links between reading and writing in the academic version ... · links between reading and writing...

Links between reading and writing in the academic version of IELTS

13 October 2017

2 Presentation heading | Date Month Year

The talk will cover the links between reading and

writing in the academic version of IELTS. The talk will

explore the main methodological techniques for both

skills to help teachers improve student performance

and flexibility in the exam. There will be reference to

the other two main skills, speaking and listening.

.

Abstract


1 Competence vs. knowledge


IELTS is a foreign country: they do things differently

there.

(adapted from LP Hartley. The Go-Between 1953)


2 Syllabus: Grammar and vocabulary

Task-based approach

Academic Word List (AWL)

Academic Key Word List (AKL)


3 Navigating, noticing and processing vs. fossilisation


Top-down approach

Bottom-up approach

Interactive Approach...there are few adherents to the strong form of either polar approach.(Hudson, T. D. 2007. Teaching Second Language

Reading. Oxford: Oxford University Press.)

4 Approaches


General academic/ academic

Exposition/ Argumentation/ Narrative/ Historical/ Biographical

Content

STEM(Science, Technology, Engineering, Mathematics) Business The artsetc

5 Reading texts


Global Paragraph/section headings MCQs/ Summaries,

Discrete Sentence completion True, False, Not Given Yes No Not Given- Claims and views

Question analysis Purpose, Essential Elements, Grammar, Vocabulary,

other macro skills (Listening, Writing and Speaking)

6 Types of Reading Questions


Time relationships

Problem and solution

Cause and effect

Classification

Comparison and contrast

Argument

Exemplification

Generalisation and specificity

Location

Description- processes/ sequencing

Instruction

Definition

Explanation

Drawing conclusions

Rhetorical organisation

7 Essential elements across reading, writing, speaking and listening


8 Skills transfer


B

Once a location is established as a main tourist destination, the effects on the local

community are profound. When hill farmers, for example, can make more money in

a few weeks working as porters for foreign trekkers than they can in a year working

in the fields, it is not surprising that many of them give up their farm work, which is

thus left to other members of the family. In some hill regions, this has led to a

serious decline in farm output and a change in the local diet, because there is

insufficient labour to maintain terraces and irrigation systems and tender crops. The

result has been that many people in these regions have turned to outside suppliers

of rice and other foods.

In Arctic and desert societies, year-round survival has traditionally depended on

hunting animals and fish and collecting food over a relatively short season.

However,

Paragraph from The impact of wilderness tourism


,

,

,

, ,

.

The History of Herodotus, parallel English/Greek, tr. G. C. Macaulay, [1890], at

sacred-texts.com

Is it universal or is it all?


BOOK ITHE FIRST BOOK OF THE HISTORIES, CALLED CLIOThis is the Showing forth of the Inquiry of Herodotus of Halicarnassos, to the end that neither the deeds of men may be forgotten by lapse of time, nor the works great and marvellous, which have been produced some by Hellenes and some by Barbarians, may lose their renown; and especially that the causes may be remembered for which these waged war with one another.

The History of Herodotus, parallel English/Greek, tr. G. C. Macaulay, [1890], at sacred-texts.com


1 Nominalisation vs. Denominalisation

2 Summarising

General/ shell/ carrier/ cohesive nouns

3 Lexical cohesion

9 Nouns and concepts


General/ Shell/ Carrier Cohesive

effect impact problem solution advantage disadvantage

measure idea example reason result description causes

patterns trends developments similarities differences

examples

Lexical cohesion

of this idea/ measure/ solution

10 Summarising and decoding


Competence vs. knowledge vs. time management

Length of texts

Different speeds

Studying/ learning/ testing/ leisure?

Slow/ close reading

90 seconds per question

Activating schemata- theme/ content

Activating organisation

-Learning to see location where

-Learning to see main ideas what

-Learning to see meaning of concepts/ideas why

-Learning to juggle concepts/ideas how

-Learning to juggle concepts/ideas and people who

11 Teaching Methodology


Texts

Sequences of paragraphs

Paragraphs essential elements (e.g. causes/ effects/

solution)

Sequences of sentences

Sentences/essential elements( e.g. cause/ effect, examples)

Clauses/ essential elements (e.g. cause/ effect, examples)

Phrases/collocations/noun phrases

Words

Noticing, navigating, processing organisation at sentence and paragraph level


Pre-reading/ listening/ writing/ speaking brainstorming

Questions/ Passage first? Summary of passage

Questions/ Passage only

List words/ideas/ sentences from the text/ Noun phrases/ Sentences selected from text

Finding selected features

Question analysis: grammar features/ vocabulary Finite?

Critical thinking- frames and questions to ask re particular questions

Structure of text

Search for/ Generating ideas etc

Building/ constructing (abstract) concepts

Relevance to other modules

Reading Writing/ Listening/ Speaking checklists

12 Some techniques


1 Prediction of theme/ topic

2 Prediction of organisation

3 Type of text

4 Type of question

5 Location of information from prediction

6 General nouns

7 Important nouns/ noun phrases

8 Overt vs. covert organisation

9 Number of questions

10Time target

Reading checklist


Task 1 Language features checklist

Simple Present/ Past/ Present Perfect/ Simple Future/

Future Perfect

Comparison

Complex sentences: conjunctions/ adverbs

Verbs of rise/ fall

Trends/ writing introductions

Noun phrases synonyms/ paraphrases

Singular/ plural

Active/ Passive

General v specific


Sentence level

Given/Old vs. New

General

Topic sentence/statement/ theory/reference to previous

paragraph/ conclusion

Specific

Examples/

reasons/causes/effects/reservations/purposes/conclusion

13 Sentence/ Paragraph location of information


General/ Shell/ Carrier Cohesive

effect impact problem solution advantage disadvantage

measure idea example reason result description cause

pattern trend development similarities differences

examples

and synonyms

Lexical cohesion

of this idea/ measure/ solution

Building concepts

14 Summarising: nominalisation vs. denominalisation


Using word association

General and specific: Topic sentence and explanation

Cause and effect

If

If then for because example however therefore

Action result reason example reservation conclusion

Although (yet)

Investment Infrastructure transport jobs economy wealth

(mixed with functions/ essential elements, e.g. effect/ example)

nouns/ adjectives/ mixed (personal abstract)

Must avoid

15 Generating and developing ideas


Perspectives 1

personal

familial

local

regional

national

international

social

environmental

cultural

Perspectives 2


16 Questioning and thinking

8 Is using technology more popular among the young than the elderly?

7 How has technology changed peoples lives?

6 What is the difference between the use of technology in your country and

in [] countries?

5 Do you think the advantages of technology outweigh the disadvantages?

Why?/How?

4 What do you think the effect of technology will be in the future? Why?

3 What is the impact of/ are the effects of technology (on) . ? (Reasons/

examples?)

2 Does technology have an impact/ effect on ... ? How?

1 What types of technology are there? Organise the different types of

technology into groups.

Nowadays, there is a very wide range of technology available.


Reading list

Thank you

www.macmillanenglish.com

www.internationalenglishlab.com

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