Module 1 Activity Notes: 1A Spot The Word

Module 1 Activity Notes
5 Students continue until everyone has had a turn at

1A Spot the word speaking. The student with the most points when
everyone has had a turn wins.
Aim
To practise using less frequent adjectives to talk about
personal experiences and situations 1B Words that collocate
Test link
Aim
Speaking Part 1: Introduction and interview
To revise verb + noun collocations
Activity type
Activity type
Card game
Matching task
Classroom dynamics
Classroom dynamics
Class or large groups
Pairs and groups
Time taken
Time taken
20–25 minutes
15–20 minutes
When to use
When to use
After 1a, Language development, Activity 4, Page 13
After 1b, Speaking, Activity 4, Page 17
Preparation
Preparation
Make one copy of the activity for each group or for the
class. Cut up into cards. Make one copy of the activity for each pair.
Procedure Procedure
1 If the class is large (i.e. more than 10 students), 1 Divide students into pairs. Hand out a copy of
divide students into groups of five or more and the activity to each pair. Tell them that they have
place the cards face down in each group. to match all the verbs on the left with the nouns
2 Explain to students that they’re going to play a they collocate with on the right but they only have
guessing game that involves talking about a topic. 3 minutes to do this. Students can draw lines to
Write the following topics on the board: Learning connect the words.
English, A funny experience, A future goal, Something 2 When 3 minutes is up, ask each pair to join another
I’ve always want to do/learn. Elicit which tenses pair. They should compare their collocations and
students might use for each topic. amend any if they need to.
3 Ask students to take a word card each and ask them 3 Elicit the collocations as a class.
not to show it to anybody. If they are unsure what the 4 Ask each group to choose five collocations to
word means, they can swap their card for another. put into sentences. Make it into a competition by
Tell them they should choose a topic from the board setting a time limit of 5 minutes. Stop them when 5
to talk about for a maximum of one minute. The aim minutes is up.
is to incorporate their word into their talk so well that 5 Ask students to read out their sentences. The
the other students can’t guess their word. group should listen and decide if the collocations
4 Students take it in turns to talk for a minute. If have been used correctly. The group with the most
students are in groups then one student should correct sentences wins.
keep time. The other students listen and try to
guess the word on the card. If they think they know
the word, they should put their hand up and wait
to be asked. If they haven’t guessed correctly, the
speaker continues talking about their topic, even
if they’ve used their word. If a student guesses
the word correctly, they get a point, and the
speaker’s turn is over. If they guess incorrectly, the
student with the card gets the point and continues
speaking. Once a minute is up, the time keeper
should stop the speaker.
Expert IELTS 7.5 Teacher’s Online Materials © Pearson Education Limited 2017 Photocopiable
Answer key Answer key

achieve (your) objective 1 F – It lasts for 11 to 14 minutes.
process information 2 T
conduct research 3 T
focus (your) attention 4 F – You are given one minute to prepare.
trigger a reaction 5 T
demonstrate skill 6 F – You are assessed on fluency and coherence, grammatical
draw up a list range and accuracy, range of vocabulary and pronunciation.
consider the alternatives 7 T
come to a conclusion 8 T
take action 9 F – There are 4.
change your mind 10 T
resolve an issue 11 F – You hear them only once.
deal with a problem 12 T
take a decision 13 F – There are 3.
14 F – A variety of questions are used, chosen from the
following types: multiple choice, identifying information,
identifying writer’s views/claims, matching information,
1C IELTS quiz matching headings, matching features, matching sentence
endings, sentence completion, summary/note/table/flow-
chart/diagram label completion, short-answer questions.
Aim 15 F – There are usually 40.
To see what students know about the different papers in 16 F – There are two tasks but Task 1 is worth one third of the
the IELTS test and to raise awareness about the test mark and Task 2 two thirds.
17 T
Test link 18 T
IELTS Test (all parts) 19 T
20 T
Activity type
Quiz
Classroom dynamics
Groups of 3–4
Time taken
15–20 minutes
When to use
After 1a, Writing, Activity 3, Page 14
Preparation
Make one copy of the quiz for each student.
Procedure
1 Tell students that they are going to do a quiz to see
how much they know about the IELTS test. Give
out a copy of the quiz to each student and set a
time limit of 5 minutes to complete it. Ask students
to look at the quiz on their own to see how much
they know. Tell them not to worry if they don’t
know all of the answers.
2 Divide the students into groups. Ask them to
compare their answers in their groups. Allow 5
minutes for this.
3 Discuss answers with the class. Alternatively,
refer students to the Test strategies section in their
Coursebook (pp.168–175) to check their answers
before discussing the answers with the class. Ask
students if they found any of the answers surprising
and answer any other questions about the exam
that students might have.
2A Men and women at work 2B Relative clause dictation

Aim Aim
To practise the passive voice (present simple and To practise non-defining relative clauses
modal)
Activity type
Activity type Sentence completion task involving listening and
Sentence writing and speaking writing
Classroom dynamics Classroom dynamics

