Teaching Ielts Assignment Sample

Analyze the information in the class summary. What are your learners' strengths and weaknesses?

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In the context of IELTS groundwork for education-focused topics, a class of six students reveals varying strengths and weaknesses. Ana displays strong reading and writing skills however requires significant improvement in speaking, basic for her desire to become a nurse in the UK. Bilal's general performance is balanced, yet his requirement for enhanced speaking skills is urgent as he tries to centralize in the United States. Chen enhances in reading however needs a boost in speaking to work with her goal of moving to Australia. Delphine faces challenges in both reading and writing, lining up with her point of improving position possibilities. Mihai, looking for a postgraduate certification in the UK, requires improvements in both writing and speaking (Sankara et al. 2020). Also, Francesca should focus on working on her speaking and writing skills to support her vocation possibilities. The picked example will fixate on fortifying their common weak spots, focusing on writing and speaking inside the education topic.

Which two skills have you chosen to teach in this lesson? Why?

For this lesson, I have selected two critical skills to teach and enhance: Writing, particularly IELTS Academic Writing Task 2, and Speaking, focusing on IELTS Speaking Section 2.

Writing (IELTS Academic Writing): The choice to focus on writing is driven by the way that countless students in the class, including Ana, Bilal, Chen, Delphine, and Mihai, show prominent shortcomings in this ability. Writing is a key part of the IELTS exam, and Academic Writing Task 2 expects students to build very organized papers on different points (Nushi, and Razdar, 2021). Further developing their writing skills is fundamental, particularly for students like Mihai, who intend to seek postgraduate examinations in English-speaking nations. Improving their abilities to write will likewise help students like Delphine and Francesca in propelling their work possibilities, as solid writing skills are exceptionally esteemed in proficient settings.

Speaking (IELTS Speaking): The decision to underline speaking, explicitly IELTS Speaking Section 2, is roused by the fundamental job of oral correspondence in genuine settings. Successful speaking skills are urgent for students like Ana, Bilal, Chen, and Mihai, who have explicit desires attached to English-speaking objections. Furthermore, Speaking Section 2, where students represent two minutes on a given subject, is a difficult part of the IELTS exam. Improving their abilities to speak in a controlled climate won't just lift their certainty yet in addition set them up for the exam's requests and, all the more significantly, genuine circumstances in English-speaking academic or expert settings.

This lesson, by tending to these two center skills, takes care of the normal weaknesses among the students while lining up with their singular objectives, be it academic pursuits, professional success, or migration.

Which lesson topic have you chosen? Why?

The chosen lesson topic is "Education." This topic was chosen since it resonates with the students' general goals and aspirations, which include pursuing further education in English-speaking countries, further developing job prospects, and, in Ana's case, becoming a nurse in the UK, which requires a strong grasp of healthcare-related academic language.

Education is a flexible topic that can envelop an extensive variety of subtopics, like the significance of education, the effect of innovation on learning, and the job of education in professional improvement (Pearson, 2021). These subtopics offer sufficient chances to incorporate both composition and speaking activities, giving an all-encompassing way to deal with language improvement while permitting students to draw in topics pertinent to their life goals. This arrangement guarantees that the lesson isn't simply custom-fitted to their IELTS needs yet in addition significant and rousing.

Lesson Aims

By the end of the lesson, students will be better able to construct well-structured essays related to the topic of education, exhibiting further developed soundness and explanation in their composition. Furthermore, they will foster more successful speaking abilities in examining educational topics, prompting expanded familiarity, jargon use, and generally oral correspondence proficiency.

Lesson Outcomes

By the end of the lesson, students will have demonstrated their enhanced ability to craft organized essays on education-related subjects. They will have likewise partaken in speaking exercises, with every understudy conveying a two-minute chat on a given educational topic, exhibiting further developed fluency, vocabulary, and overall speaking competence.

Anticipated Difficulties

Students might encounter challenges arising from their native languages (L1), leading to grammar and vocabulary mistakes. For example, Chinese-speaking Chen could struggle with English sentence structures. Furthermore, the intricacy of errands, for example, constructing essays and conveying two-minute talks, could be requested, particularly for students like Delphine and Francesca, whose ongoing proficiency levels in speaking and writing are somewhat lower (Clark, and Yu, 2021). Managing a class of six students effectively, guaranteeing equivalent investment, and keeping up with time imperatives during speaking activities can likewise present difficulties.

