Delta Module 3

Extended Assignment

Teaching Exam Classes

By Tony Rawlinson
Date: 01.06.15
Word Count: 4486 words

Tony Rawlinson Teaching Exam Classes Page 1

CONTENTS PAGE

PART 1: INTRODUCTION 4-7

Rationale for choice of specialism 4

Differences between examination classes and General English classes 4

Issues relating to examination classes 4

A wider ability range 4

Lack of background knowledge 5

Lack of familiarity with exam preparation courses 6

Backwash 6

Learner perceptions 7

PART 2: NEEDS ANALYSIS AND DIAGNOSTIC TESTING 8-11

Key points 8

Learner profile 8

Needs analysis tools used 8

Results of needs analysis 9

Results of VARK test 9

The diagnostic test 9

Results of diagnostic test 10

Priorities 10

Limitations of needs analysis 11

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PART 3: COURSE PROPOSAL 12-15

Course design 12-15

Institutional requirements and constraints 15

PART 4: ASSESSMENT 16-20

Principles of assessment 16

Monitoring progress 16

Evaluating outcomes 16

Implications of formal testing 18

Evaluation 18

PART 5: CONCLUSION 20

BIBLIOGRAPHY 21-22

APPENDICES 23-34

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 Part 1: Introduction
Rationale for choice of specialism
I chose to focus on Teaching Exam Classes because, as an IELTS and First Certificate teacher, I have
observed a lot of differences between these and General English classes. An exploration of these
differences, as well as several issues which are hampering progress, will be of benefit to both learner
and teacher.

Differences between examination classes and General English classes

Learners tend to have the same aim in examination classes, rather than diverse aims in
General English. As May (1996:4) points out, Students usually share the same aim: to
pass the exam. Their needs are largely similar and a sense of common purpose frequently
develops.

Personal experience

While learners aims may be similar, their needs are as diverse as in General English, and
as much of a challenge to accommodate.

A shared aim leads to greater learner motivation than is apparent in general English
classes. Allwright and Bailey (1991) agree with this point. They note stronger learner
receptivity to aspects of learning such as the teacher, course content and teaching
materials.

Personal experience

Learners tend to do their homework more often, ask pertinent questions, and have
specific requirements, rather than appearing to accept whatever is on offer in General
English.

Motivation is more extrinsic than intrinsic in exam classes. In other words, learners aim
for the reward of a pass in the examination, rather than doing tasks for no definite
reward.

Personal experience

I have noticed that extrinsic motivation can vary according to factors such as the date of
the examination. A learner who has an examination at the end of the week tends to be
more motivated than one who has it in six months.

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Issues relating to examination classes

A wider ability range

Learners in an examination class come from different General English groups; for
example, an IELTS Mid class could contain pre-intermediate, intermediate and upper-
intermediate learners, as is the case in my institution. The wider ability range creates the
challenge for the teacher of how to differentiate between abilities.

Carley (2010) divides a typical exam class into weak low-level learners, who have little or
no chance of passing the exam, average mid-level learners, who will pass providing they
use correctly previously-acquired knowledge, and strong high-level learners, who
possess both a good knowledge of the exam and the language necessary to pass.

Personal experience

I am faced with two major challenges as an examination class teacher: to accommodate

the different ability levels and to get as many learners as possible through the exam
successfully.

Implications for course design

It is essential to differentiate between weaker and stronger learners. As May (1996)

points out, weaker learners work should be corrected gently, with focus on errors which
impede communication rather than correction of every error. Lower essay word limits
could be set for weaker writers, or stronger writers asked to include more points.

Lack of background knowledge

Wallace (1996:371) points to the fact that the removal of a thematic link between IELTS
reading and writing papers since 1995 has allowed for topics to be included which lie
well outside the experience, world view, and, therefore, the schemata of students in
several more traditional societies in the world.

Personal experience

Careful selection of course material is paramount, as learners are likely to find

examination techniques difficult enough without having to cope with course material of
which they have little familiarity.

Implications for course design

Course design should wherever possible incorporate authentic, up-to-date tasks and
materials which most learners are likely to be familiar with.

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 Lack of familiarity with exam preparation courses

Learners might not know much about exam tasks, including the exam-specific rubric
which they will not have encountered in General English. If they are doing a short
course, there may not be sufficient time for a familiarisation stage. May (1996) points
out that learners are sometimes faced with unfamiliar exam tasks, for example a formal
letter, when they are inexperienced in writing any kind of letter in English.

Personal experience

My institution only offers longer FCE, CAE and IELTS courses, and so a familiarisation
stage takes place.

Implications for course design

This course lasts 22.5 hours, so a comprehensive familiarisation stage is not practical.
However, examination rubric familiarisation tasks could be given to learners, such as
working out the rubric for a writing task by looking at a model answer.

Backwash

The examination can heavily influence what is taught. A negative result is too many
exam-based tasks at the expense of general language tasks. May (1996:4) points to The
potentially negative effect which the exam can have on the exam class lessons imitate
the exam.

Scrivener (2005:327) supports this view. A common problem with exam preparation
courses arises when too much time is spent on exam technique and not enough on other
areas.

Podromou (1995:49) also agrees with this point. He says that negative backwash can
occur, in other words, the direct or indirect result of examinations on teaching methods.