Pairs, groups and whole class Individual and pairs
Time taken Time taken

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

After 2a, Language development, Activity 3, Page 29 After 1b, Language development and vocabulary,
Activity 3, Page 32
Preparation
Prepare one copy of the activity for each pair. Preparation
Prepare one copy of the activity sheet for each student.
Procedure
1 Give one activity sheet to each pair. Procedure
2 Elicit a number of professional fields and write 1 Give one activity sheet to each student. Tell them
them on the board (e.g. health care, education, police, that they are going to write a story. Part of the
military, building and construction, design, childcare, story will be dictated to them but they will have to
research, hospitality, retail, mining). add information that is missing.
3 Ask students to write in the relevant columns at 2 Explain that you will read out a sentence and that
least three professional fields that are normally, they will need to expand on the sentence with a
or more usually, dominated by men, at least three non-defining relative clause. Write an example on
that are normally dominated by women and at the board. (e.g. I met an old friend. ➞ I met an old
least three in which both are normally represented friend, who(m) I hadn’t seen in years.)
equally. Ask them to write notes and remind them 3 Start dictating the story to the students. Stop after
to use the present simple passive for this (e.g. each sentence to allow enough time for students to
police work is normally done by both, building and write it down and to add their contribution to it (in
construction jobs are normally done by men). the form of a relative clause).
4 Monitor and help out with any vocabulary. 4 When they have finished, ask students to compare
5 When students have finished, ask them to share their stories with a partner.
their ideas with another pair. Do they agree? Elicit 5 Get feedback by asking some students to read out
feedback. their story. Have a class vote on whose story was
6 If there’s time, discuss whether they think the the funniest/most interesting/strangest.
situation might change in the future as a class.
Answer key
Last Saturday, I visited my old school . . .
I went with my best friend Tina . . .
In the morning, I went to Tina’s house . . .
We drove to the school in her new car . . .
On the way, we stopped at a petrol station . . .
When we finally arrived at the school we ran into Ms Smith . . .
She told us about what she’d been up to all these years . . .
In the afternoon, we met up with some friends . . .
We had lunch in a great restaurant . . .
The next morning we returned home . . .
2C Find the words

Aims
To practise vocabulary from Module 2; To practise
paraphrasing as a speaking communication strategy
Test link
Speaking Parts 1, 2 and 3
Activity type
Students guess a list of words that their partner
describes
Classroom dynamics
Pairs
Time taken
15–20 minutes
When to use
Preparation
Make one copy of the activity sheet for each pair. Cut
each activity sheet into two word cards.
Procedure
1 Explain to students that they’re going to do
a speaking activity where they will need to
paraphrase to avoid using specific words but they
can use examples, synonyms or antonyms. They
will need to convey the meaning of the word by
defining, describing or explaining its concept
instead of actually using the word itself. Explain
that this is a good strategy to use if they can’t recall
a word during the Speaking test. Pausing to try to
recall a word can affect fluency.
2 Divide the class into pairs. Give each student one
of the cards. Tell them not to show their card to
their partner.
3 Tell students that there are eight words on their
list. Tell them to help their partner guess the words
in the list. Remind them that they cannot use the
word itself. Their partner has to try to guess the
word. Tell them that they can use relative clauses
or passives for this. Demonstrate the activity
by giving them an example (This is a very tall
building that is often found in modern cities. Answer:
Skyscraper). They should take it in turns until all
the words in their list have been guessed. If their
partner can’t guess, tell them to try to describe
the words in a different way or give an example/
synonym. If their partner still can’t guess, they
should move on to another word.
4 Monitor students and provide feedback at the end.
4 If there is time, ask the first student what they
3A Dilemma would do in the situation on their card. Would
they do the same as the student on their card or
Aim something different?
To practise the second conditional for talking about
hypothetical situations (dilemmas)
3B Brainy quotations
Test link
Speaking Part 3: Two-way discussion; Writing Task 2 Aims
Activity type To practise Module 3 vocabulary; To practise modal
forms for talking about different degrees of certainty
Sentence writing and speaking.
Classroom dynamic Activity type

Discussion task
Class (or large groups)
Time taken Classroom dynamics

Pairs
20–25 minutes
When to use Time taken

20 minutes
After 3a, Language development, Activity 5, Page 45
Preparation When to use

