IELTS 6

• Extra practice: 30 photocopiable activities per level consolidating language and skills from each module.
• Remediation and stretch: test practice worksheets for all parts of the test as standalone lessons for
consolidation, revision and extension.

Components for students
Coursebook
provides test training and practice in topic-based modules.
It helps you identify where you need to improve quickly
and efficiently.

MyEnglishLab
provides a wealth of material, including two practice tests,
test tasks and language activities with instant feedback and
introductory videos for each paper, to help students reach
their target band score.
Practice Tests Plus for IELTS
provides extra test practice to help improve test scores.

Teacher’s Online Material at:

pearsonelt.com/expertielts
Expert_2E_IELTS_6_TBK_CVR.indd 1

Aish Tomlinson Aravanis

Student’s Resource Book
provides further test practice to help students consolidate
skills and language introduced in the Coursebook.

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• Assessment: Placement, Diagnostic, Module and three, full IELTS Practice Tests.

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Online Material includes a wide range of resources to help you make the most of the course. With access
across all three levels, you can use differentiated materials for mixed ability classes:

Rose Aravanis

Teacher’s Resource Book

The Expert IELTS Teacher’s Resource Book provides essential support to teach the
course. It gives you clear guidance on how to make the most of the Coursebook
material and how to use the other resources and components to personalise
learning for classes and individuals.

Fiona Aish Jo Tomlinson

IELTS 6

Expert IELTS is an intensive course for students looking for success in the International
English Language Testing System (IELTS). It provides training in all parts of the test,
improving scores and building language proficiency. It helps students stay focused
to get the IELTS band score they need to achieve their goals, whether it’s getting a
better job, entry to university or meeting visa requirements.


Teacher’s
Resource Book

IELTS 6
Suitable for students starting at band 5

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Intensive training. Intensive practice. Be an Expert.

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Contents
Introduction
Introduction to Expert IELTS
Overview of course components
Choose your teaching pathway
Coursebook contents
Overview of a Coursebook module
Overview of Coursebook endmatter

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4
6
8
10
14

Teacher’s notes

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Resource bank

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Module 1 Communication
Module 2 Feelings
Module 3 Work and study
Module 4 Science
Module 5 Art and leisure
Module 6 The natural world
Module 7 Around the world
Module 8 Food
Module 9 Well-being
Module 10 Community
Expert speaking

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Overview of photocopiable activities

Teacher’s notes for photocopiable activities
Photocopiable activities
Coursebook audio scripts

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32
40
48
55
63
71
79
87
95

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99
115
145

Teacher’s Online Material: www.pearsonELT.com/expertIELTS
Coursebook: audio and video files
Student’s Resource Book: audio files and answer key
Assessment: Placement Test, Diagnostic Test, Module Tests, Review Tests, End of level Test (full IELTS practice test)
plus Test audio files, answer keys, Test audio scripts
Test Practice Lessons: standalone lessons for all four skills
Other resources: wordlists, How to self-assess and How to give feedback worksheets, Module action plan

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Introduction to Expert IELTS

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Regardless of their background, previous language-learning
experiences or motivation, achieving a particular band score in
the IELTS test is the learners’ key to unlocking future success.
Whilst researching Expert IELTS and talking to teachers and
students, it became clear that no two IELTS journeys are the
same and that each IELTS teaching context and its learners are
unique. However, all IELTS classrooms face two main
challenges: firstly, to provide students with the necessary
language and skills they need for test success, and secondly, to
provide personalised instruction. This means that a one-sizefits-all approach is not the answer.
In response to this, we designed Expert IELTS as a flexible course,
which is adaptable to a variety of contexts, and meets the greatest
needs and challenges of teachers, summarised in the table below.

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Expert IELTS is a three-level course which caters for learners
aiming to achieve Band scores of 5, 6 or 7.5 in the IELTS test.

The core components for each level are the Coursebook, the
Student’s Resource Book and the Teacher’s Resource Book.
These are supported by a suite of digital resources:
ActiveTeach software for in-class presentation; MyEnglishLab
for online self-study and consolidation of Coursebook
material; and a large bank of downloadable Teacher’s Online
Material which gives teachers the flexibility to supplement and
customise Expert IELTS to meet their students’ individual
needs. The Teacher’s Online Material also contains a
comprehensive range of tests to assess students’ progress
throughout the course.

Expert IELTS key features

Needs
Different levels

Expert IELTS targets 3 band scores:
• Expert IELTS 5 (suitable for students starting from Band 4)

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• Expert IELTS 6 (suitable for students starting from Band 5)

• Expert IELTS 7.5 (suitable for students starting from Band 6)
Flexible course materials:
• Each Module is divided into two units which can be used in class, at home, in
• Shorter and longer course lengths,
sequence or in a modular way.
• Different types of classes:

• Unit A focuses on test training, teaching the sub-skills needed to complete each
• intensive
of the test tasks.
• test-only focus
• Unit B focuses on test practice, giving students the opportunity to put the
• integrated language and skills
sub-skills learnt in Unit A into practice.
Easy to plan and use

• Both units include language development and vocabulary input and practice.
• Each lesson is focused around a skill and is carefully scaffolded to enable teachers
to ‘pick up and teach’ straight off the page.
• Other components are signposted on each Coursebook page.

Challenges

Expert IELTS key features

Mixed-ability classes

• The Teacher’s Online Resources includes a huge range of materials to help revise,
consolidate and extend learning depending on the make-up of your class.

Managing student expectations

• A range of assessment in the Teacher’s Online Resources plus Assess and improve
sections in each module help students understand their strengths and areas to improve.

Students’ lack of test knowledge


• Signposts from each test task to Test strategies sections in which students can learn
and revise how to tackle each task type.

Students’ lack of motivation

• Engaging and dynamic material which gives authentic IELTS test practice through
real-world and current topics.

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Overview of course components
Coursebook with online class audio and video

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• Ten modules with 80–100 hours of teaching material
• A/B units in each module:
• Unit A focuses on building sub-skills through test training
• Unit B implements training through test practice
• Essential test strategies including Speaking and Writing
assessment criteria
• Expert grammar: comprehensive grammar reference with
detailed explanations
• Expert speaking: videos of real IELTS students with
accompanying activities

• Expert writing: model answers showing good features of
writing with a further test question
• Audio scripts
• Visit www.pearsonELT.com/expertIELTS to download
the class audio and video

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Student’s Resource Book with online audio

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• Complements and consolidates the Coursebook material
• Additional topic-related test practice for Reading, Listening,
Speaking and Writing papers
• Extensive practice of the Coursebook Language
Development and Vocabulary sections
• Essential test strategies
• With- and without-key versions
• Students visit www.english.com/expert to download the
audio material for self-study.

