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They reinforce it with a word sorting exercise using four main headings and then discuss and check groupings.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the lesson develop comparing and contrasting skills in listening tasks?",{"text":68,"@type":64},"It introduces language for comparing and contrasting, then trains students to answer multiple-choice matching information questions. Learners underline target words after listening and compare answers in pairs.",{"name":70,"@type":61,"acceptedAnswer":71},"What strategies are used before listening in the exam practice section?",{"text":72,"@type":64},"Students read questions carefully and predict answers using closely related key words. 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(25 mins)  \nTeacher preparation: none  \nPart 1: Vocabulary (30 mins)  \nFocus: Exercises 1, 2, 3 & 4 introduce vocabulary related to  culture, food, dress and housing; Exercise 5 focusses on the  difference between make, have and do.  \n\n| Spot check: |\n| --- |\n| To reinforce the vocabulary related to culture, do a word sorting exercise.\u003Cbr>1. Get students to close their books.\u003Cbr>2. Write all the words from the word map on page 75 (including the answers) on the board in random order. Circle the four words which are the main headings: Communication, Diet, National Costume, Housing.\u003Cbr>3. Put learners into groups of 3 and have them write the words down grouping them under the four main headings.\u003Cbr>4. Have a class discussion to check the grouping of the words and answer questions about any of the words. |\n\nExercise 3  \nHave learners prepare for Exercise 3 by reading the question carefully. Before listening, ask them to think of words that are closely related to the key words they are listening out for. For Exercise 3A the key words are: language, dress, housing and diet: for language they might think of related words such as speaking, writing, and spelling. Predicting the content of what they hear will help them with the listening task. Play the recording (track 27) and have them compare their answers.  \nExercise 4  \nThis exercise should be easy after the preparation for Exercise 3 as learners will already have predicted what words they might hear. Before playing the recording a second time, ask learners which words from the word map they heard when they were doing Exercise 3. Then play the recording again (track 27) and ask them to compare their answers.  \nExercise 5  \nHave learners do this exercise individually before comparing their answers in pairs.  \n Typical mistakes: It is very likely that learners will continue  to confuse make, do and sometimes have as well. Make sure you revise the different phrases such as do a lot of work  \n and have a party regularly.   \n\n| Part 2: Skills development (20 mins for Exercises 1–2; 40 mins for Exercises 3–5) |\n| --- |\n| \u003Cbr> Focus: Exercises 1 & 2 focus on language used for comparing  and contrasting; Exercises 3, 4 & 5 train learners to answer  multiple-choice matching information questions in the\u003Cbr> Listening test on the subject of food and weddings. |\n| Exercise 1\u003Cbr>Books closed, write these sentences on the board: Compare your language with English and Contrast your language with English. Ask learners what they think the difference is. After discussion, point out that compare means to look at things to see how they are similar and how they are different, whereas contrast means to look at things to see how they are different. Put learners into groups of 3 and ask them to make a list of comparing and contrasting language, for example: the same as, different from. After a few minutes, ask learners to look at page 76 and the words under Exercise 1. Play the recording (track 28) and have them underline the words they hear. Ask learners to compare their answers with each other.\u003Cbr>Exercise 2\u003Cbr>The table in Exercise 2 is a good way of practicing adverbs that emphasise similarity or limit similarity. Point out that these words can all go in front of the adjective similar, as in the sentence extremely similar. Ask learners to do the exercise individually first and then check their answers in pairs. Have learners study the sentences underneath the table carefully. |\n|  Typical mistakes: Learners often make mistakes with \u003Cbr>commas in sentences such as Rice is popular in India and in China, too and Most houses are made of brick, but... Put these sentences on the board without commas and ask\u003Cbr> them what is missing and see if they can spot the mistakes.  |\n\nExercise 3  \nDraw learners’ attention to the Exam Information at the bottom of pag","cbCait9HHG6wEHXQ","https://ap.wps.com/l/cbCait9HHG6wEHXQ","pdf",361193,"English","# Part 1: Vocabulary\n## Spot check and vocabulary sorting\n## Exercise 3\n## Exercise 4\n## Exercise 5\n# Part 2: Skills development\n## Focus and Exercise 1\n## Exercise 2\n## Exercise 3\n## Exercise 4\n## Exercise 5\n# Extension activity\n# Part 3: Exam practice","[{\"question\":\"What vocabulary areas are covered in Unit 11, and how do students reinforce them?\",\"answer\":\"Students focus on vocabulary related to culture, food, dress, and housing. They reinforce it with a word sorting exercise using four main headings and then discuss and check groupings.\"},{\"question\":\"How does the lesson develop comparing and contrasting skills in listening tasks?\",\"answer\":\"It introduces language for comparing and contrasting, then trains students to answer multiple-choice matching information questions. Learners underline target words after listening and compare answers in pairs.\"},{\"question\":\"What strategies are used before listening in the exam practice section?\",\"answer\":\"Students read questions carefully and predict answers using closely related key words. They then listen using the specified tracks and compare predicted and recorded answers, using progress checks before and after practice.\"}]","Get Ready for IELTS Listening Unit 11 - Vocabulary and Skills Development - Exam Practice | PDF",1790876349]