After 3b, Language development and vocabulary,
Make one copy of the activity sheet. Cut into 20 cards.
Activity 4, Page 48
Make some name cards with the students’ names (one
card per student). Preparation
Procedure Make one copy of the activity sheet for each pair.
1 Tell students they will be working as a class (if your Procedure
class has more than 12 students, the students can do
this activity in large groups of at least six students). 1 Divide students into pairs. Give each pair a copy of
Give each student a card; hand them out randomly. the activity sheet. Tell them that the page contains
Tell them not to show their card to anyone. Pick a a number of quotations from the people in brackets.
name card for each student randomly, and hand (See below for information about the people.)
these out, too. Give one name card to each student. 2 Ask students to discuss each quotation in their
Make sure the name on the card is not their own. pairs and to decide what they think they might/
2 Explain that each student has been given a could/must mean or refer to. Some will be more
dilemma. They must write down what they obvious than others.
think the student on the name card you have 3 Elicit feedback and encourage a class discussion.
given them would do in this situation (e.g. I think Do the students agree with them? Which ones did
Tony would hand in the wallet to the police.). Check they think were the wisest?
students understand the dilemma on their card Winston Churchill – Prime Minister of the UK from
(clarify words/situations if necessary). Give them 1940–1945 and again from 1951–1955
about 2−3 minutes to write what they think their Henri-Fredric Amiel – A Swiss moral philosopher,
classmate would do in the situation. poet and critic (1821–1881)
3 When they have finished, the students should take it Sonia Ghandi – An Italian-born Indian politician
in turns around the class to read out the dilemma on and widow of Rajiv Ghandi, who was a Prime
their card then ask the student they chose to say what Minister of India.
they would do in the situation. They shouldn’t read Alan Ball – An American writer, director and
out what they have written yet. When the chosen producer for television, film and theatre
student has finished speaking, the first student should Rachael Taylor – An Australian actress
read out what they thought that student would do. William James – An American philosopher and
If they were right, they keep the card. If they were psychologist (1842–1910)
wrong, they could challenge the student (e.g. I Aesop – An ancient Greek storyteller credited with
disagree. I think you would …). Do this around the class a number of fables known collectively as Aesop’s
until all the students have had a turn. Fables.
Douglas Horton – An American protestant 3 Check answers around the class. Tell students to
clergyman and academic (1891–1968) note the result of their bets in the last column using
Buddha – An Indian meditator and philosopher, on + and − to indicate how much they made or lost on
whose teachings Buddhism was founded. that bet.
Horace Mann – An American politician and 4 At the end ask the students to total their winnings
educational reformer (1796–1859), who promoted and losses. The winner is the group with the most
free, non-sectarian universal education. money at the end of the game.
Answer key
1 Wrong. Meaning. If people were given more information about
3C Right or wrong? illness prevention, they would need to visit the doctor less.
2 Right
Aim 3 Wrong. Form. Children need to be taught/learn about
healthy living from a young age.
To practise spotting errors in conditional sentences and 4 Wrong. Form. A lot of information about good lifestyle
sentences containing modal verbs choices can be found on the internet.
5 Right
Test link 6 Wrong. Meaning. . . . poor health could/might/may be related
Writing Task 2 to genetic factors.
7 Right
Activity type 8 Right
Error correction in sentences 9 Wrong. Form. Provided (that) you use sunscreen when you’re
in the sun, being outdoors is a good way to stay active.
Classroom dynamics 10 Right
Groups of 3
Time taken
15–20 minutes
When to use
After 3b, Writing, Activity 5, Page 53
Preparation
Make one copy of the activity sheet for each group.
Procedure
1 Put the students into groups of three. Give each
group a copy of the activity sheet. Explain that the
table contains ten sentences, some of which are
correct and some contain grammar mistakes (most
mistakes relate to the modal verb in the sentence).
Tell the students they will need to read the
sentences carefully and think about their meaning.
Some of the mistakes relate to meaning and not
just to form.
2 Tell groups that they have £100 to bet with. Give
them 10 minutes to discuss the sentences and
decide if they are right or wrong. If the sentences
are wrong, they should say why they are wrong
and give the corrected sentence. They should also
say if the mistake is a form mistake (i.e. with the
structure of the sentence) or a meaning mistake.
They should place a bet on each decision they
make. Tell them that the limit for each bet is £10.
They can bet less than this but not more. Explain
to students that if they get an answer right, they
double the money they have bet on that sentence.
If they get it wrong, though, they lose the amount
they have bet.
4A How environmentally aware 4B Q & A

are you?
Aims
Aim To practise answering IELTS Part 3 speaking questions;
To practise environment and consumer vocabulary
To practise the topic vocabulary of Module 4a, (the
environment, consumption and waste) Test link
Activity type Speaking Part 3: Two-way discussion
A multiple-choice quiz Activity type
Classroom dynamic Sentence sorting and speaking interview
Pairs and whole class Classroom dynamics
Time taken Pairs
15 minutes Time taken
When to use 20 minutes
After 4a, Speaking, Activity 4, Page 59 When to use
Preparation After 4b, Speaking, Activity 6, Page 65
Make one copy of the quiz for each pair. Preparation
Procedure Make one copy of the activity for each pair and cut the
sentences up into cards. Shuffle them.
1 Divide students into pairs. Give each pair a copy of
the quiz. Ask students to work together to choose Procedure
the best answers. Set a time limit of 5 minutes.
1 Divide students into pairs. Hand out one set of the
2 Ask students to compare answers with another
shuffled cards to each pair.
pair.
2 Tell students that the cards contain Speaking Part
3 Elicit answers to the quiz as a class. If time allows,
3 questions but are all mixed up. Ask them to sort
encourage a class discussion on the impact of
them into three groups depending on the topic.
our behaviour on the environment and what
3 Elicit the three different topics from the students
individuals can do or stop doing to lessen their
(consumerism and its effects, advertising,
ecological footprint.
shopping).
Answer key 4 Ask students to choose two of the topics and to
1 plastic bottle – c ask their partner the three questions in each topic.
aluminium can – a Encourage them to use all three topics between
glass bottle – a them. The question(s) in brackets should act
paper bag – b as follow-up questions that can be used if their
supermarket plastic bag – a partner’s answers are short or undeveloped.
banana skin – c 5 Students take it in turns to ask their partner
2 A questions. Encourage them not to rush their
3 A partner as the point is for their partner to say as
4 C (with B coming a close second, A third and D fourth)
much as possible when answering, as they would
5 A
be expected to do in the exam.
6 C
6 Monitor the activity.
7 Get feedback by asking students what they found
difficult and/or easy about answering questions
without time to prepare.
4C Cloze race
Aim
To practise reference pronouns, signposting words and
text cohesion
Test link
Writing Task 2
Activity type
Cloze passage
Classroom dynamics
Pairs
Time taken
15–20 minutes
When to use
After 4b, Writing, Activity 5, Page 69
Preparation
Make one copy of the activity sheet for each pair.
Procedure
1 Divide students into pairs. Give an activity sheet to
each pair.
2 Explain that students are going to read a text about
the IELTS Writing paper. Give them a few moments
to decide which task the test is about (Task 2).
There is a clue in the first line to help them with
this. They should write the number in the gap in
the heading.
3 Tell students that one word fits each gap and that
the words are mostly language items focused on
in Module 4 (e.g. reference pronouns, signposting
words and words used for text cohesion). To
complete the gaps, they need to read the entire
sentence as well as the sentence before and after
the gapped one.
4 Tell students to work together to complete the gaps
in 5 minutes.
5 At the end of 5 minutes, ask pairs to swap texts
with another pair to check answers. They should
correct any answers they think may be wrong and
complete any gaps that have been left blank.
6 Students should get their text back and look
through the corrections that have been made.
7 Elicit feedback and discuss the exam strategies in
the text.
8 Ask students to total their results. The pair with the
most correct answers wins.
Answer key
Writing Task 2
1 Although 2 the 3 these/your 4 It/This 5 which 6 This/It 7 be
8 where 9 a 10 the 11 This 12 instance 13 Finally 14 this/so
15 that
5A Correct the word 5B Report

