IELTS 6

Teacher’s
Resource Book
Fiona Aish Jo Tomlinson
Expert IELTS is an intensive course for students looking for success in the International Rose Aravanis
English Language Testing System (IELTS). It provides training in all parts of the test,
improving scores and building language proficiency. It helps students stay focused
to get the IELTS band score they need to achieve their goals, whether it’s getting a

IELTS 6
better job, entry to university or meeting visa requirements.

The Expert IELTS Teacher’s Resource Book provides essential support to teach the
course. It gives you clear guidance on how to make the most of the Coursebook
material and how to use the other resources and components to personalise
learning for classes and individuals.

Teacher’s Resource Book

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Online Material includes a wide range of resources to help you make the most of the course. With access
across all three levels, you can use differentiated materials for mixed ability classes:
• Assessment: Placement, Diagnostic, Module and three, full IELTS Practice Tests.

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• Extra practice: 30 photocopiable activities per level consolidating language and skills from each module.

• Remediation and stretch: test practice worksheets for all parts of the test as standalone lessons for

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consolidation, revision and extension.

Components for students

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Coursebook
provides test training and practice in topic-based modules.

IELTS 6
It helps you identify where you need to improve quickly
and efficiently.
Student’s Resource Book

Aish Tomlinson Aravanis

provides further test practice to help students consolidate
skills and language introduced in the Coursebook.
MyEnglishLab
provides a wealth of material, including two practice tests,
test tasks and language activities with instant feedback and
introductory videos for each paper, to help students reach
their target band score.
Practice Tests Plus for IELTS
provides extra test practice to help improve test scores.

Teacher’s Online Material at:

pearsonelt.com/expertielts Suitable for students starting at band 5

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Intensive training. Intensive practice. Be an Expert.

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 Contents

Introduction
Introduction to Expert IELTS 3
Overview of course components 4
Choose your teaching pathway 6
Coursebook contents 8
Overview of a Coursebook module 10
Overview of Coursebook endmatter 14

Teacher’s notes
Module 1 Communication 15
Module 2 Feelings 23
Module 3 Work and study 32
Module 4 Science 40
Module 5 Art and leisure 48
Module 6 The natural world 55

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Module 7 Around the world 63
Module 8 Food 71
Module 9 Well-being
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Module 10 Community 87
Expert speaking 95

Resource bank
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Overview of photocopiable activities 98

Teacher’s notes for photocopiable activities 99
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Photocopiable activities 115

Coursebook audio scripts 145

Teacher’s Online Material: www.pearsonELT.com/expertIELTS

Coursebook: audio and video files
Student’s Resource Book: audio files and answer key
Assessment: Placement Test, Diagnostic Test, Module Tests, Review Tests, End of level Test (full IELTS practice test)
plus Test audio files, answer keys, Test audio scripts
Test Practice Lessons: standalone lessons for all four skills
Other resources: wordlists, How to self-assess and How to give feedback worksheets, Module action plan

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 Introduction to Expert IELTS

Expert IELTS is a three-level course which caters for learners
aiming to achieve Band scores of 5, 6 or 7.5 in the IELTS test.
The core components for each level are the Coursebook, the
Student’s Resource Book and the Teacher’s Resource Book.
These are supported by a suite of digital resources:
ActiveTeach software for in-class presentation; MyEnglishLab
for online self-study and consolidation of Coursebook
Regardless of their background, previous language-learning
experiences or motivation, achieving a particular band score in
the IELTS test is the learners’ key to unlocking future success.
Whilst researching Expert IELTS and talking to teachers and
students, it became clear that no two IELTS journeys are the
same and that each IELTS teaching context and its learners are
unique. However, all IELTS classrooms face two main

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material; and a large bank of downloadable Teacher’s Online challenges: firstly, to provide students with the necessary
Material which gives teachers the flexibility to supplement and language and skills they need for test success, and secondly, to
customise Expert IELTS to meet their students’ individual provide personalised instruction. This means that a one-size-
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needs. The Teacher’s Online Material also contains a fits-all approach is not the answer.
comprehensive range of tests to assess students’ progress
In response to this, we designed Expert IELTS as a flexible course,
throughout the course.
which is adaptable to a variety of contexts, and meets the greatest
needs and challenges of teachers, summarised in the table below.
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Needs Expert IELTS key features
Different levels Expert IELTS targets 3 band scores:
• Expert IELTS 5 (suitable for students starting from Band 4)
• Expert IELTS 6 (suitable for students starting from Band 5)
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• Expert IELTS 7.5 (suitable for students starting from Band 6)

Flexible course materials:
• Shorter and longer course lengths,
• Different types of classes:
• intensive
• test-only focus
• integrated language and skills
Easy to plan and use
Challenges
Mixed-ability classes
Managing student expectations
Students’ lack of test knowledge
Students’ lack of motivation
• Each Module is divided into two units which can be used in class, at home, in
sequence or in a modular way.
• Unit A focuses on test training, teaching the sub-skills needed to complete each
of the test tasks.
• Unit B focuses on test practice, giving students the opportunity to put the
sub-skills learnt in Unit A into practice.
• Both units include language development and vocabulary input and practice.
• Each lesson is focused around a skill and is carefully scaffolded to enable teachers
to ‘pick up and teach’ straight off the page.
• Other components are signposted on each Coursebook page.
Expert IELTS key features
• The Teacher’s Online Resources includes a huge range of materials to help revise,
consolidate and extend learning depending on the make-up of your class.
• A range of assessment in the Teacher’s Online Resources plus Assess and improve
sections in each module help students understand their strengths and areas to improve.
• Signposts from each test task to Test strategies sections in which students can learn
and revise how to tackle each task type.
• Engaging and dynamic material which gives authentic IELTS test practice through
real-world and current topics.

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 Overview of course components

Coursebook with online class audio and video

• Ten modules with 80–100 hours of teaching material
• A/B units in each module:
• Unit A focuses on building sub-skills through test training
• Unit B implements training through test practice
• Essential test strategies including Speaking and Writing
assessment criteria
• Expert grammar: comprehensive grammar reference with
detailed explanations
• Expert speaking: videos of real IELTS students with
accompanying activities
• Expert writing: model answers showing good features of
writing with a further test question
• Audio scripts
• Visit www.pearsonELT.com/expertIELTS to download
the class audio and video

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Student’s Resource Book with online audio
• Complements and consolidates the Coursebook material
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• Additional topic-related test practice for Reading, Listening,
Speaking and Writing papers
• Extensive practice of the Coursebook Language
Development and Vocabulary sections
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• Essential test strategies
• With- and without-key versions
• Students visit www.english.com/expert to download the
audio material for self-study.
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MyEnglishLab
• Online Learning Management System which complements
and consolidates the Coursebook material
• Interactive activities for Reading, Listening, Speaking and
Writing papers with tips, test strategies and instant feedback
• Extensive practice of the Coursebook grammar and
vocabulary material
• Module and Review Tests to assess Coursebook progress
• General and Academic papers: Mock and Practice Tests to
build test confidence and assess readiness for IELTS
• Video explanations and test tips for each test paper
• Videos of sample Speaking tests

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 Overview of course components

Teacher’s Resource Book

• Teacher’s notes for every module with warmers
• IELTS teaching tips
• Ideas to further exploit the Coursebook material
• Culture notes
• Answer keys and audio scripts
• Three photocopiable worksheets covering language and test
skills for every module

Teacher’s Online Material and Website

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Teacher’s Online Material
• Extensive resource material providing access to resources
across all three levels
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• Pre-course tests: Placement Test, Diagnostic Test
• 10 Module Tests assessing language development and
vocabulary
• 5 Review Tests assessing all four skills using IELTS test tasks
• End of level test is a full IELTS practice test
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• 14 standalone Test Practice Lessons across all four papers
including vocabulary and language development
• Wordlists
• How to self-assess and How to give feedback worksheets
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Website
• Information about the course
• Sample materials
• Link to Teacher’s Online Material
• www.pearsonELT.com/expertIELTS

ActiveTeach
• Interactive whiteboard software to help teachers get the
most out of the course:
• Integrated audio and video content
• Answer-reveal feature
• Includes all Teacher’s Online Material
• A host of useful classroom tools, including a digital
whiteboard and pens; link-embedding capability; timers
and scoreboards for games

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 Choose your
The Expert teaching
IELTS journey –pathway
Choose your teaching pathway

I need more flexibility

Short Courses
Use ... Why not try ...
or courses with Coursebook - Unit A (test training) in class flipping the classroom and getting students to do Unit A
stronger students Coursebook - Unit B (test practice) at home at home and Unit B in class. Use class time to check what
or at higher levels they’ve learnt and provide further input.

Use ... Why not try ...

Coursebook - Unit A (test training) in class giving Test Practice Lessons from Teacher’s Online
Longer courses Coursebook - Unit B (test practice) in class Resources either in class or for homework.
Student’s Resource Book at home
MyEnglishLab at home

I want to encourage students to take ownership of their learning

Use ... Why not try ...

At the start of the • How to self-assess worksheet (45 mins) encouraging students to understand the benefit of
course • How to give feedback worksheet (45 mins) knowing where they are in their learning and how to take
ActiveTeach/Teacher’s Online Material action.

At the end of each

Use ...

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Why not try ...
• Module action plan (15 mins)
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module or couple of
modules ActiveTeach/Teacher’s Online Material identify recent successes and future goals.

I want to know where my students are in their learning

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Use ... Why not try ...
At the start of the
• Placement Test (30 mins) using IELTS Speaking test questions to help you place your
course
ActiveTeach/Teacher’s Online Material students into the best coursebook level.
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Understand your
Use ... Why not try ...
students’ strengths • Diagnostic Test (20 mins) sharing the results with students so they are aware of their
and areas to improve ActiveTeach/Teacher’s Online Material strengths and areas to improve from the start.

Use ... Why not try ...

At the end of each • Module Tests 1–10 (30 mins) following up the test by choosing a Photocopiable
module ActiveTeach/Teacher’s Online Material/ activity to help any areas to improve.
MyEnglishLab asking students to complete Module Tests on
MyEnglishLab for homework.

Use ... Why not try ...

Every couple of ActiveTeach/Teacher’s Online Material following up the test by choosing a Test Practice Lesson
modules • Review Tests 1–5 with audio (45 mins) to help any areas to improve.
asking students to complete Review Tests on
MyEnglishLab for homework.

Use ... Why not try ...

ActiveTeach/Teacher’s Online Material/ providing further test practice by using parts of, or the full
End of the course MyEnglishLab practice test for Expert IELTS 5, 6 and 7.5.
• End of level Test (full IELTS Practice Test with Remember you have access to Practice Tests at all three
audio) (2 hours 45 mins) levels of the course.

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 Choose your teaching pathway

The Expert IELTS journey – Choose your teaching pathway

I would like to add more fun

Use ... Why not try ...
During or at the end • Photocopiable activities Modules 1–10 using these to help revise before a test or pick up areas to
of the module (15–45 mins) improve following a test.
Teacher’s Resource Book/ActiveTeach/
Teacher’s Online Material

Use ... Why not try ...

Throughout
the course as • Photocopiable activities bands 5, 6 and 7.5 using the photocopiables from other levels of the course –
consolidation and (15–45 mins) use the overview for each level to help you choose which
revision Teacher’s Resource Book/ActiveTeach/ areas to revise and recycle.
Teacher’s Online Material

I would like to provide more personalised learning

Use ... Why not try ...

Focus on specific
skills and IELTS task • Test Practice Lessons (45 mins) doing these in class or giving these to students for
types ActiveTeach/Teacher’s Online Material homework.

Use ...

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Why not try ...
Give support to
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• Test Practice Lessons (45 mins) using lessons from different levels for mixed-ability classes
weaker classes or
individual students ActiveTeach/Teacher’s Online Material or giving these to weaker students for homework.

Use ... Why not try ...

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Provide extra challenge
for stronger classes or • Test Practice Lessons (45 mins) giving these to stronger students for homework.
individual students ActiveTeach/Teacher’s Online Material
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 Coursebook contents

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 Coursebook contents

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 Overview of a Coursebook module: Unit A

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The Coursebook consists of 10 modules, each divided into two
units, Unit A and Unit B. Each unit practises all the papers of the
test and includes grammar and vocabulary input and practice.
Unit A focuses on test training. Each lesson trains students in the
sub-skills they need to tackle the different test task types across
all four papers.
1 A Module overview gives a snapshot of module contents
2 Lead-in photos, graphics and questions engage learners in
the module topic and provoke discussion
3 Before you read exercises give a purpose for reading the text
4 Reading sub-skills provide the focus for test training
5 Task analysis exercises encourage learners to discuss how
they performed and what strategies they found useful 2

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6 Signposts to the Student’s Resource Book and MyEnglishLab
direct learners to self-study consolidation activities
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 Overview of a Coursebook module: Unit A

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7 Flexible topic-related Vocabulary lessons can be used

independently from test training or integrated with the
preceding reading where it was introduced in context
8 Speaking lessons explore and practise the strategies needed to
perform well in each part of the paper
9 Clear signposting to Expert speaking at the back of the book
gives learners easy access to extra activities based on videos
of real IELTS students
10 Before you listen exercises introduce the topic and encourage
learners to think and generate their own vocabulary
11 Listening sub-skills provide the focus for test training
12 Language development lessons provide input and practice of
key structures, which are further practised through the
module’s speaking and writing lessons
13 Writing sub-skills provide the focus for the lesson, with each
unit and module building on the last

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 Overview of a Coursebook module: Unit B

Unit B focuses on test practice. Each lesson recaps the 2

sub-skills covered in Unit A, and puts these into practice
through authentic test practice.
1 Clear signposting to Test strategies at the back of the book
gives learners easy access to extra support whenever they
need it
2 Full-length Listening Paper tasks provide authentic test
practice while practising their sub-skill training from the
preceding A Unit
3 Further language development and vocabulary input and
practice assist with productive skills
4 Clear signposting to Expert grammar at the back of the 1
book gives learners instant access to extra support
whenever they need it
5 Focus on sections for specific Speaking tasks encourage
learners to analyse and assess other learners’ performance

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against the IELTS band descriptors
6 Record-yourself tasks encourage learners to listen to, analyse
and plan to improve their performance
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 Overview of a Coursebook module: Unit B

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7 Full-length Reading Paper tasks provide authentic test practice

while practising their sub-skill training from the preceding
A Unit
8 Clear signposting to Expert writing at the back of the book
gives learners easy access to model answers for each type of
question, guidance on key elements to include, and further
tasks for students to answer
9 A process approach to writing encourages ‘good practice’
through clear procedures to apply to any writing task
10 The Review page offers consolidation and further practice of
each module’s language development and vocabulary material

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 Overview of Coursebook endmatter

Test strategies Expert grammar

Provide general information about the focus and format of A module-by-module reference to all the grammar included in

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each paper. the level.
• Dos and don’ts help students tackle each paper with
confidence.
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• Advice on what to do before, while and after doing the
tasks to help avoid common problems and ensure students
perform to the best of their ability.
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Expert speaking Expert writing

• Can be used flexibly with your students whether you want to: • Provides model answers linking to the question type
• introduce them to the format of the IELTS Speaking Paper targeted in each module.
for the first time, or • Each model is annotated with notes for guidance on the
• show them what they need to get the highest scores. key elements to include to achieve the band score students
• Each test includes: need.
• videos of real IELTS students • A second task is provided for further practice.
• accompanying activities to guide students on test format
and how the test is marked
• Test 1 provides students with an introduction to each part
of the paper
• Test 2 aims to show students how to get those higher marks.

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 1

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Communication
Module 1 includes topics which focus on communication, new technology and social media, and how these
things have changed society.

Photocopiable activities
1A Word to sentence p.115
1B Talk about … p.116
1C Describing data p.117

Lead-in p. 7

Warm-up
Write these questions on the board and ask students to
discuss them in pairs or small groups: Do you like having your
photo taken? Do you like sharing photos with other people?
What do you usually like taking photos of ?

Check that students understand the saying a picture says

a thousand words. You could use a picture of your own to
demonstrate how easy it is to explain something just by
using images.
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1 Students might mention phones, texts, instant messaging, video
Teacher’s Online Materials

• Module Test 1

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1 Teacher’s notes Module 1

• Test Practice Lesson: Speaking 3, Listening 2

It may be better to do this exercise in two stages.

Stage 1: Ask students to read questions 1 and 2. Then give
them 30 seconds to look at the passage on page 9. Then
ask students to discuss questions 1 and 2 in pairs. Stage 2:
Ask students to then read paragraph A (the introduction)
in more detail to answer question 3.

1 In a popular science magazine.

2 Photos of unusual things when you use smart phones.
3 The introduction is about how things look different in photos
from real life. Sometimes, cameras add objects to photographs.
These are called ‘photographic artefacts’.

3a Individually, students answer the questions. Get them to

compare answers in pairs.
conference calls, letters, emails, etc.
1B 2B
2 It means that we can understand more from looking at a
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situation than we can with a written description. 3b Ask students to brainstorm words and phrases connected
3 They were taken with a normal camera, but then altered with with topics A–C. Then ask them to read paragraph B and
photo-editing software. answer the question.
4 Students’ own answers.
A distance
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2 Check that students understand the meaning of the words (Words include depth of field, far away, very near, near. The words
in the box. Ask them to discuss the questions in pairs or in design and recent changes are mentioned, but not repeated.)
small groups. Check answers with the class.
3c Ask students to identify the difference in meaning between
headings 1 and 2. Then, ask them to choose the correct
1a Communication today heading.

2 (The underlined topic sentence focuses on comparing humans and

Reading pp. 8–9 digital cameras.)

Lesson objective: to identify topic sentences
Warm-up
Divide students into groups and ask them to compare their
mobile phones. Give them the following questions, and ask
them to think of more: Which phone is the best value for
money? Which phone is the most attractive? Which phone has
the best camera? Which phone is the newest?
4a Explain that a topic sentence usually introduces the main
idea of a paragraph. Ask students to read paragraph C and
identify the themes. Then ask them to underline the topic
sentence. Get them to compare answers in pairs before
checking with the class. Remind students that a topic
sentence is not always the first sentence in a paragraph.
However, digital cameras are also significantly different from the old
film cameras.

1 Ask students to discuss the questions in pairs. Ask 4b Elicit from students which topic is repeated in paragraph C.
questions to check they know the meaning of the words in
bold: Which word in bold is a picture that you see through a There is a lot of vocabulary related to time (more than once, a period
camera, on TV, or something that is drawn? (image). of less than a second, during the photo, for longer).

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 Teacher’s notes Module 1
4c Ask students to discuss the differences in meaning
between headings 1 and 2. You may want to discuss this
as a whole class.
1 (There is no suggestion in the paragraph that old cameras had
problems that have been corrected.)
5 Before students start the task, you may want to refer
them to the Test Strategies on page 170, and answer any
questions they have. Divide students into pairs and ask
them to underline key words in the List of Headings. Ask
them to discuss how these words are connected within
each heading. Then, get students to match the headings
to the paragraphs. Get them to compare answers in pairs,
justifying their choices.
A ii (Put simply, contrary to popular belief, things in photos look
different from real life.)
D iii (… glass often makes objects such as a light source behind
the photographer appear in the printed photo …)
E vi (As you go nearer, instead of seeing this image as a
continuous picture, the digital image becomes pixelated.)
F v (Fakes, images created by computer …)
G i (In many cases, the ghostly nature depends entirely on the fact
that the photographer’s claim ‘that wasn’t there when I took the
photo.’)
6 Discuss the questions with the whole class. Draw
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students’ attention to the importance of topic sentences,
repeated themes and connections with doing Matching
headings tasks.
7 Check students understand the meaning of persuade
(make someone do or believe something, using words).
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This activity could be done in pairs or small groups, with
brief class feedback.
Student’s Resource Book > Reading pp. 6–7
MyEnglishLab > 1a Reading
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Vocabulary p. 10
Lesson objectives: to build vocabulary on
communication, and words with more than one meaning
Warm-up
Write make a photo and take a photo on the board and ask
students which phrase is correct (take a photo). Explain
that take a photo is a collocation (words which go together
naturally). Write make a …, take a … and do a … on the
board. Divide students into groups and give them two
minutes to write as many collocations as they can.
1a Divide students into pairs or small groups for this.
become aware clear relationship physical appearance
share information social media technological development
1b Individually, students complete the sentences, before
checking their answers in pairs.
1 physical appearance 2 Social media 3 become aware
4 clear relationship 5 share information
6 Technological development
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1c Give an example for sentence 1. For example, it’s
acceptable to ask a person in a gym who looks fit how to
use one of the machines. Ask students to suggest other
examples for sentence 1 before they do the exercise in
pairs.
2a Explain that phrasal verbs are made up of a main verb and
at least one particle and that they have a specific meaning.
They are more common in speaking than in academic
writing.
1H 2E 3A 4C 5G 6B 7D 8F
2b Ask students what get across in Exercise 2a means
(explain). Then ask students to complete the rest of the
exercise in pairs.
get across = explain bring up = mention
point out = bring attention to sum up = summarise
leave out = not mention pick up on = notice
spell out = explain very clearly
back someone up = support (in an argument)
2c Point out that some phrasal verbs are separable (e.g. we
can say get across something or get something across). Some
phrasal verbs are inseparable (e.g. we can only say pick
up on something). Tell students that all the phrasal verbs in
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Exercise 2a are separable, except pick up on.
3a Write point on the board and tell students that this word
has more than one meaning. Ask them how many they
know. Then do question 1 as a class.
1 A sharp end B idea or opinions
2 A a written or spoken description B where you keep your
money in a bank
3 A a subject or group of activities B a part of the country or city
4 A give clear reasons for something B disagree in an angry way
3b Do this exercise as a whole class to generate discussion
on the nature of academic texts.
1B 2A 3A 4A
4 Tell students that knowing how to change words into
different parts of speech is a good way to build their
vocabulary. Ask students to do the exercise in pairs.
2 communication 3 agreement 4 understanding 5 popularity
6 technology 7 difference 8 discussions 9 decision(s)
Student’s Resource Book > Vocabulary p. 8
MyEnglishLab > 1a Vocabulary
Speaking p. 11
Lesson objective: to expand upon answers in Part 1 of
the Speaking Paper
Warm-up
Ask students to look at the photo. Discuss this question
with the class: What are the people doing and how are they
feeling? In what other situations do people feel this way?
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Expert IELTS
In Part 1 of the Speaking Paper, it is important that
candidates give full answers so that they demonstrate the
language they can use. Encourage students to explain why
when giving answers.
1a Ask students to read the questions and think about their
answers. Then focus them on the phrases in the box. Tell
students that these phrases are used to give opinions and
that they introduce an idea.
1b Students discuss the questions in pairs.
2a Before they listen, give students time to look at the
questions from Exercise 1a again.
A6 B5 C3 D1 E4 F2
2b Students could do this exercise individually or in pairs.
1C 2D 3A 4F 5B 6E
Extra!
Focus students’ attention on the phrases in italics from
Exercise 2b. Explain that they are used to introduce ideas.
Elicit an example sentence using each phrase (e.g. The
benefit of learning English is being able to communicate with
lots of people.). Make sure students are using the phrases to
create grammatically correct sentences.
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2c Give students time to think about their answers before
they do the exercise.
3 Before students start this activity, you may want to refer
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them to the Test Strategies on page 172, and answer
any questions they have. You could follow this by going
through the exercises in Expert Speaking on page 185,
which give students extra test practice of Part 1 of the
Speaking Paper.
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Ask students to read the questions in the box and give
them a minute to think of possible answers. Remind them
to use phrases from Exercises 1a and 2b. Divide students
into pairs to ask and answer the questions.
4 You may want to do this exercise with the whole class,
beginning with a discussion on why analysing your own
performance can be beneficial.
MyEnglishLab > 1a Speaking A and B
Listening p. 12
Lesson objective: to practise locating information in a
listening text
Warm-up
Focus students’ attention on the mobile phones in the
photo. Ask the class who has a mobile phone, and how
long they have had it. Divide students into small groups to
describe their phones and what they can do, or why they
don’t have one.
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Teacher’s notes Module 1
Expert IELTS
The Listening Paper is in four sections. It increases in
difficulty with every section. Section 1 is typically a
conversation between two or more people in a general
situation. Note-completion tasks are often found in this
section.
1 You could discuss these questions with the whole class, to
create a survey of their opinions.
2a Before they listen, ask students why a customer might
call a company about a new phone or contract (e.g. the
phone is broken or damaged, the bill is incorrect, etc.).
2 (The man clearly says new contract, which is a clue that
information about a service contract is coming up. This is also the
topic of the next question.)
2b After listening, ask students to compare their answers in
pairs, giving reasons for their choice.
mobile
2c Ask students to read audio script 1.2 on p202 and discuss
why home broadband was the wrong answer.
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The man says Just the mobile one, please in response to the question.
2d After listening, ask students to read audio script 1.3 on
p202 to check their answer.
19/nineteen (We hear the phrase student plan. These are the signal
words that indicate that the answer to question 1 is coming.)
3a This is a good opportunity to refer students to the Test
Strategies on page 168. These give students advice on
approaching different task types in the IELTS Listening
Paper. For weaker classes, you could focus on a single
strategy. With stronger students, ask them to read all the
strategies before carrying out the task.
Suggested answers
2 a number (signal words: minimum, months)
3 a service you use on your phone (signal words: No limits)
4 an amount of money (signal words: pay, starts)
5 a number (signal words: includes, minutes, calls)
6 a surname
7 a name (signal word: email)
8 a thing (signal words: Main use)
9 something you use to make a payment (signal words: Pay by)
10 a person or a place (signal word: collect)
3b Ask students the number of words or numbers which
are allowed for each answer (no more than two). Point
out that it is always important to read the instructions
carefully in the Listening Paper. Get students to complete
the exercise individually and to check their spelling.
1 19/nineteen 2 12/twelve 3 texts 4 (a) deposit
5 400/ four hundred 6 White 7 stegboy 8 videos 9 cash
10 (the) reception (desk)
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 Teacher’s notes Module 1
4 Ask students to check audio script 1.4 on page 202.
First, they should locate the answers to the questions
in Exercise 3b. Then, they could underline the words
which signal that the correct information is about to be
given. They could also underline words which signal that
contrasting information is about to be given.
2 What’s the minimum contract on that? Is that six or twelve
months?
3 There are limits on the number of calls you can make – let me
see, that’s six hundred. But with that you also get unlimited texts …
4 How much is that? … We’ll need you to put down a deposit …
5 And how many minutes … You can make four hundred minutes
of calls a month …
6 What’s your full name? … David White.
7 OK, and I need to take an email address, just so we can contact
you if there’s a problem … it’s stegboy, that’s S-T-E-G-B-O-Y.
8 Do you use your phone for games regularly? … Well, I don’t
game much, but I always have a lot of videos on there.
9 And how would you prefer to pay? … I’d prefer to do it by cash
to start.
10 where can I collect the card to get started? … you can pick up
your card at the reception desk
5 Encourage students to recycle the phrases from the
Speaking section on page 11.
MyEnglishLab > 1a Listening
so
Language development p. 13
Lesson objective: to review the use of present tenses
ar
Warm-up
Mime an action such as swimming or driving and ask
students: What am I doing? Ask students to think of a more
difficult action and mime it to their partner, who should
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guess what they are doing. At the end of the activity, ask
what tenses students used. They should respond with the
present continuous.
1a Ask students to complete the exercise before checking
answers with the class.
1 am looking 2 does that include 3 are offering
4 do you want 5 Do you use 6 need
1b Discuss the question with the class and refer students to
the Expert Grammar section on present tenses on page
173. This section gives explanations of the grammar point
in this lesson. You may want to write key points from this
section on the board and ask students to record them.
The verbs include, want and need, because they describe states, not
actions.
2 Get students to complete the exercise individually and
then compare their answers with a partner. Make sure
that they use the present simple for things they generally
do, and the present continuous for things they are doing
(temporarily) at the moment.
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3a It is important for students to familiarise themselves with
a text by skimming it (looking over it) quickly, as this will
help them understand the context. Give students a minute
to skim the text quickly, and answer the question.
A mood is the way you feel at a particular time (e.g. happy, sad, etc.).
3b Ask students to complete the exercise individually and
then compare answers with a partner.
2 show 3 thinks 4 are 5 appears 6 send 7 produces
8 predict 9 shows 10 are 11 hope
4a Focus students on the questions. Check they understand
benefitted (make better) and discuss (do you agree or
disagree?) in 1, and to what extent (how much) and way
(method) in 2. Give students up to a minute to skim the
paragraph and decide which question is being answered.
2 (It talks about effects, not advantages.)
4b Ask students to complete the exercise individually and
then compare with a partner.
2 are using 3 visit 4 use 5 prints 6 do not/don’t phone
7 are turning 8 does not come 9 rate 10 are not doing
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4c Remind students to give reasons when they discuss the
question.
5a Make sure students focus on all the verb forms in each
question.
1 Are you working or studying at the moment? (present continuous)
2 What do you like best about your course? (present simple)
3 Is there anything you DISLIKE about your course? (present simple)
4 What are you planning to do when you finish your course?
(present continuous and present simple)
5b Students could do this individually or in pairs.
1’m studying 2 want 3 really like 4 don’t like; need
5 ’m planning / plan
5c Ask students to think of the tenses they should use before
they answer the questions.
Extra!
Divide students into groups to discuss this statement:
Mobile phones have benefitted society. Half the students must
argue that mobile phones have benefitted society and the
other half must argue the opposite. Give them five minutes
to think of reasons and another five minutes to debate the
statement. This will help them practise generating ideas,
which is useful for the IELTS Speaking and Writing Papers.
Student’s Resource Book > Language development p. 9
MyEnglishLab > 1a Language development
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Writing p. 14
Lesson objective: to write an overview
Warm-up
Ask students how many hours a week they spend on
their mobile phones, and write the answers on the board.
Turn this information into a bar chart. Elicit the horizontal
axis showing the number of hours in units (e.g. 0 hours,
1–2 hours, 2–4 hours, etc.), the vertical axis showing the
number of students, and the title of the chart.
Expert IELTS
In Writing Task 1, candidates need to write at least 150
words describing the features of some kind of visual
information, such as a graph, chart or map. One important
aspect of this task is to understand what the visual
information is trying to communicate. This should then be
summarised in a short overview, explaining what the graph,
chart or map is presenting.
1a Refer students to the Expert Writing section on page 192.
Point out that this gives a model answer to a Writing Task
1 question. Focus students on the answer, and show them
where the overview is (in the first paragraph). Explain that
this is the focus of the lesson. Tell students to match the
sentences to the charts.
so
1B 2A 3C
1b Get students to match the overviews to the correct charts.
ar
1B 2C 3A
1c–d Discuss the questions with the whole class.
1c 2 1d 2 (The overview gives a summary of the results. The
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main body of the description gives examples.)
2a Refer students to the Test Strategies on page 171 before
doing this test practice. Then focus students on the
questions in Exercise 2a and discuss the answers with the
class.
It is very similar to graph shape B. The shape for reasons to
‘unfriend’ is similar but less pronounced, with a range of reasons
to ‘unfriend’.
2b Ask students to complete the exercise individually and then
compare answers with a partner.
Suggested answer
Introductory sentence: The chart illustrates the reasons people gave
for starting or ending friendships on a social media site.
Overview sentence: While two main reasons dominate the reasons to
begin friendships, a variety of reasons were given for ending friendships.
Extra!
Using the bar chart you created in the warm-up section,
ask students to write an introductory and an overview
sentence, summarising the information.
Student’s Resource Book > Writing p. 10
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Teacher’s notes Module 1
1b Back to the old ways
Listening p.15
Lesson objective: to practise a Listening Section 1 task
Warm-up
Give each student a piece of paper with a media-related job
written on it (e.g. journalist, web editor, advertising copywriter)
and tell them not to show each other their cards. Ask
students to write what they think are the advantages and
disadvantages of their job. Then divide students into pairs
and ask them to discuss their job, without saying what it
actually is. Their partner should guess the job.
1 Ensure students understand the meanings of the jobs in
the box before discussing the questions.
2 Before listening, ask students to underline the signal words
in the questions and predict the kind of information that
could go in the gaps. You may want to refer to the Test
Strategies on page 168 before doing the task. Remind
students to check how many words they should use to
answer the questions. After listening, ask students to
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check their spelling carefully.
1 advertising (I’m doing a degree in advertising)
2 second / 2nd (I’m doing a four-year degree and I’m in the
second year)
3 cinema (We have a position working as a food assistant … it’s at
the cinema)
4 (A) Salesperson (The local newspaper is looking for a bright
young undergraduate to work as a salesperson)
5 media centre (They’re looking for an early morning receptionist
… The position is available in the University’s Media Centre)
6 Desai (Ruby Desai – that’s D-E-S-A-I)
7 Green Park (I’ve just moved into Green Park)
8 computer programming (I took a course on computer programming)
9 business services (she’s based in the business services building)
10 10.30 / half past ten / ten thirty (I’ll put you in for half past ten)
Extra!
Ask students to read audio script 1.5 on page 202. Tell
them to underline the parts of the script where the correct
answers appear. If they had any incorrect answers, they
should try to understand why they were incorrect.
3a Check that students understand losing focus (to stop
understanding the main points).
3b You can broaden this exercise into a class discussion.
Student’s Resource Book > Listening p. 11
MyEnglishLab > 1b Listening
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 Teacher’s notes Module 1
Language development and vocabulary p. 16
Lesson objectives: to review the use of past tenses; to
develop vocabulary related to the media
Warm-up
Write these questions on the board for students to discuss:
What jobs did people do in the past that we don’t have now?
Why did these jobs stop? Check answers with the class, and
then ask students what tenses they used to discuss the
questions. They should have mostly used the past simple.
1 Ask students to complete the sentences with the past
form of the verbs, and compare their answers with a
partner. Check answers with the class.
1 called 2 did not/didn’t want 3 came 4 Did you do
5 took, did
2 Think of a technology you used in the past (a tape
recorder, typewriter, etc.) and describe what it was and
how you used it. Ask students to write down the past
verbs you used in your description. Then divide students
into pairs to talk about a technology they used.
Background
The Industrial Revolution refers to the change from an
so
agricultural society to a manufacturing society. This involves
the spread of machinery and factories and often the
movement of people from rural to urban areas.
3 Ensure students understand the following vocabulary:
ar
revolution (a very large change), ink (liquid used for
writing), bamboo (a type of plant), silk (a type of material),
impatient (not wanting to wait for something). Give
students a minute to skim the text to understand what
it is about. Then ask students to complete the gaps and
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compare their answers, and spelling, with a partner.
2 meant 3 led 4 chose 5 let 6 wrote 7 undertook
8 were 9 dealt 10 rose 11 rebuilt 12 dreamed/dreamt
13 drew
4a Make sure students have access to dictionaries for this.
1C 2B 3F 4E 5G 6A 7H 8D
4b You may want students to do this exercise in pairs or
small groups. Ask them to recycle the language from the
Speaking section on page 11.
5 Give students 30 seconds to skim the extract. Ask them
what the overall idea is (the media used to be more
important than it is now). Ask students to complete the
exercise individually.
1 content 2 journalists 3 agencies 4 broadcast 5 views
6 audience 7 events 8 issues
Student’s Resource Book > Language development and Vocabulary
pp. 12–13
MyEnglishLab > 1b Language development and Vocabulary
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Speaking p. 17
Lesson objective: improving fluency and coherence
Warm-up
Ask students what is currently in the news, how they found
out about it, and how often they check the news. They
should take turns to talk to a partner for a minute.
1 Make sure students have access to dictionaries for
this exercise. Divide students into pairs to discuss
the questions and ask them to record any unknown
vocabulary in their notebooks.
2a Check that students know what fluency and coherence
mean (coherence is about being understandable and
getting your point across clearly, fluency is the ability to
keep talking without large pauses, or noticeable effort).
Ask students to look at descriptions 1–3 at the same time
as listening.
1 needs to repeat ideas or pause (she repeats the question, and
uses I think that all the time, as well as having some lengthy pauses)
2 uses the same connectors quite often (she uses because, that
and and)
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3 sometimes goes much slower (this is an example of slow speech)
2b You could do this exercise with the whole class.
1 able to speak alone for about 30 seconds = Band 6 (is willing
to speak at length, though may lose coherence at times due to
occasional repetition, self-correction or hesitation);
needs to repeat ideas or pause = Band 5 (usually maintains flow
of speech but uses repetition, self-correction and/or slow speech
to keep going)
2 uses different connectors = Band 6 (uses a range of connectives
and discourse markers but not always appropriately);
uses the same connectors quite often = Band 5 (may over-use
certain connectives and discourse markers)
3 is able to speak at a read-aloud speed = this would be typical of
Band 6; sometimes goes much slower = Band 5 (produces simple
speech fluently, but more complex communication causes fluency
problems)
2c Advise students to read the options in Exercise 2a before
discussing the questions.
Nicholas is better. He shows the features of a Band 6 performance.
3 Before students start the task, refer them to the Test
Strategies on page 172, and answer any questions they
have. Give students some time to think about their
answers to the exercise before speaking. If possible,
students should record their answers.
4a–b Ask students to discuss the questions and make
recommendations to each other. If students recorded
themselves, they can listen again and analyse their
performances. When doing this, they should make
comments on their partner’s strengths and discuss
possible improvements.
Student’s Resource Book > Speaking p. 14
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Reading pp. 18–19
Lesson objectives: how to identify the main idea in
paragraphs of a reading text; to practise Matching
headings and Sentence completion tasks
Warm-up
Divide students into pairs and ask them to think of a book
they like. Ask them to describe it to their partner, saying
why it is good, and persuading them to try it.
1 Remind students to pay attention to past forms when
answering question 1. For question 2, students could
recycle phrases for giving opinions and reasons from the
Speaking section on page 11.
2 Give students two minutes to skim the passage on page 19.
Explain that it is important to quickly get an understanding
of the topic of any passage in the IELTS exam.
2 (Although it compares the present with an earlier time, there
are a lot of names mentioned, which immediately indicate an
argument. A historical text would have dates.)
3 You may want to refer students to the Test Strategies on
page 170 before doing this Reading task. Check students
understand the following words in the questions: intense
(very strong), capacity (ability), critical thought (a way of
so
questioning ideas), biological (relating to biology – the
body, nature, etc.). Ask students what they need to write
for questions 1–6 (the letters i–x) and how many words
are allowed for questions 7–10 (one word only). Remind
students to underline the key words in the questions to
help them locate the answers in the passage more easily.
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1 vi (people were able to remember more information from an
article that they read on paper, than a similar group who read the
same article online)
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2 i (poor understandings are being passed on to others)
3 x (the brain is constantly changing and re-organizing itself )
4 ii (We now have so much choice that many people refuse to
waste their time on anything unless something is truly fascinating)
5 v (Unfortunately, just as our bodies are programmed to want to
eat fats and sugars, things which we know are not good for us, our
brains prefer to read things that are shocking)
6 viii (With modern online news providers, you could exist quite
happily never knowing what is happening outside of your personal
interests.)
7 seconds (A – For every 150 ‘readers’ who open an article on
the internet, one in three of them will leave within seconds.)
8 comments (C – the overall number of comments and the
number of people who scrolled down to the end of the article did
not match)
9 childhood (D – Michael Merzenich has long argued against the
argument that the brain is formed in the early years of childhood)
10 content/things (F/G – we read things we know we should
not. Some experts have referred to this as ‘psychological obesity’.
Editors of respectable newspapers are aware that this kind of
content is popular, but they put important news stories on the
front cover anyway.)
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Teacher’s notes Module 1
4a–b Divide students into pairs to discuss the questions.
You could discuss 4b with the whole class.
Extra!
Ask students to underline any unfamiliar vocabulary in
the passage on page 19. Then, ask: How did the unknown
vocabulary affect your ability to answer the questions? Expand
this to a whole-class discussion (if the unknown vocabulary
did not negatively affect their answers, explain that it is a
useful test strategy to not focus on unknown words if they
are irrelevant to the questions).
Writing pp. 20–21
Lesson objectives: to practise understanding the task
and writing an overview
Warm-up
Divide students into groups and ask them to describe
the most recent film they have seen. Ask them to use
past tenses to describe the plot, while the other students
guess the film title. Encourage students to ask each other
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questions to find out more (Where was it set? What was the
plot?).
1 Ask students to discuss the questions. Remind them to
give full answers and reasons for their opinions.
2a Explain that candidates may lose marks if they copy
vocabulary from the title of the graph or chart in their
answer. Ask students to do the exercise and then
compare answers in pairs.
abroad – internationally
between – from … to
by selling – from sales
graph – chart
how much – the amount
illustrates – shows
money the film industry made – income from cinema ticket and
DVD sales
2b Depending on the ability of the class, ask students to
rewrite the introductory sentence either individually or in
pairs. You may want to put stronger students and weaker
students together.
Model answer
The graph shows how much money the film industry made by
selling cinema tickets and DVDs in the USA and abroad between
2001 and 2010.
Extra!
Ask students to think about the introductory sentences
they wrote. Write some of them on the board and ask
students to discuss these questions.
1 Does your introductory sentence accurately represent the data?
2 Are there are any grammatical errors?
3 Did you copy vocabulary from the task question?
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 Teacher’s notes Module 1
3a Ask students to discuss the questions in pairs. Make sure
students understand the correct answers before moving
on to the next exercise.
1 At the beginning, the North American market for DVD sales
was bigger, but by the end, the international market was worth
more.
2 DVD sales began to fall gradually for both DVD sales and
cinema sales.
3 Most of the money came from international cinema ticket sales
($32 billion compared to $22 billion for international DVD sales,
only $11.5 billion for US cinema sales, and only $18 billion for US
DVD sales).
3b Depending on the ability of the class, ask students to
rewrite the overview individually or in pairs.
Model answer
The graph shows that although the US market for DVD and
cinema ticket sales was as big in 2001 as all the other countries,
by the end of the study, the international market was more
important for the US film industry.
4a You may want to refer to the Test Strategies on page 171,
focusing students on the Task 1 section. Check students
understand the meaning of task achievement (answering
the question in a full and appropriate manner) and then
ask them to discuss the questions.
so
1 at best, Band 5 2 at best, Band 5
4b Write recounts detail mechanically on the board. Ask: What
does this mean? (The student has written about all the data
in the graph as if it were a list).
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1 listing 2 means 3 important 4 grammatical
4c Students could do this exercise individually or in pairs.
During feedback, make sure students give reasons for
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their answers.
Suggested answer
The first sentence recounts detail mechanically. This means that a
‘formula’ of language is repeated and/or numbers are merely listed.
This can be avoided by using a range of grammatical structures and
vocabulary and by focusing on the most important data.
5 Explain that prepositions are often important in describing
visual information because they sometimes explain the
direction of the data. For example, sales rose from/by/to
10% all have different meanings (from – starting number,
by – amount of change, to – finishing number).
1 at 2 by 3 to 4 by 5 (nothing)
6a Explain that another important skill for Writing Task 1 is
to use vocabulary to express quantity.
1 48% 2 9.5 billion 3 76% 4 15 billion and 32 billion
5 20 billion and 30 billion 6 62.5 billion and 83.5 billion
6b Do the exercise with the whole class, to check that
students understood the vocabulary in Exercise 6a.
A exactly B approximately, around C over D just under, almost
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7 Before students begin, briefly review the structure of a
Writing Task 1 description (introduction, overview, main
features, summary), the amount of words they must write
(at least 150), and remind them only to focus on the most
important data from the graph. Give students 20 minutes
to write their descriptions.
Model answer
The chart gives an overview of the changes in cinema and DVD
sales in the United States and the rest of the world over a ten-
year period. From the chart, we can tell that DVD sales have been
higher than cinema visits, and the international market has become
more important over the period.
At the beginning of the period, just under half of the income
came from cinema sales compared to DVDs, at $10 billion and
$20 billion, respectively. Despite a slight rise in DVD sales around
2005, they finished in more or less the same position, at around
$18 billion and $11 billion by 2010. However, there were much
bigger changes in international sales, with sales of DVDs rising
from $11 billion to $22 billion by 2010. Cinema sales were worth
over $32 billion. This was more than twice as much as domestic
sales.
This shows that the international market became more important
to the film industry between 2001 and 2010.
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8 Divide students into pairs to read and give feedback on
each other’s answers.
Extra!
Show the strongest answer to the whole class and discuss
why it is good and how it could be improved further. You
could do this at the end of the class or at the beginning of
the next one.
Student’s Resource Book > Writing p. 15
MyEnglishLab > 1b Writing
Review p. 22
The aim of this section is to check students’ progress in using
the vocabulary and grammar from the Module. This could
be given as homework and checked in class. Alternatively, it
could be used as a more formal test during the class. If done in
class, give students approximately 40 minutes to complete the
exercises.
1 1 technological 2 across 3 aware 4 area 5 leave out
6 back up 7 popularity 8 share
2a 1 don’t post 2 are missing / miss 3 means 4 is
5 does 6 don’t offer 7 don’t have 8 agree
9 is becoming 10 goes 11 visit 12 sign up
3 1 agencies 2 content / coverage 3 journalists 4 views
5 Social media 6 audience 7 events 8 broadcast
4a 1 went 2 was 3 got 4 put 5 chose 6 began
7 didn’t mind 8 saw 9 thought 10 took 11 didn’t have
12 decided
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 2
2B Find the words p. 119
Feelings

2C When have you felt …? p. 120

Lead-in p. 23

Warm-up
2
Module 2 includes topics which focus on lifestyle, life experiences and issues of identity, including happiness
and appearance.

Photocopiable activities
2A Bingo! p. 118
Teacher’s Online Materials
• Test Practice Lesson: Listening 3
• Module Test 2
• Review Test 1
Teacher’s notes Module 2

3b Point out that key words are usually verbs, nouns,

adjectives or adverbs.

Focus students’ attention on the photos and ask what
emotions are being shown. Write their suggestions on the
board. Ask students to talk in pairs about a time when they
felt one of these emotions.
Suggested answers
2 Social communication is based on things we have in common.
3 People want to share their unusual experiences with each other.
4 Before the research, people believed extraordinary experiences
bring mostly benefits.

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4a–b Write statement 1 from Exercise 3b on the board.
1 Before students discuss the questions, you may want to
Then ask students to look at sentence B in the passage.
check they understand the vocabulary in the box and the
Elicit synonyms of immediate, long-term and satisfaction
term facial expressions (the way the face moves, to show
so (in the moment, the long run, pleasurable). Get students to
emotion). After students have finished discussing the
match the topics in Exercise 3b with the sentences in the
questions, get brief feedback from the whole class.
passage, identifying how the key words are paraphrased.

2 D: social communication = social interaction;

2a Feeling good based on = grounded in; in common = similarities
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3 A: share = tell others about; unusual experiences = extraordinary
Reading pp. 24–25
experiences; each other = others
Lesson objective: to practise identifying key words 4 C: believed = thought; bring mostly benefits = make them the
star of the conversation
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Warm-up
Write some activities or ambitions on the board (e.g. win Expert IELTS
an Oscar, go skydiving). These should be something positive
It is important that students understand how Yes, No, Not
and something that students can describe. Divide students
given questions work. For an answer to be Yes, all parts of
into small groups and ask them to describe one of the
the statement must agree with the views in the passage. If
aims or ambitions without saying what it is. Other students
the answer is No, the passage must have information which
should guess what the activity or ambition is. At the end,
disagrees with the information in the statement. If the
ask: Which of these activities would you like to achieve? Why?
answer is neither Yes nor No, then it must be Not given.
1 You may want to demonstrate this exercise by talking
5 Discuss the questions with the class.
about what is on your own bucket list.
2 Give students 40 seconds to skim the first paragraph and 1B This pair of sentences contradict each other.
answer the question. It is good to time students when 2D This pair of sentences say the same.
looking at an IELTS Reading passage for the first time, as 3A This pair of sentences say the same.
this trains them to understand its main topic quickly. 4C This pair of sentences contradict each other.

It’s negative. The paragraph says that doing this can actually come at 6a Divide students into pairs to do this activity.
a social cost.
Suggested answers
3a You could do this activity as a whole class. 1 Cooney recognised that people socialise successfully by talking
about everyday subjects.
Key words carry the meaning of a sentence. We can use them to
2 People who took part in the study chose the film they watched.
locate similar information in the reading passage. Identifying and
3 It is a good idea to think before talking about unusual things we did.
using key words to scan for information is an important skill for
4 One person spoke for longer when discussing the film clips.
the IELTS Reading Paper.

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 Teacher’s notes Module 2
6b Give students two or three minutes to check the
statements and the passage carefully.
1 says the same 2 contradicts 3 says the same 4 contradicts
7a–b Point out to students that these exercises practise Not
given questions. Ask students to underline the key words
in sentences 1 and 2. Then ask them to skim the final two
paragraphs of the passage to see what they are about.
Lastly, ask them if the information in statements 1 and 2
appear in those parts of the passage.
1 The people who participated in the study knew each other.
2 Some study participants said nothing during the post-video
conversation.
The information in the statements doesn’t appear in the passage.
Therefore, the answers to these statements would be Not Given.
8 Before this task, you may want to refer students to the
information on Yes, No, Not given questions in the Test
Strategies section on page 170. Then, ask students to do
this task under test conditions (give them 10 minutes).
1 Yes (sixty-eight people is not a very high number …)
2 No (… is not the same as an incredible life experience; it is
unlikely that a street performer … produces results similar to the
feeling of an extraordinary experience)
3 Yes (Of course people will always have lots of everyday
experiences to talk about too.)
so
4 Not given
5 No (… if you want to do fantastic things and not be lonely, you
should choose friends who have similar ambitions)
6 Not given
ar
9 For this discussion, make sure students focus on assessing
their own abilities, and thinking of ways they can improve.
10 Remind students that they should give reasons.
Student’s Resource Book > Reading pp. 16–17
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MyEnglishLab > 2a Reading
Vocabulary p. 26
Lesson objectives: to introduce words for describing
experiences, and to extend knowledge of collocations
Warm-up
Write achieve goals on the board and elicit what it means
(to succeed in doing what you have planned to do). Divide
students into pairs or small groups and ask them to discuss
any goals they have, and the steps they need to achieve them.
Expert IELTS
Accuracy is very important in IELTS. When students learn
a new item of vocabulary, they should record not only
its meaning, but how it can be changed into other parts
of speech (a noun, verb, adjective, etc.). Students should
also be aware of collocations (words which naturally go
together).
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1a–b Ask students to do Exercises 1a and b in pairs.
Alternatively, you could do these exercises with the whole
class.
1 research (noun) 2 assume (verb) 3 negative (adjective)
4 goal (noun) 5 similarities (noun) 6 professional (adjective)
7 benefit (noun) 8 topic (noun)
2a–b Elicit the answer to question 1 before students do the
exercise in pairs.
1 goal 2 negative 3 similarities 4 professional 5 assume
6 topic 7 benefit 8 research
3a Write research on the board and elicit verbs that go
naturally with it (e.g. do, conduct), and verbs which do not
(make, have, etc.).
1 research 2 topic 3 goal 4 negative 5 research 6 benefit
3b If students have no research experience, you could ask
them to talk about something they have read about or
seen on TV.
4a Remind students that they should skim texts first, to
decide what they are about. They should spend about 30
seconds doing this before choosing the correct options.
n
1 research 2 studies 3 both 4 both 5 participants 6 both
7 both 8 both 9 conclude 10 both
4b This discussion could be broadened out to include
cosmetic surgery in general.
5a–b Get students to do these exercises in pairs.
5a attractive, intelligent, private, temporary
5b positive: amazing, attractive, enjoyable, excellent, fascinating,
intelligent, interesting, pleasant, powerful
negative: awful, depressing, dull, embarrassing, frightening, nasty
neither: personal, private, temporary
5c Tell students that when they learn a new word, it is useful
to record the syllable which has the main stress.
amazing attractive awful depressing dull embarrassing
enjoyable excellent fascinating frightening intelligent
interesting nasty pleasant personal powerful private
temporary
6a Divide students into pairs to talk about their experiences.
Encourage them to use adjectives from Exercise 5a.
6b This is another exercise focusing on collocation. You might
want to do this exercise as a class, selecting adjectives and
asking students what other words naturally go with them.
Suggested answers
amazing view, attractive man, awful day, depressing story, dull
lecture, embarrassing situation, enjoyable film, excellent meal,
fascinating book, frightening thought, intelligent women, interesting
article, nasty comment, pleasant journey, personal question,
powerful message, private party, temporary job
Student’s Resource Book > Vocabulary p. 18
MyEnglishLab > 2a Vocabulary
31/03/2017 07:53