Suggested Solutions

To address L1 influence, encourage students to recognize and correct native language-related mistakes. Give supplemental materials customized to their particular native languages, assisting with addressing normal semantic obstructions. For managing the intricacy of assignments, offer layouts and structured direction for article writing, making the interaction more manageable. During speaking activities, consolidate practice meetings and friend audits to further develop familiarity. To handle classroom management challenges, utilize time usage strategies, for example, setting time limits for talks, and cultivating a comprehensive classroom climate that encourages dynamic and equivalent cooperation among all students.

Remember the pre-, while-, post- structure for each skill. E.g., Pre-speaking, while-speaking, post-speaking.

Lesson Rationale: Answer the following two questions.

Why have you structured your lesson in this way? Why are your stages in this order?

The structure of this lesson is intentionally intended to cater to the exceptional necessities and goals of each student while addressing the normal weaknesses in writing and speaking abilities. The request for stages is deliberate, aiming to create a scaffolded learning experience.

The lesson begins with a Pre-Writing stage, where we introduce the topic of education and activate prior knowledge. This guarantees that students are emotionally and intellectually engaged in the topic. The resulting While at the same time Writing stages (Task 1 - Essay Presentation and Task 2 - Essay Body) are strategically placed to direct students through the essay writing process. This gradual movement allows them to develop their abilities starting from the earliest stage, with essay acquaintances, and then moving to the more critical part of the essay.

The shift to Speaking abilities begins with a Pre-Speaking stage, presenting Speaking Part 2 and the education topic. Students need to grasp the unique circumstances and expectations before speaking (Chong, and Ye, 2020). The While-Speaking stage centers around individual discourse preparation, offering each student a chance to express their considerations. The Post-Speaking stage encourages peer feedback and reflection, cultivating collaborative learning and assisting students with recognizing areas for development.

This structure guarantees a logical stream, with each stage expanding on the previous one. By moving from writing to speaking, it allows students to apply their better writing abilities to the speaking task, offering a well-adjusted language development experience.

How will your lesson help your students to develop their skills? What will your students gain from this lesson?

This lesson enables students with the abilities and certainty expected to succeed in their IELTS exam and, all the more importantly, to flourish in academic and professional settings. Through the writing stages, students gain the ability to construct well-structured essays and foster sound arguments, enhancing their proficiency in composed communication. Additionally, peer surveys and group discussions in the Post-Writing stages encourage critical reasoning and collaborative learning.

In the Speaking part, students enhance their oral communication abilities by preparing and conveying two-minute talks (Damayanti, et al. 2023). They gain familiarity with communicating in English and refine their vocabulary usage. The companion feedback and intelligent discussions assist them with perceiving qualities and areas for development, ultimately constructing their trust in articulating ideas.

Overall, the students foster IELTS-explicit abilities as well as acquire essential fundamental abilities, enabling them to articulate themselves effectively in academic, professional, and everyday settings. This lesson guarantees that they are better prepared to achieve their individual goals, whether it be academic pursuits, career advancements, or migration to English-speaking countries.

References

Journals

• Chong, S.W. and Ye, X., 2020. Developing writing skills for IELTS: A research-based approach. Routledge.
• Clark, T. and Yu, G., 2021. Beyond the IELTS test: Chinese and Japanese postgraduate UK experiences. International journal of bilingual education and bilingualism, 24(10), pp.1512-1530.
• Damayanti, I.L., Hamied, F.A., Kartika-Ningsih, H. and Dharma, N.S., 2023. Building knowledge about language for teaching IELTS writing tasks: A genre-based approach. Studies in English Language and Education, 10(2), pp.756-776.
• Nushi, M. and Razdar, M., 2021. IELTS writing preparation course expectations and outcome: A comparative study of Iranian students and their teachers' perspectives. Cogent Education, 8(1), p.1918853.
• Pearson, W.S., 2021. A comparative study of lexical bundles in IELTS Writing Task 1 and 2 simulation essays and tertiary academic writing. Journal of Academic Language and Learning, 15.
• Sankara Narayanan, R.L. and Mathew, P., 2020, March. Teaching international English Language Testing System (IELTS) academic writing and exam strategies online to develop Omani students' writing proficiency. In Arab World English Journal (AWEJ) Proceedings of 2nd MEC TESOL Conference.