Aim Aim
To practise the vocabulary of Module 5a, (invention, To practise reporting verbs and reported speech
innovation, agreement and disagreement)
Activity type
Activity type Writing an internet news report
Error correction task
Classroom dynamics
Classroom dynamic Pairs
Pairs
Time taken
Time taken 20–25 minutes
15 minutes
When to use
When to use After 5b, Language development and vocabulary,
After 5a, Speaking, Activity 5, Page 75 Activity 5, Page 80
Preparation Preparation
Make one copy of the activity sheet for each pair. Make one copy of the activity sheet for each pair.
Procedure Procedure
1 Divide students into pairs. Give an activity sheet to 1 Divide students into pairs. Give an activity sheet to
each pair. each pair.
2 Explain that the table contains a list of sentences 2 Tell students that the activity contains an interview
that students from another class have produced. between a journalist and a scientist. It’s their job to
The sentences contain vocabulary from Module write the report based on the interview.
5a, but it hasn’t been used correctly (the underlined 3 Ask students to read the interview briefly
words). Ask students to read the sentences first. Check students’ understanding by asking
carefully and to discuss what they think the correct questions.
word should be. As they progress down the list of 4 Tell students that when they write the report they
sentences, they will notice that all the words they should aim to use a variety of reporting verbs.
need to do the task are in fact the words that have Refer them to the verbs in the box. They do not
been underlined. Once they read all the sentences need to use all the verbs in the box but they should
carefully it will be easier for them to rearrange the vary the ones they use and try to avoid repetition.
underlined words. They should write the correct It will help if they match the verbs to each of the
word next to the sentence in the column on the scientist’s contributions first. Explain that it would
right. sound mechanical and boring if they reported
3 Ask pairs to compare answers with another pair. everything that was said in the interview so it’s
4 Elicit answers. better to report the main idea instead, (e.g. I asked
him what they’d been accused of and he told me it was
Answer key industrial espionage. He explained …).
1 automation 2 accessible 3 intelligence 4 entirely 5 Allow students about 10 minutes to write their
5 experimentation 6 controversial 7 majority 8 partly report. Monitor to help if needed. Check they are
9 innovations 10 labour-saving 11 outdated 12 versatile
using the correct verb patterns.
6 Ask students to join another pair to compare
reports. They should offer some constructive
criticism if needed.
7 Students read each other’s reports. Ask them to
make a short reader’s comment at the bottom of
the page (of the sort that appears on news sites at
the bottom of articles).
8 Give students back their reports so that they can
read the comments that were made.
5C Speaking fluently
Aim
To practise speaking on a given topic for 2 minutes and
to focus on building fluency
Test link
Speaking Part 2: Individual long turn
Activity type
Speaking about a topic
Classroom dynamics
Pairs
Time taken
15–20 minutes
When to use
Preparation
Make one copy of the activity sheet for each pair. Cut
it into two sections (a prompt card and a checklist for
each student).
Procedure
1 Explain to students that they are going to take
turns doing a speaking test. One student will be the
candidate and the other an examiner.
2 Divide the students into pairs. Give the students
in each pair a different prompt card and checklist.
Explain that they will each get a turn to talk for
2 minutes on the topic on their prompt card. Go
through the checklist with the class.
3 Give students one minute to prepare their talk.
Encourage them to make notes.
4 In their pairs, students take it in turns to be the
candidate and speak for 2 minutes on their topic.
As their partner is speaking, the ‘examiner’ should
be listening, timing them and completing the Turn
1 column of the checklist. They should stop their
partner when 2 minutes is up and provide feedback
based on the checklist.
5 Students swap roles and do the same for their
partner.
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
their turn, trying to incorporate the feedback
their partner has given them. As they speak, the
‘examiner’ should complete the Turn 2 column of
the checklist. They should then give their partner
their feedback.
7 Get feedback from the class: which turn was better,
the first or the second? Why?
6A The missing word 6B Error Correction

