Apuntes Preparación de IELTS

Listening
I should write the answers in the answers sheet, because I can ear once.

I have 10 minutes at the end to check the answers and transcribe to the answers sheet.

Before Listening
Predicting
I try to answer these questions in the 30 seconds before the listening:

 Who will be speaking?

 Where ate the speakers?
 Why are they talking?
 What are they talking about?

Vocabulary
 Topic?
 Common words?

While Listening:
being ready to hear.
Sometimes the listening does not use the same words to answer the questions.

listening while reading

if I missed an answer, mark the question and continue. After when finish the section I can try to
answer the question again.

After Listening:
checking answers
 Followed instructions.
 Grammar: Do not repeat words.
 Spellig.

transferring the answers

I have 2 papers. One sheet is question paper, another is answer sheet.

try not use an eraser. It’s prefer use a line with pencil and write the correction next to it.

4 section
1º section: conversation between 2 peoples
Usually everyday life and social needs.

10 questions.
Multiple choice
1 or 2 option correct but say in the instructions.

Before you listen:

 Step 1: Read the instructions carefully.

 Step 2: Read each question during preparation time. Underline keywords and think of
paraphrases.

While you listen:

 Step 3: Listen for keywords and synonyms.

 Step 4: Choose the answer which has the same meaning as in the listening text.

Form Completion
Try to predict what kind of word is.

Before you listen:

 Step 1: Check instructions - how many words can you write in the gaps?
 Step 2: Use preparation time to read the form - what does it cover? What are the main
points?
 Step 3: Look at the gaps and predict how they could be completed (e.g. names, numbers
etc).

While you listen:

 Step 4: Use the information already given to guide your understanding of the listening.
 Step 5: Write your answer - careful of spelling and make sure the answer fits logically and
grammatically.

Matching
Be careful with the paraphrase.

Before you listen:

 Step 1: Read the questions to find out the topic - what is covered and what are the
keywords?
 Step 2: What do the numbered questions have in common?
 Step 3: How can the options in the box be paraphrased?

While you listen:

 Step 4: Focus on the options and match them to the numbered questions.

2º section: talk where one person (monologue) is speaking about on an everyday

10 questions.

3 questions type:
Short answer
Answer question within word limit.

Use the words heard

Before you listen:

 Step 1: Read the instructions carefully - how many words/numbers do you need to write?
 Step 2: Use preparation time to underline the TYPE OF INFORMATION and KEYWORDS in
each question.

While you listen:

 Step 3: Listen for keywords or synonyms of these to help you find the answer.
 Step 4: When you hear the answer, write it in the gap. Check that it is spelled correctly and
fits the instructions.

Labelling (etiquetar) diagram, plan or map.

Before you listen:

 Step 1: Use the preparation time to look at the diagram/map/plan and decide what it
represents.
 Step 2: Look at the given labels and locate what needs labelling.
 Step 3: Look at the options in the box.

While you listen:

 Step 4: Use the given information to guide your understanding. Listen for location words
such as next to, behind, etc
 Step 5: Complete the gaps by making sure you select and write the correct letter the label
represents.

Table completion
Before you listen:

 Step 1: Check the instructions - how many words can you write?
 Step 2: Read the table/flowchart to find out what information is shown.
 Step 3: Look at the gaps. Predict the type of word(s) missing.

While you listen:

 Step 4: Use the given information to help you follow the speaker(s).
 Step 5: Write each answer and check that they fit.

3º section: discussion between up to three people on an educational topic

Sentence completion
Complete a gap in sentence.

Words in the same form as you hear.

Be careful with plural/singular.

Before you listen:

 Step 1: Read the instructions carefully - how many words and/or numbers can you write?
 Step 2: Highlight keywords in the sentence and think of synonyms/paraphrases you may
hear.
 Step 3: Look at the gap and think of the type of word(s) which may complete it.

While you listen:

 Step 4: Listen for the keywords/synonyms you have thought of to help you find the
answer.
 Step 5: Write the answer in the gap. Check spelling and grammar.

Classification
The ability to recognize speakers and their attitudes is most important.