Personal experience

I have been guilty of too much focus on examination practice tasks at the expense of a
more rounded lesson with a lead-in, skills development and skills practice.

Implications for course design

May points out the necessity for examination techniques to be built on a solid
foundation of language skills. Course design for an examination class should test a
learners skills in using and understanding English (communicative competence) as well
as their knowledge in order to achieve positive backwash.

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 Learner perceptions

Learner misconceptions about what is required to study on an exam course can hinder
exam preparation.

Personal experience

I have noticed the following when teaching exam classes:

Excessive learner autonomy, for example, abandonment of prescribed examination

technique in favour of the learners own. Learners may insist upon reading the
whole text instead of going directly to the relevant section in order to answer a
question.

A lack of self-study and the failure to understand that this is crucial for preparation
for the exam class and the examination itself.

The belief that entering the exam as soon as possible after a poor result will
somehow improve the result.

Implications for course design

Course design should include:

Embedded exam technique advice and tasks to elicit exam technique, such as
learners comparing two approaches to a reading task and deciding which one is
better and why. It is important that the course includes as many recreations of the
examination scenario as possible, such as strict timings for tasks.

Embedded self-study advice. An emphasis on homework completion by feedback

sessions at the start of the following lesson, thus also allowing for recycling of
language.

Advice for individual learners about when they should enter the exam.

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 Part 2: Needs analysis and diagnostic testing
Key points
Scrivener (2005) describes needs analysis as The various tools, procedures and materials used for
finding out about learner needs.

As West (1994) points out, the term analysis of needs was first used in India by Michael West
who was concerned by secondary-level learners who were receiving lessons without their needs
first being determined; Abbot (1980:123) calls this TENOR (Teaching English for No Obvious
Reason).

Long (2005:1) explains that Language teaching using generic programmes and materials, not
designed with specific groups in mind, would be inefficient at the very least, and in all probability,
grossly inadequate.

He refers to the collection, translation and interpretation of data. I should therefore collect,
translate and interpret data in a way which is relevant not solely to the specific group, but, as far
as possible, tailored to each learners individual needs.

Learner profile
I have taught this group of 14 IELTS Mid learners, so I have some familiarity with their needs.
They hope to achieve an IELTS Level 5 or 6. (See appendix 3)

Needs analysis tools used

a. A questionnaire was chosen for the needs analysis because I needed a more deductive
method of gathering data. Inductive methods such as observations and case studies, as
mentioned by West (1994), were avoided due to time constraints and the need for more
precise data on which to base course design.

b. The questionnaire was divided into two sections: the first section dealt with objective
information, which Nunan (1988:18) describes as factual information which does not
require the attitudes and views of the learner to be taken into account.

The second section asked for subjective information relating to the issues discussed in
Part 1. (See appendix 4)

c. I also included a VARK questionnaire to establish the learning styles of the group,
allowing for tasks which suit the preferred learning style. (See appendix 2b)

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 Results of needs analysis (See appendix 2a)
Reading: lack of understanding of topic-specific vocabulary in texts; timing.

Writing: The sub-skill of coherence, and to a lesser extent cohesion, was an issue since
learners expressed a difficulty with organising and writing the concluding paragraph of
an essay. (1, 2, 3, 10)

Learners regarded the reading sub-skill of scanning as important in helping them

complete reading tasks. (11)

Learner perceptions: Self-study was insufficient, with a maximum of about two hours done
daily. (4, 5, 12)

Learners also valued the linguistic input of their IELTS lesson as much as purely passing the exam,
possibly because they also all attend general English classes. (13, 14)

A wider ability range: All learners said that the different ability levels in the class helped their
learning, possibly due to good differentiation by the teacher preventing learner dissatisfaction.
(6)

Backwash: Learners said non-exam-related tasks helped them with speaking and vocabulary
and allowed them to try out other techniques not related to the exam, indicating possible
negative backwash if too many exam-related tasks feature in the course proposal. (8, 9)

Lack of background knowledge: Most learners felt that exam tasks were similar to everyday life,
suggesting reasonable to good background knowledge. (15)

Results of VARK test (See appendix 2b; 5)

The kinaesthetic learning style was the most popular. I will try to include as many kinaesthetic tasks
as possible in the course proposal.

The diagnostic test

Diagnostic tests, according to Hughes (1989:15), identify learners strengths and weaknesses and
ascertain what learning still needs to take place.

Alderson et al, in Alderson (2005) point out that specific diagnostic tests are more difficult to devise
because of the need to diagnose learners precise strengths and weaknesses. I would argue that an
effective needs analysis enables the diagnostic test to identify these strengths and weaknesses.

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My diagnostic test comprised the following:

Reading: A multiple-choice and gapfill task was set under exam conditions, in order to
test learners knowledge of topic-based vocabulary, timing ability and ability to use the
sub-skill of scanning.

Writing: due to time constraints, a segment only of a Task 2 writing task was set to test
learners sub-skills of coherence and cohesion.

Listening: A multiple-choice and gapfill task was set to test learners ability to listen for
gist and specific information.

Speaking was omitted from the diagnostic test because of the impracticality of
comprehensively testing and marking every learner in the time available.

(See appendices 6 and 7)

The test is practical as it can be given over two lessons. It also has overall construct validity because
it was created to measure certain theoretical constructs, as Hughes (1989:26) points out, such as the
ability to read for gist and specific information.

