35
IELTS Preparation Student’s Book
IELTS Preparation
Student’s Book
IELTS Preparation
Student’s Book
© RMIT English Worldwide 2004
Printed by Document Printing Australia PL (DPA)
All rights reserved. No part of this publication may
be reproduced, stored in a retrieval system or
transmitted, in any form or by any means electronic,
photocopying, recording or otherwise, without the
prior written permission of the publisher.
RMIT English Worldwide, IELTS Preparation
ISBN: 0 86459 294 9 (set)
Published by RMIT Training Pty Ltd
PO Box 12058, A’Beckett Street,
Melbourne Victoria 8006
Australia
Telephone 61 3 9925 8190
Fax 61 3 9925 8134
Email: [email protected]://www.rmitenglishworldwide.com
MaterialsThis edition developed by
Michelle Cairns
Stephen Campitelli
Michael Kay
Jill Koolmees
Roslyn Mc Intosh
Fran Madigan
Brendan Moloney
Andreas Pohl
Text design and illustrationsDesigned by Erin Round
The writing team thanks all RMIT English Worldwide
staff for their support during the writing of this text.
Acknowledgments
Page ii IELTS Preparation
ContentsOverview Of The REW IELTS Preparation Course iv
Writing (Academic Module) 1Contents 2
UNIT 2/B: Analysing Graphs and Tables 3
UNIT 3B: Comparing and Contrasting Visual Information 9
UNIT 5: Writing Task 1 - Practice Test 13
UNIT 6: Task 2 - Writing an Introduction 18
UNIT 7/8B: Writing the Essay - Body and Conclusion 27
UNIT 9: Practice Test- Task 2 34
Writing (General Training Module) 45Contents 46
UNIT 2B: Personal Correspondence 47
UNIT 4: Requesting Assistance and Expressing Thanks 51
UNIT 5: Practice Writing Task 1 55
UNIT 6B: Writing Task 2 61
UNIT 7B: Signal Words and Cautionary Language 69
UNIT 9: Practice Writing Task 2 72
Listening 81 Contents 82
UNIT 5: Intonation and Signposting 83
UNIT 6: Paraphrases and Summaries 88
UNIT 7: Practice Listening Test 91
UNIT 8: Review 96
Speaking
UNIT 1: Overview of the IELTS Speaking Test 101
UNIT 2: Giving Personal Information 105
UNIT 3: Improving Fluency and Coherence 109
UNIT 4 : Analysing the Long Turn Card 113
UNIT 5: Expressing Reasons and Opinions 119
UNIT 6: Abstract Topics 126
UNIT 7: Prediction and Speculation 131
UNIT 8: Practice Speaking Test and Review
Page iii
138
IELTS Preparation
Page iv
Overview of the RMIT English Worldwide (REW) IELTS Preparation Course
This overview is designed to give you an understanding of the REW IELTS Preparation course. It also explains how you can effectively use the computer based self-learning section with the sections you will undertake in the classroom in preparation for taking your IELTS examination on completion of this course.
Aim of the CourseYou will be trained in key skills and strategies necessary for taking the IELTS test. The aim of the course is to improve your test taking skills in order to maximise your chances of success in the IELTS test.
Course ObjectivesThe course familiarises you with the structure, as well as the tasks and question types of the IELTS test. More specifi cally, at the end of the course you will be able to:
• describe visual information (eg. graphs, charts) in at least 150 words in approximately 20 minutes of a 60 minute writing test - Academic Module
OR
• write a letter of approximately 150 words in response to a particular situation (eg. a letter of complaint) in approximately 20 minutes of a 60 minute writing test - General Training Module
• write formal opinion essays of at least 250 words in approximately 40 minutes of a 60 minute writing test under examination conditions
• use appropriate grammar for these written tasks
• extract information from audio tapes to complete tasks in a 30 minute listening test under examination conditions
• extract information from a variety of written texts to complete tasks in a 60 minute reading test
• recognise or predict vocabulary from context
• participate in an IELTS speaking test.
IELTS Preparation
The course is divided into computer-based and classroom-based components.
Computer-based componentThe computer-based part allows you to work through some IELTS test type materials outside the classroom. Included in this section are homework activities, which you are required to bring to the classroom for correction and discussion with both your teacher and other students.The computer-based section comprises 20 hours of study. These are divided into subject areas as follows:• a reading component of ten (10) hours • a writing component of six (6) hours,
comprising:
− Academic Module: Units - 1; 2A; 3A; 4A and 8A
− General Module: Units - 1; 2A; 3; 6A 7A and 8
• a listening component of four (4) hours, comprising:
− Units – 1; 2; 3 and 4
You can work at your own pace, but you must ensure that you have completed the required homework tasks before attending the classroom.You are advised to keep personal fi les of your computer-based worksheets, both for personal reference and for revision prior to taking your IELTS examination.
