Exam Preparation IELTS assignment

Assignment Task

Before you begin, look back at the following units:

Unit 2: This will help with the structure and content of the Academic Exam plus the marking
criteria. It is important that your students are aware of these areas too.
Units 3-6: Once you’ve chosen your two skills, review these pages to refresh your mind with the
types of activities and strategies to include in your lesson.
Unit 7: This will help you to pitch the language in your materials to the right level.
Unit 8: Here, you will see ideas on how to structure your lesson and incorporate strategies to best prepare your student for the exam.

 task: Write a 60-minute lesson which will help your students improve two skills from one of the
topics listed. You are teaching a group of 6 students who are preparing for their Academic IELTS
exam. You have been teaching them for 3 weeks. Lessons take place twice a week. You already know the students, so you do not need to do any needs analysis or diagnostic testing.

Class summary: In your list of downloads for this assignment, find and download: Teaching IELTS class summary. Then read the information about your students.

Use the class summary to work out which skills your students need to improve the most as a class.

You should choose two skills only. Choose two out of:
• Listening
• Reading
• Writing
• Speaking

You should choose one topic to base your lesson around.

Choose one topic out of:
• health and fitness
• work
• education
• the environment

Materials

• Materials must be visible so your tutor can see them, i.e., do not embed files into yourassignment, as your tutor may not be able to open them. 
• You must include all the materials you use in the lesson, including flashcards, worksheets,roleplay cards, etc. If you say in the lesson plan that your students will use materials, but you donot include them, your assignment may be returned to you. 
• All materials should go in the materials section of the assignment template.
• As a rule, limit external materials to one activity or worksheet per lesson plan.

Top Tips

•  Analyse the class summary carefully; this will help you to figure out what skills need to be
  worked on as a class.
• You are responsible for the research for this lesson, so, when deciding what to cover, consider what will work best for the class that has been described: a group of 6 students who are preparing for the IELTS Academic test. You may find it helpful to use past papers from here.
• Remember that you have been teaching these students for 3 weeks already (lessons are twice a week), so there is no need to do any diagnostics or needs analysis.
• Cover exam preparation for two skills in the 60 minutes – not just one. Remember to include pre-, while-, and post- stages, e.g. pre-speaking, while-speaking, post-speaking, for both skills.
• Remember to teach and not just test, i.e., don’t just give your students a past paper without any support. Guide them through how to approach the tasks and ensure you teach relevant strategies to help them succeed, e.g., underlining key words or helping them know what to do if they don’t understand the meaning of a word during the exam. The course is filled with ideas on How to do this.

 Assessment Summary

The task required the preparation of a 60-minute lesson plan for a small group of 6 students preparing for the Academic IELTS exam. The main objectives were:

• Identify and improve two IELTS skills (Listening, Reading, Writing, or Speaking) based on the students’ class summary.
• Base the lesson on one selected topic (health and fitness, work, education, or the environment).
• Include pre-, while-, and post- stages for each skill to ensure effective teaching, not just testing.
• Develop and include all teaching materials (worksheets, flashcards, roleplay cards, etc.) so that tutors can clearly see the resources.
• Use the class history (3 weeks of lessons, twice a week) to focus on skill development without needing diagnostic testing.
• Apply teaching strategies that prepare students for exam conditions while supporting skill acquisition.

Key points to be covered:

1. Selection of two priority skills based on class needs.
2. Lesson structure: pre-task, during-task, and post-task activities for both skills.
3. Materials preparation and inclusion.
4. Incorporation of exam strategies and techniques to guide students effectively.
5. Student engagement through interactive and scaffolded tasks.

Approach Taken by the Academic Mentor

Step 1: Analysis and Planning

• The mentor guided the student to review the class summary and identify which two IELTS skills were most in need of improvement.
• They discussed how to select a relevant topic to maintain student interest and provide context for activities.
• Mentor emphasized including both pre-, while-, and post- stages for each skill to ensure structured learning.

Step 2: Lesson Structuring

• The mentor helped the student divide the 60-minute lesson into clear segments: introduction, skill-focused activities, and conclusion.

• Strategies were suggested for integrating exam preparation techniques, such as highlighting keywords, predicting answers, and handling unfamiliar vocabulary.

Step 3: Materials Development

• The mentor instructed the student to prepare all necessary materials, ensuring visibility for the tutor and relevance to the lesson tasks.

• Guidance was provided on limiting external materials to one activity or worksheet to maintain focus and clarity.

Step 4: Implementation Planning

• The student was guided on how to scaffold tasks, provide examples, and give clear instructions to maximize learning outcomes.

• Mentor emphasized balancing teaching and practice, so students were guided through strategies rather than just completing tasks.

Step 5: Reflection and Review

• After the plan was drafted, the mentor encouraged self-evaluation of lesson timing, task sequencing, and materials’ effectiveness.

• Suggestions were made to adjust the lesson plan to ensure smooth transitions between activities and clear skill development for both chosen skills.

Outcome Achieved

• A structured 60-minute lesson plan tailored to the students’ current skill levels.
• Inclusion of two prioritized skills with fully developed pre-, while-, and post-task activities.
• All materials prepared and attached in the lesson plan.
• Integration of exam strategies to help students approach IELTS tasks confidently.
• Lesson plan demonstrated logical flow, student engagement, and skill-building focus.

Learning Objectives Covered

1. Ability to analyze student needs using class summary data.
2. Application of lesson planning principles for IELTS preparation.
3. Development of teaching strategies to improve specific skills.
4. Creation and use of teaching materials effectively.
5. Ability to scaffold learning tasks and implement exam-focused strategies.
6. Enhanced understanding of pre-, while-, and post-task teaching methods.

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