(FP) IELTS Listening 6.5-7

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

Faculty of English Language Teacher Education
----------------
FINAL PACKAGE
Syllabus Design
Name : Nguyen Thi Ngoc Anh
Le Khanh Chi
Nguyen Thi Que Linh
Do Hong Ngoc
Nguyen Hong Nhung
Pham Vu Huong Thao
Group : 2
Class : QH2015.F1.E9
Hanoi, 2019
TABLE OF CONTENT
No. Types of documents Page
A. The syllabus 1
B. Related documents 12
1. Comparative analysis 1 13
2. Needs analysis questionnaire/ interview & results 15
4. Textbook evaluation 36
5. Teaching materials 38
6. Testing materials 51
8. Course evaluation questionnaire 107
C. Group reflection 112
D. Reference list 113
E. Final package marking form 114

PART A: THE SYLLABUS
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I. Lecturer/ Teacher:
a. Non-native lecturer
 Name: Ms. Do Hong Ngoc
 Phone: 0961.291.600
 Email: rubyparkk@gmail.com
 Teaching experience/preferences:
+ IELTS listening: 8.5
+ Lecturer of FELTE – ULIS/VNU
+ 5-year experience in teaching IELTS
+ 7-year working at English Division, FELTE – ULIS/VNU
b. Native lecturer
 Name: Charles Kingsfield, M.A
 Phone: 0961.615.215
 Email: kingsfield.ma@gmail.com
 Preferences:
+ IELTS listening: 9.0
+ TESOL Certificate
+ 5-year experience in teaching IELTS
+ 3-year working as an IELTS examiner at British Council
II. Course description:

This course is for working adults and students who learn IELTS Listening target 6.5 - 7.5 mainly to
gain academic achievement and improve their employment prospects. It provides learners with an
intensive course of 35 – 40 classroom hours to help them get prepared for taking the Academic module
of International English language Testing System. It focuses on developing IELTS listening skills:
Orientating to the text, Listening for specific information, Identifying detail, Following a discussion,
Identifying main ideas, See beyond the surface meaning, Following signpost words, Following a talk.
Moreover, IELTS fighters can sit for progress tests and achievement tests in this course in order to
accumulate experiences for IELTS listening preparation. This course aims at developing learners’
language skills including mostly listening at B2+ to C1 level so that they can obtain IELTS listening
target 6.5 - 7.5 as well as employ language competence in their studies and works. In addition, IELTS
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learners of this course are expected to have positive attitude and be responsible for their own learning
both inside and outside classroom. This course offers learners a wide variety of learning activities to
cater for their particular needs as well as their preferred learning styles.
1. Course name: Intensive IELTS Listening target 6.5 - 7.5
2. Context:
Students:
a. Level of English: 6 - 6.5 IELTS Listening
b. Age: 19 – 21 years old
c. Needs:
 Target needs: Students need to do in the target situation
+ Necessities: Listening sub-skills and techniques
+ Lacks: Listening techniques
+ Wants: IELTS Listening targeted 6.5-7.5 for academic purpose
 Learning needs: What students need to do in order to learn effectively
+ Absorb knowledge of listening sub-skills and strategies taught in class
+ Complete homework before class
d. Learning objectives: After the course learners will be able to:
 Get used to all question types and tasks that they are likely to meet in the IELTS test
 Manage to listen to recordings
 Apply listening techniques into IELTS listening tests
 Upgrade learners’ band score
e. Location of teaching: Room 2108 – 21th Floor – TASECO Tower
Vo Chi Cong St. – Bac Tu Liem Dist. - Hanoi
3. Course duration:
The course is estimated to last for 19 lessons, which is equivalent to two months and a half. Each
lesson last for 2 hours. After the course, students had acquired 35 - 40 hours of in-class session.
4. Main content of the course:
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Intensive IELTS Listening target 6.5-7.5 focuses on listening skills with two components Skills and
Strategies and Test Practice. In 19 lessons, the course introduces 8 listening sub-skills which are
often mentioned in IELTS Listening tests. Each of the units is divided into 2 lessons.
 Lesson 1: Provides step-by-step exercises and guidance on specific question types that appear in
the test. Each unit covers on section from the test. There are explanations and examples that
show students how to approach each question type. Useful tips are highlighted to help students
develop successful test-taking strategies.
 Lesson 2: Provides exam practice questions for the same section of the test that students did
exercises for in part 2, using the same question types. The format follows the actual exam.
Students can use this as a way of assessing their readiness for the actual exam.
5. Detailed content:
No. Units Skills and Strategies IELTS Test Practice
Orientating yourself to the  Form-filling
1 Predicting the situation
text  Note completion
 Table completion
Listening for specific Predicting what type of words
2  Sentence completion
information you need
 Listening Section 1
Understanding form, position,  Labelling a diagram
3 Identifying detail
color  Multiple choice
 Labelling a map or plan
Following a description:
4 Following around the topic  Summary completion
diagrams, maps and plans
 Listening Section 2
 Short-answer questions
5 Identifying main ideas Thinking around the topic  Multiple choice
 Matching
Seeing beyond the surface Understanding stress and  Classification
6
meaning intonation  Listening Section 3
Learning to direct your
7 Following signpost words  Completing a flowchart
listening
Using your own knowledge of  Note completion
8 Following a talk
the topic  Listening Section 4
4
III. Course schedule:
Lesson is abbreviated to L
L Unit Main contents Materials Take-home Assisnments
 IELTS listening introduction  SB p.g 7  Predicting the situation
 Skills: Predicting the situation p.g 4
 Practice: Form filling and note  SB p.g 7
1 completion  SB p.g 10  WB p.g 5
 Cambridge English 11, Section  Cambridge English 10,
1 Listening test 1,2 Section 1 Listening test
Orientating yourself to 1,2 (p.g 10-11, 33-34)
the text  Exam practice: Form filling  Cambridge English 12,  Cambridge English 10,
Listening test 1, Section 1, p.g section 1, test 3,4 (p.g
10 - 11 57,80)
2
 Exam practice: Note  Cambridge English 12,  Prepare for Unit 2
completion Listening test 2, Section 1, p.g
30
 Skills: Predicting what type of  SB p.g 11  WB p.g 6
words you need
Listening for specific  Practice: Table completion  SB p.g 12
3
information and sentence completion
 Practice section 1  SB p.g 13  WB p.g 7
5
 Cambridge English 9, section 1,  Cambridge English 9,
test 1,2 (10-11, 33-34) section 1, test 3,4
 Exam practice: Table  Cambridge English 11,  Cambridge English 8,
completion Listening test 4, Section 1, p.g section 1, test 1,2,3,4
 Exam practice: Sentence 80  Prepare for the Unit 3
completion  Cambridge English 11,
4  Exam practice: Section 1 Listening test 3, Section 1, p.g
58
 Cambridge English 12,
Listening test 3, Section 1, p.g
53
 Skills: Understanding form,  SB p.g 14  WB p.g 8
position, color
 Test practice: Labelling a  SB p.g 15 - 16  WB p.g 9
5
diagram and multiple choice  Cambridge English 11, section  Cambridge English 11,
2, Listening test 1,2 section 2, Listening test
Identifying detail
3,4
 Exam practice: Labelling a  Cambridge English 12,  Cambridge English 10,
diagram Listening test 2, Section 2, p.g section 2, Listening test
6
 Exam practice: Multiple 34 3,4
choice  Prepare for the Unit 4
6
 Cambridge English 12,
58
 Cambridge English 10, section
2, Listening test 1,2
 Skills: Following directions  SB p.g 18  WB p.g 10 - 11
on a map  SB p.g 19  Cambridge English 9,
7  Test practice: Summary  SB p.g 20 section 2, Listening test
completion  Cambridge English 9, section 2, 3,4
 Test practice section 2 Listening test 1,2
 Exam practice: Following  Cambridge English 11,  Cambridge English 8,
Following a description:
directions on a map Listening test 1, Section 2, p.g section 2, Listening test
Diagrams, maps, plans
13 3,4
 Exam practice: Section 2  Cambridge English 12,  Revise for the mid-term
8 Listening test 4, Section 4, p.g test
75 - 76
 Cambridge English 8, section 2,
Listening test 1,2
Progress test 1
9
 Listening section 1 and 2
7
 Skills tested: Predicting the situation; Predicting what type of words you need; Understanding form, position, color and
Following directions on a map
 Material: Cambridge IELTS test 12,13
 Skills: Think around the topic  SB p.g 21  WB p.g 12 - 13
 Practice: Short-answer  SB p.g 22 - 24  Cambridge English 12,
10
questions, multiple choice,  Cambridge English 12, section section 3, Listening test
matching 3, Listening test 1,2 3,4
 Exam practice: Multiple  Cambridge English 13,  Cambridge English 11,
choice Listening test 4, Section 3, p.g section 3, Listening test
Identifying main ideas
79 - 80 3,4
 Exam practice: Matching  Cambridge English 13,  Prepare for the Unit 6
11
77 - 78
 Cambridge English 11, Section
3, Listening test 1,2
 Skills: Understanding stress  SB: p.g 25  WB p.g 14
and intonation
Seeing beyond the  Practice: Classification  SB p.g 26  WB p.g 5
12
surface meaning  Practice section 3  SB p.g 27  Cambridge English 10,
 Cambridge English 10, section section 3, Listening test
3, Listening test 1,2 3,4
8
 Exam practice: Classification  Cambridge English 13,  Cambridge English 9,
Listening test 3, Section 3, p.g section 3, Listening test
58 3,4
 Exam practice: Section 3  Cambridge English 13,  Prepare for the Unit 7
13
35
 Cambridge English 9, section 3,
Listening test 1,2
 Skills: Learning to direct your  SB p.g 28 - 29  WB p.g 16
listening  SB p.g 30  WB p.g 17
14  Practice: Completing a  Cambridge English 8, section 3,  Cambridge English 8,
flowchart Listening test 1,2 section 3, Listening test
Following signpost 3,4
words  Exam practice: Completing a  Cambridge English 12,  Prepare for the Unit 8
flowchart Listening test 3, Section 3, p.g
15 56
 Exam practice: Section 3  Cambridge English 12,
Listening test 3, p.g 56
 Skills: Using your own  SB p.g 31  WB p.g 18
knowledge of the topic  WB p.g 9
16 Following a talk
9
 Practice: Note completion  SB p.g 32,33  Cambridge English 11,
 Practice: section 4  Cambridge English 11, section section 4, Listening test
4, Listening test 1,2,3,4 1,2,3,4
 Exam practice: Note  Cambridge English 13,  Cambridge English 8,
completion Listening test 1, p.g 15 section 4, Listening test
 Exam practice: Section 4  Cambridge English 13, 1,2,3,4
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Listening test 2, p.g 37  Revise for the end-term
 Cambridge English 9, section 4, test
Listening test 1,2,3,4
Progress test 2
 Listening section 3 and 4
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 Skills tested: Understanding stress and intonation; Following signpost words; Following a talk
 Material: Cambridge IELTS test 13,14
End-term test
 A full IELTS listening test
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 Skills tested: all skill learned during the course
 Material: Cambridge IELTS test 14
10
IV. Material:
1. Core material:
 New Insight into IELTS (third edition) published by Cambridge University Press.
 Cambridge English IELTS Academic test 9,10,11,12 published by Cambridge University
Press.
2. Supplementary material:
 Cambridge English IELTS Academic test 13,14 published by Cambridge University Press.
V. Course policies:
Students are supposed to:
 Complete all the requirement of the course.
 Submit homework at the beginning of every lessons. If the homework is not submitted, students
will receive a warning for the first time. From the second time, submitter will befined
(10.000VND for an exercise).
 Attend at least 70% of total class hours. If one student exceeds the amount of absent time of
30%, he or she will be expelled from the course and moved to the later one.
 Prepared for the topics at the upcoming lesson.
 Participate in class discussion and activities.
 Not mention inappropriate matters during lessons.
 Not bring food and drinks into classroom.
 Refrain from using mobile phones during lessons.
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PART B: RELATED DOCUMENTS
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COMPARATIVE ANALYSIS 1
EXPLAINATION/ DESCRIPTION OF THE PRINCIPLES AND MAIN STEPS

IN DESIGNING SYLLABUS
In Syllabus Design, our admission is designing an English course in a real circumstance for a
particular level of students. Taken into account, “Intensive IELTS Listening course target 6.5-7.5” is
elected to pursue. Our course aims at developing B2-C1 students’ listening skill comprising of
listening techniques and strategies for IELTS candidates; so that they can fulfill their goals and use
English for both academic and social purposes. The course syllabus is distinctively designed in order
to help the learners meet their target; as a result, it is designed basing on the skill-centered approach.
Initially, skill-centered approach is employed as a foundation for this course. Known as one of
trio famous approaches of Hutchinson and Waters (1987), skill-centered case was founded on two
fundamental principles which were theoretical and pragmatic respectively. Regarding theoretically,
Hutchinson and Water considered that underlying any language behavior are certain skills and
strategies. It can be interpreted that absorbing the second language would be encouraged substantially
if L2 learners are provided with a full set of skill and strategies. As a fact, those skills and strategies
play a vital role in cultivating both language competences and language-users’ performances. Another
facet of this approach is pragmatically. Pragmatically differentiates between goal-oriented courses and
process-oriented course. While goal-oriented courses put an emphasis on the objectives, process-
oriented put the priority on the procedure; and skill-centered approach focuses on the process.
Skill-centered approach has its pros and cons. About the strengths, there are three major ones.
The first strong point is that skill-centered case views language with the accordance with how the mind
of learners processes it rather than as an entity itself. When dealing with this approach, IELTS listening
candidates have to brainstorm and practice a lot instead of absorbing knowledge passively. The second
strong facet that skill-centered approach provides learners with is the fact that it is built on positive
factors that learners have rather than just on the negative idea of “lacks”. Therefore, it means that this
approach not only appreciates students’ strengths of their language competences but also their
shortages. Nevertheless, the drawbacks of skill-centered approach is the fact that it only exposes the
learner as a user of language rather than as a learner of language. However, its advantages outweigh
the disadvantages, thus, skill-centered approach is prefered in our Intensive IELTS Listening course.
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In terms of procedure, skill-centered approach is designed as the following. The first step is
conducting a research on target situation: learners’ needs, lacks and wants. As scaffolding,
theoretically and pragmatically presents the ideas for skills or strategies analysis. Afterwards, syllabus
would be written with the regard to test format, techniques and strategies required in the IELTS
Listening. Tasks which employ skills and strategies drills are selected and compiled in the course for
students to practice in class and at home. The content is conceptualized prior to the establishing
evaluation procedure which demands the utilization of skills and strategies in syllabus.
Regarding assessment during the course, Herman et al. (2006) explores different dimension of
assessment which is formative and summative assessment. After referring to various perspectives of
many scholars, he concludes that integrated assessment form (formative and summative) should be
applied in assessment process to increase the validity, reliability and authenticity to achieve learning
goals. Hence, referred to our course, both formative assessment (progress tests) and summative
assessment (final test) are equally considered.
Evaluation is not a part of skill-centered approach, however, the main purpose of the evaluation
at the end of course is for program development; thus, it is essential to withdraw remaining course
issues regarding the syllabus content, methodology, materials of constructions and other related factors
such as classroom processes, learning environment or lecturers. Therefore, the learners’ results at the
end of the course and at their real tests are collected as evidence to evaluate the course. All of the
collected data are presented in a report after an internal discussion among the lectures about solutions
for improving our course.
Undeniably, limited studies are found while conducting a specific syllabus for an Intensive
IELTS Listening course. However, thanks to these fundamental principles, we could confidently make
a considerable numbers of important decisions in order to complete our course, which would meet the
demands of English learners nowadays and our potential students in particular.
Word count: 711 words
REFERENCE
Herman, J. L., Osmundson, E., Ayala, C., Schneider, S., & Timms, M. (2006). The nature and impact
of teachers' formative assessment practices. CSE Technical Report #703. National Center for
Research on Evaluation, Standards, and Student Testing (CRESST).
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learner-Centered Approach.
Cambridge: Cambridge University Press.
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NEEDS ANALYSIS QUESTIONAIRE & RESULTS 1
THE REVISED VERSION OF THE NEEDS ANALYSIS QUESTIONNAIRE
NEED ANALYSIS QUESTIONAIRE

FOR IELTS LISTENING TARGET 7.0 - 7.5
A. Purposes
This questionnaire is designed to collect information about your current English levels, your English
needs and your language learning style in order that we could plan the suitable content and appropriate
activities.
Please kindly take your time to fill in the following needs of questionnaire!
I. Survey: From question 1 to 13, please kindly choose one option only by put the tick in front of
the appropriate choice. Regarding question 8, put the tick () in the suitable column which
shows your choice that you opt for.
Question 1: What is your purpose(s) of achieving IELTS Listening target 7.5?