MyEnglishLab
• Online Learning Management System which complements
and consolidates the Coursebook material
• Interactive activities for Reading, Listening, Speaking and
Writing papers with tips, test strategies and instant feedback
• Extensive practice of the Coursebook grammar and

vocabulary material
• Module and Review Tests to assess Coursebook progress
• General and Academic papers: Mock and Practice Tests to
build test confidence and assess readiness for IELTS
• Video explanations and test tips for each test paper
• Videos of sample Speaking tests

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Overview of course components

Teacher’s Resource Book
•
•
•
•
•
•

Teacher’s notes for every module with warmers
IELTS teaching tips
Ideas to further exploit the Coursebook material
Culture notes
Answer keys and audio scripts
Three photocopiable worksheets covering language and test

skills for every module

Teacher’s Online Material

Website
•
•
•
•

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• Extensive resource material providing access to resources
across all three levels
• Pre-course tests: Placement Test, Diagnostic Test
• 10 Module Tests assessing language development and
vocabulary
• 5 Review Tests assessing all four skills using IELTS test tasks
• End of level test is a full IELTS practice test
• 14 standalone Test Practice Lessons across all four papers
including vocabulary and language development
• Wordlists
• How to self-assess and How to give feedback worksheets

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Teacher’s Online Material and Website

Information about the course
Sample materials
Link to Teacher’s Online Material
www.pearsonELT.com/expertIELTS

ActiveTeach
• Interactive whiteboard software to help teachers get the
most out of the course:
• Integrated audio and video content
• Answer-reveal feature
• Includes all Teacher’s Online Material
• A host of useful classroom tools, including a digital
whiteboard and pens; link-embedding capability; timers
and scoreboards for games

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Choose
your
teaching
The Expert
IELTS
journey –pathway

Choose your teaching pathway
I need more flexibility
Short Courses
or courses with
stronger students
or at higher levels

Longer courses

Use ...

Why not try ...

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

flipping the classroom and getting students to do Unit A
at home and Unit B in class. Use class time to check what
they’ve learnt and provide further input.

Use ...

Why not try ...

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

giving Test Practice Lessons from Teacher’s Online

Resources either in class or for homework.

I want to encourage students to take ownership of their learning
• How to self-assess worksheet (45 mins)
• How to give feedback worksheet (45 mins)
ActiveTeach/Teacher’s Online Material

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

Use ...

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At the end of each
module or couple of
modules

Why not try ...

Why not try ...

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At the start of the
course

Use ...


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

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

Use ...

At the start of the
course

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I want to know where my students are in their learning

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

Why not try ...
using IELTS Speaking test questions to help you place your
students into the best coursebook level.

Understand your
students’ strengths
and areas to improve

Use ...


Why not try ...

• Diagnostic Test (20 mins)
ActiveTeach/Teacher’s Online Material

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

Use ...

Why not try ...

At the end of each
module

• Module Tests 1–10 (30 mins)
ActiveTeach/Teacher’s Online Material/
MyEnglishLab

following up the test by choosing a Photocopiable
activity to help any areas to improve.
asking students to complete Module Tests on
MyEnglishLab for homework.

Use ...

Why not try ...

Every couple of
modules


ActiveTeach/Teacher’s Online Material
• Review Tests 1–5 with audio (45 mins)

following up the test by choosing a Test Practice Lesson
to help any areas to improve.
asking students to complete Review Tests on
MyEnglishLab for homework.

Use ...

Why not try ...

ActiveTeach/Teacher’s Online Material/
MyEnglishLab
• End of level Test (full IELTS Practice Test with
audio) (2 hours 45 mins)

providing further test practice by using parts of, or the full
practice test for Expert IELTS 5, 6 and 7.5.
Remember you have access to Practice Tests at all three
levels of the course.

End of the course

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Choose your teaching pathway

The Expert IELTS journey – Choose your teaching pathway
I would like to add more fun
During or at the end
of the module

Throughout
the course as
consolidation and
revision

Use ...

Why not try ...

• Photocopiable activities Modules 1–10
(15–45 mins)
Teacher’s Resource Book/ActiveTeach/
Teacher’s Online Material

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


Use ...

Why not try ...

• Photocopiable activities bands 5, 6 and 7.5
(15–45 mins)
Teacher’s Resource Book/ActiveTeach/
Teacher’s Online Material

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

I would like to provide more personalised learning
Why not try ...

• Test Practice Lessons (45 mins)
ActiveTeach/Teacher’s Online Material

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

• Test Practice Lessons (45 mins)
ActiveTeach/Teacher’s Online Material

using lessons from different levels for mixed-ability classes
or giving these to weaker students for homework.

Use ...


Why not try ...

• Test Practice Lessons (45 mins)
ActiveTeach/Teacher’s Online Material

giving these to stronger students for homework.

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Provide extra challenge
for stronger classes or
individual students

Why not try ...

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Use ...

Give support to
weaker classes or
individual students

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Use ...

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Focus on specific
skills and IELTS task
types

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Coursebook contents

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Coursebook contents

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Overview of a Coursebook module: Unit A

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The Coursebook consists of 10 modules, each divided into two
units, Unit A and Unit B. Each unit practises all the papers of the
test and includes grammar and vocabulary input and practice.
Unit A focuses on test training. Each lesson trains students in the
sub-skills they need to tackle the different test task types across
all four papers.
1 A Module overview gives a snapshot of module contents
2 Lead-in photos, graphics and questions engage learners in

the module topic and provoke discussion
3 Before you read exercises give a purpose for reading the text
4 Reading sub-skills provide the focus for test training

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6 Signposts to the Student’s Resource Book and MyEnglishLab
direct learners to self-study consolidation activities

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5 Task analysis exercises encourage learners to discuss how
they performed and what strategies they found useful

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4

5

6

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Overview of a Coursebook module: Unit A

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7 Flexible topic-related Vocabulary lessons can be used

independently from test training or integrated with the
preceding reading where it was introduced in context
8 Speaking lessons explore and practise the strategies needed to
perform well in each part of the paper
9 Clear signposting to Expert speaking at the back of the book
gives learners easy access to extra activities based on videos
of real IELTS students
10 Before you listen exercises introduce the topic and encourage
learners to think and generate their own vocabulary
11 Listening sub-skills provide the focus for test training
12 Language development lessons provide input and practice of
key structures, which are further practised through the
module’s speaking and writing lessons
13 Writing sub-skills provide the focus for the lesson, with each
unit and module building on the last

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Overview of a Coursebook module: Unit B

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Unit B focuses on test practice. Each lesson recaps the
sub-skills covered in Unit A, and puts these into practice
through authentic test practice.

