6
6
Teacher’s notes Module 6
Buying and selling
Module 6 includes topics such as shopping, food, consumerism and advertising.
Photocopiable activities
6A Taboo p. 132
6B Sentence halves p. 133
6C What’s your opinion? p. 134
Lead-in p. 87
Warm-up
Write on the board: What do you love shopping for? What
do you hate shopping for? What’s the best thing you’ve ever
bought? Why? What’s the worst thing you’ve ever bought?
Why? Divide students into groups of three and give them
5 minutes to ask and answer the questions. As feedback,
ask a few students to share their answers with the class.
Students could discuss the questions in pairs or small groups.
As feedback, ask a few students to share their answers with
the class.
6a The food we eat
Reading pp. 88–89
Lesson objectives: to practise understanding
paraphrasing; to practise a Summary completion task
Warm-up
Elicit the names of different places to buy food, e.g.
supermarket, butcher, bakery, fishmonger, greengrocer.
Divide students into small groups and give them 5 minutes
to discuss where they do their shopping and why. Then ask
a few students to share their answers with the class.
1 Ask students to discuss the questions in pairs and then
get feedback from the class. You could bring in some food
items so students can explore the information on the labels.
2 Suggested answers: information about what is in the product
(the ingredients), calories, where the product comes from, a use-
by date, how to use the product
2a Give students 2–3 minutes to read the passage and elicit
the answer.
B money into’ and ‘investing’
2b Give students 2–3 minutes to do this individually and then
check in pairs. During feedback, ensure students justify
their answers according to the passage.
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Teacher’s Online Material
• Test Practice Lesson: Reading 1
• Module Test 6
• Review Test 3
It summarises paragraphs 2 and 3.
Possible key words in summary: Both companies and (governments)
are putting money into developing high-tech ways of producing artificial
foods
Possible key words in passage: With this in mind, business people
and governments are investing in a range of unusual new ways of
producing food.
Expert IELTS
You may want to point out to students that there are two
variations of the Summary completion task: they may be
asked to select words from the passage or there may be a
list of answers to choose from.
2c You could do this exercise as a whole class.
B
2d You may want to do the first item as an example with the
class. Ask students to continue individually and then check
answers in pairs before class feedback. Point out that
in paraphrases, there will be different types of changes:
changes to vocabulary (i.e. a different word), changes to
the form of a word (e.g. from a noun to a verb), changes to
the overall structure of the sentence. You could give them
examples of these using the sentences in this exercise.
1 the population of the world … 25 percent
2 We must, therefore, change … a population of this size.
3 She even worries … familiar to us.
4 consumers have no idea what they are eating
5 She prefers to cook … natural food.
6 The answer must be … scientists are developing.
3 Give students plenty of time (6–8 minutes) to find the
answers. During feedback, check that they are clear on
exactly which words/parts of the passage are relevant.
1 the first sentence of the second paragraph; because of the link
between (a) ‘business people’ and ‘companies’ and (b) ‘putting
2 unusual new ways of producing food
3 people or organisations of some kind
4 governments (NB: a plural noun)
05/06/2017 10:13

4 Ask students to do this exercise individually and then
compare answers in pairs before class feedback.
2 a place of some kind 3 some kind of substance
4 some kind of food produce 5 places or organisations
6 a problem
Expert IELTS
Identifying parts of speech is an essential skill for IELTS. It
is useful for many of the Reading and Listening tasks such
as Summary completion, Note completion and Diagram
completion. In addition, it will improve the accuracy of
students’ writing and speaking.
5 Give students 10 minutes for the test task. Ask them to
compare answers in pairs before class feedback.
2 lab 3 proteins 4 eggs 5 institutions 6 shortages
6 Ask students to discuss the questions in pairs and then get
some feedback from the class.
7 Students could discuss the questions in groups or you
could do this as a class discussion.
Student’s Resource Book > Reading pages 56–57
MyEnglishLab > 6a Reading
Language development p. 90
Lesson objective: to practise be going to for intentions
and predictions
Warm-up
Write on the board: Tomorrow: breakfast? lunch? dinner?
Divide students into pairs and tell them to choose one
of the meals and ask and answer the following questions:
What are you going to buy for it? What are you going to
cook/prepare? Highlight that the questions are asking
about tomorrow and tell students they are going to study
a structure to talk about the future in this lesson. Give
them 3–5 minutes to discuss in their pairs, then get some
feedback from the class.