 Scholarship application
 Job application
 Professional career
Others: ______________
Question 2: In your fields, what is/are your purpose(s) of listening English?

 Listening for lectures
 Listening for telephoning
 Listening for daily communication
Others: ______________
Question 3: In which test(s) has your listening skill been assessed?

 VSTEP
 IELTS
 TOEFL
 TOEIC
 None
State your listening score: _______
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Question 4: What is your current listening level based on CEFR? (If you know)
 Elementary (A2)
 Intermediate (B1)
 Upper - intermediate (B2)
Others: ______________
Question 5: How much time do you spend on practicing listening English per day?
 Less than 30 minutes
 30 minutes to 1 hour
 1 to 2 hours
Others: ______________
Question 6: Which is (are) your preferable way(s) of practicing listening English?

 In-class practice
 At-home listening exercises practice
 Media functions (Movies, music, news, etc.)
Others: ______________
Question 7: Which techniques have you ever used to practice listening?

 Paraphrasing
 Note-taking
 Outlining
Others: ______________
Question 8: For these questions, please self-assess your level and kindly put the tick ()
corresponding with your choices:
Poor Low Average Good Excellent
1. Listening accuracy
2. Listening comprehension
3. Understanding the format of four main
tasks in IELTS listening test
4. Applying listening techniques in answering
the questions in listening tests
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Question 9: Which kinds of task do you find difficult to complete?
 Matching  Classification
 Form - filling  Summary completion
 Table completion  Short-answer questions
 Labelling  Completing a flowchart
 Multiple choice  Note completion
 Sentence completion Others: _____________
Question 10: Have you ever attended an intensive IELTS listening course?
 YES  NO
Question 11: Which books have you used to practice for IELTS listening test?
 15 days for IELTS listening practice
 Complete IELTS listening
 Essential listening for IELTS
Others: ______________
Question 12: Who do you expect to be guided by in this IELTS listening course?
 Native teachers
 Non-native teachers
 Both native and non-native teachers
Others: ______________
Question 13: Which day(s) can you attend this course?

 Monday, Wednesday from 6p.m – 8p.m
 Monday, Wednesday from 7p.m – 9p.m
 Thursday, Saturday from 6pm – 8pm
 Thursday, Saturday from 7pm – 9pm
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II. Identification:
1.Name:………………............................................................................................................................
2. Age: …………………………..……………………………………………………………………...
3. Job/Occupation: ...................................................................................................................................
4. Workplace: …………………………………………………………………………………………..
5. Phone number: ……………………………………...………………………………………………..
6. Email/Facebook: ……………………………………..………………………………………………
7. Address: ………………………………...............................................................................................
We sincerely thank you for your contribution in completing this survey which is likely to lead to our
success. We promise the privacy will be kept and this result of survey is only for study purpose.
The end
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CÂU HỎI KHẢO SÁT VỀ NHU CẦU HỌC HƯỚNG ĐẾN MỤC TIÊU
7.0 - 7.5 IELTS LISTENING
Mục đích: Bài khảo sát này nhằm mục đích thu thập thông tin của người học về trình độ tiếng Anh
hiện tại, nhu cầu học tiếng Anh và phong cách học ngôn ngữ của bạn để chúng tôi có thể thiết kế ra
nội dung học và những hoạt động học phù hợp.
Chúng tôi hoàn toàn cam kết những thông tin cá nhân của bạn sẽ được giữ bí mật tuyệt đối và chỉ
sử dụng cho nghiên cứu này.
I. KHẢO SÁT: Vui lòng chọn 1 lựa chọn duy nhất cho các câu hỏi từ 1 đến 13 bằng cách tích vào
lựa chọn phù hợp. Với câu hỏi số 8, vui lòng tích vào cột trả lời tương ứng!
Câu 1: Mục đích của bạn sau khi đạt được 7.5 IELTS listening là gì?
 Xin học bổng
 Xin việc
 Thăng tiến trong công việc
Khác: ______________
Câu 2: Trong lĩnh vực công việc/học tập của bạn, việc nghe tiếng Anh thường được bạn sử dụng
cho mục đích gì? (Ví dụ: nghe bài giảng, nghe điện thoại, nghe trong giao tiếp hàng ngày, v.v)
 Nghe bài giảng
 Nghe điện thoại
 Nghe trong giao tiếp hàng ngày
Khác: ______________
Câu 3: Khả năng nghe của bạn đã từng được đánh gia qua bài kiểm tra nào?
 VSTEP
 IELTS
 TOEFL
 TOEIC
 Không
Nêu rõ điểm (nếu có): _______
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Câu 4: Bạn nghĩ trình độ hiện tại của bạn đang ở mức nào dựa theo khung tham chiếu châu
Âu? (Nếu bạn biết)
 Trình độ sơ cấp (A2)
 Trình độ Trung cấp (B1)
 Trình độ trên Trung cấp (B2)
Khác: ______________
Câu 5: Bạn dành bao nhiêu thời gian để luyện nghe tiếng Anh mỗi ngày?
 Ít hơn 30 phút
 Từ 30 phút đến 1 tiếng
 Từ 1 đến 2 tiếng
Khác: ______________
Câu 6: Bạn yêu thích hình thức luyện nghe tiếng Anh nào?
 Luyện tập trên lớp
 Luyện tập tại nhà
 Luyện tập qua phương tiện truyền thông (phim ảnh, âm nhạc, tin tức, …)
Khác: ______________
Câu 7: Những kĩ thuật nào bạn đã từng áp dụng để luyện nói tiếng Anh?
 Diễn giải (paraphrasing)
 Ghi chú (note-taking)
 Lập dàn ý (outlining)
Khác: ______________
Câu 8: Tự đánh giá khả năng nghe của bạn và tích () câu trả lời tại các ô tương ứng trong bảng
dưới đây:
Yếu Kém Trung bình Tốt Xuất sắc
1. Nghe chuẩn xác
2. Nghe hiểu
3. Nắm chắc bốn phần chính trong một bài
kiểm tra nghe của IELTS
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4. Áp dụng được các kỹ thuật nghe vào bài
kiểm tra
Câu 9: Bạn thường gặp phải những khó khăn khi làm những dạng bài nào?
 Nối  Phân loại
 Điền đơn  Hoàn thành đoạn tóm tắt
 Điền bảng  Câu trả lời ngắn
 Đánh dấu  Hoàn thành biểu đồ
 Khoanh vào đáp án đúng nhất  Hoàn thành ghi chú
 Hoàn thành câu Khác: _____________
Câu 10: Bạn đã bao giờ tham gia học một khóa học nghe tiếng Anh IELTS chưa?
 Đã từng  Chưa từng
Câu 11: Nếu đã từng tham gia học một khóa học nghe tiếng Anh IELTS hoặc tự luyện bài nghe
tiếng Anh IELTS, bạn đã dùng cuốn sách nào để luyện IELTS Listening?
 15 days for IELTS listening practice
 Complete IELTS listening
 Essential listening for IELTS
Khác: _____________
Câu 12: Bạn mong đợi mình sẽ học khóa IELTS Listening với ai?
 Giáo viên bản ngữ
 Giáo viên Việt Nam
 Cả hai
Khác: _____________
Câu 13: Bạn có thể tham gia khóa học nghe IELTS Listening 7.5 vào thời gian nào?
 Thứ 2, 4 từ 18h00 - 20h00
 Thứ 2, 4 từ 19h00 - 21h00
 Thứ 5,7 từ 18h00 - 20h00
 Thứ 5, 7 từ 19h00 - 21h00
21
II. THÔNG TIN CÁ NHÂN NGƯỜI THAM GIA KHẢO SÁT
1. Họ và tên:…………………………………………………………………………...........
2. Tuổi: :…………………………………………………………………………................
3. Nghề nghiệp: :…………………………………………………………………………...
4. Nơi công tác/học tập: .………………………………………………………………….
5. Số điện thoại: .…………………………………………………………………………..
6. Email/ Facebook link:.………………………………………………………………….
7: Địa chỉ: .…………………………………………………………………………...........
Hết
Thông tin nhóm thực hiện khảo sát:

Nhóm trưởng: Đỗ Hồng Ngọc
Lớp: QH2015.F1.E9.SP
Trường Đại học Ngoại Ngữ - ĐHQGHN
Địa chỉ: Số 2 Phạm Văn Đồng, Cầu Giấy, Hà Nội
Email: rubyparkk@gmail.com
Thay mặt nhóm thực hiện phỏng vấn, tôi xin chân thành cảm ơn sự hợp tác của các bạn, sự hợp
tác của các bạn sẽ làm lên thành công cho chúng tôi.
Mọi ý kiến đóng góp, thắc mắc vui lòng liên hệ theo địa chỉ email trên!
Xin chân thành cảm ơn.
22
RESULTS OF THE NEEDS ANALYSIS QUESTIONNAIRE WITH RELEVANT
IMPLICATIONS AND SUGGESTIONS
This report reveals the result of “Needs analysis Questionnaire for Intensive IELTS Listening
target 7.5 survey. Grounded on Hutchison Framework (1987), a set of 13 items are designed
corresponding to four components which are necessities, wants, lacks and learning needs. The
attendance of 55 participants mainly from undergraduate and postgraduate group makes tremendous
contribution to authentic results. According to collected statistics, several conclusions and implications
are deliberately drawn.
Initially, to approach learners’ necessities, survey conductors formulated 7 first items. By
making questions relating to learners’ purposes of achieving IELTS Listening target 7.5 and their use
of English listening within their fields, learners’ aims to enroll this course are highlighted. For the first
item about learners’ goals, a pie chart illustrates the outcome:
Pie chart 1: Learners’ aims to achieve IELTS listening target 7.0 - 7.5 (%)
From the afore pie chart, the percentage of learners who expect to obtain IELTS listening target
7.5 for job application accounts for approximately a half (45.5 %). Meanwhile, percentage of learners
opting for professional career generates a number of 28,1%, which is as much as that of scholarship
application (20.2%). 6.2 percentage left presents for the other option such as daily communication and
preparation for National exam. Obviously, learners’ view towards English listening acquisition is
23
dominantly for their studies and future occupations. If pre-service employees achieve a high level of
listening comprehension, they will be more outstanding than other candidates.
For the second item about learners’ use English listening in their field, another bar chart
demonstrates the result:
Bar chart 1: Learners’ purposes of listening English in their field
The above bar chart illustrates 4 main categories of learners’ who use English listening skill in
their field which are daily communication, lecture, interpreting and translating, business. Daily
communication is the dominant purpose chosen by 26 participants (47.3%); hence, learners’
perspective is that learning listening English is not only to attain IELTS certificate or to use English
listening skill as an effective tool to pursue their education, but also to employ English as a mean of
communication in their occupation.
To figure out what learners have known about English listening tests and assessment, question
number 3 is delivered. The following bar chart indicates the number of different tests that learners
have taken including VSTEP, IELTS, TOEFL and TOEIC. While 7 participants voted for VSTEP, 2
chose TOEFL and 14 out of 55 took TOEIC, 23 learners claimed that they had already sat the IELTS
test with the average score of 6.0. Hence, they are most familiar with this kind of language assessment.
24
Bar chart 2: Different tests that learners have taken
Additionally, according to learners’ self-evaluation about their current English level,

specifically in IELTS listening, it is supposed that the proportion of learners whose levels are at Uper-
indermediate is around 57% percent, which somehow reveals that the entry level of students at the
beginning of this course is around 6.5 – 7.0 in IELTS listening. As a result, the language use, learning
materials as well as lexical range must be adopted and adapted at an appropriate level with the majority
of this student group. Moreover, the percentage of participants who reckoned their English level is in
Intermediate of CEFR is 30.9%. Consequently, those learners who likely to have already achieved
band 5.0 in IELTS listening generate 12.7%. From the pie chart, it can be inferred within only two
months, most of learners who register this course can be able to obtain band 7.0 – 7.5 in IELTS
listening at the end of this course. However, the entry level should be 6.0 – 6.5. This is also another
reference for us to reconsider to lower target of this course.
25
Pie chart 2: Learners’ current level based on CEFR
The pie chart below provides the result of the fifth item about learners’ time for English
listening practice:
Pie chart 3: Learners’ time for practicing listening English per day (%)
It is inevitable that most of the attendants are undergraduates and postgraduates, whose whole
time is occupied by study and work; therefore, time for English listening practice is limited. The
percentage of those who spend less than 30 minutes per day on English listening practice is significant
(36.4%). Around 48% of attendants assert that 30 - 60 minutes per day is the most effective range of
26
time for practice listening English due to the fact that they enjoy watching English movies or
gameshows. The number of learners spending 1-2 hours on English listening generates 12.7%. Only
3.6% of learners is able to practice listening for more than 2 hours, since they work or study in English-
speaking environment.
To collect information about kinds of preferable English listening practice, question 6 is
devised. The following pie charts will explain the outcome of survey:
Pie chart 4: Types of preferable English listening practice (%)
The pie chart 4 demonstrates types of English listening practice of learners. More than 65
percent of participants are familiar with listening practice using media functions such as movies, news,
talk shows, etc. While at-home practice illustrates the figure of 21.8%, the smallest proportion belongs
to in-class practice (12.7%).
Additionally, this questionnaire requires learners to state their favorite listening techniques
which are usually applied in their English listening practice process.
27
Bar chart 3: Techniques used to practice listening
Most of the learners claim that note-taking and paraphrasing are the two most crucial and
effective techniques which provide them with great support to enhance their English listening skill.
Meanwhile, a quarter of the participants vote for the application of outlining techniques in practice to
improve listening comprehension and accuracy. Only 3.6% of learners opts for reading or writing
down the transcript/subtitle as a beneficial technique in improving listening skill. From these
responses, teacher would be able to figure out which listening practice techniques student are familiar
with most, which techniques they are lacking of and which listening practice method would be most
effective and appropriate to the learners during the course.
The second facet forcing conductors to carry out a survey for the upcoming course is the lacks
of learners. Effectively, Likert Scale and MCQs indicate surveyors to the weaknesses of learners when
they listen. In terms of their abilities in IELTS listening test, two informative bar charts provide with
reliable statistics:
28
Bar chart 4: Listening competences of learners in IELTS test
The bar chart shows a substantial divergence amongst 4 competences which supports learners
in successfully completing an IELTS listening test. Learners’ listening competences are equally
assessed; however, there are some remarkable points. Most students are at the level of average to good
in four listening competences. Distinctly, learners who have never attended any IELTS courses/tests
(14 people) admit that they are poor at understanding the format of four main tasks in IELTS listening
test. More attentively, a few learners state they find it difficult to apply listening techniques in
answering the questions. From these observations, there is a significant constraint in learners’
techniques, strategies and format besides two fairly good competences which are listening accuracy
and listening comprehension.
To get more information about learners’ lacks, another Multiple-choice question is well-
planned which is 9th item. Relating to the kinds of IELTS listening task learners may find difficult to
complete, their lacks are demonstrated in the bar chart accordingly:
29
Bar chart 5: Kinds of IELTS listening task that leaners find difficult to complete
The bar chart indicates clearly the limitations of students in completing different IELTS
listening tasks. Giving short-answer tasks is considered as the most challenging task in IELTS
listening by 15 participants. 10 students find sentence completion as well as form-filling task
triggering; however, multiple choice, labelling and matching tasks are unlikely to cause them a big
trouble. After analyzing the data of this chart, learners’ main shortages are the strategies to do the
Short-answer questions, sentence completion and form-filling tasks.
Last but not least, in order to consider learners’ wants, 4 last questions are conceived in order
reveal learners’ perspectives in learning English listening skill. Surveyors are looking forward to
gathering more information about wants of students, so the 11th item are designed. Regarding this
item, IELTS books are mentioned and a pie chart is specific for learners’ choices:
30
Pie chart 5: Percentage of IELTS books’ users
There is a significant number of students approaching to Essential listening for IELTS books
(38.2%). Accounting for 23.6% are those learners who have already learnt the Complete IELTS
listening book. While the usage of others books generates for 23.6%, 16.2% of learners has never used
any kinds of IELTS listening practice books. It proves that IELTS books are not familiar to those
learners who have never attended an IELTS course.
Pie chart 6: Have you ever attended an IELTS listening course?
Furthermore, with the question 12 about learner’s demand for English teachers, this bar chart
illuminates the result:
31
Pie chart 7: Learners’ wants for teacher (%)
From the above pie chart, partly a quarter of participants (20%) have a desire of studying with
native teachers because they are aware of the significant role of native speakers, who are experienced
in designing and writing the IELTS listening test, in helping them to understand the format and
different tasks of IELTS Listening test . Meanwhile, the number of attendants opt for both native and
non-native teachers accounts for 72.7%. Only 5.5% of learners choose non-native teachers and 1.8%
of them decides to self-study. Undeniably, learners still highly appreciate the role of non-native
teachers in instructing listening tips and techniques.
From all the aforementioned analysis, several implications are figured out to improve the
quality of an Intensive IELTS listening, course. First and foremost, the target of the course will be
downed from band 7.0 – 7.5 to band 6.5-7.5 so that the content and activities are up to the expectation
as well as purposes of the targeted learners. The second amendment is the change in teachers’ roles.
Native teachers take responsibility for a 60-minute class of teaching IELTS Listening test’s format
and tasks form. Non-native teachers will be assigned the rest of the lesson in which techniques,
strategies as well as exam practice are intensively instructed. The third change is the objective of the
course which is practicing for IELTS listening based on what skills and tasks are tested. The
appropriate length of course is 19 lessons and time duration for each section is 2 hours. To satisfy
learners who are mainly students, the price of the course is reasonable which is at 6.000.000 VND.
32
EXPLAINATION/ JUSTIFICATIONS FOR DEVELOPING CHECKLIST TO