1 Clear signposting to Test strategies at the back of the book
gives learners easy access to extra support whenever they
need it
2 Full-length Listening Paper tasks provide authentic test
practice while practising their sub-skill training from the
preceding A Unit
3 Further language development and vocabulary input and
practice assist with productive skills

5 Focus on sections for specific Speaking tasks encourage
learners to analyse and assess other learners’ performance
against the IELTS band descriptors

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6 Record-yourself tasks encourage learners to listen to, analyse
and plan to improve their performance

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4 Clear signposting to Expert grammar at the back of the
book gives learners instant access to extra support
whenever they need it

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6

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Overview of a Coursebook module: Unit B

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7 Full-length Reading Paper tasks provide authentic test practice
while practising their sub-skill training from the preceding
A Unit
8 Clear signposting to Expert writing at the back of the book
gives learners easy access to model answers for each type of
question, guidance on key elements to include, and further
tasks for students to answer
9 A process approach to writing encourages ‘good practice’
through clear procedures to apply to any writing task
10 The Review page offers consolidation and further practice of
each module’s language development and vocabulary material

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Overview of Coursebook endmatter

Expert grammar

Provide general information about the focus and format of
each paper.
• Dos and don’ts help students tackle each paper with
confidence.
• Advice on what to do before, while and after doing the

tasks to help avoid common problems and ensure students
perform to the best of their ability.

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

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Test strategies

Expert speaking

Expert writing

• Can be used flexibly with your students whether you want to:
• introduce them to the format of the IELTS Speaking Paper
for the first time, or
• show them what they need to get the highest scores.
• Each test includes:
• videos of real IELTS students
• accompanying activities to guide students on test format
and how the test is marked
• Test 1 provides students with an introduction to each part
of the paper

• Test 2 aims to show students how to get those higher marks.

• Provides model answers linking to the question type
targeted in each module.
• Each model is annotated with notes for guidance on the
key elements to include to achieve the band score students
need.
• A second task is provided for further practice.

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1

1
Teacher’s notes Module 1

Communication

Module 1 includes topics which focus on communication, new technology and social media, and how these
things have changed society.
Photocopiable activities
1A Word to sentence p.115
1B Talk about … p.116
1C Describing data p.117


Teacher’s Online Materials
• Test Practice Lesson: Speaking 3, Listening 2
• Module Test 1

Lead-in p. 7

2

Write these questions on the board and ask students to
discuss them in pairs or small groups: Do you like having your
photo taken? Do you like sharing photos with other people?
What do you usually like taking photos of ?
Check that students understand the saying a picture says
a thousand words. You could use a picture of your own to
demonstrate how easy it is to explain something just by
using images.

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1 In a popular science magazine.
2 Photos of unusual things when you use smart phones.
3 The introduction is about how things look different in photos
from real life. Sometimes, cameras add objects to photographs.
These are called ‘photographic artefacts’.

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Warm-up


It may be better to do this exercise in two stages.
Stage 1: Ask students to read questions 1 and 2. Then give
them 30 seconds to look at the passage on page 9. Then
ask students to discuss questions 1 and 2 in pairs. Stage 2:
Ask students to then read paragraph A (the introduction)
in more detail to answer question 3.

3a Individually, students answer the questions. Get them to
compare answers in pairs.
1B 2B

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1 Students might mention phones, texts, instant messaging, video
conference calls, letters, emails, etc.
2 It means that we can understand more from looking at a
situation than we can with a written description.
3 They were taken with a normal camera, but then altered with
photo-editing software.
4 Students’ own answers.

Check that students understand the meaning of the words
in the box. Ask them to discuss the questions in pairs or in
small groups. Check answers with the class.


1a Communication today
Reading pp. 8–9

Lesson objective: to identify topic sentences

Warm-up
Divide students into groups and ask them to compare their
mobile phones. Give them the following questions, and ask
them to think of more: Which phone is the best value for
money? Which phone is the most attractive? Which phone has
the best camera? Which phone is the newest?
1

Ask students to discuss the questions in pairs. Ask
questions to check they know the meaning of the words in
bold: Which word in bold is a picture that you see through a
camera, on TV, or something that is drawn? (image).

3b Ask students to brainstorm words and phrases connected
with topics A–C. Then ask them to read paragraph B and
answer the question.
A distance
(Words include depth of field, far away, very near, near. The words
design and recent changes are mentioned, but not repeated.)

3c Ask students to identify the difference in meaning between
headings 1 and 2. Then, ask them to choose the correct
heading.
2 (The underlined topic sentence focuses on comparing humans and
digital cameras.)


4a Explain that a topic sentence usually introduces the main
idea of a paragraph. Ask students to read paragraph C and
identify the themes. Then ask them to underline the topic
sentence. Get them to compare answers in pairs before
checking with the class. Remind students that a topic
sentence is not always the first sentence in a paragraph.
However, digital cameras are also significantly different from the old
film cameras.

4b Elicit from students which topic is repeated in paragraph C.
There is a lot of vocabulary related to time (more than once, a period
of less than a second, during the photo, for longer).

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Teacher’s notes Module 1

1 (There is no suggestion in the paragraph that old cameras had
problems that have been corrected.)

5

Before students start the task, you may want to refer
them to the Test Strategies on page 170, and answer any

questions they have. Divide students into pairs and ask
them to underline key words in the List of Headings. Ask
them to discuss how these words are connected within
each heading. Then, get students to match the headings
to the paragraphs. Get them to compare answers in pairs,
justifying their choices.
A ii (Put simply, contrary to popular belief, things in photos look
different from real life.)
D iii (… glass often makes objects such as a light source behind
the photographer appear in the printed photo …)
E vi (As you go nearer, instead of seeing this image as a
continuous picture, the digital image becomes pixelated.)
F v (Fakes, images created by computer …)
G i (In many cases, the ghostly nature depends entirely on the fact
that the photographer’s claim ‘that wasn’t there when I took the
photo.’)

2E

3A

4C

5G

6B

7D

8F


2b Ask students what get across in Exercise 2a means
(explain). Then ask students to complete the rest of the
exercise in pairs.
get across = explain bring up = mention
point out = bring attention to sum up = summarise
leave out = not mention pick up on = notice
spell out = explain very clearly
back someone up = support (in an argument)

2c Point out that some phrasal verbs are separable (e.g. we
can say get across something or get something across). Some
phrasal verbs are inseparable (e.g. we can only say pick
up on something). Tell students that all the phrasal verbs in
Exercise 2a are separable, except pick up on.
3a Write point on the board and tell students that this word
has more than one meaning. Ask them how many they
know. Then do question 1 as a class.

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Discuss the questions with the whole class. Draw
students’ attention to the importance of topic sentences,
repeated themes and connections with doing Matching
headings tasks.
Check students understand the meaning of persuade
(make someone do or believe something, using words).
This activity could be done in pairs or small groups, with

brief class feedback.