1 Before doing the exercise, students should read the
Expert grammar section on be going to on page 188.
During feedback, check that they understand the concept
of ‘prediction based on knowledge or evidence’.
1B 2A 3A 4A 5B 6B
2 Ask students to do this exercise individually and then
check answers in pairs before class feedback.
1 am not going to eat 2 am going to cook 3 isn’t going to be
4 are going to have to 5 am going to buy 6 is going to drink
7 are going to try 8 am going to go 9 aren’t going to shop
10 am going to stop
3a–b Ask students to write their questions individually, then
check as a class before they ask and answer in their pairs.
Monitor as they are speaking, and make notes of any
errors for brief class feedback afterwards.
M06_EXP_TB_01GLB_5237_U06.indd 57
Teacher’s notes Module 6
1 Where are you going to have lunch tomorrow?
2 Who is going to cook your evening meal tonight?
3 Are you going to eat out this weekend?
4 Are you going to cook any meals this week?
5 Is it going to be easier or more difficult to eat healthily in the
future?
6 Are you going to have a coffee after class?
7 Are we going to have more choice of food in the future?
8 Are food prices going to go up or down this year?
4 Go through the example with students, and point out that
there is more than one possible answer for each question.
Students could do the exercise individually or in pairs.
Suggested answers
2 I’m going to grow my own vegetables.
3 I’m going to stop eating meat.
4 I’m going to ask my doctor for advice.
5 I’m going to do a cookery course.
6 I’m going to find the recipe.
7 I’m going to look online.
8 I’m going to have a meal in a Thai restaurant.
5 Draw students’ attention to the examples and then divide
them into pairs for this exercise. As feedback, ask a few
students to share their plans with the class.
Student’s Resource Book > Language development page 58
MyEnglishLab > 6a Language development
Vocabulary p. 91
Lesson objective: to develop vocabulary related to
food and diet
Warm-up
Write on the board: your favourite food/dish, a typical meal
in your family, a dish you can cook very well. Ask students
to think of an example for each one and then put them
in pairs or small groups to share their answers. After 4–6
minutes, get brief feedback from the class.
1 Check that students understand the meaning of the words
in the headings. They could then complete the exercise
individually or in pairs.
(Additional examples are in italics.)
Protein: cheese, chicken, fish, milk, meat
Carbohydrates: bread, pasta, rice, cereal, potatoes
Dairy: cheese, milk, butter, yoghurt, cream
Vitamins and minerals: apples, bananas, nuts, all fruit and vegetables
2 Ask students to use their dictionaries for this exercise.
During feedback you could ask students to give examples
of foods with each of the flavours in italics.
1 savoury, sweet 2 sour 3 salty 4 sweet 5 bitter 6 spicy
3a You may want to do the first item as an example with
the class. Students can then continue individually, using a
dictionary if necessary, and check answers in pairs before
class feedback.
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 Teacher’s notes Module 6
1 A fast, B fattening 2 A junk, B takeaway
3 A processed, B fresh 4 A home-cooked, B ready-made
5 A organic, B nutritious
3b Divide students into pairs to talk about their eating habits,
then get brief feedback from the class.
4 Students could do this individually or in pairs. Point out
that it is important that they focus on the context to help
them decide which word is not possible.
1 poor 2 unhealthy 3 strict 4 low-calorie 5 balanced
5 Check that students know the meaning of the words in
the box, and drill their pronunciation. Then ask students
to do the exercise individually and check answers in pairs
before class feedback.
1 calories 2 appetite 3 hunger 4 snack 5 meal 6 thirst
7 main course 8 dessert 9 ingredients 10 dish
6a Students could do this individually or in pairs.
1 lose 2 go 3 put on 4 watch 5 have, spoil
6b Divide students into pairs to ask and answer the
questions. As feedback, ask different students to share
their answers with the class.
Extra!
Ask students to write 100–150 words about their eating
habits for homework. Encourage them to use as much
vocabulary from this page as possible.
Student’s Resource Book > Vocabulary page 59
MyEnglishLab > 6a Vocabulary
Listening p. 92
Lesson objectives: to practise following a conversation;
to practise a Matching task
Warm-up
Put students in small groups and ask them to discuss the
following questions: What food do you buy that is a luxury?