It does not have face validity, however, as it would be unclear by looking at the test what it is
supposed to be measuring if a second teacher were to administer the test. However, I am the only
tester.

(See appendix 7)

Results of diagnostic test (See appendices 2c and 7)

1. Reading: Problems with reading for specific information: recognition of topic-based
vocabulary; lack of knowledge of parts of speech.
2. Writing: Problems with accuracy: lack of articles and verb forms.
3. Listening: Problems with listening for specific information: vocabulary recognition; lack of
knowledge of parts of speech.

Priorities
1. Reading: expand topic-based vocabulary; reinforce sub-skill of scanning.
2. Improve writing sub-skills of cohesion and coherence.
3. Improve knowledge of use of articles.
4. Improve knowledge of verb forms and parts of speech.
5. Improve exam technique including timings.
6. Help with self-study.
7. Kinaesthetic tasks.

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Limitations of needs analysis
Scrivener (2005) outlines some limitations, applicable in this case:

The questionnaire was completed at the end of a lesson, so learners did not have
much time.

Unreliability of responses. Learners may think the teacher knows best or write what
they think the teacher wants to hear.

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 Part 3: Course Proposal
Course design
Hedge (2000) outlines seven stages of course design, applicable to this course:

1. Consider the students: the needs analysis and diagnostic test identified areas of focus.

2. Consider the context: This comprises social and educational factors according to Hedge.
These learners are helped by social factors such as the presence of English in the
community, which gives them the high level of exposure and strong motivation mentioned
by Field (2008:79), and helps in developing language skills such as inferring meaning from
context.

Educational factors include hours available for teaching, in this case 1.5 hours every day, and
a wide range of possible examination materials.

3. Establish goals and objectives: Nunan (1988:61) outlines goals or aims as general signposts
whereas objectives are more specific guidelines for course planners.

A correlation between learners needs, the aims of the course, and the linguistic and skills-
based objectives is illustrated in the table below.

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Need Priority Aim Objective
1. Reading: problems 1. Expand topic- 1. To expand learners 1. By the end of the
understanding topic- based vocabulary; topic-based vocabulary; course, learners will
based vocabulary; sub- reinforce sub-skill of reinforce scanning skills. have expanded their
skill of scanning seen as scanning. topic-based
useful by learners. vocabulary and
improved their ability
to scan.

2. Writing: sub-skills of 2. Improve cohesion 2. To improve learners 2learners will have

cohesion and and coherence, cohesion and coherence, improved cohesion
coherence, including including structuring including structuring and and coherence,
structuring and and concluding the concluding the essay. including structuring
concluding the essay. essay. and concluding the
essay.

3. Problems with 3. Improve 3. To improve learners 3.learners will be

articles. knowledge of use of use of articles. better able to use
articles. articles correctly.

4. Issues with verb 4. Improve 4. To improve learners 4.learners will have

forms and parts of knowledge of verb knowledge of verb forms better knowledge of
speech. forms and parts of and parts of speech. verb forms and parts
speech. of speech.

5. Learners had timing 5. Improve exam 5. To improve learners 5learners will be

issues in reading. technique including exam timings. better able to
timings. complete a task
within a set time
limit.

6. 2 hours a day self- 6. Help with self- 6. To give learners self- 6.learners will be
study insufficient. study. study advice. better at self-study.

7. Kinaesthetic learning 7. Kinaesthetic tasks. 7. To provide 7.learners will have

style most popular. kinaesthetic tasks. benefited from
kinaesthetic tasks.

4. Plan the syllabus: This course will be 22.5 hours long, and will be taught after learners main
IELTS class.
(See appendix 1)

Syllabus type: A product syllabus is best for this exam class, in which The focus is on the
knowledge and skills which learners should gain as a result of instruction (Nunan 1988: 27).
The product of this course is for learners to pass the IELTS exam.

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 There are elements of the process syllabus where The syllabus is organised around tasks,
rather than in terms of grammar or vocabulary, according to Richards, Platt and Weber
(1985:289).

Syllabus shape: The best syllabus shape is linear which Dubin and Olshtain (1986) refer to as
a sequence which has been worked out in advance, with further grading of each unit.

This syllabus type fits best with the layout of the coursebooks used.

There is little time during a 22.5-hour course to revisit the same subject
matter, although specific linguistic items will be recycled, thus adopting
elements of a cyclical syllabus.

Sequencing of work: Reading and writing will receive the most attention on the course due
to issues with these skills.

Skills development in reading and writing, as well as listening and

speaking, will be followed by skills practice, which takes the form of a
practice test done under exam conditions. This allows for plenty of time
for error-correction and feedback.

There will be 3 lessons of skills development for Reading, and 1 for the
practice test. There will be 4 lessons of skills development for Writing,
and 1 for the practice test.

There will be a 10-minute recap of key items from previous lessons at

the start of each lesson to introduce new and revise existing vocabulary.

Listening is included on the course because listening for specific

information was an issue in the diagnostic test.

Speaking, while not a priority, will be included to identify any areas of

weakness, such as pronunciation and intonation.

A vocabulary test will take place every second lesson, otherwise a

vocabulary bag will be used to recycle and update vocabulary.

Homework will generally be given every alternate lesson, mainly from

supplementary exercises in Insight into IELTS.

