Top Tips for IELTS General Training

Materials
Leaders notes
Eight participants handouts including eight classroom activities
Set of 12 PowerPoint slides
Participants questionnaire
You may also need recognition and other marketing leaflets

Equipment
PowerPoint equipment and/or overhead projector
Screen
Whiteboard or flipchart (optional)

Audience
It is expected that the audience is currently preparing candidates for IELTS.
Some participants may be more familiar with Academic IELTS rather than
General Training IELTS.

Aims

to identify key tips for dealing with one IELTS task for each skill

to suggest classroom ideas for developing appropriate skills for these tasks

to support teachers preparing candidates for the exam

to support candidates preparing for the exam.

Seminar delivery
The seminar is in four parts one on each paper in the General Training test. In each
part, participants:

work through a participants activity (either in small groups or as one group)

look briefly at two classroom activities.

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Overview
Section

Focus

Handouts

Suggested
timing

Introduction

Aims of the seminar

none

3 minutes

IELTS Listening

Sentence completion

IELTS Listening: choosing the

1015

right answer

minutes

Classroom activities for

IELTS Listening
IELTS Reading

Identifying information

IELTS Reading: is the

1015

information there?

minutes

Classroom activities for

IELTS Reading
IELTS Writing

Dealing with all the points

IELTS Writing: covering all

15 minutes

the points
Classroom activities for
IELTS Writing
IELTS Speaking

Part 3, giving opinions

IELTS Speaking: assessing

1015

and examples

Part 3 answers

minutes

Classroom activities for

IELTS Speaking
Round up

Further support

none

5 minutes

and information
Overall timing

TOP TIPS FOR IELTS GENERAL TRAINING

60 minutes

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Introduction
Show title slide.
Introduce yourself, and mention your connection with IELTS or other Cambridge
ESOL exams.
Explain that you are going to talk about each General Training paper. Point out, for
anyone who isnt aware of it, that General Training Reading and Writing are different
from the Academic Reading and Writing papers. Listening and Speaking are the same
for both Academic and General Training.
Show slide: Aims of this seminar.
Explain that you are going to take each skill in turn, and focus on one tip for each.
For each tip there will be one short activity for participants to work through, which
they will also be able to use with their students if they want to. You will also give
them two classroom activities for each tip and keys for all those activities.

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IELTS Listening
This section relates to sentence completion and focuses on:

making sure words fit grammatically into the sentence

spelling involving double consonants.

Participants activity: Sentence completion choosing the right answer

Timing

1015 minutes

Materials

slides: Tip for IELTS Listening, This years group project ...,
Meena missed the group project ...; handouts: IELTS Listening:
choosing the right answer, Classroom activities for IELTS Listening

Procedure
1.

Ask what candidates should remember to do in sentence completion tasks.

Key:
Keep to the maximum number of words stipulated.
Note whether or not figures are required.
Make sure that what they write fits the sentence grammatically.
Spell correctly.
Make sure that with what they write, the sentence accurately reflects the meaning
of the script.

2.

Explain that you would like participants to assess a variety of potential answers for
sentence completion, then you will briefly discuss two classroom activities that
they might like to use.

3.

Show slide: Tip for IELTS Listening and refer participants to the handout:
Choosing the right answer. Explain that if candidates follow the tip (from Top
Tips for IELTS) they are far more likely to write the right answers.

4.

Ask participants to form small groups and work through and discuss the handout.

5.

When most people have completed the task, elicit their answers and comments.

6.

Show slides: This years group project and Meena missed the group
project as answer keys.

7.

If time permits, allow participants to look through the two related classroom
activities: Checking that words fit grammatically and Spelling involving
double letters on the handout.

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Points to raise
The answer for question 1, a. TV advert, is the best because this is what Meena
actually says.
Emphasise that the word or words written must fit the sentence grammatically;
they mustnt be changed from the script (e.g. if its singular in the script, the answer
cant be plural). Point out that candidates are required to spell accurately in this task,
but they are only expected to spell common words, or ones which are spelled in
the script.
Suggest that they might like to use this activity with their students.
Point out that the classroom activities support this tip as they help students check
grammatical accuracy and provide some helpful advice on the relationship between
the doubling of consonants and the pronunciation of vowels in stressed syllables.
Point out that accurate grammar and spelling in sentence completion tasks applies just
as much to the Reading test.

