IELTS Accelerate 001

Danelle Joubert

Cử Nhân

<div>Nowadays, IELTS is going to take a very important role in students' lives.<br>It is not only one of the criteria for university entrance, but also a crucial certificate for teenagers: get a bonus point for the high school entrance exam,...<br>Here at Marathon, we provide you with 4 steps: Ignite, depart, accelerate, and ace the IELTS which facilitate yourself with strong English language use as well as get the target IELTS score as you wish.</div>

<div>1. Skills: Reading&nbsp;<br>2. Subskill:<br>&nbsp;- Recognizing classification<br>&nbsp;- Scanning<br>&nbsp;- Understanding main ideas<br>&nbsp;- Recognizing substitution words&nbsp;<br>3. Objective: - Recognize and understand classification in texts<br>&nbsp;- Read and understand substitution words&nbsp;<br>4. IELTS task type:&nbsp;<br>5. Reading/ Listening texts: - Social identity<br>&nbsp;- How permanent is your personality?&nbsp;<br>6. Vocabulary: Practice and use vocabulary for describing personality&nbsp;</div>

Reading

<div>1. Skills: Writing&nbsp;<br>2. Subskill: Techniques for brainstorming&nbsp;<br>3. Objective:&nbsp;<br>- Practice methods of brainstorming&nbsp;<br>- Plan, write, and edit an essay debating whether personality changes over time&nbsp;<br>4.&nbsp;Grammar: Use reflexive pronouns</div>

Writing

<div>1. Skills: Listening&nbsp;<br>2. Subskill:&nbsp;<br>- Predicting&nbsp;<br>- Listening for main ideas&nbsp;<br>- Listening for reference&nbsp;<br>- Listening for text organization&nbsp;<br>- Listening for topic shifts<br>3. Objective:&nbsp;<br>- Listen for reference&nbsp;<br>- Listen for topic shifts&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- Life events<br>- Beyond the ID card&nbsp;<br>6. Vocabulary: Practice and use suffixes</div>

Listening

<div>1. Skills: Speaking&nbsp;<br>2. Subskill: Expressing interest in ideas you hear&nbsp;<br>3. Objective:&nbsp;<br>- Practice expressing interest in ideas you hear&nbsp;<br>- Discuss a positive life event that affected your self-identity&nbsp;<br>4.&nbsp;Grammar: Use past tenses with subordinating conjunctions</div>

Speaking

Unit 1: IDENTITY

<div>1. Skills: Reading&nbsp;<br>2. Subskill:&nbsp;<br>- Understanding organization<br>- Recognizing internal paraphrasing<br>- Reading for tone<br>- Understanding exemplification&nbsp;<br>3. Objective:&nbsp;<br>- Read to recognize internal paraphrasing<br>- Read and understand exemplification&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- Beautifully broken<br>- Community development: A new business in town&nbsp;<br>6. Vocabulary: Practice and use adjectives for describing products&nbsp;</div>

<div>1. Skills: Writing&nbsp;<br>2. Subskill: Organizing your brainstorm&nbsp;<br>3. Objective:&nbsp;<br>- Practice organizing ideas&nbsp;<br>- Write an essay discussing the advantages of handmade products over machine-made products&nbsp;<br>4.&nbsp;Grammar: Use can for universal truths</div>

<div>1. Skills: Listening&nbsp;<br>2. Subskill:&nbsp;<br>- Listening for text organization<br>- Inferring from context<br>- Listening for text organization<br>- Listening for key terms and definitions&nbsp;<br>3. Objective:&nbsp;<br>- Listen to infer from context&nbsp;<br>- Listen for key terms and definitions&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- Principles of good design<br>- VR and AR&nbsp;<br>6. Vocabulary: Practice and use design vocabulary&nbsp;</div>

<div>1. Skills: Speaking&nbsp;<br>2. Subskill: Talking about problems and solutions&nbsp;<br>3. Objective:&nbsp;<br>- Practice talking about problems and solutions&nbsp;<br>- Design and present a new product&nbsp;<br>4. Grammar: Use wish with present or future time</div>

Review 1

Unit 2: DESIGN

<div>1. Skills: Reading&nbsp;<br>2. Subskill:&nbsp;<br>- Making predictions<br>- Scanning<br>- Understanding ellipsis<br>- Identifying text type<br>- Recognizing the function of questions<br>3. Objective:&nbsp;<br>- Read to understand how ellipsis is used to eliminate unnecessary words and refer backwards&nbsp;<br>- Read and understand the function of questions in texts&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- The development of thought<br>- Emotional thinking&nbsp;<br>6. Vocabulary: Practice and use language for comparing and contrasting&nbsp;</div>