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 5. Design the materials: Nunan (1996:97) emphasises The desirability of relating classroom
activities to syllabus goals and objectives so that courses have an overall coherence of
purpose.

Materials used on this course allow for goals and objectives to be achieved.
(See appendix 1)

Published materials are best for this course because learners are familiar with them and
indicated in the needs analysis that they did not find coursebook content unfamiliar. They
also mentioned that they needed exam practice, which is a key component of coursebooks.

Insight into IELTS will be the main coursebook. This will be new to learners and a change
from the usual coursebook. It is clearly set out and the format suits the course structure of
skills development leading to skills practice. Examples of other coursebooks are Step up to
IELTS, IELTS Advantage and Focus on IELTS.

I use these materials when teaching IELTS and they correspond to the IELTS level that the
target group wishes to achieve.

(See appendix 8)

6. Teach the course: One teacher, or two alternating teachers, will be used for this course. The
latter is preferable because learners will benefit from different teaching styles.

Teaching approach: An eclectic approach will be used on this course, for example,
communicative or lexical approaches. The course has been customised to suit the target
learners, so it is easier to accommodate a variety of teaching approaches. A lexical approach
to a reading lesson could be used to bring vocabulary more to the fore, especially as
vocabulary is an area of weakness for these learners.

7. Evaluate the course: Formative and summative evaluation will be examined in the next
section.

Institutional requirements and constraints

This IELTS course could not take place at the preferred time of 1.00 2.30pm due to timetabled
IELTS lessons. It would need to be an additional course from 2.45 4.15pm.

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 Part 4: Assessment
Principles of assessment
Douglas Brown (1994) points out that we test hypotheses and make judgements on a daily basis
when we read a book, watch TV, or prepare a meal.

Rea-Dickins (Hedge 2000:376) describes classroom assessment as integral to the whole process of
teaching and learning, and the means by which students language learning development and
achievements are monitored over time.

My assessments are integral to this course because they result from established priorities, aims and
objectives. (See appendix 1)

Monitoring progress
These assessments will be informal, and so are more likely to conform to McNamaras (2000:4) view
that testing is now a more neutral assessment of what learners know, rather than aimed at catching
them out.

The assessments will also be formative because they will take place during the course. They will
consist of:

Checking homework the lesson after it is set, thereby also providing an opportunity to
recycle language and assess progress in autonomous learning.

Vocabulary tests: The expansion of learners vocabulary is a key priority and course aim,
so a vocabulary bag mentioned in Part 3 will be used, allowing for recycling of
vocabulary.

Evaluating outcomes
These assessments will be formal and summative, in that they take place at the end of a sub-section
of the course. (See appendices 1, 9, 10 and 11)

Timing of the tests is flexible, as learners are used to doing at least two practice tests per week, so
do not need too much preparation work.

These tests are:

Practical because they are published IELTS practice tests and so are easy to administer in an
IELTS lesson, straightforward to mark using the mark scheme provided, and, as Douglas
Brown (1994:293) states, within the means of financial limitations, time constraints, ease of
administration, and scoring and interpretation.

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 Reliable because they are likely to give similar results if taken on more than one occasion,
excepting external factors such as an interruption to the test or learner illness. Similarly,
scorer reliability, which Douglas Brown (1994:254) classes as the consistency of scoring by
two or more scorers, is apparent in the course tests. This is with the exception of the
speaking and writing practice tests, which call for more subjective marking. However, a
marking scheme will be provided which, as Brown and Bailey (1984) point out, can increase
the reliability of the scoring. (See appendix 10)

Valid because:

1. They contain examples of the language they are meant to be testing (content
validity).

For example, the gapfill section in the section 1 academic reading test requires
learners to look for the missing word in the text.

2. The results agree with an independent assessment of a candidates ability

(criterion-related validity), with the exception of the speaking test.

Hughes (1989) points out that the full length of time needed to administer a
speaking test of, for example, 20 minutes, would be impractical for every single
learner in the class. The only option in a 90-minute lesson is to allocate less time
to each learner, thus reducing criterion-related validity.

Hughes also suggests that a sample of the learners are given the full 20 minutes
by perhaps four different scorers, and a comparison made between these
results and the earlier results to test criterion-related validity. However, this
would be impractical to administer on this course.

3. The tests are likely to be marked according to what has been tested (scoring
validity). The five tests will be marked in accordance with the rubric.

4. The tests look as if they measure what they are supposed to measure (face
validity), for example, the reading test rubric clearly shows that learners are
being tested on their ability to find no more than two words from a text in order
to complete sentences.

However, the writing test does not need to show what it is testing, namely
learners knowledge of cohesion and coherence, provided the marker is aware
of these criteria.

(See appendices 9 and 11)

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Implications of formal testing

Content validity: Tests have been devised to incorporate priorities and

course aims. Learners will therefore be tested on a narrow set of
criteria. As Hughes (1989:27) points out, Areas that are not tested are
likely to become areas ignored in teaching and learning. The judgement
has to be made whether, as McNamara (2000:50) says, the test content
forms a satisfactory basis for the inferences to be made from test
performance.

Criterion validity: It is questionable whether the results of the speaking

test are valid when little time can be afforded to each learner.
Independent testing of results by other markers using a sample of
learners is a possible solution, or learners testing each other on a
portion of the test.

