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

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.

Expert IELTS 6 Teacher’s Online Materials © Pearson Education Limited 2017 Photocopiable