What food makes you happy? What unhealthy food do you
like? After 4–6 minutes, ask some students to report back
on their discussions.
1 Check that students understand the words in the list
before they begin. They could then discuss the questions
in pairs or small groups.
2a Divide students into pairs and ask them to discuss what
phrases or what type of information they think could
go in the gaps. After playing the recording and checking
answers, ask pairs if any of their guesses were correct.
1 Did you say 2 Why don’t you 3 You’re right
4 There’s just one other thing 5 I’m not sure
2b This exercise could be done as a whole class.
1C 2D 3A 4E 5B
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2c You could do this as a whole class, checking answers as
you go. If possible, project the text onto the board and
draw lines between the underlined words and the nouns
they refer to.
1 drink 2 snack bars 3 vitamins 4 the energy drinks
5 ready-made low-fat meals
3a Divide students into pairs to discuss the question, then
elicit the answer.
a health food shop
3b Get students to compare their answers in pairs before
class feedback.
1E 2C 3A 4F 5B
4 Students could review the audio script in pairs or, in
stronger classes, you could ask them to work individually.
that = weight loss; they = nutrition drinks; those = snack bars;
they = energy drinks; that = protein powder; it = protein powder;
it = protein powder; those = vitamin and mineral supplements;
these = vitamin and mineral supplements
5 Students could discuss the analysis questions in pairs or as
a whole class.
1 in the same order as they appear in the questions
2 The list of products shows the structure of the conversation
and tells us which product will be discussed next. We can predict
the sort of words and ideas to listen out for from the options in
the comments.
3 They help you know which product is being discussed.
6 Once students have discussed in their pairs, you could
broaden this into a class discussion.
Extra!
For homework, ask students to read the audio script again
and choose 8–10 new words to check the meaning of and
record in their notebooks. Encourage them to write their
own example sentence for each word.
MyEnglishLab > 6a Listening
Speaking p. 93
Lesson objective: to introduce language for expressing
doubt; to practise a Part 3 task
Warm-up
Ask students to think of their favourite dish from their
country. Give them 2–3 minutes to make some notes on
the following: the ingredients for the dish, how to prepare
it, when people eat it, if it is popular, if it is healthy. Then
divide students into small groups to share their information
for 6–8 minutes. As feedback, ask a few students to report
back on a dish they learnt about from another student in
their group.
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1 Divide students into groups to discuss the questions, then
get brief feedback from the class. In a multicultural class,
you may want to spend more time in feedback, so that
a student from each country has the opportunity to give
their answers.
2a–b After checking answers to both exercises, encourage
students to record the phrases from Exercise 2b in their
notebooks.
2a The man comes from Greece. He says the country is famous for
olives and olive oil, as well as feta cheese and Greek salad.
2b 1 not sure but 2 suppose 3 could be wrong 4 difficult to say
5 can’t say for sure
2c Give students 2 minutes to think about their answers,
then put them in pairs to do the exercise. Monitor and
check students’ use of the phrases. As feedback, ask one
or two pairs to share their responses with the class.
3a After checking answers with the class, you could ask
students to think of more words with silent letters or give
them some examples such as climb, design, receipt, knee.
The letters in bold are all silent, i.e. we do not pronounce them.
3b–c For Exercise 3b, you could ask students to try to
identify the silent consonants before they listen, then play
the recording for them to check their answers. When
doing Exercise 3c, encourage them to correct each other’s
pronunciation.
1 should, knives, scissors 2 Who, talk, Wednesday
3 knee, climbing, autumn 4 know, write, listening
5 honest, half, answers, wrong
4 Check that students understand typical before they begin.
Divide them into pairs to ask and answer the questions,
and encourage them to record their answers if possible.
5 Keep students in the same pairs to analyse their
performance, using their recordings if they have them.
Extra!
Divide students into pairs and ask them to write three
more questions on the topic of food. Ensure both students
write down the questions. Then put them into different
pairs to ask and answer their questions.
MyEnglishLab > 6a Speaking
Writing p. 94
Lesson objectives: to practise basic paragraph
structure for a Task 2 essay; to practise language for
giving examples
Warm-up
Write on the board: What are the advantages and
disadvantages of shopping in supermarkets? Divide students
into pairs and give them 3–5 minutes to make a list of ideas.
