HOW TO TEACH IELTS: a complete course to teach IELTS

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HOW TO TEACH IELTSa complete course to teach IELTS

LB THAPA(Freelance writer and author)

Copyright©LB THAPA 2020HOW TO TEACH IELTSA complete course to teach IELTSDisclaimer: This course has been developed in view of helping those people who want to start

a teaching career as an IELTS instructor. The contents in the book are my personal. This course hasno relation with the actual IELTS examination system..

CONTENTS

INTRODUCTIONThe scope of IELTS teachingAbout the courseListeningWritingReadingSpeakingTEACHING COURSE OF IELTSIntroduction classLISTENINGHow many weeks to teach IELTSAbout ListeningAbout Writing Task1About Writing Task2ABOUT READINGABOUT SPEAKINGSpeaking Part 1Speaking Part 2Speaking Part 3TEACH LISTENINGHow to start the day one Listening classHow answers are given in the audioPreparing for the teaching Listening




Getting ready to teach Writing Task 1Preparing for the courseIntroduction to Task 1Key wordsSome Do’s and Don’tsThe effective method of marking systemFollow a Review ClassTeaching Task 2Introduction classHighly important wordsGet prepared for the teachingGet ready to take the classMarking systemTeaching IELTS (Reading)Prepare yourself for the teachingStep 1Step 2Step 3Speak about the coursePractice MethodTest methodHow to teach Reading to studentsStep 1Step 2Step 3Teaching Speaking Part 1Preparing for the teachingImportant information about SpeakingAbout Part 1About Part 2About Part 3Get ready to take testMarking systemAbout Part 2Some Do’s and Don’tsExample for teachingPreparing to teachSample questions

INTRODUCTION

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Do you want to become an accomplished IELTS teacher?Do you want to take up an IELTS teaching as a career, or a part time

job?Are you confused as how to become a qualified IELTS teacher?Do you want to know all the secrets of becoming a successful IELTS

teacher?

If your answer is YES, then this specialcourse is for YOU!

The book in your hand, A COMPLETE COURSE TO TEACHIELTS, will make you a confident IELTS instructor. This course willteach you how IELTS should be taught in the classroom. But before that,the course will also teach you how you should prepare yourself to teachIELTS. I have developed this course after spending several years ofteaching IELTS.

After spending several years in teaching IELTS, now I want to take abreak from active teaching. But I want to share my experience with thepeople who want to begin a career as an IELTS teacher.

I have developed an effective teaching method that is not only originalbut also highly effective.

Since I have personally developed this unique teaching method, thiscannot be available in any book or website. This method is original and Iam the only developer of this teaching method. As soon as you startpracticing the course, you will feel its effectiveness.

If you think that a person with major English can only teach IELTS,then you are completely wrong. Anyone with a graduation degree in handcan train himself or herself to teach IELTS. All this can be possible only ifyou go through this intensive IELTS teaching course.

However, out of my experience, I would never suggest anyone to teachIELTS without proper training. I don’t want you look confused andindecisive while teaching IELTS. This might damage your reputation as anIELTS teacher. There is no need to take such a damaging step and puttingyour reputation at stake! Such endeavors will only bring more humiliationthan acknowledgement.




You don’t have to take any risk when A COMPLETE IELTSTEACHING COURSE is available for your help.

THE SCOPE OF IELTS TEACHING

Over the last a few years, the numbers of education consultancies havedramatically increased in major cities. More students are willing to goabroad for higher education and this phenomenon does not seem to diedown in days to come.

The increasing trend of study abroad has also pushed a sharp demandof qualified teachers who can teach IELTS. This is a fact that qualityIELTS teachers are always on high demand.

To become an IELTS teacher is a very lucrative career option.Nowadays, an IELTS teacher can make a very decent income and they canlive a comfortable life. They will always have an option to work either onsalary basis or on mutual understanding basis.

For a new IELTS teacher, it is advised to work under salary. But afterspending a few years, you will be in a situation to make a healthybargaining. You can make a demand and many reputed educationconsultancies will happily comply with.

This is the one reason why I gave up a lecturer’s job in the college andbegan teaching IELTS in education consultancies.

WHAT I HAVE LEARNED AFTER SEVERAL YEARS OF TEACHING IELTS,THAT YOU CAN GET FROM THIS BOOK. THIS BOOK WILL DEFINITELY HELP

YOU TEACHING IELTS WITH GREAT CONFIDENCE FOR SURE.

ABOUT THE COURSE1. LISTENINGAll the vital information related to teaching method of LISTENING is

available in the book. Keep in mind that the first day class of IELTS isalways very important. First impression is the last impression is alwaystrue. You should be able to impress your students in the very first class.

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IELTSMatters.com


They will form your image as a good teacher based on your first class. Thebest way to start the Listening class is with an INTRODUCTIONCLASS.

This book includes the information like how to start an introductionclass; what contents should be included in the introduction class; how toteach the entire Listening lessons, how to conduct class test, weekly testand MOCK TEST.

The book also contains a full teaching plan right from the day one tothe end.

2. WRITINGThe writing part in IELTS is extremely important. If students are not

properly guided, then they will not be able to get through the exam.Writing style and its format both are different for Writing Task1 andWriting Task 2. Thus, a teacher should follow a different approach toteach Task1 and Task2.

The book has every necessary piece of information that you need toteach. The course will teach you how to prepare yourself for the teachingTask 1 and Task 2.

WRITING TASK 1

The book has a complete teaching technique of Writing Task1. Youneed a different teaching method to teach Writing Task1. I want to makeit sure that the technique I have developed is completely new and cannotbe available anywhere. I have designed the course based on several yearsof my teaching experience.

Thus, you will be guided how you should conduct the first class andthen move on to the entire Writing Task1 course.

WRITING TASK2 OR ESSAY WRITING

Writing Task2 is completely different from Writing Task1. You needto have a different method to teach Writing Task2. Remember; never starta new subject without an INTRODUCTION CLASS. In the given course,you will be taught how to conduct INTRODUCTION CLASS and what to




teach.

The book has complete course that will teach you how to prepareyourself for teaching Task 2.

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IELTSMatters.com


READING

Ask any students that which subject they find most difficult and youare most likely to get the same answer from them, it is none other thanREADING. Reading is truly one of the toughest subjects in the IELTSexam.

Students will definitely eat your vitals by asking many questionsrelated to

1. CHOOSING HEADINGS2. YES (Y)3. NO(N)4. NOT GIVEN (NG)

Therefore, the bottom line is that you cannot enter the class withoutfully prepared. But the question remains the same. How you can prepareyourself to teach Reading! And the answer is THIS COURSE. This courseis the solution of all your problems related to IELTS teaching.

Many students struggle in finding right answer in the passage. Thelanguage of the passages is much different from their school and collegereadings. This creates a problem for them.

All teachers find Reading section much difficult to make their studentsunderstand. If you fail to make them understand, your students will remainconfused and soon they start disliking you.

Thus, Reading subject has been taken with great care. I will teach youan important technique and that will help you to prepare yourself to teachReading with full confidence.

Many teachers are confused and struggle in understanding thedifference between NO and NOT GIVEN. Just think if a teacher can beconfused then what about students.

However, do not worry, I have found a unique method to help youpreparing yourself to teach Reading.

SPEAKING

Speaking is the subject that cannot be taken for granted. If the subject




is not taught and practiced properly then many students might end upscoring disappointingly low score. I found traditional teaching method isnot yielding desired result.

During my teaching career, I applied many methods to teach Speakingeffectively, but most of the time my methods fizzled out miserably.

I was not satisfied with several methods until I found one. I have triedthis method several times and each time I found it perfectly effective.

While teaching Speaking, all teachers do face the same problem in theclass. The problem is weak students do not want to speak and thosestudents who can speak well take Speaking for granted. The main problemis to make weak students speaking in the class. They always feel shy anddo not want to speak in front of the clever students who speak fluently.

After many trials and errors, I have developed entirely a new style ofteaching method. I have tested it several times on different groups ofstudents and each time I found its result more than expected.

