Module 10 Activity Notes
5 When students have finished, ask them to work in
10A A good communicator
Aim
To practise communication vocabulary
Test link
Speaking Parts 2 and 3: Individual long turn and
Discussion
Activity type
Ranking exercise
Classroom dynamics
Individual and group work
Time taken
20–25 minutes
When to use
After 10a, Vocabulary, Activity 5, Page 155
Preparation
Make one copy of the activity for each student.
Procedure
1 Tell students they are going to rank a list of
communication skills that are useful to have in
different jobs. Before handing out the activity
sheet, elicit some communication skills from the
students and write them on the board.
2 Divide the class into three groups but tell them that
in the first stage they will be working individually.
Write the following office jobs on the board:
manager, team member (an employee that is part of
a team that works under a manager or team leader)
and receptionist. Allocate a different job to each
group.
3 Hand out a copy of the activity sheet to each
student. Give them a minute to read through the
skills to see if any of the communications skills
they brainstormed earlier are on the list.
4 Students should work individually. They should
choose the ten most important communication
skills for the job they’ve been allocated and assess
them on a scale from 1 to 10, where 1 is the most
important and 10 the least important. Ask them to
add any more skills that they think are important
but missing from the list in the spaces provided at
the end of the table. Allow about five minutes for
this.
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their groups to compare their opinions and come
up with a combined group ranking from the most
important (1) to the least important (10). Allow
them enough time to complete their rankings but
make sure you set a time limit as this can go on for
a very long time! 10 minutes should be enough.
6 Get feedback from the different groups about
the skills they ranked from 1–5 and encourage a
discussion about any similarities or differences and
whether they think different jobs require different
communication skills.
10B Possible explanations
Aims
To practise modal verbs of possibility (may, might and
could); To practise vocabulary relating to non-verbal
communication and attitude
Activity type
Discussion task
Classroom dynamics
Groups of 3 or 4
Time taken
20 minutes
When to use
After 10b, Vocabulary, Activity 4, Page 161
Preparation
Make one copy of the activity sheet for each group.
Procedure
1 Divide students into groups of three or four. Give
each group a copy of the activity sheet and tell
them that the page contains a list of strange (or
silly) situations.
2 Students should discuss each situation in their
groups and decide what may/might/could be
happening in each. That is, they should come up
with a logical explanation for each situation. They
cannot just say that the person is crazy. Encourage
them to use modal verbs of possibility to do this.
Read the examples on the activity sheet as a class.
3 Allow students 10 minutes to do the activity.
Monitor to help out if necessary.
4 Elicit feedback from the different groups. Discuss
how different or similar their explanations are.
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 Module 10 Activity Notes

6 Students should get their passage back and

10C Cloze race consider the corrections that have been made.
7 Elicit feedback and discuss the exam strategies in
Aim the passage.
To practise relative pronouns, modals, possessive
8 Ask students to tally their results. The pair with the
most correct answers wins.
adjectives and quantifiers
Answer key
Test link
1 might/may/could 2 both 3 should 4 all 5 have 6 could
Writing Task 2 7 your 8 you 9 that/which 10 each/every 11 that/which
12 your 13 your/the 14 it
Activity type
Cloze passage

Classroom dynamics
Pairs

Time taken
20 minutes

When to use
After 10b, Writing, Activity 7, Page 165

Preparation
Make one copy of the activity sheet for each pair.

Procedure
1 Divide students into pairs. Give each pair a copy of
the activity sheet with the cloze passage.
2 Explain that students are going to read a text about
the IELTS Writing paper. Give them five seconds to
read all they can and to decide which Writing task
the test is about (Task 2). There is a clue in the first
line to help them with this. They should write the
number in the gap in the heading.
3 Tell students that each gap in the text can be filled
with one word and that the words are mostly
language items focused on in Modules 9 and
10 (e.g. relative pronouns, modals, possessive
adjectives and quantifiers) but could also be from
earlier modules (e.g. modals from Module 3). It
might help weaker students if you wrote a list of
the type of words missing on the board for them
to refer to. Explain that they will need to read the
entire sentence as well as the sentence before and
after the gapped one before they decide on the best
word.
4 Tell students that they should work together to
complete the gaps in 10 minutes.
5 At the end of the 10 minutes, ask students to give
their passage to another pair so that each pair
now has another pair’s work. They should spend a
couple of minutes going through the passage and
checking the answers. They should correct any
they think may be wrong and complete any gaps
that have been left blank.

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