expert ielts 60 teachers resource book

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 trainin

IELTS 6

Expert IELTS is an intensive course for students looking for success in the International

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

better job, entry to university or meeting visa requirements.

Components for students

Coursebook

provides test training and practice in topic-based modules

It helps you identify where you need to improve quickly

and effi ciently

Student’s Resource Book

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

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.

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

• 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

consolidation, revision and extension

Rose Aravanis

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Intensive training Intensive practice Be an Expert

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2

Introduction

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

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)

• 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

• 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.

Easy to plan and use • 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

Challenges Expert IELTS key features

Mixed-ability classes • 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

Managing student expectations • 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

Students’ lack of test knowledge • Signposts from each test task to Test strategies sections in which students can learn

and revise how to tackle each task type

Students’ lack of motivation • Engaging and dynamic material which gives authentic IELTS test practice through

real-world and current topics

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

material; and a large bank of downloadable Teacher’s Online

Material which gives teachers the fl exibility to supplement and

customise Expert IELTS to meet their students’ individual

needs The Teacher’s Online Material also contains a

comprehensive range of tests to assess students’ progress

throughout the course

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

challenges: fi rstly, to provide students with the necessary language and skills they need for test success, and secondly, to provide personalised instruction This means that a one-size-

fi ts-all approach is not the answer

In response to this, we designed Expert IELTS as a fl exible course,

which is adaptable to a variety of contexts, and meets the greatest needs and challenges of teachers, summarised in the table below

Pearson

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

• 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

Overview of course components

Student’s Resource Book with online audio

• Complements and consolidates the Coursebook material

• Additional topic-related test practice for Reading, Listening,

Speaking and Writing papers

• Extensive practice of the Coursebook Language

Development and Vocabulary sections

• Essential test strategies

• With- and without-key versions

• Students visit www.english.com/expert to download the

audio material for self-study

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 confi dence and assess readiness for IELTS

• Video explanations and test tips for each test paper

• Videos of sample Speaking tests

Pearson

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

Teacher’s Online Material

• Extensive resource material providing access to resources

across all three levels

• 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

• 14 standalone Test Practice Lessons across all four papers

including vocabulary and language development

• 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

Pearson

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

I need more flexibility

Use

Coursebook - Unit A (test training) in class Coursebook - Unit B (test practice) in class Student’s Resource Book at home MyEnglishLab at home

Why not try

giving Test Practice Lessons from Teacher’s Online Resources either in class or for homework.

Longer courses

Use

Coursebook - Unit A (test training) in class Coursebook - Unit B (test practice) at home

Why not try

flipping the classroom and getting students to do Unit A

at home and Unit B in class Use class time to check what they’ve learnt and provide further input.

• How to self-assess worksheet (45 mins)

• How to give feedback worksheet (45 mins)

ActiveTeach/Teacher’s Online Material

Why not try

encouraging students to understand the benefit of knowing where they are in their learning and how to take action.

At the start of the

Why not try

following up the test by choosing a Photocopiable activity to help any areas to improve.

asking students to complete Module Tests on MyEnglishLab for homework.

At the end of each

module

Use

ActiveTeach/Teacher’s Online Material

• Review Tests 1–5 with audio (45 mins)

Why not try

following up the test by choosing a Test Practice Lesson

to help any areas to improve.

asking students to complete Review Tests on MyEnglishLab for homework.

Why not try

providing further test practice by using parts of, or the full

practice test for Expert IELTS 5, 6 and 7.5

Remember you have access to Practice Tests at all three levels of the course.

End of the course

Use

• Module action plan (15 mins) ActiveTeach/Teacher’s Online Material

Why not try

getting students to reflect on what they’ve learnt and identify recent successes and future goals.

At the end of each

module or couple of

modules

I want to encourage students to take ownership of their learning

I want to know where my students are in their learning

Why not try

sharing the results with students so they are aware of their strengths and areas to improve from the start.

Use

• Placement Test (30 mins) ActiveTeach/Teacher’s Online Material

Why not try

using IELTS Speaking test questions to help you place your students into the best coursebook level.