Evaluation
As Thornbury (2006:18) points out, Assessment is distinguished from evaluation, which is
concerned with evaluating the effectiveness of the overall course or programme, rather than
the progress of individual learners on it.

Sharp (1990:132) adds that Evaluation is meant to provide a basis for future decisions about
course planning and implementation.

Formative evaluation, or feedback on the course in action, can take place at the end of each
lesson by the use of learner self-evaluation forms. (See appendix 12)

Summative evaluation will take place at the end of the course when the teacher evaluates
the outcomes of the course according to the main priorities and course aims set at the
beginning of the course. (See appendix 13)

Evaluation forms have advantages and disadvantages:

Learners are used to completing monthly self-evaluation forms at the

end of the lesson.

Learners may state what they think the teacher wants to hear, as in the
needs analysis, think the teacher knows better, or feel a negative
answer may affect grades, points made by Sharp (1990). They may also
not possess the insight for self-assessment reflection.

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 However, these issues are less likely to occur in this examination class for the following
reasons:

The teacher will discuss the importance of the self-evaluation form

beforehand. As Sharp (1990:135) says, Such discussion makes clear that
teachers want students to be involved in the planning of future courses.

Informal chats between teacher and learner can take place throughout
the course. These can lead to a personalised learner study plan.

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 Part 5: Conclusion
The course proposal incorporates the principles and issues discussed in Part 1 for the following
reasons:

There is a strong link between principles and issues; needs; aims and objectives.
The above are strongly represented in the course plan.

Learners will benefit from the course proposal in the following ways:

They did not appear to be adversely affected by some of the issues identified in Part 1:

1. The disruption of learning by different levels in the class. All learners thought
that this helped learning, although some learners may have stated on the needs
analysis what they wanted the teacher to hear.

2. Lack of knowledge of the examination. Most learners in this group have been
studying IELTS for a considerable period, so their knowledge of the format of the
examination is good.

The course proposal should help with improving background knowledge by the inclusion of
regular vocabulary testing and manipulation through the use of the vocabulary bag, as well
as a focus on vocabulary in reading skills development.

Hopefully, by including more kinaesthetic tasks, the course proposal should help to avoid
negative backwash and learners perceptions that too many exam-related tasks might upset
learning if progress is not being made.

The course proposal contains embedded advice about examination technique and other
issues such as the lack of self-study, which regular homework and the recycling of material
form homework should help to resolve.

The emphasis on skills development followed by skills practice, which takes the form of tests
held under examination conditions, should enable real improvement to take place.

Limitations of the proposal

The need to teach the course in the afternoon following a timetabled IELTS class may prove
off-putting to learners.

However, it is a short course with the objective of helping learners with specific weaknesses,
so they should welcome it.

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 Bibliography
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Learning and Assessment. A and C Black.

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before commencing the first lesson. Reinelt

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Dubin F. and Olshtain E. (1986). Course Design. Cambridge University Press.

Field, J. (2008). Listening in the Language Classroom. CUP

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Swan and Smith. (1987). Learner English Cambridge.

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Brown, R. (2011). IELTS Advantage: Writing Skills. Delta Publishing.

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Jakeman, V. and McDowell, C. (2004). Step up to IELTS. Cambridge.

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Tony Rawlinson Teaching Exam Classes Page 22

 Appendices
CONTENTS PAGE

1. Course plan 25-30

2a Needs analysis results 31-32

2b Results of VARK test 33

2c Diagnostic test results 34-35

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 1. Course Plan

Lesson Key skills/lesson objectives Related Key activities Materials Homework Time Assessment
priority
aim
objective

1
(Skills development) 1 Learners examine texts and identify Insight into IELTS Pg 29-32: Exercise B; Topic-based
Reading: To help learners orientate 1 the main ideas and the likely Reading Supplementary vocabulary test.
themselves to a text. 1 readership. Unit 1: Orientating yourself to activities; Insight
the text. into IELTS Pg 111

(Skills development) 1 Insight into IELTS Pg 33-37 Vocabulary bag.

Reading : To help learners locate the
right information in a text.
(Skills development)
Reading: To help learners identify
words in context.
1 Learners examine texts and use 1.5 hrs
1 skimming and scanning techniques to IELTS Advantage Pg 21:
answer questions. Spotlight on exam skills 1:
Skimming and scanning.
Appendix 8.1
1
1 Learners choose the correct definition IELTS Advantage Pg 108-
1 for words and expressions from a text. 109/110: Vocabulary builder:
Words in context Appendix 8.2

2
(Skills development)
Reading: To help learners identify
main and supporting ideas in a text.
Update vocabulary
1 Learners read extracts from texts and Insight into IELTS Pg38-41 bag.
1 answer questions , e.g. the main and
1 supporting points of the texts.

(Skills development)
Reading: To help learners improve
their global reading skills.
1,7 Learners look at paragraphs and Insight into IELTS Pg 42-45
1,7 decide on the appropriate headings.
1,7 Kinaesthetic: learners have to match 1.5 hrs
cards with extracts from the text to
cards with headings.

