The following study tips will help you in the weeks leading
up to the IELTS.
- Become familiar with the test as early as possible. The
skills being tested in the IELTS take a period of time to build up. Cramming
is not an effective study technique for IELTS.
- Use your study time efficiently. Study when you are fresh
and, after you have planned a timetable, make sure that you keep to it. Set
goals and ensure that you have adequate breaks. In the IELTS test, each of the
four Band Modules Listening,
Reading,
Writing and
Speaking carries the same weight. Study each skill
carefully and spend more time on the skills in which you feel you are
weak.
- Be aware of the exact procedure for the test. Be very
clear on the order of each section, its length and the specific question
types. There are many
resources available to help you practice these
skills.
- Having a study partner or a study group is an excellent
idea. Other students may raise issues that you may not have considered.
- Seek help from teachers, friends.
Countdown to the test
Days before the test
This is not a time for intensive study. It is a time to
review skills and your test technique. It is important to exercise, eat, rest
and sleep well during the week in which you will take the test.
Leave nothing to chance. If you do not know how to get to
the test centre, try going there at a similar time one or two weeks before the
real test.
|
The night before the test
You must have a good dinner and go to bed at your normal
time not too early and not too late, as you do not
want to disrupt your sleep pattern if possible.
Have everything ready that you need to take with you to the
test so you can simply pick it up in the morning, for example, the test
registration form, passport, test number, pens, pencils, erasers, etc. A pen
that runs dry or a pencil that breaks can take several minutes to replace. Check
before the exam exactly what articles you need. Set your alarm clock the night
before or arrange a wake-up call.
On the morning of the test
Eat a good breakfast. You will have several hours of
concentration ahead of you and you will need food and drink in the morning. You
may even want to bring more food or a snack with you, especially if your
speaking test is at a later time that day. You cannot, however, take food or
drink into the exam room. If possible, wear a watch in case you cannot see the
clock in the exam room. It is essential that you keep track of time.
Give yourself plenty of time to get to the test centre. You
will be required to complete a registration form and to show your passport
before you enter the examination room so you must arrive at the time specified
by your test centre. If you are early, you could go for a walk. If you are late,
you will not be allowed to enter. Avoid the added tension of having to
rush.
During the test
Most students at the test will feel nervous. This is quite
normal. In fact, it can actually be quite helpful in terms of motivation. It may
make you alert and help you to focus. The aim is for you to try to perform at
your optimum level.
In contrast, high levels of anxiety can affect a student's
performance. However, much of this anxiety can be overcome by good preparation,
familiarity with test details and a positive attitude.
The examination room should be suitable for testing, that
is, the lighting, ventilation and temperature should be appropriate. If you are
uncomfortable because of any of these factors or if there is some other problem,
such as not being able to hear the recording of the Listening Module, make sure
you ask the person in charge to do something about it. For example, you may ask
to change seats.
Examination technique
By using good examination technique you could help to
improve your overall score for the IELTS test.
Remember that every section is marked independently. Do not
jeo pardise your performance in one section just because you believe that you
have done badly in another. Do not underestimate or try to predict your outcome.
You may, in fact, have done better than you imagined.
Focus on what you know rather than on what you don't know
while you are doing the test.
Ensure that you adhere to the times suggested as they
usually correspond to the number of marks given for a particular
question.
In the Listening and Reading Modules, it is a good idea to
write down an answer, even if you are not sure of it, before moving on to the
next question. Many students intend to return to the answers they have omitted
at the end of the test but do not have enough time to do so. Furthermore, by
writing your best answer at the actual time of reading the question, you save
the time you need to spend again on re-reading the question and
re-acquainting yourself with the subject matter. If you are not confident about
your answer, mark it in some way and return to it at the end.
Do not leave any answers blank. You are not penalised for
incorrect answers, so guess wisely.
Skills for the Listening Module
In the IELTS Listening Module, the recording is played once
only. You must, therefore, use a number of strategies to help you listen
closely. There are a few main skills you will need to do well in the IELTS
Listening Module:
Understanding the instructions
Instructions are both written on the question paper and
spoken on the tape. Read and listen to every word in the instructions very
carefully. Ensure that you follow them exactly and answer in the correct
way.
