Prepare Feedback Train

A Mark Training Co.
IELTS Speaking
A Mark Training Co.

Module #1:  Just Start
Module #2:
Aly Bardai

Go for Green Flags
Live Class
Train
Module #2 PFT Assessment Sheet
Students
1. Complete and submit Lessons 2a to 2c (Short Course), study your feedback and organize your thoughts towards the training session. This is not optional. It is necessary.

2. Fill out and bring a copy of the PFT Assessment Sheet before you come to class (review your feedack page to help you remember which reps, checkpoints and assessments you would like your teacher to help you with).

3. Arrive for your live class on time.

4. Take your live class following the A Mark 30 Live Class model below.

5. Thank the proprietor or support the cafe for the use of their space, which will improve the atmosphere of your classes there.

For Teachers
1. Fill out and bring a copy of the PFT Assessment Sheet before you come to class (find information about your student on their feedback page that you access from your class list).

2. Study your teacher notes paying special attention to the reps, checkpoints and assessment tasks that your student has requested a focus on.

3. Make a decision about the best way to help your student during your own preparation.

4. Your student expects you to follow the A Mark 30 Live Class model below.

5. Thank the proprietor or support the cafe for the use of a table in their place of business, which is their livelihood.

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A Mark 30 Live Class
Preparation Feedback

5-10 min

Rep
Checkpoint
Training Session

15 to 20 min

Assessment
Assessment Feedback
5 min

Feedback

Students
The Preparation Feedback stage is the link between what you do before you come to class and what you do during your live class. At this stage you

-introduce yourself to your teacher and build a friendly relationship with him or her
-ask your teacher questions about any reps that you had trouble with (you find reps at the end of each online preparation lesson)
-practice with checkpoints that your teacher selects from your online preparation (you find checkpoints at the end of each online preparation lesson)

Before you go on to the next stage, you should take one minute to think and further organize your thoughts towards the training session.

In the Training Session, you practice the language that you studied prior to attending this live class. At this stage you

-use assessment tasks that you have selected during your online preparation (you find assessment tasks at the end of each lesson)
-develop language skills that you have thought about before coming to class
-receive feedback from your teacher with a positive attitude

The Assessment Feedback Stage is the last part of the live class. The live class will conclude after this stage. In this final part you

-receive a filled out copy of the PFT Assessment Sheet from your teacher
-discuss with your teacher any questions that you have about the training session
-ask you teacher how to better prepare for your next live class

For Teachers
The main purpose of the Preparation Feedback stage is to direct the focus of your student towards the training session which follows. At this stage you

-make sure your student is familiar with the format of this live class and what they will do at each stage
-answer questions about any reps that your student had trouble with
-focus on meaning, form and pronunciation of checkpoints that you feel would benefit your student most in the training session

Before you go on to the next stage, give your student one minute to think and organize their thoughts to further prepare for the training session.


During the Training Session, you help your student develop their skills and provide focused feedback to the tasks that you give them. At this stage you

-run through assessment tasks that your student has selected during their preparation (you plan this before the class)
-patiently observe and listen to your student and provide feedback based on the training session feedback comments (you can see these in your teacher notes)
-facilitate in a way that helps your student focus on improvement and development as opposed to receiving new input

It is important to make a clear transition from the previous stage to this Assessment Feedback section of the live class. How you do this is up to you. At this stage you

-provide your student with a filled out copy of the PFT Assessment Sheet including comments and suggestions for improvement
-briefly answer any questions your student has about their training session
-make your schedule for the next class and collect payment (if appropriate) for this class
-encourage the student to thank and support the proprietor if you study in a cafe or any other place of business

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Rep #16: Beginning an Answer (1)
Prepare Feedback Train
2a:  Beginning an Answer (1)
2a:
Beginning an Answer (1)
In this lesson, you encounter a few natural and meaningful ways to provide alternative expressions to simple "Yes" or "No" responses in the first part of the speaking test.

A: Is swimming a popular sport in your country?
B: Is swimming a popular sport in ____
country...Yeah, I would say that it is.

Rep #16. If you are using this hesitation device, what word goes in the blank?
A. your
B. my
Module #1 Start Page

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Rep #19: Describing People
Prepare Feedback Train
2b:  Describing People
2b:
Describing People
In this lesson, you see several speakers qualify adjectives with a short explanation connected through some spoken discourse markers, which contributes to fluency and coherence.

Sure so my friend Bob is really generous. _________________________. And he's very thoughtful. What I mean to say is he thinks about what other people might need and tries to help them. But on the other hand, he's a little bit stubborn. And by that I mean he doesn't change his mind very easily. He always kind of tries to stick to the same thing.

Rep #19. What's a good sentence to fit in the blank?
A. He is such a nice person.

