Michael Black Wendy Sharp Teacher’s Book Intermediate eS CAMBRIDGE UNIVERSITY PRESSContents Map of Student's Book 3 Content of the IELTS Test 6 Unit Communicate! 8 Unit 2 A healthy diet 2 Unit 3 City attractions 16 Unit 4 Ways of learning 2 Units 1-4 Revision 25 Progress Test 1 26 Unit 5 Discovering the past 32 Unit 6 What is job satisfaction? 37 Unit 7 Selling dreams? a Unit 8 Time to waste? 46 Units 5-8 Revision 50 Progress Test 2 51 Unit 9 Climate change 57 Unit 10 A place to work or live in. 61 Unit n Animal life 65 Unit 12 Sport: just for fun? 69 Units 9-12 Revision 73 Progress Test 3 4 Unit 33 Choices 80 Unit 14 The importance of colour 84. Unit 15, Social interaction 89 Unit 16 Books, writing and signs 95 Units 13-16 Revision 100 Progress Test 4 101 Unit 17 The body clock 107 Unit 8 The tourist boom 112 Unit 19 Transport n6 Unit 20 Moving abroad 2 Units 17-20 Revision 126 Progress Test 5 27 Photocopiable recording scripts 133Map of Objective IELTS Intermediate Student’s Book TOPIC TEST SKILL TASK TYPE LANGUAGE FOCUS cademic v jeneral Training nit Reading (AC) Someta 011 = ‘Communication Speaking ‘Weltingextn (AC/ GT) ‘Usening Unit " i Weak and strong forms ‘Ahealthy diet 4-17 ‘Vadjectives desing food Writingestra(AC/GT) Using appropriate language G Comparing things or talking about Spake Part Hatlreetand Steno G Adverbs of degree Part 3 ‘Maltiple choice ‘Multiple choice with multiple answers Reading effectively Unit 6 : ‘¥Work hat is job satisfaction?” YVCallocations with money et) : Work 62 Wirtingetra (GT) Task I: Letter of application €Past simple or present perfect? Speaking Be DVN ian eee Persea Tt Crt ae)TOPIC TEST SKILL TASK TYPE LANGUAGE FOCUS Vocabulary, G = Grammar, GT = General Training Unit 8 ‘Table completion 6G Talking about the future Time to waste? 52-55 Part} Leisure activities iste ‘Short-answer questions (lists) Vowel length Short-answer questions V Leisure activities Part 3 Apc to work othe itn Soe 3 fo wotk or ive in compen ae “Task 1: A letter of complaint Rithag at? Unit 32 Sport fer fo me ceomplation © Reading (AC / GT) aching G Should, had beter, ought to ‘Reading (AC) ‘Locating information |W Collections with adverbs Multiple choice Listening Multiple choice {6 Conditions ‘Note completion Matching ‘V Words and phrases related to change Ae eraroa of clear Listening for specifc information Linking words. 92-95 ‘Writing extra (AC) ‘Task I: Describing changes YV Colours Colour Speaking Part 3 ‘V Adjectives describing personality Listening Short-answer questions G ing forms and infinitves 2 4 MAP OF OBJECTIVE IELTS INTER Peruana) eee idsTEST SKILL TASK TYPE LANGUAGE FOCUS \cademic V-= Vocabulary, G = Grammar, jeneral Training P = Pronunciation Unit Reading (AC / GT) Chassifcation Books, writing and signs True / alse / No gives e107 Form completion \V Books and writing Part? GNon-finite causes P Final consonants Part3 Global multiple choice Locating information Flow-chart completion 02 Listening Note completion V Phrasal verbs ‘Short-answer questions G Position of adverbs MAP OF OBJECTIVE IELTS INTERMEDIATE STUDENT EYerel aeContent of the IELTS Test Each candidate takes four IELTS test modules, one in each of the four skills, Listening, Reading, Writing and Speaking. All candidates take the same Listening and Speaking Modules. There is a choice between Academic and General Training in the Reading and Writing Modules. Listening 40 questions approximately 30 minutes There are four sections to this part of the test and they are always in the same order. Each section is heard ONCE only. During the test, time is given for you to read the questions and write down and check your answers. Ten minutes is allowed at the end of the test for you to transfer your answers from the question paper to an answer sheet. find eoaas Test folder vanda The first two sections are concerned (Questions are chosen from the with social needs. There isa conversation following types: between two speakers, followed bya multiple choice 16 monologue. ‘ short-answer questions '¢ sentence completion 1 ganda Sections 3 and are concemedwith __@. note completion 13 situations related to educational or ‘© suimmary completion 1 : training contexts There isa conversation ©. labeling a diagram Tho between up to our people and then 2. table/lowrchart completion further monologue, © classification 8 © matching a Reading 40 questions 60 minutes ‘There are three reading passages in the Reading Module with a total of 2,000 to 2,750 words (Academic) or 2,000 to 2,500 words (General Training). All answers must be entered on an answer sheet during the test. No extra time is allowed to transfer answers. a ae ve a Ser ‘Texts ae taken from magazines, Tests ae taken from notices, ‘Questions are choten from the {Journals books and newspapers, advertisements, official documents, following types: ‘which have been written fora booklets, newspapers instruction manuals, @ multiple cholce 16 noe-specialist audience. They deal leaflets, timetables, books and magazines. @ short-answer questions ‘with lssues which are interesting ‘¢ sentence completion 13 ‘and accessible to candidates _ The firs section ‘socal survivat, contains @ note completion WH ‘entering undergraduate or terts relevant to basic linguistic survival @. surimaty completion 1s postgraduate courses or seeking in English. labelling a diagram Trio professional registration. 