The book has all the details of those teaching methods in a verysystematic order that you can follow very easily.

In the end, I have full confidence in the course that I have developed.Without doubt, this course will help you to become a confident IELTSteacher.

Please read the book, follow all the instructions, and teachIELTS confidently.

Best of luck

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IELTSMatters.com


TEACHING COURSE OF IELTS LISTENING

HOW MANY WEEKS TO TEACH IELTS

Normally an IELTS course is completed in 6 weeks. However, Irealized that SIX weeks are not enough to prepare students for the exam. Itherefore never followed the traditional way of teaching dictum. Thatsuggests completing IELTS course in SIX weeks. Actually, students needmore time in the classroom. So that they can achieve better band score inthe exam.

If you teach IELTS to complete your quota of six weeks, then youmake a grave mistake. This will cause the failure of many students in theexam. Many of them will even not be able to score 5.5 band score. For thisdebacle, the students will definitely hold teacher responsible. As a result,you will become unpopular among the students and your career as anIELTS teacher will come to a screeching halt.

Normal teaching method of IELTS suggests this chart.

LISTENING ONE WEEKWRITING TWO WEEKSREADING TWO WEEKSSPEAKING ONE WEEKTOTAL SIX WEEKS COURSE

Now your teaching calendar should be something like this

LISTENING TWO WEEKSWRITING TWO WEEKSREADING TWO WEEKSSPEAKING TWO WEEKS




TOTAL EIGHT WEEKS

DAY ONEINTRODUCTION CLASS

On your first day of the class, you should provide general informationabout IELTS syllabus and examination system. Keep in mind that youshould keep INTRODUCTION CLASS short and sweet, not more than 30minutes.

Always start your INTRODUCTION CLASS with your speech. It isimportant to give important information about IELTS and at the sametime, you should try to impress your students by a fabulous speech.

SPEECH

Before I start introduction class, I want to advise you to pay attentionto understand the information I give you now. This will definitely help youto understand more about the IELTS examination system. (In the followingmanner, you can speak little more…).

Write this on the board.

The subjects you are supposed to study in IELTS.

1. LISTENING2. WRITING3. READING4. SPEKING

Note: You must teach your students in this order. This is the best orderof teaching IELTS.

Now you should shed some light on each subject one by one.ABOUT LISTENING

Give a short lecture about the listening. You may start speakingsomething like this way.

“The audio will have about 30 minutes where you will encounter all

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kinds of conversations, lectures and discussions. You should listen to theaudio with great attention, because answers will be given in several ways.Your concentration is very important. More you concentrate better will beyour performance.

There will be total 40 questions to be answered. The students shouldwrite their answers in short form. Because when answer is given in theaudio, it will not be paused to give you time to write the answer.

If you write the answer with full spelling, it is possible that you willsacrifice other two answers. This is the reason why students are given, atthe end of the audio, 10 extra minutes to transfer their rough answers tothe fair answer sheet.

To be on the safe side, on the final answer sheet, always write youranswers in capital letters.

Well, in order to improve your listening, I recommend you to practicefrom the books, on internet and occasionally watch BBC, CNN anddocumentary films. Such practice will help you to be more familiar withthe English tone of native speakers”.

ABOUT WRITINGWrite this on the board before you speak about WRITING.

WRITING (REPORT WRITING or TASK1)

Words: 150 to 200 (don’t write below 150 and over 200 words)Time: 20 minutes

Try your best to complete writing Task1 in 20 minutes, but it is advisedto complete writing Task1 in 15 minutes and save 5 minutes. The 5 minutesyou should use to do corrections. You can fix some grammatical errors,punctuation errors or you can replace some words with quality words.

(ESSAY WRITING or TASK2)

Words: 250 TO 300Time: 40 minutes

Students should complete writing Task2 in 35 minutes. Remaining 5




minutes can be used for correcting grammar and replacing some words. Itis advised to complete Task2 with 250 to 260 words.

Do not spend more time by writing over 300 words. Remember that theexaminer look for quality writing not the quantity. You should also readthe question and try to understand what the question has asked you toanswer.

Many times, it happens when students misunderstand the question andthey write what the question has not asked at all. By the time, they realizethat actually the question did not ask what they have written. Now rubbingyour answer and starting a fresh is too late.

Thus, you are advised to read the question carefully before you start.Many times, a single question may have two to three sub questions. Youshould also address them accordingly.

ABOUT READINGBefore you speak more about Reading, give this lecture.

“Ask anyone which is the toughest subject in IELTS. Everyone willgive one answer and it is Reading. The passages you will read in theIELTS exam are different from what you have read in schools andcolleges. The wording and language style all will be different. It istherefore students need to give more attention to Reading.

Passages: Three passages are asked in the exam and each passageshould be completed in 20 minutes. There will be total 40 questions to beanswered.

ABOUT SPEAKING

Give a lecture about the importance of Speaking before you come tothe point.

Speaking has three parts: PART 1, PART 2 and PART 3Part 1In this part, the interviewer will ask about 5-6 questions on three

different topics. These topics may be hobby, family background, futureplan, past school, village, food, music, travel, etc. They spend nearly 4 to 5

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minutes in this part.Part 2In this part, one descriptive type of question is given to the students.

Students will be given one-minute time two make some notes. Theexaminer will spend 3-4 minutes for this section.

The sample of the question may like this

Describe a community that you admire very much.You should say:which the community iswhat the community is famous forwhat are special characteristics of this community

and explain why this community is so much admirable.

After then the students should speak nonstop for about two minutes. Itis advised for the students that they should better not stop first. Let theinterviewer stop them.

Part 3In this part, the interviewer may ask about 5-6 questions with the

students. Remember, as per rule the interviewer is supposed to ask you(your students in the classroom) all the questions based on the questionthat was asked in Part 2. The interviewer will spend 4 to 5 minutes withthe student.

YOUR FIRST DAY INTRODUCTION CLASS IS OVER HERE.

DAY TWOTEACH LISTENING

HOW TO START THE DAY ONE LISTENING CLASS

Write on the board INTRODUCTION TO LISTENING and beginyour class. Write the following words on the board and explain.

HOW ANSWERS ARE GIVEN IN THE AUDIO

1. Direct answers2. Indirect answers




3. Two answers (One is cancelled)4. Two answers (One is highlighted)5. Two answers (Given almost together)6. Pronunciation7. Phone number8. Spelling (Name of the person, places or things)9. Selecting one or two answers from the groups10. Map (Direction)11. Recommendation

Wait for some time and let your students write down all 11 points intheir copies.

Tell your students loudly and clearly that the theoretical explanation ofabove note is highly useful for them, as this will help them to understandLISTENING in a better way.

Once your students have written all the points, now it is time to explainthem what you have written on the board.

You should explain them one by one. Start with number one untilnumber 11.

EXPLAIN POINT NUMBER ONE

After having finished above task, give this lecture...

“I hope you are done with the above points. If yes then let’s start.Please listen carefully because if you understand all those points only thenyou will be able to understand the listening and choose right answer.

“If you miss what I explain then you will always have confusion.That’s why I suggest you to pay utmost attention to understand what Iexplain now.

“Ok, first point is Direct Answer’. The speakers in the audio will speakout the answer directly. For example, the speaker will say the bus willdepart at 8 am in the morning.

If the question asks what time, will the bus leave? The direct answer is8 am.

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EXPLAIN POINT NUMBER TWO

“Things will turn more complicated from here. ‘Indirect Answers’ arethe toughest ones in entire listening sections. The speaker will give one,two or maximum three clues to students to understand the answer. In thissection, the speaker will never give you a direct answer. You shouldunderstand the real answer based on those clues”.

Give example to students to make them understand.

For example, look at this conversation.“Selection of right type of the employees is always a hard task. They

should have right attitude, education and experience. Once you appointthem and realize that they have sharply contrasting views and do not getalong with their colleagues. This will disturb the friendly environment ofthe workplace.

Now let’s see how indirectly the answer is given. Can you make aright choice?

