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TOEFL and IELTS are not a pass or fail exam, but standardized tests to measure
your ability to use and understand the English language as it's read, written, heard
and spoken in the university classroom and the real world. IELTS and TOEFL test
preparation is a way to learn and improve English proficiency based on the levels
set in the test, to help testers develop listening, speaking, reading and writing skills
to suit the study environment that both these exams aim at.
As noted above, TOEFL and IELTS are standard tests that measure your ability
to use and understand the English language as it's read, written, heard and spoken
in the university classroom and in the real world. So the test is like a measure of a
candidate's performance. Answering all the questions is also assessing the level of
understanding the test, listening and reading comprehension of the content given
by the presenter within the specified time.
Furthermore, in the listening and reading section there are multiple choice
questions, candidates should choose one answer so that they do not lose any point.
In the speaking and writing section, questions are given as clues as well as key
points candidates need to answer fully in the test to get the best results. Even with
excellent study skills, students almost always run into questions to which they
don’t know the answer. Sometimes it’s worse than that. But almost every time
there is a connection to something in the question. Find those connections, use
them, and answer.
3. Understanding instructions
Some students hit the questions directly and start solving without reading
instructions or miss some parts of it. While it's good to save time by not spending
too much time reading the instructions, skipping it entirely will put the students
down the band. Hence, firstly students should quickly scan the instructions and it
would be better if they underline the important parts of the tutorial e.g. NO MORE
THAN TWO WORDS, ONLY ONE Word, etc.
Before doing the test, students should preview the title, key words, images, and
other features and make a prediction about what they will do and get the answers
more easily. Previewing and predicting process guides students through a series of
questions that help them make correct predictions. Access to prior knowledge
helps students develop a key schema that they can use to increase their
understanding. Previewing and predicting can make a big difference. By that way
they will begin to process the information more quickly. Though it takes a few
minutes to preview and predict, those few minutes are well invested. It will save
reading time and help students gain comprehension.
Read the questions carefully and predict the type of response required.
For example, would it be a date, a name or maybe a number?
Check out the differences between pictures or diagrams that look
similar.
Look for small details like different numbers or omissions.
Practice paraphasing: One particular skill that you can practice while listening to
English online is paraphrasing. The recordings on the Listening test will contain a
lot of synonyms and paraphrasing of the main words and phrases in the question.
Practice from predicting skill and answer as much as possible: Start with short
videos and simple listening lessons first. Before you start the video, read the title
and anticipate some related ideas that may be in the recording. Then, as you listen,
pause the sound from time to time and predict how you think the topic will develop
over the next few sentences. And, of course, try to determine the answers to the
questions.
4 key skills for reading are: Skimming, Scanning, Previewing and Predicting.
Previewing: is an important skill to have as it helps students foresee
the content and understand the text. For reading comprehension exercises, this
skill can be applied to long texts of non-fiction genre because it will save time
and help readers understand texts better by mobilizing already existing
knowledge on the same topic.
Skimming: means students quickly read the text to get an overall idea
of the main topic. Skimming is an important skill because in the test, students
only have a sense of time, so skimming the text firstly to get the main idea, then
finding the specific information to answer the questions.
Scanning: students scan the text pretty quickly to find what they need.
Use this skill when searching for the truth. Therefore,students also use this skill
every day when looking at times, dates or places.
Predicting content and stucture: This is when you use your knowledge
and guess the content of a text. Predicting is an important reading skill because
you can understand text once you know the topic.
Practice difficult sounds that your language doesn't have Not everyone knows
this, but the language is inconsistent in the sounds they have. Some may have
sounds that are not available in other languages. The key here is to find the missing
sounds in your language and practice their pronunciation.
Repeat for perfect pronunciation: The more you speak, the more powerful and
coordinated your spoken English will become. Maybe this repetitive and boring
but adding some repetition exercises can really help students improve their
pronunciation. Find a pronunciation app to practice sounds in a fun way and a quiet
room so learners can repeat, repeat, repeat loudly.
Immerse in English. In order to fulfill students’ potential in the speaking test,
they need to be familiar with English language production and acquisition before
taking the test. A great way to improve skills and speech recognition is to try to
speak in English when they're normally not speaking. Learners will also feel much
more confident as the exam approaches.
Reading: To improve writing skills, students need to read first - every day! By
reading a lot, they will be introduced to many words and phrases that are used in
many different contexts and they will also come across a lot of different
grammatical structures without really having to focus on grammar. By being
exposed to words and grammar that are used correctly and in context, learners can
pick out new words and start using new grammar structures.
The speaking and writing tasks are tested against the following four
criteria - Task Achievement / Task Response, Coherence & Linking,
Vocabulary Resources, Grammar Scope & Accuracy. Here, grammar makes up
nearly 25% of students’ total score. So no matter how good their vocabulary is,
it will not be able to create meaningful and interesting content if grammar is not
good.
Although grammar does not play an essential role in listening and
reading lessons, adequate grammar knowledge is still required to choose the
correct answer. The choice of answers depends somehow on the grammar and
context in the answers, which in turn affects students’ score.
Like it or not, learners still have to supplement their own grammar
through reading materials and doing basic types of exercises to be able to grasp
the grammar along with how to use it effectively.
