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8/9/2019 Macmillan 2004 Ielts Foundation Tb
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IELTS
Foundatlon
8/9/2019 Macmillan 2004 Ielts Foundation Tb
http://slidepdf.com/reader/full/macmillan-2004-ielts-foundation-tb 2/128
Towns Road,
Oxford
OX4 3PP
of
Macmillan PublishersLimited
and representatives
hroughout the world
978 1,4050 13956
O RachaelRoberts,JoanneGakongaand Andrew Preshous2004
and illustration O Macmillan PublishersLimited
2004
published
2004
rights reserved;
no
part of
this publication may be reproduced,stored
n a
in
any
form,
or
by any means,electronic,
photocopying, recording, or otherwise,
without the prior written
the
publishers.
Note
to Teachers
Photocopiesmay be made, or classroomuse,of pages
11,4
125
without
the prior written permission of
Macmillan PublishersLimited.
However,
please
note that the
copyright
law, which doesnot
normally
permit
multiple copying of published
material, applies to the
rest
of
this
book.
by Mike
Cryer, eMC
Design;
www.emcdesign.org.uk
by EXPOHoldings
by Oxford
Designers&
Illustrators
design by Andrew Oliver
extracts
aken from
ihe
Macmillan
Essential ictionary
for
Learners
English
O
Bloomsbury Publishing Plc 2003
publishers would like to
thank
Celia
Bingham for all her hard
work on
in Thailand
8/9/2019 Macmillan 2004 Ielts Foundation Tb
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of
overseas
fudents
wish
to
study at
and
colleges n Britain,
Canada
and
and
the demand for
and awareness
of IELTS
o rise.
students are
aiming for IELTS
rom a relatively
n their
studies,
but starting at
perhaps Band
much
of
the
material initially
too demanding.
akes nto
account he needs
of a typical
within
the approximate
4-6 band
range)
to do IELTSand the particular demandsof this
Foundation
consists
of the
following
components:
Book
book
Skills Book
Foundation
s a coursebook
hat supports
the
of lower
level
studentsby offering
step-by-step
practice
witfun 12
opic-based
units.
This book
takesa
approach n preparing overseas tudents or
Listening
and Academic
Readingand
modules
of
the
IELTSexam
by providing tips,
strategiesand
appropriate
practice activities.
The
ime to
cover
this
course s 120
hours, but
of the
students, his could
quite
be shortened
r expanded.
are closelybasedon the IELIS exam
riteria and
eachof the 12units integrates
skills thus
providing balanceand variety.
The
give a thorough
grounding in the
type
o study and
perform effectively
n an
There
are also additional
i
Vocabulary
and Writing
(l
comments). For
a detailed
Contents
on
pages
2 and
TheTeacher's
o
The
Teacher's ook
provi
line references
ndicating
questionsare to be found,
activity in the Student's B
for
exploiting the course
Book is a very
useful guid
experienced n
this partic
comprehensive nf
ormati
the
strategiesand techniq
good grade, n addition, il
English for Academic Pur
crucial
role
that study
skil
highlighted
answersare
suggestions
or optional
supplement the core mat
the
back of the Teacher's
photocopiable
practice ac
of the book.
Study Skil ls Book
The
Study Skills Bookcan
intensive ELTS
preparati
sections o
give
further
pr
Listening, Academic
Rea
the IELIS
exam.
This work
exercises,
ampleanswer
be successful
n the IELTS
activifies are provided
an
practice
exam.
The
Study
8/9/2019 Macmillan 2004 Ielts Foundation Tb
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of
overseas
tudentswish to
study at
colleges n Britairy
Canadaand
and
the demand for and
awareness
f
IELTS
students areaiming for IELTS rom a relatively
stage
n their
studies,but
starting at
perhaps
Band
hnd much of the
material initially too
demanding.
course akes nto
account he needs
of a typical
(within
the approxim aIe4-6
b and range)
and the
particular demands of this
Foundation
consists
of
the following
components:
Book
ook
Book
Faundations a
coursebookhat
supports he
of lower
level students
by offering
tep-by-steppractice
within 12
units. This
book takes
a
n
preparingoverseas
tudents or
Listening
and Academic Reading
and
modules
of
the
IELTSexam by
providing tips,
strategies
and appropriate
practice activifies. The
ime to
cover his
course
s 120
hours,but
on the evel
of the students,
his could quite
be shortened
r expanded.
contentsare closely
basedon the
IELTSexam
riteria and each
of
the 12
units
integrates
skills thus
providing balanceand
variety. The
to give a thorough
grounding in
the type
o study and
perform effectively n
an
academicenvironment and active
s encouraged. herefore
IELTS
Foundation
wo key
elements: ELTS
preparation and
skills.
heseelements, elevant
anguage
are also ntegrated nto
the units to
support the
n developing he
necessary ccuracy nd
as
well as
providing them with useful
pfuases
key
lexical tems
for use n an IELTS
context and
an academic
ontext.Someunderstanding
of
avoiding repetition and lexical
and major
elements
of
pronunciation
also
considered.
There
are also additional
appendices on Grammar,
Vocabulary and
Writing
(model
answers and
comments). For
a detailed description
of each unit see
Contents on pages
2
and 3.
TheTeacher's ook
The Teacher's
Book provides keys
o exercises,ncluding
line referencesndicating
where answers o reading
text
questionsare to be found,
clear
eaching
notes or
every
activity in the Student's Book
and guidelines and ideas
for
exploiting the coursebookmaterial.
The
Teacher's
Book s
a
very
usefulguide for thosewho maybe less
experienced n this
particular area,as t gives
comprehensive nformation about the IELTS
exam and
the strategiesand techniquesnecessary o achievea
good grade. n
addition,
it
also offers
nsights
nto
English for Academic
Purposes
EAP)
particularly the
crucial
role
that
study skills play.
Tapescripts
with
higilighted answersare ncluded as well
as a number
of
suggestions
or optional activities hat
can
be used
to
supplement he core materials n the
Student's Book.At
the back of the Teacher'sBook are
an extra 12
photocopiablepractice activities,
each
elating
to a unit
of the book.
Study Skills Book
The
Study Skills
Book
can
be used or
self-studyor asan
intensive ELIS preparation
course. t is divided into four
sections o give further
practice n
the
Speaking,
Listening,AcademicReading
and Writing modules or
the IELTSexam.This workbook includes elevant
exercises,
ample
answersand
useful strategies n how to
be successfuln the IELTSexam.Keys and
comments or
activitiesare
provided and it alsocontainsa full IELIS
practiceexam.
The
Study Skills Book could be used o
supplement
ELTS
Foundation r asa separate
ourse.
Coreskills
areas
A
summary of the rationale and basic approach taken
for
each of the core skills areas s
provided
below:
Studentsat this level may find IELTS eading texts too
dense o
engagewith, which prevents hem from
deveioping
the necessary
kills
and techniques.The
8/9/2019 Macmillan 2004 Ielts Foundation Tb
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material
in
IELTS
Foundationis
designed
to
be
and
to have
a broad
appeal
to students
from
a
of
backgrounds
and
cultures.
Texts
have
been
from
a
variety
of
sources,
including
newsPaper
magazine
articles
and
internet
websites
as well
as
texts.
Reading
skills
section,
the
student
is given
in
both
understanding
the
text
and
in
learning
with
the
full
range
of
IELTS
question
types'
Skills
as skimming, scanning, finding topic sentences
and
text.
often
result
in
them
producing
texts
that
an
nappropriate
style
or
content,
ack
or contain
basic
inguistic
weaknesses'
Foundation
adoptsa
step-by-step
approach
hat
ower
level
leamers
carefully
through
each
stage
of
writing
process
elating
to IELTS
Task
1
and 2'
activities
o raise
awareness/
PrePare
and practisekey writing skills areprovided at
stage.
Feafures
ocussed
on
include
planning,
useful
language,
style
and editing'
All
contain
an
IELTS
Writing
question
o
give
practice.
well
as
ocusing
on
the
writing
Process,
product
s also
adopted
by
basing
asks
on
model
or
student
writing.
This
gives
nsights
nto
the
texts
required
and
the
level
of
language
hat
is
Thesesample
answers
also
develop
students'
on
Pages
160-165
of
the Student's
Book'
Foundationprovides
uidance
and strategies
n
to
approach
he
Speaking
module'
There
are
to practiseall threeparts of the
ot
J iuttg"
of
topics.
Peer
and
teacher
eedback,
well
as self-evaluation,
are
drawn
upon
to
help
speaking
skills.
Recordings
and
tapescripts
of
authentic
student
responses
re
also
used
for
activities
and
analysis.
To
mprove
students'speaking
skills
in general,
here
are
egular
opportunities
o speak
n
pairs,
or example,
in pre-
and
post-
eading
and
istening
activities'
n
addition,
language
sections
hroughout
the
book
provide
useful
wbrds
and
phrases
elating
to particular
functions
such
as giving
and
ustifying opinions'
Motivating
tasks
and
interesting
topics
also
allow
students
J present
nformation
and
ideas
or
discuss
key
issues.
hese
ypes
of
activitieswill be useful
preparation
or
future
academic
ontexts'
Listening
Many
students
at lower
levels
find
listening
quite
challenging,
particularly
when
texts
nclude
more
academic
oiabulary
and
are extended
monologues,
such
as
ectures
as
n
the
final
part
of
the
IELIS
Listening
module.
Hearing
a
text
only
once,
as
s the
case
with
IELTS,
an
also
cause
ifficulty'
IELTS
Foundation
ives
students
practice
n all
four
parts
of
theListening
module,
as
well
asproviding
support
and
useful
tips
for
tackling
different
question
ypes.
n
addition,
there
are
further
listening
activities
designed
o
practise
such
skills
asnote
taking
and
listening
and
writing
simultaneously.
Tapescripts
re
provided
on
Pages
66-\75
of lhe
Studentts
Book
for
easy
eference
and
also
n
the
Teacher's
ook,
where
answers
o questions
reclearly
marked.
This
book
also
gives
clear
guidance
on
how
to
develop students' istening skills by focussingon key
areas
such
as
Prediction.
Language
ocus
The
language
focus
sections
have
two
major
aims:
to
improve
the level
of
accuracy
by
focusingon
areas
-ni.h
commonly
cause
difficulty,
and
to
develop
the
student's
range
by
introducing
more
variety
of
expresslon.
The language
work
is
integrated
into
the skills
work,
often
highlighted
in a
reading
or
listening
text' Students
are
thuJencouraged
to'notice'language
in
context
and
to try
to
formulate
rules
for
themselves
before
going
on
to uie
the
language
in IELTS
Speaking
or
Writing
tasks'
Further
p.ucti.e
of
discrete
anguage
areas
s provided
in
a Grammar
section
on
pages
150-154
of
the
Student's
Book.
Vocabulary
The topic-basedunits help the students
o
build
up
key
vocabulary
around
such
ypical
IELTS
opics
as
he
environment,
health
and
crime'
They
are
also
8/9/2019 Macmillan 2004 Ielts Foundation Tb
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s t rcra ls i t t ra t ions.
i r ( ) l r I u ' r l lbc . t cor tv t - rs . r t io r rr t ' i l v t ' r ' t r no:Pc i tk r . rs ,
a- , r c t rnvcrs . ' r t i ( )11
rc t \ \ ' ( ' r '11t s tud( 'n t i l l r l
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sPr ' . r
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\ \ ' ( ' l r i ) l t t i l tg
s f recc l - t
for
nelr, '
lembers
of
a
sports club. The next tu,o
sections
arcr
morc closelv reltrted o education or trir ining
contexts.
Section3
will be a
conversationbeti,r,eenwo tcr
four
pcople, such
as
a scminar
in n.hich
a group
of
studentsciiscuss r opic. Sectior.r
1
t' i l l be another
rnonologue,such as a lecturc,
or
a talk.
Question
Types: Thert.are fortv
questions
n total,
ten
for
eachsection.Different
question
\, 'pe5p61t,.-1. '
multiple choice,
completing
n()tes
or sentences,
conrpleting or labelling c'l iagrams, hartsor tables,
classiff ng, m.rtchingar-ld ,r,rit ing hort ansr.vers.
Exam Tips: Each sectior-rs he;.rrdONCE. Hor.r'evcr, herer
is t irne to look brieflr 'at the
rquestions
efore
each part is
plaved. Dr-rring hc
erxarn, tudentsshould
rvrite
on
the
question pi-lper,
nciat the
end of
the
cxi'rm
havc
l0 rrrinutcs
o transier ' lns\'verso the ansrt,er
hee . lt
is
important
thev do this cirrefullv anci
check
srammar
.rrrd
spelling,
rsnristakes vill
krse
-narks.
Academic eading
Content: The
exam
lasts
tlne
irour and thcre
arc. hrec
rei' lding exts,of increasingdiff icultv taken fronr
llcli-spapcrs,
magazines,books rnd
or.irnals.
he topics
irrc of
general
nterest,so studcnts do
not have
to be'
experts
n
the subjectarea o understand them.
Question
Types:
fhere
are fortv questions n
total.
Question
tvpes nclude multiple
choice,choosing
Trut
fclsr/Nrrt
gi
'r 'rr,
r
) 'esl\o/Nol
gii 'crr;
dentifvrng
the viera,,
oi the writer;
completing sentences r notes;completing
or l.-rbelling liagrirms, harts or tables;classifying;
rratching;
choosingparagraph
readirrgs
nd
r.r'r it ing
shortanswcrs.
Exam Tips:
As
u'ith
ihe listening modulc.,anslvc-rs re
vvritten
olr .ur lnsh'er sheet,but no extra t ime is
given
fo r
this . t is mportant or learners
o pract isem.rn. rging
time so that thev
comprlete
he rn'holemodule within the
hour bv reacling luicklv and
efficientlv.
Academicwri t ing
Content: There are tr,r 'o asks rr this module
and it lasts
one hour. In"lirsk l,
stuclents
re
expected
o de.scribe,
c()mparcand col' ltrast nformation in diagrams,
charts
or
tablesusing at le.rst150 ,r,ords. his might bt, ior
cxamplc,
rr
chart sholr' ' ing
rtxr.voung
people spend
thejr leisure ime.
Org:l-rizatiorr
s important and
Ioirrners er'd to shon that thev can cleariv prc.sellt nd
riescribe 1at.r. lternativc.lr,, tr-rdc.nts ay have to
describe hc'stagcs
f
a
process, r explain
holl '
something r'r,orks.
In Task2, .rn opiniorr or;r prroblem s stt '.rteclrnd students
nted to r,r 'r ite
t
le.rst25() vords in response
o a question
relate.d
o this. Thev
nr.rt '
bc asked o give solutions tt 'r
the
problenr,
)r
pres('nt rrgLlmentsn favotrr and against
lntroduction
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he
communicative quality of
speaking and
writing by learning and
using
fixed
chunks, such as
There s no doubt hat.. . In
contains a Dictionary focus
section,
academic words
contained
the unit, encouraging
the students to notice
such
and to start to widen their
own
Finally,
the
Vocabulary
section
on pages
of
the
Student s Book
contains
a range
of extra
on
such
areas
as word affixation and
an area thai is often neglected
in IELTS
but which,
nonetheless, s important.
It is a key
the
IELTS Speaking module and,
for
level learners, an
area that is worthy
of
Foundaflon
contains regular
sections which
cover
a
wide range of key
such
as word
and
sentencestress,
ntonation
and
speech. These
activities are integrated
into the
students opportunities for relevant
exam preparation and
practice may not always
for
students to
achieve successat IELTS.
At
levels, a solid
grounding in study skills is vital
in
them
to develop
and improve other
areas.
of the 12 units in IELTSFoundafloruocuseson a
skill. The
activities and advice
provided
these sections will help
students develop more
earning
strategies.There is
a particular
on good learner
habits, reviewing and
learning independently in
order to
non-classroom
time as
productively as possible.
or
the Intemational
English Language
Testing
s an
exam designed to assessa learner s
level
of
rom 1-9
(see
page 6 for details).
A
of
each module is outlined below:
module is
in four sections,which get
more difficult and takes
about 40 minutes.
t two
sections are
based
around
social situations.
1 will be a conversation between two speakers,
a conversation between a
student and their
Section 2 will be a
monologue
(one
speaker)
on
interest,
such as a
welcoming
speech
for
new members of a sports club. The next two
sections
are more closely related to education or training
contexts. Section 3 will be a conversation between two to
four
people, such as a seminar in which a
group of
students discuss a topic. Section 4 will be another
monologue,
such as a lecture, or a talk.
Question
Types: There are forty questions
in
total,
ten
for each section. Different
question
types include
multiple
choice, completing
notes
or sentences,
completing or labelling diagrams, charts or tables,
classifying, matching and writing short answers.
Exam Tips: Each section is heard
ONCE. However, there
is time to look briefly at the
questions before each part is
played.
During
the exam, students should
write
on the
question paper,
and at
the end of the exam have
10 minutes to transfer answers to the
answer sheet. It is
important they do this carefully, and check grammar
and
spelling,
as
mistakes will
lose
marks.
Academic eading
Content:
The
exam
lasts
one hour and there are three
reading texts,
of
increasing difficulty, taken from
newspapers, magazines, books and
joumals.
The topics
are of general interest, so students do not have to be
experts
in
the subject area to understand them.
Question
Types: There are forty questions in
total.
Question
types include multiple
choice, choosingkuel
FalselNot
iuen,or YesfNolNot iaen; dentifying the view
of the writer;
completing sentences or notes; completing
or labelling diagrams, charts or tables; classifying;
matching;
choosing paragraph
headings
and writing
short
answers.
Exam Tips: As with the listening module, answers are
written on an answer
sheet,
but no
extra time
is
given
for
this.
It is important
for learners to practise managing
time
so
that they
complete
the
whole
module within
the
hour by reading
quickly and efficiently.
Academic
writing
Content:
There
are two
tasks
n this module and it lasts
one hour. In Task
L, students
are
expected to describe,
compare and contrast information in diagrams,
charts or
tables using at least 150
words.
This might
be,
for
example, a chart showing how young people
spend
their leisure time.
Organization
is important
and
leamers need to
show
that they
can clearly present
and
describe data. Altematively,
students
may have
to
describe the
stages of a process, or explain
how
somethingworks.
In Task 2, an opinion or a problem is stated and students
need
to write at least 250 words in response to a question
related
to this. They may be asked to give solutions to
the problem,
or present arguments
in favour
and
against
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as well
as
giving
and
justifying
opinions.
In Task
1, assessment
s based on
whether
has been answered
clearly
and
the
organization
of
the text and
the
and variety of
vocabulary
and sentence
Task 2, assessment
uses
slightly
different criteria
and
ideas and evidence
given,
as
as the
organization
of
the
text and the
accuracy and
vocabulary and sentencestructure.
Tips: Leamers
are advised
to spend
20 minutes on
1 and 40 minutes
on Task
2. It
is
important
to keep
these timings,
as Task
2 is longer, and
carries slightly
Task
1. It is also
important to
keep to
word limits,
as writing
less
than the number
of
is likely
to result
in a lower score.
The Speaking
module
takes
between 11 and
14
is
an oral
interview between
the student
an examiner.
It willbe
recorded
on audio
tape.
are three parts
to the
module. In
the first
part,
(4-5
the
examiner
will ask some
general questions
and family,
job
or studies,
hobbies
and so
In the second part
(3-4
minutes),
the student
is given
prompt
questions
about
a particular
They have one
minute
to
prepare,
when they can
if they wish,
and will
then be asked
to speak
for 1-2 minutes
without
any interruption.
the end of this
section,
the examiner
may ask a
Finally, in the
third part
(4-5
minutes),
the
ask some
more questions
related to the
the second part.
In this section,
they will be
the candidate
to give opinions
and express
Assessment
is based on
fluency, the ability
clearly
and
naturally without
long
he range,
variety
and accuracy ofvocabulary
grammatical
structures,
and pronunciation.
Tips: It is
important that
the candidate
tries to
be
relaxed as possible
in the exam.
More extended
to
questions
rather
than
just
'yes'
or
'no'
will gain
higher grades. Students
can
prepare
module, for
example,
by practising
speaking
for
on different
topics.
However,
discourage
memorisation of
long speeches
as examiners
can
this,
and
will ask learners
to talk about
else.
Band9-Exper tUser
Has u l lyopera t iona l
ommand
of he
anguage:
appropr iate,
ccurate
nd luent
with complete
understanding.
Band 8
-
Very Good
User
Has
u l lyopera t iona l
ommand
of he
anguage
with
only occasional
nsystematic
naccuracies
and
nappropr iac ies .
isunders tand ings
ay
occur
n un fami l ia r
i tua t ions .
and les omplex
deta i led rgumenta t ion e l l .
Ba n d T- G o o d U s e r
Hasopera t iona l
ommand
of he
anguage,
though
wi th occas iona l
naccurac ies ,
inappropr iac ies
nd misunders tand ings
n some
s i tua t ions .
enera l ly
and les
omplex anguage
well and
understands
etai led
easoning.
Band6-CompetentUser
Has
general ly
f fect ive
ommand
of the
language
despite ome
naccuracies,
nappropr iacies
nd
misunders tand ings .anuseandunders tand
fa i r ly
omplex
anguage,
ar t icu la r ly
n ami l ia r
si tuat ions.
Band5-ModestUser
Has
par t ia l
ommand
of he
anguage,
op ing
wi th overa l l
mean ing
n mosts i tua t ions ,
hough
s
l ikely o
makemany
mistakes.
hould
be able
o
hand le
as ic
ommunica t ion
n own
ie ld .
Band4-L imi tedUser
Basic ompetence
s l imited
o
famil iarsi tuat ions.
Has requentproblems n understanding nd
express ion .
s no t ab le
o use
complex
anguage.
Band 3
-
Extremely
Limited User
Conveys
nd
understands
nly
general
meaning
in very
amil iar
si tuat ions.
requent
reakdowns
in communica t ion
anoccur .
Band
2
-
Intermittent
User
No
realcommunicat ion
s
possible
xcept
or the
most basic
nformation
using solated
words
or
short
ormulae
n famil iar
si tuat ions
nd
o
meet
immediateneeds.Hasgreatdif f iculty n
understanding
poken
and wri t ten
Engl ish.
B a n d l - N o n U s e r
Essent ia l l y
asno
ab i l i t y o
use he
anguage
beyond
possibly
few
isolated
words.
Band 0
-
Did
not attempt
the
test
No assessable
nformation
provided.
Further information and strategies on how to approach
the iELTS
exam
are detailed
in this book,
the Student's
Book and
the Study
Skills
Book.
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of
the
Teacher's
ook
of
Student'sBook
Abroad
oday
Out
of this
world
A l l n he
mind
A
career r
a
ob?
and
pun ishment
Globa l iza t ion
he al ternat ive?
Gadgets nd
gizmos
of
computing
art of
advert is ing
reparat ion
ey
h
tocopiable
xercises
photocopiable
xercises
I
10
19
28
36
46
54
62
71
79
87
94
101
109
111
114
126
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of the
Student's
Book
18
All in rthe
,
A career or
ob?
54
Grimeand
66
Skimming
Prediction
n ^ ^ . . ^ * -
ul45rd[r5
lVlultiple
choice
Predictiori
,
Guessrngmea,ning
from context
Matching
paragraphs o
heaciings
Shoitanswers
Choosing
the
best
title
Skimrningand
scannm8
T/F/NC
Shorttanswers
Guessing meanin'g
from iontext
Piediction
:Reading
or
gist
Guessingmeaning
Iiom context
Sumnrary
completion
Thble conrptetion;
Notecompleticm
Scanning
:
Cuessing
qeanirrg
.lr0m.
ontext
Understanding
inforrnatidn
ri
tables
Y/NlrlriG
Matching
headings
to
paragraphs
LaDeilrng a
r-{iagram
Skimming
Y/Ni NC
Matahing
sections
nd
$urnrnaries
9ente.nce
complefion
Identifying text
ry-Pe
Task 1
Understanrling kgl'
features
of
data
Wiiting an
introtluctory
statement
I)escribing
data
ir'hiih
show
changes :lver ime
Thsk 2
Organizing your
writing:
Understanding
he
quesh0n
Brainstorming and
pliinning
n -^ r r : - . - - - f ,
editing
Task 1
Selecting
DrS l l l r rL4r I r
inforr.nation
Cnmparing data
alrd describing
trmds
Task2
Oiganization ancl
cr:herence:
paragraphing
Infroductions
Themainbqdy
Conclusions
Task 1
Cirmparir:gaiid
contfasting data
Task 2
Evaluating arrrd
challenging
dea ,
evidenr:e r an
argurnellt
Part ll
F nrm f i l l i r r . '
_
" _ ' " " _
b
Part
2
Table
completiorr
Nrlie completion
Part 3
Short
answers
Sentence
completiorr
Part
2
Listening
{or gist
Multiple
choice
Classification
Part 1
Prediction
Table
cornpletion
Labelling a
Pad 4
completion,
Multiple
ehoice
i4'ifh
more than
ane
(lprlon
Li,stening
and
writing
srrnullaneously
Part 1
Multiple choice
Iatt2
Completing
a flow
chart
Part 1
ixpanding
:t
11S14reIS
Part
? Describing
activities ancl loot{
Part 3 f)iscussing
trspects o{ cnlture
shock
Pronunciation
Nurnbers and
iigures
Sentence stress
Part 3 Civing a:rd
justitying
opimons
Irorming
questions
Depqncisni
prepositions
I i nde rc t - rn , " l i r ro
" " _ ' _ _ ' " " " o
Lrowsentence.s
rvork
Quantifiers
3r-rbject-r'erh
agreement
P r p c p r i f c i l r n l a \
(
Present
conunu(}Lls
Quantifiers
lVays
of
recording
vocabulary
lVhat
nrakes
good
eamer?
Reflectingon rr'hat
vou ha'r'e eamt
Using a clictionarl
Extensive
reading
and listening
Understanding
veibs
n essay
titles
Part 2 Civing
advice
Part
3
Dscussing
impact r-rf
ourism
Pronunciation
Connected
speech
Artirles
-ing form and
in{initn e
Lexical links
Part2Ajob
you
rvould
like to clo
n
the futur:
Part 3 Dscirssing
job
reiated
questions
Future
plans
and
arlange.ments
Srrffires
Contrast
lir"rkers/
markers
Part
3
Prediction
Note completron
Listening
ancl
wrlhng
simultaneouglv
Pronunciation
Wirrd stress
Part 2 Describing
a favclulite
school
subiect
Part 3 Discussing
schooland crime
relatedquestions
Crime vocabulary
Defining
relative
clarrses
Reason/resnlt
clauses
O;*
aii
,
.ih;.1tu&n*o.Bt6
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Globali-
78
What's
the
ternative?
90
gizmos
X O2
Thg
o f ,
t 1 4
The
art of
1 2 6
eparat ion
138
Scannirrg
Skinrming
T/F/NC
Selrtence
completion
lclentifying
ilrr:
l'vfiter"s
purpose
Guessing
rneauing frotn
context
Classrfication
Multipie ciroice
Jigsar,v
eadrng
Matching
heading,s
and
i"rote
akmg
Skimmi'r.g
ant{
scannlrlg
T /F i NC
11'eclicfion
\4ultip1e
choicc
lrlote
conrpletior
Classificaiion
Y,/i\r/NC
Sutrmart,
completuor'.
'Iirp
tips
fol
the
IELI'S
Reaciing
rnoclule
Task
I
Describirrg a
process
Sequence anci
pr.rrpI.)se
Task2
Exprcssilg;
.otrr
oplnlnn
(living
leasons
to
support
vLlur
(-1F1r11OnS
t.Jsing
adverbs
Tatsk
1
Excmirlificatiorr
Dr.rwirtg
cench-cions
Describing.hou'
something lvorks
hrfiniti.,'es
o1:
pLlrposc
"Ibsk
2
Analvsing
thc
que-stiorr
llratnstornLing
idea:.
13arlancing
oirr
:lrglllnent
IELfS
Task'1
Wriiing
checklist
IFILTS
hsk2
\{rithrg
checkiist
Top tips
for the
tEi-I'S
M:iting
rnodr le
Part 4
Multiple
choico
rr:ith
nrorc than
one oFtiorl
Short ansivers
Note
completion
'labler
ceimpletron
Signposts
Part 3
Multlple
choice
i.istening for
main iclcirs
Note conpletiori
Multiple choicit
Inlormation
transfer
-
pic
chatts
and bar
chalts
i,rsfening:rntl
writrns
simultaneously
Part 3
Iablc cornpletiorr
F]on cJraft
Mr.rltiple
choice
Part
2 lcleLrtii_r'ing
tiri:
trrpic
Fart 3 Discussine
is-sues
elated to
gk.rbalizatrorr
1c'lentrfying
teasrlt-ts ttr
and
agaiirst
Balancing the
argLlmcnt
Pronunciation
Intonatior-i
Part 2 Activities
to keep
fit
or
healthv
Part 3 Discussins
Lluestionson
he;rlth
Part
2 l)escrrb ing
a rnachinc
Parf 3 Discr,rssing
technqlogical
develo1rmcl^rts
Non-iiefining
reJaive clauses
Finartcial
r,ocahtilar\t
Tlre
passive
ivledical
voca,buli'Ir\r
Real conclitiona.is
Avoid ing
repetrtiorr
L lnrc;r l
contiitionais
Presenf perfect
.JS.
PaSl
SrnrPle
Countable anci
r-rncor.rntaltjc'
ilclnn.s
Revising
and
recv-cling
r.cxabr,rlary
F . ' l i r i no l
i r , l i t i r ' . ' ?
Recording
r.trcabrrlarv
Irirrding
usefui
languagr
n
lcading
exts
Horg
lp
lsf igp
ef{ectively
M:rtrhing visual-c
"fask
?
wrth
teri lter.ie'r.r'
l'r-isefn.l
Iclentrfication
f ianguaec
beiiefs
crr
arsuments
Mrliipk:
choice
fulatching
lreadings
o
paragraphs
Notc
complet.ion
l"fultiple
choicc
Discussrng
chooi
nlemon(]s
Pronunciation
qtre.cc
rr)+fprrl (
" " ^ _ _ t _ _ _ _ " '
Part2 Enlailsand
letters
Part
3
Discr.rssrng
the fr-rturc
f the
Internet
Discussion
n
aciverti
irlg
lixpressing
the
futule:
preelictions
and
lnteflsra.l1s
Prefixes
Modals
oL
obligation and
Llroh.ibition
Vart2
CIas..ii
ir:atron
Part 3
Multiple cl'ririce
Short
ansn'ers
Nclte conlL)letion
Pronunciation
Schwa ir:r
unstressed
syllables
IEI-TS
Speakirre
module
larts 1,2
&
3
Tirp tips
for
ihe
Ilrl-TS Spc.aking
nl(
)r1ulr.
C'ollocations
la,r]rr: nd do
Tbp tips for
recol'cllng,
::enremberirrg nd
usrng new
vocabula4r
Contents
1' 1re
Cttdentls
ook
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acts as
an introduction to the different
parts
the IELTS exam and is
thematically focused
on
the
of
studying
abroad.
choice
1 Understanding
key featuresof data
Writing an
ntroductory
statement
Describing
data which show changesover
time
1 Form filling
completion
Note completion
1 Expanding answers
2 Describing
activities and food
3
Discussingaspectsof culture shock
Languagedevelopment
L
angu
age
o
cus
and
Vo
abulary
Forming questions
Dependent prepositions
Understanding
how sentenceswork
Quantifiers
Skills development
Reading
Skimming
Prediction
Diagrams
Study skills
Ways of
recording vocabulary
Dictionary
focus
*udy
ELKS?
Examnformation
istening
s
similarnstyleo Part of
he ELTS
Listening
odule,hich
s he
easiest
ext f he our n
he
exam, nd s
a dialoguena non-academic
opic. he
contextsoften tudents
n
a
social etting,ras
n
his
listening,student
alking
o
a
university
taffmember
about dmissions,ousingr
other on-academicubjects.
l,Hl 0 tr Ask
students
to look
at the photo
of
Li Cha
about her. Draw their attention to the
and ensure ihey understand
contact number.
play
the recording.
Suggestion
Notehat n he
ELTSisteningodule,l l
ecordingsre
only
eard nce.
owever,t hebeginning
f h is ourse,
studentsi l lprobablyt i l l eedhe ecur i tyfhear ing
recordings
wice.
&rlswens
1 1 8
2 2 8
3 29th October
4 0825 016924
note.
he other
number s n Hong
Kong
5
(about l t
(years)
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01
=
Admissions
Off icer ; C
=
Li Cha)
Li
Cha. 'm Susie
Shaw, he Admissions
Officer.
leased
o
meet
you.
just
l ike o talk
o
you
to find
out a l itt le more
informat ion
o
give
your
new utor ,
StephenEnnis.
o ld areyou, L i Cha?
I 'm e ighteen.