A. He is over qualified for the job.B. The selection procedureC. He disagrees with the group.

Let’s students make guessing. Make class more interesting andencourage your students to make right guessing. I am sure students willthoroughly enjoy.

Now, time has come to tell to your students the right answer andexplain why.

Go to the white board and underline the words, ‘sharply contrastingviews’ and ‘do not get along with’.

Now turn to the students and say, “My dear students, the answer of thisquestion is really difficult. The reason is, the answer is hidden in layersand you are given only clues to find the right answer.

See the words I have underlined on the board. These two sets of wordsare the clues: sharply contrasting views (means opposite views) and do notget along (not to be friendly).




Now you see. The person who is going to be appointed has sharplycontrasting views and does not get along (friendly). These informationindicate the answer “C”. Disagreement, is not?

EXPLAIN POINT NUMBER THREE

Sometimes the speaker will give you an answer but immediately thatanswer is cancelled and a second answer is given. That means the firstanswer is cancelled and the second answer is the right answer.

Give example to students to make them understand.

For instance, look at this conversation.

“Can you come on Wednesday for the interview?” said the firstspeaker.

“Wednesday is ok, but what about Thursday”, said the second speaker.“Thursday is fine,” said the first speaker.

So, here the first answer ‘Wednesday’ has been cancelled and thecorrect answer is ‘Thursday’.

EXPLAIN POINT NUMBER FOUR

In this type of answer once again two answers will be given but unlikeprevious one where one answer was cancelled now no answer will becancelled, but one answer either the first one or the second one will behighlighted.

Give example to students to make them understand. Write this on theboard.

“Most of the professional athletes suffer from asthma at some stage oftheir career. However, I think frequent muscle cram has been even morechronic problem with them.”

A. AsthmaB. Muscle cramC. Overdose of exercise

Ask students to read above paragraph and ask them which answer is

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correct: A, B or C. Have fun with the students. Ask them regularly, whichoption they think could be a right choice.

Now it is time to tell students the right answer with an explanation.

First, it seems that Asthma is the right answer, but if you read further,you will notice that more importance is given to muscle cram rather thanasthma. So, the correct answer is B, not A.

EXPLAIN POINT NUMBER FIVE

On some occasions, two answers can also be given almost together.Here many students are confused because they normally expect oneanswer at a time, but sometimes a surprise comes in the form of twoanswers almost together.

Tell to your students how it happens. It is better to give an example tomake them understand.

Give this example to your students so that they understand what itmeans.

“You are allowed to carry only six packets of eatable items and foursoft drinks, not more than that”.

Here students are supposed to write two answers in the two separateblanks. First answer is SIX and the second answer is FOUR. As you knowin English language where only FO is pronounced we cannot hear thesound of U and R. They pronounce it so quickly that normally studentsfind it difficult to hear the pronunciation of FOUR. So students should becareful to tackle a situation like this.

EXPLAIN POINT NUMBER SIX

At least one to two questions of this kind will definitely be asked in theexam. The word is always pronounced in a way that is quite difficult tounderstand.

For example, if you read this sentence you will find that one particularword sounds differently.




Read this sentence and check how it sounds.

“Go to St. Jhon’s homes and meet with an elderly man who is 105-yearold.”

If the underlined words are pronounced, the word elderly will sounddifferently and that makes it difficult to understand.

EXPLAIN POINT NUMBER SEVEN

Mostly in every IELTS Listening test, at least one question related tophone number is always asked. It might have 8-10 digit numbers.

While practicing through IELTS practice books, phone numbers arerepeated but in the real exam, phone numbers are never repeated. Sostudents should not expect repetition of phone number in the real exam.

EXPLAIN POINT NUMBER EIGHT

In the IELTS exam at least one question is always asked wherespelling will be confusing one. They want to check student’s knowledgeabout spelling.

Now I suggest you to ask a very simple spelling with your students andyou will be surprised almost all of them will write wrong spelling. You canhave little fun with the students in the meantime.

Ask them to write the word PRACTITIONER. Give them little time tothink and in their copies. Be careful don’t let them check the spelling ontheir mobile. May be after five minutes, stop your students and ask themthe spelling they have written. I am sure 99.9 percent students will writewrong spelling.

The word sounds so simple but the students would be surprised for notbeing able to write the correct spelling. Is that not interesting?

When you realize it is too much then you write the spelling on theboard “PRACTITIONER”.

I would like to suggest you to prepare a list of confusing words. Youshould memorize at least 10-15 such words and practice with your

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students. Most of the teachers don’t do this.

I have memorized 50 such words, which have difficult spellings. Iwould always write those 50 words quickly on the board and ask studentsto note down in their copies. I found students would always write thosequestions with great interest.

EXPLAIN POINT NUMBER NINE

At least there will be one question in the Listening exam when studentsare asked to select one or two answers from the group of four or fivealternatives.

Students should listen to the audio carefully and it will not be difficultfor them to select the right answers from the group.

See this exampleWhich are the two benefits UK soldiers get after their retirements?

“UK soldiers are known to the world for their fighting skill andintelligence. They make their contribution to strengthen the UK armedforces and as a result, the UK government provides them with free medicaland free insurance facilities for their lives.

A. Fighting skill and intelligence facilitiesB. Strengthening the UK armed forceC. Rejoining option to the armed forceD. Free medical facilityE. Free insurance facility

EXPLAIN POINT NUMBER TEN

It is a Map or simply we can say showing Direction. This part of thequestion is not asked all the time. However, it is important to train thestudents about directions.

For exampleTell them such words like go straight and take to right or left; take a U

turn, behind, in front of, next to beside, flanked by, over, upon, under,behind, above, along, etc. are words which must be explained to studentsso that it will be easy for them to understand the audio describing about




direction.

EXPLAIN POINT NUMBER ELEVEN

This is important in the sense that this type of question is regularlyasked in the exam. In such type of question, the speaker in the audio willspeak about commercial gadgets and make recommendations.

Let’s say ‘A’ for highly recommended, ‘B’ for recommended only incertain condition and ‘C’ for not recommended at all.

For example, look at this conversation:

“This pen is made in Germany. Its quality is superb as it writessmoothly with maximum ease. However, it is so expensive that only richpeople can afford it.”

Now you ask your students whether the right answer is A, B or C. Letthem choose one. To make your class more exciting, you should ask yourstudents to explain the reason as well.

Explaining the reason will definitely make students to choose theiranswers more carefully.

First, you should encourage your students to give the right answer.You should also ask them to explain why they think that particular answeris right.

In the end, you should write the correct answer and explain to yourstudents. The correct answer is ‘B’.

‘A’ cannot be right because it is too expensive and therefore out of thereach of common people.

‘C’ cannot be right because though very expensive and out of the reachof many common people, its quality is superb.

‘B’ is the right answer, because some people which hold high regardsfor quality things they will buy this type of pen.

For example, iPhone’s are expensive but they are also bought by the

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medium income group people who give high regards to quality goods andavoid low quality products.

SPECIAL NOTESALWAYS WRITE YOUR ANSWER IN SHORT FORM

In the exam when audio is played, answers will come and go at regularpace. This will happen in the exam.

Never make a mistake by writing an answer with full spelling…avoidit. It is possible when you are writing the answer the next answer isspoken. You write one answer but at the cost of another one.

ALWAYS WRITE YOUR ANSWER IN CAPITALLETTER

Keep in mind that even if your answer is right but if its spelling isincorrect then your answer is considered wrong. Thus, to be on the safeside, let’s write answer in capital letter.

Students will have 10 extra minutes. Within this time, you shouldtransfer all your rough answers onto the fair answer sheet.

If you show students a photocopy of the real Listening answer sheetthen students will appreciate it.

DAY THREELISTENING

PREPARING FOR THE TEACHING

Dear teacher, actually real teaching of Listening begins from here. Youshould tell the students that whatever I explained yesterday about theListening, about 11 ways how answers are given in the audio. Now timehas come to do all that in practical.

From here, dear teacher, I want to guide you that how you shouldprepare yourself so that you can teach Listening to your studentsconfidently.




