Macmillan IELTS foundation teachers book

This book takes a ;tematic approach in preparing overseas students for r Speaking, Listening and Academic Reading and iting modules of the IELTS exam by providing tips, rm strategies and

IELTS Foundatlon

Macmillan Education

Between Towns Road, Oxford OX4 3PP

A division of Macmillan Publishers Limited

Companies and representatives throughout the world

I S B N - 1 3 : 9 7 8 1 , 4 0 5 0 1 3 9 5 6

Text O Rachael Roberts, Joanne Gakonga and Andrew Preshous 2004

Design and illustration O Macmillan Publishers Limited 2004

First published 2004

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Note to Teachers

Photocopies may be made, for classroom use, of pages 11,4 -125 without the prior written permission of Macmillan Publishers Limited However, please note that the copyright law, which does not normally permit

multiple copying of published material, applies to the rest of this book Designed by Mike Cryer, eMC Design; www.emcdesign.org.uk

Typeset by EXPO Holdings

Illustrated by Oxford Designers & Illustrators

Cover design by Andrew Oliver

Dictionary extracts taken from ihe Macmillan Essential Dictionary for Learners

of English O Bloomsbury Publishing Plc 2003

The publishers would like to thank Celia Bingham for all her hard work on this project.

Printed in Thailand

2011 2010 2009 2008 2007

1 3 1 2 1 1 1 0 9 8 7 6 5 4

rge numbers of overseas sfudents wish to study at

iversities and colleges in Britain, Canada and

rstralasia and the demand for and awareness of IELTS

ntinues to rise.

my students are aiming for IELTS from a relatively

dy stage in their studies, but starting at perhaps Band

l, find much of the material initially too demanding.

is course takes into account the needs of a typical

Lrner (within the approximate 4-6 band range)

rnning to do IELTS and the particular demands of this

Foundation is a coursebook that supports the

eds of lower level students by offering

nprehensive, step-by-step practice witfun 12

eresting topic-based units This book takes a

;tematic approach in preparing overseas students for

r Speaking, Listening and Academic Reading and

iting modules of the IELTS exam by providing tips,

rm strategies and appropriate practice activities The

ggested time to cover this course is 120 hours, but

pending on the level of the students, this could quite

;ily be shortened or expanded.

e contents are closely based on the IELIS exam

;essment criteria and each of the 12 units integrates

r four skills thus providing balance and variety The

ok also aims to give a thorough grounding in the type

;kills necessary to study and perform effectively in an

glish-speaking academic environment and active

rning is encouraged Therefore, IELTS Foundation

nbines two key elements: IELTS preparation and

ential study skills.

complement these elements, relevant language

:tions are also integrated into the units to support the

mers in developing the necessary accuracy and

rge/ as well as providing them with useful phrases

1 key lexical items for use in an IELTS context and

:r in an academic context Some understanding of

course/ including avoiding repetition and lexical

ks, is included, and major elements of pronunciation

'also considered.

There are also additional iVocabulary and Writing (lcomments) For a detailedContents on pages 2 and 3

The Teacher's Book provi, line references indicating questions are to be found, activity in the Student's B, for exploiting the courseb Book is a very useful guid experienced in this particr comprehensive inf ormatir the strategies and techniq good grade, In addition, il English for Academic Pur crucial role that study skil highlighted answers are ir suggestions for optional a supplement the core mate the back of the Teacher's I photocopiable practice acl

of the book.

Study Skills Book The Study Skills Book can intensive IELTS preparatio sections to give further pra Listening, Academic Readj the IELIS exam This work exercises, sample answers

be successful in the IELTS r activifies are provided and practice exam The Study S supplement IELT S E o unda I

Core skills areas

Asummary of the rationalfor each of the core skills a

Students at this level may dense to engage with, whi developing the necessary r

Large numbers of overseas students wish to study at

universities and colleges in Britairy Canada and

Australasia and the demand for and awareness of IELTS

continues to rise.

Many students are aiming for IELTS from a relatively

early stage in their studies, but starting at perhaps Band

4-5, hnd much of the material initially too demanding.

This course takes into account the needs of a typical

learner (within the approxim aIe 4-6 b and range)

planning to do IELTS and the particular demands of this

IELTS Faundation is a coursebook that supports the

needs of lower level students by offering

comprehensive, step-by-step practice within 12

interesting topic-based units This book takes a

systematic approach in preparing overseas students for

the Speaking, Listening and Academic Reading and

Writing modules of the IELTS exam by providing tips,

exam strategies and appropriate practice activifies The

suggested time to cover this course is 120 hours, but

depending on the level of the students, this could quite

easily be shortened or expanded.

The contents are closely based on the IELTS exam

assessment criteria and each of the 12 units integrates

the four skills thus providing balance and variety The

book also aims to give a thorough grounding in the type

of skills necessary to study and perform effectively in an

English-speaking academic environment and active

Iearning is encouraged Therefore ,IELTS Foundation

combines two key elements: IELTS preparation and

essential study skills.

To complement these elements, relevant language

sections are also integrated into the units to support the

learners in developing the necessary accuracy and

range/ as well as providing them with useful pfuases

and key lexical items for use in an IELTS context and

later in an academic context Some understanding of

discourse, including avoiding repetition and lexical

links, is included, and major elements of pronunciation

are also considered.

There are also additional appendices on Grammar,Vocabulary and Writing (model answers andcomments) For a detailed description of each unit seeContents on pages 2 and 3

The Teacher's Book provides keys to exercises, including line references indicating where answers to reading text questions are to be found, clear teaching notes for every activity in the Student's Book and guidelines and ideas for exploiting the coursebook material The Teacher's Book is a very useful guide for those who maybe less experienced in this particular area, as it gives

comprehensive information about the IELTS exam and the strategies and techniques necessary to achieve a good grade In addition, it also offers insights into English for Academic Purposes (EAP) particularly the crucial role that study skills play Tapescripts with higilighted answers are included as well as a number of suggestions for optional activities that can be used to supplement the core materials in the Student's Book At the back of the Teacher's Book are an extra 12

photocopiable practice activities, each relating to a unit

of the book.

Study Skills Book The Study Skills Book can be used for self-study or as an intensive IELIS preparation course It is divided into four sections to give further practice in the Speaking,

Listening,Academic Reading and Writing modules for the IELTS exam This workbook includes relevant exercises, sample answers and useful strategies on how to

be successful in the IELTS exam Keys and comments for activities are provided and it also contains a full IELIS practice exam The Study Skills Book could be used to supplement IELTS Foundation or as a separate course.

Core skills areas

A summary of the rationale and basic approach takenfor each of the core skills areas is provided below:

Students at this level may find IELTS reading texts too dense to engage with, which prevents them from deveioping the necessary skills and techniques The

reading material in IELTS Foundationis designed to be

u "rtibl" and to have a broad appeal to students from a

variety of backgrounds and cultures Texts have been

taken from a variety of sources, including newsPaper

and magazine articles and internet websites as well as

academic texts

In each Reading skills section, the student is given

guidance in both understanding the text and in learning

i-o deal with the full range of IELTS question types' Skills

such as skimming, scanning, finding topic sentences and

each text

Writing

difficulties often result in them producing texts that

display an inappropriate style or content, lack

organization or contain basic linguistic weaknesses'

IELTS Foundation adoptsa step-by-step approach that

takes lower level leamers carefully through each stage of

the writing process relating to IELTS Task 1 and 2'

Collaborative activities to raise awareness/ PrePare

students and practise key writing skills are provided at

each stage Feafures focussed on include planning,

putugtuphi.rg, useful language, style and editing' All

unitsalso contain an IELTS Writing question to give

individual practice.

As well as focusing on the writing Process, a product

approach is also adopted by basing tasks on model or

alihentic student writing This gives insights into the

type of texts required and the level of language that is

deiirable These sample answers also develop students'

section on Pages 160-165 of the Student's Book'

Speaking

IELTS Foundationprovides guidance and strategies on

how to approach the Speaking module' There are

r,n*"to.tJopportunities to practise all three parts of the

module ot J iuttg" of topics Peer and teacher feedback,

as well as self-evaluation, are drawn upon to help

develop speaking skills Recordings and tapescripts of

authentic student responses are also used for activities and analysis.

To improve students'speaking skills in general, there are regular opportunities to speak in pairs, for example,

in pre- and post- reading and listening activities' In addition, language sections throughout the book provide useful wbrds and phrases relating to particular functions such as giving and justifying opinions' Motivating tasks and interesting topics also allow students tJ present information and ideas or discuss key issues These types of activities will be useful

preparation for future academic contexts'

Listening

Many students at lower levels find listening quite challenging, particularly when texts include more academic voiabulary and are extended monologues, such as lectures as in the final part of the IELIS Listening module Hearing a text only once, as is the case with IELTS, can also cause difficulty' IELTS Foundation gives students practice in all four parts of the Listening module, as well as providing support and useful tips for tackling different question types In addition, there are further listening activities designed to practise such skills as note taking and listening and writing simultaneously.