4 '» table/tiow-chart completion ‘The second section, training survival, headings Ta ‘Atleast one text contains detalled focuses onthe training context ~ither _ Yes/No/Not glven TF logical argument.Onetext may training itself or welfare needs. this # True/False/Not given al contain non-verbal materials section involves atext ortexts of more locating information 17 such as diagrams graphs oF complex language. ‘ dassifiation 18 ilustrations, matching Te ‘The third section general reading’, involves reading longer, more complex texts, 6 CONTENT OF THE IELTS TESTWriting 2 tasks 60 minutes pore Cy folder Describing graphic data / dagram Wing aletter- Sesto an 20 minutes You willbe assessed on your ability to: ‘You wil be assessed on your ability to: wre forthis © organise, present and compare data 4 write» personal or forma etter Wes describe a process ask for and provid factual information Wro describe an object evintorsequence of events © express needs, wants, kes and dss explain how something works 4 express opinions, complaints Genera! Training Weg You must write at least 150 words. ‘You must write at least 150 words. WF10- Tasha Wiring an essay Woting an essay Academic and allow about General Training ao minutes Youwillbe assessed on your ability to: ‘You willbe assessed on your ability to: WES {orthis ©. present the solution toa problem 4 provide general factual information wre «present and justify an opinion 4 outine a problem and present a elution we? © compare and contrast evidence. ‘© present, evaluate and challenge Ideas WES. ‘© evaluate and challenge ideas Weg Wo You must wite atleast 250 words. You must write a least 250 words. Speaking approximately 1-14 minutes ‘The Speaking Module consists of an oral ar cot Coes pret Patt ‘The examiner introduces him/herself and asks 4-5 minutes ro Introduction questions about familiar topics, for example, and interview - your home, family,job and interests nterview between you and an examiner. Pata ‘The examiner gives you a card, which contains 3~4 minutes 1 Individual atopicand some prompts, and asks you to.___ (including 1 minute preparation time) Jong turn speak for1-2 minutes on the topie. The examiner asks one or two questions to round off the long turn Part3 ‘The examiner invites you to take part ina 4-5 minutes Tro Twoway discussion of a more abstract nature, based on discussion questions thematically linked to the Patt 2 topic. te eresTeed eed im Test skills Reading (ACIGT): ‘True/False/Not given Short-answer questions Speaking Part 1 Paraphrase ‘Ways of communicating Vocabulary 12 Test skills Listening: Note completion Writing extra (AC/GT): Spelling The passive Spelling and numbers Grammar Pronunciation Workbook contents 1,23 Reading 45,6 Grammar: the passive 7 Vocabulary 1.1 SB pages 8-9 1 Encourage the class to talk at length in this first lesson so that, ifthe class is new to you, you can gauge their language ability. The discussion can take place in pairs or small groups, with a class round-up at the end. Write on the board any useful vocabulary that comes up. ‘The pictures show the following types of communication: e face to face a mobile phone call b email £ atext message © a postcard § whistling 4 aletter Possible answers | prefer to speak to someone face to face rather than on the phone. I never send postcards when I'm on holiday. They're a waste oftime. | can't remember the last time | wrote a letter. | | find it really hard to whistle, 2 Explain to the class that they will probably need to improve their reading speed so that they can cope with the 2,000 to 2,750 words they will have to read in the test. The passage in this unit is about 500 words long, much shorter than the ones (apart from GT Part 1) they will get in the test. Ask the class to read the passage as quickly as possible and time how long it takes them. A native a Unita Communicate! speaker would take about a minute and a half. While they are reading, they should think about what type of text this is: for example, would they find it in a novel, a textbook or a newspaper? Elicit reasons for their answer. ‘Answer This is a newspaper report about something that is. | happening around now. also contains quotes fom the different people involved. 3. Students should read through the questions and then scan the passage for the answers. Give them a maximum, of a couple of minutes for this activity. SS “Answers ie 1999 2 Venezuela, Cuba and Texas | 2 Atlas Mountains of North fica 4 Explain that this exercise is similar to the ones found in the Reading Modules. Inthe test, each reading passage will have a mixture of task types. In the first few units of the Student’s Book, there are shorter reading passages with only one task type. Students find the Not given questions the most difficult to do. For advice on how to tackle this type of question, see Test folder 1 (SB page 12). The answer section gives line numbers in the text to help students to find where the answers are Answers and the arrival ofthe telephone, Silbo Gomero had started to die out. lines 9-10) 2 NOTGIVEN No mention is made of how the children feel about learning Silbo Gomero. 3 FALSE students spend 25 minutes a week learning it (lines 14-15) 4 NOTGIVEN The text doesn't tell us how well Darias, teaches. 5 TRUE ‘An important step towards saving the Janguage was the First International Congress of Whistled Languages, which was held in La Gomera in 2003. (lines 29-31) 6 FALSE If we spoke English, we'd use an English structure for whistling (lines 55-56) | 5 Explain to students what is meant by a paraphrase and how an answer in the Reading Modules often depends on a paraphrase of a word or phrase in the text. Encourage them to use the Canibridge Advanced Learner's Dictionary in class and at home.