Gia đình tôi và tôi đã thông qua một con mèo Xiêm, người mà chúng tôi đặt tên Chang. 2. Mà chúng tôi đã nuông chiều Chang là một cách nói. 3. Chang chắc chắn cảm nhận được rằng ông là một thành viên quan trọng trong gia đình của chúng tôi. | FOCUS ON IELTS FOUNDATION Focus on writing 1 Task 1 Key Skills p. 40 Read through the Exam Link and make sure students are clear about the three key elements in answering a Task I question. Clarify significant trend if necessary . by drawing a simple graph showing an overall upward or downward trend. Exercises 1-3 practise each of the three elements mentioned in the Exam Link and it s worth making this explicit as you introduce each one to make it easier for students to remember what s required in a good answer. 4 The past perfect tense has limited value where IELTS is concerned especially if time is short as there are very few occasions when it is absolutely necessary. However one of these that is worth focusing on is the use of the past perfect with by in Task 1 answers and the gapped text here includes three examples. You could simply focus on the form and use of the past perfect in context but if you have more time you may want students to look at the section on the past perfect in the Key language bank p. 149 . NB There is further practice in interpreting data from tables in the Writing practice bank p. 157 which students could do in class if you feel they would benefit from more practice in this area. The section also includes a gapped model answer which is suitable for homework. Focus on listening 1 Letters and sounds 2 p. 42 This section introduces two more key phonemic symbols. Begin by revising Ĩ and ei from p. 17 and remind students that recognising phonemic symbols can help them record new vocabulary accurately and also use a dictionary more effectively. Both exercises illustrate the fact that English spelling is not a very reliable guide to pronunciation and it s helpful to make this explicit. When students have completed exercise I draw their attention to the variety of spellings that represent each sound. Similarly when you have checked exercise 2 ask them to count the number of spellings which can represent the sound e 6 . Focus on listening 2 .