Then join pairs together into groups of four to share their
ideas. After 4–6 minutes, get brief feedback from the class.
M06_EXP_TB_01GLB_5237_U06.indd 59
Teacher’s notes Module 6
1a Check that students understand locally grown food and ask
them to complete the exercise individually.
Suggested answers
People should only buy locally grown food; it is better for
individuals and society. To what extent do you agree with this
statement?
B
1b Give students 2 minutes to read the essay and answer the
question, then elicit the answer.
The writer agrees with the statement.
2a–b Check that students remember what a topic sentence
is and clarify if necessary. Ask them to do both exercises
individually, then check answers as a class. If possible,
project the model answer onto the board, highlighting
the answers.
2a 1 the first sentence 2 They explain the idea in the topic
sentence. 3 yes (examples of advantages: they taste better, they
have all the natural vitamins and nutrients we need; strawberries are
given as an example of food we cannot eat at all times of the year)
2b A 1 B 3 C 2 D 4
2c Check that students understand nutrients, limited and
varied. Ask them to compare answers in pairs before
checking with the class. During feedback, ask them to
explain what helped them decide on the order.
1C 2B 3D 4A
3a Give students 3–4 minutes to do this individually, then
check answers with the class.
for instance, for example, like, such as
3b You may want to do the first item as an example with the
class. Point out that two versions are possible: one with
the example included in the same sentence and one with
the example in a new sentence. Elicit two examples for
question 1, then ask students to continue individually.
Suggested answers
1 Many countries export food such as fruit, vegetables, meat and
dairy.
2 Exporting food is important for the economies of some countries.
To give an example, Brazil exports coffee all over the world.
3 Green vegetables like spinach and peas are full of vitamins and
other nutrients.
4 The farm sells dairy products such as cheese and yoghurt.
4 Go through the list of key points with students before they
begin. Give them 10 minutes to write their paragraphs.
Extra!
Divide students into pairs to discuss their paragraphs and
check that they have followed the instructions. You could
ask them to rewrite their paragraphs for homework, based
on their partner’s feedback.
Student’s Resource Book > Writing page 60
MyEnglishLab > 6a Writing
59
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 Teacher’s notes Module 6
6b How we buy
Listening p. 95
Lesson objective: to practise a Matching task
Warm-up
Write on the board: food, accommodation, transport,
leisure/entertainment, clothes, toiletries and check students
know the meaning of the words. Ask them to rank the
items on the list in the order they spend money on them
per month, from highest to lowest. Then put students in
small groups to compare their lists. After 4–6 minutes, get
brief feedback from a few groups.
1 Check that students understand stationery, greetings cards
and department store, and divide them into pairs to discuss
the questions. After 3–4 minutes, ask a few students to
share their responses with the class.
2 Give pairs 2–4 minutes to discuss the questions, then
check answers with the class.
1 in a shop which sells those products
2 in the same order as they appear in the questions.
3 No, there are two extra options.
4 They should help you understand which product the speakers
are talking about.
3 Refer students to the Test strategies on page 178 and
also point out the Help notes. Play the recording and ask
students to compare answers in pairs before class feedback.
1D 2F 3A 4B 5C
Help
B quiet C cheaper, at a discount, half price
1 pens, pencils, paper, etc. 3 birthday card, Christmas card, etc.
4 Divide students into pairs to analyse the audio script.
Check answers with the class, if possible with the audio
script on the board to highlight the answers.
Suggested answers
1 That is probably our most important department. (stationery);
That’s why they go at the front of the shop. (papers and
magazines); We’ll start you off there (book department); all the
products in this section are half price because we’re in the process
of removing them (the DVDs)
2 E was not an answer because although the speaker mentions it,
it is not about a particular product.
5 Check that students understand streaming services, then
divide them into pairs to discuss the questions. You could
then broaden this into a class discussion.
Student’s Resource Book > Listening page 61
MyEnglishLab > 6b Listening
60
M06_EXP_TB_01GLB_5237_U06.indd 60
Language development p. 96
Lesson objectives: to practise will for predictions,
offers and spontaneous decisions; to contrast will and
be going to
Warm-up
Write on the board: my next shopping trip. Ask students
to think about their next shopping trip and answer
these questions: What food will you buy? Will you go to a
supermarket or smaller shops? When will you buy something for
yourself ? What will you buy? Highlight that the questions are
asking about the future and tell students they are going to
study structures to talk about the future in this lesson. Give
students 5 minutes to discuss the questions in pairs or small
groups and then get brief feedback from the class.