EVALUATE ELT MATERIALS
There are several models of checklist, methods and approaches which have been developed in
relation to coursebook evaluation. We are particularly interested in two extensive evaluation checklists
emerged by Neville Grant (1987) and McDonough & Shaw (1993), yet we decided to use the one
produced by McDonough & Shaw in our course and the reasons for that will be discussed in this
essay.
Grant (1987) introduces a three-stage evaluation which included the use of test, questionnaire
and re-evaluation form in the process. Three stages he presents are initial evaluation, detailed
evaluation and in-use evaluation. In the first stage, he introduces the ‘CATALYST’ test. These 8 letters
represent 8 criteria to be evaluated: Communicative, Aims, Teachability, Available add-on, Level,
Your impression, Students’ interest and Trying and testing. In the most crucial stage - the detailed
evaluation one, Grant (1987) uses three-part questionnaire in order to identify material problems
focusing on three big questions: Does the material or the course book suit your students?; Does it suit
the teacher?; Does it suit the syllabus? Each of these big questions is evaluated by simply coring 10
other small related questions. Finally, the in-use evaluation is used to constantly evaluate the textbook
and confirm its usefulness in the classroom. This model of material evaluation seems easy to follow
and apply because it only require us to give each criteria score and sum up at the end of the evaluation,
which makes up handy and time-saving tools to evaluate coursebooks. However, this checklist may
not be appear to be quite effective in having a deep understanding on the efficacy and the actual
performance of a targeted coursebook. Besides, due to the easy-to-response questions list, hasty
judgement can be easily made during the evaluation process.
On the contrary, McDonough and Shaw (1993) propose a flexible two-stage model for a
thorough evaluation of the comprehensive of coursebooks. The first stage - the external evaluation
allows us to have an overview of the coursebook to obtain a general idea of the organizational
foundation regarding to the materials. Then, in the next stage, an in-depth internal evaluation is
proposed “to see how far the materials in question match up to what the author claims as well as to the
aims and objectives of a given teaching program” (McDonough & Shaw, 1993, p. 64). Although this
checklist model only includes of 22 questions, its procedural format and flexibility enable us to fully
33
identify the strengths and weaknesses of our coursebook. In other words, this detailed analysis
checklist which consists of two main steps (external and internal) makes up an extremely
comprehensive checklist which pave the way for a thorough evaluation of ELT materials. Their model
“distinguishes the purpose behind the evaluation- be it to keep up-to-date with current developments
or to adopt/select materials for a given course” (McDonough & Shaw, 1993,p 65).
Furthermore, taking this approach to the evaluation will give us “insight into the organizational
principles of the materials,” therefore, we can emphasize possible ways to adopt this materials to a
particular group of learners.
REFERENCES
McDonough, J. & Shaw, C. (1993). Materials and methods in ELT. Oxford: Oxford University Press.
Grant, N. (1987). Making the most of your textbook. New York: Longman.
34
MCDONOUGH AND SHAW CHECKLIST
The External evaluation

1. Intended audience: Who are the materials targeted at?
2. Proficiency level: For which particular language level?
3. In which context are the materials to be used? (EGP or EAP?)
4. How has the language been presented and organized into teachable units? How many units
and how many per unit?
5. What is the author's view on language and methodology?
6. Are the materials to be used as the main "core" course or to be supplementary to it?
7. Is a teacher's book in print and locally available?
8. Is a vocabulary list/index included?
9. What visual material does the textbook contain? Is it there for cosmetic value or is it actually
integrated in the text?
10. Is the layout and presentation clear or cluttered?
11. Is the material too culturally biased or specific?
12. Do the materials represent minority groups and/or women in a negative way? Do they present
a "balanced" picture of a particular country/society?
13. Is the textbook accompanied by audio/video material? is it essential to possess this extra
material in order to use the textbook successfully?
14. If tests are included are they useful for your particular learners?
Internal evaluation
1. Are all the skills covered? In what proportion? Are skills integrated? is integration natural?
2. In what way are the materials graded and sequenced?
3. Where reading/discourse skills are involved is there much in the way ofappropriate text
beyond the sentence?
4. Are listening texts/recordings authentic or artificial?
5. Do speaking materials incorporate what we know about the nature of real interaction or are
there artificial dialogues?
6. Are exercises and tests related to learner needs and to what is taught in course material?
7. Are materials suitable for different learning styles? Is there a claim for self-study arid is this
claim justified?
8. Are the materials sufficiently "transparent" to motivate both teacher and students?
35
TEXTBOOK EVALUATION
DETAILED EVALUATION OF THE STRENGTHS AND WEAKNESSES OF

THE CORE/ MAIN MATERIALS
New Insight into IELTS

Based on checklist for evaluation and selection of course books from McDonough and Shaw
(1993), “Insight into IELTS” will be considered both strengths and weaknesses. In the light of positive
aspects, this book reaches our expectations for the aim, the layout, and the content. Initially, the course
aims to teach working adults and students who learn to get academic achievement and improve their
employment prospects. New insight into IELTS published by Cambridge University is designed to be
appropriate both for learners seeking to enter English-speaking country, school or college, as well as
for people who need to provide an IELTS score for the purpose of employment, which fits the purposes
of our course.
Our coursebook is in accordance with the targeted level of the students of approximately band
6.5 to 7.5. When it comes to how the language has been presented and organized into teachable units/
lessons, the listening coursebook contains 8 main units. Each of the units begins with an overview of
the IELTS test. Students who go through the book will become familiar with all question types and
tasks that they are likely to meet in the test. Besides, useful test tips are provided in every lesson. With
eight lessons along with a variety of listening skills and techniques, IELTS fighters are likely to get
accustomed to the actual tests. Language content of this book, furthermore, plays a vital part in
reinforcing learners’ knowledge absorption. Additionally, pair work and group activities are popular
strategies for practicing information-gathering skills and expressing personal opinions. Each unit
explicitly require group work of some kind; however, nearly other exercises expect learners to work
individually.
On the contrary, “New Insight into IELTS” poses a minor drawback that reduces the validity
of the book. Although it is accompanied by a workbook, the collection of exercises does not seem to
be enough for further practice. To handle this inconvenience, we opt to utilize a reference book
(Cambridge English IELTS) as an implementation.
36
Cambridge English IELTS
IELTS fighter in our course are able to be exposed to Cambridge English IELTS book, enjoying
both its pros and cons. Concerning good points, Cambridge IELTS consists of academic test series
which are authentic examination papers from Cambridge Assessment English. The book is designed
to provide perfect practice for ones preparing for the IELTS exam.
According to Cambridge University press, Cambridge IELTS academic tests are suitable for
students at Intermediate to Advanced level, which is equivalent to band 6 to 7.5 in IELTS. The book,
additionally, contains four complete tests and includes a comprehensive section of tapescripts and
answers, making it possible for learners to familiarise themselves with IELTS listening test. In term
of the presence of skills, the Cambridge IELTS books are designed into a group of tests with separate
skills for learners to get used to the actual exam. The Listening test is placed on the first part of each
test, including 4 sections, each with ten questions. The first two ones are connected to social needs;
whereas the rest involves in situations related to educational and training contexts. Besides, audio
recordings is quite authentic with a various number of conversations, monologues and lectures
happening in the daily life. Thanks to the exposure to these recordings, learners can easily listen and
grasp the content in order to accomplish the tests’ task, which is useful for their further examination.
Despite these advantages, Cambridge IELTS does not cover the necessary task types that
students are exposed to in the course. In Cambridge IELTS 13 & 14, namely flow chart. Actually, this
seems to be a minor weakness which need not work on as the book is updated and published sequently.
37
TEACHING MATERIALS
ADAPTED MATERIALS FOR LESSON 1
1. CORE BOOK: New Insight into IELTS, Cambridge English, SB, (Ex. 1-14, p.g 8-10)
38
39
40
2. FUTHER PRACTICE: Cambridge English IELTS 11 (p.g 10-11, 33-34)
Test 1
LISTENING
SECTION 1 Questions 1 – 10
Questions 1 – 6
Complete the note below.
Write ONE WORD for each answer.
SELF-DRIVE TOURS IN THE USA

Example
Name: Brown
Andrea …………………………
Address: 24 1 ………………………… Road
Postcode: BH5 2OP
Phone: (mobile) 077 8664 3091
Heard about company from: 2 …………………………
Possible self-drive tours
Trip One:
 Los Angeles: customer wants to visit 3 ………………………… parks with her children
 Yosemite Park: customer wants to stay in a lodge, not a 4 …………………………
Trip Two:
 Customer wants to see the 5 ………………………… on the way to Cambria
 At Santa Monica: not interested in shopping
 At San Diego, wants to spend time on the 6 …………………………
41
Questions 7 – 11
Complete the table below.
Write ONE WORD AND/OR A NUMBER for each answer.
Number Price
Total distance Includes
of days (per person)
 accommodation
Trip One 12 days 7 ………………………… km ₤525  car
 one 8 ………………
 accommodation
Trip Two 9 days 980 km 9 ₤ …………………………  car
 10 ……………………
42
Test 2
LISTENING
Complete the note below.
Transport Survey
Example
Travelled to town today: bus
by …………………………
Name: Luisa 1 …………………………
Address: 2 ………………………… White Stone Rd
Area: Bradfield
Postcode: 3 …………………………
Occupation: 4 …………………………
Reason for visit to town: to go to the 5 …………………………
Suggestions for improvement:
 better 6 …………………………
 have more footpaths
 more frequent 7 …………………………
Things that would encourage cycling to work:
 having 8 ………………………… parking places for bicycles
 being able to use a 9 …………………………
 the opportunity to have cycling 10 ………………………… on busy roads
43
3. HOMEWORK: New Insight into IELTS, Workbook (p.g 4-5)
44
45
LESSON PLAN FOR LESSON 1
Lesson 1
Orientating yourself to the text

1. Class description
 Number of learners: 10 students
 Level: range from band 6.0 - 6.5 in IELTS listening
2. Objectives
By the end of the lesson, students will be able to:
 Get familiar with predicting the situation strategy in listening
 Get familiar with form-filling and note completion in ielts listening section 1
 Apply predicting the situation strategy to finish listening exercises
3. Time
120 minutes (2 hours) approximately
4. Teaching aids
Handouts, video, cassettes, projector, and whiteboard
5. Procedures
Stages & Aims Timing Teacher (T) Students (Ss) Materials
 Asks Ss to watch a short video explaining  Watch attentively the IELTS listening (British
IELTS listening
1 3 minutes the IELTS listening format (British video Council) on Youtube:
introduction
Council) in 3 minutes https://youtu.be/mzdWBQgtLvM
46
 Summarizes the main points
 Asks Ss to look at the pictures in page 8  Work in pairs and
in Paris and predict what they are doing discuss
using vocabulary in the box in 5 minutes
 Provides Ss with the meaning of the
vocabulary in the box if necessary
 Calls some Ss to share answers in class  Share ideas in class
and ask them to answer the question “How
did you decide what the people were
saying?”
Skills and
 Asks Ss to look at the other 4 pictures (a-  Do task 4 in p.g 8 New Insight into IELTS,
Strategies: 30
2 f) in task 4 and imagine what they are SB (Ex 1-9, p.g 8-9)
predicting the minutes
saying.
situation
 Calls Ss to read out answers  Deliver the answers
 Explains Ss why they need to predict  Listen to T
situation before listening.
 Lets Ss hear the audio recording track 02  Listen to the
and matching the conversation to a picture recording and do the
a-f in task 5 task 5
 Checks the answers
47
 Lets Ss listen again and write keys words  Listen and do the task
that help to understand the conversation in 6
the second table in task 6
 Check answers.
 Asks Ss to look at the set of note in page  Do the task 7,8 in p.g
9, guess the topic and write what type of 9
words needed in 5 mins
 Asks Ss to share answers with a partners  Share answers with a
partner
 Asks Ss to listen and answer question 1-4  Listen and do task 9
to complete notes in task 9
 Asks Ss to work in pairs and discuss the  Work in pairs and
situation and the relationship of the discuss
speakers in task 11, SB p.g 10
 Calls some representatives to share and  Share ideas with the
Test practice: 20 compare their ideas with the rest of class rest of class New Insight into IELTS ,
3
form-filling minutes  Calls some Ss to predict what types of  Predict what types of SB, p.g 10
answer they need to listen for answer they need to
listen for
 Lets Ss listen and finish task 11, SB, p.g  Listen and finish task
10 11, SB, p.g 10
48
 Has Ss listen again and gives out the  Listen again and
correct answers for task 11 check the answer
COURSEBOOK TASK (20 minutes)
 Explains to Ss that when doing note  Listen to T
completion task they should read the notes
before they listen to work out what type of
words are missing
 Asks Ss to look at the note in task 14, SB,  Look at task 14, SB,
page 10 p.g 10
 Calls one S to say what the topic of the  Say what the topic is
note in task 14 is and corrects his/her New Insight into IELTS,
answer SB – p.g 10
Test practice: 50
4  Let Ss to write what type of words you  Write what type of
Note completion minutes
need to complete the notes in task 14 on words need to
the right, SB p.g 10 individually in 3 completing the notes
minutes in task 14 on the right,
SB p.g 10
 Checks Ss predictions with the whole  Check answer with T
class
 Asks Ss to listen and finish task 14, SB,  Listen and finish task
p.g 10 14, SB, p.g 10
49
 Lets Ss to listen again and gives out the  Listen again and
correct answers for task 14 check answer with T
FURTHER PRACTICE (30mins)

 Gives Ss handouts and asks them to  Practice for the test Cambridge English
practice for the actual test by listening and IELTS 11, p.g 10-11, 33-
do the task 34
Consolidation  Sums up the lesson  Listen to T New Insight into IELTS,

5 5 minutes
and Homework  Gives out homework Workbook, p.g 4-5
50
TESTING MATERIALS
TEST SPECIFICATIONS
When joining this Intensive IELTS Listening target 6.5 – 7.5 course, IELTS learners are required to
accomplish multi-tests including 1 placement test, 2 progress test and 1 achievement test.
No. Time Types of test Content of test

1 Before the course Placement test Listening (4 full parts)
In the mid-term and end-term
2 Progress test Listening (4 parts)
course: Lesson 9, 18
3 At the end of the course: Lesson 19 Achievement test Listening (4 full parts)
A. PLACEMENT TEST
1. Purposes of the test:
All learners who want to become attendants of this IELTS LISTENING course target 6.5-7.5
have to sit for a placement test in order to be sorted in appropriate levels for studying in this
course.
2. Description of test takers:
The IELTS fighters at the beginning of this course are current learners at band 5.0 – 6.0 in
IELTS LISTENING.
3. Test description:
IELTS Listening section is abbreviated to S
Number of
Part Time Skills tested Task types
questions
1. 5–7  Understanding of main ideas 10
 Table completion
S1 minutes  Understanding of specific questions
2. 5–7 factual information 10
 Map labelling
S2 minutes  Recognising opinions, questions
3. 5–7 attitudes and purpose of a  Multiple choice 10
S3 minutes speaker  Flow chart completion questions
51
4. 5–7  Following the development 10
 Note completion
S4 minutes of an argument. questions
Learner has 10 minutes to tranfer the answer to the answer sheet.
B. PROGRESS TEST
 The main purpose of this test are designed to notice students’ improvement in listening as
their acquisitions within the course.
 Evaluate students’ progress in learning process after the first 8 lessons and the other
8 lessons in order to make any adjustment would be made to satisfy students’ needs and
help them achieve their target.
The IELTS fighters in this course are current learners at band 5.0-6.0 in IELTS listening.
a. Progress test 1 (Lesson 9): IELTS Listening section 1 and section 2

