Coursebook Band 6 Photocopiable Teacher - S Notes

Module 1 Activity Notes
1A Word to sentence 1B Talk about …

Aim Aim
To practise using collocations, phrasal verbs and words To practise expanding answers when speaking
with more than one meaning
Test link
Activity type Speaking Part 1: Introduction and interview
Card game
Activity type
Classroom dynamics Board game: taking it in turns to talk about a topic
Groups of 3 or 4
Classroom dynamics
Time taken Groups of 3 or 4
25–30 minutes
Time taken
When to use 30 minutes
After 1a, Vocabulary, Activity 4, page 10
When to use
Preparation After 1a, Language development, Activity 4, Page 13
Make one copy of the activity for each group. Cut into
24 cards for each group. Preparation
Make one copy of the activity sheet for each group. You
Procedure will also need some dice (one for each group) and some
1 Divide the class into groups of three or four counters. Alternatively, students could use a dice app
students. on their phones and coins as counters.
2 Give each group a complete set of cards. Place the
cards face down so that they can’t see the words. Procedure
3 Students take it in turns to pick up a card and 1 Divide the class into groups of three or four and
make a sentence with the word/phrase. The rest give each group a copy of the board game.
of the group should decide whether the sentence is 2 Demonstrate the activity: throw the dice and move
grammatically correct. If the sentence is correct, your counter. Ask a student to time you and talk for
the student can keep the card. If the sentence a minimum of 20 seconds about the topic on your
isn’t correct and another student can correct it, square.
the second student keeps the card, if not, nobody 3 Tell students if they land on a ‘free question’
keeps the card. The winner is the person with the square, another student in the group can ask them
most cards at the end. Encourage students to make a question. Remind students that they can use the
meaningful sentences that show they know the phrases from the Speaking 1 lesson on page 11 of
meaning of the word/phrase. their Coursebook. Also tell them that, to extend
4 Monitor groups and offer help if necessary. their answers, they should give reasons and/or
5 When the activity has finished, ask individual examples.
students to say some of their sentences. 4 Ask one student in each group to keep time.
5 After the activity, get feedback from students about
how well they managed talking for at least 20
seconds.
Expert IELTS 6 Teacher’s Online Materials © Pearson Education Limited 2017 Photocopiable
8 Ask students what an overview of the data might

1C Describing data sound like, e.g. Cinema attendance has gone down in
two of the countries but has gone up in one. Elicit or
Aim reaffirm the importance of including an overview.
Ask each group to write an overview (one or two
To practise describing data
sentences).
Test link 10 Elicit the overviews and write them on the board.
Academic Writing Task 1: Describe a table Answer key
1A 2C 3B 4D 5F 6E
Activity type Suggested answers
Critically analysing sentences and writing new 1 At 32%, almost a third of adults went to the cinema in Country
sentences describing the data provided A in 2006.
2 This percentage fell to just under half in 2016.
Classroom dynamics 3 In 2006, in Country B, cinema attendance accounted for
Groups of 3 or 4 then whole class almost half of all adults, at 48%.
4 In 2016, it fell slightly to 40%.
Time taken 5 In 2006, a quarter of the adult population went to the cinema
in Country C.
30 minutes
6 The percentage rose by 10%, to 35%, in 2016.
When to use
After 1b, Writing, Activity 8, Page 21
Preparation
Make one copy of the activity sheet for each student.
Procedure
1 Give each student a copy of the activity sheet
and explain that the information and table is like
one they are likely to find in Writing Task 1 of the
IELTS test. Ask students to read the information
in the table then ask questions to check their
understanding: What does ‘cinema attendance’ mean?
(going to the cinema); What age group are the people
who were surveyed? (adults 18+ years); Who attended
the cinema the most? When? (Adults in Country B in
2006).
3 Tell students that the sentences below (1–6)
describe the data. Ask them to read the sentences
and to say what is wrong with them and how they
could be improved (they’re too mechanical and
there is no attempt to compare the data).
4 Divide the class into groups of 3 or 4.
5 Ask students to focus on the prompts. Students
should work together to decide which sentences
(1–6) the prompts can be used with. Check the
answers with the class.
6 Together in their groups, students should then re-
write the sentences using the prompts.
7 When the groups have finished, elicit some
sentences and write them on the board. Note that
some answers may vary. As a class, discuss what is
good about the new sentences and if they could be
improved at all. Remind students that in the actual
test, they do not need to describe every bit of data
– only the most relevant points.
2A Bingo! 2B Find the words