For this, first, you go to nearby bookshop and select one bookprescribed for the IELTS Listening. The book should be little unique…thebook should not be common among students.

Spend some time and start from TEST1, SECTION 1. Check all theanswers of Section1. When you check the answers, make sure that youshould understand exactly why this is the right answer. Because, later youhave to explain to your students. They will definitely ask you why thisanswer is right but not that.

Indirect answers are difficult to be understood at first---even for theteachers. Pause audio and listen several times. I am sure you willunderstand the way the answer is twisted and how the clue words aregiven.

You must prepare all the lessons prior to teaching students. This willhelp you to explain all the answers confidently.

NOW YOU ARE ALL SET TO TEACH LISTENING TO YOURSTUDENTS

Now you can enter the class keeping your head high and without fear.You know all the answers and you know you can explain them very well.This sense of certainty makes you more confident.

Make photocopies of the Listening part that you have alreadypracticed. Distribute photocopies among students and play audio. This issure that all 11 points discussed above will come one by one during thecourse of practice.

In the beginning, students will be confused and they will not be able tocatch answers from the audio.

The best teaching method is to pause the audio where the answer wasjust spoken. Now ask students what was the answer. It will be easy forthem to tell you the answer now.

Tell your students in advance before the beginning of indirect answer.Tell them how many clues are (one or two) given. If they understand thoseclues then they can also tell the right answer.

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This will make them fully engaged in the practice and they will enjoyvery much. Mostly they will not be able to catch those clues in thebeginning.

Now you have to play your role of a good teacher. Replay the playbutton may be two to three times and pause exactly where the clue (word)is given. You can explain it well because you have already prepared.

Your explanation will help your students to understand well.Remember, first two TEST, you should help students, but you shouldchange teaching method right from TEST 3.

CHANGE TEACHING METHOD FROM TEST 3

Until TEST 2 you paused where the answer was and this way youtaught your students. This method is good for the beginners. This methodhelps them to understand easily. Well, this method is good to boost theirself-confidence.

However, in order to make them independent, the teaching methodfrom Test 3 should be changed.

According to the new teaching method, now you should not pausewhere the answers were given. Now you should tell to your students towrite answers without your help---no pause. Let the audio continue till theend.

Let them write all the answers of SECTION 1. When they finishwriting all the answers, ask them to check the answers themselves. Askyour students if they want to repeat the same section and you show themanswers. If they say yes then you can repeat otherwise no need. You canmove forward.

The same teaching technique should be followed until TEST4. In eachTEST there are four SECTIONS. It means there are 24 SECTIONS topractice. You should finish all TEST 4, including INTRODUCTIONCLASS AND FIRST DAY CLASS, in 9-10 days.

WHAT YOU SHOULD DO ONCE YOU HAVECOMPLETED ALL FOUR TESTS




NOW IT IS TIME TO CONDUCT MASTER TEST

Now it is time to conduct at least TWO MASTER TEST. Sellect onebook and take MASTER TEST for two days. Give them 10 extra minutesto shift their answers onto the fair answer sheets. Collect their answersheets check them and convert the scores.

Next day, before you take yet another test give them their answersheets back to them. So, they can see their scores. Tell them that they caneven try their best to get better scores in the second test.

Conduct a second Master Test and give the answer sheets thefollowing day.

Now you will see your students will be able to get decent scores in theListening exam. I am sure your students will be happy with you and theway you have taught them.

Good luck

GETTING READY TO TEACH WRITINGTASK 1

Before preparing for teaching Writing Task1, you should prepareyourself to teach Writing Task 1.

Writing Task1 is written in three parts:1. The opening2. The middle part3. Concluding remarks (not compulsory but it is good to write a

concluding remarks in the end).

First, you should collect six different Task1 projects: Operatingsystem, Graph, Bar diagram, Pie chart, table and Maps.

Go through those Task 1. Prepare them very well and get yourselfready to teach in the class.

Second, you should also collect some Task 1 to give students for thehomework. You can give these task 1 photocopies to your students in the

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class.

You must collect at least 30 Task1 projects. I have 50 such Task1projects, which I give to my students for the practice. Don’t give all ofthem in one time.

Once you have already prepared those six Task 1 projects, now you areready to teach them in the class.

DAY ONEWRITING

REPORT WRITING (WRITING TASK1)

What you should do in the first day of your WRITINGCLASS

Give this brief lecture before you start teaching Writing Task 1 to yourstudents.

LECTURE

“Writing Task1 is entirely a different type of writing. It is completelydifferent from Writing Task 2. There is no connection between WritingTask 1 and Writing Task 2. Writing Task 1 is not going to help you toWriting Task 2 and vice versa.

“Writing Task 1 is a formal type of writing where you don’t have towrite more but the entire writing must be very formal…more like a legaldocument. You should also learn that how to remove unwanted words andcompleting your sentences with most necessary words.

“For example, look at this example. In the year of 2018. The phraseseems to be perfect at first glance. However, in task 1, this is not a properway to write. Because there are some unnecessary words. It should bewritten like this way: In 2018. You see, the year words are redundant(unnecessary).”

LECTURE IS OVER. Now come to the point. Go straight to the boardand write this.

WRITING TASK1




WHAT ARE ASKED IN THE EXAM?

1. OPERATING SYSTEM2. GRAPH3. BAR DIAGRAM4. PIE CHART5. TABLE6. MAPS

EXTRA: KEY WORDS & EXPRESSIONS FOR WRITINGTASK 1 (Make photocopies of this and distribute among yourstudents).

Stating Your OpinionIn my opinion, in my view, from my point of view, I think, it seems to me that, I believe, from

my perspective, to my way of thinking, it appears that, I suppose, I realize, I understand, I imagine,I feel

Giving ExamplesFor example, for instance, such as, like, In other words, as, like, that is, namely, to illustrate,

ComparingSimilar to, as…as, in common, also, either…or, in the same way, neither…nor, at the same

time, just as, resemble,

ContrastingHowever, but, on the contrary, on the other hand, differ from, nevertheless, although, though,

otherwise, instead, alternatively, even though, otherwise, instead, alternatively, even though, incontrast

GeneralizingGenerally, generally speaking, overall, on the whole, in general, by and large, it seems to me

that, I believe, all in all, basically, essentially, as a rule, all things considered, for the most part

Expressing CertaintyCertainly, undoubtedly, without doubt, no doubt, definitely, of course,

Expressing Partial AgreementMore or less, to some extent, up to a point, almost, in a way, so to speak,

Showing causeDue to, owing to, because of, because

Showing effectTherefore, as a result, consequently, for this reason, thus, so, thereby, eventually, hence, the

reason why

Making time

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First, Last, lastly, then, firstly, first of all,

Adding informationFurthermore, in addition, moreover, similarly, likewise, as well as, besides, too, even, what is

more

Expressing conditionIf, whether, in case, unless, until, provided that, so that

ConcludingTo summarize, in conclusion, lastly, finally, to conclude with, in short

Words: 150 to 250Time: 20 minutesNote: Save 5 minutes to correct errors

NOTE: You should conclude your class here by saying that tomorrowyou are going to write a sample answer. Many teachers give photocopiesof a sample answer to students. This practice is not good. To establishyour authority before the students, you should better write in front of them.By doing this you can leave a profound impression on your students.

DAY TWOGreet your students with great energy and speak something about

Writing Task1. Get their opinions and mentally prepare them for writing asample Task1.

Once you feel that your students are excited to write a sample Task1,give them the photocopy of an OPERATING SYSTEM, which you havealready practiced at home.

Be creative and write as better as you can. Go little slow because inyour second day class, you should not go further than sample writing.

Once you have written then wait for some time and let your studentsfinish what you have written. Take note that no one should use dot pen forwriting because dot pen is not allowed in the IELTS examination.

Once your students are done with the writing, now it is your turn toexplain in detail. You read out the opening and tell them how it should bewritten in one sentence. Tell them that the opening and the closing remarksshould not be written in more than one sentence.




Tell to your students that how you wrote the middle part of theOPERATING SYSTEM. It is better if you speak about the constructionsof the sentences. This will give more knowledge to your students tocomprehend the whole writing process in easy way.