Speaking p. 27
Lesson objective: to practise generating ideas and
vocabulary for a Speaking Part 2 task
Warm-up
Show students what a mind map is by drawing one on the
board. Write the topic things that make me happy in a circle
and draw lines radiating from this, linking the circle with
examples of your own (e.g. good food, music, playing with
children, etc.). Ask students to make their own mind map
for the same topic. Then, they can discuss their mind maps
in pairs or small groups.
1 Make sure students give reasons for their answers.
2 Students can discuss the questions as a whole class.
1 The topic is something that makes you happy.
2 four: what, where/when, how often, why
3a Make sure you give students one minute to make notes.
This is the amount of time they would have in the real
test. Students can make a mind map, if they like.
3b Play the recording for students to write down the thing
that makes each person happy.
1 camping 2 having a lie-in 3 chocolate 4 going for a walk
5 spending time with friends 6 shopping for clothes
so
3c Ask students to choose one thing. Remind them that they
will talk about this later.
4a–b Students can do Exercise 4a in pairs. Then play the
recording for students to check their ideas.
ar
1 He is going to talk about camping in the mountains in the summer
and how it helps him relax.
2 He has written some key words and perhaps some useful
Pe
vocabulary to help him speak.
3 They will help him to organise his ideas when he speaks and to
remember vocabulary, as well as use a wider variety of vocabulary.
Extra!
To extend Exercise 4b, ask students to look at audio script
2.2 on page 203. Ask them to notice where and how Rafael
has used his notes in his answer.
5a–b Do the first part of this exercise as a whole class. Ask
students which phrase in the box could be used to answer
Where? (warm bed). Students can do the rest of Exercise
5a in pairs. Then play the recording for them to check
their answers.
2 warm bed, Sunday
3 no homework, school holidays
4 creative, daydream, make plans, make up stories, peaceful,
thinking time
6a–b Give students one minute to make notes. Then divide
them into pairs to compare notes.
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Teacher’s notes Module 2
7a Before doing this exercise, you may want to refer students
to the information about Speaking Part 2 on page 172.
You could follow this by going through the exercises in
Expert Speaking on page 186, which give students extra
practice in Part 2 of the Speaking Paper.
Remind students that they need to speak for up to two
minutes for this part of the exam.
1 As well as that 2 Another reason is that 3 and 4 Plus 5 also
6 too
7b Students can discuss the questions as a whole class.
1 To introduce an additional point.
2 They can help you to organise your ideas better and show the
examiner that you can link ideas clearly.
3 start a new sentence: As well as that; Another reason is that; Plus
join two sentences: and
come before a verb: also
come at the end of a sentence: too
Extra!
Ask students to choose phrases from Exercise 7a and talk
about two or three things that make them happy using
n
those phrases. Other students should listen and check
which phrases are being used. Monitor to make sure
students are using the phrases correctly.
8 Ensure you give each student two minutes to give their
description, using their idea from Exercise 3c. The student
who is listening should note down how their partner has
answered each part of the prompt.
9 Students can discuss the questions as a whole class.
MyEnglishLab > 2a Speaking A and B
Listening p. 28
Lesson objective: to practise understanding the main
idea from stressed words
Warm-up
Divide students into groups and write these sayings about
beauty on the board: beauty is in the eye of the beholder, all
that glitters is not gold, beauty is only skin deep. Ask students
to discuss what the sayings mean. Then, each group should
discuss how true they think each saying is.
Expert IELTS
In the Listening Paper, multiple-choice questions often use
synonyms (different words which have the same meaning)
and paraphrasing (summarising an idea using different
words). Students should be aware that a word or idea in a
question may be a synonym or a paraphrase of what they
hear in the Listening text.
1 Focus students’ attention on the picture of the ATMs. If
necessary, explain what an ATM is (a machine from which
we withdraw cash).
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 Teacher’s notes Module 2
2a Ask students to predict what beautiful thing the speaker
might talk about. Explain that they will only hear the main
content words and that they should not worry about the
other words.
1 rainbows
2 Rainbows are a reminder that good things follow bad things.
2b Play the recording for students to listen to the full answer
and check their answers. You might want to discuss how
helpful the stressed words were as a whole class.
It is often possible to understand a speaker’s message from the
stressed words. This is because speakers tend to stress words
which carry the main meaning.
3 You may want to play the audio twice, and get students to
compare answers in pairs.
1 This morning I saw a lovely sunrise.
2 My theory is that everyone loves nature.
3 For me, the view of Earth from space is beautiful.
4 We know that people see beauty differently.
5 It’s worrying that people don’t spend enough time outside.
4a Tell students that they are going to apply this focus on
stressed words to a multiple-choice task. You may want
to refer students to the information on multiple-choice
questions in the Test Strategies section on page 168. Point
out to students that the question stem is According to
so
Japanese research. Ask them to underline the key words in
options A–C.
1 A we choose to use objects which are more attractive.
B we have little interest in the design of products.
ar
C we find attractive things less difficult to operate.
(The likely topic is beautiful objects.)
2 Key words are likely to be stressed because they carry the main
meaning.
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4b After listening, students compare their answers in pairs.
The speaker says: Two researchers in Japan conducted a study ... .
Both researchers and Japan are signal words and are stressed.
4c Refer students back to options A–C in Exercise 4a. Play
the recording. Then, ask students to compare their
answers in pairs and discuss why the other options are
not correct.
C (A is not correct because the speaker does not talk about the
subjects being given a choice. B is not correct because the speaker
does not talk about our interest in design.)
5 Advise students on the strategies for these questions: first
underline key words; then listen for signal words which
show the answer is coming; and then look at the key
words in the options. Give students time to underline and
check any vocabulary in each question stem and options
(students will have 30 seconds for this in the test, but you
can give more time here). Play the recording, then check
answers with the class.
1A 2A 3C 4B 5A
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6 Play the recording. Then, students can discuss the
questions in pairs.
1 1 Don Norman 2 reduce our stress levels 3 experience beauty
4 mental vacation 5 Evelyn Underhill
2 1 He believes beautiful things change a person’s emotions in a
positive way, making you feel happy and less stressed …
2 Firstly, it’s a good idea to pay attention to beauty. It’s all around
us, every day …
3 But remember that beauty isn’t just a visual thing. Playing
beautiful music can also make you feel good. Touching silk.
Smelling freshly cut grass. Or tasting a lovely piece of fruit …
4 Even if you’re sitting somewhere that’s ugly, you can enjoy
beauty anytime by using your imagination …
5 because we don’t pay attention, we miss a thousand lovely
things each day …
3 The speaker uses synonyms.
4 1 The speaker says beautiful objects make us feel happier,
but not that they remind us of beautiful things (B) and only
that machines seem simpler when they are good-looking (C).
2 The speaker mentions costs but not buying new items (B) and
fields/hills but not living in the countryside (C).
3 The speaker mentions flowers/plants but not gardens (A) and
n
keep our homes looking tidy but not simplifying them (B).
4 The speaker mentions changing the wallpaper on your
computer (A)/visiting websites (C) but these are not
examples of a mental vacation.
5 The speaker mentions that beautiful things are important but
not that they are less important in modern life (C).
7 You could do this activity as a brief class discussion.
MyEnglishLab > 2a Listening A and B
Language development p. 29
Lesson objective: to practise building complex
sentences using relative clauses
Warm-up
Show students pictures of everyday objects that they may
not know the names of, e.g. a tin opener, curling tongs, a
flower pot. Describe one of the items, e.g. It is an object
that holds flowers which we normally put it outside. Students
should guess what you’re describing (the flower pot). Tell
them the name of the object (or ask if they know what it
is called). Next, divide students into pairs and ask them to
describe another item to their partner. The partner should
guess the item being described. You can then introduce
the lesson by telling students they are going to study
relative clauses, which is a way of adding extra information,
especially to descriptions, and is required for a good score
in the Writing and Speaking Papers.
1a Before you begin, you may wish to refer students to the
information about relative clauses in the Expert Grammar
section on page 174.
1 which/that 2 when 3 which/that 4 who/that 5 where
6 who/that
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1b Students can discuss the questions in pairs.
1 We use which, that or who to refer to the object of a sentence
when we add more information about the object (as in sentence 4).
2 sentence 4 – because it is the object
2a Focus students’ attention on sentence 1. Ask students
what pronoun goes with people (who) then elicit various
ways to complete the sentence from the class.
2b When students do this, ensure the verb is changed (e.g.
He/She likes people who … , etc.).
3a Students can discuss this question in pairs or in groups.
You might want to write interesting vocabulary from the
discussions on the board for students to record.
3b Point out that the relative clause should be inserted
directly after the noun it is describing.
2 People feel stressed when they have a lot of work to do.
3 Places where there are a lot of people can be stressful.
4 Some people who spend time in a noisy environment have higher
stress levels.
5 Activities which are very difficult cause stress.
6 Employers who ask their employees to work too hard cause stress.
7 News which is not good increases stress levels.
8 Meditation can work for people who experience stress.
9 Stress which we see as positive can be good for us.
10 Stress tends to have a negative effect when we think it is
negative.
so
4a Point out to students that they discussed the causes of
stress in Exercise 3a, and now they are talking about the
effects. Clarify the difference if necessary.
ar
4b Students could do this in pairs or small groups. Then
check answers with the class.
Suggested answer
Stress is a common emotion which can have both a positive and
Pe
negative effect on a person. It can help you achieve success. For
example, it gives you motivation and energy which you need to
complete tasks well. In addition, stress can help your memory.
When you are stressed, the brain releases chemicals which help
you to focus better. A person who is focused and successful is
probably happier in general.
Extra!
If students do Exercise 4b in pairs or groups, they could
put their answers up around the room. Then, other groups
could walk around and look at the answers and tick or
cross each paper if they think the relative clauses are right
or wrong. Students could then amend their answers based
on this feedback.
4c Students could do this for homework.
Student’s Resource Book > Language development p. 19
MyEnglishLab > 2a Language development
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Teacher’s notes Module 2
Writing p. 30
Lesson objective: to practise generating and selecting
ideas for an essay
Warm-up
Write these sayings on the board: Money is the root of
all evil and Money is the key to happiness. Ask students to
discuss which saying they believe is most accurate.
1 If possible, put the essay question up on the board and
discuss it as a whole class. To check if students understand
to what extent, you could ask the class how much they
agree that money is important to a person’s happiness.
The class can give various responses between totally agree
and totally disagree.
Some people believe that money is one of the most important
factors in a person’s happiness. To what extent do you agree with this?
A factor is a thing which influences something.
To what extent means ‘how much’.
2a Point out that a cube is an object with six sides, and flip
means to turn something around. Students could discuss
this in pairs or groups. Check answers as a class.
n
2b–c For Exercise 2b, you could allocate different techniques
to different groups, to ensure all the techniques from
Exercise 2a are covered. Check answers as a class.
3 Ensure students justify their reasons. You could discuss
question 3 as a whole class.
4 Students should do this individually and compare answers
with a partner. Ensure students have a clear idea of what a
paragraph is (a section of text with a single topic).
Plan A is the most appropriate, as it asks the candidate to argue
their opinion.
Plan B is more appropriate for a question in which candidates
have to give reasons for two opinions or argue the advantages
or disadvantages of something before giving their opinion (e.g.
Some people believe money is one of the main factors of happiness,
whereas others believe it is not a factor at all. Discuss both points of
view and then give your opinion.)
Expert IELTS
In the IELTS Writing Paper, students should not just write
about the topic. The essay question should be answered in
the introduction and the essay should not deviate from the
question. It is important to make sure the essay addresses
the main instruction in the question (in this case, To what
extent do you agree?).
5 You may want to refer students to the Test Strategies
on page 171 at this point. If your students are weak, you
might want to do this exercise as a whole class. Stronger
students could work individually before showing their
plans to a partner and asking for feedback on the following
areas: Do I answer the question at the beginning? Are my
points clear? Is it clear how my paragraphs are organised?
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 Teacher’s notes Module 2
Extra!
Divide students into groups of people who have similar
opinions and ask them to decide which reasons are
strongest. Then, ask them to plan the essay a second
time and write it together, as a group. Then, you could
photocopy each one for other groups to read. Finally, ask
students if their opinions have changed after reading each
other’s essays.
6 Explain that planning an essay will help students answer
the question more effectively, and usually results in a
better-organised essay. Explain that for Writing Task 2,
students will have 40 minutes to plan, write and check
their essay. They should spend around 10 minutes on
thinking about the essay question and planning for it.
Student’s Resource Book > Writing p. 20
MyEnglishLab > 2a Writing
2b Looking good
Listening p. 31
Lesson objective: to practise answering multiple-
choice and sentence-completion questions
Warm-up
so
Write instructions on pieces of paper for students, saying
how they feel about other people in the room (e.g. you are
ignoring the person next to you, you are exhausted, etc). Give
one instruction to each student and ask them to use body
language to show their partner how they feel, according
ar
to the instructions. They have a minute to guess how their
partner feels.
1a Students can briefly discuss the questions and in pairs.
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Ensure they understand the meaning of body language
(communicating feelings or thoughts without using words).
1b Be careful about pairing students to avoid having a very
sensitive student with a very bold one.
2 Ask students to discuss these questions. Make sure that
they focus on the question (or question stem), rather than
options A–C. Check answers with the class and compile a
list of synonyms the students have suggested on the board.
3 Before listening, focus students’ attention on the HELP
information at the bottom of the page.
1 B (People don’t immediately think about non-verbal
communication like our facial expression or how we’re sitting. But
it’s actually one of the most significant forms of communication)
2 C (I’m sure everyone here has watched an animal documentary
where apes displayed this kind of open body language)
3 A (From my own personal experience of job interviews, I can
tell you that most interviewees – the person who wants the job –
feel powerless and this makes them want to sit low in their chair)
4 B (less cortisol means less stress)
5 C (I’d like you to all spend a few minutes at the beginning of
every day standing tall with your chests forward and your heads
high so that you can feel confident for the day ahead)
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6 B (Four of them had misunderstood the instructions and one
hadn’t followed them correctly)
7 strengths and skills (They were given about six minutes before
the interview, to write a speech … about their strengths and skills)
8 filmed (These preparation stages were filmed …)
9 performance (judges who listened and then made an evaluation
of the participant’s performance)
10 enthusiastic (The judges thought those candidates were more
enthusiastic when describing their skills)
4 Students can discuss these questions in pairs, but it would
be worthwhile to then have a class discussion. You could
play the recording again to help students answer question 3.
Student’s Resource Book > Listening p. 21
MyEnglishLab > 2b Listening
Language development and vocabulary p. 32
Lesson objectives: to practise recognising and using
different parts of speech; to develop adjectives of feeling
Warm-up
Divide students into teams of three or four. Write a list
n
of parts of speech on the board (you could use the list
in Exercise 1) and give students 2–3 minutes to write an
example of each part of speech. Ask them to exchange lists
and check each other’s examples.
1 Before this exercise, you could refer students to the
Expert Grammar section on parts of speech on page 174.
1 participants 2 made 3 didn’t 4 difficult 5 very 6 for
7 themselves 8 the 9 but
2 Ask students to work in pairs, before checking with the class.
1 pronoun 2 noun 3 noun 4 verb 5 noun or number
6 clauses/sentences 7 verbs (main verbs)
3a Before starting the activity ensure students know the
terms missing words (there is a word needed which isn’t
there), word order errors (words aren’t in the right order),
word form errors (there is a wrong part of speech). You
could then model this with the first sentence. Write the
sentence on the board and elicit what is wrong. Ask them
what type of problem it is, then correct it as a class.
1 Research suggests that men have more confidence than women.
(word form)
2 Women have always worked hard. (word order)
3 In many countries, a higher percentage of women graduate
from university. (word order)
4 Many men get promoted fast but women don’t. (word form)
5 You don’t find a lot of women at the top of big companies.
(missing word)
6 Companies with a lot of female managers are often very
successful. (word form)
7 New mothers usually take leave for at least six months after a
birth. (missing word)
8 Time away from work can explain why some women lack
confidence. (word form)
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3b It might be worth thinking about your class. Do you think
these questions are suitable for your group? If not, you
could move on to Exercise 4a.
4a Ask students to do this in pairs. If your class needs extra
help, they could use dictionaries. Any words students
don’t know should be recorded in their notebooks.
Positive: calm, comfortable, fascinated, powerful, proud, relaxed,
surprised
Negative: anxious, confused, exhausted, furious, guilty, nervous,
shocked, stressed, terrible, terrified, worried
4b Remind students to skim the text quickly.
1 anxious/stressed/worried 2 anxious/worried 3 confused
4 relaxed 5 fascinated/confused 6 proud 7 terrified
8 comfortable 9 guilty 10 exhausted
5 This can be done as a class discussion. You may need to
explain intensifier (a word that makes an adjective stronger).
1 They make the adjective stronger.
2 They are already ‘extreme’ adjectives and we cannot use them
with words like quite, very, etc. Exhausted, furious, terrible and
terrified are the other ‘extreme’ adjectives in the box.
3 extremely / incredibly are stronger than very / really.
4 really
6 Go through the example with the class. Then, divide
so
students into pairs to think of their own examples.
Extra!
Students could do Exercise 6 as a class mingle. Give each
ar
student a piece of paper with an intensifier and adjective on
it. Then, they go around to other students and tell a story
about when they felt this way. Each student should guess
the others’ words.
Pe
Student’s Resource Book > Language development and Vocabulary
pp. 22–23
MyEnglishLab > 2b Language development and Vocabulary
Speaking p. 33
Lesson objective: to practise describing an event
Warm-up
Write three sentences up on the board about past events.
One sentence should be true about you and two should
be false (e.g. I won a prize for tennis. I have seen a whale. I
have walked on the Great Wall of China). Ask students to
guess which one is true. Then ask students to write their
own sentences, only one of which is true. In pairs, they take
turns to say their sentences and try to guess the true one.
1a–b Ensure students have dictionaries for this exercise and
give any help where needed. Then ask students to discuss
the questions in pairs. When students are listening to their
partner they should try to make a note of their answers.
2a Ask students to do this individually.
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Teacher’s notes Module 2
Describe a time you did something important. You should say:
what it was
when and where it happened
how you felt
and why it was important.
2b Play the recording and ask who does better (Aimée).
Aimée probably used her preparation time better as she does not
spend so long thinking of ideas and pausing to think of vocabulary.
This improves her fluency.
2c Students can do this individually. You might need to play
the recording again, depending on how many words
students can note down.
Suggested answers
graduation ceremony, certificates, conference centre, outside the
city, gave a speech, absolutely terrified, fall on the stairs, make a
mistake, mouth dry, gifts, very surprised, very proud, first, graduate
3a Refer students to audio script 2.13 on page 205.
3 (Aimée paraphrases the clothes she wore and give a speech. She
talks about different subjects for a long time and describes things
n
using different words but she also can change words easily. She
doesn’t use any wrong words and she describes things well.)
3b Ask students to match the descriptors with the statements
in Exercise 3a. Point out that Aimée’s speaking is nearly at
a Band 6 level. As a class, discuss what Aimée would need
to do in order to improve her speaking.
cannot change words easily – uses vocabulary with limited flexibility
(Band 5)
talk about subjects clearly for a long time – discuss topics at length
and make meaning clear (Band 6)
can describe it well using different words – generally paraphrases
successfully (Band 6)
cannot always do it well – with mixed success (Band 5)
4 Before this activity, you might want to refer students to
the Test Strategies on page 172. Divide students into pairs
and give one minute for students to prepare, and then up
to two minutes each to give their answer. One student
should listen for two things: to check that the speaker
has answered all of the prompts in Exercise 2a; to decide
what descriptor from Exercise 3a they would use.
5a Students should discuss the questions in the same pairs. If
they recorded themselves in Exercise 4, they can listen to
themselves.
5b Ask students to discuss these questions in the same pairs
and decide what their partner needs.
Extra!
If students recorded their answer, get them to listen to it
(possibly at home), think about ways to improve it, and
then record a new answer. These could be played back
in class, and students could listen to the first and second
versions and analyse what is better about the second.
Student’s Resource Book > Speaking p. 24
MyEnglishLab > 2b Speaking A and B
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 Teacher’s notes Module 2
Reading pp. 34–35
Lesson objectives: to practise identifying key words;
to practise Yes, No, Not Given and Matching information
tasks
Warm-up
Divide students into groups and ask them to describe the
last thing they bought, without saying exactly what it was.
Others in the group should try to guess what was bought.
Expert IELTS
One of the most important factors in the Reading Paper
is that students need to manage their time well. They will
have 60 minutes to answer 40 questions on three passages.
It is important to get students into the habit of answering
within a time limit. Aim to give students around 20 minutes
to answer all the questions for one passage.
1 Students discuss the questions. You could note interesting
vocabulary on the board and ask students to record any
unknown words in their notebooks.
2 Before doing the exercise, you could refer students to
the Test Strategies on page 170 and encourage them
to follow the advice. If your class needs extra help, you
could underline the key words in the first statement as a
so
whole class, or ask students to underline key words in all
the statements in pairs. Go through the HELP box at the
bottom of the page, which gives additional information to
help students do the task.
1 C (Our new Prada shoes may be lovely, but our pleasure in them
ar
depends on impressing others.)
2 F (Uniforms are frequently adopted by fashion and other industry
leaders.)
3 D (From a young age, women are judged on their appearance,
Pe
and men on skills and abilities.)
4 B (The first image showed him in a suit made especially for him.)
5 A (Fashion is about meanings and symbols that give us immediate
visual communication.)
6 E (Researchers found that simply wearing a lab coat increased
performance on attention-related tasks)
7 Yes (But I would suggest it is also about decision-making,
performance and fitting into society.)
8 Yes (Attractive people generate a ‘halo effect’, which makes us
believe everything connected with that person is positive.)
9 No (You’d think that buyer’s guilt would stop us shopping but it
doesn’t.)
10 No (If we compare this to the past when men hunted alone, as
fast as possible, and women spent time with each other selecting
berries, nuts and vegetables, we can see shopping is the same.)
11 Not given
12 No (fashion can allow us to fit into a group or stand out as
different.)
3 Discuss these questions as a whole class.
30
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Extra!
Ask students to look at the correct answers and the
passage again and decide why the answers are correct.
You could then put the extracts from the passage on the
board and discuss the questions, and how the answers are
right with the whole class. Doing this will help students
understand how the Reading Paper works, and what it is
asking students to do.
MyEnglishLab > 2b Reading
Writing p. 36
Lesson objectives: to practise a Writing Task 2 essay,
answering the question appropriately and expressing
opinions
Warm-up
If possible, show students some pictures of different
fashion styles (e.g. punk, sporty, goth, etc.). Divide students
into groups and ask them to discuss which fashions they like
and dislike and why. Write the following questions on the
board: It is possible to understand a person’s character by the
n
way they dress? Why do some people pay a lot of attention to
their clothes and style? Ask students to discuss the questions.
1 Students can discuss the questions as a whole class.
2a Before doing this exercise, you might want to refer
students to the Expert Writing section on page 193, which
provides a model of a Task 2 opinion essay. Use this to
show students how a typical opinion essay is organised,
and what it contains. After students have underlined the
key words in the essay question, ask them to discuss the
questions in pairs. Check answers as a class.
Suggested answers
Both men and women care more about their appearance today
than they did in the past. To what extent do you agree or disagree
with this statement?
What – caring about our appearance
Who – men and women
When – past compared to the present
care more about their appearance – wear more fashionable clothes,
make-up, have a fashionable haircut, wear more jewellery, go to
the beauty salon more often, etc.
2b Students can do this exercise as a whole class.
Students should include a view of changing attitudes, reasons for
changing/unchanging attitudes and an example of a change in
attitude. Popular clothes shops and a history of fashion are not
relevant to the question, and writing about these things may result
in a lower score.
Expert IELTS
In order to achieve a good score in a Writing Task 2 essay,
candidates must answer the question directly, and not just
write generally about the topic. Even if their writing is good,
candidates who do not address the question may lose
points under the Task Achievement marking criteria.
31/03/2017 07:53

3 Before this exercise, refer students to the Test Strategies
section on page 171. Discuss the questions with the class.
1, 2, 4 (It is important to not do 3. Candidates will struggle to get a
Band 6 or above if they do not select relevant ideas and write about
them in depth.)
4 Ask students to decide what they think of the statement
in Exercise 2a. Then, they should make a list of reasons
to support their opinion. They can use techniques 1–3 to
help them generate ideas. Get feedback as a class.
5a–b Ask students to do the exercises individually and then
compare ideas with a partner.
6a Ask students to organise their ideas, according to the
essay plan structure. Remind them that they need to
justify their ideas in an essay.
6b Ask students to compare their plans with a partner.
Encourage them to give honest feedback.
7a–b Ask students to do these exercises individually and then
compare answers in pairs.
1 One reason for this is that 2 I believe that
3 I would suggest that 4 For instance 5 Another reason is that
6 In my view 7 I am of the opinion that 8 One example is
Extra!
so
Ask students to identify the grammatical structures which
come after the phrases in Exercise 7a and to write their
own example sentences. Doing this will help students
remember the phrases and use them in their own writing.
8a–b Students could do this exercise as a whole class, as a
ar
game. Whichever student finds the errors first shouts
STOP! The rest of the class should stop and then you can
check if the student’s answers are correct or not. The
game continues until all the errors have been found.
Pe
In my view, men’s attitudes to their appearance have changed
whereas women’s attitudes have stayed the same. One reason for
this is that we see more famous men caring about their looks in
the media these days, which puts pressure on other men to do
the same. For example, it is common to see stars like Cristiano
Ronaldo looking good on the front of a magazine or Justin
Bieber looking good in a music video. Both of these people spend
time and money on their hair, on wearing the latest fashion, on
trendy accessories and on healthy-looking skin. Ordinary men
feel they have to look as good even though they have less time
and money to spend on their appearance.
1 wrong letter (ordinary) 2 missing letter (which)
3 wrong order of double vowels (view)
4 extra letter (magazine) 5 confusion with a similar word (there)
9 You may want students to write their essay under timed
conditions (40 minutes). Alternatively, you could give
students longer, or set this exercise as homework. It
is worth asking students to do the writing task in class
because it gives you a chance to monitor and notice
students who are struggling with time, ideas or other issues.
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Teacher’s notes Module 2
Model answer
For centuries, people have taken care of the way they dress.
However, traditionally it has been women who are more concerned
with their appearance than men. This essay will argue that women’s
attitudes to appearance have not changed in recent decades,
whereas men have become more concerned with how they look.
One reason for this is the growing importance of skin care. In
the past, only women cared about their skin. They were the ones
who put on cream each day to keep their faces looking young and
wrinkle-free. Men used shaving products but nothing more. Today,
they feel the pressure to have soft and young-looking skin too, and
so there are now skin-care products especially for men, which are
very popular among the younger generation.
Another reason for men caring more about their appearance is
the role of the male celebrity. In the past, female celebrities were
often famous because of their looks, but male celebrities were
people who were clever or skilled. Their appearance was less
important than their actions, but today it is often the opposite.
Men see male celebrities and feel that they should try to look
as good.
In conclusion, society has always felt that women should look
attractive and, while body image is an issue today, this has not
necessarily changed. Men, however, are required to pay much
n
more attention to their appearance these days so they have good
skin and look as good as celebrity role models. Appearance is now
equally important for both men and women.
10a–d Ensure that you devote enough time for students to
thoroughly assess and improve their work.
Student’s Resource Book > Writing p. 25
MyEnglishLab > 2b Writing
Review p. 38
In order to make these exercises more engaging, you could do
them as a competition. Divide students into teams to answer
the questions and give them a time limit of 20–30 minutes.
1 1 negative 2 conducted/carried out 3 benefits
4 results/research 5 concluded 6 studies 7 topic 8 emotions
2 2 Football fans feel high levels of excitement when their favourite
team wins a match.
3 Sometimes smiling can help people who are feeling down to
feel better.
4 It is difficult to calm someone down who is furious.
5 People often feel frustrated when they don’t get what they want.
6 Disgust is an emotion which/that tells us not to eat something
dangerous.
7 If you see a person whose cheeks are red, he or she may be
embarrassed about something.
8 People who don’t show a lot of emotion can become stressed.
3a 1 positive 2 In, of 3 A, a, the 4 Happiness, things, people
5 has 6 we, us 7 have, are
3b 1 positively 2 wrong/badly 3 is 4 happiness/success 5 to
6 us 7 when
4a 1 very 2 nervous 3 shocked 4 very 5 stressed
6 more relaxed 7 absolutely 8 furious
MyEnglishLab > Module Test 2
MyEnglishLab > Review Test 1
31
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 3
Teacher’s notes Module 3

Photocopiable activities
3A Error correction p. 121
3B Priorities p. 122
Work and study
Module 3 covers the topic of education, as well as issues related to work and emotional intelligence.

Teacher’s Online Materials

• Test Practice Lesson: Writing 1
• Module Test 3
3
3C Verb patterns p. 123

Lead-in p. 39 3b Focus students’ attention on the first sentence of the

summary and the missing word. Ask students which part
of speech the missing word is (a noun) and what kind
Warm-up of information they are looking for (a reason). Then ask
Write this idea on the board: The best education is life itself. them to identify the paragraph where the answer will be.
Divide students into small groups and ask them to discuss
A (It explains the reasons for carrying out the experiment.)
their views. Get feedback from the whole class.
3c Ask students to read paragraph A in detail and discuss
1 Before students discuss the questions, check that they which word is correct, and why.

n
understand the meaning of compulsory (something that
must be done). Get brief class feedback on the questions. success (synonyms are come near the top and triumph)
2 Students can discuss the questions in pairs or as a whole class.
so 3d Ask students to do this exercise individually and then
compare answers in pairs.
3a Learning for life 2 control group (There were two groups, and the ones with the
Chinese teachers were in the ‘study group’. The opposite must be
Reading pp. 40–41 the ‘control group’.)
ar
3 experiences (Chinese teachers were interviewed about how they
Lesson objective: using the structure of a text to follow
felt about what happened.)
its ideas
4 behaved (a synonym of disciplined)
5 admitted (a synonym of agreed)
Warm-up
Pe

6 imagination (a synonym of creativity)

Divide students into pairs and ask them to describe
their favourite teacher from their early school days. Get
feedback from the class, and ask students what makes a
good teacher.
1 Ensure that students have dictionaries for this exercise.
Get brief feedback from the class.
2a Give students a minute to skim the title and the
introduction of the passage.
The passage is about an experiment to bring Chinese teachers to
the UK.
2b Do this exercise as a whole class. Give students 30
seconds to read the first sentence in paragraph A, then
elicit the correct topic (1–4). Continue with the other
paragraphs.
1C 2B 3D 4A
3a Before doing this exercise, write the topics of paragraphs
A–D on the board in order (4, 2, 1, 3). Ask students to
skim the summary quickly, and elicit the answer.
The whole passage.
4 Refer students to the Test Strategies on page 169
before doing this activity. Then, ask students to skim the
summary quickly and decide which parts of speech the
missing words are (all are nouns) and therefore, which
word from the list they can eliminate (A – unnecessary).
Ask students to do the exercise individually and then
compare answers with a partner.
1E 2D 3H 4G 5F
5 Divide students into pairs to discuss the questions. The
synonyms used are underlined below.
1 Attitudes to testing, research in India and conclusions.
2 1 E (All of this suggests that an obsession with testing does not
exist in the UK, which would be untrue.)
2 D (their teaching methods did get results … They get results
because we are in school for so long.)
3 H (a little chaos in the classroom is not necessarily a bad thing)
4 G (his research suggests that the presence of someone in
charge is neither essential nor desirable)
5 F (each country has an educational approach which is unique
and reflects the values and expectations of its society)

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6 Students can discuss this as a whole class, giving their
views on the advantages of studying abroad.
Extra!
Divide students into small groups. Ask them to think of
their ideal school. They should discuss what kinds of things
are most important to have in the school and why. Then
each group can share ideas with the whole class and vote
on the most important aspects.
Student’s Resource Book > Reading pp. 26–27
MyEnglishLab > 3a Reading
Vocabulary p. 42
Lesson objective: to build vocabulary related to
education and research
Warm-up
As a class, make a mind map of words related to education.
Start by writing the word education in a circle on the board
and then writing people, places, verbs, adjectives, activities (or
other appropriate categories) around the circle. Elicit ideas
for each category and write them on the board.
1a–b Ask students which prepositions often follow the noun
research (on/into). Ask them to complete the exercise,
so
focusing on the prepositions which need to follow
each word in italics. Remind students that recording
prepositions which follow nouns, verbs and adjectives is a
good way to expand their vocabulary.
ar
1B 2F 3C 4A 5D 6E
1c Encourage students to use the words in italics from
Exercise 1a in their discussions.
2a Make sure students have dictionaries for this exercise.
Pe
1 attendance 2 elementary 3 campus 4 Higher 5 qualification
6 top 7 formal 8 behaviour
2b Students can do this exercise in pairs or small groups.
3a Write helpful, educational and supportive on the board and
ask students what part of speech they are (adjectives).
Point out that the endings -ful, -al and -ive are typical
adjective endings. Students can do the exercise as a whole
class. Point out the correct spelling of each adjective.
-able achievable, doable
-ful careful, harmful
-ive creative, informative
-al alphabetical, minimal
-ing annoying, disappointing
3b–c Remind students to pay attention to their spelling in
this exercise. Point out that in the IELTS exam, it is easy
for candidates to lose marks for incorrect spelling. Check
answers with the class. Then divide students into groups
to discuss the questions.
1 doable/achievable 2 minimal 3 annoying/disappointing
4 alphabetical 5 careful
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Teacher’s notes Module 3
4a Do the first item as an example before students complete
the exercise individually. Ask students to record any
unknown collocations in their notebooks.
1 success 2 research 3 example 4 background 5 consideration
6 theme 7 opportunities 8 methods
4b You could set this question as a debate. Divide students
into groups of four, in which two will agree with the
statement, and two will disagree. Give students a minute
to prepare their ideas and make notes before starting the
discussion.
Student’s Resource Book > Vocabulary p. 28
MyEnglishLab > 3a Vocabulary
Speaking (Part 3) p. 43
Lesson objective: to practise giving reasons in Part 3
of the Speaking Paper
Warm-up
Write a list of sports on the board (e.g. skiing, football, yoga,
judo, basketball, fishing) and ask students to decide if the
correct verb for each sport is play, do or go (go skiing, play
n
football, do yoga, do judo, play basketball, go fishing). Then
ask them to discuss whether these sports should be taught
or practised in schools.
1a Remind students to give reasons for their answers.
1b Play the recording and ask students to write down their
answers while they are listening.
1 negative 2 mixed 3 positive
1c Ask students to underline the words that helped them.
1 C (they should be using that time for things like sports, not
school time)
2 B (we needed somewhere to run around in wet weather)
3 A (someone beats you)
1d Students can do this in pairs or as a whole class. Write
their ideas and reasons on the board.
2a Ask students to decide which question is being answered.
1
2b Match the first stage as a whole class before students
continue the exercise individually.
1 D (I think that) 2 B (because) 3 A (and also) 4 C (I think that)
2c Write the phrases from Exercise 2b on the board for
students to refer to.
Suggested answers
1 When I went to school, I did sports. I think that it was good
because we could relax and it also helped us to study better
afterwards. That’s why I think sports are an important part of school.
2 I don’t think that there are very good facilities in my country
because the equipment is old, and also there aren’t many playing
fields in city schools. I think sport is good for kids, so we need to
spend more money on school sports.
33
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 Teacher’s notes Module 3
3 Before you do this exercise, you could ask students to
read the Test Strategies on page 172. You could follow
this by going through the exercises in Expert Speaking on
page 187, which give students extra practice of Part 3 of
the Speaking Paper.
Give students some time to think about how they could
use the phrases to answer the questions. Ask students
to take turns asking and answering the questions. The
student asking the questions could tick off the phrases
in the box when they hear their partner use them. Get
students to record themselves, if possible.
Expert IELTS
For Speaking Part 3, students will not be asked to talk
about themselves. They will need to develop a range of
opinions on topics such as the media, the environment and
education. Ensure that students receive practice in this area
so that they can develop their ideas, and their confidence in
talking about issues affecting society and the world.
4 If students could record their performance, they could
re-listen to help them answer these questions. If not, the
ticking suggestion in Exercise 3 could help.
Extra!
Ask students to make a list of other questions an examiner
so
could ask about the school curriculum in Part 3 of the
Speaking Paper. Give students about 10 minutes to prepare
their questions and monitor, correcting them where
necessary. Then change the pairs and ask students to role
play their questions and answers.
ar
MyEnglishLab > 3a Speaking A and B
Listening p.44
Pe
Lesson objective: to practise identifying similarity and
difference
Warm-up
Divide students into small groups and give them five
minutes to decide on the three most important functions of
universities (e.g. to provide education, do research, prepare
students for the world of work, etc). Write students’
ideas on the board and then ask them to vote on the most
important thing. Ask students to compare and contrast the
functions before voting.
1 Encourage students to discuss the ideas while ranking
them, comparing and contrasting them. Get feedback
from the class.
34
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2a Play the recording. Then ask students to compare answers
in pairs.
Bartlett Rugby
good course programme? ✓ ✓
year’s work placement? ✓ ✗
good options? ✓ ✓
better teachers? ✓ ✗
rowing team? ✗ ✗
2b Remind students that the complete sentences must make
sense and be grammatically correct.
1B 2E 3C 4A 5D
3 Before doing this exercise, you may wish to refer students
to the Test Strategies on page 169. Ask students to do this
exercise individually, to give them realistic exam practice.
Expert IELTS
In Listening Section 3, it is important for students to be able
to distinguish between the different speakers. You can give
students practice in this by playing the recording and asking
them to count the number of times each person speaks.
n
Do this before students attempt the actual test practice, to
get them used to listening to more than one speaker.
1 C (take building design and planning, for example. It’s obviously
not going to be taken off the curriculum any time soon)
2 B (we’ll probably only need 80 percent of the doctors that we
have today)
3 B (while we’ll still need programmers, there won’t be anything like
the number of opportunities that there are today)
4 C (Neither art nor fashion design are going to disappear for many
years to come.)
5 A (Soon enough, there’ll be enough creative writing courses
available online that nobody will be willing to attend university for
it anymore.)
4 Ask students to read audio script 3.4 on page 205 and
discuss the questions. Ask them to underline words and
phrases to justify their answers.
5 Encourage students to give reasons for their answers.
MyEnglishLab > 3a Listening A and B
Language development p. 45
Lesson objective: to review use of comparative forms
Warm-up
Divide students into groups. Ask them to discuss the
following: who studied the most yesterday, who watched the
most TV last night, who has read the most books.
31/03/2017 07:54

Expert IELTS
Comparative forms can appear in all parts of the IELTS
exam, so students should become familiar with grammatical
structures and vocabulary to show similarity and difference.
1a Before this exercise, you may wish to refer students to the
Expert Grammar section on comparative forms on page
175. Get students to complete the exercise in pairs before
checking with the class.
1 more accurately 2 easier 3 less common 4 more popular
5 more carefully 6 as much 7 fewer 8 more creatively
1b Do this exercise as a whole class.
A 2, 3, and 4 B 1, 5 and 8 C 6 and 7
2a Get students to complete the exercise individually before
comparing answers with a partner.
1 as many subjects 2 as practical 3 as creatively 4 less important
5 as highly valued 6 less respectful 7 as dominant as
8 more pressure
2b Students can do this exercise in small groups, especially if
they are of different ages or from different countries.
3a Remind students to skim the text quickly to find out what
it is about. Ask students to do this exercise individually
before comparing answers in pairs.
so
1 as dull as / duller than 2 less aware 3 most important
4 less interesting 5 most disgusting 6 most ancient 7 older than
8 more grateful 9 less likely 10 better
ar
3b Students can do this in pairs, groups or as a whole class. If
students are still at school, you could tell them about what
school was like for you or your parents’ generation. Students
could think about this before having the discussion.
Pe
4a Get students to complete the exercise individually before
comparing answers in pairs.
1 most common 2 twice as many 3 slightly higher than
4 second most popular 5 the same as 6 half as many
7 much lower 8 as popular as
4b Ask students to listen carefully to their partner and
correct any inaccuracies they hear.
Student’s Resource Book > Language development p. 29
MyEnglishLab > 3a Language development
Writing p. 46
Lesson objectives: to practise selecting data for
Writing Task 1, and focus on linking information
Warm-up
Divide students into groups and ask them to write a list of
things someone would need to do in order to prepare for
studying abroad. Then ask them to discuss which items on
their list would be easy and difficult. Ask students to share
their ideas with the class.
1a Encourage students to give full answers to the questions,
giving reasons and explanations.
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Teacher’s notes Module 3
1b Elicit the answer and write it on the board.
It shows the cost of an undergraduate degree course in four
countries, including study fees and living costs.
1c Ask students to do this exercise individually. It is important
that students become used to noticing and selecting
specific information from charts.
1 Australia 2 Germany 3 highest – Australia; lowest – Germany
4 highest – Australia; lowest – United States
1d Ask students to read sentence 1 and find the information
in the graph. Then ask them to complete the exercise
individually.
2 over four times (those of refers back to study fees)
3 around 50 percent higher (that of refers back to the total cost of a
three-year degree)
4 twice
2 Ask students to discuss how the words in the box can link
information (All in all = considering everything; Although
= separates two pieces of contrasting information;
Both = describes two things; In fact = for emphasis or
to introduce something different; That meant that = to
n
explain something). Then get students to complete the
exercise individually or in pairs.
1 Both 2 In fact 3 Although 4 That means that 5 All in all
3 Get students to read the Test Strategies on page 171
before doing this exercise.
Divide students into pairs to discuss the pie charts and select
the information to write about. Then ask them to write a
paragraph. You can give a time of limit for this (20 minutes).
Model answer
The vast majority of students in the survey were in state education.
In fact, nine out of ten children attended state school, compared
to only 10% of the students in a private school. However, the gap
between the number of private and state schools was much smaller.
The number of state schools was only three times higher than that
of private schools, at 75% and 25% respectively. Private education
accounts for a quarter of the number of schools in the area.
4 Students can do this exercise in pairs and answer the
questions for their own, or their partner’s writing. You could
collect the students’ writing and make any corrections after
class. You could then start the following class by showing
some good examples of students’ writing to the class.
Extra!
Work and study are excellent topics for students to
practise creating their own charts and graphs. They could
do a class survey related to education or work (what you
would like to study, etc.) and turn the information into a
graph. Then, students could give their graph to a partner
to write a description. After the activity, students could
analyse how well they interpreted each other’s graphs and
how well they wrote about them.
Student’s Resource Book > Writing p. 30
MyEnglishLab > 3a Writing
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 Teacher’s notes Module 3
3b The world of work
Listening p. 47
Lesson objective: to practise identifying how ideas are
compared and contrasted in Listening Section 3
Warm-up
Brainstorm jobs which can be done indoors and outdoors.
Write students’ ideas on the board. Then discuss which of
the jobs are more popular and why. Ask students which job
they’d like to do most, and to give reasons for their choices.
1 Ensure students understand the words in the box before
discussing the questions.
2 Refer students to the Test Strategies on page 168 to help
them understand this part of the Listening Paper. Ask
students to answer the questions, then get feedback from
the class.
1 The topic is an office-design project.
2 There is a pause between Questions 1–5 and Questions 6–10.
3 Students’ own answers.
3 Refer students to the HELP box at the bottom of the page
for extra guidance. Play the recording and ask students to
so
do the exercise individually. Check answers with the class
and write the answers on the board. Remind students that
the spelling has to be correct, otherwise their answer will
not be marked correct in the exam.
1 800 / eight hundred (the maximum we allow is eight hundred)
ar
2 26th/26 (June) (the deadline, which is on the twenty sixth of June)
3 walls (there are no walls in the office)
4 sofas (The sofas allow people to sit and discuss or work problems
in a more relaxed way)
Pe
5 (the) temperature / (the) environment (They can change the
temperature at their desks by opening a window or turning up
individual heaters.)
6 B (people who work in jobs where they need to have lots of new
ideas)
7 C (had fewer problems with depression or generally just feeling
down)
8 C (The main difference between homes and offices is that homes
often contain personal objects such as plants)
9 A (light from the sun or daylight, helped people to get more
and better rest at night than those who were working in an office
without windows)
10 B (Soft lighting has been found to encourage people to come up
with more solutions …)
4 Ask students to analyse audio script 3.5 on page 205
for this exercise. Ask them to underline the comparison
language and think about why they got any answers
incorrect.
1 Students’ own answers.
2 1, 2, 3, 6, 7, 8, 9
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Extra!
Write a list of typical IELTS topics on the board (e.g.
media, transport, health, technology). Ask students to discuss
the kinds of academic conversations they might hear in
Listening Section 3 for each of these topics. For example,
for transport, the conversation could be between three
students discussing an essay about transport of the future,
or a tutor could be helping two students develop their ideas
for a class presentation on transport.
Student’s Resource Book > Listening p. 31
MyEnglishLab > 3b Listening
Language development and vocabulary p. 48
Lesson objectives: to review the use of verb patterns,
and build vocabulary related to business and finance
Warm-up
Write the following verbs on the board: decide, practise,
enjoy. Divide students into pairs and ask them to write a
sentence for each verb, followed by the correct verb form
(-ing or the infinitive). Get feedback as a class and ask
n
students to correct each other’s sentences, if necessary.
1 Refer the students to the Expert Grammar section on
page 175, for more information about verb patterns. Ask
students to complete the exercise and compare answers
with a partner.
1 to include 2 to get 3 Creating 4 working 5 understanding
6 sitting
2a Ask students to do the activity individually before checking
answers with a partner.
1 to do 2 making 3 to get 4 to think 5 doing 6 Asking
7 to identify 8 to work out 9 doing 10 Listing 11 to learn
12 to see/seeing 13 to teach/teaching 14 working/to work
15 to end up 16 regretting
2b Before students write their questions, do an example as
a class (e.g. What part of the IELTS exam do you find most
difficult to do?)
3a Ensure students understand the following vocabulary:
set up (start), brands (well-known products), currency, (a
country’s money), funding (money given by a government
or organisation to help a business or activity), invest (use
money in the hope of making a profit).
1E 2B 3A 4F 5G 6D 7H 8C
3b Each pair can present their idea to the class, and students
can vote on the best one.
4a Get students to do this exercise individually before
checking answers with the class.
1 set up 2 invest 3 sales 4 currency 5 competition 6 funding
7 commercials 8 brand
4b Students can do this activity in pairs or as a whole class.
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Extra!
Ask students to write their own answer for the essay title
in Exercise 4a. This could be given for homework, but
students could brainstorm ideas together in class before
they start writing.
Student’s Resource Book > Language development and Vocabulary
pp. 32–33
MyEnglishLab > 3b Language development and Vocabulary
Speaking p. 49
Lesson objectives: to practise giving reasons for
opinions in Speaking Part 3 and improving grammatical
range and accuracy
Warm-up
Divide students into pairs and ask them to tell each other
about the most interesting object they have ever bought
and why they like it. Ask a few students to report back to
the class.
1 Encourage students to give full answers when discussing
the questions. You may want students to do this in small
groups, asking different questions to different students.
2a Before playing the recording, remind students that
connectors are words which can connect two or more
so
simple sentences, making them into one complex
sentence. Brainstorm different connectors and write
them on the board. Elicit examples of simple and complex
sentences from students (e.g. I like food shopping in
ar
markets. I like food shopping in markets because they are
usually cheaper and have better quality produce.).
1 No. She occasionally uses and.
2 She uses short sentences, with just one subject, verb and object.
Pe
2b Ask students to do the exercise individually. Check
answers with the class.
Suggested answers
1 I think that most visitors to my country go to the shops to buy
clothes because they’re very cheap in my country.
2 The shops are also very beautiful and attractive so you want to
the things that are in them.
3 They also have good lights, and decoration, and places where you
can sit with your friends while you have a coffee and a chat. When
you see some clothes, you’re already feeling good, so you buy them.
4 I like to go shopping. However, I sometimes decide not to go
because there are no places in the car park. When I have to wait a
long time, like an hour, it’s not good.
3 Refer students to the descriptors on page 184.
1 these rarely cause comprehension problems (Band 6)
2 may make frequent mistakes (Band 6)
3 may cause some comprehension problems (Band 5)
4 uses a mix of simple and complex structures (Band 6)
5 uses a limited range of more complex structures (Band 5)
4 Play the recording and ask students to discuss the question
in pairs. Play the recording a second time if necessary, to
point out specific features of Zhuang’s performance.
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Teacher’s notes Module 3
5 You may wish to refer students to the Test Strategies on
page 172 before doing this activity. Divide students into
pairs to ask and answer questions 1–4 in Exercise 2a. Ask
them to record their answers if they can.
6a If students were able to record themselves, get them to
listen to their answers again and answer the questions.
Extra!
Ask students to repeat Exercise 5, trying to give more
reasons for their answers, and using more connectors. This
time, they can spend some time (10 minutes) preparing
their responses. They should work on explaining their
reasons fully and using a range of connectors. Ensure there
are dictionaries available during this preparation time,
and respond to any questions or clarify the grammatical
structures used with different connectors.
6b Students can discuss these questions in small groups or as
a whole class.
Student’s Resource Book > Speaking p. 34
MyEnglishLab > 3b Speaking A and B
Reading pp. 50–51
n
Lesson objective: how to locate the main idea in a
paragraph
Warm-up
Write the following words on the board: logic, memory,
emotion, awareness, creativity. Divide students into pairs and
ask them to look at the words and discuss how they relate
to how intelligent a person is. Follow up by asking if there
are different kinds of intelligence.
1 If your students have limited experience in the workplace,
you may want to do this discussion as a whole class. For
example, write the following jobs on the board: nurse,
accountant, teacher, pilot. Then ask: In which jobs could
these ‘intelligences’ be most useful?
2 You may wish to refer students to the Test Strategies on
pages 169–170 before doing this Reading task.
For this task, you may want to set a time limit of 20
minutes to give more realistic test practice. However, you
can adjust the time based on the ability of your students.
Go through the HELP box with students before doing the
task.
1 Yes 2 Not given 3 No 4 Yes 5 Not given 6 Yes 7 E 8 B 9 G
10 J 11 H 12 K 13 C
Expert IELTS
Students should focus on the language around the gaps
in summary-completion tasks in the Reading Paper. The
structure of sentence and the language immediately before
and after the gaps gives clues to help students choose
the correct word. Remind students that if a word in the
list does not fit the summary grammatically, it cannot be
correct.
37
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 Teacher’s notes Module 3
3 Ensure you give students sufficient time to complete this
exercise thoroughly.
1 1 … used by government leaders and educators as the
solution to a wide range of problems … we’ll have more caring
educational institutions, workplaces and better healthcare …
3 … the audience was less likely to challenge the message and
remembered less of the content. Interestingly, though, audience
members were so moved by the speech that they believed that
they had remembered more of it …
4 The employees who engaged in the most harmful behaviours
were masters of manipulation with high emotional intelligence,
using their emotional skills to demean and embarrass their peers
for personal gain.
6 Of course, people aren’t always using emotional intelligence for
evil ends. … In a study of emotions at the Body Shop, a research
team led by Stanford professor Joanne Martin discovered that
founder Anita Roddick used emotions to inspire her employees to
fundraise for charity.
7 higher emotional intelligence translated into better work.
However, in jobs such as mechanics, scientists and accountants the
results were reversed.
8 If your job is to analyse data or repair cars, it can be quite
distracting to read the facial expressions, vocal tones, and body
language of the people around you.
9 Instead of assuming that emotional intelligence is always useful,
so
we need to think more carefully about where and when it matters.
10 … employees were asked to complete a test about managing
and regulating emotions, and then managers were asked to evaluate
how much time employees spent helping their colleagues and
customers.
ar
11 The relationship between emotional intelligence and helping
simply didn’t exist: helping is driven more by our motivations and
values.
12 Emotionally intelligent employees spoke up more often and
Pe
more effectively. When colleagues were treated unjustly, they felt
they had to speak up, but were able to keep their anger in check
and reason with others.
13 When they brought ideas for innovation to senior leaders, their
ability to express enthusiasm helped them avoid threatening leaders.
2 Students’ own answers.
MyEnglishLab > 3b Reading
Writing pp. 52–53
Lesson objective: to practise selecting data; using
linking words
Warm-up
Divide students into pairs or small groups and ask them
to think of a job that they would like to do in the future.
Write the following questions on the board for them to
discuss: Is this job typically done by men or women? Do people
who do this job earn a high or low salary? Do you think it is an
important job for society? Why/Why not?
1 Ask students to discuss the questions and ensure that they
give reasons for their opinions.
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Expert IELTS
In Writing Task 1, students must understand what the x
and y axes are showing on a graph and think about how the
information is being represented. For example, if the graph
shows time (years), is it in the past, present, future, etc.? If
the graph shows numbers, are they shown as percentages,
millions, billions, etc.?
2a It may be better to do this exercise as a whole class.
Before discussing the questions, ask: What do the X and Y
axes show? When does the graph start and end? Which two
groups of people are represented in the chart?
After the exercise, you can refer students to Expert
Writing on page 194, which gives a model Task 1 answer
for students to look at.
1 It shows how much women earned compared with men in
the USA between 1975 and 2005. The figures do not represent
amounts, but women’s wages as a percentage of men’s earnings.
2 The 16–24 and 25–34 age groups have the smallest pay gaps.
3 The overall pattern has been for the pay gap to get smaller.
2b Students can write their introductions in pairs.
n
Model answer
The graph illustrates the gap between male and female earnings in
the USA over a 30-year period. From the chart, we can see that,
although women were still paid less than men by the end of the
period, the gap between males and females was closing gradually
throughout this period.
3a Before this activity, you can refer students to the Test
Strategies on page 171. Elicit the main features of the chart
from students and write them on the board. Then, divide
students into pairs to discuss what data they would choose
to support the points. Get feedback from the class, and
point out that the answers to the questions in Exercise 2a
are probably the most interesting trends to highlight.
3b Students can do this exercise as a whole class. Ensure
students justify their answers.
2
3c Ask students to read the instructions again and answer the
question.
Students are specifically told to select and report the main features
and make comparisons where relevant. Band 6 candidates would not
ignore this instruction.
4a Ask students to read the criteria on page 191. You may
want to review the meaning of cohesion and coherence
(cohesion = connecting ideas together clearly and logically;
coherence = being understandable to the reader). Students
can do this exercise alone or in pairs.
1 uses cohesive devices effectively (Band 6)
2 presents information with some organisation, but there may be a
lack of overall progression (Band 5)
3 cohesion within and/or between sentences may be faulty or
mechanical (Band 6)
4 arranges information and ideas coherently and there is a clear
overall progression (Band 6)
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 Teacher’s notes Module 3

4b Students can do this exercise as a whole class. Ask them
to justify their answers.
2 is not relevant, because it is not selecting and reporting the main
features and making comparisons where necessary.
4c Students can do this activity individually or in pairs. Check
answers with the class. After that, you may want to refer
students to the Expert Writing section on page 194 and
ask them to identify these parts in the model answer.
Introduction: introduction sentence, overview of the data in the
chart
Main paragraph: description of how things have changed over the
years, comparison of the younger and older age groups, numbers
from the chart
Conclusion: Summary statement
5a Before doing this exercise, ask students: Which two words
or phrases in the box have the same meaning? (despite, in
spite of).
1 Despite / In spite of 2 Although 3 However
4 despite / in spite of 5 although
improving after 1995. In fact, they were the least well-off by the
end of the period. While the gap between men’s and women’s
earnings closed, men still earned more than women.
From the chart, we can conclude that although the pay gap
decreased, certain age groups do appear to be more
disadvantaged than others.
Extra!
Prepare your own model answer to analyse after students
have written theirs (or use the suggested answer above).
Give each pair of students a copy of the answer and
ask them to compare their description with the model.
Alternatively, students could underline language they would
like to be able to use and then rewrite their answer for
homework.
7–8 After students have discussed the questions, get
feedback from the whole class.
Student’s Resource Book > Writing p. 35
MyEnglishLab > 3b Writing

5b As it is important for students to get the grammar around Review p. 54

connectors correct, it could be beneficial for students to
do this exercise individually, in order to see if they need
further practice with this language.
so
2 Although most of the women saw their wages rise, but the
wage increase for women aged 34–45 was slower. (You do not
use two conjunctions to join the same sentence.)
3 Despite seeing a general rise in the amount that women
ar
earned, there was still a significant gap. (The sentence needs
a second clause.)
4 In spite of the fact that women’s pay grew, that growth
slowed down in the 1990s. (In spite of and despite need to be
followed by a noun, an -ing form or the fact that).
Pe
n
The review section revises vocabulary and grammar from the
Module. As the section contains examples of both Writing
Tasks 1 and 2, these could be given to students as further
practice in class or as homework. You can also get students to
spend some time analysing the examples for useful language
and structures.
1 1 higher 2 qualification 3 achievable 4 elementary 5 top
6 harmful 7 formal 8 disappointed 9 creative 10 campus
2 1B 2E 3D 4A 5C 6F
3 2 higher 3 lowest 4 bigger 5 greatest 6 better off
7 less important 8 more valuable

MyEnglishLab > Module Test 3

5 There was an improvement in earnings for both women under
24 and However there was an improvement in women’s
wages aged 25–34. (This is relationship of similarity and the use
of however is particularly confusing. Students must use connectors
correctly to gain marks in the IELTS Writing Paper.)

6 You may want to give students a time limit of 20 minutes

for this exercise. Remind students to use connectors
correctly in their summary. Remind them to write at least
150 words.

Model answer
The chart gives an overview of the gap between male and female
earnings in the USA over a 30-year period, starting in 1975. The
chart shows that men consistently earned more than women
throughout that period, but the gap was greatest among those of
the older age groups.
In 1975, even the youngest age group, 16–24 years, were earning
around 78% of male wages, while the oldest group, 45–54 years,
earned almost half that of their male counterparts, at just 58%.
Over the decades, all age groups showed a steady improvement,
with the exception of women aged 35–44 years, which stopped

39

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 4
Teacher’s notes Module 4
Photocopiable activities
4A Collocation race p. 124
Science
4B Futurist predictions p. 125
4C Speaking fluently p. 126
Lead-in p. 55
Module 4 covers the topic of science, including a focus on inventions, achievements and space exploration.
Warm-up
Divide the class into A/B pairs. Write the first eight
vocabulary items from the box in Exercise 1a on page 55
on the board, in a circle. Label this circle A. Write the other
eight items on the board in another circle. Label this circle
B. Ask students to check that they understand all the words
in their circle. They can use dictionaries if needed, or ask
you for help. Then, students take turns to explain or teach
each other the meaning of all the words.
so
1a Before doing this exercise, ensure students know the
difference between discovery (finding something new) and
invention (creating something new).
ar
discoveries: antibiotics, DNA, cocoa bean, electricity
inventions: refrigeration, telephone, the petrol car, rocket technology
1b You can do this as a class discussion. Ensure students give
reasons for their answers.
Pe
2 Give students one or two minutes to choose an item from
Exercise 1a and then make notes on why that discovery
or invention is important. Encourage them to think of
reasons and examples why it is the most significant.
Divide students into groups to have their discussions, and
ensure that each student gets a chance to speak. Then,
ask each group to decide on the most significant item.
Get feedback from the class about which discovery or
invention each group chose as the most significant.
4a Discoveries and inventions
Reading pp. 56–57
Lesson objective: to practise understanding reference
words in a text
Warm-up
Write the word award on the board and elicit the type of
people who usually get awards or prizes (e.g. sportspeople,
actors, etc.). Ask students to name some people who have
won awards, and why they won them. Then, write some
other jobs on the board: scientist, engineer, doctor, teacher.
40
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4
Teacher’s Online Materials
• Test Practice Lesson: Speaking 1, Writing 4
• Module Test 4
• Review Test 2
Ask students whether people in these professions should
get awards, and for what. Divide students into pairs or
small groups to discuss their ideas.
1 After the discussion, get feedback from the class and see if
any group guessed correctly.
2 Students can discuss these questions in the same groups.
3 Remind students that when they first encounter a Reading
passage, they should skim it quickly to get a general
n
idea of what it is about. Another important reading skill
is scanning (looking quickly for specific information in
a text). Ask students not to read the whole passage in
detail, but to scan it for capital letters and names of prizes.
Give them 30 seconds.
Nobel Prizes, UNESCO Niels Bohr Medal, Royal Society’s Copley
Medal, Ig Nobel Prize
4a Ensure students understand what a reference word
is (pronouns like it or they, which refer backwards or
forwards to another noun). You can illustrate this by
writing the following sentences on the board: Inventions
are an essential part of society. They help make life easier
for everybody. Ask: What noun is ‘they’ referring to?
(inventions). Then students do the exercise individually,
before comparing answers with a partner.
1 these – international prizes (back)
his – Alfred Nobel (forward)
They – the awards (back)
one – prize (back)
2 To avoid repeating a noun or a noun phrase.
Expert IELTS
Reference words make a text cohesive just as much as
linking words do. It is important for students to be able to
understand reference words, and how they refer to other
nouns in a text. This will help them with many of the tasks
in the Reading Paper. However, students also need to know
that a reference word such as this or that can refer to a
whole phrase, sentence or idea, and not just a single noun.
4b Students can do this activity in pairs or individually and
before checking check answers as a whole class.
31/03/2017 08:13

1 paragraph 2: his – Niels Bohr (back); it – the UNESCO Niels
Bohr Medal (back); their – three different researchers (back)
paragraph 3: it (x4) – the Royal Society’s Copley Medal (back)
paragraph 4: their – researchers (forward); He (x2) – Sir Andre
Geim (back); his (x2) – Sir Andre Geim (back)
2 the former refers to the first prize mentioned in the previous
sentence: the Ig Nobel Prize.
the latter refers to the second prize mentioned in the previous
sentence: the Nobel Prize.
5a Do this example with the whole class. Write this statement
on the board: The Nobel Prize was founded by a scientist.
Then ask students to read the first paragraph in detail and
decide whether it contains any evidence that the statement
is true. Then write this extract which gives the answer
on the board: Established in his will, the awards were the
creation of Swedish chemist Alfred Nobel. Elicit the synonyms
that establish the answer (scientist – chemist, founded –
established). Point out that students need to understand
how the reference word his links established to chemist.
5b Students can do this exercise individually before
comparing answers in pairs.
1 ... they have recognised significant achievements in disciplines
including chemistry, physics and medicine.
2 since 1895
3 Winners attend a formal dinner
so
4 He won the former for his research into using magnets to raise a
frog into the air.
5c Do the first one together as a class.
1 B (… to people whose research in physics has or could make a
ar
significant impact)
2 C (It was first given in 1731)
3 A (Every year the prizes are given out at a humorous award
ceremony)
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4 A (He won the former for his research into using magnets to
raise a frog into the air.)
6 Before doing this exercise, you might want to refer
students to the Test Strategies on page 170, for more
information on Matching features tasks. Ask students
to read the instructions and underline any key words
in statements 1–4. Ensure students are looking at the
passage on page 57. You may want to give your students
10 minutes to answer the questions.
3 1C 2D 3B 4A
7 Students can do this in pairs before checking their ideas
with the whole class.
Suggested answers
1 The Reading Paper often requires students to scan for
information in the passage, which they then read closely. Students
do not have to read every word, and they do not have to read the
passage from beginning to end.
2 1 (… asking patients whether their pain worsened … could help
doctors in a diagnosis)
2 (It went to scientists)
3 (Schmidt believes he’s been stung)
4 (was stung ... in different places on his body)
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Teacher’s notes Module 4
3 1 None of the other research involved an illness, only pain levels.
2 A and B involved insects but C did not. The research in A and
B did not involve movement.
3 Only B included different insect types.
4 B included pain, but only levels and not location.
8 Do this exercise as a discussion activity with the class.
Student’s Resource Book > Reading pp. 36–37
MyEnglishLab > 4a Reading
Vocabulary p. 58
Lesson objectives: to introduce vocabulary related
to academic research and science, and to practise
collocations and verb endings
Warm-up
Divide students into groups of three or four, and write
approximately eight words related to science on the board
(e.g. research, thermometer, genetics, gravity). They should
be at the level of your class. Ask each student in turn to
choose a word and describe it to the other people in their
groups, who should guess which word is being described.
n
1a Before doing this exercise, you might want to explain the
meanings of any difficult words in the box. For example,
ask: Which word means ‘every year’? (annual) What word
is a noun which means ‘role’ or ‘part played by someone’?
(contributions).
1 contributions 2 institutes 3 annual 4 insight 5 achievement
6 significant 7 team 8 consist 9 sum
1b If you want to add a more interactive element to this, you
could ask pairs to not name the award, and then other
pairs can guess the award they are describing.
2a Do the first one together as a class. Ask students why F
is the answer (in this case, we need the end of a clause
because we have a subject after but). Then point out that
the words in bold are an adjective + noun collocation
(subsequent work). Ask students to complete the rest of
the exercise individually before comparing answers in pairs.
1 F (adjective + noun) 2 B (adjective + noun)
3 D (adjective + noun) 4 A (adjective + noun)
5 E (verb + noun) 6 C (verb + noun)
2b If students cannot think of an inventor, ask them to think
of a famous invention (e.g. radio, TV, the internet), and
talk generally about the person or people who invented it.
3a–b Divide students into groups. Students can do this
as a competition. Tell students that they cannot use
dictionaries or phones to answer the questions. First, they
should write their answers down as a group, and then
swap with another group. Then check answers as a class.
The group with the most correct answers wins.
Suggested answers
1 solid – wood; liquid – water; gas – oxygen 2 antibiotics
3 scientist, lab coat, equipment such as a test tube, microscope and
safety goggles
4 oxygen, carbon, hydrogen, nitrogen, lead
41
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 Teacher’s notes Module 4
5 tablets, an operation, an injection
6 nuclear power, wind power, solar power
7 drink lots of liquids, take medicine, sleep
4a Point out that some word endings (such as -ise, -ate or
-ify) show us that a word is a verb. Students can do the
exercise in pairs before checking with the class.
2 estimate 3 specify 4 translate 5 analyse 6 investigate
7 cooperate 8 educate
4b Write these verbs on the board: estimate, translate,
investigate, cooperate, educate. Elicit the noun forms
of these verbs (estimation, translation, investigation,
cooperation, education). Tell students that verbs which end
in -ate usually end in -ation in their noun form.
4c Students can do the exercise in pairs before checking their
ideas with the class.
Student’s Resource Book > Vocabulary p. 38
MyEnglishLab > 4a Vocabulary
Speaking p. 59
Lesson objective: to practise giving yourself time to
think
Warm-up
so
Ask students to think of an invention they think is useful.
Give them a minute to think of reasons why it is useful,
and why they like using it. Ask students to move around
the class and talk to other students about the invention for
one minute before moving on to another student. After
ar
students have spoken to three or four people, ask them
to name the most common inventions that other people
talked about.
1 Focus students’ attention on the photos, and ask what can
Pe
be seen. Divide students into pairs to discuss their ideas.
2 Play the recording for students to check their ideas.
Carla 1 The first photo shows a scooter and pram.
2 The pram is above the scooter.
3 It can be used to go shopping, or take a baby for a walk.
4 It’s faster and fun.
Tom 1 The second photo shows a ping-pong door.
2 It is made of green plastic, and the door opens to make a table.
3 It can be used for playing table tennis matches.
4 It is good if you don’t have enough space.
3a Students can discuss this in pairs. Encourage them to give
reasons.
Tom, because he pauses less, doesn’t hesitate, and speaks at a
more appropriate speed.
3b Students complete this individually. Play the recording
twice if students are having difficulty.
1 Well 2 How can I describe? 3 Er 4 I guess
3c You could broaden this into a class discussion. Point out
that all the phrases in Exercise 3b can be used to give
yourself more time to think.
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1 They give the speaker time to think.
2 You sound hesitant and it negatively affects your fluency.
4 If possible, ask students to record themselves. Encourage
them to use phrases from Exercise 3b rather than pause.
5a Point out that after a Speaking Part 2 answer, the
examiner may ask a follow-up question. Explain that this
is just the examiner’s way of finishing the topic, before
moving on to another one. Elicit what kind of follow-up
questions an examiner might ask about inventions (e.g.
Has this invention had a positive or negative effect? What
would life be like without it?).
Carla says: I’ve never really thought about it before.
Tom says: That’s a difficult question.
5b Check students understand generalisations (wider
statements, rather than just personal ones).
All except for specifically.
5c Students listen and answer individually.
Most (of my friends), the majority (of people), Generally speaking
6a Before they do this test practice, you might want to refer
n
students to the Test Strategies on page 172. Ensure you
give students exactly one minute to plan what they are
going to say. This is the time they would have in the exam.
6b Divide students into pairs for this task. Give them exactly
two minutes each to talk. Remind them that they have to
speak for at least one minute, but it is better if they can
speak for two.
6c Keep students in the same pairs for this activity.
7 You could broaden this into a class discussion. Ask
students to comment on what they would like to improve
in their speaking, and how they think they can do this.
Extra!
Write these questions on the board: Do you ever think
inventions are a waste of time? What do you remember about
the first time you saw that invention? Point out that the first
question can be answered by making a generalisation.
The second question needs a more specific answer. Ask
students to write another follow-up question on the subject
of inventions. Divide students into groups and get them to
ask other students their questions.
MyEnglishLab > 4a Speaking A and B
Listening p. 60
Lesson objective: to practise understanding the
context and connected speech
Warm-up
Ask students to think of inventions that have not been
invented yet. These could include things they have seen in
science-fiction or fantasy films. For example, ideas could
include flying cars, time machines, machines which can cure
any illness, or the theme of this lesson – teleportation. Ask
students: Which invention would you like to come true most?
What effects would it have?
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1 Divide the class into groups to discuss the questions.
2a Ensure students know what a narrator is (the person
who introduces the talk). After students discuss these
questions in pairs, get feedback from the class.
1 To help you understand the content of the recording and
complete the tasks.
2 All of them except for statistics (these are usually too detailed)
and the speaker’s conclusion (this is usually too late and there often
isn’t one).
2b Play the recording once. Ask students to listen and make a
note of their answers.
1 people at an exhibition 2 teleportation 3 possibly a museum
2c Play the recording once. Again, ask students to listen and
make a note of their answers.
To give information about the exhibition.
3a Explain that when people speak quickly in English, sounds
often become connected. Two or more words may ‘run’
together as if they were one word. Play the recording
once for students to hear how some of the sounds in
the sentence run together. Play the recording again for
students to mark the words which are connected.
The next step in teleportation is just a few years away.
so
3b Ensure students know what a consonant sound is (e.g.
/b/, /f/, /t/). Explain that a vowel sound is made when
no part of the mouth (the tongue, teeth or lips) touches
anything else.
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1 consonant 2 vowel
4a Tell students that they only need to note down the
number of words they hear (not the words).
4b Play the audio twice so that students can write down the
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sentences. Then ask them to compare their answers. Ask:
Do your sentences make sense?
1 I should explain exactly what teleportation is.
2 Scientists have already sent atoms across a room.
3 It could happen before the end of the century.
4 They can start looking at sending bigger objects.
5 We could use it to move information from one place to another.
6 It’ll probably result in other fantastic inventions.
5a Before doing the task, ask students what strategies they
should apply to a Notes-completion task in the Listening
Paper. Then, refer them to the Test Strategies on page 168.
They tell us the topic and main content of the talk, which helps us
to focus when the recording starts.
5b–c Students can do these questions in pairs before
checking as a whole class.
1 a time (opens – begin, starts, opening)
2 noun or noun phrase (see – view, watch, on show)
3 noun (teleportation – teleporting, travelling from one place to
another)
4 noun (learn – be informed, find out, get information)
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Teacher’s notes Module 4
5 adjective (theme – subject, topic)
6 comparative adjective (superfast internet – likely to be the same
words as this phrase is unusual)
6a–b Briefly ask students how many words should go in each
space (no more than two). Ask them if their spelling of
the words is important (yes). Ask them to check these
things carefully after they listen and answer the questions.
1 10.00/ten o’clock 2 working model 3 the future 4 dangers
5 alternative 6 secure
Expert IELTS
Spelling is important in the Listening Paper. If an answer is
spelt wrongly, it will be marked as incorrect. You can help
students by giving practice in the spelling of suffixes (-ation,
-ity, -ise, etc.), words with double letters (difficult, million,
beginning, etc.
7 Students can discuss the questions in pairs.
1 Students’ own answers.
2 It was important for questions 3 (the future of teleporting),
4 (dangers involved) and 5 (and alternative).
n
8 Students can discuss this question in groups or pairs.
Extra!
Connected speech is not only useful for the Listening Paper,
it is also useful in the Speaking Paper. Ask students to write
down their answers to Exercise 8 and mark where there
might be connections between the words. Then ask them
to practise saying their answer with a partner.
MyEnglishLab > 4a Listening
Language development p. 61
Lesson objective: to practise using language to talk
about future probability
Warm-up
Divide students into groups and ask them to discuss which
is more likely: winning the lottery, becoming an Olympic
athlete, humans living on another planet, winning an Oscar,
getting your dream job. Then divide students into different
groups and get them to discuss the topics again. Do their
views change in the second group? Pay attention to the
language students use to express probability.
1a–b Students can do these exercises in pairs. At the end, of
you might want to refer students to the Expert Grammar
section on future probability on page 176.
1a 1 could, might 2 will possibly not 3 will definitely
4 may, might not 5 ’ll probably
1b 1 will definitely 2 will probably 3 will possibly not 4 may
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 Teacher’s notes Module 4
2a–b Students do this individually before comparing answers
in groups. Remember that their answers will be their
own opinion, so when they compare, they should ask
their partners about how sure they are (e.g. Why are you
certain? Why do you think it won’t happen?).
3a This activity could be done with the whole class.
1 will probably not, high probability … will not work (the meaning
is the same)
2 will probably, a strong possibility (the meaning is the same)
3 will almost definitely, highly likely (the meaning is the same)
In the A sentences, a modal verb is used. In the B sentences, two that
clauses (There is a high probability that ... / There’s a strong possibility
that …) and an adverb + adjective structure (highly likely) are used.
3b–c Students work individually to write their sentences.
Then divide students into pairs to share their ideas.
4a Students do this individually before comparing in pairs.
1 might not 2 may 3 highly likely 4 will probably not
5 strong possibility 6 will definitely
4b This can be discussed in pairs or as a class. Encourage
students to give reasons.
5a This exercise could be done with the whole class. Point out
that there is often no difference between could, may and
might when they are used to say something is possible now.
1 must 2 can’t 3 could, may, might
so
5b–c Students can complete the sentences individually before
checking with a partner.
1 can’t 2 could/may/might 3 could/may/might 4 must
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5 can’t, must
Extra!
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You could encourage students to discuss the statements in
Exercise 5b further. Divide students into pairs, and tell one
student to argue for each statement, and the other student
to argue against them. You could give students two or
three minutes to note down arguments for or against each
statement before they discuss them.
Point out that in Writing Task 2, students may be asked to
discuss both sides of an argument, rather than just give one
opinion.
Student’s Resource Book > Language development p. 39
MyEnglishLab > 4a Language development
Writing p. 62
Lesson objective: to structure a paragraph
Warm-up
Divide students into pairs and ask them to discuss these
questions: Are science subjects popular in schools in your
country? Is it important for children to learn about science?
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1a Encourage students to give full reasons for their answers. If
students are still at school, you could change the question
to the present tense (Do you enjoy science lessons at school?).
1b Before doing this exercise, discuss the IELTS essay
question in the box, what it means and clarify any
unknown vocabulary. Then ask students to brainstorm
answers for questions 1–3. Explain that this exercise helps
develop ideas they could use in an essay.
Suggested answers
1 Companies cannot find the right staff; they have to employ staff
from overseas (expensive) or move their company to a country
with the right staff – this will affect the country’s economy.
2 To maintain the economy; to be innovative; to teach children
about science.
3 To train talented people who they can later employ; to be
innovative and make a profit; to invest their large profits in the
community.
2a Students should read the paragraphs and think about
which one answers the essay question in the best way.
Then, students compare ideas with a partner.
Paragraph A is more effective because the ideas are organised much
more clearly. The writer states the main idea in the first sentence and
n
then gives reasons for this. The sentences are linked. In Paragraph B
the ideas are not linked well, and there is no clear argument. Some
words are repeated (e.g. new things / new inventions).
2b–c Students could continue working in pairs to do both of
these exercises.
2b 1 B 2 C 3 A
2c 1 they (organisations)
2 as (the cause of something); as a result of this (the effect of
something)
3a–b These exercises could also be done in pairs.
3a 2, 4, 3, 1
3b Therefore; It is for this reason that (these connectors describe the
effect of something)
4a–b Students could do this for homework. Alternatively,
students could write their paragraph, discuss it with a
partner, and then improve it for homework. Ensure they
spend at least 10 minutes working on their paragraphs.
Model answer
The government should persuade more people to study science
at university. This is because it is the government’s responsibility to
educate young people to ensure they can grow up to run the country.
Running the country requires people to make decisions about things
such as energy and the environment. Without science knowledge the
younger generation will be unable to make effective decisions, which
could affect the health and security of people in the country.
Student’s Resource Book > Writing p. 40
MyEnglishLab > 4a Writing
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 Teacher’s notes Module 4

Language development and vocabulary p.64

4b Inner and outer space
Lesson objectives: to review and introduce future
Listening p. 63 forms; to introduce vocabulary related to technology

Lesson objectives: to practise multiple-choice and note- Warm-up

completion tasks; to practise identifying context
Warm-up
Divide students into large groups and separate each group
in half. Write the topic Virtual Reality on the board. Elicit
from students the meaning (an environment produced
by a computer that looks and seems real to the person
experiencing it) and examples of how it can be used. Then
give groups three minutes to think of as many reasons as
possible for why this could be good or bad. After three
minutes, get the groups to debate the topic. Half the
group should argue about the advantages, and the other
half about the disadvantages. Give them five minutes to do
this. Then at the end, ask each group what the strongest
arguments were.
Write different roles on pieces of paper (e.g. president of
the world, space explorer, first person to dive to the bottom of
the ocean, etc.). Write on the board: What am I going to be
in the future? Give each student a piece of paper with a role
on it, and get them to walk around the class and describe
what they are going to be, without using the words on the
paper. The other students must guess the role.
1a Before these exercises, refer students to the Expert
Grammar section on future forms on page 176.
1C 2D 3A 4B
1b It is worth monitoring students’ conversations, to check
their use of future forms and to feedback on any errors.