Tapescripts are provided on Pages 766-\75 of lhe Studentts Book for easy reference and also in the Teacher's Book, where answers to questions are clearly marked This book also gives clear guidance on how to develop students' listening skills by focussing on key areas such as Prediction.

The language focus sections have two major aims: toimprove the level of accuracy by focusingon areas-ni.h commonly cause difficulty, and to develop thestudent's range by introducing more variety ofexpresslon

The language work is integrated into the skills work,often highlighted in a reading or listening text' Studentsare thuJencouraged to'notice'language in context and

to try to formulate rules for themselves before going on

to uie the language in IELTS Speaking or Writing tasks'Further p.ucti.e of discrete language areas is provided

in a Grammar section on pages 150-154 of the Student'sBook

Vocabulary

The topic-based units help the students to build up key vocabulary around such typical IELTS topics as the environment, health and crime' They are also

\ l r ('s su(' h a s u'orrj r rrcl st'rt tt't-tt'r' strr,:ss, i rr ton.r ti on rnd

, rittt",'teal sfrt'tc[ I Ic:t' acti y i f ics trc in tttra tr'ti i rtto thc

Question Types: Thert are fortv questions in total, tenfor each section Different question t\,'pe5 ip61t,.-1.'multiple choice, completing n()tes or sentences,conrpleting or labelling c'liagrams, charts or tables,classiff ing, m.rtching ar-ld r,r,riting short ansr.vers.Exam Tips: Each sectior-r is he;.rrd ONCE Hor.r'evcr, therer

is tirne to look brieflr'at the rquestions before each part isplaved Dr-rring thc erxarn, students should rvrite on thequestion pi-lper, anci at the end of the cxi'rm havcl0 rrrinutcs to transier i'lns\'vers to the ansrt,er shee t lt isimportant thev do this cirrefullv anci check srammar.rrrd spelling, rs nristakes rvill krse r-narks

Academic readingContent: The exam lasts tlne irour and thcre arc threcrei'lding texts, of increasing difficultv taken fronrllcli-spapcrs, magazines, books irnd jor.irnals The topicsirrc of general interest, so studcnts do not have to be'experts in the subject area to understand them

Question Types: 'fhere are fortv questions in total.Question tvpes include multiple choice, choosing Trut /fclsr/Nrrt gi i'r'rr, or )'esl\o/Nol gii'crr; identifvrng the viera,,

oi the writer; completing sentences or notes; completing

or l.-rbelling cliagrirms, charts or tables; classifying;rratching; choosing paragraph lreadirrgs and r.r'riting

s h o r t a n s w c r s Exam Tips: As u'ith ihe listening modulc., anslvc-rs arevvritten olr i.ur ilnsh'er sheet, but no extra time is given for

t h i s tt i s i m p o r t a n t i o r l e a r n e r s i o p r a c t i s e m r n r g i n gtime so that thev comprlete the rn'hole module within thehour bv reacling cluicklv and efficientlv

Academic writingContent: There are tr,r'o tasks irr this module and it lastsone hour In"lirsk l, stuclents are expected to de.scribe,c()mparc and col'ltrast information in diagrams, charts ortables using at le.rst 150 r,r,ords This might bt, iorcxamplc, rr chart sholr''ing lrtxr.voung people spendthejr leisure time Org:l-rizatiorr is important andIoirrners ner'd to shon that thev can cleariv prc.sellt andriescribe t1at.r Alternativc.lr,, str-rdc.nts may have todescribe thc'stagcs of a process, or explain holl'something r'r,orks

In Task 2, rn opiniorr or;r prroblem is stt'.rtecl trnd studentsnted to r,r'rite at le.rst 25() lvords in response to a questionrelate.d to this Thev nr.rt' bc asked to give solutions tt'rthe problenr, ()r pres('nt rrgLlments in favotrr and against

lntroduction

encouraged to increase the communicative quality of

their speaking and writing by learning and using fixed

lexical chunks, such as There is no doubt that In

addition, every unit contains a Dictionary focus section,

which highlights useful academic words contained

within the unit, encouraging the students to notice such

language in context, and to start to widen their own

lexical range Finally, the Vocabulary section on pages

155-159 of the Student's Book contains a range of extra

activities, focusing on such areas as word affixation and

collocation

Pronunciation

Pronunciation is an area thai is often neglected in IELTS

material, but which, nonetheless, is important It is a key

component of the IELTS Speaking module and, for

many lower level learners, an area that is worthy of

attention IELTS Foundaflon contains regular

pronunciation sections which cover a wide range of key

issues such as word and sentence stress, intonation and

connected speech These activities are integrated into the

units, allowing students opportunities for relevant

p r a c t i c c

Study skills

Focused exam preparation and practice may not always

be enough for students to achieve success at IELTS At

lower levels, a solid grounding in study skills is vital in

helping them to develop and improve other areas

Each of the 12 units in IELTS Foundafloru focuses on a

particular study skill The activities and advice provided

in these sections will help students develop more

effective learning strategies There is a particular

emphasis on'good learner' habits, reviewing and

er.aluating work and learning independently in order to

use non-classroom time as productively as possible

IELTS, or the Intemational English Language Testing

Svstem, is an exam designed to assess a learner's level of

English, on a scale from 1-9 (see page 6 for details) A

summary of each module is outlined below:

Listening

Content: This module is in four sections, which get

progressively more difficult and takes about 40 minutes

The first two sections are based around social situations

Section 1 will be a conversation between two speakers,

such as a conversation between a student and their

landlord Section 2 will be a monologue (one speaker) on

a subject of general interest, such as a welcoming speech

for new members of a sports club The next two sectionsare more closely related to education or training

contexts Section 3 will be a conversation between two tofour people, such as a seminar in which a group ofstudents discuss a topic Section 4 will be anothermonologue, such as a lecture, or a talk

Question Types: There are forty questions in total, tenfor each section Different question types includemultiple choice, completing notes or sentences,completing or labelling diagrams, charts or tables,classifying, matching and writing short answers

Exam Tips: Each section is heard ONCE However, there

is time to look briefly at the questions before each part isplayed During the exam, students should write on thequestion paper, and at the end of the exam have

10 minutes to transfer answers to the answer sheet It isimportant they do this carefully, and check grammarand spelling, as mistakes will lose marks

Academic readingContent: The exam lasts one hour and there are threereading texts, of increasing difficulty, taken fromnewspapers, magazines, books and joumals The topicsare of general interest, so students do not have to beexperts in the subject area to understand them

Question Types: There are forty questions in total.Question types include multiple choice, choosingkuelFalselNot giuen, or YesfNolNot giaen; identifying the view

of the writer; completing sentences or notes; completing

or labelling diagrams, charts or tables; classifying;matching; choosing paragraph headings and writingshort answers

Exam Tips: As with the listening module, answers arewritten on an answer sheet, but no extra time is given forthis It is important for learners to practise managingtime so that they complete the whole module within thehour by reading quickly and efficiently

Academic writingContent: There are two tasks in this module and it lastsone hour In Task L, students are expected to describe,compare and contrast information in diagrams, charts ortables using at least 150 words This might be, forexample, a chart showing how young people spendtheir leisure time Organization is important andleamers need to show that they can clearly present anddescribe data Altematively, students may have todescribe the stages of a process, or explain howsomethingworks

In Task 2, an opinion or a problem is stated and studentsneed to write at least 250 words in response to a questionrelated to this They may be asked to give solutions tothe problem, or present arguments in favour and against

the opinion, as well as giving and justifying opinions.

Assessment: In Task 1, assessment is based on whether

the question has been answered clearly and

appropriately, the organization of the text and the

accuracy and variety of vocabulary and sentence

structure

In Task 2, assessment uses slightly different criteria and

is based on the arguments, ideas and evidence given, as

well as the organization of the text and the accuracy and

variety of vocabulary and sentence structure

Exam Tips: Leamers are advised to spend 20 minutes on

Task 1 and 40 minutes on Task 2 It is important to keep

to these timings, as Task 2 is longer, and carries slightly

more weight than Task 1 It is also important to keep to

the word limits, as writing less than the number of

words stated is likely to result in a lower score

Speaking

Content The Speaking module takes between 11 and 14

minutes and is an oral interview between the student

and an examiner It willbe recorded on audio tape

There are three parts to the module In the first part, (4-5

minutes) the examiner will ask some general questions

about home and family, job or studies, hobbies and so

on In the second part (3-4 minutes), the student is given

a card with 3-4 prompt questions about a particular

topic They have one minute to prepare, when they can

write notes if they wish, and will then be asked to speak

on the topic for 1-2 minutes without any interruption

At the end of this section, the examiner may ask a

question Finally, in the third part (4-5 minutes), the

examiner will ask some more questions related to the

topic in the second part In this section, they will be

looking for the candidate to give opinions and express

reasons

Assessment: Assessment is based on fluency, the ability

to express oneself clearly and naturally without long

pauses, the range, variety and accuracy ofvocabulary

and grammatical structures, and pronunciation

Exam Tips: It is important that the candidate tries to be

as relaxed as possible in the exam More extended

responses to questions rather than just 'yes' or 'no'

answers will gain higher grades Students can prepare

for this module, for example, by practising speaking for

1-2 minutes on different topics However, discourage

the memorisation of long speeches as examiners can

usually spot this, and will ask learners to talk about

C o n v e y s a n d u n d e r s t a n d s o n l y g e n e r a l m e a n i n g

i n v e r y fa m i l i a r s i t u a t i o n s F r e q u e n t b r e a k d o w n s

i n c o m m u n i c a t i o n c a n o c c u r Band 2 - Intermittent User

N o a s s e s s a b l e i n f o r m a t i o n p r o v i d e d

Further information and strategies on how to approachthe iELTS exam are detailed in this book, the Student'sBook and the Study Skills Book

