Ahmed Adel Ahmed Adel

IELTS TP3
Upper-Intermediate level

Description

In this lesson, learners will practise listening for section 2 question in the IELTS Academic test.

Materials

Abc Farm Picture
Abc Vocab Pictures
Abc HO4
Abc AK3
Abc HO3
Abc Speakers
Abc AK2
Abc HO2
Abc AK1
Abc Coloured Markers
Abc White Board
Abc HO1

Main Aims

  • To provide detailed and specific information listening practice using a text about visiting a farm in the context of a guided tour

Subsidiary Aims

  • To provide learners with practice in text analysis in the context of a guided tour

Procedure

Lead-in (3-5 minutes) • To generate interest in the topic of the lesson, set lesson context and engage students

Begin by telling learners that this is Section 2 of the Academic IELTS listening test. Elicit from learners all the information they know about Section 2. Correct them if necessary. Type: Monologue Topic: General interest Now, show learners a picture of a farm and ask them what it is. Elicit: farm. Ask them: Have you ever been to a real farm? Listen to their answers. Ask: What is generally there on a farm? Listen to their answers. Give praise when needed. Ask: Are there special activities people do on a farm? Listen to their answers. Give feedback on content.

Pre-Listening (7-8 minutes) • To prepare students for the audio and make it accessible

Scaffolding: Hold the HO1 (Questions 11-14) in front of you (chesting). Tell learners that they are going to underline the keywords. Give them 1 minute. They work individually. When they finish, they check in pairs. After that, give them feedback. Keywords: Advice - should - not to harm - not touch - wear - not bring - exceptions Now, ask learners to paraphrase those keywords or write synonyms for them. Demonstrate an example with them. Give them 3 minutes. They work individually then check in pairs. Give them feedback and suggest good synonyms in case they can't get ones. Predicting: Ask learners to predict the type of word that can be written in the gaps. Demonstrate only if needed. Give them 1 minute. They work individually then check in pairs. Give them feedback.

While-Listening #1 (8-9 minutes) • To provide students with less challenging specific information listening task

Students answer individually. ICQs: Will you answer while listening or after listening? While listening Is spelling important when writing the answers? Yes Play the audio track once (till 2.18). Once finished, ask them to check in pairs before listening one more time. Play it another time. Monitor them while answering. After finishing, learners check in pairs. Give them AK1 to check their answers. Make sure they write the words correctly.

While-Listening #2 (14-15 minutes) • To provide students with more challenging detailed listening task

Scaffolding: Hold HO2 (matching phrases of giving directions) in front of you (chesting). Tell learners they need to write letters to match the words/phrases to their pictures. Tell them that in English, we generally write 1 => a, 2 => b and not a => 1, b => 2. They work individually. ICQs: Will you write letters or numbers? Letters Individually or in pairs? Individually. Give them 3 minutes. When they finish, they check in pairs. After that, they stand up and check AK2 on the walls to check their answers. Now, show them pictures of the vocabulary you need to check that they know: scarecrow - maze - barn Elicit the words and drill once. No need to write them because they will be written in HO3. Listening: Give learners HO3 (Questions 15-20) and ask them to look carefully at it. Ask: How many letters do we have? Elicit: 9 Ask: How many places are we asked to label? Elicit: 6 ICQs: Are you going to use all 9 letters? No Can you use a letter more than once? No Are you going to write letters or numbers? Letters Play the audio (2.18) once. Monitor as they are answering. When finished, let them check in pairs before you play it again. Play it one more time. When finished, they check in pairs. After that, give them AK3 to check their answers. Make sure they have no questions.

Post-Listening (9-10 minutes) • To provide learners with an opportunity to respond to the audio and expand on what they've learnt

Give learners HO4 (audio script) and ask them to circle all the phrases that were used to give direction. Give them 4 minutes. They work in pairs. When finished, give them feedback. Now, ask them to underline the guiding words and the distractors. Give them 3 minutes. They work individually then check in pairs. When finished, give them feedback.

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