Speaking is the ability to put together exact words and phrases in the right
order and speak complete thoughts fluently and easily. Speaking also includes a
more social context such as politeness, use of context language, and conversational
ability. So speaking is more focused on when, where, and how words are spoken
together so they can express your thoughts.
Pronunciation focuses more on how words are said. Pronunciation is not just
about 'listen and repeat'. Pronunciation includes language characteristics
(vocabulary and grammar) and skills (speaking and listening). Since pronunciation
is part of speaking, it is also a physical part. To pronounce a new language, we
need to retrain the muscles we use to speak. And pronunciation involves listening
to the pronunciation of language. We can practice by focusing on the connected
speech while playing passages from the voice recording.
In order to have the best listening, speaking, reading, and writing skills for the
IELTS and TOEFL test, students should practice other basic skills in
pronunciation, vocabulary, grammar, ideas and arrangement so that it is reasonable
and logical. Below are a few skills for students to practice.
Each paragraph has a topic sentence. The topic sentence frames the
paragraph and tells the reader what information it will contain. It also
guides the writer, specifying what information should be included or
removed, avoiding distracting ideas from the subject.
Limit each paragraph to one idea only. Building the topic sentence first
keeps students’ paragraph in focus. Then use transition words.
Transitions enhance the flow of the passage and prompt the reader about
how they understand the information.
Practice writing topic sentences, then reread the passages with a clear
eye. Students will soon be able to see whether support statements are on
the right track or on a different path. Then high score in the writing part
will be appreciated thanks to effort.
Slang is a natural part of language and often important for coherence and
emphasis. In the IELTS speaking section, focus on using commonly understood
slang, especially in the area where you are taking the test. However, if students’
essay contains a lot of slang, the text has some ideas that don't match what others
mean or essay with drafting problems, spelling mistakes, and vocabulary often
makes a bad impression and therefore need to be careful. Slang is not
recommended and should be avoided at all times.
Not only listening but writing is also an important part that students need to
check spelling, if the words are wrong, the writing will lose points and not fully
expresses. It's hard to spot spelling mistakes on its own, so finding specific words
that students often misspelled can be helpful. If you make a mistake, just cross out
and write the correct word above.
Tests for accuracy and fairness, with each individual item given at the
right level or not
The test content is consistent, and everyone from all platforms can do
equally well
Practice timekeeping and reasonable time allocation skills
How close is the level of a practice test to that of the real test
Where their English level is, the weak as well as strong points in their
skills to continue to better themselves
Give mock tests frequently to get familiar with the actual tests
Make sure to learn from mistakes
Be prepared, stay calm and focused during the testing time
Always arrive early and take some time to relax
Listen attentively to the instructor's last-minute instructions
Read the instructions carefully and don’t be afraid to ask questions
Plan how you will use your allotted time
Look for signals
Answer every question
Content Description
Warm up Password
(8 Divide the students into two groups. The groups will take turns
minutes) sending one group member to the front of the class.
Write a word on the board so that teammates can see and read it,
but the one guessing cannot. The team must give the member a
hint (do not use the word in question) until they guess the word
or time is up (30 seconds). The team with the most points wins.
Extend a team's turn until the time is up (2-3 minutes), then
swap. This gives the advantage of accurate guessing faster.
Teacher asks a student in another group to use their phone and
calculate the scheduled time.
The aim of this activity is to create a comfortable learning
atmosphere and at the same time, help students revise some
vocabularies that they were taught before.
Teaching 1 Teacher asks student to chorally repeat the words 3 times, then
asks different groups to speak 3 times.
(15
Teacher asks individual to say the word and check
minutes)
pronunciation.
Teacher sticks the flashcard on the board, asks students to repeat
and writes down the word under the flashcard.
(6 Teacher gives word search papers (as below) and ask students to
minutes) highlight the words under in maximum 5 minutes, then teacher
sticks that on the board.
Then students highlight one by one on and teacher checks.
Teacher asks students to repeat all the new words twice more.
Divide the students into two groups. The groups will take turns
sending one group member.
Task 2 Teacher writes a word on board, students from each team will
(6 have to say that word uses a few or a little. (cups, flowers,
minutes) apples, eggs, sausages, songs, boys, minutes, coffee, rice, bread,
sugar, time, work, water, flour, pasta, butter, slices of chocolate)
One correct answer get one point.
Winner team get one star.
Record
Answer the following questions and record then submit by small files
to the teacher’s drive.
Homewor
k
LESSON PLAN 2 (60 minutes)
Content Description
Teaching 1 Teacher teaches 6 words: horn, teeth, tail, arms, legs, neck
Task 1 Where am I?
(8 Divide the students into two groups. The groups will take turns
minutes) sending one group member.
Teacher writes a word on board, students from each team will
have to say that word uses a few or a little. (cups, flowers,
apples, eggs, sausages, songs, boys, minutes, coffee, rice, bread,
sugar, time, work, water, flour, pasta, butter, slices of chocolate)
One correct answer get one point.
Winner team get one star.
Task 3 Worksheet
1. Fire ball
2. Who am I?
3. Jingle Bell
4. Where am I
5. My Peer
Activity 1-5 have been thoroughly described in the lesson plans above.