1 Divide students into pairs to discuss the questions. Background

1 An environment produced by a computer that looks and seems Artificial intelligence is the development of computer

real to the person experiencing it.
2 Students’ own answers.
so
2 Refer students to the Test Strategies on page 168 before
doing this exercise. Give students up to two minutes to
read through questions 1–10 (remind them that they
would have less time than this in the exam). Also refer
them to the HELP section. Then play the recording. After
ar
this, give students a minute to check their spelling and
answers to questions 6–10.
1 A (It also sold at such a high cost that the average customer was
unable to afford it.)
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n
technology that can complete tasks normally associated with
humans (e.g. decision making or visual perception). This
area has been worked on by scientists for around 50 years,
but there has been mixed success. For example, computers
can process and produce language, but they cannot truly
understand it, or use language as effectively as humans.
2 Make sure students quickly skim the text first, to find out
what it is about.
1 are going to
2 will have
3 will is most appropriate, but going to is also possible

2 B (He started building his device after obtaining investment online 4 are going to is most appropriate, but will is also possible
from over 8,000 investors.) 5 are going to
3 C (This is different to our first headset which has its own screen, 6 will care is most appropriate, but is going to care is also possible
making Virtual Vista cheaper to make and buy.) 7 will not be able is most appropriate as suggest implies an opinion
4 B (Instead of making a new smartwatch as experts predicted, the 8 are meeting is most appropriate as it is an arrangement; are going
manufacturers announced this virtual reality headset instead.) to is also possible
5 C (it also has a fast frame rate … Slow frame rates can also cause
3a–b Students should complete the prompts individually.
motion sickness …) Then, they make guesses about each other’s future.
6 gaming (at first they’ll be used primarily for gaming)
4a Point out that a device is any kind of machine, which does
7 explore (These devices will be able to take us away to a number
a particular job (e.g. a phone, a tablet, etc.).
of different places and allow us to explore them.)
8 home (You could have that experience from the comfort of your Hardware Things you access Things you do
own home) on a computer with technology
9 recovery (That’s likely to help them in their recovery) device app browse
10 understanding (this experience could lead to greater games console document charge
understanding between people from different backgrounds ) handheld controller file download
key inbox install
3–4 Once students have discussed the questions in pairs,
PC network operate
broaden this into a class discussion.
Screen social networking scroll
Student’s Resource Book > Listening p. 41 site
MyEnglishLab > 4b Listening virtual world
4b Students can do this individually, before comparing
answers with a partner.

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 Teacher’s notes Module 4
5a–b Students could do the first exercise alone and then
check answers as a class. Divide students into groups to
discuss the questions.
1 device / games console / PC 2 device / games console / PC
3 social networking sites 4 download 5 browsing
6 documents 7 inbox 8 PC / device 2 virtual world
Extra!
Ask students to write a question about technology in the
future (e.g. Do you think computers will ever replace the
work of people like doctors or teachers?). Check students’
questions and then get them to discuss their question
with other students and note down their answers. For
homework, you could ask them to write a summary of
some of the answers they had, as well as their own opinion.
Student’s Resource Book > Language development and Vocabulary
pp. 42–43
MyEnglishLab > 4b Language development and Vocabulary
Speaking p. 65
Lesson objective: to improve fluency and coherence in
Speaking Part 2
Warm-up
so
Write the words and phrases in Exercise 1 on pieces of
paper and give each student a word or phrase. Divide
students into pairs and ask each student to mime their word
or phrase to their partner, who has to guess what it is.
ar
1 Point out that practical skills are skills you do with your
hands, often using equipment. Students can discuss the
questions in pairs before comparing ideas with the class.
2a Remind students that they should not spend too long
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deciding what to talk about. They only have one minute in
the exam to prepare ideas before speaking.
Expert IELTS
Ensure students are aware that fluency does not mean
speaking quickly. Fluency is about speaking for a long time,
without repeating things or hesitating. Students should be
encouraged to record themselves while talking, and they
should listen to themselves to find out how often they
hesitate, or repeat themselves, and why.
2b This activity could be done as a whole class.
The questions refer to the Fluency and Coherence descriptor.
2c Play the recording for students to think about Nada’s talk.
1 No, she speaks at a good speed.
2 She occasionally does this but it does not affect our understanding.
3 Yes.
4 Not noticeably, but they are not noticeably used incorrectly.
3a–b Ensure you give students exactly one minute to
prepare, and two minutes to give their talk.
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4 Ensure students discuss these questions fully and give
reasons for their answers.
Student’s Resource Book > Speaking p. 44
MyEnglishLab > 4b Speaking A and B
Reading pp. 66–67
Lesson objective: understanding text references
Warm-up
Write these questions on the board: Would you like to travel into
space? Do you think aliens exist? Ask students to mingle and find
someone who would answer yes for each question. Encourage
them to ask questions to find out each other’s opinions.
1 Ask students if they like science-fiction films. Then ask
them to discuss the questions in groups.
2 You may want to refer students to the Test Strategies
on page 170 before they do the tasks in this lesson. Give
students 20 minutes to answer the questions individually.
1 D (When two characters travel to a distant planet, they age
by only a few hours, but return to find their shipmate is 26 years
older. Could that be true? Well yes, we have evidence of this.)
n
2 C (It is quite possible that the system could fail but this would be
only at a local level.)
3 B (In the film, the main character solves this problem by travelling
around the black hole and using that speed to get to the planet.)
4 A (Wormholes can exist in theory but nobody knows how they
could stay open long enough for someone to travel through them.)
5 B (This is not as strange as it sounds as something like this has
been done in real life.)
6 D (On Earth the effect is small, adding just a few microseconds a
day to the time of space.)
7 astrophysicist (Director Christopher Nolan wanted to get
details right and got advice from well-known astrophysicist
Professor Kip Thorne.)
8 Time (time is moving ever so slightly more quickly on the 10th
floor compared to a basement)
9 grow (most people today do not grow their own food)
10 multiple (deadly diseases usually only attack one group of plants,
not multiple groups)
11 wormhole (The term wormhole originally comes from a
wormhole in an apple)
12 fall apart (the ship would almost certainly fall apart)
3 Monitor discussions. If needed, help students locate the
parts of the passage where they can find the answers.
Extra!
Write the following words on the board: his, he, they, this,
it. Remind students that these are reference words, and
can be used in a Reading passage to avoid repeating nouns.
They can refer forwards or backwards to other nouns,
noun phrases or ideas. Divide students into pairs and ask
them to find examples of these reference words in the
passage on page 67. Ask them to decide what noun, phrase
or idea they are referring to.
MyEnglishLab > 4b Reading
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Writing pp. 68–69
Lesson objective: planning an opinion essay
Warm-up
Explain what a time capsule is (a container storing a
selection of objects which are typical of the present time,
hidden for discovery in the future). Divide students into
pairs or groups and give them 10 minutes to make a list of
objects that they would put in their time capsule for future
civilisations to discover. Students can then present their
ideas to the class.
1 Get students to discuss the questions and ensure that they
give full answers, developing their answers with examples.
2 Before doing the activities in this lesson, you could ask
students to look at the model Task 2 answer on page 195.
Three things: the opinion that space travel is a waste of
government money; the opinion that space travel is important for
human development; your opinion
3 You may want to refer students to the Test Strategies on
page 171 at this point. Students can generate ideas for the
spidergram individually, before comparing with a partner.
4 Students should do this individually, but then justify their
decisions to a partner. This may be beneficial if there are
students of different levels and you can pair stronger and
so
weaker students together to help each other.
5a–b Give students five minutes to write notes. Point out
that they need to include explanations or examples.
6a This activity could be done as a whole class.
ar
1 Yes, although more information could be added (e.g. the effect of
free medical facilities for people).
2 The fifth sentence contains irrelevant information. It does not link
to the sentence before or after it.
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3 Yes, there is a topic sentence to introduce the main idea,
supporting information and a concluding sentence.
4 There is some referencing (they / this kind of health care) but
there are no connectors.
6b This exercise could be done in groups.
Model answer
Governments should not spend money on expensive journeys
into space. One reason for this is the need for greater medical
care. Millions of people around the world are unable to receive
this kind of health care because they do not have enough money.
If the government cut their spending on space travel, they could
provide free medical facilities for people who need it. This is likely
to result in a better quality of life for more people.
7a–b Students can do these exercises in pairs before checking
answers with the class.
7a However / On the other hand (These phrases introduce an
opposing idea.)
7b The writer is speculating about the possible future effects of
space travel.
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Teacher’s notes Module 4
8 Point out that it is appropriate to use future forms and
language of speculation in this essay. Give students 35
minutes to write their answers.
Model answer
Since the 1960s, billions of dollars have been spent on space
travel. It is the view of some people that this kind of money could
be spent better on other things, whereas others say that humans
need to travel in space in order to develop. This essay will discuss
both points of view.
Instead of spending large amounts of money on space travel,
governments could spend money on education. Schools often
have limited budgets. If they had more money, they would be
able to provide better support for weaker learners. This would
result in smarter children who will one day lead the country more
effectively.
On the other hand, space travel may help us to find new ways of
producing energy. At the moment, we are using fossil fuels to light
our homes, and cities at night. However, this energy will one day
disappear and we will find it difficult to light and heat our homes.
Space exploration could help us to find better ways to produce
energy, in addition to other types of renewable energy.
To sum up, space travel costs a lot of money and it can be argued
that this money is a waste and could be used to improve schools
n
and education. However, it is also true that without space travel,
we may struggle to find energy in the future. In my view, we
should invest in space travel to learn as much as we can about our
universe as it could help us in future.
9a–b Make sure students read the questions carefully. When
they swap, ask them to make notes on each other’s work.
10a–b Students discuss their feedback in pairs. Ask them to
discuss each question from Exercise 9a and give feedback.
Then ask them to rewrite their essays for homework.
Student’s Resource Book > Writing p. 45
MyEnglishLab > 4b Writing A, B and C
Review p. 70
This could be given as homework and checked in class.
Alternatively, it could be used as a class test (give students
approximately 40 minutes).
1 1 laboratory 2 bacteria 3 cure 4 team 5 investigated
6 treatment 7 patient 8 recover 9 cooperating
10 achievement 11 impact 12 contributions
2a 1 probable/likely 2 won’t/will not 3 small/strong
4 definitely 5 might/could/may 6 will/might/may
7 definitely/probably 8 strong
3 1 is going to be / will 2 are meeting / are going to meet
3 will be able to / is going to be able to 4 ’m going to save up
5 aren’t going to last / won’t last
6 will probably cost / is probably going to cost is also possible)
7 are meeting / are going to meet
8 are going to invite / are inviting / will invite
4 1 browse 2 inbox 3 sites 4 apps 5 PC 6 network 7 screen
8 device 9 scroll 10 document
MyEnglishLab > Module Test 4
MyEnglishLab > Review Test 2
47
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 5
Teacher’s notes Module 5
5A Pelmanism p. 127
5B Q & A p. 128
5C Test tips 1 p. 129
Art and leisure
Module 5 includes topics such as art, culture and entertainment.
Photocopiable activities
Lead-in p.71
Warm-up
Ask students to either think about or find a picture on their
phone of their favourite piece of art. They should then
describe it to a partner who should try and guess the work
of art. If you think your class might enjoy it, students could
try to draw the description.
1 Before doing this task, you might want to explain
abstraction (showing ideas, rather than real things, in art),
so
geometric shapes (using straight lines, circles or squares in
art) and still life (a painting of an unmoving object, such as
fruit). Students can discuss these questions in pairs.
2 Students could work in the same pairs. Point out how these
questions are similar to IELTS Speaking Part 3 questions and
ar
encourage students to give full answers.
5a The Arts
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Reading pp. 72–73
Lesson objective: to practise identifying synonyms
Warm-up
Write a selection of colours on the board: red, blue, green,
black, white. Ask: How do these colours make you feel? What
do these colours symbolise in your culture? Divide students
into pairs to discuss the questions.
1 Encourage students to give reasons and extend their
answers for these questions. They are good practice for
Parts 1 and 3 of the Speaking Paper.
2a This is a good chance to practise skimming skills. Check
students know what a high price means (the unpleasant
results you must accept for using something). Give
students 30 seconds to do this activity.
The paint was costing some people their lives.
2b Elicit what a synonym is (a word with a similar meaning)
and then get students to do this activity in pairs.
1 concern, today 2 mass-produced, hazardous chemicals
3 discussion/debate, resolve
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Teacher’s Online Materials
• Test Practice Lesson: Reading 3
• Module Test 5
5
3 Ask students to locate synonyms from options A–D in
paragraph 2 (the underlined sections), then read in more
detail. Give students an opportunity to discuss their
answers together fully before feeding back.
A true (Sentence 1 notes a demand but says the costs were too high.)
B false (Sentence 2 says the chemicals were already used.)
C false (Sentence 3 says that they quality of the paint was almost as
good as expensive paints.)
n
D false (Sentence 4 suggests the creators were lucky because there
was a growing demand.)
4 Students could do this activity individually, and then
compare their answers with a partner. Explain that when
they find the synonym or antonym, they should read that
section of the passage carefully.
went on sale = started to be sold
different names = variety of brands
ignored ≠ accepted
doctors = medical experts
Fears were confirmed = Dangers became obvious
customers = members of the buying public
what … in the paint = the list of ingredients
(Option A is true.)
5 Refer students to the Test Strategies on page 170
before doing this task. Give students 30 seconds to read
questions 1–5 (not the options) and underline key words.
Then give students five minutes to read the passage on
page 73 and underline synonyms or antonyms of the key
words. Give students 10 minutes to read those parts of
the passage carefully and answer the questions.
1 B (The event prompted The Times newspaper to start an
investigation in the 1860s. They ran a series of articles once they
had gathered anecdotal evidence that children sleeping in bedrooms
painted with arsenic green had a tendency to get sick and even die
at rates far higher than the average child.)
2 B (The arguments that his paints were poisonous were, he said,
not worth wasting time on. Natural paints, made with mineral
products were more beautiful, and that was all that mattered …)
3 D (Although the majority of deaths from wallpaper poisoning
went unnoticed, there was one very famous victim, famous enough
to leave evidence of the cause of his death centuries later.)
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4 C (A third theory emerged, with the sale of a piece of wallpaper
from the emperor’s bedroom in the last few years. It had survived
because it had been used to wrap an important book, and was large
enough to still contain the evidence scientists needed to confirm
where the poison was coming from.)
6 Point out that they should locate the key information in
the questions (not the options) in the passage. Then they
should go back and forth between the passage and the
options and choose the best one. Then, they should move
on to the next question
7 Students can discuss the questions in pairs or groups.
Extra!
If there is time at the end of the class, students could do a
quiz on synonyms and antonyms. Ask each student to find
two verbs or nouns in the passage and think of synonyms
or antonyms for them (or look them up in a dictionary).
Then, students take turns to say the synonym or antonym,
and the other students have to scan the passage for the
original word.
Student’s Resource Book > Reading pp. 46–47
MyEnglishLab > 5a Reading
Vocabulary p. 74
so
Lesson objectives: to develop verbs/nouns +
prepositions and collocations about the arts, and to
practise forming compound adjectives
Warm-up
ar
To get students thinking about art, write the words gallery,
museum, priceless, sculpture, eye-catching, intricate and
exhibition on the board. If they are unsure of any words,
help them or ask them to look them up in a dictionary.
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Then, get students to write a question to ask the others in
the class using one word from the board. They should try
to write a Speaking Part 3 question (a general question,
rather than a question about personal experience, e.g. Why
do people collect priceless works of art?). Get them to mingle
around the class, and ask their questions.
1a Students could do this activity in pairs.
1F 2D 3A 4C 5B 6G 7H 8E
1b Ask students to use the vocabulary from Exercise 1a.
Extra!
You could extend this activity by eliciting how this could
become a Speaking Part 2 prompt and what sections it
could have (e.g. Describe a piece of art you like. Say: what it
shows, who painted it, what people think of it, and why you
like it). Then students could try to talk about the prompts
for up to two minutes, using vocabulary from Exercise 1a.
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Teacher’s notes Module 5
2a Point out what a compound adjective is. It is an adjective
formed of two words: a noun + a noun, e.g. an English-
speaking country (a country that has English as its
main language). These compound adjectives are often
hyphenated. It can also be an adverb + an adjective e.g.
a widely known artist (an artist that many people know).
1 two-hour 2 widely respected 3 Spanish-speaking
4 open-minded 5 long-lasting 6 part-time
2b Students could do this in the same pairs. It may be better
for students only to discuss questions 2–6.
3a You could do the first group together as a class.
1 behaviour 2 opportunity 3 knowledge 4 protection
5 difficulties 6 part
3b If the class is from the same country, students could do
this in pairs. If not, students could write their sentences
individually and then read them to a partner, who should
ask follow-up questions to find out more.
4a You might want to ask questions to check the
understanding of the words in the box before students do
the exercise (e.g. Which word is the antonym of real? Fake).
1 fake 2 display 3 original 4 collection 5 style 6 statues 7 scene
n
8 illustrates
4b Encourage students to give full answers.
Student’s Resource Book > Vocabulary p. 48
MyEnglishLab > 5a Vocabulary
Speaking p. 75
Lesson objective: to practise structuring an argument
Warm-up
Write on the board: Art is essential to life. Ask students to
decide whether they agree or disagree with this statement.
Get them to write down the most important reason for
their position. Then students should mingle and exchange
ideas. After students have mingled, ask them if anyone
heard any particularly good points that made them
reconsider their original opinion.
1 Point out to students that these questions are similar to
the types of questions they would get in Part 3 of the
Speaking Paper. Encourage them to explain their answers.
2a–b Students can do this exercise in pairs. Encourage them
to record any vocabulary that they think could be useful.
2a 3, 1, 4, 2
2b A 3 B 1, 4 C 2
3a–b Play the recordings. Students can do the first exercise
alone and then compare answers with a partner before
listening to check.
1B 2C 3A 4D
4a Play the recording for students to notice the pause.
4b Monitor students as they do this. You could model this for
students first. Ensure that the pause isn’t too long.
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 Teacher’s notes Module 5
4c–d Explain to students that pauses are often made between
chunks of meaning (e.g. Experts generally agree / that if
national treasures / are in the hands …). Students can mark
the pauses in pairs. Encourage them to say the sentences
out loud, to help them. Then play the recording for
students to check their answers.
5 Before students do this, it is a good idea to refer them
to the Test Strategies on page 172, which gives extra
information about the Part 3 of the Speaking Paper.
6 Ensure students do this in the same pairs as in Exercise 5.
Extra!
Write this statement on the board: Art is essential to life.
Set up a debate. Divide students who agree and those who
disagree into groups (if there is an ‘unsure’ group, this can
be a third). Ask them to list their points/arguments about
the statement, then get students to debate each other as a
whole class. One group should give an argument, and the
other group should try to make a counter argument.
Listening p. 76
Lesson objectives: to practise following a sequence of
ideas
Warm-up
so
Ask students to imagine they don’t know how to do a
simple process (e.g. make a cup of tea, cook a meal, etc.)
and ask their partner how it is done. Students could repeat
back the advice incorrectly so that their partner has to
ar
explain it again or more clearly.
1 If students are not sure of the words in italics, they could
use dictionaries to check the meanings. They should
describe the picture using these words.
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2 Play the recording. Get feedback from the class.
Lines and shapes.
3a–b You might want to do the first one together as an
example, and you could also elicit a suitable ending (e.g.
… attract more attention to this part of the painting.).
Then students can do this exercise individually before
comparing answers with a partner. Play the recording for
students to listen and check.
1E 2C 3B 4A 5F 6D
3c Ask students how many words they should use for each
answer (one). Then play the recording. If needed, play the
recording twice. After this, you may want to elicit how the
words in italics in Exercise 3a can help understand the links
between information (they tell us the type of information
that comes next).
1 height 2 calm 3 movement 4 energy 5 roofs 6 city
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Expert IELTS
When listening to an explanation of a diagram, it is essential
that students try to follow which part of the diagram the
speaker is explaining. Always get students to think of the
logical order for explaining the pictures before they listen.
They should also pay attention to any key words written
on a diagram, as these are likely to be mentioned in the
recording.
4 Before doing this task, refer students to the Test Strategies
on page 169. Ask students to discuss what is in the diagram
before they listen. Ask them to read the instructions and to
think of the kinds of words that might go in the spaces and
how these ideas could be linked. Then play the recording.
Finally, ask them to check their spelling carefully.
1 (design) software 2 final object 3 rubber 4 melted 5 layers
6 days
5 You might want to broaden this into a class discussion.
6 This could be a brief class discussion.
Language development p. 77
n
Lesson objective: to develop grammar for connecting
ideas
1a–b Explain that this lesson is about how ideas can be
connected. Students could do the first exercise alone
before comparing their answers with a partner. Do the
next exercise as a whole class.
1 can (understand) 2 that (colour)
3 this (strong vertical lines), this (painting)
4 these (train tracks), do so (follow these lines)
5 Such (lines of the roofs and the direction of the track)
6 so (relax the image)
2a This helps students understand the use of these words.
1 those 2 that 3 That 4 Such 5 such 6 those 7 these 8 these
2b Give students time to plan these questions before
discussing them.
3a Students can do this exercise individually before checking
with a partner.
1 Such recent improvements 2 These sleepovers
3 This stunning architecture 4 These wealthy investors
5 this change in attitude
3b Again, give students time to plan these questions before
discussing them.
4a Before students do this exercise, you might want to
ensure they understand the question. Ask: Does the
question ask about the importance of old buildings? (no).
Does the question ask which types of buildings look nicer?
(no) Does it ask whether we should build more buildings?
(no) Does it ask which buildings we prefer? (no) Does it ask
whether we should look after or replace old buildings? (yes).
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 Teacher’s notes Module 5

4b If your students are strong, they could do this individually Suggested answers
and then compare answers in groups. If your students are
weaker, you might want them to do the task in groups Casual clothes Smart clothes
and then compare ideas as a class so you can correct any meeting gives a bad impression look professional
problems. clients hard to identify staff gets you respect
may be seen as
Suggested answer disrespectful
I think that we should look after the old buildings in our city. These BUT sometimes might
buildings represent our history and our cultural past, and this is help
important because it makes our cities look unique. When this effect on may make people relax makes people aware of
happens, cities are more attractive to tourists, and that is good for motivation too much rules
tourism. BUT makes people feel
However, it can be expensive to run a very old building. Such makes some days part of a team – like a
places often need a lot of repairs. They often don’t have the latest special uniform
windows, doors and insulation. Not having those means that they encourages a relaxed, BUT may be expensive,
are inefficient, and this is bad for the environment as well as our friendly atmosphere or uncomfortable and
wallets. unnecessary
different time and place, e.g. inappropriate for people
Student’s Resource Book > Language development p. 49 work working in the IT in some industries, e.g.
MyEnglishLab > 5a Language development A and B demands department all day vs IT or journalism
meeting clients
Writing p. 78 some jobs are dirty,
and you don’t want to
Lesson objective: to practise making comparisons wear smart clothes

n
Warm-up 2b Students continue doing this in their groups.
Write on the board: People should dress to impress and 3a Students should do this individually at first.
so
Beauty is only skin deep. Divide students into groups to
3, 4, 2, 1
discuss what the phrases mean and which one they agree
with more and why. 3b Before doing this activity you should tell students that
varying their vocabulary is beneficial for the IELTS Writing
1 Ask students to do this individually before checking Paper, as it shows that they know a range of words.
ar
answers with a partner. Elicit that students need to
compare different styles of dress and different kinds of 1 looking professional, wearing a smart uniform
behaviour. 2 do their job better, perform best
3 send a clear message, communicates this very effectively
Allowing people to ‘dress down’ in casual clothes at work on
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certain days of the week encourages people to take their job less
seriously. All workers should dress professionally every day of the
week.’
Do you agree with this view? How do different styles of dress
affect how people behave at work?
2a You could put pairs together so students are working in
groups of four for this activity. Explain to students that
they need to make notes on how the type of clothes
would affect the situation. If students are unclear what a
topic sentence is, explain that it is a short sentence at the
beginning of a paragraph which introduces the topic of
the paragraph.
4 Refer students to the Test Strategies on page 171 before
this task. This exercise could be done in pairs or groups.
Suggested answer
Another consideration is perhaps the kind of tasks that people are
required to perform in their job. Both approaches to dress have a
time and a place when they are appropriate. A person who needs
to meet with clients on a regular basis will probably need to dress
up every day. It is always better to be overdressed for a day at the
office, rather than under-dressed on a day when an unexpected
meeting is scheduled.
Student’s Resource Book > Writing p. 50
MyEnglishLab > 5a Writing