Aim Aim
To practise word collocations To practise identifying errors in written language, with
a focus on words to link ideas (both, either and neither),
Activity type cleft sentences, there/it
A gap-fill word puzzle
Test link
Classroom dynamics Writing Task 2
Pairs and groups
Activity type
Time taken Error correction game
15–20 minutes
Classroom dynamics
When to use Groups of 3
After 6a Vocabulary, Activity 3, Page 90. The
collocations are taken from Modules 1–6. Time taken
15 minutes
Preparation
Make one copy of the activity for each pair. When to use
After 6b Language development and vocabulary,
Procedure Activity 2, Page 96
1 Divide students into pairs. Hand out a copy of the
activity sheet to each pair and explain that they Preparation
will be doing a word puzzle. Make one copy of the activity for each group. Cut into
2 Tell students that they should work together to find sentence strips and shuffle.
one word (noun or verb) that can fill the gap in all
three sentences in each group of sentences. Explain Procedure
that it will help if they read all three sentences 1 Divide the class into groups of 3. Give each group a
carefully first, as more than one word may fit a complete set of sentence strips.
single sentence but only one will fit all three. They 2 Ask the students to place all the strips face down
should also try to work out what part of speech so that they can’t see them. Explain that each strip
the missing word should be. Set a time limit of 5 contains a sentence with a structural error in it.
minutes for the activity. If students haven’t found The error relates to language from Module 6 (i.e.
all five words allow them more time. there/it, cleft sentences and linkers). Their job is to
3 Elicit feedback. Ask students to identify the word spot the error and to correct it.
in each sentence the missing word collocates with 3 Ask students to appoint a member of the group to
(e.g. knowledge collocates with acquire, retain and keep score. They take it in turns to pick up a strip
gain). and read out the sentence on it. If they can spot
the error, they get 1 point. If they can correct it
Answer key they get another point. Each sentence is worth two
1 knowledge 2 argument 3 reach 4 have 5 contribute points. The others in the group have to agree on
the correction for the student to get the points.
4 Demonstrate with a sentence on the board (e.g.
What was stolen is my bag. Answer: What was stolen
was my bag.).
5 Monitor the activity and when the students have
finished ask each group to tell the class who the
winner in their group is. If students want to check
their answers, make a copy of the answer key to
distribute to each group.
Answer key
It is logical to assume that a severe punishment can act as a
6C Collocation race
deterrent.
There has been a significant increase in the number of instances Aim
of cybercrime since 2005.
To revise verb/noun and compound noun collocations
Although longer prison terms have been introduced, the crime
rate is increasing./Despite longer prison terms having been
Activity type
introduced, the crime rate is increasing.
Despite laws to combat it, internet piracy is on the increase. Matching task
I am neither a supporter nor a sceptic when it comes to longer
prison sentences for serious crimes. Classroom dynamics
We can choose between either reducing poverty or introducing Pairs and groups
harsher punishments.
The current judicial system both fails to rehabilitate offenders Time taken
and to prevent crime. 15–20 minutes
What interests me about forensics is the science behind it.
It was his laptop that was hacked. When to use
What we need is a better way to support victims of crime.
Both of them are coming to the event.
After 6b Speaking, Activity 5, Page 97. The collocations
How he/she/I/they managed to get away with it, I’ll never know. are taken from Modules 2–6.
Preparation
Make one copy of the activity for each pair.
Procedure
1 Divide students into pairs. Give each pair an
activity sheet. Tell them that they are going to have
a race to form as many collocations as they can in
5 minutes by matching a word/phrase from the top
circle with a word/phrase from the bottom circle.
Tell students that some words in the top circle may
collocate with more than one in the bottom circle.
One student should write down the collocations.
This can be done on the worksheet itself or on a
separate sheet of paper.
2 Start the race and time them. When 5 minutes is
up, ask each pair how many they came up with.
3 Ask students to join another pair. They should
compare their lists and agree on a new, definite list.
Ask them to try to form fifteen collocations. Give
them another 5 minutes for this.
4 Ask a student to come up and write their group’s
collocations on the board.
5 Go through the collocations as a class. Tick the
correct ones and rub out the incorrect ones. Elicit
and add any that are not there.
6 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.
Answer key
invasion of privacy facial recognition
surveillance system social media
propose/reject/support an argument social support
identity theft pose a threat
hack a website face a challenge
track data pass judgement
data sources
7A Your home town 7B Punctuate please!

