The International

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IELTS

• The International
• English
• Language
• Testing
• System

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• ???????
• ????
• ????Task 1, Task 2
• ????? Writing Strategies
• ????

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• IELTS ??(The International English Language
  Testing System) ????????,?????????????????????????
  ???,?????????????
• ??,???6,000?????IELTS???????????????,?????????????
  ????????????????????????????????
• ????????????????????????????????,?????????2000????
  ????????????????
• IELTS??????????????????????????(Cambridge ESOL)
  ???????????,?????120????500?????????????

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IELTS????

???? ????? ??
Listening ???? 30?? ????????40??
Reading ???? 60?? ????,?40??
Writing ???? 60?? ???????
Speaking ?? 11-14?? ?????????????
?????????,???? ?????? 1.???????????? 2.?????????? 3.?????? ????2??45?? ?????????,???? ?????? 1.???????????? 2.?????????? 3.?????? ????2??45?? ?????????,???? ?????? 1.???????????? 2.?????????? 3.?????? ????2??45??
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General Introduction

• IELTS is the worlds proven English test. Over
  1.2 million candidates take the test each year to
  start their journeys into international education
  and employment.
• IELTS is recognised by more than
  6000 institutions across 120 countries.
• IELTS is owned and managed by the British
  Council, IDP IELTS Australia and University of
  Cambridge ESOL Examinations.
• 2009 marks the 20th anniversary of IELTS (1989
  present)

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IELTS??????

• IELTS?????????(Academic) ? ?????(General
  Training) ???????????,???????(Listening)???
  (Reading)??? (Writing)???(Speaking)?????
• ??? (ACADEMIC)
• ???????????,??????????????????????????????????????
  ????????????????
• ????? (GENERAL TRAINING)
• ??????????????????????????????
• ?????????????????????????????????????????,????????
  ????,?????????

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2 Formats in IELTS

• General Training - for school, work or migration
• The General Training format focuses on basic
  survival skills in a broad social and educational
  context. It is for those who are going to
  English-speaking countries to do secondary
  education, work experience or training programs.
  People migrating to Australia, Canada and New
  Zealand must sit the General Training test.
• Academic - Institutions of Higher and Further
  Education
• The Academic format is for those who want to
  study or train in an English-speaking university
  or Institutions of Higher and Further Education.
  Admission to undergraduate and postgraduate
  courses is based on the results of the Academic
  test.

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IELTS Writing-General Training

• Task 1
• Candidates are asked to write a personal
  informal, semi-formal or formal letter,
  responding to a given problem or situation. Input
  to Task 1 includes a brief description of the
  problem or situation followed by 3 bullet points
  which tell the candidate what information is
  required in the letter. Candidates must write at
  least 150 words for this task.
• Task 2
• The input to Task 2 consists of a statement of
  a point of view, argument or problem about a
  specific topic. This is followed by instructions
  asking candidates to discuss the topic by
  providing general factual information, outlining
  and/or presenting a solution, justifying an
  opinion, or evaluating ideas and evidence.
  Candidates are expected to produce a discursive
  piece of writing. Candidates must write at least
  250 words for this task.

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IELTS ????????
Task 1 Task 2
?? 20 ?? 40 ??
???? ?? 150 ? ?? 250 ?
???? ???????? ????????????
???? ?????? ??????? ????? ??????????? ???????? ?????? ??????? ????? ??????????? ????????
???? ???????? Task 2 ??????? Task 1 ? 0 ? ? 9 ? (???0.5??,?5 ? ? 6.5?) ???????? Task 2 ??????? Task 1 ? 0 ? ? 9 ? (???0.5??,?5 ? ? 6.5?)
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IELTS Writing-Academic
Task 1 Task 2
Timing 20 min 40 min
Writing Length at least 150 words at least 250 words
Writing Style a descriptive academic report of a table or diagram an academic essay in response to an opinion or a problem
Grading Criteria Task Achievement Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy Task Response Coherence and Cohesion Lexical Resource Grammatical Range and Accuracy
Score Both tasks are compulsory Writing Task 2 is worth more marks than Writing Task 1 From band 0 to band 9 (band scores are reported in whole bands or half bands) Both tasks are compulsory Writing Task 2 is worth more marks than Writing Task 1 From band 0 to band 9 (band scores are reported in whole bands or half bands)
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IELTS ???????????????