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 Teacher’s notes Module 5
5b Hobbies and interests
Listening p. 79
Lesson objective: to practise following a sequence of ideas
Warm-up
Divide students into groups and ask them to describe their
favourite game (not sport), saying what they like and dislike
about it and how the game is played.
1a–b Students could discuss these questions in groups.
1a Students’ own answers.
1b A The coin-operated jukebox was invented in 1940.
B The coin-operated table hockey game was invented in 1932.
C The coin-operated gumball machine was invented in 1923.
D The coin-operated arcade game was invented in 1935.
2 At this point, you may want to refer students to the
Test Strategies on page 169. Also refer students to the
HELP section on the page. Give students two minutes to
prepare before playing the recording. Students should
listen and write their answers before checking their
spelling carefully.
1 (pure) water 2 stamps 3 key 4 weight 5 unlocking 6 multiple
so
7 honor/honour 8 cheap 9 art/art work 10 23/twenty(-)three
Expert IELTS
In the Listening Paper, students need to make sure they
ar
read the instructions carefully to ensure they are answering
in the correct format. Sometimes they will need to use full
words, or letters, or Roman numerals (e.g. iv). Get students
into the habit of checking what format their answers should
be in by asking them before they start any test practice.
Pe
3 Students could discuss these questions in groups and then
you could have a brief class discussion.
1 The questions tell you more specifically what to listen for, and
there will be clues in the diagram.
2 Students still need to listen for gaps to fill, but input comes mostly
from the diagram.
3 2 I’ve got a website here about the first modern vending
machine, a mechanical model, which is what we think of these
days. In this case, it dispensed stamps at a time when the postal
service was really important, and was popular in England.
4 In contrast to the popular view that the correct coin is judged
by size, actually, all of those early machines judged the coin by
its weight.
5 In order to get to the gum the customer had to turn this
handle, unlocking the candy door at the bottom.
7 That’s why they were known as honor systems.
8 The majority of vending machines today sell the same kinds of
products as gumballs. For example, products needed to be
cheap, and something that wouldn’t go off quickly.
Student’s Resource Book > Listening p. 51
MyEnglishLab > 5b Listening
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Language development and vocabulary p. 80
Lesson objectives: to practise building complex
sentences with participle clauses, and to build
vocabulary related to culture and entertainment
Warm-up
Divide students into pairs and ask them to discuss the
following question: Some people think that reading in a
foreign language isn’t useful, because it isn’t reading for
pleasure. Do you agree or disagree with this? At the end, get
feedback on who had the best arguments.
1 You may want to refer students to the Expert Grammar
section on participle clauses on page 177.
1E 2D 3A 4C 5F 6B
2a Students could do this individually before comparing their
answers with a partner.
2 reading 3 taken 4 designed 5 focusing 6 involving 7 based
8 given
2b Students could do this in pairs or you may want to do this
n
as a class discussion.
3 Give students time to think about how they could use
participle clauses in their answers. You might want to get
students to make notes before speaking.
4 Students should use the words in bold from Exercise 3.
1 celebrity 2 symbol 3 individually 4 role 5 society 6 identity
7 stage 8 relate
Extra!
Ask students to write a description of their favourite
celebrity using language from this page. Get them choose
a celebrity and give them 10 minutes to write a paragraph
(you could allow them to use their phones to check facts)
without mentioning the celebrity’s name. Monitor students
and check their writing. Then, once paragraphs have been
written, students mingle, and read their paragraphs to other
students, who must try and guess the celebrity.
Student’s Resource Book > Language development and Vocabulary
pp. 52–53
MyEnglishLab > 5b Language development and Vocabulary
Speaking p. 81
Lesson objective: to practise structuring an argument
Warm-up
Divide students into groups and write on the board: Toys can
have a significant impact on a child’s development. Ask them to
discuss this statement in groups, and make a list of arguments
for and against the topic. Get feedback from the class.
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Expert IELTS
Part 3 of the Speaking Paper is when students should be
using their highest-level language. The questions here are
more complex and abstract. In the same way that Writing
Task 2 asks students to give their opinions or arguments in
an essay, Speaking Part 3 asks students to discuss different
points of view, and present an argument.
1 Elicit the types of toys in the pictures (A – doll, B – digital
toy, C – scooter). Encourage students to give full answers
to questions 2 to 4.
2a Students could do this exercise individually before
discussing their answers in pairs. Remind them that they
are not answering questions 1–6. They are discussing ways
of answering them.
Suggested answers
1 comparing, examples
2 description of effects of toys and games, examples
3 description, reasons, examples
4 opinion and reasons, examples
5 opinion, reasons, examples
6 opinion, reasons, examples
2b Students could do this activity with a partner before
checking with the class.
1 can generally be understood throughout, though
so
mispronunciation of individual words or sounds reduces clarity at
times
2 uses a range of pronunciation feature with mixed control
3 shows some effective use of features but this is not sustained
ar
3a Before playing the recording, students could work in pairs
to discuss how Aisha might complete the statements.
1 health, move (and play) 2 social skills, teams 3 films 4 Any
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3b Point out that this time, Aisha’s answer is better.
She organises her answers better, with phrases to structure her
answers, and her pronunciation improves.
3c If possible, students should record their answers and
discuss how well they did.
4 Divide students into different pairs. One student should
ask the questions and the other should answer them. The
listener can make a note of good language. If possible,
record the answers.
5 With the recording (or with the notes), students discuss
the questions in the same pairs.
6 Remind students how to group parts of sentences into
meaningful chunks and pause briefly between them.
Student’s Resource Book > Speaking p. 54
MyEnglishLab > 5b Speaking A and B
Reading pp. 82–83
Lesson objectives: to practise identifying synonyms;
to practise answering multiple choice and matching
information questions
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Teacher’s notes Module 5
Warm-up
Divide students into pairs and ask them to ask and answer
some questions about music: How would you describe your
taste in music? Did you have a different taste in music when
you were younger? What kind of music relaxes you?
1 Ask students to give full answers to the questions.
2 Give students 30 seconds to briefly skim the passage.
The text is about psychology and music.
3 You might want to refer students to the Test Strategies on
page 170 at this point. Before they begin, elicit strategies
they can use to answer the questions (underlining key
words, identifying synonyms, scanning, reading sections
in more detail). Then give students 15 minutes to answer
questions 1–10.
1 C (a person’s taste in musical genre can reliably be predicted
from cognitive factors, such as the way you view others, or the way
they approach problem-solving.)
2 B (little was known about what determines our overall taste in
music until this study
3 A (who were found mainly through social media sites)
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4 C (The researchers used library examples of music from 26
genres and subgenres to minimize the chances that participants
would have any personal or national associations)
5 A (a person’s … cognitive style – whether they are strong on
empathy or strong on systems – can be a better predictor of what
music they like than their personality.)
6 C (The research may help us to understand those at the
extremes, such as people with autism, who are strong systemizers
and may experience difficulty socializing.’)
7 C (This new study is a fascinating extension to the ‘empathizing-
systemizing’ theory of psychological individual differences.)
8 A (the research could have implications for the music industry.
9 B (It highlighted how music mirrors the self, and can be an
expression of how we’re feeling)
10 B (music … is a reflection of our social and cognitive selves)
4 Students could discuss these questions in pairs and then you
could explain any problematic answers using the key above.
MyEnglishLab > 5b Reading
Writing pp. 84–85
Lesson objectives: to write a compare-and-contrast
essay and to use connectors for addition
Warm-up
Write Video games are fun… on the board, and the words
and, so, but, because. Ask someone to continue the
sentence with one of the words (e.g. … but they can be
addictive). Divide students into groups and tell them to
write more sentences using the other conjunctions. Elicit
some ideas from students and write them on the board.
1 You might want to get feedback on the second question,
as it will give ideas for the lesson.
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 Teacher’s notes Module 5
2a–b Students should do this individually, before comparing
answers in pairs.
Some people have argued that video games are a waste of time,
and people should spend their time and money on better hobbies.
Compare and contrast the benefits of video games with other hobbies.
In your opinion, which is more useful? This is a compare-and-
contrast essay.
3a Students could do this in pairs. Record any useful
vocabulary and add their own ideas to this spidergram.
personal – deal with disappointment, pick up a new skill, train
towards specific goals
physical – develop quick reactions, learn better co-ordination,
stay fit
social – be part of a community, interact with others, work as a
team
3b Before doing this, explain that demonstrating a wide
vocabulary range is a good thing in both the IELTS Writing
and Speaking Papers, and will lead to a higher score.
1
4a Ask students to do this in groups so that they can
combine their ideas. Get feedback from the class.
4b After they have discussed ideas, students can select their
favourite ideas individually. Give students time to think
so
about how they want to organise their overall structure.
5–6 If you have a mixed-ability class, you might want to pair
stronger and weaker students together at this point. You
should encourage students to ask their partners to explain
more about their topic sentences (this will often give
ar
students their following sentence ideas).
7a Tell students they will come back to their plans, but before
that, they are going to explore how they can link their
ideas together. Ask them to match the sentences. Elicit
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that the connectors in bold often introduce additional
ideas. (Note: especially does not always give additional
information, but usually talks about a particular example.)
1B 2D 3E 4C 5A
7b Give students some time to think about this. They could
also discuss their ideas in the same pairs.
8 Give students 35 minutes to write their answer. Tell them
that normally they would normally have 40 minutes for
this task, with five minutes for planning.
Model answer
There has been considerable criticism of video games in the
media and among academics. Video games have been linked to
rising health problems, poor social skills and even violent crime
epidemics. After comparing gaming with other hobbies, this essay
will conclude that video games, like anything else, are only a
problem if they are done in excess.
There are many reasons to pursue a hobby. At a young age,
spending time with other people your age is important. Video
games were criticised in the early days because, unlike sports or
other interests, young people generally practised them alone.
With online gaming, this is no longer true, and many teenagers,
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particularly boys, spend time online, working together to achieve
shared goals. This is little different from other team sports.
Another reason is to relax. In this case, it is hard to argue that
playing video games can give you the same kind of exercise and
physical activity that young people get from playing sport, for
example. It is essential to get enough exercise and fresh air, and
video games can limit the amount of time that children spend on
sport. However, playing in the street together is often a myth
from earlier times when traffic was lighter, and it is unclear if sport
would be the number one alternative.
To sum up, video games and life have evolved a lot in recent years,
and the disadvantages that were identified twenty years ago are
no longer necessarily true. As with all things, it is important to
maintain a healthy balance between interests.
Expert IELTS
Editing is an essential part of writing. Point out to students
that spending time at the end of writing, looking at their
work critically (for spelling mistakes or disjointed arguments
or statements, etc.) and making corrections can help them
improve their score.
n
9a–b When students are discussing their answers, it might
be a good idea to monitor and look at the essays. Note
down any examples of good vocabulary and show these
on the board.
10 Ask how many spelling mistakes students can identify
in their own work before doing this exercise. Then you
could do this question as a class discussion.
11 This could be something that students do at home and
then you could do this exercise in another class, using the
questions they have found.
Student’s Resource Book > Writing p. 55
MyEnglishLab > 5b Writing
Review p. 86
You may want students to do this as a test in class (with a
suggested time of 30 minutes) or for homework.
1 1 A 2C 3E 4F 5B 6D
2a 1 B 2 A 3 B 4 B 5 A
3 1 symbols 2 identity 3 society 4 multicultural 5 role
6 cosmopolitan
4a 1 leading to a positive outlook
2 based on physical exercise, focusing on/focused on
3 allowing them to make money from their passion or interest
4 shared with others allows you to meet people focused on
similar things
5 practised on a regular basis can reduce negative emotions,
helping people to enjoy better health
MyEnglishLab > Module Test 5
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 6
The natural world
Module 6 includes topics such as global warming, extreme weather and wildlife.
Photocopiable activities
6A The natural world quiz p. 130
6B Find someone who … p. 131
6C Expanding headlines p. 132
Lead-in p. 87
Warm-up
Ask students to move around the classroom and ask as
many other students as possible: What do you do to help the
environment? Then, give them five minutes to make notes
on the answers they heard. Finally, ask students to write a
paragraph summarising what they found out.
1 Check that students understand decade (ten years),
impact (effect), environmentally friendly (act in way to care
so
for the environment) and renewable energy (solar power,
wind power, etc.) and drill them on the pronunciation
of recycling /rɪ:saikliŋ/. Then they can discuss the
questions.
ar
1 The images show smog caused by pollution, a wind farm which
provides renewable energy, forest destruction, someone recycling
waste.
2 Students’ own answers.
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2 Ask students to answer the questions individually and then
discuss their ideas in pairs or small groups.
Extra!
Set up a class discussion on the environmental problems
and solutions in Exercise 2. Firstly, elicit students’ solutions
to the problems and write them on the board. Then divide
students into groups of four to discuss which solution they
think would be best for each problem. Give students 5–10
minutes for their discussion, and then ask them to vote on
the best solutions.
6a Living with our environment
Reading pp. 88–89
Lesson objectives: to identify cause and effect, and
practise a short-answer task
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6
Teacher’s notes Module 6
Teacher’s Online Materials
• Test Practice Lesson: Speaking 2
• Module Test 6
• Review Test 3
Warm-up
Write global warming on the board. Elicit that it means the
way in which the Earth’s climate is changing because of
human activity. Ask students to work in small groups to make
a list of the causes and the effects of global warming. Collect
students’ ideas and write them in two lists on the board.
1a Ensure students have a dictionary for this exercise. Get
n
them to check the meaning of any unknown words before
they discuss the questions.
1b Ask students to discuss the questions in pairs.
2a Focus students on the heading of the Reading passage.
Briefly discuss with the class what it means, and what the
passage might be about.
2b Give students a time limit of two minutes to skim the text
and find the main idea.
The passage says that ‘Mother Nature’ has helped to limit the effect
of humans on the environment but this might be changing.
3a Get students to read the first four paragraphs and focus
on the underlined parts. As a whole class, elicit the
answers and correct students as needed. Some students
may find cause and effect language challenging, so make
sure they understand what each phrase means.
1 is the result of, because 2 led to, results in
3 had an impact, had an effect
3b Do this exercise as a whole class.
1 had an impact, had an effect, be the result of
2 led to, results in
Extra!
It is useful for students to be able to use cause and effect
structures properly. Divide students into pairs and ask them
to write their own sentences for each of the structures (led
to, the result of , have an impact on, have an effect, result in,
because). Ask some students to share their sentences, write
them on the board and have the rest of the class correct
any errors. Remember to praise those students who
volunteer their answers.
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 Teacher’s notes Module 6
3c Do this exercise as a whole class to avoid potential
confusion. Tell students where to find the place in the
passage (lines 29–32, where because is underlined).
2 scanning speed, as it has an element of competition.
4a Do this exercise as a whole class. You can check students
understand by asking: Does which refer to a single word or a
complex idea using many words?
Which refers to a whole clause in the sentence, not just one word.
It refers to the Earth’s vegetation has been taking in more carbon
dioxide than had been thought.
4b Divide students into pairs for this exercise.
Line 11: a noun – destruction (of ancient forests)
Line 21: a clause – the Earth’s oceans and vegetation take in half the
carbon dioxide we produce
Line 26: a clause – Warming seas, for example, may be taking in less
carbon dioxide
5a Ask students to do the exercise individually before
checking their answers with a partner. For more realistic
exam practice, set a time limit of five minutes.
1 global warming 2 our ecosystem 3 climate change 4 plant growth
5b Do this exercise as a whole class and write students’
answers on the board. During feedback, show students
so
how the relative pronouns help find the answers (see the
answers below).
The underlined words/phrases help the reader to understand these
parts of the text and find the answers.
ar
1 ... which has led to a reduction in global warming
2 ... which changed our ecosystem significantly.
3 ... which protects us against climate change.
4 The question includes lead to. The text says results in greater
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plant growth ...
6a Before this exercise, refer students to the Test Strategies
on page 169. Then, get students to underline the key
words individually before checking with a partner.
1 What aspect of our changing climate causes forest fires?
2 Which part of global warming are experts in agreement about?
3 What form of sunlight goes back out of the atmosphere?
4 What improves a cloud’s ability to reflect the sun?
5 What connects the Arctic to bad weather in Britain?
6b Elicit the answer from the class as a whole.
forest fires
Expert IELTS
It is important that students learn how to scan (move their
eyes over a text quickly to find a specific word or piece of
information) and skim (read a text quickly to get the main idea)
a long passage. You should practise both techniques in class to
help students read for a specific purpose and find information
and worry less about unknown vocabulary. For skimming, try
to give students the chance to look quickly at any text, to find
out what it is about, before they look at it in detail.
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6c Ask students to scan the text to find the phrase forest fires.
When one student has located the phrase, they should
shout Stop! and tell the other students where the phrase
is in the passage. This is a good technique for increasing
The answer is drier weather (changing climate = climate change;
causes = leads to / results in)
6d Get students to do this exercise individually before
checking answers in pairs. You may want to give students
a time limit for this exercise of about 10 minutes.
2 the basic physics (experts – scientists; agreement – agree)
3 infrared radiation (goes back – reflected back)
4 air pollution (improves – increase)
5 melting ice (connects – linked to; bad weather – storms)
7 You could do this exercise as a whole class to see if your
students all struggled with certain questions or if they found
different things difficult. This could give you useful information
on which students to pair up for future Reading tasks.
1 Students’ own answers.
2 1 lead to, which, results in 2 cause 4 results in
n
8 Give students 10–15 minutes to read the passage on page
89 and check any unknown words in a dictionary. Then they
can discuss the questions in groups or as a whole class.
Student’s Resource Book > Reading pp. 56–57
MyEnglishLab > 6a Reading A and B
Vocabulary p. 90
Lesson objective: to develop vocabulary related to the
environment
Warm-up
Divide students into pairs and write the following questions
on the board: 1 Do children learn about geography, climate
and the natural world in your country? If so, what? 2 Should
schools teach more about these subjects? Why? / Why not?
Give students 3–4 minutes to discuss the questions. Ask a
couple of pairs to share their answers with the class.
1a Divide students into pairs for this exercise. Ensure they
have dictionaries to check the meaning and part of speech
of each word they do not know.
Geographical features: cave, cliff, coastline, harbour, ocean,
rainforest, soil, stream, volcano, waterfall (These are all nouns.)
Weather and climate: breeze (noun), degrees centigrade
(noun), flood (noun), fog (noun), humid (adjective), lightning
(noun), snowy (adjective), storm (noun), thunder (noun), windy
(adjective)
1b Divide students into pairs with someone who comes from
a different region to discuss the questions.
2a Check students understand the meaning of each phrase.
air pollution, climate change, energy crisis, forest fire, fossil fuels,
global warming, greenhouse gases, nuclear energy, water shortage
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2b Remind students to justify their opinions.
3a Before starting this exercise, ask students to identify the
parts of speech required for each gap.
1 debated 2 indicates 3 effect 4 global 5 instance 6 positive
3b Ask students to note down their ideas first. Then put
students together so that they can share their answers.
Elicit some ideas from the whole class as feedback.
3c Give students a time limit of about 10 minutes. Then,
divide students into pairs to check each other’s work.
Model answer
In the past, people debated the cause of global warming. Research
today indicates that the average temperature of the Earth has
increased by 0.4 to 0.8°C over the last century and the main cause
of this over the last 50 years is the burning of fossil fuels on a
global scale. However, removing trees to clear land for agriculture
also had an effect. Temperatures could rise by 5.8°C by 2100
which will result in melting ice, rising seas and more dangerous
weather conditions, for instance bigger storms. As a result, we
need to take positive action.
4a Get students to do this exercise individually before
checking answers with a partner.
1 natural 2 living 3 issue 4 global 5 levels 6 effect 7 huge 8 lack
4b You may want to debate these sentences with the whole
so
class or give each group of students one statement only.
Student’s Resource Book > Vocabulary p. 58
MyEnglishLab > 6a Vocabulary
Speaking p. 91
ar
Lesson objective: to use a range of vocabulary to
describe places
Pe
Warm-up
Divide students into pairs and ask them to think of a
country they know quite well. Each student should take it
in turns to describe the country, while their partner tries to
guess it.
1 You could do this exercise as a whole class and perhaps
broaden the discussion to other countries the students
would like to visit and why. Point out that the photo
shows Jaipur in Rajasthan, India.
2a–b Ask students to do this exercise individually before
checking in pairs. Remind students to check the meaning
of any unknown words in a dictionary. Then ask them
to mark the word stress on each word, and to practise
saying them in pairs. Ask them which words are difficult to
pronounce and do some follow-up drilling as necessary.
Suggested answers
positive: amazing, colourful, convenient, exciting, fascinating,
interesting, gorgeous, lively, peaceful, pretty, relaxing, romantic,
safe, spectacular, tasty
negative: dull, overcrowded, stressful, unattractive
neutral: basic, historic, modern, narrow, unusual
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Teacher’s notes Module 6
2c Make sure students are using the adjectives with the
correct pronunciation. Remind students that in the exam,
they will be marked on how clearly they can pronounce
individual words.
3a Play the recording and elicit the problem with Marta’s use
of adjectives. Then elicit the effect on the listener from
the students.
Marta uses the adjective interesting eight times. This doesn’t bring
her description to life for the listener and shows a low range of
vocabulary.
3b Get the students to do this exercise in pairs before feeding
back as a whole class.
Suggested answers
1 fascinating/amazing/exciting
2 gorgeous/fascinating/amazing/spectacular/pretty/unusual/historic
3 fascinating/exciting 4 colourful/amazing/gorgeous
5 tasty/gorgeous 6 fascinating/amazing
3c Make sure students are fully aware of the positive effect
on the listener.
1 1 spectacular 2 a gorgeous (building), fascinating (history)
3 exciting 4 colourful 5 tasty 6 an amazing (time)
n
2 These adjectives help the listener to visualise the place more clearly.
4a Ask students to check their answers in pairs after listening
to the recording.
1 very 2 really 3 a little 4 terribly 5 a bit 6 absolutely
4b You could do this exercise as a whole class.
1 They tell you how much (e.g. how lively or how pretty). 2 a bit
5 Ensure students include the vocabulary from Exercises 2a
and 4a in their descriptions.
6a Refer students to the Test Strategies on page 172 before
doing this exercise. You could also go through the
exercises in Expert Speaking on page 188, which give
further practice of Speaking Part 2.
6b Divide students into pairs and ask them to take turns
to do the task. Get them to time their partner to make
sure they speak for up to two minutes. Record their
performances if possible.
7a–b Encourage students to give each other feedback on
their strengths and weaknesses as well as advice on how
to improve. Divide students into different pairs to repeat
the task. Remind them of the usefulness of repeating
exercises, to get a better sense of how they improve.
Expert IELTS
In Part 2 of the Speaking Paper, it is important that
candidates try to speak for the full two minutes. The
examiner will prompt them to continue if they stop before
two minutes. During class, make sure students have regular
timed practice for Speaking Part 2. Also, spend time giving
students guidance on how to plan their ideas properly
before speaking, in order to fill this amount of time.
MyEnglishLab > 6a Speaking A and B
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 Teacher’s notes Module 6
Listening p. 92
Lesson objective: to identify the correct word form in
Listening Section 4 summaries
Warm-up
Divide students into groups of three or four and write the
following places on the board: Brazilian rainforest, Sahara
desert, the North Pole, the Himalayas. Check that students
know these places. Ask students to decide which place
would be the most difficult to live in and why. Give them a
few minutes to discuss ideas together, before feeding back
as a class.
1 Put students into new groups to discuss the questions.
Ask some groups for feedback and write any useful
vocabulary on the board for students to record in their
notebooks.
2a Do an example together as a class. Ask: Which rule
matches ‘adjective’? (3). Then ask students to complete the
exercise individually before checking in pairs.
1 singular noun 2 adverb 3 adjective
4 -ing verb/singular noun/plural noun/uncountable noun
5 plural noun/countable noun 6 comparative adjective
7 superlative adjective
2b As with Exercise 2a, you may want to do the first one
so
together as a class to show students what they have to do.
The aim is not to complete the gaps, but to decide what
type of word is missing.
1 uncountable noun or plural noun 2 superlative adjective
ar
3 adjective, uncountable noun or plural noun 4 adverb
5 adjective/singular noun 6 -ing verb
2c Play the recording, then write the answers on the board.
Pe
1 heat 2 important 3 icy, cells 4 quickly 5 bigger 6 Recognising
3 Ask students to find the paraphrases in the audio script
individually, before checking their answers in pairs.
2 concentrate on 3 keeping ... warm 4 When it feels very icy
5 we begin to lose 6 die
7 differences between warm and cold weather 8 challenging
4a–c Refer students to the Test Strategies on page 169
before attempting this task. Ensure students do Exercises
4a–c individually so they are getting some realistic test
practice. Give students no more than 30 seconds for
Exercises 4a and 4b.
4a It will be about people living in cold temperatures.
4b–c 1 food (noun) 2 –25/minus twenty-five (number)
3 10/ten minutes (number + noun)
4 light clothing (adjective + noun) 5 wind (noun)
6 seconds (noun/time)
5 Divide students into pairs to analyse their performance.
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6 Ask students to discuss the questions in small groups. If
they do not have any experience of freezing weather, get
students to discuss other types of extreme weather (e.g.
very hot conditions, torrential rain, high winds).
Expert IELTS
In the Listening Paper, students will have time to read the
questions before the recording. This is usually around 45
seconds. Make sure you give students no more than 45
seconds to read the questions and underline any key words
or predict answers, so that they become accustomed to
doing this within the time limit of the real test.
MyEnglishLab > 6a Listening
Language development p. 93
Lesson objective: to revise the present perfect simple
Warm-up
Divide students into pairs and ask them to write the
sentence stem Have you ever …? on a piece of paper. Then
ask them to write 6–8 questions using this sentence stem.
n
When they have written their questions, get students to
move around the class and ask their questions to other
students. The aim is find someone who says yes to as many
questions as possible.
Expert IELTS
Remember that although the IELTS exam does not have a
grammar or language paper, students will need to show (at
Bands 5 and above) that they are aware of and can use a
range of grammatical structures, and can do so accurately.
1a–b Before doing these exercises, elicit how the present
perfect is formed (to have + past participle) and its uses.
Write this information on one side of the board for
students to refer to during the lesson. You may wish to
refer students to the Expert Grammar section on the
present perfect simple on page 177.
1 B (’ve … been) 2 D (has … started) 3 C (have recorded)
4 A (have lived)
2a Write the sentences on the board and elicit the answers.
We use for when we describe duration. We use since when we talk
about the start time.
2b You could do this exercise as a whole class.
for: three decades, over an hour, a few seconds, a long time,
several months, hours, a week
since: last year, the beginning of the month, November
2c Ensure students write their sentences down and check
each other’s work for accuracy. Ask some students to
share their sentences with the class.
3 Get students to do this exercise individually before
checking with the class.
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2 Some parts of the Atacama Desert have had no rain for years.
3 Vostock station in Antarctica has officially been the coldest place
on Earth since 1983.
4 People have lived there for over 60 years.
5 People have inhabited the Sahara Desert for thousands of years.
6 The Sahara Desert has been dry for 6,000 years. Before that, it
was green and wet.
4a Do this as a whole class or divide students into pairs.
It describes a specific action in the past which is not happening in
the present.
4b Ask students to do this exercise individually before
checking answers with a partner. Remind them to justify
their answers if they disagree with each other.
1 has risen 2 increased 3 has not gone up 4 was 5 have become
6 rose 7 went up
4c This may be better done as a writing activity. Collect
students’ writing to see if anyone needs any further practice.
5a Divide students into pairs to discuss the questions.
1 just, recently 2 yet 3 yet 4 just, recently
5b–c Students discuss these questions in pairs or small groups.
Extra!
so
It can be difficult to distinguish between the present perfect
simple and the past simple when listening. You could test
students by reading out a set of similar sentences and
getting them to identify the correct tense (e.g. I’ve already
ar
visited London. I visited London last year. I haven’t visited
London yet.) Then you can point out to students that
listening for words such as already, last year and yet can
help identify the tense more easily than listening to the
contractions like I’ve and haven’t.
Pe
Student’s Resource Book > Language development p. 59
MyEnglishLab > 6a Language development
Writing p. 94
Lesson objective: to practise describing changes
Warm-up
Ask How much sport did you do every week last year? How
much sport do you do every week now? Ask students to
discuss their answers in pairs.
1 Ask: What types of graphs are in the IELTS Writing Paper?
Then ask: Which graphs usually show changes over time?’
Tables, bar charts and line graphs can show changes over time.
2a–b Get students to do these exercises individually before
checking their answers with a partner.
2a A double, go up, increase, rise
B decrease, fall, go down
C reach a peak
D remain the same, remain stable, stay the same
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Teacher’s notes Module 6
2b A grew/increased/rose, 5
B has declined/decreased/fallen, 23, 2
C will peak, 50
D remained the same/steady, 8
2c Discuss this question with the class.
It supports the point that you are making about the graph. You
need to add data in your description to achieve a higher score.
We use from ... to to say where the number started and ended;
by to say how much the number changed; at to say a number
remained steady.
3a Ask students if they know any more adverbs which could
be used to describe changes over time (e.g. suddenly,
quickly, slowly, etc.).
1 slightly = a little, sharply = a lot and quickly
2 significantly = a lot, steadily = slowly over a long period
3 gradually = slowly over a long period, dramatically = a lot and
quickly
3b Divide students into pairs to do this.
Suggested answers
n
A The cost rose steadily over a ten-year period.
B The cost declined significantly from $23 to $2.
C The cost rose sharply to $42 and then decreased steadily to $37.
4a Elicit the answers to the questions from the whole class.
1 It shows the percentage of people participating in outdoor
activities in Australia between 1997 and 2007.
2 We learnt that picnicking and walking fell in popularity. Water
activities, camping and cycling became more popular. Horse-riding
stayed the same.
4b You may want to ask students to identify the correct part
of speech for the gaps before starting the exercise.
1 shows/illustrates 2 activities 3 see 4 three 5 60/61 6 to
7 falling 8 slightly 9 and 10 rose 11 from 12 to
13 sharply/significantly 14 fell/ decreased/ went down
4c–d Ask students to review and correct each other’s
writing. Alternatively, you may want to set this as
homework and make the corrections yourself.
Model answer
People spent the lowest percentage of time on horse riding
although this percentage stayed the same between 1997 and
2007 without falling or rising. The second and third least popular
outdoor activities were camping and cycling. Around 25 percent
of people enjoyed both activities in 1997 and around 30 percent
in 2007. However, the percentage of campers increased to over
30 percent in 2001 before falling, while the percentage of cyclists
remained steady in that same period before increasing.
Student’s Resource Book > Writing p. 60
MyEnglishLab > 6a Writing A and B
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 Teacher’s notes Module 6
6b Living with other animals
Listening p. 95
Lesson objectives: to practise multiple choice
questions, and to practise choosing the right word form
for summary and short-answer questions
Warm-up
Ask students the following questions and elicit a few ideas:
Are there many zoos in your country? Some people think
that keeping animals in zoos is cruel and that zoos should be
banned. What do you think?
1a Write the following prompts on the board to help
structure the students’ discussion: Where they live, In
danger of extinction? Type of habitat, Found in zoos or not?
1b Keep students in the same groups to discuss the
questions.
2 Ask students to read the Test Strategies on page 169 and
the HELP box. Then get them to do the task under test
conditions. Remember to give students 30 seconds to
read the questions before playing the recording.
1 (in) their/the garden 2 323 3 B/C 4 B/C
5 (family) entertainment 6 research 7 live longer 8 role
9 bird species 10 attractive
so
3 Divide students into pairs. Make sure they spend time
looking at audio script 6.6 on page 210 for the answers.
1 keep animals – had animals in their garden; types of animals –
ar
animal species
2 Rhinos are not located at the zoo; the zoo provides money and
support for gorillas; the panda is not currently in the breeding
programme
Pe
3 You can check if the answers fit the summary in terms of meaning
and grammar.
Student’s Resource Book > Listening page 61
MyEnglishLab > 6b Listening
Language development and vocabulary p. 96
Lesson objectives: to review and practise articles and
countable/uncountable nouns.
Warm-up
Write on the board: I went to the zoo and I saw … A, B, C,
D, E, F, … . Then ask students for an animal beginning with
A (e.g. ant). So the sentence will continue: I went to the zoo
and I saw an ant … . Elicit an animal beginning with B (e.g. I
went to the zoo and I saw an ant, some birds …). Explain that
the next animal should start with C and they need to add to
it and remember the ones before. Then in pairs, students
can try to extend the sentence, with each person taking
turns to add an animal beginning with the next letter.
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1a Refer students to the Expert Grammar section on articles
on page 178. Ask students to do this individually before
checking their answers in pairs.
1 a 2 the 3 a 4 zero article 5 The 6 the 7 the 8 The 9 the
10 the
1b You may want to do this as a whole class and write the
rules on the board as you go.
1 We use a as part of the phrase a little bit.
2 We use the to refer to something specific which we have already
mentioned.
3 We use a to describe something which is one of many which is
mentioned for the first time.
4 We use no article for plural nouns when we describe something
in general which is not specific.
5–7 We use the to refer to something specific which we have
already mentioned.
8 We use the to describe a specific uncountable noun.
9 We use the to refer to something specific which we have already
mentioned.
10 We use the before a superlative adjective.
2a Students could do this exercise in pairs. If they don’t know
n
a word, ask them to look it up in a dictionary. Point out
that a good dictionary will tell them whether a noun is
countable or not.
Countable: garden, number, plant, programme, website
Uncountable: accommodation, education, research, wildlife
Countable + uncountable: development, glass, result, space, time
Always plural: news, species
2b Complete the rules as a whole class.
1 singular 2 plural
3 Get students to complete the exercise individually. Ask
them to focus on the nouns in each sentence to help them
decide on the correct verb form.
1 lives 2 is 3 is 4 are 5 is 6 tells 7 is 8 continue
4a Divide students into groups to do this exercise.
mammal: bark, fur, paw, tail
bird: feather, lay eggs, nest, tweet, wing
insect: buzz, lay eggs
reptile: lay eggs
4b Give students 5–10 minutes to play this game. They
should try to repeat it as many times as they can in the
time limit.
5a Check students understand the meaning of the words and
then get them to do the exercise individually.
1 fur 2 adult 3 tail 4 wildlife 5 nest 6 creatures 7 males
8 female 9 behaviour 10 cage 11 die out 12 breeding
5b This exercise could be done as a whole class.
Student’s Resource Book > Language development and Vocabulary
pp. 62–63
MyEnglishLab > 6b Language development and Vocabulary
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Speaking p. 97
Lesson objective: to practise describing an animal for
Speaking Part 2
Warm-up
Divide students into pairs or groups and ask them to think
an animal which their country is famous or well-known for.
Ask them to list as many features of this animal as they can
in two minutes. Get feedback as a class.
1 You may want to do this exercise as a whole class. Make
sure students know the meanings of the words in the
box before they answer the questions. Point out that the
animal in the photo is a spider monkey.
2a Give students time to think about an animal they could
talk about for up to two minutes.
2b–c You may need to play specific sections more than once.
2b 1 Jorge speaks for a sufficient length of time. He uses a fairly
wide range of vocabulary – he uses a variety of adjectives
to describe the animal with some intensifiers (quite/very).
2 He doesn’t need to paraphrase. He can explain what he
means sufficiently.
3 Yes.
2c 1 He can generally be understood throughout, though
so
mispronunciation of individual words or sounds reduces
clarity at times.
2 No.
2d If you think your students may struggle, you could write
some suggestions on the board. Include the correct
ar
answers (see below) and some incorrect answers such
as: Jorge should learn 20 new words every day. Jorge should
speak louder. Jorge should speak more quickly.
1 Jorge could continue to learn new vocabulary so he can use a
Pe
wider range of language.
2 Jorge should stress key words and allow his voice to rise and
fall at the end of sentences so that his intonation is better and he
sounds more interested in what he is saying.
3 Refer students to the Test Strategies on page 172 before
doing this practise task. Divide students into pairs to do
the test task in Exercise 2a. Give them one minute to take
notes, then another two minutes each to talk about the
topic. They should record themselves if possible.
4a–b Give students enough time to discuss the questions
thoroughly. If they have recorded their answers, make
sure they listen to them again.
Extra!
Students could play the recordings of their speaking
performance to more than one student to get a variety of
feedback. Doing this can highlight specific strengths and
weaknesses if they receive the same feedback from more
than one of their peers.
Student’s Resource Book > Speaking p. 64
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Teacher’s notes Module 6
Reading pp. 98–99
Lesson objective: to identify cause and effect in a text
Warm-up
Create a mind map about humans and animals on the
board. Write How people affect animals in a circle. Elicit
ideas from the students such as Damage their habitats,
Breed different types, Cause diseases, Help protect endangered
species, etc. When you have sufficient ideas on the board,
divide students into groups and ask them to discuss the
following question: Have humans had mostly a positive or
negative effect on animals?
1 Students could discuss the questions in pairs or small
groups. If you think they might not have many ideas, you
could do it as a whole class.
2 Refer students to the Test Strategies on page 170 and
the HELP box. Remind students to skim the article and
read the questions, highlighting key words and predicting
answers where possible. If you want students to do the
Reading practice under test conditions, give them 20
minutes. You can give them longer if you want them to
practise the strategies thoroughly.
n
1 vi 2 i 3 viii 4 v 5 ii 6 vii
7 money (This is because the money that people pay ...)
8 wars (... increasing the number of wild animals after wars in the
1970s ...)
9 fences (in Botswana there are no fences between people’s land)
10 3/three (only 3 percent of the money actually reached the
communities ...)
Expert IELTS
Remember that the Reading Paper can be challenging for
students, so it is important to think about ways to keep
them motivated. If you always do the practice under test
conditions by timing students 20 minutes, they may be
unable to complete all of the questions. Think carefully
about whether students would benefit from being given
longer, if this improves their chances of answering more
questions correctly. You can work on reducing their reading
time in subsequent lessons.
3a–b Divide students into pairs to analyse their performance.
MyEnglishLab > 6b Reading
Writing pp. 100–101
Lesson objective: to practise describing changes
Warm-up
Write on the board: Extinction is a normal process in nature.
Check the word extinction (the process of a species of plant
or animal dying out completely). Ask students to discuss
why this statement might be true or untrue, and decide on
how far they agree with it.
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 Teacher’s notes Module 6
1 You may prefer to do this discussion as a whole class.
2 Ask students to read the Expert Writing section on page
197, which gives a model of a Task 1 description. Then,
give students a couple of minutes to read the test task and
focus on the key information in the graph.
The graph below shows the population of foxes on four different
Californian islands between 1994 and 2014. Summarise the
information by selecting and reporting the main features and make
comparisons where relevant.
3a Ask students to read the Test Strategies on page 171
before doing the task. Give students time to think about
the questions before getting feedback from the class.
1 The graph tells us the fox populations on four islands in California
between 1994 and 2014. 2 B
3 You could compare how significantly each fox population fell,
and how each one increased. You could talk about how the San
Miguel Island Fox population decreased between 2010 and 2014.
3b–c Ensure students complete these exercises thoroughly to
help them plan their writing.
4a You may want to do this exercise as a whole class and
elicit some examples of the language students could use
(e.g. verbs and adverbs of change, language of comparison
and connectors).
4b Ask students to do this exercise individually.
so
1 The writer repeats increased/decreased/slightly. 2 Yes
4c Students could do this in pairs.
Model answer
ar
We learn that the population of grey owls increased slightly from 350
in 2005 to 375 in 2010. The population of grey wolves which lived in
the same woodland area rose gradually by 33 in this period, from
450 to 483. Numbers of both animals then fell significantly. Owl
Pe
numbers fell dramatically to 313 over the next five years, whereas the
number of grey wolves dropped to around 421.
5a Ask: Why is punctuation important in writing? (it helps the
reader follow the information, and understand when one
idea or point starts and ends). Tell students to look at the
criteria on page 191 and answer the question.
A Band 5 writer may make some punctuation errors which may
make it difficult for the reader to understand the message. A Band
6 writer sometimes makes punctuation errors, but this does not
stop the reader from understanding the message.
5b Ask students to do this individually.
1 We usually start a sentence and names, like Santa Cruz, with a
capital letter.
2 Ordinary nouns, like fox and population, will often start with a
capital letter in a title or heading but not in a sentence like this.
3 We end a sentence with a full stop.
4 We use full stops at the end of a sentence, whereas we use a
comma between clauses.
5 We should avoid using an exclamation mark in an academic text.
5c Ask students to do this individually.
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1 Yes 2 Yes 3 No
5d Give students some time to work on improving the
paragraph. Remind students that incorrect punctuation
can be confusing and it is easy to see, so it gives a visual
impression that the writing is poor.
The changing population of brown bears followed a similar pattern
to the changing population of beavers. Between 2005 and 2010 the
number was around 600 but then numbers for both decreased. The
number of beavers fell steadily to just over 520 over the next three
years, while the population of bears went down significantly to around
440. The latter stayed the same for the next two years, whereas the
number of beavers began to rise slowly. It reached 545 in 2016.
6 Give students 20 minutes to write their test task.
Model answer
The diagram illustrates the population of foxes living on four
islands off the coast of California over a 20-year period. It shows
that the population of all four species dropped dramatically over
the first six years and then increased significantly. The populations
of three species were higher in 2014 than in 1994.
The Santa Cruz and the Santa Catalina foxes had the second and third
biggest populations in 1994 at around 1,400 and 1,333 respectively
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but they had the largest populations in 2014. Their numbers fell to a
low of around just 15 in 2000 before increasing to around 1,666 in
2014. The San Miguel fox also fell to zero in 2000 but the population
was approximately 50 higher in 2014 than in 1994.
The biggest population in 1994 was only the third biggest in 2014.
The Santa Rosa fox started with a population of 1,780, which fell
dramatically to zero in 2000. It then grew slowly over the next
eight years before increasing more quickly to 637 in 2014.
7a–c Give students plenty of time to review, analyse and
suggest improvements to their partner. You may want
to ask students to rewrite their answers for homework
based on their partner’s suggestions.
Student’s Resource Book > Writing p. 65
MyEnglishLab > 6b Writing
Review p. 102
You may want students to do this as a test in class (with a
suggested time of 30 minutes) or for homework.
1a 1 stream 2 fog 3 cave 4 soil 5 thunder 6 humid
7 water shortage 8 breeze 9 volcano 10 fossil fuels
1b flood – a large amount of water that covers usually dry land
greenhouse gases – gases in the air which keep heat in the
Earth’s atmosphere and cause the greenhouse effect
lightning – a flash of light in the sky during a storm
waterfall – a place where water from a river falls over a cliff
2a 1 have had 2 ’ve released 3 have also caused 4 first became
5 knew 6 ’ve learnt 7 ’ve done 8 didn’t separate 9 ’ve had
10 just buried 11 ’ve been able 12 has already had
3 1 are 2 – 3 are 4 – 5 is 6 – 7 are 8 are 9 an 10 is 11 the
12 –
4 1 fur 2 tail 3 Males 4 females 5 paws 6 nests 7 creatures
8 behaviour 9 adults 10 dying out
MyEnglishLab > Module Test 6
MyEnglishLab > Review Test 3
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 7
7A The fact is … p. 133
7B Test tips 2 p. 134
7C Taboo p. 135
Around the world
Module 7 includes topics which focus on trends in tourism and global issues.
Photocopiable activities
Lead-in p. 103
Warm-up
Ask students to write down three places they have been to
on holiday, three places they would like to visit, and three
places they would not like to visit. Divide students into pairs
or small groups to talk about the places on their lists, and
give reasons.
1 Students should discuss these questions briefly. You might
want to briefly feed back as a class.
so
2 Before students do this exercise, ensure that they
understand the terms in the infographic. You might want
to feed back more fully on these questions as students
practise understanding data.
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1 Students’ own answers.
2 countries in Europe, Asia and Pacific – possibly because a lot of
people in those regions also travel
3 aircraft, high-speed trains, online bookings systems, etc.
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7a The joy of travel
Reading pp. 104–105
Lesson objectives: to practise understanding complex
sentences, and a Matching sentence endings task
Warm-up
Ask students to name the most popular tourist attractions
in their city or country. Divide them into small groups to
say why these places are popular, and what type of person
visits them.
1a Before discussing these questions, you might want to ask
students where they might see questions like this in the
Speaking Paper (Part 3), and how they can tell (they are
asking candidates to argue an opinion about complex
social issues).
1b Skimming (reading quickly to get a general feeling
about what a text contains) is a good skill for the IELTS
Reading Paper. Give students 45 seconds to skim the first
paragraph, and then discuss their answer with a partner.
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Teacher’s Online Materials
7
• Test Practice Lesson: Listening 1
• Module Test 7
Teacher’s notes Module 7
Tourism generates a lot of money, and has a positive impact on
locals, as the money stays in one area. Many nations depend on
tourism.
2a Tell students that they are going to practise understanding
complex sentences, which often have relative clauses. If
your class is of quite a low level, you might want to guide
them through this exercise and show them how to do
it, as the following exercise (2b) gives further practice.
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If your class is a little stronger, students could do this in
pairs.
1–2 To start with, all money [which is spent] usually stays at the
point of production, in other words, in local bars and restaurants
in the resort.
3 B
2b Students could do this in pairs (if they are at a lower level)
or individually (if at a higher level).
There are often few foreign middle men, so locally based hotels,
restaurants, growers and producers directly receive the income
[which is spent] in the area, and that in turn allows more of the
cash to stay within the region.
2c Remind students what cause and effect means (the reasons
why something happens and the results of this).
so that in turn
3a Students can do this individually and then check answers
in pairs. Ask them to explain why they think their option
matches the meaning of sentence 2.
A
3b This is a test practice question, to practise the skills of
locating the answer and then breaking down the sentence
meaning. Students can do this in pairs.
1 Countries without rich natural resources …
2–4 A second reason is that many countries [that lack the raw
materials needed to enter profitable industries like the fuel
industry or agriculture] are nevertheless able to participate
successfully in tourism if they have distinct history and traditions.
5 cause = have distinct history and traditions; effect = participate
successfully in tourism
6B
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 Teacher’s notes Module 7
4 Students could do this as a timed exercise. Elicit the steps
the students should go through for the questions (outlined
in Exercise 3b). Then, ask students how they should write
their answers (with the letters A–H). Give students 10
minutes to answer the questions. If students finish early, ask
them to check their answers and compare with a partner.
1 F (As well as a variety of hotels and restaurants, modern tourists
also look for adventure sports and leisure choices. This enables
tourist centres to form complex and varied supply chains of goods
and services, which in turn means that there is a demand for a
people to train in a very wide range of skills, from security to
cleaners, art historians to hotel managers and car rental companies.)
2 D (Many tourism jobs are also often seasonal, and whereas in
other parts of the world this has been seen as a problem, in many
developing countries it is a bonus as it allows workers to take on
jobs in tourism alongside their existing occupation, such as farming.)
3 A (Improved healthcare, roads, sports centres and high-end
restaurants can be funded by foreign investment but enjoyed by
locals and visitors alike, and domestic tourism often also improves
as a result.)
4 H (The fact that the tourist industry also tends to produce
flexible labour markets with a range of jobs can also help to achieve
another goal, MDG3, that of promoting gender equality.)
5 B (If carefully managed, tourism can also be an important part
of promoting a sustainable environment, meeting the needs of
so
another goal, MDG7. In fact, it goes further than that. Not only is
there the possibility to protect the natural environment, but also the
historical, archaeological and religious sites too.)
5 After discussing this in pairs, it would be useful for this to
become a class discussion so students can decide how to
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approach this type of question.
6 Tell students that before discussing these questions, they
should identify what these goals are from the passage, and
then give reasons for their answers.
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Student’s Resource Book > Reading pp. 66–67
MyEnglishLab > 7a Reading
Vocabulary p. 106
Lesson objectives: to extend students’ travel and
tourism vocabulary, and to practise dependent
prepositions
Warm-up
Ask students to create a Speaking Part 1 question about
travel and tourism (e.g. Have you ever been on a plane?). Ask
students to write their question down and then go around
the class and ask their question to others. Students must
give full answers to the questions they are asked.
1a Students could use dictionaries to complete this exercise.
1 rental 2 destination 3 domestic 4 facilities 5 direct 6 security
7 budget 8 resort
1b After students have discussed this, it may be worth
collating the facilities that students describe on the board,
so that the whole class can record any unknown or useful
vocabulary.
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1c Check students can pronounce the collocations. Give
students time to think about their answers and how to use
the collocations in their answer.
Extra!
You could do Exercise 2c as a Part 2 Speaking task.
Divide students into pairs to brainstorm what the other
parts of the question could be, and ask them to write a
full task with four prompts. Then swap the pairs around,
so each student has a new partner to give their prompt to.
Ask pairs to swap prompts and give them one minute to
prepare their answer. Allow each student two minutes to
give their answer.
2a Before beginning this exercise, outline or elicit what
a dependent preposition is (a preposition that always
follows a certain word – this can be a noun, verb or
adjective – but does not change the meaning of the word,
e.g. interested in, not interested on).
Expert IELTS
Dependent prepositions are very useful in IELTS. Not only
do they improve the accuracy of candidates’ speaking and
n
writing, they can also act as clues to Note or Summary
completion tasks in both the Reading and Listening Papers.
If a question contains a dependent preposition after the
gap, this can help eliminate wrong answers and identify right
answers.
1 for 2 about 3 on 4 on 5 for 6 in 7 in 8 to 9 by 10 in
2b Students could brainstorm ideas in pairs. Ensure they
are directed to the box with Pros and Cons, and ensure
they understand that they need to write notes about
environmental reasons rather than other reasons.
3a Tell students to look at the sentence halves and how they
are separated (e.g. 1 and A can not go together because
you cannot have because if as a connection between two
clauses).
1D 2B 3E 4F 5A 6C
3b To make this more challenging, you could ask students to
incorporate vocabulary from all parts of this page in their
answers. You may need to give them some thinking time
before speaking.
4a Students could do this activity individually before checking
in pairs.
1 rural areas 2 imported goods 3 high expectations
4 local economy 5 strong relationship 6 rapid change
4b Divide students into pairs to discuss the question.
Student’s Resource Book > Vocabulary p. 68
MyEnglishLab > 7a Vocabulary
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Speaking p. 107
Lesson objective: to practise extending answers
Warm-up
Ask students to think of a mode of transport. Then ask
them to work in pairs and explain the advantages and
disadvantages of the transport they thought of. Elicit
language used to talk about the advantages or disadvantages
of using different types of transport (e.g. convenient,
affordable, crowded, too infrequent, etc.).
1 After discussing the questions, you might want to
briefly get feedback on any useful vocabulary from the
discussions so the whole class can record any new words.
2a Students can compare their answers in pairs.
2 Predicting how railways will change
3 Describing changes in air travel with reasons
4 Describing problems with road congestion
5 Comparing journeys in the past and now
6 Describing where you would like to go
2b Before they listen, you could ask students to predict some
of the answers. For example, ask: Are there any phrases
associated with comparison? (D)
1A 2C 3B 4F 5D 6E
so
2c Students can do this in pairs or individually.
1F 2A 3B 4D 5C 6E
3a Explain to students that they are going to use some of
ar
these phrases to give answers to questions on the topic of
travel. Explain that phrases such as these help the listener
understand what you are going to talk about next, and
also help you to expand your answer. Students should
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spend some time thinking individually about the questions.
3b Students answer the questions in pairs. Ask the listener to
note phrases used and whether they were correct.
4 Before doing this task, you could refer students to the
Test Strategies on page 172, and the Expert Speaking
section on page 187. Divide students into pairs to ask and
answer the questions. If they can’t record their answers,
ask students who are listening to note the phrases used.
5a–b Students work in the same pairs to analyse each answer.
Extra!
Have some answers prepared for the questions in Exercise
4 and give answers yourself, using phrases from Exercise 2b.
Ask students to listen and note down the phrases they hear.
Then write the vocabulary on the board and ask students
to discuss how they might incorporate it into their answers.
MyEnglishLab > 7a Speaking
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Teacher’s notes Module 7
Listening p. 108
Lesson objectives: to practise following directions and
labelling maps
Warm-up
Get students to make a list of the main buildings and places
of importance in their town and then share their lists with a
partner. If students are all from the same area, ask them to
list the buildings in order of importance.
1a–b Students could discuss both these sets of questions
before checking with the class. Ensure any useful
vocabulary from discussions is noted down.
2a Tell students that one type of question they may have in
the Listening Paper is to label a map or plan. In these types
of questions, being able to follow directions is extremely
useful. Focus students’ attention on the map and use it to
teach the terms harbour, pier and island.
It shows a harbour, with a few features such as a pier, an island and
some buildings.
2b Before doing this task, it would be useful to check the
phrases in the box with the students. You could do this
n
by using objects or the board. For example, put your
pen just behind a book and say: The pen is just behind
the book. Draw a circle in a clockwise manner, and ask:
What direction did I draw it in?. Students should check their
answers in pairs before checking with the class.
1 centre of 2 to the northwest of 3 just behind
4 on the right hand side 5 east side 6 south of 7 southwest of
8 clockwise, past
3 You could refer students to the Test Strategies on page
169 before doing this task. Tell students they are going
to listen to a description of the map and that they should
try and use the vocabulary from Exercise 2b to follow the
locations. Students should do this alone before checking
their answers in pairs. Make sure they check their spelling
after they finish.
1 (central) business district 2 government office
3 market (arts centre) 4 prison 5 fishing area 6 viewpoint
4a Students can discuss these questions in pairs. At this stage
you could also tell them to think about how they can
describe the parts of the picture in relation to other parts
(e.g. the answers to numbers 2 and 3 are opposite number
7. This can help students predict the kinds of descriptions
they might hear.
There are seven gapped places and four other places labelled on
the map.
Students might need to listen for the different parts of the centre
(east, west, etc.) and the location of individual rooms (behind that,
at the bottom of the stairs, etc.).
An immigration building is a place where officials check your
documents when you enter a country.
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 Teacher’s notes Module 7
4b Ask students what they should do before this question.
Elicit the following strategies. Think of how places can be
described in relation to each other. Think of the kinds of
words that go in the spaces and the order they might be
talked about. Ensure they know how many words they
need to write for each answer. Check their spelling after
answering all the questions.
1 entrance 2 island 3 arrivals hall 4 baggage 5 ticket office
6 kissing 7 administration
5 You might want to broaden this into a class discussion.
MyEnglishLab > 7a Listening
Language development p. 109
Lesson objective: to practise using zero and first
conditional structures
Warm-up
Ask students to complete the following sentences.
• If I study hard, I’ll …
• If I get a good grade in the IELTS test, I’ll …
• If I finish my homework quickly, I’ll …
Get students to compare their answers in pairs. Then elicit
some of their ideas and write them on the board. Correct
the grammar as necessary.
so
Extra!
Students could rewrite their sentences, making them
negative. This could be a spoken or written activity.
ar
1a Students can do this activity in pairs.
1B 2E 3D 4A 5C
1b Students can do this activity in their same pairs. The
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grammar can be further explained by referring students to
Expert Grammar on page 178.
1 if – look (present simple) and ’ll see (will + infinitive)
2 otherwise – ’re going (present continuous) and won’t have (will +
infinitive)
3 if – take (present simple) and can cross (can + infinitive)
4 provided that – have (present simple) and ’ll stop (will + infinitive)
5 unless – has (present simple) and ’ll get (will + infinitive)
2a Students should do this activity individually so you can
monitor and check their understanding. You could get
students to swap answers with a partner and ask their
partner to mark them.
1 will be, gets 2 will be, invest 3 builds, will halve
4 will choose, makes 5 will need, keep 6 gets, will still be
7 will build, continue 8 will become, find 9 create, will come
10 share, will improve
2b Ensure students give reasons for their answers.
3a Do the first sentence together as a class, e.g. If I pass this
exam, I’ll have a party. Once students have written their
answers, get them to check their answers in pairs.
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3b This will give students practice in using the question form
for conditionals. You may want to change pairs so the
answers are new to the students.
4a Students should do this individually before checking in pairs.
1 check into 2 will not/won’t need 3 walk 4 arrive 5 greets
6 are 7 will probably start 8 steps 9 will shake 10 will work out
11 request 12 call 13 won’t need 14 won’t have 15 choose
16 appeals 17 book 18 will sleep/will be sleeping
4b This could be done as a brief class discussion.
Extra!
After reading about hotels of the future, ask students in
pairs to think about how they could describe their perfect
hotel. Ask them to create possible sentences for an advert,
using conditionals (e.g. If you have children, they can play in
the pirate adventure camp!) Give students 5–10 minutes to
write their sentences. Get feedback as a class, and decide
together which are the best ideas for a hotel.
Student’s Resource Book > Language development p. 69
MyEnglishLab > 7a Language development
n
Writing p. 110
Lesson objective: to practise writing an introduction to
a Task 2 essay
Warm-up
Write this statement on the board: Transport is one of the
most destructive developments of the 20th century and beyond.
Ask students to brainstorm reasons for and against. Once
they have ideas, divide them into groups to compare their
ideas and make a larger list. Then pair students with partners
from other groups and ask one partner to be for the
statement and another against, and to discuss the issues.
1a Students can do this activity in pairs.
1 Air travel is likely to be the greatest cause of pollution in the
future. To what extent do you agree with this statement?
2 The way cities address transport problems in the next ten years
will affect their future in the next fifty years. Discuss how current
developments in transport might affect the future.
3 Encouraging people to visit other countries is the best way to
improve international understanding. Do you think that travelling
will create better understanding?
4 As populations become more mobile, the idea of national
borders between countries will disappear in future. To what extent
do you agree with this statement?
1b Students could do this in the same pairs. You might want
to model this as a class with the first essay title to explain
what to do.
2a Students should do this exercise individually, before
comparing their answers with a partner. Ensure that they
give reasons for their answer.
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2b Before doing this exercise, you should explain that
students are going to explore what makes up an
introduction. You could elicit ideas before students do
the exercise. Explain that a thesis statement is similar to
an answer to the question (and that this should always be
in the introduction). After students do this, get them to
compare their answers with a partner.
A4 B1 C2 D3
3a Students can continue in their pairs.
A1 B4 C2
3b Students can do this in the same pairs. Ensure they give
reasons when discussing the questions.
1 Four or five is most common (an introduction, two or three main
points and a conclusion).
2 It depends on the question, but they would reflect the thesis
statement. For example, A – a description of some measures and
how this might help, and then a description of the causes of air
pollution and the effects of air travel. B – a description of how the
nation that you are born in affects your identity, and a prediction
of why this will continue in the future, with reasons.
C – a description of the effects of modern economies on the
need for people to travel more, and a description of the positive
and negative effects of how we manage transport.
3–4 Students’ own answers.
so
4 You may want to refer students to the Test Strategies on
page 171 before doing the task. Give students plenty of
time to create their paragraph (up to 10 minutes). Ask
them to check their spelling when they have finished.
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Model answer
As populations have become more mobile, we have come to
depend on road transport to get workers, shoppers, friends
and family to the places they need to go. The needs of drivers is
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something that local governments need to anticipate years or even
decades ahead. The state of roads can effect productivity, health
and safety of a city population. This essay will assess the impact on
each field in turn.
5 Students can do this individually at first, to encourage
them to review their writing. After this, students could
compare their work with a partner. Students should
identify what question their partner is addressing, what
the opinion is, and how the essay could continue.
Extra!
You may wish to give homework to the class at this stage.
To ensure the introductions are clear, you could ask the
writer to swap their introduction with someone they have
not worked with in this class. At home, the partner has to
complete the essay with paragraphs supporting the writer’s
introduction and thesis statement. In the next class you
could begin with a review of these essays, simply by asking
if the main body agrees with the position of the thesis
statement. The essays could be discussed in groups.
Student’s Resource Book > Writing p. 70
MyEnglishLab > 7a Writing A and B
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Teacher’s notes Module 7
7b Global issues
Listening p. 111
Lesson objectives: to practise map-labelling and
matching questions, and following spoken directions
Warm-up
Ask students to think of a world-famous tourist attraction.
Divide students into groups, and either through mime,
pictures or description (whichever you feel your class
would enjoy most) they should depict their tourist
attraction to other students, who should guess what it is.
1 You could discuss these questions with the whole class.
2 You might want to refer students to the Test Strategies
on page 169 at this point. Ask students to listen and write
their answers, before checking with a partner.
1 I (One of the first exhibits you saw were the three spheres
which you passed to the right of the entrance of the museum
before you came in.)
2 D (… leave any big coats or any large bags here in the
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cloakroom on the left of the main entrance hall, opposite the
information desk before you go on to the rest of the museum.)
3 C (Now, to get from the south side to the north face of the
building you need to walk through our temporary exhibition room.
… you might want to turn right as you leave that room, because
the visitor centre is just next door.)
4 H (… there’s a beautiful wall that side of the building … If you
came in from the south east, from the car park, you probably
missed that on the way in.)
5 G (There’s a traditional Maori cave, which is located near the
centre of the gardens and it’s well worth a visit before you leave.)
6 A (you can always enjoy the incredible views of the gardens from
our café located at the far western end of the northern building.)
7 E (The north face of the building is covered in light brown walls.
It embraces the environment around us: The sea, hills and the sky.)
8 F (The south side of the building faces the modern city and is
covered with walls painted in strong, lively colours.)
9 B (In the middle, between the two buildings on the next floor up,
is the Treaty of Waitangi.)
10 D (The Marea is located on the top floor. This is the name of
the special gateway, where visitors wait to be welcomed by the
home people …)
3 Students should spend time analysing their answers here.
Students should also check the audio script on page 211.
Student’s Resource Book > Listening p. 71
MyEnglishLab > 7b Listening
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 Teacher’s notes Module 7
Language development and vocabulary p. 112
Lesson objectives: to develop complex noun phrases;
to extend vocabulary of global issues
Warm-up
Divide students into pairs. Write the following noun
phrases on the board one at a time and ask students to
discuss each issue for one minute: global warming, the effects
of pollution, the causes of obesity. Then elicit the form of the
words on the board (they are all noun phrases).
1a Remind students what a noun is. Write on the board: The
museum is very popular. Ask them to identify the parts of
speech of each word in the sentence (article + noun +
verb + adverb + adjective). Then outline that noun phrases
contain more than one word, e.g. The refurbishment of the
oldest wing of the museum is very expensive.
exhibitions
arrival
Expert IELTS
Noun phrases are an important language element of the
IELTS test. They should be used in academic writing, but
they are often found in academic reading and listening,
too. Being able to deconstruct a noun phrase can improve
so
students’ understanding a lot, so it is worth taking the time
to familiarise yourself and your students with these.
1b You could do this exercise as a whole class.
ar
1 questions (e.g. If you live on a tight budget, do you have a
1c Go through the first example as a whole class. Then
students complete the task individually.
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2 There’s a car park to the east of the building.
3 The top floor represents the original groups of people on the island.
4 You must visit the traditional cave near the centre of the gardens
before you leave.
5 The history of the island is represented by the spheres on the left
at the entrance of the museum.
2 Depending on your class, you might want to set this activity
up in different ways. If your students are quite strong, they
could do this individually. If you have a mixed-ability group,
put stronger and weaker students together to complete the
activity. If your class is weaker, you could give one sentence
to each pair or group of three to discuss and complete.
Suggested answers
2 A rise in global temperatures between 2000 and 2016 meant that
people had to leave their homes on small islands in the Pacific.
3 There was a growth in the level of cyber crime around the
world in 2015 as a result of changes that happened on the internet
in the previous years.
4 There will be a rise in social problems in poorer neighbourhoods
over the next ten years because of a reduction in police numbers.
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3a You might want students to use dictionaries for this
exercise and record any new vocabulary.
1 J 2 A 3 H 4 G 5 C 6 E 7 B 8 I 9 D 10 F
3b Before doing this activity, you might want to brainstorm
some current news stories as a whole class.
3c Briefly discuss with the class where they can find news
stories to build their vocabulary. Point out that there are
a lot of good sites online with news stories that will give
them ideas for things to say and write about.
4a Students could do this activity in pairs.
1 explosion (explosive) 2 explosive 3 corrupt 4 corruption
5 debate 6 debateable 7 secure 8 secure 9 starve 10 starvation
4b Ask students to do this individually.
Student’s Resource Book > Language development and Vocabulary
pp. 72–73
MyEnglishLab > 7b Vocabulary
Speaking p. 113
Lesson objectives: to practise Part 1 of the Speaking
Paper, and expanding answers
n
Warm-up
In groups, students discuss when and why they started
learning English, what they find easiest and most difficult
about it and how they expect to use it in their future.
1 Before students do this activity, check they understand
the meanings of the words in the box by asking them
lot of money, or only a little money?).
2a Give students time to read the questions before listening.
Students can briefly discuss their own answers to the
questions. Students should then listen and answer the
questions individually before checking with a partner.
Camille is quite slow, pauses and only gives the minimum answers.
Possibly because she’s not saying much, she also uses very short
sentences.
2b Students can do this activity in pairs.
2c Give students some time to think before answering. If
they have already discussed the questions, now is the time
that they can perfect and extend their answers.
3a Explain to students they are going to listen to some
students complete Part 1 of the Speaking Paper, and that
they need to think about how well the students answer
the questions.
Chiara uses complex sentences throughout, but she’s a little slow
and pauses a lot, so she can’t get so many ideas out. Zhiang is
fluent and says quite a lot in the time available, but he uses simple
sentences throughout and needs to mix in a few complex sentences.
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3b Students could do this individually and then discuss with a
partner what they need to do to improve.
4 Before doing this activity, you might want to refer students
to the Test Strategies on page 172. Tell students they
should try to extend their answers and use more complex
language. Ask them to check if their partner spoke
without hesitation or used a range of structures.
5 Students should use the recordings or their notes to help
them discuss these questions.
Student’s Resource Book > Speaking p. 74
MyEnglishLab > 7b Speaking
Reading pp. 114–115
Lesson objectives: to practise understanding complex
sentences, in matching and Yes, No, Not given tasks
Warm-up
Write on the board: Who is the most deserving of charity?
Divide students into groups. Give each group a section of
society (e.g. the elderly, animals, ill people, the unemployed,
etc.) and ask them to make a case for why these people
are the most deserving of charity. Then, each group should
present their case to the class. At the end, students should
vote on whose case is the strongest.
1 Before students discuss these questions, check they
so
understand the words in the box.
2 This question is to help students get an understanding of
the text type. Students should be able to do this quickly,
so you might want to time them (30 seconds).
ar
Years and amounts of money – the high number of historical dates
suggest that this is a historical text.
3 Before students complete the task, elicit the techniques
they could use to answer the questions (e.g. checking the
Pe
format of the answers, underlining key words, reading
sections intensively). Also refer them to the HELP text.
Give students 15–20 minutes to answer the questions.
1 D 2 H 3 A 4 G 5 B 6 E 7 Y 8 N 9 NG 10 Y 11 N 12 N
4 Once students have answered this question, you could
open this up to a class discussion on techniques to answer
Yes, No, Not given questions.
1 1 Negative reports in newspapers and the media may leave us
feeling in despair, and certainly there are troubling situations in
the world. However, they are clearly not giving us the full picture.
2 In fact, many people argue that we should be using a global
poverty line of $10–$15 a day, but that very debate is a sign
that we have made incredible progress at relieving the worst
forms of poverty in recent decades.
3 Both men and women saw their life expectancy increase by six
years globally from 1990 to 2012, but the gains were far
greater in the countries with the lowest income, up to nine
years in some cases. This increase is not necessarily down to
people living longer, but a drop in the child mortality rate,
which has fallen by up to two-thirds in some areas.
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Teacher’s notes Module 7
4 For nearly 2,000 years, male heights were stable, but since
Europe industrialised, they have shot up. Nutrition and overall
living standards are the main factors behind height, and we are
living in the first couple of centuries of huge advances.
5 Besides the more obvious development of rule of government
and commercial interests, he suggests feminisation and
cosmopolitanism are largely responsible. Since violence is
largely a male pastime, the increasing respect for the interests
and values of female members of society has led society away
from viewing violence as an acceptable solution to disagreements.
6 A more cosmopolitan culture – resulting from growing literacy,
mobility and the mass media – can encourage people to
become more patient and have more respect for those who
are unlike themselves.
2 Other possible strategies, depending on the student’s problem,
include setting time limits and moving on when they can’t find the
answer, reading more outside of lesson activities, or working on their
vocabulary expansion if they simply cannot understand the words.
Extra!
To further practise Yes, No, Not given questions, ask
students to find an opinion text about something they are
n
interested in (around 200–300 words). Using this text, they
should write three sentences: one that agrees with the
writer’s opinion, one that is against the writer’s opinion and
one that is not given in the text. Then they should swap
their sentences and texts with a partner who should guess
which sentences are Yes, No or Not given.
MyEnglishLab > 7b Reading
Writing pp. 116–117
Lesson objectives: to practise a cause and effect essay
and to practise paraphrasing
Warm-up
Write on the board: What is the most important social issue
of our time? Elicit some examples of social issues (e.g. world
hunger), then ask students to think about what their answer
would be, and why. Then students should move around
the class and tell other students their thoughts. At the end
of the activity, ask how many students agreed on the same
issue, or whether any students changed their minds from
the reasons others gave them.
1 Ensure students know the issues in the list before doing
this activity. You might want to ask questions to check
the students’ understanding of the words, or you could
ask the students to check unknown vocabulary in their
dictionaries and record any new words.
2 Before doing the task, you could refer students to the
Expert Writing model on page 198. Students could do this
activity in pairs and discuss what they think of the title in
order to generate some initial ideas to use later.
In many countries, young people are finding it harder to get work.
What do you think are the main causes of this? What effect might
this have in future?
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 Teacher’s notes Module 7
3 Students can discuss this in pairs. Make sure they give
reasons for their answers.
3 1 Yes 2 Yes 3 No – you are not asked to supply solutions.
4 Yes
5 Maybe – you are not asked to give an opinion, but as long as it
is not the main feature of your essay, it should be acceptable.
4a–b Focus students on the example in the boxes before they
start doing this. You might want to divide students into
small groups to generate more ideas.
5 Students could continue working in groups here. Make
sure they use their ideas from Exercises 4a and b when
discussing these questions.
6a Tell students that they are going to look at some language
they can use to talk about cause and effects. Students can do
this exercise alone before comparing answers with a partner.
1 effect 2 cause 3 effect 4 effect 5 effect 6 effect
6b Students could work on this in pairs. Students can use
dictionaries to identify the type of word.
1 verb phrase (followed by a noun phrase)
2 preposition (followed by an infinitive verb)
3
conjunction (followed by a noun phrase)
4 verb phrase (followed by a noun phrase)
5 verb phrase (followed by a noun phrase)
6 conjunction (followed by a clause)
so
7a Students could do this exercise in pairs or small groups.
There may be differences between answers, so if students
are in groups, this will make monitoring any errors easier.
ar
Suggested answers
2 The lack of experience among young people will lead to problems
finding skilled workers in 20 years.
3 Young people cause more problems socially as a result of
Pe
boredom and the need for more of a challenge.
4 The competition for graduate jobs is caused by the high number
of young people going to university.
5 Parents need to support young people for longer as they lack the
money to buy a home or car of their own.
7b This could be done as a class discussion.
Using cause and effect linkers will improve student grades
in cohesion and coherence, but they will also be using more
complex sentences, so it has a positive effect on their grade for
grammatical range too.
8 Students should reserve 40 minutes for the essay question
in the IELTS test, so you could give them the same amount
of time here. Elicit the stages of essay writing: planning,
writing, and editing.
Model answer
Unemployment has always been a major cause of concern in
countries throughout history. Recently, some countries have seen
high levels of unemployment among the youngest workers. With
whole generations finding it difficult to get their first job, there may
be problems in the future. This essay will look at the causes of this,
and the impact on individuals and on the economy as a whole.
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At the beginning of the century, all countries were affected in
some way by the global banking crisis, and many countries have
found it difficult to get out of the recession. Many companies have
preferred not to hire new workers, rather than make existing
workers redundant. While this has benefitted those already in
work, it has made it even more difficult for young, inexperienced
workers to get their first job.
The impact is not necessarily all bad. In many countries, the
poor job opportunities have meant that more young people are
choosing to stay in education. This will result in a better-qualified
population, and may well help individuals in the long run, when
they eventually enter the workforce.
However, there may be worrying effects on the economy. The
lack of experience among young people may result in a problem
finding skilled workers in twenty years’ time. At the same time,
unemployment can lead to social problems when there are large
numbers of young people with nothing to do.
In conclusion, youth unemployment can be a very harmful
thing for society, and can be devastating for individuals. It is the
responsibility of society to ensure that opportunities are available
for every member of society.
9 You could put students in groups to read each other’s
n
answers and discuss this final question.
Expert IELTS
It is always worth doing timed writing in class because it
mirrors the test situation. Give 40 minutes for students to
do Writing Task 2. If you’re giving feedback on writing, you
might want to refer to the band descriptors on page 191.
Make a note of three to four things the students can do to
improve their writing.
Student’s Resource Book > Writing p. 75
MyEnglishLab > 7b Writing
Review p. 118
You may want students to do this as a timed test (suggested
time 40 minutes) or for homework.
1 1 budget travel 2 sustainable tourism 3 domestic flight
4 leisure facilities 5 holiday resort 6 security checks
7 fly direct 8 rental homes
2 1 E, continue 2 B, are 3 C, fail 4 D, will find 5 F, want
6 A, start
3a 1 official 2 position 3 call 4 participate 5 debate 6 disability
7 serious 8 speak
4 1 … in nursing in European countries in the last 30 years.
2 … in the number of serious illnesses in the hot summer
months.
3 … in the number of major infections in the world in the last
20 years.
4 … of new approaches to the antibiotic problem in the last
12 months.
5 … to maintaining good health in a community in the long
term.
MyEnglishLab > Module Test 7
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 8
Food
Module 8 includes topics such as healthy eating and diet, eating traditions and food shopping.
Photocopiable activities
8A Ordering sentences p. 136
8B Synonym race p. 137
8C Test tips 3 p. 138
Lead-in p. 119
Warm-up
Divide students into small groups. Get them to write down
the names of their favourite food or meal, and how to
prepare it. Students share their ideas with other members
of their group. Get feedback as a class.
1–2 Ask students to discuss the questions in pairs before
checking answers as a whole class.
so
8a From the field
Reading pp. 120–121
ar
Lesson objective: to practise dealing with unknown
vocabulary
Warm-up
Pe
Tell students they are going to try to guess the meaning
of a made-up word. Write: Drinking too much trelon in the
evening can stop you from sleeping. Ask students what they
think trelon could mean? They are likely to say coffee or tea
or some other beverage. Ask students how they were able
to guess possible words. Explain that this is called guessing
from context.
1 This exercise could be done as a class survey.
2a–b You could do these exercises as a whole class. Write
The science of coffee on the board and ask students to
predict what vocabulary might appear in the passage.
Then give them one minute to scan the text and shout out
if they find any of this vocabulary in the text.
3a Students could do this as a whole class or individually. Ask
students to look at the words around the vocabulary in
bold to help them work out the answer. At this stage, do
not let students check meanings in a dictionary.
harvest – verb
combines – verb
extraordinary – adjective
stimulant – noun
deconstruct – verb
compounds – noun
properties – noun
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8
Teacher’s notes Module 8
Teacher’s Online Materials
• Test Practice Lesson: Writing 2, Reading 2
• Module Test 8
• Review Test 4
3b Get students to do the exercise individually before
checking in pairs.
2 harvest 3 stimulant 4 extraordinary 5 compounds 6 properties
7 deconstruct 8 combines
3c Get feedback as a class, making sure students know why
the answers are correct.
2 It comes after plant and nurture.
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3 We know that coffee makes us feel more active.
4 We can work out this meaning from the two parts of the word –
extra and ordinary.
5 found in roasted coffee beans and science suggest something scientific
6 This word collocates with unique.
7 de- is a prefix which turns a verb into its opposite.
8 It is followed by two things – history and science.
4a Do question 1 with the whole class as an example. First,
ask students to identify which part of speech fits each gap.
Then ask them which words are unlikely to be paraphrased
(compounds, coffee beans) and how others could be
paraphrased (key = important). Get students to read
the first underlined phrase and elicit the correct answer
(alkaloids). Get students to complete the rest of the exercise
individually before checking their answers with a partner.
1 Alkaloids 2 Trigonelline 3 flavour 4 aroma 5 (good) cholesterol
6 decay 7 colour 8 inflammation
4b Tell students that they don’t always need to know
scientific words to complete the exercise.
1 Scientific words: alkaloids, compounds, caffeine, trigonelline,
pyridines, nicotinic acid, cholesterol, melanoidins. Suffixes such as
-ine, -ins, -oid and -ic can help us identify scientific words.
2 You do not need to worry about understanding more complex
terminology. Sometimes it is explained in the text, but you can
usually answer a question without knowing what it means.
5 Give students 1–2 minutes to read the whole article and
choose the correct summary.
1 (The text is about the science behind coffee and the effect this
has on flavour, etc).
Summary 2 is not correct because it does not mention benefits
to the consumer. Summary 3 is not correct because scientists do
actually understand the science behind coffee.
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 Teacher’s notes Module 8
6a Refer students to the Test Strategies on page 169. Divide
students into pairs to analyse the diagram.
It shows how caffeine affects the body.
6b This exercise shows students the steps they need to take
in order to answer diagram-labelling questions. Do this
exercise as a whole class and ensure students understand
the answer before moving on.
1 It’s probably a noun – it should be the same form as alertness.
2 It is also used in drugs that cure headaches, but too much caffeine
can be unhealthy and actually cause them too.
3 headaches
6c Get students to complete the task by repeating the steps
from Exercise 6b.
2 sharper 3 acid 4 bloodstream 5 blood pressure
7 Get students to do this exercise in pairs before checking
as a whole class.
8 Divide students into small groups to discuss the questions.
You may want to broaden the discussion out to include
the whole class.
Student’s Resource Book > Reading pp. 76–77
MyEnglishLab > 8a Reading
Vocabulary p. 122
so
Lesson objectives: to build vocabulary on the topic of
nutrition, and to practise prefixes
Warm-up
ar
Tell students to write down their three favourite meals.
Then divide them into pairs and ask them to discuss how
healthy or unhealthy each of the meals is and why.
Pe
1a To make this exercise more dynamic, give students one
minute to write their list. Students can then read out their
lists and receive points for any food not mentioned by
another pair.
1b Ask students to complete the exercise individually before
checking their answers in pairs. You may want to check
that students understand the vocabulary before they
start, or you could tell them to guess the meanings from
context.
1 carbohydrates 2 Dairy 3 protein 4 fat 5 Sugar 6 taste
7 hunger/thirst 8 hunger/thirst 9 cholesterol 10 nutritional
11 iron 12 calories
1c Think about pairing students from different countries or
regions for this discussion.
2a You could do the first one as an example with the
whole class. Then make sure students do this exercise
individually, as learning synonyms is a key skill for IELTS.
1 consume 2 involves 3 complex 4 vary 5 occur 6 generates
7 physical health 8 considerably
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Expert IELTS
You should make sure your students know that the
Listening and Reading Papers of the IELTS exam make use
of synonyms and paraphrases a lot to express the answers
in different ways from the words used in the questions.
2b Ensure students give reasons for their answers. Remind
them that they will be expected to do this in the Speaking
Paper, so this is good practice.
2c You could do this exercise with the whole class.
Remember to drill students on the word stress.
1 consumption 2 involvement 3 generation 4 occurrence
5 variation/variety
3a Write the first word (balanced) on the board and elicit the
correct collocation from students (diet). Ask students to
complete the exercise individually before checking their
answers with a partner.
balanced diet, commonly known as (we can also say commonly
occurring but this is less frequent), naturally occurring/occurring
naturally, play a role, significant effect, vary considerably
3b Ask students to volunteer sentences for you to write on
n
the board. This way, you can check the examples and see
if students can use the collocations correctly.
Suggested answers
1 It is important to have a balanced diet.
2 Courgettes are commonly known as zucchini in the USA.
3 Sugar is a naturally occurring ingredient of fruit.
4 Our diet can play a role in our mental health.
5 Our diet has a significant effect on our weight.
6 It is not possible for many people around the world to vary their
diet considerably.
4a Do this exercise as a whole class to ensure students
understand how prefixes are used.
dis-, in-, ir-, un-
1 disadvantage is a noun (and sometimes a verb). The others are
adjectives.
2 They make a word negative.
4b Students could do this individually or in pairs. During
feedback, elicit the parts of speech for the words.
1 disagree 2 unhealthy 3 inexpensive 4 unknown 5 irresponsible
6 disappear 7 unimportant 8 unusual
Extra!
Ask students to write four sentences with words from
Exercise 4a. For example, Fast food is unhealthy. Divide
students into pairs and ask them if they agree or disagree
with each other’s sentences and why.
Student’s Resource Book > Vocabulary p. 78
MyEnglishLab > 8a Vocabulary
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Speaking p. 123
Lesson objectives: to practise stress and intonation
and opposing opinions
Warm-up
Write the following sentence on the board: I used to drink a
lot of coffee. Say it, stressing the underlined syllables. Then
say the sentence with the stress on coffee and ask students
how this changes the meaning (the speaker is emphasising
coffee as opposed to tea, for example). Ask students which
other words could be stressed and why (I to focus on the
person, lot to focus on the amount).
1 Divide students into pairs to discuss the food label and the
questions. You may want to record their answers on the
board, discussing why food labels can be good and why
not.
2a–b Get students to underline the stressed syllables in the
words, then play the recording. Remind students that they
should learn related words when they come across new
vocabulary and make sure they record the pronunciation
too.
2a 1 educate, education, educative
2 responsibility, responsible, responsibly
3 microwave, microwave, microwaveable
4 inform, information, informative
so
5 govern, government, governmental
2b The same syllable is not stressed in every word in each word
family.
ar
2c Play the recording. Get students to check answers in pairs.
She uses educate, responsibly, microwaveable, informative, government.
3a Play the recording and elicit the answer from the students.
Pe
She stresses tell, kinds, things, food, buy, like, number, calories,
amount, salt because they carry the meaning of the sentence. The
main stress is usually on the stressed syllable of the final syllable of
the sentence.
3b Ask students to underline where they think the stress is in
the sentences. Then play the recording so they can check
their answers. You may need to play the recording twice.
4a Before listening, write the first sentence on the board
and ask students to suggest where the speaker will pause.
Play the recording so students can check their answers.
Continue with the rest of the sentences. After this
exercise, you may want to show students how important
pausing is to help the listener follow speech. Say some of
the sentences, pausing at different places (or not pausing
at all), so students can see how it becomes more difficult
to understand.
1 It’s true that food labels can help to educate people. / Having
said that, / I’m not sure labels do actually result in healthier eating.
2 While the label’s there to help me choose the healthiest option, /
I never read it.
3 So, / although food labels can be very informative, / they don’t
actually work / and I think we should look more closely / at the
manufacturing process.
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Teacher’s notes Module 8
4b Students may want to record themselves in this exercise.
Make sure that students feel able to correct each other.
5a This exercise could be done as a whole class.
It’s true that ... While ... although ...
Alice starts with the opposing opinion because she doesn’t want to
stress it. She quickly moves onto her opinion.
5b Weaker students may want to write out their sentences
in full and then practise reading them with the correct
intonation. Stronger students should be encouraged to
use the prompts to make up their sentences without
writing them down first.
Suggested answers
2 It is true that fast food can taste good. Having said that, it is
unhealthy./It is true that fast food is unhealthy. Having said that, it
can taste good.
3 Although fast food is convenient, it is not always high quality./
Although fast food is not always high quality, it is convenient.
4 While fast food is popular, not everyone eats it./While not
everyone eats fast food, it is popular.
5 Although fast food is cheap, it isn’t always nutritious./Although
fast food isn’t always nutritious, it is cheap.
6 It is true that fast food gives you energy. Having said that, you
n
soon feel hungry again.
6a Before doing the test practice, ask students to read the
Test Strategies on page 172. You could also go through the
exercises in Expert Speaking on page 189, to give students
extra practice in understanding Speaking Part 3 tasks.
Give students five minutes to read the questions and note
down some ideas. For weaker students, it could be a good
idea to do this as a whole class to generate language and
ideas.
6b Divide students into pairs to do the exercise. Remind
them to record their answers if possible.
7 In the same pairs, give students some time to review their
performance.
MyEnglishLab > 8a Speaking
Listening p. 124
Lesson objective: to listen for the correct spelling
Warm-up
Write on the board: Supermarkets are better than markets.
Divide students into groups of four and tell them they
are going to debate this statement. Ask students to divide
themselves into two teams and decide who will argue for
and who will argue against. Give students five minutes to
have their debate.
1 Divide students into groups to discuss the questions. Get
feedback as a class.
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 Teacher’s notes Module 8

Background 1 The food market

People usually say their name in English as follows: first
name + family name (e.g. Sarah Anderson). Some family
names are common in English such as Jones, Smith and
Taylor, whereas others can be unusual so it is not always
obvious how to spell them. In these situations, people tend
to spell their family names. Some first names can have
different spellings too. For example, Ann, Anne, Philip, Phillip.
2a Before this exercise, you could ask students which
sounds they find difficult to hear or say in English. Play the
recording and get feedback from the class.
1 Givens 2 Khloe 3 Berkeley 4 Stephen 5 Mathews 6 Lilli
2b–c Before feeding back, ask students to check their
answers in pairs. Make sure you write the answers on the
board so students can check their spelling is accurate.
2b 1 Freight 2 Harringdon 3 Reis 4 Warvick 5 Luggen 6 Jardine
2c 1 Jamieson 2 Croker 3 Gifford 4 Utterwich 5 Binnington
6 Fairbrice
3a–b Refer students to the Test Strategies on page 168
before doing this task.
2 We do not know. It was probably the owner or council. The
owner or council probably did the action. It is not the same as the
subject.
3 was (past participle)
4 past simple (passive)
1b Ask students to do this exercise individually before
checking with a partner.
A 1 The delicatessen
2 Probably the owner, Daisy. It is not the same as the subject.
3 is (past participle) 4 present simple (passive)
B 1 The corner shop.
2 The previous owner. It is not the same as the subject.
3 has (past participle) 4 present perfect simple (passive)
C 1 The market.
2 Probably the owner. It is not the same as the subject.
3 won’t be (past participle) 4 future simple (passive)
2 Students can do this individually or in pairs.
1P 2A 3A 4A 5P 6P
3a–b You could do this exercise as a whole class, before

n
Do Exercises 3a and b and get students to check their asking students to discuss the question in Exercise 3b.
answers with a partner.
1 are 2 was 3 are 4 are 5 are 6 be
so
3a It’s a conversation between two neighbours about local shops.
4a Get students to complete the exercise individually before
checking their answers in pairs.
3b 1 name 2 noun 3 noun or gerund 4 name 5 noun or gerund
6 type of shop 7 noun 2 The farmer puts them into a machine.
3 The first machine cools them.
3c Play the recording once only. Get students to check their
ar
4 A second machine washes them to remove the dirt.
answers in pairs before feeding back as a class.
5 A third machine separates the regular-shaped vegetables from the
1 Thompson 2 offers 3 salad 4 Eccles 5 (local) farmers irregular-shaped ones.
6 food market 7 ingredients
4b Ask students to do this exercise individually, so that they
Pe

4 Ask students to discuss the questions in pairs and ask them can practise getting the passive form correct.
to check audio script 8.9 on page 213 if they want to.
1 are thrown away (by the farmer)
5 Students could discuss the question in pairs or small
2 are packed for shipping (by the farmer)
groups. You could ask them to do a short presentation of
3 are placed in low-temperature storage (by the farmer)
their dinner party, giving reasons for their choices.
4 are taken to a distributor (by the farmer)
MyEnglishLab > 8a Listening
5 are delivered to supermarkets (by the distributor)

Language development p. 125
Lesson objective: to review and practise the passive
Warm-up
Divide students into pairs and ask them to answer these
questions about their country: What products are exported?
What is imported? What food is grown? What raw materials
are produced? After the discussion, ask the class what
grammatical structure is used in the questions (the passive).
1a Get students to read the Expert Grammar on page 180,
which gives more information about the passive in English.
As the questions in Exercise 1a are a form of guided
discovery, you could do this exercise as a whole class.
4c Divide students into pairs to discuss the question. You
could also do this as a class discussion and write students’
ideas on the board.
5a Get students to complete the exercise using the correct
form of the verb in brackets. You could do number one
as an example. You may want students to correct each
other’s work, focusing on accurate use of the passive form.
1 are sorted 2 cuts 3 are then placed 4 are packed 5 are heated
6 are moved 7 sticks 8 are packaged 9 are shipped
10 then deliver