Before you listen:

 Step 1: Read the complete task carefully - what is the topic?

 Step 2: Read the task question. Which words refer to categories?
 Step 3: Read the task question. Which words refer to the features or statements?

While you listen:

 Step 4: Notice the different speakers and their attitudes and opinions.
 Step 5: Write ONE category letter (A, B, etc) next to the features/statements.

4º section: lecture on an educational topic

Academic and formal language.

Notes completion
Before you listen:

 Step 1: Read the instructions carefully. How many words and/or numbers can you write?
 Step 2: Read the notes task to get an understanding of the facts and information
presented.
 Step 3: Look at the gaps - predict the type of answer.
 Step 4: Highlight keywords and think of synonyms.

While you listen:

 Step 5: Listen for the keywords/synonyms you have thought of to help you find the
answer.
 Step 6: Write the answer in the gap.

Signpost language
1. Giving the subject of the talk
2. Moving on to the new point/topic
Speaking
11 to 14 min.

One candidate and one examiner.

Recorded onto a recording device.

3 parts

1 The interview 4-5 candidates answer questions from the examiner about familiar
topics? Passport, work/study, family, free time, etc.
 2 The long turn 2-3 candidates speak on their own about a topic that the examiner
gives them. The examiner give you a card with a topic, and
then have one minute to prepare and make some notes to use
when you are speaking. Ej.: “ a memorable trip” when it was,
where you went, why it was such a memorable trip.
3 The discussion 4-5 candidates answer more general and abstract questions from
the examiner.

4 areas:

1. Fluency and coherence

a. Fluency: means speak continuously without needing to stop.
b. Coherence: means how to clearly you organize and join your ideas together when
you speak.
2. Lexical resource: means using a range of vocabulary to express your ideas clearly.
3. Grammatical range and accuracy: means how well you can use English grammar.
4. Pronunciation:

Part 1: The Interview (about you and your experience)

Important: show the examiner a range of language.

1. Can you tell me your Full Name, please?

2. What shall I call you?
3. Where are you from?
4. Can I see your passport?

Answer question about familiar topic: hometown, work or study.

Other topics: food, free time, movies, music, holidays or festivals.

Here are some common expressions for speaking about likes and dislikes.

A. These verbs all mean "like" or "dislikes" and are usually followed by the "–ing" (gerund):

 I dislike eating ice-cream on the beach.

 I don't like eating ice-cream on the beach.
 I enjoy eating ice-cream on the beach.
 I don't mind eating ice-cream on the beach.

B. After the verbs "hate, "love", "like" or "can't bear" we can usually use both the "–ing" or "to +
verb" pattern.

 I love eating ice-cream on the beach. OR I love to eat ice-cream on the beach.
 I like eating ice-cream on the beach. OR I like to eat ice-cream on the beach.
 I hate eating ice-cream on the beach. OR I hate to eat ice-cream on the beach.
  I can't bear eating ice-cream on the beach. OR I can't bear to eat ice-cream on the beach.
 I can't stand eating ice-cream on the beach. OR I can't stand to eat ice-cream on the
beach.

1. Do you enjoy watching sports?

Candidate: No, I’m not really a fan of sports to be honest. I prefer going to concerts or seeing a
good film at the cinema.

Me: yes, I like watch padel and football. Especially when play paquito Navarro or Belateguin in
padel, or my team, estudiantes de La plata in football.

2. What kind of food do you like most?

Candidate: I absolutely love fresh seafood. Especially lobster and prawns.

Me: I love meat and pasta. I prefer red meat in a barbecue.

3. Are there any types of food that you dislike?

Candidate: Well, I’m not very keen on red meat actually. I’m not a vegetarian, but I just don’t like
the taste of beef very much.

Me: yes, I’m not like some vegetables, promptly spinach. My father says I don’t like the “green
vegetables” but that is not true. I usually eat broccoli or lettuce.

4. What do you like about living in your hometown?

Candidate: Well, there’s a lovely park near where I live, which I absolutely love especially in spring
when the flowers are so beautiful. I go for a walk there most weekends.