Contents of the Teacher's Book

5 4 62

7 1

7 9 87

Contents of the Student's Book

n ^ ^ ^ *

-u l 4 5 r d [ r 5

lVlultiple choice

Predictiori ,Guessrng mea,ningfrom contextMatchingparagraphs toheaciingsShoitanswersChoosing the besttitle

Skimrningandscannm8T/F/NCShorttanswersGuessing meanin'gfrom iontextPiediction:Reading for gistGuessingmeaningIiom contextSumnrarycompletionThble conrptetion;

Notecompleticm

Scanning :Cuessing qeanirrg.lr0m contextUnderstandinginforrnatidn iritablesY/NlrlriGMatching headings

to paragraphs

LaDeilrng a

r-{iagramSkimmingY/Ni NCMatahingsections and

$urnrnaries9ente.ncecomplefionIdentifying textry-Pe

Task 1Understanrling kgl'features of dataWiiting anintrotluctorystatementI)escribing datair'hiih showchanges r:lver timeThsk 2

Organizing yourwriting:

Understanding thequesh0n

Brainstorming andpliinning

n - ^ r r : - - - - f ,

editingTask 1Selecting

D r S l l l r r L 4 r I r

inforr.nation Cnmparing data alrd describing trmds

Task2Oiganization anclcr:herence:

paragraphingInfroductionsThemainbqdyConclusions

Task 1Cirmparir:g aiidcontfasting data

Task 2Evaluating arrrdchallenging idea!,evidenr:e or anargurnellt

Part ll

F n r m ' _ " _ ' " " _ b f i l l i r r '

Part 2Table completiorrNrlie completion

Part 3Short answersSentencecompletiorr

Part 2Listening {or gistMultiple choiceClassificationPart 1PredictionTable cornpletionLabelling a

Pad 4completion,Multiple ehoicei4'ifh more than ane(lprlon

Li,stening andwritingsrrnullaneouslyPart 1

Multiple choiceIatt2

Completing a flowchart

Part 1 lixpanding

:t 11S14reIS

Part ? Describing activities ancl loot{

Part 3 f)iscussing trspects o{ cnlture shock

Pronunciation Nurnbers and iigures Sentence stress Part 3 Civing a:rd justitying opimons

Irorming questionsDepqncisniprepositions

I i n d e r c t - r n , " l i r r o' " " _ ' _ _ ' " " " o

Lrow sentence.srvork

Quantifiers

3r-rbject-r'erhagreement

P r p c p r i f c i l r n l a \ (

Present conunu(}Lls Quantifiers

lVays of recording vocabulary

lVhat nrakes agood leamer?

Reflecting on rr'hatvou ha'r'e }eamt

Using a clictionarl

Extensive reading and listening

Understandingveibs in essaytitles

Part 2 CivingadvicePart 3 Dscussingimpact r-rf tourism

PronunciationConnected speech

Artirles

-ing form and in{initn e Lexical links

Part 2Ajob yourvould like to clo inthe futur:

Part 3 Dscirssingjob reiatedquestions

Future plans andarlange.mentsSrrffiresContrastlir"rkers/ markers

Part 3 Prediction Note completron Listening ancl wrlhng simultaneouglv

PronunciationWirrd stressPart 2 Describing

a favclulite schoolsubiect

Part 3 Discussingschool and crimerelated questions

Crime vocabularyDefining relativeclarrsesReason/resnltclauses

O;* aii , ih;.1tu&n*o.Bt6ft I

Selrtence completion lclentifying ilrr:

l'vfiter"s purpose Guessing rneauing frotn context Classrfication Multipie ciroice Jigsar,v readrng Matching heading,s and i"rote takmg

Y,/i\r/NC Sutrmart, completuor'.

'Iirp tips fol the IELI'S Reaciing rnoclule

Task I Describirrg a process Sequence anci pr.rrpI.)se

Task 2Exprcssilg; \.otrr

oplnlnn (living leasons to support vLlur (-1F1r11OnS t.Jsing adverbs

Tatsk 1 Excmirlificatiorr Dr.rwirtg cench-cions Describing.hou' something lvorks hrfiniti.,'es o1:

pLlrposc

"Ibsk 2 Analvsing thc que-stiorr llratnstornLing idea:.

13arlancing yoirr :lrglllnent

IELfS Task'1Wriiing checklistIFILTS Thsk 2

\{rithrg checkiistTop tips for thetEi-I'S M:iting

rn odr rle

Part 4 Multiple choico rr:ith nrorc than one oFtiorl Short ansivers Note completion 'labler ceimpletron Signposts

Part 3 Multlple choice

i.istening for main iclcirs Note conpletiori Multiple choicit Inlormation transfer - pic chatts and bar chalts i,rsfening:rntl writrns simultaneously Part 3 Iablc cornpletiorr F]on cJraft Mr.rltiple choice

Part 2 lcleLrtii_r'ing tiri: trrpic

Fart 3 Discussine is-sues related to gk.rbalizatrorr 1c'lentrfying teasrlt-ts fttr and agaiirst Balancing the argLlmcnt Pronunciation Intonatior-i Part 2 Activities

to keep fit or healthv Part 3 Discussins Lluestions on he;rlth

P a r t 2 l ) e s c r r b i n g

a rnachinc Parf 3 Discr,rssing technqlogical develo1rmcl^rts

Non-iiefining reJa iive clauses Finartcial r,ocahtilar\t Tlre passive

ivledical voca,buli'Ir\r Real conclitiona.is

A v o i d i n g repetrtiorr

L l n r c ; r l contiitionais

Presenf perfect JS

PaSl SrnrPle Countable anci r-rncor.rntaltjc' ilclnn.s

Revising and recv-cling r.cxabr,rlary

F ' l i r i n o l

i r , l i t i r ' ' ?

Recording r.trcabrrlarv

Irirrding usefuilanguagr inlcading texts

Horg lp lsf igp ef{ectively

M:rtrhing visual-c "fask ?wrth teri lter.ie'r.r' ol'r-isefn.lIclentrfication of ianguaecbeiiefs crr

arsumentsMrliipk: choicefulatchinglreadings toparagraphsNotc complet.ionl"fultiple choicc

Discussrng schooinlemon(]sPronunciation

Discussion onaciverti sirlg

lixpressing the futule:

preelictions and lnteflsra.l1s Prefixes

Modals oL obligation and Llroh.ibition

Vart2 CIas ii fir:atr on Part 3 Multiple cl'ririce

Short ansn'ers Nclte conlL)letion

Pronunciation Schwa ir:r unstressed syllables IEI-TS Speakirre module

l a r t s 1 , 2 & 3 Tirp tips for ihe Ilrl-TS Spc.aking nl( )r1ulr.

C'ollocations la,r]rr: and do Tbp tips for recol'cllng, ::enremberirrg and usrng new vocabula4r

Content overview

Themes

This unit acts as an introduction to the different parts

of the IELTS exam and is thematically focused on the

experience of studying abroad

Exam related activities

Reading

Multiple choice

Writing

Task 1 Understanding key features of data

Writing an introductory statement

Describing data which show changes over time

Listening

Part 1 Form filling

Pafi2 Table completion

Note completion

Speaking

Part 1 Expanding answers

Part 2 Describing activities and food

Part 3 Discussing aspects of culture shock

Language development

L angu age fo cus and Vo c abul ary

Forming questionsDependent prepositionsUnderstanding how sentences workQuantifiers

Skills development Reading

Skimming Prediction Diagrams Study skills Ways of recording vocabulary Dictionary focus

Xfl{lry s*udy !ELKS?

Exam information

This listening is similar in style to Part 1 of the IELTS

L i s t e n i n g m o d u l e , w h i c h i s th e e a s i e s t t e x t o f th e f o u r i n th e

e x a m , a n d i s a d i a l o g u e o n a n o n - a c a d e m i c t o p i c T h e

context is often students in a social setting, or as in this

listening, a student talking to a university staff member

a b o u t a d m i s s i o n s , h o u s i n g o r o t h e r n o n - a c a d e m i c s u b j e c t s

'X

l,Hl 0 tr Ask students to look at the photo of Li Cha

and to speculate about her Draw their attention to the

questions and ensure ihey understand contact number

Then play the recording

to present question formation including subject / objectquestions.

