A Monologue on How to Teach Different Types of Learners IELTS Listening Answers
A Monologue on How to Teach Different Types of Learners IELTS Listening Answers is a monologue where the speaker talks about How to Teach Different Types of Learners. The candidate needs to answer the following question types: Complete the sentences. Candidates need to listen to the audio carefully and answer the questions in no more than two words.
The IELTS Listening section tests a candidate’s listening ability. The candidates are required to listen to an audio and then answer the given IELTS listening questions.
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Audio Transcript:
You will hear a talk. First, you have some time to look at questions 11 to 20.
Now listen carefully and answer questions 11 to 20.
Speaker 1: Come in everyone. The office might be a bit crowded with four of us and all these materials. There's coffee over there. Help yourselves. Now, we're here to discuss three types of learners. Kinesthetic, visual and auditory and how we can teach each type. I gave each of you one of them to consider. Jack. Can we look at yours first, please? You were assigned to kinesthetic learners weren't you?
Jack: Yes, I was. The first idea I had was using gestures, particularly finger gestures. Teachers can use them to emphasize stress on certain syllables. They can also use their fingers to write words in the air, spelling out the letters. The second thing is that the teacher can use the board. The teacher can ask students to spell words by going to the board and writing them up. The teacher could also ask students to write a letter each, in order. The teacher could put a poster on the board and students could go to the board with labels and label it as directed by the teacher. Another possibility is to ask students to organize words into categories on the board.
Speaker 1: Good. The important thing is to keep kinesthetic learners active, moving.
Helen: Games are good for them. Jack. Did you think of any?
Jack: yes, Helen! I thought of a couple. One is like charades. Divide the students into two or three teams. Give the students on one team some words and ask them to act them out. For example, if the word is cold, a student might shiver. The other teams have to guess the words.
Speaker 1: Good idea, simple, but effective. Well done, Tina?
Tina: Well, I was asked to think about teaching visual learners. Flash cards are good in my opinion. The students can guess words from seeing part of the flash card, which can be a word or a picture or the teacher can show students the flashcards very quickly. Maybe that's how flashcards got their name. Flashcards can also have different background colours depending on which part of speech they are: noun, verb, adjective, adverb etc. Students could also learn from their peers by highlighting words they don't know, in a text, for example, then asking, helping each other with unknown words.
Jack: I know a good game for visual learners. Make a set of cards half with words on and half with pictures. The cards are face down and students can turn over two at a time. If the word and picture match they keep the cards. If they don't, they turn them, face down again and the next student tries.
Speaker 1: Great idea. Visual learners are often good at categorizing words. Each page in the student’s notebook refers to a category of words. Students write new words on the correct page in their notebook for faster recall. For example, page one might be food and page two could be telephone phrases.
Tina: Spider diagrams are good, too.
Speaker 1: Yes, they are. Helen, you were assigned auditory learners?
Helen: Okay. I had these ideas for teaching auditory learners. First, they could listen to a dictation and draw what they hear. For example, students listen to the teacher describing items of furniture and then draw them in the appropriate rooms of the house or the teacher could describe a picture. After the description the teacher and students can see whose picture was closest to the original. Flash cards can also be used. Each student gets a flash card and they hold up their card when they hear that word or phrase in a song, poem or story. Another way of using them is to go around the class with each student adding a sentence to a story, including the word on their flashcard.
Speaker 1: Auditory Learners can also learn using songs and music. Any suggestions ?
Tina: The teacher could give the students a text of a song, you know, the lyrics with some words replaced by a rhyming word. Students then listen to the song and make corrections.
Speaker 1: That's a really good idea. Perfect for auditory learners. Well, Thank you for your suggestions.
Tina: I have a few other ideas you might consider.
Section 2
Questions (11-20)
Questions 11-14:
Complete the notes on how to teach kinaesthetic learners, using only ONE word for each gap.
- Use gestures – especially _______ones.
Answer: finger
Explanation: The first idea Jack had of kinesthetic learners was about the use of gestures using fingers.
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- Spell out words in the ________
Answer: air
Explanation: The kinesthetic teachers also used fingers to write words in the air.
- Put a ________ on the board and students label it.
Answer: poster
Explanation: The teacher put a poster on the board and the students labeled it on it.
- Students ________ out words and others guess them.
Answer: act
Explanation: The students to act out words they were assigned and others guessed them.
Questions 15-17:
Complete the following sentences about visual learners, using NO MORE THAN THREE WORDS for each gap.
- Flashcards can be different colours according to the________
Answer: part(s) of speech
Explanation: Flashcards were of different colours based on the parts of speech.
- Students can word in texts and ask their partners for meanings ________
Answer: highlight
Explanation: One way to learn is highlighting words they are not aware of, then asking their peers about the meaning.
- Lastly, Tina points out that can be used ________
Answer: spider diagram
Explanation: Tina stated that a spider diagram is a good way that can be used durign the study.
Questions 18-20:
Complete the summary on auditory learners, using NO MORE THAN THREE WORDS for each gap.
Students listen to a 18________ and draw what they hear, or the teacher could describe a picture and the teacher and students can see whose picture was closest to the original.
Answer: dictation
Explanation: The students listen to dictation and draw what they hear. The teacher could describe a picture and the teacher and students can picture the closest.
Each student gets a flashcard and holds up their card when the 19________ is used in a song, poem or story. Students add a sentence to a story, including the word on their flashcard.
Answer: word or phrase
Explanation: The words or phrases are identified by the students when they are sued in a poem or song or story.
The teacher gives the students lyrics with some words replaced by 20________ words. Students listen to the song and make corrections.
Answer: rhyming
Explanation: The teachers used to provide students lyrics where words were replaced by rhyming words. Students made the corrections on them.
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