OK. Now
your
start
date
s
next Monday,
hat's he
14thFebruary.
nd
vou' re n c lass
8.
No 28. B or
Bravo.Do
you
know
when
you' re
f in ish ing?
October
r November?
l 'd
l ike o
go
home
and seemy
fami ly n November.
Fin ish ing
t he end
of October hen.
he 29th.We
need
a contact umber
hereand one n
China. i
Cha.Doyou l ivewi th your parents?
No, l ive
wi th
my
grandmother
nd brother ,
hao, n
Hong
Kong.Their
e lephone umber
s 8731
591.
And
my mobi le
numberhere s
0825 0 i
6924.
ou 've
studiedEngl ish
efore.How ong
have
you
been
studying?
hree
years.
hat a l l?You
mustwork hard
I thought
you 'd
been
studying or
at least ive
years.
Do
you
haveany
otherhobbies?
l ikeplaying able ennis. a lsospenda lo tof
t ime
emai l ing
r iends.Oh,and l ike
eading. read
n
Engl ish
omet imes
oo.
Great, hat 's
probably
why
your
Engl ish s
so
good.
Now,
you
want
to take ELTS,
ont
you?
Why's hatT
Wel l ,
want
o
go
to the Universi ty
f Sydney. 'd
ike
to study
T andcomput ing.
Would
you
like
o
get
a
ob
in
lT
n the uture?
Yes, 'd
real ly ike
o work wi th
computers,here
are
just
so many
possib i l i t ies.
EerestXes?e
Aim
The anguage
ocus
ect ionsn his
ook re esigned
o
improve
ommonreas
fdi f f icul ty.
omet imestudents
knowthe
ules, ut
onotapplythem
n
pract ice
Therefore.any f heact ivi t iesmpl0y'discovery' type
approach,o
enable
ou
o
assessowmuch elp
tudents
need i th
his rea.
? Go through the table
and the first example
with the
students. Then
ask them to write questions
for the
other
answers. Monitor
and then correct.
Use this opportunity
to
present question formation including
subject
/
object
questions.
Refer
students to the Grammar
section on page 150.
Answers
1 How
old
s he?
2 What areyour hobbies?
3 Why are
you
taking
ELTS?
4 What
are
you going
o study?
5 Whatwould
you
l ike
o
do in
the
uture?
X ast students to
work individually to
correct the
mistakes.
Amswsr'*
1
Can
you
speakChinese?
2 How often
do
you
speakEngl ish?
3
How
old are
you?
4 Why did you go here?
5 Who is eaching
ou?
Who
teaches
ou?
6 What
are
you
doing?
7
How do |
you
complete
his orm,
p lease?
8 Wheredoeshe ive
now?
9 Whenwi l l
you go
home? Whenare
you going
home?
10 What
ime does t star t?
Kx6amxzdimsmswers
Aim
This
ook imsodeveloptudents'peaking
ki l ls i tha
part icular
ocus
nexpressingpinions
ackedpby
reasons,nd lsoo helphem
roduce
ore xtended
turns, lthough
ctivitiesre
primarily
n ELTS
ontexts,
the
pract ice
iven
i l lalso elp
repare
tudents
or
seminarnd
presentation
ituationstuniversity.
? ffris activity
should encouragestudents o give fuller
answers n
the first part of the Speakingmodule.
Ask
students o match the short answerswith the
oossible
expansions. eedback
sa
whole
classand
check
any
vocabulary
problems.
Amswers
1 b
2 a
3 e
4 g
S f o r d
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Examnlormation
InPart
of
he
ELTSpeakingodule.thexamineri l l
ask
eneral
uest ions
elatedostudies,amily,uture
plans
nd theramil iar topics.t s mportantthattudents
give
ul l
atherhan r ief rmonosyl labicnswers.
Aim
This
ect ion
ntroduces
art of he ELTSpeaking
module.t
gives
pportunit iesorstudentso
pract ise
forming
uest ions
nd o ind utabout ach ther.
Students
write down five
questions
around
the
given,eglNhere oyou ome
from?
Monitor to
accuracy,eferringback o Language ocus1.
l*cst;elt$
Where
do
Vou
ive?
Have
you
got
any brothersand sisters?
Do
you
haveany hobbies?
would you l ike o study?
Whatwould
you
l ike
o do
in
he uture?
and encourage students to produce
turns to play
roles
of the examiner and
As
part of whole-class
feedback, isten to
one
doing
the task then ask a few students to report
on the information they found about their partner.
Exam
nformation
This isteningert ssimilaro a Pa t 2 ext n heListening
module.hissa monologuena non-academicubject,
and ssl ight ly ore
if f icult than
art .These ind
f
exts
may rmay otbe na universityontext,ut heywillnot
be
part
fa
ecture.hey
i l lbea
alk
na more
eneral
subject.
LAJ 02 Lead nto this listening by telling the
Gooding s going o talk about
shehas
had in
adjusting
to
living
in
and
elicit
the kind of
problems
they
she
might have had in the
countries
n the table.
hat kind
of
words they are
Examnformation
Notehatthenstruct ionstate omorehan hree ords
foreach nswer.hissa commonELTSnstruct ion.
Ensuretudentsnderstandhat ne.
wo
orthree
ords
are cceptable.
&mswsrs
1 looking
i f ferent
being a l l
2
( the) extreme)
eat
3 F in land
4
read
anyth ing
Japanese)
5 eat with
l
use chopsticks
l,g"l
*:
Hel lo
everyone.
hanks or coming h is
evening.
'vebeen
invi tedhere onightby he Internat ional tudents ociety
to ta lka b i t aboutcul ture hock. ormany of
you
who have
recent ly r r ived rom
your
homecountr ies,i fehere n
NewZealandmust
seem
qui te
strange nd d i f ferent o
you
in manyways.Because f my work as an anthropologist ,
l 've
had
he oppor tuni tyo
work
n
qui te
a numberof
d i f ferent ountr ies i th
qui te
d iverse u l tures, o I 'vehad
my fa i r
shareof
cul ture
hock
and
knowexact ly
ow
you
might be eel ingat
th is ime.
Tonight. want o ta lka b i t about
my
own exper iencesf
cul ture hockand hen
go
on
to
giveyou
a
few h intson
how to minimize he effects.
I f i r s t e f tNewZealandwhen
I was
only22 o do some
research ork on the
sland
of
Sumatra n
lndonesia.
was
interestedn learn ing l l about he countryand he
people,
but I was
par t icu lar ly
ascinated y he archi tecture.
In he
par t
where was working,
he bui ld ings
ave
beautiful, urved roofs hat I had neverseen beforeand
I loved hem
Life
n
lndonesia
s very
di f ferent
rom l i fe n
New
Zealand,
and at first I found
it very difficult
o adjust.
The worst
th ing
was ooking
i f ferent
o everyone lse. 'm about
average e ight
n NewZealand. ut n Indonesia,was
much al ler han mostpeople, nd t mademe eelvery
uncomfor table. ne
of
the
bestth ings,hough,was he
food.A
change
n d ietcan be one of the b iggest
roblems
of moving o a new country. u t or me Indonesia as not
d i f f icu l t rom that
point
of v iew. 'm verykeenon spicy
food,and here s an
Indonesian
hicken urrycal led
'Rendang'
that s out o f
th is
wor ld
Cl imate an be another h ing hat
people
ind t d i f f icu l t
o
adjust o . I found
working n Egypt ery
d i f f icu l t
ecause
f
the
extremeheat.
n
contrast ,
iv ing n Fin landwas hard
because ur ing
he
winter
months he davsareso shor t .
Where was, n he Nor th,
t
was only
ight or
about
our
or f ive hoursa day n December. y he end I was pret ty
good
at
cross ountry k i ing, houghl
Languages of tenone of he b iggestbarr iers
hen
you' re
sett l ing nto a new country, u t
I 'm
qui tegood
at learn ing
them and h is
hasn' tusual ly eena
problem
or
me.
However , apanwas
qui te
d i f ferent. had
earnt ome
spoken apanese efore
went,but I hadn' t r ied o learn
to wr i te ,so
ni t ia l ly , was a b i t nervous bout
going
o a
country
where
couldn ' t
ead
anyth ing.
h is
d id make
i fe
a lo t moredi f f icu l t or me. couldn ' t ead he dest inat ions
on buses, r menus
n restaurants.
r even
oadsions.
Sometimes t can beverysmal l h ings hatyou ' renot used
to thatcan make
you
feel
he
most homesick. orme, n
China, t
was
connected
i th eat ingagain.
real ly ove
Chinese ood, but
I found it verv difficult o eat with
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did
learn
eventual ly,
ut I st i l l
prefer
a
forkl
of the best h ingsaboutmy stay n China,
hough,was
Professorwas
workingwi th
at he universi ty.
ewas
nthusiast ic bouth iswork,and hat mademy
ob
sat isfy ing.
wel l enoughaboutmy exper ience.
avingment ioned
of the
problems
faced,
want o
look
a b i t
more
t how
you
canadapt o cu l ture hock
. .
e
pecxde*?*
r&p{ssitSqpras
Look at the
example
and check students understand
idea of dependent prepositions.
Then ask them to
five adjectives
with
dependent prepositions
in the
skills, Expanding answers section
onpageT.
:
good
at,
nterestedn
: nervous bout
: r ightened f
: fascinated v
.A.st students
to
complete
the sentences
from the
with the correct preposition.
Do not
correct
at
A *Xstudents listen again
and
check
their
in pairs.
Then
quickly check
them
as a class.
y
from
n
d (
about
at
sentences
0 and 5 from exercise
2,
elicit
we use an
-ing
form after a preposition.
add the missing
prepositions
to the sentences.
i n
v
f rom
n
about
Students work in small groups to talk about different
and cultures.
The first person
rolls a dice and
to talk about
the
statement
corresponding
with the
shown on the dice. Encourage
use of adjec tive
/
Suggestion
It s mportant
hat
ou
encourage
our
tudentso not ice
and
make note f
verb
adject ive
noun
preposit ion
combinat ions
s hey ead r
earn ew ocabulary.
Encourage
hem
o do hiswith
he
words
neach
Dict ionary
ocus,orexample.
Aim
Thisext
has
been
written
orstudentstudyingn heUK.
The
evel
f
he anguage
s hereforeotascomplex
s
thatthey
ayf indn he ELTS
xam. his nablesthem
o
staft
o
develop
ome f
hekey ki l ls,uch s
predict ing,
skimming,
atching
extwithdiagrams
nd hoosing
he
right pt ion
nmult ip lehoice,
i thouttruggl ing
oomuch
to comorehend
he
ext.
S If you
think your students
may know, you could
ask
them to
define'culture shock'before
they
read the text.
If not, simply ask
them to read
the first
part
of the text
and
then elicit from
them what it means.
X esk them to
read the
first
part
again to find as
many
different
causes of culture
shock
as they can
&riswers
shockof a
new environment,
meet ing otsof
new
people
nd
earn ing he
ways of a d i f ferent ountry
being
separated
rom the
mportant
eople
n
your
i fe :
people
ou
would
normal ly a lk o at imes
of
uncer ta inty
. .
missing ami l iar
ights. oundsand
astes
being i red
and
et- lagged
S
Rst students
o work
in
groups
to discuss
what they
know about
Britain and make predictions
about
what
the author
will say about
the different points.
& esk students
o read
the text and compare
what the
author says
with their
predictions or
ideas.Tell them to
refer to the glossary
f they
need help with vocabulary.
S Essentially
his is a
matching paragraphs
o headings
task, as often
found in IELTS,
but it also gives students
practice
n another useful
IELIS skill
-
interpreting
diagrams.
Look at the
diagram
ogetherwith the class
and
check
hat they
understand
that the
stages
are
n
sequence
nd that the
dip in the curve
representshow
positive
hey are ikely
to be eeling.
A'ruSWenS
A 4
B 1
C 5
D 2
E 3
a
a
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if your students
are currently
studying
hey may
well recognizesome
of these
eelings
welcome the opportunity
to discuss
hem.
ho&ce
Many students
will be familiar
with the concept
of
but encourage
them to
underline and
for key words
(or
similar
words)
and then
find the
for their
choices
(or
why thev
have not chosen
option)in the text.
B
(paragraph
B: ...you are sti l l
protected
bythe
close
memory of
your
home culture.l
A
(paragraph
E: Nexf
you
may
reiect
the
differences
you
encounter.)
D
(encourage
tudents o
look at key
words: returning
home,
promote,
warnl
If your students are
still preparing
to study
abroad,
use this
discussion question
to
allow them to
their
plans.
If they are currently studying
focus the discussion
either on
what
living in this country,
or on
another
they might
like to
live in in the
future.
vocabulary section
on page
155
contains
an
exercise
and
-lng
adjectives,
including
many found in
the
e*ffipnetiem
Examnformation
This
sanotherxample
fa Part
ext, hich
ractices
another
ommon
uestion
ype Note ompletion.
Draw tudents'
ttentiono
he actthat
Note
ompletion
may
nvolvesing
ords xact ly
romhe istening
ext, r
theymay
aveo changehe
words r he
grammatical
form omake
heanswerf i t the
ord imit .
Suggestion
Give tudents
smuch
upports
possible
n heearly
stagesf
Note omplet ion
uest ions
yasking
hem
o
predict theossiblerammatical form
f heanswer,
g f
the
gap
s
preceded
yanart icle,
hen he
answer ust
e
a n0un, ran
adject ive
noun ombinat ion.
l.A,J 03 Rst students
to
look
at the notes
and
the
kind
of
information
(including what word
hey will
need o listen
for.
&mswers
1 in touch
with
/
in contact
wi th
2
photo(graph)s
3
your
country
4
(other)
nternat ional
tudents
5
(some)
upport
t:sl
g3
. . . so h is af ternoon
we'vebeen a lk ing
a b i t aboutcul ture
shockandyourexper iencesf cu l ture hock o far n
adjust ing
o l i fe
n th is country.
Maybe h is
hasn' t
happenedo
you
and
you' re
hinking
t won' t
because
you' re
rom
Europe, r
you 've
done
a lo t o f t ravel l ing
before.
But t
s mpor tant o
understandhat cu l ture
hock
can h i t
you
whatever
u l ture
ou
come rom
and however
wel l t ravel led
ou
are. t 'sa
per fect ly
ormal
exper ience,
f
a l i t t leworrying
when
t doeshappen
o
you.
Thereare
some hings
you
can
do,
however , o help
yoursel f
get
hrough t .
F i rstof a l l ,
do keep n touch
with
home.Aki , on student
ecept ion, an
help
you
to
buy a
phone
ca rd
o make
cheape r
a l l shome ,and
you
can
a lways ma i l r i ends nd ami l y rom he Resou rce
Centre.
f
you
haven' tbrought
any
photos
of f r iends
and
fami ly.
get
hem
to send
you
some.
so
vou can eel a t
h o m e .
Make
sure
you
eat
wel l
-
not
ust
cr isps
nd chocolate
And
i t 's
a
good
dea f
you
can
eatsome ami l iar
ood.
Otherstudents
rom
your
country
wi l l
probably
e able
o
help
you
f ind shops
which specia l ize
n
food rom
your
country.
nd
you
need
o exerciseoo
-
not only
or
your
heal th .
nd i t 'sa
good
way of meet ing
people.
Make
some
new r iends.
Get o know
he other
in ternat ionaltudents, hether rom
your
own countryor
others,
heywi l l understand
omething
f
what
you ' re
feel ingand heir
exper ience
ay be
able o
help
you.
And,
i f
you
can, ry
o make
r iends
with the ocal
home
students.
hat
way
you
can
eal ly earnabout
h is new
cul ture and
hey can
earnabout
yours.
Let us
help
you
You' rehere
at the or ientat ion
programme,
which
is
a
good
star t ,but
we a lso of fer
a
drop- in
centre
wi th a student
advisoravai lab le
ai ly,
and
pe rsona l
ounse l l i ng .
ou
migh t no t usesuch
a se rv i ce
at home,
but
remember hat
you perhaps
don' t have
he
samesuppor t
networksof
fr iendsand
ami ly
here,and
theseservices
an
provideyou
with some
suppor t .
The
most mpor tan t
h ing
s o
f i nd someone
who
wi l l l i s ten
uncr i t i ca l l y
nd
wi th
unde rs tand ing ,
a the r han
so la t i ng
yoursel f .
Youneed o
remember
hatcul ture
hock
s
ent i re ly
normal
and usual ly
navoidable.
t 'snot a s ign
hat
you 've
made
a
mistake
r can ' tmanage.
n act , t can
be a
signi f icant
earn ing
xper ience,
aking
ou
more aware
of
aspects f
your
own cul ture
s
wel l as he
new cul ture '
t
wi l l
g iveyou
valuable
ki l lswhich
wi l l be
par t
of the
benef i t f an
nternat ional
ducat ion.
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Examnformation
This
ectionntroducesarts
and o f he
Speaking
module.art
may e he tudents' f i rst
xperiencefa
longer,
ninterruptedurn
rmini-presentat ion.n
Part ,
ful l esponses
o
questions
n
a
general
opic
re xpected
andmany tudents
eed onsiderable
ki l ls evelopmento
produceppropriate
nswers.
the Exam information box
in
the
Student's
students understand
the basic format
comprehension
questions'.
Hozu ong
ilo you
o prepare?
What s the
minimum time you need o
speak
WiU the
examiner peak n this
sectionTHow areParts 2
For Part2practtce,
put students in pairs
(A
and
B)
and
them to quickly read
their card. Tell them to
make
on a piece of paper (thesecould be in English or
own
language)
and notify them when
the
one-
limit is up.
Students take it in turns
to give their
partner. Monitor and
give a two-minute time
students to ask a
simple
follow-up
question to
alk. As whole-class
feedbacl ask
a
few
students to
on
what
their partner's talk was
about. This
highlight
whether any key
points on the card were
or if the talk was
too short.
Examnformation
InPa t2
of he ELTSpeakingodulehe
candidatei l l
haveo speak
ninterrupted
or
1-2minutes.
ncouragehe
studentso:
o
Usethe minute
reparationtime
areful lytothink
about
ndma ea note fwhat hey e
going
o say
o
0rganizeheiralk n he
order uggestedn he
card
r
Keepheiralk elevantto
he opic nd
uestions
n he ard
Plenty
f
pract ice
i l lensurehey
ecome
amil iar
i th his
type f ask.
For Part 3
practice, eepstudents n the
samepairs and
take t in tums to
select hree
questions
o
ask
partneron thegeneral hemesof thisunit. Monitor
or the eedback
tage,
erhaps
emphasizing he
of aiming o
produce luent, extended
answers.
UrNderstand*mg
ey features @fdata
Exam
nlormation
This ect ionntroducesELTS r i t ing ask
. nTask ,
candidatesften aveo describe
rDresentata hownn
a
diagram.
escribingatasalso nareahat s
vital
n
many cademicubjects.
X
Students look at this typical Task
1 question,
but do
not spend time
checking comprehension as this occurs
in exercise 3. However, ask how many words
they
need to write
(150
raords),who they
have to write for
(a
uniztersity ecturer). Tell them
that in the exam they
will
have
20 minutes to complete the
question.
3
fey vocabulary is introduced which
will be
useful
to
describe data. Ask
students
to read the
words in
the box before labelling the diagram.
Other
representations of data could be elicited at
this stage,
such as pie charts or tables, by drawing simple
illustrations
on
the board.
,&elswsrs
a Key
b verticalaxis
c bar
chart
d
hor izontal x is
e axes
f l i ne
graph
& point out that it is very important that students first
make
sure
they
understand what a diagram
shows.
Then it is important to
select
the
main ideas, group
information and not
simply
list
every single detail
shown. Refer students to the task in exercise 1
so
they
can answer questions 1-6.
Check
in
pairs before
feedback
as a
class
o check understanding.
&nswers
1 Years rom 96/97 o 00/01
2 Thousands f s tudents
3 Subjects tudied
4
b) Changes ver
ime
5 Engineer ing
nd
Technology,
nd ComputerSciences
6 Probably
) subjects, s studentswi l l
probably ick
out
the fact hat some subjects ncreased n
popularity,
whi leothersdecl ined.
Wn&t{mg
m
nrtrodercteiry
$tatement
4 tt is
common
for
students o copy the
wording
of
the
question n their opening sentence.Encourage
students
not to simply write down the
questionsagainbut rather
try to paraphrase he wording or change t in someway,
perhapsby giving a comment about the general rends
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This extract
provides
a clear
model of
a possible
paragraph.
A: what the
graph
or chart shows
but it
is not
written
using
exact ly
he same
wordingas
he
quest ion.
C:
namelysubjects
hich became
more
popular
and hosewhich
became
ess
popular
this
also
summarizes
ow the
wr i ter
has
chosen
o
group
he
informat ion
F: (seeabove)
T:af ter the
main
deashavebeen
ntroduced,
ore
specif ic
details
can be
added.
date
wrfrich
s,?ews 6hamges
study the
chart again
and complete
the
with
the correct
subject.
This will
require
them
the language
for describing
trends so,
the level of
your students,
pre-teach
this
diagrams on
the board.
Alternatively,
use the
as a
way
of
discovering
how much
they know,
meaning
afterwards.
Biological
c iences
Sciences
Engineer ing
nd
Technology,
omputer
Sciences
ciences
Engineer ing nd
Technology
Medic ine nd
Dent is t rv
the
example
together. Students
make the
in
exercise
5
more detailed
by using
figures
and phrases
from the
box.
**..* *-*
--
Biological c iences
howed
a steady
ncrease ver
he
five-year
period,
rom
80.000 o
over 90,000
and here
was a sharp
ncrease
n
he
popular i ty
f
Computer
Sciences,
specially
etween
99/00
and
00/01
when
numbers
ncreased
y near ly 0,000.
answer
on
page
160
of
the Student's
Book or
examples.
students
to look
back at exercises
24 to
their answer.
This
is a very controlled
task, but
provide
students
with a solid
base from
which
similar
questions
in the future.
A
clear
model
is
provided
on
Page
150
or
students
to
with
their
own
answer.
They can
underline
any
differences
they
find.
that there is further practice of phrases
such
as a
all
in the
Vocabulary
section
on page
155.
?""f
derstamdimg
how sentsmces
Mr6rk
Exam
nformation
Even tthis
evel tudents
tilloften
truggle
ithbasic
sentence
tructure,
special lyword
rder.norderto
achieve
higher
ELTScore,
ccuracy
n hisarea
svital
as
word rder
n
Engl ish
ften
elps lar i fy
eaning,
'l
.
fl tt
is
easier
to
correct
syntactical
errors
if
students
are
aware of
the names
of basic
parts of speech.
Ask students
to look
at the sample
sentence
and find examples
of each
part
of speech.
If they
find
this difficult,
you could
give
further
practice
using other
sentences
from the
text.
Amswers
an adjective:
teady,
poPular
a
l ink ing
word:
however, nd
a noun:
Engineer ing,
echnology,
rop.
popular i ty ,
subjects
an
art ic le:
, he
a
preposit ion:
o.
of,
n, with, from,
over
an adverb:
ear ly ,
t i l l ,
ust
t
"2
Use
his question
o
checkstudents
understand
what
a'subject'is.
&nsuver
Engineer ing
nd
Technology
3 Look at
the examples
as
a class,
hen ask students
to
divide
up the sentences.
Strictly
speaking
some of
the
'objects'
are
in fact complements
or
adverbials
but
these all
function
h
much the same
way in the sentence.
f students
are
monolingual,
you
may
be able
to help them
see
what
pattern(s)
their
language
typically
uses,
and what
if
anything,
they
use
as a dummy
subiect.
Many
languages
use a form of
haaelor
this purpose,
for example.
Amswers
Subject Verb Obiect/GomPlement/
Adverbial
Others
dropPed
in
PoPularitY
This
remained
the
east
PoPular
subject
of the
five
Biological
c iences
showed
a steady
ncrease. . .
There
was
a sharP
ncrease
n . . .
There
was
a s l i gh t f a l l
. .
3 As well
as giving
practice,
this exercise
will
also
provide
a model
for the
following
writing
task.
Elicit the
first
one
as
an example
and then
let students
work
individually
to put
the sections
of
the text
in
order.
You
could
copy
the
following
answer
onto
an OHP
for ease
of correction,
or
make
paper
copies.
1
2
3
4
E
6
1
2
3
4
5
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a
e
d
t
g
c
b
ask students
which methods from the Study
hey liked bestand elicit discussionof the
currently
record
vocabulary.
first find the word in context
in the unit.
can
then check the appropriate part of speech
looking the word up in a dictionary.
order to encourage
good dictionary use, you could
some questions
about such things
as
countability,
stress
and
collocations.
Some sample questions
could
ask are included
below.
page
10: eliminate nswers
hichareclearlywrong.)
preposition can be used with eliminate?
_
sthg.
process
f e l iminat ion '?
page
1
0:
stages f adjustment xperienced uring
ncountable r both?
are
part
of the same
amily?
page
10: Youmayfeelfull fpotential ndabletotrust
n
all kindsof situations.l
page
10: Next,
ou
may eiect hedifferences
ou
may eelangrvor frustrated, r hostile o
henew
page 10: Differencesndsimilaritiesreaccepted.)
page
11: Waysominimize
he
effects
f culture hock.l
page
12: This ar
chart llustrateshenumber f students
. )
page
13: The econd entencetellssaboutspecific
page
13: Donot
simplyist
every
tatistic.l
VCIcaharlarV
m@teboef{s
One of
the bestways
for a learner to gain and
retainnew
vocabulary is to keep a vocabulary
notebook. This
should
be pocket-sized, so
that i t can be carried around
easily, but not so
small that it is inconvenient
to write
in.
You
could ask all
of your students to bring
in a cheap
notebook to class and give them suggestions on how to
use it.
This may include
the following sections, or others:
.
Words recorded alphabetically
(remember
that letters
such as
Q,X,Z,y,
etc, will
not require as much space
as other
letters.
.
Subject
headings, eg
words about
crime,
etc.
r
Grammatical
headings, eg phrasal
verbs, dependent
prepositions
Skills related
headings,eg useful phrases
or Part 2
writing
questions,
words to describegraphs, etc.
How the
book is arranged
s very much up to each
individual,
but try to encouragestudents
o include
more
information
(see
Study skills
above) han
simply bilingual
lists.
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Content
overview
focuseson overpopulation and some of it s
on the Earth today.
activities
paragraphs
to headings
best title
2
Organizing
your
writing
Understand
ng the question
Brainstorming
and
planning
Drafting
and
editing
3 Shortanswers
Sentence
ompletion
Giving and
ustifying
opinions
Language
evelopment
Langu
age
fo
cus and Vo
cabulary
Subject-verbagreement
Present
simple vs.
presentcontinuous
Quantifiers
Skills development
Reading
Prediction
Cuessingmeaningfrom context
Pronunciation
Numbers
and figures
Sentence
tress
Study skills
Whatmakes
a good eamer?
Dictionary
focus
at photos
and elicit
some different modes
of
the board. Then
put students into
pairs
or
groups and
ask them
to discuss the
advantages/
of these different
modes.
you could ask students to prepare a short
minutes)
presentation
comparing and
contrasting
modes
of transport,
which they then
student.
often e
quite
omplexnd
ontain otofunknown
vocabulary.owever,tudentshould
otneedo
understand
verphingnorderto
et
a
good
noughcore.
Aim
The xercisesi th he ol lowingeadingext ncourage
studentso develop
he ki l ls f
predict ion,
ookingor
key
words
nd canning,swel las
guessing
eaningrom
he
conten
f he ext.
Ask
students o read the first
paragraph
quickly.
2 Draw
students' attention to the
key
words
in bold.
Then n
pairs, ask hem to try and answer
the
questions.
Answers
ca s
noise,
mel l ,d i r t ,expense
Students 'own nswers.
Examnfomation
The ELTSxamsdesignedodist inguishetween
studentstvery
ifferentevels
f English.he
extswill
1
2
3
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im
neof
he
major
roblems
tudentst th isevel
ave i th
ELTSeadings hat hey
eadoo
lowly nd
want o ook
pevery ord
hey on' t nderstand.he im f
his
xercises oencourage
hemo skimor he nformation
atherhanryingo
process
verything.
t may
elpfthey
ust
eadhe irst entencefeach
aragraph,
usual lyhe opic entence.
Girr" students a strict time
limit to skim the article
check heir predictions.
arlsw&r
y cars.
emeamirxWrorm
e@mtex*
im
ives ract ice
n
guessing
eaningrom
contextnd
re- teaches
ome ssentialocabulary
orthe
next eadingasks.
Look at the example
ogether.
Students
ind the
paragraph.
They shouldcheck
hat the word
have otrnd therecould
have he samemeaning as
Do not allow
students
o use dictionaries.
U
decade
(on)
he Cont inent
eresrephs
w
headXmg*
Examnformation
Matching
aragraphs
o
headings
sa commonELTS
ask.
Again,tudentsonot
eedo understandr ead very
part
f
he
extcarefully.
Show students
how key
words from the heading are
to words in the correctparagraph.Then ask
o read all
the headings irst before
reading the
to search
or the right paragraphs.
of the book there
are he
number of
headingsand paragraphs.
This would
the
case
n the exam.
Suggestion
A useful
t rategyn he ELTS
xams ohighl ightr
under l ine
he
paragraph
rsect ion
here tudents
ound
theanswer.hissalso
sef l
n
he
eedbacklotnorder
topinpointtheanguagesedosigni fypart icularnswer.
,Amswers
1 ParagraphC
(...
congestioncosts
Europeupto f85
billion a
year.l
2
ParagraphD
(...
is forecastto
ncreaseby 50
per
cent.,.l
3
ParagraphF
(Bad
policies
have increasedcar
and
truck
u s e . , . )
4 ParagraphB
Britons
ove their cars
.. a maior
new EU
study shows.l
5
ParagraphE
(/n
Britain that means
trYing to cut the
need to travel,l
6
ParagraphG
(Brussels
wants to cut
traffic and
pollution
with extra taxes ...1
SXnort
&nsvwer
q&{@stiems
6
Again, encourage
your students
o
skim
through
the
text fairly quickly,looking
more carefully
at
sections
where they
find tmswers
n order to check
hem. All the
answers
n this section
are numbers or
figures to
facilitate the development
of scanningskills.
This
would
obviously
not be the case
n
the exam.
A.n*wers
1 three imes
Paragraph
: . . .
has r ip led . .1
2 t85 billion
(Paragraph
C: exact
words)
3 50
per
cent
(Paragraph
D: exact
words)
4 65
per
cent
(Paragraph
: exact
words)
5
10
percent
Paragraph
: . . .
ourfares. . .
e Br i ta in 's)
6 40
per
cent
Paragraph
: . . . on the Cont inent
. .
ie Europe)
7 These short
answers
use words rather
than numbers,
so
are slightly
harder
to find within the
text. Follow
the
sameprocedure as above.
Allsvsers
1
cycl ing
and
walking
2 lackof investment
3 congest ion harging
€hoosinE
the
best tit le
& Several of
the titles
are covered within
the article,
but
encourage
students
to
choose
the one
whichbest
summarizes the whole article.
Amsvuen
5 The solution
o road
raffic.
Subiect-verh
agreememt
Suggestion
Subject-verb
greement
sanotherommon
rea f
difficulty
here
t s relativelyasy
o mprove
our
students'
ccuracy.
ake ure
hatthey nderstand
he
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subject
pol ic ies
cost of
countable/uncountable
ist inct ion
nd hatwe
use
singularerb
ormwith
uncountable
ouns.lsoeach
them hich
orm
oes
ith ommon
uanti f iers,
uch s
neither f.
Using the
sentences
xtracted rom the
text, ask
the
subjectand the
verb forms
by
them.
Then get
students o decide
f the
s
singular
or plural. You
can hen use
his
to show how
the verb agrees
with the
verb
singular
plural
have ncreased
plura l
i s r i s i ng
s ingu la r
p lu ra l
?
gliclt
one or two of the categories
rom the
students
(egWhat
dowe
usually
measureeight
n?)and
then ask
students
o
identify
what the figures
are.
&mswers
A decimal :
.75
NB:
hree
point
seven ive,NOT
seventy ive)
A
date: 13111186
here
written with BritEng
onvention
of dd/mm/yy)
Thesize
of an area: 00km2
NB
square
i lometres
R
kilometres quared)
A height:6,900m
A weight:
30kg
A d istance: ,016km
NB
housand,NOT
housands)
A
price:
$450
A fraction:
3/a(clarify
other
decimalseg
7s, and
ordinal
patterns
such as
7s)
9 A speed:
80 km/h
10
A
percentage:59T,
11 A temperature:
4"C
12 AraI io :4:1
2 You could also ask students to write down examples
and ask a
partner to
pronounce
them,
or
personalize the
figures,
egHoru tall nreyou? What proportion
of your
free
time
do you spend
watching TV? etc.
