Read through the structure of a discursive essay:
Using the above structure try and respond to this writing prompt. Use the brainstorming chart to help you think of ideas
Read through the structure of a discursive essay:
Using the above structure try and respond to this writing prompt. Use the brainstorming chart to help you think of ideas
Adverbs of Frequency
Adverbs of frequency are used to describe how frequently or how often someone does something.
Grammatical Structure for Adverbs of Frequency:
before the main verb
Adverb of frequency | Verb | |||
I | always | get up | at 6.45. | |
Peter | can | usually | play | football on Sundays. |
Mandy | has | sometimes | got | lots of homework. |
after a form of to be am, are, is (was, were)
Verb | Adverb of frequency | ||
Susan | is | never | late. |
The adverbs often, usually, sometimes and occasionally can go at the beginning of a sentence.
Sometimes I go swimming.
Often we surf the internet.
Sometimes these adverbs are put at the end of the sentence.
We read books occasionally.
Adverbs of frequency can be divided into two different groups Definite Frequency and Indefinite Frequency
Definite Frequency:
For definite frequency we know exactly how often something takes place
Examples:
Adverbs of definite frequency, will usually go after the verb in a sentence for example:
Indefinite Frequency
For indefinite frequency we are usually unsure of when the event takes places
Examples:
Adverbs of indefinite frequency will generally go before the main verb:
Occasionally, sometimes, often, frequently and usually can also go at the beginning or end of a sentence:
Rarely and seldom can also go at the end of a sentence (often with “very”):
|
Adverbs of frequency Exercises
Skimming:
Skimming is looking quickly through a text to get the general idea of a subject. For example some people will skim through a newspaper to see which articles interests them or to find out the general idea of a reading. In an exam situation you may skim through a reading to find the parts that you need to study carefully
Skimming helps you to save time
Scanning:
Scanning is when you quickly look through an article looking for specific information e.g. names, facts or figures. For example you may scan through a phone directory looking for a specific telephone number.
Scanning helps you to quickly locate information without having to read through everything
Now try out the exercises
Independent Exercise for Skimming and Scanning Maker of Animated GIFs Waits for Offbeat Moments Skimming and Scanning Reading Skimming and Scanning ex 1
Listening for Details
Generally speaking during the listening part of an exam you may need to listen for specific details these are usually numbers, names, addresses and dates.
Telephone Numbers:
Listening for telephone numbers is a common detail that can appear in a listening test such as the IELTS. In order for you to listen for telephone numbers correctly there are a few points that we should consider:
Addresses
When you are listening for an address, you should expect a number and a street name. Typically, the number will come before the name of the street, for example:
“14 Bond Street”
Types of different Roads
The name of the road will either be spelt out to you or will be a common English word that you should be able to spell. However you should be able to spell the different types of words that can be used to describe roads
You should also be prepared to write down letters and numbers for post-codes. Please remember that in the UAE post-codes are not used so this may be something new for you e.g.
14 York Road,
London
NW12 34AH
The Spelling of Names
If you have to spell a name it will usually be spelt out for you letter by letter so you don’t need to worry. However some people can find this difficult and the letters which generally cause the most difficulties are as follows:
Dates
There are a number of different ways in which to say and write down dates. The most common system is:
“The 25th of November”
However if you have to write down a date in a listening exam and you have a word limit of one or two words you don’t need to write down of
Common Traps when listening for specific details
Quite often you will hear more than date/time/number and the one you need is not the first one you hear, To make it harder the speaker in the listening may even give you a piece of information and then go back to correct it, in this case make sure youwrite the second correct version
Practice Exercise
Look at these questions what kind of things should you be listening for? Discuss with a partner and then share your ideas with the class:
Listening for Specific Details Independent Ex 2 part-i-listening-van-hire Listening For Details Independent exercise 2
Tips for listening to the main idea
There are four keys to identifying the main idea in a listening and these are as follows:
Look out for certain phrases these could include :
Sometimes the speaker may ask a question to the audience (this is known as rhetorical question). This is also another way to introduce the main idea.
Another way to identify main ideas is to listen for repetition (how many times a word is repeated). If a word is repeated several times it will generally suggest that it is something important
Pace or speed of talking is also an important way to identify what is important. Generally speaking unimportant or small details are spoken more quickly whereas important points such as the “main idea” will spoken more slowly or clearly.
