10
and how places have changed over time.
Photocopiable activities
10A Word associations p. 142
10B Quantifiers p. 143
10C If I could … p. 144
Lead-in p.151
Warm-up
Community
Module 10 covers topics related to community, such as behaviour in public places, festivals, relationships,
Write My town/city on the board and write two columns
underneath it as follows: things I like about where I live and things
I’d like to change about where I live. Divide students into small
groups and give them a few minutes to discuss their ideas.
1 Divide students into pairs to look at the photos and
discuss the questions. Point out that a community is a
group of people who live in the same town, village,
etc. Having a sense of community means to help take
responsibility for the community and not do anything that
might harm people in the community.
2a–c Tell students to do Exercise 2a individually and then
compare ideas with a partner for Exercise 2b. Put pairs of
students together so they can discuss and compare ideas
for Exercise 2c.
10a Law and order
Reading pp.152–153
Lesson objective: to identify information which is not
given in a text
Warm-up
Divide students into groups and ask them to discuss the
online services they use (e.g. online banking, social media,
paying bills, email, cloud storage for documents and photos,
etc.). Ask them how safe they think the services are, and
how they manage their personal online security.
1 You may need to do this as a whole class and help
students with some ideas. You could give students
examples and ask them to discuss which one is the worst.
Suggested answers
1 identity theft, stealing money through fraud, accessing
information, images etc. illegally, blackmail
2 Cyber crime can affect many people. The victim never meets the
criminal. It is done via computer.
M10_EXP_TB_01GLB_5060_U10.indd 87
• Module Test 10
• Review Test 5
• End-of-level test
10
Teacher’s Online Materials
• Test Practice Lesson: Reading 1
Teacher’s notes Module 10
2a Give students 30 seconds to skim the title and the first
sentence in each paragraph. Elicit some ideas from the
class and write the ideas on the board.
2b Give students 10 minutes to read the whole passage in
more detail. Ask the class to decide if any of the ideas on
the board are correct.
The passage describes how technology has changed the way
in which crime is committed and how that impacts on forensic
evidence and the number of people affected.
3a Students can do the exercise individually before checking
with a partner.
Suggested answers
1 cyber criminal, commit, crime, one piece, technology
2 USA, 2011, more victims, physical crime, cybercrime
3 criminals, prefer, break into, buildings, steal
4 cyber criminals, discovered faster, other criminals
5 more criminals, prison, cyber crime
6 cyber criminals, work alone
7 police, planning, do more, find cyber criminals
8 People care more, security online, real world
3b Elicit the answer from the class and make sure students
understand why these words aren’t useful.
They are words or phrases used many times throughout the
passage so will not be helpful in locating the information.
3c Do the example with the whole class. Then tell them to
continue the exercise individually.
Suggested answers
2 physical crime 3 buildings 4 discovered faster 5 prison
6 work alone 7 police, planning 8 real world
These words/phrases are most likely to help you locate the
information in the passage because they are key words and are
likely to feature or be paraphrased throughout the passage.
4a Depending on your students’ ability, you could do this
exercise as a whole class, guiding students to the answers
as necessary. If they are a strong group, get them to
do this individually, as it is good practice for building
confidence with True, False, Not given questions.
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 Teacher’s notes Module 10
1 One piece of technology vs any crime that involves a computer
and a network …
2 USA, 2011, victims (a much larger number of people), physical
crime (bank robberies), cybercrime
3 The passage talks about the fact there were more victims of
bank crime online than victims of bank robberies. It does not
say anything about the number of victims of physical crime or
cybercrime in general.
4b Again, depending on ability, get students to do this
exercise individually or as a whole class. Make sure you
spend enough time checking the answers thoroughly.
3 Not given (In the past, a thief had to break into an office or
study and go through files to steal the data …)
4 False (They do not always leave evidence that could lead to their
capture, which means detectives are less likely to catch them.)
