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It includes time allocations, classroom procedures for spot checks, and target language for hobbies, interests, and sports. The plan trains learners to listen for spelling, distinguish homophones with different spellings, and improve pronunciation contrasts such as ‘l’ vs ‘r’ and ‘p’ vs ‘b’, followed by typical mistakes, corrections, and an extension dialogue activity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/get-ready-for-ielts-listening-unit-9-vocabulary-and-skills-development-plan/491109/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/get-ready-for-ielts-listening-unit-9-vocabulary-and-skills-development-plan/491109.png","ImageObject",300,407,{"name":92,"@type":93},"Sophia Brooks","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What should students complete before this Unit 9 listening class?","Question",{"text":112,"@type":113},"Students complete Part 1 vocabulary activities, including Vocabulary exercises 1–2, before the class proceeds to further tasks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Spot check 1 reinforce vocabulary for hobbies, interests, and sports?",{"text":117,"@type":113},"Learners use vocabulary cards in groups of three to build complete sentences about activities they like or dislike, while the teacher notes mistakes for later correction.",{"name":119,"@type":110,"acceptedAnswer":120},"What key listening and pronunciation differences does Part 2 target?",{"text":121,"@type":113},"Part 2 focuses on pronunciation contrasts between ‘l’ & ‘r’ and ‘p’ & ‘b’, and trains learners to complete a table and a form for the Listening test.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},491109,1792227287,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Sample lesson plan for Get Ready for IELTS Listening Unit 9  \nStudent preparation for this class: Have students complete Part 1: Vocabulary exercises 1–2. (20 mins)  \nTeacher preparation: For vocabulary spot check, create cards with vocabulary items from Exercises 1 & 2 written on them (1 item per card, sufficient for students to work in groups of 3.(15 mins)  \nPart 1: Vocabulary (30 mins)  \nFocus: Exercises 1 & 2 introduce vocabulary related to  \nhobbies, interests and sport; Exercise 3 trains learners to  listen to activities with a focus on spelling and Exercise 4  focusses on words which sound the same but are spelt  differently.  \n\n| Spot check 1: |\n| --- |\n| To reinforce the vocabulary related to hobbies, interests and sports, have learners talk about the ones that they like and dislike.\u003Cbr>1. Review or pre-teach sentence stems for talking about likes and dislikes such as I’m really keen on, I [find.....fun/exciting/boring](find.....fun/exciting/boring) (see Unit 2 notes Spot check\u003Cbr>1 for words to review) .\u003Cbr>2. Divide learners into groups of three. Place face down one set of cards with the hobbies/interest/sports vocabulary on them.\u003Cbr>3. Players take it in turns to pick a card and make a full sentence which includes the name of the activity and whether they like it or not such as I’m not very keen on listening to music.\u003Cbr>4. Monitor the activity making a note of mistakes you hear.\u003Cbr>5. Write mistakes you heard on the board without saying who made them and put students into pairs to get them to correct the mistakes.\u003Cbr>6. Check the corrections with the whole class. |\n\n\n| Spot check 2: |\n| --- |\n| To reinforce the terms hobby, interest and sport, play ‘snap’with the same cards you used in Spot check 1.\u003Cbr>1. Review the words hobby, interest and sport.\u003Cbr>2. Divide learners into groups of 3. Place face down one set of cards with the hobbies/interest/sports vocabulary on them. |\n\n3. Players take it in turns to pick a card and turn it over quickly and place it face up on the table so everyone can see it.  \n4. Students should immediately say one of the 3 words (hobby, interest or sport) which is appropriate to the word.  \n5. The student who said it first keeps the card. Play continues.  \n6. The player with the most cards at the end wins.  \n\n|  Typical mistakes: Learners may confuse hobbies and \u003Cbr>interests because some interests are not hobbies, but all\u003Cbr> hobbies are interests.  |\n| --- |\n| Exercise 3\u003Cbr>Have learners do Exercise 3 individually and then let them compare their answers in pairs.\u003Cbr>Exercise 4\u003Cbr>Draw learners’ attention to the Watch Out! box near the bottom of page 61. Think of some other words which sound the same but are spelt differently to show how frequently this happens in English (such as where and wear). Have learners do the exercise individually then compare their answers in pairs. |\n| Part 2: Skills development (20 mins for Exercises 1–2; 40 mins for Exercises 3–6) |\n|  Focus: These exercises focus on the differences in\u003Cbr> pronunciation between ‘l’ &‘r’, and ‘p’ &‘b’; and they also\u003Cbr>train learners to complete a table and a form for the  Listening test. |\n| Exercise 1\u003Cbr>Draw learners’ attention to the Exam tip box at the top of page 62. Put the words right and light on the board next to eachother and say them aloud, pointing to each one as you do so. Do the same for pat and bat. Let learners look at the pairs of words in Exercise 1 and have them say the words quietly to themselves so they are preparing to hear the difference. Then play the recording (track 12) and let them compare their answers in pairs. |\n|  Typical mistakes: Learners may still find it difficult to hear the difference between ‘l ‘&‘r’and ‘p’ &‘b’. If they need more practice, put them in pairs to say the words to eachother in Exercise 1. One student should say one of the words whilst the other student listens and then points to the word\u003Cbr> which their partner is saying.  |\n\nExercise 2  \nRead the instructions for Exercise ","cbCaikDiQXZwDDef","https://ap.wps.com/l/cbCaikDiQXZwDDef","pdf",368330,"English","# Student preparation\n# Teacher preparation\n# Part 1: Vocabulary\n## Spot check 1\n## Spot check 2\n# Part 2: Skills development\n## Exercises 1-6\n# Extension activity","[{\"question\":\"What should students complete before this Unit 9 listening class?\",\"answer\":\"Students complete Part 1 vocabulary activities, including Vocabulary exercises 1–2, before the class proceeds to further tasks.\"},{\"question\":\"How does Spot check 1 reinforce vocabulary for hobbies, interests, and sports?\",\"answer\":\"Learners use vocabulary cards in groups of three to build complete sentences about activities they like or dislike, while the teacher notes mistakes for later correction.\"},{\"question\":\"What key listening and pronunciation differences does Part 2 target?\",\"answer\":\"Part 2 focuses on pronunciation contrasts between ‘l’ \\u0026 ‘r’ and ‘p’ \\u0026 ‘b’, and trains learners to complete a table and a form for the Listening test.\"}]","Get Ready for IELTS Listening Unit 9 - Vocabulary and Skills Development Plan | PDF",1790845639]