1. What Does the ielts listening Test Consist of?
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Listening tips
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- Task Format
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Task Format: This type of question involves the test taker filling in gaps in an outline of part or the entire recording. This outline will focus on the main ideas or facts in the recording and could be:
a form (often used for facts such as names). a set of notes (used to summarise information, and show how different points are related to one another). a flow chart (used to summarize stages in a process, the direction of the process shown by the use of arrows). a table (used to summarize information that can be divided into clear categories such as price, time, or place). To answer this type of question your students will have to be able to: choose answers from a list on the question paper. choose words from the recording which fill the gaps on the question paper. Task Focus: This type of question tests the ability of the test taker to focus on the main points people would naturally write down. Task Type 5 – Sentence Completion Task Format: This type of question involves reading sentences that summarize important information from either all of the text or from a part of it. Gaps must be filled in each sentence using information from the recording. Task Focus: To answer this type of question your students will have to be able to: identify the important information in a recording. understand relationships between events, facts, or ideas, such as cause and effect. Task Type 6 – Short-Answer Questions and Lists Task Format: This type of question involves reading a question and writing a short answer using information from the recording. Sometimes test takers are given a question that asks them to write two or three different answers. Task Focus: To answer this type of question, your students will have to be able to listen for facts such as prices, places, or times. Important Remind your students to read all the instructions very carefully because the number of words or numbers they can use to fill the gaps can change. A word limit is given, for example, "NO MORE THAN TWO WORDS AND/OR A NUMBER." They will lose the mark for writing more than the word limit. Hyphenated words such as "check-in" count as single words. More listening practice examples can be found here complete with audio and different question formats. 4. Reflective Task 1 Look back at the first part of this module and think about the following questions:
In what ways does the IELTS Listening test differ from any other listening tests you know about? Try doing a practice IELTS Listening test yourself. Did you get 40/40? If not, which parts did you find most difficult and why? Can you establish the question type(s) you found most difficult and why? If you only had a few one-to-one hours to help an individual student with their IELTS listening, what would you do with him/her and why? 5. How to Help Students Prepare for the IELTS Listening Test Being able to help your students prepare for their IELTS Listening test can be difficult. It will depend on many different things: How many students there are in your class. How many hours of class time you have with your students. If all your students’ listening abilities are similar or not. If all your students require the same Band score in listening or not. As the teacher, it is your decision to give students what you feel they need and to help as many of them as much as possible in the time given. It is usually much easier to help an individual student than a large class of students because within a class their skill levels usually vary. For example, when you have one or a small number of students, you can focus on the test parts(s) or question type(s) they have particular difficulty with. If the students only need a Band 4 or 5, you can mainly focus on Parts 1–3 whereas a student who needs a higher band score will also need to be able to complete Part 4 to a high standard. As well as focusing on the different parts of the test and the question types, any student who is going to be taking a listening test should be encouraged to do as much listening outside of class as possible. This could be in the form of practice listening tests but could also be podcasts, listening to the radio while on the bus, watching TV, Click here for more listening tips and advice. 6. Essential StrategiesThere are many tips you can give your students to help them with the test but the following are the most useful strategies to share: People’s names begin with capital letters as do countries, cities, etc. If in doubt, however, tell them to use all CAPITAL LETTERS as they will not be penalized for doing so. Practice listening to words being spelled and writing them down paying particular attention to the differences between J and G and letters that can sound similar to "V" and "B." Practice differentiating between numbers such as 15 and 50, 13 and 30, $40 and $14, 80% and 18%, and so on. Practice guessing missing words from the grammar used in the question. Look at this example question: "There were countless _______ involved in the accident." Options: A) People - B) Person - C) Cars - D) Car. If students look at the grammar of the sentence it might help them to work out the answer; "were" would suggest a plural noun and there are only two there; "People" and "Cars." Two answers can be eliminated before they even listen to the recording. Point out that occasionally they can get an idea about answers to earlier questions by reading later questions. Look at this example: Question 1: "Where are they going?" Question 10: "What time are they coming home from the mall?" We can see that there is a good chance that the answer to Question 1 is "Mall", however, students still need to listen to check. Often though, listening to check predictions is easier than trying to listen for the answers. Students should know lots of synonyms and be trained to listen for them as well as for other keywords. For example, they might hear: "He wants to improve but he doesn't have enough money to pay for the course." On the answer sheet, they might see: "He wants to advance." "Improve" and "advance" are synonymous. Students should also be aware of paraphrasing. For example, on the recording, they might hear: "Less than a quarter of college students took part." On the answer sheet they might see: ‘Only 23% of candidates actually sat the exam.’ In the context of what they hear, these two sentences might have the same meaning. 7. 20 Essential Tips for Teaching IELTS Listening Here are some essential tips that all students taking the IELTS Listening exam should know: They should tell a member of staff if the quality of the recording is unclear. Each recording will be played ONCE only so they should keep concentrating. At the beginning of the IELTS test, there is a 2.5-minute introduction. Students should use this time to skim through the IELTS listening test booklet and try to get a general understanding of what the parts are going to be about. They should scan through the booklet and look for maps, charts, or illustrations. Time will be given to read through the questions BEFORE listening and they should think about the context BEFORE they listen and identify the type of information they need to listen for (e.g. dates, names, numbers, etc.). They should not panic if there is a word they do not understand; they may not need to use it. If they do not know the answer to a question, they should attempt it but not waste time worrying about it; it is best to answer it and move quickly on to the next question. After each part, there is one minute to check the answers. They should use this time to scan and get an idea of what the next set of questions is going to be about. As they listen, answers should be written on the question paper. 10 minutes will be given at the end of the test to transfer answers onto an answer sheet. Any answers written on the question paper will NOT be counted so they should be careful to write the correct answers in the correct places and to be careful with spelling and grammar. They will have to read, write and listen at the same time. They should attempt all questions; there are no penalties for incorrect answers. Word limit is important. If they are asked to complete a sentence using NO MORE THAN TWO WORDS and the correct answer is ‘silk dress’ the answer "a dress made of silk" would be incorrect. They should transfer only the missing word(s) to the answer sheet. For example, if they have to complete the note "in the ……" and the correct answer is "evening", the answer "in the evening" would be incorrect. Sometimes they are asked to complete a table or a chart. It is natural to think that answers will be left-to-right and the answers will be one after another. However, this might not be the case - they may need to write answers horizontally, or in some other fashion. They should check carefully how to answer such questions to avoid putting the right answers in the wrong places. If they miss some questions, they will leave gaps in the answer sheet. They must be careful to write answers in the right order and check now and again just to make sure answers are in the right place. When answering a multiple-choice question and they don’t know the answer. One of the choices is "None of the above" or "All of the above." If they really don't know the answer, choose these answers - they are likely to be the right because they might not be on the list otherwise. All answers should be written in pencil. Words taken from the recording to fill gaps will NOT need to be changed. Students can choose to write in lowercase or in capital letters. Download 466.51 Kb. Do'stlaringiz bilan baham: 
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