Number of
questions
1. 5–7 10
 Predicting the situation  Form filling
S1 minutes questions
 Predicting what type of words
2. 5–7  Table completion 10
that you need
S1 minutes  Sentences completion questions
3. 5–7  Understanding form, position,  Labeling a diagram 10
S2 minutes color  Multiple choice questions
4. 5–7  Following directions on a  Labeling a map 10
S2 minutes map  Multiple choice questions
52
b. Progress test 2 (Lesson 18): IELTS Listening section 3 and section 4

Number of
questions
1. 5–7  Think around the topic to  Multiple choice 10
S3 minutes identify main ideas  Matching questions
 Understand stress and
2. 5–7 intonation  Sentence completion 10
S3 minutes  Recognise opinions, attitudes  Classification questions
and purpose of a speaker
3. 5–7  Direct your listening 10
 Note completion
S4 minutes following sign post words questions
4. 5–7  Use your own knowledge of 10
 Note completion
S4 minutes the topic to follow a talk questions
C. ACHIEVEMENT TEST
 The main purpose of this test is to assess learners’ language competence (vocabulary,
pronunciation, grammar and other elements) and strategies in IELTS listening (…)
 Evaluate students’ progress in learning process in the whole course in order to make some
necessary adjustments for the next course in the future
The IELTS fighters in this course are current learners at band 5.0- 6.0 in IELTS listening. After
each unit, they are expected to acquire and know how to apply listening strategies, improve
their listening accuracy and comprehension in order to achieve band 6.5 to 7.5 in IELTS
listening at the end of this course.
53

Number of
questions
1. 5–7 10
 Understanding of main ideas  Note completion
 Understanding of specific
2. 5–7  Multiple choice 10
factual information
S2 minutes  Classification questions
 Recognising opinions, attitudes
3. 5–7 10
and purpose of a speaker  Multiple choice
 Following the development of an
4. 5–7 10
argument.  Note completion
54
THE TEST
A. PLACEMENT TEST
INTESIVE IELTS LISTENING TARGET 6.5 – 7.5 COURSE’S PLACEMENT TEST
LISTENING
Complete the form below.
CRIME REPORT FORM

Type of crime: theft
Personal information
Example
Name Taylor
Louise …………………………
Nationality 1 …………………………………
Date of birth 14 December 1977
Occupation Interior designer
Reason for visit business (to buy antique 2 …………………………………)
Length of stay two months
Current address 3 ………………………………… Apartments (No 15)
Details of theft:
Items stolen  a wallet containing approximately 4 £ …………………………………
 a 5 …………………………………
Date of theft 6 …………………………………
Possible time and placement of theft
Location outside the 7 ………………………………… at about 4 pm
Details of suspect  some boy asked for the 8 ………………………………… then ran off
 one had a T-shirt with a picture of a tiger
 he was about 12, slim build with 9 ………………………………… hair
Crime reference number allocated
 10 …………………………………
55
Induction talk for new apprentices
Questions 11 and 12
Choose TWO letters, A-E.
Which TWO pieces of advice for the first week of an apprenticeship does the manager give?
A. get to know colleagues
B. learn from any mistakes
C. ask lots of questions
D. read positively to feedback
E. enjoy new challenges
Questions 13 and 14
Which TWO things does the manager say mentors can help with?
A. confidence-building
B. making career plans
C. completing difficult tasks
D. making a weekly timetable
E. reviewing progress
Questions 15–20
What does the manager say about each of the following aspect of the company policy for
apprentices?
Write the correct letter A, B or C, next to Question 15-20.
A. It is encouraged.
B. There are some restrictions.
C. It is against the rules.
Company for apprentices

15 Using the internet _____
16 Flexible working _____
17 Booking holidays _____
18 Working overtime _____
19 Wearing trainers _____
20 Bringing food to work _____
56
Questions 21-25
Choose the correct letter A, B or C.
Cities built by the sea
21. Carla and Rob were surprised to learn that coastal cities
A. contain half of the world’s population.
B. include most of the world’s largest cities.
C. are growing twice as fast as other cities.
22. According to Rob, building coastal cities near to rivers

A. may bring polution to the cities.
B. may reduce the land available for agriculture.
C. may mean the countryside is spoiled by industry.
23. What mistake was made when building water drainage channels in Miami in the 1950s?
A. There were not enough of them.
B. They were made of unsuitable materials.
C. They did not allow for the effect of climate change.
24. What do Rob and Carla think that the authorities in Miami should do immediately?
A. take measures to restore ecosystems
B. pay for a new flood prevention system
C. stop disposing of waste materials into the ocean
25. What do they agree should be the priority for international action?
A. greater coordination of activities
B. more sharing of information
C. agreement on shared policies
Questions 26-30
What decision do the students make about each of the following parts of their presentation?
Choose FIVE answers from the box and write the correct letter, A-G, next to Questions 26-30.
57
Decisions
A. use visuals
B. keep it short
C. involve other students
D. check the information is accurate
E. provide a handout
F. focus on the exam
G. do online research
Parts of the presentation

26 Historical background _____
27 Geographical factors _____
28 Past mistakes _____
29 Future risks _____
30 International implications _____
Complete the notes below.
Write ONE WORD ONLY for each answer.
Marine renewable energy (ocean energy)

Introduction
More energy required because of growth in population and 31 ……………………….
What’s needed:
 renewable energy source
 methods that won’t create pollution
Wave energy
Advantage: waves provide a 32 ………………………. source of renewable energy
Electricity can be generated using offshore and onshore systems
Onshore system may use a reservior
Problems:
 waves can move in any 33 ……………………….
 movement of sand, etc. on the 34 ………………………. of the ocean may be affected
Tidal energy
58
Tides are more 35 ………………………. than waves
Planned tidal lagoon in Wales:
 will be created in a 36 ………………………. at Swansea
 breakwater (dam) containing 16 turbines
 rising tides force water through turbines, generating electricity
 stored water is released through 37 ………………………. , driving the turbines in the reverse
direction
Advantages:
 not dependent on water
 no 38 ………………………. is required to make it work
 likely to create a number of 39 ……………………….
Problems:
 may harm fish and birds, e.g. by affecting 40 ………………………. and building up silt
Ocean thermal energy conversion
Uses a difference in temperature between the surface and lower levels
Water brought to the surface in a pipe
CAM 14 – TEST 1
59
B. PROGRESS TEST 1
INTESIVE IELTS LISTENING TARGET 6.5 – 7.5 COURSE’S PROGRESS TEST 1
SECTION 1
TASK 1 Questions 1 – 10
Cycle tour leader: Applicant enquiry

Example
Smith
Name: Margaret …………………………
About the applicant:
 wants a 1 ………………………… job
 will soon start work as a 2 …………………………
 has led cycle trips in 3 …………………………
 interested in being a leader of a cycling trip for families
 is currently doing voluntary work with members of a 4 ………………………… club
 available for five months from the 1st of 5 …………………………
 can’t eat 6 …………………………
Contact details:
 address: 27 7 ………………………… Place, Dumfries
 post code: 8 …………………………
Interview:
 interview at 2.30 pm on 9 …………………………
 will plan a short 10 ………………………… about being a tour guide
CAM 13 – TEST 4 – FORM COMPLETION
60
COOKERY CLASSES
Cookery Class Focus Other information
Example how to 11 ………………………… and  small classes
Studio
The food ……………………… cook with seasonal products  also offer 12 ………………………
classes
 clients who return get a
13 ………………………… discount
Bond’s Cookery School food that is 14 …………………………  includes recipes to strengthen
your 15 …………………………
 they have a free 16
………………………… every
Thursday
The 17 ………………………… mainly 18 ………………………… food  located near the 19
Centre …………………………
 a special course in skills with a
20 ………………………… is
sometime available
CAM 13 – TEST 1 – TABLE COMPLETION
61
SECTION 2
Question 21 – 23
Choose the correct letter A, B or C.
Traffic Changes in Granford
21 Why are changes needed to traffic systems in Granford?
A. The number of traffic accidents has risen.
B. The amount of traffic on the roads has increased.
C. The types of vehicles on the roads have changed.
22 In a survey, local residents particularly complained about

A. dangerous driving by parents.
B. pollution from trucks and lorries.
C. inconvenience from parked cars.
23 According to the speaker, one problem with the new regulations will be
A. raising money to pay for them.
B. finding a way to make people follow them.
C. getting the support of the police.
Question 24 – 30
Label the map below.
Write the correct letter, A – I, next to the Question 24 – 30.
Proposed traffic changes in Granford
62
24 New traffic lights …………………………
25 Pedestrian crossing …………………………
26 Parking allowed …………………………
27 New ‘No parking’ sign …………………………
28 New disabled parking spaces …………………………
29 Widened pavement …………………………
30 Lorry loading/unloading restrictions …………………………
CAM 13 – TEST 1 – MULTIPLE CHOICES AND MAP LABELING
Question 31 – 32
Choose TWO letters, A – E.
Which TWO age groups are taking increasing numbers of holidays with BC Travel?
A. 16 – 30 years
B. 31 – 42 years
C. 43 – 54 years
D. 55 – 64 years
E. over 65 years
Question 33 – 34
Choose TWO letters, A – E.
Which TWO are the main reasons given for the popularity of activity holidays?
A. Clients make new friends.
B. Clients learn a useful skill.
C. Clients learn about a different culture.
D. Clients are excited by the risk involved.
E. Clients finds them good value for money.
Question 35 – 37
Choose the correct letter, A, B or C.
35 How does BC Travel plan to expand the painting holiday?
A. by adding to the number of locations.
B. by increasing the range of level.
63
C. by employing more teachers.
36 Why are BC Travel’s cooking holidays unusual?

A. They only use organic foods.
B. They have an international focus.
C. They mainly involve vegetarian dishes.
37 What does speaker say about the photography holidays?

A. Clients receive individual tuition.
B. The tutors are also trained guides.
C. Advice is given on selling photographs.
Question 38 – 40
Fitness Holidays
Location Main focus Other comments
Ireland and Italy general fitness  personally designed programme
 also reduces 38 …………………………
Greece 39 ………………………… control  includes exercise on the beach
Morocco mountain biking  wide variety of levels
 one holiday that is specially designed
for 40 …………………………
CAM 13 – TEST 2 – MULTIPLE CHOICES AND TABLE COMPLETION
64
C. PROGRESS TEST 2
INTESIVE IELTS LISTENING TARGET 6.5 – 7.5 COURSE’S PROGRESS TEST 2
SECTION 3
Questions 1 – 5
Choose the correct letter, A, B or C
Planning a presentation on nanotechnology

1 Russ says that his difficulty in planning the presentation is due to
A his lack of knowledge about the topic.
B his uncertainty about what he should try to achieve.
C the short time that he has for preparation.
2 Russ and his tutor agree that his approach in the presentation will be
A to concentrate on how nanotechnology is used in one field.
B to follow the chronological development of nanotechnology.
C to show the range of applications of nanotechnology.
3 In connection with slides, the tutor advices Russ to
A talk about things that he can find slides to illustrate.
B look for slides to illustrate the points he makes.
C consider omitting slides altogether.
4 They both agree that the best way for Russ to start his presentation is
A to encourage the audience to talk.
B to explain what Russ intends to do.
C to provide an example.
5 What does the tutor advice Russ to do next while preparing his presentation?
A summarize the main point he wants to make.
B read the notes he has already made.
C lists the topics he wants to cover.
65
Question 6 – 10
What comments do the speakers make about each of the following aspects of Russ’s previous
presentation?
Choose FIVE answers from the box and write the correct letter, A-G, next to
Comments
A lacked a conclusion
B useful in the future
C not enough
D sometimes distracting
E showed originality
F covered a wide range
G not too technical
Aspects of Russ’s previous presentation

6 structure ………………….
7 eye contact ………………….
8 body language ………………….
9 choice of words ………………….
10 handouts ………………….
CAM 13 – TEST 2
Questions 11 – 16
Write ONE WORD AND/ OR A NUMBER for each answer.
Background on school marching band

It consists of around 11 …………………. students.
It is due to play in a 12 …………………. band competition.
It has been invited to play in the town’s 13 ………………….
They have listened to a talk by a 14 ………………….
Joe will discuss a 15 …………………. with the band.
Joe hopes the band will attend a 16 …………………. next month.
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Question 17 – 20
What problem does Joe mention in connection with each of the following band members?
Choose FOUR answers from the box and write the correct letter, A-F, next to Questions 17 – 20.
Problems
A makes a lot of mistakes in rehearsals
B keep making unhelpful suggestions
C has difficulty with rhythm
D misses too many rehearsals
E has a health problem
F doesn’t mix with other students
Band members
17 flautist ………………….
18 trumpeter ………………….
19 trombonist ………………….
20 percussionist ………………….
CAM 14 – TEST 3
67
SECTION 4
The history of weather forecasting

Ancient cultures
 Many cultures believe that floods and other disasters were involved in the creation of the world
 Many cultures invented 21 …………………. And other ceremonies to make the weather gods
friendly
 People needed to observe and interpret the sky to ensure their 22 ………………….
 Around 650 BC, Babylonians started forecasting, using weather phenomena such as 23
………………….
 By 300 BC, the Chinese had a calendar made up of a number of 24 …………………. connected with
the weather
Ancient Greeks
 A more scientific approach
 Aristotle tried to explain the formation of various weather phenomena
 Aristotle also described haloes and 25 ………………….
Middle Ages
 Aristotle’s work considered accurate
 Many proverbs, e.g. about the significance of the color of the 26 …………………., passed on
accurate information
15th – 19th centuries
 15th century: scientists recognized value of 27 …………………. for the first time
 Galileo invented the 28 ………………….
 Pascal showed relationship between atmospheric pressure and attitude
 From the 17th century, scientists could measure atmospheric pressure and temperature
 18th century: Franklin identified the movement of 29 ………………….
 19th century: data from different locations could be sent to the same place by 30 …………………
CAM 14 – TEST 2
68
Concerts in university arts festival

Concert 1
 Australian composer: Liza Lim
 Studied piano and 31 …………………. before turning to composition
 Performers and festivals around the world have given her a lot of commissions
 Compositions show a great deal of 32 …………………. and are drawn from various cultural
sources
 Her music is very expressive and also 33 ………………….
 Festival will include her 34 …………………. Called The Oresteia
 Lim described the sounds in The Oresteia as 35 ………………….
 British composers: Ralph Vaughan Williams, Frederick Dellius
Concert 2
 British composers: Benjamin Britten, Judith Weir
 Australian composer: Ross Edwards
 Festival will include The Tower of Remoteness, inspired by nature
 Tower of Remoteness is performed by piano and 36 ………………….
 Compositions include music for children
 Celebrates Australian’s cultural 37 ………………….
Concert 3
 Australian composer: Carl Vine
 Played cornet than piano
 Studied 38 …………………. before studying music
 Worked in Sydney as a pianist and composer
 Became well known as composer of music for 39 ………………….
 Festival will include his music for the 1996 40 ………………….
 British composers: Edward Elgar, Thomas Ades
CAM 14 – TEST 3
69
D. ACHIEVEMENT TEST
INTESIVE IELTS LISTENING TARGET 6.5 – 7.5 COURSE’S ACHIEVEMENT TEST
LISTENING
Questions 1 – 7
Enquiry about booking hotel room for event

Example
Events Manager
Andrew is the ……………….
Rooms
Adelphi Room
number of people who can sit down to eat: 1 …………………
has a gallery suitable for musicians
can go out and see the 2 ………………… in pots on the terrace
terrace has a view of a group of 3 …………………
Carlton Room
number of people who can sit down to eat: 110
has a 4 …………………
view of the lake
Options
Master of Ceremonies:
can give a 5 ………………… while people are eating
will provide 6 ………………… if there are any problems
Accommodation:
in hotel rooms or 7 …………………
70
Questions 8 – 10
What is said about using each of the following hotel facilities?
Choose THREE answers from the box and write the correct letter, A, B or C next to Questions 8 – 10.
Availability
A included in cost of hiring room
B available at extra charge
C not available
Hotel facilities
8 outdoor swimming pool ……………
9 gym ……………
10 tennis courts ……………
Questions 11 – 16
What information does the speaker give about each of the following excursions?
Choose SIX answers from the box and write the correct letter, A-H, next to Questions 11 – 16.
Information
A all downhill
B suitable for beginners
C only in good weather
D food included
E no charge
F swimming possible
G fully booked today
H transport not included
Excursions
11 dolphin watching ………………..
12 forest walk ………………..
13 cycle trip ………………..
14 local craft tour ………………..
15 observatory trip ………………..
16 horse riding ………………..
71
Questions 17 and 18
Which TWO things does the speaker day about the attraction called Musical Favorites?
A You pay extra for drinks.
B You must book it in advance.
C You get a reduction if you buy two tickets.
D You can meet the performers.
E You can take part in the show.
Questions 19 and 20
Which TWO things does the speaker say about the Castle Feast?
A Visitors can dance after the meal.
B There is a choice of food.
C Visitors wear historical costume.
D Knives and forks are not used.
E The entertainment includes horse races.
Questions 21 – 25
Choose the correct letter, A, B or C.
21 What does Trevor find interesting about the purpose of children’s literature?
A the fact that authors may not realize what values they’re teaching
B The fact that literature can be entertaining and educational at the same time
C The fact that adults expect children to imitate characters in literature
22 Trevor says the module about the purpose of children’s literature made him
A analyze some of the stories that his niece reads
B wonder how far popularity reflects good quality
C decide to start writing some children’s stories
23 Stephanie is interested in the Pictures module because

