Key subject: TEACHING IELTS & TESOL

Full name: NGUYEN LAN ANH

Course date: 30 October - 4 November 2023

Table of Contents

I. KEY POINTS FOR TEACHING ENGLISH GRAMMAR

1. What is IELTS and TOEFL exam preparation?

2. Why answer all questions?

3. Understanding instructions
4. Previewing and predicting effectively

5. Scanning and predicting text

6. Developing skills for listening

7. Developing skills for reading

8. Developing skills for speaking

9. Developing skills for writing

10. Developing skills for grammar

11. Speaking and pronunciation

12. Elicitation skills
13. Paragraph planning

14. Understanding Idioms and slang

15. Checklist of spelling

16. Techniques for unfamiliar vocabulary

17. Pre testing

18. Memory retention

19. Strategies for higher testing

II. LESSON PLANS

III. RELEVANT ACTIVITIES
I. KEY POINTS FOR TEACHING ENGLISH GRAMMAR
1. What is IELTS and TOEFL exam preparation?
In every part of the world, where education is conducted in English, an international English
language proficiency certificate is required to be accepted into the course.

Among various international tests are being used to assess English language proficiency levels,
TOEFL and IELTS are the two most popular. TOEFL and IELTS tests mainly focus on improving
all four language skills: speaking, listening, reading comprehension, and writing. Both tests are
only valid for two years, and candidates have to retake the test if needed after the given time.

IELTS stands for International English Language Testing System and is recognized by over
10,000 organizations in 140 countries worldwide, including universities, professional institutions,
immigration agencies, and other government agencies in countries such as Great Britain, Australia,
New Zealand, and many others. The IELTS test to test knowledge has been developed by world
leaders in English language teaching and assessment: Cambridge English Language Assessment,
The British Council, and IDP: IELTS Australia. Therefore, the IELTS certificate is a document of
a uniform international format. Since meeting several goals of the candidates at a time, the
certificate is a reliable document for getting access to higher education in higher education, as well
as for employment and immigration wherever communication is in English.
As for TOEFL (Test of English as a Foreign Language), it is an acceptable test for English
language proficiency in more than 130 countries, 9000 universities, agencies, and other
educational institutions. There are 2 variants of the TOEFL test: the iBT (internet-based test) and
the PBT (Paper Based Test). When taking the TOEFL test, the candidate should be able to read
and translate a foreign text, write a free topic, answer questions and be able to understand what is
heard. Within a TOEFL preparation course, the level of language knowledge is improved to some
extent: filling vocabulary, improving listening skills, mastering writing techniques, developing
skills for reading the text quickly and developing other skills.

2. Why answer all questions?

When taking the IELTS or TOEFL Test, there might be questions that are too difficult to answer
or the test allotted time is not enough to finish the whole test. However, even in those kinds of
situations, it is advisable to answer all questions so as not to lose marks for any blank spaces.

3. Understanding instructions
In the IELTS and TOEFL exams, instructions are given and clearly stated before every type of
question as guidance for the candidate. However, some individuals directly hit the question without
reading the instructions. While it is not recommended to spend too much time reading instructions,
skipping it completely would result in a lowered band score. Therefore, the examinees should
quickly scan the instructions and underline the important key parts of the instruction, like the word
limitation in the answers.
 Whereas the TOEFL Listening and Reading test is a full multiple-choice test and does not
require any written task, the IELTS test for these two skills are completely written test. The
instructions are given as ONE WORD ONLY, NOT MORE THAN TWO WORDS AND/OR A
NUMBER, NOT MORE THAN THREE WORDS AND/OR A NUMBER, Choose an option or
Choose two options etc. Some students take the instruction lightly and choose the words the way
they want and end up violating the word limits. If the answers in the answer sheet do not meet the
given instructions, there will be no score for such answers. It is important to check for grammatical
and spelling mistakes as well. In the reading test, answers are in form of short answers and
summary completion questions, so it is imperative to keep in mind what type of question it is and
what instruction is written. Apart from that, examinees must also be careful when doing the TRUE
FALSE NOT GIVEN, and YES NO NOT GIVEN questions. When taking the test, they usually
make mistakes by writing TRUE FALSE in questions with instructions as YES NO or writing the
answer in code like T, F, NG instead of True False Not Given.