Me: I like living in my hometown because has a young people, so the city is alive, especially during
the academic period. And I love the “green areas”, has a lot of parks and squares.

5. Are there any types of films that you do not enjoy?

Candidate: Yes, I’m not really into war films. All that violence and killing just makes me feel ill. I
went to see Saving Private Ryan at the cinema because I’d heard it was very good, but I had to
leave after only half an hour or so. It was just too violent.

Me: yes, I’m not really into terror films because almost has poor arguments and it’s only audio
effects. Except some Japanese terror films, like “the eye”.

6. What do you like about your work?

Candidate: Well, because we sell our products all over the world there are a lot of opportunities
for travel and that really appeals to me. I may be going to China next year for a sales conference.

Me: I like have independence to take my owns decisions and obvious I`m responsible for their
consequences. I love try to resolve problems, almost any kinds of problems, especially when I have
to use excel.

7. Do you enjoy visiting museums?

Candidate: To be honest, I’m not that keen on going to museums. All those old, dead things just
don’t appeal to me very much. I’d rather watch a film about dinosaurs than look at some old
bones in a museum.

Me: I’m not that keen on natural museums, but I love interactive museums of science. I
remember when I went to Berlin, I visited a museum of science and technologies and I was
fascinated.

8. Do you like the national costume worn in your home country?

Candidate: Yes, I’m very fond of it actually. I think it looks really nice to see people wearing it, and
it’s a traditional part of our culture that I think we should keep.

Me: Sorry, but my home country don’t use a national costume worn. Or I don’t knew.

9. Would you like to have a pet?

Me: I’m not that fond of pets. I don’t like cats, but sometimes I think I would have a dog.

Extended answers:
 Giving reasons (“because”)
 Giving examples. (“in particular”)
 Stat your preferences. (“I prefer +noun + to + noun / I prefer + -ing verb + to +-ing verb /I
would rather + verb +than + verb)

Vocabulary:
Free time: spare time, time off, leisure time

Important: vital, crucial.

Hobbies: pursuits, free time activities, interests, things that we enjoy doing

Pronunciation
 Individual sounds
 Stress (acento) in words and phrases
 Pause (between ideas, but not in the middle of idea)
 Intonation (emphasis and expression)
 Speaking in chunks
Part 2: the individual long term
Give you a task card with a topic and have 1 minute to prepare and make notes.

Talk for 1 or 2 minutes.

Have 3 bullet points to guide. Always start with “w” question.

1. read the task card carefully

2. used abbreviations and symbols
3. covered all the bullet points
4. wrote in English
5. wrote keywords and phrases only

Beginning your talk:

 l’d like to tell you about…

 I’d like to tell you about…
 I’m going to talk about…

Describe a special occasion in your life:

 Where this occasion took place.

 When it happened
 Who was there

And explain how you felt on this special occasion

The PREP Method

 Point (make your point)

 Reason (give a reason)
 Example (give an example)
 Point (re-state your point)

Ending your talk:

 Anyway…
 So…
 So, in the end...
 All in all…
 Finally,…
  To finish off…

Part 3: The discussion

Discussion with the examiner

General themes related to Part 2 topic

4-5 minutes

Questions more abstract and general

Test your ability to:

 Explain your opinions
 Analyse, discuss and speculate about issues

Example questions

Extending your answers

 Comment on the question: example:
o that is an interesting question.
o That’s a difficult question. Let me see…
 Provide reasons and examples.
o Reasons:
 Because…
 That’s why
  You see…
 Another reason is…
o Examples
 Such as
 For instance
 To give you an idea
 Base answers on your own knowledge and experience
 Use a variety of verb forms (past, present, future)

Commons topics:

For each of the topics, ask yourself the following questions:

1. What do I think about this topic?

2. What’s the situation in my country?

(hecho hasta “art”) completer el vocabulario.