Shsrt &mswers
Ask students
how they dispose
of
their
rubbish
(including
bottles,
paper,
ans,
tc.).Also ask hem
how
they feel f they
seepeople dropping litter
and
what
attitudes
peoplehave
about his, or what
punishments
exist
for
this, in their
country.
?
tHJ
04
Draw
students'attention o the
Exam
information
box in
the Student'sBook. Advise
students
that'no more
han three
words'means
one, wo or three.
Then ask hem
to underline key words in questions
1-6,
and check
comprehension
of
biodegradable
and buried
before istening.
Allswers
t ha l f
a tonne
2 two-thirds
3 10
per
cent
4 25mi l l i on
onnes
5 to
produce
electricity
6 2020
3
4
5
6
7
I
alternative
orms
of transport
Publ ic
ranspor t
have
isen
fares
per
cent
of our
fares
aresubsid ized
plura l
section ocuses
on
a number
of common
errors
subject-verbagreement.
Studentscan
work together
identify
whether
the sentences
re correct
or not and
onesaccordingly.
seems . .
(nobodyis
a singular ub ject)
Correct
None
of the
cars . .were
(p lura l
orm
as cars)
peopleown a car (people akesa verb n the plural)
Neither
of us
ravel
(Neithertakes
plural
verb
orm)
Correct
Car
users
pay
.. .
(Car
userstakes
verb n the
plura l )
Students should
complete
the sentences
using their
ideas.
Monitor to check and
elicit a
few examples.
is
extra practice
of
this area
in the
Grammar
on page 150.
amd ig*lres
Aim
Numbersnd igures
rean ntegral
arr
fmany cademic
coursesswell
as he ELTS
xam. tudents
aywell
understand
he
igures,
utbe
unableo
pronounce
hem
appropr iately.
his
xerciseimso
provideract ice
n
a
wide ange
fways
umbersnd
igures ay e
expressed.
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. . . and
odayJames s
going
o
give
us
his
presentat ion
n household
astedisposal" ames,
are
you
ready?
hanks.Wel l ,when was
decid ingwhat
o do
for
this
presentation.
his
topic reallyattractedme,
because
t 'ssuchan mpor tant ssue,
nd t 's
going
o
become
venmore mpor tant n
the near uturewhen
new Europeanaw comes ntoeffect .Um . . . f you
haveany
quest ions
s
go
along,
p lease
eel
ree
o
ask,
and
' l l
do my best o c lar i fy
h ings.
OK. th ink he acts
and
igures
peak or
themselves;
on average e
produce
0 mi l l ion
onnesof so l id
household
asteevery
vearor aroundhal fa tonne
per person
which s a
tremendous mount
f
you
think about t, and obviously t'svital
hat waste s
min imized
nd d isposed f in
a way that
protects
ur
environment nd our heal th .
We're
alking about waste ood
products,
packaging,
newspapers,
lass.garden
waste and
so on. In act,
some studieshaveshown hat almost wo-thirdsof
our waste s
biodegradable;ood,
paper;
natural
text i les,or
example, nd
glass
makesuo about10%.
sorry
o
interrupt,
but can'l
ust
ask
you
if those
f igures
are or
the
UK
only,or are he
propor t ions
he
same n othercountr ies?
No. hat 's
a i r ly
universal ,
t
least
n he developed
world,
but differentcountries
do havevery
different
levels
f recycl ing.n Br i ta in or
example,we bury n
the
region
of
25 mi l l ion onnesof b iodegradable
waste ;
h is s knownas andf i l l . 'm
sure
you
can
imagine hat h is s a l imi ted
opt ion,
par t icu lar ly
n
a
countrywi th a smal lamountof land.As wel l as h is,
2.5
mi l l ion onnes s burned o
produce
lectr ic i tv.
which is
better,but sti l l has environmental
problems
associated i t h t , and 2.5mi l l ion
onnes s recycled
or composted.
This s
he current i tuat ion n he
UK?
Yes, t is.
However, ew European aw
reouiresus o
reduce
amounts of waste.and
by
2020we will
only be
able
o send 10mi l l ion onnes
of th isfor landf i l l nd
the
rest
will have
o
be recvcled,
urned
or treated
n
a different
way. So clearly hings
are
going
o have o
change, nd everyone s nvolved n h is ssue n
someway . . .
So
what
exactly s being done?
Well, he
oolicyof the
government
and of
environment genciess i rst lv
o reduce he amount
of wastewe create o
begin with. and secondly. o
reuse
he
waste
hat is
created.
Obviously
some
disposal s necessary
ut he a im
is
o l imi t h is
as
much
as
possib le.
Whatwe need
o do is o conserve
raw mater ia ls,ike
in and a lumin ium,whi les t i l l
protect ing
he environment nd
publ ic
heal th .
Yes,but what does his mean n reality?
J: Thereare
qui te
a few
hings hat are
beingdone,
mostly by loc alcouncils.
Thev're responsible
or
household
dustb in '
co l lect ions,
r taking
awav
al l he
rubbish
ou produce
n
the home. n recent
ears,
many more siteshave
been
set up to collectwaste
separately
or recycling.
here
are often containers n
car
parks
or outsidesupermarketsor
people
o
pu t
bottles n: clear.
green
and brown
bottlesare
sepArated. lso newspapers
nd magazines an be
recycled
s
wel l
as ins made
of
a lumin ium.
Oneof
the
problems
f th is, hough,
s hat most
people
re
not
bothering o
take
heir rubbish
here.
To
overcome h is,some ocal ounci ls
lso
provide
specia l
onta iners, f tencal led
recycl ing
bins' for
residentso co l lect
lass
and
paper
n.
They
put
hese
outside heirhouses t he same
ime as heir
rubbish,
nd hey arecol lected nd recycled.
L: I see.So are
you
saying hat
recycl ings more
impor tant
han actual ly
educing
waste?
J: No. Nowadays,many
products
are ncreasingly eing
designed i th reuse r recycl ingn mind
and th ink, n
general, eople
are ar more awareabout
hese ssues.
ln some countries,ikeSwitzerlandor
example. hev
haveput a tax on black ubbishbags,so hat people
are encouraged ot o
just
hrow things
straight n the
bin,and o reduce
heir
ubbish. aving
aid hat,
think t'ssti l labsolutely
rucial or the
government
o
continue aising
peoples'
wareness f
the
importance
of wastemanagement nd
disposal.Overall, he
situation
has mproved
over he
past
25
years,
nd his
is mainlybecause
f
new
lawswith tightercontrols
and h igher tandards. ven
o,
ndiv iduals
nd
businesses ti l l
need o work very hard o reduceand
reusewasteas much as
possible.
L: Thank
ou
very much.Thatwas
a
very
nice
presentation.Doesanyonehaveany further
ques t i ons? . . .
Sentence completrCIm
2
Give students some hime o look at questions7-14.
Encourage hem to predict the kind
of
answers
hat
would
fit
grammatically before istening
again,
eg 7 must
be a
verb in the infinitive form.
Suggestion
Notehat t this ar ly tage e suggestisteningwice,
looking
thalf he
quest ions
ach
ime. owever,
ou
ould
chooseo
ook tal l he
quest ions
-15irst , nd henisten
once nly,ef lect inghatwouldappenn ELTS.
Answers
7 reduce
8 reuse
9 collectdustbins
or
waste)
take
away rubbish
10 bottles
1'l newspapers
12 magazines
13 recycl ing
ins
14
(b lack)
ubbish
bags
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sXmroples"
presernt
cwnet6rxar&&Ns
Aim
Manyanguages
o
not
make
dist inct ionetween
imple
and ont inuous
spect, hich
an eado confusion
or
students.his xercise
ooks t he wo
ncontext,rawing
outthemajor
ses.
students o underline
examplesand
compare
This
should
check
hat
students
can
two tenses
aswell as providing
examples
context.Make sure hat
students do not
confuse he
form
with
presentcontinuous
(ie
responsible
for
.
ll the
ubbish).
There
are
qui te
a few
th ings hat
arebeing
done,
most ly
by local
ounci ls. hey
are resoonsib leor
household
dustb in 'co l lect ions,
or takingawayal l he
rubbish
ou
oroduce
n
the home. n recent
ears
many more
siteshave beenset
up to collectwaste
separately or
recycling. here
are
often containers n
car
parks
or outside
supermarketsor
peilple
o
pu t
bottles n:
clear.
green
and brown
bottlesare
seoarated. lso
newspapers nd magazines
anbe
recvcled swel l
as ins madeof
a lumin ium.Oneof
the
problems
f th is, hough, s
hat most
people
are
not bothering
o take heir rubbish
here.To
overcome
his,some ocal
ounci ls lso
provide
specia l
onta iners,
f tencal led
recycl ing
bins' for
residents
o
col lect
lass
and
paper
n.
They
put
hese
outside heirhouses t he same ime as heir
rubbish,
nd hev are
col lected nd recvcled.
I see.
So are
you
saving
hat recycling s more
impor tant
han actual ly educing
waste?
No. Nowadays,
many
products
re ncreasingly e ing
designedwith
reuseor recycl ingn
mind and th ink.
in
genera l ,
eople
are ar
more aware
ahout hese
issues.
Students
now
use the
examples they've underlined
llustrate the
rules.
nswens
simple
clear,
green
and
brown bottlesare
separated They
put
theseoutside heirhouses . .
they
arecol lected nd
recycled.
nd magazines
an be
recycled
They
ar e
responsible There
are often containers n
car
parks
some ocal
ounci ls
lso
provide people
are ar more
aware
So are
you
saying . .?
Therearequitea few things hat are beingdone, many
products
are ncreasingly
eingdesigned most
people
are not bothering
o take heir rubbish
here.
Note:.You
could alsopoint out to the
students hat
stativeverbs
eg
know,
own)arenot
commonlyused n
the
continuous forms.
Further
practice of this area
canbe found in the
Grammarsectionon page150.
Seaxterege
€rsss
Aim
Englishs
a
stressimed
anguage.
e
words
hich arryhe
keymeaningf heutterance
re tressed.
sual lythese
are he
content ords,uch snouns
nd erbs, gHe
LIVES
nMANCHESTER.owever,e may
tress ther
words
norder0 makehem
arry
more
meaning,
g
HE
livesnManchester.r
He
ives
NManchester.hese
exercisesim 0make tudents
othmore ware f he
usual
hythm
fEngl ish,nd owthe
sual tress an
chanoe.
? Using the
example sentences, sk students
o
underlinewhich words
they think would usually
be
stressed. o not
confirm answersat this
stage.
A
t,BJ
05 Students
isten
to the recording
and check
their answers o 1. Then
elicit the correct
stresspatterns
onto he board and
establish hat usually nouns,
verbs,
and adjectives
content
words)
arestressed. ronouns,
articles,auxiliaries
(function
words)
are
not
usually
stressed.
&nswers
keeping
nimals n zoos s real ly
ruel .
theycause o much noiseand
pol lu t ion.
l 'm convinced
hat more
peoole
would recvcle
f . . .
l :s l
69
1 lf
you
askme, keeping nimals n zoos s really
cruel
because
hey're akenaway rom their natural
habitats
andhave ar ess pace
han heydo n hewi ld .
honest lyh ink hatanimals hould emain n heir
or ig ina l nvi ronments.
I can'tstand he fact hat cars
are sti l l allowed
n
many
ci tycentres
theycause o much noise
and
pol lu t ion.
much
prefer
city centres
hat are
pedestrianized,
here
people
anwalkaround
with no worr iesabout oo
much
raffic.
I
guess
'm
qui te
azv
eal ly
as don' tbother ecycl ing
much
exceptnewspapers. know we
should
ry
and
reuse ur resourcesf
possib le,
ut somet imes t 's
ust
notconvenient.'m
convincedhat more
people
would
recycle tuff f therewere better acil it ies, nd t was
genera l ly
asier .
1
z
5
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$ust$fyimg
mpimiwmx
Aim
This
ectionevelops
tudents'abil i tyto
ive
nd
ustify
opinionsn impleopics.
took at the sample sentences
and briefly ask
to predict which
words are stressed.Based on
just
learnt, they may suggest
the
verbs.
confirm or
deny at this
stage.
t,H.l
05
Students
listen to the recording again to
their answers to 3.
Elicit that function words are
in these sentences
n order to emphasize
and intonation
patterns
as
i f
y o u
a s km e . . .
l m u c h
p r e f e r . . .
I honest lv
hink hat
. . .
l,9J
05as
a eacl n, write a simplestatementon
he
egWomen
rebetter riuers hnnmen.Smoking
e
madellegaletc.
Ask for responses.
students
hat they will hear three people
pinions on
three different topics. They then
complete
he table by noting down
what
each
about the topic and the main
given. Students
briefly compareanswerswith
partner before
general eedback.
ecording ouldbeplayed
again or students
o
used o give opinions, eg:
you ask
me..., honestly hink...
2:
can't
stand he
[act...,I much
prefer...
Extract3: 'm convinced
hat...
Remind students
about appropriate stress
and
intonation
patterns.
3 ast
students
o give opinions
to their partner on the
different topics.
Draw their attention
to the phrases n
the box and
encourage
but
don't
force) hem to use
these.Monitor
and invite a selectionof
responses s
whole
class
eedback.
Emphasize he importance
of
giving
reasons or
each
opinion
and
elicit
accordingly'.
S A[ow students
o discuss his question briefly
in
pairsbefore eporting
back o the class.
4
Check hat students
are clearabout
the vocabulary then
ask
hem
to
individually
rank
the effects
of overpopulation,
from the
most
serious
1)
o the
east
serious
6).
They could
talk about a
particular
city
if they
prefer.
S Students compare
heir order
with a
partner.
In a
feedback tage,
ncourage lear
easons or their ranking.
8r'ganizEmS
&{,rr
writing
Examnformation
This ect ion
ntroducesELTS r i t ing ask
nwhich
he
studentsexpected
owrite subiect ive
ssay na
gener
topic upport ing
ny rguments
ith elevantdeas nd
examples
revidence,
l thoughtudentsre
preparing
o
write nder xam
ondit ions
henakingELTS,hebasic
stages fwrit ing nessay re elevan ttouture cademi
writingasks.
Aim
Many
ssaysufferrom
ack foveral loherence.
his
unit focuses
napproachinghe
ask nd
lanning
suitablenswer
iving ract ice
norganizing,
hen
writ ing
typical
ELTSask
question
tage ystage.
1 Allow students
about
three to four minutes
to
discuss
an appropriate order,
giving reasons
for their
final choice. Provide students with the logical order
below
but do not go
into details as each stage
will be
addressed specifically.
Surgge*ted
nsvuer$
Read he
nstruct ions nd
quest ion
areful ly .
Analyse he
quest ion.
Brainstormdeas.
Notedown
a roughessay
plan
organized y
paragraph
headings.
5
Write he essay.
6 Check or errors.
3 tt is
vital that students
read the instructions
and
question
carefully, so
ask them to focus only
on the main
instructions
and the general topic
in this question.
1
z
?
4
Opinion
Maln reasons
Cruel
Animals
should emain
i n
w i l d
Takenaway
rom
natural abi tats
Lackof space
banned
citv centres?
Yes
prefers
pedestrianized
centres
Noise
Po lut ion
hy recycle? Good o
re-use
resources
More
people
would
do i t f easier
moreconvenient
Speaker oesn' t
recyclemuch as
lazy
and
finds t
inconvenient
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AIow students
one minute
to answer
he four
on the
key requirements
or
answering
he
question.
Non-special is taudience
aused y
cars
40 minutes
words
students
to identify
the actual
focus
of the
key
words
and phrases.
fn$ &{ers
umber
of cars
. leads o
many
problems" '
and
governments
..
publ ic
ransport '
t ack le
. .
p rob lems . '
discuss answers
with their
partner.
Wri t ing or
a non-special is t
udience
equires tudents
to write in
a
semi-formal
style but not
quite
as ormal
as
writ ing
for
a university ecturer.
or example.
eg
There
are too many
cars on
the road and
this
causes
many
problems.
publ ic
ransport
would be a
solut ion
o these
problems
nd he
government
nd ndiv iduals
ave
a
duty
o be nvolved
n
his.
an essay
agreeing
or disagreeingwith
the
statement ,e whether
governments
nd ndiv iduals
shouldconsider
ubl ic
ranspof t
more.The
argument
needs o be backed p by relevantdeas nd evidence.
Etcit
one problem
caused by
traffic and then
ask
for
associated
words
or phrases and
highlight
on
the
for ideas
on how
and why individuals
govemments
might
cause some
of these
problems.
on how
public transport
might
offer
some
highlighting
the links.
that the
vocabulary
section on
page
155
contains an
on common
collocations
with fraffic
and road,
may be useful here.
llswers
Problems:
xhaust umes.
gases,
armful
Vocabularyl
arbon
monoxide,
destroy,
eaded/u
leaded
petrol,
etc.
Problems:
raff ic
ams,
delays,
heavy
raffic
Vocabulary:ateness,
ridlock,
etc.
Problems: ccidents,peedi g,
dr ink-dr iv ing
Vocabulary:
angerous,
injuries,
deaths,etc.
Over-rel iance
n the car
for
unnecessary
ourneys)
Poor
and imited
publ ic
ransport erv ices
Expense
f
publ ic
ransport
Lack
f car-shar ing/pool ing
Poor road
safety
dangerous oads/signs/driving
Environmental ly
nf r iendlyuels,
g eaded
etrol
lmprove
and
provide
more
public
ransport
services
Reduce
ublic
ransportcosts
Road
safety
campaigns improve
roads
More
unleaded
etrol
Increase
ar/road
axes
Usepubl ic ransportmore
Reduce
mountof
unnecessary
ourneys
Share
cars o work
Dr ivemorecareful ly
7
esk students
o try and make
a
rough
plan basedon
their
notes
so far. Explain that
by doing this
their essay
will be more
organized as well as
giving them
a
structure
to
follow,
thus making
the writing
task easier.
Fsssible
plall
Paragraph 1: ntroduction - Increase n traffic in general
Paragraph
: Problems
aused
y t raf f ic
Paragraph :
Publ ic ransport indiv idual
olut ions
Paragraph
: Publ ic
ransport
government
olut ions
Paragraph
: Summary
of opinions
publ ic
ransport ery
important
Monitor and
encourage students with
good
examples to
share their ideas
with the
class.
& Students write
the essaybased on notes
already
generated. You
could set this as homework,
but
set a
time limit for them to complete the essay.They will have
40 minutes
in the exam, but
you
could allow
a little more
at this stage.
I
Eaitit
g practice is
gained by self-correction
and/or
peer correction. If
done as a
class writing activity, tell
students
to
spend
the last
three minutes
quickly reading,
checking and
correcting their own work.
Altematively,
ask
them to read another
student's
piece
of work and
highlight
at least two items that
need to be
corrected.
Collect a
sample of these tems for
whole-class
correction
(but keep the source of errors anonymous).
X & Tell the
class o look at a
previous student's
answer to
this question, then
allow them a few
minutes
to discuss
it before
correcting obvious errors.
A,nswers
Thecandidate
ddresseshe
quest ion
easonably el l
s tat ing
n opinion hatan ncrease
n
publ ic
ransport
would be a
good
deawhi le comment ing
n he
drawbacks
f too much
private
ransport.
Theessay s
wel l organizednto
paragraphs
i th a
clear nt roduct ion nd conclusion nd here s a logical
progression
o
the argument . t is approximately
he
r ight ength
259
words) .
Traffic
Congestion
Road safety
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Grammar, ocabulary nd spel l ing
needsome
attent ion
see
answers
below)and useof l inking
words
could be
mproved.Seebelow or samples
from text.
Grammar t ransoor t
s
Spel l ing considerablv
word
-
the or wrong word
-
a rise n
Word form
-
fewer
people
using heir own cars
Subject-verb greement- are
Punctuation no full stop beforebecause, o
no capital
letter
Add word
-
but who
Grammar increasen he useof
Please note that this
is
a genuine student answer
errors
were
corrected
in this text.
practiee
po[ow
the
procedure
as outlined in this section.
could be set as
homework or done n classunder
Correction
and feedback
s
optional
should
be based
on
points highlighted
in
this unit.
s a model answeron page 161of the Student's
Aim
This savery
ommon
rea fdifficulty
or
students
tthis
level, art icular lymportantn heWrit ing odule.his
exercise
ims
o clarify ome f hemost
mportant
dist inct ions.
students
o
choose
rom
few
a
few
Iittle a little to
words
in
italics. Monitor and then look
at
the
grammar
explanationbefore eliciting
Afew
a little
Students
underline the best alternative.
As
above,
ask
to do the exercise before looking
at the
grammar
This
should
give you some idea of
how big
problem this
area is for them.
Look
at the explanation
then
check
answers.
3 Studentscomplete
he gaps
with the most
suitable
option.
Follow the
procedureasabove.
,&nswers
1 e i ther
2 Nei ther
3 both
4 Nei ther
4 Here students
again underline
the best altemative,
before checking
with the granunar explanation.
Answers
1 other
2 another
3
other
4 another
tfUhat mxekes
a
Eoed
learner?
{ *3
Aim
This
ect ion
sdesignedo
raise tudents'awarenessf
he
good
tudy abitstheyave,
nd thersthattheyould
se.
Many f hese ki l ls
i l lbedeveloped
n he
Study
ki l ls
sect ions
hrou
hout
he
book.
Encourage discussion
of these strategies, eliciting
and
giving advice on how they could be achieved, eg ask
them where they
make a note of academic
words they
have learnt, etc.
Ask students
io fill in the box and
review this
at a future date, perhaps
after two to three
weeks, to encourage good
habits.
As
in
Unit 1,
ensure students
understand that
many
of
these words can be useful in academic writing, ie for
productive
use. Ask them
to find the words
in the
context of
the unitbefore
looking them up
in a
dictionary.
major
(page
19:
.. a major new EU study
shows.l
force
(page
19: he
EU is
to
consider
forcing
airlines
to
pay
a tax on aircraft
noise.l
measure
(page
19: .. Britain's
weakening
resolve to
push
congestion
charging
and other
green
measures.l
interpretation
(page
21:Academic courses
often involve
the interpretation
and analysis
of different numbers
and
figures.l
analysis(page21:Academic courses often involve the
interpretation
and analysis
of different numbers
and
figures.l
needs
Each
a l l
a l l
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(page
25: Rank
these
problems, putting
numbers
to th e
categories.l
(page
26:
Express deas
and opinions
backed up
evidence.
(page
27: Overpopulation
of
urhan areas
has
led to
problems.l
page
27: .. and
suggestways that
governments
individuals
tackle
these
problems.l
good opportunity to recycle
words from
Dictionary
focus in the
previous unit.
are further exercises on some of these words in the
115.
box
encourage rerycling
of
vocabulary
in
class
vocabularybox.
This
canbe
anything
from an
to a biscuit tin, the important thingbeing that it
card, each with a single word
or
written
on
it. These words
could be from the
focus
secfions at the
end of each unit, and also
vocabulary
from the
coursebook and from
your
You
may wish to include
a phonemic
on the card,
or otherrelevant
information,
do not include
a definition
or translation.
Over
time,
quickly build up a
stock of vocabulary that has
taught and which
can be used in a wide
range of
this can be used is as
a warmer
beginning of
a
lesson. Draw
out cards
at
random
the box,
give a definition, and
see f
students can
the word.
This
can
be done
in teams to introduce
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Language
development
unit is based around the theme of
travel and
and
looks at
some less
common urpl"il, ,r.n
Language
focus
andvocabulary
space
ourism and
ecotourism.
Articles
activities
Skills development
Reading
Skimming
and scanning
answers
Guessing
meaning
rom context
completion Prediction
Reading
or gist
1 selecting significant
information
Listening
Comparing data
and describing trends
Listening
for gist
Study skills
2
Multiple choice
Reflectingon what you
have
earnt
Classification
1 Table ompletion
Dictionary
focus
Labelling a diagram
Giving advice
3 Discussing
mpact
of
tourism
by eliciting
ideas
on
what a normal or typical
be. Then look at the photos showing
more
what these show with the
and ask if any of them have
heard
of
these
Then put students in pairs or small groups
to
lead-in
questions.
is
an exercise
focusing on a range of
for trip in the
Vocabulary
section
on
page
156.
$8q&rmmimg
md s*eetr*tmg
Examnformation
Two f
he ki l ls
ract ised
n his ni t re k immingnd
scanning
looking
hrough ext
orsome peci f ic
iece
f
informat ion
n heway
hat
ou
mightookhrough
telephone
irectory.)oth f
hese ki l ls re
necessaryn
academic
i fe nd oth
re ested
n
he
ELTSxam.
Ask students
o look at
the headline'. irstspace
ourist
grins
dorun
n
planetEarth.
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esk the
students
o match the examples o the rules.
the answers
with the
class,showing how in
cases,he wrong
answer
can change he meaning,
Andrea
Bocelli,a blind tenor
(which
implies that he is
very
famous,
or that there are many blind
singers
n
rt icles
articles
Students
complete
the gaps and then
check
against
practice, you can create exercises
this with other texts they read. There is a
summary
practice
in
the Grammar section on
a, he
a
A
a
he
A , a
a
gist
students
about
schoolor college
rips
have
been on.
06etthisearlystageinthecourse,students
still probably need o hear the listening texts more
Look at the
questions,play
the
recording
and
compareand check answers.
Par is
five
days
t,g.l
on
Hel lo.Can
ust
have
your
at tent ion
or
a minute? hank
you.
My name s MaryGolding, omeof
you
may
recognizeme
-
| used o be a teacherhereat the college,
but I changed
obs
ast
year,
nd now work as he Student
Officer.OK,well, 'm in today o tell
you
about a trip that
we've
got going
o
er. . . Par is .Wel l ,
h is ' l lbe
a
good
chance or those of
you
who
haven'tbeen o Francebefore
to
have
a
look
at another
ountry, nd Par is svery
beaut i fu l . h ink hoseof you who comewi l l thoroughly
enjoy t. The
rio
is
going
o
be
or f ive davs, rom the 31st
March.which
s
a Saturdav,o the
4th
Apr i l , he
ol lowing
Wednesday. e ' l lbe eaving
ret ty
ear ly n he morning.
seveno'c lock,
rom
col lege,
o
you' l l
have
o set
your
alarmclocks, ndwe' l l be
going
hrough he Channel
Tunnel
n he rain, o
no err ies
r coaches
or
those
people
who
get
seasick r t ravels ick We' l lbe backagain
on
Wednesdayabout
en
o'clock
at
niqht.
ftd ultiple holce
Examnfomation
Studentseed
o
beaware
hat isteningexts
ften
ontai
distractersinformationeliberatelyesignedo catch ut
students
hohave otful lv nderstood.
2
t.isJ
06 feU students o
look
at all the options
first
and
check
any vocabulary,such asferry,houercraft.Then
play
the firstpart
of
the recording again for
students
o
complete
multiple
choice
answers.After listening,
encouragestudents o check n pairs, discussingwhy
they chose he answers hey did, and if they heard any
distracting information
which would make
them
eliminate certain
answers.
Amswers
1 C
(possible
istraction hat she usedto be a teacher)
2 B
(possible
is t ract ionhat Saturdays not ment ioned
fi rst)
3
D
(possible
is t ract ion
no
ferr ies
r coaches. ' )
4
C
(possible
is t ract ion
0:00
s he
quest ion
ives
24
hourc lock imes)
Glassification
g
ts"l
oz
Examnformation
Classif icat ionasks reusednboth isteningndReadin
tasks. ote
hat, nl ike atchingasks, ach pt ionanbe
usedmorehan nce
rnotatal l .
Check students
understand that they have to
use he
letters F, or
R
and what they stand
for.
Answers
5 l 6 F
7 P
8 l
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Put students in pairs
(A
and B)
and
explain
that they
of guidelines from
Reading
note down key points and
attention to the
Useful
language box: giving
Allow preparation time and give
assistance
back. It may be useful
to demonstrate
activity by providing
them with one of the
you
have
paraphrased
and elicit
from
replaced.
Students work in pairs to ask and answer typical Part 3
this theme. These questions
lend themselves
listing answers
in note form, so this could be
as a
preparation activify
to build
confidence
or
a
follow-up activity led by the teacher.
It could then
a
whole-class
discussion.
Suggestion
Thissa Part Listening,hich
ntroduceshe asks f
table omplet ionnd
abell ingdiagram.
nsuretudents
checktheormat f the
able nd heorder f the
uestions
before
istening.ote
hat he
order
f he
questions
lways
followshe ext.
Lead n by asking
about train
journeys
and what
information it is necessary o
know when
about travelling. In pairs
or small groups,
possible questions.
uestiells
1
What ime
does he rain eave
or Edinburgh?
2 Do have o
change
rains?
3 What i me does
he rain
get
o/arr ive
t Edinburgh?
1 Which
stationare
you
travelling
rom?
2
Whenwould
you
l ike o t ravel?
3 What ime of day
would
you
l ike o t ravel?
Before istening to the
recording, draw the students'
and trp boxeson page 36,
and
hem to predict the
kind
of
information they
be istening for.
1
of t icket :2
and 3
4
and 5
or directl6
l,sJ 08
Students
listen
and
complete
the table.
for
them
to check in pairs
while
you
monitor
l&,nSWefS
1
(Fr iday)
March4th
2 Return
3 Standard
4 12.38
5 9 . 1 5
6 change t Manchester
iccadi l ly
na
tTEP
= Tele-enquiry erson;S = Studentl
TEP: Hel lo,Nat ional
rainenquiry
ine.Can help
you?
S: Yes,
lease.
'd ike o
f ind out about imesand
pr ices
of
t rains o Edinburgh.
TEP: Fine.
And which station
will
you
be ravelling
rom?
S:
B i rm ingham.
TEP:
,Andwhen would
you
like o travel?
S: Umm.
Fr idavMarch
he 4th.
TEP: Wi l l that be a Singleor Return?
S: Return lease.
TEP: Standard
r F irst lass?
S: Standard.
TEP:
And what ime of
daywould
you
l ike o t ravel?
S: In he morning,
please,
m,
roundabout8.00.
TEP:
Right,well, here's
rainwhich
eavesBirmingham
New
Street
at 8.05arriving
n Edinburgh t
12.38.
S: OK, et
me write that
down ... leavingat
five
past
eightandget t ing hereat . . .what ime?
TEP: 12.38.
S:
12.38.
hanks.Do I have o change
rains?
TEP:
No, t 'sdirect.
Sr
And what about he
one af ter hat?
TEP: The
nextone s at 9.15.
rrivingEdinburgh
t 14.35,
with a change
at Stockport.
S:
OK, eaving .50,
r r iv ing ,35.
T E P : N o , 9 . 1 5 .
S: Oh.OK.And
what about
comingback?
TEP: What t ime
would
you
like
o
leave?
S;
Lateafternoon,
please.
TEP: Right . here's
ne at 16.45
hich s direct
and
gets
to
Birmingham
at20.21and he one
af ter that
leaves t '18.05
rr iv ingat21.57
ncluding change
at
Manchester .
S: Oh,
would that be
ManchesterOxford
Road?
TEP: Erm,
no t 'sManchester
iccadi l lv .
IGTI
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09 Follow
the
same
procedure
as n
exercise
.
to the next
part of the recording
to
table. They
should then
check heir
as
you monitor.
7 days
aver
No
'ii'li.l:.:lillii& :{liiii&*ii{':ili*i;i1l lillii:i*iilii*:qii*i:alii*t.rr;t*r5$*iifiiitl llt;:rl:tiittiialiil
Tele-enquiry
erson;
S
=
Student l
:
Right .
And
how much
s he cheapest
icket?
Well, t
depends. f
you
can leave
after
9am. t 's
cheaper.
here'san
Apex
SuperSaverwhich
you
have
o book
at least
14 days before
you
want
to
travel.That
costs
33.50.
: Th i r t y th ree . . .
OK.
And what
happens f
I want
to
leave.before
9am?
canbookseven
ays
n
advance. then
ou
can
buy
an Apex Peak
Saver. hat
costs
41.30, but if
you
can't
do that,
he next
cheapest icket
s
he
Standard
Saverwhich
costs 54
return.
So it 's 41.30
f I book
seven
days n advance.
Yes.
And
f45 if I
don't.
t 's 54 for
the
StandardSaver.
OK.
you
can
travelon
a different
day of the week,
hen
we have
he Off Peak
Saver
at f38.
But I can't
ravel
on a Fridav or
that fare?
That's ight.
F ine.
hanks
ery
much or
your
help.
You' rewelcome.
Bye.
:,:i:r,t l,irt5rfriil9ri: i €*i{di*rtg'fssiid gdiit;*ft:31*':dpisltii:s$**:isffiai€Ef: 1**t*&i
a
diagrarn
g
l,s"l
lCI
Suggestion
When
oinghis ind
f
quest ion,
t s mportant
hat
studentserbal ize,
ven i lent ly
n heir eads,
he
information
n he
diagram.ou
analso
elp hem y
exposinghem o
dif ferenttypes
fdiagrams
nd
encouraginghem
o descr ibehem
o each
ther, r
carryingutdescr ibe
nd
raw,nformation
ap
exerctses.