5 Not given (The passage says just one cybercriminal goes to
prison per every 50,000 victims ... but it does not say anything
about whether more should go.)
6 False (As people become more interconnected, organised crime
is also becoming more interconnected)
7 Not given (police are finding it difficult to keep up with the
resources they have)
8 False (And while people in the physical world tend not to leave
their doors unlocked to avoid being burgled, people in the digital
world are not always so cautious …)
5a–b Refer students to the Test Strategies on page 170
before doing this task. Tell students you’re not going to set
a time limit, but they should check how long it takes them
to complete the test task.
5a Suggest the following key words:
1 computer security 2 password 3 mobile device
4 software bugs 5 Software companies
6 Cloud companies / individual hacks
5b 1 False (much of this information is exaggerated and
sometimes just plain untrue)
2 True (He has found that there are two simple solutions)
3 Not given (The passage mentions text messages but nothing
about passwords and mobile devices. )
4 False (we should not think of information security as an
exact science/She suggests it is impossible to build a
completely secure system)
5 Not given (The passage talks about hacks being expensive
but not how much criminals spend.)
6 False (that same person is unlikely to notice if the attack
involves just one person’s information)
6 Divide students into pairs to analyse the task, then get
feedback from the whole class. You may want to give
students some suggestions for time management in the
Reading paper. For example, they could move on to
another question after one minute, guessing any questions
they don’t have answers for at the end.
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Expert IELTS
Students often find True, False, Not given questions
challenging, so they should learn not to spend too much
time on them. Try to gradually introduce time limits for
these questions when practising in class so that students
become accustomed to not spending too much time on
them. One technique could be to leave any True, False, Not
given questions until the end in the real test.
7 Divide students into pairs to discuss the questions and
then elicit some ideas from the whole class.
Student’s Resource Book > Reading pp. 96–97
MyEnglishLab > 10a Reading
Vocabulary p. 154
Lesson objective: to build vocabulary related to crime
and punishment
Warm-up
Divide students into pairs and ask them to talk about their
favourite TV crime dramas, crime films or detective stories.
Write the following questions on the board to guide their
discussion: How real do you think these shows, films or books
are? Why are crime stories so popular? If you could be any
fictional detective, which one would you be and why?
1a Divide students into pairs to do this exercise.
1 commit 2 steal 3 robber 4 burglary 5 burgle 6 murderer
7 attack 8 attack
1b Elicit some ideas from students and write them on the
board. Tell students to record any unknown vocabulary in
their notebooks.
Suggested answers
The criminals in the table are likely to go to prison/jail. Other
punishments include a fine, community service, a suspended
prison sentence, probation or capital punishment.
2a Ensure students have dictionaries and ask them to do this
exercise individually. Then they can check their answers
with a partner and give reasons if they disagree.
1 access 2 whereas 3 normally 4 links 5 consequence
6 identified 7 attitude 8 majority
2b You could broaden this into a discussion with the class.
3 Do the first one together as an example and then ask
students to continue individually.
1E 2C 3A 4F 5D 6B
4a You could give each pair of students a different word and
ask them to look up the meaning and uses in a dictionary
and then write an example sentence for the different
meanings. Write the students’ sentences on the board and
ask other students to correct any errors.
Verbs: catch, commit, fine, investigate, punish
Nouns: court, evidence, fine, prison, victim
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4b Ask students to complete the flow chart individually
before checking with a partner.
1 committed 2 victim 3 investigated 4 caught 5 court 6 evidence
7 punished 8 prison 9 fine
4c You could elicit the answers from the whole class and
write them on the board.
They are in the passive form, because the subject is the crime (1, 3)
or the criminal (4, 7) and not who did the action.
5a You could do this as a whole class. Write students’
suggestions on the board.
5b Get students to do exercise 5b individually before
checking with a partner.
