ielts tips and strategies tesol conference 2011

IELTS: Overview, Tips and Strategies

TESOL New Orleans 2011March 18, 2011

Ozgur PalaDavid Bartsch

Intended audience

• New to IELTS• General information

Overview• General information about IELTS• General information for each test section– Tips and strategies

So many tips!

• Moving quickly• Write down what you can• Available at www.slideshare.net/bartsch

So many tips!

“Mr. Osborne, may I be excused? My brain is full.”

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GENERAL INFORMATION

IELTS

• IELTS (International English Language Testing System) tests English proficiency across the globe

• Managed by British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations

IELTS

• IELTS tests all four language skills – listening, reading, writing and speaking

• Two versions: Academic and General

IELTSAcademic Test General Test

For academic purposes such as entry into universities

For visa purposes or for entry into overseas high schoolsWriting and reading sections are simplified

Why Take IELTS

• Reliable 9-band scoring system• Predictively valid • Consistent test administration• Quality-controlled system of examiners– Recruitment, training, benchmarking, certification

and monitoring

Why Take IELTS

• Accessible – More than 800 test centers world-wide – 51 cities in the US

• Recognized– More than 6000 institutions and programs– 3000 in the US

Why Take IELTS

• Free IELTS Test Report Form Verification Service

• For some, preferable to TOEFL iBT– No typing– No integration tasks– Face-to-face speaking tasks

Details

• Exams offered at each testing center roughly 4 times a month– Again: check for academic vs. general

• Roughly US$180-200 • Results recommended as valid for two years

Procedure

• Register online at www.ielts.org– Register early

• Pay the fee • Bring passport-sized photo (without glasses)

Procedure

• Bring a photocopy of passport picture page– Copy of national identity card is okay

• Test results are announced in about 2 weeks– Individual centers: picked up in-person or sent via

mail– No results over the phone or by fax or email.

Scores

• There is no pass or fail in IELTS. – The score needed depends on requirements of the

accepting institution• Scores from 1 to 9 for each test area• Scores listed as whole or half bands– 6.5, 7.0, 7.5, 8.0

Scores

• Band 9: Expert user• Band 5: Modest user• Band 3: Extremely limited user• Band 1: Non-user

Testing order

• Listening• Reading• Writing• Speaking– Note: might be on a different day

No magic bullets

• Good English + good test-taking skills = success• No secret recipes

No magic bullets

“I’ve gotten over my fear of tests, but now I seem to have developed studying anxiety.”

No magic bullets

• Practice…and practice well• Exam can be taken multiple times

General test tips and strategies

• Every test• Every time

General test tips and strategies

• Read the directions carefully• Skim/scan • Only give required number of answers• Spell answers correctly, particularly when

already given in the question or passage• Use exact wording from passage

General test tips and strategies

• Questions appear in passage order• Answers from life experience vs. answers from

the passage• Underline key words in Qs• Use prediction skills– Numbers, amounts, parts of speech, etc.

General test tips and strategies

• Focus on IELTS-specific information

Common topics throughout the test

• There are always texts related to these topics on IELTS exams

• Check the topics on the official IELTS website or your preparation book

• Some of these topics are:– Technology– Consumerism– Health– Natural world

SECTION INFORMATION: LISTENING

Listening overviewSections Content/Duration Number

of Qs

4 sections 30 minutes for the test 10 minutes for transferring answers

40 Qs

Section 1 A conversation between two speakers in a social or semi-social context /10 minutes

10 Qs

Section 2 A talk by a single speaker based on a non-academic situation /10 minutes

10 Qs

Listening overviewSections Content/Duration Number

of Qs

Section 3 A conversation with up to four speakers based on academic topics or course-related situations /10 minutes

10 Qs

Section 4 A university-style lecture or talk /10 minutes

10 Qs

Listening overviewSection Skills Question Types

1

Orienting yourself to the text

Form filling, note-completion

Listening for specific information

Table completion, sentence completion

2

Identifying detail Labeling a diagram, multiple choice

Following a description on a map, diagram, plan

Labeling a map or plan, summary completion

Listening overviewSection Skills Question Types

3Identifying main ideas

Short-answer questions, multiple choice questions, matching

4Following signposts Completing a flowchartFollowing a talk Note-completion

Tips for Listening Test

“I find the easiest way to expand my vocabulary is to make up words.”

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Tips for Listening Test

• Important: spelling is assessed, even in the Listening exam!

Tips for Listening Exam

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• Both British and American variants are accepted.