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Expert IELTS
Students will probably need to use the passive if they have
to describe a process in Task 1 of the Writing Paper. A
process diagram usually focuses how something is made, or
how something is done, rather than who makes something,
or who does something.
5b If students do not know, you could provide some
suggestions on the board (vegetables were stored
underground, ice was used to keep vegetables cool, vegetables
were eaten quickly).
Model answer
The vegetables were harvested and taken to a local market where
they were sold to local people. They were not transported long
distances as they became rotten too quickly. People bought
vegetables on a daily basis and not each week, as they could not
be kept in a fridge.
Student’s Resource Book > Language development p. 79
MyEnglishLab > 8a Language development
Writing p. 126
Lesson objective: to write about a sequence or process
Warm-up
so
Divide students into pairs and ask them to think of a basic
food item that they eat or drink every day (e.g. bread, rice,
eggs, tea, coffee, bottled water). Ask them to take turns to
explain the process of how these basic food items get to
their table, or the shops.
ar
1 Divide students into small groups to discuss the questions.
It means food which is prepared and served quickly. We usually
associate it with less healthy food.
Pe
2a Write the word sequencers on the board and ask students
what it means. If they don’t know, write a couple of
examples (first, next, etc.) and ask them what these
words are used for (to show the order of things). Then get
students to work in pairs and put the words in the table.
First stage: First, To begin
Middle stages: after that, Before, Later, Next, Once, then
Last stage: Finally, In the final stage
2b Get students to put the sequencers in the text. Remind
them that more than one answer may be possible.
1 First / To begin 2 Then/Next 3 later/then 4 before 5 Once
6 then 7 Finally / In the final stage
2c Get students to discuss the questions in pairs.
1 All of them
2 First, then and next can come between the subject and verb.
3 First, To begin, In the final stage and Finally are followed by a comma.
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Teacher’s notes Module 8
3a You could refer students to the Test Strategies on page
171 before doing this exercise. Ensure that students
understand the meaning of the words in the diagram.
Then ask them to identify what the diagram shows.
The diagram shows the process of making beef burgers.
3b Divide students into pairs to write a description of the
process. Before they start, ensure that the students are
aware of where the process starts and finishes. Also,
check that they know which labels in the diagram are in
the active and which are in the passive.
Model answer
First, beef is delivered to the processing plant after which it is
inspected. The beef is then put into grinding machine where it is
ground into small pieces. The small pieces of beef are shaped into
burgers and then they are frozen. Next they are delivered to the
restaurants. There, they are fried and finally served in a bun.
Extra!
When students have finished writing their descriptions, tell
them to pass their writing to another pair who will check it.
Encourage students to focus on the content, the order of
n
the information and the passive and active voice.
Student’s Resource Book > Writing p. 80
MyEnglishLab > 8a Writing
8b The food on our plates
Listening p. 127
Lesson objective: to practise a table-completion task
Warm-up
Ask students to tell their partner about a positive and
negative experience in a restaurant or café and what made
the experience positive or negative.
1 Divide students into groups to discuss the questions. You
could brainstorm some more jobs related to the food
industry (e.g. supermarket manager, farmer, fruit picker).
2 Get students to read the Test Strategies on page 168 for
further information, and the HELP box. Remind students
to listen carefully to how names are spelled. Play the
recording only once to give students realistic test practice.
1 Carousel 2 clear tables 3 waiting staff 4 Millerby’s 5 bake cakes
6 Food taster 7 15.30 8 label 9 extra pay 10 manage database
3 Get students to analyse their own answers in pairs.
Extra!
Get students to read audio script 8.10 on page 213 to help
them understand why the answers were correct. They can
then discuss their answers with a partner. For any incorrect
answers, they should discuss the reasons why they made
that mistake (e.g. incorrect spelling, not following the
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 Teacher’s notes Module 8
instructions properly, not hearing a synonym or paraphrase,
missing an answer completely, etc.). As feedback, you could
write a list of common problems on the board and ask
students to suggest ways to avoid them.
Expert IELTS
Students should aim to score as many points as possible in
Section 1 of the Listening Paper, since the other sections
become harder. By paying attention to spelling and following
instructions properly (using the correct number of words,
writing A, B or C, etc.) students can ensure they increase
their chances of getting around 8–10 answers correct.
Student’s Resource Book > Listening p. 81
MyEnglishLab > 8b Listening
Language development and vocabulary p. 128
Lesson objective: to practise formal structures
Warm-up
Divide students into pairs and write on the board: formal
and informal. Ask students to write a list of formal and
informal situations and types of communication (e.g. formal
– a dinner party, a job application letter; informal – having
coffee with a friend, chatting about work). Point out that
formal language is used when we are not (or do not want
so
to appear) close to the person we’re communicating with,
and vice versa for informal language.
1a Get students to read the Expert Grammar section
on formal structures on page 180 and answer any
ar
questions they may have. Ask students to do the exercise
individually before checking in pairs.
1 an active verb: experience, provides, eat, makes, go, cooks, try
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out, learn, get
2 a passive verb: is bought, is cooked, is offered
3 a relative clause: which is offered by the restaurant
4 a that clause: is the fact that, it is therefore likely that …
5 a simple sentence: This can be an enjoyable experience.
6 A complex sentence: So, although eating out can be expensive, it
provides many benefits.
1b Elicit the answer from students and ask them to identify
the grammatical structures and vocabulary which make
the text more formal.
Excerpt A is more formal/academic. It has more passive forms
and complex sentences. It has a relative clause. Note that it also
has a more formal choice of vocabulary and linking words, plus it
uses referencing to avoid repetition (e.g. In addition to this). Text B
uses you, aiming to be ‘closer’ to the reader.
2 Depending on the ability of the students, this exercise
could be done individually or as a whole class. Give
students enough time to do this exercise thoroughly if
they are working on their own. During feedback, make
sure you spend some time correcting students’ incorrect
answers so they are clear about the importance of
accuracy when writing formal structures.
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Model answer
Another good thing about eating out is the fact that you do not
have to cook the meal because it is done for you. It is brought to
your table and the plates are taken away later, which means you
can sit back. Although you have to pay the bill, you can go home
without worrying about washing dirty dishes.
3a–b Elicit the informal language from the students and write
it on the board. Ask students to choose words from the
box to replace the examples on the board.
3a good thing about, takes away, sit back, worrying
3b good thing about – benefit of, cook the meal – prepare the
meal, brings – delivers, takes your plates away – removes your
plates, sit back – relax, worrying about – being concerned about,
washing dirty dishes – household chores
4a–b Get students to match the synonyms and complete the
text. They could do this in pairs or individually.
4a choose – select, eat – consume, find – locate, look at – view,
make – prepare, put – place, show – display, so – as a result, take
– collect, take away – remove
4b 1 As a result 2 located 3 view 4 select 5 displayed
6 prepared 7 collect 8 consumed 9 places 10 removed
n
4c Divide students into pairs for this exercise. Before starting,
brainstorm the process of a traditional restaurant, so that
during the exercise, students are focused on the formality
of the language rather than the content (e.g. customers
sit down or are shown to their table, waiter gives menus,
customers order food, food is brought to the table, plates
are taken away, customers have another course or ask for
the bill, etc.).
Model answer
Customers are taken to a seat by a waiter and given a menu. They
view the menu and select their chosen meal. The waiter comes
and takes the customer’s order. The order is then placed in the
kitchen for the chef to see. The food is prepared and the meal is
delivered to the table by the waiter. The waiter later removes the
empty plates and takes them to the kitchen. A bill is prepared and
placed on the table. The customers leave cash or pay by bank card
and then leave the restaurant.
4d Divide students into pairs to discuss this. Give students
a few minutes to write a list of advantages and
disadvantages and encourage them to give reasons for
their ideas. Elicit some ideas from students.
Extra!
You could turn the discussion above into an essay question
such as Restaurants waste a lot of food and have a negative
impact on the environment. Do the disadvantages of
restaurants outweigh the advantages?
Students could write an essay (at least 250 words) using
the formal structures they have learned in this section. This
could be done in class or for homework.
Student’s Resource Book > Language development and Vocabulary
pp. 82–83
MyEnglishLab > 8b Language development and Vocabulary
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Speaking p. 129
Lesson objectives: to practise stress and intonation
and giving an opposing opinion
Warm-up
Write the following categories on the board: 1 Best overall,
2 Tastiest food or drink, 3 Most friendly service, 4 Best value
for money, 5 Nicest decoration. Divide students into groups
and ask them to think about restaurants or cafés they know
about. Get them to share their answers for each category.
Remind them to justify their opinions.
Expert IELTS
Students should always justify, explain or give reasons for
their opinions in the Speaking Paper. This is true for all
three parts, so during class discussions, remind students to
give full answers. Train the students to ask each other Why?
if they think their partner(s) are giving short answers during
discussions.
1a Model an example for students to follow (e.g. I would use
‘chat’ to describe what my family does when we eat dinner
in the evenings because everyone likes to talk about what
they’ve been doing during the day.).
Suggest all the phrases except lonely and convenience.
so
1b Play the recording and get students to tick the words they
hear.
Yohei uses communicate, habit, convenience.
ar
Fatima uses relationship, healthy eating.
Both speakers could probably have used more of these words to
describe their ideas.
2 You may need to play the recording from Exercise 1b a
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second time.
Yohei 3 Fatima 5
3a Before doing the exercise, check students know the meaning
of the words in the box. Refer them to the descriptors on
page 184. Ask students to check their answers in pairs and
then get feedback from the whole class.
1 hesitation, repetition, speak at length, connectives
2 meaning, paraphrases
3 complex sentences, mistakes, simple sentences
4 mispronunciation, words and sounds
3b This exercise could be done as a class discussion.
4a You may want to allocate different descriptors to pairs
of students rather than them choosing their own.
Alternatively, choose one descriptor for the whole class
to focus on. Play the recording and ask students to discuss
which student they think is better.
Fluency: Yohei’s fluency is better than Fatima’s. She hesitates and
self-corrects more. Yohei speaks for longer.
Lexical resource: Yohei uses a wider range of vocabulary (e.g.
communicate, sit in silence, convenience food, freshly made) than
Fatima (e.g. eat easy food, getting bigger).
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Teacher’s notes Module 8
Grammar range and accuracy: both candidates produce
accurate language. Yohei uses more complex sentences (e.g. We
communicated more while we were eating ...).
Pronunciation: Fatima’s pronunciation is better, as she speaks
with good sentence stress and intonation. Yohei has flat intonation
and doesn’t stress key words.
4b Students change pairs and see if they agree with their new
partner.
5 Divide students into groups and allocate the roles. For the
students who are assessing the speaker, tell them to write
notes on the performance of each student.
6 Students discuss each other’s performances using their
notes from Exercise 5.
Student’s Resource Book > Speaking p. 84
Reading pp. 130–131
Lesson objective: dealing with unknown vocabulary
Warm-up
Do a class survey about which sauces or spices students
prefer. Tell students to mingle and find out what food
n
other people like to put different sauces on. For example,
ketchup on chips, mayonnaise on salad, mustard on meat,
satay sauce on chicken, honey on fish, etc. Give them five
minutes to ask as many students as possible. Then divide
students into groups to share what they found out.
Extra!
Students could turn the information they found out into a
graph or chart and write about it as practice for Writing
Task 1.
1 Divide students into pairs to discuss the questions.
2 Refer students to the Test Strategies on page 170 and the
HELP box. Set a time limit of 20 minutes for the Reading
task.
1 D 2 A 3 F 4 F 5 C 6 E 7 bigger 8 French 9 food 10 airlines
3 You could do this exercise as a whole class so that
students can share their ideas and techniques for guessing
unknown words from context.
Extra!
Students could spend some time identifying words they
think would be useful to learn from the text. You could
elicit the words and advise them on how useful they are.
For example, dominate in paragraph A could be a useful
word as it applies to business, people, countries, products,
etc. However, upscale in paragraph B is less useful as it is
usually used in magazine descriptions and not academic
texts.
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 Teacher’s notes Module 8
Writing pp. 132–133
Lesson objective: to practise describing a process
1 Divide students into pairs to discuss the questions. Draw
their attention to the tenses in the three questions and tell
them to focus on correct tenses in their answers.
2 Refer students to the Expert Writing model on page 199
before doing this task. Give students 30 seconds to look
at the diagram and elicit what it shows.
It shows the process of online food shopping.
3a–b Get students to read the Test Strategies on page 171
and then tell them to do Exercises 3a and 3b individually.
They can then check their answers and plans in pairs.
3a 3, 1, 2
3b Students’ own answers.
4a It may be better to do this exercise on the board as
a whole class. Ensure students can explain why one
sentence is better than the other.
Candidate A’s answer is better because it does not just copy the
words given in the illustration. It also uses a passive form which
makes it sound more academic.
4b Get students to do this individually.
5a Remind students of the importance of correct spelling in
so
their writing. Ask students to do the exercise individually
before checking with a partner.
Customers choose food products from the supermarket shelves
as they shop. They scan each item into a handheld machine, after
ar
which they place the goods into their bags. The total is calculated
as the shopper shops so they can see how much they will have
to pay. After all the items have been chosen and scanned by the
customer, the data is sent to a self-checkout till. There, the goods
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are paid for and a receipt is printed for the customer.
5b If students have examples of their own writing, they can
do this in class. However, it may be easier to do this for
homework.
6 Remind students that they should try to be aware of
the Writing Task 1 descriptors as much as possible to
help guide their writing. Get students to do the exercise
individually.
1 Lexical resource 2 Coherence and cohesion
3 Grammatical range and accuracy 4 Task achievement
7 For realistic test practice, give students 20 minutes for this
exercise.
Model answer
The illustration shows the process of food shopping on the internet.
We can see that the process involves both humans and technology.
The first step is taken by the customer. They browse the website
and select the food that they would like to purchase. They put the
food in the shopping basket and then pay for it via debit or credit
card. The order is sent to the warehouse where products that
have been selected by the customer are picked by both machine
and humans. Once the food has been picked, it is packed into a
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number of plastic shopping bags. The bags are then collected and
a receipt is printed. Next, the bags and the receipt are loaded into
a van. The driver of the van delivers the shopping to the customer
at their home and gives him or her the receipt.
8a–b Divide students into pairs to review their writing and
make suggestions for improvement.
8c You could set this exercise for homework. When students
rewrite their description, you could ask them to do so
based on their partner’s advice.
8d This exercise could be done as a whole class.
Student’s Resource Book > Writing p. 85
MyEnglishLab > 8b Writing A and B
Review p. 134
The Review section gives students practice in the vocabulary
and grammar of the Module including the passive, vocabulary
related to food, and formal versus informal language. These
exercises could be done as part of a class test, a revision class
focusing on speaking and writing, or as homework.
1 1 diet 2 nutrition 3 consumption 4 carbohydrates 5 variety
6 involve 7 calories 8 occurring 9 health 10 generate
n
11 considerably 12 disappearance
2 1 unknown 2 unusual 3 ineffective 4 disappear
5 irresponsible 6 irregular
3a 1 has, been reduced 2 do, offer 3 be allowed
4 will be produced 5 has, been made 6 is packaged
7 will die out 8 was added
4a 7
4b Model answer
It is possible that traditional food in my country might
die out in future. In recent years, international restaurants
have opened up across the country and international
ingredients can now be bought in supermarkets. Dishes such
as pizza and pasta are popular, in addition to Chinese food
and Indian food. Although the ability to eat a variety
of food is positive, it means that traditional food is
becoming less popular. People no longer cook food that
our grandparents ate two generations ago, which means it is
likely that our grandchildren will not eat it at all in the future.
5 2 deliver 3 a household chore 4 locate 5 benefit of
6 concerned about 7 display 8 remove
MyEnglishLab > Module Test 8
MyEnglishLab > Review Test 4
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 9
Photocopiable activities
9A Test tips 4 p. 139
9B Active to passive p. 140
Well-being
Module 9 includes topics such as the development of medicines and keeping fit, the changing stages
of life and friendships.
9C Describing people p. 141
Lead-in p. 135
Warm-up
Before you begin this module, you could begin with a quiz
on exercise. Ask students to write a question to ask the
others in the class about health and/or exercise, e.g. Do
you think junk food is unhealthy? Check the questions and get
students to mingle and ask and answer the questions. Ask
students to make a note of the answers they receive. Then,
ask them to write a paragraph, summarising the ideas.
so
1 Start the class by asking this question to everybody and
noting down contributions. You might want to add any
useful vocabulary to the board and ask students to record it.
2 Check students understand the words in the box before they
begin. You could do this by asking them to check unknown
ar
words in the dictionary and record them (to help foster
independent learning), or you could ask questions about the
words to check students understand the meaning (e.g. Which
word means the money you receive from a job? Income.).
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Possible answers according to the WHO
income – richer people are generally healthier than poorer people
because they can afford to purchase better living standards and
healthcare
education – low education levels have been associated with higher
levels of stress, lower confidence and poor health
physical environment – access to safe water, clean air, safe
road systems, safe housing and safe working environments all
contribute to health, and people in employment are overall
healthier than those out of work
social support – strong support from families, friends and
communities has been linked to better health
culture – customs, traditions and the beliefs of family and
communities have been linked to health
genetics – genes often predict how long you will live, and the
diseases you might experience
lifestyle choices – balanced eating, exercise, smoking, drinking
alcohol and how you deal with stress affect health
gender and age – different diseases affect men and women and
different age groups
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Teacher’s Online Materials
9 Teacher’s notes Module 9
• Test Practice Lesson: Writing 3, Listening 4
• Module Test 9
9a World health
Reading pp. 136–137
Lesson objective: following a sequence of ideas
Warm-up
Divide students into groups of four and write the following
n
statement on the board: People are healthier now than in the
past. Tell students that two of them in each group must agree
with the statement and two must disagree. Give them two
minutes to write down some ideas. Then ask students to
debate the statement. Afterwards you may want to ask each
group who they thought had the best arguments.
1a Students could make a list of these in pairs. You might
want to give them an example first (e.g. lack of food). Get
feedback as a class and record any ideas on the board.
1b Students should use dictionaries to look the words up if
they don’t know them.
1 bacteria – very small living things that sometimes cause disease
and illness. They often get into cuts and create serious health risks,
or they can be present in food and drink and make a person ill.
infections – a disease in part of your body caused by bacteria.
2 antibiotic drugs – medicine used to kill bacteria in infections
2a Tell students they are going to read an article about
antibiotics in order to complete a flow chart. You might
want to elicit what a flow chart is at this stage (a diagram
that shows a sequence of steps or actions).
2, 4, 3, 1
2b Students’ answers should be numbers from the flow chart.
1 talks about the background to the research
2 talks about the methods
3–4 talk about the results
5 gives the conclusion
3a This exercise could be done as a whole class.
1 2 2 methods 3 pharmaceutical and agricultural industries
4 The passage says that Colisitin has been little used in the human
pharmaceutical industry but that it has had considerable agricultural use.
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 Teacher’s notes Module 9
3b Students do this exercise individually. Elicit the answers
and write them on the board.
1 livestock 2 agricultural 3 resistance 4 patients 5 failure
4a You could refer students to the Test Strategies on page
169 before doing this task. Focus students’ attention on the
Reading passage. Get them to skim the text in 30 seconds.
It is clearly a historical text, because a lot of different years are
mentioned, and the words then and now are in the title.
4b This exercise will prepare students for understanding the
sequence of the text. You could ask students to do this
briefly in pairs before checking with the class.
2, 3, 1
5 Give students five minutes to complete the task, and
remind them to check their spelling at the end.
1 (glass) plates (On the morning of September 3rd, 1928, Professor
Alexander Fleming was washing a number of glass plates)
2 small animals (it could reverse the signs of infection when it was
given to small animals, without any negative side-effects)
3 1945 (it was not until 1945 that Selman Waksman formalised the
name and defined an antibiotic)
4 regulations (Authorities were demanding stricter regulations
on the testing of drugs and the ability to meet their requirements
made the research difficult to impossible)
so
5 gene sequencing (However, the arrival of gene sequencing in
1995 started a new wave of optimism)
6 Students can discuss these questions in pairs. You could
collate ideas for a ‘perfect strategy’ on the board if you
ar
think it is appropriate.
7 Students can do this in pairs or you could extend this to
resemble a Part 3 Speaking task. Elicit which part of the
Speaking Paper they might they find questions like this
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(Part 3), and ask them how they can use cause, effect and
solution language in their answers. They could then practise
answering the questions more fully with this language.
Student’s Resource Book > Reading pp. 86–87
Vocabulary p. 138
Lesson objectives: to develop use of adverbs and
adverbials, and extend vocabulary on the topic of
healthcare
Warm-up
Write some adverbial phrases on the board (e.g. around the
world, in the future, by next week, in my life). Ask students
to think of more and add them to the board. Then divide
students into pairs and ask them to think of a sentence
using each phrase.
1a Before doing this activity ask students what an adverb
does. Remind them that adverbs express place, time or
manner. They do not always directly describe an adjective
or verb. Adverbs can describe a single adjective or verb
(e.g. I eventually bought a new laptop). They can also
describe a whole clause (e.g. Eventually, I will buy a new
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laptop.). Explain that an adverbial phrase does the same
job of expressing place time and manner, but it is a whole
phrase which includes an adverb.
Type Adverb Adverbial phrase
Manner surprisingly, thoughtfully without caring, without
looking
Place nearby, outside across the Northern
Hemisphere,
around the planet
Time eventually, later in a lifetime, in the near
future
1b Students can do this activity in pairs. Discuss what all the
phrases have in common (they start with an adverb).
around the planet = preposition + article + noun
in a lifetime = preposition + article + noun
in the near future = preposition + article + adjective + noun
without looking = preposition + -ing form
without caring = preposition + -ing form
1c Students can do this individually. You might want to
monitor them to check they have understood the idea of
n
adverbials and adverbs.
Professor Liu and his colleagues were routinely testing animals
destined for the food market between 2011 and 2014 … Scientists
are concerned that this means that the shift from widespread
resistance to total drug failure is now inevitable after looking at this
evidence.
1d Students could do this activity in pairs before checking as a
whole class.
1 across the Northern Hemisphere 2 in a lifetime 3 without caring
4 around the planet 5 in the near future
2a Explain that adverbs can collocate with other words.
Check that students remember what a collocation is
(words which go together naturally in English).
1 ended 2 begun to 3 increased by 4 varied 5 alternative 6 rise
2b Students could do this in pairs.
1 commonly 2 newly 3 relatively 4 largely 5 previously 6 strongly
3a Explain that some verbs take specific prepositions (e.g.
potential + to do something, potential + for + noun). Ask
them to match the sentences. Remind students that when
recording new vocabulary, it is useful to note down any
common prepositions used with the words.
1E 2A 3C 4D 5B
3b Students could discuss the question in pairs before writing
a plan, as it will give them ideas. You could ask students to
write the full essay for homework.
4a Ask students to check these words in a dictionary before
they begin. Alternatively, ask them questions to check
their meaning (e.g. What is the condition that can make
people feel nervous or shy? Anxiety).
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1 bacteria 2 anxiety 3 cancer 4 heart disease 5 diabetes
6 blood 7 autism 8 allergies
4b Students can discuss this question in pairs or small groups
before checking as a whole class.
Student’s Resource Book > Vocabulary p. 88
Speaking p. 139
Lesson objective: to practise using a range of
structures in Part 2 of the Speaking Paper
Warm-up
Divide students into groups and ask each student to take
turns to mime a sport. Other students should guess what
the sport is.
1 Students can do this activity in pairs or as a whole class.
2a Ask students to listen and think about the questions.
Note: good practice means a good technique. Get feedback
from the class.
All her sentences begin with I. It would be better to have a little
more variety to show that she can use a range of grammatical
structures. Giuliana only uses simple sentences (with only one
clause) and the present simple tense, even though she sounds
quite fluent and confident.
so
2b Focus students on the structures in the question and elicit
an example of each one so students know what they are
(e.g. comparatives – much bigger than, etc.). Then ask
students to listen and tick the structures used. If students
ar
have difficulty with this, you could ask them to look at
audio script 9.2 on page 214.
David uses comparatives, conditionals, functional phrases (in order
to), past tenses and present tenses (simple and continuous).
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2c You could simply ask the class this question and get
feedback. Point out that using a range of language will
increase the students’ IELTS score.
Most are complex sentences and David uses a good range of words
to begin his sentences. Although this is a short extract, David would
be in a band above Giuliana if they both continued in this way.
3a Before doing this, elicit the type of language students
need. You could do this by modelling the first sentence
on the board (e.g. so that introduces an effect or a result).
Monitor students’ written answers and get them to share
their answers with a partner.
3b Before doing this, elicit what structures are needed to
complete these sentences (e.g. 1 a verb, 2 a clause, 3 a
clause, 4, a verb for the second half of a third conditional
structure, 5 a noun or -ing verb). Give students time to
think of their answers and then they could move around
the class and share their sentences with others in the group.
4 Give students a few minutes to plan their answer and help
with any difficult language. If it is not possible for students
to record themselves, ask the listener to note down the
range of structures used.
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Teacher’s notes Module 9
5a–b Students can discuss the questions in pairs. If it was not
possible for students to record themselves earlier, then
they should use their notes to help them remember key
points from their partner’s talk.
Extra!
Brainstorm the beginning of a good answer to the question
in Exercise 4. Then ask students to continue answering the
rest of the prompt in groups. They can plan and write the
whole answer. Get students to decide on one person in the
group to read their answer out. The class should then vote
on which group had the best answer and explain why.
MyEnglishLab > 9a Speaking A and B
Listening p. 140
Lesson objective: to practise identifying reference
words in a short-answers task
Warm-up
Write on the board: Whose responsibility is your health: yours
or the government? Divide students into groups and ask
n
them to debate the question and decide upon an answer.
Give them five minutes to do this and then ask each group
to give their answer and reasons to the whole class. Then
vote for who had the best argument.
1 Students can discuss these questions as a class, or in pairs.
2a Students will need to do this activity individually before
checking in pairs. You could also ask them to check audio
script 9.3 on page 214.
1 medical practitioners 2 1900 3 early reformers 4 new drugs
5 officials 6 1962
2b Play the recording. Then, students check their answers in
pairs.
A placebo is made of an inactive substance such as starch or sugar.
It has no medical effects but patients may think it is real.
2c Explain that these references let people know what is
being talked about. You may need to play the recording
more than once, depending on how many answers the
students get the first time.
1 pill 2 placebos 3 inactive substances 4 medicine/drug 5 patients
2d Students should be able to work out the answers from
what they have already heard. This exercise could be
discussed in pairs.
1 medicines 2 research 3 one in three/1 in 3
3a–b Refer students to the Test Strategies on page 168
before doing the tasks.
3a 1 home 2 department office 3 science library
4 medical centre/center 5 scans 6 statistics
3b 7 dishonesty
8 patients / patient reports / patient’s reports / patients’ reports
9 treatment
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 Teacher’s notes Module 9
4 Students discuss the questions in pairs. Then get feedback
from the class.
1 A laptop B photocopies C samples of placebos
D Parkinson’s disease
2 Students’ own answers.
5 You could ask this question briefly to the class at the end.
Extra!
You could extend the final question and ask students to
turn it into Writing Task 2 practice. Ask students to create
a statement and rubric as a class (e.g. Doctors should never
use placebos. To what extent do you agree or disagree?). Then
divide students into groups and discuss the pros and cons
of the statement. Groups could then write an essay plan
and present it to the rest of the class for comments.
MyEnglishLab > 9a Listening
Language development p. 141
Lesson objective: to practise modals of obligation
Warm-up
Write a list of common sicknesses or health problems
on the board such as have a cold, back ache, can’t sleep,
so
stomachache, fever, sore throat. Divide students into pairs.
Tell them to take turns to choose a problem, and explain
how it feels. Their partner should give them some advice
on how to get better.
ar
1a Tell students that they can find more information about
modals of obligation in the Expert Grammar section on
page 181. Students can complete this individually before
checking their answers with a partner. Encourage students
to justify their answers.
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1 should 2 need 3 can, can 4 mustn’t 5 don’t need to 6 have to
1b Students could do this in pairs before checking answers as
a class.
Do it: need, have to
50-50 – You choose: should, can, don’t need to
Do not do it: mustn’t
2a Students could do the exercise in pairs. Then they change
pairs and justify their modal verb choices with another
person. Tell students there are four spaces where there
may be more than one answer.
1 should 2 have to 3 have to/should 4 should 5 has to/needs to
6 don’t have to/don’t need to 7 can 8 mustn’t/can’t 9 can
10 can
2b You could write some health problems, such as sprained
ankle, pulled muscle, toothache on the board for students
to discuss.
3 Explain these phrases are alternative ways of expressing
obligation (e.g. was necessary = had to). You could elicit
the other meanings from the class.
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1 made it possible 2 was prohibited 3 permitted 4 was necessary
5 became a reality
4a Students could discuss the answers in pairs before writing
their answers.
1 should have made 2 had to invest, could not justify
3 didn’t need to buy, could be made 4 had to make, had to do
5 should not have happened
4b Students can discuss this in pairs. Alternatively you could
ask each student to take a side and discuss the statement
from a perspective of for or against. Students should
supply reasons for the opinion given.
Student’s Resource Book > Language development p. 89
MyEnglishLab > 9a Language development
Writing p. 142
Lesson objective: to practise writing a conclusion in
problem–solution essays
Warm-up
To practise understanding IELTS essay titles, write the
n
following questions on the board:
1 What are the advantages of using natural remedies for
health problems? Outline the advantages.
2 What causes poor health in individuals? Give reasons for your
answer.
3 How can we solve the reliance on medicines? Suggest some
solutions.
Divide students into pairs and ask them to discuss how the
questions are different. Elicit some ideas from the class.
1a Students can do this activity individually before comparing
answers in pairs.
1A 2C 3B
1b Students can do this in pairs.
Suggested answers
1 not enough time for exercise, too much choice of food
2 Your health can be badly affected by habits and this leads to heart
disease, cancer, etc.
3 Tax unhealthy foods like alcohol, sugar and fat. People will
think twice before buying these, but rich people will still be able
to access them and it may be difficult to decide what foods are
unhealthy. Make membership at gyms cheaper – people will be
encouraged to go to the gym and exercise, but if they haven’t got
the time, they still won’t go.
2a You could refer students to the Test Strategies on page 171
before doing this task. Students could do the task in pairs.
You may want to elicit the first answer so that students
are clear about what they need to do. Say: Look at the first
column … recommend one to three solutions. Do you think
that is an opinion, problem–solution or cause–effect essay?
1 Problem–solution 2 Cause–effect 3 Opinion essay
2b Explain which essay title the exercise refers to (the one
about traditional medicine), then ask students to order
the sentences.
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3, 2, 1
2c Students could do this in pairs. Ask them to follow the
structure outlined in Exercise 2a.
Suggested answer
In conclusion, the issue of encouraging good health through
lifestyle change is always going to be challenging. A range of
approaches are needed, as no single solution will work with
every member of society. Although it is a difficult task, it is worth
investing time in people’s health.
3 Students could swap their conclusion with another pair.
Then they can analyse the new conclusion against the
structure in Exercise 2a and give feedback (responding to
the question in Exercise 3).
Student’s Resource Book > Writing p. 90
MyEnglishLab > 9a Writing
9b Life stages
Listening p. 143
Lesson objectives: to practise identifying references,
and to practise matching, table-completion and short-
answer tasks
so
Warm-up
Ask students to think of the characteristic that they think
is most important in a friend (e.g. loyalty). Then ask them
to think about how to describe this characteristic, using
different words. Students then move around the class and
ar
describe one of their friends. Others should guess the
characteristic being described.
1 Ensure that students give full answers and justify their
Pe
opinions.
2 Get students to do this activity in a different pair. Give
them time to think about how to describe the meeting,
and to think about the tenses they can use.
3–4 You could refer students to the Test Strategies on page
168 before moving on. Tell students they are going to listen
to people talking about friendship. Elicit the strategies and
processes they should use, then ask them to look at the
questions (for one minute) before playing the recording.
Ensure students check their spelling at the end.
For Exercise 4, refer students to the audio script on page
214. Ask them to underline examples of back-referencing.
1/2 B (We’re most likely to become friends with our neighbours)
E (If people hang out enough, they’re able to decide if it’s worth
investing more there, and having a ‘getting to know you’ phase is
still crucial.)
3 (a) good mood (So, if you’re in a good mood when you’re first
introduced to a new person, you tend to connect that feeling with
the other person you’re with.)
4 (shared) hate (The theory of ‘homophily’ suggests that a shared
hate gives you both something to complain about and that can
bring people together too.)
5 4–7/four to seven (Level one is the first stage. That’s when kids
are four to seven years old)
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Teacher’s notes Module 9
6 trust (aged eight to ten. That’s the second level and at that age,
it’s all about trust and helping each other)
7 loyalty (I guess after that it’s all about loyalty … Absolutely. That’s
the level three stage)
8 appearance (I see another person who seems similar, well, certain
judgements are made on their appearance)
9 behaviour (We also adapt our behaviour a little bit to match what
we think the other person expects of us.)
10 qualities (I’ve always thought we look for the qualities that
matter to us in other people. … That’s also true.)
Student’s Resource Book > Listening p. 91
MyEnglishLab > 9b Listening
Language development and vocabulary p. 144
Lesson objectives: to practise using the active and
passive voice, and vocabulary for describing people
Warm-up
Ask students to think of an inspirational famous person and
think of how they could describe them in terms of their
personal qualities and physical appearance. Then, in pairs,
n
students should describe their famous person and their
partner should guess who it is.
1 You could review the passive and active voice by referring
students to the Expert Grammar section on page 182.
1 are made 2 tend 3 feel 4 are introduced 5 tend 6 suggests
7 are attracted 8 consider 9 see 10 seems
2 Students could do this individually to check how well they
can form the active and passive voice.
2 can see 3 have changed 4 began 5 were interviewed 6 wanted
7 increased 8 reached 9 fell 10 were overtaken
3a–b Ask students to discuss how large their family is, and
to describe some of the personalities in their family. You
could perhaps model this with your own family first. Then
get students to match the adjectives in pairs. Ask students
whether any of the words in bold could be used to
describe the family members they discussed.
3a 1 C 2 D 3 E 4 B 5 F 6 A
3b appearance: athletic, elegant, gorgeous, good-looking, stylish,
fit
personality: motivated, grumpy, talented, ambitious, bad-
tempered, gifted
3c Divide students into pairs to do this exercise.
4a Students can do this individually before checking with a
partner.
1 ambitious/motivated 2 fit/athletic 3 talented/gifted
4 grumpy/bad-tempered 5 stylish/elegant
6 good-looking/gorgeous
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 Teacher’s notes Module 9
4b Divide students into pairs to suggest the essay task.
Suggested answer
Do you think that families or others have more influence on the
way young children grow up?
Student’s Resource Book > Language development and Vocabulary
pp. 92–93
MyEnglishLab > 9b Language development and Vocabulary
Speaking p. 145
Lesson objective: to practise describing a person, in a
Speaking Part 2 task
Warm-up
Do a class survey. Students should think of a question
related to personal qualities that they can ask the others
(e.g. What is the most important character trait of successful
people?) Then, students should mingle and ask their
questions to other students and note the answers they get.
At the end, students could quickly present what they have
heard in small groups.
1 Students can discuss the questions in pairs or as a whole class.
2a Ask students to read the prompt. Then they listen and tick
what Pablo does well. Students can discuss their answers
in pairs.
so
Pablo sounds interested and speaks for the two minutes (he
needed the follow-up questions, but that’s fine). He doesn’t
really use a range of connectors (and is overused, he uses when
occasionally, and that is why). He generally uses longer sentences,
ar
but these are almost always connected with and. He forgot the
word retired, but was able to explain it, which is a good thing.
2b Students can do this activity in their same pairs.
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All of these descriptions match Band 6:
sounds interested – uses a range of pronunciation features, shows
some effective use of features
speaks for two minutes – is willing to speak at length
uses a range of connectors well – uses a range of connectives and
discourse markers
often uses sentences with more than one clause – uses a mix of
simple and complex structures
offers a clear explanation of words he does not know – generally
paraphrases successfully.
2c Ensure students have time to plan for this task (one
minute). If your class does not naturally divide into groups
of three, you could have some groups of four and ask the
fourth student to note whether all parts of the prompt
were covered well. Ensure students feed back in their
groups effectively, so the speaker knows their strengths
and weaknesses.
3 Refer students to the Test Strategies on page 172 before
doing this exercise. If students cannot record themselves,
divide students into pairs and ask them to take turns to
complete the task. The other student must make a note
of the two areas the student needed to improve upon and
assess the speaking in these two areas.
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4a–b Students could analyse their notes in pairs.
Extra!
You could give the students extra practice in note-taking.
Divide students into different pairs from those who did
Exercise 3 together. Ask the new pairs to show each
other their notes from Exercise 3 and make suggestions
for improvement. Students could repeat this in two
further pairs to get more feedback on their notes. Ask a
few students to share any good ideas they got from their
classmates with the whole class.
Student’s Resource Book > Speaking p. 94
MyEnglishLab > 9b Speaking A and B
Reading pp. 146–147
Lesson objectives: to practise following a sequence
of ideas; to practise multiple-choice and flow-chart
completion tasks
Warm-up
Write the following questions on the board: Do you think it is
n
easy for most people to keep fit nowadays? What things prevent
people from being fitter? How would you like to be fitter?
Divide students into groups and give them five minutes to
discuss the questions.
1a–b Students can discuss these questions briefly in pairs.
2 Ensure students understand the words in the box before
discussing this question. You could ask them to check
the words in dictionaries or ask questions to check their
understanding (e.g. Which word is related to farming and
growing crops? Agricultural).
3 Tell students they are going to read some information on
the subjects in Exercise 2. Go through the instructions as
a whole class, then give 20 minutes to complete the task.
They should then check answers in pairs, making sure
their spelling is accurate.
1 social (Our ancient ancestors thought nothing of walking 30 km
to meet their social needs)
2 animals (a system of gymnastics where the various stances and
movements were modelled after the fighting styles of different
animals)
3 medical practitioners (the development of fitness was facilitated
by medical practitioners such as Herodicus and Hippocrates, who
set up gymnasiums)
4 aerobics (the first example of modern-day aerobics classes)
5 half (the armed forces had needed to reject nearly half of all
draftees or give them desk jobs due to low levels of fitness)
6 (school) children (In the late 1950s, schoolchildren across the
USA were given tests to measure their muscular strength and
flexibility)
7 Prevention (An earlier focus on the treatment of disease gave
way to a new era focusing on its prevention)
8 B (Around the same time, in India, people were being dissuaded
from practising any form of fitness because the religions of the
day put a greater emphasis on spirituality … However, priests
acknowledged the need for some kind of exercise program to
maintain health, and developed yoga.)
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9 B (The Roman Empire went further and ordered that all its
citizens maintain good physical condition)
10 D (One is that fitness can affect the mind and spirit, as well as
the body)
4a–b Students can discuss these questions in pairs. If they did
not refer to the exam strategies beforehand, they can still
refer to it now and compare the strategies to what they
actually used.
5 Ensure students answer the questions fully and justify their
answers.
Writing pp. 148–149
Lesson objective: to practise writing problem–solution
essays
Warm-up
Divide students into pairs and write on the board: How well
can your parents and grandparents use technology? Students
should discuss this question in pairs or small groups.
1 Ensure that students give reasons for their answers. You
might want to get feedback as a whole class on what pairs
discussed.
2 You could go through the model answer in the Expert
Writing section on page 200 before doing this task.
so
Tell students they are going to look at a prompt about
technology. Students should underline the key words first.
In many countries, there is a growing gap between the technical
skills of younger people and those over the age of fifty. What problems
ar
does this cause, and what solutions could minimise the problems?
3a After students have completed this in pairs, you might want
to turn this into a class discussion and elicit why each stage
is important to the essay-writing process. You might also
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want to refer students to the Test Strategies on page 171.
Suggested answers
1 2–3 minutes 2 five minutes
3 about 50 words per five minutes should be enough (10 words a
minute)
4 a few minutes at the end
3b Students could do this activity individually. Stop them
after 2–3 minutes and ask if they have finished. Explain
that they need to plan quickly and effectively, as they have
limited time in the test. Then students can continue and
finish this activity with a partner, comparing ideas.
Suggested answers
Introduction State general problem: older people – lack
technical skills
State cause: few opportunities – e.g. school or
work training
State effect: older people = disadvantaged
Paragraph 1 Problem 1: older people cannot access services
Solution: training sessions in libraries
Advantages: can be targeted at elderly
Disadvantages: expensive and they might not
want it
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Teacher’s notes Module 9
Paragraph 2 Problem 2: older people cannot communicate
Solution: encourage young family members to
teach them
Advantages: good opportunity to spend time
together
Disadvantages: not all elderly people have
children
Paragraph 3 Problem 3: older people pay more – e.g. can’t
access cheap online insurance
Solution: pass laws – make cheaper rates
available on paper
Advantages: will help poor
Disadvantages: very difficult to introduce
Conclusion Summarise the main points: No perfect solution
Recommend a solution: training at home and in
libraries
Explain why this is best: only option
Refer to future action: more research needed
4a Tell students that they will return to their plans, but first
they are going to explore some language they could use in
their writing. Elicit the kind of language might be used for
recommendations (e.g. should). Tell them that the phrases
in Exercise 4a are all useful for making recommndations.
n
Students should complete the sentences individually
before comparing ideas with a partner. Monitor students’
answers and correct any errors.
4b Check students understand what ‘soften’ means (to
make something less strong or sure). Students can do this
activity in pairs. Highlight the use of while and despite here
for contrast.
1 While it is true
2 this is a complex issue
3 despite the problems with this solution
4c Students could answer this individually before comparing
answers with a partner.
5 Remind students to follow their plan and use some of the
language in this section in their answer. You could give
them 25–30 minutes for this task (less than 40 minutes, to
remove time for understanding the question, planning, and
checking).
6 Students could do this activity in pairs, sharing and
reviewing each other’s’ essays and discussing them
together. Point out that a quarter of the mark in the
Writing Paper is given for the way the ideas in the writing
are organised and another quarter goes on the quality of
the understanding and answering of the question, with
ideas and supporting points. Therefore, half the mark goes
on things that can be improved with planning.
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 Teacher’s notes Module 9

Model answer Review p. 150

Many of the older generation left school before the internet The Review section revises vocabulary and grammar from
revolution, and so have had to learn computing skills by random the Module and includes exercises on active and passive, and
means. Elderly people, who also missed out on IT training at work modal verbs. You may want students to do this as a timed test
are particularly disadvantaged. As many services move online, (with a suggested time of 45 minutes) or for homework.
these people are likely to experience disadvantages.
1 1 bacterial 2 perceived 3 cancer/heart disease
While it is true that few retired people need technical skills for
4 cancer/heart disease 5 diabetes 6 blood 7 impacted
work, they may suffer as services such as banking move online.
8 associated 9 ignored 10 previously
Nationwide training schemes for older people are one possible
2 1 E should/must/could 2 B shouldn’t 3 A have/need/ought
solution. Of course, this is a complex issue and many older people
4 F must 5 D need/have/ought, don’t have to/shouldn’t
may not be willing to attend, or are not well enough to get to
6 C must not 7 H should not 8 G should
classes. However, despite the problems with this solution, it offers
3a 1 gifted 2 good-looking 3 fit 4 elegant/fashionable
willing people a chance to catch up on the skills they are missing.
5 motivated
An additional problem is that many older people are retired
4a 2 agree 3 have been affected 4 will consider/considers
and may not have the money to spend on technology. Libraries
5 can be introduced/have been introduced 6 sends
and other similar community services could offer access to the
7 are always disappointed
internet for older members of society. They may well have the
8 has increased/has been increasing/is increasing
time to spend travelling to these locations and may appreciate the
9 are broken/are being broken 10 appears 11 are taught
social side such locations can offer. However, many will still be
reluctant to try. MyEnglishLab > Module Test 9
A final solution is to make sure that younger people are aware that
not everyone is computer literate. Whatever training solutions are
offered, there will be some older members of society who refuse

n
to participate. Companies and governments must make sure that
they allow people to choose how they access their services.
so
In conclusion, it is unlikely that all older people will welcome
any attempts to introduce change. While training and access can
be offered, it is essential that services are offered by traditional
methods, such as telephone bookings, or through face-to-face
contact.
ar
7 After students discuss the questions together, it is
worth broadening this into a class discussion to raise
awareness of timing and planning. Remind students that
it is important to complete Task 2 in at least 250 words,
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and that they will lose marks for an incomplete or short

answer.
Student’s Resource Book > Writing p. 95
MyEnglishLab > 9b Writing

86

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 10
and how places have changed over time.
Photocopiable activities
10A Word associations p. 142
10B Quantifiers p. 143
10C If I could … p. 144
Lead-in p.151
Warm-up
Community
Module 10 covers topics related to community, such as behaviour in public places, festivals, relationships,
Write My town/city on the board and write two columns
underneath it as follows: things I like about where I live and things
I’d like to change about where I live. Divide students into small
groups and give them a few minutes to discuss their ideas.
1 Divide students into pairs to look at the photos and
discuss the questions. Point out that a community is a
so
group of people who live in the same town, village,
etc. Having a sense of community means to help take
responsibility for the community and not do anything that
might harm people in the community.
2a–c Tell students to do Exercise 2a individually and then
ar
compare ideas with a partner for Exercise 2b. Put pairs of
students together so they can discuss and compare ideas
for Exercise 2c.
Pe
10a Law and order
Reading pp.152–153
Lesson objective: to identify information which is not
given in a text
Warm-up
Divide students into groups and ask them to discuss the
online services they use (e.g. online banking, social media,
paying bills, email, cloud storage for documents and photos,
etc.). Ask them how safe they think the services are, and
how they manage their personal online security.
1 You may need to do this as a whole class and help
students with some ideas. You could give students
examples and ask them to discuss which one is the worst.
Suggested answers
1 identity theft, stealing money through fraud, accessing
information, images etc. illegally, blackmail
2 Cyber crime can affect many people. The victim never meets the
criminal. It is done via computer.
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• Module Test 10
• Review Test 5
• End-of-level test
10
Teacher’s Online Materials
• Test Practice Lesson: Reading 1
Teacher’s notes Module 10
2a Give students 30 seconds to skim the title and the first
sentence in each paragraph. Elicit some ideas from the
class and write the ideas on the board.
2b Give students 10 minutes to read the whole passage in
more detail. Ask the class to decide if any of the ideas on
the board are correct.
The passage describes how technology has changed the way
n
in which crime is committed and how that impacts on forensic
evidence and the number of people affected.
3a Students can do the exercise individually before checking
with a partner.
Suggested answers
1 cyber criminal, commit, crime, one piece, technology
2 USA, 2011, more victims, physical crime, cybercrime
3 criminals, prefer, break into, buildings, steal
4 cyber criminals, discovered faster, other criminals
5 more criminals, prison, cyber crime
6 cyber criminals, work alone
7 police, planning, do more, find cyber criminals
8 People care more, security online, real world
3b Elicit the answer from the class and make sure students
understand why these words aren’t useful.
They are words or phrases used many times throughout the
passage so will not be helpful in locating the information.
3c Do the example with the whole class. Then tell them to
continue the exercise individually.
Suggested answers
2 physical crime 3 buildings 4 discovered faster 5 prison
6 work alone 7 police, planning 8 real world
These words/phrases are most likely to help you locate the
information in the passage because they are key words and are
likely to feature or be paraphrased throughout the passage.
4a Depending on your students’ ability, you could do this
exercise as a whole class, guiding students to the answers
as necessary. If they are a strong group, get them to
do this individually, as it is good practice for building
confidence with True, False, Not given questions.
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 Teacher’s notes Module 10
1 One piece of technology vs any crime that involves a computer
and a network …
2 USA, 2011, victims (a much larger number of people), physical
crime (bank robberies), cybercrime
3 The passage talks about the fact there were more victims of
bank crime online than victims of bank robberies. It does not
say anything about the number of victims of physical crime or
cybercrime in general.
4b Again, depending on ability, get students to do this
exercise individually or as a whole class. Make sure you
spend enough time checking the answers thoroughly.
3 Not given (In the past, a thief had to break into an office or
study and go through files to steal the data …)
4 False (They do not always leave evidence that could lead to their
capture, which means detectives are less likely to catch them.)
5 Not given (The passage says just one cybercriminal goes to
prison per every 50,000 victims ... but it does not say anything
about whether more should go.)
6 False (As people become more interconnected, organised crime
is also becoming more interconnected)
7 Not given (police are finding it difficult to keep up with the
resources they have)
8 False (And while people in the physical world tend not to leave
their doors unlocked to avoid being burgled, people in the digital
world are not always so cautious …)
so
5a–b Refer students to the Test Strategies on page 170
before doing this task. Tell students you’re not going to set
a time limit, but they should check how long it takes them
to complete the test task.
ar
5a Suggest the following key words:
1 computer security 2 password 3 mobile device
4 software bugs 5 Software companies
6 Cloud companies / individual hacks
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5b 1 False (much of this information is exaggerated and
sometimes just plain untrue)
2 True (He has found that there are two simple solutions)
3 Not given (The passage mentions text messages but nothing
about passwords and mobile devices. )
4 False (we should not think of information security as an
exact science/She suggests it is impossible to build a
completely secure system)
5 Not given (The passage talks about hacks being expensive
but not how much criminals spend.)
6 False (that same person is unlikely to notice if the attack
involves just one person’s information)
6 Divide students into pairs to analyse the task, then get
feedback from the whole class. You may want to give
students some suggestions for time management in the
Reading paper. For example, they could move on to
another question after one minute, guessing any questions
they don’t have answers for at the end.
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Expert IELTS
Students often find True, False, Not given questions
challenging, so they should learn not to spend too much
time on them. Try to gradually introduce time limits for
these questions when practising in class so that students
become accustomed to not spending too much time on
them. One technique could be to leave any True, False, Not
given questions until the end in the real test.
7 Divide students into pairs to discuss the questions and
then elicit some ideas from the whole class.
Student’s Resource Book > Reading pp. 96–97
MyEnglishLab > 10a Reading
Vocabulary p. 154
Lesson objective: to build vocabulary related to crime
and punishment
Warm-up
Divide students into pairs and ask them to talk about their
favourite TV crime dramas, crime films or detective stories.
Write the following questions on the board to guide their
n
discussion: How real do you think these shows, films or books
are? Why are crime stories so popular? If you could be any
fictional detective, which one would you be and why?
1a Divide students into pairs to do this exercise.
1 commit 2 steal 3 robber 4 burglary 5 burgle 6 murderer
7 attack 8 attack
1b Elicit some ideas from students and write them on the
board. Tell students to record any unknown vocabulary in
their notebooks.
Suggested answers
The criminals in the table are likely to go to prison/jail. Other
punishments include a fine, community service, a suspended
prison sentence, probation or capital punishment.
2a Ensure students have dictionaries and ask them to do this
exercise individually. Then they can check their answers
with a partner and give reasons if they disagree.
1 access 2 whereas 3 normally 4 links 5 consequence
6 identified 7 attitude 8 majority
2b You could broaden this into a discussion with the class.
3 Do the first one together as an example and then ask
students to continue individually.
1E 2C 3A 4F 5D 6B
4a You could give each pair of students a different word and
ask them to look up the meaning and uses in a dictionary
and then write an example sentence for the different
meanings. Write the students’ sentences on the board and
ask other students to correct any errors.
Verbs: catch, commit, fine, investigate, punish
Nouns: court, evidence, fine, prison, victim
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4b Ask students to complete the flow chart individually
before checking with a partner.
1 committed 2 victim 3 investigated 4 caught 5 court 6 evidence
7 punished 8 prison 9 fine
4c You could elicit the answers from the whole class and
write them on the board.
They are in the passive form, because the subject is the crime (1, 3)
or the criminal (4, 7) and not who did the action.
5a You could do this as a whole class. Write students’
suggestions on the board.
5b Get students to do exercise 5b individually before
checking with a partner.
1 access 2 evidence 3 links 4 consequence 5 prison
6 commit/carry out 7 majority 8 whereas 9 considerable/vast
10 thieves/criminals
Student’s Resource Book > Vocabulary p. 98
MyEnglishLab > 10a Vocabulary
Speaking p. 155
Lesson objective: to practise asking for clarification
Warm-up
so
Write on the board: My three rules for life. Elicit a couple of
ideas from students such as always be kind and never give up.
Divide students into groups and give them five minutes to
think of three rules. Tell them to try to agree on the same
three rules. Get feedback from the whole class.
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1 Ask students to discuss the question in pairs. Ask them
to write down some examples of rules using modal verbs
(must, can’t, need to, have to).
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2a–b Get students to read the questions and note down
some possible answers. Play the recording.
2a 1 rules, follow, lives 2 Why, rules, society, important
2b 1 can, say, again 2 What, mean, follow 3 repeat, question
4 say, more, slowly.
The candidate hasn’t heard or understood the questions, or a word
in the question, and wants the examiner to repeat it or explain it.
2c Play the questions and drill them with students.
3 Play the recording and elicit the answers from the class.
The second candidate misunderstands the question so doesn’t
answer the right question. The examiner can still assess the
student’s speaking though. It is therefore better to try to answer
a question even if you still don’t fully understand it after asking for
clarification.
4a Ask students to do this individually. With stronger
students, ask them to correct the errors in sentences 1–8.
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Teacher’s notes Module 10
1 subject/verb agreement – knows know
2 word order – There are some important rules but some are silly.
3 -ing/infinitive form – break breaking
4 incomplete sentence – Sometimes people/I/we follow the rules,
sometimes not.
5 preposition – of on
6 passive form – I’ve always been told by my parents that
rules are important.
7 tense – I’ve never broken a rule in my life.
8 countable/uncountable nouns – informations information
4b This could be done by students listening to some of their
previous recordings in pairs and trying to identify common
errors.
4c Ask students to find the errors and check their answers
with a partner.
We need rules to tell people what they can and can’t do in
different situations. Without these rules, most people would do
what they wanted. They would only care about their own lives. And
nothing would be organised. There’d be no electricity, no schools,
no hospitals. There probably wouldn’t be any work either. People
would work for themselves or their family. And if there were no
laws, then crime would increase too. So, yes, rules are extremely
n
important because we build our society on them. Without
information about how we should live, society can’t exist.
(The candidate makes four errors with plurals and nouns. Three
of these are uncountable nouns used as plural nouns.)
4d You could ask students for some ideas about how to
avoid the errors before playing the recording.
5 For this exercise, make sure you monitor students closely
as they may not be able to consistently identify errors in
each other’s language.
6 Ask students to read the Test Strategies on page 172.
Then divide them into pairs to do the test practice
exercise. One student should be the examiner and read
out the questions. Make sure the student playing the role
of the candidate listens and does not read the questions
on the page. Give students 4–5 minutes and then tell them
to change roles.
7 After students have analysed their performance, you could
brainstorm more ideas for question 3 during feedback.
Suggested answers
Use hesitation language to give yourself time to think.
Focus on one problem area in each speaking task and try to avoid
that error (as in Exercise 5).
Extra!
Repeat Exercise 6 and get students to make up their
own questions. Monitor and check that the questions are
suitable for Speaking Part 3. Alternatively, you could make
two sets of new questions to give out to students.
MyEnglishLab > 10a Speaking A and B
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 Teacher’s notes Module 10
Listening p. 156
Lesson objectives: to follow a process, and practise a
flow chart completion task
Warm-up
Write the following activities on the board: bungee-jumping,
flying an airplane, performing heart surgery, mountain climbing,
boxing (or similar dangerous jobs and activities). Divide
students into groups and ask them to discuss which activity
has the most risks associated with it. Give students five
minutes to discuss this, and then get feedback from the
whole class, writing some of their ideas on the board.
Background
Risk assessment is a process where companies assess the
safety of their workers. It involves thinking about what
might cause harm to people and then creating ways to
minimise these risks. For example, if employees work
with chemicals, a company would need to make sure
the employees have special protective clothing and the
chemicals are stored safely. In some countries such as the
UK, risk assessment is something that companies must do
by law.
1 Divide students into pairs to discuss the questions. Before
so
the exercise, you may want to elicit the meaning of festival
and the types of festivals that students are familiar with.
Remember that in some cultures, festivals can be more
religious or traditional, and some students may not be
familiar with music festivals.
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2a Before playing the recording, ask students to predict the
order of events and discuss their ideas with a partner.
1 Ensure visitors stand in the correct line.
2 Examine the visitor’s ticket.
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3 Give the ticket back or leave a mark on the visitor’s hand.
4 Look inside the visitor’s belongings.
5 Return the visitor’s belongings.
2b Divide students into pairs to discuss the possible answers
and what parts of speech they will be. Then play the
recording.
1 step 2 thing 3 Then 4 next 5 move onto
2c You could do this as a whole class. Ensure students record
these phrases in their notebooks, as they are useful for
writing about a process in Writing Task 1 too.
The first step, The next thing, Then, The next step, Once that’s
done, the final stage in the process
Expert IELTS
Predicting answers is a useful strategy in the Listening Paper.
If students predict the answers before listening, they are
likely to be more focused when they listen, because they
will be listening to confirm or reject their predictions.
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3a Refer students to the Test Strategies on page 168. Follow
the instructions closely for this exercise, as it is important
for students to practise reading and predicting answers
in a short time. Remind students to think of synonyms as
they read the questions (e.g. 1 event = festival or party;
location = place, venue; collected = gathered, picked up).
It is likely that the missing words are all nouns.
3b Get students to tick the signal words they hear.
the first thing, After that, now, move onto, the next step, next, the
final stage of the process
3c Do the test task under test conditions, giving students
30 seconds to read the questions and underline any
keywords. After listening, students can check their
answers in pairs before checking as a whole class. Ask
students to read audio script 10.7 on page 215 and
underline the answers. Make sure students discuss
any incorrect answers and why they answered them
incorrectly.
1 (Background) Information 2 actions 3 list 4 category 5 solution
6 report 7 Training 8 venue
4 Divide students into pairs to discuss the questions and
n
then get feedback from the class.
1 The first thing ... place
2 After that ... the crowd size
3 Now ... move onto ... impact
4 That brings me nicely onto the next step ... evaluation stage
5 Next ... risks
6 make them available ...
7 employees ... deal with any problems
8 And that brings me to the final stage of the process ... So a few
days before the event ...
5 Get students to discuss the question in pairs or small
groups.
Language development p. 157
Lesson objective: to review and practise using
quantifiers
Warm-up
Get students to find out how many of their classmates do
the following activities: go to concerts, go to the theatre,
go to the cinema, go to festivals, go to sports events. Give
students five minutes to collect the information they need.
Write on the board: a few, a large number of, a lot of, some,
many. Ask students to write a paragraph describing what
they found out, using some of the phrases on the board.
Then divide students into pairs to read and compare each
other’s paragraphs.
1 Refer students to the Expert Grammar section on
quantifiers on page 182.
You could do this exercise as a whole class.
1 a little 2 a lot of 3 a large number of 4 few 5 plenty of
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2a Write a few, few, a little, little on the board and ask: What
is the difference between these words? If they do not know,
tell them they will find out by doing Exercise 2a.
1A 2B 3B 4A
2b Ask students to do the exercise individually.
1 a few 2 few 3 little 4 A few 5 few 6 a little
2c After students have had a few minutes to discuss the
questions, get some feedback from the whole class. You
could ask students if this situation applies to where they live
or not and if so, what they would suggest to improve it.
The writer’s main point is that the community should create more
organised events for teenagers.
3a–b In order to improve students’ fluency with quantifiers,
you could do Exercise 3a as a whole class. Choose a
student and say a number between 1–6. The student
reads out the sentence with that number, completing
it with a quantifier. Then divide students into pairs for
Exercise 3b.
4a Write the essay question on the board. Divide students
into pairs to brainstorm ideas for a few minutes. Then
elicit some examples and write them on the board.
Suggested answers
so
Advantages – sense of community, sense that you belong, stronger
feelings of excitement (e.g. football match)
Disadvantages – fear of being too close to people, preference of
being with small groups, danger or feeling of unpleasantness (e.g.
public transport at rush hour)
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4b Ask students to do the exercise individually.
1 a few 2 Most of us 3 large number 4 too little 5 plenty
6 a large amount of 7 too many 8 enough 9 few 10 many
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Extra!
As Exercise 4a has generated ideas for this essay, students
could write an answer in class or for homework.
Student’s Resource Book > Language development p. 99
MyEnglishLab > 10a Language development
Writing p. 158
Lesson objective: to practise describing location
Warm-up
Write the following categories on the board: Compass
points, Phrases for location, Prepositions of place. Divide
students into pairs and ask them to write six words for
each category. When the first pair has finished, they should
shout STOP! Ask them to read their lists and write them
on the board, asking the rest of the class to decide if the
words are correct or not. Then ask the rest of the class to
contribute further suggestions.
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Teacher’s notes Module 10
1a–c Students could do the first two exercises in pairs and
then change pairs for Exercise 1c.
2 Ask students to read the Test Strategies on page 171 and
clarify any points as necessary. Then, get students to look at
the map and ask: What does the map show? Elicit ideas from
the class and write some of them on the board. Then ask
students which introduction in Exercise 2 is better.
1
3a You could do this exercise as a whole class to make sure
all the students understand the function of an overview
statement.
2, 3
3b–c Get students to do these exercises individually before
checking in pairs.
3b 1 main 2 growth 3 number 4 fewer
3c 5, 1, 3, 2, 4
3d Ask this question to the whole class and elicit the passive
examples.
The verbs are in the past simple tense because the maps were
both created in the past. Some verbs are in the passive voice
n
because we do not know who did the action, e.g. the farmland …
was replaced with houses.
4a Give students plenty of time to do this exercise and let
them spend some time comparing, editing and rewriting
their answers with a partner too. Monitor and correct
students’ work.
Suggested answer
In 1952 there was just one road in the village. However, in 2012
a motorway was constructed to the north of the village. While
the motorway does not go through the village, a road from the
motorway connects with the main road through the village. In
addition to the motorway, a supermarket and school were built.
The village shop was turned into houses.
4b Give students a couple of minutes to re-read and review
the descriptions in Exercises 3b, 3c and 4a. Then ask the
class to identify the correct test task.
2
10b Living together
Listening p. 159
Lesson objective: to practise following a process
Warm-up
Write on the board: If you could change three things about your
town, what would they be and why? Divide students into pairs
or small groups and give each one a category such as Public
transport, Shopping, Sports facilities, Parks, Entertainment, Housing,
etc. Get students to make a list and then get feedback from the
class. Write students’ ideas on the board. Remind students to
record any vocabulary they don’t know in their notebooks.
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 Teacher’s notes Module 10
1 Ensure students have access to dictionaries for these
questions. Check that they understand the meaning of
urban planner (someone who works in the design and
development of urban spaces).
2 Refer students to the Test Strategies on page 168 and
the HELP box and remind them of the key strategies for
completing flow charts and summaries. Do the task under
test conditions, making sure you give the students up to a
minute to read the questions before playing the recording.
Get students to swap answers when doing feedback so
that they do not mark their own work.
1/2 A, C 3 goals 4 revised 5 a planning team
6 (key) decision-makers 7 individuals 8 past 9 predict 10 exciting
3 Divide students into pairs to discuss their performance.
Ask them to read audio script 10.8 on page 216 and find
the answers. You could play the recording a second time
and pause it at each of the answers so that students can
hear the correct answer.
Suggested answers
1 Student’s own answers.
2 Reading ahead – skim for key content words only and focus
mainly on the words around the gap.
Unknown vocabulary – spend more time reviewing vocabulary
by picking out useful language from the audio scripts in this book.
Take time to use it in class or out of class with a study buddy.
so
Following the lecture – review signpost language and remember to
actively listen out for it. Spelling – don’t just learn the meaning of
words – learn the spelling too. Look at typical spelling errors and
think about if there’s a common error you make. If so, learn the
correct spelling and other words that follow that pattern.
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Expert IELTS
It is useful to use the audio script on page 216 and replay
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the recordings to help students understand why answers
are correct and incorrect. This will help train students to
understand the IELTS Listening Paper in terms of the typical
amount of time between questions, how paraphrase is used,
how different questions and distractors work and so on.
Student’s Resource Book > Listening p. 101
MyEnglishLab > 10b Listening
Language development and vocabulary p. 160
Lesson objective: to review and practise the second
conditional
Warm-up
Ask students to complete the following sentences:
1 If I had a million dollars, I would …
2 If I were an animal, I’d be …
3 If I met my favourite celebrity, I would …
Divide students into pairs and ask them to try to guess each
other’s answers. After three guesses, the other student can
reveal their answer.
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1 Ask students to do the exercise individually, before
checking answers as a class. Ensure students fully
understand the rules. You could refer students to the
Expert Grammar section on the second conditional on
page 183.
1 imaginary/unlikely
2 Two. Yes, they can be moved around. When the if clause is first,
there is a comma between the two clauses but not when the if
clause comes second.
3 if + past tense, would + infinitive
2 Ask students to complete the exercise individually before
comparing answers with a partner.
1 could 2 would build 3 would create 4 would have
5 would be able to 6 went 7 would probably fall 8 would become
9 would feel 10 would enjoy 11 was/were 12 would make
3a Point out that the text in Exercise 2 resembles a Part 3
answer from the Speaking Paper. Then get students to do
Exercise 3a individually. Get feedback from the class.
1 What would you do if you could make a change to your city?
2 How would you make the transport system in your city better?
3 If you had to move to another country, where would you go?
n
4 What would you take with you if you moved abroad?
5 If you travelled around the world, who would you take with you?
6 If you could build a new home, where would you build it?
7 How would you spend your time if you had an extra day a week?
8 If you could meet a famous person, who would you choose?
3b Divide students into pairs to practise asking and answering
the questions.
4a Make sure students have access to dictionaries before
doing this exercise. Drill the pronunciation of the
following words: architecture /ˈɑː.kɪ.tek.tʃər/,
budget /ˈbʌdʒ.ɪt/, overcrowded /ˌəʊ.vəˈkraʊ.dɪd/.
1 overcrowded, budget 2 block, residents, lay out
3 facilities, inhabitants 4 network 5 architecture, local
4b Get students to do this exercise individually before
checking answers as a class. You might want to reverse
the order of these exercises so that students identify the
parts of speech first.
architecture (n) block (n) budget (n) facilities (n) inhabitants (n)
lay out (v) local (adj) network (n) overcrowded (adj)
residents (n)
5 Students could do this individually or in pairs.
1 staircase (the others are all things found in the street)
2 pedestrian (the others are places where people walk)
3 vehicle (the others are all names for underground train systems
around the world, i.e. underground = UK, metro = Paris,
subway = USA)
4 passenger (the others all describe people who live in a place)
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6a Ensure students do this individually in order to practise the
vocabulary from Exercise 5. You could ask students to read
out their answers so they can practise the pronunciation too.
1 residents 2 vehicle(s) 3 overcrowded 4 network 5 passenger
6 public transport
6b You could expand this discussion by asking students to
consider potential solutions for traffic problems where
they live. Remind them to use conditional structures.
Student’s Resource Book > Language development and Vocabulary
pp. 102–103
MyEnglishLab > 10b Language development and Vocabulary
Speaking p. 161
Lesson objective: to improve accuracy in speaking
Warm-up
Write family on the board in a circle. Divide students into
pairs and give them give three minutes to brainstorm as
much vocabulary connected to family as they can. Add their
ideas to the board.
1 Give students some time to discuss the questions, making
sure they know the meaning of the words in bold first.
2a Get students to match the headings and descriptors.
so
1 Lexical resource 2 Fluency and cohesion 3 Pronunciation
4 Grammatical range and accuracy
2b–2c Divide students into pairs and assign A and B roles.
After the recording, ask students to discuss their assessment.
ar
If you think your students would benefit from further
practice, swap the A/B roles and repeat the exercise.
Fluency and cohesion – Mariana speaks slowly but at length. Some
hesitation, self-correction and repetition reduce fluency but you
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can understand her. She links ideas but repeats also a lot. On the
other hand is not the best choice (However would be better).
Lexical resource – Mariana has a good enough vocabulary to
answer the question and paraphrases when she doesn’t know a
word (independent) but she missed the opportunity to use more
(e.g. have a fight, bills, fall out with your friend, does my laundry).
Grammatical range and accuracy – Mariana uses simple sentences
correctly but her sentences are often short and not complex. She
could have used the second conditional at the end (e.g. If I moved
away from my family, my mum wouldn’t be able to wash my clothes.)
Pronunciation – Mariana’s pronunciation is generally clear.
Extra!
Play the recording again and ask students to read the audio
script on page 216 as they listen. Ask if reading the script
has made them want to change their assessment and why.
3 Before doing the test practice, refer students to the Test
Strategies on page 172. Divide the students into groups of
four and explain the task. Remind students to record and
time themselves, or to make notes to refer to later.
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Teacher’s notes Module 10
4a–b Play the recordings again if necessary.
4c If possible, ask students to record their second attempt
and encourage them to listen to both performances again
to identify if they have made any improvement.
Student’s Resource Book > Speaking p. 104
MyEnglishLab > 10b Speaking A, B and C
Reading pp. 162–163
Lesson objective: to identify information not given in a
text
Warm-up
Ask students to do a mingling activity. Get them to write
down three qualities that they think are vital in a good
friend. Students should then walk around the classroom for
a few minutes sharing their list with as many other students
as possible. Tell them to make a note of who agrees with
them and who disagrees. Afterwards, you can put the
results on the board and discuss them.
Extra!
n
As students have collected some data from their mingling
activity, they could make it into some visual information
such as a pie chart or table similar to that found in Writing
Task 1. You could then ask them to write a short summary
of the information in the diagram.
1 Divide students into groups to discuss the questions.
2 Ask students to read the Test Strategies on page 170.
After the task, make sure you go over the answers
thoroughly, showing students where the True, False,
Not given answers are in the passage, and why they are
correct.
1 A vi 2 B v 3 C ii 4 D viii 5 E iii 6 F ix 7 G vii
8 True (A close friend puts your happiness first)
9 Not given
10 False (This was not true when the participant believed a stranger
would get a shock)
11 True (as well as make us more able to fight disease)
12 Not given
13 True (early teenage friendships are almost always broken apart
by dissimilarity)
3 You could do this with the whole class and provide
students with some guidance.
Expert IELTS
In the Reading Paper, students don’t need to do the
questions in order. If there is a particular question type that
they find easier or more difficult, they may want to do these
questions first or leave them until the end.
MyEnglishLab > 10b Reading A and B
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 Teacher’s notes Module 10
Writing pp. 164–165
Lesson objective: to practise describing a map for
Writing Task 1
Warm-up
Divide students into pairs and tell them to think about what
their town will be like in 20, 50 and 100 years’ time. Get
them to make notes on their ideas, and then join another
pair of students to share their ideas. As feedback, ask each
group to say which one idea they think is most likely for
each time period.
1 You could do this as a whole class discussion, writing
students’ ideas on the board. You could also ask students
to talk about changes they may have heard their parents
or grandparents describe.
2 Elicit the answer from the class. For a model of this type
of task, refer students to the Expert Writing section on
page 201.
You have to compare the same town in two different time periods
and say what the key changes are.
3a–b Get students to read the Test Strategies on page 171.
Then give them five minutes to plan their writing.
4 Get students to do this exercise individually before
so
checking their ideas in pairs. Point out that students could
probably use all of the words.
5a Get students to do this individually before feeding back as
a class.
1 There is no overview statement in this paragraph as it provides
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detailed information. The focus on the restaurant as a key feature
is OK. Some information is less relevant (e.g. customers enjoying
the view, restaurant available for residents and there is no mention
of the café in 1990).
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2 The paragraph starts with a topic sentence and then gives detailed
information. There are examples of connectors (one, but, as, it).
3 The writer uses a variety of verbs accurately and with correct
spelling.
4 The writer makes regular errors with the passive form, although
there are some accurate complex sentences (e.g. where one of the ...).
5b Students should do this individually before checking with a
partner.
One difference is the restaurant. In 1990 there was no restaurant
in the area but since that time one has been built. It is located
near the water where one of the factories was knocked down.
Tables and chairs have been placed outside for customers to
sit on and enjoy the view while they eat their food. As several
apartment blocks have been built near the restaurant, the
restaurant is available for the residents.
5c This exercise will probably work better if students
have (or bring in) examples of their writing which have
been corrected. Give them some time to look over the
corrections and identify patterns and/ or typical errors.
They could do this with a partner.
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6 Ensure students do this exercise under test conditions (i.e.
with no dictionaries or conferring).
Model answer
The diagram illustrates the ways in which the town of Wilden has
changed since 1990. We can see that in 1990, the area consisted
mostly of factories but today it is more residential with houses
and flats.
In 1990, there were four factories and a café in the waterfront area
to the north of the river and south of the main road. These were
removed and replaced with the blocks of flats and the restaurant that
are there today. While there was a café to the east of the factories,
there is now a restaurant to the west of the apartment buildings.
North of the road, the park that existed in 1990 has been moved
west. It has also been extended and now includes a mini golf
course and trees. The transport depot to the west of this area was
knocked down. Two of the houses to the north of the old park
were also removed and a community centre was placed there.
7a Give students sufficient time for the analysis. Monitor in
order to check that students do it thoroughly.
7b This exercise could be done for homework.
Student’s Resource Book > Writing p. 105
n
Review p. 166
The Review section revises vocabulary and grammar from the
Module. It covers crime vocabulary, quantifiers and the second
conditional. You may want students to do this as a timed test
(suggested time 30 minutes) or for homework.
1 1 majority 2 investigate 3 catch 4 considerable 5 provides
6 thief 7 access 8 evidence 9 victim 10 robbed
11 punished 12 committing
2a 1 plenty of 2 a few 3 some 4 number 5 too many 6 some
7 many 8 too many 9 isn’t enough 10 a lot of 11 too few
12 enough time
3a 1 If I were the mayor of my city, I’d introduce a better
transport system.
2 People would communicate less if they didn’t have social
media.
3 I would you go to Australia if I could go anywhere in the
world.
4 If I had more time, I’d learn how to make my own clothes.
5 If I could do any job, I’d train to be a film director.
6 I think most people would learn a second language if they
had the chance.
4 1 inhabitants 2 network 3 laid out 4 residents
5 architecture 6 blocks 7 metro 8 passengers 9 crossroads
10 roundabouts 11 pavements 12 paths
MyEnglishLab > Module Test 10
MyEnglishLab > Review Test 5
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 Expert speaking
This section helps students improve their performance in each part of the Speaking Paper.
Test 1 (Part 1)
Warm-up
Divide students into pairs and give them two minutes to
discuss how many parts there are in the Speaking Paper and
what each part is about (Part 1 is an interview, Part 2 is a
long turn and Part 3 is a discussion).
1a Tell students that they are going to practise Part 1 of the
IELTS Speaking test. Students could do this in the same
pairs as the warm-up.
1b Ask students to listen and check their answers.
1 There’s no fixed number.
2 Try to answer the question and say two or three more sentences.
3 No, just answer the question in one or two sentences.
4 Ask the examiner to repeat it, or say that you don’t understand.
5 You can practise answering typical questions that might be asked,
but don’t try and memorise answers.
6 For a number of reasons. Don’t worry, it’s not a bad sign.
so
7 Yes, you should try and perform as well as you can in all three parts.
2a Make students aware that they need to predict what they
think the sentences or phrases are about. You might want
to model this activity with the first sentence.
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1 C 2 DR 3 C 4 C 5 DR
2b Students listen individually before checking in pairs.
1 spent time with 2 take responsibility for 3 green areas
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4 getting together 5 detest
3 Ask students to discuss in pairs what they thought of
Nazli’s performance before they listen to the examiner.
Then students discuss the examiner’s answers.
1 There’s no ‘right’ speed. Although Nazli pauses before speaking,
she’s generally able to keep going, so she’s around a Band 5 or 6.
2 She got one question wrong, but that doesn’t affect her grade
directly. She might have produced better language if she had
answered the question that was asked.
3 She’s able to expand her ideas.
4 If she had answered the questions more exactly, she possibly
would have produced a better range.
4 Students can do this exercise in pairs.
1 Answer 1 2 Answer 2
3 Both techniques are good ways of gaining time before answering.
5 Students can do this in pairs.
1 B 2 C 3 C, D 4 B, D 5 D 6 A, D 7 A
6 Students could do this in groups of three or four.
1 F 2 A 3 D 4 B 5 E 6/7 C
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Test 1 (Part 2)
Warm-up
Ask students to brainstorm the topics they have seen in
Part 2 of the Speaking Paper. Collate student’s ideas on
the board, and ask which topics would be easiest, or most
difficult to talk about.
1 Ask students to think of questions in pairs and note them
down before listening. If students don’t have many ideas,
elicit some questions they could ask (e.g. How long do I
need to speak for?). Then get students to listen and check.
2a Students can do this in pairs.
1 a book
2 A – What you borrowed
B – who you borrowed it from
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C – explain why you borrowed it
D – how you used the object
2b After watching, get students to make notes for one
minute. Then, they can show a partner their notes and
discuss what their notes mean.
3 Students tick the phrases.
If I had to choose one thing, I’d select a book. / I borrowed it
because … / Sometimes I prefer to borrow, than buy, because /
By the way, it’s …
4 Ask students to discuss what they think of Nazli’s
performance. Then ask them to listen and note down the
examiner’s response.
1 Nazli uses the full minute to prepare her answer.
2 She introduces each point in a logical way and uses a few
organisational phrases, such as also, by the way and because.
5 Students complete the exercise individually and then
compare answers in pairs. It would be useful at this point
to discuss the job of each connector or phrase (e.g. so
that = to give a reason).
1 this book 2 sorry I don’t mean 3 so that 4 did I mention that
5 As a result of borrowing this book 6 that way
6a Students could discuss this in pairs and work together to
improve each other’s notes.
6b Ask students to include the elements in Exercise 6a in
their notes and improve them.
A – comedy – starred my favourite action hero
B – a friend lent it
C – often rent / share – cheaper than buying
D – got together + bunch of friends + snacks + caught up on the
gossip
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 Teacher’s notes Expert speaking
7 If students cannot record themselves, ask the listener to
tick any things from Exercise 6a they hear. Ensure students
speak for two minutes. Ask them how many things from
Exercise 6a they used.
Test 1 (Part 3)
Warm-up
Write on the board issues such as Environment, Crime,
Education, Animal welfare, etc. Divide students into pairs or
small groups to discuss what they think about each issue.
1 Students can do this briefly in pairs.
1 No – this is covered in Part 1 2 No – this is covered in Part 2
3–4 Yes – this is when you show the examiner that you are able to
argue, giving examples and reasons to support your ideas.
2–3 Students can discuss the questions in the same pairs. Tell
them if they are unsure of the answers, to try and guess. Ask
students to listen and note down the examiner’s answers.
1 No – but the questions that are asked are more flexible.
2 In Part 3 you could be challenged about the things you say. For
example, you might be asked to give reasons for your opinions
3 You should expect some more difficult questions in this section,
and prepare to answer them, even if you’ve never thought about
so
this topic before.
4 Tell the examiner and do your best with the next question.
4 Make sure students read the questions before they listen.
Students then listen and complete the task individually and
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compare their answers with a partner.
1 It’s better economically.
2 People may keep things that don’t belong to them.
3 Sharing will increase.
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4 libraries and government buildings
5 It’s important to provide spaces for young people.
6 You have better access to certain services when the government
owns them.
5 Ask students to read the list and check any unfamiliar
vocabulary. Then ask students to discuss what Nazli needs
to improve. Students then listen to the feedback.
The examiner suggests that Nazli should answer all the questions.
Although she uses complex sentences, there are many minor errors.
6a Students can do this activity individually.
1B 2A 3E 4D 5C
6b Ask students to choose one of the sentences where they
agree with the opinion, and explain their ideas.
7 Students should try to answer the questions as fully as
possible. Student B may ask other questions to prompt
Student A. However, Student A should give full answers.
Students could record their discussions so they can listen
later and think of ways to improve.
8 Students could make a list of three tips they would give
generally, or you might want to ask students to make a
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list of specific tips for their partner and explain why they
think these tips will help their performance.
General tips include reading more about news topics, or watching
videos on the internet. This will help improve students’ awareness
of current issues, and how words fit together in English.
Test 2 (Part 1)
Warm-up
Ask students to brainstorm the types of questions that
might appear in Part 1 of the Speaking Paper (e.g. What is
your home town like?). Remind students that questions in
Part 1 are usually about personal experiences. Students
mingle and ask and answer these questions.
1a Students briefly discuss this in pairs.
The examiner will listen for fluency and coherence, lexical resource,
grammar range and accuracy and pronunciation.
1b Clarify any unknown vocabulary.
1 neighbours 2 pleasure 3 advantages 4 sort 5 fewer 6 move
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2a Students do this individually, before checking in pairs.
2, 5, 3, 1, 6, 4
2b Ask students to read the questions carefully and check
they understand them before they listen again.
2c Again, students should do this individually before checking
answers with a partner. Highlight that these words help
link the ideas and give the speaking some cohesion.
1 Well / honest / but / so 2 but / for example
3 hard question / previously
2d–3 Students listen to the examiner and note the comments.
2d 1 Marine’s fluency was good with little hesitation and few
pauses. She used phrases to organise and link her ideas such
as well, so and for example. Her lexical resource was sufficient
to answer the questions although some words were incorrect.
2 Her grammar accuracy was generally good and she used
some complex sentences. She mispronounced some sounds,
but the examiner could understand her.
3 Like I previously said – example of a phrase that organises
Marina’s ideas. Unfortunately – example of language that
shows Marina’s attitude to something / an example of
something she mispronounced (wrong stress). Retake the book –
incorrect language, but understandable. Huge – an example
of incorrect pronunciation. Note that Marine answering the
question incorrectly did not impact on her score – it is a
speaking test, not a listening test.
4a–b Give students plenty of time to work individually on
their answer. Then, they can compare answers in pairs.
I live in a big building in Paris, which is a big city, so people there
are really stressed (because of this) and they are always busy.
Unfortunately, I don’t really know my neighbours although/
Having said that I have one neighbour on my floor that I know.
I invite her to come to my shows and stuff, and she‘s really nice.
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5a You could ask students to record their answers, then play
it back and analyse it after the listener’s feedback.
5b You could use this question as the basis for a class discussion.
Test 2 (Part 2)
Warm-up
Ask students to think of an object that is important to
them. They should explain why to their partner.
1a Students discuss this in pairs and justify their choices.
The examiner will listen for all of these things, except pronunciation
of sounds and word stress.
1b Students should do this individually.
2 Ask students to discuss how Marine’s note-taking
compares with their own.
Marine notes down words next to each question word on the
IELTS task card which probably helps her to organise her ideas
clearly when speaking.
3a Get students to read the instructions and the questions.
Check they understand the questions. Once they have
listened, ask them to compare answers with a partner.
3b Students do this individually, before checking in pairs.
so
1 link, close 2 separation, childhood 3 reflects
3c Ensure students read the questions before listening. Students
should check their answers in pairs and also compare their
answers in Exercise 3a with the examiner’s comments.
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1 Marine’s vocabulary is sufficient to express her ideas and she
uses some higher-level words. Some vocabulary is less successful,
but the examiner understood what she meant. Marine was fluent,
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and she used connectors naturally.
2 Her grammatical accuracy was good and she used some
complex structures. Her pronunciation of sounds, word stress and
use of intonation were good.
3 protection – example of higher-level language; He’s the first
person ... – example of inappropriate vocabulary, but a clear meaning;
so – example of linking ideas; We had some hard times ... –
example of a complex clause; hat – example of mispronunciation
4a–b You could either get students to work alone and then
check in pairs, or get students to work in pairs and check
in groups of four.
Suggested answers
I’m really near here and it’s something happy: We’re sitting very
close together and it makes me feel happy when I look at it. There
is an atmosphere in this picture: This picture shows a really positive
time. every time: all the time It’s a kind of protection between my
brother and I: It shows how protective we are of each other.
beautiful: strong, He’s the first person I want to announce my joys:
He’s the first person I want to tell when something good happens.
5a–b If possible, students should record their answers and
then analyse their performance together. If this is not
possible, ensure the listener takes notes.
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Teacher’s notes Expert speaking
Test 2 (Part 3)
Warm-up
Ask students to brainstorm the kinds of questions that the
examiner might ask in Speaking Part 3 (these are connected
to the Part 2 subject). For example, Are teenagers too
concerned with their image? Then get students to discuss
these questions in pairs.
1a Students can discuss this in pairs.
The examiner will listen to Marine’s use of tenses and structures
– both simple and more complex – and listen to the range and
accuracy of these. She will listen to Marine’s pronunciation.
1b Do this exercise in small groups to facilitate more ideas,
and then get feedback as a class. Students should note
down the words.
2 Students should do this individually. Ask them to underline
any words from their lists that they hear. Then, ask them
to compare their answers with a partner or in groups.
3a Students should underline examples and then discuss how
this language helps Marine achieve a score of Band 6.
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where you would probably have (relative clause and second
conditional); it could be the case (modal verb for speculation);
unless you’re a murderer ... which will probably make you famous (first
conditional and a relative clause)
This shows that Marine can form more complex structures.
3b Students can do this exercise in small groups.
There are lots of advantages and disadvantages to putting too
many pictures on social media. Her problem here is with using
singular and plural nouns or verbs.
3c Get students to mark the word stress.
1 photographs 2 photographer 3 selfies 4 addictive
5 intention 6 interesting
Marine pronounces the following incorrectly: photographs,
photographer, addictive, interesting.
4a–b Students should discuss Marine’s grammar range and
accuracy and pronunciation in pairs. Then ask students to
note down what the examiner says.
Marine’s grammar accuracy was good, although she had some
problems with countable/uncountable nouns. She used complex
structures and generally pronounced sounds correctly, but she
stressed some words wrongly. This did not affect communication.
Her intonation was good. She was fluent and organised her ideas.
Her vocabulary was sufficient, although she used one incorrect word.
5a–b Students could do these exercises in groups of three.
This will mean that one person asks and listens, one
person answers, and the third person assesses. Ensure
everyone gets a turn to answer.
5c Ask students to discuss this in the same pairs/groups,
before checking as a class.
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 Overview of photocopiable activities
Page Title Activity type Aim, Test link
115 1A Word to sentence Card game Collocations, phrasal verbs and words with more than one meaning
116 1B Talk about … Board game: taking it in turns to talk about Expanding answers when speaking
a topic Speaking Part 1
117 1C Describing data Analysing sentences and describing data Describing data
Writing Task 1
118 2A Bingo! Gap-fill activity (bingo game) Relative pronouns
119 2B Find the words Word guessing game (information gap) Adjectives describing experiences
Paraphrasing as a speaking strategy
120 2C When have you felt …? Talking individually for a minute on a topic Talking about feelings and situations
Preparing for a long turn
Speaking Part 2
121 3A Error correction Correcting word formation errors in Error correction in written language
sentences Writing Tasks 1 and 2
122 3B Priorities Ranking activity Education vocabulary, comparatives and superlatives
Speaking Part 2
123 3C Verb patterns Card matching game and making sentences Verb patterns (-ing and infinitives)
124 4A Collocation race Matching task Matching adjectives and verbs with a noun to make collocations
125 4B Futurist predictions Making predictions Talking about future probability
Speaking Part 3
126 4C Speaking fluently Speaking about a topic for 1–2 minutes Building fluency