Before you wrap up your class, don’t forget to tell them some Do’s andDon’ts.

SOME DO’S AND DON’TS

LECTUREBefore I wrap up this class, let me speak a few things for your

importance. There are few things, you should do and a few other thingsyou should not. For example,

1. Do not write cause or give reason while writing Task 1.2. Do not write definition or give background information; such things

are unwanted.3. The examiner pays attention how you compare given data and other

information in your writing of Task 1.4. Always try to use technical words rather than ordinary or common

words.5. Do avoid such words like ‘I’ and ‘We’ in Task 1. There are many

words that can easily replace I and We.

DAY THREE TO SIXYou should carry two charts of operating system with you before

entering the class. These charts should be the same, which you havealready prepared. So, there is no question of fumbling or getting confusedwhile explaining to your students.

First, tell to your students that what they are supposed to do in theclass. After then give them photocopies and give them two minutes to gothrough it. After then you should explain.

LECTURE

“After two minutes, I will describe the operating system. You shouldlisten to me carefully. While describing if you don’t understand any wordor anything, then you can ask me. I don’t mind being interrupted.

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“Once I explained the operating system, your job is to get down towriting. I don’t think you may have much difficulty to write Task 1,because I did already write one sample answer yesterday. Just get down towriting and take my help wherever you need. I am always ready to helpyou in every possible manner.”

After some time students will finish their writing and give you for thechecking.

THE EFFECTIVE METHOD OF MARKING SYSTEM

I have developed the following marking method that is quite effective.You can also follow this method.

THE METHOD

First, you check the natural flow of the language written by yourstudents, especially coherence in the language. See if the language has anydigressions or not. If you find unnecessary digressions in the writings ofyour students then for language skill you should give low marks.

Set these parameters while checking the copies of your students.

Information and coherenceGrammar and accuracyVocabularyLanguage skill

INFORMATION AND COHERENCE

Information must be to the point. And you see how much informationis given. See, how cleverly data are compared with each other. There mustbe proper linking of sentences.

GRAMMAR AND ACCURACY

Check the copy from top to bottom. See how many grammatical errorsthe student has made. Less marks for more grammatical errors and moremarks for few grammatical errors.




VOCABULARY

Check how many good quality words the student has used throughouthis/her writing. Quality words are like jewels. They are expensive, aren’tthey? So, you count every quality word the student has used and give scoreout of 9.

LANGUAGE SKILL

In this section, you should see how skillfully the student has usedlanguage. The proper use of grammar and presentation style makeslanguage impressive.

Now give score something like this way:

Information and coherence7.0Grammar and accuracy5.0Vocabulary4.5Language skill5.0

Score calculated: 7+5+4.5+5.0 =21.5/4 = 5.0 BAND SCORE: 5.0

Dear teacher, you should check the copies of your students as the way Ihave mentioned above. Every time you check the copy of your student,you should check it thoroughly and then give scores accordingly.

This system is highly effective. I always do checking by following thismethod and my students say that other teachers don’t do like this. Theycheck our copies and give the score directly.

This method of copy checking is highly beneficial for your students.

FOLLOW THE SAME METHOD FOR THE REST OF THETEACHING DAYS UNTIL YOU FINISH ALL SIX TYPES OF

TASK 1.

When you reach the middle of the course, you should better conduct atest. Another test you can conduct at the end of the course.

NOW TIME HAS COME TO FOLLOW A REVIEW

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CLASS

The day you conduct class test, the next day it should be the REVIEWCLASS.

WHAT IS A REVIEW CLASS?The day class test is conducted, the following day there should be the

REVIEW CLASS. In Review Class, you should not teach a new course.You should distribute the answer sheets of the students of the test you hadconducted yesterday.

In the review class, you should answer the questions of your students.They will ask you that why they scored low marks. What were themistakes they committed, etc? Go through their answer sheets and explainthem.

DAY ONEESSAY WRITING OR TASK 2

INTRODUCTION CLASS

LECTURE

“Writing Task 2 is very important to improve your overall writing skill.If you are skilled in writing then the windows of opportunities will beopened.

Whether it is a Report Writing, Thesis Writing, Writing Assignment,Preparing Documents, Writing SOP, College Writing Project and so onand so forth. A good writing has numerous benefits.

As a student, I want you must improve your writing skill and I am here to help you. You

should not worry about that. If you have desire to improve your writingskill, then I will take care of the rest and teach you to become a skilledwriter for sure.”

Pause for some time and from here speak about the importance ofvocabulary. After then you can give the photocopy of the list of wordsgiven below.




“Vocabulary is quite important for better writing. Quality writing is notpossible without sufficient stock of vocabulary. So, I want to give you a listof important words which are useful for you to use in your writing Task 2.

I strongly suggest you to memorize these words and use them in yourwriting.

Dear teacher, you should make the list of these words and distributephotocopies among the students. It is very useful for writing Task2. Theywill appreciate you.

HIGHLY IMPORTANT WORDS FOR WRITING TASK2In my opinion...

I strongly opine that...I strongly agree with the idea that...

I strongly disagree with the giventopic...I think...

My opinion is that...Personally speaking...In my view...I believe...Apparently...

Personally speaking...According to me...From my point of view... From my perspective...I realise...

To my way of thinking...It seems to me that...On the other hand...On the contrary...

However...Nevertheless/Nonetheless...Nonetheless/ Nevertheless...Alternatively...

My own view on the matteris...It appears that...I feel that...I understand...I suppose...

It is true that...First of all...

First and foremost...Initially...To begin with...To start with...Let us take a look at...It is worth considering...In the first place...Though it is true that...

Some people believe that...Many people think that...According to many...Some people believe that...Many support the view that...In the same way...Likewise...Similarly...

Like the previous point...Similar to...

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Even though...Despite/In spite of...In spite of the fact that...Alternatively...In contrast to this...

On the other hand...Despite the fact that...Meanwhile...

As far .... is concerned...To show an example...To give an example...To cite an example...As an evidence...To illustrate...

When it comes to...As a result...

Consequently...As a consequent...As an effect...Thus/HenceThe reason why...

To sum up...In short...In a word...To put it simply...That is to say...

To repeat in short....To summarise...

Nonetheless...Nevertheless...All things considered...

By and large...Taking everything into consideration...Taking everything into account...Weighing up both sides of theargument...

All in all...Overall...

At the same time...As an example...For instance...For example...Among others...Particularly...Regarding...In particular...With respect to...

Research shows that...Research has found that...When it comes to...With respect to...Not only... but also...In terms of...

Therefore...On account of...Because of...Eventually...For this/that reason...Thereby...Due to...Owing to...

It goes without saying that...

Obviously...Needless to say...There is little doubt that...In conclusion...In summary...To conclude...To conclude with...

To sum up...In general...To summarise...In short...In a nutshell...




On the whole...To draw the conclusion...

To elucidate

Today is Day One of the Writing Task2 class. You have just givenphotocopies of vocabulary to your students.

Now it is time to teach them how to use those words into sentences.You can pick up a few words to teach in the class…students will practicethe rest at home.

The practice of using quality words is very important for students. Youwill notice, as they don’t use quality words in their writing. Without usingquality words, a language is like a tasty curry but without a pinch of salt.

You should go through the sentences students have written and docorrections wherever necessary.

Note: Don’t take the course further from here. Tell to your studentsthat they should use those words into sentences and show to you.

DAY ONE OF WRITING TASK 2 IS OVER HERE

DAY TWOLECTURE

“Dear students, you may be wondering that how to write Task 2. Well,you need not to worry at all. I will help you by writing a sample answerright now. I could give you a photocopy of a readymade answer, but I willnot do that.

A lazy teacher may do that but I won’t.”

Now you should write a question on the board and write the wholeanswer. Once you have written the answer on the board, you shouldunderline quality words, phrases and idioms.

Later you should explain the meaning of those underlined words toyour students.