Previewing and predicting
An announcer will briefly outline:
- the topic
- who is talking
- the situation.
Try to
listen carefully as this will help you to preview the questions.
Before the recording begins for each section, you will be
given up to 30 seconds to read and become familiar with the questions. Use this
time efficiently so that you can prepare yourself to listen for the information
you need.
Here are some hints for previewing and
predicting:
- Study the question carefully and try to predict what type
of answer is required. For example, will it be a date, a name or maybe a
number?
- Check the differences between similar-looking pictures or
diagrams.
- Look for minor details such as different numbers or
omissions.
In addition to the 30 seconds
before each section, you will also be given 30 seconds after each section to
look over your answers. If you are satisfied with your answers in the section
you have just finished, move on to the next section and use the full 60 seconds
for previewing.
Listening for specific information
Use of previewing and predicting skills will help you listen
for the specific information you need to answer the questions in the Listening
Module. Listening for key words and common connective words often helps to
signal the specific information that you need in order to answer the question.
Make sure that, while you are actually writing your answers, you continue to
listen to the information given in the recordings as there will not be a second
opportunity to hear it.
Checking and rewriting
You are given about 30 seconds after each section to check
your answers. Check that all your answers correspond with the given
instructions.
Make sure that you have answered every question. Marks are
not deducted for incorrect answers so, if you are unsure of a particular answer,
you should guess by writing down what you think is the most likely
answer.
Check that you have included only what is necessary in the
answer.
At the end of the Listening Module, you are given about 10
minutes to transfer your answers from the question paper onto the answer sheet.
Scan your answers to ensure that you have transferred them correctly so that the
number on the question paper corresponds with the number on the answer sheet. Be
especially careful when transferring answers from tables as sometimes the items
are not linearly ordered.
Skills for the Reading Module
One of the main difficulties experienced by students doing
the Reading Module is not having enough time to complete the test. It is,
therefore, essential to read both efficiently and effectively.
There are a few main skills that you will need in order to
do well in the IELTS Reading Module. It is useful to use the following procedure
for each text that is given.
Previewing (about 2 minutes for each passage)
(a) Study the passage by noting:
- titles
- headings
- illustrations
- diagrams
- any print in bold type or italics.
(b) Study key parts of the passage by skimming. Read the first
paragraph which often focuses on the main idea. The first sentence of each
paragraph usually expresses the key points of the paragraph. Generally, the
concluding paragraph provides a summary of the given passage. You may wish to
highlight these with a pen.
Interpreting the instructions and questions (about 2
minutes)
Read each word in the instructions carefully and ensure that
you understand exactly what is required and in what form. For example, the
instructions may say, Choose no more than three words
from the passage for each answer'. In this situation, it would not be acceptable
to write four or more words. Often students find the right answer but present it
in the wrong form and, unfortunately, do not score any marks for that answer.
Understanding what is required, therefore, is just as important as finding the
right answer in the passage.
When you are looking at the questions, you need to
recognise:
- what type of question you have to answer (is it
gap-filling, multiple choice, matching information, etc?)
- whether or not the question requires a specific or
general answer
- what form the answer should take (is it a number, date,
reason, etc?)
Scanning the text for
specific answers (about 1 minute per question)
Use your time wisely. Spend no longer than one minute on
finding each answer. Only look in the given text, table, diagram or graph for
the answer required. Locate key words in the question and find them, or synonyms
for them, in the text. The sentences around these words are most likely to
contain the answers you need.
If you are still unsure of the answer after you have spent
approximately one minute on the question, make a sensible guess in the
appropriate form. You may wish to mark the answers you are unsure of in some way
so that, if you do have time at the end of the Reading Module, you can check
these answers again.
Checking your answers (about 3 minutes)
After you have completed your answers for each section, you
need to check them. Check that you have followed the instructions exactly. If
you have time, return to the answers you marked because you were unsure and see
if the answers you have given are the best ones.
Do not leave any answers blank as you do
not lose marks for incorrect answers.
