ielts academic lesson plan: listening lesson...

Cambridge IELTS 10 Listening Test 4 Lesson Plan © Cambridge University Press and UCLES 2017

IELTS Academic

Lesson Plan: Listening

This lesson plan accompanies Cambridge IELTS 10 Academic Listening Test 4, Section 1, Questions 1-10.

This lesson is suitable for students of lower-intermediate level.

Lesson Goals

1. To introduce and develop strategies for note completion type tasks in IELTS Listening 2. To improve predicting skills using contextual and co-textual clues

Activity (see brackets for resources required) Time

needed Interaction

Warmer (copy of Resources 1-2 for teacher) 10 mins

• Tell the students you are going to read out two short texts and then ask them some comprehension questions about them.

• Without any preamble, read out the first short text (Resource 1) and then ask the questions that follow. Allow students to suggest answers.

• Read out the context for the second text (Resource 2) followed by the second short text itself and finally the questions that follow as before.

• Conduct whole class feedback (Resource 1-2 Answers). Ask students which of the two texts was easier to understand and respond to. Ask why this might be the case (Answer: the second text has context which can be used to predict some of the content even if students are not familiar with the actual vocabulary used (e.g. ‘at the bell’). NB: You may need to teach the word ‘predict’. A variation on the above is to use two pre-recorded conversations that might be of interest to your students. Only give the students context for the second one. In both cases ask the students basic comprehension questions after an initial listening and then discuss which of the two conversations was easier to understand.

1 min

2 mins

3 mins

4 mins

T-S

T-S

then S-T

T-S

S-T

Main activities (Individual copies of Questions 1-10 and Transcript p145-146)

35 mins

Predicting content before listening • Tell students that one of the IELTS listening tasks is to complete

notes based on a conversation between two speakers. As they only have the opportunity to listen to this conversation once, it is

1 min

T-S


very important that they predict what might be said. • Write/show the following prompts and ask students to predict

what words might follow: in the….. at…….. a tall……… she speaks…………. Ask students what helps them decide.

• Show/give out the first part of the note completion task (p80). Draw attention to the instructions. Ask or write on the board the following questions:

Who are the two speakers? Why are they speaking?

Allow students to discuss their answers to the questions above in pairs before whole class feedback. Don’t give students any answers at this point, just allow them to predict.

• Look at the first gap together as an example. Ask students to predict what they think will go in the space (Answer: a family name i.e. a surname. NB: convention is that family names follow given names in English). Ask students what might be a problem with some family names/surnames in English (Answer: it is not always easy to know the spelling e.g. Beckham). Ask students what this might mean for the answer to Question 1 (Answer: the name might be spelt out in letters).

• Now put students in small groups and allow them time to look at the rest of the form. Ask them to predict what type of word might be possible in each gap (e.g. a location). Encourage them to try to be as specific as they can.

• Conduct whole class feedback. Ask students what helped them predict the content in each of the gaps (2-6). Draw attention to both the context (a conversation between a customer and a business/builder) and the co-text (the words before and after the gap). Both are essential to predicting the missing information as accurately as possible.

• Now write/show the answers in the following jumbled up order. Ask students to match one of the words to a space based on their previous answers where they predicted the type of word to go in each gap:

morning/ east/ prices/ postbox/ Pargetter/ library • Now play the first part of the conversation once and ask

students to complete the gaps (1-6) with the correct word. • Conduct whole class feedback. Show/give out the transcript for

the first part of the listening (p145-146) and allow students to listen again.

• Give out the second section of the note-taking task. Ask students what the context is in this part (Answer: instructions for building work). Allow time for students to predict what type of word they think might go in each space. This time do not provide the list of words.

3 mins

5 mins

2 mins

3 mins

3 mins

2 mins

3 mins

3 mins

4 mins

T-S

then S-T

T-S then S-S then S-T

T-S

Ss-Ss

S-T then T-S

T-S then S

S

S-T

T-S

then S


• Now listen to the second part of the conversation once and allow students to complete the gaps (7-10).

• Conduct whole class feedback. Show/give out the transcript for the second part of the listening (p146) and allow students to listen again. Allow time for students to discuss any answers they got wrong.

