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Strategies for teaching IELTS: Part Three – Get ready for exam day

webinarpicStephen 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 joins us on the blog today for his final article in a series ‘Strategies for teaching IELTS’.

In the first article in this series, I discussed some things to consider at the very beginning of an IELTS course, and then in article two I explored how to tackle some of the more problematic parts of the exam. Here, I will look at some strategies you can use at the end of your course to make sure your students are as prepared as possible for the exam day.

Mocks

It is important that students have at least one full mock before the exam day. Make sure you find some practice tests – such as the free ones which support IELTS Masterclass on the OUP website. When you set up the mock, it’s a good idea to imitate the exam conditions as fully as possible. This will help prepare students for the real thing, and it will give them a sense of how important timing is. Students need to realise that the Listening, Reading and Writing papers take 2 hours 40 minutes – with no breaks in between! When you run the full mock it is a good idea to use the answer papers like the ones that will be used in the exam. When a student is working quickly and misses a question out to come back to it later, it can be very easy to forget about this when completing the answer sheet. This can mean that all of the remaining questions have the wrong responses.

For the Speaking paper, as well as conducting mock tests, make sure students get to watch an example of somebody else taking the test. Outside of language exams, students rarely have a spoken test so many are understandably nervous about what the whole procedure entails. You can find examples of spoken IELTS tests on YouTube.

On the day

Discuss what students should do on the day of the exam. Here’s what I advise my classes:

  • Get to the exam centre early – this gives people time to calm down, find their room, have a bite to eat and make sure they are not rushing due to traffic problems.
  • Use English before the exam – listening to a podcast, reading a book or having a conversation in English before the exam puts students in the right frame of mind.
  • Prepare for a long exam – As mentioned above, students will have to sit in the exam for over two and a half hours, so they should make sure they have had refreshments and visited the bathroom before the exam starts. Candidates can ask to leave the room to go to the bathroom, but this will take up valuable time.

At the exam centre

This may sound obvious, but make sure that students know where the exam centre is and how to get there. In many cities it is possible to sign up for the exam in a different place from where it actually takes place, so point this out to students if necessary.

Go through the regulations with regards to the identification that candidates need to provide, highlighting the fact that they must have the same identification that they provide when enrolling. To ensure a high standard of security, centres are required to take photographs of candidates and scan their fingerprints. Reassure students that all images are dealt with according to the local laws and that there are procedures in place for candidates who might be uncomfortable having their photograph taken in the presence of other people. If you or your students would like more information about the security procedures on the day it is best to check with your local centre. I’d suggest talking about these kinds of logistical things before the very last class, as this will give you and your students the chance to find out the answers to any difficult questions.

I hope you have found this three-part IELTS series useful, and I wish you and your students the best of luck in preparing for the test.

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


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Strategies for teaching IELTS: Part Two – Overcoming the challenges

shutterstock_257788978Stephen 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 joins us on the blog today for his second in a series ‘Strategies for teaching IELTS’.

In my first article in this series, I looked at some of the things that are important to consider before the course starts in order to hit the ground running and develop some good momentum. In this article, I’ll explore how to help your students with some key areas, specifically lexis, Part One of the Writing paper and the Yes/No/Not given question commonly found in the Reading paper.

Lexis

There are two types of IELTS test; the Academic Test and General Training Test. 80% of candidates take the Academic Test and if this is the case for your students then lexis will hold the key to getting a good grade. If candidates are comfortable with academic-type language, even if they don’t understand every detail, it can make all the difference. Of course, there is so much language that could be deemed ‘academic type’ that it is impossible to teach every lexical item that could come up in an exam. There are, however, a number of strategies we can use to maximise the amount of time we have available:

  • Encourage students to use a lexical notebook. I have found that students who take a little bit of time to organise their lexis in this way improve their language very quickly.
  • Create a lexical wall in your classroom and add, or get your students to add, useful lexis from each class. Alternatives to this might include a blog, wiki or a notice board.
  • Focus on certain areas of language that are vital, for example conjunctions, lexis to describe trends (see Writing Part 1 below) and formal versus informal language.
  • Expose students to academic language outside the classroom. There are a number of free resources, for example from the BBC, that you can ask your students to use in their own time.

If your students are taking the General Training Test then the first three ideas from the list above are still vital for expanding their lexis and ensuring a better result.

