Practising IELTS General Training Writing Task 2
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1 Contents A. TEACHERS NOTES...2 A1. Lesson Plan...2 A2. Suggested homework/self study activities...5 A3. Classroom Handout B. GUIDANCE FOR FOLLOW UP ACTIVITIES...7 Page 1 of 9
2 A. TEACHERS NOTES Description Time required: Materials required: 60 minutes Board (computer and projector optional). Board markers - enough for one per pair in the class. Classroom Handout 1 (1 copy per student) Aims: To prepare students for IELTS General Training Writing Task 2 by raising students awareness of the entire process involved in Task 2, from writing the question and planning the content to writing an essay under exam conditions. A1. Lesson Plan 1. Brainstorm topic areas for IELTS General Training Writing Task 2. For example, education, travel and tourism, sports, globalisation, etc. Write up their suggestions as a list on the board. Elicit what kind of statements appear in Task 2 questions. Try to elicit that the statements about the topics are generally controversial or will provoke debate from different perspectives. Timing: 5 minutes 2. Write the following on the board: Many people say that... Some people believe that... + Do you agree or disagree? Is this a good thing or a bad thing? In pairs or groups of three, students choose a topic from the list on the board and create a controversial statement related to it. They must begin with one of the statements on the left and end with one of the statements on the right. For example Many people say that young people are under too much pressure to do well in their studies. Do you agree or disagree? Monitor and help where necessary. Check that the content is acceptable and statements are appropriate. Timing: 10 minutes Page 2 of 9
3 3. Ask the pairs/groups to read out their statements to the class. The class vote on the most interesting/most controversial/easiest to answer (you or the class should decide which of these criteria to choose). Once the class has chosen one statement, ask one of the students who wrote it to write it up on the board. Timing: 5 minutes 4. Point out that you now have a statement for General Training Writing Task 2 on the board. Divide the class into two. Depending on how the statement finishes, one half should agree with the statement or argue that it is a good thing, and the other half should disagree or argue that it s a bad thing. Divide each half into pairs. Students brainstorm ideas to either agree/ give positive arguments or disagree/ give negative arguments, according to which half of the class they have been assigned. For each of their ideas, they should write a sentence. Each sentence should introduce their idea and support the viewpoint. The ideas do not have to be linked together. Three or four sentences per pair should be enough. Monitor and help as necessary. Timing 15 minutes 5. Divide a clean board (or computer and overhead projector) into two large columns. Label one half Agree/Good points and the other half Disagree/Bad points. Distribute board markers among the pairs. One person from each pair writes one of their sentences on the board under the correct heading. Once the columns have been filled with different sentences, decide with the whole class if any of the statements paraphrases or restates any other statement already on the board. If ideas have been repeated, delete one of the sentences. If possible, deleted sentences can be replaced with other ideas from the pairs. Students should copy all the sentences into their notebooks. Timing: 10 minutes 6. Brainstorm with the class useful linking words for the discursive essay they need to write in IELTS General Training Task 2. These may be for reinforcing, contrasting, expressing cause/result, etc. Give out A3 Classroom Handout 1. Explain that this is for reference, and is not a complete list. Students can add words and phrases to it as they come across them. Ask two different students to choose a sentence each from the board. Elicit how you could link these two sentences together, keeping the sentence logical and cohesive. Page 3 of 9
4 Once the students have understood the concept that they must link the ideas on the board using a linking expression, they should continue in pairs or groups of three, writing down their sentences. Monitor and make a note of any grammatical, lexical or cohesive errors. Timing: 10 minutes 7. If there is time during the class, do a quick error correction exercise with the whole class at the end. Timing: 5 minutes Page 4 of 9
5 A2. Suggested homework/self study activities 1 Students choose 3 or 4 sentences in favour of the statement, and 3 or 4 against it. For each statement, they write some ideas for how they can expand, explain or give examples to make the point clear. 2 When they have one or two ways of expanding each sentence, they link these together to make short paragraphs. 3 They then organise and link the short paragraphs into the most logical and cohesive structure for their essay. 4 Finally, they write a good introductory paragraph and conclusion. Page 5 of 9
6 A3. Classroom Handout 1 Listing Giving examples Generalising first, second, third for example in general first, furthermore, finally for instance generally to begin, to conclude in this case on the whole Reinforcement namely in most cases furthermore in other words usually moreover Result/consequence Highlighting what is more so in particular in addition therefore particularly above all as a result/consequence especially as well (as) accordingly mainly in the same way consequently Reformulation not only... but also because of this/that in other words Similarity for this/that reason rather equally so that to put it more simply likewise in that case Expressing an alternative similarly under these circumstances alternatively correspondingly Deduction rather in the same way then on the other hand Transition to new point in other words Contrast now, in that case instead as far as x is concerned this implies that... conversely with regard/reference to if so/not on the contrary as for... Stating the obvious in contrast turning to obviously in comparison Summary clearly Concession (sth unexpected) in conclusion naturally however to conclude of course even though in brief as can be expected however much to summarise surely nevertheless overall after all still therefore adapted from Birmingham City University Study Guides yet Page 6 of 9
7 B. GUIDANCE FOR FOLLOW UP ACTIVITIES 1 This lesson uses topic areas generated by the students. Other ideas for topics to discuss can be found in newspaper and magazine articles and on websites. Listening and video activities can also provide useful stimulus for topics to debate. 2 The ideas and topics generated in Steps 1 and 2 of the lesson plan should be kept for future use. Students could correct them and type them up to distribute. They can be used for: brainstorming ideas and classroom debate timed essay-writing in class homework. 3 The linking words on A4 Classroom Handout 1 were taken from a university website which provides advice on how to write essays, including lists of linking words, examples of how they are used and exercises to complete. Search for study advice on the internet. 4 Students also need practice in reading discursive essays to improve their writing skills. This also helps them to see correct use of linking words. Ask students to read a short newspaper article for homework. They can read these online if they do not have access to printed ones. They should summarise, in one or two sentences, the main point the article is making. Then note down two positive or negative arguments related to the argument and reasons for them. Spend the first 10 minutes of the following lesson getting students to summarise their article to a partner. They must give the two sides of the argument and conclude with their own opinion. Each pair takes is in turn to express their opinion. This is excellent practise not only for the writing part, but also the speaking part of the exam. 5. Combining speaking and writing skills not only gives practice in two skills areas, but also helps to prepare students ideas for writing tasks. It is especially helpful for students who find it hard to think of ideas for their writing. You can also try: discussions about topical or controversial issues debates based on a reading or listening text brainstorming activities, e.g. advantages and disadvantages, problems and solutions, causes and effects ranking activities, e.g. greatest advantages, most common problems. 6. Good writing is a process. Most writers need to write and rewrite their work to achieve a good result. Encourage your students to take the same approach to their writing in English. Page 7 of 9
8 Students swap their first drafts of their essays. Students read their partner s essay and check that it is relevant to the question and expresses a clear argument. Pairs discuss any changes and redraft their essays. Swap essays with a different partner. This time, they focus on the language used and consider if the essay is well-written and uses a good range of grammar and vocabulary. Again, pairs discuss any changes or suggestions and then write a final draft of their essay. Page 8 of 9
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