Helpful hints for the Practice Reading
Module
- There may be some words in the passage with which
you are unfamiliar. Use the strategies explained in the section,
Working out unfamiliar vocabulary' to help you
work out the meanings of these words.
- Be aware of the use of connective words. These will
help you with the general meaning of the text. If you are unsure of any
answers, check the table of common connective words.
- Note if there is a glossary accompanying the
passage.
- Follow the instructions carefully. A correct
response will be marked wrong if it is written in the wrong form.
|
Working out unfamiliar
vocabulary
When reading a passage in the IELTS test, it is most likely
that you will come across words with which you are unfamiliar. Be prepared for
this. You may not need to understand the exact meaning of an unknown word,
unless there is a question directly related to it.
If you do need to know the meaning of an unfamiliar word,
don't panic. There are various strategies that you can use to work out the
meaning of the unknown words.
Check the context
Are there any clues in the surrounding words or phrases?
Look particularly at the words just before and just after the unfamiliar
words.
Look for a definition
Sometimes the writers realise that the word is an uncommon
one so they define, restate, explain or give an example of it. Words that signal
meaning often include is', refers to', that is', consists of'. For example,
Snoring is a noise generated by vibrations of the soft
parts of the throat during sleep.' The word is'
signals a definition.
Remember, too, to check if there is a glossary.
Identify the word's place and purpose
Is it a noun, adjective, verb or adverb in the sentence? Are
there any punctuation clues, for example, semicolons or question marks?
Look for connective words
They are often near the unknown words and will usually help
to identify the general direction of the argument which will help to give some
understanding of the unknown word.
Break the word down into syllables
Sometimes knowledge of common roots, affixes and possible
similarity of words in your own language can help you to identify the
meaning.
Treat the unknown word as an algebraic entity
'X'
Observe the relationship of the unknown word, 'X', to other words and concepts with which you are more familiar.
Often this is enough to answer questions that include 'X'.
Skills for the Writing Module
TASK ONE
In Task 1 of the Writing Module, you are given about 20
minutes to write a minimum of 150 words. You are asked to look at a diagram,
table, graph or short piece of text and describe the information in your own
words. There are three important steps you should follow: preparation, writing
and editing. These steps will help you to write a coherent and well organised
essay in the time given.
Preparation (about 2 minutes)
You need to spend 2-3 minutes working out exactly what you
are going to do. You should pay attention to the following points:
- Study the question carefully. Most Task 1 writing
involves writing a report which describes some information given. You may wish
to note the instructions with a high-lighting pen.
- Think carefully about the topic. Outline some pertinent
points.
- Ensure that your ideas are arranged logically.
Writing (about 15 minutes)
When writing a Task 1 report, include:
- introductory sentence
- body paragraphs (1-3)
- concluding sentence (optional)
Introductory sentence
The
introductory sentence explains what you are describing, for example:
-
The table
compares the population growth and interstate migration in each Australian state
for 12 months to the end of 1994.'
-
The graph
shows the growth of computers in Australia between 1975 and 1995.'
-
The pie
chart represents the proportion of gases contained in natural gas.'
Body paragraphs
When discussing the date presented in the task, identify
significant trends and give examples that relate directly to the given
information to support your statements. If you are explaining a process or an
object and how it works, you need to group your information so that it follows a
definite logical order.
Remember that the use of verbs expressed in the present
passive voice is often appropriate when giving a description of a process or
procedure, for example:
"Coffee beans are pulped to remove their casing. They are
then soaked in water, rinsed thoroughly and dried. After the beans are sorted,
they are roasted in a kiln and blended. Next, they are packed and dispatched to
shops and supermarkets."
Concluding sentence (optional)
A simple
concluding statement could include any of the following, where relevant:
- significant comments
- a potential solution
- an overall summary of the ideas
- future implications.
Editing (about 2 minutes)
Make sure that you have followed the instructions carefully.
Be sure that you have written what you intended and that no important ideas are
missing.
In the last few minutes, check for obvious errors, such as
spelling or grammatical errors.
TASK TWO
All too often students begin planning or even writing their
answers in the IELTS Writing Module before they understand what is actually
expected of them. Following the steps below will help you to plan a
well-structured and coherent essay or report that addresses the given
task.