Speak in future:
Comparison

 More than
 Is more convinent
 In another hand (contrasting)
 Whilw or whereas (contrasting)
o Subject + verb, while/whereas Subject + verb
 Both (similar)

…is/are -er adjective / more + adjective than…

…is/are not as adjective as…

Clarity

 Volume
 Posture
 Pace
 Pauses.
 Endings words.
 Pronunciations of the words

Reading
reading question types

In IELTS, the assessment of reading skills is done by using several types of questions, also called
tasks.

There are 10 possible question types and they are randomly used in the Reading Test. Therefore,
you should learn about all of these types of questions.
The question types are shown below:

1. multiple choice
2. short answer questions
3. sentence completion
4. notes, summary, or table/flow chart completion
5. labelling a diagram
6. choosing headings for paragraphs or sections of a text
7. locating information
8. identifying information, views and claims
9. classification
10. matching

TIPS:
 60 minutes
 40 questions
 3 section, with a reading text and 13 or 14 questions
 Texts from 650 to 900 words
 Topics: general interest topics but related to academic subjects e.g. environment. From
newspapers, magazines and books.
 I should write the answers on an answer sheet
 1 point per correct answer
 Manage your time well.
 Read the instructions carefully.

Reading Skills:
Read and comprehend a text quickly, efficiently and accurately.

1. Find the main ideas and distinguish from supporting details.

2. Identify key points for a summary.
3. Find specific or detailed information (names, address, etc)
4. Distinguish between fact and opinion.
5. Make inferences.

Fact or opinion
A fact is a truth which can be shown to be correct with evidence. Look at this fact:

The sun rises in the east.

We know this to be true, because we see it every day. We have evidence.

An opinion is a person's belief, attitude or idea. Look at this opinion:

Scottish people are friendlier than people from other countries.

This is a personal belief without evidence. It cannot be called a fact.

Making an inference
Sometimes you will need to understand meanings in a text which are not given to you directly in
words. This is called making an inference.

Advices
If you had trouble with any of the activities, you may be able to improve by doing the following:

Exam technique: In the exam, many answers are words which are printed in the text. Carefully
check the spelling of your answers by comparing with the same words in the text.

Extensive reading: Spelling is a visual skill - you need to be able to see the word in your mind
before spelling it. Doing a lot of reading of English books, magazines and newspapers helps you to
develop visualisation of English words.

Spelling drills: When you know that you keep spelling a word incorrectly, write that word
repeatedly until you know how to spell it. You could also test yourself on problem words, or ask a
friend to test you.

Kind of words and comparative with Spanish

word English Español palabra
noun production producción Sustantivo
verb produce producir Verbo
adjetive productive productivo Adjetivo
adverb productively productivamente Adverbio
Pronoun He Él Pronombre
Preposition in en Preposición
conjunction and y conjunción

Distinguishing main ideas from supporting details

Main ideas is usually at the beginning of the paragraph – in topic sentence

Details is usually after topic sentence. Supporting detail contains explanations, descriptions or
examples to make the main idea clearer.

Headings are titles for sections of a reading text.

Skimming and scanning (lectura rapida – hojeada)

Skimming:

 read quickly
 find the main idea of the text.
 Don’t read every word
 Don’t worry about unknow vocabulary.

Scanning:

 read quickly
  find the specific words in the text.

Paraphrase: Says the same meaning but with different vocabulary (synonyms) or grammar
(change between active to passive voice).

References: the same information or details is written in mote than one place in the text.

Tasks
Short answers question.
Usually the questions are in the same order to the answers.

Only read the text to find the answers

Read the questions before looking at the text

Step 1: Read the instructions carefully. Check the word limit.

Step 2: Read each question and underline keywords.

Step 3: Think of any similar words that could be used in the text. Synonyms.

Step 4: Scan for keywords or synonyms in the passage.

Step 5: Read the text and the question carefully to find the answer.

Step 6: Write the answer on the answer sheet.

Step 7: Check your answer fits the instructions and go to the next question.

Sentence completion
Using words from the text (copy correctly)

Check answer: logically and grammatically.

check there are no repeated words

Read the questions before looking at the text

Step 1: Read the instructions carefully.

Step 2: Look at the first gapped sentence. Where is the gap? What type of information is missing?