1H

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Student’s Resource Book > Reading pp. 6–7
MyEnglishLab > 1a Reading

Vocabulary p. 10

Lesson objectives: to build vocabulary on
communication, and words with more than one meaning

Warm-up

1 A sharp end B idea or opinions
2 A a written or spoken description B where you keep your
money in a bank
3 A a subject or group of activities B a part of the country or city
4 A give clear reasons for something B disagree in an angry way

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1c Give an example for sentence 1. For example, it’s
acceptable to ask a person in a gym who looks fit how to
use one of the machines. Ask students to suggest other
examples for sentence 1 before they do the exercise in

pairs.
2a Explain that phrasal verbs are made up of a main verb and
at least one particle and that they have a specific meaning.
They are more common in speaking than in academic
writing.

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4c Ask students to discuss the differences in meaning
between headings 1 and 2. You may want to discuss this
as a whole class.

Write make a photo and take a photo on the board and ask
students which phrase is correct (take a photo). Explain
that take a photo is a collocation (words which go together
naturally). Write make a …, take a … and do a … on the
board. Divide students into groups and give them two
minutes to write as many collocations as they can.
1a Divide students into pairs or small groups for this.
become aware clear relationship physical appearance
share information social media technological development

1b Individually, students complete the sentences, before
checking their answers in pairs.
1 physical appearance 2 Social media 3 become aware
4 clear relationship 5 share information
6 Technological development

3b Do this exercise as a whole class to generate discussion
on the nature of academic texts.

1B

4

2A

3A

4A

Tell students that knowing how to change words into
different parts of speech is a good way to build their
vocabulary. Ask students to do the exercise in pairs.
2 communication 3 agreement 4 understanding 5 popularity
6 technology 7 difference 8 discussions 9 decision(s)

Student’s Resource Book > Vocabulary p. 8
MyEnglishLab > 1a Vocabulary

Speaking p. 11
Lesson objective: to expand upon answers in Part 1 of
the Speaking Paper

Warm-up
Ask students to look at the photo. Discuss this question
with the class: What are the people doing and how are they
feeling? In what other situations do people feel this way?

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Teacher’s notes Module 1

Expert IELTS

Expert IELTS

In Part 1 of the Speaking Paper, it is important that
candidates give full answers so that they demonstrate the
language they can use. Encourage students to explain why
when giving answers.

The Listening Paper is in four sections. It increases in
difficulty with every section. Section 1 is typically a
conversation between two or more people in a general
situation. Note-completion tasks are often found in this
section.

1a Ask students to read the questions and think about their
answers. Then focus them on the phrases in the box. Tell
students that these phrases are used to give opinions and
that they introduce an idea.
1b Students discuss the questions in pairs.
2a Before they listen, give students time to look at the
questions from Exercise 1a again.
B5


C3

D1

E4

F2

2b Students could do this exercise individually or in pairs.
1C

2D

3A

4F

5B

6E

You could discuss these questions with the whole class, to
create a survey of their opinions.
2a Before they listen, ask students why a customer might
call a company about a new phone or contract (e.g. the
phone is broken or damaged, the bill is incorrect, etc.).
2 (The man clearly says new contract, which is a clue that
information about a service contract is coming up. This is also the
topic of the next question.)


2b After listening, ask students to compare their answers in
pairs, giving reasons for their choice.
mobile

Extra!

2c Ask students to read audio script 1.2 on p202 and discuss
why home broadband was the wrong answer.
The man says Just the mobile one, please in response to the question.

2d After listening, ask students to read audio script 1.3 on
p202 to check their answer.

so

Focus students’ attention on the phrases in italics from
Exercise 2b. Explain that they are used to introduce ideas.
Elicit an example sentence using each phrase (e.g. The
benefit of learning English is being able to communicate with
lots of people.). Make sure students are using the phrases to
create grammatically correct sentences.

n

A6

1

19/nineteen (We hear the phrase student plan. These are the signal

words that indicate that the answer to question 1 is coming.)

3a This is a good opportunity to refer students to the Test
Strategies on page 168. These give students advice on
approaching different task types in the IELTS Listening
Paper. For weaker classes, you could focus on a single
strategy. With stronger students, ask them to read all the
strategies before carrying out the task.

Pe

ar

2c Give students time to think about their answers before
they do the exercise.
3 Before students start this activity, you may want to refer
them to the Test Strategies on page 172, and answer
any questions they have. You could follow this by going
through the exercises in Expert Speaking on page 185,
which give students extra test practice of Part 1 of the
Speaking Paper.
Ask students to read the questions in the box and give
them a minute to think of possible answers. Remind them
to use phrases from Exercises 1a and 2b. Divide students
into pairs to ask and answer the questions.
4 You may want to do this exercise with the whole class,
beginning with a discussion on why analysing your own
performance can be beneficial.
MyEnglishLab > 1a Speaking A and B


Listening p. 12
Lesson objective: to practise locating information in a
listening text

Warm-up
Focus students’ attention on the mobile phones in the
photo. Ask the class who has a mobile phone, and how
long they have had it. Divide students into small groups to
describe their phones and what they can do, or why they
don’t have one.

Suggested answers
2 a number (signal words: minimum, months)
3 a service you use on your phone (signal words: No limits)
4 an amount of money (signal words: pay, starts)
5 a number (signal words: includes, minutes, calls)
6 a surname
7 a name (signal word: email)
8 a thing (signal words: Main use)
9 something you use to make a payment (signal words: Pay by)
10 a person or a place (signal word: collect)

3b Ask students the number of words or numbers which
are allowed for each answer (no more than two). Point
out that it is always important to read the instructions
carefully in the Listening Paper. Get students to complete
the exercise individually and to check their spelling.
1 19/nineteen 2 12/twelve 3 texts 4 (a) deposit
5 400/ four hundred 6 White 7 stegboy 8 videos
10 (the) reception (desk)


9 cash

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Teacher’s notes Module 1
Ask students to check audio script 1.4 on page 202.
First, they should locate the answers to the questions
in Exercise 3b. Then, they could underline the words
which signal that the correct information is about to be
given. They could also underline words which signal that
contrasting information is about to be given.
2 What’s the minimum contract on that? Is that six or twelve
months?
3 There are limits on the number of calls you can make – let me
see, that’s six hundred. But with that you also get unlimited texts …
4 How much is that? … We’ll need you to put down a deposit …
5 And how many minutes … You can make four hundred minutes
of calls a month …
6 What’s your full name? … David White.
7 OK, and I need to take an email address, just so we can contact
you if there’s a problem … it’s stegboy, that’s S-T-E-G-B-O-Y.
8 Do you use your phone for games regularly? … Well, I don’t
game much, but I always have a lot of videos on there.
9 And how would you prefer to pay? … I’d prefer to do it by cash

to start.
10 where can I collect the card to get started? … you can pick up
your card at the reception desk

Encourage students to recycle the phrases from the
Speaking section on page 11.