Refer students to the Grammar section on page 150

t h e p r a c t i c e g i v e n w i l l a l s o h e l p p r e p a r e s t u d e n t s f o r seminar and presentation situations at university.

? ffris activity should encourage students to give fuller answers in the first part of the Speaking module Ask students to match the short answers with the oossible expansions Feedback as a whole class and check any vocabulary problems.

? Students write down five questions around the

topics given, eglNhere do you iome from? Monitor to

check accuracy, referring back to Language focus 1.

3 Remind and encourage students to produce

expanded rather than brief replies In pairs, students

take it in turns to play roles of the examiner and

candidate As part of whole-class feedback, listen to one

pair doing the task then ask a few students to report

back on the information they found about their partner

? LAJ 02 Lead into this listening by telling the

students that Professor Gooding is going to talk about

the difficulties she has had in adjusting to living in

different countries, and elicit the kind of problems they

think she might have had in the countries in the table.

Encourage them to predict what kind of words they are

I l o v e d th e m !

L i f e in l n d o n e s i a i s v e r y d i f f e r e n t f r o m l i f e in N e w Z e a l a n d ,and at first I found it very difficult to adjust The worst

1 Look at the example and check students understand

the idea of dependent prepositions Then ask them to

:ind five adjectives with dependent prepositions in the

Speaking skills, Expanding answers section onpageT

2 A.st students to complete the sentences from the

:ecording with the correct preposition Do not correct at

:his stage

3 A *Xstudents listen again and check their

,lnsrvers in pairs Then quickly check them as a class

4 Looking at sentences 0 and 5 from exercise 2, elicit

:hat we use an -ing form after a preposition

5 Students add the missing prepositions to the sentences

6 Students work in small groups to talk about different

countries and cultures The first person rolls a dice and

has to talk about the statement corresponding with the

number shown on the dice Encourage use of adjective /

& esk students to read the text and compare what the author says with their predictions or ideas Tell them to refer to the glossary if they need help with vocabulary.

S Essentially this is a matching paragraphs to headings task, as often found in IELTS, but it also gives students practice in another useful IELIS skill - interpreting diagrams Look at the diagram together with the class and check that they understand that the stages are in sequence and that the dip in the curve represents how positive they are likely to be feeling.

Note that if your students are currently studying

abroad, they may well recognize some of these feelings

and welcome the opportunity to discuss them.

6 Many students will be familiar with the concept of

multiple choice, but encourage them to underline and

look for key words (or similar words) and then find the

evidence for their choices (or why thev have not chosen

an option)in the text

A,nsrryeng

1 B (paragraph B: you are still protected bythe close

memory of your home culture.l

2 A (paragraph E: Nexf you may reiect the differences

you encounter.)

3 D (encourage students to look at key words: returning

home, promote, warnl

7 If your students are still preparing to study abroad,

you could use this discussion question to allow them to

discuss their plans If they are currently studying

abroad, you could focus the discussion either on what

they enjoy about living in this country, or on another

country they might like to live in in the future

The vocabulary section on page 155 contains an exercise

on-ed and -lng adjectives, including many found in the

reading text in this section

Exam information

This is another example of a Part 2 text, which practices

another common question type - Note completion.

Draw students' attention to the factthat Note completion

{ l.A,J 03 Rst students to look at the notes and

predict the kind of information (including what word

class) they will need to listen for.

\fter reading the Exam information box in the Student's

Book, check that students understand the basic format

rr asking comprehension questions' Hozu long ilo you

,n,,e to prepare? What is the minimum time you need to speak

: r? WiU the examiner speak in this sectionT How are Parts 2

t r t i l 3 l i n k e d ?

1 For Part2practtce, put students in pairs (A and B) and

ask them to quickly read their card Tell them to make

rrief notes on a piece of paper (these could be in English or

:heir own language) and notify them when the

one-mhute limit is up Students take it in turns to give their

talks to their partner Monitor and give a two-minute time

hmit Allow students to ask a simple follow-up question to

each talk As whole-class feedbacl ask a few students to

report back on what their partner's talk was about This

should highlight whether any key points on the card were

omitted or if the talk was too short

2 For Part 3 practice, keep students in the same pairs and

ask them to take it in tums to select three questions to ask

their partner on the general themes of this unit Monitor

responses for the feedback stage, perhaps emphasizing the

importance of aiming to produce fluent, extended answers.

3 fey vocabulary is introduced which will beuseful to describe data Ask students to read thewords in the box before labelling the diagram Otherrepresentations of data could be elicited at this stage,such as pie charts or tables, by drawing simpleillustrations on the board

w h i l e o t h e r s d e c l i n e d

4 tt is common for students to copy the wording of the question in their opening sentence Encourage students not to simply write down the questions againbut rather try to paraphrase the wording or change it in some way, perhaps by giving a comment about the general trends

specific details can be added.

Oescnibimg date wrfrich s,?ews 6hamges

&ver &6rme

5 Students study the chart again and complete the

sentences with the correct subject This will require them

to understand the language for describing trends so,

depending on the level of your students, pre-teach this

using simple diagrams on the board Alternatively, use the

exercise as a way of discovering how much they know,

and clarify meaning afterwards

6 Read the example together Students make the

statements in exercise 5 more detailed by using figures

from the chart and phrases from the box

7 Ask students to look back at exercises 24 to

construct their answer This is a very controlled task, but

it should provide students with a solid base from which

they can answer similar questions in the future

I A clear model is provided on Page 150 for students to

compare with their own answer They can underline any

significant differences they find

Note that there is further practice of phrases such as a

sharp fall in the Vocabulary section on page 155

Exam information Even atthis level students still often struggle with basic

s e n t e n c e s t r u c t u r e , e s p e c i a l l y w o r d o r d e r I n o r d e r t o

a c h i e v e a h i g h e r I E L T S s c o r e , a c c u r a c y i n th i s a r e a i s v i t a l

a s w o r d o r d e r i n E n g l i s h o f t e n h e l p s c l a r i f y m e a n i n g ,

'l fl tt is easier to correct syntactical errors if students areaware of the names of basic parts of speech Ask students

to look at the sample sentence and find examples of eachpart of speech If they find this difficult, you could givefurther practice using other sentences from the text

Amswers

an adjective: steady, poPular

a l i n k i n g w o r d : h o w e v e r , a n d

a n o u n : E n g i n e e r i n g , T e c h n o l o g y , d r o p p o p u l a r i t y ,subjects

are in fact complements or adverbials but these allfunction h much the same way in the sentence If studentsare monolingual, you may be able to help them see whatpattern(s) their language typically uses, and what ifanything, they use as a dummy subiect Many languagesuse a form of haaelor this purpose, for example

Amswers

Subject Verb Obiect/GomPlement/

AdverbialOthers dropPed in PoPularitY

of correction, or make paper copies

1234

E

6

12345

over 107:o more than in the previous year.

1 T.tris provides an opportunity to give students

practice in a Writing Thsk 1 activity and to consolidate

rvhat has been learnt so far in this unit Depending on

how much support you feel students need and time

available, this could be set for homework Give feedback

as appropriate but focus on aspects introduced in this

Ask your students to look at the charts and ask

questions about which of these sports they enjoy and find

out if their likes/dislikes are similar to the ones in the

charts Then ask them to look at the sentences in exercise 1

and ask them to identifu mistakes with quantifiers You

could refer them to the box at the bottom of the page if

rhey' a1s not sure what quantifiers are.

Answsrs

T h e s t u d e n t s s p e n d a l o t o f t i m e w a t c h i n g f o o t b a l l ( w e

prefer not to use much / many in positive statements)

The majority of the students prefer watching footballto

X Uany of these rules should have come up infeedback on the previous task Ask students to choosethe best option to complete the rules Check as a class,using sentences from the previous exercise to illustrateeach point

3 Ast students to write more sentences about the information in the bar charts.

For extra practice see the photocopiable activity for this unit on page 114.

A i m

L o w e r l e v e l l e a r n e r s w h o a r e l u s t s t a r t i n g t o e n g a g e w i t h academic texts often struggle with the more specific

a c a d e m i c v o c a b u l a r y r e q u i r e d R e c o r d i n g n e w l e x i s

e f f e c t i v e l y , l o g i c a l l y a n d c o n s i s t e n t l y i s c r u c i a l T h i s s e c t i o n

a i m s t o s h o w s t u d e n t s h o w t o d o th i s Students write true sentences about themselves.

3 Check that students have drawn appropriate diagrams.

Amswens

1 2

2

45

?

4

12

Finally ask students which methods from the Study

skills section they liked best and elicit discussion of the

ways sfudents currently record vocabulary.