IELTS Interactive PracticeA supplementary aspect of the course is IELTS Interactive Practice, a computer-based course which teaches you more about the IELTS test and provides practice exercises.
Classroom-based componentIn the classroom part of the course, activities that require you to work with other students and your teacher are used to help you strengthen the learning you are doing with the computer-based materials.The classroom units of work contain 20 hours of classroom learning. They have been designed to support the computer-based self-study units.The classroom units are divided as follows:
• a speaking component of ten (10) hours • a writing component of six (6) hours,
comprising:
− Academic Module: Units - 2B; 3B; 5; 6; 7/8B and 9
− General Module: Units - 2B; 4; 5; 6B; 7B and 9
• a listening component of four (4) hours, comprising:
− Units - 5; 6; 7 and 8
Structure of the Course
Page vIELTS Preparation
IELTS Preparation
IELTS Test FormatThe tests are always taken in the following order:
Listening4 sections, around 40 items
30 minutes
Reading3 sections, around 40 items
60 minutes
Writing2 tasks (150 & 250 words)
60 minutes
Speaking10-15 minutes
Listening and Speaking are the same for Academic and General English.
The Reading and Writing tests differ, depending on whether you need to take the test for academic or general purposes.
Academic ModuleWhen you decide that you would like to study in an English speaking country, the university or college you apply to will advise you of the minimum score you will need in order to enroll in the course of study of your choice. This score will probably be between 5.5 and 7.0. Some universities also require a minimum band score on a particular subtest, such as Writing or Speaking.
General Training ModuleThe General Trianing Module is suitable for candidates planning to undertake non-academic training or work experience, or for immigration purposes.
By the end of this course both Academic and General Training Module students will be able to undertake the IELTS examination fully aware of the requirements of the tests in each of the four skill areas.
Page vi
IELTS Test Format
IELTS Preparation
IELTS is not a test which you pass or fail. IELTS tells you something about your English language strengths and weaknesses.
There are four subtests – Listening, Reading, Writing and Speaking. Your result from each of these subtests is given individually on a scale from 1-9 and then all four scores are averaged to give the Overall Band Score.
An outline of each Overall Band Score is shown on your right.
9 Expert UserHas fully operational command of the language: appropriate, accurate and fl uent with complete understanding.
8 Very Good UserHas fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well.
7 Good UserHas operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.
6 Competent UserHas generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations.
5 Modest UserHas partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own fi eld.
4 Limited UserBasic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language.
3 Extremely Limited UserConveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur.
2 Intermittent UserNo real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great diffi culty understanding spoken and written English.
1 Non UserEssentially has no ability to use the language beyond possibly a few isolated words.
0 Did not attempt the testNo assessable information provided.
Bands from IELTS Handbook January 2002 (page 20)
The IELTS TEST (Band Scores)
Page vii
IELTS Preparation
Question: What do I need to bring on the day of the IELTS exam?
Answer: You must bring your PASSPORT and BOOKING CONFIRMATION FORM with you on the day of the test, otherwise, you will not be able to sit for the test. A certifi ed copy of the Passport is NOT acceptable.
Question: How soon can I repeat the test?
Answer:
Candidates are not allowed to repeat the test within three months (90 days exactly) at any centre.
Question: For how long is a test score valid?
Answer: There are a number of variables affecting the length of time over which an IELTS score remains valid. As a general rule it is recommended that a Test Report form that is more than two years old should only be accepted as evidence of present level of ability if accompanied by proof that a candidate has actively maintained or tried to improve their English language profi ciency.
Question: What happens if a candidate loses their Test Report form or requires further copies?
Answer: At any time within two years of the test administration you can apply to the centre where you did the test for further copies of the Test Report form. There may be a small administrative charge.
Question:
Is there an age limit for IELTS?Answer:
IELTS is not recommended for candidates under 16 years of age.
Question: Do I have to do all four sections of the test?
Answer: Yes, you do. The Overall Band Score is calculated as an average of all four subtests.
Question: How soon can I get my results?
Answer: Most IELTS test centres can give you your results within two weeks.
Frequently Asked Questions About The IELTS Test
Page viii
IELTS Preparation Page 1
The classroom and computer units of work
follow the sequence shown in the fl owchart
on the next page.
The Writing (Academic Module) Computer
course requires you to bring some of your
completed materials to the classroom
learning sequences. You will be directed to
these materials as you work through the
computer-based units of work.
Writing (Academic Module)Importantly you must complete the computer
-based units of work before you attend the
following classroom unit. For example, you
must complete Unit 2A of the computer
course and bring the requested completed
materials to the classroom-based Unit 2B.
These homework tasks are then incorporated
into the classroom learning to allow you to
check your progress in the computer-based
materials with your teacher and other students.