1 access 2 evidence 3 links 4 consequence 5 prison
6 commit/carry out 7 majority 8 whereas 9 considerable/vast
10 thieves/criminals
Student’s Resource Book > Vocabulary p. 98
MyEnglishLab > 10a Vocabulary
Speaking p. 155
Lesson objective: to practise asking for clarification
Warm-up
Write on the board: My three rules for life. Elicit a couple of
ideas from students such as always be kind and never give up.
Divide students into groups and give them five minutes to
think of three rules. Tell them to try to agree on the same
three rules. Get feedback from the whole class.
1 Ask students to discuss the question in pairs. Ask them
to write down some examples of rules using modal verbs
(must, can’t, need to, have to).
2a–b Get students to read the questions and note down
some possible answers. Play the recording.
2a 1 rules, follow, lives 2 Why, rules, society, important
2b 1 can, say, again 2 What, mean, follow 3 repeat, question
4 say, more, slowly.
The candidate hasn’t heard or understood the questions, or a word
in the question, and wants the examiner to repeat it or explain it.
2c Play the questions and drill them with students.
3 Play the recording and elicit the answers from the class.
The second candidate misunderstands the question so doesn’t
answer the right question. The examiner can still assess the
student’s speaking though. It is therefore better to try to answer
a question even if you still don’t fully understand it after asking for
clarification.
4a Ask students to do this individually. With stronger
students, ask them to correct the errors in sentences 1–8.
M10_EXP_TB_01GLB_5060_U10.indd 89
Teacher’s notes Module 10
1 subject/verb agreement – knows know
2 word order – There are some important rules but some are silly.
3 -ing/infinitive form – break breaking
4 incomplete sentence – Sometimes people/I/we follow the rules,
sometimes not.
5 preposition – of on
6 passive form – I’ve always been told by my parents that
rules are important.
7 tense – I’ve never broken a rule in my life.
8 countable/uncountable nouns – informations information
4b This could be done by students listening to some of their
previous recordings in pairs and trying to identify common
errors.
4c Ask students to find the errors and check their answers
with a partner.
We need rules to tell people what they can and can’t do in
different situations. Without these rules, most people would do
what they wanted. They would only care about their own lives. And
nothing would be organised. There’d be no electricity, no schools,
no hospitals. There probably wouldn’t be any work either. People
would work for themselves or their family. And if there were no
laws, then crime would increase too. So, yes, rules are extremely
important because we build our society on them. Without
information about how we should live, society can’t exist.
(The candidate makes four errors with plurals and nouns. Three
of these are uncountable nouns used as plural nouns.)
4d You could ask students for some ideas about how to
avoid the errors before playing the recording.
5 For this exercise, make sure you monitor students closely
as they may not be able to consistently identify errors in
each other’s language.
6 Ask students to read the Test Strategies on page 172.
Then divide them into pairs to do the test practice
exercise. One student should be the examiner and read
out the questions. Make sure the student playing the role
of the candidate listens and does not read the questions
on the page. Give students 4–5 minutes and then tell them
to change roles.
7 After students have analysed their performance, you could
brainstorm more ideas for question 3 during feedback.
Suggested answers
Use hesitation language to give yourself time to think.
Focus on one problem area in each speaking task and try to avoid
that error (as in Exercise 5).
Extra!
Repeat Exercise 6 and get students to make up their
own questions. Monitor and check that the questions are
suitable for Speaking Part 3. Alternatively, you could make
two sets of new questions to give out to students.
MyEnglishLab > 10a Speaking A and B
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 Teacher’s notes Module 10
Listening p. 156
Lesson objectives: to follow a process, and practise a
flow chart completion task
Warm-up
Write the following activities on the board: bungee-jumping,
flying an airplane, performing heart surgery, mountain climbing,
boxing (or similar dangerous jobs and activities). Divide
students into groups and ask them to discuss which activity
has the most risks associated with it. Give students five
minutes to discuss this, and then get feedback from the
whole class, writing some of their ideas on the board.