Give students ime
before istening
to describe
he
picture of the train
station n
pairs,
ncluding
the
relative
positions
of the numbered
questionboxes.
Ensure
hey
notice
where the
speaker s standing.
Answers
11
ticketoff ice
12
plat form
15
13
f lowershop
14 toi lets
ar{:t:ft| { tal.i:ltl: :
EJ
1o
i lDP
=
Information
desk
person;
S
=
Studentl
IDP:
Hel lo. an help
you?
S: Yes, hope
so. 've
ust
come here by bus,
and 'm
try ing o
f ind my way
around he rainstat ion.
Can
you
tell me where
he ticket
off ice s?
IDP:
Yes,of course.Look
over
here, o
your
right,
he
ticket
off ice s o the right
of the cafeas
you
look at it.
S: Oh yes.Thanks.
And are hose
he
platforms
straight
ahead
of us?
IDP: Mmm
-
which
one do
you
need?
S:
l th ink I need
plat form
15.
IDP:
Yes
platform
15
s n the far
corner.
S:
Sorry. can't
see
t ...
IDP:
Just here.
behind he lower
shoo.
S:
Oh
yes.
Great
just
one more
hing can
you
tel l me
where
he toiletsare?
IDP:
Sure they're over
here,on the left.
behind he
newsagent's.
S: Thanks
or al l
your
help.
IDP:
No
problem.
t f **i,li*fliilii{ :i*S3&ii:1*i *; .'itiiiiiriiliili: riS:iri:riaiir:r*l: :,ri *iil:i:tit*iei*1*:is1***iil:lltli
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Aim
Some
tudentsend owant
owriteabout very ingle
feature hen escr ibing
ata hich f ten
esultsna
repet i t ive,nappropr iatenswer.
his ect ionocuses
n
theski l l fselect ing
ignif icant
nformationnd ims
o
developtudents'bi l i tyto
escr ibeveral l
rends nd
changesver
per iod
f t ime.anguage
orcompar ingnd
contrast ingata
s
also
rovided,
T'nis ead-inactivity
ntroduces he
topic
of tourism
n
n
small
groups,students
discuss he quesfions.
ask hem to estimate
how many
visitors they
go to Australia
from their counky
(and
from the UK).
Students
ead the Task
1 question before
discussing
from
1.Ask a
couple
more questions
o
comprehension,
gHow
many ottrists
rom
Canada
n 1.993?
48,000),
Which ountry
admost isitors
o
n L999
(the
UK).
Se&ee* r xg
6grx*f&eamt
Students elect he
most suitable
general escriptionof
t is important that students
dentify the overall
the data quickly.
This can
hen
possiblybe
used
ntroductory statement
see
nit
1).
was an ncrease
n
the
numberof
vis i tors o
Austra l ian the 1990s.
Students choose
three suitable examples
of specific
It
is
important
that
students
are
from writing
about all
the data in detail
and
key information.
(The
highestfigures or an
individualcountry over
he
per iod)
(Thebiggest overall increaseover the period)
(A
significant
ncreasefor
an individualcountry
over
the
per iod)
statements
ere not as su i tab le
or he
(not
a s ign i f icant
igure n ermsof a l l he
data)
(statement
s
inaccurate figures
decreased
(not
a s ign i f icant
ncrease
n
erms
of a l l he data)
Students
read
the
model
answer
and underline
about each of
the countries.
Point out
that specific figures are not always mentioned
of general
trends are acceptable
from
the United States
lso
ncreased tter
he
decade). sk
for
general
comments
about
the
sample
answer.
Yask ?;
Cmmper&r?S
a*a emd
deser&h&mg
ta'cmds
& tnis section
uses the
model to help the students
'notice'key
phrases
to describe
trends or compare
data.
Establish
that the table
covers a period
of 10
years,
so
they will need
to describe
the changes over
time. Check
understanding of
'trend'and
ask students
to decide if
the phrases n
bold refer
to trends or comparisons
of
data.
&,r gwrers
Describing
rends
(1 )
. . . nc reased
ign i f i can t l yove r the
ecade .
(3)
. . . more
han doubled
over he
per iod.
(5 )
. . .wh ich
ose rom . . . o
. . .
(6)
. . .
ncreased ver he
decade
. .
( 8 )
. . . o seove r the
ame
per iod
rom . .
o
. . .
Comparing
data
(2)
The b iggest
ncrease
as n . . .
(4)
The argest
umberof
vis i tors n ota lcame
rom
. . .
(7)
Therewere
considerably
ewer
vis i tors . .
(9)
Therewere a lmost
as many
vis i tors
rom the Uni ted
K ingdom
s
rom . . .
(10)
. . .
here
were near ly s
many our ists
rom other
Eurooean
ountr ies
s rom
.. .
Focus
on
the phrases
inthe describing
rends
column
and
the
Useful
language
box. Check
understanding
of the
verbs and adverbs. Use gestures or simple diagrams to
clarify.
7
Students
read the example
before
writing a sentence
to describe
each
set of figures.
&rlswens
1 The number
of v is i tors
rom the UK
rosesharp ly/
s ign i f icant ly
etween
1995
nd
1999.
2 The number
of v is i tors
rom Canada
ropped l ight ly
from 1991 o
1993.
3 The
number
of v is i tors
rom Germany
ncreased
steadi ly rom 1991 o 1995.
&
Now
focus
on
the phrases
in the Useful
language
boxes on pages
39 and
40. The students should
be
familiar
with simple
comparative
and superlative
structures
but
make sure
that they know
the difference
in meaning. Students
read the example
before
writing a
sentence
o describe
each set
of
figures.
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In 1999
herewere
more
han
hree imesas many
visitors
rom the
UK as rom
Germany.
In 1991
herewere
almost near ly
as many
vis i tors
from
the UK as rom
the
US.
The argest
most
sign i f icant
umber
of
vis i tors
n
1999
was
rom the
UK.
fWr&t&mg
bsk
?
look at
the statements
in
the Strategy
n pairs or small groups which five they
advice.
Feedback as
a class.Discuss
v the
other
sentencesdo not
give appropriate
advice.
Descr ibe
he data
and
give
examples.
Write
an
introductory
sentence aying
what the
data s
descr ib ing.
Check
ou rg rammar
ndspe l l i ng .
Star twi th
any
genera l
ta tements
nd move
o
speci f icnformat ion.
Organize nd present he data ogica l ly.
es*whet
yee,
&eat,{e
earnt
Suggestion
Get tudentsnto
hehabit
f eviewing
heworkthatthey
have
one,norderto
ecycleocabulary
nd tructures,
and o clar i fy
nythinghich
as ot
been
roperly
understood.ryo devoteomeime o his ach eek.
,qsk
students
o look
back over the unit
and
choose
they
have earnt.
They should then
put
n
order of importance.
Obviously,
his s
a
very
ask,but
it should
give you
some dea
of what
students
have
gained from the unit.
pairs, students
discusswhy
they have
chosen
and how
they will be
useful. Monitor
as
do this.
Now ask he students o look back through the unit
more
detail to find
the
answers o the
questions.
a
class.
mr3
to
go
up
/
to rise
page
32)
(singular
ountable oun
mentioned or
the irst
ime)
the
(un ique
ingu la r oun tab le
oun )
page
2)
at he
par ts
of
the able hat are
already omplete.
Thesewi l l
he lp
you
to
predict
he ypeof
answer hat s
needed.
p36)
s mpor tant o . . .
you
ought o . . .
(page
5)
Make
sure
your
answer s
grammatica l ly
orrect nd
agreeswith
what s
said n he ext .
page
35)
6 dropped ign i f icant ly/dramat ica l ly
nd rose
gradual ly
(page
39). Note hat
theseare not exact
synonyms.
4' trus
question is designed
to develop
a more
reflective
approach. You
could ask
students to discuss n
pairs, if you feel
this
is
appropriate,
or you
could elicit a
few
examples of how
students could get help
with
things they find
difficult
(grammar
reference
books,
tutorials,
asking a
peer for help, and
so on).
S Again,
this could be used for
pair work
discussion,
or
you
could ask students how
often they review
work,
and
elicit or make some
suggestions.
As in
previous units, ask
the students to find
the words
in
context before looking
them up in a
learner's
dictionary for more information.
sustain
(page
3'l: Tito
will be sustained
by Russian oups,
juice, tea and coffeel
unique
(page
32: Use'the' with
nouns that are
unique.l
implication
(page
34: Consider he implications
of buying
plant
and
animal
products.)
conserve
(page
34:
Ecotourism
s responsible
ravel
to
natural
areas hat conserves
he environment.l
benefit
(page
34: ls
there an economic
benefit
going
back
to
or
staying
in the local
community?l
basic
page
35: ... to expandon
the basic nformation.l
occur
(page
39:
...
with
most of the
increase
occurring in
the second half
of the decade.l
contrast
(page
39: This will usually mean
comparing and
contrasting different parts of the information or data.l
trend
(page
39: Comparing
data and describing
trends.l
KacXcs
o the board
Divide
the class up into two
or three teams.
Put a chair
for each
team in front of the board
facing the
class.
Choose
one person from each team
to sit
in
the
'hot
seat'
and write up one word or phrase that the class have
recently learnt
on the board. The rest
of
the team must
try
to explain
or
define
the word
or
phrase
to the
person
in the
'hot
seat', but without using
the word(s)
on
the
board. The person
who
guesses
the word first
wins a
point for their team. Then
change the
people in the hot
seats for different
team members and write
up another
word
on
the board.
Although it
causes some disturbance,
have a
different
team
mate up for
each round, otherwise
there is too
much
pressure
on
the
person
alwavs in the'hot
seat'.
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overview
Language
develoPment
unit explores
the theme
of intelligence,looking
in
Language
focus
andVocabulary
at animal
intelligence
and the
idea
of
-----o--
intelligences
ingform
and infinitive
Lexical
links
elatedactivities
Skills
development
Listening
Listening and
writing simultaneously
Pronuncintion
Connectedspeech
Introductions
The main body
StudY
skills
conclusions
using
a dictionary
Dictionary
focus
completion
Multiple
choice
with more
han oneoption
students
o
discuss he question
without
looking
2. They
will
probably
find that
they have
together
at the learning
styles associated
with
preferences.Students
briefly discuss
f they
feel
for them,
and the
idea that different people
ways.
first time
in the book
that the students
have
to a Part
4 Listening,
ie a monologue
on
an
(a
ecture).
This
is the most challenging
the
Listening
module.
Exam
nformation
Summary
omplet ion
sa similartaskto
entence
complet ion,
i th
a summarizing
aragraph
atherthan
unconnected
entences.
ote
hatanswers
ust e
grammatical ly
orrect,
nd, s
withal l ELTS
istening
tasks, orrectly
pelt.
Aim
In his xercise,tudentsay aveochangehe orm f
whatthey
ear
norderfor
tto
grammatical lyf i t the
summary.
n heListening
odule
tself ,hey
may
ot ave
to change
he orm
fthe
wordshey ear,
utthe
ki l l f
transforming
ordssuseful.
incet
rains
hem0 use
differentorm
o answer
he
question
n heir
own
words.
X
le"l r';
Draw students'
attention
to the strategy
box.
Look
at the
tip box
together
and give
them some
ime
to read
the
first summary
and
to predict
the
kind of answers
required (including word class).Remind them that they
may
have to change
he
form of
what they
hear
n order
for it to grammatically
fit the summary.
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underline
key words
to listen Ior,
eg
journalists,
teachers,
etc.
students
aware that
they may
hear a
the exact
word found
in the
learn anguages
persuade
I I
=
Announcer ;
G
=
John Gregory)
par t
of
our ser ies
f study
ski l ls a lks, ohn
Gregory
is
going
o ta lk o
you
today
about he
heoryof
mul t ip le
nte l l igences,
way
of
d iscover ingmore
abouthow
you,
as an ndiv idual ,
may
earnbest.
Hel lo .
'd l ike
o star tof f today
by
giv ing
you
a l i t t le
background
nformat ion
n
he heory
and hen ook
at what
hesemult ip le
nte l l igences
re
and
how
you
can earn o make he most of your
strengths
n
different
areas.
The
radi t ional
iew
of in te l l igence.
s megsured
y lO
tests,
ends
o focus on
just
two sorts
of intell igence
Linguist ic
nd Logica l
Mathematica l ,
r
in
other
words being
good
with words
or wi th numbers
and
logic.
n his
book,Frames
of Mind, Howard
Gardner
suggested hat
there
were
in
fact other
ways of being
inte l l igent,
hat
were
not a lways ecognized
y he
school
system.
He suggested
evendifferent
in te l l igences,
h ichwe wi l l
lookat
oday, hough
he
hassince ncreased
he number
o e ight ,and
hinks
theremay be morest i l l .
So,what
are he ypes
of mul t ip le nte l l igence?
irst ly,
thosealready
ment ioned.
inguist ic
nd Logica l
Mathematica l ,
eoplewi th
l inguist ic
r
verbal
in te l l igence
re
good
at
communicat ing
i th others
throughwords.
Theywi l l learn
anouages
asi lv
nd
enjoywr i t ing
and speaking.
hey
end o th ink n
words rather
han n
pictures.
heywi l l
be
good
at
expla in ing
nd eaching
nd
persuading
thers
o
their
point
of v iew
Not surpr is ing ly,
heywi l l
o f ten
become
ournalists,
eachers. awrrers,
oliticians
and
writers.
lgl
t
2 Give
them time to read
the rest
of
the
are longer
than would
be normal
in
exam, before
they listen and
complete the
(make)
onnect ions
engineer ing
communicat ion
of direction
play
an nstrument
tg.l
l:
Thosewho are
strong n Logical
Mathematical
ntell igence
are
good
at
seeing
patterns
nd
making
connections
beWveen
ieces
f information.
hey reason
well,can
solve
problems
effectively. hey're
he
kind
of student
hat asks
a
lot of
questionsl
They make
good
scientists, ngineers,
computer
programmers,
ccountants
r
mathematicians.
Then
hereare he Personalntell igences
Interpersonal,
meaning
between
people,
nd ntrapersonal,
eaning
withinyourself. hoseof you with good Interpersonal
intell igence
ave
he abil ity o see hings
rom other
people's
points
of
view,
understanding
ow others eel
and hink.You
encourage
eople
o co-operate
nd communicate
well with
others, othverbally
and non-verbally,
ou'l l
make
good
counsellors, alespeople.
oliticians
nd managers.
In trapersonal
nte l l igence
s more
aboutbeing
able o
understand
oursel f ,
ecognize
our
own strengths
nd
weaknesses,
nd
your
nner eel inqs.f
you ' re
strong n
th is area
ou' l l
make
good
researchers,
heor ists nd
phi losophers.
lf
you
tend o think
n
pictures
ather hanwords,
ou
maybe
strong n
Visual-Spatialntell igence.
ouenjoy
drawingand
designing
swell
as reading ndwriting. f
you
end
o doodle
on
your
notes n
class,hat may be a sign
of his ntell igence.
You'l l
havea
good
sense f direction nd ind
graphs,
harts
and
mapseasy o understand.
good
ob
for
you
might
bea
designer,
n architect, mechanic
r engineer.
Bodi ly-Kinaesthet ic
nte l l igences about
he abi l i ty o
contro l
body movements
nd handle
bjects k i l fu l ly .
Athletes,dancers, ctors
will be strong
n this area.
Sometimes
hysica l
k i l ls reseen
as someth ing
nt i re ly
separaterom
inte l l igence,
ometh ingwhich
Gardner
strongly hal lenges
y ncluding his nte l l igence.
Final ly,
Musica l n te l l igence.f
you
havea
good
dealof
musica l
nte l l igence,
ou ' l l
o f ten
plav
an nstrument.
ut
not
necessarilv.
f
you
often
ind
yourself
apping out
rhythms
n class, h is may
be a s ign hat
you ' re
earn ing
through
your
Musica l n te l l igence.
ot surpr is ing ly
ou ' l l
makea
good
musician
r songwr i ter .
.
""
. ' - . ' . :
Mer*t6pXe
hsX*e w{&*&??sre
han one
&$rt;erx
Examnformation
In
hese
guest ions
more han
one opt ion has o be
selected. ow many
optionsarecorrect s
var iable.
Usual ly, s n this
case, achcorrect
opt ionchosen
s
worth
one mark.
Sometimes,
usual ly f
the
quest ion
s
easier, l l opt ions
may
have o be correct
o
gain
one mark.
n ei thercase
it is not important
which s wri t ten
down f irst .
S
tHJ
13 Ast
the students to
look
through
the
options and
make
sure
they know that
they need to
choose two activities in each case.Thev mav be able to
make
some
guesses,which they should
confirm or
disprove
by listening.
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,Aerswcrs
B , C
A , D
a n d1 5 B .D
lg
awareof
where
your
strengths ie,
you
can use
information
o
help
you
study more effectively. or
f
you
havehigh L inguist icnte l l igence
ou' l l
wel l throughgroupdiscussions,isteningo lectures
readinq, hereas f
you ' re
stronger
n Logica l
nte l l igence
ou
may
earnbetter through
solving activities. hoseof
you
with strong
nte l l igence i l l respondwel l
o
videos,
nd char ts. ou ' l l
probably
ind
t he lpfu l o learn
sing
mind maps.
are nterpersonal lynte l l igent,ry working n
groups
pairs
or teaching omeone lsewhat
you ' re
rying o
Your
good
communicat ion ki l lsmean hat
you ' l l
earnwel l
hrough
isteningo others.Or , f
you ' re
nte l l igent,t may be better or
you
to
studyingalone, et t ing oursel f oa ls.
havehigh Bodi ly-Kinaesthet ic
nte l l igence
ou
may
t easy
o
studywhi lewalkingaround though
ou
shouldn ' t ry th is
n c lass The Musica l ly
may earnwel l hroughsongs, r wi th
musicon
whi le
hev studv.
s mpor tant o recognizehat everyone s a combinat ion
al l he nte l l igences,
ust
n d i f ferent t rengths.
ormany
and
obs
you
need o usea combinat ion f strengths.
what
does he
quest ionnaireou 've
completed e l l
you
howyou ea rn? , . .
orrm amd $sxffixx*tfrwe
Suggestion
While hisactivity
illmake
our
tudents ore ware f
certain
endenciesn
erms fwhich erbs re
ol lowed
y
- ingor nf ini t ive,t s mportantthatyouncouragehemo
use heir ict ionar ies
o
checkverb
atterns,
nd hatthey
shouldncludehis
nformationhen ecordingew erbs
they earn.
understandingby askingstudents
o discuss
which'intelligence' they think they represent.
0 Bodi lyKinaethet ic
nte l l igence
1
V isua l -Spa t ia l i n te l l i gence
2 InterpersonaI
nte l l igence
3
Intrapersonal in te l l igence
4 Log ica lMa thema t i ca l i n te l l i gence
5 Musica l
nte l l igence
6 L ingu is t i c i n te l l i gence
X
ast students
to try and complete the sentences
using
either
an infinitive or an-ing
form. Clarify any
problems
in feedback.
Answcvs
vis i t ing
or
possib ly
o vis i t
AmE)
working
spending
to understand
learn ing
to
learn
depends
f t 'sseenas
pleasurable
n
i tse l f r a
good
dea
perhaps
n order o learn
Engl ish)
to speak
I
Aim
I
Complet inghe able i l l
g ive
tudentsrecord nd nable
I
themo
start t0
ee
atterns-
uch s hatverbs
I connected
ith ikes disl ikesftenake
rng.
S Ast students
o
put
the verbs rom the examples
nto
the table.
Arlswers
Foffowed y
-ing
appreciate
Followed y
infinitive
need
would ike
Followed y both
-ingand
nfinitive
love
l ike
disl ike
Note
hatalthough
ll
hese erbs
anbe
ollowed y
both
forms,he nf ini t ivesmostly sed
nAmerican ngl ish.
4 Use his question
o try to elicit from students
hat we
use an -ing form after a preposition.This was previously
covered
n
Unit
1.
Answer
Followed
by
-ing
1
2
3
4
5
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Now ask
students o categorize he verbs.
them to
use heir dictionaries f necessary,
s a
good strategy or them to use
outside
he
You may find it he lpful to
point out certain
or tendencies, uch asverbs which
convey
desires
roant,
ecide,
lan,
hope,wish) ake
In pairs, allow
students to
work
through the questions
to
clarify the
differences
in meaning. Then check
as a
class and provide any
further
clanfication.
sn;ers
a
-
like
watching s about enjoyment,
n
British
Eng t i sh
b
-
Iike
o
learn
suggests t
is
a
good
idea
but
no t
necessarily
ossible.
eg
I l ike o wash my hair every
day)
c- Try o do suggestseffort or difficulty.
(eg ltried to stop her, but she wouldn't listen.)
d
-
Trydoing
s more of a suggestionor an
experiment.
eg
'l l try
phoning
him, he might be in.)
e
-
l f
you
stop o do someth ing.hat
s
why
you
have
stopped.
f
-
l f
you
stopdoingsomething,
ou
cease hat
activity.
g
-
I remember
ell ing
him means hat I now have
a
memory of that event.
h
-
I remembered o tell him
-the
remembering s
before he e l l ing.
Students work individually to choose the most
Check
in pairs then as a class.
learn
4
to th ink
5 setting
or
possibly
o set f there
s
an
idea
of difficulty
in h i s )
6 t o d o
7 to f in ish
8 starting
9 mak ing
Note that further practice in this
area is
provided
in
the
Crammar section on page
151.
ffi*rxmee*edspeeck
, t
l " r . l 4 ,
I LEI lE i
Aim
When at ive
peakerspeak ngl ish,he
low
ofconnected
speechauseshemo
oin
wordsogether,hich an
affect the
oundss hey
oin.
omet imesoundsre
dropped,rel ided,
or
xample,
n he
phrase
inner nd
dancingtheinal 'd 'of ndis ot
pronounced
ecause
t
sl idesntohe irst 'd ' fdancing.notherorm fel isions
cal led ssimi lat ion,
herehe inal
ound
fa
word ctual ly
changes
n
order
o aci l i tatet
oining
henext o rd. or
example,en
eople
susual ly
ronounced
s'Tem
eople'
because
m'is
closer
n
erms
f he haoe
f
hemouth
o
'o' .
El isionnd
ssimi lat ion
an ause i f f icul t iesn
comprehensionor earnershoare
expect ingo
hear
language
ronounced
s t swri t ten.t
s mpoftant
or
themobemade ware f his ohelp
hem
omprehend
spoken
anguage.t may lso elpo mproveheir wn
pronunc ia t ion .
?
Use the'dinner and dancing'example
to establish
that the
/
d
/
sound
in andis elided because it flows into
the next
sound.
Then ask them to look at the next two
examples and elicit
the missing letters.
i&rcsmrers
The
t'
in nert week and he
'd'
in brand
new
are elided.
Note
that'd'and't' are often elided before a word which
begins with
a
consonant.
Ask them to try saying these
phrases with
and without the missing letter. It should be
easier to say in the elided form, but you may find that
vour
students
have difficulty in
noticing this
difference.
Students then look
at the tapescript for recording 14
on
page769
and see f they can find further examples of
elision.
Remind
them to
look for places where
consonants end and start
words. At this stage they
will
probably
also identify
places
where the sounds are
in
fact assimilated. As you
listen to the recording to check
for the answers, you could point
the difference out.
Axlswers
The et ters n bold n the apescr ip t how
examples f
e l i s i on .
-ing
Followed
by
infinitive
Followedby
both
-rng
and
infinitive
ne
agree
decide
fa i l
nope
promrse
refuse
want
wish
try
beg in
stop
remember
forget
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:air::,,:tit,:t
lli::r:li,l::l'.1r':i]:rir:
..
.
"r,rlr
rr"],ll:rrllr,rrr'r
rr:]rri'r
rlrirrr,:,:l
l*
, -
l ,
everyone.We'll
start he lecture
n a
butfirst I
have
a
few
notices. he
rip o the City
and Art
Gallery n Bristol omorrow
has had
o be
Mr
Struthers s n
bedwith the lu
and no
one
able o take
t. 'm told
he shouldbe back
soon hough
then he
next
day,so
you
should
alk o
he new
date.So hat's he irst
hing, he second,
week
s
of
course
he Christmas
all.The venue
using s
brandnew and 've
been eliably
nformed
addit iono the
usual inner nd
dancing,
here' l l lso
bowling.Therewill, however,
e a chargeof nine
or
this
per
eam,so why don'[you
get
together
some riends
o split he cost.Plus,
on't orget t 's
dress.
expectto seesome
marvellous
ostumes
am
currently reating
omething
hat' l lbe even
han my 1in
Man from the Wizard
of Oz of last
year.
1
4
Next using the example'in
Bristol'show
the
/n,/
sound changes o
/m/
before
/b/
.
at the next two
examples. Elicit from them
sound changes might
be made in them.
man'
becomes' t imman'
pin
bowl ing'becomes' tem
im
bowl ing'
often
change to
'm'
if it
precedes he
/p/
or
/b/ .This isbecausethesoundsi t
changing to
are all bi-labial,
like
/
m/ .
Again, you
ask them to
try saying these
phrases with and
the changed letter.
ask them
to look again
at tapescript 14
and find
of
assimilation.
Start
by
asking them to
find
changebefore
/m/,
/p/
and
/b/
.Thenyou
ask them what
they think happens
lo the
/
d/ in
itchanges
o
/b/)
and the
/t/
nDon'tyow
changes
to
/
t[
/
).
Check by
listening
to the recording.
nder l inedn
apescr ipt 4show
examples f
actiuity
ents ave
ound his work
useful,
ou
might
like to
raise their awareness
of weak forms.
This is
common phenomena in
connected
speech
which many function
words,
eg prepositions,
pronouns,
modal verbs
and theverb tobe,
a'weak' and
a'strong' form.
The
pronunciation of the
strong
form
usually
coincides
with the
spelling,
egcan,
and usually
existswhere here
is emphasis n the
word, egYes,lcan .Inthe
weak form,
which
is more common n unmarked
connected
speech,
the vowel
sound is usually replaced
by
/
e
,
eg
/
kr:n
/
becomes
ken /.
You
could write the following
sentence
n
the board
and
ask he
students o identifv the
nronunciation of the
underlined words:
The trip to the City Museum and Art Gallery in Bristol
tomorrow hashad
to be postponed.
The trip
/
te
the City Museum
/
and Art
Gallery
in
Bristol
omorrow
/hes/
had
/to/
be
postponed.
Then
askstudents o look again
at tapescript14,
or
another apescript
and
identify
which
words
are
pronounced n their weak form.
Confirm the
answersby
listening
o the recording.
Aim
This
sa
igsaw
eadingct iv i ty,
imed tencouraging
studentso beableo summarize
ey
oints
nd
xchange
information
s heymightna
seminari tuat ion.
? ask
students o brainstorm
animals they think are
particularly intelligent and
ask therrt o rank these
n
order. Then ask hem to
give reasons or their
choices.
This will
lead nto the next question
n which students
provide information on any testsor experimentson
animal intelligence hey have
heard about.
Yable c@rmpleti$n
3 Divlde
students into three
groups and refer
each
to
a
different text
on
Animal
'intelligence'.
Students complete
their
part of the table individually and
then
compare
with
others in their
group. Remind students that
in this case
the
rubric asks for no more
than
FOURwords.
Amsurers
Text
1:
Crows
Text2:
Dolphins
Text3:
Orang-
utans
Orga niz ati onZoology
Department,
Oxford
Universitv
Ear th trus t Smithson ian
Nat ional
Zoological
Park
City or
place
Oxford Hawa i i
NewYork
Ma ina im make simple)
tools
do lph ins
are
self-aware
communicate
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completion
Students continue
to
work in the
three groups above,
the
same procedure for this
second task.
1
lift retrieve.
n ine
imes
mater ia ls
one-waymrrror
their
reflection
zincoxide mark z incoxidemark
man humans
ndapes
3
symbol
abi l i ty o communicate
regroup
students into groups of three,
with one
each original
group.
They
should share'
without looking
at each
other's
texts
or
* OrganXzatiorn mde$h*r&n&a:
Students read the
question
and then
Strategy box to
the best
order to tackle this task
-
understand he
rsinstorm deas,
makean outline
I
plan,
start
The first three stages of this could be done as
before
going on to the next section.
Examnformation
The andwichnalogv
Students
ew
o IELTSypewritingasks
ften
roduce
essaysnwhich
ack forganizat ions
quite
0mmon.
Though ore omplex
odelsanbe ol lowed,his nalogy
and tructurean
beeasi ly nderstoodnd eproducedy
students.t s mportantto
ememberhat ot
of
marks
an
be
gained
n
he ELTS
xam
rom extwhich
as veral l
coherencend ohesion,e
one hat swel l-structurednd
easyor he eadero ollow.
&mtroduc*Xoms
f
Aim
I
fnis ectionmphasizeshe mportancefa
strong
I
opening
aragraph
nanessayy ookingt
good
nd ad
I examoles.
X
Poi.tt
out
that the
same
question is being referred to
and then ask
students
to work in
pairs
to read the
introductions and
judge
which is the best and why the
others are Iesssuitable.
&rlswers
lnt roduct ion
.
Too
brief
.
Rather
implistic:
you
need
o
be clever
o
do
this.
lnt roduct ion
Virtually epeats he
question
word for
word in the
first
sentence.
his s
a common
featureof students'answers.
Point
out hat heywi l l not
gain
any marks
or
copying he
question,
o in effect t is a waste of t ime. The second
sentence
s
a
very
general
tatementhatcouldbe a bi t
more
focussed.
lnt roduct ion
.
Clear pening entence
.
Paraphrasing f
question
eg
udgedinstead
of frue
measure, educational success
nstead
of academic
achievement.
.
Well-expressed entences simple and clear, ange
of structuresand use of a
linkingword
(Howeverl
All these
points
are
posit ive
eatures f a strong
ntroduction.
Therefore
his s clearly he
best ntroduction.
T*** maSN*
ody
S
tn this sample ssayhereare hreeparagraphs
n the
mainbody. Students identify the topic sentence
containing the main idea
and then re-order the
other
sentences
to form a
coherent
paragraph.
&msw*rs
1 There
are
many
people
who leave choolat he ageof
16
yet go
on to havesuccessful areers.
2 This s often particularly rue of peoplewith practical
sk i l ls uchascarpenters r
plumbers.
3
Although
hey
may not have
passed
manyexamsat
school , hey
have
successful ly
earnta
rade
or sk i l l
whichdef in i te ly
equiresntel igence.
4 Thereare
also
urtherexamples f
people
who have
not achieved cademic uccessn educat ion.
Students then answer the ouestions.
Allswans
1 carpenters r
plumbers
2 practical kil lsor those who havesuccessfullyearnta
t radeor sk i l l
3 Thereare also
further
examples
.. .
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mdurtrr6**mg
Xnmex&&amemaxxXy
ris is a
typical
Part
3 dialogue
befween
a lecturer
and
a
academic
subject.
Ensure
students
the
phrase'nature
versus
nurture'.
As a
lead
discuss
which
they
think
has
a greater
*S"l
1
S ast
students
to read
the notes
they
have
to
predict
possible
answers
or word
class,
This is
not
specifically
an
IELTS
task, but
it practises
will need
in the
exam
and for
academic
study.
( just)
orn
clever
in f luence
hem
2,000 ords
environmenta l
results
might differ
aredifferent
reasons
r evidence
accord ing
o author
next
utor ia l
l
1g
W
=
DrWi l l i ams;
=
S ian l
here,
Sian.
assignment
lease.
V: F ine.
Come
on in
and have
a
seat.Have
ou
star ted
work
on it
yet?
Yes,
have
l 've
star ted
oing
some reading
round
and
've oughed
ut an
out l ine
of what I
want
o
do.
but I wanted
o
just
check
with
you
that was
going
in
he r ight
d i rect ion.
OK,
good.
So what
have
you
decided
o
look
at?
What
real ly
nterests
me is
he
dea
of
nature
vs
nur ture 'wi th
egard
o in te l l igence
nd ooking
at
whether
a ch i ld s
ust
born
clever , r whether
heir
parents,eachers,r iends people ike hat
in f luence
hem. Do
you
th ink
hat h is s
a su i tab le
subject or
me
o focus
on?
Wel l ,
t 's
a b ig
opic or
a 2.000
word
assignment.
People
ave
beendebat ing
hat or
years,
nd
there's
sti l l no
definitive
answer.
Yes, know.
've
been
researching
n the
library,
though
and
've
ound
severa l
tud ies
hat have
tried o compare
he
effectsof
genetic
actors
and
environmenta l
actors
n
chi ldren.
here 's o
shor tage
f l i terature
n
th is
subject, hat's or sure
And
that 'smy
main
problem
at
he moment.