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Speaking Part 2
127 5A Pelmanism Pelmanism game: matching prepositions, Verbs + prepositions
verbs and pronouns with gapped sentences Grammar to connect ideas and relative pronouns
so
128 5B Q & A Sentence sorting and speaking interview Answering IELTS Part 3 Speaking questions
Culture and entertainment vocabulary
Speaking Part 3
129 5C Test tips 1 Matching sentence halves Reference words and synonyms for text cohesion
Revise useful reading paper tips
Reading Sections 1, 2 and 3
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130 6A The natural world quiz An environment quiz (gap fill) Environment vocabulary
131 6B Find someone who … Mingling activity to find students who have The present perfect
done the things in the table Speaking Part 1
132 6C Expanding headlines Expanding newspaper headlines into full Expanding sentences using auxiliary verbs and articles
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sentences Present perfect and articles

Writing Tasks 1 and 2
133 7A The fact is … Sentence completion task Zero and first conditionals
134 7B Test tips 2 Gap fill and matching sentences Zero and first conditionals
Revise Speaking Paper tips
Speaking Parts 1, 2 and 3
135 7C Taboo Word guessing game Paraphrasing as a speaking strategy
136 8A Ordering sentences Ordering sentences in a process The passive voice
Using sequencers
Writing Task 1
137 8B Synonym race Matching task Revise synonyms from modules 8a and 8b
138 8C Test tips 3 Gapped sentences Revise useful writing test tips
Writing Tasks 1 and 2
139 9A Test tips 4 Word choice task Modals of obligation
Revise useful listening test tips
Listening Sections 1, 2, 3 and 4
140 9B Active to passive Sentence transformation Transforming sentences from active to passive voice
141 9C Describing people Brainstorming synonyms, categorising Adjectives describing people
adjectives and speaking about a topic Speaking on a topic for 1–2 minutes
Speaking Part 2
142 10A Word associations Word association card game Crime vocabulary
143 10B Quantifiers Sorting activity and sentence writing Practise using quantifiers
144 10C If I could … Completing sentences and guessing game Second conditional for hypothetical situations

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 Teacher’s notes Photocopiable activities

Teacher’s notes for Photocopiable activities

Classroom dynamics
1A Word to sentence
Groups of 3 or 4
Aim Time taken
To practise using collocations, phrasal verbs and words with 30 minutes
more than one meaning
When to use
Activity type
After 1a, Language development, Exercise 5c, Page 13
Card game
Preparation
Classroom dynamics
Make one copy of the activity sheet for each group. You will
Groups of 3 or 4 also need some dice (one for each group) and some counters.
Time taken Alternatively, students could use a dice app on their phones
and coins as counters.
25–30 minutes
Procedure
When to use
1 Divide the class into groups of three or four and give each
After 1a, Vocabulary, Exercise 4, page 10 group a copy of the board game.
Preparation 2 Demonstrate the activity: throw the dice and move your
counter. Talk for a minimum of 20 seconds about the

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Make one copy of the activity for each group. Cut into 24 topic on your square.
cards for each group.
3 Tell students if they land on a ‘free question’ square,
Procedure another student in the group can ask them a question.
so
Remind students that they can use the phrases from the
1 Divide the class into groups of three or four.
Speaking lesson on page 11 of their Coursebook. To
2 Give each group a complete set of cards. Place the cards extend their answers, they should give reasons and/or
face down so that they can’t see the words. examples.
3 Students take it in turns to pick up a card and make a 4 Ask one student in each group to keep time.
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sentence with the word/phrase. The rest of the group
5 After the activity, get feedback from students about how
should decide whether the sentence is grammatically
well they managed talking for 20 seconds.
correct. If the sentence is correct, the student can keep
the card. If the sentence isn’t correct and another student
can correct it, the second student keeps the card, if not,
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nobody keeps the card. The winner is the person with 1C Describing data
the most cards at the end. Encourage students to make
meaningful sentences that show they know the meaning of Aim
the word/phrase.
To practise describing data
4 Monitor groups and offer help if necessary.
5 When the activity has finished, ask individual students to Test link
say some of their sentences. Writing Task 1: Describe a table
Activity type
1B Talk about … Critically analysing sentences and writing new sentences
describing the data provided
Aim Classroom dynamics
To practise expanding answers when speaking Groups of 3 or 4, then the whole class
Test link Time taken
Speaking Part 1: Introduction and interview 30 minutes
Activity type When to use
Board game: taking it in turns to talk about a topic After 1b, Writing, Exercise 8, Page 21
Preparation
Make one copy of the activity sheet for each student.

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 Teacher’s notes Photocopiable activities
Procedure
1 Give each student a copy of the activity sheet and
explain that the information and table is like one they are
likely to find in Writing Task 1. Ask students to read the
information in the table. Ask questions to check their
understanding: What does ‘cinema attendance’ mean?
(going to the cinema); What age group are the people
who were surveyed? (adults 18+ years); Who attended the
cinema the most? (adults in Country B in 2006).
3 Tell students that sentences 1–6 describe the data. Ask
them to read the sentences and to say what is wrong
with them and how they could be improved (they’re too
mechanical and there is no attempt to compare the data).
4 Divide the class into groups of 3 or 4.
5 Ask students to focus on the prompts. Students should
work together to decide which sentences (1–6) the
prompts can be used with. Check the answers with the
class.
6 Together in their groups, students should then re-write
the sentences using the prompts.
7 When the groups have finished, elicit some sentences
and write them on the board. Note that some answers
may vary. As a class, discuss what is good about the new
sentences and if they could be improved at all. Remind
students that in the actual test, they do not need to
describe every bit of data – only the most relevant points.
so
8 Ask students what an overview of the data might sound
like, e.g. Cinema attendance has gone down in two of the
countries but has gone up in one. Elicit or reaffirm the
importance of including an overview. Ask each group to
write an overview.
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10 Elicit the overviews and write them on the board.
1 A 2C 3B 4D 5F 6E
Suggested answers
1 At 32%, almost a third of adults went to the cinema in Country A
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in 2006.
2 This percentage fell to just under half in 2016.
3 In 2006, in Country B, cinema attendance accounted for almost
half of all adults, at 48%.
4 In 2016, it fell slightly to 40%.
5 In 2006, a quarter of the adult population went to the cinema in
Country C.
6 The percentage rose by 10%, to 35%, in 2016.
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2A Bingo!
Aim
To practise relative pronouns
Activity type
A gap-fill activity in the form of a bingo game
Classroom dynamics
Whole class
Time taken
15 minutes
When to use
After 2a, Language development, Exercise 4c, Page 29
Preparation
Make enough copies of the activity sheet so that each student
has one bingo card. Cut the cards up.
Procedure
1 Explain to students that they are going to be playing a
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game of bingo. Hand out a bingo card to each student.
Make sure that students sitting next to each other don’t
have the same card.
2 Give students a couple of minutes to read through their
gapped sentences on their own and predict the answer.
3 Explain that you will read out words (relative pronouns)
that can be used in the gaps. As they listen they should
complete the gap with the relative pronoun you’ve called
out, but only if it fits. Tell students that the first person to
complete all their sentences must shout ‘Bingo!’ to win.
4 Start calling out the relative pronouns (where/who/which/
when). Allow a few seconds between each pronoun to
give students time to read through their sentences as they
may need to complete more than one sentence with each
word.
5 Check the winning students’ cards (there may be more
than one winner).
I find it irritating when my classmates talk very loudly.
Students who daydream spend a lot of time looking out of
windows.
Places where there are a lot of people can be frightening for some
people.
Activities which cause stress should be avoided.
I like people who listen to me when I’m talking.
There are at least twenty things which I’d like to do before I get old.
Is that the place where I need to go?
There was a time when having professional qualifications was more
important than being creative.
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2B Find the words
Aims
To practise adjectives describing experiences from Module 2a;
To practise paraphrasing as a speaking communication strategy
Test link
Speaking (all parts)
Activity type
A word guessing game (information gap)
Classroom dynamics
Pairs
Time taken
15 or 25 minutes
When to use
After 2a, Language development, Exercise 4c, Page 29
Preparation
Make one copy of the activity sheet for every two pairs.
Cut the activity sheet into two sets of four word cards.
Alternatively, for a shorter activity (10–15 minutes), prepare
only two cards for each pair of students.
so
Procedure
1 Explain to students that sometimes in the Speaking test
they might come across an unknown word or forget a
word. Pausing to try to recall a word can affect fluency,
ar
so learning how to paraphrase is a good strategy to
have. Explain to students that in this activity students will
need to describe an adjective for their partner to guess
the word. They can use synonyms or examples but they
should not say the word on the card.
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2 Divide the class into pairs. Give each pair one set of cards
face down.
3 Ask students to take it in turns to pick up a card with
a word list on. Tell them that all the words on the card
are adjectives. Students should not show their list to
their partner. Tell them to help their partner guess the
adjectives in the list. To do this, students need to convey
the meaning of the adjectives in the list but they should
not use the adjectives themselves. Their partner has to
try to guess the adjective. Remind them that they can use
relative clauses for this, e.g. This is when you are scared.
(afraid). If their partner can’t guess the word, move onto
the next one. Pairs should take turns until all the adjectives
on their cards have been guessed. When they have
finished, they can pick up another card.
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Teacher’s notes Photocopiable activities
2C When have you felt …?
Aims
To practise talking about feelings and situations; To practice
preparing for a long turn; To practise talking for an extended
period of time
Test link
Speaking Part 2
Activity type
Talking individually for a minute on a given topic
Classroom dynamics
Groups of 4
Time taken
30 or 15 minutes
When to use
After 2b, Speaking, Exercise 5b, Page 33
Preparation
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Make one copy of the activity sheet for each group. Cut into
16 cards. Alternatively, for a shorter activity (15 minutes), use
only eight cards.
Procedure
1 Divide the class into groups of four. Place the cards face
down on the students’ table so that students can’t see
what is written on the cards.
2 Explain to students that they are going to do a speaking
activity to practise Speaking Part 2. They should each pick
up a card from the pile. Each card contains an adjective
describing feelings. They will have 30 seconds to prepare
a one-minute talk about a situation in which they have
felt the feeling on their card. Ask them to think about the
situation: what it was, when and where it happened and
how they felt. Encourage them to make notes as they’re
preparing.
3 Ask students to take it in turns to talk for a minute. The
other students should time them. If they manage to talk
for a minute about the feeling on their card, they keep the
card. The object is to collect as many cards as possible.
4 Allow students to continue until all the cards are used up,
or for as long as time permits.
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 Teacher’s notes Photocopiable activities

3A Error correction 3B Priorities

Aim Aim
To practise error correction in written language To practise education vocabulary, comparatives and
superlatives
Activity type
Correcting word formation errors in sentences
Test link
Speaking Part 2
Classroom dynamics
Groups of 3
Activity type
Ranking activity
Time taken
15 minutes
Classroom dynamics
Individually then pairs
When to use
After 3a, Vocabulary, Exercise 4b, Page 42
Time taken
15–20 minutes
Preparation
Make one copy of the activity for each group. Cut up into
When to use
strips (each sentence is one strip). After 3a, Language development, Exercise 4b, Page 45
Procedure Preparation
1 Divide the class into groups of three. Give each group a Make one copy of the activity for each student.

complete set of sentence strips, placing them face down
so that students can’t see what is written on them.
2 Explain that each strip has a sentence with a word
so
formation error on it. They need to find and correct it.
3 Ask students to appoint a member of the group to keep
score. They take it in turns to pick up a strip and read out
the sentence on it. If they can spot the error, they get one
point. If they can correct it, they get another point. Each
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sentence is worth two points. The others in the group
have to agree on the correction for the student to get the
points. Demonstrate with a sentence on the board: The
decide was not an easy one to take. (The decision was not
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Procedure
1 Tell students they are going to rank a list of reasons for
going to (secondary) school. Elicit some reasons from the
students and write them on the board.
2 Give a copy of the activity to each student. Give students
a minute to read the reasons to see if any of the ones
they came up with are there.
3 Ask them to work alone. They should choose the 10 most
important reasons for going to school and assess them on
a scale from 1 to 10, where 1 is the most important and
10 the least important. Allow about 5 minutes for this.

an easy one to take.) 4 When they have finished, ask students to work in pairs
I need a 6 in IELTS but I’m not sure that’s achievable. to compare their opinions and then come up with
The most annoying thing about schools is all the tests.
a combined pair ranking, from the most important
(1) to the least important (10). Remind them to use
I’ve tried to organize the new vocabulary in alphabetical order
comparatives and superlatives for this. Give them some
but it doesn’t help.
examples, e.g. Learning to read and write is more important
My mark in my last assignment was very disappointing. than having a good time. Getting a qualification isn’t as
I’m very careful when I write. I always check what I’ve written at important as learning about history.
the end.
5 Give students ten minutes to complete their rankings in
Jemima has always been a very creative person. pairs then get feedback from the different pairs about
I found the lecture very informative. the five most important reasons that they agreed on.
Stressing too much about exams can be harmful. Encourage discussion about the most important reasons.
Educational research has shown that practice really does make If time allows, you could try to get a class consensus on
perfect. the five most important reasons for going to school.
After careful consideration I’ve decided not to take the exam at
this stage.
Traditional methods of teaching are often found to be boring by
students.
Stress has been found to have a direct effect on the academic
success of students.
We had a very interesting conversation about the aims of education.
What’s the difference between a test and an exam?
Some people value popularity more than honesty.

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 Teacher’s notes Photocopiable activities

3C Verb patterns 4A Collocation race

Aim Aim
To practise verb patterns (-ing and infinitives) To match adjectives and verbs with a noun to make
collocations
Activity type
Card matching game and making sentences
Activity type
Matching task
Classroom dynamics
Groups of 3 or 4
Classroom dynamics
Pairs, then groups of 4
Time taken
20–25 minutes
Time taken
15–20 minutes
When to use
After 3b, Language development and vocabulary, Exercise 4b,
When to use
Page 48 After 4a, Vocabulary, Exercise 4c, Page 58. The collocations
are taken from Modules 1–4.
Preparation
Make one copy of the activity sheet for each group. Cut up
Preparation
the word cards so that there are two piles of cards for each Make one copy of the activity for each pair.
group; one white and one grey.
Procedure

Procedure
1 Give each group one set of grey cards and one set of
white cards. Deal out two white cards to each player and
so
place the remaining cards face down on the table. Do the
same with the grey cards.
2 Tell students that they need to combine two words to
make a sentence.
3 Hold up a set of white cards and explain to students that
ar
the words on these cards are followed either by the -ing
form or the infinitive (with or without to) and that in some
cases, both are possible. Then hold up a set of B cards
(grey) and explain that they are a set of verbs.
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n
1 Divide students into pairs. Give one activity sheet to each
pair.
2 Tell them that they are going to race other pairs to
form as many collocations as they can in five minutes by
matching a verb or adjective with a noun. Tell students
that some adjectives/verbs may collocate with more
than one noun. One student should write down the
collocations on the sheet.
3 Start the race and time them. When five minutes is up, ask
each pair to join another pair. They should compare their lists
and agree on a new, definite list. Ask them to try to form 16
collocations. Give them another five minutes for this.

4 Explain that to play the game, they will need to make a 4 Ask a student from each group to read out their
sentence using the word on the white card and a verb collocations for the rest of the class to agree that they are
on the grey card, e.g. ask (somebody) + watch: I asked my correct. Ask each group to choose five collocations to put
students to watch films in English. The sentences can be into sentences. They can read out their sentences when
either positive or negative and they can be in any tense. they have finished.
5 Students take turns to make a sentence. They should
medical treatment/research/development/information
place the cards on the table in front of them as they do
similar characteristics/appearance
so. Other players in the group accept or challenge the
make an impact
sentence. If the group accepts the sentence, the student
keeps the cards. significant achievement/opportunities/research/information/
development
6 Monitor students’ use of the structures.
common theme/characteristics
7 If students can’t make a sentence, they can use their
traditional methods
turn to change one of their cards by taking one from the
equal opportunities
corresponding pile. The card they put down goes to the
bottom. After making a sentence, they pick up two more, conduct research
one from each pile. achieve a goal
negative effect
8 The student with the most pairs wins.
carry out an investigation/research
physical appearance
share information/a goal
become aware
social media
technological development

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 Teacher’s notes Photocopiable activities
4B Futurist predictions
Aim
To practise talking about future probability
Activity type
Making predictions
Classroom dynamics
Pairs
Time taken
20–25 minutes
When to use
After 4a, Language development, Exercise 5c, Page 61
Preparation
Make one copy of the activity sheet for each group.
Procedure
1 Explain that a futurist is a person who makes predictions
about the future based on current trends.
2 Divide students into groups of three or four and give an
activity sheet to each group.
3
so
Ask students to choose two areas of speciality (e.g. travel
and fashion). Their job will be to make three predictions
about those areas. Ask them to predict the kind of
developments they think will definitely/probably/possibly
happen a hundred years from now based on the current
trends in those areas.
ar
4 Write on the board the language students can use when
they’re completely sure, quite sure and not sure about a
prediction (see Exercise 1b, page 61, in the Coursebook).
Give an example: I think a hundred years from now it might
Pe
be possible for everyone to travel to other planets.
5 Ask students to present their predictions to the
class. Encourage the class to ask questions after the
presentations or if clarifications are needed.
6 When all the presentations have been made, encourage
a class discussion about the predictions students think are
the most likely to happen.
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4C Speaking fluently
Aim
To practise speaking on a given topic for 1–2 minutes and to
focus on building fluency
Test link
Speaking Part 2
Activity type
Speaking about a topic
Classroom dynamics
Pairs
Time taken
15–20 minutes
When to use
After 4b, Speaking, Exercise 4, Page 65
Preparation
Make one copy of the activity sheet for each pair and cut it
n
into three sections as indicated.
Procedure
1 Explain to students that they are going to take turns at
being candidates and speaking examiners.
2 Divide the students into pairs. Give each pair a prompt
card to share and each student a checklist. Explain that
they will each get a turn to talk for 1–2 minutes on the
topic on the prompt card. Go through the checklist with
the class.
3 Give students one minute to prepare their talk. Encourage
them to make notes.
4 In their pairs, students take it in turns to be the candidate
and speak for 1–2 minutes on the topic on the card. As
their partner is speaking, the ‘examiner’ should time them
and listen in order to complete the ‘First turn’ column of
the checklist. They should stop their partner when two
minutes is up and give feedback based on the checklist.
5 Students swap roles.
6 When they’ve both had a turn, give students time to look
through the checklist their partner has completed for
them. They should then repeat the process (steps 3–4)
trying to incorporate the feedback their partner has given
them. As they speak, their partner should now complete
the ‘Second turn’ column of the checklist and repeat their
feedback.
7 After the activity has finished, get feedback from the class.
Was their second turn better? Was the feedback they
received helpful? What can they improve on?
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 Teacher’s notes Photocopiable activities

5A Pelmanism 5B Q & A
Aim Aims
To practise verbs + prepositions; grammar to connect ideas To practise answering IELTS Part 3 Speaking questions; To
and relative pronouns practise culture and entertainment vocabulary
Activity type Test link
Pelmanism game: matching prepositions, verbs and pronouns Speaking Part 3
with gapped sentences
Activity type
Classroom dynamics Sentence sorting and speaking interview
Groups of 3–4
Classroom dynamics
Time taken Pairs
20 minutes
Time taken
When to use 2–5 minutes
After 5a, Language development, Exercise 4b, Page 77
When to use
Preparation After 5b, Speaking, Exercise 6, Page 81
Make one copy of the activity for each group and cut up the
sentence strips and cards. Preparation
Make one copy of the activity for each pair and cut the

Procedure
1 Divide students into groups of 3 or 4 students.
2
so
Place the strips and cards face down on the table in their
sets (grey and white). Ask students to lay the strips and
cards out (they shouldn’t be in piles).
3 Students take it in turns to turn over a card from each
set – one sentence card and one word card. If the word
completes the sentence, the student keeps the pair and
ar
has another turn. If it doesn’t, the student puts them back,
face down, and the next student has a turn.
4 Groups can discuss whether a pair matches or not and ask
for help where necessary. As they play, go round the class,
Pe
n
sentences up. Shuffle them.
Procedure
1 Divide students into pairs. Hand out one set of shuffled
cards to each pair.
2 Tell students that the cards contain Speaking Part 3
questions, but are all mixed up. Students need to sort
them into four topic groups.
3 Elicit the four different topics from the students (art,
cities and culture, sportspeople and celebrities, toys and
games).
4 Now pairs should divide the four topics between them

monitoring the pairs of cards collected. If any are wrong,
explain why.
5 The student with the most pairs wins.
1 can 2 this 3 Such 4 of 5 of 6 of 7 by 8 on 9 to 10 when
11 to 12 who 13 such 14 those
and ask their partner the three questions on each topic.
5 Monitor while students take it in turns to ask their partner
their questions. Encourage them not to rush their partner.
The point is for their partner to say as much as possible
when answering as they would be expected to do in the
exam. If their partner is struggling, they should ask them
the follow-up questions in brackets.
6 Get feedback by asking students what they found difficult
and/or easy about answering questions without time to
prepare.

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 Teacher’s notes Photocopiable activities

5C Test tips 1 6A The natural world quiz

Aims Aim
To practise using reference words and synonyms to To practise environment vocabulary
understand text cohesion; To revise useful Reading paper tips
Activity type
Test link An environment quiz with gapped sentences
Reading
Classroom dynamics
Activity type Pairs, groups of 4 or whole class
Matching sentence halves
Time taken
Classroom dynamics 15 minutes
Pairs
When to use
Time taken After 6a, Vocabulary, Exercise 4b, Page 90
20 minutes
Preparation
When to use Make one copy of the quiz for each pair or group.
After 5b, Reading, Exercise 4, Page 82
Procedure
Preparation 1 Divide students into pairs or groups of four. Give each
Make one copy of the activity for each pair of students. pair/group a copy of the quiz. Students to work together

Procedure
1 Divide students into pairs and give each pair a copy of the
so
activity.
2 Explain that the activity contains a list of test tips. Give
them a few seconds to scan the sentences and decide
which test the tips are for (Reading). Ask them to write
their answer in the gap above the matching activity.
ar
3 In pairs, students complete the tips by matching 1–9 with
A–I, writing their answers in the gaps. Encourage them to
look for synonyms, topic vocabulary and reference words
(e.g. these, one, it) to help them match A–I to 1–9.
Pe
n
to find the answers to the quiz. You could set a time limit
for this.
2 Elicit answers to the quiz as a class.
3 Alternatively, you could do this quiz as a class. Divide the
class into two teams. Hand out the quiz (one to be shared
by two students) and give students a few minutes to
complete it. Elicit answers by asking each team alternate
questions. If they get their question right, they get two
points. If not, the other team can answer. If they are
correct, they get a point.
1 climate 2 greenhouse 3 Global 4 fossil 5 shortage

6 increase/rise 7 pollution 8 energy 9 coastline

4 Get feedback by reading out the tips as a class.
10 Lightning, thunder 11 volcano 12 rainforests
5 Ask students, in their pairs, to come up with any more 13 waterfall, Falls 14 Pacific 15 cave 16 temperature
useful reading tips. Give them a minute to brainstorm
ideas. Elicit ideas from the class.

1I 2A 3D 4C 5F 6E 7G 8H 9B

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6B Find someone who …
Aim
To practise the present perfect
Activity type
A mingling activity to find students who have done the things
in the table
Classroom dynamics
Whole class
Time taken
15–20 minutes
When to use
After 6a, Language development, Exercise 5c, Page 93
Preparation
Make one copy of the activity for each student.
Procedure
1 Give each student a copy of the activity.
2 Explain to students that they will need to go round the
class to find people who have done the things on their list.
so
When they have found someone, they should think of a
follow-up question to ask them and write the answer in
the ‘Details’ column, then move on to a different student.
3 Demonstrate by writing on the board: Find someone who
has been to an English speaking country. Ask individual
students: Have you been to an English speaking country?
ar
until you find someone who has. Write their name on
the board and say [Name] has been to an English speaking
country. Ask the student: Which country have you been to?
Report back to the class: [Name] has been to [name of
Pe
country].
4 Monitor students. The negative statements will be more
difficult for students, so you may need to help them (Have
you watched television in the last seven days? Have you been
to the cinema this year?).
6 When students have found a name for each statement
they should sit down.
7 Ask students to report back to the class some things that
they found out about their classmates, e.g. Joanne has
learnt a second foreign language. She can speak German.
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Teacher’s notes Photocopiable activities
6C Expanding headlines
Aims
To expand newspaper headlines into sentences using auxiliary
verbs and articles; To practise the present perfect and articles
Activity type
Expanding newspaper headlines into full sentences
Classroom dynamics
Pairs and groups of 4
Time taken
20 minutes
When to use
After 6b, Language development and vocabulary, Exercise 5c,
Page 96
Preparation
Make one copy of the activity for each pair.
Procedure
n
1 Divide students into pairs and give them a copy of the
activity.
2 Tell students that the column on the left contains
newspaper headlines and explain that to save space
newspapers often omit auxiliary verbs and articles from
their headlines and even change the order of the words.
Tell students that the aim of the activity is to expand the
headlines into full, meaningful sentences. Tell students that
normally headlines refer to events in the recent past so
the present perfect is usually used to report the event.
3 Give students an example: New Great Barrier Reef fish
species: A new species of fish has been found in the Great
Barrier Reef.
4 Students work in pairs to write the expanded headlines.
Remind them that there may be more than one correct
answer. Allow 10 minutes for this. Monitor students’
progress.
5 When students have finished, they should join another
pair to form groups of 4. Students compare their
sentences and add any sentences the other pair in their
group had formed. Elicit feedback from the different
groups.
6 If there is time, get students to guess what the news
stories might be about.
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 Teacher’s notes Photocopiable activities

Suggested answers
1 A park ranger has received a medal for his/her bravery.
7B Test tips 2
2 (Some) animals have escaped from the zoo.
Aims
3 A tiger has attacked a boy.
4 Two people have been killed in a safari accident. To practise zero and first conditionals; To revise useful
5 A man has seen a lion in the street./A lion has been seen in a Speaking test tips
street. Test link
6 The mayor has opened a new shopping centre.
Speaking (all parts)
7 Animal groups have complained about the new laws.
8 A popular wildlife park has closed. Activity type
9 A lack of accommodation has been blamed for the low tourist
Gap fill and matching sentences
numbers.
10 Animal research has been hit by budget cuts./Budget cuts have Classroom dynamics
hit animal research. Pairs
Time taken
7A The fact is … 15 minutes
When to use
Aim
After 7b, Speaking, Exercise 5, Page 113
To practise zero and first conditionals
Preparation
Activity type
Make one copy of the activity for each pair.

n
A sentence-completion task
Procedure
Classroom dynamics
1 Divide students into pairs and give them a copy of the
Pairs then groups of 3–4
so
activity.
Time taken 2 Explain that the activity contains a list of test tips. Give
15–20 minutes them a few seconds to scan the sentences and decide
which test the tips are for (Speaking). Ask them to write
When to use the answer above the sentences.
ar
After 7a, Language development, Exercise 4b, Page 109 3 In pairs, students complete the sentences with the correct
form of the verbs in brackets. Check the answers with the
Preparation class.
Make one copy of the activity sheet for each pair. Cut up so 4 Explain to students that they will now need to complete
Pe

there is one activity sheet for each student. the tips by matching 1–6 with A–F.
5 Get feedback by reading out the tips as a class.
Procedure
6 Ask pairs to come up with any more useful reading tips.
1 Give a copy of the activity sheet to each student. Give them a minute to brainstorm ideas. Elicit ideas from
2 Explain to students that they are going to express the class.
their opinions about different things using conditional
sentences. 2 do not/don’t
3 do not/don’t
3 Demonstrate on the board. Write: If you steal, … and
5 get better/will get better
elicit sentence endings from the students, e.g. … you will
go to prison. B will count
D will not/won’t/might not produce
4 Give students about 10 minutes to complete their
E are
sentences in pairs. Monitor for correct tense usage while
they’re doing this. 1E 2F 3A 4B 5C 6D

5 Put students into groups of 3 or 4. They should compare

their opinions and discuss whether they agree with others’
opinions.
6 Elicit feedback and discuss students’ views.

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 Teacher’s notes Photocopiable activities

7C Taboo 8A Ordering sentences

Aims Aim
To practise vocabulary from Modules 7a and 7b; To practise To practise the passive voice; To practise using sequencers
paraphrasing as a speaking communication strategy
Test link
Test link Writing Task 1: Describing stages in a process
Speaking (all parts)
Activity type
Activity type Ordering sentences in a process
A word-guessing game
Classroom dynamics
Classroom dynamics Pairs, then groups of 4
Groups of 3 or 4
Time taken
Time taken 20–25 minutes
20 minutes
When to use
When to use After 8a, Writing, Exercise 3b, Page 126
After 7b, Reading, Exercise 4, Page 114
Preparation
Preparation Make one copy of the activity sheet for each pair or group and
Make one copy of the activity for each group. Cut up the 16 cut up into sentences.

cards.
Procedure
so
1 Divide the class into groups of three or four. Give each
group one set of cards face down.
2 Explain to students that they have to describe the word
on the card without saying the word itself. They can define
the word, describe it, explain its concept or use examples
ar
or synonyms. They can also mention the part of speech
the word is, e.g. noun, verb, adjective. Explain that this is a
good skill to learn in case they can’t recall a specific word
in the Speaking Paper.
Pe
n
Procedure
1 Divide the class into pairs or groups and write the heading
on the board: From cacao to cocoa.
2 Give each pair a set of sentences. Explain that the
sentences describe the process of producing cocoa from
cacao beans.
3
In pairs, students reorder the sentences to complete the
process of producing cocoa. Remind them to look for
sequencers to help them, e.g. first, then, finally. When they
have finished, pairs could then join another pair to agree
on a final order.

3 Students take it in turns to pick up a word card. Tell them
that they should not show their card to the others in the
group. Their partners have to try to guess the word. The
first student to guess the word correctly, gets to keep the
card. If no one can guess the card, it should go back in the
middle face up.
4 The winner is the student with the most cards.
4 Elicit ideas from the different groups. The actual correct
order isn’t of paramount importance. However, the
students should be able to justify why they have chosen
a particular order. You could write the sentences on the
board as you elicit them. Alternatively, make a copy of the
answer key to hand out to students.
From Cacao to Cocoa
First the cacao pods are harvested by hand. The pods are then
carefully broken open to release the cacao beans, which are
embedded in a moist pulp. The beans and pulp are scooped out
quickly and placed in a pile on mats or banana leaves and placed in
a box. The contents of the box are heated slightly.
Fermentation occurs when the pulp surrounding the cacao bean
is converted into alcohol by the yeast in the air. The beans are
mixed gently during this process to introduce oxygen into the box.
Holes in the box allow the liquid that is produced to slowly leak
out, leaving just the beans. The beans gather moisture from the
environment and the pulp.
Their flavour begins to change from mainly bitter to the complex
flavour called chocolate. This fermentation process can take up
to eight days depending on the species of cacao beans. In the
final stage, the cocoa beans (as they are called after fermentation)
are dried, shipped and stored.

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 Teacher’s notes Photocopiable activities
8B Synonym race
Aim
To revise synonyms from Modules 8a and 8b
Activity type
Matching task
Classroom dynamics
Pairs and groups of 4
Time taken
15–20 minutes
When to use
After 8b, Language development and vocabulary, Exercise 4d,
Page 128
Preparation
Make one copy of the activity for each pair.
Procedure
1 Divide students into pairs. Hand out a copy of the activity
to each pair.
2 Tell students that they are going to have a race to form
as many synonym pairs as they can in five minutes by
so
matching a word or phrase in the top group with its
synonym in the bottom group. One student should write
down the synonyms on the lines provided at the bottom
of the page.
3 Start the race and time them. When five minutes is up, ask
ar
each pair how many they matched.
4 Ask each pair to join another pair. Ask the groups to form
21 synonym pairs. They should compare their lists and
agree on a new, definitive list. Give them another five
Pe
minutes for this.
5 Elicit the synonyms and write them on the board.
6 If there’s time, ask each group to choose five words/
phrases to put into sentences. They can read out their
sentences when they have finished.
involves – is about; complex – difficult; considerably – much;
consume – eat; generate – create; occur – happen; health –
well-being; vary – change; be concerned – worry; benefit of –
good thing about; deliver – bring; prepare – cook; relax –
sit back; remove – take away; as a result – so; collect – take;
place – put; display – show; locate – find; select – choose;
view – look at
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8C Test tips 3
Aim
To revise useful Writing test tips
Test link
Writing
Activity type
Gapped sentences
Classroom dynamics
Pairs
Time taken
15 minutes
When to use
After 8b, Writing, Exercise 8d, Page 133
Preparation
Make one copy of the activity for each student or pair.
n
Procedure
1 Divide students into pairs and give each student or pair a
copy of the activity.
2 Explain that the activity contains a list of writing test
tips. In pairs, students complete the tips with a suitable
word. Remind them that the word not only has to fit the
sentence in meaning and grammar but also has to give
the best advice for the writing paper. Give pairs at least 5
minutes to do the task.
3 When they have finished, ask them to compare their
answers with another pair. In their groups, they should
decide whether each tip is general in nature or refers to
before, while or after they write. Ask them to write the
numbers of the sentences in the correct part of the table.
4 Get feedback from the class. Discuss the different answers
students come up with and decide on the best answer for
each gap as a class.
5 If there is time, ask students, in their pairs or groups, to
come up with two more useful writing tips. Give them a
couple of minutes to brainstorm ideas. Elicit ideas from
the class.
1 Always read the question carefully and keep your answers
relevant to the topic.
2 Try to develop an academic writing style.
3 Make sure your writing is clearly organised into paragraphs.
4 Write clearly so that the examiner can read your handwriting.
5 Leave enough time to check your work carefully.
6 Use connectors to show the relationship between ideas.
7 Spend no more than five minutes planning your answer.
8 Get as much practice answering the different IELTS Writing task
types as possible.
9 For Academic Task 1, include facts and numbers/figures from
the charts to illustrate your main points.
10 Do not write less than the word limit specified.
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 Teacher’s notes Photocopiable activities

General 4 Ask students, in their pairs, to come up with two more

2, 8 useful listening tips, e.g. You should read the instructions
Before to find out how many words or numbers you can write in
1, 7 each gap. Tell them to include modals and to make their
While sentences into a word choice task (like the one they’ve
3, 6, 9, 10 just done). Give them a few minutes to brainstorm ideas
and to write their tips in the space provided. If they
After
are struggling, they could look at the Coursebook or a
5
practice paper for inspiration. Students should then swap
tips with another pair to complete and return. Pairs can
then mark each other’s work.
9A Test tips 4 5 Elicit the tips the students have come up with.

Aim 1 should 2 shouldn’t 3 should 4 can 5 mustn’t, should

6 should 7 must 8 must
To practise modals of obligation; To revise useful Listening
Paper tips
Test link 9B Active to passive
Listening
Aim
Activity type
To practise transforming sentences from an active to a passive
Word-choice task voice
Classroom dynamics Activity type

n
Pairs and whole class Sentence transformation
Time taken Classroom dynamics
so
15 minutes Groups of 3
When to use Time taken
After 9a, Language development, Exercise 4b, Page 141 20 minutes
ar
Preparation When to use
Make one copy of the activity for every two pairs. Cut into After 9b, Language development and vocabulary, Exercise 2,
two cards, one for each pair. Page 144
Procedure
Pe

1 Divide students into pairs and give one copy of the
activity to each student or pair.
2 Explain that the activity contains a list of listening test
tips. Explain that both modal options in each sentence
are structurally possible so they need to think about the
meaning of the sentence and choose the option which gives
the correct advice. In pairs, students complete the tips with
the correct modal. Give them 5 minutes to do this.
3 When they have finished, elicit answers and, as a class,
discuss the rationale behind each tip.
Preparation
Make one copy of the activity for each group. Cut up the
sentence strips, keeping them in order with 12 at the bottom
of the pile (as the sentences become more challenging).
Procedure
1 Divide the class into groups of 3. Tell them that they will
need their notebooks or a blank piece of paper for this
activity.
2 Give each group a complete set of sentence strips, face
down on the table.
3 Explain that each sentence on the paper is in the active
voice. Students have to convert it into the passive voice.
4 Students appoint a member of the group to keep score.
All three students pick up a sentence strip. They should
write down their new, passive sentence in their notebook
or on a piece of paper. When they have finished, they
take it in turns to read out the active sentence and then
the passive one they’ve written. Their team members
must decide if the passive sentence is acceptable. If it is,
the student gets one point. They then pick up another
sentence strip and play on.

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 Teacher’s notes Photocopiable activities
5 Demonstrate with a sentence on the board, e.g. Scientists
consider good health to be of utmost important: Good health
is considered to be of utmost importance. Ask students
to decide themselves if the agent is necessary for each
sentence.
6 Monitor the activity and help out if needed. When the
students have finished, elicit answers and ask students
if the agent was important enough to be included. You
could also give them a copy of the answer key to check
their answers.
1 Penicillin was discovered by Alexander Fleming in 1928.
2 Antibiotics are known to be under threat.
3 New medicines are tested on animals.
4 The bacterium H. Pylori has been found to cause stomach
ulcers in people.
5 Genetics is said to account for 20% of our well-being.
6 Good friendships are formed when we’re teenagers.
7 Physical appearance is not considered important by everyone.
8 Having a family is considered to be important (by many people).
9 Teenagers can be influenced by their peers.
10 We know that fitness was promoted by the Ancient Greeks.
11 In recent years, more attention has been paid to diet as a way
to stay healthy.
12 A gym has been set up for our employees to use.
so
9C Describing people
Aims
To practise adjectives describing people; To practise speaking
ar
on a given topic for 1–2 minutes
Test link
Speaking Part 2
Pe
Activity type
Brainstorming synonyms, categorising adjectives and speaking
about a topic
Classroom dynamics
Pairs
Time taken
15–20 minutes
When to use
After 9b, Language development and vocabulary, Exercise 4b,
Page 144
Preparation
Make one copy of the activity sheet for each pair. Cut it into
two (a vocabulary activity and a prompt card).
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Procedure
1 Divide students into pairs. Give each pair a copy of the
first activity but not the Speaking test prompt.
2 Students read through adjectives describing people and
brainstorm a synonym for each adjective. Tell them that
these adjectives together with their synonyms all appeared
in Modules 9b and 2a of their Coursebook. They should
try to recall the synonyms without looking in their
Coursebooks. Set a time limit of three minutes for this.
3 When students finish, elicit feedback.
4 Then students put the words into the correct column and,
if they can, add two new words to each column. Elicit
answers.
5 Hand out a copy of the Speaking Paper prompt to each
pair. Explain that each student should prepare a talk on
the topic using some words from the vocabulary task.
Give students one minute to prepare. Encourage them to
make notes.
6 In pairs, students take turns to be the candidate and speak
for one to two minutes on the topic. Encourage them
to aim for two minutes. As their partner is speaking, the
other student should be listening to them. Write the
following criteria on the board: Did they follow the prompts?
n
Did they speak clearly? Did they use a variety of language for
describing people? Ask students to listen for these things
as their partner is speaking. Students should stop their
partner after two minutes and give them feedback on
these points.
7 Students swap roles.
Possible answers
motivated – ambitious; grumpy – bad tempered; athletic – fit;
elegant – stylish; talented – gifted; slim – thin; gorgeous –
good-looking; intelligent – smart/clever; dull – boring;
fascinating – interesting; attractive – good-looking/pretty/beautiful
Physical appearance Personal qualities
athletic – fit motivated – ambitious
elegant – stylish grumpy – bad tempered
slim – thin talented – gifted
gorgeous – good-looking intelligent – smart/clever
attractive – good-looking/ dull – boring
pretty/beautiful fascinating – interesting
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 Teacher’s notes Photocopiable activities

10A Word associations 10B Quantifiers

Aim Aim
To practise crime vocabulary To practise using quantifiers
Activity type Activity type
Word-association card game Sorting activity and sentence writing
Classroom dynamics Classroom dynamics
Groups of 3 or 4 Groups of 4 or more
Time taken Time taken
10–15 or 20–25 minutes 20 minutes
When to use When to use
After 10a, Vocabulary, Exercise 5b, Page 154 After 10a, Language development, Exercise 4b, Page 157
Preparation Preparation
Make one copy for each group. Cut into 24 cards for each Make one copy of the activity for each group.
group. (For a shorter activity, use half the cards.)
Procedure
Procedure 1 Divide the class into groups of at least four students and
1 Divide the class into groups of 3 or 4. Give each group a give each group a copy of the activity.

complete set of cards, face down.
2 Students take it in turns to pick up two cards and make
so
a sentence incorporating both words/phrases. They can
change the form of a word (e.g. simple to continuous
or present to past) but not the word class (e.g. noun to
verb). The rest of the group should decide if the sentence
is correct. If it is, the student keeps the cards. If it isn’t
correct, another member of the group can correct the
ar
sentence and, if they are successful, they can keep the
cards. If no one can make a sentence, the cards go back
in the pack and the pack is shuffled. The winner is the
person with the most cards at the end.
Pe
n
2 In their groups, students brainstorm as many quantifiers
as they can think of in two minutes. They should write
the quantifiers in the blank box. After two minutes, ask
students to swap their activity sheets with another group
and to add any quantifiers that are missing. Give them a
minute to do this. Elicit the quantifiers and write them up
on the board. Add any they have not come up with.
3 Ask students to sort the quantifiers into the table on the
activity sheet. Point out that some can go into more than
one column. Get feedback when they have finished. Ask
students which two quantifiers mean not enough (few and
little).

3 Demonstrate with two of the cards, e.g. murderer and
robber: He is a convicted murderer and robber and will stay in
prison for a very long time.
4 Monitor students and help out if necessary.
5 When the groups have finished, ask individual students to
say some of their sentences.
4 For the last activity, students will need to ask the other
members in their group questions about their family,
possessions and what they’ve got in their bags or pockets,
e.g. Do you have any money in your pocket? (Yes): Zoe has
got some money in her pocket. Students write one sentence
for each quantifier.
5 When they have finished, ask students to tell the class
about their group by reading out some of their sentences.