Students should first find the word in context in the unit

They can then check the appropriate part of speech

before looking the word up in a dictionary

In order to encourage good dictionary use, you could

ask some questions about such things as countability,

word stress and collocations Some sample questions

you could ask are included below

Ef iminate (page 10: eliminate answers which are clearly wrong.)

What preposition can be used with eliminate?

Elininate sthg _ sthg

W h a t i s ' a p r o c e s s o f e l i m i n a t i o n ' ?

Adiustment (page 1 0: stages of adjustment experienced during

orientation.l

ls adjustmentcountable, uncountable or both?

What verb and adjective are part of the same family?

Potentiaf (page 10: You mayfeelfull ofpotential and abletotrust

yourself in all kinds of situations.l

Beiect (page 10: Next, you may reiect the differences you

encounter You may feel angrv or frustrated, or hostile to the new

culture.l

Accept {page 10: Differences and similarities are accepted.)

Minimize (page 1 1: Ways to minimize the effects of culture shock.l

fflustrate (page 12: This bar chart illustrates the number of students

studying different subjects .)

Specific (page 13: The second sentencetells us aboutspecific

This may include the following sections, or others: Words recorded alphabetically (remember that letterssuch as Q,X,Z,y, etc, will not require as much space

as other letters

Subject headings, eg words about crime, etc

r Grammatical headings, eg phrasal verbs, dependentprepositions

Skills related headings, eg useful phrases for Part 2 writing questions, words to describe graphs, etc How the book is arranged is very much up to each individual, but try to encourage students to include more information (see Study skills above) than simply bilingual lists.

Content overview

Themes

This unit focuses on overpopulation and some of its

effects on the Earth today

Exam related activities

Task 2 Organizing your writing

Understand ing the question

Brainstorming and planning

Drafting and editing

Skills development Reading

Prediction Cuessing meaning from context Pronunciation

Numbers and figures Sentence stress Study skills Whatmakes a good leamer?

Dictionary focus

1 Look at photos and elicit some different modes of

transport onto the board Then put students into pairs or

small groups and ask them to discuss the advantages/

disadvantages of these different modes

Alternatively you could ask students to prepare a short

(1-2 minutes) presentation comparing and contrasting

trvo different modes of transport, which they then

present to another student

Ask students to read the first paragraph quickly.

2 Draw students' attention to the key words in bold Then in pairs, ask them to try and answer the questions Answers

S Girr" students a strict time limit to skim the article

and check their predictions.

4 Look at the example together Students find the

appropriate paragraph They shouldcheck that the word

they have fotrnd there could have the same meaning as

the definition Do not allow students to use dictionaries.

part of the text carefully.

5 Show students how key words from the heading are

related to words in the correct paragraph Then ask

students to read all the headings first before reading the

text again to search for the right paragraphs.

Note that at this early stage of the book there are the

same number of headings and paragraphs This would

not usually be the case in the exam.

2 Paragraph D ( is forecastto increase by 50 per cent.,.l

3 ParagraphF (Bad policies have increased car and truck

6 Again, encourage your students to skim through the text fairly quickly,looking more carefully at sections where they find tmswers in order to check them All the answers in this section are numbers or figures to facilitate the development of scanning skills This would obviously not be the case in the exam.

A.n*wers

1 t h r e e ti m e s ( P a r a g r a p h B : h a s t r i p l e d 1

2 t85 billion (Paragraph C: exact words)

3 50 per cent (Paragraph D: exact words)

4 65 per cent (Paragraph l: exact words)

5 1 0 p e r c e n t ( P a r a g r a p h l : o u r f a r e s ie B r i t a i n ' s )

6 4 0 p e r c e n t ( P a r a g r a p h l : o n t h e C o n t i n e n t

i e E u r o p e )

7 These short answers use words rather than numbers,

so are slightly harder to find within the text Follow thesame procedure as above

Allsvsers

1 c y c l i n g a n d w a l k i n g

2 lack of investment

3 c o n g e s t i o n c h a r g i n g

€hoosinE the best title

& Several of the titles are covered within the article, butencourage students to choose the one whichbest

summarizes the whole article

s t u d e n t s ' a c c u r a c y M a k e s u r e t h a t t h e y u n d e r s t a n d t h e

1 Using the sentences extracted from the text, ask

students to identify the subject and the verb forms by

underlining them Then get students to decide if the

subject is singular or plural You can then use this

information to show how the verb agrees with the

&mswers

A d e c i m a l : 3 7 5 (N B : t h r e e p o i n t s e v e n fi v e , N O Tseventy five)

A date: 13111186 (here written with BritEng convention

of dd/mm/yy)

T h e s i z e o f a n a r e a : 6 0 0 k m 2 ( N B s q u a r e kilometres O Rkilometres squared)

Shsrt &mswers

Ask students how they dispose of their rubbish (including bottles, paper, cans, etc.) Also ask them how they feel if they see people dropping litter and what attitudes people have about this, or what punishments exist for this, in their country.

? tHJ 04 Draw students'attention to the Exam information box in the Student's Book Advise students that'no more than three words'means one, two or three Then ask them to underline key words in questions 1-6, and check comprehension of biodegradable and buried before listening.

2 tnis section focuses on a number of common errors

in subject-verb agreement Students can work together

to identify whether the sentences are correct or not and

rewrite incorrect ones accordingly.

3 Students should complete the sentences using their

orvn ideas Monitor to check and elicit a few examples

There is extra practice of this area in the Grammar

We're talking about waste food products, packaging,

newspapers, glass garden waste and so on In fact,

some studies have shown that almost two-thirds of

our waste is biodegradable; food, paper; natural

J: Yes, it is However, new European law reouires us to

reduce amounts of waste and by 2020 we will only be

a b l e to s e n d 1 0 m i l l i o n to n n e s o f t h i s f o r l a n d f i l l a n d

the rest will have to be recvcled, burned or treated in

a different way So clearly things are going to have to

c h a n g e , a n d e v e r y o n e i s i n v o l v e d i n t h i s i s s u e i n

s o m e w a y

L: So what exactly is being done?

Well, the oolicy of the government and of

e n v i r o n m e n t a g e n c i e s i s f i r s t l v t o r e d u c e t h e a m o u n t

of waste we create to begin with and secondly to

reuse the waste that is created Obviously some

h o u s e h o l d ' d u s t b i n ' c o l l e c t i o n s , o r t a k i n g a w a v a l l th e

r u b b i s h y o u p r o d u c e i n t h e h o m e In r e c e n t y e a r s ,many more sites have been set up to collect wasteseparately for recycling There are often containers incar parks or outside supermarkets for people to putbottles in: clear green and brown bottles aresepArated Also newspapers and magazines can be

r e c y c l e d a s w e l l a s ti n s m a d e o f a l u m i n i u m O n e o f

t h e p r o b l e m s o f t h i s , th o u g h , is t h a t m o s t p e o p l e a r enot bothering to take their rubbish there To

d e s i g n e d w i t h r e u s e o r r e c y c l i n g i n m i n d a n d lt h i n k , ingeneral, people are far more aware about these issues

ln some countries, like Switzerland for example thevhave put a tax on black rubbish bags, so that peopleare encouraged not to just throw things straight in the

b i n , a n d to r e d u c e t h e i r r u b b i s h H a v i n g s a i d th a t , Ithink it's still absolutely crucial for the government tocontinue raising peoples' awareness of the importance

of waste management and disposal Overall, thesituation has improved over the past 25 years, and this

is mainly because of new laws with tighter controls

a n d h i g h e r s t a n d a r d s E v e n s o , in d i v i d u a l s a n dbusinesses still need to work very hard to reduce andreuse waste as much as possible

L : T h a n k y o u v e r y m u c h T h a t w a s a v e r y n i c epresentation Does anyone have any further

q u e s t i o n s ?

Sentence completrCIm

2 Give students some hime to look at questions 7-14 Encourage them to predict the kind of answers that would fit grammatically before listening again,

eg 7 must be a verb in the infinitive form.

Presemt sXmrople ws" presernt cwnet6rxar&&Ns

1 est students to underline examples and compare

their answers This should check that students can

recognize the two tenses as well as providing examples

rn context Make sure that students do not confuse the

-i ng form with present continuous (ie responsible for

inking away all the rubbish).

many more sites have been set up to collect waste

separately for recycling There are often containers in

car parks or outside supermarkets for peilple to put

bottles in: clear green and brown bottles are

2 Students now use the examples they've underlined

tcr illustrate the rules

2 newspapers and magazines can be recycled / They are

responsible / There are often containers in car parks /

s o m e lo c a l c o u n c i l s a l s o p r o v i d e / p e o p l e a r e fa r m o r e

aware

Present continuous

1 S o a r e y o u s a y i n g ?

2 There are quite a few things that are being done, I many

products are increasingly being designed / most people

are not bothering to take their rubbish there

Note: You could also point out to the students that stative verbs (eg know, own) are not commonly used in the continuous forms.

Further practice of this area can be found in the Grammar section on page 150.