Writing - Academic Module
IELTS PreparationWriting - Academic Module
Contents
Unit 1: Introduction to the IELTS Writing Test
ClassroomComputer based
Unit 2A: Analysing Pie Charts, Describing Trends and Identifying Key Points of Visual Information
Unit 2B: Analysing Graphs and Tables
Unit 5: Writing Task 1- Practice Test
Unit 6: Task 2 - Writing an Introduction
Unit 7/8B: Writing the Essay -Body and Conclusion
Unit 7A: The Essay Body for Task 2 of the IELTS Writing Test
Unit 3B: Comparing and Contrasting Visual Information
Unit 9: Practice Test - Task 2
Unit 3A: Comparing and Contrasting Information in Graphs and Charts
Unit 8A: Writing a Conclusion for Task 2 of the IELTS Writing Test
Page 2
Unit 4: Describing Flowcharts
IELTS Preparation Writing - Academic Module
Unit 2BAnalysing Graphs and TablesIn this unit you will:• analyse tables and graphs and
describe proportions• describe trends (line graphs)• identify key points of visual
information.
You will remember from the tasks you completed in the computer-based Unit 2A that Task 1 of the writing test is designed to test your ability to analyse and describe factual information that you might fi nd in a number of different graph types. With the computer material you learnt about tasks that required you to analyse a bar graph. You also practised presenting information from a pie chart and you learnt how to describe trends in line graphs. Also, you learnt how to read and respond to graphic descriptions and to practise writing responses to identify key points of tables and line graphs.
The materials in this classroom unit will re-enforce the learning you have done in Unit 2A. Let us begin by analysing information in a diagram.
Analysing diagrammatic information Exercise 2B.11 Use the table below to survey your
classmates about how they got to class today.
2 Use the information you have collected and present it in a bar chart.
3 Now write a few short sentences about your bar chart. Remember to practise a variety of the sentence types you learned in Unit 2A on-line (numbers, fractions, percentages, proportions or expressions such as the majority, a large number, most, only a few, hardly any).
Transport Numbers (Collect your results here) Total
Bus
Car
Taxi
Train
Bicycle
Motorcycle
Foot
Other (………………)
Page 3
2B
IELTS PreparationWriting - Academic Module
Verbs Adverbs
climb
become stable
decrease
level off
trough
peak
drop
rise
increase
gradually
sharply
suddenly
dramatically
rapidly
slightly
Describing TrendsYou have already worked with some materials in the computer class related to the Hyunsun VCR Sales Chart. You used it as a model to observe how line graphs are used to represent changes in the number or amount of something over a period of time. In the following exercise, you are going to examine and label trends on a line graph.
Exercise 2B.21 Look at the graph of Hyunsun VCR sales and notice how there are nine main trends (including one
high point).
2 Label the graph using the words in the box, above right. Use a word from the verb column and a word from the adverb column where appropriate. Verbs are used to describe the direction of change and adverbs describe the rate of change. Label the segments with the correct verb, then write the adverb next to the verbs. For example, in the period between 1980 and 1982 VCR sales increased dramatically. Note that the past tense is used here.
100
90
80
70
60
50
40
30
20
10
0
19801982
19841986
19881990
19921994
19961998
2000
No.
ofun
itsso
ld(x
1000
)
Year
Hyunsun VC R Sales (1980 - 2000)
Page 4
2B
IELTS Preparation Writing - Academic Module
Exercise 2B.3 Look at these sentences:
Sales increased moderately between 1990 and 1992.
There was a moderate increase in sales between 1990 and 1992.
• When do you use an adverb (eg. moderately)?
• When do you use an adjective (eg. moderate)?
Write a sentence for each of the eight trends in the previous graph. Use as many of the words in the box as you can. Use a variety of adverbs and adjectives.
Practising describing line graphs
Exercise 2B.4Read the following information which will help you complete the exercise. Work with a partner. One of you should look at the information for Student A on page 6 and one of you should look at the information for Student B on page 7.
Remember to:• describe what your graph represents
(what is being measured and over what time period)
• use adjectives to describe nouns (eg. dramatic increase) and adverbs to describe verbs (eg. increased dramatically, fl uctuated wildly).
• divide your line graph into discrete trends with corresponding time periods.
• use the units of measurement when you mention numbers on the Y-axis.
• look for fl uctuations (rises and falls) in numbers or trends within your graph when analysing data
• use prepositions (from, to, by) to show changes (eg. sales rose from 400 in January to 600 in February/Sales increased by 200 over the fi rst month).
Tip: Make sure you interpret the information presented in tables and graphs correctly. If you write about trends which are not shown on the graph, you will be penalised. Always check the numbers on the Y-axis and the period of time they refer to.