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Handout: IELTS Listening: choosing the

right answer
Tip: Be careful that what you write fits grammatically with the other words in the
sentence and is spelled correctly.
Read this part of a tapescript and two sentences based on it. Decide whether each
suggested answer is right or wrong. If its wrong, briefly explain why.
This is part of a task in which two business students are discussing a group project.
Use no more than two words and/or a number.
Tapescript
Tim: Im quite looking forward to this terms group project. I really enjoyed last years one.
Meena: Did you, Tim? I had to miss it, Im afraid. You had to design a company logo, didnt
you? A lot easier than planning a TV advert like weve got to do now.
Tim: Youre right Meena. But why didnt you take part last year? Was it because
of illness?
Meena: Actually it was because I had computer problems and I just couldnt manage to sort
them out in time!

1.
a.
b.
c.
d.
e.
f.
g.
h.

This years group project involves designing a .

Suggested answers
TV advert
TV adverts
TV
advert
TV advertising
television advertisement
television advertisment
advert for TV

Right or wrong?

If wrong, why?

Of the right answers, which is the best one to write? ..

2.
a.
b.
c.
d.
e.
f.

Meena missed the group project last year because of

Suggested answers
problems
computer
computor problems
computer problem
her computer
computer problems

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Right or wrong?

If wrong, why?

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Handout: Classroom activities for

IELTS Listening
Worksheet for students: Checking that words fit grammatically
Tip: Be careful that what you write fits grammatically with the other words in the
sentence and is spelled correctly.
In each of these sentences, one word is wrong because it doesnt fit grammatically
with the other words in the sentence.
Underline the wrong word in each sentence, and correct it.
A woman called Rachel is talking about studying with the Open University.
1.

With the Open University you studying on your own most of the time.

2.

Its so differently from school.

3.

Theres no-one saying, Why havent you wrote your assignment yet?

4.

The degree is made up of modules, so you can take time off between it if you
need to.

5.

Youve got several tutors, who helps you with your studies.

6.

From time to time there are summer school.

7.

Theyre great, because you meet another people struggling with the same things
as you.

8.

Ive made some really good friend that way.

9.

I used to think studying was bored now I know it can be fun!

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Worksheet for students: Spelling involving double letters

Tip: Be careful that what you write fits grammatically with the other words in the
sentence and is spelled correctly.
Exercise 1
Read these sentences aloud. In the words in bold, underline the vowel that is stressed
(that is, the loudest vowel in the word). The first one is done.
1

We can go by train or bus. The former is more expensive, but the latter arrives
later.

Its better to say youve made a mistake than to make a complete fool of
yourself.

There was only one diner in the restaurant. He had his dinner, then left.

It was a sunny day, and I whistled a tune as I walked along the beach.

I fell and hurt one foot, so I hopped along the road, and hoped I wouldnt fall
over again.

Exercise 2
In each sentence in exercise 1, in one of the words in bold the stressed vowel sounds
like its name. Write those words here. The first is given.
1

later (the stressed vowel sounds like A)

Exercise 3
In each sentence in exercise 1, in one of the words in bold the stressed vowel
doesnt sound like its name. Write those words here. The first is given.
1

latter

Choose the right word in italics to complete this sentence:

Where the vowel is stressed, double letters make it sound/not sound like its name.

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Exercise 4: Doubling the final letter of a word

Read each word aloud, and underline the stressed vowel in each one. The first two
are done.
Verb

-ing

-ed

get

1 getting

forget

2 forgetting

3 forgotten

target

4 targeting

5 targeted

admit

6 admitting

7 admitted

offer

8 offering

9 offered

refer

10 referring

11 referred

Other form

12 reference

Choose the right word in italics to complete each sentence.

When the final vowel of a verb:

doesnt sound like its name, and

is stressed (1, 2, 3, 6, 7, 10, 11),

the final consonant is/isnt doubled.

When the final vowel of a verb:

doesnt sound like its name, and

isnt stressed (4, 5, 8, 9, 12),

the final consonant is/isnt doubled.