Aim Aims
To practise relative pronouns To practise adjectives describing experiences from
Module 2a; To practise paraphrasing as a speaking
Activity type communication strategy
A gap-fill activity in the form of a bingo game
Test link
Classroom dynamics Speaking (all parts)
Whole class
Activity type
Time taken A word guessing game (information gap)
15 minutes
Classroom dynamics
When to use Pairs
After 2a, Language development, Activity 4, Page 29
Time taken
Preparation 15 or 25 minutes
Make enough copies of the activity sheet so that each
student has one bingo card. Cut the cards up. When to use
Procedure
1 Explain to students that they are going to be Preparation
playing a game of bingo. Hand out a bingo card to Make one copy of the activity sheet for every two pairs.
each student. Make sure that students sitting next Cut the activity sheet into two sets of four word cards.
to each other don’t have the same card. Alternatively, for a shorter activity (10–15 minutes),
2 Give students a couple of minutes to read through prepare only two cards for each pair of students.
their gapped sentences on their own and predict
the answer. Procedure
3 Explain that you will read out words (relative 1 Explain to students that sometimes in the Speaking
pronouns) that can be used in the gaps. As they test they might come across an unknown word or
listen they should complete the gap with the forget a word. Pausing to try to recall a word can
relative pronoun you’ve called out, but only if it fits. affect fluency, so learning how to paraphrase is
Tell students that the first person to complete all a good strategy to have. Explain to students that
their sentences must shout ‘Bingo!’ to win. in this activity students will need to describe an
4 Start calling out the relative pronouns (where/who/ adjective for their partner to guess the word. They
which/when). Allow a few seconds between each can use synonyms or examples but they should not
pronoun to give students time to read through their say the word on the card.
sentences as they may need to complete more than 2 Divide the class into pairs. Give each pair one set
one sentence with each word. of cards face down.
5 Check the winning students’ cards (there may be 3 Ask students to take it in turns to pick up a card
more than one winner). with a word list on. Tell them that all the words
on the card are adjectives. Students should not
Answer key show their list to their partner. Tell them to help
I find it irritating when my classmates talk very loudly. their partner guess the adjectives in the list. To do
Students who daydream spend a lot of time looking out of this, students need to convey the meaning of the
windows.
adjectives in the list but they should not use the
Places where there are a lot of people can be frightening for
adjectives themselves. Their partner has to try to
some people.
Activities which cause stress should be avoided. guess the adjective. Remind them that they can
I like people who listen to me when I’m talking. use relative clauses for this, e.g. This is when you
There are at least twenty things which I’d like to do before I get are scared. (afraid). If their partner can’t guess the
old. word, move onto the next one. Pairs should take
Is that the place where I need to go? turns until all the adjectives on their cards have
There was a time when having professional qualifications was been guessed. When they have finished, they can
more important than being creative. pick up another card.
2C When have you felt …?

Aims
To practise talking about feelings and situations; To
practice preparing for a long turn; To practise talking
for an extended period of time
Test link
Speaking Part 2: Individual long turn
Activity type
Talking individually for a minute on a given topic
Classroom dynamics
Groups of 4
Time taken
30 or 15 minutes
When to use
After 2b, Speaking, Activity 5, Page 33
Preparation
Make one copy of the activity sheet for each group. Cut
into 16 cards. Alternatively, for a shorter activity (15
minutes), use only eight cards.
Procedure
1 Divide the class into groups of four. Place the cards
face down on the students’ table so that students
can’t see what is written on the cards.
2 Explain to students that they are going to do a
speaking activity to practise the Part 2 Individual
long turn. They should each pick up a card from
the pile. Each card contains an adjective describing
feelings. They will have 30 seconds to prepare a
one-minute talk about a situation in which they
have felt the feeling on their card. Ask them to
think about the situation: what it was, when and
where it happened and how they felt. Encourage
them to make notes as they’re preparing.
3 Ask students to take it in turns to talk for a minute.
The other students should time them. If they
manage to talk for a minute about the feeling on
their card, they keep the card. The object is to
collect as many cards as possible.
4 Allow students to continue until all the cards are
used up or for as long as time permits.
3A Error correction Answer key