1a This could be done as a whole class. Refer students to the
Expert grammar section on will on page 188 before or
after this exercise.
1B 2C 3A
1b–c Ask students to complete both exercises individually
and then check answers in pairs before class feedback.
1b 1 There will probably be more people shopping online in the
future.
2 I don’t think people will change the way they shop.
3 Do you think you’ll be able to afford to go on holiday this year?
4 I’ll lend you some money if you like.
5 I can’t afford it, so I’ll buy it later.
6 I’ll take you to the supermarket tomorrow.
7 I’m tired, so I’ll go home now.
8 We’ll probably use less cash in the future.
1c 1 B 2 B 3 B 4 A 5 C 6 A 7 C 8 B
2a–b Ask students to complete Exercise 2a individually, then
divide them into pairs to discuss their predictions. As
feedback, elicit some ideas from different students.
3 Ask students to read the Expert grammar section on will and
be going to on page 188 and clarify any points as necessary.
Then have students complete the exercise individually and
check answers in pairs before class feedback.
1 we’re going to 2 will 3 I’ll 4 I’ll 5 will 6 won’t 7 is going to
4a Students could do this individually or in pairs. During
feedback, ask them to justify their choices.
1 ’ll have 2 ’m going to have 3 ’ll have to 4 ’m going to buy
5 ’m not going to have 6 ’ll be able to 7 ’ll always lend
8 ’m not going to spend
4b Remind students to give reasons and/or extra information.
Monitor and check that they are using the target language
correctly, and give feedback on this afterwards.
5a–b Give students 2–3 minutes to make their notes, then
divide them into pairs for Exercise 5b. Again, monitor and
check their use of the future forms, and feed back on any
errors.
Student’s Resource Book > Language development page 62
MyEnglishLab > 6b Language development
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Vocabulary p. 97
Lesson objective: to develop vocabulary related to
shopping
Warm-up
Divide students into groups of three or four and ask them
to describe their favourite shop to each other. Give them
some possible areas to talk about, including why they like it,
what it sells, how often they shop there, the atmosphere in
the shop, etc. After 5–10 minutes get some feedback from
a couple of groups.
1a Ask students to do this exercise individually, using
dictionaries if necessary. During feedback, you might
want to drill the pronunciation of the words, especially
chemist’s and antique shop.
1H 2G 3F 4E 5A 6D 7B 8C
1b Give students 3–4 minutes to discuss in their pairs, then
ask a few students to share their answers with the class.
2a Elicit or explain the meaning of the words in the box and
check that students can pronounce receipt correctly. Ask
them to complete the exercise individually, then check
answers with the class.
1 sales assistant 2 fitting room 3 receipt 4 bill 5 order
6 customers
2b Students could do this exercise in small groups in order to
get a wider variety of views into the discussion. Elicit ideas
from different students as feedback.
Extra!
Divide students into small groups and ask them to choose
a shop from Exercise 1a. They should create their own
version of the shop, thinking about location, what they
want to sell, prices, which type of customer it is for, what
will make it unique, etc. Give groups 4–5 minutes to
discuss. Then give each group 2 minutes to present their
idea. You could ask the class to vote on the best idea.
3a Ask students to complete the exercise individually, using
a dictionary if necessary, and then check answers in pairs.
During feedback, highlight both the ‘word grammar’ for
each item (e.g. spend money on something, return something
to a shop, can afford to buy something) and the meanings
(e.g. people can afford to buy things if they have enough
money, whereas objects cost money).
1 spend 2 afford 3 exchange 4 cost 5 return 6 serve
7 advertise 8 browsing
3b Give pairs 4–6 minutes to discuss the questions, then ask
a few students to share their answers with the class.
4 Ask students to do this individually and then check
answers in pairs before class feedback. Encourage them to
record the phrases in their notebooks.
1 on 2 on 3 on 4 in 5 on 6 by 7 in 8 on 9 back 10 at
M06_EXP_TB_01GLB_5237_U06.indd 61
Teacher’s notes Module 6
Extra
Ask students to write 100–150 words on their shopping
habits using some of the vocabulary from this page. They
could do this in class or as homework.