Exercise 5
In British English, these words dont follow the rules in exercise 4. How are they
different from the words in that exercise?
travel, travelling; signal, signalling; marvel, marvellous; cancel, cancellation

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Key: Checking that words fit grammatically

1

study

them

other

different

help

friends

written

schools

boring

Key: Spelling involving double letters

Exercise 1

Exercise 2

Exercise 3

1 latter, later

1 later

1 latter

2 better, complete

2 complete

2 better

3 diner, dinner

3 diner

3 dinner

4 sunny, tune

4 tune

4 sunny

5 hopped, hoped

5 hoped

5 hopped
Where the vowel is stressed,
double letters make it not sound
like its name.

Exercise 4
Verb

-ing

-ed

get

1 getting

forget

2 forgetting

3 forgotten

target

4 targeting

5 targeted

admit

6 admitting

7 admitted

offer

8 offering

9 offered

refer

10 referring

11 referred

Other form

12 reference

When the final vowel of a verb

doesnt sound like its name, and

is stressed (1, 2, 3, 6, 7, 10, 11)

the final consonant is doubled.

When the final vowel of a verb

doesnt sound like its name, and

isnt stressed (4, 5, 8, 9, 12)

the final consonant isnt doubled.

Exercise 5
They all contain a final l. In British English this is normally doubled when anything
is added, whether the vowel in front of it is stressed or not. However, in American
English all the words are normally spelled with a single l.

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IELTS Reading
This section relates to identifying information (True/False/Not given). It focuses
on distinguishing between information that appears in a text and information that
does not.

Participants activity: True/False/Not given is the information there?

Timing

1015 minutes

Materials

slides: Tip for IELTS Reading, Is the information there?;

handouts: IELTS Reading: is the information there?,
Classroom activities for IELTS Reading

Procedure
1.

Explain that you will now move on to Reading, and will look at the True/False/Not
given task. Point out that this task type is used in both Academic and General
Training Reading.

2.

Establish that candidates often have difficulty identifying the Not given option.

3.

Show slide: Tip for IELTS Reading and refer participants to the handout: ILETS
Reading: is the information there? Give participants a few minutes to do the
task and then elicit the answers to the 10 questions.

4.

Show slide: Is the information there? as an answer key and make the
points below.

5.

If time permits, allow participants to look through the two related classroom
activities: The early history of McDonalds and The Cavendish Hotel on
the handout.

Points to raise
True statements paraphrase part of the text, and False statements contradict part of
the text. Not given means that the statement may or may not be true (e.g. 7 and 9)
we dont know from the text.
Key
1.
2.
3.
4.
5.
6.
7.
8.

Yes (a limited number of dogs are allowed in the holiday park)

No (the text does not say what the maximum number of dogs per person is)
Yes (at an extra charge of 40 per week)
No (the text does not say who monitors dogs in the holiday park)
Yes (dogs must be supervised and kept on a lead at all times)
True (a limited number of dogs are allowed in the holiday park)
Not given see the key to 2
True (a limited number of dogs are allowed in the holiday park at an extra charge
of 40 per week)
9. Not given see the key to 4
10. False (dogs must be supervised and kept on a lead at all times)
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11

Handout: IELTS Reading: is the information

there?
TIP: If the statement neither agrees with the information in the text (TRUE), nor
contradicts the information in the text (FALSE), the answer is NOT GIVEN. If
you are deciding whether the answer is true or false, make sure the fact is
actually in the text and not just your assumption.
Example
Here is an extract from a holiday brochure, followed by a statement. You have to
decide whether the statement is true, false or not given.
A limited number of dogs are allowed in the holiday park at an extra charge of 40
per week. Dogs will not be admitted into the holiday park unless advised and paid for
in advance and will be strictly monitored. Dogs must be supervised and kept on a
lead at all times. Proof of payment will be required and must be shown on arrival.

Is there information in the extract about these points?

1.

whether dogs are allowed into the holiday park

2.

the number of dogs each person can take into the holiday park

3.

whether there is a charge for taking dogs into the holiday park

4.

whether the holiday park employs a dog warden

5.

whether dogs can be set free in the holiday park

Now decide whether each statement is true, false or not given.

6.

Dogs are allowed into the holiday park

7.

The number of dogs is restricted to one per booking

8.