For
every
study
hat shows
hat
genetic
potential
s
the most
important
actor,
here's
another
o
show
the
opposi te
DW:
The
best h ing
o do is
o choose
a select ion
f
research
hatshows
a simi lar
pattern,
nd
compare
that n re lat ion
o
one or
two studies
which
don' t
fo l low
he same
rends. hen
ry
to analvsewhv
the
results
might
differ.
OK.Another
quest ion
wanted
o
ask
you
was
whether
should nclude
my
own
opin ion?
It's
ine
to do that,
but be
carefulnot
to
make
your
wr i t ing
sound
oo
personal ,
hat s
makesure
hat
you
backup
anv statements
with
clear
easons
or
evidenceand don't forget o makereferenceo
where
you
ound
hat nformat ion.
What
do
you
mean,exact ly?
Well,
or example,
f
you
say
hat n Australia
ewer
children
rom lower
ncome
amilies
go
to university,
even
hough
hat
s
a
fair ly
well
known
act.
you
need
to mention
he
source
of that nformation.
S: You mean
ind
a study
hat has
shown
that?
DW: Yes,
nd nclude
he reference
n
your
b ib l iography
at
he end
of
your
assignment.
The bib l iography should hat nclude l l o f the
books
've used
or reference?
No,only
he ones
hat
you 've
direct ly
i ted
n he
essay. ut
hem n
alphabet ica l
rder
accord ing
o
author
not n he
order hat
you
use
hem n
he
essay.
emember:
ou
were
given
a handout
n
th is
topic
at the
startof term.
Yes,
hat 's ight .
Right thanks
or
your
ime. ' l l
go
and
get
on wi th i t l
OK
goodbye.
f
you
haveany
ur ther
quest ions
r
points
ou
want
o d iscuss.
hen
we can
cover
hese
in your next utor ia l .
Great. hank
ou
for
your
help.
Bye.
DW:
Cheerio.
, i.r:rii.
,
r:i r
,rl:r,ll l
::i:tl:i i, i.rr,r:ri.,r:iirt
:r,
rt
,:ii i irl.:rl
Lexicm*
Xin$qs
Aim
This
ct ivi ty
houldaise
tudents'awareness
f he
ways
writersink
deas
na extby
using ifferent
exical
tems.
Thiss
mportanthen
nderstanding
reading
ext, nd
part icularly
seful thingo
ookorwhen
matching
paragraphs
o headings.
t should
lso elp
hem
n
improving
hecoherence
f heir
wnwri t ing.
Simi larct ivi t ies
ould e
done i th
othertexts
hatthev
read,
o
bui ld n his
xercise.
'9
ast
students to
work together
and
look back
at the
texts and underline
words that
have a similar
meaning
to the
main word
provided.
There
are at least
three in
each text but
referencing
pronouns are also
acceptable.
DW:
S:
DW:
e .
DW:
S:
DW:
S:
:
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on the different
nouns
and
elicit that these
help
writer
a) link ideas
in a text
and b)
give variety
to the
avoiding
repetition.
By noticing
these
links,
can also
improve the
skill
of guessing meaning
vocabulary
from
context,
eg the word
in Text
1. As
a more
productive
activity,
brainstorm
other nouns
that have
a
similar
to words
provided.
1:
hook implement
possib ly
arden
wire)
2: dolphin
creatures
possibly
apes
a subject
they)
3: carried
out
/
conducted
at the tip
box and
check students
understand
idea
of lexical links
and how
they are
used. Then
ask
to read the text
on chimp
communication
and
the first
sentences. They
should
underline the
links
which helped
them.
Chimps
have anguage.
Thev
can,and
do ,
communicate i th
humans.
here s
a l inguist
h imp
cal ledNim
Chimpsky
i th a vocabularv
f 125signs,
a l lused
o r rec t l y . . .
The evidence s
not
in their capacity
o stand
upright
or use
computer ouch
screens. he
evidence
s in the
DNA. nstead
f compar ing
ig i ts.
r sp inal t ructure,
At
one level, he
is reviving
an
argument about
classification:
what is it
that makes
animals
alike, and
different,
and how
do
you
logically
group
them.
But at
another
evel .
e s ra is ing
n argument
bout
human
linkswith the restof creation.
So a
small change
n classification
ranslates
into
a
big one in moral
attitudes.
f apeswere
reclassified
s
human,
would
hey
hen be ent i t led
o human
ights?
And
i f apeswere
classi f ied
s humans,
would Homo
sapiens
e
gui l ty
of
genocide?
dietio*rary
Aim
Many tudentsfeel
eluctantto
se
good
earner 's
dictionary,
uchas
heMacmillan
ssentialDictionary,
because
f he ack
f
ranslat ion.
owever,
earner 's
dictionary
ill
contain ot
morenformation
han
most
bi l ingual
ict ionar ies
r
ranslators,
nd
wil l
bea huge
assetto
tudy.
hese xercises
re esigned
sa estfor
the
kind fdictionaries
our
tudentsend
o use.n
comparison
ith
a
good
earner 's
ict ionary.f
your
students
end o
prefer
sing mini-pocket
i- l ingual
dict ionary
relectronicranslators,
his
sa
good
opportunity
ora
discussionbout
ngl ish-Engl ish
dict ionar ies.
sk
our
tudentso
br ingn he
dict ionary
they
sual lyse, i ther
nclass
rathome,
nd ee ow
much
nformationt
can
or
an't )
ive
hem.
Note: These
exercisesare
based
on the Macmillan
EssentialDictionarybut
they
should
work
almost
as well
with
any good learner's
dictionary.
{ ast
students to try
and work
out the meaning
of the
abbreviations
through the
matching
exercise.
Check
answers
briefly as a
class, and then
ask students
to look
in their dictionaries
to find
an example
of each
one. Elicit
other abbreviations
they
find, and
clarify anything
students do not
understand,
eg
I means
antonym.
If
students
cannot find
examples
in their
dictionary, it
should indicate to
them that they
need
something
more
comprehensive.
Amswers
t c l
c o u n t a b l eo u n . . .
adj adjective
ITI
t ransi t ive erb . .
sb
somebody
t U 1
u n c o u n t a b l e n o u n . , .
adv adverb
t l1
in transi t ive
erb . .
sth someth ing
abbrev abbreviat ion
X
Now
ask
students to look
up the words
listed
and
answer
the questions. Again,
a
good learner's
dictionary
should contain
all this information.
Amsw.rcrs
7
(br ight ,
r i l l iant , lever ,
u ick,
harp, mar t ,wise)
should is o l lowed
by an nf in i t ive
i thout
o l no
tenses,
ar t ic ip les.
uest ions
nd negat ives
re
formed without do.The negative s contracted o
shouldnt.
3
g ive,
ssue,
rovide
an nstruct ion
carry out,
ollow, obey an
instruction
disobey,
isregard,gnore
an nstruct ion
4
yes
three
tars n he MED)
5
h i s h
6
no
U]
7 formal
8
adverb
9 AmEngsubway
=
underground
ra in.Br i tEng
ubway
=
pedestr ian
alkway
undera road.
10 i f
you
arebeinghonest.
An exercise
on
dependent
prepositions is
included
in the
Vocabulary
section
on page 156.
As in
previous units,
ask the
students to find the
words
in
context before looking
them up
in a learner's
dictionary for more information.
abstract
(page
47: ... whetherthese
creaturescould
remember
ahstract symbols
and then
use this system
o
accu ately
label objects.l
1
2
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symbol
(page
47: ...
whether
these
creatures
could
remember
abstract
symbols
and
then
use
this
system
o
acc
urate
y
Ia be
obj
ects.l
insight
(page
47: ...
such
evidence
provides
a
significant
insight
into
animal
intelligence
...1
essentiaf(page48: The firstand lastparagraphsare
essential
n
holding
the
sandwich
togetherll
correspond
page
48: ...
astheytouched
a computer
screen,
a
corresponding
symbol
would
appear.l
inffuentiaf
page
50: ...
when
a
parent,s
nput
is most
influential.l
input
(page
50: ...
when
a
parentb
input
is
most
nfluential.\
lack(page51: .. i f a child lacks upport from home ...1
capacity
(page
52:
The
evidence
s
not in
their
capacity
to
stand
upright... l
ea| *Nry
f*eff
wXth
a dXctienmary
down
three
definitions
for
each
one
(ie
six
definitions
in
total).
Each
word
should have its correct definitiory and
two
false,
but
plausible
definitions
(which
they
could
find
from
the
dictionary).
You
may
need
to
model
this
process
for
them
on the
board.
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Content
overview
Themes
Language
development
This unit focuseson the world of work,
includine
iob
applications,
profile
of the
abour orce
uni*"'u
'""
Language
focus
andvocabulary
worldwide
unemployment
ates.
Future
plans and arrangements
Suffixes
Contrast inkers/markers
Exam
elated
activities
Reading
Skills
develoPment
Y/N/NG
Reailing
Matching
headings
o
paragraphs
Labellin[adiagrim
'
Scanning
Guessing
meaning from
context
writing
understanding
inlormation
in
tables
Task
1
Comparing
and contrasting
data
Study
skills
Listening
Extensive
eading and listening
Part 1
Multiple
choice Dictionary
focus
Part2
Completingaflowchart
Speaking
PartZ A job you would like to do in the future
Part
3 Discussing
ob
related
questions
Draw
students'
attention
to the
picture and
ask them
what
kind
of
job
the
person
does or
what
job
might
be applying for.
Ask
students
if this
is similar
job they do, or would like to do? if they need
you
could ask
them
who
influenced
them in
career decisions
-
teachers?
parents?
a
careers
Or
someone
else?
Suggestion
Thisead
n s
aimed tstudents
hohave
ecently
ef t
school.
f
you
have
class,
r ndividuals
hoalready
ave
careersthen
ou
ould skthem
nstead
odiscuss
ow
they hose
heir
areer,hy
tsuitshem
nd f t
sverv
competit ive
o ind
work n heir
ield.
students
do the Part
2 activity
then
ask and
the Part
3 questions,
changing
roles
so that
each
has a
chance o be
'examined'.
fW*xXt&ple
$aoise
Suggestion
In he ELTSisteningodule,l lof he exts reheard nlv
once. owever,
oint
ut
hat
heanswers
o
each
uestio
may
e
paraphrased,
g '
Why
don'twemake
t a bitearlier saV
alf six
. I'llsee
you
n the
barat 6.30.
0rthe ext
ould ontain
istracters
eadinghem
o
answerncorrectly,
g:
S:Are
yougoing
o be a
singer n a band
all
your
ife?
J: ... but think
'd ike o
go
nto
marketing.
Tel l
tudentshat istening
or hese
istracters
anhelp
o
eliminateome
f hewrong
nswersn
a mult iple
hoice
0uesu0n.
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l ; ; ; l 1c
r r _ r
I u l
Aim
This xercise
ses
Part ext
a
dialogue
na non-
academic
ubject) to
elp tudents
i thmult ip le
hoice,
and o raiseheir
wareness
f hekind
fdistractershat
are ommonn
he ELTSistening
odule.
wo f he
quest ions
n his
xercise
re
icture
ult ip le
hoice.
ote
thatthis
ype f
quest ion
s
quite
are,
nd nly ccurs
n
Part of he
Listening
odule.
hat they are
going
to listen to a
between
wo
students about
what they
do when
they graduate.
Draw their
attention o
questions
and get them
to describewhat
e. f they
have verbalized
each
possibitity,
his
help when
they
hear the
correct one.Also
look at the
and
elicit synonyms
or
other
ways to
words
suchasgraduate
v) (finish
university),
Australia
the
USA
/
Down
Under),
a doctor
a
singer
a GP
I
a pop
star),5.55pm
just
before 7),
the
recording
once and
then allow
students o
heir
answers
ogether. f
necessary
play again,
students hat
this will
notbe
possible
n
the
actitsity
you
could ask
students o find the
used n the
tapescript,
by relating them
to the
multiple
choiceanswers,
g or question
2, he
s:
Are
yougoing
o bea singern
e bqnd
ll your
ife?
nswer
C
-
a
singer is wrong.
Sally
doesn't
singer,but
she asks
John
f he wants to
be
Suggestion
In he
ELTS
xam,
ou
donot ose
marksor ncorrect
answers
you
nly
ain
marksor
correct nes),
o f
students
on't nowhe
answer,t salways
orth ryingo
el iminate
ne r two
wrong nswers,
nd
uessing
n
a
mult ip lehoice uest ionremindhem evertoeave
blank.
r*]
;
( S = S a l l y ; J = J o h n )
S: Hi John,how're
you
doing?
J: Oh hi Sal ,not
so bad,
'm
ust
ooking
t his
poster .
have
you
seen t?
S: No.what 's
t about?
It 'sa careers
alk
next
week now
that Christmas s
over, 'm starting o realize hat itwon't be very ong
before have
o start
ooking
or a
ob
I t 'sonly he f i rs tweek
of the Spr ing erm.
I know but
think how fast he last
wo
years
went
-
we'll be inished
beforewe know
t.
I
suppose
you're
right,
t 's a bit scary. sn't
t? Do
you
know what
you
want
to do? Are
you going
o
be a
singer n a
bandal l
your
i fe?
No, 'd
ike o be,but my dad
would k i l l
me
. . .With
a
degree n Business,
've
got quite
a few
options,but I
th ink
'd
l ike o
go
into market ing.
That 'd
be nterest ing
you' l l
make
good
money
oo,
won't
you?
I could do, but that's usually
after
you've
worked
your
way
up a bi t .What about
you
-
do
you
knowwhat
you' regoing
o do?
I reallywant
to try and
get
a
ob
overseas mv
sister
and her
wo
kids ive
n Austral ia.
nd I 'd ike o
go
out
t h e r e . . .
Real ly ,
hat 'dbe
great
' l l come
and v is i t
you
Yeah,
OK.Apparently,here's
big demand or medics
Down
Under.
need
o
get
more hospital
xperience
before
can be a GP,
hough.The main rouble s
I 'm not
really
urehow
to
go
about
inding
a
ob.
I mean,
know
l' l l
have o
look
hrough
he adverts, ut I 'm not
sure
where
he best
place
o look s,
or
how
to sellmyself
properly.
So,what are
you
doing
on Wednesday? hal l
we
go
to
this alk?
Who's
he speaker,hen?Mmmm . . . .
oh no. t 's
Professor
avis. had him for
a lecture
nceand he
went
on and on, and never
eemed o make
anv
relevant ointsat al l
No, hat can't be right.
Are
you
sure t was
the same
man?Professor avis s
hin and
oui tebald.
Oh no, his
guy
was at and
he hada moustache.
That'sMr Davidson
you're
right,his ectures
rent the
best,but apparently e
does mportant esearch,
nd
gets
a lot of money rom industry
or the university.
Oh,as ong
as
t 's
not him
-
| don' t th ink could
stand
two hours
of that .again
No. ProfessorDavis
s
rom
my
departmentand he
always alkssense. o what do you hink.Shal lwe go?
Maybe what 'she
going
o talkabout?
S :
t .
S:
t .
J :
S :
t .
S :
S :
J :
S :
J :
S :
J :
J :
J :
S :
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doesn' tapply
o
you,
wr i te n/a,
which means
not
ut
don' t eave
blanks.Af ter
you've
he
form, most
appl icat ions
i l l a lso
ask
you
a cover ing
et ter .This
s
your
chance
o
shine.
careful ly
bout
he
ob
and
why
you're
he best
or i t .Why
are
your
exper ience
nd
qual i f icat ions
what
personal
ual i t ies
o
you
have hat
he
employer?
Don' tbe modest
here,
but
ie i f
you
say
hat
you
speak
luent
Spanish, nd
can actual ly
nly
say hel lo
and
goodbye,
ou' re
t roublel F inal ly ,
t 's
always
a
good
dea
o
get
ou trust o lookat your orm before ou post
a f r iend,
a
tutor ,
possibly
evenone of
your
hey might
spot
something
hat
you
haven' t l
f
a l l OK.
hen send t of f ,
g iv ing
plenty
of t ime for
the
o
get
t
there before
he deadl ine.
he main
hing
to
hat
he
perfect
ob
for
you
is
out there
i f
don' t
get
he i rs t
one,
ust
keep ry ing.
anyone
got
any
quest ions?
Brams
nd
af,ramgememts
Aim
Thiss he irst
of wo
sectionsocusing
n uture
orms
the
seconds n
Unit 0).t aims
oclar i fythe
ossible
eanings
ofdifferentorms.
When
eferringo uture
ime,
t
s
im
orta
t he
studentsndersta
d hat
d
fferent
o ms
a e
used epending
nwhat
xact ly e
want osay
ie
whether
it's
anarrangement,
r
simply n ntention).
Look at the
examples
with the
classand use
hem to
can talk
about the future
using more
justwiII.
Then ask
students
o
look
at
the
rom
the
tapescript
and find
examples
of
meanings.
Students
compare deas n
eedback.
l ' l l meet
you
here.
he
going
o talk
about?
the ecturewi l l cover
. .
are
you
doing
on
Wednesday?
What t ime
does t
start?
t 6 Students
choose
the best options,
then listen
conduct class feedback
and
check
Are
you going
o be
(this
s an example
o'twhen
going
fo rather
han
present
ontinuous s
needed
because t
is an ntent ion ut not an arrangement . )
you' l l
make
won't
you?
you' regoing
o do?
4
l ' l lcome
andvis i t
you.
5 l 'm meet ing
6
l ' l l see .
There is further
practice
of
Future
forms in the
Grammar
section
on
page
151 of the
Student's Book.
Scar'*mimg
{
trus
activity
gives practice n
quickly scanning
a text
for
information.
Remind
studentshow important
it is to
be able
o scan
quickly and set up the
activity as a race.
Allow them to read
the
questions
but
not the
text
yet)
and underline
any key words. Then
tell them
to read
and
find the answers
as quickly as
possible,and to
raise
their hand when
they have found
all of the answers.
Conduct class eedback,
hen ask hem n
pairs
or
threes
o discusswhat
the salariesmight
be for these
jobs.
The most mportant
thing here s
that they realize
which
job
is most
challenging,has he highest/lowest
prestige,
etc.Note that PA
(Personal
ssistant)
s the
term
usually now
used nstead
of
'secretary'.
Answers
1
B
lat
least 6 months'experience
in a similar
role.l
2 A
(maternitv
contract for 6 monthsl
3 C
(you
must
have a 2:1 or f irst n Business
..1
4 A(fluent
in French
or
Dutch
.. 1
5 B
(posf
distributionl
Guressimg
meaming frorm
ecnt@xt
2" In pairs,
students match the
underlined words
with
definitions.
Monitor to
check.
Answens
1
conf ident
elephonemanner
2
a stableCV
WP
2;1
or f i rs t
a team player
f luent
n French
computer iterate
f lex ible
a
post graduatequalif ication
good
communicat ion
nd organizat ional
k i l ls
methodical
good
sense f humour
3 Students hen
divide the phrases
nto categories.
This
will
check heir understanding
and also
give them
another way
of
recording vocabulary.
You
could put
them into new pairs at this stage, o give them a
chance
to
peer eachnew words.
Feedback sa
class.
3
4
5
6
7
8
o
1 0
1 1
1 2
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thesecategoriesare
somewhat lexible. It's not
that all students
get
the
sameanswer,as
as hey can
ustify
why
they
have
put something n
elephonemanner
eam
player
methodical
sense
f humour
or f i rs t
ost
graduate ual i f icat ion
P
iterate
nd organizat ionalk i l ls
elated isc ipl ine
CV
NN
mb e*
Aim
Whilehis
ead-inct iv i tyoes ot ef lect n ELTS
eading
task ssuch,t sverymportant,
art icular lyforthe
r i t ing
module,hat tudentsre omfortablei th nterpret ing
tables nd igures.
In
pairs, sfudents should look at the
statements
the statistics or now) and
discusswhether
with
the
statementsor not.
Now ask
students o
look
at the
statistics.Make sure
understand what
the
figures
represent.They
questions n pairs.
n$mrer*i
The number
of
people
who have
a radi t ional iew h at
a woman's role
s that of a housewife
and mother,who
does not
go
out to work, has decreased
ignif icantly.
3 Students 'ownanswers.
&lou \{ot
gXxrere
es usual with
this question ype,
encourage tudents
he statements efore euditlg he
text, and then
ooking for evidence hat the text
supportsor
nformation. Allow
students o compare
answers n pairs and then feedbackasa class.Ask
o tell
you where they have ound the
evidence.
Answers
YES
(Paragraph
1:
By 1999, he
proportion
had more
than
doubled to 55%.\
YES
(Paragraph
1: Betvveen1976and 1999, he
participation
rate for women with
children under 16
grew
from
39% o
71%.1
3
NO
(Paragraph
2:
labour shortages are forecast n
a
wide
range of occupations, ncluding medicine
and
health, teaching, and
public
services.l
4 NOT
GIVEN
5 YES
(Paragraph
4: organizationswill need to retain and
develop an increasingly diverse workforce, ...)
6
NOT
GIVEN
MXatc*rimgeadXmgs
o
paragraphs
& As n the
Strategy
box, ask
students to
underline key
words
in the headings. They then read to find
paragraphs
which have
the
same key ideas. ln feedback, ask them to
identify
similar or
related words,
eg:
L-CWomen nterruat heircqreerso care or amilu.
...
Marriage,
maternity eaae nd
careof childrenaccount
for
52% of women'swork nterruations.
&cxswerg
X-aheffiimg dfiagrarm
6 Check students understand what the diagrams show,
particularly the vertical axes
on
the graphs. Then,
looking
back at the text on page 60, ask them to label the
diagrams appropriately. This is a relatively
easy task,
but should
help
sfudents to start to get to grips with
looking at graphs and understanding the difference
between number
and
percentage.
,&mswens
1
2
A 7
B 8
c 1
D 6
E 5
F 3
F ig1 :
F i g 2 :
F ig3:
c
A
E
Examnformation
Diagram
abel l ing
rcomplet ionay implyea
quest ion
f
scanning
or
igures,
ut tudents ay lso aveodosome
simple
aths, s nFig
,
wherehe
iguresn he extare
percentages
fmen ndwomen ho ave
aken
break
n
employment,
ut
he igures
n
hecharts
how
hose
ho
have ot.
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Aim
Anawareness
fhow
if ferentword
lasses
end o
be
formed
an
eal ly
elp tudents
hen
uessing
he
meaning
f
unknown
ordsrom
ontext ,
art icularly
f
theiranguage
ackground
s
non at inate.
his
xercise
focuses
n
some ommon
oun
ndings.
here re
urther
exercises
n
suff ixes
nd
ref ixes
atern
hebook
nd n
the ocabulary
ect ion
n
pages
6and
9.
Show
students he
examples
and
check
n
pairs
or small
groups,
ask
students o
examples
of
words
with
these
endings n
the
Parts
1
and 2).
they include
the
plural
-ities
endrtg,
they
find further
examples
n
the second
category.
disabi l i ty
minor i ty
flexibility
cont inu i ty
employabi l i ty
major i ty
ptio
n
words
which
your
studentsmay
find
particularly
eg nformation,
euelopment,
fleribility,
distribution.
to find
other
words in the
same amily,
using a
needed.
1; €wrmperimg
mdcomtrest*mg
Aim
Thiss he
irst
f hree ections
n his
unit
iving
urther
practice
n
Writing ask
answers.
atas
depictedn
a
differentformatfor
ach ection
table,
raph,
ie
hart)and
the
activities
onsolidate
hework
onen
Units and
.
This lead-in
section ocuses
on
the
topic
of
Students
briefly discuss
he
questions
class eedback.t would be useful o havesome
rate
figures ready
to inform
f possible.
X Remind
students
hat it is vital
to read he
description
and to try
and understand
what
the diagram
shows.
You
could
ask simple
comprehension
uestions
o check his,
eglMat
is
the able
bout?What
do hefigures
efer o7
How
many
countries
reshown?
Give students
a few minutes
o
consider he
three
questionsbefore eedback.
&lrswers
The
year
2000
Forexample:
Moroccohighest
ateof
unemployment
or
bothsexesandveryhigh emale ate more han2so/ol.
Netherlands
owest ate
and very ow
for males.
Belize
has high
unemployment
ate or females.
The simplest
way would
probably
be o
examine
each
section, e both
sexes,males, emales
and also ocus
on
the highest
and
owest
ates.
Emphasize
gain
ha t
selecting
ey
points
and
grouping
nformation
appropriately
re key eatures
f strong
answers.
S
Students
skim read the sample
answer
and underline
any
points that they
suggested above. Also
eiicit key
points that
they could have
mentioned,
eg
grouping of
developed/less
developed
countries.
&mntraet l&mkerc
rmarS<ers
Aim
0ver he
nexthree ni ts,
tudentsi l l ook
tsome
f h e
most seful
inkers,rmarkers:
0ntrast ,eason
nd esult ,
sequencend urpose.masteryf hese i l lhelpo
improve
heir
written nswers.
owever,t s
mportanthat
studentsreaware
fhowto
se hem orrect ly
n erms f
form nd
egister.
*
fhcit that
all underlined
words and
phrases rom
sample answer
show contrasts
or
differences).
X This
exercise ocuses
on the use
of the
conjunction
but,which
studentswill
be
familiar
with, before
presenting
some
ess
common contrastivemarkers.
First
ask
students o use
but to form
simple
sentencesrom
the following prompts and then put them on the board:
ran
to the station/still
missed
he train
83years
ld/stil l
goes wimming
John
ntelligent/lazy
Then
add the
more academic
examnle
sentencen
exercise to highlighthow
but
s used.
3
Encourage
students o use he
table from
page 62to
write
sentences, ut accept
heir
own examples.
1
2
attachment
commitment
retirement
development
employment
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oswers
he male
unemployment
ate n Bel ize
s
not
hat
he
emale
ate s
over20%.
20To
f females
n Belize
re
unemployed,
although
unemployment
ate
s not
hat high.
can
go
at the beginning
of the first
or second
a sentence.
here s
usual ly
comma
af ter
he
cfause.
Although
s
ollowed
by a subject
and finite
male
unemployment
ate
n Bel izes
not
hat high.
he female rate s over
20%.
the other
hand,
he female rate
s
over 207o.
has
not decreased.
On
the contrary, t
has
some
countr ies
nemployment
as
decreased.
t increased
n
other
countries.
/
On the
other hand
On the
contrary
ontrast deas
n
two different
sentences.
sual ly
ome
at he beginning
f the second
nd
are ollowed
by
a comma. These
orms
are
by
a subject
and finite
verb).
he unemployment atebeing ow in developed
t was
high
n some ess
developed
ountr ies.
spite
of low
unemployment
n
developed
ountries,
he
st i l l
h igh n
many ess
developedcountr ies.
ln
spite of
are both followed
by a
gerund
or
They
can
go
at he
beginning
f a
sentence i th
two
r in
he middle.
There
s usual ly
comma
af ter
clause.
f
the subject
of the verbs
n
the two
s
he
same, he
gerund
cancome
direct ly
f ter
forms,
eg He
went to
the
party,
despite
in
spite
of
very
tiredl.
Students
may find
it easier
o
use the
Despite
ln
spite
of the fact
that,
as this
can then
be
owed by a subject and a finite verb, eg 'Despite the fact
unemployment
as ow in
developed
ountr ies . . ' .
Give
students
a few
moments
to
study the
graph and
check they
understand
the
information
shown.
the
fact
that
changes over
time need
to
be
and
elicit
or suggest
appropriate
vocabulary
tenses,
egrose dramatically
/
decreased
radually,
etc.
students
to
complete the
gaps
with an
word
or phrase while
referring
to the
graph.
s igni f icant ly /
owever/ fa l l
s imi lar
higher
increased
ast
students to write
two
more
sentences. They
can
their
sentences
npairs.
From
1993 o
2000, he
unemployment
ate n
Australia
declined.
However,
n Japan
t rose
steadily.
From
1992
o 2000, nemployment
n
he US
gradually
decreased.
onversely,
rom
2000-2001
t
increased
harply.
WrE*irxg:
atrt&xer
rec*X6e
I
Aim
I
f f i r
sect ion
rovides
urther
ask
pract ice
omparing
I
data rom
ifferent
ie
harts.
I
Students ead the
four
questionsand
discuss
answers
with their partner beforecheckingwith the class.
&nsl rens
1 In
very
general terms,
he
pie
charts ndicate
hat
Tanzania 's
conomy s
based
pr imar i ly
n
agr icul ture,
whi le
n l re land
he serv ice
nd manufactur ing
industr ies
revery
mportant .
2 1999
3
Agr icul ture
s
he main
source
f employment
n
Tanzania
ut
s
ow in l re land.
he
serv ice ndustry
s
very mportant
n l re land
ut only 14.2/o
re
employed
in th is n Tanzania.
here
areno
f igures or
those
employed n
energyand
water n
Tanzania.
4 Di f ferent
ypes
of employment
ould
be
grouped
and
then the data needs
o be compared
contrasted.
So
describing
all
of the first
pie
chart ollowed
by the
second
pie
chartwould
not
be appropr iate.
See
Modelanswer
on
page
161
of
the Student 's
ook.
€xtemsiw@eed&nSamd 6stcning
Aim
These
ctivities
im o
encourage
tudentso
expose
themselves
o
asmuch ngl ish
s
possible
utsidelass,
nd
gives
hem ome
urther
deas fwhere
t s
possible
o
access
pokennd
writ ten ngl ish.
? As a whole
class activity,
students
look
at the list
to
find
out
what each earner
has access
o.
2
Students
work in
pairs to identify
which
of the
aaailableist they actually use. You could also ask them to
discuss
how often they
use
each one.
3 ert
students to discuss
the list
further in
pairs,
and
to give
examples
of
any
sources
that
they do have
access
to,
and
explain which they
take advantage
of and which
they do not,
and why.
4
ask them to
draw a
similar table
to the
one in their
books and
encourage
them to fill it
in. Review
this
at
regular
intervals
over the
next month
or two.
Make sure
that
they are
accessing
a wide range
of
language,
and rn
particular reading texts which are more academic and
more
challenging.
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Suggestion
The
Reading
odule il l
contain range
f exts
aken
rom
formal
cademic
ources,
uch
smagazines,
er iodicals,
books
ndnewspapers.
lthough
here
re
some
ifferences
instructure
nd
iscourse
etween
cademic
riting nd
thekind ftextfoundnbroadsheetnewspapers,thissa
relatively
asy
ource
fmaterialto
btain,
hich
mirrors
he
lexical
nd
grammatical
omplexity
f he eKs
ound
n he
exam.
ncourage
our
tudents
o read
wo
o hree
rticles
a
week rom
his
kind
fnewspaper
f t s
available.
As in
previous
units, ask
the
students
to find
the
words
in
context before
looking
them up in
a learner's
dictionary
for
more
information.
issue (page
58:
How do
people
feet aboutthese
issues
n
your
country?l
project
(page
59: Beyond
201F, he
Canadian
abour force
is
projected
to
graw
at
a rate
of ...1
notable
(page
59: The
most
notable
increase
n
women's
participation
rates ..
I
retain
(page
59: ...
organizations
will
need
to retain
and
develop
an increasingly
diverse
workforce
...1
diverse
(page
59t ...
organizations
will
need to
retain
and
develop
an increasingly
diverse workforce
.
..)
inffux
(page
59: One
of the
most remarkable
demographic
events in
the last half century was the dramatic influx of
women
into
the
paid
labour
force.l
(page
59: NO
if the
statement
contradicts
the
information.
I
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Content
overview
Language
development
unit focuseson crime and punishment and the
r _.-__
on modern
societv.
Language
focus
andvocabulary
Crime vocabularv
rerateo
activities
Definingrelativeclauses
Reason/
esult
clauses
Skills
development
sections
and summaries
completion
Reading
text type
Skimming
Listening
2 Evaluating
and
challenging
ideas,
evidence
or
Listening and
writing simultaneously
an argumen'
oronunciation
word stress
3
Prediction
Note
completion
Study
skills
Matching
Understanding verbs in
essay titles
Dictionary
focus
a favourite
school
subject
3 Discussing
school and
crime related
questions
Answers
Suggestion
Crime nd unishmentsa popularELTSopic nd his
sect ion
rovides
ome
sefulvocabulary.
exicalset
ike
this s
a
good
xample
fvocabulary
hat
ould e
useful ly
recorded
n
a mind ap .
put
students
nto small
groups and
ask hem
to try
the words
and definitions,
then
checkas a
Make
surestudents
areclear
about he
differences
robbery,burglary
and
shoplifting,
as hese
are
1 k idnapping
2
shopl i f t ing
3 mugg ing
4 vanda l i sm
5 robbery
6 burglary
X
Eficit definitions
of terrorism
andfraud
r8relgWefg
1
2
terror ism
using
iolence
o
achieve
ol i t ical
imsor
force
governments
o do something)
f raud
obtaining
money
rom someone
y t r ick ing
them)
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Aim
This
xercise
ives
ract ice
n
using ict ionaries
s
wel las
providing
anguage
tudents
an se n
he inal
wri t ing
oract ice
n
his ni t .
work
individually
to rank
the
punishments.
could also
provide
studentswith
other
conunon
or
capital
punishment
the
denthpenalty
A
caut ion
A f ine
A suspended
entence
unishment
In
pairs, students
compare heir
rankings
and
discuss
punishment
for each
of the
crimes n
1. This
understanding
and
gives
somepractice
of
n
exercises
,,2
and
3.