I need a 6 in IELTS but I’m not sure that’s achievable.
The most annoying thing about schools is all the tests.
Aim I’ve tried to organize the new vocabulary in alphabetical order
To practise error correction in written language but it doesn’t help.
My mark in my last assignment was very disappointing.
Activity type I’m very careful when I write. I always check what I’ve written at
the end.
Correcting word formation errors in sentences Jemima has always been a very creative person.
I found the lecture very informative.
Classroom dynamics Stressing too much about exams can be harmful.
Groups of 3 Educational research has shown that practice really does make
perfect.
Time taken After careful consideration I’ve decided not to take the exam at
15 minutes this stage.
Traditional methods of teaching are often found to be boring by
When to use students.
Stress has been found to have a direct effect on the academic
After 3a, Vocabulary, Activity 4, Page 42
success of students.
We had a very interesting conversation about the aims of
Preparation
education.
Make one copy of the activity for each group. Cut up What’s the difference between a test and an exam?
into strips (each sentence is one strip). Some people value popularity more than honesty.
Procedure
1 Divide the class into groups of three. Give each
group a complete set of sentence strips, placing
them face down so that students can’t see what is
written on them.
2 Explain that each strip has a sentence with a word
formation error in it. They need to find the error
and correct it.
3 Ask students to appoint a member of the group to
keep score. They take it in turns to pick up a strip
and read out the sentence on it. If they can spot
the error, they get one point. If they can correct
it, they get another point. Each sentence is worth
two points. The others in the group have to agree
on the correction for the student to get the points.
Demonstrate with a sentence on the board: The
decide was not an easy one to take. (The decision was
not an easy one to take.)
3B Priorities 3C Verb patterns

Aim Aim
To practise education vocabulary, comparatives and To practise verb patterns (-ing and infinitives)
superlatives
Activity type
Test link Card matching game and making sentences
Speaking
Classroom dynamics
Activity type Groups of 3 or 4
Ranking activity
Time taken
Classroom dynamics 20–25 minutes
Individual then pairs
When to use
Time taken After 3b, Language development and vocabulary,
15–20 minutes Activity 4, Page 48
When to use Preparation

After 3a, Language development, Activity 4, Page 45 Make one copy of the activity sheet for each group. Cut
up the word cards so that there are two piles of cards
Preparation for each group; one white and one grey.
Make one copy of the activity for each student.
Procedure
Procedure 1 Give each group one set of grey cards and one set
1 Tell students they are going to rank a list of reasons of white cards. Deal out two white cards to each
for going to (secondary) school. Elicit some reasons player and place the remaining cards face down on
from the students and write them on the board. the table. Do the same with the grey cards.
2 Hand out a copy of the activity to each student. 2 Tell students that they are going to play a game.
Give students a minute to read through the reasons They need to combine two words to make a
to see if any of the ones they came up with are on sentence.
the list. 3 Hold up a set of white cards and explain to
3 Ask them to work alone. They should choose the students that the words on these cards are followed
10 most important reasons for going to school and either by the -ing form or the infinitive (with
assess them on a scale from 1 to 10, where 1 is the or without to) and that in some cases, both are
most important and 10 the least important. Allow possible. Then hold up a set of B cards (grey) and
about 5 minutes for this. explain that they are a set of verbs.
4 When they have finished, ask students to work in 4 Explain that to play the game, they will need to
pairs to compare their opinions and then come make a sentence using the word on the white card
up with a combined pair ranking, from the most and a verb on the grey card, e.g. ask (somebody) +
important (1) to the least important (10). Remind watch: I asked my students to watch films in English.
them to use comparatives and superlatives for this. The sentences can be either positive or negative
Give them some examples, e.g. Learning to read and they can be in any tense.
and write is more important than having a good time. 5 Students take turns to make a sentence. They
Getting a qualification isn’t as important as learning should place the cards on the table in front of them
about history. as they do so. Other players in the group accept
5 Give students ten minutes to complete their or challenge the sentence. If the group accepts the
rankings in pairs then get feedback from the sentence, the student keeps the cards.
different pairs about the five most important 6 As students play, monitor their use of the
reasons that they agreed on. Encourage discussion structures.
about the most important reasons. If time allows, 7 If students can’t make a sentence, they can use
you could try to get a class consensus on the five their turn to change one of their cards by taking
most important reasons for going to school. one from the corresponding pile. The card they put
down goes to the bottom of the pile. After making
a sentence, they pick up two more cards, one from
each pile.
8 The student with the most pairs wins.
4A Collocation race Answer key

medical treatment/research/development/information
similar characteristics/appearance
Aim make an impact
To match adjectives and verbs with a noun to make significant achievement/opportunities/research/information/
development
collocations
common theme/characteristics
Activity type traditional methods
equal opportunities
Matching task conduct research
achieve a goal
Classroom dynamics negative effect
Pairs then groups of 4 carry out an investigation/research
physical appearance
Time taken share information/a goal
15–20 minutes become aware
social media
When to use technological development
After 4a, Vocabulary, Activity 4, Page 58. The

collocations are taken from Modules 1–4.
Preparation
Make one copy of the activity for each pair.
Procedure
1 Divide students into pairs. Give one activity sheet
to each pair.
2 Tell them that they are going to race other pairs
to form as many collocations as they can in five
minutes by matching a verb or adjective with a
noun. Tell students that some adjectives/verbs may
collocate with more than one noun. One student
should write down the collocations on the activity
sheet.
3 Start the race and time them. When five minutes is
up, ask each pair to join another pair. They should
compare their lists and agree on a new, definite list.
Ask them to try to form 16 collocations. Give them
another five minutes for this.
4 Ask a student from each group to read out their
collocations for the rest of the class to agree that
they are correct. If there’s time, ask each group
to choose five collocations to put into sentences.
They can read out their sentences when they have
finished.
4B Futurist predictions 4C Speaking fluently