Both IELTS and TOEFL Writing test consist of two separate parts. The TOEFL Writing section
measures one's ability to write and present ideas clearly and well organized in academic English.
In the first part, the Integrated writing task, the examinees would read a short passage and listen to
a short lecture, then write in response to what they have heard and listened. In the next part, the
requirement is to state and support an opinion in an online classroom discussion. Meanwhile, in
the IELTS test, one 160-word essay and 250-word essay are requested. If the minimum number of
words is not satisfied, the work would be penalized, leading to a lower band score.
Therefore, fully understanding and sticking to the instructions to give answers accordingly is
the most important thing when taking the test.

4. Previewing and predicting effectively

One of the main difficulties experienced by candidates taking the IELTS or TOEFL test,
especially the reading test, is that they do not understand or know the meaning of every word they
encounter. Therefore, effective previewing and predicting are extremely helpful in completing the
test efficiently and correctly.

In order to preview and predict effectively while taking the test, there are a few primary skills
that the examinees will need to do well. Regarding previewing, it is important to study the passage
through the titles, subheadings, illustrations, diagrams, and any boldface or italics. Additionally,
skimming should be applied to study key parts of the passage to get the gist or general idea.
Skimming techniques can vary, but the most popular way is to run eyes over the passage for the
general meaning without stopping at specific words. Another way to skim is to only read the first
paragraph of the whole reading comprehension or the first sentence of each paragraph, which often
contains the topic sentence or the key points of the paragraph. The concluding paragraph is also
worth reading when skimming as it would provide a summary of the given passage.
Besides previewing, predicting is also significant in understanding a reading passage. By
acknowledging of the theme of the text, prediction can be made about the grammar, tenses and
vocabulary that may be used. If a reader can locate and understand the theme or main idea and
make relevant prediction about what they are going to read, comprehending the rest of the passage
becomes a lot easier.

5. Scanning and predicting text

The IELTS reading test contains several different question types, and each requires the
candidates to understand specific parts of the text, from writing words from a paragraph, matching
sentences together, choosing options, or completing a summary using given words. In order to do
all these tasks, the scanning techniques must be applied effectively.

Unlike skimming, which requires fast reading for the gist of the text, scanning means looking
for very specific information like a word, phrase, number or date. In the IELTS or TOEFL reading
test, it’s advisable to quickly skim the text first to get the overall idea, and then the question section
to understand the question type and what kinds of answers are needed. By doing this, the candidates
can easily scan for the missing information asked in the reading comprehension.

The reading test aims to demonstrate one's ability to find, extract, and understand specific parts
by answering precise questions. This relies a lot on vocabulary knowledge, especially when the
vocabulary level gets progressively harder with each text in such academic English test like IELTS
and TOEFL. However, it is not necessary to understand the meaning of every word to answer the
question.
The scanning skill can be practiced with any text, even with a simple one. Just read it quickly
and underline specific information like dates, names, and places. Then, think of what test questions
could be asked about that information.

6. Developing skills for listening

There are two kinds of listening practice activities individuals can do to improve their English
listening skills: Intensive Listening and Extensive Listening.

Intensive Listening means carefully analyzing the language used in a short listening clip. This
listening method consists of 3 steps. First, listeners would discuss the topic and try to predict what
will be in the clip. Then, they listen once all the way through to pick out the main ideas. And the
second turn, listeners listen again to try to pick out the details. A third time listening may be
necessary for vocabulary or pronunciation practice. In intensive listening practice, ones can listen
as many times as they like as long as something new is leant after each time. By doing this, many
skills can be improved besides listening, such as listening for main ideas or details, guessing
meaning from context, pronunciation, and vocabulary reinforcement.
While Intensive Listening is great for listening to small details, Extensive Listening is pretty
much the exact opposite. Extensive Listening aims at long audio and listening for fun. Watching
films is a great form of Extensive Listening. However, while doing this, try to avoid subtitles in
Mother Tongue and use English subtitles only. With this method, the individuals can immerse
themselves in English through long periods of relaxed listening and train their ears to the sound of
English to get where the language sounds natural and comfortable. Additionally, the listeners will
be exposed to a wide range of vocabulary, ideas and different speaking styles.

When preparing for the IELTS and TOEFL Listening Test, it’s necessary to apply both listening
styles. This will help to pick up the skill of identifying details, focusing on certain grammar,
vocabulary or pronunciation, and getting the main ideas simultaneously.