A she intends to become an illustrator
B she can remember beautiful illustrations from her childhood
C she believes illustrations are more important than words
72
24 Trevor and Stephanie agree that comics
A are inferior to books
B have the potential for being useful
C discourage children from using their imagination
25 With regard to books aimed at only boys or only girls, Trevor was surprised
A how long the distinction had gone unquestioned
B how few books were aimed at both girls and boys
C how many children enjoyed books intended for the opposite sex
Questions 26 – 30
What comment is made about each of these stories?
Choose FIVE answers from the box and write the correct letter, A-G, next to Questions 26 – 30.
Comments
A translated into many other languages
B hard to read
C inspired a work in a different area of art
D more popular than the author’s other works
E original title refers to another book
F started a new genre
G unlikely topic
Stories
26 Perrault’s fairy tales ……………
27 The Swiss Family Robinson ……………
28 The Nutcracker and The Mouse King ……………
29 The Lords of the Rings ……………
30 War House ……………
73
The hunt for sunken settlements and ancient shipwrecks
ATLIT-YAM
 was a village on coast of eastern Mediterranean
 thrived until about 7,000 BC
 stone homes had a courtyard
 had a semicircle of large stones round a 31 ………………………
 cause of destruction unknown – now under the sea
 biggest settlement from the prehistoric period found on the seabed
 research carried out into structures, 32 ……………………… and human remains
TRADITIONAL AUTONOMOUS UNDERWATER VEHICLES (AUVs)
 used in the oil industry, e.g. to make 33 ………………………
 problems: they were expensive and 34 ………………………
LATEST AUVs
 much easier to use, relatively cheap, sophisticated
Tests:
 Marzamemi, Sicily: found ancient Roman ships carrying architectural elements made of 35
………………………
Underwater internet:
 36 ……………………… is used for short distance communication, acoustic waves for long
distance
 plans for communication with researchers by satellite
 AUV can send data to another AUV that has better 37 ………………………, for example
Planned research in Gulf of Baratti:
 to find out more about wrecks of ancient Roman ships, including
- one carrying 38 ……………………… supplies; tablets may have been used for cleaning the
39 ………………………
- others carrying containers of olive oil or 40 ………………………
CAM 14 – TEST 1
74
ANSWER KEYS – TRANSCRIPTS
A. PLACEMENT TEST
I. Answer keys
Section 1, Questions 1-10 Section 3, Questions 21-30
1 Canadian 21 B
2 furniture 22 A
3 Park 23 C
4 250 (sterling) 24 B
5 phone 25 A
6 10(th) September 26 B
7 museum 27 A
8 time 28 F
9 blond(e) 29 G
10 87954 82361 30 C

11&12 A 31 industry
C 32 constant
13&14 B 33 direction
E 34 floor
15 B 35 predictable
16 B 36 bay
17 C 37 gates
18 A 38 fuel
19 A 39 jobs
20 C 40 migration
75
II. Transcripts
SECTION 1
OFFICER: Good morning. What can I help you?
LOUISE: I want to report a theft. I had something stolen out of my bag yesterday.
OFFICER: I’m sorry to hear that. Right, so I’ll need to take a few details. Can I start with
your name?
LOUISE: Louise Taylor Example
OFFICER: OK, thank you. And are you resident in the UK?
LOUISE: No, I’m actually Canadian, though my mother was British. Q1
OFFICER: And your date of birth?
LOUISE: December 14th, 1977.
OFFICER: So, you’re just visiting this country?
LOUISE: That’s right. I come over most summer on business. I’ an interior designer and
I cone over to buy old furniture, antique you know. There are some really Q2
lovely things around here, but you need to get out to a small town. I’ve had a
really good trip this year, until this happened.
OFFICER: OK. So, you’ve been here quite a while?
LOUISE: Yes, I’m here for two months. I go back next week.
OFFICER: So, may I ask where you are staying now?
LOUISE: Well at present I’ve got a place at Park Apartment, that’s on King Street. I was Q3
staying at the Riverside Apartment on the same street, but the apartment there
was only available for sixs weeks so I had to find another one.
OFFICER: OK. And the apartment number?
LOUISE: Fifteen.
LOUISE: Right.
OFFICER: Now, I need to take some details of the theft. So, you said you had some things
stolen out of your bag?
LOUISE: That’s right.
OFFICER: And were you actually carrying the bag when the theft took place?
LOUISE: Yes. I really can’t understand it. I had my backpack on. And I went into a
supermarket to buy a few things and when I opened it up my wallet wasn’t
there.
OFFICER: And what did your wallet have in?
76
LOUISE: Well, fortunately I don’t keep my credit card in that wallet – I keep them with
my passport in an inside compartment in my backpack. But there was quite a
bit of cash there … about £250 sterling. I should think. I withdrew £300 from Q4
my account yesterday, but I did a bit of shopping, so must have already spent
about £50 of that.
OFFICER: OK.
LOUISE: At first, I thought, oh I must have left the wallet back I the apartment, but then
I realized my phone had gone as well. It was only a week old, that’s I realized Q5
I’d been robbed. Anyway at least they didn’t take the keys to my rental car.
OFFICER: Yes. So, you say the theft occurred yesterday?
LOUISE: Yes.
OFFICER: So that was September the tenth. And do you have any idea at all of where and Q6
when the things might possibly have been stolen?
LOUISE: Well, at first, I couldn’t believe it because the bag has been on my back ever
since I left the apartment after lunch. It’s just a small backpack, but I generally
use it when I’m travelling because it seems safer than a handbag. Anyway, I
met up with a friend, and we spend a couple of hours in the museum. But I do Q7
remember That as we were leaving there, at about 4 o’clock, a group of young
buys ran up to us, and they were really crowding around us, and they were
asking us what time it was, then all of a sudden, they ran off. Q8
OFFICER: Can you remember anything about them?
LOUISE: The one who did most of the talking was wearing a T-shirt with a picture of
something … let’s see… a tiger.
OFFICER: Right. Any idea of how old he might have been?
LOUISE: Around twelve years old?
OFFICER: And can you remember anything else about his appearance?
LOUISE: Not much. He was quite thin …
OFFICER: Colour of hair?
LOUISE: I do remember that he was blond. All the others were dark-haired. Q9
OFFICER: And any details of the others?
LOUISE: Not really. They came and went so quickly.
OFFICER: Right. So, what I’m going to do now is give you a crime reference number so
you can contact your insurance company. So, this is ten digits: 87954 82361. Q10
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LOUISE: Thank you. So, should I …
SECTION 2
Good morning everyone. My name’s Jane Parker and I’m the human resources manager.
We’re happy to welcome you to our new apprenticeship. I hope that the next six months will be
a positive and enjoyable experience for you.
I’d like to start with general advice about being an apprentice. Most of you have very little or
no experience of working for a big organisation and the first week or so may be quite
challenging. There will be a lot of new information to take in but don’t worry too much about
trying to remember everything. The important thing is to check with someone if you’re not sure Q11
what to do – you’ll find your supervisor is very approachable and won’t mind explaining things
or helping you out. You’ve here to learn so make an effort to talk as many people as possible Q12
about their work. – you’ll make some new friends and find out lots of useful information.
As well as having a supervisor, you’ll each be assigned a mentor. This person will be someone
who’s recently completed an apprenticeship. Of course, this doesn’t mean they’ll actually do
any of your work for you – instead they’ll be asking about what goals you’ve achieved so far, Q13
as well as helping you to identify any areas for improvement. You can also discuss your more Q14
long-term ambitions with them as well.
Now I just want to run through a few company policies for our apprenticeship scheme with
you… Most importantly, the internet. As part of your job you’ll be doing some research online
so obviously you’ll have unlimited access for that but please don’t use it for personal use – you’ll Q15
have your own phone for that.
Some of you have already asked e about flexible working. After your probationary three-
month period- some of you will be eligible for this – but it will depend on which department Q16
you’re in and what your personal circumstances are. So please don’t assume you’ll automatically
be permitted to do this.
I want to make sure there’s no confusion about your holiday policies. Apart from any statutory
public holiday we ask that you don’t book any holiday after your six-month apprenticeship has Q17
finished. Time off should only be taken if you are unwell. Please speak to your supervisor if this
is going to be a problem.
You’ll be expected to work a 40-hour week but there may be opportunities to do overtime
during busy periods. Although you’re not required to do this, it can be a valuable experience – Q18
78
so we advise you to take it up if possible. Obviously, we understand that people do have
commitments outside work, so don’t worry if there are times when you are unavailable.
As you know, we don’t have a formal dress code here – you may wear casual clothes as long
as they’re practical and the only restriction for shoes we have is on high heels for health and Q19
safety reasons. Comfortable shoes like trainers are preferable.
There’s a heavily subsidised canteen on site where you can get hot meals or salads cheaply. Q20
Snacks and drinks are also provided - so we’ve decided to introduce a no packed lunch policy.
This is partly to enough healthy eating at work and partly to stop people from eating at their
workstation, which is unhygienic.
OK moving to …
SECTION 3
TUTOR: OK, so what I’d like you to do now is to talk to your partner about your presentations
on urban planning. You should have done most of reading now, so I’d like you to share
your ideas, and talk about the structure of your presentation and what you need to do
next.
CARLA: OK Rob. I’m glad we choose quite a specific topic- cities built next to the sea. It made
it much easier to find relevant information.
ROB: Yeah. And cities are growing so quickly – I mean we know that more than half of the
world’s population lives in cities now.
CARLA: Yeah, though that’s all cities, not just one on the coast. But most of the biggest cities Q21
are actually built by the sea. I’d not realised that before.
ROB: Nor me. And what’s more, a lot of them are built at places where rivers come out into
the sea. But apparently this can be a problem.
CARLA: Why?
ROB: Well, as the city expands, agriculture moves even further inland along the rivers, and
so agriculture moves even further inland up the river. That’s not necessarily a problem,
except it means more and more pollutants are discharged into the rivers. Q22
CARLA: So, these are brought downstream to the cities?
ROB: Right. Hmm. Did you read the article about Miami, on the east coast of the USA?
CARLA: No.
ROB: Well, apparently back in the 1950s they built channels to drain away the water in case
of flooding.
79
CARLA: Sounds sensible.
ROB: Yeah, they spent quite a lot of money on them. But what they didn’t take into account Q23
was global warming. So, they built the drainage too close to sea level, and now sea
levels are rising, they’re more or less useless. If there’s a lot of rain, the water can’t
run away, there’s nowhere for it to go. The whole design was faulty.
CARLA: So, what are the authorities doing about it now?
ROB: I don’t know. I did read that they’re aiming to stop disposing of waste water into the
ocean over the next ten years.
CARLA: But that won’t help with flood presentation now, will it?
ROB: No. Really, they just need to find the money for something to replace the drainage Q24
channels, in order to protect against flooding now. But in the long-term they need to
consider the whole ecosystem.
CARLA: Well, though, coastal cities can’t deal with their problem on their own, can they? I
mean, they’ve got to start acting together at an international level instead of just doing
their own thing.
ROB: Absolutely. The thing is, everyone knows what the problems are and
environmentalists have a pretty good idea of what we should be doing about them, so Q25
they should be able to work together to some extent. But it’s going to be a long time
before countries come to a decision on what principles they’re prepared to abide by.
CARLA: Yes, if they ever do.
CARLA: So, I think we’ve probably got enough for our presentation. It’s only fifteen minutes.
ROB: OK. So, I suppose we’ll begin with some general historical background about why
coastal cities are established. But we don’t want to spend too long on that, the other Q26
students will already know a bit about it. It’s all to do with communications and so on.
CARLA: Yes. We should mention some geographical factors, things like wetlands and river
estuaries and coastal erosion and so on. We could have some maps of different cities
with these features marked.
ROB: On a hand-out you mean? Or some slides everyone can see? Q27
CARLA: Yeah, that’d better.
ROB: It’d be good to go unto past mistakes in a bit more detail. Did you read that case study
of problem there were in New Orleans with flooding a few years ago?
CARLA: Yes. We could see that as the basic part of the talk. I don’t think the other students will Q28
have read it, but they’ll remember gearing about the flooding at the time.
80
ROB: OK. So that’s probably enough background.
CARLA: So, then we’ll go on to talk about what action’s being taken to deal with the problems
of coastal cities.
ROB: OK. What else do we need to talk about? Maybe something on future risks, looking
more at the long-term, if population continue to grow.
CARLA: Yeah. We’ll need to do a bit of work there, I haven’t got much information, have you?
ROB: No. We’ll need to look at some websites. Shouldn’t take too long. Q29
CARLA: OK. And I think we should end by talking about international implications. Maybe we
could ask people in the audience. We’ve got people from quite a lot of different places. Q30
ROB: That’d be interesting, if we have time, yes. So now shall we …
SECTION 4
Producing enough energy to meet our needs has become a serious problem. Demand is
rising rapidly, because of the world’s increasing population and expanding industry. Burning Q31
fossil fuels, like gas, coal and oil, seriously damages the environment and they’ll eventually
run out. For a number of years now, scientists have been working out how we can derive energy
from renewable sources, such as the sun and the wind, without causing pollution. Today, I’ll
outline marine renewable energy – also called ocean energy – which harnesses the movement
of the oceans.
Marine renewable energy can be divided into three main categories: wave energy, tidal
energy and ocean thermal energy conversation, and I’ll say a few words about each one.
First, wave energy. Numerous devices have been invented to harvest wave energy, with
names such as Wave Dragon, the Penguin and Mighty Whale, and research is going on to try
and come up with a really efficient method. This form of energy has plenty of potential, as the
source is constant, and there’s no danger of waves coming to standstill. Electricity can be Q32
generated using inshore systems, using a reservoir, or offshore systems. But the problem with
ocean waves is that they’re erratic, with the wind making them travel in every direction. This Q33
adds to the difficulty of creating efficient technology: ideally all the waves would travel
smoothly and regularly along the same straight line. Another drawback is that sand and other
sediment on the ocean floor might be stopped from flowing normally, which can lead to Q34
environmental problems.
81
The second category of marine energy that I’ll mention is tidal energy. One major advantage
of using the tide, rather than waves, as a source of energy is that it’s predictable: we know the Q35
exact times of high and low tides for years to come.
For tidal energy to be effective, the difference between high and low tides needs to be at
least five metres, and this occurs naturally I only about forty places on Earth. But the right
conditions can be created by constructing a tidal lagoon, an area of sea water separated from
the sea.
One current plan is to create a tidal lagoon on the coast of Wales. This will be an area of
water within a bay at Swansea, sheltered by a U-shaped breakwater, or dam, built out from the Q36
coast. The breakwater will contain sixteen hydro turbines, and as the tidal rises, water rushes
through the breakwater, activating the turbines, which turn a generator to produce electricity.
Then, for three hours as the tide goes out, the water is held back within the breakwater,
increasing the difference in water level, until it’s several metres higher within the lagoon than
the open sea. Then, in order to release the stored water, gates in the breakwater in the opposite Q37
direction and again generating thousands of megawatts of electricity. As there are two high
tides a day, this lagoon scheme would generate electricity four times a day, every day, for a
total of around 14 hours in every 24- and enough electricity for over 150,000 homes.
This system has quite a lot in its flavour: unlike solar and wind energy it doesn’t depend on
the weather, the turbines are operated without the need for fuel, do it doesn’t create any Q38
greenhouse gas emissions; and very little maintenance is needed. It’s estimated that electricity
generated in this way will be relatively cheap, and that manufacturing the component would
create more than 2,00 jobs, a big boost to the local economy. Q39
On the other hand, there are fears that lagoons might harm both fish and birds, for example,
by disturbing migration patterns, and causing a build-up of silt, affecting local ecosystems. Q40
There are other forms of tidal energy, but I’ll go on to the third category of marine energy:
ocean thermal energy conversion. This depends on there being a big difference in temperature
between surface water and the water a couple of kilometres below the surface, and this occurs
in tropical coastal areas. The idea is to bring cold water up to the surface using a submerged
pipe. The concept dates back to 1881, when…
82
B. PROGRESS TEST 1
I. Answer keys
Task 1, Questions 1 – 10 Task 3, Question 21 – 30

