Please enable JavaScript.
Coggle requires JavaScript to display documents.
IELTS coach induction course - Coggle Diagram
IELTS coach induction course
Writing
Tsk 1 academic
est takers assessed on ability to:
organise, present and possibly compare data
describe stages of a process or procedure
describe an object, event or sequence of events
explain how something works.
tsk 2 general and academic
provide general, factual information,
outline a problem and provide a solution,
present and possibly justify an opinion,
evaluate and discuss ideas, evidence or an argument.
Test taking strategies
• Read all the information and follow the instructions (Have students circle each component of the task and underline key words)
• Time management (Timed practice in class)
• Plan your ideas before you write (Practice in class, exposure to different types of planning - e.g. mind maps, speedstorming. / Practice in organising brainstorms - e.g. grouping similar ideas, eliminating redundant ideas, assigning ideas to a particular paragraph)
• Provide supporting examples and evidence (Identify these in model essays, practice in generating examples and evidence in the planning stage)
• Avoid repetition (Exposure to and practice in using synonyms, practice in checking work at the end)
• Avoid overuse of discourse markers (Identifying appropriate markers in model essays, writing appropriate discourse markers in a gap fill exercise, practice using these in sentences and paragraphs, checking work at the end )
• Use correct paragraphing conventions (Looking at a model answer where paragraphs have been merged and practice in separating them out, practice in ordering paragraphs in a jumbled model answer, practice in organising ideas into specific paragraphs)
• Ensure correct style/register (practice in categorising vocabulary and grammar as formal/informal, identifying informalities in a model answer, practice writing in informal and formal styles)
Common issues
GT1
Inappropriate register (too formal/informal)
Unclear purpose
Mis/over use of cohesive devices
Lack of task specific language
AT1
Little familiarity with task type
Mis/over use of cohesive devices
Repetition of information
Data copied directly from task (not interpreted, compared or contrasted)
Lack of task specific language (ie: line graphs/processes)
G/AT2
Lack of knowledge about the topic
Mis/overuse of cohesive devices
Difficulty writing 250 words
Lack of coherence between paragraphs
Limited vocabulary for topic
Limited range of grammatical structures
Reading
Learner problems
Time management
Not reading instructions carefully (ie: no more than two words)
Not reading questions carefully
Spelling mistakes (answer is marked wrong if the spelling is inaccurate)
Tendency to read everything in detail (not using skimming and scanning techniques)
Tendency to try to understand every lexical item
Confusion between ‘False’ and ‘Not given’.
Listening
Learner problems
Not reading instructions carefully
Not reading the question carefully
Lack of exam strategy (ie: highlighting key words, prediction)
Spelling errors (answers marked wrong if spelling is inaccurate)
Difficulty with varying accents
Difficulty with pace of speech
BC resources
Questions
which British Council resources they have used
what students liked about them
what problems students had with them.
Common problems
students are very eager to download useful apps and visit websites but often lose that motivation
students stop using the resources because they don’t get feedback on their answers and aren’t sure why their answers are incorrect
students want to try digital resources but may not have a stable internet connection to do so.
Lesson planning
Staging
What main skill(s) will your students practice in this lesson?
What sub-skills will they practice?
How will you introduce the topic?
Which test-taking techniques will you introduce/reiterate? How and when? (throughout the lesson or a final stage where students reflect on the stages of the lesson and the techniques involved?
Which learner strategies will you introduce/reiterate in this lesson?
How will you consolidate learning at the end of the lesson? (error correction, reflection activities)
Timing stages
The level of your students
The difficulty of the task/text
How far into the course they are. Will you need to give more time because it’s the first time they are practising this skill/question type?
It’s best to include time for questions in your allocated timings. Students may be quite demanding in wanting to know why their answer is not correct. Some questions may be ambiguous, even to a teacher, so it’s best to prepare for this by completing the task yourself prior to the lesson.