Pearson

I would like to add more fun

Use

• Photocopiable activities Modules 1–10 (15–45 mins)

Teacher’s Resource Book/ActiveTeach/

Teacher’s Online Material

Why not try

using these to help revise before a test or pick up areas to improve following a test.

During or at the end

of the module

Use

• Photocopiable activities bands 5, 6 and 7.5 (15–45 mins)

Teacher’s Resource Book/ActiveTeach/

Teacher’s Online Material

Why not try

using the photocopiables from other levels of the course – use the overview for each level to help you choose which areas to revise and recycle.

Why not try

doing these in class or giving these to students for homework.

Why not try

using lessons from different levels for mixed-ability classes

or giving these to weaker students for homework.

Why not try

giving these to stronger students for homework.

Provide extra challenge

for stronger classes or

individual students

Pearson

Coursebook contents

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Overview of a Coursebook module: Unit A

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 diff erent 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

6 Signposts to the Student’s Resource Book and MyEnglishLab

direct learners to self-study consolidation activities

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

Overview of a Coursebook module: Unit B

Unit B focuses on test practice Each lesson recaps the

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

book gives learners instant access to extra support

whenever they need it

5 Focus on sections for specifi c Speaking tasks encourage

learners to analyse and assess other learners’ performance

against the IELTS band descriptors

6 Record-yourself tasks encourage learners to listen to, analyse

and plan to improve their performance

2

1

3 4

5

6

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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 off ers consolidation and further practice of

each module’s language development and vocabulary material

7

8

9 10

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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

Expert grammar

A module-by-module reference to all the grammar included in the level

Expert speaking

• Can be used fl exibly with your students whether you want to:

• introduce them to the format of the IELTS Speaking Paper

for the fi rst time, or

• show them what they need to get the highest scores

• Each test includes:

• videos of real IELTS students

• accompanying activities to guide students on test format

and how the test is marked

• Test 1 provides students with an introduction to each part

• A second task is provided for further practice

Pearson

Teacher’s notes Module 1

1

Module 1 includes topics which focus on communication, new technology and social media, and how these

things have changed society

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 ?

1 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

1 Students might mention phones, texts, instant messaging, video

conference calls, letters, emails, etc

2 It means that we can understand more from looking at a

situation than we can with a written description

3 They were taken with a normal camera, but then altered with

photo-editing software

4 Students’ own answers.

2 Check that students understand the meaning of the words

in the box Ask them to discuss the questions in pairs or in

small groups Check answers with the class

1a Communication today

Reading pp 8–9

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?

1 Ask students to discuss the questions in pairs Ask

questions to check they know the meaning of the words in

bold: Which word in bold is a picture that you see through a

camera, on TV, or something that is drawn? (image).

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 diff erent 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

1 B 2 B

3b Ask students to brainstorm words and phrases connected

with topics A–C Then ask them to read paragraph B and answer the question

A distance

(Words include depth of fi eld, far away, very near, near The words

design and recent changes are mentioned, but not repeated.)

3c Ask students to identify the diff erence in meaning between

headings 1 and 2 Then, ask them to choose the correct heading

2 (The underlined topic sentence focuses on comparing humans and

digital cameras.)

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 fi rst sentence in a paragraph

However, digital cameras are also signifi cantly diff erent from the old

fi lm cameras.

4b Elicit from students which topic is repeated in paragraph C

There is a lot of vocabulary related to time (more than once, a period

of less than a second, during the photo, for longer).

Photocopiable activities

1A Word to sentence p.115

1B Talk about … p.116

1C Describing data p.117

Teacher’s Online Materials

• Test Practice Lesson: Speaking 3, Listening 2

• Module Test 1

Pearson

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

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)

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

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

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

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

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

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

1 B 2 A 3 A 4 A

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-upAsk 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?

