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Đây là chương trình hợp tác giữa Australia network và học viện UTS:Insearch. Chương trình được soạn và dẫn nhập bằng tiếng Anh dành cho đối tượng bậc Trung cấp trở lên. Hy vọng các bạn có thêm nguồn tham khảo cho việc học và luyện thi IELTS của mình.

Phần 1: Các tiêu chí đánh giá của cuộc thi IELTS  

Trong bài học này, chúng ta sẽ tìm hiểu về những tiêu chí mà người chấm thi căn cứ vào đó để chấm điểm hai kỹ năng Đọc và Nói trong kỳ thi IELTS. Khi biết rõ những yêu cầu này, bạn có thể tập trung luyện tập những kỹ năng đó nhiều hơn và nhờ vậy đạt kết quả cao hơn.

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1) Clip 1:  IELTS Assessment Criteria

2) Clip 2: Vocabulary Exercise

3) Printable documents

     a) Notes for Study

IELTS ASSESSMENT CRITERIA

IELTS is a proficiency test which assesses your English language ability in four language skill areas – listening, reading, writing and speaking. Depending on your need – whether it’s for tertiary or secondary study, professional recognition or immigration purposes – you can choose to do either the Academic or General Training module.

Writing and Speaking are productive skills and test your ability to produce written and spoken language.

 

IELTS Tip

Familiarise yourself with all the different question types in the Listening and Reading Modules and possible question topics and tasks in the Writing and Speaking Modules of the IELTS Test. For Speaking and Writing understand what the examiners are looking for. Familiarise yourself with the criteria for Writing – Task Response, Coherence and Cohesion, Lexical Resource and Grammatical Range and Accuracy. For Speaking understand what is required for Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy and Pronunciation.

 

Writing

Two tasks requiring different types of writing are given so that you can demonstrate your writing skills.

	Academic	General Training
Task 1	summarising/describing factual information	letter
Task 2	well-structured essay

 

Speaking

In the Speaking Test there are three different parts so that you can demonstrate how well you can express yourself on a variety of different topics ranging from the personal to the more abstract and using both formal and informal language.

 

Assessment Criteria

Four criteria are used to assess your written and spoken language.

CRITERIA
WRITING	SPEAKING
Task Response
Coherence and Cohesion	Fluency and Coherence
Grammatical Range and Accuracy	Grammatical Range and Accuracy
Lexical Resource	Lexical Resource
	Pronunciation

 

Three of the criteria overlap: Coherence, Grammatical Accuracy and Range, Lexical Resource.

Each criterion assesses specific aspects of your language. These are spelt out below and can be used as a checklist when reviewing your writing or practising your speaking.

 

Task Response

Task response refers to the content of your answer. It assesses how well you’ve understood and answered the question.

Criteria: Task Response		Checklist
Writing Task 1
Academic	General Training
Have I provided an overview of the general trends?	Have I stated the purpose of my letter?	√
Have I summarised or described the key features in the graph or diagram?	Have I addressed the 3 bullet points in the question?	√
Have I provided supporting evidence or information?	Is the tone of my letter correct, i.e. formal or informal?	√
Have I written at least 150 words?	Have I written at least 150 words?	√
Writing Task 2
• Have I answered all parts of the question? • Are my ideas relevant and appropriate to the topic? • Have I developed and supported my ideas? • Have I stated my position on the topic? • Is my conclusion relevant to the topic? • Have I written at least 250 words?		√ √ √ √ √ √

 

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Coherence and Cohesion

Coherence and cohesion refer to the organisation of your answer. More specifically, coherence looks at the logical organisation of your ideas and sentences in both your paragraph and essay as a whole. Cohesion focuses on the organisation of your language, showing the relationship between your ideas.

Criteria: Coherence and Cohesion	Checklist
• Have I developed my answer logically? • Have I organised my ideas logically into paragraphs? • Have I used appropriate linking words to show the relationship between my ideas and sentences? • Have I used appropriate reference words?	√ √ √ √

 

Grammatical Range and Accuracy

Grammatical range assesses the variety of sentence types used, while accuracy measures the number of errors in your written and spoken language.

Criteria: Grammatical Range and Accuracy		Checklist
Writing and Speaking
• Have I used a variety of simple, compound and complex sentences? • Have I used a range of structures to convey modality, conditionals, active/passive, cause/effect and tenses?		√ √
Writing	Speaking
• Have I used correct punctuation? • Have I used the correct tense? • Does the subject agree with the verb?	How well can the assessor understand me even though I’ve made some errors?	√

 

Lexical Resource

This criterion, which is also known as vocabulary, assesses how well you choose and use a range of vocabulary items for a particular topic.

Criteria: Lexical Resource		Checklist
Writing and Speaking
• Are the words and expressions I use appropriate and accurate? • Do I have a good range of vocabulary to cover the topic? • Have I used correct word forms? • Have I used some idiomatic language?		√ √ √ √
Writing	Speaking
• How accurate is my spelling?	• How well can I talk about personal and familiar topics? • How well can I discuss more abstract topics?	√ √

 

Fluency and Coherence

How well you communicate demonstrates your fluency and coherence. Your ability to speak without too much hesitation shows how fluent you are, while logically organising and linking your ideas show how coherent your speech is.