Student’s Resource Book > Vocabulary page 63
MyEnglishLab > 6b Vocabulary
Reading pp. 98–99
Lesson objective: to practise a Summary completion
task
Warm-up
Write on the board: How has advertising changed over the
last 50 years? and some prompts for students to think
about, e.g different media, changing views, trends, types
of products. Divide students into groups to discuss the
question, then invite a few students to share their ideas
with the class. Write any useful vocabulary on the board
and ask students to record it in their notebooks.
1 Students could discuss the questions in pairs, small groups
or as a whole class.
2a Before students begin, check that they understand the
meaning of convince. To help them, you could tell them
that increase is used as a noun in question 6. Ask them to
complete the exercise individually and then check answers
in pairs before class feedback.
1 customers 2 persuade 3 businesses 4 forms 5 family
6 growth
2b You could do this exercise as a whole class.
B
3 Go through the steps with students, and refer them to the
Test strategies on page 179 and the Help notes. Ask them
to compare their answers in pairs before class feedback.
1L 2I 3B 4G 5E 6K 7D 8A
4 Divide students into pairs to analyse their answers, then
discuss as a class.
5 Students could discuss the questions in pairs or small
groups. As feedback, ask some students to share their
views with the class.
Expert IELTS
It is worth pointing out to students that in some Reading
tasks, such as Summary, Notes, Table and Flow chart
completion, the answers may not always occur in the same
order as in the passage. However, they will usually come
from one section rather than the entire passage.
MyEnglishLab > 6b Reading
61
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 Teacher’s notes Module 6
Writing pp. 100–101
Lesson objectives: to practise sentence linking; to
practise writing a Task 2 essay
Warm-up
Write consumerism on the board and elicit or explain its
meaning (the belief that it is good to buy and use a lot of
goods and services). Then write: Consumerism has more of
a positive effect on the world than a negative effect. Divide
students into groups and give them 5 minutes to discuss the
statement. As feedback, draw a table with two columns on
the board, headed Positive effects and Negative effects, and
elicit ideas from the class, writing them in the correct column.
Encourage students to record any useful vocabulary in their
notebooks.
1 Give pairs 3–4 minutes to discuss the questions, then ask
a few students to share their answers with the class.
2 Before doing this exercise, you could refer students to
the Expert writing section on page 205, which provides
a model of a Task 2 opinion essay. Students could then
complete this exercise individually or in pairs.
Suggested answers
Buying new things has too much importance in modern society.
To what extent do you agree with this statement?
Correct answer: B
3 Give students 2–3 minutes to read the essay and then
elicit the answer.
The student agrees with the statement.
4a–b Students could do these individually or in pairs. You
could write up the answers in a table on the board, for
students to refer to when they do the writing task.
(Answers to Exercise 4b are in italics.)
Adding: in addition, also, as well as this, moreover
Showing result: then, as a result, therefore, so
Showing contrast: although, even though, but, however, on the one
hand … on the other hand
Giving examples: such as, like, for instance, one example (of …) is …
Listing points: firstly, secondly, for a start, finally
4c–d Ensure students do these individually so you can
monitor and check their understanding. For Exercise 4d,
you could refer students to the exercises on paragraph
structure (2a–2c) on page 94.
4c A for instance B of C then D but E addition
4d C, B, A, E, D
5 Divide students into pairs and go through the questions in
the table with them before they begin. If possible, project
the model answer onto the board during feedback, to
highlight answers/examples.
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M06_EXP_TB_01GLB_5237_U06.indd 62
The answer to all the questions is yes. There are four clear
paragraphs: an introduction, two main body paragraphs and a
conclusion. The student explains their opinion in the main body
paragraphs and summarises it in the conclusion. There are clear
examples (introduced by phrases like such as and like). The
student also uses a range of linking words and phrases (underlined
in the model answer).
6a–b Ask students to do Exercise 6a individually, then divide
them into pairs to plan their essays in Exercise 6b. You
may want to ask a few students to share their plans as
feedback.
7 Refer students to the Test strategies on page 181. Then
give them 25–30 minutes for the writing task (less than 40
minutes, to remove time for understanding the question,
planning and checking).
8 Students could do this individually or in pairs, checking
each other’s essays. Ask them to copy the table from
Exercise 5 in their notebooks and make notes.
Extra!