A t,BJ 05 Students listen to the recording and check their answers to 1 Then elicit the correct stress patterns onto the board and establish that usually nouns, verbs, and adjectives (content words) are stressed Pronouns, articles, auxiliaries (function words) are not usually stressed.

I can't stand the fact that cars are still allowed in many

c i t y c e n t r e s - they cause so much noise and pollution Imuch prefer city centres that are pedestrianized, where

p e o p l e c a n w a l k a r o u n d w i t h n o w o r r i e s a b o u t to omuch traffic

I g u e s s l' m q u i t e la z v r e a l l y a s I d o n ' t b o t h e r re c y c l i n gmuch except newspapers I know we should try and

r e u s e o u r r e s o u r c e s i f p o s s i b l e , b u t s o m e t i m e s i t ' s ju s t

n o t c o n v e n i e n t l ' m c o n v i n c e d t h a t m o r e p e o p l e w o u l drecycle stuff if there were better facilities, and it was

g e n e r a l l y e a s i e r

1

z

5

I This section develops students'abilityto give and justify

I opinions on simple topics.

S took at the sample sentences and briefly ask

students to predict which words are stressed Based on

what they have just learnt, they may suggest the verbs

Do not confirm or deny at this stage

4, t,H.l 05 Students listen to the recording again to

check their answers to 3 Elicit that function words are

stressed in these sentences in order to emphasize

meaning Drill the stress and intonation patterns as

X l,9J 05as a leacl in, write a simple statementon the

board, egWomen arebetter driuers thnn men Smoking

should be made illegal , etc Ask for responses.

Explain to students that they will hear three people

giving opinions on three different topics They then

need to complete the table by noting down what each

speakerbroadly feels about the topic and the main

reasons given Students briefly compare answers with

their partner before general feedback.

r&,nswerg

Optional actiztity

The recording could be played again for students to

identify language used to give opinions, eg:

Extract 1: If you ask me , I honestly think

Extract 2: I can't stand the [act ,I much prefer

Extract 3: I'm convinced that

Remind students about appropriate stress and intonation patterns.

3 ast students to give opinions to their partner on the different topics Draw their attention to the phrases in the box and encourage (but don't force) them to use these Monitor and invite a selection of responses as whole class feedback Emphasize the importance of giving reasons for each opinion and elicit accordingly'.

S A[ow students to discuss this question briefly in pairs before reporting back to the class.

4 Check that students are clear about the vocabulary then ask them to individually rank the effects of overpopulation, from the most serious (1) to the least serious (6) They could talk about a particular city if they prefer.

S Students compare their order with a partner In a feedback stage, encourage clear reasons for their ranking.

A i m

M a n y e s s a y s s u f f e r f r o m a la c k o f o v e r a l l c o h e r e n c e T h i s

u n i t f o c u s e s o n a p p r o a c h i n g t h e t a s k a n d p l a n n i n g a

s u i t a b l e a n s w e r g i v i n g p r a c t i c e i n o r g a n i z i n g , t h e n w r i t i n g a typical IELTS Task 2 question stage by stage.

1 Allow students about three to four minutes todiscuss an appropriate order, giving reasons for theirfinal choice Provide students with the logical orderbelow but do not go into details as each stage will beaddressed specifically

5 Write the essay

6 Check for errors

3 tt is vital that students read the instructions andquestion carefully, so ask them to focus only on the maininstructions and the general topic in this question

C a r s b a n n e d

in citv centres?

Yes - preferspedestrianizedcentres

i n c o n v e n i e n t

3 AIow students one minute to answer the four

questions on the key requirements for answering the

4 ast students to identify the actual focus of the

question by underlining key words and phrases

to write in a semi-formal style but not quite as formal

as writing for a university lecturer for example

2 Yes, eg There are too many cars on the road and this

causes many problems

6 Etcit one problem caused by traffic and then ask for

any associated words or phrases and highlight on the

board Then ask for ideas on how and why individuals

and govemments might cause some of these problems

Finally, focus on how public transport might offer some

solutions, highlighting the links

\ote that the vocabulary section on page 155 contains an

exercise on common collocations with fraffic and road,

n-hich may be useful here

Examp!e allswers

1 Pollution P r o b l e m s : e x h a u s t f u m e s

g a s e s , h a r m f u lVocabularyl carbon monoxide,destroy, leaded/u nleadedpetrol, etc

Problems: traffic jams, delays,heavy traffic

Vocabulary: lateness, gridlock,etc

P r o b l e m s : a c c i d e n t s , s p e e d i n g ,

d r i n k - d r i v i n g

V o c a b u l a r y : d a n g e r o u s ,injuries, deaths, etc

O v e r - r e l i a n c e o n t h e c a r ( f o r u n n e c e s s a r y j o u r n e y s )

P o o r a n d li m i t e d p u b l i c t r a n s p o r t s e r v i c e s

E x p e n s e o f p u b l i c t r a n s p o r t

L a c k o f c a r - s h a r i n g / p o o l i n gPoor road safety - dangerous roads/signs/driving

E n v i r o n m e n t a l l y u n f r i e n d l y f u e l s , e g l e a d e d p e t r o llmprove and provide more public transport servicesReduce public transport costs

Road safety campaigns / improve roads

M o r e u n l e a d e d o e t r o l

I ncrease car/road taxes

U s e p u b l i c t r a n s p o r t m o r e

R e d u c e a m o u n t o f u n n e c e s s a r y j o u r n e y sShare cars to work

D r i v e m o r e c a r e f u l l y

7 esk students to try and make a rough plan based on their notes so far Explain that by doing this their essay will be more organized as well as giving them a

structure to follow, thus making the writing task easier Fsssible plall

Paragraph 1: Introduction - Increase in traffic in general

P a r a g r a p h 2 : P r o b l e m s c a u s e d b y t r a f f i c

P a r a g r a p h 3 : P u b l i c t r a n s p o r t - individual s o l u t i o n s

P a r a g r a p h 4 : P u b l i c t r a n s p o r t - government s o l u t i o n s

P a r a g r a p h 5 : S u m m a r y o f o p i n i o n s - public transport v e r yimportant

Monitor and encourage students with good examples toshare their ideas with the class

& Students write the essaybased on notes alreadygenerated You could set this as homework, but set atime limit for them to complete the essay They will have

40 minutes in the exam, but you could allow a little more

at this stage

I Eaitit g practice is gained by self-correction and/orpeer correction If done as a class writing activity, tellstudents to spend the last three minutes quickly reading,checking and correcting their own work Altematively,ask them to read another student's piece of work andhighlight at least two items that need to be corrected.Collect a sample of these items for whole-class correction(but keep the source of errors anonymous)

X & Tell the class to look at a previous student'sanswer to this question, then allow them a few minutes

to discuss it before correcting obvious errors

A,nswers

T h e c a n d i d a t e a d d r e s s e s t h e q u e s t i o n r e a s o n a b l y w e l l

s t a t i n g a n o p i n i o n th a t a n i n c r e a s e i n p u b l i c t r a n s p o r t

w o u l d b e a g o o d id e a w h i l e c o m m e n t i n g o n t h edrawbacks of too much private transport

T h e e s s a y i s w e l l o r g a n i z e d i n t o p a r a g r a p h s w i t h a

c l e a r in t r o d u c t i o n a n d c o n c l u s i o n a n d th e r e is a l o g i c a l

p r o g r e s s i o n t o t h e a r g u m e n t l t i s a p p r o x i m a t e l y t h e

r i g h t le n g t h (2 5 9 w o r d s ) Traffic Congestion

Road safety

3 Delete word - the or wrong word - a rise in

4 Word form - fewer people using their own cars

5 Subject-verb agreement- are

6 Punctuation - no full stop before because, so no capital

letter

7 Add word - but / who

8 G r a m m a r - increase i n t h e u s e o f

Note: Please note that this is a genuine student answer

and not all errors were corrected in this text

Writing: further practiee

1 I po[ow the procedure as outlined in this section.

This could be set as homework or done in class under

exam conditions Correction and feedback is optional

but should be based on points highlighted in this unit.