7. Developing skills for reading

IELTS and TOEFL Reading Test is not only about reading fast but also retaining as much
information as possible while analyzing at the same time! With such high stakes on the line, the
candidates must adapt and improve their reading speed to ace the test. It is best to start reading in
groups of three to five words or chunking, to take in several words at a time and digest them for
information and details. Keep practicing on this with three words first and gradually work up to
five words using one's own peripheral vision.
As mentioned above, skimming during first reading and then scanning when answering
questions is advisable. It is important to quickly go through the passage and note the main points
to get the general picture, as well as the paragraph's organization. Additionally, the examinees
should also get familiar with and read a variety of texts similar to the tests to improve vocabulary.

8. Developing skills for speaking

The IELTS and TOEFL Speaking Test is evaluated based on four criteria: Fluency and
coherence, Lexical Resources, Grammatical Range and Accuracy, and Pronunciation. Fluency and
coherence test the ability to speak at length without noticeable effort or loss of coherence and use
a range of connectors and discourse markers with some flexibility. While Lexical Resource
concerns discussing different themes, ideas, without getting stuck using some expressions or less
common words and combinations to get ideas across, Grammatical Range and Accuracy looks at
the range of complex structures with some flexibility and error-free sentences. Last but not least,
the Pronunciation would grade the ability to produce English sounds accurately and use intonation
and rhythm in the right way.

Many test-takers feel self-conscious when speaking English, but this is one of the best ways to
improve the speaking exam score. The answer will differ for each student depending on their
English language skills and social knowledge, but there are some tips that can be useful for all test-
takers. The most important advice is not to memorize any sample answers before the IELTS and
TOEFL speaking exam and try to practice speaking spontaneously. One danger of using
memorized language is that it does not always fit the question properly. Moreover, when speaking
in an impromptu manner, one is more likely to use emphasis on particular words to show feeling
and emotion, which then affects the pronunciation positively as more emphasis, rhythm, and
intonation would be used. Therefore, don't rush, speak slowly and clearly express ideas of the
speaking test. It is also noted to extend the answers to explain what the examinee wants to say by
giving reasons or examples.
 A lot of learning can happen passively, but sometimes awareness is key. When reading or
listening to English, pay close attention not just to the meaning of what is heard or seen but the
actual language itself. By focusing on how native speakers use English, individuals can adopt some
of this language themselves and use it to get a high IELTS and TOEFL speaking score.

9. Developing skills for writing

Many people struggle with the IELTS and TOEFL exam preparation, especially the writing
part, since it calls for the use of multiple skills and English advanced language. Writing is a
complex skill not just for someone learning English as a second language but also for an inborn
English speaker. In daily life, there is no need to write essays or describe graphs, maps or processes
but text messages or emails. However, there are things to be done to practice and enhance the
writing skill.

Before any written work begins, the candidates must understand clearly what the prompt is
asking them to do. If the task asks to write an opinion essay, make sure both positive and negative
sides of the issue are identified and discussed. Meanwhile, with graphs or processes describing
essay, it is critical to identify what graphs show and the main trends and useful features to compare.
After fully understanding the task requirements, an outline should be made. An outline will save
time by keeping test-takers focused and not deviating from the topic. It is also helpful in organizing
ideas and focusing on the use of language (vocabulary and sentence structure) rather than the ideas
will be presented.

Since the IELTS and TOEFL Writing Tests assess ones' ability to present ideas clearly and
cohesively in English, it is important to structure paragraphs and sentences that only present one
idea per sentence and one controlling idea per paragraph. Use evidence like an example or
explanation to support the arguments, and then conclude the paragraph by linking the support to
the thesis. The writing does not need to be long, although the word count still needs to be reached.
However, the more important point is to use complex sentence structure and strong vocabulary
accurately and naturally. Rather than worrying about the length of the essay, take the time to
include interesting vocabulary and avoid repeating words. Proofreading can be challenging for
timed tests, but it is essential to reserve a couple of minutes to look for small spelling and grammar
mistakes to ensure that it is cohesive.

10. Developing skills for grammar

IELTS and TOEFL assesses the full range of English skills needed to succeed in a new job or
study placement abroad. It’s made up of four sections: Listening, Reading, Writing and Speaking.
While there is no specific grammar section on the IELTS test, it is a big part of how a language is
spoken, read and understood. Therefore, no matter which skill test one is taking, grammar is always
an essential component and a criterion to be evaluated.