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

Pelmanism game: matching prepositions, verbs and Speaking Part 3: Two-way discussion
pronouns with gapped sentences
Activity type
Classroom dynamics Sentence sorting and speaking interview
Groups of 3–4
Classroom dynamics
Time taken Pairs
20 minutes
Time taken
When to use 2–5 minutes
When to use
Preparation After 5b, Speaking, Activity 6, Page 81
Make one copy of the activity for each group and cut up
the sentence strips and cards. Preparation
Make one copy of the activity for each pair and cut the
Procedure sentences up. Shuffle them.
1 Divide students into groups of 3 or 4 students.
2 Place the sentence strips and cards face down on Procedure
the table in their sets (grey and white). Ask students 1 Divide students into pairs. Hand out one set of
to lay the strips and cards out, i.e. they shouldn’t be shuffled cards to each pair.
in piles. 2 Tell students that the cards contain Speaking Part
3 Students take it in turns to turn over a card from 3 questions but are all mixed up. Students need to
each set – one sentence card and one word card. If sort them into four topic groups.
the word completes the sentence, the student keeps 3 Elicit the four different topics from the students
the pair and has another turn. If it doesn’t, the (art, cities and culture, sportspeople and
student puts them back, face down, and the next celebrities, toys and games).
student has a turn. 4 Now pairs should divide the four topics between
4 Groups can discuss whether a pair matches or not them and ask their partner the three questions on
and ask for help where necessary. As they play, each topic.
go round the class, monitoring the pairs of cards 5 Monitor while students take it in turns to ask their
collected. If any are wrong, explain why. partner their questions. Encourage them not to
5 The student with the most pairs wins. rush their partner as the point is for their partner
to say as much as possible when answering as they
Answer key would be expected to do in the exam, but if their
1 can 2 this 3 Such 4 of 5 of 6 of 7 by 8 on 9 to 10 when partner is struggling, they should ask them the
11 to 12 who 13 such 14 those follow up questions in brackets.
6 Get feedback by asking students what they found
difficult and/or easy about answering questions
without time to prepare.
5C Test tips 1
Aims
To practise using reference words and synonyms to
understand text cohesion; To revise useful reading
paper tips
Test link
Reading
Activity type
Matching sentence halves
Classroom dynamics
Pairs
Time taken
20 minutes
When to use
After 5b, Reading, Activity 4, Page 82
Preparation
Make one copy of the activity for each pair of students.
Procedure
1 Divide students into pairs and give each pair a
copy of the activity.
2 Explain that the activity contains a list of test tips.
Give them a few seconds to scan the sentences and
decide which test the tips are for (Reading). Ask
them to write their answer in the gap above the
matching activity.
3 In pairs, students complete the tips by matching
1–9 with A–I, writing their answers in the gaps.
Encourage them to look for synonyms, topic
vocabulary and reference words (e.g. these, one, it)
to help them match A–I to 1–9.
4 Get feedback by reading out the tips as a class.
5 Ask students, in their pairs, to come up with any
more useful reading tips. Give them a minute to
brainstorm ideas. Elicit ideas from the class.
Answer key
1I 2A 3D 4C 5F 6E 7G 8H 9B
6A The natural world quiz 6B Find someone who …

Aim Aim
To practise environment vocabulary To practise the present perfect
Activity type Activity type