There is a charge for taking dogs into the holiday park

9.

Dogs are monitored by the holiday parks dog warden

10. Dogs can be set free in the holiday park

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Handout: Classroom activities for IELTS Reading

Worksheet for students: The early history of McDonalds
Exercise 1
Read each short section, and decide if the numbered sentences following it are true or
if the information is not given. If they are true, underline the part of the text that gives
the answer.
McDonalds started when Dick and Mac McDonald opened a drive-in
restaurant in California, USA, in 1940.
1.

The first McDonalds restaurant opened in the USA.

2.

The first order was for a hamburger and French fries.

In 1948 the McDonald brothers wanted to increase the companys turnover

that is, its income from sales, so they thought of a new way of running the
restaurant.
3.

The changes that were made in 1948 were intended to bring in more money.

One change was to introduce self-service, with customers coming to the

counter to buy food instead of waiting to be served in their cars.
4.

Some customers were unhappy with the changes.

Exercise 2
Read each short section, and decide if the numbered sentence is false or if
the information is not given. If it is false, underline the part of the text that gives
the answer.
Self-service reduced the time customers had to wait, so they spent less
time in the restaurant.
1.

As a result of the changes, customers without cars starting coming to the

restaurant.

At first, sales in the restaurant were disappointing, but within a few years
turnover had almost doubled.
2.

The changes were an immediate financial success.

In 1954 Ray Kroc visited the first McDonalds restaurant, to sell them more
milkshake machines.
3.

Ray Kroc went to McDonalds because he wanted to join the company.

Kroc was very impressed by the operation, and agreed with the McDonald
brothers that he would start working for them and increase the number of
restaurants.
4.

When Kroc visited the McDonald brothers, they were looking for someone to work
for them and increase the number of restaurants.
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Exercise 3
Read the rest of the company history, and decide if each numbered sentence is true,
false or if the information is not given. If it is true or false, underline the part of the text
that gives the answer.
For each sentence, choose A if its true, B if its false, or C if the information is
not given.
In 1963 McDonalds one billionth hamburger was served on national TV,
and by 1965 the number of restaurants had grown to over 700. The clown
character Ronald McDonald first appeared in a national TV commercial in
1966. The companys international expansion began in 1967, when its first
Canadian store opened.
1.

It took McDonalds until 1965 to sell a billion hamburgers.

A True

2.

C Not given

B False

C Not given

Until 1967 all the companys restaurants were in the USA.

A True

14

B False

The company started advertising on TV in 1966.

A True

4.

C Not given

The character Ronald McDonald was Ray Krocs idea.

A True

3.

B False

B False

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C Not given

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Worksheet for students: The Cavendish Hotel

Read this text, then write:

two sentences that are true according to the text

two sentences that are false according to the text

two sentences that may or may not be true according to the text.
The Cavendish Hotel has played host to guests travelling on business and
leisure for the last three hundred years. It is a magnificent hotel, with 28
bedrooms,
all with en-suite facilities, colour TV, telephone, hi-fi, modem points,
hairdryer,
wifi access and tea and coffee making facilities. We also offer free parking
to
our guests.
The Cavendish Hotel is an excellent venue for your company conference,
presentation or exhibition. We can offer you a choice of three rooms of
various sizes.
The Chalmers Room is suitable for smaller meetings, for up to 25 people
boardroom, or 45 people theatre style. Situated on the ground floor, the
Chalmers Room is immediately next to our reception and lounge.
The Gerard Room is suitable for small meetings, interviews, etc., for up to
14 people boardroom or 20 theatre style. This room, too, is on the ground
floor.
The Ballroom, situated on the first floor, is an ideal venue for larger
conferences, for up to 40 people boardroom, or 120 theatre style. The

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Key: The early history of McDonalds

Exercise 1
1. True (McDonalds started in California, USA)
2.

Not given (no information is given about the first order)

3.

True (the McDonald brothers wanted to increase the companys turnover)

4.

Not given (no information is given about customers reactions)

Exercise 2
1. Not given (no information is given about customers without cars)
2.

False (At first, sales in the restaurant were disappointing)

3.

False (Ray Kroc visited the first McDonalds restaurant, to sell them more
milkshake machines)

4.