Background
Risk assessment is a process where companies assess the
safety of their workers. It involves thinking about what
might cause harm to people and then creating ways to
minimise these risks. For example, if employees work
with chemicals, a company would need to make sure
the employees have special protective clothing and the
chemicals are stored safely. In some countries such as the
UK, risk assessment is something that companies must do
by law.
1 Divide students into pairs to discuss the questions. Before
the exercise, you may want to elicit the meaning of festival
and the types of festivals that students are familiar with.
Remember that in some cultures, festivals can be more
religious or traditional, and some students may not be
familiar with music festivals.
2a Before playing the recording, ask students to predict the
order of events and discuss their ideas with a partner.
1 Ensure visitors stand in the correct line.
2 Examine the visitor’s ticket.
3 Give the ticket back or leave a mark on the visitor’s hand.
4 Look inside the visitor’s belongings.
5 Return the visitor’s belongings.
2b Divide students into pairs to discuss the possible answers
and what parts of speech they will be. Then play the
recording.
1 step 2 thing 3 Then 4 next 5 move onto
2c You could do this as a whole class. Ensure students record
these phrases in their notebooks, as they are useful for
writing about a process in Writing Task 1 too.
The first step, The next thing, Then, The next step, Once that’s
done, the final stage in the process
Expert IELTS
Predicting answers is a useful strategy in the Listening Paper.
If students predict the answers before listening, they are
likely to be more focused when they listen, because they
will be listening to confirm or reject their predictions.
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3a Refer students to the Test Strategies on page 168. Follow
the instructions closely for this exercise, as it is important
for students to practise reading and predicting answers
in a short time. Remind students to think of synonyms as
they read the questions (e.g. 1 event = festival or party;
location = place, venue; collected = gathered, picked up).
It is likely that the missing words are all nouns.
3b Get students to tick the signal words they hear.
the first thing, After that, now, move onto, the next step, next, the
final stage of the process
3c Do the test task under test conditions, giving students
30 seconds to read the questions and underline any
keywords. After listening, students can check their
answers in pairs before checking as a whole class. Ask
students to read audio script 10.7 on page 215 and
underline the answers. Make sure students discuss
any incorrect answers and why they answered them
incorrectly.
1 (Background) Information 2 actions 3 list 4 category 5 solution
6 report 7 Training 8 venue
4 Divide students into pairs to discuss the questions and
then get feedback from the class.
1 The first thing ... place
2 After that ... the crowd size
3 Now ... move onto ... impact
4 That brings me nicely onto the next step ... evaluation stage
5 Next ... risks
6 make them available ...
7 employees ... deal with any problems
8 And that brings me to the final stage of the process ... So a few
days before the event ...
5 Get students to discuss the question in pairs or small
groups.
Language development p. 157
Lesson objective: to review and practise using
quantifiers
Warm-up
Get students to find out how many of their classmates do
the following activities: go to concerts, go to the theatre,
go to the cinema, go to festivals, go to sports events. Give
students five minutes to collect the information they need.
Write on the board: a few, a large number of, a lot of, some,
many. Ask students to write a paragraph describing what
they found out, using some of the phrases on the board.
Then divide students into pairs to read and compare each
other’s paragraphs.
1 Refer students to the Expert Grammar section on
quantifiers on page 182.
You could do this exercise as a whole class.
1 a little 2 a lot of 3 a large number of 4 few 5 plenty of
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2a Write a few, few, a little, little on the board and ask: What
is the difference between these words? If they do not know,
tell them they will find out by doing Exercise 2a.
1A 2B 3B 4A
2b Ask students to do the exercise individually.
1 a few 2 few 3 little 4 A few 5 few 6 a little
2c After students have had a few minutes to discuss the
questions, get some feedback from the whole class. You
could ask students if this situation applies to where they live
or not and if so, what they would suggest to improve it.
The writer’s main point is that the community should create more
organised events for teenagers.