There are five grammar basics to know for taking academic English Tests: Sentence structures
and forms, Word order, Tenses, Punctuation, Passive and Active Voice. While taking the test, it is
ideal to understand what these grammars are and how they work to use them coherently and
flexibly. The voice of language is extremely important. The active voice is direct and engaging,
while the passive voice is more formal. The active voice tends to be used more in speech and
communication, while the passive voice is often appropriate for academic or professional writing.
Using them correctly can lend the right tone to the writing and speaking context.

Regarding Grammar for IELTS Writing, the correct use of punctuation is particularly important
for the Writing test and can make a very big difference in the meaning of a sentence. The best way
to practice grammar for the writing tests is to write on a daily basis. After writing a task, go through
the answers with the band descriptors above and evaluate grammar on each point to identify
grammar rules that need further study, such as proper use of tenses or varying the length of
sentences. Also, try to rewrite the answers for improvement. The technique is quite the same for
Speaking. Test-takers can record themselves and review responses to identify grammatical
mistakes and make corrections. In terms of Listening and Reading, the most important element of
grammar is comprehension. The ability to understand nuances of meaning in what the text and
recordings are saying is largely influenced by grammar.

11. Speaking and pronunciation

The IELTS or TOEFL speaking test is evaluated based on four criteria: fluency and accuracy,
vocabulary, grammar, and pronunciation. Pronunciation is about clear enunciation of individual
sounds, connected speech, rhythm, vocabulary, sentence stress, chunking, and intonation. It not
only requires the flow of language with appropriate pausing for word and sentence stressing but
also the skillful use of rising and falling intonation to deliver the meaning and attitude of the
speaker. The speed when speaking is important as well, since speaking too fast is unnatural and
hard for the listener to understand while speaking too slowly with pausing, hesitations, false starts,
and retracting indicates problems in accessing language.

In the English language, some candidates find it difficult to pronounce correctly due to word
stress, sentence stress, silent letters, or rising and falling intonation. Intonation is how we say
things, which distinguishes between a question, statement, or comment. Besides stress and
intonation, working on organizing thoughts before speaking helps make a sentence sound fluent
and coherent. Therefore, practicing speaking in a flow without sudden pauses, hesitations, false
starts, or retracting is the key to speaking like a native speaker. Before talking, thoughts and ideas
should be systematically organized, and then the sentences should be framed so that what one says
is understood easily.

12. Elicitation skills

Eliciting involves a range of techniques enabling the teacher to get learners to actively produce
speech or writing, such as asking them to come up with vocabulary and language forms and rules
or brainstorming a topic. Eliciting bases on several premises: First, students have a great deal of
both language and social knowledge, which needs to be activated and used constructively; Second,
the teaching of new knowledge should depend on what the learners already know; Third,
questioning assists in self-discovery, making information more memorable. By eliciting ideas,
feelings, meaning, situations, associations, and memories, the teachers can create a learner-
centered classroom, as well as a stimulating environment to make learning more easily memorable.
It is also helpful in providing key information about what the learners have already known or not
and encourages teachers to be flexible to move on rather than dwell on the known knowledge.

Despite contributing to student involvement, eliciting does not always produce the expected
results. In many cultures, students are not encouraged to volunteer information or ask questions
and the teacher is seen as the sole provider of knowledge. Meanwhile, in cultures where the public
is more important than the individual, it is not encouraged to stand out. Even with constant
encouragement, breaking down entrenched attitudes and beliefs is difficult.

Eliciting should be used whenever necessary and appropriate for the best result. Therefore, the
teachers need to be flexible in class. Prolonged silence or incorrect answers suggest that input is
required from the teacher. When students give the wrong answers, do not make them repeat them,
but do ask a variety of students to repeat good answers or ideas as a way to remark the class. It is
also important to provide sufficient context or information. Eliciting is designed to find out what
the learners know rather than to lead them to a conclusion that only the teacher knows. Learners
can elicit from each other to build confidence and group cohesion as well as shifting the focus
away from the teacher. At lower levels, guided questioning is needed, while open-ended questions
should be avoided as the learners are unlikely to answer them to their own satisfaction.
The success of eliciting depends largely on the attitudes of teachers and learners to their
respective roles. Ideally, it promotes the notion of an exchange of information, breaks down
traditional teacher-centredness, and creates a variety of interaction patterns in the classroom. It is
also fundamental to the inductive approach to teaching language and to learning through tasks and
self-discovery, and a simple and effective way of getting learners to produce language.

