Teaching House Presents Sam McCarter This presentation looks at ways to integrate the speaking and reading components in the academic version of IELTS. Techniques on how to blend the speaking and reading components and help make them more interesting and interactive are explored. The talk also focuses on strategies to make the reading more enjoyable.

1. Integrating the speaking and reading components in
the academic version of IELTS
19th Octoberr 2017

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The presentation will look at ways to integrate the speaking
and reading components in the academic version of IELTS.
Techniques on how to blend the speaking and reading
components and help make them more interesting and
interactive will be explored. The talk will also focus on
strategies to make the reading more enjoyable. There will be
several workshop elements in the session.
Abstract

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IELTS is a foreign country: they do things differently
there.
(adapted from LP Hartley. The Go-Between 1953)

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1 Competence vs. knowledge

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2 Ways to integrate the speaking and reading
components in the academic version of IELTS

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1 How how are the speaking and reading
components similar?/Why?
2 What features/essential elements are common to both
components?/Why?
3 What skills are needed for each component?

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Time relationships
Problem and solution
Cause and effect
Classification
Comparison and contrast
Argument
Exemplification
Generalisation and specificity
Location
Description- processes/ sequencing
Instruction
Definition
Explanation
Drawing conclusions
Rhetorical organisation
Essential elements

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Navigating, noticing and processing vs. fossilisation …

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Speaking Part 1
Speaking Part 2
PP presentation
Script independence
Organisation
Fluency
Springboard for Part 3
Speaking Part 3
Independence
Organisation
Fluency
3 Purpose and features

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Theme/ content – activating schemata
– activating organisation
- transforming personal to abstract
Context
Learning to see main ideas – what
Learning to see location/context – where
Learning to see meaning of and development of concepts/ideas –
why
Learning to see the the individuals – who
Learning to develop and/ or juggle concepts/ideas – how
4 Teaching methodology for the speaking component

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Perspectives 1
personal
familial
regional
national
international
social

16. Perspectives 2
cultural
legal

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Using word association
Cause/effect chains:
Exercise improves health …
Reasons/ Examples/Purposes
If chains:
If people do exercise, it …
Other ways:
List ideas
5 Generating ideas

18. Students create chains: words/ perspectives/ functions/ nouns/ adjectives/
mixed (personal – abstract)
Trigger- must add it in an essay
Must avoid/ include

19. Category/group
Idea 1
Development
2 3 4 5
Classification

20. ‘Trigger’ words to create a template rather than speaking in a vacuum:
Because
For example/ For example, if/ Like / such as
But/ However
As a result/ however/ Moreover
And their synonyms

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1 Nominalisation vs. Denominalisation
2 Summarising – all tasks/skills
General/ shell/ carrier/ cohesive nouns
3 Lexical cohesion
6 Building concepts

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General/ Shell/ Carrier Cohesive
effect impact problem solution advantage disadvantage
measure idea example reason result description cause
pattern trend development similarities differences
examples
… and synonyms
Lexical cohesion
… of this idea/ measure/ solution …
Summarising

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General academic/ academic
Exposition/ Argumentation/ Narrative/ Historical/ Biographical
Content
STEM
(Science, Technology, Engineering, Mathematics)
The arts
Business etc
7 Reading texts

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Competence vs. knowledge
Length of texts
Different speeds
Studying/ learning/ testing/ leisure?
Slow/ close reading
‘90 seconds per question’
Theme/ content – activating schemata
– activating organisation
Learning to see main ideas – what
Learning to see location – where
Learning to see meaning of concepts/ideas – why
Learning to juggle concepts/ideas – how
8 Reading issues in the academic version of IELTS

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Approaches
Top-down approach
Bottom-up approach
Interactive Approach
‘...there are few adherents to the strong form of either
polar approach.’
(Hudson, T. D. 2007. Teaching Second Language Reading.
Oxford: Oxford University Press.)
Types of Reading Questions
Global vs. Discrete

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Types of Reading Questions
Global
Paragraph/section headings
Discrete
Sentence completion
True, False, Not Given
Reading, Writing and Speaking: Question analysis
Questions