Pearson

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

A 6 B 5 C 3 D 1 E 4 F 2

2b Students could do this exercise individually or in pairs

1 C 2 D 3 A 4 F 5 B 6 E

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

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

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

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

Expert IELTSThe 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

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)

Pearson

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

Language development p 13

Lesson objective: to review the use of present tenses

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

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

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

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

Pearson

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

1 B 2 A 3 C

1b Get students to match the overviews to the correct charts

1 B 2 C 3 A

1c–d Discuss the questions with the whole class

1c 2 1d 2 (The overview gives a summary of the results The

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

1b Back to the old ways Listening p.15

Lesson objective: to practise a Listening Section 1 task

Warm-upGive 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 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

Pearson

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

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:

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

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

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

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

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)

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 14Pearson

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

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

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)

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.)

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

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

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?

Pearson

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

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)

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

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

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

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

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

MyEnglishLab > Module Test 1Pearson

2B Find the words p 119

2C When have you felt …? p 120

Teacher’s Online Materials

• Test Practice Lesson: Listening 3

• Module Test 2

• Review Test 1

Lead-in p 23

Warm-up

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

1 Before students discuss the questions, you may want to

check they understand the vocabulary in the box and the

term facial expressions (the way the face moves, to show

emotion) After students have fi nished discussing the

questions, get brief feedback from the whole class

2a Feeling good

Reading pp 24–25

Lesson objective: to practise identifying key words

Warm-up

Write some activities or ambitions on the board (e.g win

an Oscar, go skydiving) These should be something positive

and something that students can describe Divide students

into small groups and ask them to describe one of the

aims or ambitions without saying what it is Other students

should guess what the activity or ambition is At the end,

ask: Which of these activities would you like to achieve? Why?

1 You may want to demonstrate this exercise by talking

about what is on your own bucket list

2 Give students 40 seconds to skim the fi rst paragraph and

answer the question It is good to time students when

looking at an IELTS Reading passage for the fi rst time, as

this trains them to understand its main topic quickly

It’s negative The paragraph says that doing this can actually come at

a social cost.

3a You could do this activity as a whole class

Key words carry the meaning of a sentence We can use them to

locate similar information in the reading passage Identifying and

using key words to scan for information is an important skill for

the IELTS Reading Paper

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

adjectives or adverbs

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 benefi ts.

4a–b Write statement 1 from Exercise 3b on the board

Then ask students to look at sentence B in the passage

Elicit synonyms of immediate, long-term and satisfaction (in the moment, the long run, pleasurable) Get students to

match the topics in Exercise 3b with the sentences in the passage, identifying how the key words are paraphrased

2 D: social communication = social interaction;

based on = grounded in; in common = similarities

3 A: share = tell others about; unusual experiences = extraordinary

experiences; each other = others

4 C: believed = thought; bring mostly benefi ts = make them the

star of the conversation

Expert IELTS

It is important that students understand how Yes, No, Not

given questions work For an answer to be Yes, all parts of

the statement must agree with the views in the passage If

the answer is No, the passage must have information which

disagrees with the information in the statement If the

answer is neither Yes nor No, then it must be Not given

5 Discuss the questions with the class

1 B This pair of sentences contradict each other.

2 D This pair of sentences say the same.

3 A This pair of sentences say the same.

4 C This pair of sentences contradict each other.

6a Divide students into pairs to do this activity

Suggested answers

1 Cooney recognised that people socialise successfully by talking

about everyday subjects.

2 People who took part in the study chose the fi lm they watched.

3 It is a good idea to think before talking about unusual things we did.

4 One person spoke for longer when discussing the fi lm clips.

Pearson

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.)

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

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

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)

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

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

Pearson

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

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

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

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

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 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 BListening p 28

Lesson objective: to practise understanding the main idea from stressed words

Warm-upDivide 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)

Pearson

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

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.

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.

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

1 A 2 A 3 C 4 B 5 A

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 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 BLanguage development p 29

Lesson objective: to practise building complex sentences using relative clauses

Warm-upShow 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

Pearson

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

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

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

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

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

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?

Pearson

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

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

to the instructions They have a minute to guess how their

partner feels

1a Students can briefly discuss the questions and in pairs

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)

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-upDivide students into teams of three or four Write a list

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)Pearson

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

students into pairs to think of their own examples

Extra!

