The passage provides guidance on the two writing tasks in the IELTS General Training Module exam. Task 1 is a letter between 150-200 words responding to a given prompt. It should have an introduction with greeting, 1-2 body paragraphs directly addressing the prompt, and a 1 sentence conclusion with a closing. Task 2 is an essay of 250+ words on a given topic. It requires 4 or more paragraphs with an introduction, reasons and examples to develop a position, and a 1-2 paragraph conclusion. Strategies are given to analyze the tasks and structure an appropriate response within the word limits and expected format.
The passage provides guidance on the two writing tasks in the IELTS General Training Module exam. Task 1 is a letter between 150-200 words responding to a given prompt. It should have an introduction with greeting, 1-2 body paragraphs directly addressing the prompt, and a 1 sentence conclusion with a closing. Task 2 is an essay of 250+ words on a given topic. It requires 4 or more paragraphs with an introduction, reasons and examples to develop a position, and a 1-2 paragraph conclusion. Strategies are given to analyze the tasks and structure an appropriate response within the word limits and expected format.
The passage provides guidance on the two writing tasks in the IELTS General Training Module exam. Task 1 is a letter between 150-200 words responding to a given prompt. It should have an introduction with greeting, 1-2 body paragraphs directly addressing the prompt, and a 1 sentence conclusion with a closing. Task 2 is an essay of 250+ words on a given topic. It requires 4 or more paragraphs with an introduction, reasons and examples to develop a position, and a 1-2 paragraph conclusion. Strategies are given to analyze the tasks and structure an appropriate response within the word limits and expected format.
The passage provides guidance on the two writing tasks in the IELTS General Training Module exam. Task 1 is a letter between 150-200 words responding to a given prompt. It should have an introduction with greeting, 1-2 body paragraphs directly addressing the prompt, and a 1 sentence conclusion with a closing. Task 2 is an essay of 250+ words on a given topic. It requires 4 or more paragraphs with an introduction, reasons and examples to develop a position, and a 1-2 paragraph conclusion. Strategies are given to analyze the tasks and structure an appropriate response within the word limits and expected format.
beyond the help outlined above. However, we hope that the buddy and new students will enjoy each other's company and continue to meet each other.
Please note that if you agree to become a peer support buddy, you will be expected to fulfil your role conscientiously and cheerfully. It will be important to be considerate and reliable so that our student can feel confident of your support.
7. When you agree to act as a buddy for a particular term, your commitment covers that term only. For example, if you act as a buddy for Term 2, and would prefer to be free in the following term, there is no obligation to continue as a buddy in Term 3. Of course, we hope that you wiIJ want to assist every term.
Questiolls 21-28
Look at the statements below. In boxes 21-28 on your answer sheet write
TRUE if the statement is true
FALSE if the statement is false NOT GIVEN if the information is not given ill the passage
21. The main aim of the Buddy Peer Support Scheme is to help new students during exam periods.
22. Students will be put in touch with others from their own language group.
23. The principal reward for the buddy is making new friends.
24. The buddy is responsible for making the first move to meet the new student.
25. Buddies need to work one on one with the student in their care.
26. Buddies will be paid a small allowance.
27. The buddy's obligations finish at the end of each term.
28. Buddies are required to attend two meetings per term.
THE NEW PREPARE fOR IELlS: General Training Modules 10'
Unit 3 The Reading test Reading Practice Test 5 SECTION 3 Questions 29-40
Read the passage below and write the answers to the questions which {ollow in boxes 29-40 on your answer sheet.
How Babies learn Language
During the first year of a child's life, parents and carers are concerned with its physical development; during the second year, they watch the baby's language development very carefully. It is interesting just how easily children learn language. Children who are just three or four years old, who cannot yet tie their shoelaces, are able to speak in full sentences without any specific language training.
The current view of child language development is that it is an instinct-
something as natural as eating or sleeping. According to experts in this area, this language instinct is innate - something each of us is born with. But this prevailing view has not always enjoyed widespread acceptance.
In the middle of last century, experts of the time, including a renowned professor at Harvard University in the United States, regarded child language development as the process of learning through mere repetition. Language "habits" developed as young children were rewarded for repeating language correctly and ignored or punished when they used incorrect forms of language. Over time, a child, according to this theory, would learn language much like a dog might learn to behave properly through training.
Yet even though the modern view holds that language is instinctive, experts like Assistant Professor Use Eliot are convinced that the interaction a child has with its parents and caregivers is crucial to its developments.The language of the parents and caregivers act as models for the developing child. In fact, a baby's day~to-day experience is so important that the child will learn to speak in a manner very similar to the model speakers it hears.
Given that the models parents provide are so important, it is interesting to
consider the role of "baby talk" in the child's language development. Baby talk is the language produced by an adult speaker who is trying to exaggerate certain aspects of the language to capture the attention of a young baby.
Dr Roberta Golinkoff believes that babies benefit from baby talk. Experiments show that immediately after birth babies respond more to infant-directed talk than they do to adult-directed talk. When using baby talk, people exaggerate their facial expressions, which helps the baby to begin to understand what is being communicated. She also notes that the exaggerated nature and repetition of baby talk helps infants to learn the difference between sounds. Since babies have a great deal of information to process, baby talk helps. Although there is concern that baby talk may persist too long, Dr Golinkoff says that it stops being used as the child
'02 THE NEW PREPARE FOR IElT5: General Training Modules
Reading Practice Test 5 Unit 3 The Reading test Questions 35-40
Do the following statements agree with the views of the writer in the passage" How babies learn language"?