13. Paragraph planning

The most important skill when doing the IELTS or TOEFL Writing Test is paragraph planning.
Without proper planning, writing an essay is like going in the forest without a map. The writer
might find a way out eventually, but it will take a long time because he will take lots of wrong
turns on the way. Essay planning is the key to getting a high band score in the writing skill.
A good paragraph planning would save more time than expected while taking the writing test
as having known what to write, there is no need to stop in the middle of the way to think about
new ideas. Additionally, proper planning means proper answers since the writing is less likely to
include irrelevant ideas and examples. Instead, the ideas, explanations, and examples are put into
a clear structure.
To make a proper paragraph planning, there are four steps to be done. First, identifying the
issues in the essay questions. The candidates must ensure they fully understand what must be
written about and analyze the question carefully to avoid misunderstanding. Second, brainstorm
all the relevant main points of the topic and pick out the most suitable ones for the given topic.
Next, start to extend ideas by planning supporting points. Supporting details can be explanations
for more detail of the main ideas or specific examples that illustrate what the writer means. And
last, organize the paragraph, which is simply deciding which paragraphs contain which ideas. For
instance, when writing an “advantages & disadvantages” essay, the advantages and disadvantages
should be written in two separate paragraphs or with a “discuss both views and give your own
opinion” essay, the reasons for the first view should be in one paragraph, the reasons for the other
view in a separate paragraph, and the writer's view in another paragraph. Following these four
steps, individuals should have some sensible ideas organised into a clear structure.

14. Understanding Idioms and slang

Languages worldwide have long been relying on centuries-old slang and idioms to express deep
meaning and create a sense of understanding of the greater message. These are also mostly applied
in the IELTS or TOEFL Speaking Test for more shades of expressions. Therefore, the test-takers
must have a good knowledge of the meaning and usage of idioms and slang for higher band scores
in the speaking test.
Slang and idioms can be pure idioms, binomial idioms, partial idioms, prepositional idioms,
proverbs, euphemisms, and cliches. An idiom or a slang is a phrase or expression that generally
has non-literal meanings, the ones cannot be directly understood by reading each word. As a
consequence, the examinees who are non-native speakers often get confused when using slang and
idioms because they both express something wise or explain a complex idea with just one phrase.
They can also indicate the speaker’s sophisticated appreciation and understanding of that said
language.

Native speakers so frequently use the two phenomena in a natural way that they often go
unnoticed. The native speakers are unaware that they are using them because we have grown up
listening to these phrases and expressions. However, as language learners, the test-takers must
learn how to use them correctly so they don't sound unnatural. It is also important to make sure
that the slang and idioms used are relevant to the topic and not to overuse and make them sound
forced.

Slang and idioms add colour to the conversation speaking and help understand the hidden
meaning of an expression. Learning more idioms and slang will build one's vocabulary and help
to improve lexical resources.
15. Checklist of spelling

When taking the IELTS or TOEFL Reading, Listening, and Writing Test, the examinees must
pay special attention to spelling and keep a spelling list. With only one letter spelled wrong, one
can lose the full mark for the answers to the questions even if he has the right answer. While words
with spelling errors in the Reading and Listening tests will be regarded as incorrect, spelling errors
in the Writing test may cause misunderstanding and make it difficult for the examiner to follow
the writer's message. Therefore, it is necessary to memorize some spelling rules or keep a spelling
list - a list of words one struggles with.

16. Techniques for unfamiliar vocabulary

When reading a passage or listening to a listening task, the test-takers will likely encounter
unfamiliar words, making them worry or panic. However, it is not necessary to understand the
exact meaning of an unknown word unless there is a question directly related to it. Good readers
would not waste time reading and re-reading a sentence just because one word is not understood
since they have the ability to understand what the general meaning of a sentence or paragraph is
without knowing what every word means. There are various strategies can be applied to work out
the meaning of unknown words.

