Sam McCarter's seminar looks at ways to effectively learn vocabulary for the listening module in the IELTS examination. The talk will appeal to all English language teachers who teach IELTS preparation courses.
Video 1 - Collocations, colligations, chunks, word depth and word families
Video 2 - Activating students' schemata and navigating listening: Signals and lexical cohesion
Video 3 - The vocabulary used in IELTS exams: Noun versus verb frequency
Video 4 - The vocabulary used in IELTS exams: Using listening scripts / What is listening and hearing?
Video 5 - Teaching exam techniques: Focus on questions in isolation / What would students choose to test?
Video 6 - Teaching exam techniques: Making students aware of phrase structure and paraphrasing
Video 7 - Teaching exam techniques: Forming nouns from verbs and summarising
Video 8 - Teaching exam techniques: Breaking barriers to learning vocabulary
Video 9 - Teaching exam techniques: Brainstorming, word association and functional words
About this training session / session notes
Session summary and objectives
The talk raises your awareness of different aspects of the grammar of vocabulary and what needs to be considered when teaching lexis, particularly for the IELTS exam. The talk covers themes such as collocations and colligations, chunking, word families, schemata and lexical cohesion, amongst other things.
Who is this session for?
This seminar will appeal to all teachers who teach IELTS.
About the speaker
Sam McCarter is a full time ELT writer and teacher. Eleven of his nineteen published books are on IELTS. Watch Sam McCarter’s other seminars recorded for the British Council Seminar Series:
Before you watch
How much do you know about teaching vocabulary? Make a list of things you expect Sam McCarter to talk about in this seminar and then check your answers after watching.
Real life practice
Before giving the students a reading text, give them only the questions. From the questions, ask them to predict and create the text themselves. You may be surprised at how close to the actual text their predicted versions are. The reason for this is that the questions in an exam focus on a chronological summary of the text content. In an examination like IELTS the questions are there in order to help you focus on the main points that are being made in the text.
Try it out. Ask fellow IELTS teachers to try out this exercise as well. Then compare what you found out with what the other teachers found out.
You could publish your findings as an interesting article or blog and share online!
- Teach the grammar of vocabulary, not just new words. It is helpful for students to learn new vocabulary along with the words that typically go together, e.g. fish and chips, get on with ... a task, etc.
- Pay attention to word depth – not only presenting ing the meaning of the word to students, but also the spelling, pronunciation, register, word association, collocations, and examples of the word in use.
- To practise language, encourage the learners to create stories, through which they will integrate new vocabulary alongside learned vocabulary in interesting, personalised ways.
- When teaching lexical cohesion, draw students’ attention to linking words and expressions that refer backwards as well as forwards when putting extended text together.
- Where appropriate, check students can utilise word forms – i.e. turn verbs into their related nouns; adjective and adverbial forms, e.g. photograph (verb), photograph (noun), photographic (adjective). Make sure students practice pronunciation of new words as well.
Join the discussion
Join the discussion!
What motivational strategies do you use in your IELTS course to keep students enthusiastic, focused and improving? Share your ideas with other teachers. Make a list of new ideas for yourself to try out in your lessons.
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