Page 5
2B
IELTS PreparationWriting - Academic Module
Student A Look at the following graphs. Think about the shape of the graphs and the best way to describe the trends. Listen to your partner describe Graph a and complete the graph. Describe Graph b to your partner. Complete the remaining graphs in the same way.
a T he number of T hairestaurants in Melbourne
1960 1965 1970 1975 1980 1985 1990 1995
300
250
200
150
100
50
Year
e Petrol prices in Australia 1999 (A$)
Ja Fe Ma Ap Ma Ju Ju Au Se O c N o De
1.00
.50
Month
b Korean Imports (1994 - 2001)(millions of tonnes)
120
100
80
60
40
20
1994 1995 1996 1997 1998 1999 2000 2001
Year
f C anadian Wheat Exports (1965 - 2005)(millions of tonnes)
240
200
160
120
80
40
1970 1975 1980 1985 1990 1995 2000 2005
Year
c C inema tickets sold (Victoria)(x 1000)
250
200
150
100
50
1970 1975 1980 1985 1990 1995 2000 2005
Year
g Sydney Road Fatalities (1970 - 2005)
400
200
1970 1975 1980 1985 1990 1995 2000 2005
Year
d Australia's two-way tradewith C hina (2001) (A$ b)
3
1.5
Month
Ja Fe Ma Ap Ma Ju Ju Au Se O c N o De
h Smex Airline Profits, July 1999 - April 2000(US $ x 1000)
250
200
150
100
50
Month
Ju Au Se O c N o De Ja Fe Ma Ap
2B
Page 6
IELTS Preparation Writing - Academic Module
Student B Look at the following graphs. Think about the shape of the graphs and the best way to describe the trends. Describe Graph a to your partner. Listen to your partner describe Graph b and complete the graph. Complete the remaining graphs in the same way.
a T he number of T hairestaurants in Melbourne
1960 1965 1970 1975 1980 1985 1990 1995
300
250
200
150
100
50
Year
e Petrol prices in Australia 1999 (A$)
Ja Fe Ma Ap Ma Ju Ju Au Se O c N o De
1.00
.50
Month
b Korean Imports (1994 - 2001)(millions of tonnes)
120
100
80
60
40
20
1994 1995 1996 1997 1998 1999 2000 2001
Year
f C anadian Wheat Exports (1965 - 2005)(millions of tonnes)
240
200
160
120
80
40
1970 1975 1980 1985 1990 1995 2000 2005
Year
c C inema tickets sold (Victoria)(x 1000)
250
200
150
100
50
1970 1975 1980 1985 1990 1995 2000 2005
Year
g Sydney Road Fatalities (1970 - 2005)
400
200
1970 1975 1980 1985 1990 1995 2000 2005
Year
d Australia's two-way tradewith C hina (2001) (A$ b)
3
1.5
Month
Ja Fe Ma Ap Ma Ju Ju Au Se O c N o De
h Smex Airline Profits, July 1999 - April 2000(US $ x 1000)
250
200
150
100
50
Month
Ju Au Se O c N o De Ja Fe Ma Ap
Page 7
2B
IELTS PreparationWriting - Academic Module
Unit SummaryIn the computer-based Unit 2A and classroom-based Unit 2B you have:• analysed tables and graphs and
described proportions
• described trends (line graphs)
• identifi ed key points of visual information.
Identifying key pointsExercise 2B.5 Take out your responses to exercise 2A.7 which you were asked to complete and bring to this class.
Work with a partner to compare your responses and discuss any differences in your answers.
Tip: Do not describe information which is not represented in the graphic. If you make up information, it is likely that you will be penalised. In this example, if you chose to comment on the populations of other countries (which are not mentioned on the chart) it may be seen as irrelevant and you would be penalised for any incorrect assumptions.
Page 8
2B
Page 45 IELTS Preparation
Writing (General Training Module)The units of work, both with the computer
and in the classroom, will follow the
sequence shown in the fl owchart on the
next page.
The Writing (General Training Module)
computer course will direct you to bring
some of your completed materials to the
classroom learning sequences. You will be
directed to these materials as you work
through the computer based units of work.
Importantly you must complete the computer
based units of work before you attend the
following classroom unit. For example, you
must complete Unit 2A of the computer
course and bring the requested completed
materials to the classroom based Unit 2B.
These materials are then incorporated into the
classroom learning to allow you to check your
progress of the computer based materials with
your teacher and other students.
Writing - General Training Module
Page 46 IELTS Preparation
Unit 1: Introduction to the IELTS Writing Test, Identifying Skills Required
ContentsComputer based
Unit 2A: Genre of Personal Correspondence;Analyse the Instructions for Writing Task Unit 2B: Personal Correspondence
Unit 3: Different Letter Writing Styles.Explain a Situation or Problem; Express Complaints Politely and Express Likes and Dislikes
Unit 4: Requesting assistance and expressing thanks
Unit 6A: Organising ideas of an argument. Analyse the instructions for writing task
Unit 5: Practice Writing Task 1
Unit 6B: Writing Task 2
Unit 7A: Write and Organise Coherently the Body of an Opinion Essay
Unit 7B: Signal Words and Cautionary Language.
