IELTS Examination Preparation

CRICOS Course Code: 092780E

Levels: Lower and Higher Level
Duration: 12 weeks per level
Full-time: 20 hours per week
Fees (per week): $410
Delivery Mode: Face to Face
Delivery Location: Level 5, 127 Liverpool Street, Sydney NSW 2000

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INFORMATION ABOUT THIS COURSE 

Scots’ IELTS Preparation Course runs for 24 weeks. Each course consists of 20 hours of face-to-face study per week. Each level of the course will be 12 weeks in length.

The IELTS Preparation Course will be ongoing with courses starting throughout the year.

Scots English College (12 weeks) Pathway to..
IELTS Preparation - Level 2  Tertiary Courses at Bachelor Level
IELTS Preparation Level 1 Certificate and Diploma Courses

What will you learn at Scots' IELT Preparation Course?

  At the end of the course, you will: 

  • Be familiar with the structure of the IELTS test
  • Be familiar with and able to successfully complete the main tasks in each of the four test modules (as demonstrated by performance results on Practice Tests) - see Key Skills and Sub skills below.
  • Give an accurate written description (at least 150 words in 20 minutes) of information presented in table, or graph form, highlighting trends, comparing and contrasting where necessary; write a formal essay (at least 250 words in 40 minutes) - including introduction, body and conclusion - expressing an opinion supported by personal experience, knowledge and relevant evidence
  • Speak on familiar topics in short question and answer form; one topic in the form of a two-minute speech; and more abstractly develop the same topic in the form of a discussion
  • Successfully identify and listen for keywords, specific information, main points (gist) in the context of semi-formal and academic listening tasks; in a conversation identify the key participants and their relationships, the location and purpose of the interaction; predict and interpret information from a given context
  • Skim and scan texts for specific information; summarize texts identifying main and supporting ideas; separate essential from non-essential information based on what questions are asking; distinguish between argument and fact
  • Have a sufficient working knowledge of the five IELTS key topics (as demonstrated by performance results on each Topic Test)
  • Be able to aim for the equivalent of at least a 5 band score on a full IELTS Test (as demonstrated by performance results on the final full test) which pre-supposes that they are able to:
    • Communicate reasonably fluently, clearly and interestingly in speaking and writing tasks using appropriate cohesive devices; accurate grammar and sentence structure; and appropriate vocabulary and register
    • Answer the question concisely without irrelevant divergences
    • Be competent in communication tasks representative of those necessary to function in an English-speaking tertiary study environment (as demonstrated by overall performance results, including the above, and also participation using Focus on IELTS
    • IELTS Key Skills and Sub-skills built upon in the IELTS Preparation program.

SPEAKING

- Phonology

  • Intonation
  • Annunciation
  • Pronunciation
  • Stress (accented syllables and words)
  • Rhythm
  • Liaison (linking consonant with vowel sounds)
  • Tone

-  Fluency

  • Speed
  • Speaking on familiar topics
  • Speaking at length (2 minutes)
  • Discussion on a theme

LISTENING

  • Understanding context: Identifying speakers, relationship, location, purpose
  • Keywords: Identifying and locating
  • Filtering: Focusing only on key information
  • Interpreting information: Understanding the deeper meaning
  • Predicting from the context
  • Following signpost words
  • Understanding the difference between fact and opinion

READING

  • Text orientation: headings, subheadings
  • Step-by-step approach: read questions, read text, answer questions
  • Skimming for gist
  • Scanning for specific detail
  • Time management
  • Understanding opinion and attitude

LISTENING

  • Understanding context: Identifying speakers, relationship, location, purpose
  • Keywords: Identifying and locating
  • Filtering: Focusing only on key information
  • Interpreting information: Understanding the deeper meaning
  • Predicting from the context
  • Following signpost words
  • Understanding the difference between fact and opinion

The following table shows a course content sample of Scots’ IELTS Preparation Level 1 program

IELTS Prep Higher (UI to Adv) Week 3
Theme: Social inequality IELTS Target 7.0 Unit 3
Key learning Outcomes Performance Criteria / Sub-skills
Speaking  
IHS1: Can actively and flexibly participate in fluent animated discussions Discuss topics related to social issues and social inequality
IHS2: Has sufficient control of grammar and lexis to express some degree of nuance and shades of meaning, including some use of idiomatic or colloquial language Use vocabulary, collocations etc relating to a range of social issues, including social inequality
Use vocabulary related to money, spending and poverty
Use phrasal verbs
Use relative clauses
IHS3: Can give detailed descriptions and explanations Give short talks
IHS5: Uses a reasonably wide range of pronunciation features though not always successfully Apply stress in multi-word (phrasal) verbs and related noun forms
Chunking (phrasing) with relative clauses
Listening  
IHL1: Can understand in detail most short, carefully-spoke conversations and talks Understand discussions and talks relating to social issues and social inequality
IHL2: Uses a range of listening strategies effectively and appropriately, chosen according to the purpose for listening Predict content of the audio from questions
Listen for specific information
Guess meaning from context
Reading  
IHR1: Can understand in detail a range of complex texts Follow general interest texts related to social issues and social inequality
IHR2: Uses a wide range of reading strategies effectively and appropriately, chosen according to the purpose for reading Skim using topic sentences
Read for main ideas
IHR3: Can follow sophisticated reasoning and complex relationships between ideas Identify opinions
Writing  
IHW3: Uses a range of vocabulary, collocation and complex grammar flexibly, allowing for some precision and control of style Use fronting
Use adverbs of degree
Use vocabulary, collocations etc relating to social issues, social inequality etc
IHW4: Errors generally occur only when using complex grammar; many sentences are error-free Use fronting
Use adverbs of degree
IHW5: Uses a wide range of cohesive devices to achieve a smooth flow of ideas Link ideas between paragraphs
Use a range of discourse markers, including those of concession and contrast
IHW7: Ideas are presented logically, with clear progression and focused paragraphs End paragraphs appropriately
IHW8: Is able to emphasise important points, signal concession, contrast, deduction etc, appropriately Signal concession and contrast
Express emphasis
Other  
ITF1: Knows what to expect in each section of the IELTS test See opposite for details – activities marked [ITF1,2]
ITF2: Uses appropriate exam technique for each section of the IELTS test See opposite for details  - activities marked [ITF1,2]
LLS1: Analyses own language learning strengths, weaknesses and needs Evaluate own progress, strengths and weaknesses
LLS2: Plans and prioritises learning activities with regard to identified strengths, weaknesses and needs Make or update learning plan