B. He is always ready to give his time to help people.

C. And he is also kind.

Module #1 Start Page

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Rep #22: Paraphrasing (1)

Prepare Feedback Train
2c:  Paraphrasing (1)
2c:
Paraphrasing (1)
In this lesson, you see several speakers qualify adjectives with a short explanation connected through some spoken discourse markers, which contributes to fluency and coherence.

A: Do men and women usually choose to play the same sports?
B: I think that nowadays times are changing and they actually are. ______________, in the modern world, men and women have the same chance to play...for example hockey or basketball. And I think that because of this chance, they actually do choose to play the same sports...

Rep #22. Which phrase best fits in the gap? Pay attention to the meaning of the second part of the sentence.

A. By contrast

B. In other words
C. In addition

Module #1 Start Page

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Checkpoint #17: Beginning an Answer (1)

Prepare Feedback Train

What did you do last weekend?
What do you do in your free time?
Where do you usually eat dinner?
Why should children learn how to play a musical instrument?
When was the last time you read a newspaper?
How do young people in your country spend their evenings?

Module #1 Start Page

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Checkpoint #20: Describing People

Prepare Feedback Train

Prepare a list of 6 adjectives to describe a leader you admire.
Prepare a list of 6 adjectives to describe a friend.
What are the qualities of a good teacher?

Module #1 Start Page

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Checkpoint #23: Paraphrasing (1)

Prepare Feedback Train

What are some qualities of a good friend?
What are some qualities of a good business person?
What are some qualities of a good salesperson?
What does it take for someone to be successful?
Do you think it is good for parents to have high expectations of their children?
Is education of females today the same as it was of the past?

Module #1 Start Page

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Assessment #18: Beginning an Answer (2)

Prepare Feedback Train
The obstacles of overestimation and underestimation (Message to Students)
It is not an easy job for any teacher to give clear instructions regarding pronunciation over the internet. I feel it is one of those areas which must be noticed and acquired by the student on purpose.

However, part of your teacher's responsibility is to listen to your pronunciation during certain assessment tasks and provide feedback. Your attitude to this feedback is extremely important.

There are two great weaknesses in every student in my opinion. The first is when they underestimate their own strengths. The second is when they overestimate them. Think about this as you select your preferred assessment task for the training session.

#18i. The weekend (Part 1)

  • What did you do last weekend?
  • What do you usually do to relax on the weekend?
  • Do you think people should go to work on the weekend? [Why/Why not?]
  • What are you going to do next weekend? [Why?]

#18ii. Free time (Part 1)

  • Do people in your country get a lot of free time? [Why/Why not?]
  • What do you do in your free time?
  • How important is it for a student to have free time? [Why?]
  • When was the last time you enjoyed your free time? [What did you do?]

#18iii. Meals (Part 1)

  • Do you cook your own meals? [Why/Why not?]
  • How often do you invite your friends over for dinner? [Why?]
  • Where do you usually eat dinner? [Why?]
  • Do you prefer eating alone or with other people? [Why?]

#18iv. Children and music (Part 1)

  • Do you play a musical instrument? [Why/Why not?]
  • Did you play a musical instrument as a child? [Which one?]
  • Why should children learn how to play a musical instrument?
  • What is your favorite musical instrument? [Why?]

#18v. Newspapers (Part 1)

  • Do you read newspapers? [Why/Why not?]
  • When was the last time you read a newspaper? [Why?]
  • Do you think that reading a newspaper can help a person learn a foreign language? [How?]
  • What kind of newspaper articles do you like to read? [Why?]

#18vi. Leisure time (Part 1)

  • How do young people in your country spend their evenings? [Why?]
  • How do you relax in the evening?
  • Do you ever watch TV in the evenings? [Why/Why not?]
  • Do you prefer staying at home or going out in the evenings? [Why?]
Green Flag

Try to sound more natural when you make use of a fixed hesitation device. Choose one and say it to yourself over and over during your preparation before coming to class.

Yellow Flag

You used alternative expressions for "Yes" and "No", but you might consider focusing on picking the right expression to match your meaning before moving forward.

Red Flag

Try to use a fixed hesitation device instead of "Umm" or "Ahh" at the beginning of one of your answers to sound more natural and friendly. Consider practicing the assessment task again before moving forward.

Module #1 Start Page

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Assessment #21: Describing People

Prepare Feedback Train
Don't hold yourself back (Message to Students)

In this lesson, you saw how some really good speakers of the language described another person or category of people. In everyday life, you can choose to do this in whatever way that you want. However, this is a training course.

I would suggest choosing an assessment task that focuses on Part 2 of the speaking test. Another term used for Part 2 is "the long turn". In the long turn on the speaking test, you are required to speak for two minutes. However, your teacher doesn't expect you to do this on this assessment task. Your teacher expects you to go for the green flag comment.