Step 3: Find keywords in the sentence around the gap.

Step 4: Scan for keywords or synonyms in the passage.

Step 5: Read the text and the gapped sentences carefully to find the answer.

Step 6: Check that the completed sentence is grammatically correct and makes sense.

Step 7: Write the answer on the answer sheet.

Step 8: Check your answer fits the instructions and go to the next question.
Headings for paragraphs or sections
Identify main ideas

Cannot use the heading twice

Step 1: Look at the headings and underline keywords.

Step 2: Cross out headings given as examples.

Step 3: Read the first paragraph, then underline keywords and topic sentence, then sum up the
main idea in your head.

Step 4: Choose the heading that best matches the main idea of the paragraph.

Step 5: Repeat steps for each paragraph.

Global multiple choice questions

Come up with the main idea, theme, or topic of the whole passage.

Choose 1 of 4 options.

Step 1: Read the question and options and underline keywords.

Step 2: Can you already eliminate some options or guess the answer?

Step 3: Skim through the text again, then look for the main ideas, then sum up the main idea of
the passage in your head.

Step 4: Cross out options you think are wrong.

Step 5: Decide on the correct option.

Locating information (< 6min)

Find the paragraph in the text which contains the information given in the question.

Chose only one paragraph.

Some paragraphs maybe don’t be used.

Skim and scan quickly to find specific information.

Step 1: Read the instructions carefully. Skim the text to see what it is about.

Step 2: Read each question and underline keywords.

Step 3: Think of any similar words that could be used in the text.

Step 4: Look at the first question again. Skim the paragraphs quickly. Scan for keywords or
synonyms.

Step 5: Mark the area of the paragraph which matches the keywords.

Step 6: Write the paragraph letter in the correct place on the answer sheet.

Step 7: Go to the next question and follow the same steps.

Multiple Choice (< 6min)
Questions are in text order.

Step 1: Read the instructions carefully.

Step 2: Read each question/unfinished sentence and underline keywords. Think of any similar
words that could be used in the text.

Step 3: Look at the first question again. Scan the text for keywords or synonyms.

Step 4: Mark the area of the text which matches the keywords.

Step 5: Circle key words in the options. Think about how they can be paraphrased.

Step 6: Read the text closely where you have marked it.

Step 7: Choose an option and check that it has the same meaning as in the text.

Step 8: Write the answer on the answer sheet.

Matching Sentence endings (< 6min)

label a diagram (<6 min)
May not be in same order as text

Step 1: Check the instructions to see how many words (or numbers) you can write in the gaps.

Step 2: Look at the diagram heading. Study each part of the diagram, paying attention to shapes
and locations. Think about how each part of the diagram might be described.

Step 3: Skim through the text to find the section you need and then scan this part to find the
correct answers.

Step 4: Write the answer. Be careful that the word(s) or number(s) that you write fit correctly in
the gap. Be careful about spelling.

complete notes, summary or table/flow chart completion tasks

Summary completion:

Not all the options from the list will be use.

Step 1: Check the instructions to see how many words you can write in the gaps.

Step 2: Read the summary to find out what it is about and what it covers.
Step 3: Look at the first gap and see if you can predict what word you need to fill it. Look at the
words that come before and after it. Decide if the word in the gap should be a noun, verb or
adjective.

Step 4: Skim through the text to find the section you need and then scan this part to find the
answer that you need.

Step 5: Write the answer. Be careful that the word(s) or number(s) that you write fit correctly into
the gap. Be careful about spelling.

Step 6: Look at the second gap and repeat the steps.

Summary completion with a box:

Step 1: Follow the first 5 steps (outlined above). Remember that the answer you choose must
match a word or phrase in the reading passage. The answer will not be the same word or phrase,
but a paraphrase of what is in the text.

Two question
True, false, not given
Do NOT answer based on your own opinion or knowledge.

Step 1: Read the instructions carefully.

Step 2: Identify keywords in the first statement.

Step 3: Scan for keywords or synonyms in the text to find where this information is written.