Tips for Listening Test

• Tip: transfer answers carefully– 10-minutes allotted

Tips for Listening Test

• No opportunity to re-listen– Tip: take notes

• Only around 30 seconds pre-listening time– Tip: use time wisely—read next question; don’t

transfer answers

Tip: use required number of wordsComplete the sentences below.Write NO MORE THAN ONE WORD AND/OR A NUMBER for each answer.

Hotel Novena Guest Registration formExample

Name of guest:

Room:

Wake-up call at:

Type of breakfast:

Payment by:

Answer

Matthews

1 …………………..

2 …………………..

3……………………

4 …………………..

Section 4: different

• No assigned time for reading questions in section 4 during the recording– Tip: read through all the questions first

Tip: test answers follow Q order

Q types

• Important: significantly different than TOEFL– Tip: be familiar with Q types

Question types: labeling a map or plan

Label the plan.

Write the correct letter A-H next to the questions 1-4.

1 Car Park …………………………..

2 Domestic Terminal ……………

3 Lifts …………………………………

4 Regional Terminal …………….

Question types: labeling a diagram

Mixed question types: fill in the blanks

The Study of Child Language Acquisition

Fascinating because people have an 1 ………………. in children’s learning

2 …………………. because it leads to greater understanding of language

3 …………………. because of the differences encountered

Mixed question types: fill in the flowchart blanks

Complete the flowchart below

Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each of answer. Discussion of includes the use of diaries, recordings, tests

Children become aware that they can speak

Linguistic analysis become possible

4 ………………………….

Speech in children 6 ………………. years

Speech in infants’ 5 ……………….. of life

Mixed question types: complete the table

Complete the table below.Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each of answer.

Animal Brought by Reason

1 …………………………… Settlers For food

Fox Settlers 2 ……………………………

Cane toad 3 …………………………… To kill beetles

Mixed question types: complete the flowchart

Beetle lay eggs

Eggs become grubs

Grubs eat the 4 …………..

Sugar cane 5 …………..

Mixed question types: multiple choice

Choose the correct letter A, B, or C.

6. The cane toad originated in

A Central AmericaB HawaiiC Australia

8. The farmer’s plan failed because

A There were too many beetlesB Their own research was faultyC they believed the reports they read

7. In Australia, the toads

A grew extremely largeB multiplied in numberC ate the cane beetles

9. The sugar cane industry

A thrives todayB has died out in some areasC survives alongside the beetle

SECTION INFORMATION: READING

Reading overviewPassages Content/Duration Number of Qs

3 Academic passages / 60 minutes

40 Qs in total

Passage 1 More descriptive passage

13 to 14 Qs for each passage

Passage 2 More discursive and argumentative

13 to 14 Qs for each passage

Reading overviewPassages Content/Duration Number of Qs

Passage 3 More discursive and argumentative

13 to 14 Qs for each passage

Reading overviewSkills Question TypesUsing titles and subheadingsUsing paragraphs and main ideas

Finding information in paragraphsChoosing headings for paragraphs

Skimming Scanning Following referencing

Short-answer questions Completing a flowchart, diagram, table

Reading overviewSkills Question TypesUnderstanding paragraph structureExtracting key information

Multiple choice, True / False / Not GivenNote Completion

Paraphrasing the main ideasGetting gap-fill answers right

Choosing headings for paragraphs Sentence completion

Understanding summaries Summary completion (with a box)

Reading overviewSkills Question TypesRecognizing arguments / views in texts

Choosing from a listClassification Matching

Interacting with / analyzing passage

Matching sentence endingsYes / No / Not given

Reading

• A difficult question carries the same number of points as an easy question– Tip: answer the easy questions first

Guessing

“When can I stop making wild guesses and start making educated guesses?”

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Reading

• No penalty for guessing– Tip: answer every question

Reading

• Note: no extra time to transfer answers• No specialist knowledge required• Copy passage answers correctly: spelling! – Tip: beware of singular/plural

No title or subheading?

• A question may test understanding of the theme or purpose of the passage

Match the headings with paragraphs

List of headingsi. Increasing customer confidenceii. A benefit to retailersiii. The dangers for retailersiv. Changing the face of the shopv. Encouraging online feedback

1. Paragraph ………………………..2. Paragraph ………………………..3. Paragraph ………………………..4. Paragraph ………………………..5. Paragraph ………………………..

Matching

• Headings may have similar/identical words as a paragraph, but that does not mean that heading goes with that paragraph. – Tip: match ideas not words

Problem: speed

• “Passages are too long”– Tip: work on speed– How? Extensive reading– How? Read chunks, not words, etc.

GapsThere may be two gaps, worth one or two marks. Tip: the word ‘both’ in a sentence or summary signals that two answers may be required. Complete the sentences belowWrite NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

1. Esperance used to rely on ………………… . 2. About ……………………… of Esperance’s energy needs

are met by wind. 3. & 4. Wind farms should not be built near barriers to

the wind, such as ……………………. or ……………………… .