An environment quiz with gapped sentences A mingling activity to find students who have done the
things in the table
Classroom dynamics
Pairs, groups of 4 or whole class Classroom dynamics
Whole class
Time taken
15 minutes Time taken
15–20 minutes
When to use
After 6a, Vocabulary, Activity 4, Page 90 When to use
Preparation
Make one copy of the quiz for each pair or group of four Preparation
students. Make one copy of the activity for each student.
Procedure Procedure
1 Divide students into pairs or groups of four. Give 1 Give each student a copy of the activity.
each pair/group a copy of the quiz. Students to 2 Explain to students that they will need to go round
work together to find the answers to the quiz. You the class to find people who have done the things
could set a time limit for this. on their list. When they have found someone, they
2 Elicit answers to the quiz as a class. should think of a follow-up question to ask them
3 Alternatively, you could do this quiz as a class. and write the answer in the ‘Details’ column then
Divide the class into two teams. Hand out the move on to a different student to ask the next
quiz (one to be shared by two students) and question.
give students a few minutes to complete it in 3 Demonstrate by writing on the board: Find someone
their groups. Elicit answers by asking each team who has been to an English speaking country. Ask
alternate questions. If they get their question individual students: Have you been to an English
right, they get two points. If not, the other team speaking country? until you find someone who has.
can answer. If they answer correctly, they get one Write their name on the board and say [Name] has
point. been to an English speaking country. Ask the student:
Which country have you been to? Report back to the
Answer key class: [Name] has been to [name of country].
1 climate 2 greenhouse 3 Global 4 fossil 5 shortage 4 Monitor students. The negative statements will be
6 increase/rise 7 pollution 8 energy 9 coastline more difficult for students, so you may need to help
10 Lightning, thunder 11 volcano 12 rainforests
them (Have you watched television in the last seven
13 waterfall, Falls 14 Pacific 15 cave 16 temperature
days? Have you been to the cinema this year?).
6 When students have found a name for each
statement they should sit down.
7 Ask students to report back to the class some
things that they found out about their classmates,
e.g. Joanne has learnt a second foreign language. She
can speak German.
6C Expanding headlines Answer key

Possible answers
1 A park ranger has received a medal for his/her bravery.
Aims 2 (Some) animals have escaped from the zoo.
3 A tiger has attacked a boy.
To expand newspaper headlines into sentences using
4 Two people have been killed in a safari accident.
auxiliary verbs and articles; To practise the present
5 A man has seen a lion in the street./A lion has been seen in a
perfect and articles street.
6 The mayor has opened a new shopping centre.
Activity type 7 Animal groups have complained about the new laws.
Expanding newspaper headlines into full sentences 8 A popular wildlife park has closed.
9 A lack of accommodation has been blamed for the low
Classroom dynamics tourist numbers.
Pairs then groups of 4 10 Animal research has been hit by budget cuts./Budget cuts
have hit animal research.
Time taken
20 minutes
When to use
After 6b, Language development and vocabulary,
Activity 5, Page 96
Preparation
Make one copy of the activity for each pair.
Procedure
1 Divide students into pairs and give them a copy of
the activity.
2 Tell students that the column on the left contains
newspaper headlines and explain that to save
space newspapers often omit auxiliary verbs and
articles from their headlines and even change the
order of the words. Tell students that the aim of
the activity is to expand the headlines into full,
meaningful sentences. Tell students that normally
headlines refer to events in the recent past so the
present perfect is usually used to report the event.
3 Give students an example: New Great Barrier Reef
fish species: A new species of fish has been found in the
Great Barrier Reef.
4 Students work in pairs to write the expanded
headlines. Remind them that there may be more
than one correct answer. Allow 10 minutes for this.
Monitor students’ progress.
5 When students have finished, they should join
another pair to form groups of 4. Students compare
their sentences and add any sentences the other
pair in their group had formed. Elicit feedback from
the different groups.
6 If there is time, get students to guess what the news
stories might be about. Alternatively, get pairs
to write and present a news story for one of the
headlines.
7A The fact is … 7B Test tips 2