2 mins

4 mins

S

S-T

Extension activity 15 mins

• A creative extension for this activity is to put students in pairs and get them to write out a very short dialogue between two speakers similar to the one they have listened to, but with a different context. Ask for volunteer pairs to act out their dialogue in front of the class. The rest of the class has to guess the context of the conversation (e.g. who is speaking, where they are, what they are speaking about).

15 mins

S-S

then S-T


Resource 1

First Text for Reading

We picked Molly up at this woman’s house, but she didn’t look very happy. She cried all the way home in the car and when we arrived back home she refused to move. We were quite worried about her and phoned the woman to explain the situation, but she didn’t seem to care. She told us Molly had always been like this.

Comprehension Questions

Who is Molly?

What was the problem with her?

Who was the woman?

Resource 1 Answers

Who is Molly? Actually a dog

What was the problem with her? She was nervous about moving to a new home

Who was the woman? The breeder/original owner of the dog


Resource 2

Context for Second Reading

The speaker is remembering their first day at a new school

Second Text for Reading

When I arrived I was very nervous. There was a lot of noise and more people than I had ever seen before. Mrs Collins was very kind and asked me if I was ok. She introduced me to two girls, Katie and Lola and before long I felt much better. I was having so much fun that at the bell I didn’t want to go

home.

Comprehension Questions

How did the speaker feel in the beginning?

What was the name of her teacher?

How did the speaker feel at the end of the day?

Resource 2 Answers

How did the speaker feel in the beginning? Nervous

What was the name of her teacher? Mrs Collins (the school context suggests Katie or Lola are other children)

How did the speaker feel at the end of the day? Happy

80

Test 4LISTENING

SECTION 1 Questions 1–10

Questions 1–6

Complete the notes below.

Write ONE WORD ONLY for each answer.

THORNDYKE’S BUILDERS

Example

Customer heard about Thorndyke’s from a friend

Name: Edith 1

Address: Flat 4,

2 Park Flats

(Behind the 3 )

Phone number: 875934

Best time to contact customer: during the 4

Where to park: opposite entrance next to the 5

Needs full quote showing all the jobs and the 6

© Cambridge University Press and UCLES 2015

Listening

81

Questions 7–10

Complete the table below.

Write ONE WORD ONLY for each answer.

Area Work to be done Notes

Kitchen Replace the 7 in the door

Fix tomorrow

Paint wall above

the 8 Strip paint and plaster

approximately one

9 in advance

Garden One 10 needs

replacing (end of garden)


Test 4

145

transformational leaders highlight change. Their speech is passionate and conveys a definitive vision. All of these things can encourage followers to think about what could be. In other words, they inspire a promotion focus in their followers.

In contrast, transactional leaders focus on developing clear structures that tell their followers exactly what is expected of them. While they do explain the rewards people will get for following orders, they emphasise more how a follower will be punished or that a follower won’t get rewarded if his or her behaviour doesn’t change. In short, they emphasise the consequences of making a mistake. This emphasis will clearly lead followers to focus on avoiding punishment and problems. This is clearly a prevention focus.

In conclusion, it is important to understand that one focus is not necessarily better than the other one. For a designer who works in a field where a lot of innovation is needed, a promotion focus is probably better. In contrast, a prevention focus which causes people to work more cautiously and produce higher quality work might be very appropriate for a job like a surgeon, for example. The main point of the research, though, is that the actions of leaders can greatly influence whether people approach a situation with more of a promotion focus or more of a prevention focus.

TEST 4

SECTION 1MR THORNDYKE: Thorndyke’s.EDITH: Good morning. Is that Mr Thorndyke?MR THORNDYKE: Speaking. How can I help?EDITH: I’ve got quite a few things which need painting and fixing in the flat and I

wonder whether you’d be able to do the work.MR THORNDYKE: I’m sure I’d be able to help but let me take down a few details.EDITH: Yes, of course.MR THORNDYKE: Well, firstly, how did you hear about us?EDITH: It was my friend May Hampton … you did some excellent work for her a

couple of years ago. Do you remember?MR THORNDYKE: Oh, yes, that was in West Park Flats, lovely lady.EDITH: Yes, she is.MR THORNDYKE: And what’s your name, please?EDITH: It’s Edith Pargetter.MR THORNDYKE: Edith … can you spell your surname, please?EDITH: It’s P-A-R-G-E-double T-E-R.MR THORNDYKE: Double T, right. And do you live in West Park Flats as well?EDITH: No, actually it’s East Park, Flat 4.MR THORNDYKE: Oh, right, that’s over the road, I seem to remember – quite difficult to get

to.EDITH: Yes, it’s at the back of the library.MR THORNDYKE: Right, I know. And what’s your phone number?EDITH: 875934 but I’m out a great deal in the afternoons and evenings.MR THORNDYKE: So would the best time to ring you be in the morning?EDITH: Yes.