Aim Aim
To practise using vocabulary from Module 7a to talk To practise punctuating a text
about students’ home town(s) or country/countries.
Test link
Test link Listening Parts 1, 2, 3 and 4
Speaking Part 1: Individual long turn
Activity type
Activity type Rewriting a text to include corrected punctuation and
A card game requiring students to talk about a specific paragraphs
topic
Classroom dynamics
Classroom dynamics Pairs
Groups of 3–4
Time taken
Time taken 20 minutes
25–30 minutes
When to use
When to use After 7a, Language development, Activity 4, page 109
After 7a, Listening, Activity 3, page 108
Preparation
Preparation Make one copy of the activity sheet and answer key for
Make one copy for each group. Cut into cards. each pair.
Procedure Procedure
1 Divide the students into groups of three or four. 1 Put students into pairs. Give each pair a copy of the
Give each group a complete set of cards. Check activity sheet (but not the answer key).
their understanding of some of the phrases (e.g. 2 Refer students to the text, which relates to the
live on top of each other, hustle and bustle, eco-friendly, IELTS Listening test. Tell students that they need
wise investment). to read and punctuate the text. Give them thirty
2 Ask students to place all the cards face down so seconds to skim the text and complete the title.
that they can’t see them. They take it in turns to 3 Tell students to work together to decide where the
pick up a card and talk about the topic on the card. punctuation should go and how the text could be
Encourage them to talk for at least forty seconds logically divided into paragraphs. Tell them there
but no longer than a minute. A student in each are also three spelling mistakes that they should
group should keep time. If students can’t think of correct. So that their work is clear, they should
anything specific to talk about, encourage them to then re-write the text in the space provided on the
be imaginative. If they still can’t think of anything activity sheet. The re-written text should contain
to say, the card goes back to the bottom of the pile a title, correct punctuation and paragraphs. Give
and the student does not keep the card. The winner them about 10 minutes for this.
is the person with the most cards at the end. 4 When they have finished, ask students to compare
3 Students play for 20 minutes or until they run out texts with another pair. Are they the same? Do they
of cards. need to make any changes?
4 Get feedback from students about how well they 5 Now hand out the answer key for students to
managed to talk for an extended period of time compare their texts with. Discuss any differences.
without preparation. 6 If time allows, ask students to brainstorm three
more pieces of advice for the Listening test.
Answer key 7C A trip of a lifetime

The Listening test
Before you listen, read the instructions carefully. This will help
you determine the number of words required or if any answers Aims
could be a number. You should also read the questions, as these To practise travel and tourism vocabulary; To check a
will help you predict the content of the listening extract.
written text for grammar and punctuation
During the listening test, make sure you listen carefully to the
introduction because it will give you important information Test link
about the recordings. Note your answers quickly but don’t worry
about your spelling at this stage. You should also pay special Writing Task 2
attention to any signposting language, as this will help you move
onto the next question. Activity type
After you listen, carefully transfer your answers to the answer Short text competition
sheet. Check your spelling at this stage. You must spell answers
correctly and use capital letters where necessary. If you have any Classroom dynamics
gaps on your answer sheet, have a guess and write something. Pairs
Time taken
20–25 minutes
When to use
After 7b, Speaking, Activity 7, page 113
Preparation
Procedure
1 Divide the students into pairs. Give each pair a
copy of the activity sheet.
2 Give students half a minute to read the text. Check
students’ comprehension (What kind of text is it? (an
advert for a competition), Where might you find a text
like this? (in a magazine, on a flyer, on a website),
What can you win? (two round-the-world tickets),
What are the rules? (you must write between 50–80
words and include at least three words from the
box).
3 Explain that students will need to work together
to write their competition entry. Tell them if they
really want to win they must: follow the rules, write
something interesting, write accurately and write
clearly. Give them about 10 minutes to write their
entry. When they have finished, ask them to read
it and check it for errors (spelling, grammar and
punctuation).
4 Ask students to swap their entry with another
pair. They should read it carefully, correct any
errors and write some feedback on the back of the
sheet. They should say what they like about it but
they should also say how they think it could be
improved.
5 Students should get their entries back and make
any changes based on the feedback they received.
6 Pin the entries up on a wall and ask students to
read them all. They should vote on the best one.
They could do this by putting a tick on the one they
like best. The entry with the most votes wins.
8A Important personal qualities 8B Futurist predictions