Unit 8: Write a Conclusion to the IELTS Writing Task 2 Unit 9: Practice Test -Task 2
Classroom
Writing - General Training Module
Page 47 IELTS Preparation
Unit 2B Personal CorrespondenceIn this unit you will:
• be introduced to the genre of personal correspondence
• analyse the instructions for Writing Task 1
• distinguish between formal and informal letter writing styles.
Personal CorrespondenceThe fi rst part of this classroom unit is designed to help you consolidate your computer-based learning from Unit 2A. Let’s begin this unit by revising your learning from Unit 2A. Discuss the following questions with a partner and list your ideas below.
Exercise 2B.11 Why do people write letters?
2 What are some of the reasons you would write a letter to someone?
Analysing the instructions of a letterWhen looking at the question for Task 1 of the IELTS Writing Test, one of the fi rst things you must decide is what type of letter it is that you are being asked to write – what is the purpose of the letter?
Exercise 2B.2You may be required to write a letter of:
• request
• explanation
• apology
• complaint
• suggestion or
• invitation
It is important that you understand very clearly what the purpose of the letter is, as it will determine what you have to write in it.
2B
Writing - General Training Module
Page 48 IELTS Preparation
1 Study the following two letters. With your partner, discuss the purpose of each letter. Make your choice from the previous list.
Dear Sir or Madam,
I am a customer with your bank. I am writing to you about a discrepancy I have found in my savings account, number 5459 7654 3333. When I received my monthly statement, yesterday, I was surprised to see that the balance was $120, 974.56 in debit! This surely must be a mistake!
As I am an overseas student, my parents pay $2,000 into the account for me to live on for the following month. In the two years that I have been using this account, I have never been overdrawn. I use the account to pay my rent, to cover my bills and for entertainment. As the amount of money I receive is relatively small, I am very aware of the amount of money I have left in the account each month. My last statement shows a closing credit balance of $465.25 and I am enclosing a copy of this statement for you with this letter.
I’m sure that you can understand how worried I am about this matter. I would appreciate it if you could please look into the matter urgently to fi nd out why this mistake has occurred and I would appreciate you contacting me as soon as possible.I can be contacted on 9778 4665.
Yours faithfullyDaphne Murchison
Dear Harry,
Thanks for the postcard. Sydney looks beautiful! It sounds like you’re having a great time there.
I’m trying to decide where to take my family next year on holiday, and Sydney is one of the places we’re interested in. However, what I really want is some fi rst hand information from someone who knows what it’s like there. I need to fi nd a good hotel that doesn’t cost too much - maybe about $150 per night. It doesn’t have to be a four star hotel, but it should be close to the centre of town. I also need to know what activities there are in Sydney that would interest a ten-year-old and a seven-year-old.
There’s no hurry; I don’t need to make up my mind until June, and I know you’re busy and I promise to take you out for dinner if we see you in Australia.
Nicola
2B
Writing - General Training Module
Page 49 IELTS Preparation
2 Look at the following tasks and decide what the purpose is for each one. Note that sometimes a letter can have more than one purpose. One has been done for you as an example.
The task requires you to write a letter: Purpose
a to a holiday camp to ask about accommodation for a group of children.
b to your friend to tell her that you cannot visit her next month as planned.
c to your local council saying how you think their services can be improved.
d to ask your tutor to attend a party to celebrate your graduation.
e to tell your school why you have decided to withdraw from your course.
f to a restaurant about a rude waiter and some bad food. Complaint
Formal or informal?In the computer based Unit 2A you were introduced to some examples of the difference in styles between formal and informal language. To consolidate this learning we are going to complete the following task.
Exercise 2B.3If you are writing to someone you do not know very well, or somebody in an offi cial position, the letter will be formal. Generally speaking, unless you are writing to a close friend, your letter will be formal. Informal letters are only written to people we know well.
Look again at the two letters you studied in Exercise 2B.2.
1 With your partner, decide which one is formal, and which one is informal.
2 Carefully examine the opening paragraph of each letter. How are they different?
3 Read through the formal letter and underline any formal expressions that you fi nd. Then read the informal letter and underline the informal expressions. Compare your answers to your partner’s answers.
2B
Writing - General Training Module
Page 50 IELTS Preparation
Unit summaryIn this unit you have:• been introduced to the genre of
personal correspondence
• analysed the instructions for Writing Task 1
• distinguished between formal and informal letter writing styles.
4 In the following exercise, match each of the formal expressions in the left hand column with a less formal expression from the right hand column that has a similar meaning. One has been done for you as an example.
