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    Aninsightintotoeflieltsday2 100302030937-phpapp01 Aninsightintotoeflieltsday2 100302030937-phpapp01 Presentation Transcript

    • An Insight into TOEFL & IELTS: A Two-day workshop prepared & presented by Arief Firdaus ITI Serpong December 18 & 19, 2006 DAY 2
    • IELTS MODULES
      • Academic Module
      • Assess whether a candidate is ready to study or train in the medium of English at an undergraduate or postgraduate level. Admission to undergraduate and postgraduate courses is based on the results of these Modules.
      • General Training Module
      • Is not designed to test the full range of formal language skills required for academic purposes, but emphasize basic survival skills in a broad social and educational context. General training is suitable for candidates who are going to English speaking countries to complete their secondary education, to undertake work experience or programs not at degree level, or for immigration purposes to Australia, Canada and New Zealand.
    • IELTS Format Listening: 30’ Academic Reading: 60’ General Training Reading: 60’ Academic Writing: 60’ General Training Writing: 60’ Speaking: 11-14’
    • 1. Listening
      • Candidates listen to a number of recorded texts, which increase in difficulty as the test progresses. These include a mixture of monologues and conversations and feature a variety of English accents and dialects.
      • The recording is heard only once, but candidates are given time to read the questions and write down and check their answers.
    • 2A. Academic Reading
      • There are three reading passages with tasks. Texts are taken from books, magazines, journals and newspapers all written for non specialist audience.
      • At least one of the texts contains a detailed argument.
    • 2B. General Training Reading
      • The texts are based on the type of material candidates would be expected to encounter on a daily basis in English speaking countries. They are taken from sources such as newspapers, advertisements, instruction manuals and books, and test the candidate’s ability to understand and use information. The test includes one longer text, which is descriptive rather than argumentative.
    • 3A. Academic Writing
      • For the first tasks, candidates write a report of around 150 words based on material found on a table or diagram, demonstrating their ability to describe and explain the data.
      • For the second task candidates write a short essay of around 250 words in response to an opinion or a problem. They are expected to demonstrate an ability to discuss issues, construct an argument and use the appropriate tone and register.
    • 3B. General Training Writing
      • The first task requires candidates to write a letter of around 150 words either asking for information or explaining a situation.
      • The second task is a short essay of around 250 words, and is written in response to a given point of view or problem. Candidates are expected to be able to present their own ideas and challenge other ideas, using appropriate tone and register.
    • 4. Speaking
      • The test takes the form of face to face interview. Candidates are assessed on their use of spoken English to answer short questions, speak at length on a familiar topic, and also to interact with the examiner.
    • IELTS Band Scores
      • 9 Expert user Has fully operational command of the language: appropriate, accurate and fluent with complete
      • understanding.
      • 8 Very good user Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex
      • detailed argumentation well.
      • 7 Good user Has operational command of the language, though with occasional inaccuracies, inappropriacies
      • and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.
      • 6 Competent user Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in
      • familiar situations.
      • 5 Modest user Has partial command of the language, coping with overall meaning in most situations, though
      • is likely to make many mistakes. Should be able to handle basic communication in own field.
      • 4 Limited user Basic competence is limited to familiar situations. Has frequent problems in understanding
      • and expression. Is not able to use complex language.
      • 3 Extremely limited user Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur.
      • 2 Intermittent user No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English.
      • 1 Non user Essentially has no ability to use the language beyond possibly a few isolated words.
      • 0 Did not attempt the test No assessable information provided.
    • Overview of Listening Section: 1 10 Following an academic argument. Listening for main ideas, specific information, attitude and speaker's opinion Monologue in an academic context e.g. lecture Education & training 4 10 Following a conversation which involves negotiation of meaning. Listening for specific information, attitudes, and speakers' opinions Discussion between 2 – 4 people in an academic context, e.g. tutorial or seminar Education & training 3 10 Listening for and noting specific factual information Monologue or prompted monologue with a transactional purpose e.g. giving information about a public event Social needs 2 10 Listening for and noting specific factual information Conversation with a transactional purpose e.g. finding out about travel services Social needs 1 Number of Questions Main Skill Focus Input Topic Area Section
    • Overview of Listening Section: 2
      • Answer format Candidates write their answers on an answer sheet.