27. 9 Noticing, navigating, processing organisation at sentence
and paragraph level

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Macro skills
Reading
Writing
Listening
Speaking
‘Real life’ skills
Recycling knowledge/ skills
Knowledge/ skills transfer
10 Skills and strategies

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Texts
Sequences of paragraphs
Paragraphs essential elements (e.g. causes/ effects/
solution)
Sequences of sentences
Sentences/essential elements( e.g. cause/ effect, examples)
Clauses/ essential elements (e.g. cause/ effect, examples)
Phrases/collocations/noun phrases
Words
11 Reading flexibility

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Questions/ Passage first? Summary of passage
Questions/ Passage only
Question analysis: grammar features/ vocabulary
Finite?
Critical thinking- ‘frames’ and questions to ask re particular
questions
Structure of ‘text’
Pre- reading brainstorming
List words/ideas/ sentences from the text
Search for/ Generating ideas etc
Building/ constructing (abstract) concepts
Relevance to other modules
12 Some specific techniques

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Sentence level
Given/Old vs. New
General
Topic sentence/statement/ theory/reference to previous
paragraph/ conclusion
Specific
Examples/
reasons/causes/effects/reservations/purposes/conclusion
Sentence/ Paragraph – location of information

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Sentence/ Paragraph – location of information
the result has been
the effects on the local
community

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B
Once a location is established as a main tourist destination, the effects on the local
community are profound. When hill farmers, for example, can make more money in
a few weeks working as porters for foreign trekkers than they can in a year working
in the fields, it is not surprising that many of them give up their farm work, which is
thus left to other members of the family. In some hill regions, this has led to a
serious decline in farm output and a change in the local diet, because there is
insufficient labour to maintain terraces and irrigation systems and tend crops. The
result has been that many people in these regions have turned to outside suppliers
of rice and other foods.
In Arctic and desert societies, year-round survival has traditionally depended on
hunting animals and fish and collecting food over a relatively short season.
However, …
Paragraph from The impact of wilderness
tourism

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Ἡροδότου Ἁλικαρνησσέος ἱστορίης ἀπόδεξις ἥδε, ὡς μήτε τὰ
γενόμενα ἐξ ἀνθρώπων τῷ χρόνῳ ἐξίτηλα γένηται, μήτε ἔργα
μεγάλα τε καὶ θωμαστά, τὰ μὲν Ἕλλησι τὰ δὲ βαρβάροισι
ἀποδεχθέντα, ἀκλεᾶ γένηται, τά τε ἄλλα καὶ δι᾽ ἣν αἰτίην
ἐπολέμησαν ἀλλήλοισι.
The History of Herodotus, parallel English/Greek, tr. G. C. Macaulay, [1890], at
sacred-texts.com
Is it universal or is it all…?

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BOOK I
THE FIRST BOOK OF THE HISTORIES, CALLED CLIO
This is the Showing forth of the Inquiry of Herodotus of
Halicarnassos, to the end that neither the deeds of men may
be forgotten by lapse of time, nor the works great and
marvellous, which have been produced some by Hellenes and
some by Barbarians, may lose their renown; and especially
that the causes may be remembered for which these waged
war with one another.
The History of Herodotus, parallel English/Greek, tr. G. C. Macaulay, [1890], at sacred-
texts.com

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Questioning and thinking
8 Is using technology more popular among the young than the elderly?
7 How has technology changed people’s lives?
6 What is the difference between the use of technology in your country and
in […] countries?
5 Do you think the advantages of technology outweigh the disadvantages?
Why?/How?
4 What do you think the effect of technology will be in the future? Why?
3 What is the impact of/ are the effects of technology (on) …. ? (Reasons/
examples?)
2 Does technology have an impact/ effect on ... ? How?
1 What types of technology are there? Organise the different types of
technology into groups.
Nowadays, there is a very wide range of technology available.

37. Pre-reading
Map a paragraph according to perspective
Map according to time sequence
Map according to essential elements/ functions
Label according to a perspective
Paraphrase/Summarise the text

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Reading list

39. Thank you
www.macmillanenglish.com
www.internationalenglishlab.com