ielts listening and speaking exam prep environment
lesson plan for teaching ielts exam prep
listening and speaking exam prep
ielts environment exam prep
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420 Hour Advanced TEFL Diploma
420 Hour Advanced TEFL Diploma
420 Hour Advanced TEFL Diploma
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Teaching IELTS Assignment
Your name: Date of submission:
Jo-Anne Benn-Day 22/05/22
Analyse the information in the class summary. What are your learners’ strengths and weaknesses?
(max. 100 words)
The predominant strength of the group, based on the data provided, is their reading ability. They all appear to be working
very ably on this skill, and at this point I do not feel that they require exam preparation during this lesson for this IELTS skill,
however in future exam preparation lessons it will be revisited. Writing appears, on average, to be less of an issue for most
of the class then speaking and listening collectively. Mihai appears to need more help with writing then the other students
which can be addressed in a later lesson and accompanied by specific independent learning where appropriate.
Which two skills have you chosen to teach in this lesson? Why? (minimum 150 words)
Upon analyzing the data provided, the two skills that were identified as needing the most practice for all six students were
listening and speaking practice. The mean average value for each skill was calculated. The reading skills of the students
appear to need little help at this point and the writing skills, although not as strong as the reading skills are, marginally,
collectively stronger than those of the listening or speaking skills. Therefore, it would appear that for the purpose of this
particular lesson the focus should be on the IELTS skills of listening and speaking
Based on the information and their class summary, it would appear they are working towards either the IELTS General
Training (Francesca, Delphine and Bilal) or the IELTS Academic Tests (Milhai, Ana and Chen) Both skills require
completion of the same tests, therefore the same learning / preparation materials can be used for all class participants.
1
,Teaching IELTS Assignment
Which lesson topic have you chosen? Why? (minimum 100 words)
The Environment is a topic that effects everybody, worldwide and therefore applies to all students too! There is wide scope
for many different topics within the broad umbrella title of “Environment”, which will therefore facilitate more personal note
taking and discussions and help to maintain and / or stimulate interest in such a broad topic. Generic vocabulary has been
chosen, as recommended in IELTS exam preparation documentation (ielts.magoosh.com)
Many students struggle with this topic as they don’t have the vocabulary or the ideas with which to answer the speaking
questions, therefore I am hoping that their vocabulary could be increased which could then spill over into other topics and
hopefully increase their confidence too.
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
• Understand some of the components of the • By the end of this lesson, students will have developed
speaking and listening test. their speaking skills by talking about the Environment
• Better able to use Environment specific vocabulary. (skills)
(linguistic) • Students will be familiar with the format of the IELTS
• Participate in exam style questions and answers Speaking and Listening parts of the IELTS Tests.
• By the end of this lesson, students will be better • Students will have practiced several question types for the
able to talk about the Environment IELTS Speaking and Listening tests
(Communicative) • Students will be aware of the need to demonstrate a wide
• • Develop their lexical resource for listening and range of lexical resource in the Speaking section.
speaking tests on the topic of the Environment. • Students will have analysed sample responses to identify
grammatical and lexical range.
2
, Teaching IELTS Assignment
Anticipated difficulties: Suggested solutions:
(include at least three points covering: students’ L1, the
tasks, classroom management, any other relevant points)
• The sound quality of the recording may be at times • Have a transcript available so that in the event of a
not quite satisfactory due to interference bad connection or power failure, the teacher can read
• The speaking activity is not particularly easy aloud the recording.
• The students are aiming for different band levels and • Be prepared to provide some answers or vocabulary
the lower band level students may have difficulty if and when needed.
formulating answers • They should be paired up with higher band level
students to work cooperatively to help each other, as
in a real employment or academic situation.
Stage Name Stage Aim Length of Interaction Procedure
Stage Pattern
(minutes)
3
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