The first way is to make use of knowledge of common roots, affixes to identify the meaning of
unknown words. A prefix is a word or letter(s) placed at the beginning of a base word to adjust or
qualify its usage or meaning. For example, the prefix bio- means of life and living things, inter-
means between, while mal- means bad or badly. Similarly, suffixes are letters attached to the ends
of roots, words, and word groups to indicate part of speech and modify or extend meaning. Suffixes
help use context and etymological clues to make educated guesses about the meaning of unfamiliar
words. For instance, suffix -ian expresses a person with a certain career, status, or characteristics,
or -ive represents an adjective that means tending to do or cause an action. Furthermore, many
words are made up of a root (or base word) and an affix. The root is the main part of a word to
which affixes are added. Knowing the “building blocks” of the English language - prefixes,
suffixes, and root words - helps to understand the meaning of new words and their spelling
convention.

The second strategy is to examine the context to guess the meaning of the unknown word. The
clues can be definitions, explanations, synonyms, antonyms, or examples or personal experience
and background knowledge. Most of the questions in the IELTS or TOEFL Reading test require
candidates to find out the same or adverse information in a reading passage. Yet, the particular
information that is asked to be looked for is disguised with only two different masks, namely,
synonyms or antonyms and paraphrases. Besides information in a passage, personal experience or
background knowledge can be used to guess the meaning of unfamiliar words.

17. Pre testing

Pretesting is vital before taking any English Proficiency Test as it allows candidates to practice
taking the exam using genuine questions under exam conditions. The pretesting results not only
help the students know which areas they need most practice in, or gives them experience and
confidence in taking tests, but also help teachers highlight areas where their students might need
more help.

Six to eight weeks before the actual test is the most ideal time for students to take pretests.
Students take the pretests under exam conditions to experience both questions they will face in
their live exam and complete the answer sheets in a ‘test-like’ environment. With some time before
the test to prepare, the student will have enough time to improve on what needs to be brushed up
and the teacher will have enough time to focus on any particular language areas in need of practice.

18. Memory retention

Memory retention is the ability to learn new information and hold onto it for recall at a later
time. This is an extremely critical skill to master when taking the IELTS or TOEFL Test. This
strategy involve reviewing the material periodically to refresh memory. The more frequently one
revisits the material, the longer he holds onto it. With the goal to hold onto the memory and cement
it in the brain, this technique helps to retrieve information much easier during test time.

Being able to remember core concepts is critical to academic performance. So, some simple
methods can be effectively applied to improve and increase Memory Retention. Focus and
concentration are imperative when taking in the information in the first place. Full attention must
be paid to studying to truly take in the knowledge and memorize it. Furthermore, it is advisable to
visualize the concept when studying. As going through the content under study, stop after every
sentence and visualize what is being read. It is important to take time on each step and really absorb
the material as having a thorough comprehension is more important than getting through the
material. The better understanding of a concept, the better ability to remember it. By doing this,
this content has now been added movement and meaning, which will help understand the subject
matter and retrieve it later.

It can also be efficient to apply the information under study to everyday life to increase the
chances of retrieving that information when necessary. Creating these mental associations helps
with understanding and recall because of the extra memory cues applied to it. Grouping relevant,
related information together creates an intricate web that multiplies the links to the data.
Additionally, frequent switching up of study location is beneficial to focus. The change of site
does not only have a different ambiance, but it can also increase focus. The sounds, smells, or
tastes experienced in a specific location will help layer the senses ones spoke about.

By using various methods to improve memory retention, individuals will benefit from
memorizing more each time they review the information. It is a good idea to mix and match these
strategies throughout study sessions to keep each study period fresh, and the learners engaged and
focused on the material.

19. Strategies for higher testing

Preparing for an exam can be a daunting task, especially high-level testing. Therefore, suitable
strategies must be efficiently applied for the best possible results. Before taking any exam, it is a
must to understand the format and scoring system of the exam. For instance, the two most popular
English proficiency test, IELTS and TOEFL, comprise four sections Listening, Reading, Writing,
and Speaking. The test-takers have to familiarize themselves with the test format and scoring
system before taking the exam to better understand what is assessed in each skill test. A clear
knowledge of the scoring system can also help set realistic goals and identify areas that require
improvement. Next, improving English language proficiency is critical for scoring high on the
exam. In order to make progress in language proficiency, one can make an effort to expand
vocabulary, practice grammar and sentence structure, and spend time reading and listening to
English media every day. Expanding vocabulary is necessary to understand and use English words
and phrases accurately, while grammar and structure can help to write and communicate more
effectively. Understanding English grammar rules can also help identify and correct errors.
Time management is another important skill to practice. Each section in the IELTS or TOEFL
Test has a specific time limit, so using a suitable amount of time to approach each question type
would result in answering the questions more accurately and efficiently. With careful time
planning, the examinees can avoid spending too much time on difficult questions and missing out
on easier ones. As a consequence, developing effective time management strategies is crucial for
performing well on any exam.
REFERENCES
Ielts Tests