Students could do Exercise 6 as a class mingle Give each

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

Student’s Resource Book > Language development and Vocabulary

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.

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 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

Pearson

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

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

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,

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.)

MyEnglishLab > 2b ReadingWriting 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

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

Pearson

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!

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

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

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

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 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

Pearson

Module 3 covers the topic of education, as well as issues related to work and emotional intelligence

Photocopiable activities

3A Error correction p 121

3B Priorities p 122

3C Verb patterns p 123

Teacher’s Online Materials

• Test Practice Lesson: Writing 1

• Module Test 3

Lead-in p 39

Warm-up

Write this idea on the board: The best education is life itself

Divide students into small groups and ask them to discuss

their views Get feedback from the whole class

1 Before students discuss the questions, check that they

understand the meaning of compulsory (something that

must be done) Get brief class feedback on the questions

2 Students can discuss the questions in pairs or as a whole class

3a Learning for life

Reading pp 40–41

Lesson objective: using the structure of a text to follow

its ideas

Warm-up

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 fi rst sentence in paragraph A, then

elicit the correct topic (1–4) Continue with the other

paragraphs

1 C 2 B 3 D 4 A

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

3b Focus students’ attention on the fi rst sentence of the

summary and the missing word Ask students which part

of speech the missing word is (a noun) and what kind

of information they are looking for (a reason) Then ask them to identify the paragraph where the answer will be

A (It explains the reasons for carrying out the experiment.)

3c Ask students to read paragraph A in detail and discuss

which word is correct, and why

success (synonyms are come near the top and triumph )

3d Ask students to do this exercise individually and then

compare answers in pairs

2 control group (There were two groups, and the ones with the

Chinese teachers were in the ‘study group’ The opposite must be the ‘control group’.)

3 experiences (Chinese teachers were interviewed about how they

felt about what happened.)

4 behaved (a synonym of disciplined )

5 admitted (a synonym of agreed )

6 imagination (a synonym of creativity )

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

1 E 2 D 3 H 4 G 5 F

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 refl ects the values and expectations of its society ) Pearson

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 , v e rbs, 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,

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

1 B 2 F 3 C 4 A 5 D 6 E

1c Encourage students to use the words in italics from

Exercise 1a in their discussions

2a Make sure students have dictionaries for this exercise

1 attendance 2 elementary 3 campus 4 Higher 5 qualifi cation

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

4a Do the fi rst 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 , fi shing ) and ask students to decide if the

correct verb for each sport is play , d o or go ( go skiing , play

football , do yoga , do judo , play basketball , go fi shing ) 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 fi rst 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

fi elds in city schools I think sport is good for kids, so we need to spend more money on school sports

Pearson

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

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

MyEnglishLab > 3a Speaking A and B

Listening p.44

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

2a Play the recording Then ask students to compare answers

in pairs

Bartlett Rugbygood course programme? ✓ ✓year’s work placement? ✓ ✗

2b Remind students that the complete sentences must make

sense and be grammatically correct

1 B 2 E 3 C 4 A 5 D

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

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 BLanguage development p 45

Lesson objective: to review use of comparative forms

Warm-upDivide 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.

Pearson

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

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

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

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

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

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

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

Pearson

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

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)

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)

5 (the) temperature / (the) environment (They can change the

temperature at their desks by opening a window or turning up

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

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

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)

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

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.

Pearson

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

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

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.

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

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 BReading pp 50–51

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

Pearson

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,

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

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

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.

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

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

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)Pearson

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

5b As it is important for students to get the grammar around

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

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

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)

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

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

7–8 After students have discussed the questions, get

feedback from the whole class

Student’s Resource Book > Writing p 35 MyEnglishLab > 3b Writing

Review p 54

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 1 B 2 E 3 D 4 A 5 C 6 F

3 2 higher 3 lowest 4 bigger 5 greatest 6 better off

7 less important 8 more valuable

MyEnglishLab > Module Test 3

Pearson