IELTS TOEIC TOEFL TOEFL-CBT GEPT
8.0-9.0 990 660 287 ??
7.0 810 600 250 ??
6.0 660 530 197 ???
5.0 520 430 117 ??
4.0 380 350 63 ??
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Expert user Has fully operational command of the language appropriate,accurate and fluent with complete understanding .
Very good user Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies .Misunderstandings may occur in unfamiliar situations . Handles complex detailed argumentation well.
Good user Has operational command of the language though with occasional inaccuracies inappropracies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning.
Competent user Has generally effective command of the language despite some inaccuracies,and misunderstandings . Can use and understand fairly complex language, particularly in familiar situations .
Modest user Has partial command of the language, coping with overall meaning in most situations though is likely to make many mistakes .Should be able to handle basic communication in own field.
Limited user situations. Has frequent problems in understanding and expression. Is not able to use complex language.
Extremely limited user Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communications occur.
Intermittent user No real communication is possible except for the most basic information using isolated words or short formulas in familiar situations and to meet immediate needs . Has great difficulty understanding spoken and written English.
Non user Essentially has ability to use the language beyond possibly a few isolated words.
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Task 1 (1)

• Time Length 20 minutes
• Writing Length 150 words (minimum)
• Writing Goal Interpret and describe some given
  visual information (a diagram or table, etc.) and
  present the information in your own words.

Table


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Task 1 (2)

• 4 possible types of the academic writing in task
  1
• 1. Organise, present and possibly compare data
• e.g. money people spend on
  different
• forms of
  entertainment.
• 2. Describe stages of a procedure or process
• e.g. the stages of human
  evolution.
• 3. Describe on object or event or series of
  events
• e.g. How the water cycle
  works.
• 4. Explain how something works
• e.g. How a car engine
  works.
• Reasons for directly penalty
• The writing is less than the minimum word limit
• Off-topic and irrelevant response
• Plagiarism (severe penalty)

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Example of Task 1

• You should spend about 20 minutes on this task.
• The take below gives information about the
  underground railway systems in six
  cities.Summarize the information by selecting
  and reporting the main features, and make
  comparisons where relevant.
• You should write at least 150 words.

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Sample Writing (1)

• The table shows the details regarding the
  underground railway systems in six
  cities.London has the oldest underground
  railway systems among the six cities. It was
  opened in the year 1863, and it is already 3l
  years old. Paris is the second oldest, in which
  it was opened in the year 1900. This was then
  followed by the opening of the railway systems in
  Tokyo, Washington DC and Kyoto. Los Angeles has
  the newest underground railway system, and was
  only opened in the year 2001. In terms of the
  size of the railway systems, London, for certain,
  has the largest underground railway systems. It
  has 394 kilometres of route in total, which is
  nearly twice as large as the system in Paris.
  Kyoto, in contrast, has the smallest system. It
  only has 11 kilometres of route, which is more
  than 30 times less than that of London.

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Sample Writing (2)

• Interestingly, Tokyo, which only has 155
  kilometres of route, serves the greatest number
  of passengers per year, at 1927 millions
  passengers. The system in Paris has the second
  greatest number of passengers, at 1191 millions
  passengers per year. The smallest underground
  railway system, Kyoto, serves the smallest number
  of passengers per year as predicted.In
  conclusion, the underground railway systems in
  different cities vary a lot in the site of the
  system, the number of passengers served per year
  and in the age of the system.
• 
  (233 words)

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Task 2 (1)

• Time Length 40 minutes
• Writing Length 250 words (minimum)
• Writing Goal
• Presented with and respond to a point of view
  or argument or problem.

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Task 2 (2)

• 4 possible types of the academic writing in task
  2
• 1. Present the solution to a problem
• e.g. You want to persuade someone to study
  your native language. What reasons would you
  give? Support your answer with specific details.
• 2. Present and justify an opinion
• e.g. Do you think trial by jury should be used
  in all criminal cases?
• 3. Compare and contrast evidence, opinions and
  implications
• e.g. How effective is it to reward good work
  with extra money?
• 4. Evaluate and challenge ideas, evidence or an
  argument
• e.g. Failure shows desire wasnt strong
  enough. To what extent do you agree?
• Reasons for directly penalty
• Directly copied sentences or phrases from the
  question
• The writing is less than the minimum word limit
• Off-topic and irrelevant response
• Plagiarism (severe penalty)
• Incomplete format (e.g. bullet points, or note
  form etc.)

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Example of Task 2

• You should spend about 40 minutes on this
  task.Write about the following topic
• Governments should make more effort to promote
  alternative sources of energy. To what extent do
  you agree or disagree with this opinion?
• Give reasons for your answer and include any
  relevant examples from your own knowledge or
  experience. Write at least 250 words.