Formal Informal
Dear Madam
Thank you for your letter
I would greatly appreciate it
I look forward to your prompt reply
Please feel free to contact me if you require further assistance
Please accept my sincere apology
Thank you for your kind invitation
May I suggest that you
Yours sincerely
Write back soon
Dear Phyllis
Why don’t you
I’m very sorry
I’d be very thankful
Thanks for inviting me
All the best
Thanks for your letter
Let me know if you need any more help
Exercise 2B.4Look at exercise 2B.2 again, and decide which of the letters would be formal and which would be informal. Underline the words in each task that tell you this information.
2B
Writing - General Training Module
Page 81 IELTS Preparation
The computer based part of the Listening Module, will allow you to work with materials that can give you instant feedback on your listening skills. There are four units in the computer based section of the Listening Test Preparation and you can bring any questions from this section to the classroom component to discuss with your teacher.
Importantly, you must complete the four computer-based units of the Listening Course before you attend the classroom component.
ListeningMaintaining a personal record of tasksYou are advised to keep personal fi les of your computer based worksheets, both for personal reference and revision prior to taking your IELTS examination.
Working with the Computer-based materialsYou can work at you own pace through this section of the course, but you must ensure that you have completed the four units of work before attending the classroom component.
Listening
Page 82 IELTS Preparation
Computer Based
Contents
Classroom
Unit 1: Introduction to the IELTS Listening Test
Unit 2: Predicting and Guessing
Unit 3: Listening for Specifi c Detail;Identifying Key Words
Unit 4: Listening for Main Ideas;Identifying Topics in a Short Lecture;Distinguishing and Matching Different Speakers with Key Information Unit 6: Paraphrases and Summaries
Unit 7: Practice Listening Test
Unit 8: Review
UNIT 5: Intonation and Signposting
Listening
Page 83 IELTS Preparation
Unit 5Intonation and SignpostingIn this unit you will:
• identify meaning through intonation
• recognise signpost words and their meanings
• understand intonation signposts.
Identifying meaning through intonationIn this unit, you will listen to how meaning can be created by how someone says something as much as by what they say. Sometimes the exact meaning of the words does not give us a complete idea of the meaning of what someone says. The rise and fall of a speaker’s voice, or intonation, can dramatically alter meaning.
Changes in intonation often refl ect the feelings of the speaker. In different situations, we often say things indirectly with the level of our voice. For example, we often raise our voices when we are angry, or speak softly when we are shy. When we think about other people’s feelings we speak in different ways too. The intonation you use when you want to be polite will be different from the intonation you use when you are annoyed with someone.
Listening Warm-up1 In pairs, practise saying the word ‘Yes’ in
these situations:a Your boss has asked you if you would like
a promotion.b Someone has asked you if your mother
is ill.c You don’t want to disagree with
someone, but you are not sure that you agree.
2 Practise saying the expression ‘Don’t do it’ in these situations:
a A mother is scolding her child for misbehaving.
b Your friend tells you he is going to quit his university course.
c Your brother wants to play a practical joke on his friend.
3 Practise saying the words ‘Let’s go’ in these situations:
a You are at the park with your friend. It’s going to rain.
b You are going to be late for the movie. You friend is getting ready very slowly.
c You are at a party. Your friend wants to stay but you want to go home.
4 Did your voice change depending on the situation? What feelings best describe the speaker’s mood in the examples?
5
Listening
Page 84 IELTS Preparation
Listening Exercise 5.11 Look at the table below. You will hear six very short conversations and an example. As you
listen, write Yes or No in the right-hand column to answer the questions. One example has been done for you.
Example Did the man enjoy the meal? No
1 Is the girl interested in the car?
2 Does the woman feel annoyed?
3 Does the second woman agree with her friend?
4 Is the girl enthusiastic?
5 Does the man like the woman’s mother?
6 Is the teacher pleased with the student’s work?
Recognising signpost words and their meaningsIn formal speech, for example lectures and talks, speakers use words and expressions that guide the listener through what is being said. These words and expressions indicate the divisions of the talk, and give an idea of what is coming next.
Some of the main functions of signpost words are:
a to indicate the stages of a talk or lecture
b to emphasise a point
c to introduce an example
d to provide additional information
e to suggest a reason or result
f to introduce a comparison
g to introduce a contrast.
ListeningWarm up1 Look at the following short passages.
Underline the signpost words, and decide which of the functions a to g each one corresponds to.
When considering the effects of television on young children, it is important to note …
Many species of fi sh in this river system have disappeared, or remain only in very small numbers. This is a direct consequence of …
Banks play a very important role in the economy. A case in point is the National Bank, which …
The company has been less successful over the past year, perhaps due to …
Not only was the last Ice Age a diffi cult time for humans, it …
I would like to begin by talking about the structure of electrical circuits. Then …
Most studies show that girls do fairly well in the early years of school. In contrast, boys …
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Now, cows belong to a group of animals called ruminants, because they digest their food in two stages. Furthermore, …
Sheep also belong to this group. Like cows, they …
And that sums up my second point about the usefulness of computers. Finally, I would like to consider …
1 In the following practice example you will hear part of a university tutorial on solar energy. You will hear the tape twice. Before you listen, read through the following questions and look at the diagram. Try to predict what you will hear.
a As you listen to the fi rst part of the tutorial, make notes to complete the following sentences.