      • Timing Approximately 30 minutes plus 10 minutes transfer time.
      • Marks Each question carries one mark, giving a total of 40 marks.
      • Listening texts The first two sections are concerned with social needs. There is a dialogue between two speakers, for example a conversation about travel arrangements, and then a monologue, for example a recording about museum opening times.
      • The final two sections are concerned with situations related more closely to educational or training contexts. There is a conversation between up to four people, for example a conversation between a tutor and a student about an assignment, and then a further monologue, for example a lecture of general academic interest.
    • Overview of Listening Section: 3
      • Task types A variety of task types is used. The principal task types are:
      • Task Type 1 Forms/Notes/Table/Flow-chart/Summary Completion
      • Task Type 2 Multiple Choice
      • Task Type 3 Short-answer Questions
      • Task Type 4 Sentence Completion
      • Task Type 5 Labelling a Diagram/Plan/Map
      • Task Type 6 Classification
      • Task Type 7 Matching
      • Recordings Each section is played ONCE only. The recordings include a range of accents, including British, Australian, New Zealand and American.
    • Overview of Academic Reading: 1
      • Module format IELTS Academic Reading has 3 passages and 40 items (questions). The number of items for any one passage may vary. Each item is worth one mark.
      • The texts and items appear in Question Booklets.
      • Answer format Candidates record their responses on Answer Sheets.
      • Timing IELTS Academic Reading takes 60 minutes to complete. Candidates are not given extra time to transfer their answers onto the Answer Sheet. They should do this as they work through the test.
      • Marks One mark is awarded for each correct answer.
    • Overview of Academic Reading: 2
      • Texts The passages used in the test are based on authentic texts, and are taken from sources such as magazines, journals, books and newspapers. They are designed to present the candidate with materials similar to those which they might need to read on a university course. Passages may also contain non-verbal material such as diagrams, graphs, illustrations etc. The passages may be written in a variety of styles, for example narrative, descriptive or discursive/argumentative. They deal with issues which are interesting, recognisably appropriate, and accessible to candidates entering postgraduate or undergraduate courses or seeking professional registration. At least one of the passages will contain detailed argument.
      • Length The total word count for the three passages is between 2000 and 2750 words.
    • Overview of Academic Reading: 3
      • Task Types
      • There are 10 basic task types, some with possible variations. They are:
      • Task Type 1   Multiple Choice
      • Task Type 2  Short-answer Questions
      • Task Type 3   Sentence Completion
      • Task Type 4   Notes, Summary or Table/Flow-chart Completion
      • Task Type 5   Labelling a Diagram
      • Task Type 6   Choosing Headings for Paragraphs or Sections of a Text
      • Task Type 7   Locating Information
      • Task Type 8  Identification of Writer’s Views/Claims or of Information in a Text
      • Task Type 9   Classification
      • Task Type 10 Matching
    • Overview of Speaking: 1
      • Module format IELTS Speaking is a one-to-one interaction between the candidate and an examiner. The three parts give the candidate the opportunity to use a range of different speaking skills. IELTS Speaking is recorded.
      • Timing 11 – 14 minutes
      • Marks Candidates are assessed on their performance throughout the test.
    • Overview of Speaking: 2 The examiner discusses with the candidate more abstract aspects of the topic in Part 2. 4 – 5 minutes Discussion 3 The candidate receives a task card with a topic. S/He then has 1 minute to prepare and make notes before speaking about the topic for 1 to 2 minutes. 3- 4 minutes Long turn 2 After introductions and identity check, the examiner asks the candidate questions about familiar topics. 4 – 5 minutes Introduction and interview 1 TIMING NATURE OF INTERACTION PART
    • Overview of Academic Writing: 1
      • How is Academic Writing different from General Training Writing? The table shows that the first tasks in General Training Writing and Academic Writing are different. The differences in these tasks mean that candidates are required to produce different kinds of writing. The second tasks are quite similar in that they are both discursive and candidates may need to present a solution to a problem or present and justify an opinion or evaluate and challenge ideas, evidence or argument. However, the topics in General Training Writing are topics of general interest which tend to be more concrete and personal than those in Academic Writing. The topics and instructions in General Training Writing require candidates to provide general factual information and usually do not require the same degree of comparison and contrast of evidence, opinion or implication as Academic Writing does. The second task in Academic Writing also assumes an academic context and should therefore be formal in style.
