Page 13 - IELTS Preparation band 6.5-7.5

Pronunciation Sentence stress 1 5 BROTHER IMPORTANT INFORMATION BADLY
IMPORTANT INFORMATION HE REFERRING TO
!SK STUDENTS TO LOOK AT THE 3PEAKING REFERENCE ON brother ) DO REFERRING TO SELF AND CONTRAST
PAGE AND POINT OUT THAT PRONUNCIATION COUNTS
FOR A QUARTER OF THEIR )%,43 SCORE FOR SPEAKING Extension idea Ask students to work alone and choose
4HIS MEANS THAT IN ADDITION TO LISTENING TO THEIR one of the questions from Speaking Exercise 1. Tell them
GRAMMAR VOCABULARY AND FLUENCY EXAMINERS ALSO to write a two- or three-sentence answer, but not to
NOTE HOW EASILY THEY CAN UNDERSTAND THE CANDIDATE underline any words.
CANDIDATES WHO SPEAK TOO FAST SLOWLY OR MUTTER s 4HEY THEN WORK IN PAIRS AND TAKE TURNS TO READ THEIR
WILL LOSE MARKS FOR PRONUNCIATION THOSE WHO SPEAK answers aloud, stressing the words they feel are
CLEARLY AND AT THE CORRECT PACE WILL DO BETTER important.
%XPLAIN THAT THERE ARE RECOGNISED FEATURES OF s !SK THEM TO EXCHANGE THEIR WRITTEN ANSWERS AND ASK
PRONUNCIATION AND EXAMINERS WANT TO SEE HOW WELL them to read their partner’s written answer aloud.
CANDIDATES CAN USE AND CONTROL THESE 3ENTENCE They can follow up by discussing how any changes
STRESS IS ONE OF THESE FEATURES ALONG WITH THINGS in stress that their partner has made change the
LIKE INTONATION RHYTHM AND THE PRONUNCIATION OF meaning or emphasis of the answer.
SOUNDS )F THEY STRESS THE WRONG WORDS OR TOO MANY

WORDS IN A SENTENCE IT CAN SIGNIFICANTLY AFFECT THE 3 Extension idea Ask students to work in pairs and
look at the sentences in Exercise 2 again. Ask them to
MEANING AND OR SOUND VERY ODD IF THEY STRESS THE
RIGHT WORDS IT WILL HELP THEIR LISTENER UNDERSTAND suggest another way in which each of the sentences can
be stressed and read their ideas aloud to the class. The
THEM 3TUDENTS NEED TO HAVE A HIGH DEGREE OF
CONTROL OF PRONUNCIATION FEATURES IN ORDER TO ACHIEVE class should then say how the meaning changes.
A HIGH BAND LEVEL FOR THIS CRITERION
Writing Task 1
1 Alternative treatment !FTER STUDENTS HAVE READ 1 As a warmer 1 7ITH BOOKS CLOSED ASK STUDENTS How

THE INTRODUCTION TO THIS SECTION ASK THEM TO WORK IN have the proportions of male and female students
PAIRS AND PREDICT WHICH WORD WILL BE STRESSED IN EACH at university in your country or at your university
SENTENCE 4HEY THEN LISTEN TO CHECK THEIR ANSWERS changed over recent years? What reasons can you
think of for those changes? 9OU CAN TREAT THIS AS A
CLASS DISCUSSION OR ASK STUDENTS TO DISCUSS IN SMALL
Answers
GROUPS
1 Suggested underlining
2 THAT S HOTEL MANAGEMENT TWO 3 CATS s As a warmer 2 !SK STUDENTS TO OPEN THEIR BOOKS
LOOK AT THE %XAM INFORMATION BOX AND SAY WHAT
THIS DID 4 TWO TODDLER 5 FITNESS BIT USED
2 a )N SENTENCE that’s REFERS BACK TO THE THE DIFFERENCE IS BETWEEN GRAPHS TABLES CHARTS
IMPORTANT DECISION IN THE FIRST SENTENCE AND DIAGRAMS 'RAPHS TEND TO BE LINE GRAPHS LIKE
b )N SENTENCE this one REFERS BACK TO THE CAT THE ONE SHOWN TABLES CONTAIN COLUMNS AND ROWS
AND ITS DIFFERENCE FROM OTHER CATS OF FIGURES SEE 3TUDENT S "OOK PAGE CHARTS
MAY EITHER BE PIE CHARTS SEE 3TUDENT S "OOK
PAGE OR BAR CHARTS SEE 3TUDENT S "OOK PAGE
2
DIAGRAMS ARE SIMPLE PLANS SHOWING SYSTEMS
Answers MACHINES OR PROCESSES SEE 3TUDENT S "OOK
1 1 DON T LIKE EMPHASISING STRENGTH OF PAGE
FEELING CRIMINALS IMPORTANT INFORMATION s 4ELL STUDENTS THAT THEY WILL LOSE MARKS IF THEY
HOME IMPORTANT INFORMATION SIMPLY COPY WORDS FROM THE TASK TO THEIR ANSWER
2 RUNNING IMPORTANT INFORMATION AFTERNOON THEY SHOULD REPHRASE THE INFORMATION USING THEIR
IMPORTANT INFORMATION MORE FOR OWN WORDS AND THIS EXERCISE SHOWS THEM HOW TO
CONTRAST THAT REFERRING BACK TO afternoon DO THIS FOR THE INTRODUCTORY SENTENCE
ENERGETIC IMPORTANT INFORMATION
Suggested answer
3 TOO FOR EMPHASIS ANYTHING REFERS TO
HANDMADE ITEMS AND STRESSES THE FACT THAT 4HE GRAPH GIVES INFORMATION ABOUT HOW MANY MALE
NONE CAN BE MADE HARD IMPORTANT AND FEMALE STUDENTS GRADUATED FROM #ANADIAN
INFORMATION UNIVERSITIES BETWEEN AND
4 SEWING IMPORTANT INFORMATION COULDN T Extension idea Ask students to look at how the
EMPHASISING INABILITY
information has been rephrased. Ask them if they
can suggest another way of writing the introductory
sentence using their own words.

12 Unit 1