Get Ready for ielts speaking HarperCollins Publishers Ltd 2014 1
Part 1: Language development (45 mins)
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Get Ready for IELTS Speaking - Collins ( PDFDrive ) (1)
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Part 1: Language development (45 mins)
Focus: These exercises introduce language for talking about studying. Exercises 1 & 2 introduce words associated with academic subjects; Exercises 3–6 focus on word stress; Exercises 7–9 focus on collocations; Exercises 9–12 focus on the present continuous.
To check learners’ recall of words for academic subjects and practise the correct pronunciation:
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missing vowels. Give a point to the student who can shout out the complete word first. 3. Ask them to repeat the word so everybody can hear it and give an extra point for correct pronunciation. 4. Ask a number of students to repeat the correct pronunciation. Spot check 2: To practise the present continuous: 1. Write the table following on the board:
about the four subjects, using the present continuous. They can choose one of the verbs on the board or use one of their own. Give them an example sentence e.g.
included the verb to be in its correct form. Part 2: Skills development (45 mins) Focus: These exercises focus on Part 2 of the speaking test where learners speak about a topic, and Part 3, where they have a longer discussion. Exercises 1–6 focus on giving relevant answers and using a range of vocabulary in Part 2; Exercises 7–11 focus on expressing an opinion clearly in Part 3.
Exercises 1–6 1. Go over the Exam information about Part 2 of the speaking test at the top of page 51. 2. Have learners do Exercises 1–4 individually, one exercise at a time. You will need to play the recordings (track 35 and track 36). Check their answers as you go along.
of page 51. 4. Have them record their answers for Exercise 5 if possible and work in pairs for Exercise 6. The present continuous subject
verb rest of the sentence 1. I
2. My teacher 3. My
classmates 4. My
classmate and I
[not] (think about) (live) (work)
(study) (sit)
(write) (do)
…
… at the moment.
Get Ready for IELTS Speaking © HarperCollins Publishers Ltd 2014 22
Typical mistakes: Students often know that they should not repeat words but do not have the vocabulary to avoid doing this. Challenge them regularly when you hear them use words like nice, good, OK, etc. when they express opinions in class. Others in the group can help and suggest synonyms, and you could show the class how to use a thesaurus. Encourage the students to write the synonyms in a vocabulary note book.
Draw the students’ attention to the Exam information on page 52.
Ask students to do Exercises 7 & 8 individually. You will need to play the recording (track 37).
Draw the students’ attention to the Exam tip on page 52 and ask for some more examples of adverbs (e.g. sadly) to make sure they have understood. Exercises 9–11 1. Ask students to do Exercises 9 & 10 individually and record their answers if possible.
Have them work in pairs to check their answers for Exercises 10 & 11.
that are four sentences or more long. If they have problems, you can make the following suggestions:
think about question words, especially why, and how they would answer them
give examples where possible For example, the framework for question a in Exercise 7 could be: ‘I think it is a great idea to live with your family when you are studying. [why?] Firstly, this is because (they can support you) , e.g. (they can talk to you, make you feel better …). Secondly, (they can save you time) e.g. (they can cook dinner for you, do your washing). [any disadvantages or exceptions?] But sometimes they live too far away, or living with them makes it harder to study, e.g. (when there are small kids in the house). Also, …’
To provide practice in thinking about synonyms to use in Parts 2 and 3 of the speaking test:
words on the left on the board. 2. Ask students to write as many synonyms as they can for each of the examples (some suggestions are given here on the right). The group with the highest total wins.
style and meaning.
This can be done in class as pair work or assigned for homework. To review the strategies they should use, ask them to read the progress check on page 53 before they do the exercise as well as after.
a good joke a good story a good idea a good answer a good day a nice day a nice hotel a nice t-shirt a nice boy funny interesting great, brilliant correct, right successful, pleasant, fun pleasant, warm, fine welcoming, beautiful, comfortable pretty, lovely, beautiful friendly, sweet
Get Ready for IELTS Speaking © HarperCollins Publishers Ltd 2014 23
Sample lesson plan for Get Ready for IELTS Speaking Unit 8
1: Language development exercises 1–12. Ask them to use a dictionary and write down definitions of words they do not know. (55 mins)
Part 1: Language development (45 mins) Focus: These exercises introduce language for talking about work. Exercises 1–4 introduce words and phrases associated with jobs; Exercises 5–8 focus on language to describe jobs; Exercises 9–12 focus on grammar: Have to. Spot check 1: To check learners’ recall of language for talking about jobs and work:
to clap and say ‘one, two, three’. After ‘three’ (i.e. after the third clap), the first player needs to say a word or phrase related to the topic of work (e.g. journalist, work experience). If the player can do this, they all clap again and after ‘three’ the person to the left of the first player has to say a word or phrase about the topic. If a player can’t think of a word or they repeat one that has already been said, they have to leave the circle. Play continues until only one person is left standing. That person is the winner.
see what other words and phrases they could have included.