<div>1. Skills: Writing&nbsp;<br>2. Subskill: Organizing a compare-and- contrast essay&nbsp;<br>3. Objective:&nbsp;<br>- Practice organizing a compare-and-contrast essay<br>- Write an essay comparing and contrasting the importance of emotional and intellectual intelligence&nbsp;<br>4. Grammar: Use adverbs to hedge the strength of statements</div>

<div>1. Skills: Listening&nbsp;<br>2. Subskill:&nbsp;<br>- Listening for main ideas<br>- Understanding the structure of a formal argument<br>- Listening for main ideas&nbsp;<br>- Listening for repair and elaboration&nbsp;<br>3. Objective:&nbsp;<br>- Listen to understand the structure of a formal argument&nbsp;<br>- Listen for repair and elaboration&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- Brain training<br>- Digital memory loss&nbsp;<br>6. Vocabulary: Practice and use words to describe the brain and mind&nbsp;</div>

<div>1. Skills: Speaking&nbsp;<br>2. Subskill: Responding to an argument&nbsp;<br>3. Objective:&nbsp;<br>- Practice responding to an argument&nbsp;<br>- Debate the positive and negative effects of technology on academic performance&nbsp;<br>4.&nbsp;Grammar: Use conjunctions, may/might/but, and adverbials to make concessions</div>

Unit 3: THOUGHT

<div>1. Skills: Reading&nbsp;<br>2. Subskill:&nbsp;<br>- Reading for tone<br>- Using word parts to understand meaning<br>- Skimming<br>- Identifying point of view&nbsp;<br>3. Objective:&nbsp;<br>- Read and use word parts to understand meaning&nbsp;<br>- Read and identify point of view&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- The top five causes of wildfires<br>- Controlling the uncontrollable&nbsp;<br>6. Vocabulary: Practice and use collocations with problem&nbsp;</div>

<div>1. Skills: Writing&nbsp;<br>2. Subskill: Supporting your arguments&nbsp;<br>3. Objective:&nbsp;<br>- Practice developing your arguments with supporting information<br>- Write a problem / solution essay on wildfires&nbsp;<br>4. Grammar: Use gerunds and reduced clauses</div>

<div>1. Skills: Listening&nbsp;<br>2. Subskill:&nbsp;<br>- Listening for main ideas<br>- Listening to distinguish facts from opinions<br>- Listening for main ideas<br>- Listening to understand a sequence of events&nbsp;<br>3. Objective:&nbsp;<br>- Listen to distinguish facts from opinions&nbsp;<br>- Listen to understand a sequence of events&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- The discovery of fire<br>- Forest fires: friend or foe?&nbsp;<br>6. Vocabulary: Practice and use synonyms&nbsp;</div>

<div>1. Skills: Speaking&nbsp;<br>2. Subskill: Changing the topic and returning to it&nbsp;<br>3. Objective:&nbsp;<br>- Practice changing the topic and returning to it&nbsp;<br>- Debate whether fire does more harm than good&nbsp;<br>4. Grammar: Use stance markers</div>

Review 2

Unit 4: FIRE

<div>1. Skills: Reading&nbsp;<br>2. Subskill:&nbsp;<br>- Predicting<br>- Annotating a text<br>- Reading for detailed information<br>- Recognizing text structure<br>- Reading for specific information<br>&nbsp;3. Objective:&nbsp;<br>- Read and annotate a text<br>- Read and recognize text structure&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- The Panama canal: A brief history<br>- Dangers and opportunities in the Arctic circle&nbsp;<br>6. Vocabulary: Practice and use verbs for talking about change&nbsp;</div>

<div>1. Skills: Writing&nbsp;<br>2. Subskill: Describing plans and predictions in the future&nbsp;<br>3. Objective:&nbsp;<br>- Practice describing plans and predictions in the future&nbsp;<br>- Write a comparison essay of two maps&nbsp;<br>4. Grammar: Use the future passive</div>

<div>1. Skills: Listening&nbsp;<br>2. Subskill:&nbsp;<br>- Listening for main ideas<br>- Listening for generalized statements<br>- Understanding priorities&nbsp;<br>3. Objective:&nbsp;<br>- Listen for generalized statements<br>- Listen to understand priorities&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- A very long commute<br>- Crowd management&nbsp;<br>6. Vocabulary: Practice and use compound adjectives&nbsp;</div>

<div>1. Skills: Speaking&nbsp;<br>2. Subskill: Voicing and allaying concern&nbsp;<br>3. Objective:&nbsp;<br>- Practice voicing and allaying concern&nbsp;<br>- Assess and prioritize the risks to public safety in a stadium and suggest solutions&nbsp;<br>4. Grammar: Use complex passives</div>

