Dạy IELTS Listening

The activity in which the teacher reads aloud a text several times and then asks the students to work in pairs to reconstruct the text is called...

• activation of schemata

• micro-dictation

• dictogloss

• macro-dictation

The activity in which the students listen to the words they learn in sentences is called...

• dictogloss

• micro-dictation

• macro-dictation

• non of the above

What is the main issue with practice test books for IELTS Listening?

• Low chances of re-encountering learned lexis

• All of the above

• Ineffective design for teaching

• Waste of practice tests

What is NOT a significant challenge for low-intermediate/elementary learners in progressing in Listening compared to Reading?

• Lack of vocabulary

• Lack of IELTS Part 3-4 practice tests

• Less exposure to listening-based vocabulary learning

• Lack of IELTS test-taking strategy.

What is the recommended approach for tackling IELTS Listening Section 3-4?

• Read ABCs first, then questions

• Read all of the questions first, then look deeper into Q1, then read ABCs of Q1.

• Read ABCs of the first question, then questions

• Read questions first, then ABCs

How many task types are there in IELTS Listening, according to Action Plan for IELTS?

• 10

• 20

• 12

• 15

What is the problem faced by advanced learners (band 7+) in achieving a higher band score in IELTS Listening?

• Lack vocabulary

• Difficulty in understanding the questions

• Combining Listening, Short-term memorizing and Writing

• The test is just too long for them.

What is the main change in the 2020 IELTS Listening format?

• Introduction of new accents

• Change in the number of parts

• Increase in the number of questions

• No examples provided in Part 1

In which part of IELTS Listening does a lecture or talk by one speaker occur?

• Part 4

• Part 1

• Part 2

• Part 3

What is the Adult Listener's Dilemma related to vocabulary learning?

• Isolation of word pronunciation

• Paper-based vocabulary drills

• All of the above

• Lack of pronunciation practice