Quantifiers
many, a lot of, a little, some, any, a few, little, a large number of,
few, plenty of, much, a large amount of

Countable Uncountable
Positive many, a lot of, some, much, a little, some,
a few, a large number a lot of, little, a large
of, few, plenty of amount of, plenty of
Question any any
and Negative

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 Teacher’s notes Photocopiable activities

10C If I could …
Aim
To practise the second conditional for talking about
hypothetical situations
Activity type
Completing sentences and a guessing game
Classroom dynamics
Class, or two large groups
Time taken
15 minutes
When to use
After 10b, Language development and vocabulary, Exercise 6b,
Page 160
Preparation
Make enough copies of the activity so that each student gets
at least three sentence strips. Bring one bag for each group to
class to put the folded sentence strips in.

n
Procedure
1 Depending on the size of your class, you can play this
so
game as a class or in groups of four. Hand out at least
three different strips to each student.
2 Individually, students should complete the sentences with
their own opinions using the second conditional. Allow
about five minutes for this. Monitor students and check
ar
that they are writing grammatically correct sentences
(focus on the structure of second conditional sentences).
3 Ask students to fold their sentences and to put one of
them in the bag then jumble the sentences in the bag.
Pe

Students then pull out a sentence and read it out loud.

If it is their sentence they should put it back into the bag
and pull out another. Group members have to guess who
wrote the sentence. If they guess right, they get a point.
Continue until all the sentences have been read out.
4 The student with the most points when all the sentences
have been read out is the winner.

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 Photocopiable activities Module 1

1A Word to sentence
✂

point account area argue

difference discussion understanding agreement

n
so
communication get across bring up sum up
ar
Pe

point out leave out spell out pick (something) up

back (somebody) up pick up on physical appearance become aware

technological
share information social media clear relationship
development

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 Photocopiable activities Module 1

1B Talk about …

something you what you

something you
enjoy doing FREE like or dislike the languages
START HERE are learning at
after school/ QUESTION about learning you can speak
the moment
work English

what you something

how you like the people how you
FREE enjoy most new you’d like
to study, alone you work/ prefer to get
QUESTION about your to learn in the
or in a group study with your news
work/studies future

n
an interesting
news story you FREE FREE your favourite
so Talk about . . .
read or heard QUESTION QUESTION mobile app
about
ar

social media a newspaper a photo you

a website you FREE FREE
Pe

sites you like or magazine like on your

find useful QUESTION QUESTION
and why you like mobile phone

when it is OK what you like

the things
to use your how useful or don’t like how you like
you use your FREE
mobile phone mobile phones about taking to spend your
mobile phone QUESTION
and when it are for people selfies with free time
for
isn’t your mobile

when you
usually see when it’s the people you
your favourite
FREE your friends better to talk communicate
END form of
QUESTION face-to-face than to write with through
communication
and what you to someone social media
do together

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 Photocopiable activities Module 1

1C Describing data

The table below shows the percentage of people aged 18 years and over who
attended the cinema in three different countries in 2006 and 2016.

Cinema attendance (18 years and over)

2006 2016
Country A 32% 15%
Country B 48% 40%
Country C 25% 35%

1 In 2006, in Country A, 32% of adults went to the cinema.

2 In 2016, 15% of adults went to the cinema.

3 In 2006, in Country B, 48% of adults went to the cinema.

4 In 2016, 40% of adults went to the cinema.

n
5 In 2006, in Country C, 25% of adults went to the cinema.

6 In 2016, 35% of adults went to the cinema.

so
A at / almost a third

B cinema attendance / accounted for / almost half

ar
C this percentage / fell / just under half

D fell slightly / to
Pe

E the percentage / rose / by / to

F a quarter / adult population

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 Photocopiable activities Module 2

2A Bingo!
✂

1 Students daydream spend a lot of time

1 Places there are a lot of people can be
looking out of windows.
frightening for some people.
2 Places there are a lot of people can be
2 Activities cause stress should be avoided.
frightening for some people.
3 I like people listen to me when I’m talking.
3 Activities cause stress should be avoided.
4 There are at least 20 things I’d like to do
4 I like people listen to me when I’m talking.
before I get old.
5 There are at least 20 things I’d like to do
5 Is that the place I need to go?
before I get old.

n
1 I find it irritating my classmates talk very
loudly. 1 Activities cause stress should be avoided.
so
2 Students daydream spend a lot of time 2 I like people listen to me when I’m talking.
looking out of windows.
3 There are at least 20 things I’d like to do
3 I like people who listen to me I’m talking. before I get old.
ar

4 Is that the place I need to go? 4 Is that the place I need to go?

5 There was a time having professional 5 I find it irritating my classmates talk very
Pe

qualifications was more important than being loudly.

creative.

1 I find it irritating my classmates talk very

1 Students daydream spend a lot of time
loudly.
looking out of windows.
2 Places there are a lot of people can be
2 Activities cause stress should be avoided.
frightening for some people.
3 I like people listen to me when I’m talking.
3 Activities cause stress should be avoided.
4 There was a time having professional
4 There are at least 20 things I’d like to do
qualifications was more important than being
before I get old.
creative.
5 There was a time having professional
5 There are at least 20 things I’d like to do
qualifications was more important than being
before I get old.
creative.

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 Photocopiable activities Module 2

2B Find the words

✂

amazing dull
depressing enjoyable
frightening fascinating
powerful private
intelligent negative

attractive excellent
awful nasty

n
embarrassing pleasant
interesting personal
so
temporary professional
ar

amazing dull
Pe

depressing enjoyable
frightening fascinating
powerful private
intelligent negative

attractive excellent
awful nasty
embarrassing pleasant
interesting personal
temporary professional

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 Photocopiable activities Module 2

2C When have you felt … ?

✂

(very) anxious (very) worried (really) confused (very) nervous

n
(absolutely) terrified relaxed (really) shocked (very) stressed
so
ar
Pe

(really) proud (very) surprised furious (absolutely) terrible

(extremely) guilty confident calm (extremely) happy

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 Photocopiable activities Module 3

3A Error correction
✂
I need a Band 6 in IELTS but I’m not sure that’s achieved.

The most annoyed thing about schools is all the tests.

I’ve tried to organize the new vocabulary in alphabet order but it doesn’t help.

My mark in my last assignment was very disappoint.

I’m very carefree when I write. I always check what I’ve written at the end.

n
Jemima has always been a very creating person.
so
I found the lecture very information.

Stressing too much about exams can be harm.

ar

Education research has shown that practice really does make perfect.
Pe

After careless consideration I’ve decided not to take the exam at this stage.

Tradition methods of teaching are often found to be boring by students.

Stress has been found to have a direct effect on the academy success of students.

We had a very interesting converse about the aims of education.

What’s the differ between a test and an exam?

Some people value popular more than honesty.

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 Photocopiable activities Module 3

3B Priorities

With a partner
Why go to school? Me (1–10)
(1–10)

1 to learn to read and write

2 to find out what you’re really interested in

3 to learn how to study and work independently

4 to improve your language skills

5 to learn discipline and order

6 to have a good time

n
so
7 to meet other young people
ar

8 to acquire general knowledge

Pe

9 to acquire specialised knowledge

10 to get a qualification

11 to learn how to behave with other people

12 to pass exams

13 to prepare for the world of work

14 to develop creativity

15 to learn to think

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 Photocopiable activities Module 3

3C Verb patterns
✂

difficult need interested in stop

like dislike worry about impossible

possible tell (somebody) enjoy ask (somebody)

help (somebody) good at would like begin

n
so
likely love hate regret
ar
✂

do talk make get

Pe

learn go watch take

play study write buy

spend read work move

feel predict change walk

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 Photocopiable activities Module 4

Module 4
4A Collocation race

Verbs/Adjectives Nouns

physical treatment
medical characteristics
significant an impact
achieve achievement
traditional theme
equal methods
conduct opportunities
similar research
carry out a goal
make effect
common an investigation

n
social appearance
become information
so
share aware
technological media
negative development
ar
Pe

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 Photocopiable activities Module 4

4B Futurist predictions
What do you think will definitely/probably/possibly happen in the following areas a hundred years from now?
Choose two areas and make three predictions for each.

transport medicine
fashion cities
work travel
n
so
communication
ar

lifestyle
Pe

education

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 Photocopiable activities Module 4

4C Speaking fluently

Describe a goal you have for the future.

You should say:
• what it is
• why you would like to achieve it
• how long it has been important to you
and explain what you need to do to achieve your goal.

✂
First turn Second turn
Has your partner:
✓/✗ ✓/✗

1 started well?
2 followed the prompts on the card?
3 used a variety of language?
4 used phrases to give her/himself time to think?

n
5 spoken at an appropriate speed (not too slowly and not too quickly)?
6 looked at the notes she/he has made?
so
7 spoken for 1–2 minutes?
8 spoken clearly?
9 used the correct language for talking about the future?
ar

✂
Pe

First turn Second turn

Has your partner:
✓/✗ ✓/✗

1 started well?
2 followed the prompts on the card?
3 used a variety of language?
4 used phrases to give her/himself time to think?
5 spoken at an appropriate speed (not too slowly and not too quickly)?
6 looked at the notes she/he has made?
7 spoken for 1–2 minutes?
8 spoken clearly?
9 used the correct language for talking about the future?

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 Photocopiable activities Module 5

5A Pelmanism
✂
1 People often say they can’t paint or draw but in fact they .

2 Why has the art of some artists become an investment? We’ll be discussing in our next programme.

3 High-tech displays make museums much more attractive places to visit. a development has increased the
number of visitors to museums tenfold in the past 20 years.

4 I’d really like to know what the source inspiration was for Picasso’s cubist works.

5 The material used to manufacture coins was often a symbol power in the ancient world.

6 Is it true that Rembrandt painted nearly 100 versions his own portrait?

n
7 The Parthenon in Athens was designed three people: the sculptor Phidias and the architects Ictinus and
Callicrates.
so
8 Robert Hughes was a renowned expert the modernist art movement.

9 The famous painting, The Last Supper by Leonardo da Vinci, has been linked a number of wild theories.
ar

10 It is always newsworthy a famous painting is exposed as a fake.

Pe

11 In the future, original paintings may only be available the wealthy few who can afford to buy them.

12 During the Renaissance, artists, were not only painters but sculptors and architects as well, were highly
prized for their skills.

13 Sometimes skilled artists decide to become forgers because as they can earn a lot more money.

14 For with a lot of money, art is a good investment.

✂
can Such of by to to such

this of of on when who those

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 Photocopiable activities Module 5

5B Q & A
✂
Do you enjoy visiting art galleries or museums? (Why/Why not?)

Should museums and art galleries be free? (Why/Why not?)

Is it important for countries to invest money in building art galleries and

museums? (Why/why not?)

Did you enjoy painting and drawing at school? (Why/Why not?)

Is it important for children to learn to draw and paint at school?

(Why/Why not?)

n
Do you have a favourite artist? (Who?/Why do you like them?)
so
Are cities in your country traditional or cosmopolitan places?
(Why do you say that?)

What are some of the benefits of living in a multicultural society? (Why?)

ar

What are the advantages and disadvantages of living in a big city?

Pe

Do sportspeople play an important role in your country? (Why/Why not?)

What kinds of people become celebrities in your country? (Why?)

Which famous people from your country do people in your country admire?
(Why?)

What was your favourite toy or game when you were a child? (Why?)

Can children learn anything from playing with toys or games?

(What can they learn?)

Do you agree that online games are always bad for people? (Why/Why not?)

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 Photocopiable activities Module 5

5C Test tips 1
tips

1 It’s important that you understand the questions.

2 If you want to improve your reading skills, you should read as much as possible in English.

3 Looking up every new word you come across in the dictionary is time consuming and not
at all helpful.

4 Start by reading the questions.

5 Read the title and the first paragraph carefully. Reading other section headings and the first
line of each paragraph is also a quick way to get the general idea of a text.

6 There is not enough time in the exam to read a text very thoroughly.

7 The questions usually follow the same order as the text.

8 Be very careful with your answers.

n
9 Often the words that appear in the questions will not be repeated in the text.
so
A Try reading books, newspapers, websites, magazines and advertisements.

B That’s why it is a good idea to scan a reading text for synonyms, antonyms or paraphrase
when looking for the relevant part of the text that contains the answer.
ar
C These are often written in easier language, and you can get a feel for the main ideas in the
text from the questions.
Pe

D Guessing the meaning of unknown vocabulary from the context is an important skill to
develop.

E Read it quickly to locate the section containing an answer and then read that section
carefully to find it.

F These are some techniques that will help you understand what the text is about.

G So answer them in order. If you can’t find one don’t waste time, leave it until the end. If you
still can’t find it, guess. You will get no marks for blank answers.

H Write them in pencil and make sure they’re spelt correctly.

I Underlining key words can help you know what to look for before you read a text.

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 Photocopiable activities Module 6

6A The natural world quiz

How much do you know about the natural world?

Complete the quiz and find out.

1 A change in global or regional climate patterns is often referred to as change.

2 H O, CO and CH are all examples of

2 2 4
gasses.

3 warming is an increase in the Earth’s temperature.

4 Nuclear energy is a way of generating electricity without the use of fuels.

5 In the 1990s, Australia suffered a severe drought, which led to a serious water in
its major cities.

6 The greenhouse effect is causing the Earth’s temperature to .

n
7 It is a fact that air increases as cities get bigger.

8 Lowering our
so
usage will definitely have a positive effect on the environment.

9 According to the CIA World Factbook, at 13,676 kilometres, Greece’s is the

longest in the Mediterranean Basin.
ar
10 is a flash of light in the sky caused by an electrical discharge between a cloud
and the Earth’s surface. When this flash of light in the sky heats the air, it makes a loud
noise known as .
Pe

11 Mauna Loa, on Hawaii’s Big Island, is the largest on Earth. From the base to
the top it measures more than 17,000 metres.

12 Daintree and Kinabalu National Parks are two of the world’s largest . They
contain some of the world’s most unique animal and plant species.

13 The world’s highest

.
is Salto Ángel in Venezuela. In English it’s called Angel

14 The is the largest ocean in the world.

15 At more than 200 metres high, 150 metres wide and 5 kilometres long, Hang Son Doong
in Vietnam is the world’s largest . It is so big it has its own river, jungle and
climate!

16 An increase of two degrees centigrade in the Earth’s would submerge land

currently occupied by 280 million people!

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 Photocopiable activities Module 6

6B Find someone who …

Find someone who . . . Name Details

has been abroad recently.

has made a long journey by

train.

has been learning English for

longer than five years.

n
has learnt a second foreign
language.
so
has lived in their current home
for a long time.
ar

has just passed an exam.

Pe

hasn’t watched television for a

week.

hasn’t been to the cinema for a

year.

has been clothes shopping in

the past week.

has checked a social media

page in the last couple of hours.

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 Photocopiable activities Module 6

6C Expanding headlines

Headlines Full sentences

New Great Barrier Reef fish species

1 Park ranger receives bravery medal

2 Animals escape zoo

3 Tiger attacks boy

n
so
4 Safari accident kills two
ar

5 Lion seen in street

Pe

6 Mayor opens new shopping centre

7 Animal groups complain about new laws

8 Popular wildlife park closes

9 Lack of accommodation blamed

for low tourist numbers

10 Budget cuts hit animal research

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 Photocopiable activities Module 7

7A The fact is …

1 If you cheat in an exam, .

2 Unless you study, .
3 If you are dishonest, .
4 If you stay calm during an exam, .
5 When I travel by plane, .
6 Even if flights get more expensive, .
7 When it’s possible for people to travel into space, .
8 Unless people become more responsible travellers, .
9 We’ll get more tourists if .
10 If we ban air travel, .

n
so
✂
ar
1 If you cheat in an exam, .
2 Unless you study, .
Pe

3 If you are dishonest, .

4 If you stay calm during an exam, .
5 When I travel by plane, .
6 Even if flights get more expensive, .
7 When it’s possible for people to travel into space, .
8 Unless people become more responsible travellers, .
9 We’ll get more tourists if .
10 If we ban air travel, .

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 Photocopiable activities Module 7

7B Test tips 2
tips

1 Be polite, friendly and relaxed.

2 If you (do not) hear something, ask the examiner to repeat it.
3 If you really (do not) understand something, say so or ask for
clarification. For example, ‘Sorry, I don’t understand’, or ‘Do you mean . . . ?’
4 Make sure what you say is clear.
5 Practice makes perfect, so if you practise, you (get better).
6 Try to expand your answers into questions in Parts 1 and 2. In Part 2, aim for
two minutes rather than one.

A It’s better to be honest than to give incorrect information or an irrelevant answer.

B Remember the aim is to communicate, so if the examiner can’t understand you, it
(count) against you.
C Make the most of opportunities to speak in English in the classroom and outside it.

n
D You are being assessed on the language you produce. If you say very little, you
(not produce) much language for the examiner to assess.
so
E You are more likely to sound natural and do well if you (be).
F For example, you can say, ‘Sorry, could you repeat that please?’.

✂
ar

tips

1 Be polite, friendly and relaxed.

Pe

2 If you (do not) hear something, ask the examiner to repeat it.
3 If you really (do not) understand something, say so or ask for
clarification. For example, ‘Sorry, I don’t understand’, or ‘Do you mean . . . ?’
4 Make sure what you say is clear.
5 Practice makes perfect, so if you practise, you (get better).
6 Try to expand your answers into questions in Parts 1 and 2. In Part 2, aim for
two minutes rather than one.

A It’s better to be honest than to give incorrect information or an irrelevant answer.

B Remember the aim is to communicate, so if the examiner can’t understand you, it
(count) against you.
C Make the most of opportunities to speak in English in the classroom and outside it.
D You are being assessed on the language you produce. If you say very little, you
(not produce) much language for the examiner to assess.
E You are more likely to sound natural and do well if you (be).
F For example, you can say, ‘Sorry, could you repeat that please?’.

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 Photocopiable activities Module 7

7C Taboo
✂

a tight budget sustainable

corrupt (adj) debate (v)
(n) (adj)

n
security (n) resources (n) abroad (n) rural area (n)
so
ar
Pe

culture shock
explosion (n) destination (n) poverty (n)
(n)

homesickness (holiday) resort

starve (v) equality (n)
(n) (n)

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 Photocopiable activities Module 8

Module 8
8A Ordering sentences
✂
First the cacao pods are harvested by hand.

The pods are then carefully broken open to release the cacao beans,
which are embedded in a moist pulp.

The beans and pulp are scooped out quickly and placed in a pile on
mats or banana leaves and placed in a box.

The contents of the box are heated slightly.

n
Fermentation occurs when the pulp surrounding the cacao bean is
so
converted into alcohol by the yeast in the air.

The beans are mixed gently during this process to introduce oxygen
ar
into the box.

Holes in the box allow the liquid that is produced to slowly leak out,
Pe

leaving just the beans.

The beans gather moisture from the environment and the pulp.

Their flavour begins to change from mainly bitter to the complex

flavour called chocolate.

This fermentation process can take up to eight days depending on the

species of cacao beans.

In the final stage, the cocoa beans (as they are called after
fermentation) are dried, shipped and stored.

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 Photocopiable activities Module 8

8B Synonym race

involves complex

considerably consume generate occur

health vary be concerned benefit of deliver

prepare relax remove as a result collect

place display locate

select view

n
so
much change

so show look at choose create

ar

good thing about sit back worry cook

Pe

take eat find difficult is about

bring happen take away

put well-being

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 Photocopiable activities Module 8

8C Test tips 3
Writing tips
1 Always read the question carefully and keep your answers to the topic.
2 Try to develop an writing style.
3 Make sure your writing is clearly organised into .
4 Write so that the examiner can read your handwriting.
5 Leave time to check your work carefully.
6 Use to show the relationship between ideas.
7 Spend no more than minutes planning your answer.
8 Get as practice answering the different IELTS Writing task types as possible.
9 For Writing Task 1, include facts and / from the charts to illustrate your
main points.
10 Do not write than the word limit specified.

n
so
General, before, while or after?
ar
General While
Pe

Before After

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 Photocopiable activities Module 9

9A Test tips 4

Listening tips
1 You should / have to use the time given to read the next set of questions.

2 You should / shouldn’t spend time checking answers you have already written down.

3 You should / must use the questions to help you predict what the recording will be about.

4 You can / can’t predict what the answers might be before you listen.

5 You don’t have to / mustn’t panic if you miss an answer. You should / shouldn’t leave that
one and move onto the next one.

6 You should / can transfer your words to the answer sheet carefully so you don’t lose points
by writing an incorrect number, letter or word.

7 You must / mustn’t spell words correctly or you will lose marks.

8 You can / must use capital letters where necessary.

n
so
10
ar
✂
Pe

Listening tips
1 You should / have to use the time given to read the next set of questions.

2 You should / shouldn’t spend time checking answers you have already written down.

3 You should / must use the questions to help you predict what the recording will be about.

4 You can / can’t predict what the answers might be before you listen.

5 You don’t have to / mustn’t panic if you miss an answer. You should / shouldn’t leave that
one and move onto the next one.

6 You should / can transfer your words to the answer sheet carefully so you don’t lose points
by writing an incorrect number, letter or word.

7 You must / mustn’t spell words correctly or you will lose marks.

8 You can / must use capital letters where necessary.

10

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 Photocopiable activities Module 9

9B Active to passive
✂
1 Alexander Fleming discovered penicillin in 1928.

2 Scientists know antibiotics are under threat.

3 Scientists test new medicines on animals.

4 Scientists have found that the bacterium H. Pylori causes stomach ulcers in people.

n
5 People say that genetics accounts for 20% of our well-being.
so
6 We form good friendships when we’re teenagers.
ar

7 Not everyone considers physical appearance to be important.

Pe

8 Many people consider having a family to be important.

9 Their peers can influence teenagers.

10 We know that the Ancient Greeks promoted fitness.

11 In recent years, people have paid more attention to diet as a way to stay healthy.

12 We have set up a gym for our employees to use.

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 Photocopiable activities Module 9

9C Describing people

motivated gorgeous

grumpy intelligent

athletic dull

elegant fascinating

talented attractive

slim

Physical appearance Personal qualities

n
so
ar
Pe

Describe a person that you enjoy spending time with, e.g. a family member,
friend, colleague, classmate.
You should say:
• what this person is like
• what their personal qualities are
• why you enjoy spending time with them
and describe some things you enjoy doing with this person.

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 Photocopiable activities Module 10

10A Word associations

✂

arrest catch victim rob

vast majority court punish guilty

considerable
n
so
carry out murder burglar
amount
ar
Pe

robber investigate crime thief

prison evidence criminal police

fine commit attacker murderer

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 Photocopiable activities Module 10

10B Quantifiers
Quantifiers

Countable Uncountable

Positive

n
so
ar
Pe

Question and Negative

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 Photocopiable activities Module 10

10C If I could …
✂

If I could change one thing about my home, .

My city/town/village would be improved if .

If I lived in a city/the countryside, .

If I could travel anywhere in the world, .

n
so
I would be very excited if .
ar

If I could live in any city in the world, I .

Pe

If my neighbourhood was .

If I had a lot of money, .

The air would be cleaner if .

I would be very happy if .

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 Coursebook audio scripts
SR: That’s great, and we have your contact phone number. Now, how
Module 1 much data do you want? What kind of things do you use your
phone for?
1.1 C: Oh, I don’t know. The usual I guess.
SR: We have a five-gigabyte plan, which we recommend for people
A: I think they’re quite different. The benefit of being with family is that
who store games on their phone. It’s also good for people with a lot
you can relax completely, whereas with friends, sometimes you have
photos. Or we have a three-gigabyte plan for more normal use. Do
to try and act cool around them.
you use your phone for games regularly?
B: It’s really tough, almost impossible. I’m living away from home now,
C: Well, I don’t game much, but I always have a lot of videos on there.
and the downside of being away is that I don’t see my old friends as
I need to record things for my media course, so I think I’ll go for the
much as I’d like.
larger option.
C: It depends on the problem. Take schoolwork, for instance, I suppose
SR: Sure, that’s a good idea. And how would you prefer to pay?
I would ask my friends because they know the subject, but for
C: What are the options?
something more personal, I’d go to my family.
SR: We prefer our customers to send the money by automatic bank
D: Of course! I’m sure that everyone enjoys spending time with people
transfer.
they know and trust. It’s better than sitting alone all day.
C: I’d prefer to do it by cash to start. I’ve just started at university and I
E: You can’t give a definite answer to this question. That’s because
haven’t opened a bank account here yet.
different people like different things, but I guess as long as you’re
SR: That’s no problem, just send us your bank account details when you
thoughtful, people will always want you as a friend.
have them. Or you can always do a monthly top-up at any shop if
F: I don’t know, the usual stuff, I guess. Most of the time, we just like
you prefer.
hanging out together, round each other’s houses, and we go out at
C: And where can I collect the card to get started?
the weekend together.
SR: All you need to do is sign here and you can pick up your card at the
1.2–1.4 reception desk, which you passed next to the entrance to the store.
SR = Sales representative C = Customer But first you need to pay at the cash desk.
SR: Hi, how can I help you today? C: Thanks, that’s great.
C: My phone plan’s going to finish next month and I’m looking for a 1.5
new contract.

n
N = Narrator A = Agent S = Student
SR: What kind do you want?
N: You will hear a student enquiring about a job. Read questions one to
C: Oh, I don’t know. What are the options?
five.
SR: Well, would you like just mobile, or do you want one of our deals
on mobile and home broadband services too?
so A: Good morning, can I help you?
C: Just the mobile one, please.
S: Yes, I hope so. Is this the Job Centre?
SR: OK sure. Well, we have some great mobile deals. We’ve got two
A: Yes, it is, are you looking for part-time work?
offers at the moment. Are you a student?
S: Yes, I called earlier about a part-time job.
C: Yes, I am.
A: Oh, right. We’ve got quite a lot of work available at the moment. Can
SR: Then you probably want our Student Plan.
I ask what you’re studying? We try and match students to jobs that
C: OK, what does that include?
will give them some experience in a field that they’ll be working in in
ar
SR: Well, you get a new Sun Nineteen phone with the student plan. It’s
the future, where possible.
better than our other plans, which only give new customers a Sun
S: Yes, I’m doing a degree in Advertising. I want to work for one of the
Seventeen phone. We’re offering that for a short period of time.
large technology companies when I finish.
C: Really? What’s the minimum contract on that? Is that six or twelve
A: Well, I doubt we have anything like that, but we should have
months?
something for you. What year are you in?
SR: Oh it’s twelve. We never do six months.
Pe

S: Well, I’m doing a four-year degree and I’m in the second year. I didn’t
C: OK, sounds good. What else is in the plan?
want to take on any extra work in my first year, while I was settling in,
SR: You probably get more minutes for calls than you need. There
but I think I’m ready now.
are limits on the number of calls you can make – let me see, that’s
A: OK, well, let’s see. We have a position working as a food assistant.
six hundred. But with that you also get unlimited texts, and most
S: I don’t think I’d be any good working as a cook in a restaurant.
people use those more than calls these days.
A: Oh no, it’s at the cinema, which is kind of media-related, but perhaps
C: And how much is that a month?
not enough. You’d need to be available evenings and weekends for
SR It’s twenty-five pounds. That’s cheaper than the normal price to
that.
non-students.
S: Maybe, do you have any other positions?
C: I’ll have to think about it, I think. What about if I keep my old
A: Yes, a couple of other jobs came in yesterday. The local newspaper
phone? Do you have a call-only plan?
is looking for a bright young undergraduate to work as a salesperson
SR: Yes, of course.
in the advertising department. You’d be phoning up local companies
C: And how much is that?
and trying to persuade them to take out adverts in the paper.
SR: Let’s see. We’ll need you to put down a deposit before you start the
S: That sounds perfect. It’d be great experience for work, too. What
plan, so it’s normally ten pounds after the second month, although
hours do they want?
that depends on the amount of calls and data you use. For the first
A: It’s Wednesday and Friday afternoons, every week.
month it’s fifteen pounds, and you’ll get the extra five pounds back
S: Oh, that’s a shame. I’m free on Wednesdays, but I have lectures on
when the contract comes to an end.
Fridays, and I can’t miss those.
C: And how many minutes do I get with that?
A: OK, how about this last one? They’re looking for an early morning
SR: You can make four hundred minutes of calls a month on the basic
receptionist, six until nine, but it’s right next to the Marketing
call-only plan, but most of our customers only use about 200 of
Department where you’re based, so you’d have no problems getting
that limit.
to class. The position is available in the University’s Media Centre.
C: The basic one sounds perfect!
You’ll get some useful experience there, too, I would imagine.
S: Perfect! I’m always up early, anyway.
SR:Right, let me just take some details from you.
A: OK, great. You’ll need to go for an interview for this one, but I can set
C: Sure.
you up with that right now.
SR What’s your full name?
S: Oh great!
C: David White.
SR:Like the colour?
A: So, I just need to take a few personal details from you, if that’s OK?
C: Yes, that’s right.
S: Sure.
SR:OK, and I need to take an email address, just so we can contact you
A: So, what’s your name?
if there’s a problem.
S: Ruby Desai – that’s D-E-S-A-I.
C: Sure, it’s Stegboy, that’s S-T-E-G-B-O-Y, at student uni dot A-C dot U-K.

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 Coursebook audio scripts
A: Can I have your student number? I can get details like your address
from there.
S: Sure, here’s my ID card, the student number’s on the corner.
A: OK, that’s great, I’ve got you on our computer system, now. It says
here that you’re staying at the High Field Halls, here on the university
campus.
S: Actually, I was there last year, they haven’t updated it yet. I’ve just
moved into the Green Park Halls, it’s in the city centre, next to the
station, and I’m in room six-double-oh-three.
A: OK, I’ll just change that here, so we have your correct address if we
need to contact you. Now, what shall I put down as your main skills?
S: Erm, what kind of thing do you mean?
A: Well, did you do any graphic design on your course last year? That
might be helpful for the media centre.
S: Yes, I did that in my first year. I don’t know, I mean the usual stuff
like language skills aren’t really my thing, but I took a course on
computer programming, and I did pretty well at that in my exams.
A: Great, I’ll put that down. That kind of thing always comes in handy. I
expect that’s enough, they’re not really expecting anyone very highly-
qualified. Now, I have a note here saying that you need to go for an
interview with the head of the department.
S: Would that be in the main marketing building?
A: Actually, she’s based in the business services building, which is, let me
see, on the other side of the campus. That’s quite annoying. It’s next
to the administration building. Do you know where that is?
S: Yes, I pass it on the way in every day. When would the interview be?
A: Actually, there was an appointment on Wednesday morning, at nine
o’clock, but the student that was going to go then cancelled. Does
that suit you?
S: I have a lecture then, but I finish at ten o’clock.
A: OK, I’ll put you in for half past ten, and that will just give thirty
minutes to get there after your class.
S: That’s perfect. Thank you for your help.
so
A: You’re welcome, and good luck! I hope you get it, but if not, come
back and see me, I’m sure we have something else.
1.6
E = Examiner D = Daniella
E: Now, let’s talk about learning about the news. Do you read
newspapers?
D: No, I don’t read newspapers.
ar
E: Why not?
D: I think that you have to buy the paper. I don’t have money and I
think that I can get the news another place.
E: How do you prefer to learn about news events?
D: How do I prefer to learn about the news? [Pause] I like to see the
Pe
news online … I see the website.
E: How do you share personal news with friends?
D: I like to go to social media. I go to social media because I can put
photos there and because I can see what they are doing. [Pause]
Because they are in another country, I can still see them.
E: Do you like hearing your friends’ news?
D: Yes, I like hearing my friends’ news.
E: Why?
D: Because I can see that they have had a baby, or they have got
married. I like to know these things because they are important.
1.7
E = Examiner N = Nicholas
E: Now, let’s talk about learning about the news. Do you read
newspapers?
N: No, I don’t like reading newspapers. They have a lot of stories that
are not interesting for me, for example stories about politics and
sport.
E: How do you prefer to learn about news events?
N: I like to watch the news on television because you can see the things
that happened that day, not the day before. I don’t really like the
internet, because I think there is some rubbish there, and sometimes
you have to pay to read a story.
E: How do you share personal news with friends?
N: I use social media, like everyone else, I guess. Sometimes I go to a
café and catch up on their news, or talk things through with them.
E: Do you like hearing your friends’ news?
N: Well, not always.
E: Why not?
N: You know, sometimes it’s not very good content. Sometimes they
want to tell you about the thing they ate for breakfast and I don’t
really think that’s interesting.
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Module 2
2.1
1: I’m going to talk about camping because this is something that
always makes me happy.
2: The thing that makes me happy is having a lie-in.
3: Chocolate is something that makes me feel good, especially if I’ve
had a bad day.
4: I love going for a walk on a cold, sunny day.
5: Spending time with my friends always makes me feel happy.
6: I love clothes so I really enjoy shopping for a bargain.
2.2
Rafael: I’m going to talk about camping because this is something that
always makes me happy. By camping, I um mean er taking a tent into a
quiet area and sleeping there for a couple of nights. I usually go out to
the mountains about two hours from where I live. There’s a large lake
there where people go to do freshwater fishing, and they put up their
tents next to the water. I usually go there every other weekend in the
summer for a couple of nights. I also spend a week there at the end of
the summer, before I go back to university. Unfortunately, it’s too cold
to go in winter because it snows up there. I love camping for a few
different reasons. Firstly, you can escape from the worries of everyday
life. There is no stress in the mountains so you can really relax. All you
need to think about is starting a fire, catching a fish and cooking it. As
well as that, you can look at the beautiful scenery around you – I don’t
think we do this when we’re busy studying or working and I’m usually
surrounded by buildings so it’s not as pretty. Another reason is that you
can breathe in fresh air and the smell of the fish when you cook it. Life is
n
slower when you go camping and er ... so I think it’s really good for your
physical and er ... mental health.
2.3
Hana: The thing that makes me happy is having a lie-in. Sometimes
I wake up early on a Sunday. I think it’s time to get up and then I
remember that it’s the weekend and I don’t have to! So I get back in
my warm bed and go back to sleep. It doesn’t happen on a Saturday
though, because I work part-time in a supermarket which means I get
up early on those days. And when I have lots of homework, I have to get
up early on a Sunday too. But on Sundays when I don’t have homework
and in school holidays, I like to sleep in. [pause] It makes me happy
because I have more time to sleep. Plus I have some thinking time. I
think it’s good to lie in bed and daydream. I think about what happened
the week before. I also think about the things that are going to happen
the following week. I can make plans in my head. Sometimes I make up
stories too. I enjoy being creative. And I can do this in my bed, where it’s
peaceful and no one can disturb me.
2.4
Rafael: I love camping for a few different reasons. Firstly, you can
escape from the worries of everyday life. There’s no stress in the
mountains so you can really relax. All you need to think about is starting
a fire, catching a fish and cooking it. As well as that, you can look at the
beautiful scenery around you – I don’t think we do this when we’re busy
studying or working and I’m usually surrounded by buildings so it’s not
as pretty. Another reason is that you can breathe in fresh air and the
smell of the fish when you cook it. Life’s slower when you go camping
and er ... so I think it’s really good for your physical and mental health.
Hana: It makes me happy because I have more time to sleep. Plus I
have some thinking time. I think it’s good to lie in bed and daydream.
I think about what happened the week before. I also think about the
things that are going to happen the following week. I can make plans in
my head. Sometimes I make up stories too. I enjoy being creative. And I
can do this in my bed, where it’s peaceful and no-one can disturb me.
2.5
Beauty’s all around. One thing really enjoy looking [pause] rainbow.
Lovely just had rain suddenly rainbow appears horizon. Don’t need
gold end rainbow – rainbow is gold! Rainbows important reminder
something bad happens, something good come soon.
2.6
Beauty’s all around us but there’s one thing I really enjoy looking at and
that’s a rainbow. It’s lovely when you’ve just had rain and suddenly a
rainbow appears on the horizon. We don’t need gold at the end of the
rainbow – the rainbow is the gold! Rainbows are an important reminder
that when something bad happens, something good will come soon.
31/03/2017 11:24

2.7
1: This morning I saw a lovely sunrise.
2: My theory is that everyone loves nature.
3: For me, the view of Earth from space is beautiful.
4: We know that people see beauty differently.
5: It’s worrying that people don’t spend enough time outside.
2.8–2.10
N = Narrator L = Lecturer
N: You will hear a talk about beauty in our everyday lives. First you have
some time to look at questions one to six.
L: I’m going to talk today about the importance of beauty in our
everyday lives. Not long ago, an interesting study showed how
beauty can change our everyday experiences as human beings.
Two researchers in Japan conducted a study to test the relationship
between the aesthetics of an object – that’s how pretty or nice
something looks – and how easy it is to use that object. For
example, the researchers asked people to use an ATM – you know,
the machine which lets you take money out of the bank – and
then asked them how easy or difficult it was to use that machine.
The results showed that research participants gave the nicer-
looking machines a higher usability score, even though there was
no difference in how the machine actually functioned. The only
difference was its design.
Author Don Norman has written a lot about the design of everyday
objects and he has a theory about the results of the research in
Japan. He believes beautiful things change a person’s emotions in
a positive way, making you feel happy and less stressed. Of course,
most things do seem easier when you’re happier and less stressed.
Machines seem clearer and simpler, for example. So, the conclusion
is that things are easier to use when they are beautiful. Ugly things
are less pleasing and annoy you more, they raise your stress levels
and generally make your day more difficult.
so
Now, since most of us will not design ATMs in the future, you might
wonder why I’m talking about this. Well, it’s simple. We can all reduce
our stress levels and ability to do things by having beauty around us.
You don’t have to purchase a new home or a new car. No, there are
many ways to notice and include more beauty in everyday life that
costs very little and I’d like to share some of these ideas with you.
Firstly, it’s a good idea to pay attention to beauty. It’s all around us,
ar
every day. The fields are incredibly green right now. This morning
I noticed white snow on the nearby hills and the plum and cherry
trees which are starting to blossom on some streets. The air was clear
and the light was pretty and the clouds were constantly changing as
they moved across the hills.
We shouldn’t only look far away to experience beauty, though. Look
Pe
at things up close, too. Look carefully at the wood on your table, or
the smile of someone you’re close to, for example.
Another thing we can do is add beauty to our personal spaces. We
can buy flowers once a week or buy a plant like an orchid which
flowers for several months a year. We can print images that we like
and put them up around our house. And we can keep our homes
looking tidy. But remember that beauty isn’t just a visual thing.
Playing beautiful music can also make you feel good. Touching silk.
Smelling freshly cut grass. Or tasting a lovely piece of fruit. They’re all
examples of beauty.
Now, most of us go online daily, so we should think about making
our computer more beautiful. Change the wallpaper to a picture you
took of your favourite place, for example, or a slideshow of pretty
images. Visit websites where you can see amazing photos of nature.
And try to take a mental vacation at least once a day. By this I mean
closing your eyes and visiting a place you choose which looks and
feels beautiful and relaxing to you. Even if you’re sitting somewhere
that’s ugly, you can enjoy beauty anytime by using your imagination.
As writer Evelyn Underhill said, because we don’t pay attention, we
miss a thousand lovely things each day. I think it’s great that research
now tells us that beautiful things are important to our everyday lives
because people who hear about the research might start to make an
effort to see them. So, let’s try to add a little beauty to our lives and
the lives of those around us, so we feel good and less stressed.
2.11
N = Narrator L = Lecturer
N: You will hear a talk about body language and the effect it has on our
confidence and feelings of power. Before you listen, you have thirty
seconds to read questions one to ten.
L: Look at how you’re sitting now. Are your arms folded? Or your
legs crossed? Or are your hands by your side? When we talk
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about forms of communication we tend to think primarily about
oral communication like face-to-face conversations, or written
communication like emails. People don’t immediately think about
non-verbal communication like our facial expression or how
we’re sitting. But it’s actually one of the most significant forms of
communication, and it has a huge impact on how we feel and how
we act. Let’s take the feeling of power as an example. Our body
language tells other people if we’re feeling powerful or powerless.
I’m sure everyone here in the audience knows that in many social
situations they’ve been in, one person is in a more powerful
position than others. A job interview is a good example of this. The
interviewer can choose to hire the interviewee or not. So they’re
likely to feel more powerful than the interviewee. This means they
stand tall, look up and generally have what we’d describe as open
body language. I’m sure everyone here has watched an animal
documentary where apes displayed this kind of open body language.
When an ape wants to show a higher position of power, it stands tall,
pushes its chest forward and holds its head up high. The other apes
immediately recognise that this ape has more power than them.
Well, humans do this too, all the time.
From my own personal experience of job interviews, I can tell
you that most interviewees – the person who wants the job – feel
powerless and this makes them want to sit low in their chair and
drop their heads. They look down at the floor. Basically they want
to avoid looking big and make themselves as tiny as possible. But
research tells us that if that person sits tall in the chair and opens
up their body, they can actually start to feel more powerful. This is
because open body language produces power as well as reflects
it, and this can help the interviewee to give a good impression and
get the job. Open body language can result in a feeling of power, a
n
feeling of dominance and more risk-taking due to a higher level of
the chemical testosterone in our body.
Cortisol is another important chemical that the body naturally
produces. In fact it’s produced in times of stress, to help us deal
with a challenging situation. This could be a dangerous situation,
an unhappy situation or a situation where we need to succeed, like
a job interview. When we use open body language, the feelings of
power that result can physically lower our cortisol levels. And less
cortisol means less stress.
So, what does all this mean? Well, we know that if we change our
body language we can also change the way we feel. And if we
feel confident then we can perform better. So I’d like to make a
suggestion. I’d like you to all spend a few minutes at the beginning
of every day standing tall with your chests forward and your heads
high so that you can feel confident for the day ahead and become
better able to work towards your goals. It will work and I’ve got some
evidence to support this.
There was an interesting study carried out with University of Columbia
students that supports this idea. Sixty-six students were invited to
take part in a study to test the effects of power posing – that means
showing open body language. Five of the sixty-six students were not
included in the results. While they finished the task, they didn’t do it
exactly as they were supposed to. Four of them had misunderstood
the instructions and one hadn’t followed them correctly, so in the end
sixty-one students were included in the results.
So what did the students have to do? Well, they were asked to be
interviewed for their dream job. They were given about six minutes
before the interview, to write a speech that told the interviewers all
about their strengths and skills and why they should get the job.
While they were doing this some students were asked to adopt a
high-power pose – so in other words, show open body language.
The others were asked to sit and display a low-power pose, that’s
more closed body language. These preparation stages were filmed
to make sure that the students kept the correct body language
throughout the six minutes. When they’d finished, they delivered
their speeches to a group of judges who listened and then made an
evaluation of the participant’s performance. They considered how
the person presented themselves – by that I mean their ability to
look confident when speaking. They also evaluated how clever the
person sounded and how organised their ideas were. This is because
we know from other research that interviewers look for all of these
things when choosing someone to employ.
So, what were the results? Well, they showed that the judges rated
the candidates who had stood in a high-power pose more. The
judges thought those candidates were more enthusiastic when
describing their skills, although interestingly, their body language
did not affect their speech quality. This research doesn’t just tell us
that body language can make us feel more powerful and therefore
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perform better. It also tells us that certain body language before we
do a task can have the same result. And as I said earlier, this can help
us all. So, next time you have a big task, stand in a power pose to
gain confidence.
2.12–2.13
Aimée: I’d like to tell you about my graduation ceremony. Two years
ago, after I finished university, there was a graduation ceremony for
the students and their families where we got our certificates. So, I went
there with my parents and my sister. It was in a huge er ... conference
centre just outside the city, maybe there were over two thousand
students there. Anyway, we all wore those clothes, you know, a black
square hat and the black dress – I don’t know the name – but you put
it on top of your clothes. It was very funny to see my friends with those
clothes. At first the head of the university gave an um er speech and
then other people talked too. Next, I went up and I er talked, I talked for
a long time and er I er I gave a speech for the students. I was absolutely
terrified. I didn’t want to fall on the stairs or make a mistake. My mouth
was very dry but luckily I could speak and I said everything OK. After, we
went – er my family – we went to a restaurant and they gave me some
gifts. My parents gave me some car keys – they’d bought me a car – I
didn’t know so I was very surprised. They er … And so I was very happy.
My parents were very proud because I’m the first person in my family to
graduate from university so it was an important day for everyone.
Huan: Last year, I took an important exam so I could go to a good
university. Er ... er ... um ... the entrance exam was at the university near
Shanghai. Um ... it was a difficult exam because the questions were
difficult. And it was long. Er ... um ... Many students were there in the
er ... big room. Um ... and ... and I felt er ... sma ... small. I felt um ... bad
... because ... I wanted to um ... um ... er ... pass the exam. After, I felt
good because I could answer the questions. Er ... the exam were ... was
important because only good people can go to the university. Um ...
I could pass the exam and I er ... started the university in March. I was
happy.
so
Module 3
3.1
ar
1: In my opinion, I think that it’s a waste of time including sports on the
curriculum. Schools are a place to learn academic subjects.
2: As far as I know, there are a lot of playing fields around schools,
and they all have things like a basketball court and a football pitch.
They’re all outdoor facilities, though, so when it rains, it’s a real
problem.
Pe
3: Well, you know, most research suggests that competition is an
important lesson to learn. So I think every school curriculum should
include sports lessons.
3.2
I think that schools should encourage every child to be active because
there are so many problems with weight among adults these days, and
also children’s free-time activities tend to be very passive, sitting down
all the time. I think that schools can help change this, so they should
teach sport.
3.3
S1 = Student 1 S2 = Student 2
S1: I have to finish my application for university and I just can’t decide
which of these two universities to choose.
S2: Well, you must have some idea of which is better?
S1: That’s the problem – I think that both universities have a great
course programme. I’d be happy on either one.
S2: OK, well, Rugby’s got a good reputation. Why not go with that one?
S1: Well, yes, but unlike Rugby, where there’s no work experience, at
Bartlett you can spend a year in a company getting on the job
experience. I think that could be really important when you graduate.
S2: What about the optional subjects?
S1: Actually, I was surprised to see that there are the same options on
both these courses, and there’s plenty to choose from.
S2: So whichever you choose will be good. How about the teaching
staff?
S1: Well, both have good reputations but when I went to visit last
month, the teachers at Bartlett spent more time with us, and I got
more out of their introduction talks.
S2: And weren’t you interested in joining a rowing team?
S1: Yes, but neither university has a rowing team, so that’s not a factor.
S2: I give up – why don’t you just toss a coin?
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3.4
W = Woman M = Man
W: OK, so I don’t really understand our presentation. We have to talk
about whether or not jobs are going to disappear in the future. Isn’t
that kind of an old argument? Lots of jobs have gone in the last few
decades.
M: Well, the disappearance of jobs is nothing new, we’ve seen that
happening for years now, but they’ve always been low-skilled jobs,
like car factory workers, or basic administration work. Computers
are changing so fast and this time, careers that people have
spent thousands of pounds training for at university might start
disappearing. Simply put, some university subjects are going to
become less common and we need to predict which university
courses are likely to disappear. I mean, some universities are still
preparing students for jobs that won’t exist in ten or so years’ time.
W: Well, take building design and planning, for example. It’s obviously
not going to be taken off the curriculum any time soon. We’ve
always needed safe homes to live in and offices to work in, and
always will.
M: You’re right. That’s one of the courses that’s least likely to go, but it’s not
so much because of the safety side, but more because it’s a creative
subject. It’s exactly the same with interior design. We’re still decades
away from programming a computer to do anything artistic, so that
subject’s not likely to lose popularity in the next twenty years or so.
W: There must be some safe practical subjects, like medicine. We’ll
always need doctors.
M: Well, actually, it’s true that both are practical, but the main difference
between architecture and medicine is that there’s perhaps a more
creative side to architecture …
n
W: … whereas medicine is more about remembering facts, I guess.
M: Exactly, there are certain signs that indicate illness, and computers are
able to identify routine illness much more accurately than a human,
who just relies on memory.
W: OK, so it says in your article that we’ll probably only need eighty
percent of the doctors that we have today.
M: That’s what some reports have suggested. Human doctors excel
when someone has an illness that’s quite rare but the rest of the time,
a computer might actually do the job better.
W: Hmm, that’s an interesting thought. We’ll just have to become
computer programmers instead of doctors if we want to make a
difference to people’s health and well-being.
M: Ah, well, neither career is safe, to be honest. A lot of computer
programming is also very routine. At the moment you need specialist
engineers to fix things that go wrong with computers, but a lot of
computer experts are working to make it easier for people without
a lot of training to program computers and so, while we’ll still
need programmers, there won’t be anything like the number of
opportunities that there are today.
W: Actually, I can look forward to that day.
M: It’s really just the creative careers that are absolutely safe. Neither art
nor fashion design are going to disappear for many years to come.
W: I’m not sure I agree with that. Take a look at creative writing courses.
They’ve become more and more popular over the last few years, but
with so much creative writing now freely available on the internet,
people are going to have to think more carefully about studying at
university. They won’t be able to spend as much money on a creative
writing course as they did in the past. Soon enough, there’ll be
enough creative writing courses available online that nobody will be
willing to attend university for it anymore.
M: Right – you do know that a lot of this is not going to go down well
with our audience, don’t you?
W: Hmm, well, we’ll have to deal with that once we’re presenting.
3.5
N = Narrator T = Tutor M = Megan
N: You will hear an architecture student discussing a project on office
design with her tutor. Read questions one to five.
T: Right, Megan, I’ve looked at your notes for the end of year project.
You’ve got some good ideas here.
M: Thanks.
T: The diagrams are excellent and this is a really imaginative design.
M: It took me ages.
T: For the end-of-year project, you need to include a description of the
project and an explanation of why you wanted to design it this way.
Now I can see that your description is around one thousand three
hundred words long, but the maximum we allow is eight hundred,
for the display at the end, so you’re going to need to cut another five
hundred words from this before you hand it in.
31/03/2017 11:24

