Debbie Debbie

Copy of Cambridge IELTS 15 - Test 1 Listening Part 1
Intermediate level


In this lesson, students will get to know IELTS listening part 1 and how to go about it in order to get the maximum possible score. The lesson starts with a discussion of what forms are like and where they are found. This is followed by bringing the title of the form into the attention of students and asking them to guess what information is likely to be requested in the form. Next, new vocabulary is pre-taught to students through a controlled practice. After that, students are referred to the form to guess what the missing words or numbers could be. Then, the recording is played and students are asked to write down the answers according to the instructions. Finally, feedback is implemented and if need be, further practice is assigned to students either as homework or classwork.


Www.ldoceonline HO1
Abc HO2
Abc HO3
Abc HO4
Www.ldoceonline HO1
Abc HO2
Abc HO3
Abc HO4

Main Aims

  • To provide specific information listening practice using a text about Recruitment Agency in the context of Job.

Subsidiary Aims

  • To provide practice for the usage of correct strategies to spot different parts of speech in IELTS listening part 1.


Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

1) Greet students and ask them how their day has been so far. 2) Ask students what 'forms' are and where they can be found. Elicit some answers from the whole class and put them on board. 3) Write down the title of the listening paper on the board and ask students to work in pairs and decide what information might be asked in this form. 4) Elicit some answers and ask for classroom feedback.

Pre-Listening (15-20 minutes) • To prepare students for the text and make it accessible

1) Tell students that you are about to hand out some papers to them. They are supposed to match the new vocabulary items to the definitions provided. Then, they have to fill the gaps in the next exercise with one of the new words. 2) Hand out HO1 and ask them to work on their own for about 7 minutes. 3) Call out the students once they are done and ask them to check their answers in pairs. 4) Once students are done checking each other's work, ask them to come to the teacher's desk and pick the answer key (HO2).

While-Listening #1 (10-15 minutes) • To provide students with the ability to predict answers before listening and thus boost their confidence

1) Hand out HO3 and instruct students to guess what the missing words are. Ask questions such as: * What part of speech is needed in each gap? * Is it plural or singular? * Is it a word or a number? 2) Try to model question 1 on your own. 3) ask students to do the same thing in groups and meanwhile mingle around the classroom and answer questions if necessary while monitoring the work of students. 4) At the subsequent stage, put up the word 'signposting' on the word and explain that they are keywords which signal where the speakers mention the answer. 5) Model the first gap by underlining the word 'name' and 'Becky'. 6) Ask students to underline the keywords which help them recognize the place of the answer in the recording. 7) Check their work by moving around the classroom.

While-Listening #2 (20-25 minutes) • To provide students with a more challenging detailed listening task

1) Elicit how many words or numbers should be written. (You could also ask an ICQ like: can we write two words? what about a word and a number?) 2) Ask students to listen carefully and fill the gaps. 3) Ask students to check their answers in pairs and then summon one or two students to the board to write down their answers. 4) Next, ask the classroom whether they are happy with the answers. If not, write down the other variations next to each number. 5) Play the recording a second time to help students recognize the place where the answer lies.

Post-Listening (17-20 minutes) • To provide students with an opportunity to analyse the audio script and expand on what they've learned

1) Hand out the audio script (HO4) to students and ask them to underline useful chunks, collocations or any idiomatic language they might spot in the text. 2) Once they are done, ask them to check in groups. Meanwhile, mingle around and give feedback if need be. 3) Next, ask students to pick 3 or 4 chunks and write a paragraph with them in their favorite context. 4) Finally, ask them to read their paragraphs to their classmate sitting next to them and then, choose some students to read aloud their paragraphs before the class. 5) Note down any mistakes and once students are done reading their paragraphs, correct the mistakes on the board using elicitation.

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