Course TS1 IELTS

Semester Fall
Instructor Nan Zhang
Week _13
11/17/2015
Goals/Objectives/Learning Outcomes
By the end of the class, student will be able to

Identify and apply language skills at an introductory level for improved success
on the IELTS.
Identify, comprehend, and apply IELTS test-taking strategies and knowledge of
the format of the IELTS at an introductory level.
Specifically practice:
1) expressing individual opinion with supporting details;
2) Skim and scan reading passage;
3) Take notes before responding to questions in speaking section;
4) Use transition words to compare and contrast.

Pre-Lesson Information
Administrative Reminders

Materials Needed
PPT:
Websites: YouTube videos
Text: adapted reading passage
from NY
times

Teaching Methods Used

Communicative method

Lesson Accommodations

Class Activities
Time
10 min

20 min

Activity
Warm-up
Teacher discusses with students
about two questions:
1. Do you like watching ads
commercials?
2. What do you think that would
make an ad
successful/unsuccessful?
Students first work individually,
skim and scan a passage The
good, the bad and the other

MLynch
IECP @ Penn State
SP15

Assessment for
Understanding

Class Notes

Students
response

Students
participation,
response and

Quickly review the term

skim and scan before
students start reading.

25 min

10 min

advertisements. And answer two

questions.
Then talk about the answers with
their partners.
At last, teacher discusses the
answers with students together.
Students watch two videos about a
good and a bad ad. Then choose
which one they think is better with
three reasons for their choices.
They will be asked to take notes on
the worksheet. Briefly write down
their choices and three reasons.
Students who choose video 1 will
form a group; students who choose
video 2 will form another group.
Then they will use their notes and
debate against each other.
While students are
debating/discussing, teacher will jot
down the key words in their
responses on the blackboard.
If during the debate/discussion,
there are students who use
transition words for compare and
contrast. The teacher will use his/
her response as an example to
raise students awareness of using
transition words. Then ask students
about other transition words that
can fit in the context and write
them down on the blackboard;
If not, teacher will elicit the usage
of the transition words for compare
and contrast from the students
first; and then ask students about
other transition words that can fit
in the context and write them down
on the blackboard;

5 min

Finally, the teacher will display a

power point slide about transition
words.
Ask students to pick 1-2 transition
words and fit them in their response
to the question which ad do you
think is better and why?
Student will be asked to record
their revised response as the

MLynch
IECP @ Penn State
SP15

questions during
the activity.

Students
participation,
response and
questions during
the activity.

It might be possible that all

the students will choose the
same one as the better ad.
Then the debate will be
changed to share ideas.

Students
response

If students answers to the

transition words already
cover the content of the ppt
slide. Skip the last step.

5 min

homework later.
Sum-up and announce homework

Homework
Assignment
Student will be asked
to record their revised
response to the
question which ad
do you think is better
and why?

MLynch
IECP @ Penn State
SP15

Considerations for Next Class

Due Date
11/20/2015 by noon

What do students need to know or have

done?