MyEnglishLab > 1a Listening

Language development p. 13

3b Ask students to complete the exercise individually and
then compare answers with a partner.
2 show 3 thinks 4 are 5 appears 6 send
8 predict 9 shows 10 are 11 hope

7 produces

4a Focus students on the questions. Check they understand
benefitted (make better) and discuss (do you agree or
disagree?) in 1, and to what extent (how much) and way
(method) in 2. Give students up to a minute to skim the
paragraph and decide which question is being answered.
2 (It talks about effects, not advantages.)

4b Ask students to complete the exercise individually and
then compare with a partner.
2 are using 3 visit 4 use 5 prints 6 do not/don’t phone
7 are turning 8 does not come 9 rate 10 are not doing


4c Remind students to give reasons when they discuss the
question.
5a Make sure students focus on all the verb forms in each
question.
1 Are you working or studying at the moment? (present continuous)
2 What do you like best about your course? (present simple)
3 Is there anything you DISLIKE about your course? (present simple)
4 What are you planning to do when you finish your course?
(present continuous and present simple)

ar

Lesson objective: to review the use of present tenses

Warm-up

Pe

Mime an action such as swimming or driving and ask
students: What am I doing? Ask students to think of a more
difficult action and mime it to their partner, who should
guess what they are doing. At the end of the activity, ask
what tenses students used. They should respond with the
present continuous.
1a Ask students to complete the exercise before checking
answers with the class.
1 am looking 2 does that include 3 are offering
4 do you want 5 Do you use 6 need

1b Discuss the question with the class and refer students to

the Expert Grammar section on present tenses on page
173. This section gives explanations of the grammar point
in this lesson. You may want to write key points from this
section on the board and ask students to record them.
The verbs include, want and need, because they describe states, not
actions.

2

A mood is the way you feel at a particular time (e.g. happy, sad, etc.).

so

5

3a It is important for students to familiarise themselves with
a text by skimming it (looking over it) quickly, as this will
help them understand the context. Give students a minute
to skim the text quickly, and answer the question.

n

4

5b Students could do this individually or in pairs.
1’m studying 2 want
5 ’m planning / plan

3 really like


4 don’t like; need

5c Ask students to think of the tenses they should use before
they answer the questions.

Extra!
Divide students into groups to discuss this statement:
Mobile phones have benefitted society. Half the students must
argue that mobile phones have benefitted society and the
other half must argue the opposite. Give them five minutes
to think of reasons and another five minutes to debate the
statement. This will help them practise generating ideas,
which is useful for the IELTS Speaking and Writing Papers.
Student’s Resource Book > Language development p. 9
MyEnglishLab > 1a Language development

Get students to complete the exercise individually and
then compare their answers with a partner. Make sure
that they use the present simple for things they generally
do, and the present continuous for things they are doing
(temporarily) at the moment.

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Teacher’s notes Module 1


Writing p. 14

1b Back to the old ways

Lesson objective: to write an overview

Listening p.15

Warm-up
Ask students how many hours a week they spend on
their mobile phones, and write the answers on the board.
Turn this information into a bar chart. Elicit the horizontal
axis showing the number of hours in units (e.g. 0 hours,
1–2 hours, 2–4 hours, etc.), the vertical axis showing the
number of students, and the title of the chart.

Lesson objective: to practise a Listening Section 1 task

Warm-up
Give each student a piece of paper with a media-related job
written on it (e.g. journalist, web editor, advertising copywriter)
and tell them not to show each other their cards. Ask
students to write what they think are the advantages and
disadvantages of their job. Then divide students into pairs
and ask them to discuss their job, without saying what it
actually is. Their partner should guess the job.

Expert IELTS


1B

2A

3C

2C

1c–d

1 advertising (I’m doing a degree in advertising)
2 second / 2nd (I’m doing a four-year degree and I’m in the
second year)
3 cinema (We have a position working as a food assistant … it’s at
the cinema)
4 (A) Salesperson (The local newspaper is looking for a bright
young undergraduate to work as a salesperson)
5 media centre (They’re looking for an early morning receptionist
… The position is available in the University’s Media Centre)
6 Desai (Ruby Desai – that’s D-E-S-A-I)
7 Green Park (I’ve just moved into Green Park)
8 computer programming (I took a course on computer programming)
9 business services (she’s based in the business services building)
10 10.30 / half past ten / ten thirty (I’ll put you in for half past ten)

ar

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


2

Ensure students understand the meanings of the jobs in
the box before discussing the questions.
Before listening, ask students to underline the signal words
in the questions and predict the kind of information that
could go in the gaps. You may want to refer to the Test
Strategies on page 168 before doing the task. Remind
students to check how many words they should use to
answer the questions. After listening, ask students to
check their spelling carefully.

so

1a Refer students to the Expert Writing section on page 192.
Point out that this gives a model answer to a Writing Task
1 question. Focus students on the answer, and show them
where the overview is (in the first paragraph). Explain that
this is the focus of the lesson. Tell students to match the
sentences to the charts.

1

n

In Writing Task 1, candidates need to write at least 150
words describing the features of some kind of visual
information, such as a graph, chart or map. One important
aspect of this task is to understand what the visual
information is trying to communicate. This should then be

summarised in a short overview, explaining what the graph,
chart or map is presenting.

3A

Discuss the questions with the whole class.

Pe

1c 2 1d 2 (The overview gives a summary of the results. The
main body of the description gives examples.)

2a Refer students to the Test Strategies on page 171 before
doing this test practice. Then focus students on the
questions in Exercise 2a and discuss the answers with the
class.
It is very similar to graph shape B. The shape for reasons to
‘unfriend’ is similar but less pronounced, with a range of reasons
to ‘unfriend’.

2b Ask students to complete the exercise individually and then
compare answers with a partner.
Suggested answer
Introductory sentence: The chart illustrates the reasons people gave
for starting or ending friendships on a social media site.
Overview sentence: While two main reasons dominate the reasons to
begin friendships, a variety of reasons were given for ending friendships.