PREPARE SAMPLE ANSWER BEFORE YOU WRITE ON THE

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BOARD

You should prepare yourself previously so that you can write animpressive sample answer on the board. In your writing, you shoulddeliberately use some quality words, phrases and idioms.

DAY THREE TO SIX

From day three to six or seven, you are going to teach all five varietiesof questions to your students. However, more focus should be given onAgree or Disagree and Opinion based questions.

Because, mostly these two types of questions are asked in theexamination.

GET PREPARED FOR THE TEACHING

Before you stand in front of your students, you should already havepracticed as many Agree or Disagree types of and Opinion basedquestions as possible. You must be well equipped with all necessaryarsenal required for a teacher.

HOW TO PRACTICE THESE QUESTIONS (for teacher)

Yes, you should practice all the questions generally found in allpopular IELTS books. You can collect some questions from differentIELTS books. Some questions you can also pick up from internet. Or youcan purchase my book Essay Writing for IELTS/TOEFL, where I havewritten the essay of one hundred questions. This book can help you for thepreparation.

First, read the question and understand what the question has askedexactly. After then write the essay and do practice like this way.

Stand straight then speak loudly. Move your hands as you speak.Speak with energy and force, record your voice on your mobile and finallylisten to your explanation.

Ask yourself; am I happy with this explanation? If you are not happywith your own explanation, then definitely your students will also not besatisfied with your explanation.




I did practice over 8,000 questions of all kinds during my teachingcareer.

You can start with 50 such questions in the beginning. That will bemore than enough.

GO TO TEACH IN THE CLASS NOW…HOW?

Let’s write one question related to Agree or Disagree type of. Onceyou have written to the question on the board. Tell to your students thatfirst you will explain the whole answer to make them understand.

When you are explaining the answer, keep in mind that all the qualitywords you use, should be written on the board, explain their meaning, andcontinue speaking.

This way you will kill two birds with one stone. You will explain theanswer to make your students understand, and at the same time, you willenrich the vocabulary of your students.

Once you have completed the explanation the whole answer, you askyour students to write in the copy and show you.

Tell to your students to make two copies for the Task 2, one copy forthe Class Work and the second copy for the Home Work.

Now students will write their answers and submit to you and your jobis to check everything that your students have written.

After having checked the writings of your students, follow thismarking system. This marking system is very effective because it showsstudents their weaknesses in different departments.

MARKING SYSTEM

While checking your students Writing Task2 copies, you must givemarks like this way:

INFORMATION/9GRAMMAR/9VOCABULARY/9

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LANGUAGE SKILL/9

Add all the marks and divide by 4, what comes will be the final bandscore of the student.

If you check the copies of your students by this method, I am sure yourstudents will be very happy with you. Moreover, this method is beneficialfor the students. They will know in which department they are weak andneed improvement.

This way you should continue teaching and checking your students’copies. In the meantime, you should also conduct class test in the regularintervals.

After the class test, give the answer sheets next day to your students.So that they can see their scores.

The next day class should be a REVIEW CLASS. Don’t teach newsubject but discuss the same old question that you had given for the test.You should explain students’ questions about their performance in the test.

Best of luck




TEACHING IELTSREADING

PREPARE YOURSELF FOR THE TEACHING

First thing first, go to market and bring a few quality IELTS books.Read some passages from all books and check their answers. Select onenice book for the teaching purpose.

STEP ONERead the whole passage from top to bottom of the book you want to

teach to your students. Check the meaning of all the words you find duringyour reading. Make sure that there should not be a single word left outfrom your eyes.

You must know the meaning of every single word given in thepassage. While teaching students, they will ask you the meaning of thosewords.

STEP TWOFirst, you attempt all the passages and check their answers. Find all the

answers with proper understanding. Why? Because, when student ask you‘How’ and ‘Why’ you should be able to make them understand.

This is only possible if you have understood the whole thing properly.Read, reread and understand every answer in such a way that you shouldbe able to make your students understand.

STEP THREEPractice alone as if you are teaching to your students. Speak loudly

while doing so in your room. Explain every answer with the clarity of yourvoice---all this you have to do in your study room and monitor your ownperformance.

While going through this practice, if there are any weaknesses theywill be surfaced and you can improve them. When you realize that you canmake every single answer understand to your students, then only youshould relax as your job is done for now.

Well, your job is done but still you are not ready to TEACH.

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You can learn remaining part of teaching in the following lessons.




DAY ONE

LECTURE

Give this lecture right before you start teaching READING in the class.

“Without doubt, READING is one of the difficult subjects in the studyof IELTS---many students hold this opinion---well, I agree with them.

“Actually, most of the students are not familiar with the quality oflanguage in passages of IELTS. The language of the passages is verydifferent from what students read in their textbooks.

“To read and understand READING passages, students must have richstock of vocabulary. So, rich stock of vocabulary and regular readinghabit help students to tackle the READING passages more efficiently.”

At least this much you must speak right before you start teachingREADING.

Start teaching now…Write these things on the board, first.

ABOUT THE COURSEIMPORTANT TIPS TO MAKE READING EASY

PASSAGES -THREE PASSAGESTIME-EACH PASSAGE 20minutes (Total: 60minutes)

NOTE-Generally, first passage is relatively easier than the rest of thetwo passages.

WHAT ARE ASKED IN THE EXAM?TYPE ONEA. Choosing Headings

TYPE TWOB. YesC. NoD. Not Given

TYPE THREE

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E. Choosing right answer from the groupsF. Filling the blanks

Let’s begin with Choosing headings.

“In choosing the heading, you (students) should read the wholeparagraph and get the entire gist. Once you complete the reading, askyourself two questions.

(i.) What is the subject matter of the paragraph?(ii.) What is/are highlighted?

Once you understand the subject matter and the highlighted topics inthe paragraph then your job to choose a proper heading for your paragraphwill be easy.

For example, suppose the paragraph has discussed about poverty,crime and unemployment.

Then, its heading can bePovertyCrimeUnemployment

In the box where extra three to four headings will always be given todistract you from the correct heading. Suppose, you read the paragraphwhich discussed about poverty, crime and unemployment.

Now there are all three headings Poverty, Crime and Unemploymentare given…then, which one should you choose?

One answer is right and remaining two are distracters. The job of thedistracters is to take your attention away from the right answer.

Here, right answer is POVERTY but CRIME and UNEMPLOYMENTare distracters. Because, crime and unemployment stem out fromPOVERTY. In another language, Crime and Unemployment are the resultof Poverty. Poverty is the main cause of crime and unemployment.

Now get ready to explain about type TWO to your students.

ABOUT TYPE TWO




Now a big question is when to write YES. Students should make keywords.

Suppose this is the question.

Q.1 Children whose parents smoke are at high risk of getting cancerduring their lives.

We need to make Key Words (guiding words) to find the right locationof the correct information in the text.

From choosing Key Words (guiding words), surf the passage and findthe right location to get the answer. Remember, you will have about 2minutes to find the answer.

Once you have selected Key words, now SKIM or SCAN the wholepassage right from top to the end of the passage.

Don’t read the passage because you don’t have enough time, which iswhy just scan it fast. During scanning, your eyes should try to find thoseKey words.

Wherever you find a Key word, stop there, read that area and check. Isthat the right place or just distracter? Sometimes, you may find a Key wordbut you don’t get rest of the information.

Well, now you have found this piece of information in the passage andthis is the information you are looking for.

“It has been estimated that most cases of cancers can be attributed tohigh levels of exposure to second-hand tobacco smoke during childhoodand adolescence.”

Here your answer should be YES. If you read the question carefullythen you can come to know that the question suggests that young childrenmight get cancer during their lives and see in the text it is written duringchildhood and old age. Both are same only wording is different. You got it.

WHEN TO CHOOSE “NO”

When information given in the question and in the text contradicts, orlet’s say do not match.

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I give you simple example to understand this so that you can also makeyour students understand.

Read this question first.

Q. If any forecasting based on a hypothesis is done, then the hypothesisis regarded as true.

So, we have selected key words and while searching in the text youfound this information.