IELTS Reading Tips (Previewing & Skimming)

TOEFL iBT Test Writing Section

Scanning texts in the IELTS reading test

How Important it is to Read the Instructions Carefully?

How To Improve IELTS Listening Skills

8 ways to improve your IELTS listening score

Intensive Listening vs. Extensive Listening in English

How to increase reading speed and boost your IELTS Reading score

Developing Reading Skills

How to improve IELTS Speaking
EXTENDING YOUR ANSWERS

IELTS Speaking & Writing Skills: What is Topic Development and Why is it Important?6 ways
to improve your writing skills for IELTS
6 Important Ways Of How to Improve Writing Skills for IELTS

How to Improve Your Grammar for IELTS

Pronunciation in the IELTS Speaking Test

Eliciting
IELTS Essay Planning: 4 Step Approach

Idioms For IELTS Speaking: Idioms And Phrases For IELTS Speaking
Dealing with unknown words in your IELTS reading or listening test

10 Simple Methods for Improving Memory Retention

8 Tips for Scoring High on the IELTS Exam
II. LESSON PLANS
LESSON PLAN 1 (45 MINUTES)

LESSON PLAN

Topic: Starting somewhere new

Level: Upper - intermediate

Age: 18 - 20

Length: 45 minutes

Language Skills: Speaking, Vocabulary, Listening, Grammar

TESOL Methodology: Task Based, Student Centered, Communicative

Lesson By the end of the lesson the students will be able to do the form-completion
objectives: tasks and multiple-choice tasks in the Ielts Listening Test.
Pens & papers, Boards & markers, Worksheets.
Resources:

Stage Activity Description Resource Timing

Warm up Word - Divide the class into 4 teams. - Pens and 5

Association papers minutes
- Teacher gives a word
- 1 students describe the word using
synonyms, antonyms or other related
words. No body language or hand
gestures.
- Other students guess and speak out loud
the word.
The faster team to make the correct guess
wins a point.

Pre-task Introduction - Introduce the topic of the lesson: Starting 1

somewhere new. minute
 - Teacher writes on the board:
Before Discussion - Board and 8
Find out who…
listening markers minutes
+ … has travelled furthest to come to this
class. - Pens and
+ … has live aboard for longest. papers
+ … has the most interesting reason for
taking the Ielts test.
- Students move around the class to ask at
least 5 students and answer 3 questions:
+ How far have you travelled to come to
class?
+ How long have you lived in a foreign
country?
+ Why are you doing the Ielts test?
- When they have finished, students work
in pairs and compare their answers with
the questions on the board.
- The teacher elicits details of the students.

Task - Students work in pairs, match the - Worksheet 3

reasons for studying in a different country minutes
(a-d) with the photos (1-4)

- Teacher quick check.

- Answers: a - 2; b - 1; c - 4; d - 3.
Listening Form - - Students read Question 1-5. - Worksheet 10
filling Task minutes
- First listening: just listen.
- Ask Concept Checking Questions:
+ What is the gist of the listening?
+ What information you will need for
each gap (1 a nationality, 2 a number and
street name, 3 a phone number, 4 a job, 5
a free-time activity)?
- Listen again and complete question 1-5.
- Students check their answers in pairs.
- Final listen: Teacher plays and stops to
check the answers.
- Answers: 1. Malaysian; 2. 13 Anglesea;
3. 040 422 9160; 4. economist; 5. Dancing