Extra!
Ask students to read audio script 1.5 on page 202. Tell

them to underline the parts of the script where the correct
answers appear. If they had any incorrect answers, they
should try to understand why they were incorrect.
3a Check that students understand losing focus (to stop
understanding the main points).
3b You can broaden this exercise into a class discussion.
Student’s Resource Book > Listening p. 11
MyEnglishLab > 1b Listening

Extra!
Using the bar chart you created in the warm-up section,
ask students to write an introductory and an overview
sentence, summarising the information.
Student’s Resource Book > Writing p. 10

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Teacher’s notes Module 1

Language development and vocabulary p. 16

Speaking p. 17

Lesson objectives: to review the use of past tenses; to
develop vocabulary related to the media


Lesson objective: improving fluency and coherence

Warm-up

Warm-up

1

Ask students to complete the sentences with the past
form of the verbs, and compare their answers with a
partner. Check answers with the class.
1 called 2 did not/didn’t want
5 took, did

2

3 came

4 Did you do

Think of a technology you used in the past (a tape
recorder, typewriter, etc.) and describe what it was and
how you used it. Ask students to write down the past
verbs you used in your description. Then divide students
into pairs to talk about a technology they used.

Ask students what is currently in the news, how they found
out about it, and how often they check the news. They
should take turns to talk to a partner for a minute.

1

Make sure students have access to dictionaries for
this exercise. Divide students into pairs to discuss
the questions and ask them to record any unknown
vocabulary in their notebooks.
2a Check that students know what fluency and coherence
mean (coherence is about being understandable and
getting your point across clearly, fluency is the ability to
keep talking without large pauses, or noticeable effort).
Ask students to look at descriptions 1–3 at the same time
as listening.
1 needs to repeat ideas or pause (she repeats the question, and
uses I think that all the time, as well as having some lengthy pauses)
2 uses the same connectors quite often (she uses because, that
and and)
3 sometimes goes much slower (this is an example of slow speech)

n

Write these questions on the board for students to discuss:
What jobs did people do in the past that we don’t have now?
Why did these jobs stop? Check answers with the class, and
then ask students what tenses they used to discuss the
questions. They should have mostly used the past simple.

Background

1 able to speak alone for about 30 seconds = Band 6 (is willing
to speak at length, though may lose coherence at times due to

occasional repetition, self-correction or hesitation);
needs to repeat ideas or pause = Band 5 (usually maintains flow
of speech but uses repetition, self-correction and/or slow speech
to keep going)
2 uses different connectors = Band 6 (uses a range of connectives
and discourse markers but not always appropriately);
uses the same connectors quite often = Band 5 (may over-use
certain connectives and discourse markers)
3 is able to speak at a read-aloud speed = this would be typical of
Band 6; sometimes goes much slower = Band 5 (produces simple
speech fluently, but more complex communication causes fluency
problems)

ar

Ensure students understand the following vocabulary:
revolution (a very large change), ink (liquid used for
writing), bamboo (a type of plant), silk (a type of material),
impatient (not wanting to wait for something). Give
students a minute to skim the text to understand what
it is about. Then ask students to complete the gaps and
compare their answers, and spelling, with a partner.

Pe

3

2b You could do this exercise with the whole class.

so


The Industrial Revolution refers to the change from an
agricultural society to a manufacturing society. This involves
the spread of machinery and factories and often the
movement of people from rural to urban areas.

2 meant 3 led 4 chose 5 let 6 wrote 7 undertook
8 were 9 dealt 10 rose 11 rebuilt 12 dreamed/dreamt
13 drew

4a Make sure students have access to dictionaries for this.
1C

2B

3F

4E

5G

6A

7H

8D

4b You may want students to do this exercise in pairs or
small groups. Ask them to recycle the language from the
Speaking section on page 11.

5 Give students 30 seconds to skim the extract. Ask them
what the overall idea is (the media used to be more
important than it is now). Ask students to complete the
exercise individually.
1 content 2 journalists 3 agencies
6 audience 7 events 8 issues

4 broadcast

5 views

Student’s Resource Book > Language development and Vocabulary
pp. 12–13
MyEnglishLab > 1b Language development and Vocabulary

2c Advise students to read the options in Exercise 2a before
discussing the questions.
Nicholas is better. He shows the features of a Band 6 performance.

3

Before students start the task, refer them to the Test
Strategies on page 172, and answer any questions they
have. Give students some time to think about their
answers to the exercise before speaking. If possible,
students should record their answers.
4a–b Ask students to discuss the questions and make
recommendations to each other. If students recorded
themselves, they can listen again and analyse their
performances. When doing this, they should make

comments on their partner’s strengths and discuss
possible improvements.
Student’s Resource Book > Speaking p. 14

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Teacher’s notes Module 1
4a–b Divide students into pairs to discuss the questions.
You could discuss 4b with the whole class.

Reading pp. 18–19
Lesson objectives: how to identify the main idea in
paragraphs of a reading text; to practise Matching
headings and Sentence completion tasks

Extra!
Ask students to underline any unfamiliar vocabulary in
the passage on page 19. Then, ask: How did the unknown
vocabulary affect your ability to answer the questions? Expand
this to a whole-class discussion (if the unknown vocabulary
did not negatively affect their answers, explain that it is a
useful test strategy to not focus on unknown words if they
are irrelevant to the questions).

Warm-up

Divide students into pairs and ask them to think of a book
they like. Ask them to describe it to their partner, saying
why it is good, and persuading them to try it.
1

2

Remind students to pay attention to past forms when
answering question 1. For question 2, students could
recycle phrases for giving opinions and reasons from the
Speaking section on page 11.
Give students two minutes to skim the passage on page 19.
Explain that it is important to quickly get an understanding
of the topic of any passage in the IELTS exam.

Writing pp. 20–21
Lesson objectives: to practise understanding the task
and writing an overview

Warm-up

2 (Although it compares the present with an earlier time, there
are a lot of names mentioned, which immediately indicate an
argument. A historical text would have dates.)

n

You may want to refer students to the Test Strategies on
page 170 before doing this Reading task. Check students
understand the following words in the questions: intense

(very strong), capacity (ability), critical thought (a way of
questioning ideas), biological (relating to biology – the
body, nature, etc.). Ask students what they need to write
for questions 1–6 (the letters i–x) and how many words
are allowed for questions 7–10 (one word only). Remind
students to underline the key words in the questions to
help them locate the answers in the passage more easily.

so

3

Divide students into groups and ask them to describe
the most recent film they have seen. Ask them to use
past tenses to describe the plot, while the other students
guess the film title. Encourage students to ask each other
questions to find out more (Where was it set? What was the
plot?).

1

ar

Ask students to discuss the questions. Remind them to
give full answers and reasons for their opinions.
2a Explain that candidates may lose marks if they copy
vocabulary from the title of the graph or chart in their
answer. Ask students to do the exercise and then
compare answers in pairs.