Mid-term test

Unit 5: MOVEMENT

<div>1. Skills: Reading&nbsp;<br>2. Subskill:&nbsp;<br>- Predicting<br>- Recognizing paragraph structure<br>- Identifying main ideas<br>- Identifying sentence functions<br>3. Objective:&nbsp;<br>- Read and recognize text organization<br>- Read and identify sentence functions&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- Fighting cholera<br>- The economic impact of disease&nbsp;<br>6. Vocabulary: Practice and use cause and effect language</div>

<div>1. Skills: Writing&nbsp;<br>2. Subskill: Writing definitions&nbsp;<br>3. Objective:&nbsp;<br>- Practice writing definitions for essays<br>- Write a cause-and-effect essay on research into disease&nbsp;<br>4. Grammar: Use conditionals with provided and unless</div>

<div>1. Skills: Listening&nbsp;<br>2. Subskill:&nbsp;<br>- Listening to categorize information<br>- Listening for detail<br>- Listening for main ideas<br>- Listening to understand cause-and-effect relationships<br>&nbsp;3. Objective:&nbsp;<br>- Listen to categorize information&nbsp;<br>- Listen to understand cause-and-effect relationships&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- Germ myths<br>- Disease detectives&nbsp;<br>6. Vocabulary: Practice and use medical language&nbsp;</div>

<div>1. Skills: Speaking&nbsp;<br>2. Subskill: Asking to clarify or confirm ideas you hear&nbsp;<br>3. Objective:&nbsp;<br>- Practice asking to clarify or confirm ideas you hear&nbsp;<br>- Make deductions about a medical case study and present your findings to the class&nbsp;<br>4. Grammar: Use past modals of deduction</div>

Review 3

Unit 6: DISEASE

<div>1. Skills: Reading&nbsp;<br>2. Subskill:&nbsp;<br>- Predicting<br>- Reading for main ideas<br>- Identifying support for opinions<br>- Using research questions<br>- Identifying synonyms&nbsp;<br>3. Objective:&nbsp;<br>- Read and find support for your opinion&nbsp;<br>- Read and use research questions to understand texts&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- The death of languages<br>- More than just survival&nbsp;<br>6. Vocabulary: Practice and use vocabulary for describing graphs&nbsp;</div>

<div>1. Skills: Writing&nbsp;<br>2. Subskill: Inferring reasons for change&nbsp;<br>3. Objective:&nbsp;<br>- Practice inferring reasons for change&nbsp;<br>- Write a description summarizing and comparing trends in animal populations shown on a graph and infer reasons for the changes&nbsp;<br>4. Grammar: Use the present perfect progressive</div>

<div>1. Skills: Listening&nbsp;<br>2. Subskill:&nbsp;<br>- Predict content using prior knowledge<br>- Listening for main ideas<br>- Listening for details<br>- Listening for phrases that connect ideas<br>3. Objective:&nbsp;<br>- Predict content using prior knowledge&nbsp;<br>- Listen for phrases that connect ideas&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- Kindness as a survival skill<br>- Building for the future&nbsp;<br>6. Vocabulary: Practice and use word families&nbsp;</div>

<div>1. Skills: Speaking&nbsp;<br>2. Subskill: Contributing additional information to a discussion&nbsp;<br>3. Objective:&nbsp;<br>- Practice contributing additional information to a discussion&nbsp;<br>- Discuss the global water challenge and present your ideas to the class&nbsp;<br>4. Grammar: Use present unreal conditionals</div>

Unit 7: SURVIVAL

<div>1. Skills: Reading&nbsp;<br>2. Subskill:&nbsp;<br>- Predicting<br>- Scanning<br>- Reading for main ideas<br>- Summarizing sections&nbsp;<br>3. Objective:&nbsp;<br>- Read and activate prior knowledge&nbsp;<br>- Read and summarize sections of a text&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- Unethical behaviour<br>- Right or wrong at work&nbsp;<br>6. Vocabulary: Practice and use legal vocabulary&nbsp;</div>

<div>1. Skills: Writing&nbsp;<br>2. Subskill: Writing for-and-against essays&nbsp;<br>3. Objective:&nbsp;<br>- Practice writing and supporting an essay thesis&nbsp;<br>- Write a for or against essay on speaking out about unethical colleagues&nbsp;<br>4. Grammar: Use unreal conditionals in the past</div>

<div>1. Skills: Listening&nbsp;<br>2. Subskill:&nbsp;<br>- Listening for text organization<br>- Understanding supporting evidence<br>- Listening for main ideas<br>- Recognizing citations&nbsp;<br>3. Objective:&nbsp;<br>- Listen to understand supporting evidence: definitions, examples, and explanations&nbsp;<br>- Listen to recognize citations&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- Cybercrime<br>- Protect yourself online&nbsp;<br>6. Vocabulary: Practice and use legal vocabulary&nbsp;</div>

