and I’m afraid I can’t pass the composition. All examiners say that a composition must be easy to read. That means they can understand what the student is trying to say. It doesn’t have to be perfect English, but it must be easy to follow – sometimes that means that the student should keep it simple. A simple composition that is easy to follow is better than a very complex composition that is difficult to follow. Now, organization: all compositions should be organized – of course, that’s what makes them easier to read. The student must make his or her points in a logical order, and they should introduce and conclude their ideas. Any type of composition should be divided into paragraphs, and each paragraph should have a purpose. Even lower-level students should understand that a topic sentence introduces a paragraph, and helps the reader to follow what the writer is saying. Students should be able to use reference words – at lower levels, these can be simple references, like ‘this’ and ‘that’, but at higher levels I expect to see more advanced reference and linking words. Finally, the student needs to use language that is appropriately formal or informal. If the composition is a letter to a college principal, it’s not good to have lots of contractions and very informal vocabulary.
≤119 Unit 10 Review 2 –Writing
C Look at the interviewer’s third question and then listen to the third part of the interview. Complete the summary below. Use NO MORE THAN TWO WORDS for each answer. Examiner: Well, these are all important, but not quite as important as what I mentioned before. In order to score a very high mark, students need to use an advanced range of vocabulary – which is all spelt correctly, of course. To score a lower grade, but to get the grade they want, students should keep it simple. Of course, if they know the right word or phrase they should use it, but it is more important to make their point simply and clearly. Too many students try to use words and phrases that they have only heard once or twice and don’t really understand properly. As for grammar, the same applies. Advanced students will show that they can use all sorts of grammatical structures and score a high mark, but it’s just not necessary if you are aiming for a lower score. Lower- level learners should make sure they use basic structures accurately. Then, if they feel confident with more challenging structures, they can try to use them. Students shouldn’t try to say what they don’t know how to say – they can usually make their point without having to use very complicated grammar.
≤120 TEST 1
You will hear a number of different recordings and you will have to answer questions on what you hear. There will be time for you to read the instructions and questions and you will have a chance to check your work.
All the recordings will be played once only. The test is in four sections.
SECTION 1
Now turn to Section one. (four-second pause)
Section one. You will hear a conversation about a language course.
First, you have some time to look at questions 1–5. (fifteen-second pause)
You will see that there is an example that has been done for you. On this occasion only, the conversation relating to this will be played first.
Receptionist: Good morning, Borgheimer Language Courses. How may I help you?
Customer: Oh, yes. I contacted you some time ago about following a German course in Germany, and you advised me to take your placement test before we go any further. Well, I’ve done that now, so I’d like to go ahead with booking the course for this summer, if that’s possible. Receptionist: Certainly, sir. You said you took the placement test. What was the result?
Customer: I was placed at the 03 level. Receptionist: 03. Right, that’s Lower Intermediate. Fine, Mr ...?
The answer is ‘Level Three or Lower Intermediate’, so the course level has been filled in for you. Now we shall begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer questions 1–5. (four-second pause)
Customer: Pettersson. John Pettersson. Receptionist: Could you spell that for me please, Mr Pettersson?
Customer: P-E, double T, E-R, double S, O-N. Receptionist: That’s a double T and a double S, am I right? Customer: That’s right. Now, could I ask you where the course takes place? Receptionist: Well, we offer courses in Hamburg and Berlin. For your level, there’s never a problem. There are always plenty of people for the intermediate classes.
Customer: Oh, dear. Does that mean that there might be a lot of students in my class? I wouldn’t be very happy about that.
Receptionist: No, don’t worry, Mr Pettersson. The maximum class size is 12, but I’ve never known there to be more than nine or ten in a class. It could even be five or six.
Pathway to IELTS 1 203
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