Tony Rawlinson Teaching Exam Classes Page 24

3
(Skills development)
Reading: To help learners improve 1 Learners use global reading skills to Insight into IELTS Pg 46-48 Supplementary Vocabulary test.
their summarising skills 1 summarise texts. activitiy; Insight
1 into IELTS Pg 112
(Skills development)
Reading: To help learners understand 1 Learners examine texts and choose Insight into IELTS Pg49-52
argument. 1 the correct arguments from a list. Appendix 8.3
1 1.5 hrs

Elicit verb forms then check 4,4, 4 Learners pick out verb forms from text New English File Upper-
knowledge. then do a grammar task. Intermediate Teachers Book
Pg181

(Skills development)
Reading: To help learners identify
opinion and attitude and make
inferences.
1,7 Learners look at texts and separate Insight into IELTS Pg53-56
1,7 opinion from fact.
1,7 Kinaesthetic: learners have to place
cards with opinions and cards with
facts in specific places on the board.

4
(Skills practice) 1,5 Learners do a practice test, noting Step up to IELTS Pg 19-21 IELTS Testbuilder: Update vocabulary
Reading: To give learners exam 1,5 down key vocabulary during error Academic Reading 1.5 hrs bag.
practice 1,5 correction/feedback. Learners justify Test 1
answers in feedback, highlighting Step up to IELTS Pg
places in text. 19-21
5
(Skills development) 2,7 Kinaesthetic: learners have to provide Insight into IELTS Pg 91 Vocabulary test.
Writing: To help learners understand 2,7 match cards with the rubric of 4
the rubric of a writing task 2,7 different writing tasks with the correct
task. 1.5 hrs

To help learners to describe facts and 2 Learners write sentences and fill in Insight into IELTS Pg 67-68
figures. 2 gaps to describe the facts and figures
2 of graphs and charts.

(Skills development) 2 Learners look at the overall content of Insight into IELTS Pg 69-72
Writing: To help learners to describe 2 graphs, charts and tables and write
trends. 2 sentences describing patterns.

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6
(Skills development)
Writing: To help learners summarise
data.
(Skills development)
Writing: To help learners describe a
process.
7
(Skills development)
Writing: To help learners plan a
structure.
(Skills development)
Writing: To help learners organize
their essay.
8
(Skills development)
Writing: To help learners to develop
an argument.
Grammar: To develop learners use
of articles.
(Skills development)
Writing: To improve learners
knowledge and use of linking words
and phrases.
Tony Rawlinson
2 Learners look at graphs and charts and Insight into IELTS Pg 73-75 Exercise B; Update vocabulary
2 use key phrases to summarize Supplementary bag.
2 information. POSS GIVE EGS activities; Insight
into IELTS Pg 115
2 Learners look at diagrams and Insight into IELTS Pg 76-77
2 familiarise themselves with the 1.5 hrs
2 beginning and end of the process as
well as decide what tense and linking
words to use.
2 Learners decide what key ideas and Insight into IELTS Pg 85-87 Vocabulary test.
2 supporting points to use in a piece of Appendix 8.4
2 writing.
2 Learners look at a model essay and 1.5 hrs
2 note the structure and language that IELTS Advantage Pg Structure
2 is used to structure the essay. and linking: Organizing your
essay
Focus on IELTS Pg 21: Focus on
writing 2: Paragraphing
2 Learners examine a paragraph to Insight into IELTS Pg 91-92 Supplementary Articles:
2 identify the main and supporting activity; Insight Straightforward
2 arguments; learners fill in gaps in into IELTS Pg 120 Upper-Intermediate
extracts from a model essay to provide Workbook Pg 66
main and supporting arguments.
Update vocabulary
2,3,7 Learners complete 3 texts with a, an, New English File Intermediate bag.
2,3,7 the or no article. Kinaesthetic: learners Teachers Book Pg 155
2,3,7 place cards with articles on them in Appendix 8.6 1.5 hrs
the correct place in the text.
2 Learners complete and rewrite IELTS Advantage Pg 25;42
2 sentences using linkers; learners fill in Appendix 8.5
2 gaps and complete a table of linkers.
Teaching Exam Classes Page 26
9
(Skills practice) 2,5 Learners do a practice test. Insight into IELTS Pg 144-145 Vocabulary test.
Writing: To give learners exam 2,5 Writing task 1/2 1.5 hrs
practice. 2,5
Insight into IELTS Pg
144-145
Writing task 1/2

10
(Skills development) Learners fill in information in a table; Insight into IELTS Pg 98-101 Update vocabulary
Speaking: To help learners with Part learners examine possible Wh- 1.5 hrs bag.
1 of the speaking test. questions; learners examine how ideas
are linked together.

11
(Skills development) Learners examine short answers to Insight into IELTS Pg 102-108 Supplementary Vocabulary test.
Speaking: To help learners with Parts questions activity; Insight
2 and 3 of the speaking test. into IELTS Pg 126
Learners explore themes and sub- Step up to IELTS Pg 67: IELTS 1.5 hrs
themes. Test practice: Listening section 2

12
(Skills practice) 5 Learners do a practice test. Step up to IELTS Pg 79: Test Update vocabulary
Speaking: To give learners exam 5 practice: Speaking test parts 1-3 1.5 hrs bag.
practice. 5
Step up to IELTS Pg
79: Test practice:
Speaking test
parts 1-3

13
(Skills development) Learners identify key vocabulary from Insight into IELTS Pg 10-15 Vocabulary test.
Listening: To help learners listen for completion of notes and tables.
specific information.