    • Overview of Academic Writing: 2 Writing a discursive piece of writing addressed to an educated reader Writing a discursive piece of writing Task 2 Presenting information from a diagram, e.g. data from a graph or a process from a flow-chart, in the candidate’s own words Writing an informal, semi-formal or formal personal letter Task 1 Academic Writing tasks General Training Writing tasks
    • Overview of Academic Writing: 3
      • Is Academic Writing Task 1 always a bar chart? No, the information students are given to interpret and describe may be in the form of one or more diagrams, charts, graphs or tables on a related theme. Task 1 may also be in the form of a process.
      • Do I need to write a separate introduction and conclusion for Academic Writing Task 1? In Task 1 candidates are asked to describe the visual information and are expected to present this information in an organized, coherent way. This necessarily requires an introductory statement, however brief. Similarly, although the task does not require candidates to explain or draw conclusions from the data, a statement summarizing and main trends or features would be an appropriate ending.
    • Overview of Academic Writing: 4
      • What genre is Academic Writing Task 2? Writing Task 2 has no specific genre although it always requires a discursive response and you should advise your students to read each question carefully and respond appropriately to the individual task they are given. For Writing Task 2 students may be asked to: present a solution to a problem; present and justify an opinion; compare and contrast opinions and evidence; evaluate and challenge an idea, argument or opinion. Their answer should always be in the form of a short formal essay for a tutor or examiner.
      • Will my students lose marks if they do not write a formal introduction and conclusion for Academic Writing Task 2? There are no separate marks given for introductions and conclusions. However, one of the assessment criteria for Writing Task 2 is 'Task Response'. If ideas are presented without an appropriate introduction and conclusion they may not be effectively argued or organized and so marks may be lost in this area.
    • Overview of Academic Writing: 5
      • Is the marking equally weighted for the two tasks? Task 2 carries more marks than Task 1.
      • How is Academic Writing assessed? The IELTS writing scripts are assessed by IELTS examiners. All IELTS examiners are fully trained in how to assess IELTS writing and speaking performances. Examiners’ training is kept up to date by a process called ‘certification’. This requires the examiners to demonstrate that throughout their examining they continue to adhere to the required assessment procedures and standards.
    • Overview of Academic Writing: 6
      • What criteria are used to assess the answers? These are the assessment criteria used:
      • Task 1:
      • Task Achievement; Coherence and Cohesion; Lexical Resource and Grammatical Range and Accuracy
      • Task 2:
      • Task Response; Coherence and Cohesion; Lexical Resource and Grammatical Range and Accuracy
      • NB These criteria are in operation from January 2005 onwards.
    • Overview of Academic Writing: 7
      • Are marks deducted for untidy handwriting? No, marks are not deducted for handwriting specifically but, obviously, an illegible script cannot be marked. However, clear handwriting by candidates allows their message to be more easily understood by the examiner. Clear handwriting also helps us to communicate our ideas more effectively.
    • Sources
      • Cambridge: Step Up to IELTS
      • Cambridge: Practice Tests for IELTS
      • Insearch Language Centre: Prepare for IELTS
      • Peter Collin: Check your vocabulary for IELTS Examination
      • MO Media: IELTS Secrets
      • Vanessa Jakeman: IELTS Practice Test Plus
      • IELTS Handbook 2006
      • IELTS Annual Review 2001/2002
      • Irham Ali Saifuddin: Belajar IELTS Mudah dan Praktis
      • www.eslcafe.com
      • www.ocfberkeley.edu
      • www.bogglesworld.com
      • www.ialf.edu
      • www.esl-group.com
      • www.bton.ac.uk
      • www.essex.ac.uk
      • www.eslabout.com
      • www.dundee.ac.uk
      • www.teqjournal.com
      • www.csun.edu