Oxford University Press

English Language Teaching Global Blog


5 Comments

Strategies for Teaching IELTS: Part One – Where to start?

 

continuous learning assessment

Image courtesy of Colin K on Flickr

Stephen Greene is a teacher, teacher trainer and materials developer with nearly 20 years’ experience. He has taught people of all ages and abilities all around the world, including in Taiwan, Poland, Rio de Janeiro and the UK. He is now based in Curitiba in the south of Brazil where he writes a blog about bringing up a bilingual child at headoftheheard.com. This is the first article of a three-part IELTS series, exploring the basics of helping your students through their IELTS exam.

As with most things in life, the key to a successful IELTS course is in the preparation. If you have a clear idea of what you and your students need to do from the outset then you are far more likely to help your students achieve their goals than if you have no plan at all. Likewise, as the expression goes, first impressions last, so if you can impress your students in the first few classes, then they are more likely to trust you for the rest of the course.

It is important to have as much information at your disposal as possible before the course actually starts. This will help you to prepare properly and show your students that you really do know what you are talking about. I have added a number of questions for each of the points listed below, but the answers will often depend on your own context. Where possible, I have included some links which might help you to start finding your own answers.

Know the exam

If this is the first time your students have attempted the IELTS exam then they are likely to be very anxious about what it entails and what they will be required to do. Some questions students might have include: How many papers are there? How does the scoring system work? Which is the most difficult part of the exam? What’s the difference between the General exam and the Academic one?

As well as knowing the ins and outs of the exam, you will also need to know how students go about taking it. Questions they might have include: Where is the nearest exam centre? When are the exams being held? When is the registration deadline? How long does it take to get the results? How much does it cost?

The official IELTS site has some excellent information for both teachers and students, as does the British Council site.

Know your students

It isn’t always possible to find out a lot of information about your students until the course actually starts, so you will probably need to do some fact finding in the first few classes. As well as the usual information about the number of students in the class, their ages and backgrounds, some questions you might want to ask yourself include: Have they taken the exam before? What score do they need? Why are they taking the exam? Where do they hope to study after the exam? What do they hope to study?

Know your timetable

There is a lot to cover in an IELTS course, so make sure you have enough time to pack everything in. While your school might have its own natural rhythm, this might not fit with the dates of exams in your local centre. Questions to ask include: When are the exams? How long is the course? What do I need to focus on?

Find your local exam centre and get in touch to find out their exam dates and requirements.

Know your material

Whatever course you are running, you will need to be very familiar with the material you are using. With IELTS, this is even more key as time is such an issue. As well as a coursebook, you might need to use extra material, such as practice tests (which you can find here) or online material. Some questions to answer include: Is the material relevant to your students? Where can I find supplementary material? In my next article (on the blog next week), I’ll be sharing some of the free online material I use in my classes. Specifically, I’ll explore lexis, Part One of the Writing paper and the Yes/No/Not given questions commonly found in the reading paper.

This article was originally published in the July 2014 issue of the Teaching Adults newsletter. To learn more and subscribe, click here


7 Comments

Catherine Walter on the #ELTJ Debate at #IATEFL Liverpool

Catherine WalterThe ELT Journal debate at IATEFL Liverpool was a lively and well-attended affair. Thanks to the British Council, you can see the whole event online on the IATEFL Liverpool website. Here, Catherine Walter, who opposed the motion, gives her round up of the debate.

Scott Thornbury claimed that Published course materials don’t reflect the lives or needs of learners. Surprisingly, he did not repeat what he’s been saying for years in his Dogme / Teaching Unplugged strand – that teachers should not bother with course materials. Instead, he started from the weaker premise that course materials need improvement. Scott began by showing images of early twentieth-century books – hardly germane to the discussion, as if the nutritional value of deep-fried Mars Bars gave a picture of the contemporary diet. He maintained that there is a prevalence of employed, white, heterosexual male middle class characters in current materials. This doesn’t correspond to the regular exercises I do with students to count and classify representations in materials, where some materials do very well indeed. Scott also suggested that vocabulary syllabuses are not based on frequency, and that spoken grammar is not well represented. I would argue with both these points.

My view:

There are high quality materials available today from international and national publishers. Most learners globally learn from materials in countries where English is not a dominant language, in large classes that meet two or three times a week, where access to other materials or the internet may not be good. The book is still a valuable technology here; and it is also often doorway to different possible combinations of supplementary materials and activities, in whatever media the teachers and learners can access.

What about reflecting the lives of learners?

When I was learning a foreign language as an adolescent in a semi-rural working-class industrial town, I did not want language teaching materials to reflect my life – I wanted them to take me out of it, to show me other lives and other ways of living. Further, if materials are too firmly anchored in the here and now of the learner, how will that prepare them for the future?  Of course, there are some ways in which course materials should and do reflect learners’ lives – for example, by being based on knowledge about how people learn at different ages, or by comparing learners’ lives to those in other places.

What about learners’ needs? 

  • Learners need to learn the language, not just those bits of the language that might happen to emerge in a lesson. Teams of course developers think very carefully about the range of language learners need, and make sure this range is covered.  Individual teachers don’t have the time or resources for this.
  • Learners need classroom time to be used effectively, because typically there isn’t much of that time.  Course materials offer clear, efficient ways of teaching language – and Norris and Ortega’s (2000) and Spada and Tomita’s (2010) analyses show that this works, and results in lasting acquisition.
  • Learners need materials that will help them with the next English language situation they will meet. Course materials provide structures and contexts for out-of-classroom situations.
  • Learners need access to extra resources that can be tailored to their needs. Modern courses offer pathways and activities to suit different learners.
  • Learners need clear goals and records of progress, and they value materials because they give these.
  • Learners need teachers who are well supported: course materials scaffold teachers, giving them a base from which to replace, reinvent, innovate and fine-tune materials for learners.
  • Learners need teachers who have access to professional development activities. Few teachers around the world can come to an IATEFL conference. Teachers in the majority 3-hour-a-week context, and not only there, regularly report on how they benefit from the teacher’s materials in their course books and in their development as professionals.

There is an unprecedented choice of materials available today; teachers don’t need to feed their students deep-fried Mars Bars. Materials can give teachers something to depend on, and something to kick against; they can give teachers frameworks and ingredients to depend on and to improvise from. How teachers nourish their students’ learning will always stem from the teachers’ creativity and their awareness of learners’ needs and lives.

You can also read Scott Thornbury’s take on the ELT Journal Debate in his post “R is for Representation” and watch the recorded debate online. Which of the speakers would have won your vote?

Catherine Walter writes English language teaching materials and lectures in applied linguistics at the University of Oxford (UK). She is the convenor of the low-residency Postgraduate Diploma / MSc in Teaching English Language in University Settings (on which there are still a few places available for the coming academic year!).

References

Norris, J. M. and L. Ortega.  2000.  Effectiveness of L2 instruction:  a research synthesis and quantitative meta-analysis.  Language Learning 50/3:417-528.

Spada, N. and Tomita, Y.  2010.  Interactions between type of instruction and type of language feature:  a meta-analysis.  Language Learning 60/2:1-46.