(Skills development) Learners decide on the context of 1.5 hrs

Listening: To help learners identify language by looking at the words in
detail. questions and pictures; learners
decide what information to listen for
and answer questions.

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14
(Skills development) Learners fill in a table relating to a Insight into IELTS Pg 16-18 Supplementary Update vocabulary
Listening: To help learners identify situation, introductory phrase, topic activities; Insight bag.
the main ideas. and how topic develops. into IELTS Pg 109-
110
(Skills development) Learners identify words which focus
Listening: To help learners to see on the meaning. 1.5 hrs
beyond the surface meaning.

15
(Skills practice) 5 Learners do a practice test. Insight into IELTS Pg 127-132 Vocabulary test.
Listening: To give learners exam 5 1.5 hrs
practice. 5 Insight into IELTS Pg
127-132

The course plan contains the following details:

15 lessons of 1.5 hours per lesson, making a 22.5-hour course.

Lessons are referenced to the priorities, aims and objectives shown in the table below. For example, all reading lessons are referenced to the
reading priorities, aims and objectives, as they contain elements of these priorities, aims and objectives.
Skills development is followed by skills practice.
Skills practice is always a mock test done under examination conditions.
Vocabulary is recycled by the use of regular tests every second lesson, the vocabulary bag and a daily 10-minute recap of the previous lessons.
When a vocabulary test is not given, the vocabulary bag is updated.
Material is derived from a range of published IELTS sources, with Insight into IELTS predominant.
Learners will be given help with parts of speech (priority, aim and objective 4), by regular eliciting by the teacher of the correct part of speech in
error correction and feedback.
Formative evaluation will take place at the end of each lesson by means of a self-evaluation form. Summative evaluation by the teacher will take
place at the end of the course. The teacher can use notes made on learners strengths and weaknesses, coupled with the collated self-evaluation
forms, to complete the summative evaluation.

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Need
1. Reading: problems understanding
topic-based vocabulary; sub-skill of
scanning seen as useful by learners.
2. Writing: sub-skills of cohesion and
coherence, including structuring and
concluding the essay.
3. Problems with articles.
4. Issues with verb forms and parts of
speech.
5. Learners had timing issues in
reading.
6. 2 hours a day self-study
insufficient.
7. Kinaesthetic learning style most
popular.
Tony Rawlinson
Priority
1. Expand topic-based vocabulary;
reinforce sub-skill of scanning.
2. Improve cohesion and coherence,
including structuring and concluding
the essay.
3. Improve knowledge of use of
articles.
4. Improve knowledge of verb forms
and parts of speech.
5. Improve exam technique including
timings.
6. Help with self-study.
7. Kinaesthetic tasks.
Teaching Exam Classes
Aim
1. To expand learners topic-based
vocabulary; reinforce scanning skills.
2. To improve learners cohesion and
coherence, including structuring and
concluding the essay.
3. To improve learners use of
articles.
4. To improve learners knowledge of
verb forms and parts of speech.
5. To improve learners exam timings.
6. To give learners self-study advice.
7. To provide kinaesthetic tasks.
Objective
1. By the end of the course, learners
will have expanded their topic-based
vocabulary and improved their ability
to scan.
2learners will have improved
cohesion and coherence, including
structuring and concluding the essay.
3.learners will be better able to use
articles correctly.
4.learners will have better
knowledge of verb forms and parts of
speech.
5learners will be better able to
complete a task within a set time
limit.
6.learners will be better at self-
study.
7.learners will have benefited from
kinaesthetic tasks.
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 2a. Needs analysis results

2. What do you find most difficult in your Reading and writing most popular answers.
IELTS lesson?

3. Why? Lack of time and topic familiarity; complicated

vocabulary; difficulty concluding the essay.

4. How can the teacher help you? More exercises; vocab explanations; more tips,
exam practice; clear explanations of tasks.

5. What self-study do you do? Watching TV and movies; practice across the 4
skills.

6. How often? Most learners do daily practice.

7. The different ability levels in the class.. All learners said different ability levels helped
help my learning their learning.
slow down my learning
do not affect my learning

8. How? Learners are of different levels, which leads to

9. Do you think that non exam-related
tasks can help you with areas of
weakness? Yes/No
10. If Yes, how?
11. Give 2 examples of exam technique
youve learned during the IELTS course.
12. Give 2 more examples of your own exam
technique that you use.
more task variety.
More questions asked in class leading to
increased understanding.
Yes was the most common answer.
Reasons given were:
They enable error correction to take place.
They enable application of techniques learned.
They improve speaking and vocabulary.
Scanning was the most popular answer; Reading
key words the next popular.
Also:
Skimming
Reading faster.
Structuring writing.
Linking words.
Scanning was the most popular answer.
Also:
Looking for key words.
Looking for repeated words to give the main idea
of a paragraph.
Reading the 1st and last sentences from a
paragraph.
Organising thoughts for speaking.