Not given (no information is given about whether the McDonald brothers were
looking for someone to increase the number of restaurants)

Exercise 3
1. False (In 1963 McDonalds one billionth hamburger was served)
2.

Not given (no information is given about whose idea Ronald McDonald was)

3.

Not given (Ronald McDonald was first used in 1966, but no information is given
about whether the company advertised on TV before then)

4.

True (The companys international expansion began in 1967, when its first
Canadian store opened)

Key: The Cavendish Hotel

Here are a few of the many possible sentences.
True

False

Not given

The Cavendish Hotel is three

Some of the bedrooms have

Part of the hotel was built

hundred years old.

no TV.

within the last hundred years.

Every bedroom contains tea

The Chalmers Room is on

Hotel staff have to pay to use

and coffee making facilities.

the first floor.

the car park.

Guests can park their cars at

The Ballroom can be booked

Dinner can be served in the

the hotel without paying.

for dinner for a minimum of

Chalmers Room.

The Chalmers Room can

100 people.

The Gerard Room is

easily be reached from

immediately next to the

the lounge.

hotels reception and lounge.

People can hire the Ballroom

Guests can reach the

for private events.

Ballroom by lift.

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IELTS Writing
This section relates to Task 1. It focuses on dealing with all the points.

Participants activity: IELTS Writing: Task 1 covering all the points

Timing

15 minutes

Materials

slide: Tip for IELTS Writing; handouts: IELTS Writing: covering all
the points, Classroom activities for IELTS Writing

Procedure
1.

Explain that you are now going to look at a tip for IELTS Writing. Ask participants
what they think is the easy way to not achieve top marks. Answer: by not dealing
with all the bullet points in the task. Accurate grammar and spelling are important,
but not dealing with one of the bullet points will have a serious effect on the mark.

2.

Show slide: Tip for IETLS Writing and refer participants to the handout:
IELTS Writing: covering all the points. Ask participants to work through it
in small groups.

3.

When most have finished, elicit their comments and discuss the suggested
answers provided in the key below.

4.

If time permits, allow participants to look through the two related classroom
activities: A letter to a neighbour and Enquiring about a computer course on
the handout. Explain that the two handouts are intended to focus students
attention on dealing with all the bullet points. Point out that its easiest if students
start with an introduction, then keep to the order of bullet points. Suggest that
students could work through them in pairs, and perhaps afterwards write their own
answers to the tasks. Students should be reminded that the answer should be at
least 150 words long.

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Key
Introduction
1.

Good. It explains why the letter has been written and introduces the main topic
(noise) very near the beginning. It also shows that the writer wanted to make
contact less formally, i.e. by telephone.

2.

This is quite aggressive, and introduces the topic abruptly.

3.

This introduces the writer, but not the main topic of the letter.

Explain the problem

1.

This explains the writers problem (difficulty in sleeping), but doesnt show its
relevance to the addressee.

2.

Good. This states both the writers problem and how the addressee is causing it.
It is factual, without blaming the addressee.

3.

This doesnt explain why it is a problem for the writer. It is also quite aggressive
because it blames the addressee.

Suggest a solution
1.

This gives an order, rather than suggesting a solution.

2.

Good. This makes a suggestion in a polite way (I would like to suggest ).

3.

This doesnt deal with the point, as it asks the addressee to suggest a solution.

Say what action you will take if the situation does not improve
1.

This doesnt deal with the point, as it doesnt say what action the writer will take.

2.

This doesnt deal with the point, as it asks the addressee to take action, and
doesnt say what action the writer will take.

3.

Good. It says what action the writer will take, and is polite (I very much hope;
I regret that I will have to).

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Handout: IELTS Writing: covering all the points

TIP: Make sure you deal with all the points that you need to cover in your answer.
Read this task.
You have had a problem with your next-door neighbour.
You have not been able to speak to the neighbour about this.
Write a letter to this neighbour. In your letter:

explain the problem

suggest a solution

say what action you will take if the situation does not improve.
For each section of the letter, discuss how well each alternative deals with the point.
Introduction

I am writing to you because of the noise late at night coming from your flat.
I have tried to contact you by telephone on a number of occasions, but there
was no response.

Even though I have asked you before to reduce the noise coming from your flat late at
night, there has been no improvement.