For
example
students
say: thinkkidnappershould etfiae years
ecause
..
s more
on
crime collocations
n the
section
on page 157
of the
Student's Book.
-
& fnis
is
another task
to
develop
students'
scanning
hem not
to try
to read
and understand
word, but to scan he text to find the information
discuss
with
them briefly
whether
they
anything
like
Victim
Support in
their
own
country,
they think
of the idea.
a free,
confidential
ervice
with
emotional
nd
pract ica l
e lp
o vict ims.
-8)
f{s, X\lst&frqren
Co through
the
instructions
with
the
students.
Ask
read the
second text to find
the answers.
the students
that'Not
given'means
there
is no
this
answer
in the text
(even
if
they think
it
logically
true or
untrue).
NOTGIVEN
l ine
2 says
his
s
he
cr imemost
commonly
referred
o Victim
Support,
but does
not
ment ionotherchar i t ies)
(line
4: Most
victims
of crime want
to
talk o
someone . . .1
NOTGIVEN
NO
lines
6-7: regardless
f whether
r not
you
have
told the
policel
5 NOT
GIVEN
The
words never..^
again
are not
ment ioned
n
he ext)
8V?a*ckrzg
ectXes?s
md setmmarie$
4 Uake
sure
students read
all the headings
irst
and
encourage hem
to look
for similar
words
and
phrases n
the
text, especially
n the topic
sentences.
Suggestion
I
This
ould e
a
good
pportuni tyto
ui ld n he
work n
i l
lexicalinks
nUnit4.
Allswers
Se&temceesmpnat&es?
S
Students refer
to the text
again and
find
suitable
words
to complete
the sentences,
e they
cannot
use
their
ownwords.
&rlswers
1
letter
or
leaflet
2
to talk
o
3 very much
affected
4 face-to-face
nd elephone
face-to-face
s
reated
as
one word
as
t
is hyphenated)
dem*Xf1y*mS
ex€
*ype
& As
in the
Strategy ox
on page68,
encourage
students
o think
about the
style of
the language.
,A,[?SVWer
B an
official
government
eport.
&ef fi
mi
mg
re&at$xee
Xeers@s
Aim
This ni t
xamines
ef iningelat ive
lauses
non-def ining
clausesi l l
beexamined
nUnit ) . hese
re requent ly
used
n
academic
ri t ing nd re
narean
which
tudents
often ave
roblems.
he wo y pes
f elat ive
lauses
re
often onfused;
ence
hey redealt
i th eparately.
3
4
A 6
B 5
c2
D 3
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students'attention
to the
sample sentence and
clause and
the relative
otor,br'r.,. Elicit other
of
relative
pronouns andthen
ask them to
pronouns and
clauses
in
the same
way
in
the
sentences.
, . . but Vict im
Support
provides
serv ice@
involves
alk ing o a
soecial lvrained olunteer.
people@
arevict imsof burqlary an be af fectedn
a wide rangeof
differentways ...
Those
@
houses
ave
beenburgledmay be
upset
ust
at he hought . .
Vict im
Support analsohelpvict ims
dealwi th
people
@
usuallyneed
o be contacted
aftera burglarv.
Use hesequestions
o checkstudents'
of these ey issues.
which and that
peopfe: who and that
refers o a
person,
whoseto
a
person'spossession
of something.
this exercise with the
whole class to
check
of when the relative pronoun
can be
Studentsshould
work
individually
to
complete
he
then
check
n pairs before
class
eedback.
/
that
that lnone needed
which
that
noneneeded
which
that
none
needed
/ that
whose
est students to read
the passage
once straight
and ask them if they found it
easy to
Draw
their attention to the relative
clause in
sentence and
elicit
why
it's used. Then ask
them
the
passage using the
other
relative
clauses.
&mswers
Burglary s
one of the most common
crimes which
people
commit .Some igures how
hat up o one n s ix cr imes
which are reportedisa burglary.Therefore,
many
people
wi l l be burgledat some
point
n
heir i fe.Someof those
who are burgledwill f ind it
devastating, ven f none
of
their
possessions
re actually ake n.Peoplewho
commit
burglary
should realize he effect
hey
may
haveon
someone
lse's
i fe.
n my opinion, f
someonewho has
already
been convicted of burglary offends
again, hey
should receivea stiffersentence.
There is further
practice of defining relative
clauses n
the
Crammar section
on
page 151 of the
Student's
Book.
?b*lq 2: HvaNsnatr-mg
md ehal|emging
ldeas"
avtdemee
&r
an
argument
T As consolidation for the first section of this unit, pairs
compete
with
each other by trying to write the longest
list of crimes and
punishments. Then ask them to
complete the
sentence
before
giving their views.
3
Students should read the
sample question and then
answer the
questions
n
pairs.
&nswers
In
he
uture,
pr isons
wi l l havebigger
el ls
with
computers
nd be
or learning
nd work ing.
Themaincr i t ic isms re hat heywi l l be ike'hol iday
camps'and be a
'waste
of taxpayers'money'.
Students ecide
f
hey are or
or against hese
pr isons.
3
Seta
maximum time
linit of four minutes for
students o skim
read
the text to find
out
the writer's
opinion.
Then elicit
comments
about
the standard of
this
sample,eg:
ln general,his s s well-organizednswer
fferingopinions
backedbyaidence.
Answ.rer
The
writer is
or
these
prisons
but against
or
disagrees
with) the views n
the
statement.
Aim
This ct ivi tywil lelp evelopheabil i tyto
valuatend
challengedeas,
videnceranargumentn ELTS r i t ing
Task
questions.
irstly,y ooking
tsome elevant
language.
4" Students decide which of the functional categories is
most
suitable
for
each of
the
phrases. Students then
choose
a
suitable one
to fill
each of
the
gaps in the
sample essayon page77.
8/9/2019 Macmillan 2004 Ielts Foundation Tb
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he
main opic
o evaluate
4
deas
1 .6
with
ideas
possibly
o be
backed
with reasons)
5
p in ions
2
resul ts
3
c 5
d 1
e G f 3
Aim
This
ect ionocuses
n
he mportance
fcareful ly
structuring
ask
essays,
nd he ext
sa
good
xample
f
a
clear ly
rganized
nswer.
nalyzing
ach
aragraph
n
detai l lso
elps
oshow
owthe
r i ter
valuates
nd
chal lenges
he
central
dea
n he
quest ion
ppropr iately^
though
the
first
paragraph
as an
example
hen
students
complete
he
others.
2
nd
working
s
a
good
hing,
as are
better
iv ing
hich
give
opin ions
nd suppor t ing
vidence:
|
be l ieve
hat
h is
wi l l
not
only
g ive
pr . isoners
motivation
and interest,
ut also
help
hem live
a
re lat ive ly
ormal
i fe .
| end
o th ink
hat
mproved
aci l i t ies
nd iv ing
conditions
will
have
a more
beneficial
ffect
on the
pr isoner
han
he
opposi te .
easons,fu l lyagree hatchanges eed o be
made.
opic:
r isons
wi l l
not be
ike
hol iday
camps'
chal lenges
he negat ive
iew
n
the
people
argue
hat hese
new
style
pr isons
wi l l
urn
hol iday
camps' ,
u t I
am unconvinced
hat
h iswould
he case.
h ich
gives
an
example
o suppor t
an opin ion:
example, r isoners
ould
be
gett ing
both
physica l
nd
exercise
n
his
scheme
ndwould
not be
able o
round
and
do noth ing.
hat out l ines
nother eason
n
avour
of the
new
new
system
would
give
clear
goals
or
am certain
t
is a
more constructive
pproach.
Paragraph
Main
opic:
I t
s
wor th
spending
money
o develop
hese
pr isons
s n
the ong
erm i t wi l l
produce
etter
i t izens.
Sentence
which
agrees
with
the statement
o a degree
bu t
then
gives
suppor t
of the new
pr isons:
Al though
uch
changes
wi l l
undoubtedly
e expensive,
st i l l ee l
hat t would
be
a
good
dea
o spend
money
on
developing
hese
pr isons.
Sentence
hat
shows
he writer'sview
of the consequences
of the new pr isons:
As
a
resul t ,
he evel
of cr ime
might be reduced
nd
we
would
be able
o l ive n
a saferwor ld .
FredXst*spsx
?
glther
let
students
work in
pairs or put
students
nto
small groups
to
discuss
he questions
with
one person
taking
notes.
Note that in
WesternEurope
and
the
USA,
truancymay bemuch more common than in the
students'
culture, and
that whilst
truancy
can nvolve
children
staying
awayfrom
school
with
the knowledge
and
consent
of their
parents,
t is usually
thought
of as
children doing
so
without
this. Elicit
key vocabulary
and
give definiti
ons ruancy
truant
and o play
ruant.
Fcssible
En$w&rs
1
Acceptable
easons:
llness,doctors
dentist.
uneral
2
Activities:
hopping,
sport.
visit r iends
3 Students 'ownanswers.
4 Student's
wn
answers.
Mote
e@mpXet;$rt
2 t,H'J
Xg
Tell
studentshey
are
going o isten
o a radio
programme
n he
subject
f
truancy.
efore
ou
play
he
recording,
give them
one
minute to read
the
instructions
and
questions,
then
check the
format
by asking
what
they
have
to do in
questions 1-5.
You
could
also ask
them to
predict answers
to
one or two
of
the
questions
or
ask
them
to
say
what type
of answer is
required.
Allswers
1
l i fe
of cr ime
2 weekend
3
heavy
ines
4
bu l l y i ng
be ing
bu l l i ed
5 schools
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Ast
students
o
look
at the
examples
rom
the
model
underline
which
linking
words
are used.
:
as
:
Therefore
: Since
:As
a resul t
Students decide which words indicate a reason and
a result.
since
are
used
o
give
a reason,
explaining
why
oes
something
r
why
a si tuat ion
xists.
and
therefore
are
used
o express
a result.
a resul t is
sed
o descr ibe
omething
hat s
caused
y
something
lsehappening.
s
used
when
something
happens
as a
result
of
reviously
iven.
sfudents
to
choose
so or
becauseand
se the
clarify
the
complementary
meanings
of
conjunctions.
o
because
Wnite
it is
of course
possible
to
use a
comma
after al l
we
need
to introduce
a new
clause,
explain
to
students
that
we
should
always
use
one
after
nd
asa resul .
esult
complete
he
three
sentences
sing
inking
words.
It
is important
that
students
hat
there
s
more than
one
possibilitv
for
each
Elicit different options and shess hat varietv
improve
the
quality
of their
writing.
as /because /s ince
therefore
consequent ly
so
las
a resul t
Therefore
consequent ly/As
resul t
note
hat h is s
a
new
sentence,
h ich
means
so s not
an
appropr ia te
choice) .
tfdr&*&rag:
aarther
praet6c@
&
Look
at the
sample
question together
and
check
students
understand
all the vocabulary.
7 You
could
get the
students
o do this
in
groups, f
possible
using
a
posteror
overhead
ransparency
o that
they
cancompare
heir
version with
thai
of other
groups.
&
AUow
students
o
compare heir
version(s)
with
that
on page162
n the
Student's
Book.
Remind
hem
that
this s
ust
oneway
of doing
t.
&fdmrd
*ress
Suggestion
Before
tarl ing,
ou
ould
aise tudents'awarenes s
f h e
importance
f
word tress
ydictat ing
ew
common
polysyllabic
ords
with ncorrect
tress.
anhey
dentify
them?
egdictionary
drkJenrii
definite
defenat/
acceptable
akseptebl/
?
Check
that
students have
a
clear idea
of what
a
syllable
is. If
they are
not
sure, try using
their names,
local
place names,
etc as examples.
Then
ask
them to
identify
how
many
syllables the
words
have.
&,mswer
Al l
o f thewords
have hree
syl lab les.
X
If
students find
it hard
to hear
which is
the
stressed
syllable,
give
an
oral
model,
over-emphasizing
the
stress,
and
show them
how the word
would
sound
different
if
stressed
on a different
syllable.
&rlswens
Suggestion
Someanguages
ave ery
redictable
ord
tress
patterns,
g
Portuguese,
herehe
stresss
usually
n he
penult imate
yl lable.t s
much arder
o
guess
hereo
putthe
tress
nanEngl ish
ord,
nd f tenhe
only
ay s
to earn
hestress
attern
ith he
word. hat
aid,here
are ome
rules'which
are
worth
rawingo
your
tudents'
attention.
& fUcit that the words all
end in the
sound
/Jenl
although
spellings
are
different.
Note that
this is
only
one
pattern in which
the
penultimate
syllable
s
stressed.
Ooo
oOo
ooO
punishment
pr isoner
suspenston
detent ion
expulsion
absentee
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students to mark the
stress pattem for these
elicit that although the
spelling is different
-cian,
-sion,
egin explosiotts also
possible),
the
same
-
/
[en/
,
and all
of
these,
ike the
exercise 3, are stressed
on
the
syllable before
/
len
sound. The
number of syllables in the word
is
(ooOo)
(ooOo)
(Oo)
(oooOo)
is another
opportunity
to
emphasize the use
of
a
your students have access
a dictionary that marks word
stress. You
could
ask
at
the words
they found
in the suffixes
in
the
previous
unit
(page
61) and
see what
can
find. They
should
notice that-ity is
stressedon the
previous
syllable
(ability),
that
-ment
s not
so regular.
(Punishment
lopment attachment\
Students make notes for
one
minute
and then take it in
practise this Part 2 speaking activity.
Monitor and
comment on fluency and accuracy.
Also ask
choice of subjects.
Students take
it
in
turns to ask
each other questions.
and then
provide
appropriate
feedback
on
the
of
their
responses.
amdwr*tixrgsirxruStameously
Aim
Thisssimila
o a Part ELTSisteningask, a monologue
ona
general
ubject)utthemainocus eres 0
give
he
studentsurther ract icenpredict ingnswertypesnd
writ ing otes hi le
istening.
Give
students
ime
to look at the questionsand
predict
kind of inJormation
needed, ncluding word class.
Neighbourhood
Watch
Forexample, )
group
of
people,
)and 5) namesof
cnmes
Forexample,2l
averb8)
noun
2 t,Bl 19 Point
out
to the
student that this question
states
no more than three words. Play
the
recording
for
students o complete he orm.
Listen
a
second
ime f
necessary.
&mswrens
1
(the)
ocal
people
2 movearound
much)
or move house
much
of ten)
3
community pir i t
4 burglary ) in any order
5 vandal ism
6 contact he
police
7
you
have ime
8 house home nsurance
1"6T1n
t ] ] E l : ?
I t 's ery nice o seeso manyof
you
here onight . 'm
Constable
Moore
and
I 'm he
Crime
Prevent ion
f f icer or
this
area.
'm here onight o ta lkabout 'Neighbourhood
Watch'.Can ask how many of
you
have been nvolved
with this before?Oh yes,a few of you - that'sgood.Well,
for
the restof
you,
Neighbourhood
Watch s a schemeset
up
between
he
pol ice
and ocal
people
and 'd l ike o
tel l
you
a bit about how it operates.
Basical ly ,t 's
ust
common
sense
nd community pir i t .
F i f ty
or a
hundred
ears
ago,
people
ended o l ive
n
the
area hat hey
grew
up
in
and hev
didn' t
move
around
verv much,so
most
people
would
haveknown heir
neighbours. hey
probably
new
eachother 's
abi ts
what imes heycamehome,who their
r iends
were that
k indof th ing,and so t was very obvious f something
abnormal
was happening.f a st rangerwas
hanging
around, r i f someonewas moving hingsout of a house,
usual ly omeone
n
the area
would
seewhat was
happening ndwould cal l he
pol ice,
r takesome k indof
act ion.
n
thesedays,
where
people
move
around he
country o much,vou losea lot of that community pir i t .
We
don' t end o
know
our
neighbours erywel l ,
and
we
feela bi t embarrassedo
get
nvolved.
lmagine
hisscene.Oneday,
you
seea
large an
outs ide
your
neighbour 's ouseand some men
carry ing hingsout
of the house
nto
he
van.Without
any
knowledge r
informat ion bout
your
neighbour,mostof us would eel
too embarrassedo do anything.Meanwhi le,
our
neighbour 's ouse s beingburgledand al l of h is
possessions
re beingstolen n broaddayl ight
Another
examole
s vandal ism
people
might
see
someone mashing
elephone ox or spraying
aint
on a
wal l ,but usual ly hey
don' twant
o
get
nvolved
r cal l he
Pol ice.
These indsof things happen veryday.A Neighbourhoo
Watchscheme ims o br ingbacka bi t of the'nosy
neighbour ' n us al l ,so thatwe' l l know
f
we seesomething
susoic ious. nd
eelas f we
can
contact
he
pol ice.
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much
you
do
is
real ly
lexib le.
t might
be as simple
keeping n
eye
on a neighbour 's
omewhi le
hey
are
on hol iday,
r
keeping look
out
or suspic ious
going
on in
your
road.
f
you
have ime.
vou might
to takea more
active ole
as
a committeemember,
or
o write,
or distr ibute
newsletters.
t's really
you.
major
benef i t
o f be ing
n a Watch
programme
s
o f ten nsu rance
ompan ies
i l l l owe r
you r p remium
you r
house
nsu rance .
a l k
o
you r
nsu rance
o check
he deta i ls
on th is,
somet imes
ou
sui tab le ockson your windows and doors i rst
h is is a wor thwhi le
h ing o
do, anyway.
anyone
got
any
quest ions
. .
i]:i']i:i]'i:::i']:].]]:]:i]]]]::]':1]]:i]]i:].':i:]].]]]]']]]].]]]]:]]]]:]]:]]]]]].]]iii.].'.].].]:].]]]]]]i.:]ii.]:].]:i']ii].]]ii:i.l:.']:.l:.
erbs
lm
ewsmy
X*lcs
Aim
This
ect ion
ntroduces
erbshat
re ommonly
sedn
academic
ssayi t les
tuniversi ty,
swel l
as
n
academic
reading
exts. hhough
hese
ords
renotusual ly
sedn
the ELTS
ri t ing
xam,
clear nderstanding
f h e
dif ference
etween
hem i l l
be
heloful to
tudents
n heir
future
tudies.
of these
words
are similar
and
studentsmay be
o their
meanings.
Ask them
o look at
the
answer
he questions.
ncourage
he
use
a earner's
dictionary.
compare-
consider
he ways
n which
hings
are
simi lar
and
possib ly
i f ferent)
contrast-
consider
he ways
n which
hings
are
different
only)
explain
to
tell someone
something
n
a
way
that
helps
hem understand
t
better
evaluate- lo
g ive
your
udgement
n the va lue
or
worth
of something
describe-to
give
an account
of what something
s like
(wi thoutg iv ingan opin ion)
identify-to
say exactly
what
something s,
orto
expla in
term
discuss
to write about
a subject
n detail
You
ustifyyour
opinion
by
giving
supporting
evidence
or
reasons
or it.
Students look
at the
essay
extracts and
choose which
example
of each
essay question type.
Point
out to
of
language
that
may be associated
each type
of writing,
eg linkers
such as Houseuer,
are
o
compar€
and
contrast. On balnnce,
s used
to
both sides
of an argument
have
been
and an
opinion is being
offered,
etc.
&aisrrvers
As in
previous units, ask
the students
to find
the words
in
context before
looking them
up in a learner's
dictionary for more information.
systematic
(page
68:
Numbers
were
too small
to
undertake a systematic
correlation
between
the kinds
of
help
given
and the needs
expressed.l
priority
(page
68: ... due
to the
kinds
of offence
which
receivehighest
priority
-
burglary and violence
...1
constructive
(page
71: I
am ceftain it is
a more
constructive
a
p p
roach.l
chalfenge
page
71: ..,you have
o'evaluate
and challenge
ideas,
evidence or
argument'.1
deprive
(page
71
.
this
is
better than
depriving inmates
of all enjoyment whatsoever.l
consequence
page
73: Do
you
know
what
the
consequences
or
punishments
are for
truancy in
your
country?l
approach
(page
7
4: I am certain t
is a more
constructive
approach.l
version
(page
75: Compare
your
version with
the rewritten
version
on
page
162.1
scheme
pageTT:'Discuss
he arguments
or
and against
recycling schemes,l
Stress
petter"ms
Give each eam
a large
piece of paper.Take
a word from
the vocabulary
box and
write it
on
the board
without
saying t.
Give
teams
a
point
if
they
can
draw
the
stress
pattern on the
paper,eg for constructiae,
hey
write: oOo.
You
could
give further
points
{or
correctpronunciation;
being able o
put it in a
sentence; iving
a collocation
or
defining
what it means,
etc.
1 C
2 A
3 B
4 D
8/9/2019 Macmillan 2004 Ielts Foundation Tb
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i
- r
uch
you
do is
real ly lexib le .
t might
be
as simple
1i
p ing an
eyeon
a
neighbour 's
ome
whi le
hey
are
:
"
ln
hol iday,
r keeping
look
out or
suspic ious
-
;s
going
on
in
your
road.
f
you
have
ime.
vou
might
:
:c take
a
more
act ive o le
as
a commit tee
member,
or
-
^:eer
to write,
or distr ibute
newsletters.
t's
reallv
- :
t r ou .
ma jo r
bene f i t
f be ing
n a Wa tch
p rog ramme
s
nsu rance
omoan ies
i l l owe r
vou r
p remium
,
:u r
house nsu rance .
a l k
o
you r
nsu rance
cany
o check
he
deta i ls
on th is,
somet imes
ou
,: to f i t su i tab le ockson your windowsand doors i rst
s a
wor thwh i l e
h ing o
do ,anyway .
-
l
-
has
anyone
got
any
quest ions
. ,
... :.
.
:
.
.
:::.,:.
::::.
) ..:......)::,
i
.:,
:
.
l
,
t,
,
,,;
,
,
I :
,i
werhs
i*a
essary
8tles
im
sect ionntroduces
erbs
hat
re ommonly
sed
n
ssayt i t les
t
universi ty,
swel l
as n
academic
texts.
l though
hese
ords
renot
usuaHy
sedn
ri t ing
xam,
clear
nderstanding
f
he
etween
hem
il l
behelpful to
tudentsn
heir
studies.
\'fany
of these
words
are
similar
and
students
may
be
o their
meanings.
Ask them
o look
at
the
answer
he
questions.
ncourage
he
use
dictionary.
compare
consider
he ways
n which
hings
are
and
possib ly
i f ferent)
contrast-
consider
he ways
in which
things
are
only)
explain to
tell
someone
something
n
a way
that
hem understand
t better
g ive
your
udgement
n
the value
or
of someth ing
describe-to
give
an
account
of what
something
s
like
iv ingan opin ion)
say exactlywhat
something
s, orto
term
to write
about
a subject
n detail
ustifyyour
opinion
by
giving
supporting
evidence
or
it ,
Students look
at
the
essay
extracts and
choose
which
of each
essay
question
type. Point
out to
of language
that
may
be associated
each type
of
writing,
eg linkers
such
as Hozaeaer,
are
to
compare
and
contrast.
On balance,
s
used to
that both
sides
of an argument
have
been
an
opinion
is being
offered,
etc.
Am*wers
As
in
previous
units, ask
the students
to find
the
words
in
context before
looking
them
up in
a learner's
dictionary for more information.
systematic
(page
68: Numbers
were
too small
to
undertake
a systematic
correlation
between
the
kinds
of
help
given
and the
needs
expressed.l
priority
(page
68: ...
due to the kinds
of offence which
receive
highest
priority
-
burglary and
violence
...1
constructive
(page
71: I
am certain t is
a
more
constructive
a
pp
roach.l
chalfenge
page
71: ...
you
have o
'evaluate
and challenge
ideas,
evidence
or argument'.)
deprive
(page
71: ...
this s
better than
depriving
inmates
of all enjoyment whatsoever.)
consequence
page
73: Do
you
knowwhatthe
consequences
or
punishments
are
for truancy
in
your
country?l
approach
(page
74: I
am certain
t is a
more constructive
approach.)
version
(page
75: Compare
your
version
with
the rewritten
version
on
page
762.1
scheme
page77:'Discuss
he arguments
or
and against
recycling
schemes.l
Stress
patterns
Give
each eam
a arge
piece
of paper.Thke
a word from
the
vocabulary
box
and write
it
on the board
without
saying
t. Give
teams
a point if
they
can draw
the stress
pattern on the
papet
egfor constructiae,
hey write:
oOo.
You
could give
further
points for
correct
pronunciation;
being
able o
put it in
a sentence;
iving
a collocation
or
defining
what it
means,
etc.
1 C
2 A
3 B
4 D
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Content overview
Themes
Languagedevelopment
This unit focuses n globalization nd globalmarkets,
Language
focus
and
Vocabulary
Exam etated ctivities
|iil;tj'ftT:;1?:'#crauses
Reading
The
Passive
r/F/NG
skills development
Sentence ompletion
Identifying he writer's
purpose
Reading
Writing
Scanning
Task1 Describing a process
ll]|T*t
Guessing
meaning from context
Sequence
nd
purpose
Study skills
L i s t e n i n g R e v i s i n g a n d r e c y c l i n g v o c a b u l a r y
Part4 Multiple choice
with more
han
one option
Dictionary
focus
Short answers
Notecompletion
Tablecompletion
Signposts
Speaking
Pafi2 Identifying the topic
Part3 Discussing
ssues elated o globalization
Identifying reasons
or and against
Balancing
he argument
3 Students work together to put the statements under
the headings,
with a
positive
and
negative aspect under
each
one. Having completed
this activity,
they should
then
be in a position
to discuss some of
the
pros
and
cons.
Answers
Aim
This ect ion
ntroducestudents
0
some
f hemain
concepts
f
global izat ion
nd elps
hemodevelophe
ski l l f
eadingor
gist .
could start
by eliciting
a definition of
or simply by drawing students' attention
the dictionary definition.
Ask students what
they
are the
good and bad
things about globalization.
GlobalCommunicat ions:
(negat ive) ,
(posi t ive)
GlobalTravel
nd
Tour ism:
(negat ive) ,
(posi t ive)
Global
Media:
(posi t ive) ,
(negat ive)
GlobalBusiness: (posi t ive) , (negat ive)
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a
b
first
activity
aims
to build
on work
done in
the
unit on
defining
relative
clauses,
and to
raise
of the
different
functions
of defining
and
non-
clauses.
Elicit the
answers
to the
the
students
and establish
that
the first
a defining
relative
clause, as
covered
in the
unit, and
the
second
one is a non-defining
clause, which is used to give extra information.
mg
re8a*$qre
&e
&xses
at
the
example as
a class and
then
ask students
individually
to identify
the two
ideas
in each
a feedback
session,
show how
rather than
the subject
we
use a relative
pronoun.
Main
dea:
he big
our operators
akemost
of he
profits
..
Extra
nfo:
(the
big tour
operators)
wn airl ines,
etail
cha ins . .
Main dea:
Trade
sworth
our
r i l l iondol lars
year .
Extra
nfo:
Four r i l l ion
dol lars
year
s 1.7mi l l ion
dol lars
minute.
Main
dea:A
garment
worker n
Bangladesh
ould
have o
saveeight
years
wages . .
Extra
nfo: Bangladesh
s one
of the world's
poorest
countr ies.
Main dea:
The
ocal
people
benef i t
rom
obs
using
the i r k i l l s
. .
Extra
nfo:The
ocal
people
would
otherwise
ave ew
employment
ppoft
ni t ies.
students
o
work together
n
pairs
or small
complete
he
rules by underlining
the correct
eedback
sa
class.
cannot
are
at the
example
with
the class and
then ask
to write
out the
combined
sentences.
Monitor
as
a class.
Make
sure that
students place
clause
in the
correct
place, after
the noun
to
the relative
pronoun refers.
,&,n*WerS
1
Greater
ulturalcontacthas
been
encouraged
y
tour ism,
which has
doubled
over the ast
15
years.
3 The
banana, h ich
s Br i ta in 's
most
popular
ru i t ,
s
wor th
more
han 5 b i l l ion
n world rade.
4 Shima,
who l ives
n Bangladesh,
arns ess
han
$1.50
for
a day'swork.
There
is further
practice of non-defining
relative
clauses
n
the
Crammar
section
onpage 152
of
the
Student's
Book.
{
Rst
students first
what they
know about
these
organizations.
Depending
on
their
background,
they
may
already
know
quite a lot.
Students then
check their
knowledge
by matching
the
organizations
with the
definitions.
,&rlswers
X
Ask learners
o discuss
why
certain organizations
might
be
pro-
or
anti-
globalization.
This may
be
quite
difficult for them,
and
something
hat they
may not have
thought
about before.
A lot
of support at this
stage
will
help with comprehensionof the listening text.
.&rlswrers
Pro-g lobal izat ion:
he
Uni tedNat ions,
nternat ional
MonetaryFund,
Wor ldTrade
Organizat ion
Ant i -g lobal izat ion:
some)
rade
Unions,Fr iends
f the
Ear th, n ternat ional
id
Organizat ions
S
t,HJ
?0 fnis
is the
second time in
the book
that the
students have
come across
a Part 4 Listening (ie,
an
academic lecture). Reassurethem that this is the most
difficult
part
of
the
listening,
as they will
probably
find
this
challenging.
Give them
as much support
before
the
listening
as you
can, ensuring
they are familiar
with the
vocabulary
in the
questions and the
question types.
Amswers
1 a n d 2
C , D
3
global
wor ld
rade
4
motor echnology
5
100
ears
6 C
1 d
2 t
3c
4 a
5 b
6 e
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ael
he first
part
of today's
ecture, would like
o introduce
to the
opicof
global izat ion.
wi l l
s tar tby consider ing
global izat ion
s.Secondly.
wi l l explain
omething f
his tory. inal ly , intend
o lookat who
the main
players
global izat ion
re,both or
and against t .
and br ief ly
heirarguments.
us begin
with what may seem
an obvious
point ,
g lobal izat ion?
lot
of
people
hink
t is
abouteconomics, r increased lobal t rade.
t canalso
be seenas ncreased
ul tural nd
xchange
etween ountr ies. xamples
be McDonald'sn
Calcut ta ndJapanese
motor
n Br i ta in.Now let
us ook
a
l i t t le
at the history
global izat ion.
here s
no agreed tar t ing
oint .but t
have
beenabout
100
ears
ago.
Certainly ,herewas
n wor ld radeand
nvestment
hen.
This
put
back onsiderably
s he capi ta l is t or ld came
up
World
War and hen
he GreatDepression
the SecondWorld War
set off another
expansion f capi ta l ismn 1948, i th he
f
mult inat ional ompanies. hesewere
nterested
n
producing
nd
sel l ing n he
f countr ies
l l around he
wor ld.
F inal ly ,
eal ly
ook of f when
he SovietUnion
mportant
not to forget he importance
of air ravel
and
development
f
internat ional
ommunicat ions.he
he
ax
and now computers
nd emai lhaveal l
he
progress
f internat ional
usiness.
ensure students
are familiar
with the summary
have predicted the kind
of answer
(word
class,
is required. Remind
them that answers
mustbe
spelt correctly.
tropical ainforests
(cheap)
mports
zl
now
o the
main
players
nvolved n
global izat ion,
hat here s a
cleardiv is ionbetween hosewho
pro-global izat ion
nd
hosewho areant i - .
organizat ions
gainst
lobal izat ion
re he
uch
as
Fr iends
f the Earth
Greenpeace, ho
put
forward
he belief
hat
arms
he environment .
general ,
hey blame
global
corporat ionsor
global
and the depletionof natural esources. he most
oi l and
gas,
but here
are
others
uchas
ropical
are cut down for t imber,
and the
f
the
sea,
which may
be affected
by
pollution.
Organizations
hich represent eveloping
countries,
inc luding
nternat ional
idagencies uchas Oxfam,
are
alsoagainst
lobal izat ion.
hey
areconcerned
hat he
global
organizat ions,uchas he Internat ional
onetary
Fund
and he
WorldBank,
renot
doingenough o
help
the
poor
and, ndeed,may be
adding o their
problems.
Some are
crit icalof the
World
TradeOrganization. hey
argue hat the WTO is making t
diff icult
or
poor
countries
to
protect
nd bui ld heirown industr ies.
Many companies n
richcountries lso
oppose
globalization
because
hey areworried hat comoetit ion rom
importswill
costthemmoney.A goodexample s companieshat make
clothingand shoes. hese
areamong he ew industriesn
which
poor
countries an
provide
effective ompetit ionwith
importsof cheap
goods,
because agesareso much ower
than n Americaor
Europe.