Criteria: Fluency and Coherence	Checklist
• Can I speak at length on a topic? • Have I organised my ideas logically? • Have I used appropriate linking words? • Do I speak clearly and smoothly?	√ √ √ √

 

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Pronunciation

How easily you can be understood is what pronunciation is about.

Criteria: Pronunciation	Checklist
• Have I pronounced my words correctly? • How appropriately have I used stress and intonation? • How well can the interviewer understand me? • Is my voice strong and clear?	√ √ √ √

 

IELTS Band Scores

The four criteria are used to assess your level of English on a scale from 1-9 not only for writing and speaking, but listening and reading as well. Each module is weighted equally but you can get a half band score for any of the sections.

The language level of a user is generally described as follows:

Band	User
9 8 7 6 5 4 3 2 1 0	expert very good good competent modest limited extremely limited intermittent non user did not attempt the test

 

To move to a higher band score, for example from a band 5 to a band 6, will take at least 400 hours of learning English.

Grammar control, for example, is one of the descriptors assessed under the criteria: Grammatical Range and Accuracy. Comparing the descriptors that refer to grammar control in bands 7, 6 and 5, the following differences can be noted:

Band	Grammatical Range and Accuracy
7	has good control of grammar and punctuation but may make a few errors
6	makes some errors in grammar and punctuation but they rarely reduce communication
5	may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader

 

Reference: http://www.ielts.org/PDF/UOBDs_WritingT2.pdf

In order to improve your score, it is necessary to reduce the number of grammatical errors.

 

Grammar Practice

One of the areas requiring attention is the accurate use of quantity words such as amount, number, less and fewer. The general rule is that amount and less are used with uncountable nouns and number and fewer are used with countable. Do Activity 1 for practice.

 

Vocabulary Practice

Another area requiring attention is spelling and word formation. These features are assessed under the criteria: Lexical Resource. The level of difference between bands 7, 6 and 5, for example, is as follows:

Band	Lexical Resource
7	may produce occasional errors in word choice, spelling and/or word formation
6	makes some errors in spelling and/or word formation, but they do not impede communication
5	may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader

 

Reference: http://www.ielts.org/PDF/UOBDs_WritingT2.pdf

Do Activity 2 for practice.

 

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     b) Learning Activities

Practise and consolidate your learning about correct word forms by completing our activities. The answers are on the last page.

 

ACTIVITY 1

Choose the correct quantity word to complete the following sentences:

amount          number          less          fewer

1. Since the restructuring of the department, there seem to be _________ complaints and problems.

2. One of the solutions to reducing the _________ of traffic on the roads is to provide better public transport.

3. The figures for the last decade show that there were __________ marriages.

4. Reducing the _________ of errors in your writing will help you achieve a better score.

5. The newer cars are designed to take ___________ petrol.

6. He still owes a huge _________ of money to creditors.

7. It is predicted that the __________ of unemployed will increase steadily over the next year.

8. The __________ mistakes you make, the more you will gain.

9. Families spend _________ time together these days because of the overwhelming presence of computer-related technology.

10. The __________ of interest generated from the public was enormous.

 

ACTIVITY 2

Complete each sentence with the correct form of the word in brackets. Watch your spelling.

1. The issue was not about _________ (safe) but rather informing the public about the technology.

2. ____________ (consume) of processed foods has increased significantly over the last decade.

3. It was __________ (regret) that the benefactors weren’t acknowledged.

4. There are many ___________ (difficult) facing foreign students apart from living expenses.

5. The newly appointed counsellor was not only competent, but __________ (rely) as well.

6. My ____________ (understand) of the issue is that the minister’s request was vetoed.

7. Restructuring the company was wrought with problems and highly _____________ (controversy).

8. She was ____________ (courage) in her battle with cancer.

9. There were three ________ (Mary) in the class and two __________ (James).

10. There were many species of ___________ (fish) in the new aquarium.

 

ANSWERS ACTIVITY 1

1. fewer                                  6. amount

2. amount                              7. number

3. fewer                                  8. fewer

4. number                              9. less

5. less                                    10. amount

 

ANSWERS ACTIVITY 2

1. safety                                               6. understanding

2. Consumption                                 7. controversial

3. regrettable                                      8. courageous

4. difficulties                                       9. Marys, Jameses

5. reliable                                           10. fish

 

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     c) Transcript

Hello, and welcome to Series 3 of Study English, IELTS preparation. I’m Margot Politis.

In this series we’ll look at some of the criteria for the assessment of the IELTS test, and some of the skills you’ll need to practice for the test.

The IELTS test has four modules: Writing, Speaking, Reading Listening

There are two different tests – the academic test for tertiary students and professionals and the general training test, which is for immigrants and people going on to vocational training.

Both tests have the same speaking and listening modules, but different reading and writing modules.

Knowing what the examiner is looking for can help improve your results because you will know what to focus on when practising.

Here are the features the examiner looks at in your writing and speaking. These are the things that are marked:

• Task Response
• Coherence and Cohesion
• Grammatical Accuracy and Range
• Vocabulary
• Fluency
• Pronunciation

What do these criteria mean?