However, there is nothing stopping you from attempting to speak for 2 minutes. If you shift your attitude and look forward to receiving a green flag comment, it will be easier the next time. And you will add more language to your response next time. Don't hold back!

#21i. Describing a leader (Part 2)

Describe a leader you admire.

You should say:

how you know this person
what this person does
what qualities he or she has

and explain why you admire him or her as a leader.

#21ii. Describing a friend (Part 2)

Describe one of your friends.

You should say:

how you met this person
what this person does
what their personality is like
and explain why you are friends with him or her.

#21iii. Teachers and students (Part 3)

What are the qualities of a good teacher? [Can you provide an example?]
What problems can even good teachers have with the students in their class? [Can you think of one more problem?]
How can teachers motivate students in their classes? [Can you tell me more about that?]

Green Flag

You explained what you meant when you used an adjective using an appropriate discourse marker in a way that helped you keep your language sounding natural, which is important for fluency and coherence.

Yellow Flag

You made some attempts to use discourse markers to explain your adjective. However, consider writing down your response and practicing them during your preparation to sound more friendly and natural.

Red Flag

If you don't qualify some of your adjectives, you are missing out on the chance to show the interviewer that you know some more advanced connectives and discourse markers. Why not try the task again?

Module #1 Start Page

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Assessment #24: Paraphrasing (1)

Prepare Feedback Train
Accept scaffolding progress (Message to Students)
Simply put, paraphrasing is saying something with the same meaning in a different way. It is a skill that higher level band students display to the interviewer on the test. There are a host of devices that speakers of English have at their disposal when attempting to paraphrase. Sometimes, they don't actually use any discourse marker at all and connect their ideas without drawing attention to any linguistic device, which is the mark of a really good speaker according to the test criteria.

During your training session, your teacher will listen specifically for how you use a discourse marker to connect an adjective to a paraphrase or explanation of that adjective. This is their job.

To gain the most from this feedback, expect your teacher to do this. Remember, every teacher has their own style, and some teachers prefer to build the second bit of information after making sure you are comfortable with the first bit. This is called scaffolding. Effective teachers have the ability to do this effortlessly, so look for this quality when choosing your teacher.

#24i. Friendship (Part 3)

What's the difference between a friend an an acquaintance in your opinion? [Can you tell me more about that?]
What are some qualities of a good friend? [Can you be more general in your answer?]
Do you think it is easier or more difficult to make friends as an adult rather than as a child? [Why do you think so?]

#24ii. Local businesses and people (Part 3)

What are some qualities of a good business person? [Can you give me an example?]
How are local businesses different from larger national companies? [Can you tell me more about that?]
How do you think local business people will do business differently in the future?

#24iii. Marketing and sales (Part 3)

What do you think is the most difficult part of the job of a professional salesperson? [Can you give me an example?]
What are some qualities of a good salesperson? [Can you tell me more about that?]
How do you think the internet will influence the way that salespeople do their job in the future?

#24iv. Goals and success (Part 3)

What does it take for someone to be successful? [Can you give me an example?]
How important is it for a person to set goals and objectives? [Can you tell me more about that?]
In your opinion, what's the relationship between success and money?

#24v. Parents and children (Part 3)

What are the differences between the way parents raised their children in the past and nowadays? [Can you give me an example?]
Do you think it is good for parents to have high expectations of their children? [Can you tell me more about that?]
What educational responsibilities do parents have towards their children when they are really young?

#24vi. Education (Part 3)

What are the biggest differences between a college and high school education in your opinion?
What should be the goals of education in your opinion? [Can you tell me more about that?]
Is education of females today the same as it was of the past? [Can you give me an example?]

Green Flag

You explained what you meant when you used an adjective using an appropriate discourse marker in a way that helped you keep your language sounding natural, which is important for fluency and coherence.

Yellow Flag

You made some attempts to use discourse markers to explain your adjective. However, consider writing down your responses and practicing them during your preparation to sound more friendly and natural.

Red Flag

If you don't qualify some of your adjectives, you are missing out on the chance to show the interviewer that you know some more advanced connectives and discourse markers. Why not try the task again?

Module #1 Start Page

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Module #2 Start Page

2a: Beginning an Answer (1)
2b: Describing People

2c: Paraphrasing (1)
2d: Identifying a Problem
2e: What's your favorite...?
2f: What kind of...?
2g: Framing an Event
2h: Suggesting a Solution

2a
Beginning an Answer (1)

2b
Describing People

2c
Paraphrasing (1)

2d
Identifying Problems

2e
Favorite

2f
What kind of...?

2g
Framing an Event

2h
Suggesting a Solution

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