Step 4: Mark the place in the text and read this part carefully. Try to understand and paraphrase
this idea in your own mind.

Step 5: Read the statement again and decide how this information relates to the information given
in the text.

Step 6: Answer TRUE if the statement agrees with the text information. Answer FALSE if the
statement contradicts (does not agree with) the text information. Answer NOT GIVEN, if there is
no information in the text about this.

Yes, no, not given

The writer’s views, so don’t answer based in own opinion.

Questions are in order.

Step 1: Read the instructions carefully.

Step 2: Identify keywords in the first statement.

Step 3: Scan for keywords or synonyms in the text to find where this idea is written.

Step 4: Mark the place in the text and read this part carefully. Try to understand and paraphrase
this idea in your own mind.
Step 5: Read the statement again and decide how it relates to the opinions in the text.

Step 6: Answer YES if the view in the text agrees with the statement. Answer NO if the view in the
text disagrees with the statement. Answer NOT GIVEN if it is impossible to say what the writer
thinks.

Classification tasks (12 min)

Recognize relationships between facts in the reading passage

The questions will NOT be in the same order as you read them in the passage.

Some letter use more.

answer all of the questions, even if you're unsure of the answer.

Step 1: Read the question carefully. Make sure that the three categories are clear in your mind.
Underline any keywords or numbers in the categories.

Step 2: Skim the passage to find where the categories are mentioned. A category may be covered
in one part of the passage, or it may be mentioned (or referred to) in several places throughout
the passage.

Step 3: Look at the statements. Read the first one and underline any keywords. Scan the text. (If
you spot an answer for a later question, circle it so that it is easy to find again). Find the relevant
part in the text.

Step 4: Read this part of the text carefully to find the details of which category it belongs to.
Choose the correct category for the statement.

Step 5: Move on to the next statement.

Matching tasks
Recognize opinions and theories

Some letters may not be used, while others may be used more than once.

Options in text order, but the questions not.

Step 1: Read the instructions carefully.

Step 2: Look at the options then skim the text. Be careful - information about an option may
appear in more than one place in the text.

Step 3: Start with the first option and decide which statement it matches and then move on.

Step 4: Answer all the questions, even if you are not sure of the answer.

Writing
TIPS:
 60 minutes
 2 tasks (no links in terms od topics)
  Task 1
o minimum 150 words.
o 20 minutes.
o Describe information in visual form: graphs, maps, processes.
 Select, organise, and compare information.
 Describe the stages of the process.
 Describe an object or a place.
 Explain how something works
 Task 2
o minimum 250 words.
o 40 minutes.
o A point of view, an essay, or a problem. Presented as a question or as a statement.
o Write an academic essay.
 Present and support an opinion
 Present the solution to a problem.
 Compare and contrast evidence and opinions
 Evaluate and challenge ideas, evidence or opinions
o An Introduction, a body paragraph and a conclution
 Assessment criteria
1. Cohesion and coherence
2. Lexical resource or vocabulary
3. Grammar range and accuracy
4. task achievement/response (task 1)

Task 1
o minimum 150 words.
o 20 minutes.
o Describe information in visual form: graphs, maps, processes.
 Select, organise, and compare information.
 Describe the stages of the process.
 Describe an object or a place.
 Explain how something works

Criteria
1) Copying from the Question:

When writing the Task 1 response, it is important not to copy from the question. Any words which
are copied directly from the question will not be counted or assessed by the examiner.

2) Word Count:

Meeting the minimum number of words required is important for a complete Task 1 response.
 Task Achievement

 Coherence and Cohesion

 Lexical Resource
  Grammatical Range and Accuracy

Types of visuals:
 Bar chart
 Pie chart
 Line graph
 Table
 Diagram
 Flow chart
 Map

2 part: 1st is a resume about the topic. 2nd tell you what you have to do (important read carefully
the verbs in the sentences)

Steps:
1. Read the instructions carefully
2. Check the time that you begin Writing Task 1 and allow 20 minutes only
3. Read the first paragraph quickly scan the visual(s)
4. Read the second paragraph and underline the verbs. These tell you what to write about.
5. Write your response in at least 150 words.
6. Do not need a conclusion.