I am your neighbour from flat 27, which is immediately above yours.

Explain the problem

Since you moved into the flat, my family and I have had difficulty sleeping at night.

Every night the sound of musical instruments can be heard clearly through the walls of
my flat and this goes on until the early hours of the morning, which prevents anyone in
my family from getting a good nights sleep.

I think you are making too much noise by playing musical instruments late at night.

Suggest a solution
A

You must stop making a noise at once.

I would like to suggest that you invest in soundproofing for your walls to prevent the
noise coming through and disturbing your neighbours.

Please suggest a solution to this problem.

Say what action you will take if the situation does not improve

Please make sure the situation improves very soon, or I shall be forced to
take action.

Will you please take action to solve this problem?

I very much hope that you will do something about this or I regret that I will have to
inform the local authorities about the disturbance being caused.

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Handout: Classroom activities for IELTS Writing

Worksheet for students: A letter to a neighbour
TIP: Make sure you deal with all the points that you need to cover in your answer.
Read this task.
You have had a problem with your next-door neighbour.
You have not been able to speak to the neighbour about this.
Write a letter to this neighbour. In your letter:

explain the problem

suggest a solution

say what action you will take if the situation does not improve.

Here is an example of a student answer. Match each section of the answer, AC, with
the correct point, 14. Which point isnt dealt with?
1

Introduction:

Explain the problem:

Suggest a solution:

Say what action you will take if the situation does not improve:

I very much hope that you will do something about this or I regret that I will
have to inform the local authorities about the disturbance being caused.

Every night the sound of musical instruments can be heard clearly through the
walls of my flat and this goes on until the early hours of the morning, which
prevents anyone in my family from getting a good nights sleep.

I am writing to you because of the noise late at night coming from your flat. I
have tried to contact you by telephone on a number of occasions, but there was
no response. Im afraid that the noise has caused considerable disturbance to
me and my family.

Decide which of these three sentences would be the best way of dealing with the point
that is missing above. What is wrong with the other two sentences?
A

You must stop making a noise at once.

I would like to suggest that you invest in soundproofing for your walls to prevent
the noise coming through and disturbing your neighbours.

C
20

Please suggest a solution to this problem.

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Worksheet for students: Enquiring about a computer course

TIP: Make sure you deal with all the points that you need to cover in your answer.
You are interested in doing a computer course at your local college.
Write a letter to the college. In your letter

explain why you want to do this course

give information about your educational background and computer

skills

Exercise 1

ask some questions about the course

Here are a number of sentences, AG, that could form part of an answer to this
question. Match each sentence with the correct point, 14.
1.

Introduction

2.

Explain why you want to do this course

3.

Give information about your educational background and computer skills

4.

Ask some questions about the course

Having taken a beginners course in information technology, I can use a computer

for word processing without difficulty.

I am writing to enquire about the advanced computer course listed on your website.

I cant find any information on the website about the cost of the course, so would
you mind giving me some details, please?

I am currently applying for jobs in finance, and need to be able to use

spreadsheets.

I have a degree in Business Studies and have a basic command of computing.

I realise that I need far more advanced computer skills than I have, in order to be
a strong candidate for jobs in this field.

Could you tell me whether there is a limit on the number of students on the course,
and if so, how they will be selected?

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Exercise 2
Read this answer to the question above, and decide how well the writer has dealt with
each point. Note that this answer is much too short.
Dear Sir or Madam,

I have just found out about your advanced computer course and would appreciate some
further information.

I took the International Baccalaureate at school, then studied geography at university.

Could you please give me further information about the course?

Yours sincerely

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Key: A letter to a neighbour

1.

Introduction: C

2.

Explain the problem: B

3.

Suggest a solution: missing

4.

Say what action you will take if the situation does not improve: A

B is best, as it suggests a solution. A gives an order instead, and C asks for a

suggestion.
Key: Enquiring about a computer course
Exercise 1
1.

2.

D, F

3.

A, E

4.

C, G

Exercise 2
Possible comments include:

The writer hasnt explained why they want to do the course.

The writer has given some information about their educational background,
but nothing thats relevant to the computer course, and nothing about their
computer skills.

The writer hasnt asked any specific questions about the course.

The answer is far too short.