If students do Exercises 7 and 8 in class, they could rewrite
their essays for homework, using their own or their
partner’s notes from Exercise 8 to improve them.
Student’s Resource Book > Writing page 64
Speaking p. 102
Lesson objectives: to introduce language for
expressing different degrees of certainty; to practise
improving lexical range; to practise a Part 3 task
Warm-up
Write on the board: 1 People are too focused on material
things. 2 We should recycle more and produce less. 3 Shopping
is a good thing because it makes many people happy. Check
that students understand material things and give them
2 minutes to decide if they agree or disagree with the
statements and to note down some of their reasons. Then
divide students into pairs to discuss their views. Ask a
couple of pairs to share their ideas with the class. You could
also ask students if they changed any of their views based
on what their partner said.
1 Divide students into pairs for this exercise and then get
brief feedback from the class. To introduce the concept of
expressing different degrees of certainty, you could draw
students’ attention to definitely, possibly and probably, and
ask them how they could change these words to match
how much they agree or disagree with each statement.
2a Do this as a whole class. After checking answers, explain
to students that there are different degrees of certainty
and different ways to express them, and that they will be
looking at one of them in this lesson.
1 advertising 2 She is very certain about the first answer, but not
so certain about her other two answers.
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 Teacher’s notes Module 6

2b Ask students to do this exercise individually, using their Review 6 p. 173

dictionaries if necessary, and then check answers in pairs
before class feedback. You could write the answers on the
board for students to refer to during the speaking task.
Certain: absolutely, certainly, definitely, clearly, of course
Not certain: maybe, probably, possibly, perhaps
The Review page gives students practice in the vocabulary and
grammar of the module. It covers vocabulary related to food,
diet and shopping, and future forms. Students could do this as
a timed class test (with a suggested time limit of 30 minutes)
or for homework.

2c It may be worth eliciting a couple of examples from
students for the first item. Then divide students into pairs
to continue with the rest of the items. As feedback, ask a
few students to share their views with the class.
3a–b Before students do Exercise 3a, elicit different ways
of saying phrases 1–3. Then ask them to complete both
exercises individually, and check answers with the class.
Remind students of the importance of using a range of
vocabulary in the Speaking Paper.
3a 1 all over the place, in every place
2 are not (really) necessary, can do without
3 laws, restrictions
3b 1 in my culture, where I live
2 in the coming years, in years to come
3 not be easy, be hard
4 parts of the world, nations
5 be different, not be the same
6 buy things, spend money on
1 1 processed 2 nutritious 3 minerals 4 calories 5 weight
6 fresh 7 ready-made 8 fattening 9 carbohydrate
10 ingredients
2 1 C, aren’t going to eat 2 E, ’m going to put on
3 A, ’m going to make 4 F, isn’t going to have
5 D, ’re going to go 6 B, ’s going to help
3 1 receipt 2 sales/shop assistant 3 department store
4 florist’s 5 newsagent’s 6 fitting room 7 bill 8 chemist’s
4 1 on 2 in 3 afford 4 browse 5 at 6 on 7 second-hand
8 customers 9 back 10 order
5 1 ’m going to finish 2 ’s going to cook 3 ’s going to take
4 ’ll probably go 5 ’m going to have 6 ’m going to go
7 ’m going to take 8 ’ll take 9 ’m going to start
10 isn’t going to be 11 ’m going to visit 12 ’ll be able to
MyEnglishLab > Module Test 6
MyEnglishLab > Review Test 3

3c Give students 8–10 minutes for this exercise, to give them

plenty of practice using different vocabulary. Monitor and
make corrections as necessary.
4a Before doing this exercise, refer students to the Test
strategies on page 182. You could follow this by going
through the exercises in Expert speaking on page 199,
which give students extra practice in Part 3 of the
Speaking Paper. Then give students 2 minutes to think
about their answers to the test task.
4b Divide students into groups of three and go through the
instructions and questions with them before they begin.
Remind the ‘listener’ to make notes, and ask students to
record their answers if possible.
5 In the same groups, students analyse their performance
using their notes (and recordings, if they have them).

Extra!
For homework, students could repeat the task in Exercise
4a, implementing the feedback from their partners.
Encourage them to record and listen to their answers, to
get a sense of how they improved.

Student’s Resource Book > Speaking page 65

MyEnglishLab > 6b Speaking

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