Q38

Q39

Q40

Example

Q1

Q2

Q3

Q4


Audioscripts

146

MR THORNDYKE: Fine. I’ve made a note of that. Can I just ask, I’ll be in a van and I know parking’s rather difficult round your flats. Where would you recommend?

EDITH: Well, I always tell people in larger vehicles to park by the postbox on the other side of the road from the entrance.

MR THORNDYKE: Good, thanks.EDITH: And will you be able to give me a full itemised quote?MR THORNDYKE: Oh, yes, I’ll list all the jobs separately with individual prices.EDITH: That’d be a great help.MR THORNDYKE: No problem.

MR THORNDYKE: Now, what would you like me to do?EDITH: Firstly and most urgently is in the kitchen. With all the weather damage,

the glass in the door has cracked and I’d need that fixing …MR THORNDYKE: I presume you mean replacing?EDITH: Oh, yes. And as soon as possible …MR THORNDYKE: What I’ll do is come round tomorrow morning and do that immediately.EDITH: Thank you so much. The other things aren’t so urgent but …MR THORNDYKE: Now, I’ll make a note of everything you want doing.EDITH: Well, in the kitchen I’d like some painting doing.MR THORNDYKE: All the kitchen walls?EDITH: Just the area over the cooker. It’s very greasy …MR THORNDYKE: Right … it does tend to get that way!EDITH: Yes!MR THORNDYKE: Well, if you want a proper job done what I’d need to do is strip the old

paint and plaster it about a week before I paint it.EDITH: Of course. Now, May tells me you also do work in the garden.MR THORNDYKE: That’s right.EDITH: Well, I’d like you to replace a fence.MR THORNDYKE: Just one?EDITH: Yes, at the far end.MR THORNDYKE: Fine. Shouldn’t be a problem.EDITH: And that’s the lot.MR THORNDYKE: Fine. Yeah, as I say I can come round tomorrow morning to look over

things with you.EDITH: That’s great, thank you.MR THORNDYKE: So, I’ll look forward to seeing you tomorrow at …

SECTION 2Welcome to Manham Port, where a thousand years of history are brought to life. All the family can enjoy a day out at Manham: visit our copper mine, see models of the machinery it used, have your photo taken in nineteenth-century costume, experience at first hand how people lived at different stages throughout history, and especially how children studied, worked and played.

The port of Manham is located in beautiful and peaceful countryside, on a bend in the great River Avon, and developed here because it’s the highest navigable point of the Avon – boats can go no higher up this river – and proved a handy place to load and unload cargo to and from the sea, which is over 23 miles away. A small port was already

Q5

Q6

Q7

Q8

Q9

Q10

Q11


Listening and Reading Answer Keys

157

TEST 4

LISTENING

Section 1, Questions 1–101 Pargetter2 East3 library4 morning/mornings5 postbox6 prices7 glass8 cooker9 week10 fence

Section 2, Questions 11–2011 B12 B13 A14 A15 C16 trains17 dark18 games19 guided tour20 ladder/ladders

Section 3, Questions 21–3021&22 IN EITHER ORDER

A E

23&24 IN EITHER ORDER B C

25 D26 F27 G28 B29 E30 C

Section 4, Questions 31–4031 C32 B33 C34 metal/metals35 space36 memory37 solar38 oil39 waste40 tests

If you score…

0–11 12–27 28–40

you are unlikely to get an acceptable score under examination conditions and we recommend that you spend a lot of time improving your English before you take IELTS.

you may get an acceptable score under examination conditions but we recommend that you think about having more practice or lessons before you take IELTS.

you are likely to get an acceptable score under examination conditions but remember that different institutions will find different scores acceptable.


ielts academic lesson plan: listening lesson...

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