IELTS Exam Preparation
THE IELTS EXAM
The IELTS exam is long, exhausting and intimidating. The purpose of the exam, and the reason it is so demanding, is that it aims to establish a valid and reliable indicator of a candidate’s proficiency in English. This proficiency is reflected in terms of a band indicator (the lowest being 1 and the highest being 9. A fluent native speaker of English, for example, should score a 9 on this test). The test is comprised of four modules – listening, reading, writing and speaking - and each of these are comprehensively tested through a range of different tasks that, in addition to being cognitively demanding, also require fluent and flexible use of English. Unless candidates are thoroughly prepared for this test, they can easily go astray, either through lost concentration or through misunderstanding the task requirements. Very often, candidates fail to perform well simply because they are not sufficiently strong in the sub-skills required to complete these tasks competently. This applies to all levels of proficiency and not just the lower levels.
Our course is intended to maximize performance on the IELTS test by ensuring that candidates remain alert, comfortable and confident through all four of the exam modules. To achieve this goal, we have compiled a program aimed at guiding students through a series of tasks identical to those given on the IELTS test while simultaneously giving intensive coaching in sub-skills and strategies that have been proven to enhance test performance. Research has shown that students who have mastered strategies for dealing with test tasks perform better than students who haven’t.
In addition to this, the course Trainer will do continuous assessments of the students’ work and use the results of these as a diagnostic tool for further training. In this way students can be assured that the objectives of this program will be aimed at strengthening their weaknesses rather than wasting valuable time in areas in which they are already proficient.
Should you decide to enroll on our IELTS course, a special programme will be compiled depending on the number of hours you able to allocate to the course, and the proficiency band you are aiming for. The less hours available, the more general the course will need to be, but if you are able to allocate at least sixty hours to this course, there will be time available to work on a wide enough range of strategies and sub-skills to ensure you will achieve an optimal result.
A diagnostic test Students are given a short practice IELTS test.
The teacher is able to identify areas of weakness that candidates need to work on in the upcoming lessons.
The teacher is able to establish how much work needs to be done in order to arrive at the Band level the student is aiming at.
The teacher is able to give the student an indication of how many hours of study (including self-study) it will take to reach the goal Band.
Getting the gist of the dialogue.
Graphs, charts and tables.
|Students will be able to establish who and where the speakers are and why they are speaking.
Students will be able to distinguish the main idea of the passage from supporting detail.
Students will be able to identify the significance of facts and figures in a given graph or chart and be able to describe these in their own words
Understanding the text as a whole
Role plays in which students are required to answer short questions on their lives and interests. These questions mirror those of Part 1 of the Speaking module of the IELTS test.
Students will be able to scan the text looking for clues indicating the main message – these comprise titles, sub-headings and key words in paragraphs.
Students will be able to answer questions clearly and audibly. They will be given feedback as to problems with their pronunciation.
Students will be able to expand on their answers and give the interviewer as much information as possible on the topic being discussed.
Students will be introduced to some useful discourse markers to introduce their ideas, and will be discouraged from using cliché's such as “I'm glad you asked that question.”