Preparation
You may wish to spend about 5-7 minutes working out exactly
what you are going to do. There are five steps to consider.
- Study the question carefully. Most task statements or
questions have a key instructional word or words telling you what to do. Note
these words with a highlighting pen.
There are
also key topic words which point to the most important parts of the question.
Underline those words too. Ask yourself how the key words relate to the given
instruction.
- Think carefully about the topic. How do you feel about
it?
- Establish a point of view and list some points for
development. The answer normally takes the form of a short essay. The word
essay' comes from an old French word essai
which meant to attempt or try out, or
to test. In an IELTS Writing Module Task 2 answer,
your purpose is to develop your point of view in a convincing way.
- Decide which points will be written as topic sentences.
Think about how they will develop into paragraphs.
- Ensure that your points are arranged in a logical
order.
Writing
When you are writing a Task 2 answer, a structure based on
the following elements could be used (summarised in the flow chart
opposite).
Introductory paragraph
The introduction of a Task 2 answer should begin with a
general statement or idea of your own that takes into account the key topic
words or their synonyms. The last sentence of the introduction should include a
thesis statement which shows the point of view or direction that will be
taken in the answer.
Body paragraphs
Body paragraphs each consist of several sentences that are
arranged in a logical way to develop a main idea. You can expect to write about
2-4 body paragraphs for a Task 2 answer. Each of these contains an appropriate
connective word to ensure a smooth transition between paragraphs. This
connective is then put in a topic sentence which is the main point of the
paragraph clearly stated in a sentence. Every sentence in the paragraph must be
directly related to it. Try to develop every paragraph adequately. This may be
done through the use of examples, explanations, detail, logical inference, cause
and effect or making comparisons or contrasts. There are many different ways to
organise your ideas for body paragraphs. Be confident of the ideas you
choose.
The conclusion
A good conclusion serves several purposes:
- It indicates the end of your essay.
- It gives your final thoughts and assessments on the essay
subject.
- It weighs up the points in your essay and should
strengthen your thesis statement.
- Do not simply repeat your opening paragraph. This appears
too mechanical and superficial.
INTRODUCTION
- General statement
- Thesis statement
|
BODY PARAGRAPH 1
- Topic sentence including connective word
- First supporting sentence
- Second supporting sentence
- Third supporting sentence
|
CONCLUSION
- Final assessment with concluding connective
|
Editing (about 3-5 minutes)
In the last few minutes, you should check for obvious
errors, such as spelling or grammatical errors. Be sure you have written what
you intended and that there are no important ideas missing.
Study the checklist for editing. It lists points to think
about when checking your essay. Become familiar with the list so that you will
know what to check for in the actual IELTS Writing Module.
Checklist for
editing
1: I have used accurate
grammatical structures, for example, consistent verb tenses, subject-verb
agreement, accurate word formation (especially of nouns, verb and
adjectives) and appropriate use of a' and
the' as well as prepositions.
2: I have used a range of
sentence structures.
3: I have used appropriate
vocabulary.
4: I have used accurate
spelling.
5: I have stated the main
idea for each paragraph in a topic sentence and all the points are related
to this topic.
6: I have used connective
words effectively to link ideas so that the thoughts move logically and
clearly from sentence to sentence and paragraph to paragraph.
7: I have developed each
paragraph adequately.
8: I have supplied enough
detailed information and sufficient examples or facts.
9: I have developed a
definite point of view.
10: Every paragraph that I
have written has definitely helped to address the
task.
|
Skills for the Speaking Module
Before the test begins, the examiner will check your
identification. For security reasons you will be asked to bring your passport or
some other photographic identification. You will be asked to sign your name,
which will be matched up with the photograph and signature on your IELTS
application form.
The test will then be conducted in five phases, which we
will now describe in turn.
Phase 1: Introduction
In Phase 1, the examiner will first introduce himself or
herself and will invite you to do the same. You may be asked some general
questions about your background, family, home or personal interests.
SKILL : Greeting the
interviewer and introducing yourself.
Phrases you could use :
- Good afternoon. My name is
(name) .
- Hello. My name is (name) but
most of my friends call me (shortened version of
name/nickname) .