M: OK, sure, I forgot to check the word limit.
T: Do you think you have enough time to make the changes?
M: Well, I was hoping to have everything built by the twenty-first of
June, but it was difficult to get an appointment to use the university’s
3D printer. In fact, I can’t get on it until two days before the deadline,
which is on the twenty-sixth of June. I’ve got it booked on the
twenty-fourth, so as long as there are no technical problems, I
should be OK.
T: OK, that sounds fine to me. Now, let’s have a look at some of your
design ideas. You haven’t mentioned in your description why you
chose the different features you’ve drawn on the plan.
M: Well, I did a lot of research on the perfect office. Most people said
the biggest problem was that they notice sounds from printers and
other distractions more when there are no walls in the office. Even
if they don’t go all the way up to the ceiling, they still help to reduce
sounds. I included a lot of them in the design because studies show
that open plan desks just aren’t very good for encouraging quality.
T: Good point. What about this seating area over here?
M: I chose that because another study said that the most important
thing was to have a lot of different spaces. That opens up more
opportunity for different kinds of work, both traditional desks and
big boardroom tables can discourage small-team work. The sofas
allow people to sit and discuss or work problems in a more relaxed
way, with a few coffee tables to put papers and things on. People do
different jobs during the day, and the furniture should reflect their
different needs.
T: Mmm, that’s a very clear section. Good.
M: Thanks. What we’re aiming for is to give people better control. By
creating smaller spaces like this we’re giving people more freedom
to work the way they want. They can change the temperature at
their desks by opening a window or turning up individual heaters.
This can be really important, because some people need a warmer
or cooler office environment. It’s all about getting the most out of
people.
so
N: Now read questions six to ten.
T: OK, so what are some of the functions of offices that you addressed
with your design?
M: Well, there’s a lot written on the colour of working environments,
ar
and yellow, green and blue come out tops. Green helps people to
feel calm, and to a lesser extent, blue can help people to understand
difficult ideas, which make a more relaxing environment. However,
I used yellow because I was more interested in making a space for
a very specific kind of person, particularly people who work in jobs
where they need to have lots of new ideas. It’s very good for that. So
Pe
that’s why I mostly used yellow around the office.
T: I see you’ve also considered the artwork around the space.
M: That’s right. Although there wasn’t much written on the effects of
pictures on office workers.
T: I’m not sure that’s true. Their use has been found to have a very
calming effect on staff in hospitals. There was a study that showed
that people in demanding jobs, such as finance or sales, had fewer
problems with depression or generally just feeling down when there
were images of natural scenes around the building.
M: Can you give me the reference for that later?
T: Sure.
M: Another important thing to help people feel satisfied in their job
and working environment is the objects around the room. The main
difference between homes and offices is that homes often contain
personal objects such as plants. Unlike homes, many offices can
be very impersonal, and a lot of people dislike working in that kind
of environment. A study in the UK found that allowing people to
bring their own plants into their workplace made people feel more
like they belonged to the company, and they worked around thirty
percent more efficiently because of that. That’s why I’ve put those in.
T: Hmm, and you’ve got a lot in your report on about the windows in
this office.
M: Well, I was really interested in understanding this area better. There’s
been a lot written about natural and artificial light, but neither is
perfect. A lot of studies show that working in ambient light, that’s
light from the sun or daylight, helped people to get more and better
rest at night than those who were working in an office without
windows. So, that’s obviously a good thing. That’s why the windows
take up most of that side of the building.
T: But not everyone can sit near the windows. And it’s not always a
good thing. Soft lighting has been found to encourage people to
come up with more solutions to problems. That’s also a useful skill.
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M: That’s why I put the sofa area away from the windows in my design,
and put smaller lamps on tables around it. It allows a lot of different
kinds of work to happen.
T: Right. Well, it looks like you have all the information you need. You
just have to start reducing that description.
M: Sure.
3.6
E = Examiner R = Reham
E: What kind of things do visitors to your country buy?
R: Clothes are very cheap in my country. And the shops are very
beautiful and attractive. Nice shops make you want to buy things. I
think that most visitors go to the shops and buy clothes.
E: You said that the shops are nice. In what way are they pleasant?
R: The shops have good lights, and good decoration. The shops have
places where you can sit with your friends and have a coffee and
chat. You see some clothes and you feel good, and you buy them.
E: How can shops make shopping more pleasant for their customers?
Do you think they could do more to make it pleasant?
R: Yes. Well, sometimes I like to go shopping, and I don’t go because
there are no places in the car park. I wait a long time, maybe one
hour. It is not good.
3.7
E = Examiner Z = Zhuang
E: So, Zhuang, you mentioned that older people don’t enjoy going to
shopping malls as much as younger people. Generally speaking, how
do you think shopping habits have changed in recent years? Do you
think that generally, the way we shop has changed in recent years?
Z: Well, in China in the past people used to go to the market to buy
n
their food, or even in the countryside, I mean in the places where
there are a lot of farms, people used to grow or make a lot of the
things they needed, or they shared with their neighbours. So they
didn’t really go shopping the way we do today. But a lot of people
have moved to the city these days, and as a result, people prefer to
go to a nice shops, have a coffee, you know, meet friends. It’s almost
like a hobby.
E: So, do you agree that buying things makes people happier?
Z: Oh, definitely. For example, when you buy something new, you feel
a little bit excited and if it’s clothes, you want to go home and try
on your new trousers or try a new piece of technology. But I don’t
think that feeling lasts very long. In my opinion, people need to find
another way to feel happy.
Module 4
4.1–4.2
Carla: I’ve ... er ... got ... er ... got ... an amazing pram that I use all the
time. It’s a ...er...um...a pram and a scooter together. Er ... the scooter has
four wheels and the ... er ... platform ... er platform where I put my foot.
The pram’s in ... at the front of the scooter, um ... above my foot and just
in front of the er ... handle where ... where I put my hands. I use it to go
shopping or ... or ... when I ... I sometimes take my daughter out for a
walk. I like it ... because ... er ... I can get to the shops much faster when
I use the scooter and I don’t ... don’t have a lot of time. Er ... um ... the
movement also helps to send my daughter to sleep when she’s er ... she’s
er ... crying. But probably the main benefit is that it’s ... um ... fun for me!
Tom: Well, my favourite invention’s a ping pong door. Er, I don’t have
one myself but my friend James does. How can I describe what it looks
like? Er, it’s a special kind of door made of, I guess, green plastic. You
can pull down the top part of the door so it becomes a pingpong table
with half the table on one side of the door and the other half on the
other side of the door. We use it for table tennis matches – we’re very
competitive with each other. I stand in one room and James stands
in the other and we hit the ball through the opening in the door. It’s
really useful for I guess one main reason. Because well, most people
don’t have space for a pingpong table in their room but with this one,
you can, because it’s also the door! It’s not perfect, of course, but it’s a
good solution to the problem of space and that’s why I think it’s a useful
invention.
4.3
E = Examiner C = Carla T = Tom
E: Carla, do other people agree with you that the pram is useful?
C: Er, I’ve never really thought about it before. Um, I’m not sure, actually,
because I don’t know anyone else who has one. Most of my friends
with babies have said how fantastic it is but they haven’t bought one.
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Er ... so ... um ... perhaps the majority of people tend to think it’s fun
but not really necessary.
E: Tom, do other people agree with you that the table tennis door is
useful?
T: Hmm, that’s a difficult question. I know my friend James agrees with
me because it’s his door and he loves it but I’m not sure about his
family – or his neighbours. Generally speaking, I think they find it a
bit annoying because of the noise it makes!
4.4
Examiner: Do your friends also find this invention difficult to live
without?
4.5
Narrator: You will hear a man giving information about an exhibition
on teleportation.
4.6
Speaker: Welcome to our exhibition on teleportation here at the
science museum which we proudly opened for the first
time at ten this morning. I’d like to explain a little bit about
what you can find here at the exhibition before leaving you
to look around on your own.
4.7
The next step in teleportation is just a few years away.
4.8
1: I should explain exactly what teleportation is.
2: Scientists have already sent atoms across a room.
3: It could happen before the end of the century.
4: They can start looking at sending bigger objects.
5: We could use it to move information from one place to another.
6: It’ll probably result in other fantastic inventions.
4.9
N = Narrator S = Speaker
so
N: You will hear a man giving information about an exhibition on
teleportation.
S: Welcome to our exhibition on teleportation here at the science
museum which we proudly opened for the first time at ten this
morning. I’d like to explain a little bit about what you can find here at
the exhibition before leaving you to look around on your own. You’ll
ar
have plenty of time to see everything as the exhibition is open until
4.15 and the gift shop doesn’t close until five o’clock.
I think I should explain exactly what teleportation is for those of you
who are a bit unsure. It happens when one an object travels from
one place to another place in the form of energy. We’ve all seen
teleportation in science-fiction films, when someone’s in New York,
Pe
they press a button on their watch, they disappear and suddenly
appear in Beijing seconds later.
Did you know that it is possible to use teleportation now? Scientists
have already sent atoms across a room and Gallery 1 provides all
the details. In fact you’ll be able to see exactly what they did with
a working model. It won’t perform exactly the same task but it will
show you how it was done. Amazing! You can also see images of the
scientists and atoms in action.
Of course atoms are incredibly small and twenty-five kilometres isn’t
very far so the technology isn’t advanced enough to move humans
from one side of the planet to the other just yet. It could happen
before the end of the century though. And this is the main focus of
Gallery 2 – the future of teleporting. You can find information there
about how the next step is just a few years away – possibly sending
an atom to the moon. Then scientists can start looking at sending
bigger objects, followed by animals and then humans to different
places. You’ll be able to watch a recorded interview with Professor
Michio Kaku who says that there’s a strong possibility humans will be
able to travel across the universe in future but we will possibly not
want to use it because of the potential dangers involved. I’m sure
you’ll want to find out more about this and what could go wrong.
Finally, the topic of Gallery 3 is teleportation technology and
alternative ways we might use it. Humans might not use it to travel
from one place to another but we could use it to move information.
In the gallery you will find details of a quantum computer that
scientists are creating today using teleportation technology. A
quantum computer processes information using individual atoms,
so it can potentially make calculations and solve problems extremely
quickly. Much faster than now. In the gallery you’ll be able to see a
timeline of the history of processing to compare speeds in the past
with those that could be possible in the future. You can also find out
about how the same technology could be used to send information
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between computers, resulting in a superfast internet. Information will
be able to go from one place to another so quickly that no-one will
be able to access it or steal it before it gets to its destination. So it’ll
be much more secure than the web we use today.
So, we hope you enjoy finding out about teleportation here today.
It really is a fascinating subject. It might not be safe for human travel
but it’ll probably result in other fantastic inventions that may change
our lives. Now I’ll leave you to find out more about this topic at your
leisure.
4.10
N = Narrator S = Speaker
N: You will hear a radio programme about virtual reality technology.
First read questions one to five.
S: Welcome to Consumer Weekly. Today, we’re going to look at a
number of virtual reality headsets on the market and think about
different ways they might be used in future. Virtual reality first got
its name in the 1980s. When companies started to create virtual
reality products, much of it was basic and people were disappointed
with the experience. It also sold at such a high cost that the average
customer was unable to afford it. For this reason, consumer virtual
reality disappeared until recently, although commercial technology
continued to be developed for the car, medical and aviation
industries.
Today the technology is smaller and cheaper so there are several
headsets available. We’re going to look at four of them today. Let’s
start with Vision Next. A student first came up with the idea of this
virtual reality headset while at school. He started building his device
after obtaining investment online from over eight thousand investors.
His company was later bought by another company for over $100m.
n
The device is coming onto the market next month. It works with
a PC and there’s no need to install software as the headset will
automatically run when connected to the computer. It charges the
headset then too.
Our second headset – Virtual Vista – uses the screen of a
smartphone which you attach to the headset. This is different to
our first headset which has its own screen, making Virtual Vista
cheaper to make and buy. The phone software creates two images,
one for each eye, which makes it look three dimensional. Users use
a touchpad to move around the virtual world and will probably be
able to use the device with apps in future.
Let’s move onto Far Vu. This was an unexpected addition to the
market. Instead of making a new smartwatch as experts predicted,
the manufacturers announced this virtual reality headset instead.
The headset comes with a handheld controller and sensors that you
place around the walls so it can read your body movement. This
means it’s going to be more expensive than other devices but it’s also
going to be more powerful.
Finally, we have Iris 3D. This has the same screen resolution as Vision
Next but it also has a fast frame rate. This means the image you
see moves smoothly. This is important because if it isn’t smooth,
your brain knows that the image isn’t real and your experience is
negatively affected. Slow frame rates can also cause motion sickness,
as if you’re travelling on a boat on stormy waters.
N: Now read questions six to ten.
S: That brings me onto the subject of how exactly virtual reality headsets
can be used. Well, at first they’ll be used primarily for gaming. As
I mentioned they’re being used with mobile technology, games
consoles and personal computers. However, there are other uses
for it too. These devices will be able to take us away to a number
of different places and allow us to explore them. This could be in a
game but it might also be to a real place like a Caribbean island or
the top of a mountain. I recently experienced what it’s like to be a
stunt pilot using virtual reality. The ride was as exciting as a real one
I once had with a slightly crazy pilot friend of mine. You could have
that experience from the comfort of your own home which means
you’re not actually putting yourself in any danger. Virtual reality offers
people a chance to experience things they may not have the chance
to experience in person. Imagine giving an ill person in a hospital the
chance to go for a walk in their favourite park and listen to the sounds
of birds singing. That’s likely to help them in their recovery. People
with disabilities will have freedom of movement and will be able to
visit places that, in reality, they cannot reach.
Another important possibility is the chance for us to really
understand situations we don’t normally experience. Virtual reality
will allow us to understand what it means to suffer from a disease
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or experience war. We see images on TV or online these days, but
actually feeling what it’s like to be someone else in this situation
will be a much more powerful experience. And this experience
could lead to greater understanding between people from different
backgrounds and us helping each other much more.
4.11
E = Examiner N = Nada
E: OK, can you start speaking now? I’ll tell you when the time is up.
N: I can type quickly. This means that I type without looking at the … er
... keyboard. I look at the ... the screen and see what I type. At school,
it took me a long time to type my homework and I decided to teach
myself how to type. I found a program online and I used it to learn.
I practised for about twenty um no, maybe thirty minutes every day
for, I guess, three months, and then I could type. I’m not perfect
but I’m ... I’m quite good. How might it be useful in future? Well, I
guess it will be a useful skill in my job. I want to work at bus ... er in
business so I’ll have to use a computer a lot. If I type quickly, work
will be easier. Also, when I look at the screen, I can see my mistakes
and correct it ... er them. Before, I looked at the keyboard when I
typed and then later saw all my mistakes on the screen. It was very
annoying! So, this skill will save me time in future.
E: Do you think other people should learn this skill?
N: Hmm, I’m not sure. If you use a computer a lot then I guess, yes, it’ll
be very useful for you. And most people do use a computer at work
or university. But if you only use a smartphone or tablet computer
than you probably don’t need it because you tend to use just your er
... er ... thumbs to type. You don’t need to type with all your fingers
like on a PC.
4.12
Examiner: Do you think other people should learn this skill?
so
Module 5
5.1 and 5.2
1: I suppose that some paintings are well known, almost like a celebrity.
To begin with, when a painting sells for a lot of money, they feel like
they should like the painting. Also, a lot of the people who go to art
ar
galleries are tourists, not art lovers, and they go for the same reasons
that they go and see the buildings. They want to take a photo, or
be able to tell their friends that they were there. So that’s why these
paintings are really popular.
2: I think that art was easier to understand in the past. Firstly, you could
see the faces and scenes and they made you feel happy or scared.
Pe
These days a painting of a potato sells for a million pounds, and
you need an expert to tell you why it’s special. And secondly, a lot of
the time they don’t even make things. They just put things from the
house in an art gallery and call it art. Those are the two main reasons
why I think the quality of art has gone a bit downhill lately.
3: No, I think it’s wrong to make people pay to go to art galleries or
museums for the same reasons that we don’t make people pay to
go to school or to use public libraries. These places are educational.
They don’t exist for entertainment and parents shouldn’t need to
think twice before taking their child to learn about their country’s
past. That’s why I believe that they should offer free entry to galleries.
4: I’ve never really thought about this before, but I guess that the price
of paintings keeps going up, so the owner feels more confident that
they can sell the painting for more than they paid. Then I suppose it’s
also much nicer to own a beautiful piece of art than just having the
money in a bank account. You can look at the painting and enjoy
it in your home every day. For those reasons, I think a lot of people
think it’s a really good thing to buy art.
5.3
I think it’s OK / that we spend a lot of money / on art galleries. / I mean,
/ there are some objects / in a country’s history / that are so important, /
we need to keep them in that country.
5.4
1: Experts generally agree / that if national treasures / are in the hands /
of the governments and museums, / everyone can go and see them.
2: A lot of people have suggested / that these national treasures / are
essential for our culture.
3: Few people really want these objects / to end up decorating the
homes / of the rich.
4: So, / I think it’s important / that we use public money / to protect
these objects for future generations.
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5.5
Professor: Many people believe that they can’t understand art, that’s
it’s something wildly complicated, but with a few simple lessons, they
can. The best place to start to understand art is with the two most basic
elements – lines and shapes. Of course, colour is also essential, but we’ll
be looking at that in next week’s talk.
5.6
Professor: Let’s start by looking at lines. Can you all see this picture?
OK, well, we’ll start with vertical lines. There are very obvious vertical
lines in the houses, the lamp posts and this very tall building at the
back. The artist is using these in order to give a sense of great height
to objects. It’s a method that emphasises that this is an urban scene,
and the humans are really very small, perhaps even unimportant in this
world.
What makes this painting rather special is the feeling that, despite the
setting this is actually a very relaxing image. What is the source of this
contrast? Well, we have this horizontal line going across the sky towards
the middle of the picture. This is a key source of calm. It’s also echoed in
the wider lines of cloud above. These shapes help to relax the image.
Of course, we don’t want it to be too relaxing, and there’s still a small
place for nature in this scene. The curved lines of the clouds and sun
are in contrast to the straight lines of the man-made city below, and
this gives a sense of movement to the picture. Without the clouds, you
might feel disappointed in the painting, it would feel very still, as though
nothing was happening.
It’s not just the clouds that liven the scene up. The lines that really
dominate the picture are the diagonal train tracks coming up from the
bottom towards the middle. They’re very dramatic. It’s very important
to have these lines because otherwise, without them, you might lose
n
the feeling of energy in this picture. Perhaps there would be too little
happening.
And it’s not just the railway tracks that are important. The buildings in
the foreground in this picture look a little irregular, they’re not quite
right. Supposing we focus just on the form of these roofs, and ignore
the walls. If we follow the top lines of those into an imaginary distance.
Many of these shapes are also going in the same direction as the tracks.
The shapes stress a point that the artist wants to make, making us look in
a certain direction.
Now, what happens if we follow all these lines to the point where they
meet? It’s always natural to follow lines and see where they go, and
the artist is clearly using this technique to direct our attention. In this
case, we can see that there’s a city in the distance. That is where the
excitement is. That is where this rather lonely man is going.
5.7
Professor: OK, so a lot of artists as well as engineers are looking into
the possibilities of 3D printing these days. Before we look at some
examples of artwork printed in 3D, I want to give you an idea of how
these machines work. Now, we have a picture of a basic machine here.
You start by making a computer image of what you want to print out. In
order to do this, you’ll need 3D design software. There are a lot of digital
modelling tools out there, depending on how complex you want your
model to be.
If you’re not confident programming computers, you can actually buy a
programme that will give you ready-made shapes. You simply can cut
and paste them onto the screen to build your design, and it can be an
efficient way of making a computer image. In this case, it’s important to
make sure that the software you use allows you to see the final object
before you send it to the printer.
One of the most exciting things, I think, about 3D printing is that there
is such a large variety of different objects that you can build. As well as
many different shapes, there are a range of materials you can use to
print from. The most obvious is polyurethane materials such as plastic,
but the machines also let you print with rubber, paper and many more.
Printer processes vary, but one method is common in 3D printers for
home use. When the printer is told to print something, a filament –
which is just a small string of the material – is squeezed through the
print nozzle. As it goes through, materials like plastics or metals need to
be melted bit by bit in the nozzle itself. Then the hot material is sprayed
onto a platform beneath the nozzle.
To build an object, the printer makes a pass, much like a document
printer does, leaving behind either a small amount of the material in
little dots or a gap. However, in contrast to regular printers, it adds more
layers on top of the first, and these are joined together to create the
finished product.
You also need to plan ahead. Don’t leave your printing to the
last minute, as it’s a slow process. The average printer nozzle is
approximately nought point nought one millimetres thick, so supposing
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you want to print even a fairly simple design, you’ll actually need to give
the machine a few days to complete its job. That’s going to take a bit of
planning!
5.8
M = Man W = Woman
M: OK, so we need to talk about how vending machines have
developed over time for this presentation.
W: I know! I found a great website belonging to a guy who actually
collects vending machines as a hobby.
M: Where does he keep them?
W: He’s made a kind of museum in his back yard where he displays them.
M: I suppose the first vending machines were those old newspaper
boxes that you see on the sidewalk in New York in old movies.
W: Actually, the earliest source of a vending-style design is much older
than that. There was a machine created in the first century by a
Greek engineer. It sold pure water. When you put a coin in, a kind
of platform became unbalanced and released the drink into a pan
below.
M: Wow. I thought they were about a hundred years old or so. Actually,
I’ve got a website here about the first modern vending machine,
a mechanical model, which is what we think of these days. In this
case, it dispensed stamps at a time when the postal service was really
important, and was popular in England. It was invented in 1867,
and the company that made it went on to include postcards and
envelopes, but that wasn’t until much later, once a system had been
set up to install and re-fill the machines.
W: Going back to this guy who collects vending machines, he’s got
some nice illustrations of how a gumball machine works. I mean,
it’s actually a very simple design. When the company that put the
machine in place needs to fill it, there’s a key that they need to open
the lid at the top, and then they can pour the gumballs in.
M: Huh! It says here that the first gumball machine invented by the
Thomas Adams Gum Company came shortly after the British design,
so
but it was probably more important and more famous because it
added game elements to the machine, giving people more of an
incentive to buy. I think we should include that, because it’s fairly
easy to see how it works.
W: OK – go on. How does it work?
M: Well, the customer puts in a coin, activating this crank system inside
the gumball machine. In contrast to the popular view that the correct
ar
coin is judged by size, actually, all of those early machines judged
the coin by its weight. Those early gumball machines are a good
example of this. The coin pushes down a small lever, which allows
the person to turn the crank manually. Without the coin, the lever
blocks the crank.
Pe
W: Right, I can see that on the diagram. Often those early models also
had small figures that moved every time someone bought gum from
the machines, and of course kids loved that.
M: Hmm, we don’t have that on this image. But we do have the way
that the gum was dispensed. The hopper let the gumball drop, but
in order to get to the gum the customer had to turn this handle,
unlocking the candy door at the bottom, which was also kind of fun.
W: Yeah, you know the best thing about those old machines, though?
It says here, that the manufacturing process wasn’t that accurate on
the early models, and if you were lucky, multiple gum balls, rather
than a single gumball used to drop down. That sounds like the best
thing to me!
M: OK, so do we have any other types of vending machines, as well as
the mechanical vending systems?
W: Not really, but I think that those old newspaper vending machines
are worth a mention. They were easy to cheat because the
customer paid, then opened the door, giving them access to all
the newspapers inside. In other words, they could take all the
newspapers out, leave them on the side, and block the locking
mechanism so that the door stayed unlocked. That’s why they were
known as honour systems, because people were trusted to do the
right thing and just take one paper, and put the rest back.
M: In a lot of ways, the majority of vending machines today sell the
same kinds of products as gumballs. For example, products needed
to be cheap, and something that wouldn’t go off quickly, so that
the company wouldn’t have to worry about re-filling the machines
regularly.
W: Mm … I don’t know about that. I mean, one company in Atlanta set
up the world’s first car vending machine in 2013, and I know that in
Japan, they sell artwork by machine in the galleries. Neither of those
products is cheap. Other companies sell products with short shelf
lives, like fresh milk.
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M: OK – I think we should mention that things have changed. Vending
machines are still mostly found in public buildings, like schools or
sports centres, but it’s interesting that you mention Japan because
they seem to sell everything by vending machine these days.
W: You’re right, they even sell hot meals there. And there’s a vending
machine for every twenty-three people in the country, in contrast to
the United States, which is more typical, with around one for every
eighty-three people.
M: Can you imagine if we get to the state when it’s one machine per
person?
5.9
E = Examiner A = Aisha
E: What are some of the differences between physical toys and online
games?
A: I think that online games are very good for young people. They learn
to play together … to co-operate. But they can be bad … bad for the
health, especially if children sit down all the time. In a physical game
they can move and play and that’s better when they’re very young.
E: How do toys and games develop children’s social skills?
A: I think that toys can be very good for young children’s social skills.
Very young children play with their toys and they talk about what
they are doing. Older children always want to play with another
person, so it is only natural they will talk with those children. They
also play in teams.
E: Why do some toys become more popular than others?
A: I think the popularity of toys comes from the films. They see a film
like Frozen, and they want the doll, or they want the … the puzzle.
You see a lot of books in the bookshop that are not interesting, but
they have the character of the film on the front and so children want
n
it.
E: In what ways can toys become educational?
A: I think any toy can be educational. Sometimes if you just give
children a box, they play with it and use their imagination. Even
animals play when they are young. It’s how they learn to do things
for real when they’re older. Most toys can be educational, but of
course there are some that are specifically designed to help children
learn, like science sets.
5.10
Aisha: Well, in my opinion, online games are very good for young
people. The main reason I believe this is because with online games,
they can learn to play together and cooperate with their friends.
However, it’s not all good, and they can be bad for the health, especially
if children sit down all the time. In a physical game they can move and
play and that’s better when they’re very young, so I think they’re both
good, but for different reasons.
5.11
I do think that toys and games can develop social skills. When they play
with cars, or dolls, young children usually talk about what’s happening. If
they play games, they have to establish rules, and decide how to judge
the winners. So I think that these games are very useful.
Module 6
6.1
Marta: Because I wanted to visit a culture that’s very different to my
own, I went to India – New Delhi and the Taj Mahal, actually. I’d seen a
documentary on TV about the Taj Mahal a few years before and so I did
some research about it. The whole area looked interesting – that’s why
I chose to go there. I went with one of my friends from school because
we’re close and we like the same things so I knew we’d have fun. The
first thing we did was go to the Taj Mahal. The Taj Mahal is an interesting
building and its history is interesting too. In New Delhi itself, there were
some interesting places where we spent our time, for example there are
a lot of markets in the city which sell a lot of different things – clothes
and food for example. We bought a dress each because people in India
wear interesting clothes. Um … er … We ... We bought some spices to
take home, and we tried some of the, er, interesting food. I wanted to
know if it’s the same as Indian food in my country. It’s not! It’s much
hotter! One of the things I didn’t enjoy was the crowds. There were
people everywhere – more than in my capital city. I didn’t like walking
around much – but it was still an interesting experience. We certainly
had to be careful crossing the road! All in all, we had an interesting time
and I would recommend it.
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6.2
Marta: I’d like to tell you about my trip to India. I wanted to go
somewhere very different to my country so I could learn about a
different culture. I’d seen a documentary about it on TV. The whole area
looked spectacular so I decided I wanted to go there. I went with one
of my friends from school. We’re good friends so I knew we’d have a
good time together. The first thing we did was go to the Taj Mahal. The
Taj Mahal is a gorgeous building and its history is fascinating too. After
the Taj Mahal, we went to the capital city of India. In New Delhi there
were some exciting places, for example there were a lot of markets in
the city which sell a lot of different things, like clothes and food. We
both decided to buy a new dress because people in India wear pretty,
colourful clothes. We also bought some spices to take home and we
tried some of the tasty food. It’s not the same as Indian food in my
country. It’s much hotter or ... or ... spicier in India!
Unfortunately I didn’t like the crowds very much. Wherever you went,
there were people everywhere. The population is much higher than in
my city. I didn’t like walking around because of this but I guess it was still
an interesting experience. We had to be very careful crossing the road
though! All in all, we had an amazing time and I would recommend it.
6.3
Mubarak: I went to New Delhi last year with my parents. Cities in
India are more crowded than cities in Al-Alain where I live. Some
people say they’re overcrowded but I think they’re very lively and
colourful. In New Delhi we went sightseeing. We saw some historic
buildings. For example there was a really pretty old fort. We saw some
modern buildings too, such as new shopping malls, so it was a ... a very
convenient place to be. I preferred to visit the old markets there though,
to see some history. I’d heard that real Indian food was amazing so I
wanted to try it. Of course, I don’t think that Delhi is a perfect city. Some
of the buildings were old and a little unattractive. And the facilities there
were sometimes quite basic. The city was full of cars, bikes and people
too – which was exciting! Two or three people were on the bikes at one
so
time – it didn’t look terribly safe to me but it was OK for them. Some
of the streets were narrow so it was a bit stressful to walk around with
so many people. But it was an absolutely amazing place to visit and I’d
quite like to go back again, maybe to a different city next time.
6.4
Lecturer: 1When we’re cold, the first thing we do is shiver which
ar
causes us to produce a greater amount of heat. 2Our blood withdraws
from the skin areas to the central part of the body because it needs to
concentrate on keeping the really important parts of our body warm,
like our heart, our kidneys, our liver, etc. This means our skin starts to
feel cold. It also goes red as our blood vessels expand to try to keep it
warm. 3When it feels very icy, we begin to lose the cells in our fingers,
Pe
toes, nose, ears and cheeks. 4These can soon be replaced if you find
warmth, but if you don’t then they quickly die. This is called frost bite.
Not everyone feels temperature in the same way. 5The difference
between a woman’s core body temperature and her skin temperature is
bigger than the difference between a man’s, which means a woman is
more likely to have cold hands and her feet are more likely to get cold.
Of course it isn’t just an issue of gender, it can also be an issue of age.
6
Recognising differences between warm and cold weather is also more
challenging for the elderly which can put them in danger.
6.5
N = Narrator L = Lecturer
N: You will hear a woman give a talk about humans adapting to cold
temperatures. First, you have some time to look at questions one to
six.
L: We humans are tropical animals. We aren’t particularly built for the
cold but we have managed to adapt so we can live in very cold
areas. We survive freezing temperatures by eating the right kind of
food so we have enough energy to burn and keep us warm. We
also make sure we wear the right clothes. When I was young, my
grandmother used to say, ‘There’s no such thing as bad weather, only
bad clothing’ and to a large degree that’s true. We adapt to colder
environments by covering our bodies in layers of the right material
that will keep us warm such as wool. The final thing we do to survive
cold temperatures is to build the right kinds of homes that we can
heat and that protect us from the cold outside air.
There are people in Siberia in Russia, for example, who regularly
cope with outside winter temperatures of around minus 25 degrees
this way. And there are towns in that area that have recorded
below minus 60 degrees in the past. I’ve recently been to Yakutsk
and believe me, life there goes on as normal for the most part,
even though it’s freezing. Parents go to work and to the shops, and
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children go to school but of course everyone stays inside when it’s
particularly cold to keep warm. They don’t go out for more than five
or ten minutes. And when they do go outside, they wear layers of
very warm clothing. In fact it can take them quarter of an hour just to
get dressed! The Yakutsk people have lived in that region for around
eight hundred years so they know how to prepare for and survive life
in the cold.
But what about those of us who don’t live in extreme places like
Siberia? Well, if the temperature drops to zero, we won’t be in
any immediate danger, even if we’re wearing only light clothing.
However, for this to be true, it has to be a very still day with no
moving air whatsoever, because there’s something that can have a
significant impact on our survival, and that’s wind. The thermometer
might say minus twenty-five but if the air is moving, then it’ll feel far
chillier. In fact, a twenty-five-mile-an-hour wind would make the
temperature feel more like minus sixty-six and you’d be in danger
in just seconds. So the right clothes and shelter are incredibly
important, especially if a gale has just started blowing.
6.6
N = Narrator Z = Zoo worker
N: You will hear a zoo manager giving a talk about zoos. First, you have
some time to look at questions one to ten.
Z: I’ve been invited here today to tell you a little bit about the
conservation work that we do at Milton Zoo. The zoo was started
by a family who first had animals in their garden, where they also
grew and sold plants. The family’s friends would visit just to see
the animals so they decided to open a zoo to the public. The
development of the zoo since then has been huge. Altogether it’s
around one hundred acres in size, making it one of the largest zoos
n
in the country. We have almost ten thousand animals living here,
with a total of three hundred and twenty-three different animal
species. Last year we had around one million visitors in total during
the year which was a record.
Our latest addition is a new baby elephant which was born just over
two weeks ago. He’s part of our very special breeding programme
which was started at the zoo to help ensure endangered species
are protected from extinction. You may have heard in the news that
we were trying to breed giant pandas. Unfortunately, we weren’t
successful so we took them out of the programme but we are
expecting a new tiger cub in the next few weeks. As tigers are dying
out in the wild, this is really great news. We also donate money
to a breeding centre in Kenya to help the locals try to save the
black rhino. We help to protect the mountain gorilla in its natural
environment too although you wouldn’t see those animals if you
visited Milton Zoo today.
I’m really proud of the work that we do at our zoo and some of
the work that goes on in animal organisations around the world
is incredible. Zoos are a fantastic source of family entertainment
which also seek to educate visitors about different species. For many
visitors, it’s the only opportunity they’ll get to see such animals in
real life. Of course, the good zoos take animal welfare very seriously
and the majority are charities so any profits they make are spent on
conservation in the wild. As well as this, zoos can teach us about
different types of wildlife through research. This would not be
possible in the wild and zoos are the only place it can happen. Over
the last few years we’ve discovered so much about these animals and
now we can really provide the kind of medical assistance they need
to live longer.
Having said this, zoos have been controversial since they first
started. Animals which should be able to run free are stopped from
doing this so I think it’s important for us to, every now and then, ask
ourselves if zoos are doing the right thing and whether their role is
the right one. There was a study done recently that made me wonder
about this. The researchers looked at the total number of animals
in zoos around the world – which was around 2.6 million animals.
A lot, right? It said that only a quarter of bird species are kept in
zoos which means a large majority are not being protected. And
more worryingly, just twenty to twenty-five percent of endangered
animals are kept in zoos. Now, there may be plenty of reasons for
that. An endangered animal often has difficulty breeding so it could
be that zoos are unable to breed them. But we do have to be careful
that we’re not just keeping and protecting those species that are
particularly attractive for visitors, whether that means physically cute
or just of special interest in some way. Of course, we need people to
come to our zoo so we can afford to keep it going, but we also have
a responsibility to protect as many animal species as possible. And I
do believe at Milton Zoo we are going in the right direction.
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6.7
Jorge: I’m going to talk about a kind of monkey in my country. I’m er ...
not sure of the name in English, maybe a er ... spider monkey. Anyway, it’s
quite large for a monkey and it has a very long tail. It also has long arms
and legs. It’s brown and er ... it has … um … hair, you know, animal hair, I
don’t know the word. It lives in the rainforest in South America. It usually
lives high in the trees. I think it’s a um social animal because it usually lives
with other monkeys. Unfortunately the rainforest has go ... er disappeared
in some areas and so sometimes the monkeys have to move. Sometimes
the monkeys live in people’s homes. That’s not typical but some people
think it’s good to have a pet like a monkey. They’re not easy to have
because they live for a long time – over thirty-five years I think – and
you have to spend a lot of time looking after them. I like these monkeys
because they’re lively and move around a lot. The rainforest is a beautiful
area of my country and a lot of wildlife lives there. The monkeys can
enjoy life there too and live together with others. Actually, I like monkeys
because they’re similar to humans. They live with family and friends and
have fun together. I think this is a good way to live.
Module 7
7.1
1: There was one time when I went on a journey with my friends. I was
in high school at the time. It was actually not that far away, but we
had to go by road and by boat, rather than flying, and it took forever.
It was worse on the way back because the coach broke down and
we had to wait by the side of the road for two hours for another one.
2: I think something has to change with the railways in my country. The
trains have become busier and busier and I get the impression that
it’ll soon be too much trouble to travel by rail, because they’re always
too full, or they’re delayed. I suppose they’ll have to make bigger
trains, or faster trains – that would be great, actually.
so
3: I definitely think that travelling by plane has become more difficult
and takes longer these days. I can’t say for certain, but I think the
main reason is that security is so much tighter, and airports are
so much busier, so you have to get to the airport a long time in
advance.
4: I think that the current situation with road travel in the city centre is
ar
not sustainable, I mean, you can’t get anywhere, and it’s difficult for
shops and businesses to receive deliveries of things.
5: Hmm, things haven’t changed so much, but I think the main
difference between then and now is that long journeys are easier – I
mean, there are usually nice restaurants along the way on very long
Pe
roads, and you have computers in your car that tell you where to go
when you’re lost.
6: Hmm, I haven’t really thought about that because I’ve been so
busy studying, but I suppose I’d probably go to Australia. It’s a really
expensive trip, you know, but I think it’d be so cool to see all the
animals there.
7.2
Tour guide: You can see that like many cities, it’s built around this
beautiful harbour. If you look at the map on the wall here, you’ll see all
the main tourist spots are clearly marked. We’re currently here in the
north west of the harbour, in the Central Business District, and this is
a very modern area, but a lot of the city around the harbour is much
older.
You can see on this map that to the east of here is the Old Hall. That’s
just behind the main government office, which is still in use today and it
has spectacular views of the harbour to the south.
To the right of the Old Hall is the Market, which used to sell goods that
had just arrived from abroad. These days it’s used as an arts centre, and
is still very popular. We’re going to get on a boat once we pass the Old
Hall so that we have enough time to get round the whole harbour.
Of course, today people arrive by air, but in the past, shipping was the
main route into the country. Here at the mouth of the harbour to the
west, there’s a pier that was used as a docking point for boats going
out to this small island to the south east, which was used as a prison
in the past. These days you can take a boat from the pier and cross
the harbour much more quickly than driving round, and that’s what it’s
mainly used for today.
The main island is here in the centre, but many larger ships had to travel
around the waters north of the island because the water on the other
side was too shallow, and was the fishing area.
We’ll be taking our tour today around the southern side of the harbour
because to the southwest of the central island, there’s a viewpoint,
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where you get spectacular views of the city. We’ll be stopping there so
you can take photos or just sit and enjoy the incredible sights. OK, so
we’ll get started now, unless anyone has any questions.
7.3
Tour guide: So, welcome to our tour of the old Customs House and
Immigration Centre. As you can see, it’s not used now, but immigration
played an important part in this country’s history in the eighteenth and
nineteenth centuries, and so the building has been kept for historical
reasons.
Let’s get started. Can you all see the map? Well, as you know from
your boat trip this morning, the old Customs House was located in the
middle of the harbour, surrounded by the sea. You arrived here today
pretty much the same way people did back then. As you can see, it’s a
kind of horseshoe shape, and we’re on the pier, which leads us to the
eastern half of the island and through the entrance that people once
used.
If you look at the map on the wall here, you’ll see that there’s an eastern
half and a western half of the immigration centre. Originally, there was
just this smaller part of the island here in the east. However, it quickly
became too small to cope with the increasing numbers of people who
were arriving. So they increased its size by building a second extension
here on the west. Our tour starts today here in the eastern section.
So, people had to get off the boat, and leave all their luggage behind.
They were given a ticket with a number on it, and they had to collect
their suitcases later. This was because as we move into this building
here to the east, you can see that it’s marked out so that people have
to queue along a zigzag path to get to the desks at the front. This was
the arrivals hall, and is possibly the most famous building on the island.
Here, people had to go through legal checks, answering questions,
n
such as their names, whether they were married or not, and where they
planned to go in the country. It was often a long wait.
Then from there they had to go into a smaller room behind this hall,
which arrivals used to refer to as the baggage room. This is where their
suitcases were delivered from the boats, and so they could exchange their
tickets for their luggage. Most people only had one or two bags, anyway.
After they collected their suitcases, they moved to the northern part of
the island. As you can see, there’s a long hallway here which functioned
as the old ticket office. People were divided into groups depending
on whether they were going north or south after they left the island,
with different boats waiting to take them in different directions. If you
wanted to go north you had to make your way around the outside of
this building, and so everyone had to come down these magnificent
stairs, where the lucky ones had loved ones waiting to meet them. This
area just south of the stairs became known as the kissing post, because
so many people were happy to be reunited with family. From there, it
was a short walk to either dock to catch the boat off the island and onto
the mainland.
Of course, as more people started arriving, more staff were needed to
work in the Customs House and that’s why this second half of the island
was built onto the west, with the work completed in 1906. This was
the administration block, where the lawyers and other officials worked,
although much later it became used as a hospital wing. So we’re going
to go over there now and I know that some of you want to look through
our records of your family members arriving here.
7.4
N = Narrator T = Tour guide
N: You will hear a tour guide giving a talk on Te Papa, a museum in
Wellington, New Zealand. Read questions one to six.
T: The Te Papa Museum is New Zealand’s celebration of old and new
culture. The building itself took four years to complete. One of
the first exhibits you probably saw were the three spheres which
you passed to the right of the entrance of the museum before you
came in. They’re made out of rock from a volcanic eruption around
seventy-five thousand years ago, and they represent New Zealand’s
commitment to respect our land.
You’ll find lots of things here that show the values of New Zealand,
but before we make our way around the museum, can I ask you to
leave any big coats or any large bags here in the cloakroom on the
left of the main entrance hall opposite the information desk before
you go on to the rest of the museum.
Now, to get from the south side to the north face of the building you
need to walk through our temporary exhibition room. This is to the
left of three equal-sized rooms. I can see a lot of you brought kids
with you today, and you might want to turn right as you leave that
room, because the visitor centre is just next door. If you’re here with
kids, you might want to go and have a look at the activities we have
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on for the little ones today. There’s also a gift shop just the other side
as you walk towards the east of the building.
It’s a beautiful day and I recommend our outdoor facilities to you,
too. If you go out the north-east exit, there’s a beautiful wall that side
of the building which is decorated with images of the sea. They’re
really quite spectacular and shouldn’t be missed.
To the south-west, as we look towards the city, we have our beautiful
gardens. Here you’ll find a traditional Maori cave, which is located
just north of the centre of the gardens and it’s well worth a visit
before you leave. There’s also some action going on in our fossil dig
towards the south-west end of the gardens. If you find it hard to get
around the gardens, though, you can always enjoy the incredible
views of the gardens from our café located at the far western end
of the northern building. They do a great lunch with locally cooked
food. And if you have any more questions, you can find me here at
the information desk all day.
N: Now read questions seven to ten.
T: So, we have a fantastic range of exhibitions here at Te Papa, but
the building itself was carefully planned to reflect the history of
our nation. There’s a good reason why the building is divided into
the two halves, both with a very different feel to them. The north
face of the building is covered in light brown walls. It embraces
the environment around us: The sea, hills and the sky. That’s
because it represents the beauty of the island, and celebrates the
rich geography and traditions. The south side of the building faces
the modern city and is covered with walls painted in strong, lively
colours. It celebrates what we call Pakeha, or a European focus,
and the square spaces are similar to the order European settlers
followed and the laws they introduced. In the centre, between the
E: What language would you like to learn in future?
C: What language would I like to learn in future? I think I will learn
Arabic. Unlike Italian, a lot of people speak this language. If I learn
to understand it, I can travel and learn more about art, and the um
… ancient … the ancient peoples of that region. I think that’s a good
reason to um … pick up this language.
E: Do you like learning different languages?
Z: Yes. I like learning languages very much. I learnt English. It was very
hard. I think I spent about ten years studying. Yes, I studied for ten
years. I still don’t speak English very well. I think you can hear.
E: Do you think it’s easier to learn a foreign language if you live in the
country where it is spoken?
Z: I don’t think so. I think it’s very difficult. In China, we had a lot of help
from teachers. In England I don’t have help. I have friends, but all of
my friends are from China. I don’t practise so much.
E: What language would you like to learn in future?
Z: I think maybe Spanish is a good language. A lot of people speak
English and Chinese and Spanish. I think I can speak to a large
population around the world. First I need to study English. I want to
study computer programming and I need to be very fluent.
Module 8
8.1
1: educate, education, educative
2: responsibility, responsible, responsibly

two buildings on the next floor up, is the Treaty of Waitangi. It’s the
nation’s founding document after we became independent. A special
exhibition there explores what this process has meant to the people
both old and new who live here.
so
The Marea is located on the top floor. This is the name of the special
gateway, where visitors wait to be welcomed by the home people.
The Marea is unique because it is controlled by different local groups
at different times. Every few years, we invite a different group to
take charge of our Marea here in Te Papa. The Marea is a gateway
between the different cultures of New Zealand, and it’s also a place
ar
where we New Zealanders can welcome visitors from overseas, too.
So don’t leave the museum without.
7.5
E = Examiner C = Camille
E: Do you like learning different languages?
Pe
n
3: microwave, microwave, microwaveable
4: inform, information, informative
5: govern, government, governmental
8.2
Well, it’s true that food labels can help to educate people. They tell us
what kinds of things are in the food we buy, like the number of calories
or the amount of salt so we can act more responsibly and eat a more
balanced diet. Having said that, I’m not sure labels do actually result
in healthier eating because most people are just too busy to look at
them – I know I rarely do. For example, microwaveable meals have a lot
of salt in them. While the label’s there to help me choose the healthiest
option, I never read it. So, although food labels can be informative,
they don’t actually work and I think we should look more closely at the
manufacturing process. We should ask the government to create new
laws about quantities of salt, sugar and fat in food products.
8.3

C: Yes, I like learning different languages.

They tell us what kinds of things are in the food we buy, like the number
E: Why?
of calories or the amount of salt.
C: I like different languages. I think you can talk to other people. It’s
8.4
interesting.
1: It’s true that food labels can help to educate people. / Having said
E: How did you learn to speak English?
that, / I’m not sure labels do actually result in healthier eating.
C: I learnt to speak English at school.
2: While the label’s there to help me choose the healthiest option, / I
E: What are the benefits of learning a language in the country where it
never read it.
is spoken?
3: So, / although food labels can be very informative, / they don’t
C: I think you can learn better in the country where a language is
actually work / and I think we should look more closely / at the
spoken.
manufacturing process.
E: Why?
C: I think that if you go to the country, you will speak to the people. You 8.5
will learn very fast. But it is very expensive to go to another country. 1: Dr Givens. G-I-V-E-N-S.
E: What language would you like to learn in future? 2: Khloe. K-H-L-O-E.
C: I would like to learn Chinese. 3: Berkeley Road. B-E-R-K-E-L-E-Y.
E: Why? 4: Stephen. S-T-E-P-H-E-N.
C: I will learn Chinese. It is a very useful language. I think it is difficult 5: Mr Mathews. M-A-T-H-E-W-S.
but I think it is a very important language in the world today. 6: Lilli Park. L-I-double L-I.
7.6 8.6
E = Examiner C = Chiara Z = Zhiang 1: Mr Freight. That’s F-R-E-I-G-H-T.
E: Do you like learning different languages? 2: Harringdon Road. That’s H-A-double R-I-N-G-D-O-N.
C: Yes, I enjoy learning another language. Er, … because … um because … 3: Alexander Reis. That’s R-E-I-S.
is … useful for me and also it’s very interesting for me. 4: Warvick Street. That’s spelt W-A-R-V-I-C-K.
E: Do you think it’s easier to learn a foreign language if you live in the 5: Luggen Surgery. That’s L-U-double G-E-N.
country where it is spoken? 6: Jardine Pharmacy. You spell it J-A-R-D-I-N-E.
C: Yes and no. I suppose I have to say that it’s very difficult … um to 8.7
live in another country, even though I chose to live abroad. … When 1: My first name’s Emily and my surname’s Jamieson. That’s J-A-M-I-E-
I came to England to learn English, it was … very complicated to S-O-N.
understand people. … In England they talk very fast in the streets, 2: I used to live in Munson Lane but now I live at 21 Croker Park. That’s
compared to the teachers, and I still have problems. But I hope that C-R-O-K-E-R Park.
in the future … I will um … overcome this and be able to speak better
than now. I hope. If I study hard.

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3: I was born in a place called Gifford but moved from there when I
was ten. You spell it G-I-double F-O-R-D.
4: My first job was at Utterwich Dairy. You spell that U-double T-E-R-
W-I-C-H.
5: I’ve recently moved to Flat 3, Binnington Drive. That’s B-I-double
N-I-N-G-T-O-N. Before that I was living with my parents.
6: The golf course is on Fairbrice drive, just off Brightling Avenue. That’s
F-A-I-R-B-R-I-C-E Drive.
8.8 and 8.9
N = Narrator W = Woman M = Man
N: You will hear a conversation between two neighbours about local
shops. First, you have some time to look at questions one to seven.
W: Hi Max, I wonder if you can help me.
M: Hi Olivia, sure what do you need?
W: Well, I’ve invited some classmates over for dinner tomorrow night
and I need to get some food. I don’t really know the area that well
yet. Where’s the best place to get good, fresh groceries?
M: Ah, right, OK. Well there aren’t that many options within walking
distance but actually you should be able to find what you need.
Firstly, there’s the big supermarket – Price U Save. That’s probably the
biggest and most popular shop in town.
W: Right, where’s that?
M: It’s on Thompson Road, just off Red Lane.
W: Is that with a P?
M: Yes. It’s T-H-O-M-P-S-O-N.
W: OK, great. Would you recommend it? I mean I know it’s popular but
that doesn’t always mean the quality’s the best, does it?
M: No, that’s true but actually it’s not bad. They sell everything there
and every day they have a number of different offers so it’s very
reasonable. I usually do my weekly shop there and I have no
complaints.
W: OK, I’ll go and have a look.
M: There’s also Daisy’s Delicatessen. It’s named after the owner, Daisy.
so
It’s a specialty shop so it’s not particularly cheap but the food’s high
quality. It’s on Bridge Street, opposite the bank. She used to sell the
best cold meats in town but not anymore as her customers tend to
be vegetarian. I have to say that her salad is particularly fantastic and
I’d highly recommend it but she sells other stuff too.
W: Well, two of my classmates are non-meat eaters apparently so I’ll
definitely check that out. Is there anywhere else?
ar
M: Yes, there are a couple more places you could try. The first one is
Eccles Corner Shop.
W: Eccles? How do you spell that?
M: E-double C – L – E – S. It’s about a twenty-minute walk from here,
through the park, down past the school and then right onto Rose
Pe
Lane. It’s recently been sold and the new owner’s now selling locally
grown fruit and vegetables. I think this is great because you can help
local farmers to make a living. The vegetables are fresh and organic.
The only problem is that the shop closes at 5p.m. so you’ll have to go
during the day.
The final place you can try is the food market. It’s called the Bishops
Street Food Market because that’s where it was for a long time
but actually it was relocated last year to the High Street – towards
the bottom. The owners decided to keep the name because that’s
what everyone called it. It’s confusing but hopefully it won’t be
moved again for some time! You can find more food there from
local suppliers. You can also buy ingredients that aren’t common
anywhere else. I’d definitely recommend it if you’re going to cook
something exotic.
8.10
N = Narrator M = Manager W = Wei Liu
N: You will hear a student called Wei Liu, talking to a restaurant
manager about a part-time job. First, you have some time to look at
questions one to five.
M: Hello, Jobs 4 You, how can I help you?
W: Yes, I’m looking for some part-time work. Something in a restaurant,
maybe.
M: Are you a student?
W: Yes, I’m in my second year at college so I’m only available in the
evenings and at weekends at the moment.
M: OK, let’s have a look at what we’ve got. Right, well, there’s a position
as a kitchen assistant available. It’s at the Carousel Café down on
Swann Street.
W: Sorry, could you spell the name?
M: Yes, it’s C-A-R-O-U-S-E-L.
W: Thanks. So, when would I have to work?
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M: Well, it says here that they need staff for Saturday and Sunday, so that
would be OK for you, wouldn’t it?
W: Yes, it would. I guess the job involves washing the dishes.
M: That’s right. It says here they have a dishwasher though, so you’d
load the dishes and take them out. Oh, but before you do that, you
first have to clear the tables in the café and take the dishes into the
kitchen for washing.
W: Fine. Is there anything else?
M: Bellamy’s Restaurant is looking for waiting staff. That’s not for the
weekends though, that would be two evenings a week – Thursday
and Friday. You do the things normally associated with that kind
of job – taking orders and serving the food. There are also some
cleaning duties too.
W: That sounds reasonable.
M: The final job we’ve got that might suit you is for a barista.
W: A what?
M: A barista, you know someone who serves coffee. This job is at a
department store all day on a Saturday.
W: Oh, in Tanner’s?
M: No, well, yes. Tanner’s has a new owner and so the name recently
changed to Millerby’s. It’s spelt M-I-double L-E-R-B-Y-apostrophe-S.
W: Great, thanks. What would I have to do there?
M: You’d need to make and serve hot drinks. They also sell cakes there
so you’d need to bake them first thing in the morning. They’re pre-
prepared so you wouldn’t need to be an expert – just put them into
the oven.
N: Now read questions six to ten.
M: Now, the summer holidays are coming up and there are some
temporary jobs available at a local ice cream factory. Would you be
n
interested in those?
W: Oh yes, definitely. I don’t have any plans. What kind of jobs?
M: Well, they’re full-time jobs Monday to Friday but they’re also
temporary – for about six weeks. The first position is an unusual one.
It’s for a food taster. That’s the person who checks that the ice cream
has been produced correctly by the machines. It’s a quality control
job really. The salary’s good for this kind of job at £15.30 but you’d
need to take a test to make sure you have good tasting skills.
W: That sounds really interesting. I’m definitely interested in that one.
M: One of the best things about that job, I think, is the fact you can get
involved in their creation programme. That’s where staff experiment
with different flavours to create new ice cream recipes. Wouldn’t it be
great if you could create a new ice cream flavour?!
W: Yes, absolutely!
M: Er ... the second job they’re offering is food packer where you have
to put packets of biscuits into boxes and then label each one. You
need to be conscientious to do this kind of job. It pays £8.45 an hour
which is obviously less than the food taster job, but if you stay for the
whole six weeks, until the end of the summer, you receive extra pay.
It’s about one week’s wages.
W: Hmm. That might be OK.
M: Finally, there’s one more job and that’s an office assistant. You’d need
to be good with computers and a fast typist as you’d have to prepare
reports. You’d also have to manage the customer database. It pays
£12.50 an hour. As part of the job, you’d attend a course in health
and safety. This training would be good to put on your CV and might
help you find other work after the summer.
W: OK, well thank you very much. I will give it some thought.
M: Good. You can apply for the jobs directly on our website.
8.11
Yohei: I don’t think they’ve changed a lot but there are some differences
to when I was young. One thing is the TV. We have the TV on when we
eat now and I don’t think ... don’t remember this when I was er ... little. I
think we communicated more while we were eating, but now we often
sit in silence and watch the TV! It’s a bad habit really. Er ... another new
change is cooking. When I was young, mothers stayed at home and
cooked dinner but nowadays more women work so ... er ... people eat
more convenience food. It’s quite good in Japan as it’s freshly made every
day. It’s not unhealthy but it’s not as good as my mother’s cooking.
Fatima: I think meal times will be the same as now because er ... um
they don’t cha ... they … they haven’t changed in the past. Er ... people
eat together today and maybe they will eat together ... also in the future.
It’s important for our relationships. Maybe food we eat will change
because ... er ... we eat … er … some food is different now. These days
we’re lazy sometimes and we eat easy food and this food isn’t healthy.
Some people are getting bigger now and maybe in the future we’ll all
get bigger. Or maybe healthy eating will be more important.
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Module 9
9.1
Giuliana: I think it’s important to be healthy. I try to eat a lot of fruit and
vegetables. I like fruit and vegetables and it’s not a problem for me. I also
go running. I like to have fresh air. I prefer to exercise outside.
9.2
David: Of course, it’s really important to be healthy. Well, you know,
no one’s perfect, but I started swimming a month ago, in order to get fit,
and I feel better than I did before. It’s making a huge difference. Finding
the time has been hard, but if it’s important enough, you’ll make time.
9.3
1: Ancient medical practitioners depended on observation of patients
alone to tell them if a herb or drug had worked to make them better.
2: Things changed little throughout the centuries until 1900. Around
that time, the idea of testing in laboratories became common.
3: These early reformers were enthusiastic but lacked skill, as medical
historians have pointed out, and their work was largely unregulated.
4: In 1938, all new drugs had to go through medical trials before they
were given to patients.
5: Officials didn’t state in the law exactly what tests chemists needed
to do, but they had the power to stop any drug coming onto the
market if they were unhappy.
6: A worldwide drug disaster in 1961 saw the introduction of new laws
in 1962 bringing in much tighter controls on new medicines from
that time onwards.
9.4
Man: OK, so do we have a definition of what a placebo is?
Woman: We have more information on one pill than any other and
that’s placebos. Placebos are substances that are made to
so
look like medicines but they don’t contain an active drug.
Instead, a placebo is made of an inactive substance, such as
starch or sugar. These have no medical effects, but the patient
thinks they’re real. Placebos are now only applied in research
studies, but they’re used in almost every drug test, and have
proved to be very effective. Researchers have observed that
in tests comparing placebos with active medicines, a placebo
ar
drug often performs almost as well as a real one, with
patients reporting improvement in health. In fact, as many as
one in three say that they feel better after taking the placebo.
9.5
N = Narrator W = Woman M = Man
N: You will hear two biology students talking about a presentation that
Pe
they will need to give on placebos.
W: OK, so we have to do our presentation on placebos next Monday
and we’re still missing a lot of things. I think we should try and make
it as visual as possible.
M: Definitely. It’ll be more interesting that way. I’ve got some presentation
slides sorted, but we need a laptop. Mine’s broken at the moment.
W: That’s fine. I can bring mine in from home, and we can connect it
to the projector in the presentation room. What about handouts? I
have some nice graphs that I think it’d be helpful to share, and I need
to get them photocopied, but the machine in the library’s broken.
M: Again? You’d think they’d get it fixed. I need to go to the department
office tomorrow. If you can give me a copy before then, I can get
them done on the machine there.
W: Great. OK, and we mustn’t forget to include some photos in the
presentation slides. I wanted to talk about Henry Beecher. He
became the first to notice that placebos worked as a painkiller, after
giving a mixture of salt and water to soldiers when he ran out of the
real thing.
M: I heard about him last year. I expect there might be a photo online,
but I know that there’s a really good collection of photos in the
science library. I’m sure I saw one of him in an exhibition last year.
That’d be nice to include, too.
W: Definitely. I think that’d be brilliant to include in the presentation. Do
you think you can get it?
M: Sure.
W: It’d also be really nice to actually have some placebos for the talk,
and perhaps pass them around for people to look at. I’ve spoken to
the administrator in the medical centre. They have a large store of
placebos there. I thought it’d be nice to bring some in and, seeing as
they’re not actual medication, we don’t need to get anyone to sign
them out. They look very convincing.
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M: Can we try them ourselves then?
W: No, they’ll just be to look at.
M: Shame. OK, then I think we need to go into more recent studies
from neuroscience. Did you find anything on that?
W: Yes, I did. Apparently, by analysing the brain, they’ve found that
the placebo helps the brain to release natural chemicals, and this
changes our brain activity. So it’s not all in the mind, there’s actually
a physical response there. That brain activity is similar to what you
would observe from the effects of the real drug.
M: Interesting. I found something similar. The brain activity that you
usually associate with pain just shuts down. We should try and get
samples of those brain scans.
W: I can look on the internet to see if I can find anything. There must be
some research published somewhere.
M: OK – the last thing I wanted to include was something on Parkinson’s
disease. One of the main signs of Parkinson’s is very low levels of the
chemical, dopamine. But if you give a Parkinson’s sufferer a placebo,
the brain starts producing more dopamine in the body, and that
helps to ease some of the symptoms.
W: Wow! Do you have any statistics on that? It’d make a really strong
argument.
M: No, but I reckon I can get that on the internet, too.
W: Brilliant. I think this is going to work!
9.6
W = Woman M = Man
W: OK, so I think last time we met, we forgot to talk about the moral
issues around placebos. The first key issue is the question of
dishonesty. This is quite a shady side of medicine and a lot of doctors
disapprove for that reason.
n
M: Yeah. The majority of doctors in one survey I read said that the
whole job is about trust, and using placebos would just threaten
that, so they would never use them.
W: And some doctors disagree that these drugs do anything physically. I
found someone who said he found no evidence that placebos have
any effect at all, unless you look at patients’ reports. Then you start to
see benefits showing up.
M: Hmm, that’s a good point, but I think a lot of healthcare is all about
making people feel better. As long as you’re not ignoring a problem
that’s going to get worse, that’s OK.
W: Well, the medical community doesn’t agree with you. They’ve
completely prohibited the use of placebos as a treatment for illness,
no matter how trivial, and I think we need to mention that.
9.7
N = Narrator D = David M = Maria
N: You will hear a man named David and a woman named Maria
discussing how friendships are formed in children. Read questions
one to four.
D: I’ve just been reading an article on why we become friends with
certain people and not others.
M: Was it any good for that project we have?
D: I think so. It’s mostly about very young children at school, and says
that there are common patterns observed in the way that friendships
are formed. The main factor is close surroundings, in other words
people who happen to be around. We’re most likely to become
friends with our neighbours, either in the sense that we live near
them, or we sit near them in class or share an office. It’s got little to
do with pastimes or stuff like that which might come in later in life.
M: I don’t know that’s true anymore. I mean, even young kids are on the
internet these days and make friends that way.
D: Apparently that makes little difference, at least while friendships are
developing. If people hang out enough, they’re able to decide if it’s
worth investing more there, and having a ‘getting to know you’ phase
is still crucial.
M: But if that’s true, if it’s just about proximity, that’s a bit weird. In most
cases that kind of thing is decided by people in authority over you,
like teachers. That’s not really a basis for becoming best friends
forever.
D: Well, no! But it’s a bit more complicated than that.
M: I think there are other factors that predict how likely it is that a
friendship will form. I met my best friend in my art class, and we
both loved the teacher there. I read an article that suggested that we
tend to relate how we feel with the people around us. So, if you’re
in a good mood when you’re first introduced to a new person, you
tend to connect that feeling with the other person you’re with, and
you have a much better chance of getting on together.
D: Hmm, that makes sense.
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M: But that’s not all, whether it’s positive or negative, if you have
something that unites you, you’ll probably get on. The theory of
‘homophily’ suggests that a shared hate gives you both something to
complain about and that can bring people together too.
D: Great. Have you got some notes on that?
N: Now read questions five to ten.
D: OK, so the task also requires us to compare children and teenagers’
friendships.
M: I found something on children’s friendships. They go through three
key phases depending on their age.
D: That’s interesting. I don’t really remember that much about my
friends from the very early days.
M: Level one is the first stage. That’s when kids are four to seven years
old, and is just about doing things together. They want a handy
playmate at that age – someone who’ll do things with them.
D: It must get a bit deeper after that.
M: It does. Around the age of eight to ten, kids start identifying a best
friend. That’s the second level, and at that age, it’s all about trust and
helping each other. Kids know they’ll be the first to be invited to a
sleepover, or they know their friend will come round their house,
and that’s an important phase.
D: I guess after that it’s all about loyalty.
M: Absolutely. That’s the level three stage, from about eleven years to
fifteen. They want to know that if there’s any trouble at school they’ve
got someone they can count on to support them.
D: That also explains why people often change friends in the teenage
years, I guess, they’re testing out different people.
M: So we’ve been friends since we were teenagers. I’m not sure I see any
of the patterns we’ve talked about in our friendship.
D: Well, we kind of look similar!
M: What?
D: I mean, neither of us is super trendy. When people meet, the way we
so
look does come into it. For example, if I consider myself a bit geeky,
and I see another person who seems similar, well, certain judgements
are made on their appearance, and even if we don’t realise it, the
early phases of friendships are more likely to be initiated.
M: That makes it sound really shallow!
D: Yes and no. I mean that’s how it is at the beginning, but then
after that automatic rating phase, we start thinking, and we make
ar
decisions. We also adapt our behaviour a little bit to match what we
think the other person expects of us.
M: So it’s not all about looks? I’ve always thought we look for the
qualities that matter to us in other people. If you value education,
then you’ll hang around with smart people. If it’s about sense of
humour, you’ll look for someone who’s funny.
Pe
D: That’s also true. OK, let’s start getting some of this typed up.
9.8
E = Examiner P = Pablo
E: You may start now.
P: An old person that I would like to describe is a lady who is a
neighbour of mine. She lives in the same village, and she is really
very old. I think she is … erm, how do you say? Well, she doesn’t work
anymore but she used to be a teacher. She’s about ninety years old
actually. She has a lot of lines on her face, and she has grey hair.
I know her because everyone in the village knows her. She helps
people, and when I was young, she used to cook for me, little things,
like cakes, or biscuits. The best thing about her is that she’s very
kind, and she always says hello to the people as they walk past. Her
memory is excellent. She remembers everybody’s birthday in the
village and sends a biscuit to celebrate. That’s why I like spending
time with her.
E: Do you have a lot of old friends?
P: No, I don’t know so many, but I have a lot of aunts and uncles.
E: Do other people you know like to spend time with this person?
P: Oh yes, she’s so popular. I think she’s the most popular person in the
village.
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Module 10
10.1–10.4
E = Examiner C1 = Candidate 1 C2 = Candidate 2
E: What kind of rules do most people follow in their lives?
C1: Sorry, can you say that again?
E: What kind of rules do most people follow in their lives?
C1: What do you mean by follow?
E: I mean that you do what the rules say.
C1: Oh right, yes, well, good question. Er, well, we follow a lot of rules.
Drivers have to remember and follow a lot of rules on the road.
There are some rules in the areas where we live. For example, in my
apartment block we have to park in only one place in the car park
and we have to put our rubbish in special areas – we can get into a
lot of trouble if we don’t. Family has ... families have rules, so in my
home you have to take your shoes off before you come into the
flat and we have to tidy up any mess that we make. My mum gets
annoyed if we don’t. I know some families has ... have strict rules for
teenagers about coming home in the evening and doing homework
and so on. My parents were always quite relaxed with me but then I
never really came home late or anything. Erm, what else? Er ... There
are lots of rules at school and at work. For example, when I was
growing up, I had to wear a school uniform. It had to be a certain
colour and the girls weren’t allowed to wear trousers – just skirts.
And of course you could not wear trainers or anything like that. At
work, I have to look smart now too and wear a suit. And no trainers.
So, we follow a lot of rules every day but we don’t really think about
it very much.
n
E: Why are rules in our society important?
C2: Could you repeat the question, please?
E: Yes, why are rules in our society important?
C2: Sorry, could you say it more slowly?
E: [Slower] Why are rules in our society important?
C2: Roles?
E: Rules.
C2: Oh OK, now I understand. Um … Well, we all have different roles in
society and each person has more than one role. For example, I’m an
engineer in my job and so that is one role. I have to work hard and
do my job well. I also need to earn money to live. Life is expensive
these days and I need money to pay for accommodation and food.
Another role for me is parent. I have a small daughter so I must take
care for her and teach her to be a good person. I need to teach
her about the world and about society. This is probably my most
important role. Er ... I’m also a sister and I help my brother when he
needs advice. We’re both children and we take care of our parents
who are getting older now. So, we call them and visit them a lot.
10.5
Typically when people enter a large ticketed event, like a festival or
sports event, the process is the same. It’s a simple process but one that
needs to be done well and efficiently to ensure that large numbers of
people can enter the venue safely. The first step for staff working at the
entrance gate is to encourage visitors to queue in the right place and
in an orderly way. So this might mean having rows of queues or those
queues which go in a kind of zigzag like those you see at airports. The
next thing they do is take the visitor’s ticket and make sure it’s not a fake.
Then, they return the ticket or stamp each person’s hand so they can
re-enter the event if they later have to leave for any reason. The next
step is to check the visitor’s bags for any glass bottles or other items not
allowed in the venue. They should do this firmly but also politely. Once
that’s done, staff then move onto the final stage in the process which is
to hand the visitor’s belongings back, send them into the venue and start
the process again with the next person.
10.6
Narrator: You will hear a lecture on the topic of crowd control and risk
assessment. First you have some time to look at questions one to eight.
10.7
Lecturer: You’ve all heard the phrase ‘safety in numbers’, right? But
crowds pose risks too. All it takes is a few people to move in the wrong
direction or run and people can quickly find themselves in danger. That’s
why event organisers need to plan their crowd control and have safety
measures in place for anything that might go wrong. And that’s where a
risk assessor would come in.
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The first thing an assessor should do is get lots of background
information about the place where the event will be. It’s really important
that they know where boundaries lie, where buildings are and where
exactly people will be. They should think about which areas are mostly
likely to have the largest crowds too.
After that, the assessor needs to consider the crowd size. It’s a good idea
to plan for all eventualities so predict both few visitors and very large
crowds. It’s not just the size of the crowd that’s important though. It’s
their actions too. Will they be standing, sitting or moving about? The
more information the assessor has, the better the decisions they can
make so they need to leave plenty of time for this stage of the process.
Now the assessors can move onto analysing the large amount of
information they have. They need to think about what might go wrong
– by that I mean potential problems – and then the possible negative
impact each one could have. Assessors should make a list of these. It’s
important here that the assessor doesn’t underestimate the situation –
they should make sure they consider all possibilities, because it’s better
to be prepared than not.
That brings me nicely onto the next step which is the evaluation stage.
Each risk should be analysed carefully and then put into a category
according to how serious it is – is it a high risk or a low risk, or
somewhere in the middle? The assessor will then know which areas they
need to worry about the most.
Next, the assessor needs to look at the risks and come up with a solution
for dealing with each one and it needs to be as effective as possible so
the risk is minimised. For example, if the event’s organisers are expecting
a large number of people to attend an event in a building, the assessor
should make sure the organisers don’t go over the maximum number
allowed by counting each person as they arrive.
Risk assessors record their findings and make them available to all staff
working at the event. It’s usually in the form of a Risk Assessment Report.
Staff need to become familiar with it before the event and use it as a
point of reference during the event, in case of an accident or some kind
of illness or emergency.
so
Organisers can’t rely on employees reading it before the event so they
need to make sure that employees are ready to deal with any problem
that comes up. This is usually in the form of training which is given in
person or online. The purpose is to help staff develop skills, knowledge
and confidence they can apply on event day.
And that brings me to the final stage of the process. The previous stages
ar
can take several weeks if not months but during that time things can
change. So a few days before the event you need to go back to the
venue and give it one final check.
You can never get rid of risk completely when working with crowds
but you can reduce it. It sounds like a lot of work, but remember that
a little planning can go a long way. Following these stages can help risk
Pe
assessors keep crowds as safe as possible.
10.8
Narrator: You will hear a professor giving a lecture on urban planning.
First, you have some time to look at questions one to ten.
Lecturer: If you were able to make changes to your city, what would
they be? Who would benefit from them? Who would suffer? Being
an urban planner isn’t an easy job. For example, you have to deal with
inhabitants who disagree with your plans and fight for financial support,
all of which takes time and patience. But essentially there are two key
things that an urban planner does: firstly, make sure that new structures
do what they’re designed to do. A new block of flats should have the
facilities to provide good, comfortable and safe living accommodation
for instance. The second thing is to be sure that the structures are
visually appealing and fit into the local surroundings.
Well, in order to make sure this happens effectively, there’s a procedure
that planners across the country generally follow and I’d like to talk
you through that process. At first, they think about their vision – what
exactly they want from this plan. And from this vision, they choose the
goals that they want to achieve. These could be, for example, to reduce
traffic on the inner city road network during rush hour or to build a new
apartment block to provide more housing for an overcrowded area.
The next step is to collect data and then put together draft 1 of the plan.
They don’t actually show the first draft to anyone at this stage. Instead,
the planner reads it and the content is revised. Remember that this stage
of the process can take a lot of time and requires a lot of very detailed
work but it’s better to get things right at the beginning.
So now the planner has the second draft. Unlike draft one, this draft is
given to a planning team who read it and pose a lot of questions. They
also make recommendations and help the planner to get the plan just
right. The plan is rewritten and the third draft is produced.
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The next step of the process is to get the views of local people. They’re
invited to attend a consultation event where the plans are laid out.
People can ask questions and give suggestions too. Or challenge the
proposal if they want to. The planner then incorporates their points of
view into the plan.
The last stage is for the planner to write the fourth and final draft and
hand this over to the local city council where key decision-makers read
it, debate it and decide whether or not it should be implemented or
rejected.
Now, this all sounds fairly straightforward but, believe me, the process
is not at all simple. There are many elements to planning that make it
extremely challenging. One of these is the fact that a large amount of
the town is not owned by local government. They own the streets and
public buildings but the rest is owned by individuals. So what would you
do if you needed to build a new road through the city to reduce traffic
problems? How would you feel if you had to destroy fifty homes in
order to do this? Planners do their best to keep everyone happy but few
plans achieve this and difficult decisions have to be made.
Another issue is past planning. Urban planning isn’t a new phenomenon.
Most towns have grown from small villages over the last few hundred
years, with thousands of people making decisions about how they
should change. All of those decisions were made at a time when needs,
architecture and technology were all very different. The current planner
has to live with the effects of those decisions. For example, they might
have to work with streets that are too narrow for large vehicles.
A final challenge is the fact that the planner has to see into the future
and predict what people will want and need twenty or more years from
now. For instance, what a smart home might look like. How would
you do this, if you were a planner? After all, no one can really see into
the future. I’m sure planners of the 1960s had no idea just what city life
n
would be like for people today but they had to guess.
So, to sum up, urban planning is potentially very exciting – you get to
change the way people live – but you also have to make, and live with,
some difficult decisions.
10.9
E = Examiner M = Mariana
E: Now I’d like to ask you some questions about family and friends.
Why do some young people choose to move out of the family
home and live with friends?
M: Sorry, could you say that again?
E: Of course. Why do some young people choose to move out of the
family home and live with friends?
M: You mean live with friends in an apartment?
E: Yes.
M: Actually, in my country it’s not usual. I mean, most young people
don’t live with friends because very ... it’s very expensive. But I know
people do, in some other countries. Maybe ... Maybe some young
people want to be more free and er ... um ... er ... er ... er … be on
your own and decide things on your own. When you live with
friends, you can go out when you want. Also you don’t have to call
someone if you want to be late home. Also, you can be tidy ... er ...
untidy and you can be er ... free. On the other hand, it’s expensive to
move away from home. You have to pay the er ... er ... for electricity
and er ... gas and things. Also, another problem is that arguments
with your friend and this can be a problem. It doesn’t matter if you
argue with your family, because they always love you. But ... it’s
different with a friend. Maybe you’ll stop speaking to each other.
Actually, I doesn’t ... don’t want to live with my friends. It’s not good
to see each other all the time ... Also, my mum washes my clothes
and my friends can’t ... maybe they don’t want to ... do that.
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