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Writing Sample (1)

• It has been known for some time now that a move
  towards sources of energy which are not
  carbon-based is urgently required to stop the
  effects of global warming. In my view, there are
  too few governments who seem to be promoting the
  use of other types of energy such as wind, wave,
  solar and nuclear sources of energy.
• Governments at present are too reliant on coil,
  oil and gas. Although some governments are doing
  research into the use of alternative energy
  sources, many are not. Energy from the wind, the
  sea and the sun does not pollute the environment
  and is an everlasting source of power. Nuclear
  power is clean, and although it is not totally
  unproblematic, it would provide a large amount of
  energy and dramatically improve the environment.
  Countries such as France have made good use of
  nuclear power.

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Writing Sample (2)

• My feeling is that more use could be made of wind
  power. In some countries, there has been a
  reluctance to use wind turbines, even in areas
  which are not densely populated, as some people
  believe they are eyesores. Personally, I believe
  they are not only useful, but beautiful as well.
  Governments should spend more time and effort
  promoting the benefits of this source of energy
  and trying to make the public understand the
  reason for change.
• In conclusion, I believe that, if governments
  forced everyone to have a wind turbine and solar
  panels on the building they live in, made more
  use of wave power and built more nuclear power
  stations, then they would manage to avert the
  dangers that are seriously threatening the Earth.
• (268 words)

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???? Writing Strategies

• For Both Tasks
• Read the question carefully
• Familiarise yourself with descriptions of data
  in newspapers, textbooks
• Practise formulating your own ideas on topics

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Writing Strategies For Both Tasks

• Device for better coherence

Function Cohesive device
1. Addition besides, furthermore, moreover, what is more, in addition, also, both ... and , not only but also
2. Likeness likewise, similarly, in the same way, in addition
3. Contrast however, nevertheless, still, nonetheless, conversely, otherwise, instead, whereas, while, although, in contrast, on the contrary, on the other hand, despite, in spite of
4. Cause and Effect accordingly, consequently, hence, therefore, as a result, for this reason, so, as, because of, due to, owing to, since, given that, thus, thereby, by this means, in this manner, in this case
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Writing Strategies For Both Tasks

• Device for better coherence

Function Cohesive device
5.Reinforcement for example, for instance, such as, a case in point, one example of this, in this way, in fact, in particular, indeed
6. Time/Order meanwhile, then, subsequently, afterward, thereafter, earlier, later, after, before, when, first(ly), second(ly), finally, lastly, from beginning to end, in the beginning, in the end, at last, in conclusion, overall, in summary, on the whole, to summarize, to sum up
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Writing Strategies For Task 1

• Words used to describe the given pictures

noun noun
a graph a diagram
line graph a figure
bar graph a table
column graph vertical axis
a chart horizontal axis
a pie chart percentage
a bar chart proportion
verb verb
show display
indicate manifest
demonstrate illustrate
reveal explain
represent provide
imply mark
suggest denote
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Writing Strategies For Task 1

• Words used to describe statistics, to compare
  results, to describe changes

verbs verbs verbs
remain grow multiply
fall climb diminish
rise decline plunge
drop gain slide
increase improve slip
decrease fluctuate soar
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Writing Strategies For Task 1

• Words used to describe statistics, to compare
  results, to describe changes

adjective/adverb adjective/adverb adjective/adverb
steady/steadily approximately stark
dramatically gradually doubly, triply
drastically rapidly relatively
sharply slowly annually
slightly remarkably merely
significantly respectively apparently
considerably evidently incredibly
initially markedly severely
correspondingly exponentially frequently
heavily widely admittedly
smoothly surprisingly
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Writing Strategies For Task 1

• Words used to describe statistics, to compare
  results, to describe changes

phrase
rise from to
fall from
fall to
start at/from to
range from to
reach to
be divided into
in the vicinity of
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References ????

• IELTS homepage (IELTS????)
• http//www.ielts.org/index.htm
• ELC homepage (??????)
• http//elc.polyu.edu.hk
• http//elc.polyu.edu.hk/IELTS/
• IELTS Exam Preparation
• http//www.ielts-exam.net/
• University of Leeds http//www.leeds.ac.uk/langua
  ges/resource/english/graphs/tren.htm
• ???????? http//ce.etweb.fju.edu.tw/self_learning.
  html
• BRITISH COUNCIL (??????)
• http//www.britishcouncil.org/tw/taiwan.htm
• IDP IELTS (????????)
• http//www.idp-ielts.com.tw/web/
• I IDP IELTS (????????)
• http//www.idp-ielts.com.tw/web/
• Charles, Julian. IELTS Write Right. Taipei Jon
  Wen Books, 2009.