Writing Part 1

There is no getting around it, but for most candidates (and teachers), this can be a very boring question. It can also be a challenge because a lot of students rarely have to write anything like this even in their own language, never mind doing it in English. It also demands that candidates can both identify important pieces of information, and write about them. Some useful strategies I have used for this question include:

  • Make the data relevant. Find raw data about the cities or countries where your students come from. A lot of countries will have the equivalent of the UK’s Office for National Statistics which will be relevant to your students.
  • Ask your students to carry out surveys with people they know to gather data, and then write about it.
  • Focus on the very specific language that your students will need. The main area is the language of describing trends and one thing I have found very useful is to show how one phrase can be used in two different ways. For example, if you introduce unemployment rose sharply you should also highlight how students could alternatively say there was a sharp rise in unemployment.
  • Expose students to good practice. I use the Daily Chart from The Economist magazine, which provides up-to-date and relevant graphs for students to describe.

Yes/No/Doesn’t say

From my experience, this is the question that causes the most problems for a number of reasons: it is an unusual question type; candidates can spend a lot of time trying to find information that isn’t in the text because they don’t trust themselves; the questions themselves are often purposefully misleading. There is no silver bullet for answering this type of question, but there are a few helpful hints that we can give.

  • Yes/No/Not given questions are usually looking for the writer’s opinion. True/False/Not given questions are usually looking for facts from the text.
  • The questions usually follow the same order in the text. This means if you have found the information for questions 7 and 9, the information for question 8 is between those two. If you can’t find the information then the answer is probably Not given.
  • If you don’t know the answer, guess Not given because you there is a good chance the reason you don’t know is because it isn’t in the text.
  • Look carefully at the question, especially for words like often, always, sometimes because these will sometimes make the difference between True/False and Not given.
  • Give students a text and ask them to write their own Yes/No/Not given questions. By going through the mechanics of writing this type of question, candidates often get an insight into how to answer them in the exam.
  • Ask students to underline the information in the text that they think provides the Yes/No answer. This will make feedback easier as well as helping you identify why your students are making mistakes.

I hope these tips prove to be helpful in preparing your students for the IELTS exam. Just focusing on these tricky areas will not be enough, but I have found that this is a good starting point, after which the rest becomes easier. In my next article, I’ll be looking at some strategies we can employ just before the exam.

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


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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


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Get ready for the 2015 Cambridge English: First exam

Open water by mountain rangeSage Stevens, Assessment Support Manager in the Assessment Materials division of ELT at OUP, looks at the main changes to the 2015 specifications of the Cambridge English: First exams. Sage will be hosting a webinar on this topic on 23rd May.

As many of you will be aware, the specifications for Cambridge English: First (FCE) and Cambridge English: Advanced (CAE) are changing in 2015. For those of you feeling somewhat at sea about just how these changes will impact on your teaching I will be hosting a webinar which will hopefully leave you feeling less ‘Lost at Sea’ and more ‘Fancy a swim?’. In other words, I hope to help navigate you through the changes so that you can prepare your students with confidence to sit these examinations in 2015 and beyond.

I am an Assessment Support Manager in the Assessment Materials division at OUP, but prior to this role I was a writing examiner for Cambridge ESOL CAE, FCE, BEC (Vantage) and others for a number of years.

I hope to share with you my experience in assessment and also my knowledge of Oxford’s new preparation and practice materials for the Cambridge English: First exam from 2015, which I have been actively involved in developing.

My webinar on the 23rd May will cover the following areas:

  • An overview of the main changes to the 2015 FCE exam. This will include looking at how the previously separate Reading and Use of English papers have been combined into one, without losing any of the integrity of the separate papers.
  • We will then focus in a bit more on changes to the Writing and Speaking papers. We will explore what teachers and candidates can expect with the new format, word count and rubric for the Writing paper, and we’ll look at the changes to interaction patterns and stimuli in the Speaking paper.
  • Throughout, I’ll be using examples of activities from the new editions of Cambridge English: First Masterclass and Result Student’s Books, and the Online Practice material that accompanies these courses – all designed to help you to prepare your students successfully for the tasks in the 2015 exam.

The webinar will be vibrant and informative. Participants will have the opportunity to put forward their views, participate in polling activities, and answer questions to ensure that the information is understood and clear. I look forward to meeting you!

To find out more about the changes to the Cambridge English: First exams, register for Sage’s webinar on 23rd May.


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Boosting student confidence and performance with online practice tests

Asian woman sitting using laptop Stacey Hughes examines some of the benefits of online practice tests and explores how they can help prepare your students for their exams.