3a–b In order to improve students’ fluency with quantifiers,
you could do Exercise 3a as a whole class. Choose a
student and say a number between 1–6. The student
reads out the sentence with that number, completing
it with a quantifier. Then divide students into pairs for
Exercise 3b.
4a Write the essay question on the board. Divide students
into pairs to brainstorm ideas for a few minutes. Then
elicit some examples and write them on the board.
Suggested answers
Advantages – sense of community, sense that you belong, stronger
feelings of excitement (e.g. football match)
Disadvantages – fear of being too close to people, preference of
being with small groups, danger or feeling of unpleasantness (e.g.
public transport at rush hour)
4b Ask students to do the exercise individually.
1 a few 2 Most of us 3 large number 4 too little 5 plenty
6 a large amount of 7 too many 8 enough 9 few 10 many
Extra!
As Exercise 4a has generated ideas for this essay, students
could write an answer in class or for homework.
Student’s Resource Book > Language development p. 99
MyEnglishLab > 10a Language development
Writing p. 158
Lesson objective: to practise describing location
Warm-up
Write the following categories on the board: Compass
points, Phrases for location, Prepositions of place. Divide
students into pairs and ask them to write six words for
each category. When the first pair has finished, they should
shout STOP! Ask them to read their lists and write them
on the board, asking the rest of the class to decide if the
words are correct or not. Then ask the rest of the class to
contribute further suggestions.
M10_EXP_TB_01GLB_5060_U10.indd 91
Teacher’s notes Module 10
1a–c Students could do the first two exercises in pairs and
then change pairs for Exercise 1c.
2 Ask students to read the Test Strategies on page 171 and
clarify any points as necessary. Then, get students to look at
the map and ask: What does the map show? Elicit ideas from
the class and write some of them on the board. Then ask
students which introduction in Exercise 2 is better.
1
3a You could do this exercise as a whole class to make sure
all the students understand the function of an overview
statement.
2, 3
3b–c Get students to do these exercises individually before
checking in pairs.
3b 1 main 2 growth 3 number 4 fewer
3c 5, 1, 3, 2, 4
3d Ask this question to the whole class and elicit the passive
examples.
The verbs are in the past simple tense because the maps were
both created in the past. Some verbs are in the passive voice
because we do not know who did the action, e.g. the farmland …
was replaced with houses.
4a Give students plenty of time to do this exercise and let
them spend some time comparing, editing and rewriting
their answers with a partner too. Monitor and correct
students’ work.
Suggested answer
In 1952 there was just one road in the village. However, in 2012
a motorway was constructed to the north of the village. While
the motorway does not go through the village, a road from the
motorway connects with the main road through the village. In
addition to the motorway, a supermarket and school were built.
The village shop was turned into houses.
4b Give students a couple of minutes to re-read and review
the descriptions in Exercises 3b, 3c and 4a. Then ask the
class to identify the correct test task.
2
10b Living together
Listening p. 159
Lesson objective: to practise following a process
Warm-up
Write on the board: If you could change three things about your
town, what would they be and why? Divide students into pairs
or small groups and give each one a category such as Public
transport, Shopping, Sports facilities, Parks, Entertainment, Housing,
etc. Get students to make a list and then get feedback from the
class. Write students’ ideas on the board. Remind students to
record any vocabulary they don’t know in their notebooks.
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 Teacher’s notes Module 10
1 Ensure students have access to dictionaries for these
questions. Check that they understand the meaning of
urban planner (someone who works in the design and
development of urban spaces).
2 Refer students to the Test Strategies on page 168 and
the HELP box and remind them of the key strategies for
completing flow charts and summaries. Do the task under
test conditions, making sure you give the students up to a
minute to read the questions before playing the recording.
Get students to swap answers when doing feedback so
that they do not mark their own work.
1/2 A, C 3 goals 4 revised 5 a planning team
6 (key) decision-makers 7 individuals 8 past 9 predict 10 exciting
3 Divide students into pairs to discuss their performance.
Ask them to read audio script 10.8 on page 216 and find
the answers. You could play the recording a second time
and pause it at each of the answers so that students can
hear the correct answer.