Paraphrasing

• IELTS questions often use different words or phrases from those used in the passage– Tip: practice paraphrasing skills—essential!

Paraphrasing: London tours

• Q: “On this tour you can see where an artificial watercourse used to end.”

• A: “We pass…the original termination of the New River, constructed to bring water to London from springs over 30km away.”

Paraphrasing: London tours

• Q: “This tour includes a functioning market.”• A: “…then (we) continue to Borough Market,

where you’ll find it hard to choose among all the fine food and other goods on sale.– (excerpts from Objective IELTS Intermediate)

Keywords

• Tip: don’t be fooled by appearance of keywords

• Q: “This tour includes a functioning market.”

Keywords

• A: “For more than 250 years Mayfair has been the most upmarket district in London…”

• A: “We walk along to St. John Street, where animals used to be driven on their way to Smithfield Market.”

• A: “…then (we) continue to Borough Market…”

No partial marks for partial answers

Choose THREE letters. A-G.

Which THREE of the arguments below are stated in the passage?

A Penguins are not afraid of people. B Penguins are becoming an endangered species. C Tourists are not a threat their existence. D Penguins are hard to research.E Penguins don’t leave their nest.F A penguins behavior depends on its species.G Penguin stress may result from being with other penguins.

SECTION INFORMATION: WRITING

Writing overviewTasks Content/Duration

2 Tasks 60 minutes

Task 1Write a summary of the graphic/pictorial information provided150 words20 minutes suggested

Task 2Write an academic-style essay250 words long 40 minutes suggested

Writing overviewSkillsInterpreting visual informationBar chartsLine graphs

TablesDiagrams Pie charts

Writing an overview Picking out significant trends Selecting / illustrating main points

Highlighting main stages of a process

Writing overviewSkillsComparing information Describing how something

worksGrouping information

Task 1

• Description of a graph, table, process or a combination of the three

• Purpose: describe and compare data – Tip: don’t suggest causes or reasons for the data – Tip: don’t simply list the information

• Note dates and times in the data– Tip: use the appropriate tense

Task 2

• Description: academic-style essay• Purpose: write a well-organized essay with

appropriate support of opinion

GuidelinesApproach Reason

Before writing

• Note key points and decide on an overview (T1)

• Misinterpreting the data or diagram will result in lost points

Guidelines

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Guidelines

GuidelinesApproach Reason

Before writing

• Read the task carefully and decide number of parts, and position to support (T2)

• Answers should relevantly address all parts of the question

GuidelinesApproach Reason

While writing

• Introduce the information in an overview, using your own words (T1)

• Summarize the key points and use data to illustrate those key points (T1)

• Copying the question will not count toward word total

• Lost marks for missing key points or failing to illustrate them

GuidelinesApproach Reason

While writing

• Introduce, present and support ideas clearly

• Copied material will not count as part of word total

• Logical conclusion and a consistent position must be present (T2)

GuidelinesApproach Reason

While writing

• Include a general observation summarizing the main points/trends (T1)

• (Diagrams) Use the key words in the labels; divide description around main stages or processes (T1)

• Marks lost if no overview

GuidelinesApproach Reason

Good writing

• Use own words wherever possible

• Divide answer into paragraphs and use linking words to connect ideas

• Doing this will earn more points

• More marks for well-organized answer using a range of linking and reference words

GuidelinesApproach Reason

Good writing

• Present a balanced argument. If asked for an opinion, show both sides before showing preferred choice in the conclusion (T2)

• If no clear position with relevant support, lower grade

GuidelinesApproach Reason

After writing

• Count words—quickly!—to make sure that word count is met

• Check grammar, spelling and punctuation

• Short answers lose marks. (There are no extra marks for long answers.)

• Mistakes reduce score

“Can you believe I got a ‘C’ in English? And I was doing so good!”

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Range of structures: importantVerbs Phrases• To rise• To fall• To peak

• Five out of ten…• Fifty per cent of…• A third of the students…

Adjectives and Adverbs• Sharp(ly)• Dramatic(ally)• Significant(ly)

• Considerable(ably)• Slight(ly)• Gentle(ly)

Writing strategies

• Paragraphs– Have one idea per paragraph

• Content– Avoid informal language– Don’t memorize model answers– Opinion: no correct answer, just a clear position

and good support

Writing strategies

• Procedure– Be careful with timing - don't rush – Task Two is longer and is worth more points– Leave time to edit

Writing strategies

‘Yes well, legibility and correct punctuation might not be “street”…but that’s how I roll, dude.’