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IELTS Speaking
This section relates to Part 3. It focuses on giving opinions and examples.

Participants activity: IELTS Speaking: Part 3 assessing answers

Timing

1015 minutes

Materials

slide: Tips for IELTS Speaking; handouts: IELTS Speaking:

assessing Part 3 answers, Classroom activities for IETLS Speaking

Procedure
1.

Explain that you are now moving on to Speaking.

2.

Point out that when candidates make a point, it is a good idea if they support it
with an example or two.

3.

Explain that you would like the participants to assess some answers.

4.

Show slide: Tip for IELTS Speaking. Refer participants to handout: IELTS
Speaking: assessing Part 3 answers, and ask them to read the tip and then elicit
comments on the answers. See suggested key below.

5.

Elicit comments on the advice in exercise 2. Emphasise the importance of giving

opinions in the test (not only in Part 3) some students might find this difficult, for
personal or cultural reasons. See suggested key below.

6.

If time permits, allow participants to look through the two related classroom
activities: Giving an opinion and Giving examples of what you mean on the
handout. Point out that they each focus on a different aspect of the tip. Suggest
that students could work through each handout in pairs, and could then be given
several topics to discuss, where they each give their opinions, with examples to
support them.

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Suggested key
Exercise 1
1.

Too short. Theres no attempt to explore the topic.

2.

Good. The speaker makes it clear that theyre exploring the topic (I havent
thought about that before, but one possibility might be ). They also include
an example (eating in very good restaurants) to illustrate their point about the
cost of living.

3.

Too short. No examples are given.

4.

This doesnt answer the question.

5.

Too short. The answer isnt developed: the candidate should comment on why
there are few tourists.

Exercise 2
1.

Bad. How the candidate deals with a situation like this can show something
about their language skills. Their command of English cant be assessed if they
say very little.

2.

Good. Exercise 1 number 2 is a good example.

3.

Bad. Candidates are assessed on their language, not on their opinions.

4.

Good. Functional words and phrases contribute to the listeners full understanding
of what is said.

5.

Bad. Candidates should answer the actual questions they are asked. If they
try to anticipate questions, they may give the answer theyve been planning,
instead of answering the actual question. In addition, candidates should be
concentrating on what theyre doing throughout the Speaking test, and not
thinking about future questions.

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Handout: IELTS Speaking: assessing

Part 3 answers
TIP: Give your opinion and develop your ideas by offering examples of what
you mean.
Exercise 1
Read this question and five answers. How appropriate is each answer?
Why do foreign tourists visit your country?
1.

I dont know.

2.

I havent thought about that before, but one possibility might be that the cost of
living is lower than in wealthy countries. This means that people from Australia or
western Europe, for example, can afford to eat in very good restaurants which are
too expensive for most local people.

3.

For the same reasons that tourists go to other countries.

4.

Most tourists come from the USA, though more and more are coming from
Canada and Australia. Thats why people who want to work in the tourism industry
need to speak good English.

5.

We dont have many tourists.

Exercise 2
Read these five pieces of advice for candidates, and decide if each one is good or
bad advice.
1.

If you dont have an opinion on the topic, say as little as possible.

2.

If you dont have an opinion on the topic, speculate about it.

3.

You should only express opinions that the examiner might agree with.

4.

Use functional words and phrases, to make it clear whether youre giving an
opinion or stating a fact.

5.

Try to guess what the examiner is going to ask you, and think of possible
answers.

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Worksheet for students: Giving an opinion

TIP: Give your opinion and develop your ideas by offering examples of what
you mean.
Exercise 1
Read this example of the kind of question you may get in Part 3 and part of a
candidate answer. Underline the phrases that show the candidate is expressing
an opinion.
Examiner: What qualities do you think are important in a good friend?
Candidate: Well, as far as Im concerned, some of the most important things are
trust and being supportive. What I mean is that a good friend should be
someone that you can always depend on and turn to if you need them and you
would do the same for them.
Exercise 2
Decide whether each of these phrases introduces the speakers opinion or not.
1. in my view

6. Im not sure what I think about that

2. a lot of people think that

7. I once heard that

3. thats a difficult question

8. well, on the whole, I tend to agree that

4. to be honest, I think

9. it seems to me that

5. whats your opinion?