There is a model answer on page 161 of the Student's

1 est students to choose from few , a few , Iittle , a little to

replace the words in italics Monitor and then look

together at the grammar explanation before eliciting

2 Students underline the best alternative As above, ask

them to do the exercise before looking at the grammar

explanation This should give you some idea of how big

a problem this area is for them Look at the explanation

together and then check answers

As in Unit 1, ensure students understand that many ofthese words can be useful in academic writing, ie forproductive use Ask them to find the words in thecontext of the unitbefore looking them up in adictionary

major (page 19: a major new EU study shows.lforce (page 19: the EU is to consider forcing airlines to pay

a tax on aircraft noise.lmeasure (page 19: Britain's weakening resolve to pushcongestion charging and other green measures.linterpretation (page 21: Academic courses often involvethe interpretation and analysis of different numbers andfigures.l

analysis (page 21: Academic courses often involve theinterpretation and analysis of different numbers andfigures.l

category (page 25: Rank these problems, putting numbers

n ext to th e categories.l

evidence (page 26: Express ideas and opinions backed up

by examples and evidence

urban (page 27: Overpopulation of urhan areas has led tonumerous problems.l

individuaf (page 27: and suggest ways that governmentsand individuals tackle these problems.l

This is also a good opportunity to recycle words fromthe Dictionary focus in the previous unit

There are further exercises on some of these words in thephotocopiable on page 115

Vocabulary box

-\ usefuI way to encourage rerycling of vocabulary in class

s to keep a vocabularybox This canbe anything from anenvelope to a biscuit tin, the important thingbeing that itcontains slips of paper or card, each with a single word orphrase written on it These words could be from theDctionary focus secfions at the end of each unit, and alsotrther vocabulary from the coursebook and from youriessons You may wish to include a phonemic

ranscription on the card, or otherrelevant information,but do not include a definition or translation Over time,r-ou will quickly build up a stock of vocabulary that hasLeen taught and which can be used in a wide range ofrerycling activities

One simple way in which this can be used is as a warmer

at the beginning of a lesson Draw out cards at randomrom the box, give a definition, and see if students canguess the word This can be done in teams to introduce

an element of competition

Content overview

The unit is based around the theme of travel and

tourism, and looks at some less common urpl"il, ,r.n Language focus andvocabulary

as space tourism and ecotourism Articles

Reading for gist Writing

Task 1 selecting significant information Listening

Comparing data and describing trends Listening for gist

Classification

Labelling a diagram

Speaking

Part 2 Giving advice

Part 3 Discussing impact of tourism

Start by eliciting ideas on what a normal or typical

holiday might be Then look at the photos showing more

unusual holidays Identify what these show with the

students and ask if any of them have heard of these

before Then put students in pairs or small groups to

discuss the lead-in questions

Note that there is an exercise focusing on a range of

synonyms for trip in the Vocabulary section on page 156

:,icit or demonstrate the meaning of the word grin Ask

.iudents in pairs to predict the content of the article Do

,:nv of them know about the story?

I A i m

I T h i s a c t i v i t y i s a i m e d a t e n c o u r a g i n g s t u d e n t s t o s c a n

I o u i c k l y f o r in f o r m a t i o n , r a t h e r t h a n t r y i n g t o u n d e r s t a n d

I everv word.

1 teil ttre students that they have to find numbers in the

::rt and identify what they refer to Do the first one as an

=rample, and then do the rest as a race Students should

,.i1s\1/er as quickly as they can Check the answers together.

2 ,{st your students to look at the three questions in

::is exercise before they read the text in more detail.

-ive them five minutes to read silently, without using

-irctionaries Reassure them that they do not need to

-:nderstand everything as they will be given more

rportunities to read the text Although True/False is

- rot an IELTS exercise, students should be familiar with

:ris question type.

A n s w e r s

True (f ines 2-3: the most expensive holiday in history.l

False (lines 28-29: to sleep only in Russian sections of

1 Check that your students understand the concept of

'not given' Then ask them to read the statements before

looking for the information in the text.

Answers

TRUE (line 18: sunny blue skies)

N O T G I V E N ( l i n e 2 8 : w e o n l y k n o w th a t h e s l e p t inRussian sections of the craft.)

FALSE (line 38: Amateurs have flown in space before 1FALSE (lines 42-47: The final countdown began at 3amMoscow time, when were awoken at their hotel.l

N O T G I V E N

$hort amswvsvs

3 Encourage students to look for key words from the questions in the text Note that in the IELTS exam the students are more likely to find synonl'rns than direct repetitions of words from the questions, but at this stage

it is useful for them to have this support.

Answers

1 line 49 doctors washed the crew with a soecial alcohollotion

2 lines 54-55: Suzanne, his former wife

3 line 57: After a 40 minute ride to the test centre

4 lines 67-68: soups, juice, tea and coffee, all intoothpaste-like tubes

&arexsing meaning frsrm context

to the part of speech that the word is, as this will helpwith comprehension, eg if it precedes a noun, it is likely

to be an adjective, etc

Answers

Articles

Aim This exercise deals with the basic rules of use for definite

a n d i n d e f i n i t e a r t i c l e s T h i s i s a c o m p l e x a r e a o f E n g l i s h a n d

if your students particularly struggle with this, you might

a l s o l i k e t o lo o k a t th e ru l e s f o r th e u s e o f th e z e r o a r t i c l e

1 2 3 4

I esk the students to match the examples to the rules.

Go through the answers with the class, showing how in

some cases, the wrong answer can change the meaning,

eg Andrea Bocelli, a blind tenor (which implies that he is

not very famous, or that there are many blind singers in

2 Students complete the gaps and then check against

the text For further practice, you can create exercises

like this with other texts they read There is a summary

of rules and further practice in the Grammar section on

Listening for gist

Lead inby asking students about school or college trips

they have been on.

I LB 06etthisearlystageinthecourse,students

will still probably need to hear the listening texts more

than once Look at the questions, play the recording and

then compare and check answers.

b u t I c h a n g e d j o b s l a s t y e a r , and I now work as the StudentOfficer OK, well, l'm in today to tell you about a trip that

w e ' v e g o t g o i n g to e r P a r i s W e l l , th i s ' l l b e a g o o dchance for those of you who haven't been to France before

t o h a v e a l o o k a t a n o t h e r c o u n t r y , a n d P a r i s i s v e r y

b e a u t i f u l I t h i n k th o s e o f y o u w h o c o m e w i l l t h o r o u g h l yenjoy it The trio is going to be for five davs, from the 31st

s t u d e n t s w h o h a v e n o t f u l l v u n d e r s t o o d

2 t.isJ 06 feU students to look at all the options first and check any vocabulary, such asferry,houercraft.Then play the firstpart of the recording again for students to complete multiple choice answers After listening, encourage students to check in pairs, discussing why they chose the answers they did, and if they heard any distracting information which would make them eliminate certain answers.

Answers

1

2

5 l 6 F 7 P 8 l

are included in the cost of the trip, so you won't need to

worry about spending extra money On the second day,

1 Ask students if they think tourism is always a good

thing for a country You may be able to think of a sipecific

example which will mean something to your particular

group of students Then allow students to brainstorm

further ideas in groups.

2 Seeif students understand the meaning of ecotourism

and look together at the definition Elicit ideas about

rvhat a good ecotourist should or shouldn't do.

to match the definitions

i n m o r e d e t a i l S o m e s u m m a r y t a s k s i n th e IE L T S e x a m require the students to use words from the ten, some from

a Dox.

5 ast students to read through the summary andelicit what kind of words they are looking for Thenask them to read through the text to find wordswhich make sense and work grammatically

Encourage them to underline the section in the textwhich helped them find the answer Check in pairsand then whole class

to the IELTS exam, it provides useful practice in the

s p e a k i n g s k i l l s o f p a r a p h r a s i n g a n d e x p a n d i n g a n s w e r s

3 Put students in pairs (A and B) and explain that they

need to paraphrase their set of guidelines from Reading

2 Encourage students to note down key points and

draw attention to the Useful language box: giving

advice Allow preparation time and give assistance

before they report back It may be useful to demonstrate

this activity by providing them with one of the

guidelines you have paraphrased and elicit from

students which words you've replaced

X Students work in pairs to ask and answer typical Part 3

questions on this theme These questions lend themselves

quite well to listing answers in note form, so this could be

done either as a preparation activify to build confidence or

as a follow-up activity led by the teacher It could then

develop into a whole-class discussion

before listening Note that the order of the questions always

follows the text.

? Lead in by asking about train journeys and what

kind of information it is necessary to know when

enquiring about travelling In pairs or small groups,

brainstorm possible questions.

2 Before listening to the recording, draw the students'

attention to the strategy and trp boxes on page 36, and

encourage them to predict the kind of information they

will be listening for.

3 l,sJ 08 Students listen and complete the table

Allow time for them to check in pairs while you monitor

S : B i r m i n g h a m TEP: ,And when would you like to travel?

e i g h t a n d g e t t i n g t h e r e a t w h a t t i m e ?TEP: 12.38

S : 1 2 3 8 T h a n k s D o I h a v e to c h a n g e t r a i n s ?TEP: No, it's direct

S r A n d w h a t a b o u t th e o n e a f t e r t h a t ?TEP: The next one is at 9.15 arriving Edinburgh at 14.35,with a change at Stockport

S : O K , le a v i n g 9 5 0 , a r r i v i n g 2 , 3 5

T E P : N o , 9 1 5

S : O h O K A n d w h a t a b o u t c o m i n g b a c k ?TEP: What time would you like to leave?

S; Late afternoon, please

T E P : R i g h t T h e r e ' s o n e a t 1 6 4 5 w h i c h is d i r e c t a n d g e t s

t o B i r m i n g h a m a t 2 0 2 1 , a n d th e o n e a f t e r t h a t

l e a v e s a t ' 1 8 0 5 a r r i v i n g a t 2 1 5 7 i n c l u d i n g a c h a n g e

a t M a n c h e s t e r S: Oh, would that be Manchester Oxford Road?