1 temporary 21 B
2 doctor 22 C
3 Africa 23 B
4 youth 24 E
5 May 25 D
6 cheese 26 B
7 Arbuthnot 27 G
8 DG7 4PH 28 C
9 Tuesday 29 H
10 talk/ presentation 30 I
Task 2, Questions 11 – 20 Task 4, Questions 31 – 40

11 choose 31&32 D
12 private E
13 20/ twenty percent 33&34 A
14 healthy C
15 bones 35 C
16 lecture 36 B
17 Arresta 37 A
18 vegetarian 38 stress
19 market 39 weight
20 knife 40 families
83
II. Transcripts
TASK 1 (SECTION 1)
BOB Hello, Pembroke Cycling Holidays, Bob speaking
MARGARET Oh hello. I’ve seen your advert for people to lead cycle trips. Are you the right
person to speak to?
BOB Yes, I am. Could I have your name please?
MARGARET It’s Margaret Smith.
BOB Are you looking for a permanent job, Margaret?
MARGARET No, temporary. I’ve got a permanent job starting in a few months’ time, and I Q1
want to do something else until then.
BOB What work do you do?
MARGARET This will probably sound crazy – I used to be a lawyer, and then I made a
complete career change and I’m going to be a doctor. I’ve just finished my Q2
training.
BOB Right. And have you had any experience of leading cycle trips?
MARGARET Yes, I’ve led several bike tours in Africa. The trip to India that I had arranged to Q3
lead next month has now been cancelled, so when I saw you were advertising for
tour leaders, I decided to apply.
BOB OK. Now we normally have two or three leaders on a trip, depending on the size
of the group. Some tours are for very experienced cyclists, but we’ve got a tour
coming up soon in Spain, which is proving so popular we need an additional
leader. It’s a cycling holiday for families. Would that suit you?
MARGARET It certainly would. I enjoy working with children, and I probably need some more
experience before I go on a really challenging trip.
BOB That tours includes several teenagers: have you work with that age group before?
MARGARET Yes, I’m a volunteer worker in a youth club, where I help people to improve their Q4
cycling skills. Before that I helped out in a cycling club where I taught beginners.
BOB Well that’s great. Now the trip I mentioned is just for a fortnight, but there might
be the possibility of leading other tours after that. Would that fit in with your
plans?
MARGARET That’d be fine. I’ll be free for five months. My job is due to start on October the Q5
2nd and I’m available from May the 1st until late September.
84
BOB Good. Now is there anything I need to know about the food you eat? We usually
have one or two people in the group who don’t eat meat, or have some sort of
food allergy, so we’re always very careful about that.
MARGARET Yes, I’m allergic to cheese. Would that be a problem? Q6
BOB No, as long as we have enough notice, we can deal with that
MARGARET That’s great.
MARGARET It sounds really interesting – would you like me to fill in an application form?
BOB Yes, please. Where should I post it to?
MARGARET Could you send it to 27 Arbuthnot Place – A-R-B-U-T-H-N-O-T – Place, Q7
Dumfries.
BOB And what’s the postcode, please? Q8
MARGARET DG7 4PH
BOB Was that P Papa or B Bravo?
MARGARET P Papa
BOB Got that. If you could return the application form by Friday this week, we can Q9
interview you on Tuesday next week. Say half past two. Would that be possible
for you?
MARGARET Yes, it’s fine. You’re quite a long way from where I live, so I’ll drive over on
Monday. Should I bring anything to the interview?
BOB We’ll have your application form, of course, but we’ll need to see any certificates
you’ve got that are relevant, in cycling, first aid, or whatever.
MARGARET OK.
BOB And at the interview we would like to find out about your experience of being a Q10
tour guide, so could you prepare a ten-minute talk about that, please? You don’t
need slides or any complicated equipment – just some notes.
MARGARET Right. I’ll start thinking about that straightaway!
BOB Good. Well, we’ll look forward to receiving your application form, and we’ll
contact you to confirm the interview.
MARGARET Thanks very much.
BOB Thank you, Margaret. Goodbye.
MARGARET Bye.
85
TASK 2 (SECTION 1)
OFFICIAL Hello, Tourism Information Centre, Mike speaking, how can I help you?
WOMAN Oh, hi. I wanted to find out about cookery classes. I believe there are some
one-day classes for tourists?
OFFICIAL Well, they’re open to everyone, but tourists are always welcome. OK, let me
give you some details of what’s available. There are several classes. One very
popular one is at the Food Studio. Exampele
WOMAN OK.
OFFICIAL They focus on seasonal products, and as well as teaching you how to cook
them, they also show you how to choose them. Q11
WOMAN Right, that sounds good. How big are the classes?
OFFICIAL I’m not sure exactly, but they’ll be quite small.
WOMAN And could we get a private lesson there? Q12
OFFICIAL I think so … let me check, yes, they do offer those. Though in fact most of the
people who attend the classes find it’s a nice way of getting to know one
another.
WOMAN I suppose it must be, yes.
OFFICIAL And this company has a special deal for clients where they offer a discount of
20 percent if you return for a further class. Q13
WOMAN OK. But you said there were several classes?
OFFICIAL That’s right. Another one you might be interested in is Bond’s Cookery
School. They’re quite new, they just opened six months ago, but I’ve heard
good things about them. They concentrate on teaching you to prepare healthy Q14
food, and they have quite a lot of specialist staff.
WOMAN So is that food for people on a diet and things like that? I don’t know if I’d be
interested in that.
OFFICIAL Well, I don’t think they particularly focus on low calories or weight loss. It’s
mote to do with recipes that look at specific needs, like including ingredients
that will help build up your bones and make them stronger, that sort of thing. Q15
I see. Well, I might be interested. I’m not sure. Do they have a website I could
check?
OFFICIAL Yes, just key in the name of the school – I’ll come up. And if you want to
know more about them, every Thursday evening they have a lecture at the Q16
86
school. It’s free and you don’t need to book or anything, just turn up at 7.30.
And that might give you an idea of whether you want to go to an actual class.
OFFICIAL OK, there’s one more place you might be interested in. That’s got a rather
strange name, it’s called The Arretsa Centre – that’s spelled A-R-R-E-T-S-A. Q17
WOMAN OK.
OFFICIAL They’ve got a very good reputation. They do a bit of meat and fish cookery
but they mostly specialize in vegetarian dished. Q18
WOMAN Right. That’s certainly an area I’d like to learn more about. I’ve got lots of
friends who don’t eat meat. In fact, I think I might have seen that school today.
Is it just by the market? Q19
OFFICIAL That’s right. So they don’t have any problem getting their ingredients. They’re
right next door. And they also offer a special two-hour course in how to use a
knife. They cover all different skills – buying them, sharpening, chopping Q20
techniques. It gets booked up quickly though so you’d need to check it was
available.
WOMAN Right, well thank you very much. I’ll go and …
TASK 3 (SECTION 2)
Good evening everyone. My name’s Phil Sutton, and I’m chairman of the Highways
Committee. We’ve called this meeting to inform members of the public about the new
regulations for traffic and parking we’re proposing for Granford. I’ll start by summarizing these
changes before we open the meeting to questions.
So, why do we need to make these changes to traffic systems in Granford? Well, we’re very
aware that traffic is becoming an increasing problem. It’s been especially noticeable with the
increase in heavy traffic while they’re been building the new hospital. But it’s the overall rise in Q21
the volume of traffic of all kinds that’s concerning us. To date there’s not been any increase in
traffic accidents, but that’s not something we want to see happen, obviously.
We recently carried out a survey of local residents, and their responses were interesting.
People were very concerned about the lack of visibility on some roads due to cars parked along Q22
the sides of the roads. We’d expect complaints about the congestion near the school when
parents are dropping off their children or picking them up, but this wasn’t top of the list, and nor
were noise and fumes from trucks and lorries, though they were mentioned by some people.
87
We think these new traffic regulations would make a lot of difference. But we still have a
long way to go. We’ve managed to keep our proposals within budget, just, so they can be
covered by the Council. But, of course, it’s not good introducing new regulations if we don’t Q23
have a way of making sure that everyone obeys them, and that’s an area we’re still working on
with the help of representatives from the police force.
OK, so this slide shows a map of the central area of Granford, with the High Street in the
middle and School Road on the right. Now, we already have a set of traffic lights in the High Q24
Street at the junction with Station Road, but we’re planning to have another set at the other end,
at the School Road junction, to regulate the flow of traffic along the High Street.
We’ve decided we definitely need a pedestrian crossing. We considered putting this on
School Road, just outside the school, but in the end we decided that could lead to a lot of traffic Q25
congestion wo we decided to locate it on the High Street, crossing the road in front of the
supermarket. That’s a very busy area, so it should help things there.
We’re proposing some changes to parking. At present, parking isn’t allowed on the High Street Q26
outside the library, but we’re going to change that, and allow parking there, but not at the other
end of High Street near School Road.
There’ll be a new “No Parking” sign on School Road, just by the entrance to the school,
forbidding parking for 25 meters. This should improve visibility for drivers and pedestrians,
especially on the bend just to the north of the school.
As far as disabled drivers are concerned, at present they have parking outside the
supermarket, but lorries also use those spaces, so we’ve got two new disabled parking spaces on Q27
the side road up towards the bank. It’s not ideal, but probably better than the present
arrangement.
We also plan to widen the pavement on School Road. We think we can manage to get an Q28
extra half-meter on the bend just before you get to the school, on the same side of the road.
Finally, we’ve introduced new restrictions on loading and unloading for the supermarket, so
lorries will only be allowed to stop there before 8 am. That’s the supermarket on School Road – Q29
we kept to the existing arrangements with the High Street supermarket. Q30
OK So that’s about it. Now, would anyone …
88
TASK 4 (SECTION 2)
In this session in your training day we’re going to look at some of the more specialized
holidays we offer at BC travel. Now, the travel business is very competitive and it’s important
to be aware of how the market’s changing and developing. In terms of age groups, the over-65s Q31
are an important market, and one that’s increasing steadily year on year. The fewest holidays &32
are taken by the 31 to 42-years-old, and that figure shows no sign of rising. The biggest market
at present is still the youngest group, the 16 to 30s, but this group’s also seen the biggest drop
over the last few years, whereas there’s a noticeable growth in the number of holidays taken by Q31
the 55 to 64-years-old. As far as the 43 to 54-years-old are concerned, bookings there are steady, &32
but I have to say we haven’t seen the increase we expected.
One trend we’re noticing with nearly all age groups is the growing popularity of holidays in
which clients do some kind of specialized activity. I’m not talking here about adventure
holidays, where clients take part in high-risk activities like white water rafting just for the thrill
of it. Activity holidays usually involves rather less high-risk sports, or things like art and music.
They’re not necessarily cheaper than ordinary holidays, often the opposite, in fact. But they do
often take place outside the main tourist centers, which gives an opportunity for clients to find Q33
out more about the local people and customers, and many say this is one of the most positive &34
features of these holidays. Of course, they offer the chance to develop a new skill or talent, but
clients often say that more than this, it’s the chance to create lasting relationships with other Q33
like-minded people that’s the main draw. &34
Let me give you some examples of BC Travel activity holidays. Our painting holidays take
place in four different centers in France and Italy and they’re very popular with clients of all
abilities from beginners onwards. We’ve got an excellent team of artists to lead the classes – Q35
some of them have been with us from the start, and five additional ones will be joining us this
year so that we can offer a greater number of classes in each center.
As far as cooking holidays are concerned, I know a lot of agents offer holidays where clients Q36
cook recipes related to one particular country, usually the one they’re staying in, but we focus
on dishes from a great many different ones. Apart from that you’ll find the usual emphasis on
good quality, organic ingredients – that’s more or less a given nowadays – and there are
generally some meat-free recipes included.
Our photography holidays take place in a wide range of countries from Iceland to Vietnam,
and clients have the opportunity to see some stunning scenery. Groups are small, no more than
eight, so clients can have one-on-one tuition during the holiday, and excursions are arranged Q37
89
with fully-trained guides. At the end of each holiday an exhibition is held of the photographs
taken so that clients can see one another’s work and receive valuable feedback from the tutor.
Finally, let me tell you about our fitness holidays. In Ireland and Italy we run one-week
general fitness classes for all ages and levels of fitness. Clients start the course with a
consultation with a trainer, and together they draw up an individual program. As well as
improving general fitness, clients find they end up losing much of the stress they’ve built up in Q38
their daily lives.
In Greece, we have a two-week holiday for clients who want to do something about their Q39
weight. This has all the features you’d expect, like a personalized diet program, but one of its
most popular features is that the exercise classes are all held on the beach. People say it’s far
preferable to being in a gym.
Finally, we offer several holidays in Morocco. One very popular one is the mountain biking
holiday. Bikes are provided and there are different routes according to people’s ability. We offer Q40
one which is tailored to the needs of families, which is particularly popular.
OK, so that’s about all the time I have today, so thank you very much …
90
C. PROGRESS TEST 2
I. Answer keys
Task 1, Questions 1 – 10 Task 3, Question 21 – 30
1 B 21 dance
2 A 22 survival
3 C 23 clouds
4 C 24 festivals
5 A 25 comets
6 A 26 sky
7 C 27 instruments
8 D 28 thermometer
9 G 29 torms
10 B 30 telegraph
Task 2, Questions 11 – 20 Task 4, Questions 31 – 40