Suggested answers
1 Student’s own answers.
2 Reading ahead – skim for key content words only and focus
mainly on the words around the gap.
Unknown vocabulary – spend more time reviewing vocabulary
by picking out useful language from the audio scripts in this book.
Take time to use it in class or out of class with a study buddy.
Following the lecture – review signpost language and remember to
actively listen out for it. Spelling – don’t just learn the meaning of
words – learn the spelling too. Look at typical spelling errors and
think about if there’s a common error you make. If so, learn the
correct spelling and other words that follow that pattern.
Expert IELTS following words: architecture /ˈɑː.kɪ.tek.tʃər/,
It is useful to use the audio script on page 216 and replay
the recordings to help students understand why answers
are correct and incorrect. This will help train students to
understand the IELTS Listening Paper in terms of the typical
amount of time between questions, how paraphrase is used,
how different questions and distractors work and so on.
Student’s Resource Book > Listening p. 101
MyEnglishLab > 10b Listening
Language development and vocabulary p. 160
Lesson objective: to review and practise the second
conditional
Warm-up
Ask students to complete the following sentences:
1 If I had a million dollars, I would …
2 If I were an animal, I’d be …
3 If I met my favourite celebrity, I would …
Divide students into pairs and ask them to try to guess each
other’s answers. After three guesses, the other student can
reveal their answer.
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1 Ask students to do the exercise individually, before
checking answers as a class. Ensure students fully
understand the rules. You could refer students to the
Expert Grammar section on the second conditional on
page 183.
1 imaginary/unlikely
2 Two. Yes, they can be moved around. When the if clause is first,
there is a comma between the two clauses but not when the if
clause comes second.
3 if + past tense, would + infinitive
2 Ask students to complete the exercise individually before
comparing answers with a partner.
1 could 2 would build 3 would create 4 would have
5 would be able to 6 went 7 would probably fall 8 would become
9 would feel 10 would enjoy 11 was/were 12 would make
3a Point out that the text in Exercise 2 resembles a Part 3
answer from the Speaking Paper. Then get students to do
Exercise 3a individually. Get feedback from the class.
1 What would you do if you could make a change to your city?
2 How would you make the transport system in your city better?
3 If you had to move to another country, where would you go?
4 What would you take with you if you moved abroad?
5 If you travelled around the world, who would you take with you?
6 If you could build a new home, where would you build it?
7 How would you spend your time if you had an extra day a week?
8 If you could meet a famous person, who would you choose?
3b Divide students into pairs to practise asking and answering
the questions.
4a Make sure students have access to dictionaries before
doing this exercise. Drill the pronunciation of the
budget /ˈbʌdʒ.ɪt/, overcrowded /ˌəʊ.vəˈkraʊ.dɪd/.
1 overcrowded, budget 2 block, residents, lay out
3 facilities, inhabitants 4 network 5 architecture, local
4b Get students to do this exercise individually before
checking answers as a class. You might want to reverse
the order of these exercises so that students identify the
parts of speech first.
architecture (n) block (n) budget (n) facilities (n) inhabitants (n)
lay out (v) local (adj) network (n) overcrowded (adj)
residents (n)
5 Students could do this individually or in pairs.
1 staircase (the others are all things found in the street)
2 pedestrian (the others are places where people walk)
3 vehicle (the others are all names for underground train systems
around the world, i.e. underground = UK, metro = Paris,
subway = USA)
4 passenger (the others all describe people who live in a place)
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6a Ensure students do this individually in order to practise the
vocabulary from Exercise 5. You could ask students to read
out their answers so they can practise the pronunciation too.
1 residents 2 vehicle(s) 3 overcrowded 4 network 5 passenger
6 public transport
6b You could expand this discussion by asking students to
consider potential solutions for traffic problems where
they live. Remind them to use conditional structures.