Aim Aims
To practise zero and first conditionals To practise zero and first conditionals; To revise useful
speaking test tips
Activity type
A sentence completion task Test link
Speaking
Classroom dynamics
Pairs then groups of 3–4 Activity type
Gap fill and matching sentences
Time taken
15–20 minutes Classroom dynamics
Pairs
When to use
After 7a, Language development, Activity 4, Page 109 Time taken
15 minutes
Preparation
Make one copy of the activity sheet for each pair. Cut When to use
up so there is one activity sheet for each student. After 7b, Speaking, Activity 5, Page 113
Procedure Preparation
1 Hand out a copy of the activity sheet to each Make one copy of the activity for each pair.
student.
2 Explain to students that they are going to express Procedure
their opinions about different things using 1 Divide students into pairs and give them a copy of
conditional sentences. the activity.
3 Demonstrate on the board. Write: If you steal, … 2 Explain that the activity contains a list of test tips.
and elicit sentence endings from the students, e.g. Give them a few seconds to scan the sentences
… you will go to prison. and decide which test the tips are for (Speaking).
4 Give students about 10 minutes to complete their Ask them to write the answer in the gap above the
sentences in pairs. Monitor for correct tense usage sentences.
while they’re doing this. 3 In pairs, students complete the sentences with the
5 Put students into groups of 3 or 4. They should correct form of the verbs in brackets. Check the
compare their opinions and discuss whether they answers with the class.
agree with others’ opinions. 4 Explain to students that they will now need to
6 Elicit feedback and discuss students’ views where complete the tips by matching 1–6 with A–F.
appropriate. 5 Get feedback by reading out the tips as a class.
6 Ask pairs to come up with any more useful reading
tips. Give them a minute to brainstorm ideas. Elicit
ideas from the class.
Answer key
2 do not/don’t
3 do not/don’t
5 get better/will get better
B will count
D will not/won’t/ might not
E are
1E 2F 3A 4B 5C 6D
7C Taboo
Aims
To practise vocabulary from modules 7a and 7b; To
practise paraphrasing as a speaking communication
strategy
Test link
Speaking (all parts)
Activity type
A word guessing game
Classroom dynamics
Groups of 3 or 4
Time taken
20 minutes
When to use
After 7b, Reading, Activity 4, Page 114
Preparation
Make one copy of the activity for each group. Cut up
the 16 cards.
Procedure
1 Divide the class into groups of three or four. Give
each group one set of cards face down.
2 Explain to students that they have to describe the
word on the card without saying the word itself.
They can define the word, describe it, explain its
concept or use examples or synonyms. They can
also mention the part of speech the word is, e.g.
noun, verb, adjective. Explain that this is a good
skill to learn in case they can’t recall a specific
word in the Speaking test.
3 Students take it in turns to pick up a word card. Tell
them that they should not show their card to the
others in the group. Their partners have to try to
guess the word. The first student to guess the word
correctly, gets to keep the card. If no one can guess
the card, it should go back in the middle face up.
4 The winner is the student with the most cards at
the end.
8A Ordering sentences Holes in the box allow the liquid that is produced to slowly leak
out, leaving just the beans.
The beans gather moisture from the environment and the pulp.
Aim Their flavour begins to change from mainly bitter to the complex
To practise the passive voice; To practise using flavour called chocolate.
This fermentation process can take up to eight days depending
sequencers
on the species of cacao beans.
Test link In the final stage, the cocoa beans (as they are called after
fermentation) are dried, shipped and stored.
Writing Task 1: Describing stages in a process
Activity type
Ordering sentences in a process 8B Synonym race
Classroom dynamics Aim
Pairs then groups of 4 To revise synonyms from modules 8a and 8b
Time taken Activity type
20–25 minutes Matching task
When to use Classroom dynamics
After 8a, Writing, Activity 3, Page 126 Pairs and groups of 4
Preparation Time taken
Make one copy of the activity sheet for each pair or 15–20 minutes
group and cut up into sentences.
When to use
Procedure
1 Divide the class into pairs or groups and write the Activity 4, Page 128
heading on the board: From cacao to cocoa.
2 Give each pair a set of sentences. Explain that the Preparation
sentences describe the process of producing cocoa Make one copy of the activity for each pair.
from cacao beans.
3 In pairs, students reorder the sentences to Procedure
complete the process of producing cocoa. Remind
1 Divide students into pairs. Hand out a copy of the
them to look for sequencers to help them, e.g. first,
activity to each pair.
then, finally. When they have finished, pairs could
2 Tell students that they are going to have a race to
then join another pair to agree on a final order.
form as many synonym pairs as they can in five
4 Elicit ideas from the different groups. The actual
minutes by matching a word or phrase in the top
correct order isn’t of paramount importance.
group with its synonym in the bottom group. One
However, the students should be able to justify
student should write down the synonyms on the
why they have chosen a particular order. You could
lines provided at the bottom of the page.
write the sentences on the board as you elicit them.
3 Start the race and time them. When five minutes is
Alternatively, make a copy of the answer key to
up, ask each pair how many they matched.
hand out to students.
4 Ask each pair to join another pair. Ask the groups
to form 21 synonym pairs. They should compare
Answer key
From Cacao to Cocoa their lists and agree on a new, definitive list. Give
First the cacao pods are harvested by hand. them another five minutes for this.
The pods are then carefully broken open to release the cacao 5 Elicit the synonyms and write them up on the
beans, which are embedded in a moist pulp. board.
The beans and pulp are scooped out quickly and placed in a pile 6 If there’s time, ask each group to choose five
on mats or banana leaves and placed in a box. words/phrases to put into sentences. They can
The contents of the box are heated slightly. read out their sentences when they have finished.
Fermentation occurs when the pulp surrounding the cacao bean
is converted into alcohol by the yeast in the air.
The beans are mixed gently during this process to introduce
oxygen into the box.
Answer key Answer key