Think about
questions that the examiner might ask about the personal information you
provided on the application form. With a partner, take turns interviewing each
other with questions based on this information. Try to give full and
comprehensive answers to each question.
Phase 2: Extended
discourse
In phase 2, the interviewer will encourage you to speak for
a longer period of time on a familiar topic. You may be asked to speak on topics
related to your country, such as customs or lifestyle, and your personal
involvement with these. The aim of Phase 2 is to show the interviewer that you
can describe something, tell a story, give information or directions or express
your opinion without relying on the interviewer to help you through the
task.
The idea is for you to talk and give as much information as
you can. Do not simply answer 'yes' or 'no'. Remember, the interview should be
like a conversation. Do not memorise responses. If you appear to be reciting
from memory, the examiner will interrupt and ask a different
question.
Before you begin preparing for Phase 2, you may wish to make
a list of topics related to your country, culture, lifestyle, personal
interests, etc. Once you have completed such a list, form questions that relate
to each of the skills for this phase. Think about possible questions that could
be asked.
With a speaking partner, practice interviewing and being
interviewed. Try to give full and comprehensive answers to each question.
SKILL : Providing general factual
information.
Questions you may be asked:
- What are some important festivals in your
country?
- What kind of climate does your country have?'
- What are some of the main industries in your
country?'
SKILL : Expressing your
opinions and attitudes.
Questions you may be asked :
- What do you enjoy about the traditional music of your
country?
- What do you think are positive and negative aspects of
your country's education system?
- Would you prefer to live in the city or in the
countryside and why?
SKILL : Describing a place, event or situation.
Questions you may be asked:
- Could you describe the village/town/city in which you
grew up?
- What happens during (cultural event, such as Chinese
New Year/Christmas) in your country?
- Could you tell me how you like to spend your leisure
time?
SKILL : Comparing places, events or situations.
Questions you may be asked:
- How is (city where candidate is studying) different
from (candidate's home city)?
- What is the difference between shopping in (city where
candidate is studying) and shopping in (candidate's home city)?
- What do you like most about living in (country where
candidate is studying)? How does that compare with (candidate's home
country)?
SKILL : You should be able to give directions and instructions.
Questions you may be asked:
- Could you tell me, in detail, how you got from your
home to the test centre this morning?
- If I had to catch a train or bus in (candidate's home
city) what would I do?
- If I were to meet (an important older person) in your
culture, how should I greet them to be polite and show respect?
SKILL : You should be able to
re-tell a story or a sequence of events.
Questions you may be asked:
- What happens in (an important festival) in your
country?
- What is the most embarrassing thing that's ever
happened to you?
- What did you do when you were preparing to leave
(candidate's home country) to come to (country of study)?
SKILL : Explaining how or why
something is done.
Questions you may be asked:
- Why do people do what?
(referring to something just mentioned)
- Could you tell me more about the procedure involved in
(the topic under discussion)
- How do people celebrate the New Year in (candidate's
country)?
Phase 3:
Elicitation
In Phase 3, the interviewer wants to ascertain how competent
you are at gaining information on a given topic.
You will be given a card. On this card will be written a
brief outline of a particular situation. The card will state your role and the
role of the interviewer. You need to ask questions to find out more information.
The card will suggest things for you to ask but these are only given to you as a
guide. Do not feel compelled to follow these suggestions if you have ideas of
your own.
You are responsible for starting the conversation and, to
some degree, developing and directing the flow of dialogue.
To prepare for Phase 3, select one of the exercises from the
Practice work cards below. Practice asking questions with a partner.
Phase 4: Speculation and
attitudes
In Phase 4, the interviewer will converse with you in
greater depth on a particular topic. Topics that may be discussed include your
plans for the immediate and long-term future and the impact that these may have
on you and your family. Your opinion about, attitude towards and reasons for
your particular future plans may also be discussed.
The interviewer may not understand or agree with some of
your responses. You may be asked to expand or elaborate on some point that you
have made, so be prepared for such a response. Being prepared, however, never
means memorising set responses.