Last ly ,
ome radeunionsoppose
global izat ion
oo.
They
say t
eads
o a lower ingof wages
and condi t ions f work
in
he developed
nd he developing or ld.
S
table, and play the final section of the recording.
Altswe,'s
1 0 1 9 9 5
11 182
12 business
ommunity
lGll on
u-)
ZZ
Having
ooked
t someof the ant i -g lobal izat ion
arguments.
et's
now
consider hose n favour.There
are,
of course,manyorganizat ionsn avourof global izat ion.
Perhaps
he most importantone is
he World Trade
Organizat ion,
r
WTO.Thiswas
set
up
n 1995 nd has123
membercountr ies.t administers
he rulesof
internat ional
trade agreed o by
its
member countries.The WTO's ules
make t diff icult or a country o favour heir
own industry
over mports rom othercountr ies.
The
WTO argues hat the
growth
of trade between
countries ncreases
he wealth of everyone.Tradeallows
thosewho can
produce oods
mostcheaply o do so, hus
giving
everyone he best
possibleprice.
Anotherpro-global izat ionrganizat ions he Internat ional
Monetary
Fund or lMF.This was established
fterWorld
War l in 1946.t a ims
o
promote
nternat ional
ooperat io
on f inance
nd
provide
emporaryhelp or countr ies
suf fer ing
inancial
roblems.
he MFhas
182
member
countr ies.
F inal ly ,
he Uni ted
Nat ions, hich
was establ ished f ter
the SecondWorld War,
has becomea
promoter
of
global izat ion.
t a ims
o
promote
a shared etof values n
the areas f labour tandards,
uman
ights
and
environmental
ract ices
etween he UN and he business
community.
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the
wrlter's
pe"{rpe6e
Remind students that
for this type of question
they
look
at the text
as whole, and use
information
as the type of
language, the
layout
and so on,
and
intended reader
is. There is no
in the text, nor any encouragement
both these things
may be implicit.
meanimg
from
@er?text
o look through
the text again to find
words.
f luctuated
precar ious
instead of simply
matching words
and definitions,
half the students
words 1-5, which
are all
and the other half
words
G10,
which are
all
They could check
heir answersand
then teach
words to someone rom the other group.
1 funds- available
money
commodity- something
hat can be bought
andsold
retail
price-
how much something
osts o buy
n a shop
price-
how much
somethingcosts o
buy in
large
quant i t ies
income money
hat someone
gets
rom working
middleman
a
person
or company hat buys
rom
producers
and sells o
customersat a
profit.
loan shark- someonewho lendsmoney o peopleat a
very high rateof
interest
someone
who buys and
sells hings
someone
who buyssomething r
uses
services
0
player-
a
person
or organization
hat
influences
si tuat ion,
special ly
n
business
r
pol i t ics
&mswers
Prices
going
down:
1 world
price
ell by 50%
2 reduction
n
the
supermarket
rice
of
coffee
4 afalloI20%
Prices taying
he
same:
3
pr ices
emained
table
7
sustained
ts
pr ice
Prices
going
up:
5 the
market
picked
p
6 marketpriceof coffee oseby 50%
There
is an
exercise
on
verb
and noun
coilocations
related to business
and
money in the
Vocabulary section
on page
157 of
the Student's
Book.
YXxe
axsixr*
$ Poht out
to students
that the passive
is
used
much
more
commonly
in academic
English
than in general
English. However,
it
should
not
be
overused,
especially
in
spoken
English.
After a brief discussion
on the
content
of the facts,
ask students
if they can
identify
examples
of
the
passive.
Amswrens
Paragraph :
s der ived,
as known
Paragraph :
was used,
were ermented
Paragraph : sgrown
Paragraph
: s
produced
Paragraph :
s removed,
s removed
X
Check students
know how to
form the passive
(subj
+
verb tobe
+
pastparticiple)
by asking them
to complete
the table.
Make sure
they understand
that it can
be any
form of the
verb fo be,as
tliteexamples
in the text
are
only
past
and present
simple.
You could elicit
examples
in
other
tenses and
aspects.
Answrers
Past imple:
. . was
grown
Past ont inuous:
. . was being
grown
Present
er fect
imple:
. . has
been
grown
&
ghcit
that
the fourth
paragraph
includes
an agent
-
Brazil.
Explain that
an agent
is the'doer'of the
action
and
refer
students
to the Grammar
reference
on
page752
in the
Student's
Book
for an
explanation
on
when
an agent
may not be
needed.
Answers
Brazil
See
page
152.
Aim
This xercise
ims tencouraging
tudentso
notice
seful
hey ould se
productively
nawritingext.
students
o divide
the
phrases
nto
the
three
1
2
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Ulicit from
students hat
the second
sentence ocuses
attention
on the'doer'and
the irst
more attention
the process.
Point
out that this is a
common reason
choosing o use
he passive.
Examnformation
Becausefthe
mphasis
n
process,
he
passive
s
commonly
sednTask
Writ ingasks,
here
process
r
how omething
orks,
sdescr ibed.
Aim
Aswellas
giving
ract ice
n he
orm f he
passive
ithin
suitableontext-
escr ibing
process,
his ct iv i ty
provides
modelor he ater
writing ctivity.
est students o
quickly
skim the through the text
Encourage hem to alwaysdo this with a gapfill.
he text
using the verbs n brackets
passive orm. Point
out that all the
verbs are n the
ense,
which is
usual for describing
pxocesses.
is made
sorted
roasted
are
oaded
mashed
areadded
is ca l led
is heated
is
b lended
is emoered
a l l owed
s
further
practice of the
passive voice
in
the
section on page 152
of the Student's Book and
activity for this unit
on page 120.
T: ffiessrfrhfireg
prscess
Aim
Asanalternative
o describing
ata, tudents ay
aveo
descr ibe
process
nWrit ing
ask .Thisype
f
ext s
quite
ommonnacademic
r i t ing,
aft icular ly
n
science
subiects,uch s
descr ibingnatural
rocess
r eport ing
ona
pract ical
xper iment.
his ect ion i l lbui ld n he
students'ncreasedwareness
f he
passive
oice
{coveredarl iern heunit) nd lso eview nd xpand
their nowledge
fsequencers
hich houldnablehem
to describe
process
ore ffectivelv.
Lead n by
putting students
nto
pairs or small groups,
and ask hem to verbally
describe he
process hown n
the
diagram o eachother.Point out that t is
important to
rmderstand
what the
diagram showsand whether
t
is
a
continuousprocess
r a processwiih a beginning and
end.
S
*k students o find and underline
six
sequencers
n
the text
on
milk.
Generalcommentson the text and the
useof language
passive
oice)
could be mentionedat
this
stage oo.
Amswers
Line2: F i rst ,
L ine4:Then,
Line
8:
Next,
L ine13:After
h is,
L ine16:Fol lowing
his,
L i n e 8 : F i n a l l y
Highlight
the
fact
that this text is taken from an
information leaflet and therefore is
not strictly a
sample
answer
-
more detail is in the text than is shown on the
diagram.
2
Students
read
the two extracts showing
connectors of
'purpose'
and answer the two
questions.
Amswers
1 in
orderto
is
ollowed by a verb
phrase.
2 which resultsin s followed
by a noun
phrase.
3 Students underline the
connectors
in
the sentences
before adding the sentences to the text.
Answers
1 as
-
line 4
after
milking machine
2 because line 5 after refrigerated
containers
3 and herefore l ine 11after
any
bacteria
4 so that
-
l ine
19
afterand shops
?fifritImg: urtlrer
prs6tice
4
Studentswork
in
pairs and use he verbs n the box
to describe he
diagram
about
sugarproduction as
clearlyaspossible.Monitor and check anguage
accuracy
eforeclarifying any points in whole-class
feedback.
5 ttre final sectionprovides practice n describinga
process, llowing
students o use
ecent
inguistic
input
on the passive, equencers, onnectors nd non-
defining relative
clauses.
lthough
this activity
could
be done or
homework, t might be a good dea to do in
classso hat students
get practice
adhering
o a
snecified
ime
limit.
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pproach
his ype f ask ncouragehem
o:
Write
n ntroductoryentenceaying
hatthe iagram
shows.
Use
assive
erbs,s hemainocus
s
he
process,
ot
who
or
whatdoes
t.
Describethetagesfthe
rocess
norder(orlar i fythat
i t sa continuous
rocess)
sing equencers.
Add ome
xtra
nformation
bout
eason,
urpose
r
result singhe inkingords.
Add ome xtra
nformationsing on-definingelative
cla
ses,
Checktheirnswerareful lv.
modelansweron
page
162.
helps to farnlliarize students
with the
Parts2 and
3 of
the IELTSSpeaking
module by
sample
nswer.
l,Bl 23 Remind
students
of theformatof this
of
the module.
Students
isten and identify
the
and key
points
on this card.
Then
play
the
again o elicit general
commentsabout
the
answer
*
it coversal1
he main points on the card
s fluent,
accurateand about the
length. A stronganswer.
abouta successful
nternational ompany
you
know
Hitachi , epsiCola) :
should say:
what
k indof
products
hiscompany el ls
why
you
hink
his
company s successful
how this company advertises
ts
products
alsosaywhether
our
country
produces
imi lar
many of the
latest eatures.
Another reason
or Honda's
success
s hat h e models
areof tenmoreeconomical
han
some of their
competitors
in both
price
and
petrol
consumpt ion.
ondaalsomakes
expensiveuxurycars
oo
and some of
theseare designed
o be very ast.
This shows
that
Honda
products
ppeal toa
wide rangeof
people.
he
company
s also successful
ecause
parts
or thesecars
are usual ly
erycheapandeasy
o
get
n
most
countr ies.
As far as I know Honda
advertises
ew carson TV
quite
a
lot
and
theseadvertsoften
ook
quite
stvlish,
've also seen
their
products
dvert ised
n newspapers nd
on large
bi l lboards v the s ideof the road.
In my
country
ou
see
many Hondas n he
roadbut hese
have been
mported rom
overseas s we don't reallv
have
muchof a car ndustry.
2 Having heard a model
answer, students
now
practise
their or.rm
versions
in
pairs.
Invite a student to
do the task
as part of
feedback and/or
ask for comments on
the topic.
3 Ttre Part 3 questions
are
broadly related
to the theme
of globalization and although these questions might not
occur
in a real
IELTS exam, the students
have had a
lot
of
input in
this
unit
and this section
should provide
relevant speaking
practice.
Some preparation
time could
be given,
students
then discuss questions
in
pairs
before
whole-class feedback.
Alternatively,
this section could
be set
up as a group
discussion or simulated'seminar'.
Balamcimg he arsesmsent
?
I,9J 24 Refer
students
o the
Part
3 questions
again
and explain
that they
have to listen and
identify which
question he speaker
s answering.
Answer
Ouestion
5
E) za
Well,
here
are clearly
different
ways
of
lookingat
it.
Cheaper lights
mean hat
more
people
can afford
o
travel .
h ishas o be a
good
hing
n
hat
more
people
an
exper ience i f ferent
ul tures nd
places.
On he
other
hand,more
l ights ausemore
pol lut ion
nd some
our is t
dest inat ions ave
oo many
our is ts nd not enough
lean
watersuppl ies,
nd so on.
As far as
'm
concerned
hough,
the benefits
outweigh he
disadvantages.
2 Ftay the extract again and elicit answers to the
questions.
Establish
that it is vital
to
give
reasons,
not
iust
short or
one-word
answers.
z3
going
o talkabouta company
which
s
ca l ledHonda.
a Japanese ompany
and
hey
sel la
range
of vehic les
as small amily cars.estates
and sportscars.They
produce
motorbikes.t 'sa
very
good
companyand
s
l l over he wor ld. 'm
sureHonda
products
common
n mostcountr ies
ut 'veheard hat hey ' re
opular
n Asiaand
Europe.
are
manv reasonswhv Honda
s
successful
ut
I
oneof the main ones s becauset produces new
of models evervvear.
expect he company
has
of
ski l led
rofessionals
ho
design
and create ars
modern echnology, hich
meansnew modelshave
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people
an ravel
as
cheaper)
nd more
people
can experience
ifferent
places
and cultures.
pol lu t ion,
oo many
our ists
nd not enough
cleanwater
suppl ies.
students
attention
to the tapescript
on
page772
the Student's
Book
so that they
can answer
questions.
. . . here re learly i f ferent ays f ooking t t . . .
As ar
as
'm
concerned
..
Elicit
ew
examples
nd efer
o
page
4.
Aim
In
Part
of he
speaking
odule,tudents
f ten
ind
t
di f f icul t to
rocess
he
quest ion
nd hen
uickly
roduce
appropriate,
xtended
nswers.his
xercise
rovides
some sefulanguage
o
helphemn
such ases
nd
ives
them
ittleime o
hink.
Give the classan opportunity to practiseusing these
by
asking
a
few
questions
rom the
previous
Speaking
).
md reeyelFmg
w@6ebwgar]r
Aim
This ection
rovides
uggestionsndifferent ays o
revisend ecycle
ocabulary.
he ocabulary
oads
part icularly
ighn
academic
ngl ishnd
ewwords nd
phrases
i l l
usual ly
nly e etainedf
hey
re
ecycled
and evised,
referably
oon f ter aving
eenearnt
nd
then t
ntervals
fterwards.
Draw students
attention
to the
oicture of the
cards and
show them oth"t
"tu-ples
of ones
could make and
use to revise
and recycle
They
canbe made
of card, or
even small
of
paper, and
can have as
much or as little
on them as is helpful to the learner. At the
they may
just
have
an
English
word on
one
a translation
on
the
other.
Suggestion
Students ight
lso
ind
t helpful
o mark tress, rite
he
word
honemical ly,
dd
nformat ion
uch s
dependent
preposit ions
rcommon
ol locat ions,
ive
nexample
sentence.
tc.
ruswer$
The easiest
ay o
use hem s
o lookat he Engl ish
word,
and try to remember
what it
means,
before
checking
n the back.
Sl ight lymore
chal lengings
o
lookat he def in i t ion/ t ranslat ion
nd
ry to remember
the
word
n Eng l i sh .
2 The beauty
of thesecards
s hat hey are
smal l ,and
canbe carr ied
round n a bag,or
a
pocket.
Consequent ly,
nyt ime hat he earner
asa few
minutes, g
on a bus,wai t ing n
a
queue,
efore
lass,
etc,
heycan be brought
out and
ooked
t .
They
can
be
discarded nd replaced
i th newwords
on cards.
s
the earner
an re l iab ly emember
hem.
2
Students look at
the vocabulary items
and then
how
they
have been
categorized. These
words fit
quite neatly
into
three categories.
Ask students to
categorize the
words from
in the box from the
previous
unit and allow
students to pick
their own titlesior
each category. It is
the
thought
process and analysis here
that is useful
so
encourage
students to
justify
their
groupings.
Fossible
$ swers
Words e lated
o cr ime:
ict im,
ruancy,
etent ion
Words
hat aresimi lar
n my language: onstruct ive,
detent ion
Col locat ions:
lear
goals
Positive
words:
clear
goals,
constructive
Words e lated
o school
d iscip l ine: e tent ion,
eview
Suggestion
Informtudents
hat sing ocabulary
na meaningful
ay
wi l lhelphemo
rememberords et ter
as
hown
y
research).
xamples
fuseful ct ivi t ies
ncludeanking,
ordering,ort ing,
tc.
S ast
students o look at the four
suggestions nd
discuss f they use hese deas, f they think they might
be helpful, what
other methods they use,
etc
As
in previous units,
ask he students o
find the words
in
contextbefore ooking
them up in a learner's
dictionary for
more
information.
key
(page
80:Thekey
arguments
for
andagainst
globalization.
symptom
(page
83:The
farmers
eed
for
a quick
ales a
symptom
of
heir
nability o
get oans t a
fair
price ..)
impact
(page
83:
Thishad
a deaastating
mpact on
heir
already
recnrious
xistence..)
prior
(page
83: ..topay
for ertilizers,
qraestabour nd
basiciaing
costs
rior
to
heharaest.)
decline
(page
83:Euidencef
owanddecliningliz,ing
standardss clear.)
suffer
(page
83:
Wen
theutorldpricefell
y50%during
1989,
farmers
uffered
n
mmediate
t'all
n their ncomes
..)
reveal(page83:An examinationf heprice aid o a
farmer
..
reueals
hatboth aaeost ut . )
maintain
(page
84:maintainedor kept
para
G).)
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nto teamsof three.Ask them
to
sort
the
Dictionary focus nto 3-4 categories, s
n
the Study skills
above.Th"y should write
he titles
of
their categories, nd thesecan
be
asa
class.
in groups to find categories
6-10 words on cards
rom the vocabulary
box,
ie
each
will have different words, and
then
ustify
these
upr who should
try to disagree.
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Content overview
hemes
he topic of the unit is health and the way this may be
affected by old and new techniques.
Exam
related
activities
eading
lassification
ultiple choice
atchingheadings
and
note
aking
Writing
ask2 Expressing
your
opinion
iving
reasonso
support your opinions
Listening
art3 Multiple
choice
Speaking
art
2 Activities
to keep fit
or
healthy
art3 Discussing uestions n health
Language
development
Language
fo
cusand
Vo
abulary
Medical
vocabulary
Real conditionals
Avoiding
repetition
Unreal conditionals
Ski l lsdevelopment
Reading
Jigsaw
eading
Writing
Using adverbs
Pronunciation
Intonation
Study skills
Editing 1
Dictionary
focus
est
students
to
use the dictionary definition to elicit
difference(s)
between conventional and alternative
put
students into pairs and ask them to decide
which
they think are
conventional or
alternative
Note that the concept'alternative medicine' is
from
a Western perspective and that many
of
the
referred
to may well be more common in
cultures,eg Chinese.
,lsx&rsrs
3
est
students
o
discuss
he
question
n
pairs
and/
or
asa
class.
&*ass6#&satXon
& Studentsmay ask for the meaningsof the four types
of
alternative
therapy before
reading, but thesewill
become
clear
rom the text. Ask the
students
o look
through the descriptionsand then read the text to find
out which therapiesarebeing described.Point out that
classification s similar to matching.
However, the
headings
or classifications an
be used more than
once.
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|
(This
therapy was invented in the early
nineteenth
centuryby
...1
A(
... originating in China more than 2,000
years
ago.l
A(...
patientstreated
with
acupuncture .. had less
intense
pain
than
patients
who
received a
placebo.l
C
(A
chiropractor manipulates
oints
...1
|
(...
the eye
marking
can reveal a complete history
of
past
il lnesses.l
R
(.,.
fhe therapeutic manipulation
of the hands and
fee t . . . 1
students o read the options carefully and
then
in the text to find evidence or their
choices.
D
(But
there is
good
evidence hat it does not work for
... weight loss.l
B
(There
s no scientific
support
for
these assertions.l
D
Ut
works
...
mainly in
the short term.l
B
lPatients
and therapists
should be discouraged rom
using this method.l
D
In small
groups, students discusswhich of the
described n the text they would be willing to
whylwhy not. They
can also alk about the
which they have
experienced.
students o describeother alternative therapies
have experienced,eg aromatherapy,
etc.
pairs, ask students o use heir knowledge
to label
2
Students
work in
pairs
to match the verbs with
their
definitions. Then checkas a class.
Answers
1 e
2 b
3 a
4 d
5 c
There is
an activity
focusing
on dependent prepositions
on the theme of alternative
medicine
in the Vocabulary
section on page
757
of
the
Student's Book.
ff iealconditi$nals
'
took at the example of a
real conditional
in
the
table.
Students may also
know
this as a zero
conditional.
Then
ask
students
to read the text. You
could set some simple
comprehension questions: rNhatare thesymptoms of the
commoncold?How long does
t
usually ast?How is the
illness
spread?Should
you
see doctor
f
you catcha cold?
2 est
students
to look at the underlined
examples
and
use them to answer the questions in pairs. Feedback as a
class.
Answens
present
ense
(/f
you
have
a cold)or
presentperfect
f
you
have caught a coldl
present ense
recovery
akesplacelor will lor another
modal) +
inf
(fhe
infection will be spread, t may
also be
spreadl
Unless. h ismeans f something oesn' thappen.
When.This s not
real ly
ondi t ional ecauset mpl ies
thisalwayshappens.
Provided. his s usedonly if a
particular
hing happens
4 Yes,
ou
can
change
he order. ee t mayalso
be
spread y hand
f
someone as hevirus ... In his
case here
s no comma
etweenheclauses.
3 Look at the examples ogetherand use hem to further
checkunderstandingof the use of proaided ndunless.
Also ask sfudents
o reverse he
clauses nd to use
thepresent
erfect
n the if
clause, gYou'll
Youmaybe
able ogo back o zoorkf your temperatureasdropped.Then
ask hem to write their own sentences sing the
other
prompts.
There s further
practice
of real conditional orms n
the Grammar section on page
752-153
of the Student's
Book.
1
2
pup i l
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Aim
One f he
dif f icult ies
hat
many
tudents
xperience
sdue
to different
ntonation
atterns
n
heir11,
nd hey
re
unaware
f he
effecttheir
ntonation,
r ack
f
t,
shaving
on heir
ngf
sh. lat
ntonat ion,
or
example,ay
esult
innat ive ngl ishpeakerserceivinghem sbored nd/or
bor ing.
singhewrong
ntonat ion
an
ive
ffence,
s
t
s
often
sedo
show
ttitude.ntonation
salso
sedosignal
some
spects
fmeaning,
or
example,hether
nformation
isnew
rshared.
t can
be
a dif f icultrea
o each,
utthere
are
ome
eneral ized
ules
hich
tudents
an earn,
nd
thus
ain
ome wareness
f he
mportance
f ntonat ion.
In hese
xercises,
wo
airly
traightforward
nd
predicta
le ntonation
atterns
e ntrod
ced.
Students
predict
the intonation
patterns in
the two
You
may like to model the language for them.
feedback
and
drill the
correct intonation
speaker 's
o ice
should ise
n he
irstc lause
hought)
and a l l
n
he
second
to
snow
his
ndicates
hat
he i rstc lause
s
shared
nd he
second s new
or addi t ional .
Using the first
exercise
as a
model,
students
mark
arrows the rising and falling patterns of these
tgJ
:S
Listentotherecordingand
askstudentsto
in
conditional
sentences, t is usual
for the
clause to
contain
shared information,
and
to
carty a fall
rise
intonation,
but this
is not
case.
Compare:
--rr-\
emains
high,
you won't
be
able o
back o work.
both know
that
you
have a high
temperature,
and
new information
s that
you may
not be
able o
go
o work.
\--7
emains
high, you
won't
be able
o
back o
work.
this example,
he
idea
that
the temperature
might
is
the new
information.
It would
be
more
this
case o reverse
he clauses.
Suggestion
When
ract is ing
ntonat ion
nclass,
t soften
good
dea
for
you
and
our
tudentso
exaggerate
he ise,
al land
pause.
ny
hange
n
ntonat ion
s
often
erceived
s
embarrassing
y tudents,
nd hey
wil l
probably
e
reluctantto
hange
tvery
much. ear ing
nd
roducing
dif ferences
hat re
argencomparison
o heir
sual
pronunciat ion
ay elp
o mprove
his,f only
l ight ly.
4 tne intonation
of lists is another
pattem which
is
fairly uniform and easily understood. Students look at
the
example
sentence and
mark the intonation.
Again,
you may
need to model
the
sentence for
them.
,&llswers
The speaker's
voice rises
on reflexology,
acupuncture
and
herbal
medicine,
ignall ing
an unfinished
ist,
and
alls
on
massage,
ignal l ing
omplet ion.
emind
tudents
hat
incomplete
t terances
sual ly ave
a r is ing
ntonat ion,
whi lst
completed
nes
havea fa l l ing ntonat ion.
Aim
This xercise
s
designedo show
tudentshe
effectthat
rather ono-tonal
ntonat ion
as nnat ive
oeakers.
5
lgl
ZCIPlaytherecordingoncefor
gistand
ask
students: Nhat
re he ecturer
nd he
student iscussing?
Then
play the recording
again to
focus
on the intonation
of the
student and
the feelings
of the lecturer.
Answers
Thestudent's ntonation s very flat,and the lecturer
sounds
progressively
more
irritated,because
he student
is
perceived
s sounding
uninterested,
ossib ly
ven ude.
,,,i,,,i.rl:ii,r]:i.i:il.l'::.,,:],iau]r:ilir'.i.lt.lrrt,::,i
l:rrrl.il,ll.lt:l.lr,l.llr,liirr]ii.tlilirt..r'l:l]i:l.lr:.li
]:ti it::.,1:l:,1':
tg.l
pg
lS
=
Student;L
=
Lecturerl
S: Hel lo ,
ou
wanted
o seeme?
L:
Hi,
yes,
ust
wanted
o see how
you're getting
along
with
your
assignments
his
erm.
S: l 'm doing ine. 've in ished he i rstassignment nd
I 'm working
on the
second ne now.
L:
Good.Are
you
managing
o
f ind
enough
mater ia l?
S:
Yes,
've
been
using he college ibrary,
he department
l ibrary nd he
nterner .
L: F ine. nd
you' re
managing
o work
o the deadl ines?
S:
Yeah, nd I 've
been o ld
hat f I needan
extension,
canask or one.
L: OK.Good,
ou
seem o
be on the
r ight rack, hen.
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27 est students o
look at the tapescript
and
you play the recording,
studentsmark
the intonation
on it using arrows. The
fall-rise rise-fall
are ncluded in
the key,but it
will be sufficient
o notice an
overall rise
or
fall.
conversat ion,
he ntonat ions more
normal.
and
gets
a much more
friendly and
posit ive
rom the lecturer.
-\---
Hel lo,
ou
wanted
o seeme?
Hi,
yes.
ust
wanted
o see how
you're getting
along
-t--\
with
your
assignments
his erm.
. -
7
l 'm doing
ine. 've in ished
he i rs tassignmFnt
nd
------r---*
l 'm working
on the second
one now.
,A
Good.Are
you
managing
o find
lg9l't
material?
Yes, 've beenusing he col lege ibrary he
departmentibrary
nd he Internet .
F ine.And
you're
managing o wqrk
o the defOt ines?
_>
Yeah,
nd 'vebeen
old hat f I needan
extension.
v
Good,
you
seem o
be on the r ight
rack, hen.
work in
pairs asnormal, but
as a different
tudent esponses
ould be recorded
on tape
even on video)
and peer feedback
given before he
comments.Alternativelv,
students
could
and
evaluate heir
own
recorded
response
ooking at ways to improve.
fourth Part 3 question relates o the writing
n
the
next
section.
y@ur
sp;rr;CIm
Aim
Although
trongELTSnswersonot
always eedo
be
n
a ormal cademic
tyle,
hey oneedo
bebalanced,el l -
arguedndwell-expressed.
mpersonal
hrases
lt
soften
said
..,
many
eople
elievehat l
areoften egardeds
more
ppropr iatenacademic
ssayshan
ersonal ized
sentences.owever,
tshould estressedhat
eneral iy,
inan ELTSask answer,
ersonalhrases
uch s
I stronglyel ieve..
ot nmyview.. .are cceptable.
his
sect ionocuses
n
developing
more cademic
tyle.
?
Students read all the
phrases
then divide them
into
the three
categories.After the activity,
emphasize
that
giving first
person advice, using rhetorical
questions,
contractions
or question tags
(see
ip
box) is not usually
appropriate when writing academic
essays.
,i$,gA*WerS
1
C useof direct
quest ion
s nappropr iaten
wr i t ing
2 A-
appropr iate seof impersonal
ty le
3 B
-
personal
pinion
using
l '
but
appropr iate
n
an
IELTS
ask2 essay
4 A-
appropr iate seof impersonal
ty le.
5 B
-
personal
pinionusing
l '
but appropr iaten
an
IELTS ask2
essay
6 C useof rhetor ical
uest ion
nd nformal
expression
inappropr iate
n
wr i t ing
&Fwfimgcas&ms
to snxgagrwrt
&&xr
spimXe$?e
X Point
out that giving reasons for
opinions is very
important to
get
a
good mark in the IELIS
exam and
then ask
students to match the views
on the
left
with the
reasons
on
the right.
Key words that reveal
the links
between
each of
the
texts
could be examined.
,&mswgrs
S
Write the
example sentence on the board and invite
comments. Go through the example
opinion and then
allow students to work
in pairs and state their
opinions
(with
reasons)
using appropriate language
on each
of
the four
statements.
Note
that
more personal expressions are likely
to surface
in this
context and this would be acceptable
as spoken
English, but encourage use of more impersonal phrases
too.
This exercisecould develop into
a
more
in-depth
class
discussion.
Usimg adwerhe
& tnis
sectionoffers
another
way for
students
o
express heir
opinions
more
indirectly. Ask students o
look at the adverbs n the
box and match them with
the
questions.
Then ask students o use
hem
in the
gap-fill
exercise.As above, hey
should do
this individually,
and
then compareand discuss heir answers.
:
1 d
2 a
3 b
4 c
can
ask
or
one.
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fortunately
surpr is ingly
natural ly , lear ly ,
bv iously
For
this exercise, the answer
will
largely
depend on
opinion.
However,
only the answers that
possible are included
below.
lear ly , bv iously
naturally, learly, bviously,
unfortunately,ortunately,
apparent ly
apparently, nfortunately
atural ly ,
lear ly , bv iously
apparent ly ,
urpr is ingly
surpr is ingly, pparent ly ,
lear ly , bv iously
Suggestion
Althoughdverbs
an omendif ferent
laces
na
sentence,orexample,ol lowtheubject,orthe ake f
ease nd lar i ty
tudentsould eencouragedo always
use
hemn
his
wayatthe eginningfasentence,s n
this xercise.
tnis
section
gives
further writing
practice of
Writing
Task 2. Ask
students
read the
question
them plenty of time
consider how much
they agree
wiih
the statement.
that
students may feel that they have to have
a
Emphasize
that a balanced argument
an opinion is what is required. There are many
of both
positive and negative arguments
the previous exercises.
them
to
use
these,
and
remind
them of
work
they have
just
completed on expressing
oPrnlon.
in pairs or small groups
planning their
essay,
ollowing
the guide given.
be
written
as a timed piece
of
work in
or given for homework
to complete. See model
of the Student's Book.
head&mgs
r*d mexgeaXx*rng
Aim
Theseeadingki l ls
xercises
ract ise
ki l ls hich i l lbe
useful
n
he ELTS
xam.
t s
designedsa
igsaw
ctivi ty
to
give
tudents ore
fa eal easonoread nd ake
notes.
?
Divide students nto two groups.Ask group Ato
read the first text and match the paragraphswith the
headings,and
group
B do the samewith the secondone.
Let them check
ogether.
&ffiswrers
Genetically
modified animals:
A What areGM animals?
B What else
couldGM
animals
e
used or?
C ls his safe or humans?
D What about he animals?
Humancloning:
A Whatexact ly s c loning?
B How s t done?
C ls
t
legal?
D Why
might
people
want
o
clone
humans?
E Why banc lon ing?
X Stitt in the same groups, ask students
to work
together
to make notes on their
text.
S
put
students
in new pairs,
with
someone
who read
the
other
text. They
should
then tell each other about
their texts and exchange opinions.
Suggestion
This
ext s
similar
o hat nan ELTSisteningodule aft
3,and
ncludesour peakersna seminari tuat ion.ne
f
thebig
difficultiesorstudentsn hiskind f ext s
ident i fy ingl lof hespeakers"oint ut lues uch s
gender
nd ignpost ingfnames
yothermembersf
he
group,
g What o
you
hink,
lice?
E t,HJ 28 Before istening,
elicit
from
the
students
some nformation about human cloning.
Allow students
time to read the questions
and underline key
words.
You
might
want to pre-teachsome of
the vocabulary eg
clones,nfertile and
iaer
&nswrens
1 B
2 C
3 D
4 A
5 B
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You could take specificexamples rom studentessays
recently
marked
(without
saying
who wrote
or ask students
o identify
passages f
their
own
to
and avoid repetition.
Look at
the
table in
the Student's
Book and
compare
real
conditionals
table
on
page 93. Check
by asking
students
how real the situation
to be. Then ask students to work together to
the questions.
Check
as a class.
A
past
ense
in
hiscase
passive)
No.
Al though
hey
are
using
a
past
ense orm they are
talk ing bouta hypothet ical i tuat ion.
Would+ inf (oranothermodalexpressing ossibi l i ty . )
Yes.
Again he commawould be removed n his
Gase.
Ast students o write someunreal conditional
sing the prompts. Elicit examples
n
all$rryer$
l f humancloningwere egal ized,
eople
might
ive
forever.