involves – is about; complex – difficult; considerably – much; 1 Always read the question carefully and keep your answers
consume – eat; generate – create; occur – happen; health – relevant to the topic.
well-being; vary – change; be concerned – worry; benefit of – 2 Try to develop an academic writing style.
good thing about; deliver – bring; prepare – cook; relax – 3 Make sure your writing is clearly organised into paragraphs.
sit back; remove – take away; as a result – so; collect – take; 4 Write clearly so that the examiner can read your
place – put; display – show; locate – find; select – choose; handwriting.
view – look at 5 Leave enough time to check your work carefully.
6 Use connectors to show the relationship between ideas.
7 Spend no more than five minutes planning your answer.
8 Get as much practice answering the different IELTS Writing
8C Test tips 3 task types as possible.
9 For Academic Task 1, include facts and numbers/figures
from the charts to illustrate your main points.
Aim 10 Do not write less than the word limit specified.
To revise useful writing test tips General
2, 8
Test link Before
Writing 1, 7
While
Activity type 3, 6, 9, 10
After
Gapped sentences
5
Classroom dynamics
Pairs
Time taken
15 minutes
When to use
After 8b, Writing, Activity 8, Page 133
Preparation
Make one copy of the activity for each student or pair.
Procedure
1 Divide students into pairs and give each student or
pair a copy of the activity.
2 Explain that the activity contains a list of writing
test tips. In pairs, students complete the tips with a
suitable word. Remind them that the word not only
has to fit the sentence in meaning and grammar
but also has to give the best advice for the writing
paper. Give pairs at least 5 minutes to complete the
task.
3 When they have finished, ask them to compare
their answers with another pair. In their groups,
they should decide whether each tip is general in
nature or refers to before, while or after they write.
Ask them to write the numbers of the sentences in
the correct part of the table.
4 Get feedback from the class. Discuss the different
answers students come up with and decide on the
best answer for each gap as a class.
5 If there is time, ask students, in their pairs or
groups, to come up with two more useful writing
tips. Give them a couple of minutes to brainstorm
ideas. Elicit ideas from the class.
9A Test tips 4 9B Active to passive

Aim Aim
To practise modals of obligation; To revise useful To practise transforming sentences from active to
listening test tips passive voice
Test link Activity type

Listening Sentence transformation
Activity type Classroom dynamics

Word choice task Groups of 3
Classroom dynamics Time taken

Pairs and whole class 20 minutes
Time taken When to use

15 minutes After 9b, Language development and vocabulary,
Activity 2, Page 144
When to use
After 9a, Language development, Activity 4, Page 141 Preparation
Make one copy of the activity for each group. Cut up
Preparation the sentence strips, keeping them in order with 12 at
Make one copy of the activity for every two pairs. Cut the bottom of the pile (as the sentences become more
into two cards, one for each pair.. challenging).
Procedure Procedure
1 Divide students into pairs and give one copy of the 1 Divide the class into groups of 3. Tell them that
activity to each student or pair. they will need their notebooks or a blank piece of
2 Explain that the activity contains a list of listening paper for this activity.
test tips. Explain that both modal options in each 2 Give each group a complete set of sentence strips,
sentence are structurally possible so they need face down on the table.
to think about the meaning of the sentence and 3 Explain that each sentence on the paper is in the
choose the option which gives the correct advice. active voice. Students have to convert it into the
In pairs, students complete the tips with the correct passive voice.
modal. Give them 5 minutes to do this. 4 Students appoint a member of the group to keep
3 When they have finished, elicit answers and, as a score. All three students pick up a sentence
class, discuss the rationale behind each tip. strip. They should write down their new, passive
4 Ask students, in their pairs, to come up with two sentence in their notebook or on a piece of paper.
more useful listening tips, e.g. You should read the When they have finished, they take it in turns to
instructions to find out how many words or numbers you read out the active sentence and then the passive
can write in each gap. Tell them to include modals one they’ve written. Their team members must
and to make their sentences into a word choice decide if the passive sentence is acceptable. If it
task (like the one they’ve just done). Give them a is, the student gets one point. They then pick up
few minutes to brainstorm ideas and to write their another sentence strip and play on.
tips in the space provided. If they are struggling, 5 Demonstrate with a sentence on the board,
they could look at the Coursebook or a practice e.g. Scientists consider good health to be of utmost
paper for inspiration. Students should then swap important: Good health is considered to be of utmost
tips with another pair to complete and return. Pairs importance. Ask students to decide themselves if
can then mark each other’s work. the agent is necessary for each sentence.
5 Elicit the tips the students have come up with. 6 Monitor the activity and help out if needed. When
the students have finished, elicit answers and ask
Answer key students if the agent was important enough to be
1 should 2 shouldn’t 3 should 4 can 5 mustn’t, should included. You could also give them a copy of the
6 should 7 must 8 must answer key to check their answers.
3 When students finish elicit feedback.