During Phase 4, the interviewer will allow the discussion to
become more complex. He or she may refer to other comments you have previously
made so you may have to defend your opinion or give a more detailed explanation
of an idea you have already mentioned.
Before you begin preparing for Phase 4, you may wish to make
a list of your future plans under the headings of academic, professional,
personal and possible consequences of these plans. Also, make a list of topics
that relate to your personal interests in life as well as a wider range of
topics relating to your country, profession and specific area of study.
SKILL : Discussing your future
plans.
Questions you may be asked:
- Tell me what you plan to do when you finish your
undergraduate studies.
- Have you thought about which university you would like
to study at and why?
- How did you come to choose (a chosen area of
study)?
- Would you ever like to have your own business? Why or
why not?
Here are some key phrases you could
use:
In the future
|
I hope to I would
like to |
successfully complete |
a foundation course. a
master's degree. |
In a few years |
I intend to I'm planning to |
graduate from study
at |
the University of Karachi. ABC College. |
In two years |
what I have in mind is
to |
major in study explore
the area of |
Psychology. International Trade. Marketing. |
Within three years |
I imagine I will |
receive complete |
a BA. an
MA. an
MBA. a
PhD. |
SKILL : Expressing your feelings, opinions and
attitudes.
Questions you may be asked:
- What are your thoughts about (controversial
issue)?
- How would you feel if (a controversial issue) were to
happen in the next three or four years?
- You seem to support (a controversial viewpoint). Why is
this?
- Have you ever had to choose between (X) and (Y)? How
did you make this decision? How did you feel as a result of your
choice?
SKILL : Explaining
why you made certain decisions in the past and giving reasons for your plans for
the future.
Questions you may be asked:
- How did you know that you wanted to become a
(candidate's choice of profession)?
- When did you decide to study overseas? What influenced
you to make this decision?
- Why have you decided to study (candidate's choice of
study)? How will this help your future career?
SKILL : Expressing agreement and
disagreement.
Questions you may be asked:
- I agree with you to a point on this matter, but could
you expand on it a little more, please?
- I'm not quite convinced by what you are saying. Could
you develop your idea more for me, please?
- I'm sorry I don't quite understand what you are trying
to say. Could you put it another way, please?
Phrases you could use when agreeing:
- Well, of course ... Naturally ... I couldn't agree more
...
Phrases you could use when
disagreeing:
- I'm sorry. I can't agree with you ... I don't really
think so ...
- That may be so but ... Unfortunately, I have a
different point of view ...
SKILL : Discussing hypothetical situations and
speculating on future events.
Questions you may be asked:
- How do you think having a degree from an overseas
university is going to help your job prospects when you return to (candidate's
home country)?
- Do you think that the time spent studying in a foreign
country is going to benefit you personally? If so, in what ways?
- How do you think your country benefits when students
return from studying abroad?
SKILL : Following and responding to changes in tone
and direction in the interview.
Questions you may be asked:
- Do you have any regrets about choosing (candidate's
choice of profession) or (candidate's choice of country in which to
study)?
- If you could repeat the year of your life, what would
you do differently?
- What advice would you give other students planning on
(studying overseas)?
Phase
5: Conclusion This is the final section of the assessment and will
naturally follow on from Phase 4. The interviewer will let you know that the
interview has come to an end, wish you good luck and say goodbye.
You can prepare yourself for this phase by becoming familiar
with common expressions of leave-taking, noting them and practicing responses to
them.
SKILLS : Noting that the interview is
finishing and saying thank you (with a smile!).
Phrases you could use:
- Thank you very much.
- Goodbye.
- See you.
Coping with the interview There may be times in the interview when you may not
understand what the examiner is saying because he or she may be speaking too
softly or too quickly. Perhaps the examiner may be using words or phrases you do
not know. At these times, do not be afraid to assert yourself. Ask the examiner
to speak more loudly, more slowly or to use other words. Also, do not hesitate
to ask the examiner to repeat his or her words at any time.
Phrases you could use:
- Could I ask you to speak more loudly please?
- Sorry but I didn't catch that. Would you please repeat
what you just said?
- I'm not quite sure what you mean. Could you explain it
to me?
|
No comments:
Post a Comment