Task response means how well you’ve understood and responded to the question or task.

For example, in the essay you must make sure you have answered all parts of the question and followed the instructions.

The next thing the examiner looks for is coherence and cohesion.

This is how you organise your answer.

For example, in the essay, coherence means that the essay works in its overall structure, making sense in the way it is organised.

Cohesion means that the essay flows well from one part to the next.

Another feature being assessed is grammatical range and accuracy.

When assessing grammatical range, the examiner is looking at the variety of sentence types you are able to use. You can’t rely on just using simple sentences and structures.

Grammatical accuracy simply refers to the number of errors in your language. That includes things such as punctuation.

The final feature assessed for writing is vocabulary.

The examiner looks at the accuracy of your spelling and the range of words you use to cover a topic.

You need to use the correct word forms and demonstrate that you can use them appropriately. You should also be aware of when to use formal or informal language. The essay needs to be formal, but you can use less formal language in the speaking test.

The speaking test is designed for you to show how well you can express yourself on a general topic.

It tests your vocabulary, the accuracy of your language and your ability to use a range of sentence forms. It also tests your coherence, by looking at how you organise and link your ideas while speaking.

Vocabulary, coherence and grammatical range and accuracy are criteria that also apply to the speaking test.

The remaining two criteria are only for the Speaking test: fluency and pronunciation.

Your ability to speak without hesitating or pausing too often shows how fluent you are. Fluency is the ability to speak smoothly and easily.

Now we’ll look at the last criterion for speaking - pronunciation.

How easily you can be understood is what pronunciation is about.

Aim to pronounce words correctly and use appropriate stress and intonation; and your voice needs to be strong and clear.

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Pronunciation is speaking clearly and at a natural pace.

To illustrate some of these criteria, next we’ll show you a short piece about the sport of gymnastics. Sport is a common topic in the speaking test and it’s important to be familiar with the words used to talk about it.

I do gymnastics at the Australian Institute of Sports. I was about 5 when I started and I started just fun gym. My mum was a coach, so I got into it from that. We train about 36 hours a week, which is pretty tough, but it’s worth it in the end. We don’t have a lot of school. We do usually 3 and a half hours of school in between our training. We have our main coach, who is the head coach of the AIS. He coaches my group for bars, floor and vault. But we have another coach for beam.

Notice she says I do gymnastics. Different verbs are used for different sports.

You say that you play football… or play basketball… but do gymnastics. … And you go fishing….

Some sports and activities have their own verbs. You don’t say "I do swimming", you say "I swim".

Now listen to how she uses the words train and coach:

My mum was a coach, so I got into it from that. We train about 36 hours a week, which is pretty tough, but it’s worth it in the end. We don’t have a lot of school. We do usually 3 and half hours of school in between our training. We have our main coach, who is the head coach of the AIS. He coaches my group for bars, floor and vault. But we have another coach for beam.

A coach is a teacher of sport.

Coach can be a noun, like this:

We have our main coach, who is the head coach of the AIS.

Coach can also be used as a verb. Here it’s used in the singular form 'coaches':

He coaches my group for bars, floor and vault.

She uses the word for practising a sport, train:

We train about 36 hours a week, which is pretty tough, but it’s worth it in the end.

The –ing form, training, can be used as a noun:

We don’t have a lot of school. We do usually 3 and a half hours of school in between our training.

And a coach can also be called a trainer.

You should watch English language TV to help build your vocabulary in this fashion because you will be marked on how well you use words and their various forms.

And you should think about things such as sentence forms. Even just talking about gymnastics, it’s possible to use quite complicated structures.

Listen to her again:

We train about 36 hours a week, which is pretty tough, but it's worth it in the end.

She uses a complex sentence - a clause combined with a relative clause:

We train about 36 hours a week, which is pretty tough

She then makes it into a complex/compound sentence by using the conjunction 'but' to add another clause.

We train about 36 hours a week, which is pretty tough, but it’s worth it in the end.

Thinking about and noticing sentence types will help with your grammatical range.

Listening to the way people talk for an extended period will help prepare you for the speaking test where you will be required to talk about a topic for 2 minutes.

So let’s recap. These are the things the markers are looking for:

• Task response – your ability to answer the question and correctly respond to instructions.

• Coherence and cohesion – how well you organise your language.

• Grammatical range and accuracy – the range of grammatical structures you use and how accurately you use them.

• Vocabulary – how well you use words and their forms.

And for the Speaking Test there is:

• Fluency – your ability to speak without hesitating; and finally,

• Pronunciation – how easily you can be understood.

In the coming episodes we will look at these criteria in more detail and explore ways of meeting them.

Remember that IELTS is testing your language skills so take every opportunity to practise your Listening, Reading, Writing and Speaking to improve your accuracy, extend your vocabulary and develop your fluency. You will be building your confidence as well.

That’s all for now. To find more information about assessment and Band Scores, visit our Study English website at: australianetwork.com/studyenglish

Good Luck with your studies.

 

(Nguồn UTS: Insearch and Australia Network)

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