Guided Exercise (Main idea) Listening for Main Idea Indepndent exercise Listening for Main Ideas Independent Exercise
Task 1:
In groups create a mind map and discuss the following questions
Share your ideas with the rest of the class:
Task 2:
In groups discuss the following:
Task 3:
Complete the following worksheet. Please note that this worksheets needs to be typed and handed in .
Choosing the chart:
When Trying to describe a graph or chart it is important to decide what kind of graph or chart your describing
A flow chart is a diagram showing the progress of material through the steps of a manufacturing process or the succession of operations in a complex activity | A pie chart displays the size of each part as a percentage of a whole. | A (vertical or horizontal) bar chart is used to compare unlike items |
A line chart depicts changes over a period of time, showing data and trends | A table is a convenient way to show large amount of data in a small space | A diagram is a drawing showing arrangements and situations, such as networks distribution, fluctuation … |
Presenting a Graph
These are phrases that can be used to present a graph or chart:
Introduction |
Topic |
Circumstances |
This graph shows … | the results of our products … | over 10 years. |
The diagram outlines … | rates of economic growth … | between 1990 and 1996. |
This table lists … | the top ten agencies … | in the industrial world. |
This pie chart represents | the company’s turnover … | for this year in our sector. |
This line chart depicts … | the changes in sales … | over the past year. |
This chart breaks down (ventile) … | the sales of each salesman … | during the past ten weeks. |
Four Basic Trends
Generally speaking there are four basic trends that can be reported
Describing an upward movement:
Verbs |
Nouns |
|
Transitive |
Intransitive |
|
(to) increase | (to) increase | (an) increase |
(to) raise | (to) rise (rose, risen) | (a) raise (US), a rise (UK) |
(to) push/put/step up | (to) go/be up | (an) upswing |
(to) grow | (a) growth | |
(to) extend, (to) expand | (to) extend, (to) expand | (an) extension, expansion |
(to) progress | (a) progression | |
(to) boom/soar/climb | (a) boom | |
(to) jump, (to) skyrocket | (a) jump | |
(to) reach a peak, (to) peak | (a) peak | |
(to) reach an all-time high |
Describing a Downward movement
Verbs |
Nouns |
|
Transitive |
Intransitive |
|
(to) decrease | (to) decrease | (a) decrease |
(to) cut, (to) reduce | (a) cut, (a) reduction | |
(to) fall (off) (fall, fell, fallen) | (a) fall | |
(to) plunge, to plummet | (a) plunge | |
(to) drop (off) | (a) drop | |
(to) go down | (a) downswing | |
(to) decline | (a) decline | |
(to) collapse | (a) collapse (dramatic fall) | |
(to) slump, (to) go bust | (a) slump | |
(to) bottom out |
Describing No Movement
Verbs |
Nouns |
|
Transitive |
Intransitive |
|
(to) keep … stable | (to) remain stable | |
(to) hold … constant | (to) stay constant | |
(to) stabilize | (to) stabilize | stability |
Indicating a change of direction
Verbs |
Nouns |
|
Transitive |
Intransitive |
|
(to) level off |
(to) level off/out, to flatten out |
(a) levelling-off |
(to) stop falling/rising |
(a) change |
|
(to) stand at |
(to) remain steady |
|
(to) stop falling and start rising |
||
(to) stop rising and start falling |
Indicating the Degree or Speed of Change
Please complete the following exercises
Task 1:
Read the following essential language information box
Task 2
Using the essential language that has been introduced create a 3 minute presentation about how you feel about different types of reading matter. Choose from the following. You must choose at least three
Once your have prepared your presentation present it to the class.
Format of the Question:
In this kind of question you are asked to complete a summary of the reading passage by using words that you can select from a box, it is important to note that:
Suggested Procedure
Now use the above procedures and strategies on the attached reading task
Summary Completion ex 1 Summary Completion Ex 2
Task 1:
Silently read through chapter 1
Task 2:
Create a character log about Liam. Remember that as you read through the book add information about the character to your log. Your log could include the following information:
Task 3:
In groups note down and discuss why you think the author would start the story in the middle of a plot line? Do you think that this is an effective way of starting a story? Share your ideas with the class.