Aim Aim
To practise adjectives describing personal qualities To practise talking about the future (making
predictions, speculating, talking about probabilities)
Test link
Speaking Part 2: Individual long turn Activity type
Making predictions
Activity type
Ranking exercise Classroom dynamics
Groups of 3–4
Classroom dynamics
Individual; pairs; groups of 4 Time taken
20–25 minutes
Time taken
20–25 minutes When to use
After 8a, Writing, Activity 4, Page 126
When to use
After 8a, Speaking, Activity 6, Page 123 Preparation
Preparation
Make one copy of the activity for each student. Procedure
1 Tell students that they are going to be futurists for
Procedure this activity. Explain that a futurist is a person who
1 Tell students they are going to rank a list of studies the future and makes predictions about it
personal qualities in a good friend. Elicit some based on current trends.
positive personal qualities and write them on the 2 Divide students into groups of three or four and
board. hand out an activity sheet to each group.
2 Give each student a copy of the activity. Give 3 Ask students to make three predictions about the
students a minute to read through the personal two areas on the sheet. Ask them to predict the
qualities to see if any of the ones they came up kind of developments they think will definitely/
with are on the list. probably/possibly happen fifty years from now
3 Ask students to work alone to rank the personal based on the current trends in those areas. Write
qualities from the most important (1) to the least up on the board the language students can use
important (12). They are all positive qualities but when they’re completely sure, quite sure and not sure
explain to students that they must decide on an about a prediction (will, likely/bound to, might/may/
order. Allow about 5 minutes for this. could). Give an example e.g. I think fifty years from
4 When they have finished, students compare their now the word ‘community’ might be used to refer only
rankings in pairs and then come up with an agreed to virtual communities. Set a time limit of 10 minutes
ranking, from the most important (1) to the least for this.
important (12). To do this they will need to justify 4 Ask students to appoint a representative (or two)
their rankings. Allow students enough time to that will present their predictions to the class.
complete their rankings in pairs but set a time limit Encourage the other students to ask questions after
of 10 minutes. the presentations if clarifications are needed.
5 Get feedback from the different pairs by eliciting 5 When all the presentations have been made,
the five most important personal qualities that encourage a class discussion about the predictions
they agreed on. Encourage students to justify their students think are the most likely to happen.
rankings.
6 If time allows, encourage a class discussion: Do
your friends have these qualities? What is the single
most important quality? Do you think your choices
reflect your own personality? Do people look for friends
who are similar to them?
8C Speaking tips
Aims
To practise cause and effect linking words; To revise
useful Speaking test tips
Test link
Activity type
Matching sentence halves and deciding which
sentences contain good advice and which don’t
Classroom dynamics
Pairs
Time taken
15 minutes
When to use
Activity 2, Page 128
Preparation
Prepare one copy of the activity sheet for each student.
Procedure
1 Put students into pairs and give each pair an
activity sheet.
2 Tell students that the activity contains a list of
test tips. Explain that most of the tips offer good
advice but some offer bad advice. Give them a few
seconds to scan the sentences and decide which
test the tips are for (Speaking). Ask them to write
their answer in the gap above the table.
3 Explain to students that they need to complete the
tips by matching 1–6 with A–F.
4 Get feedback by reading out the tips as a class.
Discuss which tips offer good advice and which
don’t.
5 Ask students, in their pairs, to re-write the tips
giving bad advice so that they give sound advice.
They can write these in the lines provided on the
activity sheet. Elicit ideas.
Answer key
1 D (good advice)
2 E (good advice)
3 B (good advice)
4 F (bad advice)
5 A (good advice)
6 C (bad advice)
Improved tips:
Speak fluently but not too fast. Speaking too fast affects clarity
and pronunciation.
This may be a speaking test but you can ask the examiner to
repeat a question or explain a word if you need to.
9A Taboo 9B A more specific word for that

is …
Aims
To practise vocabulary related to talent, personal Aim
qualities and idioms; To practise paraphrasing as a
To practise using specific vocabulary
speaking communication strategy
Test link Activity type

Text correction: replacing underlined words/phrases
with more specific vocabulary
Activity type
Classroom dynamics
A word-guessing game involving students guessing the
Pairs
word on their partner’s card
Classroom dynamics Time taken

15–20 minutes
Groups of 3–4
Time taken When to use

20 minutes
When to use
Preparation
After 9a, Speaking, Activity 2, Page 139
Preparation
Procedure
Make one copy of the activity for each group. Cut up
1 Put students into pairs. Give each pair an activity
the cards.
sheet.
Procedure 2 Give students a minute to read the text quickly and
to say what it is about (it’s a description of a call
1 Divide the class into groups of three or four. Give
centre agent’s job).
each group one set of cards face down.
3 Tell students that they will need to work together
2 Explain to students that they have to describe the
to replace the underlined words/phrases in the
word on the card without saying the word itself.
text with a more specific word/phrase; tell them
They can define the word, describe it, explain its
they will need to consider the meaning but also the
concept or use examples or synonyms. They can
grammar of the sentence; the word/phrase they
also mention what part of speech the word is, e.g.
use has to fit grammatically as well. To do this
noun, verb, adjective). Explain that this is a good
they will need to read the entire sentence carefully.
skill to learn in case they can’t recall a specific
There may be more than one possible option in
word in the Speaking test.
some cases. Add a competition element to the
3 Students take it in turns to pick up a word card. Tell
activity by setting a time limit of 10 minutes.
them that they should not show their card to the
4 When the time is up, compare answers with
others in the group. Their partners have to try to
another pair. If there are any differences they
guess the word. The first student to guess the word
should consider if they might both be correct and if
correctly, gets to keep the card. If no one can guess
not, which the best answer would be. Ask them to
the card, it should go back in the middle face up.
give the text a title.
4 The winner is the student with the most cards at
5 Get feedback from the class and decide on the best
the end.
choice for each underlined word/phrase and the
best title for the text.
Suggested answers
1 an employee 2 staff/employees 3 office/space
4 my colleagues/workmates 5 My manager/boss
6 staff/employees 7 director 8 My responsibilities/duties
9 customer’s/customer 10 trainee
11 developments/innovations/procedures 12 problems/issues
9C Find the job

Aim
To practise vocabulary related to business and industry
Activity type
A word puzzle with the aim of finding a name and a
final word
Classroom dynamics
Groups of 3
Time taken
15–20 minutes
When to use
Preparation
Procedure
1 Divide students into groups of three. Give each
group a word puzzle.
2 Tell students that they have to find the business
and industry words from the definitions. The words
should fit in the puzzle. When students have found
the words, they will find the person’s name in
the shaded vertical column (Bill Gates). From the
person, they then have to think of the job he does
which fits in the gaps (entrepreneur). The first pair
to find the final word is the winner. Monitor to help
if needed.
3 Elicit feedback.
Answer key
1 boss 2 incentive 3 monopoly 4 lucrative 5 manager
6 corporation 7 apprentice 8 turnover 9 industry
Person: Bill Gates Job: entrepreneur
10A Three wishes 10B Possible explanations