Student’s Resource Book > Language development and Vocabulary
pp. 102–103
MyEnglishLab > 10b Language development and Vocabulary
Speaking p. 161
Lesson objective: to improve accuracy in speaking
Warm-up
Write family on the board in a circle. Divide students into
pairs and give them give three minutes to brainstorm as
much vocabulary connected to family as they can. Add their
ideas to the board.
1 Give students some time to discuss the questions, making
sure they know the meaning of the words in bold first.
2a Get students to match the headings and descriptors.
1 Lexical resource 2 Fluency and cohesion 3 Pronunciation
4 Grammatical range and accuracy
2b–2c Divide students into pairs and assign A and B roles.
After the recording, ask students to discuss their assessment.
If you think your students would benefit from further
practice, swap the A/B roles and repeat the exercise.
Fluency and cohesion – Mariana speaks slowly but at length. Some
hesitation, self-correction and repetition reduce fluency but you
can understand her. She links ideas but repeats also a lot. On the
other hand is not the best choice (However would be better).
Lexical resource – Mariana has a good enough vocabulary to
answer the question and paraphrases when she doesn’t know a
word (independent) but she missed the opportunity to use more
(e.g. have a fight, bills, fall out with your friend, does my laundry).
Grammatical range and accuracy – Mariana uses simple sentences
correctly but her sentences are often short and not complex. She
could have used the second conditional at the end (e.g. If I moved
away from my family, my mum wouldn’t be able to wash my clothes.)
Pronunciation – Mariana’s pronunciation is generally clear.
Extra!
Play the recording again and ask students to read the audio
script on page 216 as they listen. Ask if reading the script
has made them want to change their assessment and why.
3 Before doing the test practice, refer students to the Test
Strategies on page 172. Divide the students into groups of
four and explain the task. Remind students to record and
time themselves, or to make notes to refer to later.
M10_EXP_TB_01GLB_5060_U10.indd 93
Teacher’s notes Module 10
4a–b Play the recordings again if necessary.
4c If possible, ask students to record their second attempt
and encourage them to listen to both performances again
to identify if they have made any improvement.
Student’s Resource Book > Speaking p. 104
MyEnglishLab > 10b Speaking A, B and C
Reading pp. 162–163
Lesson objective: to identify information not given in a
text
Warm-up
Ask students to do a mingling activity. Get them to write
down three qualities that they think are vital in a good
friend. Students should then walk around the classroom for
a few minutes sharing their list with as many other students
as possible. Tell them to make a note of who agrees with
them and who disagrees. Afterwards, you can put the
results on the board and discuss them.
Extra!
As students have collected some data from their mingling
activity, they could make it into some visual information
such as a pie chart or table similar to that found in Writing
Task 1. You could then ask them to write a short summary
of the information in the diagram.
1 Divide students into groups to discuss the questions.
2 Ask students to read the Test Strategies on page 170.
After the task, make sure you go over the answers
thoroughly, showing students where the True, False,
Not given answers are in the passage, and why they are
correct.
1 A vi 2 B v 3 C ii 4 D viii 5 E iii 6 F ix 7 G vii
8 True (A close friend puts your happiness first)
9 Not given
10 False (This was not true when the participant believed a stranger
would get a shock)
11 True (as well as make us more able to fight disease)
12 Not given
13 True (early teenage friendships are almost always broken apart
by dissimilarity)
3 You could do this with the whole class and provide
students with some guidance.
Expert IELTS
In the Reading Paper, students don’t need to do the
questions in order. If there is a particular question type that
they find easier or more difficult, they may want to do these
questions first or leave them until the end.
MyEnglishLab > 10b Reading A and B
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 Teacher’s notes Module 10
Writing pp. 164–165
Lesson objective: to practise describing a map for
Writing Task 1
Warm-up
Divide students into pairs and tell them to think about what
their town will be like in 20, 50 and 100 years’ time. Get
them to make notes on their ideas, and then join another
pair of students to share their ideas. As feedback, ask each
group to say which one idea they think is most likely for
each time period.