Introducing the Topic.

The examiner will be ignored any sentences that are copied . Have to use different words
(paraphrase)
 The element Synonymous of Kind of information frequency
shows
The chart shows Porportions/percentages Annually/ in one
year
The graph illustrates Locations
Gives a overview of
Gives information
about
Understands
Gives a breakdown
of
Questions to ask about the graph:

1. Which places, people or things is the information about?

2. How many different things are being compared?
3. What units are used to show amounts, numbers or proportions?
4. What period does the visual refer to? (gives the time verb)

Overview: main overall trends

 1 or 2 sentences
 Describes the main trends
 At the beginning (after the introduction sentences) or at the end
 Start with the word “overall”…

Key features: other important details.

 Which information is the most important?
 What are the biggest or smallest changes shown in the visual?
 Use the information shows in the diagram.

Describe data
Trends: changes over time

Comparisons: similarities or differences

Include data from the graph.

My Example:

“In the first four year, between 2000 and 2003, the chart shows softly decrease of trend of GDP,
but in 2004 increase the Gross Domestic Product from 3.5% to 5.5%. Since this year until 2008, the
trend stays constant, when the GDP decrease to 4%.

However, the most impact information is in the year 2009, when the chart shows a big fall of gross
domestic product (GPD) around 2 negative points percent. After that, the GDP begin to grow up
again to positive values, around 2% of GDP”.
Task 2 (adder more point than task 1)
o minimum 250 words. 4 or 5 paragraphs
o 40 minutes.
o A point of view, an essay, or a problem. Presented as a question or as a statement.
o Write an academic essay.
 Present and support an opinion
 Present the solution to a problem.
 Compare and contrast evidence and opinions
 Evaluate and challenge ideas, evidence or opinions
o An Introduction, a body paragraph and a conclusion.
o Formal language

Now ask yourself:

What's the topic?

What's the task?

What are the limits?

Essay Structure
Ejemplo

1. Introduction: 1 paragraph
1.1. Introduce the topic.
1.2. Briefly background information and brief outline of the main points of the essay.
1.3. Is very important respond a question of the task.
1.4. We can use the words of the task.
1.5. Summarise the essay question in the writer’s own words.
1.6. Don’t copy the question word-for-word.
1.7. Do write 1 or 2 statements introducing the topic
1.8. Include a thesis statement which shows your opinion and the direction your essay will
take.
2. The body: 2 or 3 paragraphs
2.1. Contains the main points to support the opinion
2.2. Is important that in the first sentence of each paragraph is written the main idea with
only 1 central idea in each paragraph.
2.3. Start the paragraph with a introduce sentence
2.4. Paraphrasing a work of question task.
3. Conclusion: 1 paragraph
3.1. Sum up your main point and restate your position

Essay task types

1. Agree – disagree
2. Advantage – disadvantages
3. Discuss both views
4. Cause/problem – solution

Assessment criteria
1. Cohesion and coherence
2. Lexical resource or vocabulary
3. Grammar range and accuracy
4. task achievement/response (task 2)
Criteria

Planning essay
 1. Analyse the question
a. How many parts are there?
b. Whats is the topic and task type
c. What are the limits?
d. What is my opinion
2. Brainstorm some ideas.
3. Make a brief plan

Step by step
1. read and analysed the question carefully.
2. identified the topic and limits (a shortage of maths and science teachers in high school).
3. identified the task type (cause/problem - solution essay).
4. brainstormed causes of the problem and possible solutions.
5. planned using key words, phrases and symbols, not long, full sentences.
6. wrote a brief essay plan with a central idea for each body paragraph.

Body
 4 or 5 paragraph
 Each paragraph has one central idea
 The main idea is in the topic sentence
 Develop the main idea with 3 supporting sentences (give reasons, examples, effects or
details)

Paragraph structure:
1. Topic Sentence
2. Supporting sentence
3. Supporting sentence
4. Supporting sentence
5. Concluding sentence (optional)