“If the forecasting turns out to be correct then your hypothesis hasbeen regarded and possibly be retained till such time as some further testshows it not to be correct.”

See, how cleverly the information in the text has tried to distractstudents from the correct answer.

Information given in the text until bold and cursive, the answer shouldbe YES. But after then underlined words suggest that whatever is rightnow is only right until some further tests show it not to be correct.

So here, underlined information contradict the information given in thequestion and therefore the right answer is NO.

WHEN TO CHOOSE “NOT GIVEN”

If you are unable to find the information of the question in the text thenyou should write “NOT GIVEN”.

That means the information given in the question is not available in thetext.

TYPE THREE

CHOOSING THE RIGHT ANSWERS FROM THE GROUPS

In this type of question, the students should read the question and markKey words. I give you an example here:

Q. According to information in the text, leukemia and pneumonia




A. are responsible for 84,000 deaths each year.B. are directly linked to cigarette smoking.C. are strongly related to lung cancer.D. result in 30% of deaths every year.

Now read this part of the text

“Smoking is related with cancers of, amongst others, the mouth,stomach and kidneys, and is thought to cause about 30% of leukemia andcervical cancers.”

If you read this text carefully then you will understand that smoking isthe main cause of all kinds of cancers.

In this case, the answer should be “B”.

You can give above example to make your students understand.

FILL IN THE BLANKS

Filling the blanks is much easier than other types of questions in theREADING. Students should read the sentence and select Key words. Afterthen find the information in the text.

For example, read this

To increase income, through extra work, mainly through selling1………….They were selling a large variety of goods in different2……………..to attract potential buyers. The women were elated asthey receive 3…………that helped to run their organizationsmoothly.

1. “Those women found invaluable ways of meeting their expendituresby increasing fund raising activities and making available ofadvertisements in the magazines.”

If you read the text carefully, you will immediately understand that thegroup was making extra income by selling advertising. So, advertisementsis the answer.

2. “They began selling playing toys, board games, greeting cards, andseveral other goods in their color combination to draw the attention of the

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people.”

Here color combination is highlighted.

3. “The group needed more monetary assistance to support theiractivities. The magazine provided space for ad but the women team couldcollect a huge amount of money from donations’’

So, here more emphasis is given on donations and this should bewritten in the blank space of number 3.

HOW TO PRACTICE READING

Students should follow two methods for the preparation of READING.They are as follows:

A. PRACTICE METHODB. EXAM METHOD

PRACTICE METHOD

In the practice method, students should first read whole passage ratherslowly and underline all difficult words. They should immediately find themeaning of the underlined word in dictionary or they can use offlinedictionary on their mobile phones.

This method is very effective to improve students’ reading habit andunderstanding power. This practice does also help students to improvetheir vocabulary. Once they have completed the reading passage, they canfind the answers of the questions given in the passage.

TEST METHOD

In the test method, students should not read the passage first as theydid during PRACTICE METHOD. In the TEST METHOD, the studentsshould read the questions and find the answer in the passage, exactly likein the real IELTS examination.

You should advice your students to follow PRACTICE METHOD athome. When they think that, they are performing better then they canswitch on to TEST METHOD.




Since all the answers of all the passages are available at the end of thebook, so students will not have any problem to check their answers andconverting their marks into Band Score (out of 9)

DAY TWOHOW TO TEACH READING PASSAGES TO STUDENTS

After going through several trials and errors, I have developed a newmethod to teach READING passages.

Well, you have already explained to your students that how to attemptall the questions of Reading Passages in the first day of the class. Nowlet’s move further.

STEP ONE

You should remember that you should introduce only those READINGpassages, which you have already prepared at home.

You should be able to explain every answer from the passage incommanding way. So that your students will be fully satisfied from yourexplanation. Later you can do the same with other passages/books as well.

STEP TWO

Give your students the first passage and ask them to followPRACTICE METHOD. Tell them to read the passage and make underlinewherever they find any difficult words.

You should tell them to ask you the meaning of those difficult words.Or they can get it from their mobiles.

This is the first day that’s why give them at least 15-20 minutes to readthe passage. After then ask them to find the answers of the questions.

Keep in mind that when you give the first passage, it should be in thesame order as you have taught them in the First Day Class. First lesson isCHOOSING HEADINGS.

After 15 minutes ask them to find the answers of all the questions

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(normally each passage will have about 14 questions).

For finding the answers, give them 20 minutes. In the last 15 minutes,stop them. Now you tell them that how you will find all the answers in thepassage.

One by one, you show them all the answers with explanation. This willmake your students understand properly. Looking at your skill, they willlearn and at the same time, they will be motivated.

STEP THREE

Before you wrap up your class, don’t forget to give one more passageto your students as home work. Tell them that they should follow PracticeMethod and write the answers of all the questions. They will bring itsanswers the following day.

Now get ready for the third day of your READING class.

THIRD DAY

In the third day of your teaching READING, you should give onepassage to your students for the practice---by following Practice Method.

After finishing the class work, now give one more passage for thestudents and ask them to do it by following the Test Method.

At the end, you describe all the answers and give one more passage ashomework for your students.

FOURTH DAY

In the fourth day, you can take a test. You can give them a book andask them to do TEST ONE Passage 1, Passage 2 and Passage 3. Getanswer sheets from the students after 60 minutes. Don’t give them extratime.

FIFTH DAY

First, return the answer sheets of the students back to them. You shouldnot explain the answers of the test.




You should again give the photocopies of two passages to students andask them to finish in 40minutes. After then you tell the students theanswers of the passages. Let them check answers themselves.

NOTE: You should prepare at least 15 to 20 passages for teaching toyour students. In between teaching, you can also take class test.

Good luckTEACHING IELTS

SPEAKINGPREPARE YOURSELF FOR THE TEACHING

To prepare SPEAKING you should have full confidence in yourspeaking ability that I hope you have.

I am going to describe how you should actually teach SPEAKING toyour students. Are you ready? Let’s begin.

DAY ONELECTURE

Give this lecture or you can give a different one but remember youropening lecture must be very captivating. You must draw students’attention by your first lecture.

For new teachers of IELTS, I suggest them to prepare a script first andread out the script loudly at home until they are satisfied.

Speaking loudly makes you more confident and your presentation willbe improving every time you practice.

I am going to write a lecture that generally I give in the class rightbefore I start my Day One class.

LECTURE

“Before I start teaching SPEAKING, it is my duty to speak a few wordsabout the SPEAKING test and its exam format. For me, Speaking is moreimportant than other subjects are. A quality Speaking has many

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advantages for students. As it opens up the windows of opportunity forstudents.

“First benefit is to get impressive score in the IELTS exam. This is thefirst benefit that students can get immediately after attending the IELTSexamination.

“Second benefit is that their chances of getting visa increases. Becausethey can impress the visa officer by their eloquent spoken English. Pleasenote that if you speak confidently then you will never become nervousbefore the visa officer. Visa officers are highly professional. Theythoroughly analyze the way you are speaking. When they notice that youare speaking in command, they will be impressed and your chances ofgetting visa will be closer to reality.

“Third benefit is to get employment abroad. If you can expressyourself well in English, then you don’t have to depend on anyone to finda suitable job for yourself. You will go out, speak with the concernedperson, and ask for a job---you will not be nervous.

“Forth and the most important benefit is that you are going to besuccessful wherever you go or whatever you do. Speaking is the mostpowerful tool in the world. You must work all the time to improve the artof speaking.”

IMPORTANT INFORMATION ABOUT SPEAKING

SPEAKING test is conducted in the form of INTERVIEW. The entireInterview is divided into THREE parts. The Interview is completed in 14minutes.

PART 1 (Speaking time: 4-5 minutes)PART 2 (Speaking time: 3-4 minutes; note making time: 1

minute)PART 3 (Speaking time: 4-5 minutes)

ABOUT PART 1 (three days)

In PART 1, about five to six questions or may be a few more are askedon three small topics. These questions range from introduction to hobby,liking & disliking, foods, travel & tourism, friendship, etc.




Keep in mind that in PART1 students are supposed to give shortanswer but at the same time, the answer should be a complete answer.