Two reasons for fi nding alternatives to fossil fuels are:
1
2
Solar collectors are 3 to make them more effi cient.
b Label the diagram of the solar water-heating system. Write no more than three words for each answer.
c Complete the following statements. Write no more than three words for each answer.
Equipment such as radios, lights and refrigerators can be powered by 9
Solar technology is continuing to get better and 10
d Listen again and check your answers.
5
4
7
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5
Listening
Listening Exercise 5.2In Section 3 of the IELTS Listening Test you will hear a conversation between three or more speakers on an academic topic. As part of the listening task in this section you are sometimes asked to label a diagram.
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Understanding intonation signpostsWe have seen that speakers use signpost words to guide the listener. They also use intonation: their voices go up or down to show whether or not they have more to say. Usually a downward intonation means they have fi nished that part of what they were saying and an upward intonation means there is more to come. Some of the common patterns of intonation are included in the box below.
Rising intonation Falling intonation Rise-rise-fall
yes/no questions
tag questions (answer required)
statements
‘wh’ questions
commands
tag questions (no answer required)
lists
ListeningWarm up1 Read the following sentences, and mark in the intonation with an arrow pointing up for rising
intonation and an arrow pointing down for falling intonation.
a Today, I bought some apples, oranges and bananas.
b Mark, where are you going?
I have to meet some friends later.
c Last Saturday, we went to the park, didn’t we?
d Turn off the television and go and do your homework!
e I am allowed to smoke here, aren’t I?
Listening Exercise 5.31 Before you listen, read the following extracts from talks. Where do you expect the speaker’s voice
to go up and down?
2 Listen and mark where the intonation rises or falls.
a I’d like to introduce our three speakers today: Dr Margaret Jones, who will talk about the Student Health Service; Martin Andrews, from the Careers and Employment Offi ce; and Annie Cheong, who will tell you about the Student Association.
b The fi nal point to consider is the age of the patient. Now, this can affect the outcome in a number of ways. If the patient is young, then the immune system is less well-developed, and there is a danger of infection. If the patient is older, however, ...
c What will be the impact of this new technology on the environment? Friends of the Planet, a group that monitors the environmental effects of industrial processes, says there is a risk of widespread pollution.
d Three groups are most likely to be affected by this legislation: teachers, nurses and the public servants. Teachers and nurses, because their retirement schemes are similar, and public servants, because of their conditions of employment.
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Unit SummaryIn this unit you have: • identifi ed meaning through
intonation
• recognised signpost words and their meanings
• understood intonation signposts.
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Unit 1SpeakingOverview of the IELTS Speaking TestIn this unit you will:
• be introduced to the format of the IELTS Speaking Test
• identify the key skills necessary to complete the test.
Introduction to the IELTS Speaking TestThe IELTS Speaking Test is divided into three parts and takes between 11 and 14 minutes in total. It is an interview between the candidate (you) and the examiner. The three sections become increasingly diffi cult. The test is recorded on audiotape.
The IELTS Speaking Test format is as follows:
Part Nature of interaction Timing
Part 1Introduction and
interview
The examiner will introduce him/herself and check your information. You will then answer some general questions about yourself – for example, your family, work or study or interests.
4–5 minutes
Part 2Individual long turn
The examiner will give you a topic card with a topic and verbal prompts to guide. You will speak for one or two minutes. You will be allowed one minute to plan and you may make notes. While you are speaking, the examiner listens. Then she/he will ask you one or two questions to fi nish off this section.
3–4 minutes (including one minute preparation time)
Part 3Two-way discussion
Part 3 involves discussing, in a more abstract way, aspects of the topic from Part 2.
4–5 minutes
AssessmentYou will be assessed on your speaking ability in four distinct areas: fl uency and coherence, grammatical range and accuracy, lexical resources and pronunciation.
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The ExaminerThe examiner is a qualifi ed assessor who is trained in maintaining appropriate and fair testing standards. The examiner’s role is to assess your speaking, not to teach you English. Moreover, she/he cannot help you complete tasks and, particularly in Parts 1 and 2, will simply ask questions and wait for you to respond.
Identifying the key skills necessary to complete the testIt is impossible to know what kind of topics you will be asked to talk about, but the examiner will assess different speaking skills in each of the three sections. At various stages of the IELTS Speaking Test, you will need to display your ability in the four areas of assessment as well as the way you use functional English. The key skills necessary to complete the test are the ability to:
• give personal information • provide more than minimal information• analyse the instructions• give reasons • express opinions• justify opinions• discuss abstract topics.