To get students to practise have to: Write the following on the board:
1. Fill in the table with your own examples first (see suggestion below). Explain that this is about what you have to do now and what you had to do in the past (when you were 10), and what you don’t have to do now and didn’t have to do then. Ask students for their own examples and write the students’ names on the left.
2. Ask students to make sentences (verbal and/or written) with the information on the board, e.g. When she was 10, my teacher had to walk to school but s/he didn’t have to help in the house. Now s/he has to do the dishes but s/he doesn’t have to do the cooking; When she was 10, Amira had to do lots of homework, but Hang didn’t have to do homework at that age. Check that the students are using the correct forms of (not) have to. Part 2: Skills development (45 mins) Focus: These exercises focus on Part 3 of the speaking test where learners will have a longer discussion about a topic they have talked about in Part 2. Exercises 1–3 focus on answering the examiner’s questions correctly; Exercises 4–12 focus on how to speak naturally, fluently and coherently.
that the students have understood what coherently and fluently mean. 2. Have learners do Exercises 1 & 2 individually and check their answers. Exercises 3 & 4 Work through the exercises with the students and check the answers. Draw the students’ attention to the Exam tip about useful phrases at the bottom of page 57.
[teacher’s name]
- - -
at the age of 10 now had to not have to not [teacher’s name] walk to
school help in
the house
do the dishes
do the cooking
- Amira - Hang
- Clara …
Get Ready for IELTS Speaking © HarperCollins Publishers Ltd 2014 24
Typical mistakes: The useful phrases from Exercises 3 & 4 may be difficult to pronounce. Make sure students pronounce That’s an interesting question slowly and with the correct intonation and sentence stress, that they can pronounce the θ in think well enough to be understood, and that they use the same əʊ-sound in suppose and pros. Exercises 5 & 6 1. Have learners do the exercises individually and then compare answers in pairs before you check the answers. 2. Have the students repeat the useful phrases and help them with their pronunciation. Exercises 7–12 1. Work through the exercises with the students, one at a time. Ask learners to work individually on Exercises 7, 9 & 10. If possible, have them record their responses.
to listen to their partner’s responses and to give feedback. You can ask students to give feedback to each other using the questions in Exercise 11 and/or to use the progress check on page 59.
like it if they ask them to repeat something. Draw their attention to the Exam tip on page 58 and reassure them that in real life we often ask for information to be repeated: it is a normal part of a conversation such as the one in Part 3. Therefore, examiners will expect to be asked to repeat information when necessary. It will not go against the student; it would be much worse to give an answer that is not relevant.
To provide further practice in speaking coherently and fluently: 1. Write the following on the board:
they answer the question using vocabulary to describe jobs and that they give an answer that is easy to follow and understand. They should also speak without pauses and try not to repeat themselves. Encourage them to use the useful phrases from Exercises 3 & 6 to help them do this. 3. Ask a student to choose one of the questions, to read it out loud and to add the name of another student at the end. That student has to give an answer to the question, and then ask a new question to another student. Give feedback on the fluency and coherence of the students’ answers. (15 mins)
This can be done in class as pair work or assigned for homework. To review the strategies they should use, ask them to read the progress check on page 59 before they do the exercise as well as after.
Get Ready for IELTS Speaking © HarperCollins Publishers Ltd 2014 25
Sample lesson plan for Get Ready for IELTS Speaking Unit 9
1: Language development exercises 1–12. (50 mins)
development spot check 1 and cut up and separate so that there are one set of words for each team. (10 mins) Part 1: Language development (45 mins) Focus: These exercises introduce language for talking about holidays and travel. Exercises 1–3 introduce words and phrases associated with holidays; Exercises 4–6 focus on language to describe holidays and travel; Exercises 6–8 focus on grammar: Be going to; Exercises 9–12 practise pronunciation: unstressed syllables and sentence stress. Spot check 1: To check learners’ recall of vocabulary associated with holidays:
their team members with books closed. Tell them they will play a game in which they have to guess types of holidays. 2. Show one team member from the first team a word (see hand out below) and ask them to draw a picture on the board to describe it. They cannot write any words down, say anything or use gestures. Their team has one minute to guess what it is they have drawn. If their team cannot guess the correct word, the other team can try. Give one point per correct guess.