Pe

1 vi (people were able to remember more information from an
article that they read on paper, than a similar group who read the
same article online)
2 i (poor understandings are being passed on to others)
3 x (the brain is constantly changing and re-organizing itself )
4 ii (We now have so much choice that many people refuse to
waste their time on anything unless something is truly fascinating)
5 v (Unfortunately, just as our bodies are programmed to want to
eat fats and sugars, things which we know are not good for us, our
brains prefer to read things that are shocking)
6 viii (With modern online news providers, you could exist quite
happily never knowing what is happening outside of your personal
interests.)
7 seconds (A – For every 150 ‘readers’ who open an article on
the internet, one in three of them will leave within seconds.)
8 comments (C – the overall number of comments and the
number of people who scrolled down to the end of the article did
not match)
9 childhood (D – Michael Merzenich has long argued against the
argument that the brain is formed in the early years of childhood)
10 content/things (F/G – we read things we know we should
not. Some experts have referred to this as ‘psychological obesity’.
Editors of respectable newspapers are aware that this kind of
content is popular, but they put important news stories on the
front cover anyway.)

abroad – internationally
between – from … to

by selling – from sales
graph – chart
how much – the amount
illustrates – shows
money the film industry made – income from cinema ticket and
DVD sales

2b Depending on the ability of the class, ask students to
rewrite the introductory sentence either individually or in
pairs. You may want to put stronger students and weaker
students together.
Model answer
The graph shows how much money the film industry made by
selling cinema tickets and DVDs in the USA and abroad between
2001 and 2010.

Extra!
Ask students to think about the introductory sentences
they wrote. Write some of them on the board and ask
students to discuss these questions.
1 Does your introductory sentence accurately represent the data?
2 Are there are any grammatical errors?
3 Did you copy vocabulary from the task question?

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Teacher’s notes Module 1
7

1 At the beginning, the North American market for DVD sales
was bigger, but by the end, the international market was worth
more.
2 DVD sales began to fall gradually for both DVD sales and
cinema sales.
3 Most of the money came from international cinema ticket sales
($32 billion compared to $22 billion for international DVD sales,
only $11.5 billion for US cinema sales, and only $18 billion for US
DVD sales).

Model answer
The chart gives an overview of the changes in cinema and DVD
sales in the United States and the rest of the world over a tenyear period. From the chart, we can tell that DVD sales have been
higher than cinema visits, and the international market has become
more important over the period.
At the beginning of the period, just under half of the income
came from cinema sales compared to DVDs, at $10 billion and
$20 billion, respectively. Despite a slight rise in DVD sales around
2005, they finished in more or less the same position, at around
$18 billion and $11 billion by 2010. However, there were much
bigger changes in international sales, with sales of DVDs rising
from $11 billion to $22 billion by 2010. Cinema sales were worth
over $32 billion. This was more than twice as much as domestic
sales.
This shows that the international market became more important
to the film industry between 2001 and 2010.


3b Depending on the ability of the class, ask students to
rewrite the overview individually or in pairs.
Model answer
The graph shows that although the US market for DVD and
cinema ticket sales was as big in 2001 as all the other countries,
by the end of the study, the international market was more
important for the US film industry.

1 at best, Band 5

2 at best, Band 5

3 important

4 grammatical

Pe

4c Students could do this exercise individually or in pairs.
During feedback, make sure students give reasons for
their answers.

Suggested answer
The first sentence recounts detail mechanically. This means that a
‘formula’ of language is repeated and/or numbers are merely listed.
This can be avoided by using a range of grammatical structures and
vocabulary and by focusing on the most important data.

5


Explain that prepositions are often important in describing
visual information because they sometimes explain the
direction of the data. For example, sales rose from/by/to
10% all have different meanings (from – starting number,
by – amount of change, to – finishing number).
1 at

2 by

3 to

Show the strongest answer to the whole class and discuss
why it is good and how it could be improved further. You
could do this at the end of the class or at the beginning of
the next one.

ar

2 means

Divide students into pairs to read and give feedback on
each other’s answers.

Extra!

4b Write recounts detail mechanically on the board. Ask: What
does this mean? (The student has written about all the data
in the graph as if it were a list).
1 listing


8

so

4a You may want to refer to the Test Strategies on page 171,
focusing students on the Task 1 section. Check students
understand the meaning of task achievement (answering
the question in a full and appropriate manner) and then
ask them to discuss the questions.

Before students begin, briefly review the structure of a
Writing Task 1 description (introduction, overview, main
features, summary), the amount of words they must write
(at least 150), and remind them only to focus on the most
important data from the graph. Give students 20 minutes
to write their descriptions.

n

3a Ask students to discuss the questions in pairs. Make sure
students understand the correct answers before moving
on to the next exercise.

4 by 5 (nothing)

6a Explain that another important skill for Writing Task 1 is
to use vocabulary to express quantity.
1 48% 2 9.5 billion 3 76% 4 15 billion and 32 billion
5 20 billion and 30 billion 6 62.5 billion and 83.5 billion


6b Do the exercise with the whole class, to check that
students understood the vocabulary in Exercise 6a.

Student’s Resource Book > Writing p. 15
MyEnglishLab > 1b Writing

Review p. 22
The aim of this section is to check students’ progress in using
the vocabulary and grammar from the Module. This could
be given as homework and checked in class. Alternatively, it
could be used as a more formal test during the class. If done in
class, give students approximately 40 minutes to complete the
exercises.
1

1 technological 2 across 3 aware 4 area 5 leave out
6 back up 7 popularity 8 share
2a 1 don’t post 2 are missing / miss 3 means 4 is
5 does 6 don’t offer 7 don’t have 8 agree
9 is becoming 10 goes 11 visit 12 sign up
3 1 agencies 2 content / coverage 3 journalists 4 views
5 Social media 6 audience 7 events 8 broadcast
4a 1 went 2 was 3 got 4 put 5 chose 6 began
7 didn’t mind 8 saw 9 thought 10 took 11 didn’t have
12 decided
MyEnglishLab > Module Test 1

A exactly B approximately, around C over D just under, almost


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2

2
Teacher’s notes Module 2

Feelings

Module 2 includes topics which focus on lifestyle, life experiences and issues of identity, including happiness
and appearance.
Photocopiable activities
2A Bingo! p. 118
2B Find the words p. 119
2C When have you felt …? p. 120

Teacher’s Online Materials
• Test Practice Lesson: Listening 3
• Module Test 2
• Review Test 1

Lead-in p. 23

3b Point out that key words are usually verbs, nouns,
adjectives or adverbs.


Warm-up

Suggested answers
2 Social communication is based on things we have in common.
3 People want to share their unusual experiences with each other.
4 Before the research, people believed extraordinary experiences
bring mostly benefits.