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 13. How much time do you spend studying
for the IELTS exam at home every day?
More than 2 hours
About 2 hours
Less than 2 hours
14. Which of the following is more
important to you?
Gaining the highest possible IELTS exam
score Improving my level of English
15. Why?
16. Do you think that exam tasks are similar
to everyday life? Yes/No
If Yes, how?
17. Knowledge of the IELTS exam
Tony Rawlinson Teaching Exam Classes
About 2 hours was the most popular answer.
Next popular was Less than 2 hours.
Both was the most popular answer.
Passing the IELTS exam and improving my level
of English at the same time was the most
popular reason
Next popular: Going to university after passing
IELTS exam (when level of English will continue
to improve).
Also: Improving English will lead to a good exam
score.
3 learners said Yes; 2 said No
2 learners said You can use what you learn in
everyday life.
1 said the exam is more difficult.
There was a reasonable understanding of the
IELTS exam format.
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 2b. Results of VARK test

Blue: Visual (1 learner)

Red: Aural (3 learners)

Green: Read/Write (1 learner)

Purple: Kinaesthetic (5 learners)

The kinaesthetic learning style was therefore the most popular.

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2c. Diagnostic test results
Student name Listening
Hamad 17/20 Excellent; evidence of
recognition and knowledge of
vocabulary and part of speech
needed for gapfill.
Saad Absent for test
Abdullah Absent for test
Agnes 8/20 Evidence of issues with
vocabulary and some inability
to recognise part of speech
needed for gapfill.
Hanin 14/20 Multiple- choice better
than gapfill; problems
identifying the part of speech
needed to fill the gaps.
Tony Rawlinson Teaching Exam Classes
Reading
6/8 Good ability to identify key
words and find the correct
information in gapfill; good
identification of synonyms in
multiple-choice.
Absent for test.
Absent for test.
0/8 Clear problems; lots of gaps
left; evidence of guessing in
multiple-choice.
1/8 Evidence of lack of
familiarity with parts of speech
needed for gapfill, e.g. verb
instead of noun.
Writing
Sophisticated vocabulary indicates
familiarity with topic. EGS?
Overlong sentences / lack of modal
knowledge evident, e.g. You dont
independent instead of You cant
be independent. Otherwise, ideas
linked well together.
Reasonable breadth of vocabulary
indicating some topic familiarity.
Lack of articles, e.g. Learning
environment and learning style can
improve the way students learn;
Exams could also help learning
way.
Issues with verb forms, e.g. The
formal way are working better.
This corresponds to the
observation by Swan and Smith
(1987) about the different range of
use of the definite article in Arabic.
Very clear although lacking in
linkers.
Good vocabulary range indicates
topic familiarity.
Lack of articles, e.g. Exams are
great way to test your information
(should be knowledge). Otherwise,
very clear although lacking in
linkers.
Some accurate vocabulary used
indicating some familiarity with the
topic.
Lack of articles, e.g. Examination of
learning also helps us remember; I
would study all time.
This corresponds to Swan and
Smith: Typical mistakes involve
leaving out the except in
demonstrative and emphatic
contexts. (1987: 248)
Otherwise, some good ideas clearly
expressed.
Limited vocabulary range: possible
lack of topic familiarity.
Issues with verb forms, e.g. The
students feeling weak; how the
students are improve. More linkers
desirable.
Page 33
Alaa 9/20 Near misses in gapfill,
e.g. missed adjectives or the
date written incorrectly. Better
performance in multiple-
choice.
Salah 11/20 Spelling issues in gapfill
section which cost marks;
better performance in
multiple-choice.
Dhedan 13/20 No attempt to do
gapfill, possibly due to lack of
knowledge of vocabulary/parts
of speech. Good performance
in multiple-choice.
Nawaf 10/20 Marks lost in answers
which were not quite right,
e.g. writing the date wrong;
also quite a few answers left
blank in gapfill, indicating a
lack of vocabulary/parts of
speech knowledge.
Ahmet 10/20 Appeared to give up
before the gapfill section;
possible lack of confidence in
vocabulary knowledge and
parts of speech required.
Better performance in
multiple-choice.
Abdulaziz 13/20 Very good; evidence of
recognition and knowledge of
vocabulary and part of speech
needed for gapfill.
Overall:
Listening: Problems with listening for specific information: lack of recognition of topic-based
vocabulary; lack of knowledge of parts of speech.
Reading: Problems with reading for specific information: lack of recognition of topic-based
vocabulary; lack of knowledge of parts of speech.
Writing: Problems with cohesion and coherence, including lack of articles and verb forms.
Tony Rawlinson Teaching Exam Classes
0/8 Although some answers in Good vocabulary range indicating
the gapfill make sense, they are topic familiarity.
incorrect and show problems
identifying the correct part of Some errors with verb forms, e.g.
the text; did not attempt the Having more exams make us;
multiple-choice; timing a making discoveries and research
possible issue. are the perfect way to have what
you want. However, good use of
linkers.
0/8 Problems with vocabulary, Absent for test
e.g. form instead of the name of
a poet in the gapfill; did not
attempt the multiple-choice;
timing an issue.
6/8 Evidence of lack of Absent for test
understanding of some
vocabulary in feedback despite
high score.
5/8 Evidence of good Absent for test
understanding of parts of
speech needed for gapfill; good
identification of synonyms for
multiple-choice.
3/8 Spelling a problem in the Absent for test
gapfill task; evidence of quite
good identification of synonyms
in the multiple-choice task.
1/8 Lack of understanding of Absent for test
some questions, e.g. notary
instead of sonnet for a gapfill
answer that did not require the
name of a person.
Page 34