Multiple - - Students read Question 6-10 - Worksheet 10

choice Task minutes
- Decide what information you will need
for each gap (6 problem, 7 how many
members, 8 how often, 9 most frequent
activity, 10 purpose).
- Listen and complete question 6-10.
- Students check their answers in pairs.
 - Listen again: Teacher plays and stops to
check the answers.
- Answers:
6. C (some Australian slang more difficult
to understand)
7. B (about 50 members)
8. B (every second Thursday)
9. A (usually one members gives a little
presentation)
10. A (the main point of the club is to give
people like you the chance to mix in with
more people from this country)

Post - Debate - Teacher divides class into 2 groups to 8

listening debate the topic: The benefits and minutes
drawbacks of socializing with people
from different countries.
- Each team has 3 minutes to think of the
ideas.
- 2 teams debate

Homework - Teacher asks students to review the 0

listening task at home. minute
Back up (if - Students put on an act based on a given character 4
any) destination, situation, etc. minutes
Role play - Other students guess.

LESSON PLAN 2 (60 MINUTES)

LESSON PLAN

Topic: Starting somewhere new

Level: Upper - intermediate

Age: 18 - 20

Length: 60 minutes

Language Skills: Speaking, Vocabulary, Listening, Grammar

TESOL Methodology: Task Based, Student Centered, Communicative

Lesson By the end of the lesson the students will be able to do the form-completion
objectives: tasks and multiple-choice tasks in the Ielts Listening Test.
Pens & papers, Boards & markers, Worksheets.
Resources:

Stage Activity Description Resource Timing

Warm up Microlouge - Teacher divides the class into group of - Pens and 5
3-4 members. papers minutes
- Students use the given topic and key
words given to write a short paragraph
(3-4 sentences).
- Read it out lout in front of the class.

Pre-task Introduction - Introduce the topic of the lesson: Starting 1

somewhere new. minute
 - Teacher writes on the board:
Before Discussion - Board and 10
Find out who…
listening markers minutes
+ … has travelled furthest to come to this
class. - Pens and
+ … has live aboard for longest. papers
+ … has the most interesting reason for
taking the Ielts test.
- Students move around the class to ask at
least 5 students and answer 3 questions:
+ How far have you travelled to come to
class?
+ How long have you lived in a foreign
country?
+ Why are you doing the Ielts test?
- When they have finished, students work
in pairs and compare their answers with
the questions on the board.
- The teacher elicits details of the students.

Task - Students work in pairs, match the - Worksheet 4

reasons for studying in a different country minutes
(a-d) with the photos (1-4)

- Teacher quick check.

- Answers: a - 2; b - 1; c - 4; d - 3.
 - Ask 1-3 students for their own ideas of
reasons for studying in a different country

Listening Form - - Students read Question 1-5. - Worksheet 15

filling Task minutes
- First listening: just listen.
- Ask Concept Checking Questions:
+ What is the gist of the listening?
+ What information you will need for
each gap (1 a nationality, 2 a number and
street name, 3 a phone number, 4 a job, 5
a free-time activity)?

- Listen again and complete question 1-5.

- Students check their answers in pairs.
- Final listen: Teacher plays and stops to
check the answers.
- Answers: 1. Malaysian; 2. 13 Anglesea;
3. 040 422 9160; 4. economist; 5. Dancing

Multiple - - Students read Question 6-10 - Worksheet 15

choice Task minutes
- Decide what information you will need
for each gap (6 problem, 7 how many
members, 8 how often, 9 most frequent
activity, 10 purpose).
- Listen and complete question 6-10.
 - Students check their answers in pairs.
- Listen again: Teacher plays and stops to
check the answers.
- Answers:
6. C (some Australian slang more difficult
to understand)
7. B (about 50 members)
8. B (every second Thursday)
9. A (usually one members gives a little
presentation)
10. A (the main point of the club is to give
people like you the chance to mix in with
more people from this country)
- Listen one more time and note down the
evidence.

Post - Debate - Teacher divides class into 2 groups to 10

listening debate the topic: The benefits and minutes
drawbacks of socializing with people
from different countries.
- Each team has 4 minutes to think of the
ideas.
- 2 teams debate
Homework - Teacher asks students to review the 0
listening task at home. minute

Back up (if - Teacher divides the class into 2 teams. 4

any) minutes
- Each team starts with a given word.
Word - The following word must start with the ending letter
Change
of the previous word.
III. RELEVANT ACTIVITIES

1. Word Association

2. Group Discussion

3. Role Play

4. Microlouge

5. Word Change

Activities 1-5 have been described in detail in the lesson plans above.