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

Aim Aim
To practise crime vocabulary To practise using quantifiers
Activity type Activity type

Word association card game Sorting activity and sentence writing
Classroom dynamics Classroom dynamics

Groups of 3 or 4 Groups of 4 or more
Time taken Time taken

10–15 or 20–25 minutes 20 minutes
When to use When to use

After 10a, Vocabulary, Activity 5, Page 154 After 10a, Language development, Activity 4, Page 157
Preparation Preparation
Make one copy for each group. Cut into 24 cards for Make one copy of the activity for each group.
each group. (For a shorter activity, use only half the
cards.) Procedure
1 Divide the class into groups of at least four students
Procedure and give each group a copy of the activity.
1 Divide the class into groups of 3 or 4. Give each 2 In their groups, students brainstorm as many
group a complete set of cards, face down on the quantifiers as they can think of in two minutes.
table. They should write the quantifiers in the blank
2 Students take it in turns to pick up two cards box. After two minutes, ask students to swap their
and make a sentence incorporating both words/ activity sheets with another group and to add any
phrases. They can change the form of a word (e.g. quantifiers that are missing. Give them a minute to
simple to continuous or present to past) but not the do this. Elicit the quantifiers and write them up on
word class (e.g. noun to verb). The rest of the group the board. Add any they have not come up with.
should decide if the sentence is correct. If it is, the 3 Ask students to sort the quantifiers into the table
student keeps the cards. If it isn’t correct, another on the activity sheet. Point out that some can
member of the group can correct the sentence and, go into more than one column. Get feedback
if they are successful, they can keep the cards. If when they have finished. Ask students which two
no one can make a sentence, the cards go back in quantifiers mean not enough (few and little).
the pack and the pack is shuffled. The winner is the 4 For the last activity, students will need to ask the
person with the most cards at the end. other members in their group questions about their
3 Demonstrate with two of the cards, e.g. murderer family, possessions and what they’ve got in their
and robber: He is a convicted murderer and robber and bags or pockets, e.g. Do you have any money in your
will stay in prison for a very long time. pocket? (Yes): Zoe has got some money in her pocket.
4 Monitor students and help out if necessary. Students write one sentence for each quantifier.
5 When the groups have finished, ask individual 5 When they have finished, ask students to tell the
students to say some of their sentences. class about their group by reading out some of their
sentences.
Answer key 10C If I could …

Quantifiers
many, a lot of, a little, some, any, a few, little, a large number of,
few, plenty of, much, a large amount of Aim
Countable Uncountable To practise the second conditional for talking about
hypothetical situations
Positive many, a lot of, some, much, a little, some,
a few, a large number a lot of, little, a large
of, few, plenty of amount of, plenty of
Activity type
Completing sentences and guessing game
Question any any
and Negative Classroom dynamics
Class or two large groups
Time taken
15 minutes
When to use
Preparation
Make enough copies of the activity so that each student
gets at least three sentence strips. Bring one bag for
each group to class to put the folded sentence strips in.
Procedure
1 Depending on the size of your class, you can play
this game as a class or in groups of four. Hand
out at least three different sentence strips to each
student.
2 Individually, students should complete the
sentences with their own opinions using the second
conditional. Allow about five minutes for this.
Monitor students and check that they are writing
grammatically correct sentences (focus on the
structure of second conditional sentences).
3 Ask students to fold their sentences and to put
one of them in the bag then jumble the sentences
in the bag. Students then pull out a sentence and
read it out loud. If it is their sentence they should
put it back into the bag and pull out another. Group
members have to guess who wrote the sentence. If
they guess right, they get a point. Continue until all
the sentences have been read out.
4 The student with the most points when all the
sentences have been read out is the winner.

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Module 1 Activity Notes

1A Word to sentence 1B Talk about …

8 Ask students what an overview of the data might

2A Bingo! 2B Find the words

2C When have you felt …?

3A Error correction Answer key

3B Priorities 3C Verb patterns

When to use Preparation

4A Collocation race Answer key

After 4a, Vocabulary, Activity 4, Page 58. The

4B Futurist predictions 4C Speaking fluently

Activity type Test link

6A The natural world quiz 6B Find someone who …

Activity type Activity type

6C Expanding headlines Answer key

7A The fact is … 7B Test tips 2

Answer key Answer key

9A Test tips 4 9B Active to passive

Test link Activity type

Activity type Classroom dynamics

Classroom dynamics Time taken

Time taken When to use

3 When students finish elicit feedback.

10A Word associations 10B Quantifiers

Activity type Activity type

Classroom dynamics Classroom dynamics

Time taken Time taken

When to use When to use

Answer key 10C If I could …

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