If you have ever taught an exam preparation course, you will know that students who take such a course tend to do better than those who don’t. These courses do several things. Firstly they help students become familiar with the structure and content of the exam. Secondly, they teach exam strategies – whether to skip a question and come back to it, for example, and how to approach different sections. Also importantly, they draw students’ attention to the assessment criteria so that they know how they are being marked. The topics raised in exam prep courses mirror those on the exam, so students who take these courses will have the advantage of having thought about and built knowledge and vocabulary around them. A final important benefit relates to confidence. Exam prep courses build student confidence when taking the exam.

Why use online practice tests?

In an exam preparation course, students will naturally want to practice taking the exam, and this is where the online practice tests available on www.oxfordenglishtesting.com are highly beneficial. In practical terms, because most of the test is automatically marked, teachers are saved marking time. This means that teachers have more time to spend giving valuable feedback on the speaking and writing parts of the test. Online tests are also easier to manage both because they don’t require the photocopying that paper tests do and because they can be taken by the students at school in a computer lab or at home. The results are stored and managed in the learning management system, so teachers don’t have to worry about carrying around a lot of student test papers.

Focusing your students on the exam

Teachers have the flexibility to assign the test in test mode or practice mode, giving them the added benefit of using the tests as a testing or learning tool. In test mode, students complete the test without any learning support, the same as they would in the actual exam. Test mode is useful towards the end of the course to help students get mentally prepared for exam conditions.

Helping your students learn from their mistakes

In practice mode, the tests can be used as learning tools. In practice mode students can:

  • get tips to help them answer the questions before submitting their answer. This extra layer of scaffolding supports students’ thinking about the right approach to arriving at the right answer.
  • get feedback on each question. This is beneficial because students learn the rationale behind correct and incorrect answers and strategies for dealing with each question. The extra support can also build confidence in weaker students. Because feedback is immediate, the response and context are still fresh in the student’s mind and this means the feedback is more likely to help students learn from their mistakes.
  • use the online dictionary. This extra learning tool in practice mode can help students build their vocabulary and get to grips with content and topics.
  • listen to their recording of the speaking section and re-record if they are not happy with the result. This feature gives students multiple opportunities to record and can build their confidence. There is also a useful language section to help support their speaking if they need it.
  • see a sample answer to the writing task once they have written their own answer, allowing them the benefit of seeing the type of response expected without hindering their own creative thinking.
  • do part of a test and finish it later. The teacher may also choose to assign just one part of the test. This flexibility allows teachers and students to focus on one particular task or section and can be a more manageable way to approach the test.
TOEFL iBT OPT support features

Practice mode gives students extra learning support

 

Tracking your students’ results

As students work through the test in test mode or practice mode, it is automatically marked and the results are sent to the markbook. The online markbook shows the score for each section and also which questions each student got right or wrong. The teacher can choose to allow the students to see their scores on most parts of the exam, and speaking and writing papers are sent to the teacher to mark. There is a space for the teacher to type in comments and a grade for the speaking and writing sections which the students can then view.

How can you use online practice tests during your course?

One approach would be to assign a practice test in test mode at the beginning of the course just to introduce the students to the format and to provide a springboard for discussion about the test: How many sections where there? How did you approach the … section? What sections did you find easy/difficult? Why? Were there any sections you weren’t sure about or didn’t understand? Did you feel you had enough time to complete all the sections? How did you feel about speaking on the topic? etc. At this point, the teacher might choose NOT to let the students see their scores since so early in the course low scores may be demotivating. The same test could then be used in practice mode with the teacher assigning different sections at different times after some work in class on strategies for completing them. The results of these attempts will be sent to the markbook so that the teacher can see if there is any improvement, and this information may be shared with the students. Towards the end of the course, the teacher could then assign another online test in test mode to get students mentally ready for taking the exam. This would also highlight any weaknesses that the students need to work on.

It’s easy to see how the online practice test can become a learning tool which help students become familiar with the exam, learn strategies for completing the different sections and gain confidence. The tests can be an effective additional tool in the exam course to help teachers and students prepare for their exam.

Ready to start using online practice tests?

To find out more about using the online practice tests with your students, including how to assign the tests, track your students’ progress, and see their results, watch the recording of our webinar Making the most of online practice tests.

You can also find out more about online practice tests at www.oxfordenglishtesting.com.

Watch the webinar recording