11 50 31 violin
12 regional 32 energy
13 carnival 33 complex
14 drummer 34 opera
15 film 35 disturbing
16 parade 36 clarinet
17 D 37 diversity
18 B 38 phyiscs
19 E 39 dance
20 F 40 olympic
91
II. Transcripts
TASK 1 (SECTION 3)
TUTOR: Ah, … come in, Russ.
RUSS: Thank you.
TUTOR: Now you wanted to consult me about your class presentation on nanotechnology-
you’re due to give it in next week. Aren’t you?
RUSS: That’s right. And I’ really struggling. I chose the topic because I didn’t know much
about it and wanted to learn more, but now I’ve read so much about it in a way
there’s too much to say- I could talk for much longer than the twenty minutes I’ve
been allocated. Should I assume the other students don’t know much, and give
them a kind of general introduction, or should I try and make them share my Q21
fascination with a particular aspect?
TUTOR: You could do either, but you’ll need to have it clear in your mind.
RUSS: Then I think I’ll give an overview.
TUTOR: Ok. Now, one way of approaching this is to work through development in
chronological order.
RUSS: Uh-huh.
TUTOR: On the other hand, you could talk about numerous ways that nanotechnology is
being applied.
RUSS: You mean things like thin film on camera displays to make them water-repellent,
and additives to make motorcycle helmets stronger and lighter.
TUTOR: Exactly. Or another way would be focus on its impact in one particular area, say Q22
medicine or space exploration.
RUSS: That would make it easier to focus. Perhaps I should do that.
TUTOR: I think that would be a good idea.
RUSS: Right. How important is it to include slides in the presentation.
TUTOR: They aren’t essential, by any mean. And there’s a danger of tailoring what you say
to fit whatever slides you can find. While it can be good to include slides, you Q23
could end up sending too long looking for suitable ones. You might find it better
to leave them out.
RUSS: I see. Another thing I was wondering about how to start. I know presentations
often begin with ‘First I’m going to talk about this, and then I’ll talk about that”,
but I thought about asking audiences what they know about nanotechnology.
92
TUTOR: That would be fine if you had an hour or two for the presentation, but you might
find that you can’t do anything with answers you get, and it simply eats into the
short time that’s available.
RUSS: So, maybe I should mention in a particular way that nanotechnology is used to Q24
focus people’s intention.
TUTOR: That sounds sensible.
RUSS: What do you think I should do next? I really have to plan the presentation today
and tomorrow.
TUTOR: Well, initially I think you should ignore all the notes you’ve made, take a small
piece of paper, and write a single short sentence that ties together that whole Q25
presentation: it can be something as simple as ‘Nanotechnology is already
improving our life”. Then start planning the content around that. You can modify
that sentence later, if you need to.
RUSS: OK.
TUTOR: OK, now let’s thinks about actually giving the presentation. You’ve only given one
before, if I remember correctly, about an experiment you’ve been involved in.
RUSS: That’s right. It was pretty rubbish.
TUTOR: Let’s say it was better in some respect than in others. With regard to the structure, Q26
I felt that you ended rather than abruptly, without rounding it off. Be careful not to
do that I next week’s presentation.
RUSS: OK.
TUTOR: And you made very little eye contact with the audience, because you were looking Q27
down at your note most of time. You need to be looking at the audience and only
occasionally glancing at your notes.
RUSS: Mmm.
TUTOR: Your body language was a little odd. Every time you showed a slide, you turned Q28
your back on the audience so you could look at it – you should have been looking
at your laptop. And you kept scratching your head, so I found myself wondering
when you were next going to do that, instead of listening to what you were saying.
RUSS: Oh dear. What did you think of the language? I knew that not everyone was
familiar with the subject, so I tried to make it as simple as I could.
93
TUTOR: Yes, that came across. You used a few words that are specific to the field but you Q29
always explained what they meant, so the audience wouldn’t have had any
difficulty understanding.
RUSS: Uh-huh.
TUTOR: I must say the handouts you prepared were well thought out. They were a good Q30
summary of your presentation which people would be able to refer to later on. So
well done on that.
RUSS: Thank you.
TUTOR: Well, I hope that helps you with the next week’s presentation.
RUSS: Yes, it will. Thanks a lot.
TUTOR: I’ll look forward to seeing a big improvement then.
TASK 2 (SECTION 3)
LIZZE: So how are you getting on with your teaching practice at the High School, Joe?
JOE: Well I’ve been put in charge of the school marching band, and it’s quite a
responsibility. I’d like to talk it over with you.
LIZZE: Go ahead. You’d better start by giving me a bit of background.
JOE: OK. Well the band has students in it from all years, so they’re aged 11 to 18, and
there are about 50 of them altogether. It’s quite a popular activity with the school. Q21
I’ve never worked with band of more than 20 before, and this is very different.
LIZZE: I can image.
JOE: They aren’t really good enough to enter national band competitions, but they’re in a
regional one later in the term. Even if they don’t win, and I don’t expect them to, Q22
hopefully it’ll be an incentive for them to try and improve.
LIZZE: Yes, hopefully.
JOE: Well, now the town council’s organising a carnival in the summer, and the band has Q23
been asked to perform. If you ask me, they aren’t really up to it yet, and I need to get
them functioning better as a band, and it’s a very short time.
LIZZE: Have you been doing anything with the? Apart from practising the music, I mean.
JOE: I played a recording I came across, of a drummer talking about how playing in a band Q24
has changed his life. I think it was an after-dinner speech, I thought it was pretty
inspiring, because being in the band had stopped him from getting involved in crime.
The students seemed to find it interesting, too.
94
LIZZE: That’s good.
JOE: I’ planning to show them that old film from the 1940s’Strike Up the Band’, and talk Q25
about it with the students. What do you think?
LIZZE: Good idea. As it’s about a school band, it might make the students realise how much
they can achieve if they work together.
JOE: That’s what I’ve got in mind. I’m hoping that I can take some of the band to a parade Q26
that’s going to take place next month. A couple of marching bands will be
performing, and the atmosphere should be quite exciting. It depends on whether I
can persuade the school to hire a coach or two to take us there.
LIZZE: Mmm. They sound like good ideas to me.
JOE: Thanks.
JOE: Can I tell you a few people in the band who I’m finding quite difficult to cope with?
I’, sure you’ll have some ideas about what I can do.
LIZZE: Go ahead.
JOE: There is a flautist who says she love playing in the band. We rehearse twice a week
after school, but she’s hardly ever there. Then she looks for me the next day and Q27
gives me a plausible reason – she says she had to help her mother, or she’s been ill,
but to be honest, I don’t believe her.
LIZZE: Oh dear! Any more students with difficulties?
JOE: Plenty! There’s a trumpeter who says she’s the best musician in the band, though she
certainly isn’t. She’s always saying what she thinks other people should do, which Q28
make my job pretty difficult.
LIZZE: She sounds a bit of nightmare!
JOE: You can say that again. One of the trombonists has got an impressive sense of
rhythm, and could be an excellent musician – except that he has breathing Q29
difficulties, and he doesn’t really have enough breath for the trombone. He’d be
much better off playing percussion, for instance, but he refuses to give up. So, he
ends up only playing half of the notes.
LIZZE: I suppose you have to admire his determination.
JOE: Maybe. One of the percussionists isn’t bad, but he never seems to interact with other Q30
people, and he always rushes off as soon as the rehearsal ands. I don’t know if there
are family reasons, or what. But it isn’t good in a band, where people really need to
feel they’re part of a group.
95
LIZZE: Hmm.
JOE: There are others too, but at least that gives you an idea of what I’m up against. Do
you have any thoughts about what I can do, Lizze?
TASK 3 (SECTION 4)
In this series of lectures about the history of weather forecasting. I’ll start by examining its early
history – that’ll be the subject of today’s talk.
Ok, so we’ll start by going back thousands of years. Most ancient cultures had weather gods and
weather catastrophes, such as floods, played an important role in many creation myths. Generally,
weather was attributed to the whims of the gods, as the wide range of weather gods in various cultures
shows. For instance, there’s the Egyptian sun god Ra, and Thor, the Norse god of thunder and lightning.
Many ancient civilizations developed rites, such as dances in order to make the weather gods look
kindly to them.
But the weather was of daily importance: observing the skies and drawing the correct conclusions
from these observations was really important, in fact their survival depended on it. It isn’t known when
people first started to observe the skies, but at around 650 BC, the Babylonians produced the 1st short-
range weather forecasts, based on their observations of clouds and other phenomena. The Chinese also
recognized weather patterns, and by 300BC, astronomers had developed a calendar which divided the
year into 24 festivals, each associated with a different weather phenomenon.
The ancient Greeks were the 1st to develop a more scientific approach to explaining the weather.
The work of philosopher and scientist Aritotle, in the 4th century BC, is specially noteworthy, as his
ideas held sway for nearly 2000 years. In 340 BC, he wrote a book in which he attempted to account
for the formation of rain, clouds, wind and storms. He also described celestial phenomena such as
haloes, that is bright circles of light around the sun, the moon and bright stars and comets. Many of his
observations were surprisingly accurate. For example, he believed that heat could cause water to
evaporate, But he also jumped to quite a dew wrong conclusions, such as that winds are breathed out
by the earth. Errors like this were rectified from the Renaissance onwards.
For nearly 2,000 years, Aristotle’s work was accepted as the chief authority on the weather theory.
Along this, though, in the Middle Ages weather observations were passed on in the form of proverbs,
such as “Red sky at night, shepherd’s delight; red sky in the morning, shepherd’s warning”. Many of
these are based on very good observations and are accurate as contemporary meteorologists have
discovered.
96
For centuries, any attempt to forecast the weather could only be based on personal observations, but
in the 15th century scientists began to see the need for instruments. Until then, the only ones available
were weather vanes – to determine the wind direction-and early versions of rain gauges. One of the 1st,
invented in the 15th century, was a hygrometer, which measured humidity. This was on of many
inventions that contributed to the development of weather forecasting.
In 1592, the Italian scientist and inventor Galileo developed the world’s first thermometer. His
student Torricelli later invented the barometer, which allowed people to measure atmospheric pressure.
In 1648, the French philosopher Pascal astronomer Halley in 1686 and Halley was also the 1st person
to map trade winds.
In addition to new meteorological instruments, other developments contributed to our understanding
of the atmosphere. People in different locations beagn to keep records, and in the mid-nineteenth
century, the invention of the telegraph made it possible for these records to be collated. This led, by the
end of the 19th century, to the 1st weather services.
It was not until the early 20th century that mathematics and physics became part of meteorology,
and we’ll continue that point next week.
TASK 4 (SECTION 4)
As you all know, the university is planning an arts festival for later this year, and here in the music
department we've planned three concerts. These will be public performances, and the programme has
just been finalized. The theme of the festival is links between the UK and Australia, and this is reflected
in the music: each concert will feature both British and Australian composers. I'll tell you briefly about
the Australian music, as you probably won't be familiar with that.
The first concert will include music by Liza Lim, who was born in Perth, Western Australia, in 1966.
As a child, Lim originally learned to play the piano - like so many children - and also the violin, but
when she was 11 her teachers encouraged her to start composing. She found this was her real strength,
and she studied and later taught composition, both tin Australia and in other countries. As a composer,
she has received commissions from numerous orchestras, other performers and festivals in several
countries.
Liza Lim's compositions are vibrant and full of energy and she often explores Asian and Australian
Aboriginal cultural sources, including the native instrument, the didgeridoo: this is featured in a work
called The compass. Her music is very expressive, so although it is complex, it has the power of
connecting with audiences and performers alike.
97
In the festival we’re going to give a semi-staged performance of the The Oresteria. This is an opera
in seven parts, based on the trilogy of ancient Greek tragedies by Aeschylus. Lim composed this when
she was in her mid-20s, and she also wrote the text, along with Barrie Kosky. It's performed by six
signers, a dancer, and an orchestra that, as well as standard orchestral instruments, includes electric
guitar, and a traditional Turkish stringed instrument. Lim wrote that because the stories in the tragedies
are not easy to tell, the sounds she creates are also disturbing, and they include breathing, sobbing ,
laughing and whistling. The work lasts around 75 minutes, and the rest of the concert will consist of
orchestral works by the British composers Ralph Vaughan Williams and Frederick Delius.
Moving on now to our second concert, this will begin with instrumental music by British composers
- Benjamin Britten and Judith Weir. After the interval we'll go to Australia for a piece by Rodd Edwards:
The Tower of Remoteness. According to Edwards, the inspiration for this piece came from nature,
when he was sitting alone in the dry bed of a creek, overshadowed by the leaves of palm trees, listening
to the birds and insects. The Tower of Remoteness is scored for piano and clarinet. Edwards says he
realized years after writing the piece that he had subconsciously modeled its opening phrase on a bird
call.
Ross Edwards was born in 1943 in Sydney, Australia, and studied at the Sydney Conservatorium of
Music and the universities of Adelaide and Sydney. He's well known in Australia, and in fact, he's one
of the country's most performed composers. He's written a wide range of music, from symphonies and
concertos to some composed specifically for children. Edwards's music has been described as being
'deeply connected to Australia', and it can be regarded as a celebration of the diversity of cultures that
Australia can be proud of.
The last of the three Australian composers to be represented in out festival is Carl Vine. Born in
1954, Vine, like Liza Lim, comes from Perth, Western Australia. He took up the cornet at the age of
five, switching to the piano five years later. However, he went to university to study physics, before
changing to composition. After graduating he move to Sydney and worked as a freelancer pianist and
composer. Before long he had become prominent in Australia as a composer for dance, and in fact has
written 25 scores of that type.
In our third concern, Vine will be represented by his music for the flag hand-over ceremony of the
Olympic held in 1996. The seven-minute orchestral piece was of course heard by millions of people
worldwide, and we'll hear it alongside works written by British composers Edward Elgar and more
recently, Thomas Ades.
98
D. ACHIEVEMENT TEST
I. Answer keys
1 85 21 A
2 roses 22 C
3 trees 23 A
4 stage 24 B
5 speech 25 B
6 support 26 F
7 cabins 27 E
8 C 28 C
9 A 29 B
10 B 30 G

11 G 31 spring
12 D 32 tools
13 B 33 maps
14 E 34 heavy
15 F 35 marble
16 B 36 light
17&18 B 37 camera(s)
D 38 medical
19&20 A 39 eyes
D 40 wine
99
II. Transcripts
SECTION 1
ANDREW: Good morning, Clare House Hotel, Andrew speaking. I’m the Events Example
Manager.
SAM: Good morning, Andrew. My name’s Samantha. I’m arranging a party for my
parents’ fiftieth wedding anniversary, and I’m ringing to ask about hiring a
room some time next September. Also my parents and several of the guests
will need accommodation.
ANDREW: OK, I’m sure we can help you with that. Will you be having a sit-down meal
or a buffet?
SAM: Probably a sit-down.
ANDREW: And do you know how many prople there’ll be?
SAM: Around eighty, I think.
ANDREW: Well, we have two rooms that can hold that number. One is the Adelphi Room.
That can seat eighty-five, or hold over a hundred if people are standing for a Q1
buffet.
SAM: Right.
ANDREW: If you have live music, there’s room for four or five musicians in the gallery
overlooking the room. Our guests usually appreciate the fact that the music
can be loud enough for dancing, but not too loud for conversation.
SAM: Yes, I really don’t like it when you can’t talk.
ANDREW: Exactly. Now the Adelphi Room is at the back of the hotel, and there are
French windows leading out onto the terrace. This has a beautiful display of
pots of roses at that time of the year. Q2
SAM: Which direction does it face?
ANDREW: Southwest, so that side of the hotel gets the sun in the afternoon and early
evening.
SAM: Very nice.
ANDREW: From the terrace you can see the area of trees within the grounds of the hotel, Q3
or you can stroll through there to the river – that’s on the far side, so it isn’t
visible from the hotel.
SAM: OK.
100
ANDREW: Then another option is the Carlton Room. This is a bit bigger – it can hold up
to a hundred and ten people – and it has the advantage of a stage, which is Q4
useful if you have any entertainment, or indeed a small band can fit onto it.
SAM: And can you go outside from the room?
ANDREW: No, the Carlton Room is on the first floor, but on one side the windows look
out onto the lake.
SAM: Lovely, I think either of those rooms would be suitable.
ANDREW: Can I tell you about some of the options we offer in addition?
SAM: Please do.
ANDREW: As well as a meal, you can have an MC, a Master of Ceremonies, who’ll be
with you throughout the party.
SAM: What exactly is the MC’s function? I suppose they make a speech during the Q5
meal if we need one, do they?
ANDREW: That’s right. All our MCs are trained as public speakers, so they can easily get
people’s attention – many guests are glad to have someone who can make
themselves heard above the chatter! And they’re also your support – if Q6
anything goes wrong, the MC will deal with it, so you can relax.
SAM: Great! I’ll need to ask you about food, but something else that’s important is
accommodation. You obviously have rooms in the hotel, but do you also have
any other accommodation, like cabins, for examples? Q7
ANDREW: Yes, there are five in the grounds, all self-contained. They each sleep two to
four people and have their own living room, bathroom and small kitchen.
SAM: That sounds perfect for what we’ll need.
SAM: Now you have various facilities, don’t you? Are they all included in the price
of hiring the room? The pool, for instance.
ANDREW: Normally you’d be able to use it, but it’ll be closed throughout September for Q8
refurbishment, I’m afraid. The gym will be available, though, at no extra Q9
charge. That’s open all day, from six in the morning until midnight.
SAM: Right.
ANDREW: And the tennis courts, but there is a small additional payment for those. We Q10
have four courts, and it’s worth booking in advance if you possibly can, as
there can be quite a long waiting list for them!
101
SAM: Right. Now could we discuss the food? This would be dinner, around seven
o’clock …
102
MARKING SCHEMES
Each question in the Listening test is worth one mark.

Questions which require letter/ Roman numeral answers
 For questions where the answers are letters or Roman numerals, you should write only the
number of answers required. For example, if the answer is a single letter or numeral you should
write only one answer. If you have written more letters or numerals than are required, the
answer must be marked wrong.
Questions which require answers in the form of words or numbers

 Answers may be written in upper or lower case.
 Words in brackets are optional – they are correct, but not necessary.
 Alternative answers are separated by a slash (/).
 If you are asked to write an answer using a certain number of words and/or (a) number(s), you
will be penalized if you exceed this. For example, if a question specifies an answer using NO
MORE THAN THREE WORDS and the correct answer is ‘black leather coat’, the answer
‘coat of black leather’ is incorrect.
 In questions where you are expected to complete a gap, you should only tranfer the necessary
missing word(s) onto the answer sheet. For example, to complete ‘in the …’ where the correct
answer is ‘morning’, the answer ‘in the morning’ would be incorrect.
 All the answers require correct spelling (including words in brackets).
 Both US and UK spelling are acceptable and are included in the Answer Key.
 All standard alternatives for numbers, dates and currencies are acceptable.
 All standard abbreviations are acceptable.
 You will find additional notes about individual answers in the Answer Key.
Extracted from Cambridge English IELTS 13, Cambridge University Press.
103
For the Listening test, which contains 40 questions, the approximate band scores can be calculated
using this table:
Corect answers out of 40 questions Band score
39 – 40 9
37 – 38 8.5
35 – 36 8
32 – 34 7.5
30 – 31 7
26 – 29 6.5
23 – 25 6
18 – 22 5.5
16 – 17 5
13 – 15 4.5
10 – 12 4
8 – 10 3.5
6–7 3
4–5 2.5
Source: IELTS Scoring in detail - The IELTS Academic and General Training test results are reported using
the same nine-band scale (Achieved from: https://www.ielts.org/ielts-for-organisations/ielts-scoring-in-detail).
If learners score:
0 – 17 18 – 26 27 – 40
You are unlikely to get an You may get an acceptable You are likely to get an
acceptable score under score under examination acceptable score under
examination conditions and it is conditions but it is examination conditions but
recommended that you spend a recommended that you think remember that different
lot of time improving your about having more practices institutions will find different
English before you take IELTS and lessons before you take scores acceptable.
IELTS
Extracted from Cambridge English IELTS 13, Cambridge University Press.