Aim Aims
To practise talking about wishes, using wish … and To practise the language of speculation and past
if only … modals; To talk about hypothetical possibilities
Test link Test link

Speaking Parts 1, 2 and 3 Speaking Parts 1, 2 and 3
Activity type Activity type

Sentence writing and discussion Problem solving: explaining hypothetical situations
Classroom dynamics Classroom dynamics

Individuals and groups of 3–4 Groups of 3–4
Time taken Time taken

15 minutes 20 minutes
When to use When to use

After 10a, Language development, Activity 4, Page 157 After 10b, Language development and vocabulary,
Preparation
Make one copy of the activity sheet for each student. Preparation
Procedure
1 Give one copy of the activity to each student. Ask Procedure
students to imagine they have been given three 1 Divide students into groups of 3 or 4. Explain that
wishes. What would they wish for? They should they’re going to discuss four hypothetical situations
think long and hard as these will be the only wishes and try to think of possible explanations for them.
they get. 2 Before handing out the activity sheet, read out
2 Tell students to write their three wishes on the the first situation (A man went into a bar …). Give
activity sheet using I wish …/If only … . Monitor to them some time, in their groups, to discuss
check they are using the correct structure. possible explanations for the situation. Tell them
3 When they have finished, ask them to write the to try to come up with more than one possible
reasons for their wishes below. Elicit what type explanation. Encourage them to be creative and
of conditional would be the most appropriate (the to think laterally (by using their imaginations
second conditional: If only I were rich. If I were rich, to see relationships between things that aren’t
I would be able to buy a beautiful house. Or a mixed normally thought of together). Remind them also
conditional: I wish I were taller. If I was taller, I would to use language of speculation and past modals for
have been a model.). hypothetical possibilities when discussing this,
4 Divide students into groups of 3–4. Ask them to (e.g. could/would/should/must + have + past
share their wishes. Are they similar? participle). Set a time limit of 3 minutes.
5 You could elicit some wishes but only if you feel 3 Get feedback from the groups and decide on the
that this wouldn’t embarrass the students. Discuss most creative explanation. Then read out the
whether the students think they would really be answer key for the first one.
happier if their wishes came true. 4 Give one activity sheet to each group and ask
students to do the same for the remaining
situations. Remind them to think laterally/
creatively. Set a time limit of 10 minutes.
5 Get feedback and again vote on the most creative
explanation. Read out the explanations in the
answer key. Which explanation did the students
like the most?
Answer key
1 The man had hiccups. The barmaid noticed this and so
10C Verb patterns
screamed to give him a shock, which is said to be one way to
stop hiccups. Aim
2 The items in the field were used to build a snowman. The
To practise verb patterns (-ing and infinitives)
snow had melted and the items were left on the ground.
3 The surgeon was the boy’s mother.
Activity type
4 The baby fell out of a ground floor window.
A card matching game to make sentences
Classroom dynamics
Groups of 3–4
Time taken
15–20 minutes
When to use
Preparation
Make one copy of the activity per group. Cut up the
word cards into two sets, one white and one grey.
Procedure
1 Tell students that they are going to play a game.
They need to combine two words to make a
sentence.
2 Hold up a set of white cards and explain to
students that the words on these cards are followed
either by the -ing form or the infinitive (with
or without to) and that in some cases, both are
possible. Then hold up a set of B cards (grey) and
explain that they are a set of verbs.
3 Explain that to play the game, they will need to
make a sentence using the word on the white card
and a verb on the grey card, e.g. tell (somebody) +
meet: I told her to meet me outside the cinema. The
sentences can be either positive or negative and
they can be in any tense.
4 Give each group one set of grey cards and one set
of white cards. Deal out two white cards to each
player and place the remaining cards face down
on the table. Do the same with the grey cards.
Students take turns to make a sentence. They
should place the cards on the table in front of them
as they do so. Other players in the group accept
or challenge the sentence. If the group accepts the
sentence, the student keeps the cards.
5 As students play, monitor their use of the
structures.
6 If students can’t make a sentence, they can use
their turn to change one of their cards by taking
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.
7 The student with the most pairs wins.

Module 1 Activity Notes: 1A Spot The Word

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Module 1 Activity Notes: 1A Spot The Word

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Module 1 Activity Notes

5 Students continue until everyone has had a turn at

Answer key Answer key

2A Men and women at work 2B Relative clause dictation

Classroom dynamics Classroom dynamics

Time taken Time taken

When to use When to use

2C Find the words

Classroom dynamic Activity type

Time taken Classroom dynamics

When to use Time taken

Preparation When to use

4A How environmentally aware 4B Q & A

5A Correct the word 5B Report

6A The missing word 6B Error Correction

7A Your home town 7B Punctuate please!

Answer key 7C A trip of a lifetime

8A Important personal qualities 8B Futurist predictions

9A Taboo 9B A more specific word for that

Test link Activity type

Classroom dynamics Time taken

Time taken When to use

9C Find the job

10A Three wishes 10B Possible explanations

Test link Test link

Activity type Activity type

Classroom dynamics Classroom dynamics

Time taken Time taken

When to use When to use

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