1n boxes 35-40 on your answer sheet write
YES if the statement agrees with the writer
NO if the statement does not agree with the writer NOT GIVEN if there is no informatioll about this in the passage 35. Children can learn their first language without being taught.
36. From the time of their birth, humans seem to have an ability to learn language.
37. According to experts in the 19505 and '60s, language learning is very similar to the training of animals.
38. Repetition in language learning is important, according to Or Eliot.
39. Or Golinkoff is concerned that "baby talk" is spoken too much by some parents.
40. The first word a child learns to recognise is usually "Mummy" or "Daddy".
'0' Reading Practice Test 5 THE NEW PREPARE FOR IELTS: General Training Modules Unit 3 The Reading test Unit 4 The Writing test How to use this Unit This Unit contains:
Global strategies for the General Training Module Writing Tasks. These strategies will show you how to analyse the Writing Tasks, and what you must do to give a satisfactory answer.
Five General Training Writing Practice Tests. Each has two Writing Tasks similar to the kind of tasks found in the reallELTS test. To do these practice tests under exam conditions, you must complete each test in one hour. Keep to the suggested time of 20 minutes for Writing Task 1 and 40 minutes for Writing Task 2. Sit in a quiet place where you will not be disturbed, and DO NOT use a dictionary.
THE NEW PREPARE FOR IEllS: General Training Modules 105
Unit 4 The Writing test Global Strategies for the General Training Module Writing Tasks The General Training Writing test is challenging. In one hour you must do two tasks of different kinds, both of which require advanced language skills.
This section describes the two writing tasks required for the examination and specific strategies which you might use for these two tasks. There are also five practice tests.
Suggested approaches to the tasks in the Practice Tests are provided in the Answer Key. Please do not read these until you have attempted the tasks. Remember that these are suggestions only and that your answers may be equally valid. Tt is valuable to discuss your answers with other students.
The Tasks For the General Training Writing test you are required to answer two tasks, of different types and lengths. The types of tasks are sununarised below.
Task 1 Task 2 Suggested Time 20 minutes 40 minutes Length 150+ words 250+ words Type letter essay Paragraphs 1-2 4 or more Introduction greeting, 1 sentence 1 paragraph Conclusion 1 sentence 1-2 paragraphs + yours sincerely, etc Function To: To describe <emplain To <envince by: request information giving reasons, examples seek assistance <emparing make arrangements weighing up advantages and disadvantages
The word length for both tasks should be taken seriously; if your answer is too short you will lose marks. We will now look at each task in more detail.
Writing Task 1 Your task is to write a letter. To help you understand what you have to do, look at the example on the next page, and the strategies below. Strategies 1. Who are you writing the letter to? Look through the text and you will find that you have to write to a particular person or group of people. You do not need to give them names. As you can sce in the example, the Writing Task itself tells you who you should write to. The introduction to a letter is the greeting. "Dear ", and the first sentence gives the reason you are writing the letter.
10. THE NEW PREPARE FOR IELTS: General Training Modules
Unit 4 The Writing test 2. What are you writing about? Once again, you will find the clues in the question. Check the example, and you will see how to find the subject matter of the letter. Be careful to answer each point in the letter. This is the body of your letter, and it should be one or two paragraphs.
3. At the end of your letter you have a final sentence summarising what you want the letter to achieve and perhaps thanking the person you are writing to. Finish a business letter, or letter to someone you don't know with "Yours sincerely" or "Yours faithfully", and then sign your name.
Example of Writing Task 1
You are organising a trip to the Snowy Mountains in New South Wales for a group of studellts from Perth in Westem Australia. Write to the manager of Student Hostel Services and explain when you want to visit the Snowy Mountains, luno long you will stay, how t1la1ly students are in your party, and what accommodation you will require.
Who are you writing to?
The answer is: the manager of the Shtdent Hostel Services, so you will write "Dear Manager" or "Dear Manager of Student Hostel Services". This person looks after accommodation and probably knows a lot about what is available in the area.
What are you writing about?
... explain when you want to visit the Snowy MOllntains: give a time or times when you will visit.
... how 101lg you will stay: make up a sensible period for students to visit. A weekend? A week? It's a long way to go for a few days!
... how many people are in your party: say how many people are going with you. Five? Ten? Thirty?
... what you wiff require: think. of all the things a group of students might need. You could ask about hiring equipment for hiking or skiing. Maybe the students are all studying geology. You could ask about access to interesting geological sites. Think about the clues in the question, and use them to write your answer.
Enlarge upon the clues given in the question. You are looking for accommodation, so you might ask how many people can sleep in each room, and whether you will require separate accommodation for any of the students. You don't want to spend too much. You could consider, for instance, whether any student might bring other family members. If they do, you may need different accommodation for them. Use your imagination.
How will you end your letter?
Write a sentence summarising what you want the manager to tell you and finish with "Yours sincerely" or "Yours faithfully". Then sign your name.
THE NEW PREPARE FOR IELlS; General Training Modules '07