The following exercises give you practice in using these functions and help you familiarise yourself with the test.
Part 1- Introduction and interviewIn Part 1, you will be required to participate in a structured interview. First, the examiner will introduce her or himself, ask you to introduce yourself and then request your identifi cation. You must bring identifi cation to the test. The examiner will then ask you set questions asking you to provide personal information. If you do not understand a question, you may ask the examiner to repeat it. However, they cannot explain any of the vocabulary or re-word the question.
Exercise 1.1 – Introduction warm-up1 Read the following questions, which could appear in Part 1 of the IELTS Speaking Test. The
interviewer is asking you to give personal information. Some of the language functions used in Part 1 are giving personal information, following basic conversation etiquette, and asking politely for the question to be repeated. Write your answers to the questions.
Interviewer’s questions Answers
Where are you studying?
Do you like it?
When did you start?
Why are you studying English?
Exercise 1.2 – Role play1 Practise a role-play by introducing yourself to your partner. Ask them the questions above and try
to make the interview last for two minutes.
b Review your role-play. Was it diffi cult to make introductory conversation for two minutes? What were some of the diffi culties? Did you change topics or stay on the same one? Discuss these questions with a different partner.
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Part 2 - Individual long turnPart 2 is designed to let you talk for one to two minutes without interruption. You will be given a card by the examiner, and be able to study it for a minute. You will be given paper and a pencil to take notes if you wish to do so. You will be assessed on your ability to describe, to give reasons, opinions, and talk at extended length on a topic.
Exercise 1.3 – Preparing for the long turn1 Look at the following sample topic card or
cue card which is similar to the one you will receive in Part 2 of the test.
INDIVIDUAL LONG TURN - CUE CARD
Describe a city or a town that you know well.
You should include in your answer:
• the location of the city or a town
• the part of the city or town you are most
familiar with
• important landmarks and places to visit.
What makes that city or town special to you?
a Work with a partner. Take one minute to prepare notes on this topic. Then talk for two minutes without pausing or reading your notes. While listening, your partner will make some notes based on what you say and observations on your presentation style. Once you have fi nished, review the notes together and then change roles.
b Review your performance. Was it diffi cult to talk for two minutes on this topic? Why? Did you fi nd yourself talking about things not related to the subject? Did you have enough to say? What are some things you would have said if you had the chance again?
Part 3 -Two-way discussionPart 3 is the most diffi cult part of the interview. The topic is usually of a more abstract nature and you will have to discuss it for four to fi ve minutes with the examiner. The questions will be linked to what you talked about in the individual long turn. For example, if you were asked to talk about your favourite town in Part 2, you might be asked to discuss problems of modern living or urbanisation in Part 3. You will also be required to use more diffi cult grammatical structures, such as conditionals and modal verbs, and language functions such as justifying your opinion, making observations, analysing conversation topics, and talking about past happenings, present circumstances and future possibilities.
Exercise 1.4 - Brainstorming and discussing abstract topics
1a Think about one of the following topics in your own language. How would you describe some issues relating to it? Think about how things were in the past, what society is like today regarding the issue, and, fi nally, what might happen in the future.
• Problems that affect your country
• Diet, health and exercise
• Living together, marriage, and divorce
• The advantages of living in a big city
• Environmental problems
• Globalisation
• Women at work
• Violence on television
• The meaning of happiness
b Relate your opinions to your partner.
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2a Read the table below which outlines some points on ‘violence on television’.
Past Present Future
Television used to be less violent as there was more regulation of what people could watch.
People were less reliant on TV in the past as a form of entertainment.
Nowadays, television is popular – everyone wants to watch television and there is more demand for TV programs.
It is getting harder to entertain people, so programmers are choosing more violent movies and TV to make watchers remain attentive.
In the future, there is every indication that TV programs will become more and more violent. There will be less regulations and controls on TV makers.
It is possible that other media forms such as the Internet could draw some viewers away from their TV screens.
b Do the statements in the table agree with the idea that there is too much violence on television? Explain why you think so.
3 Now complete your own table. Choose one of the topics from the previous list on page 103 and write your answers.
Past Present Future
4 Find someone who chose the same topic as you and discuss some of your points in pairs. If no one has chosen your topic, pick a partner and let him/her read your notes and form an opinion before you start speaking.
Unit summaryIn this unit you have:
• been introduced to the IELTS Speaking Test format
• identifi ed key skills necessary to the test.
1
Speaking
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RMIT English WorldwideRMIT English Worldwide has a well-established reputation for academic and teaching excellence and offers a wide range of English language courses in Australia and internationally.
RMIT UniversityEstablished in 1887, RMIT is one of Australia’s largest multi-level universities and is the fi rst choice for international students studying in Australia.
Postal Address:
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