The winning team is the one with most points. At the end of the game, practise the pronunciation of the types of holidays with the whole class. Spot check 2: To check learners’ ability to use be going to and I’d like: 1. Ask students to talk about their holiday plans in pairs, using going to. They can use the table in Exercise 6 that they have filled in, and add other examples, e.g. I’m
of the whole group. Write some of the sentences with I’m going to on the board. 3. Draw the students’ attention to the Watch out! box on page 62. Ask if they have holiday plans for next year (or the year after) yet; most students probably won’t have clear plans. Ask students who say they have no plans for next year what they would like to do. Check that they are using I’d like and not I’m going to for hopes rather than plans. Write some of the sentences with I’d like to on the board. Spot check 3: To check learners’ ability to use weak forms of vowels (using the /ə/ sound) and correct sentence stress:
Spot check 2. 2. Ask the class to tell you what the key words are. Point out which words remain unstressed. 3. Ask students to read out a sentence in turn, and check for the pronunciation of unstressed vowels and the overall sentence stress.
speaking test. Exercises 1–7 focus on using a range of vocabulary; Exercises 8–11 focus on useful phrases.
students to give you some topics that might be covered in the IELTS exam (e.g. family, free time, special occasions).
answers in pairs. Check the pronunciation of the answers. 3. Put three of the words from the answers in Exercise 1 on the board (e.g. accommodation, colleague, parade) and ask all the learners to write down three sentences. Each sentence has to include one of the words so that they can show their understanding of it. Ask students to read out one of their sentences. 4. Draw learners’ attention to the Exam tip on page 63. Have learners do Exercise 2 in pairs without writing any sentences down. Ask them to help each other with their sentences where necessary. Get Ready for IELTS Speaking © HarperCollins Publishers Ltd 2014 26
EXTENSION ACTIVITY To raise awareness of the importance of vocabulary learning and revise some topic vocabulary:
homework, and to be ready for a test. You could ask them to use the Glossary at the back of the book (from page 129). Tell them they will need to be able to use the words in a sentence of their own.
by dictating 10 of the words and asking them to use them in a sentence. Alternatively, you could check their learning verbally: write words on the board and ask individual students to choose one, pronounce it and use it in a sentence. (20 mins) Exercises 3 & 4 Ask students to follow the instructions for Exercise 3 and record their answers if possible. Have them work in pairs to help each other with Exercise 4. Typical mistakes: Students sometimes don’t have a strategy for learning vocabulary. This is a good time to help them with this. If students had difficulty with Exercise 2 (where they had to use the words in a sentence) tell them that it is important that they write the words down in a notebook, with an example sentence in English. Ask them how they note and study vocabulary and how often they study. Give them advice about organised note making and about studying little and often.
and then have them do Exercise 5. Work through the exercises with the students, one at a time.
other and recording their answers if possible. Help them with vocabulary and pronunciation.
time.
2. Learners do Exercises 8 & 9 individually, following the instructions in the book. 3. Ask learners to do Exercises 10 & 11 in pairs, helping each other and recording their answers if possible. Help them with vocabulary and pronunciation.
the present and the past. This requires them to use a mixture of present and past tenses. Remind them of this beforehand and check that they are using correct tenses. As students often use the present tense where they should use the past, listen out for this. You could tell them you will pull your right hand toward your right shoulder, to indicate the past - this way you don’t need to stop them talking and they can correct themselves.
To provide further speaking opportunities and to practise using a wide range of vocabulary about a topic:
going to have a 5-minute group discussion. Group 1 will have to talk about Question 2 from Track 53 and Group 2 about Question 3. Write these questions on the board:
the time to come up with some ideas and with relevant words and phrases before they start. They also need to divide roles: tell them that they need to have about half of the group agreeing with the question and the other half disagreeing (they may have to ‘act’ this), as this will create a more lively discussion.
listens. Ask each group to give feedback to the other one about vocabulary and phrases used. (30 mins)
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