econo- mic advantages? 5. Discussing opinions Many governments state that they value equal opportunities for all but don’t adequate support for the disabled. Discuss this view and give your opinion.
- 42. Developing a Thesis Statement Before you begin writing, you must think about your thesis statement. A thesis statement is your main idea. It organizes the rest of your writing. You need a thesis statement to give a description and to support your opinion.
- 43. Let’s do the following practice. There should be laws to control the amount and type of violence shown on television programs. To what extent do you agree or disagree with this statement? Identify the task a) Give a description b) Support your opinion. c) Explain a problem and ask for a solution Choose the thesis statement a) There are many types of programs on television and each person is free to choose which programs he or she wants to watch. b) I enjoy watching police and detective programs on TV c) We can learn a lot from TV, but it is not a good idea to spend more than an hour a day watching it.