2a Feeling good
Reading pp. 24–25

4a–b Write statement 1 from Exercise 3b on the board.
Then ask students to look at sentence B in the passage.
Elicit synonyms of immediate, long-term and satisfaction
(in the moment, the long run, pleasurable). Get students to
match the topics in Exercise 3b with the sentences in the
passage, identifying how the key words are paraphrased.

so

Before students discuss the questions, you may want to
check they understand the vocabulary in the box and the
term facial expressions (the way the face moves, to show
emotion). After students have finished discussing the
questions, get brief feedback from the whole class.

2 D: social communication = social interaction;
based on = grounded in; in common = similarities
3 A: share = tell others about; unusual experiences = extraordinary

experiences; each other = others
4 C: believed = thought; bring mostly benefits = make them the
star of the conversation

ar

1

n

Focus students’ attention on the photos and ask what
emotions are being shown. Write their suggestions on the
board. Ask students to talk in pairs about a time when they
felt one of these emotions.

Warm-up

Pe

Lesson objective: to practise identifying key words

Expert IELTS

Write some activities or ambitions on the board (e.g. win
an Oscar, go skydiving). These should be something positive
and something that students can describe. Divide students
into small groups and ask them to describe one of the
aims or ambitions without saying what it is. Other students
should guess what the activity or ambition is. At the end,
ask: Which of these activities would you like to achieve? Why?

1
2

You may want to demonstrate this exercise by talking
about what is on your own bucket list.
Give students 40 seconds to skim the first paragraph and
answer the question. It is good to time students when
looking at an IELTS Reading passage for the first time, as
this trains them to understand its main topic quickly.
It’s negative. The paragraph says that doing this can actually come at
a social cost.

3a You could do this activity as a whole class.
Key words carry the meaning of a sentence. We can use them to
locate similar information in the reading passage. Identifying and
using key words to scan for information is an important skill for
the IELTS Reading Paper.

It is important that students understand how Yes, No, Not
given questions work. For an answer to be Yes, all parts of
the statement must agree with the views in the passage. If
the answer is No, the passage must have information which
disagrees with the information in the statement. If the
answer is neither Yes nor No, then it must be Not given.
5

Discuss the questions with the class.
1B
2D
3A

4C

This pair of
This pair of
This pair of
This pair of

sentences contradict each other.
sentences say the same.
sentences say the same.
sentences contradict each other.

6a Divide students into pairs to do this activity.
Suggested answers
1 Cooney recognised that people socialise successfully by talking
about everyday subjects.
2 People who took part in the study chose the film they watched.
3 It is a good idea to think before talking about unusual things we did.
4 One person spoke for longer when discussing the film clips.

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Teacher’s notes Module 2

1 says the same


2 contradicts

3 says the same

4 contradicts

7a–b Point out to students that these exercises practise Not
given questions. Ask students to underline the key words
in sentences 1 and 2. Then ask them to skim the final two
paragraphs of the passage to see what they are about.
Lastly, ask them if the information in statements 1 and 2
appear in those parts of the passage.
1 The people who participated in the study knew each other.
2 Some study participants said nothing during the post-video
conversation.
The information in the statements doesn’t appear in the passage.
Therefore, the answers to these statements would be Not Given.

8

Before this task, you may want to refer students to the
information on Yes, No, Not given questions in the Test
Strategies section on page 170. Then, ask students to do
this task under test conditions (give them 10 minutes).

1 research (noun) 2 assume (verb) 3 negative (adjective)
4 goal (noun) 5 similarities (noun) 6 professional (adjective)
7 benefit (noun) 8 topic (noun)


2a–b Elicit the answer to question 1 before students do the
exercise in pairs.
1 goal 2 negative 3 similarities 4 professional 5 assume
6 topic 7 benefit 8 research

3a Write research on the board and elicit verbs that go
naturally with it (e.g. do, conduct), and verbs which do not
(make, have, etc.).
1 research 2 topic 3 goal 4 negative 5 research 6 benefit

3b If students have no research experience, you could ask
them to talk about something they have read about or
seen on TV.
4a Remind students that they should skim texts first, to
decide what they are about. They should spend about 30
seconds doing this before choosing the correct options.
1 research 2 studies 3 both 4 both 5 participants 6 both
7 both 8 both 9 conclude 10 both

so

1 Yes (sixty-eight people is not a very high number …)
2 No (… is not the same as an incredible life experience; it is
unlikely that a street performer … produces results similar to the
feeling of an extraordinary experience)
3 Yes (Of course people will always have lots of everyday
experiences to talk about too.)
4 Not given
5 No (… if you want to do fantastic things and not be lonely, you
should choose friends who have similar ambitions)

6 Not given

1a–b Ask students to do Exercises 1a and b in pairs.
Alternatively, you could do these exercises with the whole
class.

n

6b Give students two or three minutes to check the
statements and the passage carefully.

4b This discussion could be broadened out to include
cosmetic surgery in general.
5a–b Get students to do these exercises in pairs.

ar

5a attractive, intelligent, private, temporary
5b positive: amazing, attractive, enjoyable, excellent, fascinating,
intelligent, interesting, pleasant, powerful
negative: awful, depressing, dull, embarrassing, frightening, nasty
neither: personal, private, temporary

9

For this discussion, make sure students focus on assessing
their own abilities, and thinking of ways they can improve.
10 Remind students that they should give reasons.

Pe


Student’s Resource Book > Reading pp. 16–17
MyEnglishLab > 2a Reading

Vocabulary p. 26

Lesson objectives: to introduce words for describing
experiences, and to extend knowledge of collocations

Warm-up
Write achieve goals on the board and elicit what it means
(to succeed in doing what you have planned to do). Divide
students into pairs or small groups and ask them to discuss
any goals they have, and the steps they need to achieve them.

Expert IELTS
Accuracy is very important in IELTS. When students learn
a new item of vocabulary, they should record not only
its meaning, but how it can be changed into other parts
of speech (a noun, verb, adjective, etc.). Students should
also be aware of collocations (words which naturally go
together).

5c Tell students that when they learn a new word, it is useful
to record the syllable which has the main stress.
amazing attractive awful depressing dull embarrassing
enjoyable excellent fascinating frightening intelligent
interesting nasty pleasant personal powerful private
temporary


6a Divide students into pairs to talk about their experiences.
Encourage them to use adjectives from Exercise 5a.
6b This is another exercise focusing on collocation. You might
want to do this exercise as a class, selecting adjectives and
asking students what other words naturally go with them.
Suggested answers
amazing view, attractive man, awful day, depressing story, dull
lecture, embarrassing situation, enjoyable film, excellent meal,
fascinating book, frightening thought, intelligent women, interesting
article, nasty comment, pleasant journey, personal question,
powerful message, private party, temporary job
Student’s Resource Book > Vocabulary p. 18
MyEnglishLab > 2a Vocabulary

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