<div>1. Skills: Speaking&nbsp;<br>2. Subskill: Disagreeing politely<br>3. Objective:&nbsp;<br>- Practice disagreeing politely&nbsp;<br>- Debate the appropriacy of a punishment in a cybercrime case study&nbsp;<br>4. Grammar: Use reporting verbs</div>

Review 4

Unit 8: LAW

<div>1. Skills: Reading&nbsp;<br>2. Subskill:&nbsp;<br>- Reading for main ideas<br>- Creating a text map<br>- Making notes&nbsp;<br>3. Objective:&nbsp;<br>- Read and create a text map&nbsp;<br>- Read and take notes&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- Seeing without your eyes<br>- A wireless world&nbsp;<br>6. Vocabulary: Practice and use science verbs&nbsp;</div>

<div>1. Skills: Writing&nbsp;<br>2. Subskill: Explanations: Varying sentence length&nbsp;<br>3. Objective:&nbsp;<br>- Practice varying sentence length in explanations<br>- Write an essay on technology&nbsp;<br>4. Grammar: Use defining and non-defining relative clauses</div>

<div>1. Skills: Listening&nbsp;<br>2. Subskill:&nbsp;<br>- Listening for organization<br>- Listening for details<br>- Listening for main ideas<br>- Listening to interpret the speaker’s attitude&nbsp;<br>3. Objective:&nbsp;<br>- Listen for organization&nbsp;<br>- Listen to interpret the speaker’s attitude&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- That’s so annoying!<br>- Was that my phone ringing?&nbsp;<br>6. Vocabulary: Practice and use word + preposition combinations&nbsp;</div>

<div>1. Skills: Speaking&nbsp;<br>2. Subskill: Fielding questions during a presentation&nbsp;<br>3. Objective:&nbsp;<br>- Practice fielding questions during a presentation&nbsp;<br>- Design and present a park that allows people to escape noise pollution in the city&nbsp;<br>4. Grammar: Use cleft sentences</div>

Unit 9: SOUND

<div>1. Skills: Reading&nbsp;<br>2. Subskill:&nbsp;<br>- Reading for the main idea<br>- Understanding conclusions<br>- Understanding text predictions&nbsp;<br>3. Objective:&nbsp;<br>- Read and understand conclusions&nbsp;<br>- Read and identify text predictions&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- Products of the future<br>- New technology: Is greater regulation needed?&nbsp;<br>6. Vocabulary: Practice and use science nouns&nbsp;</div>

<div>1. Skills: Writing&nbsp;<br>2. Subskill: Expressing perspective and stance&nbsp;<br>3. Objective:&nbsp;<br>- Practice identifying and writing a stance for an opinion essay&nbsp;<br>- Write an opinion essay&nbsp;<br>4. Grammar: Use future perfect simple</div>

<div>1. Skills: Listening&nbsp;<br>2. Subskill:&nbsp;<br>- Listening for main ideas<br>- Listening for hyperbole<br>- Listening for bias&nbsp;<br>3. Objective:&nbsp;<br>- Listen for bias&nbsp;<br>- Listen for hyperbole&nbsp;<br>4. Reading/ Listening texts:&nbsp;<br>- Drone-free skies<br>- Hyperloops: the fifth form of transportation&nbsp;<br>6. Vocabulary: Practice and use vocabulary for transportation and logistics&nbsp;</div>

<div>1. Skills: Speaking&nbsp;<br>2. Subskill: Language for convincing and making persuasive arguments&nbsp;<br>3. Objective:&nbsp;<br>- Practice using language for convincing and making persuasive arguments&nbsp;<br>- Debate the pros and cons of a future trend towards increased commercial drone use&nbsp;<br>4. Grammar: Use future perfect progressive</div>

IELTS ACCELERATE
Học sinh có thể xử lý tốt hầu hết các tình huống phức tạp và đặc biệt là trong các tình huống quen thuộc: khi đi du lịch, mô tả sự kiện, ước mơ, và đưa ra giải thích ngắn gọn cho các ý kiến và kế hoạch.

Giáo trình IELTS ACCELERATE

Giáo Viên Đứng Lớp

Đăng Ký Tư Vấn Miễn Phí

IELTS ACCELERATEHọc sinh có thể xử lý tốt hầu hết các tình huống phức tạp và đặc biệt là trong các tình huống quen thuộc: khi đi du lịch, mô tả sự kiện, ước mơ, và đưa ra giải thích ngắn gọn cho các ý kiến ​​và kế hoạch.

Giáo trình IELTS ACCELERATE

Giáo Viên Đứng Lớp

IELTS ACCELERATE
Học sinh có thể xử lý tốt hầu hết các tình huống phức tạp và đặc biệt là trong các tình huống quen thuộc: khi đi du lịch, mô tả sự kiện, ước mơ, và đưa ra giải thích ngắn gọn cho các ý kiến và kế hoạch.