T E P : E r m , n o i t ' s M a n c h e s t e r P i c c a d i l l v IGTI

4 t,9'l 09 Follow the same procedure as in exercise 3.

Students listen to the next part of the recording to

complete the table They should then check their

answers together as you monitor.

TEP: Well, it depends lf you can leave after 9am it's

cheaper There's an Apex Super Saver which you

have to book at least 14 days before you want to

travel That costs f33.50

buy an Apex Peak Saver That costs f41.30, but if

you can't do that, the next cheapest ticket is the

Standard Saver which costs f54 return

S: So it's f41.30 if I book seven days in advance

T E P : Y e s

S: And f45 if I don't

TEP: No, it's f54 for the Standard Saver

S : O h , O K

TEP: lf you can travel on a different day of the week, then

we have the Off Peak Saver at f38

S: But I can't travel on a Fridav for that fare?

TEP: That's right

t r y i n g to f i n d m y w a y a r o u n d th e t r a i n s t a t i o n C a nyou tell me where the ticket office is?

IDP: Yes, of course Look over there, to your right, theticket office is to the right of the cafe as you look at it.S: Oh yes Thanks And are those the platforms straight

a h e a d o f u s ?

I D P : M m m - w h i c h o n e d o y o u n e e d ?

S : l t h i n k I n e e d p l a t f o r m 1 5 IDP: Yes - platform 15 is in the far corner

S: Sorry I can't see it

{ T'nis lead-in activity introduces the topic of tourism in

Australia In small groups, students discuss the quesfions.

You could ask them to estimate how many visitors they

think go to Australia from their counky (and from the UK).

2 Students read the Task 1 question before discussing

their predictions from 1 Ask a couple more questions to

check comprehension, egHow many tottrists from Canada

aisited in 1.993? (48,000), Which country had most aisitors to

Australiq in L999 ? (the UK).

infonmat$sra

3 Students select the most suitabl e general description of

the data It is important that students identify the overall

trend from the data quickly This can then possiblybe used

in the introductory statement (see unit 1).

Artswers

2 T h e r e w a s a n i n c r e a s e i n t h e n u m b e r o f v i s i t o r s t o

A u s t r a l i a i n t h e 1 9 9 0 s

4 Students choose three suitable examples of specific

information It is important that students are

discouraged from writing about all the data in detail and

learn to include only key information

Angtnreng

2 (The highestfigures for an individual country over the

p e r i o d )

4 (The biggest overall increase over the period)

5 (A significant increasefor an individual country over

5 Students read the model answer and underline

specific sentences about each of the countries Point out

or elicit that specific figures are not always mentioned

and that descriptions of general trends are acceptable

(Visitors from the United States also increased otter the

decade) Ask for general comments about the sampleanswer

ta'cmds

& tnis section uses the model to help the students'notice'key phrases to describe trends or compare data.Establish that the table covers a period of 10 years, sothey will need to describe the changes over time Checkunderstanding of 'trend'and ask students to decide ifthe phrases in bold refer to trends or comparisons ofdata

&,r!gwrersDescribing trends( 1 ) in c r e a s e d s i g n i f i c a n t l y o v e r t h e d e c a d e ( 3 ) m o r e th a n d o u b l e d o v e r th e p e r i o d ( 5 ) w h i c h ro s e f r o m to

( 6 ) increased o v e r th e d e c a d e ( 8 ) r o s e o v e r t h e s a m e p e r i o d f r o m to Comparing data

( 2 ) T h e b i g g e s t in c r e a s e w a s i n ( 4 ) T h e la r g e s t n u m b e r o f v i s i t o r s i n t o t a l c a m e fr o m ( 7 ) T h e r e w e r e c o n s i d e r a b l y f e w e r v i s i t o r s

( 9 ) T h e r e w e r e a l m o s t a s m a n y v i s i t o r s f r o m t h e U n i t e d

K i n g d o m a s fr o m ( 1 0 ) th e r e w e r e n e a r l y a s m a n y to u r i s t s f r o m o t h e r

E u r o o e a n c o u n t r i e s a s fr o m Focus on the phrases inthe describing trends column andthe Useful language box Check understanding of theverbs and adverbs Use gestures or simple diagrams toclarify

7 Students read the example before writing a sentence

to describe each set of figures

in meaning Students read the example before writing asentence to describe each set of figures

Strm€*gy: ?fWr&t&mg Ybsk ?

\sk students to look at the statements in the Strategy

:ox and discuss in pairs or small groups which five they

:hink give good advice Feedback as a class Discuss

:r hv the other sentences do not give appropriate advice

"l ,qsk students to look back over the unit and choose

:hree things they have learnt They should then put

:h.em in order of importance Obviously, this is a very

.r"rbjective task, but it should give you some idea of what

:he students have gained from the unit.

2 In pairs, students discuss why they have chosen

:hese things and how they will be useful Monitor as

:hev do this.

3 Now ask the students to look back through the unit

rn more detail to find the answers to the questions.

4' trus question is designed to develop a morereflective approach You could ask students to discuss inpairs, if you feel this is appropriate, or you could elicit afew examples of how students could get help withthings they find difficult (grammar reference books,tutorials, asking a peer for help, and so on)

S Again, this could be used for pair work discussion, oryou could ask students how often they review work,and elicit or make some suggestions

As in previous units, ask the students to find the words

in context before looking them up in a learner'sdictionary for more information

sustain (page 3'l: Tito will be sustained by Russian soups,juice, tea and coffeel

unique (page 32: Use'the' with nouns that are unique.limplication (page 34: Consider the implications of buyingplant and animal products.)

conserve (page 34: Ecotourism is responsible travel tonatural areas that conserves the environment.lbenefit (page 34: ls there an economic benefit going back

to or staying in the local community?lbasic (page 35: to expand on the basic information.loccur (page 39: with most of the increase occurring inthe second half of the decade.l

contrast (page 39: This will usually mean comparing andcontrasting different parts of the information or data.ltrend (page 39: Comparing data and describing trends.l

Divide the class up into two or three teams Put a chairfor each team in front of the board facing the class.Choose one person from each team to sit in the 'hot seat'and write up one word or phrase that the class haverecently learnt on the board The rest of the team musttry to explain or define the word or phrase to the person

in the 'hot seat', but without using the word(s) on theboard The person who guesses the word first wins apoint for their team Then change the people in the hotseats for different team members and write up anotherword on the board

Although it causes some disturbance, have a differentteam mate up for each round, otherwise there is toomuch pressure on the person alwavs in the'hot seat'

i 0

Content overview

This unit explores the theme of intelligence,looking in

Language focus andVocabularyparticular at animal intelligence and the idea of -o

multiple intelligences ingform and infinitive

Parl4 Summary completion

Multiple choice with more than one option

? ast students to discuss the question without looking

at exercise 2 They will probably find that they have

different preferences.

3 Look together at the learning styles associated with

their preferences Students briefly discuss if they feel

this is true for them, and the idea that different people

learn different ways.

S*rmmarV eerwp,eg&sm

This is the first time in the book that the students have

been exposed to a Part 4 Listening, ie a monologue on an

academic subject (a lecture) This is the most challenging

part of the Listening module

X le"l r';

Draw students' attention to the strategy box Look at the tip box together and give them some time to read the first summary and to predict the kind of answers required (including word class) Remind them that they may have to change the form of what they hear in order for it to grammatically fit the summary.

-\sk them to underline key words to listen Ior, eg

linguistic intelligence, journalists, teachers, etc

However, make students aware that they may hear a

oaraphrase rather than the exact word found in the

logic In his book, Frames of Mind, Howard Gardner

suggested that there were in fact other ways of being

2 lgl t 2 Give them time to read the rest of the

summaries, which are longer than would be normal in

an IELTS exam, before they listen and complete the

on your notes in class, that may be a sign of this intelligence.You'll have a good sense of direction and find graphs, chartsand maps easy to understand A good job for you might be adesigner, an architect, a mechanic or engineer

B o d i l y - K i n a e s t h e t i c i n t e l l i g e n c e i s a b o u t th e a b i l i t y t o

c o n t r o l b o d y m o v e m e n t s a n d h a n d l e o b j e c t s s k i l f u l l y Athletes, dancers, actors will be strong in this area

lf you're aware of where your strengths lie, you can use

this information to help you study more effectively For

I Cneck understanding by asking students to discuss

together which'intelligence' they think they represent.

w o u l d li k e Followed by both -ingand infinitive love

l i k e

d i s l i k e Note that although all these verbs can be followed by both

f o r m s , t h e in f i n i t i v e i s m o s t l y u s e d i n A m e r i c a n E n g l i s h

4 Use this question to try to elicit from students that we use an -ing form after a preposition This was previously covered in Unit 1.

Answer

Followed by -ing

12345