1 You could do this as a whole class discussion, writing
students’ ideas on the board. You could also ask students
to talk about changes they may have heard their parents
or grandparents describe.
2 Elicit the answer from the class. For a model of this type
of task, refer students to the Expert Writing section on
page 201.
You have to compare the same town in two different time periods
and say what the key changes are.
3a–b Get students to read the Test Strategies on page 171.
Then give them five minutes to plan their writing.
4 Get students to do this exercise individually before
checking their ideas in pairs. Point out that students could
probably use all of the words.
5a Get students to do this individually before feeding back as
a class.
1 There is no overview statement in this paragraph as it provides
detailed information. The focus on the restaurant as a key feature
is OK. Some information is less relevant (e.g. customers enjoying
the view, restaurant available for residents and there is no mention
of the café in 1990).
2 The paragraph starts with a topic sentence and then gives detailed
information. There are examples of connectors (one, but, as, it).
3 The writer uses a variety of verbs accurately and with correct
spelling.
4 The writer makes regular errors with the passive form, although
there are some accurate complex sentences (e.g. where one of the ...).
5b Students should do this individually before checking with a
partner.
One difference is the restaurant. In 1990 there was no restaurant
in the area but since that time one has been built. It is located
near the water where one of the factories was knocked down.
Tables and chairs have been placed outside for customers to
sit on and enjoy the view while they eat their food. As several
apartment blocks have been built near the restaurant, the
restaurant is available for the residents.
5c This exercise will probably work better if students
have (or bring in) examples of their writing which have
been corrected. Give them some time to look over the
corrections and identify patterns and/ or typical errors.
They could do this with a partner.
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M10_EXP_TB_01GLB_5060_U10.indd 94
6 Ensure students do this exercise under test conditions (i.e.
with no dictionaries or conferring).
Model answer
The diagram illustrates the ways in which the town of Wilden has
changed since 1990. We can see that in 1990, the area consisted
mostly of factories but today it is more residential with houses
and flats.
In 1990, there were four factories and a café in the waterfront area
to the north of the river and south of the main road. These were
removed and replaced with the blocks of flats and the restaurant that
are there today. While there was a café to the east of the factories,
there is now a restaurant to the west of the apartment buildings.
North of the road, the park that existed in 1990 has been moved
west. It has also been extended and now includes a mini golf
course and trees. The transport depot to the west of this area was
knocked down. Two of the houses to the north of the old park
were also removed and a community centre was placed there.
7a Give students sufficient time for the analysis. Monitor in
order to check that students do it thoroughly.
7b This exercise could be done for homework.
Student’s Resource Book > Writing p. 105
Review p. 166
The Review section revises vocabulary and grammar from the
Module. It covers crime vocabulary, quantifiers and the second
conditional. You may want students to do this as a timed test
(suggested time 30 minutes) or for homework.
1 1 majority 2 investigate 3 catch 4 considerable 5 provides
6 thief 7 access 8 evidence 9 victim 10 robbed
11 punished 12 committing
2a 1 plenty of 2 a few 3 some 4 number 5 too many 6 some
7 many 8 too many 9 isn’t enough 10 a lot of 11 too few
12 enough time
3a 1 If I were the mayor of my city, I’d introduce a better
transport system.
2 People would communicate less if they didn’t have social
media.
3 I would you go to Australia if I could go anywhere in the
world.
4 If I had more time, I’d learn how to make my own clothes.
5 If I could do any job, I’d train to be a film director.
6 I think most people would learn a second language if they
had the chance.
4 1 inhabitants 2 network 3 laid out 4 residents
5 architecture 6 blocks 7 metro 8 passengers 9 crossroads
10 roundabouts 11 pavements 12 paths
MyEnglishLab > Module Test 10
MyEnglishLab > Review Test 5
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