104
EXPLAINATION/ JUSTIFICATIONS FOR THE COURSE EVALUATION

QUESTIONNAIRE
In order to evaluate the effectiveness of the course, it is essential for assessors and course
administration to create a course evaluation at the end of the course. The predominant purpose of this
course evaluation is to provide important evidence for assessing the quality of teaching, for supporting
attempts to improve the quality of teaching and for informing prospective students about the quality
of course units and programmes. The paper concludes by discussing several issues affecting the
practical utility of the instruments that can be used to obtain student feedback in order to make some
decisions or adjustments on reasonable courses in the future. In this essay, a comparative analysis
between two instruments that has been used to create evaluation questionnaire will be discussed, and
followed up will be the detailed explanation for the course’s questionnaire in terms of different aspects.
Both articles features an efficient overview of the questionnaire adapted for selecting students’
evaluation of the course. The first instrument that has been most widely used in published work is
Marsh’s (1982) Students’ Evaluations of Educational Quality (SEEQ). Marsh appraises this instrument
for its validity and reliability that have been acknowledged by numerous predators. On the other hand,
according to Griffin et all (2003), the procedure for developing the extended Course Experience
Questionnaire (CEQ) is well proposed.
Apparently, the use of Likert scale for all the statement appears to be the initial merit of the two
questionnaires which facilitates the process of collecting and interpreting the result. Another advantage
of them is the logical separation amongst assessed criteria. SEEQ by Marsh asks students to make an
evaluation on nine categories which are learning, individual rapport, enthusiasm, examination,
organization, breath, group interaction and assignment respectively; nevertheless, CEQ by Griffin et
all addresses five scales comprising of good teaching, clear goals and standards, appropriate workload,
appropriate assessment, and generic skills and a single item addressing overall satisfaction.
Additionally, these questionnaires are developed with the basis of a wide range of studies. SEEQ
makes a correspondence with the Categories of Effective Teaching of Feldman (1976), meanwhile,
CEQ is based on study in characteristics of effective ways of delivering lessons.
In spite of their usefulness in the position of being instruments for collecting learners’
responses, SEEQ and CEQ have some constraints for evaluating a skill-based course, especially
105
speaking skill. A major reason is supposed to be the differences in purposes and settings of these
questionnaires. Both of them are designed to use for students in higher education towards their terms
in university; therefore, the part about university facilities is not applicable for our specific course.
More attentively, CEQ omits one of the most essential parts of assessment while SEEQ fails to suggest
this issue fully by doing the restriction the assignment to solely readings and homework.
Relying on specific objectives of our IELTS Listening course, we make a mixture of both
questionnaires and adapt them by modifying some statements and eradicating some unrelated criteria.
We also change the name for each category so that they are more appropriate for our students’ level.
REFERENCE
Feldman, K.A. (1976). The superior college teacher from the student’s view. Research in Higher
Education, 243–288
Griffin, P., Coates, H., M., Cinnis, C., & James, R. (2003). The Development of an Extended Course
Experience Questionnaire. Quality in Higher Education, 9(3).
John T. E. Richardson (2005). Instruments for obtaining student feedback: a review of the literature,
Assessment & Evaluation in Higher Education, 30:4, 387-415
106
COURSE EVALUATION QUESTIONNAIRE
STUDENT COURSE EVALUATION QUESTIONNAIRE
For each of the following statements, please tick () the number that can best represent your opinion so that the course quality can be
improved. You are encouraged to be frank and constructive in your comments.
Strongly Strongly
COURSE ORGANIZATION Disagree Neutral Agree
disagree agree
1. The course was well organized (e.g. timely access to materials,
O O O O O
notification of changes, etc.).
2. The course was well structured to achieve learning outcomes (there was a
good balance of lectures, practical, etc.)
3. The course was flexible in order to fulfill learners’ needs. O O O O O
Comments (Course organization):

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
COURSE CONTENT & MATERIALS
4. The course objectives were clear. O O O O O

5. The course content was systematically organized. O O O O O
6. The syllabus clearly states course objective requirements, procedures and
O O O O O
grading criteria.
107
7. The materials were well-organized and presented
8. The materials in this course were reliable and equivalent with learners’
O O O O O
level.
9. Course materials were relevant to familiar topics and updated according
O O O O O
to IELTS Listening tests.
10. The preparation and explanation of course materials were adequate and
O O O O O
comprehensive.
Comments (Course content & Materials):

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
CLASS ACTIVITIES
11. Students were encouraged to engage in class discussions. O O O O O

12. Students were facilitated to share their opinions and knowledge. O O O O O
13. Students had opportunities to ask questions and were responded with
O O O O O
satisfied answers.
14. Students had chances of expressing their own views and/or raised question
O O O O O
to instructors.
Comments (Class activities):

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
108
ASSESSMENT & FEEDBACK
15. The methods of assessment were reasonable. O O O O O

16. Examinations matched with the course outcomes. O O O O O
17. Information about the assessment was communicated clearly. O O O O O
18. Evaluation of student work was fair and motivated. O O O O O
19. Feedbacks on examinations (progress tests, etc.) were valuable to your
O O O O O
improvement in your study.
20. Feedbacks on assessment was timely. O O O O O
Comments (Assessment & Feedback):

________________________________________________________________________________________________________
________________________________________________________________________________________________________
INSTRUCTORS
21. The instructor has completed the whole course. O O O O O

22. The instructor communicated the course objectives clearly. O O O O O
23. The instructor used a variety of instructional methods to reach the course
O O O O O
objectives.
24. The instructor was well prepared for each class. O O O O O
25. The instructor demonstrated in-depth knowledge of the subject. O O O O O
26. The instructor provides additional material apart from the textbook. O O O O O
109
27. The instructor shows respect towards students and encourages class
O O O O O
participation.
28. The instructor was responsive to student needs and problems. O O O O O
29. The instructor maintains an environment that is conducive to learning. O O O O O
30. The instructor's classroom sessions stimulated students’ interest. O O O O O
31. The instructor is fair in the tests. O O O O O
32. The instructor arrives on time. O O O O O
33. The instructor leaves on time. O O O O O
34. The instructor managed classroom time and pace well. O O O O O
35. The instructor returns the graded scripts in a reasonable amount of time O O O O O
Comments (The instructors):

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
STUDENT SELF EVALUATION
36. Approximate level of my own attendance during the whole course O 41 – O 61 – O 21 –

O < 20% O 21 – 40%
60% 80% 40%
Strongly Strongly
Disagree Neutral Agree
disagree agree
37. I contributed constructively during in-class activities. O O O O O
38. I thought that I would obtain the learning outcomes after this course. O O O O O
39. I would recommend this course to fellow students. O O O O O
110
Comments on strengths and ways of improvement:
40. What changes would you recommend to improve this course?
____________________________________________________________________________________________________________
41. What did you like best about your instructors teaching?
____________________________________________________________________________________________________________
42. What did you like least about your instructor’s teaching?
____________________________________________________________________________________________________________
43. Any further, constructive comment?

____________________________________________________________________________________________________________
Identification:
44. Name: __________________________________________
45. Age: ___________________________________________
46. Class: __________________________________________
Thank you for your time and for your valuable feedback!
Addapted from Student course evaluation questionnaire of Webster University, Missouri

(http://webster.ac.at/files/attachments/Student_Course_%20Evaluation_Form.pdf ) and Student course cvaluation questionnaire of National University of
Science and Technology, Pakistan (http://www.nust.edu.pk/Download%20Section/Self-Assessment-Proformae.pdf) .
111
GROUP REFLECTION
Syllabus design is one of the most helpful and practical course that we have learned during our
university life. Everything we learnt from this course so far surely would do us a great favor in our
career path as teachers with proper knowledge and skills to do research and design language courses
are highly sought after.
This course has changed our mindset about syllabus designing. Before taking this course, we
are all only familiar with ready-built syllabus designed by prestigious and reliable publishers. We are
so superficial to think that we just need to follow a well-designed book to teach our learners. This
course has helped us form a crystal clear understanding of the syllabus they are attached to in order to
optimize the effectiveness it has to offer to them as teachers. We have been introduced with different
approaches to course and syllabus design, how to conduct needs analysis, how to identify and conduct
goal and objectives, how to conceptualize content and finally to fully organize a language course. This
course provided us with a clear overview of the process we would be carrying on throughout the course
with a brief yet logically and legibly designed course guide. Besides, it also provided us an opportunity
to design our own course with our own targeted students and receive feedbacks from our teacher. It
was not until this course that we realize the huge workload and requirement poured into designing a
practical language course, which make it essential for us to be more critical and aware of the different
steps involved in designing process. Furthermore, course designers surely put a great deal of effort in
building this course and alleviate the burden for students in taking this course. They tried to break
down the subtle process of designing a syllabus into smaller and easier to comprehend stages. Fully
taking advantage of this gift, we step by step followed the procedure stated clearly and successfully
made it to the final step of a complete IELTS listening course.
With regard to changes in this course we would like to make, we would like to give some small
suggestions for this course to improve even better. First of all, we suggest that the course should last
for 15 weeks instead of 9 because of the huge workload as well as the enormous amount of theories
and knowledge. Moreover, the 6-week practicum break with 2-week tet holiday during the course has
made us really distracted. Therefore, it would be better if we have more revising lessons before giving
out presentations and finishing quizzes. In case the course duration must be remained the same, 2
lessons per week might be a better idea for both students and teachers to respectively digest and deliver
this course more effectively.
To sum up, it would be difficult for us to express our gratitude we hold to the course itself and
to our beloved teacher.
112
REFERENCE LIST
Cambridge English IELTS Academic test 9,10,11,12 published by Cambridge University Press.
Cambridge English IELTS Academic test 13,14 published by Cambridge University Press.
Feldman, K.A. (1976). The superior college teacher from the student’s view. Research in Higher
Education, 243–288.
Grant, N. (1987). Making the most of your textbook. New York: Longman.
Griffin, P., Coates, H., M., Cinnis, C., & James, R. (2003). The Development of an Extended Course
Experience Questionnaire. Quality in Higher Education, 9(3).
Herman, J. L., Osmundson, E., Ayala, C., Schneider, S., & Timms, M. (2006). The nature and impact
of teachers' formative assessment practices. CSE Technical Report #703. National Center for
Research on Evaluation, Standards, and Student Testing (CRESST).
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learner-Centered Approach.
Cambridge: Cambridge University Press.
John T. E. Richardson (2005). Instruments for obtaining student feedback: a review of the literature,
Assessment & Evaluation in Higher Education, 30:4, 387-415.
McDonough, J. & Shaw, C. (1993). Materials and methods in ELT. Oxford: Oxford University Press.
National University of Science and Technology, Pakistan, Student course cvaluation questionnaire.
Retrieved from http://www.nust.edu.pk/Download%20Section/Self-Assessment-
Proformae.pdf on 30/4/2019.
New Insight into IELTS (third edition) published by Cambridge University Press.
Webster University, Missouri, Student course evaluation questionnaire. Retrieved from

http://webster.ac.at/files/attachments/Student_Course_%20Evaluation_Form.pdf on
30/04/2019.
113
FINAL PACKAGE MARKING FORM
Class: QH2015.F1. E9 Group number: 2
Full names of all members: Nguyen Thi Ngoc Anh – Le Khanh Chi – Nguyen Thi Que Linh – Do
Hong Ngoc – Nguyen Hong Nhung – Pham Vu Huong Thao
Final score: ______________/50 = _____________/ 10
Types of
No. Details Weight Score
documents
 Explanation/ description of the principles and main

Comparative
1 steps you follow(ed) in designing the syllabus (500 – 5
analysis 1
700 words).
 The revised version of the needs analysis

Needs analysis
questionnaire (according to lecturers’ and peer’s
questionnaire/
2 comments); 5
interview &
 Results of the needs analysis questionnaire with
results
relevant implications and suggestions;
 A comparative analysis / critical review of AT

LEAST TWO journal articles / book chapters about
Comparative developing checklists for evaluating ELT materials.
3 5
analysis 2 Using this analysis as the basis, provide the
explanation / justification for the checklist you use
in your course (500 – 700 words).
 Detailed evaluation of the strengths and weaknesses

Textbook of the CORE MAIN material(s) (or textbook(s)) you
4 5
evaluation intend to use in the course + relevant solutions to
overcome the weaknesses.
 All the adapted materials + the lesson plans

Teaching
5 (explanation of how the materials would be used) for 5
materials
ONE of each type of lesson/ session in your course
114
(e.g. a lesson that introduces new content, a revision
lesson, etc.)
 A full test for each type of tests (e.g. Placement test,

progress test, achievement test, proficiency test, etc.)
you intend to use in your course. This includes:
 Information about the test (Test specifications)
Testing
6  The test 5
materials
 Answer key/ Marking rubric. (sequence them in
this order in the final package)
 You may adapt the test items from different sources but
you should have proper referencing.
 A comparative analysis / critical review of AT

LEAST TWO journal articles / book chapters about
Comparative course evaluation. Using this analysis as the basis,
7 5
analysis 3 provide the explanation / justifications for the course
evaluation questionnaire you used in your course
(500- 700 words).
Course  A course evaluation questionnaire designed after

8 evaluation your review of the related literature. 5
questionnaire
TOTAL 50
115

(FP) IELTS Listening 6.5-7

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VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

No. Types of documents Page

2. Needs analysis questionnaire/ interview & results 15

7. Comparative analysis 3 105

8. Course evaluation questionnaire 107

C. Group reflection 112

D. Reference list 113

E. Final package marking form 114

II. Course description:

1. Course name: Intensive IELTS Listening target 6.5 - 7.5

4. Main content of the course:

EXPLAINATION/ DESCRIPTION OF THE PRINCIPLES AND MAIN STEPS

THE REVISED VERSION OF THE NEEDS ANALYSIS QUESTIONNAIRE

NEED ANALYSIS QUESTIONAIRE

Question 1: What is your purpose(s) of achieving IELTS Listening target 7.5?

Question 2: In your fields, what is/are your purpose(s) of listening English?

Question 3: In which test(s) has your listening skill been assessed?

Question 6: Which is (are) your preferable way(s) of practicing listening English?

Question 7: Which techniques have you ever used to practice listening?

Question 13: Which day(s) can you attend this course?

Thông tin nhóm thực hiện khảo sát:

Bar chart 1: Learners’ purposes of listening English in their field

Additionally, according to learners’ self-evaluation about their current English level,

Pie chart 4: Types of preferable English listening practice (%)

Pie chart 6: Have you ever attended an IELTS listening course?

EXPLAINATION/ JUSTIFICATIONS FOR DEVELOPING CHECKLIST TO

The External evaluation

DETAILED EVALUATION OF THE STRENGTHS AND WEAKNESSES OF

New Insight into IELTS

ADAPTED MATERIALS FOR LESSON 1

SELF-DRIVE TOURS IN THE USA

Address: 2 ………………………… White Stone Rd

Reason for visit to town: to go to the 5 …………………………

Suggestions for improvement:

 have more footpaths

 more frequent 7 …………………………

Things that would encourage cycling to work:

 having 8 ………………………… parking places for bicycles

 being able to use a 9 …………………………

 the opportunity to have cycling 10 ………………………… on busy roads

Orientating yourself to the text

FURTHER PRACTICE (30mins)

Consolidation  Sums up the lesson  Listen to T New Insight into IELTS,

No. Time Types of test Content of test

Learner has 10 minutes to tranfer the answer to the answer sheet.

IELTS Listening section is abbreviated to S

Learner has 10 minutes to tranfer the answer to the answer sheet.

IELTS Listening section is abbreviated to S

Learner has 10 minutes to tranfer the answer to the answer sheet.

IELTS Listening section is abbreviated to S

Learner has 10 minutes to tranfer the answer to the answer sheet.

INTESIVE IELTS LISTENING TARGET 6.5 – 7.5 COURSE’S PLACEMENT TEST

CRIME REPORT FORM

Company for apprentices

22. According to Rob, building coastal cities near to rivers

Parts of the presentation

Marine renewable energy (ocean energy)

Cycle tour leader: Applicant enquiry

CAM 13 – TEST 4 – FORM COMPLETION

CAM 13 – TEST 1 – TABLE COMPLETION

22 In a survey, local residents particularly complained about

Final score: __/50 = _/ 10