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Writing assessment: 4 key issues

• Content• Grammar• Vocabulary• Cohesion

Ways to affect a score

Mobiles phones have changed the way many people communicate. Nowadays people cannot live without them if they want to be a part of society.

To what extent do you think this is true?

Why do you think some people have not adapted to this type of communication?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Ways to affect a score

• For a two-part answer, both parts must be addressed; otherwise, no more than Band 5 for content

• If main ideas are related but off-topic, no more than Band 5

SECTION INFORMATION: SPEAKING

Note

• Listening, Reading and Writing=same day• Speaking=same day…or up to a week before

or after

Speaking overviewParts What? Content Duration

3 Parts

Speaking 11-14 minutes

Part 1 Introduction & Interview

Talk about self and familiar topics with the examiner. Answer examiner’s questions neither too short nor too long.

4-5 minutes

Speaking overviewParts What? Content Duration

Part 2 Short talk Talk for 1-2 minutes on a topic chosen by the examiner. 1 minute for preparation and around 2 minutes for a non-stop talk.

3-4 minutes

Speaking overviewParts What? Content Duration

Part 3 Two-way discussion

Answer more abstract questions related to the topic in part 2. Demonstrate control of language, ability to express abstract ideas and support opinions appropriately

4-5 minutes

Speaking overviewSkills PartsAnswering questions on familiar topics Expanding answers

1

Linking and expanding ideas using linking vocabulary

1

Speaking overviewSkills PartsUnderstanding the topic Checking notes 2Using notesUsing rhythm and timing to talk fluently 2

Speaking overviewSkills PartsMaking ideas clear 3Giving two sides of an argument Speculating Extending a conversation

3

Part 1• Very short answers=lost points– Tip: aim for two to four spoken sentences for each

answer.

Part 1

“I didn’t feel answers were necessary. All the questions seemed rhetorical.”

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Part 1 examplesWhat is the best way to stay healthy? I think walking is good for you, as well as watching what you eat. So I try to take some exercise every day and on top of that I eat lots of fruit and vegetables.

What kind of music are you interested in? Well… I really enjoy listening to songs, particularly songs from my country. And I like to have music playing when I’m studying. In fact, I can’t study without music.

Part 2• Take notes on key points asked in the

question.– Tip: don’t write full sentences

• No credit for repeating words in the task• Practice speaking for at least a minute—

harder than it sounds– Tip: using a watch during the exam is permitted

Part 2 promptsDescribe a place you have lived in that you particularly liked.

You should say: when you lived there who you lived with what was most memorable about this place and explain why you liked it so much.

Part 2 promptsDescribe a family member who is the most successful.

You should say: who this person is how often you see each other what this person does and explain why he/she is successful.

Part 3 samplesHow important is it to enjoy your work? Why?Does tourism bring mainly positive or negative things to a country? Having somewhere to live is a basic right. So should the state provide cheap housing for people who don’t earn a lot of money? Why? To what extent do you think the climate of a country affects the kind of houses or homes that are built?

Part 3 samplesWell… in my view, climate probably has to do a lot with the way we design our houses. So… for instance, in countries where it snows a lot, you find houses with something like a steep roof… so that the snow can’t settle there, and … you know damage the roof. But in warm climates, I think the houses are often built to keep the sun out.

Part 3

• Goal: a well-reasoned, smoothly-connect, justified answer

• No wrong answers: quality and content of speech are graded, not opinions

• No knowledge of topic? Too bad! – Tip: specifically practice speaking about obscure

topics (…fake it!)

Part 3

• Rephrase the question in your own words to help you explore the issues raised

• Think about desired action: explain, compare, describe, speculate, etc.

• Quickly develop ideas and jot them down

Speaking strategies

• Desired: effective communication, not “perfect” answers– Tip: don't memorize answers

• Develop answers as much as possible– Tip: never give one-word answers to questions

• Carefully consider appropriate tense and vocabulary

Appropriate vocabulary…!

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Due to his grammar mistake, Wilbur found a position. It just wasn’t the one he wanted.

Speaking strategies

• Examiners may repeat questions– Tip: don’t be afraid to ask

• Speaking clearly and using stress and intonation will help communicate ideas

Speaking assessment: 4 aspects

• Fluency• Grammar • Vocabulary• Pronunciation

Sources

• New Insights into IELTS by Jakeman and McDowell

• Objective IELTS Intermediate by Black and Sharp

• Many others…see the vendors in the exhibit hall

Contacting us

• Ozgur Pala– ozgur.pala@qu.edu.qa

• David Bartsch– david.bartsch@qu.edu.qa

• Available at www.slideshare.net/bartsch