ABOUT PART 2 (six days)

PART 2 is quite different from PART 1. In PART 2 a question isgiven to students and they get one minute to make some notes. After thenstudents should speak for about 2 minutes.

Students must keep in mind that they are supposed to speak for 2minutes. If they stop speaking before two minutes then the interviewer willask them a few cross questions, which may be more difficult. Hence, it isbetter to speak full 2 minutes and avoid cross-questions.

When the interviewer gives you a question, you will have one minuteto make notes. Out of ignorance, many students write a few sentences.

This is absolutely a wrong idea. Never write sentences. Make just keynotes in one minute. If you make minimum 5-8 points, they are enough tospeak for about two minutes.

A SAMPLE OF MAKING NOTES IN THE EXAM

If this is the question

“Describe your visit to a historical place.”You should make notes like this way:LUMBINI1. Planning2. Traveling3. Monasteries4. Ashoka Pillar5. Exact birth location of Lord Buddha6. The surrounding area

If you make these 6 points quickly then it will be quite easy for you tospeak for 2 minutes.

HOW YOU SHOULD EXPAND EACH POINT IN THE EXAM

1. PLANNING

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While speaking about Planning, you should speak that how you madethe plan to go to Lumbini. How many friends you were who had been toLumbini.

2. TRAVELINGWhile speaking about Traveling, you should speak traveling

experience from your place up to Lumbini. To spend more time, you canspeak that how one of the tyres of your taxi was flattened on your way toLumbini.

3. MONASTERIESWhile speaking about Monasteries, you should speak about

monasteries, paintings, designs, spiritual feelings, the people/monks there,etc.

4. ASHOKA PILLARWhile speaking about Ashoka Pillar, you should speak who the

Ashoka was, how you felt when you saw the pillar for the first time. Youshould also speak the Pillar’s historical importance.

5. EXACT BIRTH LOCATION OF LORD BUDDHAWhile speaking about Exact Birth Location of Lord Buddha, you

should speak how you stood in queue, how you felt, about yourexcitement, how you felt when you saw the exact birth location of LordBuddha for the first time.

6. THE SURROUNDING AREAWhile speaking about the Surrounding Area of Lumbini, you should

give general information about the place. For example, how the placelooks like, the people living there, most popular things to watch nearbyarea, etc.

ABOUT PART 3 (three days)

In Part 3 of Speaking Interview, the interviewer may ask about five ora few more questions. The Part 3 questions are always based on the mainsubject of Part 2. For example, if the main topic of Part 2 wasEDUCATION then all five questions will be based on Education.

DAY TWOActual teaching of Speaking begins from Day Two. Go to the board




and write SPEAKING PART 1.

Questions for the practice

HOBBYQ.1 Speak about your hobby.Q.2 Do you have one hobby or more?Q.3 Is it necessary to have at least one hobby?

EDUCATIONQ.1 What type of education do you prefer?Q.2 Are you satisfied with the education system of your country?Q.3 What one change do you want in the education system of your

country?

TRAVELQ.1 Do you like traveling?Q.2 Do you like short distance traveling or long distance traveling?Q.3 Is there a place you want to visit again and again?

Once you write these questions on the board, tell to your students thatfirst you will answer all the questions as a student. Later, students shouldpractice those questions with each other.

You give them 10 to 15 minutes for the practice. Encourage them toask questions with each other.

Please make a note that you should not allow students to write answersin their copies and then practicing. This is a wrong way of practice. In theIELTS SPEAKING TEST, the interviewer will not allow them to writeanything in the paper---Part 1 is a face-to-face conversation.

In the first day of the class, you just practice only five questions. In themeantime, encourage your students to speak with each other.

NOTE: See the students who are bit struggling and not being able tospeak. Select those students and ask them to sit beside the clever studentswho speak well.

In the first day of the practice, students feel nervousness. You shouldencourage them, especially the weaker students.

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This much for Day Two.DAY THREE & FOUR

Prepare several questions for the practice and write on the board for thepractice. It is better if you (teacher) explain them for the students.

After a few minutes, you can ask each student some questions. Ifstudents feel shy then you can encourage them for group practice.

GETTING READY TO TAKE TESTToday you (teacher) should get ready to take Part 1 Speaking Test of

your students. You should prepare three new topics and three questionseach.

Like a real examination, call all the students one by one to your office,or you can also organize the same test in the classroom.

If there are many students then you will not have enough time to askthem all the questions. In a situation like this, you can ask two questionseach.

MARKING SYSTEMYou must follow a proper marking system. This marking system is

very scientific and highly useful for the students.

Create this chart on your computer and make some copies.

PART 1 SPEAKING TEST SCORE WITH COMPLETE FEEDBACK

NAME:

SUBJECTS SCORE REMARKSFLUENCY AND COHERENCEGRAMMAR AND ACCURACYVOCABULARYPRONUNCIATION

BAND SCORE 0.0/9

Listen to the answers of the students and give them scores for Fluency,Grammar, Vocabulary and Pronunciation. Along with scores, give




remarks.

Add all the scores and divide by 4, whatever marks come that is theband score of Speaking.

DAY FIVEPART 2

In Speaking Part 2, students are supposed to speak for about twominutes. The interviewer wants to see students’ real speaking ability.Students have an opportunity to impress the interviewer by speakingfluently for about two minutes.

You need to prepare your students for the speaking test. It is better ifyou ask your students to speak for three minutes or even more---instead oftwo minutes.

SOME DO’S AND DON’TS1. While speaking keep eye contact with the interviewer.2. Change the scale of your voice as per subject.3. Move hands accordingly4. Change facial expression as per subject you are speaking.5. Always speak to the point. Never start speaking if you have not

understood the question. You can ask the interviewer to repeat thequestion.

6. Speak in most natural manner.7. Speak clearly, loudly and confidently.8. Use quality words wherever possible.9. Use such words like meanwhile, however, unless, until, in

contrast, as a matter of fact, in fact.10. Keep your example as short as possible.

Write the first question on the board.

“Describe a seminar/conference you have ever participated.”You should speakwhere the conference was heldwho organizedwhat the subject was

and explain about your experience.

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First, you (teacher) practice this question at home before you speak inthe classroom.

While speaking, keep following points in mind:

1. Tell which club you are involved in2. What your club does3. How your name was selected for the seminar4. Topic of the seminar “Youths role in nation building”.5. Preparation for the speech6. Participating nations7. Message of the seminar8. What I learn from the seminar

If you include all these points into your description then you can speakquite comfortably.

You (teacher) should stand in front of the students and describe theanswer for 3 to 5 minute. When you stop, ask students to practice alonewith loud voice. Tell to your students to speak several times unless anduntil they are satisfied with their performance.

Once they are satisfied with their performance, they must speak beforetheir friends and ask their feedbacks/opinions.

When you think your students are ready for speaking, you can askthem one by one. You can prepare several topics for the practice with yourstudents. This way you should practice for six days.

During this time you can also conduct class test to check how preparedyour students are.

PART 3

As you have already known that in Part 3 about five or may be a fewmore questions are asked and all the questions will be based on the mainsubject of Part 2.

You should spend two days for teaching Part 3. On the third day, youshould conduct a class test.




I give you an example for teaching Part 3.

Write on the board

EDUCATION

(If the main subject of Part 2 is Education then in Part 3 all questionswill be related to Education).

Q.1 What should be the purpose of modern education?Q.2 Do you think the present education system of your country is

capable to take your country on the path of development?Q.3 Do you think Sports and Education should go parallel in schools?Q.4 Should a foreign language be included in school education

system?Q.5 Nowadays education has been commercialized. Do you agree?

You can make several questions of this kind and practice with yourstudents.

After teaching for two days, on third day you should conduct a ClassTest. Now you know very well that how to conduct class test. Follow thesame method and give the results of the students.

Good luckThank you very much for purchasing this book. Nowadays it is very

hard time for writers. Especially for those writers who want to make aliving by writing. At a time when reading culture is drastically going

down, every single book purchased is a great help to writers.

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