10. if you ask me

Exercise 3
Write one word in each gap to complete these sentences.
How useful do you think computers and other forms of technology are?
1.

Thats rather a difficult . Technology is developing so fast that

its opening up new possibilities all the time.

2.

It to me that technology is very useful for students, because

they can take distance learning courses instead of having to go to a particular
college.

3.

Im not sure I think about that. On the one ,

computers give people access to all sorts of information, but on the other, its hard
to know how accurate the information is.

4.

To be , Id rather read a book than read a computer screen.

5.

Well, on the , I tend to agree that IT has brought lots of benefits

in the medical world, for example scans.

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Worksheet for students: Giving examples of what you mean

TIP: Give your opinion and develop your ideas by offering examples of what
you mean.
Exercise 1
Which of the
1.

Examiner: What qualities do you think are important in a good friend?

Candidate: Well, as far as Im concerned, some of the most important things are trust
For example, if you lost your job, a good friend might help you out by lending you
and being
What
I mean
that
a good
be someone that you can
money. They would
knowsupportive.
that you would
pay
it backisand
that
youdfriend
do theshould
same thing
if they were inalways
the same
situation.
depend
on and turn to if you need them and you would do the same for them.

2.

For example, you go out with friends and have a good time together.

3.

For example, some people have a lot of problems and you help them, but when you
need them theyve always got an excuse for not helping you.

4.

For example, if you have an argument with someone in your family, and you need to
talk about it, a friend will listen to you. And if you want advice theyll suggest what you
might do.

5.

For example, you and your friends probably like the same sort of music, or like doing
the same thing.

following would be examples of the speakers point?

Exercise 2
Decide if sentences AE are examples of 1 (advantages) or of 2 (disadvantages).
Do you think its a good thing for shops to be open all night?
A
The staff have to work at night, and may not be given a choice.
1.
In my opinion there are several advantages of shops staying open all night.
B
Busy people can organise their lives to suit themselves.
For example
C
Staff
working at night may have difficulty sleeping during the day.
2.
In my opinion there are several disadvantages of shops staying open all night.

Theyre
less crowded
during the day, because the same number of shoppers are
For example

spread over a longer period.

People are generally less alert at night, so if they drive to the shops, theyre more
likely to have an accident than during the day.

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Key: Giving an opinion

Exercise 1
as far as Im concerned,
What I mean is that
Note: What I mean is that shows that the speaker is reformulating or refining
a point theyve just made. It cant be used to introduce a point, unlike What I think
is that
Exercise 2
These introduce the speakers opinion: 1, 3, 4, 6, 8, 9, 10
2 and 7 report what other people think
5 asks for an opinion, instead of giving one
Exercise 3
1.

question

2.

seems

3.

what hand

4.

honest

5.

whole

Key: Giving examples of what you mean

Exercise 1
1 and 4 give examples of the speakers point
2 and 5 arent examples of the speakers point: they are about other aspects
of friendship
3 contradicts the speakers point
Exercise 2
1.

B, D

2.

A, C, E

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Round up
As a round-up to the seminar, ask participants to discuss with a partner for two
minutes the three things they found most useful in the seminar. Collect feedback from
a few pairs.
Remind participants that all of the activities that they have done in the seminar are
also useful classroom activities.
Show slide: Top Tips for IELTS to focus on the booklet and how useful it is for
their students. Ask if there are any further questions.
Show slide: Support.
Run through the different areas of support for participants. Point out that the new
Cambridge ESOL Teaching website (www.teachers.CambridgeESOL.org) provides
a user-friendly tool for all teachers preparing students for Cambridge ESOL exams.
Key features include:

an interactive file-sharing area which allows users to:

o download materials (including lesson plans) created by both
Cambridge ESOL and teachers
o rate and comment on other peoples materials
o upload their own teaching materials.

a new Advice for Teachers section offering teaching tips and strategies for every
paper of each exam

moderated discussion forums for each exam

links to publishers and published materials for each exam

access to a handbook for each exam, sample papers, exam reports, and further
information on our teaching awards

an events area that allows users to search for events according to location
and exam.

Show slide: Further information. Ask participants to complete their questionnaire

and thank them for attending. Leave the final slide on the screen.

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