2nd Videographic – for IELTS practice

This is my 2nd videographic activity I have prepared and I hope you will find it as helpful as the first one.

 

 Meeting of the minds : how sexual equality increases income inequality

Listen to the video and insert the phrases in the correct gap


huge increase  much worse    quarter less    emergence of  swelled   similarly

credentialed   with a             dramatically increasing     about twice   at the same

     economic disparity    most     diploma        a quarter of    with a degree 

 

In 1960, ———- (1) American men  ——– (2) high school ——– (3) or less married women ——— (4)  education level. Biologists call this ‘assortative mating’ , like ‘Marries like’. Then, only ——– (5)  men ———– (6) married women with one, in part because they weren’t as cpmmon.

It was even fewer if they held a graduate degree. But half a century later with more educated women in the workforce, the situation’s vastly different.

Now, men with a degree are ——- (7)  as likely as they were to marry women with one. With a graduate degree, 40%  of men marry similar women, a ——— (8)  from 13 percent in 1960.

This marks the ———- (9)  power couples. Those with less schooling are less likely to marry their female equivalents, probably because women have better graduation rates. The good news is that women are better-educated and marrying —————- (10)  men, who in the past might have married their secretaries. But the bad news is that power couples earn much more, ——————– (11) income inequality. In 1960, a couple without high school diplomas owned a ————  (12)  than the mean household income. The situation is now ———- (13).

Power couples took home 76% percent more than the average household but it’s ——– (14)  to 120 percent more now.  So a byproduct of women’s equality is greater —————- (15)  and that advantage may be passed down as a birthright to their kids.

answer key

Videographics – for IELTS practice

Have you ever seen a videographic? I’m sure most of you have. Have you ever thought of using them in an IELTS class? Well, they are an excellent choice for IELTS students because a videographic is a video which combines moving images with graphical images on top. (macmillan dictionary) There are several videographics you can find online which are like ‘live’ charts. Everything takes place in front of your eyes. I find them particularly helpful for students starting to work with charts. It’s a great practice.

I have started preparing a short series of such videographics which students can watch and complete a short exercise. The videos are short so they do not have to spend a lot of time on them. In this way, they watch the analysis of a graph/chart, etc. and also learn and/or revise language used when writing a report for IELTS task 1. Teachers can download the video and do the exercise in class or you can ask your students to visit my blog and do the exercise. Whichever is more convenient.

I hope you like them. Remember to leave me feedback so that I know you find them helpful!

 

Global smart phone shipments

Sales have reached a ———— (1) but with a new cast of companies. In ——— (2) around ———————– (3) smartphones were sold. Nokia shipped— ——– (4) , —————- (5) by Blackberry, Apple, Samsung, HTC and others. The market soared but Samsung and Apple took over the first and second ————- (6) and pulled away. Last year, shipments ———– (7) a billion according to the research firm IDC. Samsung and Apple still dominate but new names make the top 5 : LG of S.Korea and Huawei and Lenovo from China . Nokia left the —————- (8) all together. It’s selling its mobile phone Division to Microsoft. Blackberry and HTC are absent, too. The ———— (9) growth is the cheap android phones especially from China. Today, supplies outside the top 5 ———— —– (10) almost 40% of shipments, ——– (11) the ——- (12) of just 4 years ago.

ǝɹɐɥs ˙21 ‘ǝlqnop ˙11 ‘ɹoɟ ʇunoɔɔɐ ˙01 ‘ʇsǝʇsɐɟ ˙9 ‘pɹɐoq ɹǝpɐǝl ˙8 ‘pǝɥɔɐǝɹ ˙7 ‘sʇods ˙6 ‘pǝʍolloɟ ˙5 ‘ ʇsoɯ ǝɥʇ ˙4 ‘000˙000˙003 ˙3 ‘0102 ˙2 ‘uoıllıq ˙1
ʎǝʞ ɹǝʍsuɐ

My top teaching tip for teaching Ielts (academic English) by Joanna Malefaki

 

10470644_10152586069087425_398996853_n   It is a great pleasure that Joanna Malefaki, a dear colleague, accepted to write a guest blog post for my IELTS blog. I am sure that everybody will enjoy it. Thank you, Joanna, so much!!!

My top teaching tip for teaching Ielts (academic English).

First of all let me say, “Thank you Vicky, for asking me to be a guest blogger on your blog. It is my pleasure and I am honored! “ This is so cool : )

Now, let’s get down to business. Why am I here? Ielts for academic purposes of course! But first, a short intro. I have actually taught Ielts academic English classes several times and the thing I like most about these classes is the purpose my learners are taking the lessons. They are preparing for their studies somewhere abroad and I am part of this process. So, apart from being their teacher, the person helping them to pass the Ielts academic test, I also hear about their worries, their dreams, experience their enthusiasm.

My Top tip

One of the first things I tell my students taking the Ielts academic is to get hold of the Academic Word List (AWL). Why? Well, for many reasons.

  • The words (and derivatives) in this list are the words that are most frequently found in academic texts, so knowing what they mean is a good starting preparation point for all the components of the tests. The reading texts in the Ielts academic for example, are quite dense, so knowing some ‘popular’ academic words will help them at least with some of their unknown words.
  • Using some words from the AWL in their writing is another good idea. The vocabulary in their essays becomes richer which gives them more points. They can also use more complex structures whilst using the derivatives on the list.
  • Lots of words are synonymous, so they have the opportunity to avoid repetitions as well.
  • It covers words from different disciplines and does not focus on technical terms, so it is useful for ALL learners.

My go to  resource for the AWL

The website I use the most is Uefap (http://www.uefap.com/materials/matfram.htm)

My learners can find loads of reading, listening and vocabulary tasks to work on during their free time and it is great for self-study because they have access to the answers online. It is a great website and my students can get a lot out of it.

Another advantage of the AWL is that I actually also prepare my learners for their uni studies, so it is actually a win-win situation.

Well, since they are preparing for university studies and they will need to know what these words mean and how to use them, I am kinda preparing them for their uni studies as well, so it actually a win-win.

Bio

My name is Joanna Malefaki and I live in Crete, Greece. I spent my childhood in Sydney and came to Greece when I was in my teens. I studied the English language at the University of Athens and hold a M.Ed in Tesol. I have almost finished the Cambridge Delta as well. Apart from teaching, my other passion is blogging which I really enjoy : ). If you want to read some of my posts, you can find them here (http://myeltrambles.blogspot.gr/).

Thanks for hosting my post Vicky!!!