Assessment in Week 3

IELTS practice test - Reading: CI10 Test 3 (Academic) OR CI8 GT Test A (General Training )
IELTS practice test – Writing Task 1: CI10 Test 3 (Academic) OR CI8 GT Test A (General Training )

Language focus
e.g. grammar, vocab, functions

Activities
Main activities in each macroskill area
Resources
Ref & page nos
Oral/aural skills    
Discuss topics/use vocabulary  (incl expressions and collocations) relating to social issues and social inequality Guided discussion; vocabulary input. Topics include: student grants/loans; globalisation, world poverty; appropriate salaries; welfare. Includes practice of Speaking Park 3. [IHS1,2] TI7 p39
VfI-A Unit 14TI7 p40
TI7 p43
Use relative calluses; chunking (phrasing) with relative clauses Grammar practice activities; pronunciation; extend to speaking. Teachers should select from the GfI unit according to the needs of their class.  [IHS2,5; IHW3,4] GfI Unit 20
NHP-UI p28
Predict content of the audio from questions and any supporting visuals Read, predict; discuss [IHL2; ITF1,2] TI7 p34-35
TI7 p44-45
Listen for specific information Discuss strategies; practice with note/sentence completion and summary completion item types amongst others; analyse approach after completing the tasks [IHL1,2,3; ITF1,2] TI7 p34-35
TI7 p44-45
Guessing meaning from context Guided practice [IHL2] TI7 p35
Use vocabulary related to money, spending and poverty; use phrasal verbs Guided questions; extend to speaking practice [IHS2; IHW3,4] TI7 p35, 39, 43TI7 p43
Apply stress in multi-word (phrasal) verbs and related noun forms Look at examples, do practice activities [IHS5] NHP-UI p33
Writing/reading  skills    
Use relative calluses; chunking (phrasing) with relative clauses Grammar practice activities; pronunciation; extend to speaking. Teachers should select from the GfI unit according to the needs of their class. [IHS2,5; IHW3,4] GfI Unit 20NHP-UI p28
Use vocabulary related to social issues, money, spending and poverty Guided questions; extend to speaking practice [IHS2; IHW3,4] TI7 p35
VfI-A Unit 14
Skim using topic sentences; read for main ideas Guided practice in the context of the match headings and note completion item types [IHR1,2; ITF1,2] TI7 p38
Identify opinions Practice in the context of the Y/N/NG item type [IHR1-3; ITF1,2] IT7 p38-39
Analyse own test-taking strategies and tactics Guided questions [IHL2; ITF1,2] TI7 p36, 39
End paragraphs appropriately; link ideas between paragraphs; use a range of discourse markers including those of concession and contrast; express emphasis; write essay Guided practice; grammar practice; write essay(s) . VfI-A p79 provides an extra question for further practice, if desired (it makes use of vocab taught elsewhere during the week) [IHW5,7] TI7 p40-43
VfI-A p79
Use fronting ; use adverbs of degree Grammar practice activities. Fronting was also dealt with in Week 12. [IHW3,4] TI7 p42
Give short talks Practice with Speaking Part 2 tasks; topic is things that cost lot of / no money [IHS3; ITF1,2]  
Other    
Evaluate own progress, strengths and weaknesses; make or update own learning plan Look back at test scores, discuss which areas of the test improvement is most needed in; produce a study plan targeting areas of need, including self-access activities (or update existing plan) [LLS1,2] n/a
Homework / Independent study
Finish writing started in class; consider feedback from class and take part in self-access and practice activities accordingly

Resources

Core text(s) / Key resources
Gough (2014)  Target IELTS 7.0 Course Book. Reading: Garnet  
TI7
Recommended supplementary resources  
Bowler & Cunningham (1999) New Headway Pronunciation Course Upper Intermediate. Oxford: OUP NHP-UI
CUP (2011), Cambridge IELTS8. Cambridge: CUP                      CI8
CUP (2015), Cambridge IELTS10. Cambridge: CUP                   CI10
Cullen (2012) Vocabulary for IELTS Advanced with answers and audio CD VfI-A
Hopkins & Cullen (2007) Grammar for IELTS with Answers and Audio CD.
Cambridge: CUP
GfI

How many tests will I get?

You will have assessments every week of the twelve weeks of each IELTS course. Assessments will include homework assignments, class work such as oral presentations, tests in any of the IELTS examination tasks, reading writing, speaking and listening and a full trail IELTS test at the beginning, middle and end of your 12-week course. Teachers will mark and grade your assessment work and will give feedback to you so that you can identify areas where you may need to do additional work or practice. Your teacher will also allow a lot of class time to the review of tasks completed to allow you to ask questions and to get sufficient feedback.

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