Infer t i le arents ouldhavechi ldren f humancloning
were
egal ized.
l f a humanwerecloned, heywouldn' tbe unique.
l f GM animals scaped
nto
hewi ld,
hey
might
spread
their
genes.
we made ood rom
GM animals,
t might be
poisonous.
animals oulddisplace i ld animals
f
hey
escaped nto the wild.
Now ask students to
write their
own
sentences,
giving their opinion or simply
using their
is further
practice of
unreal
conditional
forms in
Crammar section on page 153 of the Student's
Fd*tirxg
?
Suggestion
While
eedbacknd orrect ions
romhe eacheranbe
invaluable,tudentslso
eedo earnoedit nd
orrect
their
wn
work. his i l lmake
hemmorendependent
learners,swel lasbeing
usefultrategy
n
heexam,
Youmaywish o use correct ionode henmarkingheir
written ork,
orexample:
Sp- spelling;P
punctuation;WW-
rong
word;
WT wrong
ense
This anhelp tudents
0 developheir bi l i ty
o dent i fynd
correct
rrorsor hemselves.
? Go through the
identified errors with
numbers first,
ensuring
that the
students
understand what the error is
and how to correct
t. Theseare errors
that students at
this level
will commonly make,
but will usually
understandwithout lengthy explanations.
Then ask hem
in
pairs
to
identify
the other
underlined
errors.
There are six.
Answens
See
exercise .
2 Studentscorrect
he errors.
Answerg
lam
an
nternat ionaltudent
1
studving
Businessat
(wrong
word)
2 PlvmouthUniversity.
have
been
here
or
3 near ly
ightmonths. bel ieve
spel l ing)
am 4 sui ted
o
business
management
because worked
n
my
father's
company 5 last
year
and
I learnt
wrong
ense)
practical
business
nowledge
rom my father. am 6
interested
7 in many hings.
enjoy is teningo
(wrong
orm/word
missing)
music,bothclassic
nd
pop.
verv much ike
(word
order)
reading
oreign novelsbecause 8 it
provides
an opportunity
of learning he
(word
not needed)English.
3 this is further practice
of common,
but
quite
straightforward errors, and good practice for editing. Ask
students
in
pairs
to identify
and correct the seven errors.
&nswers
lf I wi. l+
word
not
needed)
et
a
good
degree, am
going
o
(missing
word) work n my father 's ompany
again. h is
s
a the
(wrong
word)
best way
for rn" 1e16slrr+i{rgearn
(wrong
orm)the business.
wi l lwork veryhe+d$
hard
(wrong
orm), ha{ which
(wrong
word) will
please
my
fathet and
hope wi l l soonbe
(missing
word)
promoted
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tt will be more
difficult for students
o identify
n their own work,
oftenbecause
he mistakes
at discourse
evel, ather han single
words.
it is a
good
habit for them
to keep a note of
areas
hey have.
in previous units, askthe students o find the words
ooking
them up
in a learner's
for more information.
(page
90: inaolaes
applying
ressureo neck,
ndsoon.)
page
91:
there
is
no
knowtrmechanism
ywhich
organs
anbe
cpresented
to
specific
ocationsn
the
(page
97:
Practitioners laim
that reflexology
an
hebody f oxins
.. )
page
91:
The esearchers,
singboth
ubjectioe
objectiae
ung-function
ests, ould
find
noeaidence
(page
92:
Whichof
the
following
stntements
est
p heooerall content
f hisarticle?
page
95:
nformal acceptable
n informal
utnot appropriate
n
academicriting.)
page
95:Some
eople ight
want o combine
conuentional
edicine
ndelements
from
her pies.)
(page
97:Whyban
cloning?)
(page101 I like readin foreignnouels,
t
proaides
n
oppofiunity
to earnEngllsh.
Note:
is
a corrected
version
of the context
given in the
est
from this unit's
Dictionary
ocus,
and
the
a spelling
test of the
more
words (perhapsor 10words). nsteadof
the answersyourself,
ask he class
o mingle and
with each
other any
they feel unsure of,
aswell as
hey
remember he
meaning of the words.
individual help and give
class
eedback
words that seemproblematic.
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Content
overview
Themes
This unit is based on the topic of technology and
focuses
on robots,
various
gadgets
and
how a hot
ai r
balloon
works.
Exam
related
activities
Reading
T/F/NG
Writing
Task1
Exemplification
Drawing
conclusions
Describing
how
something
works
Infinitives
of
purpose
Listening
Part
4 Note
completion
Multiple
choice
Speaking
Part2 Describing
a
machine
art3 Discussingechnological evelopments
Aim
Thiss
a Part
Listening
odule
ext,
e
anacademtc
iecture.
sthis
s
hemost
hal lenging
artfor
tudents
nd
as hey
nly ea
he ext
nce
n he
actual
xam,
t
s
importantobui ldheir onf idencenclass.he irst ist
l istening
n his
xercise
ims
o help
tudents
i th his.
l;gt
29Inpairs
orsmallgroups,askstudentsto
at the
pictures
and discuss
what they
see.You
could
students f
they have
any contact
with
robots,
or if
nterested
n
them,
etc.Elicit
or teach
other
words
text for
robots.
Play
the recording
onceand
Language
development
Language
focus
Present
erfect s.
past
simple
Countable
and uncountable
ouns
Writing:
exemplification
Drawing
conclusions
Infinitives
of purpose
Skills
development
Reading
Skimming
and scanning
Listening
Listening
for
main ideas
Information
transfer
-
pie charts and
bar
charts
Listening
and
writing
simultaneously
Strtdy
skills
Editing
2
Dictionary focus
ask
students
o number
the names
of the robots
as hey
hear
hem.
For feedback,
ou
could
elicit anv
nformation
about
hese obots
hey
may have
heard,
which
will
provide
further
preparation
or the next
stage.
&nswens
1 Talos
2 Joseph
aquard 's
ext i le
machine
3 the Analy t ic
Engine
4
Universal u tomaton
5
Shakey
6 Asimo
There
is a vocabulary
exercise
on
synonyms for
the
word
mske
that are
used in
this listening
on
page 158
of the
Student's
Book.
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oday's
ecture, want to
give you
a brief overviewof the
of robotics, rom ancient i mes up to
the
present
We can hen ookat someof the key nvent ions
n
over he next ew weeks.
may havewonderedwhen I ment ioned ncient imes.
robots a modern nvention?
Well,
echnically,
es,
ancient iv i l izat ions ad
very
simi lar
deas, or
herewas he storyof
Talos, man made rom
guarded he slandof Crete,n Greece. hen
Roman
mythology,
he
god
Vulcanmade
wo
female
out of
gold
o
helphim walk.
177 myth
had become act, and wo French
Henr i
Louis
acquet-Droz ere
very complicatedautomatons, uch
as a
boy
which could draw and
write
messages.
hey also
woman,whichcould
play
a
piano.
Another
was a
mechanical
uck,
which
quacked,
lapped
wings
and
pretended
o eatand dr ink.Thiswas
t about he same ime,bv a
man cal led
V.A.U.C.A.N.S.O.N.
he next century obotsstarted o be designed,
which
so
much
oys.
but had more
pract ical ,
ndustr ia l
he
ndustr ia l obotsused
n factor iesodayhave
or ig ins n theseear lyautomated
machines.
good
example
s Joseph acquard's ext i leMachine,
n
1801which
was
operated
by
punch
cards.
n 1834,Char les abbage esigned ne
of the i rs t
he Analyt icEngine.
his
alsoused
n
punched
ards,
o carryout mathemat ical
t hada memorycapable f one
housand
0
numbers. he
project
was never in ished, ut
t
n excel lentmodel or laterdevelopments.
Examnformation
In hi s isteningxercise,
range f
quest ion
ypessused,
as snormaln ELTS.xplain
ostudentshat isteningsre
usual lypl i t p
nto
arts,
nd heywil lbe
given
short
amountf ime n heexam
about
alf minutelto
ook
ahead t he
quest ions
or
hat
art .
to look through the questions
Check
they understand them, pre-teach
any
they find difficult, and encourage
them to
key
words
to listen for. If they have heard
the
to guess
some
answers.
play
the recording and
let
them check
together
going
through the answers as a class.
Remind
that they may have to
change
the form of
the
3
t,H'l
30 Ensurestudents
understand that two
answers
are required here.
n
this question,
both choices
are
worth a mark each.
Play
he recording.
Arlswens
6 a n d 7
A , D
iE
nn
The20thcenturywas a ime whichsaw hugedevelopmen
in
the science
f
robotics.
particularly
fter
he computer
had been developed
n the mid-forties.Georqe
Devol
designed
he Universal
utomaton n 1954. hichwas he
f i rs t
orogrammable
obot .The namewas ater hor tened
to Unimaton.
which became he nameof the
irst obot
company.
Unimaton ncsold
designso GeneralMotors,who,
n
'1962.
instal led
he i rs t ndustr ia l
obot
on a
product ion
line.The
Unimate'
robot
was used n a car actory o lif t
and stack
hot
pieces
of metal.
ln 1970. comouter ontrol led obotcal ledShakevwas
develooed.
n one occasion hakey
was asked o
push
a
box off a
platform.
t couldn't
each
he box,
so it found a
ramp,
pushed
he
ramp
against
he
plat form,
ol led
up he
ramp and
pushed
he
box to the floo r. Doesn't hat seem
like ntel l igence?
I
tl
,
i i '.r
rii i ,
rr
ri.l
r' l i i ':rt
,t,i ' i i:r.i.u',i.t
trll i
i::,rlI
rr
,t:
I atri
4 LgJ 3'1 Beforeplaying
herecording,point out that
two answersare required
for the first section,and no
more than
three words should be used
for the
second.
Make
sure students
have read the
summary
carefully
and
predicted
the
type
of
answer and word class.Play
the recording.
Answers
8 a n d 9
A , C
10 Japan
11
two
egs
12 f i rst
non-human
1"611 -n
: r
J l
Since hen
hundreds f robots
havebeendesigned nd
developed
or
a
var iety f uses: ssembl ing
mal l
par ts
n
factories,
roviding
he
handicappedwith artif icial
imbs,
carry ing ut
household hores nd evencarrv ing ut
surgical
operations.
ln 1967 aoan moorted ts irst industrial
obot from the
UnitedStates.
which
was. at this t ime.
about
en
years
ahead n
robot
echnologv.
owever,
i th ina veryshort
t ime, Japan started o
catchup a nd then takeover.Japan
is now a world leader
n robotics.Sony'sAibo
robot dog
was
the
first sophisticated
obotic
product
o
reallysell
wel l o the publ ic .Now Hondahavecreated simo,who
has
been
made wo
legged. n
order o
look
more human.
He
s
designed
s
a
partner
or
people ' ,
r to work
n
the
France 4
write
(messages)
Vaucanson
1801
5 automat ic omputers
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Aim
The
ollowingwosections
rovide
xamplesf hree
different ays
ata
s
depictednd
also
llustrate
he ype
of
anguage
sed
n
ELTS r i t ing ask .
Before istening
to the text
ask students o ihink
significant
changes
hat have
occurred n terms of
selling music over the last30 years.Students
not need o
produce detailed responses
ut in terms
formats
eg
ecords,
CDs,mini-discs, PODS,
etc.),
should be able o
come up with some deas.Refer
o the graph axesand
check hat they are
clear
the verticalaxis
sales
nbillions
of dollars)
and
axis
(years)
epresent.
32
Students
isten
to the first part
of the talk
the line
on
the
graph. Elicit what is already
as an
example.After listening
can compare heir
graph with a partner's.
.r.,
JZ
'm
going
o br ief lyout l ine
he rends n wor ld
sales rom
the
late
sixties
o
the
present
day,as
on this
graph.
From 1969
o
1978,
herewas a
ise n sales
rom about
$2
bi l l ion o
$10
bi l l ion.
ncreasewas
causedby
new
developments uch
as
of stereoLPsand Iateraudio
cassettes.
o
1980
ales emained
teadvbut
n
1981
was
a s l ightdrop n
sales o about$8 bi l l ion. h is
esulted rom
the
global
economicdownturn.
By
igureswerearound he $10bi l l ionmarkagain.
his date here
was
a sharp
ncrease n world music
hich reached
peak
of $40bi l l ion n
1993.
his
ue o the nt roduct ion
f the CD.America, n
part icular .
xper ienced t remendous
rowth
n
salesbut
otherEuropean ountr ies,
or exampleBr i ta in nd
Germany, lsosold mi l l ions
of CDs.
Surpr is ingly,ales
ropped l ight ly n the ninet ies, v 1996
wor ld music
sales
wereabout
$37bi l l ion. he ol lowinq
year
here
was
a slight
rise
but after his salesdecreased
and
n
2001 hev drooped o
$34
bi l l ion. hese luctuat ions
are
probably
resul t
of
f ree
or cheapmusicbeing
downloadable rom the lnternet.
t may also be connected
to the increased vailability f hardware
o copy music,
or
instance.
Dburners.
From he nformat ion
hown
on
the
graph,
t
can be
conc luded
ha t . . .
:gill$:llilg{11:sltiitfii#lie**t{it:irfiiii *iF:{* ,11*:ti*i**Hiis &r i'3r*rqiiF*ld{$1 :t$g
3
tHJ S3mthesecondpart, heyhaveto
illinthe
missing information on the pie chart. Before istening
they
should
look at
the pie chart to predict the type of
answers equired, e formats
and percentage igures.
,4ngwera
a) CDs
b\ 21.8%
c) s ingles
dl 0.4%
e) mini-discs
:at:tilutliatl;ltit;1a1;14't1ii1;tlt;1ii;lt.tliili;1t:t1t,.t'i;t;rltti1;1#t:{{sryiiiiiti
tg"l
ss
Now i f
you
could
ook
at the fo l lowing data: h is
pie
chartshows
hat
in the
year
2000
CDsdominated he
marketand accounted
or
67 7Vo f sales.Casset tes t i l l
had a heal thvsl iceof the marketwith 21.8%and s ingles
made up 10.1%. n terms of LPs, he oercentage as
0.4Yo nd salesof mini-discs
roduced
an
even ower
f igu re
o f 0 .02%,
n amount
ha t
s
i ke ly o
inc reasen
the future. n
fact ,
here may wel l be new ormats o take
into
account .From he datashown
on this
pie
chart , t is
c lea r ha t . .
li:iilli liil . i '1 lU l{itlillftlilililt:liiilr,i{li'li*li *1;iitiqA;iili:l:]:l;i5:?:l.ii*.i*S}t:U:l:l1lii1i{.*titiiitl:l&*
4
I,H'J
54 Draw
students'
attention to the bar
charts
in figures 3 and 4. Identify what they represent.Ask
students
o listen to
the
recording
and complete he
missing information
in
the diagrams.
Answers
USA
W,Europe
Japan
China
Bar
chart 2
a) W. Europe
b) Japan
c) USA
After doing the exercises, ook at the tapescripts on
page173
and ask
students
to underline useful language
from them.
a)
b)
c)
d )
*
el
. g
. E J
(
6E 7.5 M 85
90 95 01
Years
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Students ook at the nouns n the box.
Ensure hat they
all
of
these
words.
Ask them
to identify
countableor
uncountable.
Unlike the
above, his section ncludeswords which many
use
ncorrectly n terms of whether they are
or uncountable,
often
because
hey are
n L1. They are alsoall words
which they
eam as hey have a fairly high frequency.
act, oxin, dollar,
ourney,
vehicle,
machine
cou
ntable:
advice,
pol
ution,
money,
ra
nsport,
news,
progress,
machinery, nformation,
ravel,
politics,
equipment
Suggestion
You
ould
ollow
p hisactivity yasking tudentso
provide
uitable
uant i f iers
or heuncountableouns
which anbe
quant i f ied.
or
xample,
piece
f esearch,
a means
ftransport ,
studmts
to look
at the essay itle and elicit their
Then ask
hem
to
read
he
extract
o find
out
if
the
largely agrees
r disagrees
with
the statement.
Finally,
hem to find the five
erors
in
countable/uncountable
and correct hem. You
could
alsoask hem to notice
inking words and phrasesused
(hcnumu,
CertainhlOn
otherhnnd,
tc)
and any useftrlvocabulary
(egto
utte
an
someone)
o do
something),
etc.).
This
somepractice
n
using the above
nouns correctly,developing editing skills.
1
-
pregreeeeeprogress
-transperts
transport
-
manymeney much money
4
-
e+r€v€+
ravel
-
often confused with
journey,
which s countable
4
-
+nfu+m€*i€,ns
nformation
further error correction exercise or
countable/
onpage 153 of the Student's Book.
how semetking
Aim
This
ect ionocusesndescribingow omethingorks
usingnformat ion
rovided
na diagramnd sa
possible
task
n ELTS
riting
ask .
? Ast studentshow
they
would
feel
about travelling in
a
hot
air balloon or
if
anyone
has had
this experience.
Elicit any commentson
how
they
might work.
2 Ast
students
o checkany unknown
words
in their
dictionaries.
3
Refer
students o
the pictures and
draw lines
from
the
labels o
the
relevant
parts
of
the drawing.
In
pairs,
students discusshow a
hot air balloon
works using the
information
shown
in the diagram. Th"y could then
listen to one or two versions open class.Minimal
correction
s necessary s his is mainly
oral
preparation
for the writing task n phase7.
lnflnitives 0f
purpose
4
Students
ead
the extract and discuss he questions
n
pairs. Draw attention to infinitives
of
purpose when
checking
answers.
Answers
1 Why it is used
2 an
nf in i t ive
3 in order to
4
insert'not'
before he infinitive
eg,
so
as
not to, n
order not tol
S Co through the example with the students first. Elicit
from them which words so
as
not fo replaces and get
students
to
cross
them out. Then ask them use the two
expressions
from
exercise
4 to make the
sentences
more
suitable
for academic writing.
Answers
Balloonsare usuallybright coloursso as to
/
in
order to
be easi ly
is ib le .
Many
people
use
mobile
phones
so asto
/
in order to
stay
n
closecontact
with fr iends
and colleagues.
People use computers so as to
/
in
order to
get
in format ion
uickly.
The
publ ic
must use heircarsas i t t leas
possib le
o as
notto
/
in order notto causeunnecessary
ollution
and
congest ion.
6 Rst students o complete he model answer using
the
diagrams
and words and phrases rom exercise2.
Answcrs
1
steel opes
2
basket
3 is attached
4 is inflated
5 aredetermined
6 a safety
harness
7
using he
blast a lve
8 the burner
4
2
2
4
8/9/2019 Macmillan 2004 Ielts Foundation Tb
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urther
practice
completed
the
previous
activities,
this
task
set as a timed-writing
activity
in
class
or
for
Give
feedback
as necessarv.
nswer
on
page
163.
amd
writing
*imultameoars&y
Aim
This
ect ion
ives
urther
ract ice
n istening
or
specif ic
information
nd
writing
otes
hile
istening
o a ext,
oth
ski l lsthatare
elevant in
l lparts
f heListening
odule.
Both
exts re
similar
o Pa t
2 exts.
I
g
|
35 nefer
students o the tableso hat they
information
to listen
for,
then
play the
or
them
o
complete
he table.
Suggestion
Correct
apitalization
s mportant.
nsure
tudents
understand
hat
l l t i t les
nd
roper
ames re
apital ized,
eg
Mr
John
mith,
nd hat
l lwords
nnames
f
places
and
ook
it les
re api ta
ized,
xceptor
smal l
ords
uch
as
preposit ions
nd
rt icles
unless
hey
ome t the
beginning),
gThe
National
allery,
hempact
f he
Gotd
Rush
nAnerica.
ubtitles
renot
usually
apitalized.
equire
orrect
api ta l izat ion
Title
Authors
Economic
Markets
David
Royce
n ntroduct ion
Bi l lHarr is
nd
Sarah
Tarnley
oday
Jul ie
Bond
ss
OK, f
you
can
ust
make
a note
of the
following
books
that
you're
all expected
o
have
copies
of
for
next
erm.
The
irst
one is
by
David
Rovce. hat's
R.O.Y.C,E.
t 's
ca l led 'Understanding
conomic
Markets ' ,
nd
t ,sby
David
Royce.
This
s a really
useful
book,
which
covers
all the
core
deas
we explore
n the
first ew
weeks.
Please
make
sure
you've
in ished
eading
'Understanding
Economic
Markets '
BEFORE
he
star t
of term.
Then,
Microeconomics:
an ntroduct ion ' .
v
Bi l lHarr is
nd
Sarah
Tarnley. .A.R.N.L.E.Y.
s i t
says,
an ntroduct ion
o microeconomics.
o
you
should ind
th isqui teeasy o fo l low,
even
hough
he
deas
may
seem
a little
complicated
at first.
Hopefully,
our
lectures
i l l
make
hings
clearer.
S:
Sorry, ou ld
you
repeat
he name
and authors
f
the
second
book,
please?
T
Yes, 'Microeconomics:
n ntroduct ion ' ,
y Bi l l
Harr is
and
Sarah
Tarnley,
hat 's pe l tT.A.R.N.L.E.y
nd Harr is
is H.A.R.R. l .S.
K?Final ly,
f
you
canal l
a lso
get
hold
of
'Economics
Todav' .
y Ju l ieBond.
p lease.
hat 's
u l ie
wi th an
e ' .
J.U.L. l .E.
ond.
B.O.N.D.
K?
P l,sJ
36 Remind
students
that thev
mav have
to
change
what
they hea4,
even though
there ii
no word
limit
here, in
order
for the notes
to
make
grammatical
sense.
All
answers
require
correct capitalisation.
&nswers
1
Paula
2 results
of
job
interview
3
Dent ist
appointment
t
9 am tomorrow
4 Paula
emailher
l:lrlr:,lr:.r::l1l:1.:li::.1:il:la,t1ll'r:i.11
t,g"l
sm
(AV
=
Automated
Voice;
C1
=
Caller1,
etc.)
AV: You
have
our new
messages.
irstnew
message,
received
t 9.29am
today.Beep.
Cl :
Hi ,Steve,
h is s
Paula.'m in
Manchester
n business
today
and I was
hopingwe
could
meet or
lunch
o
discuss
hat
new contract.
f
you get
this
message
n
time, could
you
call me
on 07790765456?
hat's
07790765456.
heers.
Secondnevf/message, eceived t 10.10 m today.
,Beep .
Mr Wi lkes?
don't
know
f
you' l l
remember
me, my
name's
oe Ful ler .
came
n for
an
nterview
ast
week
for a
ob.
lt 's
ust
that I haven't
heard
anything
yet.
Would t
be
at a l l
possib le
or
you
to r ing me?
' l l
be at
home
all day.
t's01923
7766892.
hank
you
very
much.Perhaps
'd
better
ay he number
again?
t 's
01
9237766892.
hank
ou
again.
Third
new message,
eceived
t 11.30
m today.
Beep.
This s a message or StephenWilkes.We'd ust like
to remind
him
hat he
hasan
apoointment
erewi th
the
dentist
at 9 am
tomorrow
morning.
f there's
any
problem,
e
could ing
he denta l
urgery
n
01923
4567622.
Fourth
new
message,
eceived
t 3.10
pm
today.
Beeo.
This
s Paula
gain. t 's
now
some ime
after
3.00and I
need
o
be
gett ing
back,
o
'm
ust
r ing ing
o say
guess
we' l l have
o meet
up some
other ime.
Never
mind.
Youcould
emai l
me. My
address
s
p
dot reece
(R.E.E.C.E.)
@ somers
S,O.M.E.R.S.)
ot co
dot uk.
Hope o speak o you soon,one way or the other.
07790
765456
01923
7766892
AV:
C2:
AV:
C3:
AV:
C4:
8/9/2019 Macmillan 2004 Ielts Foundation Tb
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Aim
This xercise
ims
o
consol idate
nd
ract ise
ork
introduced
n he
ast ni t 's tudyki l ls
ect ionnd
o
emphasize
he mportance
faccuracyn
academicr i t ing.
Students work together to brainstorm ideas.
them to think about
less
obvious
as the
washing machine, air
ttavel,
advances, etc.
Ensure each
group has
agreed
on
they feel are
most important.
Set a time
limit of about
three to four
minutes for
to read the
text and compare
with their own
Point
out
that
there are some errors
in
the text, but
they
should
ignore
them at
this
stage.
Suggestion
Althoughhis ext s air ly imi larnstructureo hose iven
inTask
of he ELTS
rit ing odule,
andidatesould
usual ly
easked
o considermore
omplexssue
han
this.t s,however,
usef lmodelto
se o
point
ut
organizat ionf
his ind f
answer
eg
ntroduct ion,
conclusion.
aragraphs,
opic entences,
inking ords,
etc.,.
work
in pairs to correct
dentified
mistakes
then individually
to identify
and correct
urther
checking
npairs. Monitor
and feedback
asa class.
The
past
hundred
years
haveseen
ftense)
normous
developments
n technology.
..
Moreover,
spell ing)
they
havealsodr iven
many dramat ic
hanges
n our
society.
It
could be arqued
(tense/
hat one of the
mosl
impor tant
dvances
. .wherecontact ing
omeone
involvedseeing hem
face
o
faceor
writing them
a
leller
(afticlei,
which
would take
(extra
be'-
a common
mistake
with
Chinese
students)
days. or
possibly
weeks
to reach hem.
Fur thermore,
n
thesedays
of mobi le
phones, he equipment@ountable uncountablel
needed
o ca l l omeone . . .
... The majorityof
(missing
preposition)
people
n the
developed
world
... to eas ilyaccess
ews,
nformation,
or
get
advice
(3x
count
/
non count
mistakes these
words are
commonly difficult
for students)
on
everyth ing
rom medical
o f inancia l
rob lems.
Another development
hat
has been of
great
social
s ign i f icances
(missing
erb) thewashing
machine.
. .
With he adventof
such
abour avingdevices,
omen
had more
freedom o
choose o have
a careeras
well as
a family. lt is often said
(passive
activel
that this
has
had a
very destabil izing
ffecton
families,but
it has
also
enabledmany
women to
havesatisfving
spelling)
careers.
nd
feel . .
Al though
many
otheradvances
ouldbe
said o be
siqnificant,
word
form) n my opinion
hese
hree are
the ones
which have
changedsociety
he most.
As in Unit
1, ensure students
understand
that
these
words
are useful
in academic
writing, ie
for
productive
use. Ask them
to find
the words in
the
context
of
the unit
before
looking them up
in a dictionary.
rank
(page
104
Now rank them
in order of
usefulness o
society.l
convince
page
105After
its
aunch,
Sony sti l l
had to
convince
the
public,
so it sald transistors
to other
companies.l
attribute
(page
105 ... although
exactlYwho
invented
it
remains unclear,
collective
credit is usuallY
attributed
to
Swedish
gi
ant E
ricsson.l
faunch
(page
105
After its aunch,
Sony still had
to
convince
the
public,
so it sold transistors
o other
companies.l
simuftaneously (page 105 f tranniesappeared
simultaneously
under
the
Matsushita and Sanyo
companies. . .1
credit
(page
105 .. although
exactly
who invented
it
remains unclear,
collective
credit
is usually attributed
to
Swed sh
g
ant
E icsson.l
enabf
e
(page
109 Modern
technology enables
people
to
travel further
and
faster ..1
significance
(page
1
13
Brainstorm
what
you
think
have
been the
three most
significant
technological
developments.l
access
page
113
.. can use he
nternet
and email to
easily access ews, ..1
There s an
exercise
n spel l ing
words rom th is
uni ton
page
158
ofthe
Student 's
ook.
T*qewrit ing on
the
wall
Stick
groups of
three
words from this
unit and from
the
vocabularybox
on the walls
around the
room. Put
students
into pairs,
and stand each pair next to a
SrouP
of
three words.
They should
check
that they
both
understand
the three
words
by explaining
them to each
other,
giving example
sentences,
etc.
After about
one
minute,
give a signal
(a
handclap/a
whistle,
etc)
for
pairs of students
move clockwise
around the
room to the
next set of
three
words. Repeat until
the students
are
back in
their original places.
You
can
ask students
to
make
a note of
the words
they didn't
remember,
and
these can either
be
reviewed in class,
or given
as
homework
to be learnt.
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Content
overview
Themes
This unit is based on the theme of computing and
includes
sections on a new software programme and
the website FriendsReunited. It also focuses
on
Internet usage and future
developments
in
information
technology.
Exam related activities
Reading
Multiple
choice
Note completion
Classification
Writing
Task2 Analysing the
question
Brainstorrning
deas
Balancing
your argument
Listening
Part 3 Tablecompletion
Flow chart
Multiple choice
Speaking
Part 2 Discussing
chool
memories
Emails and letters
Part
3
Discussing
he future of the
Internet
Languagedevelopment
L
anguage ocus
and Vo abul ary
Expressing
he uture:
predictions
nd ntentions
Prefixes
Skillsdevelopment
Reading
Prediction
Pronunciation
Stress atterns
Stuily skills
Recording ocabulary
Dictionary
focus
on
the access your
students
have to the
you could begrn by writing the names of
following websites
on
the board
(with/or
descriptions). They include two
and
are mentioned in texts in this
Ask students to discuss i-f hey have used them, of if
like to, and about
other
websites they do use.
a very
powerful search engine,
which helps
you
auction where you
can buy and sell
school
database o help you find old
friends and remember your school memories.
a resource or English language
with
chat rooms, vocabulary and
exercises,
gttzzes, etc.
Netdoctor: a site where you can
find information and
advice on health problems
Amazon: an online shop
for buying books, music,
videos and
other
products.
Pred*ct*ssu
'8
Look at the first paragraph of
the text together and
askstudents o exchange heir opinions in pairs.
Feedbackwith the class.
2
Now ask students o read
the rest of the text.
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Look at
the
multiple choice
questions
ogether
and
understand
that
they
have to choose
more
option.
Check
hey understand
key vocabulary
and
direct them
to
the glossary.
Then
ask
read he text
to answer
he
first setof
questions.
3
(ParagraphC: we muddle the timing of events'l
(Paragraph
D: n
a
giant
shoebox
.. i t 's hard
to find
what
you're
looking
for.l
(Paragraph
D:
Remembering
what
we have,
et alone
finding
it, becomes
a
maior
headache.l
{Paragraph
F: The
privacy
and
corporate
security
risks
are
clear.l
(Paragraph
G:
the system
akesup
a huge
amount
of
memory.l
co*mpletiom
Remind students
hat they should readthe summary
and
find words
in the
passage
which make
and
work grammatically.
he can
reads
phone
conversations
a
fr iend 's ame.
at the strategy
box
with
the students.
Then
ask
the answers
n the text.
C
(Paragraph
J:
Users
will eventually
be
able to
keep
every
document
hey
read ..1
B
(Paragraph
J:
Bell believes
that
for some
people,
especially
hose
with
memorY
problems
.. l
B
(Paragraph
: ...
in a waY
not
possible
with the
familiar but
disparate
records ike
photo
albums and
scrapbooks.)
A
(Paragraph
:
Doug de
Groot
.. saYs
Bell 'ssystem
could
eventually
form the basis
or'meet
the
ancestor'
style educational
ools
...1
B
(Paragraph
G: Bell
calculates
han
within
five
years,
a
1l1}-gigabyte
hard
drive
will cost
less ..1
Hxpressing
the
future:
predictions
amd
intentioms
Aim
This s he
second
ection
n
hebook n
waysof
expressing
he uture.
he
phrases
aken
rom he
ex t
include
exicalways
f
alking
boutthefuture
eg
rmto)
aswellas hemore ommonlyau htwill,mayand ould.
tr
esk students
o
look at
the sentences
nd
establish
that
they are
all ways
of
talking
about the
future.
2 Now
ask students
o
work together
o try to
classi$r
them
as
a prediction
or
possibility,
or
an ntention
or
plan.
When checking
he
answers
point out
how
the
use
of
another
modal
verb,
rather
thanwill
canhave
the
effect
of making
the possibility
seem ess
ikely.
A,nswers
1 B 2 8 3 8 4 A 5 A 6 A 7 A
3
glicit
ideas
rom
the students.They
should
notice
that
all the A
sentences
se a modal
+
bare
nfinitive,
while
all the
B sentences
se a
Present
continuous
form
+
full
infinitive.
4
Students
work
individually
to complete
he
sentences.
hese
are he
kind of
topics
students
may
be
asked
about
n
Part 1 of
the Speaking
module,
so t
wiil
be useful
for them
to
develop
different
ways
of doing
so.
5 In pairs,studentsshould find out about their
partner's
plans.
Elicit feedback
rom
the whole
class.
The
report
stage
provides
further practice
of
the
different
exponents.
There
s a
further exercise
on
expressing
he
future on
pageL54
of the Student's
Book.
Prefixes
t Use
his
question
o
elicit
that
certain
prefixes
carry
a
negative
meaning.
Point out
to students
hat
prefixes
often
carry
a specific
meaning,
which
can
be very
useful
when
trying
to guess
what a
word
means.
Answer
Theyhave
he
negative
refixes
n m-,un-
and
in'
2 Students
write
the prefixes
hen
think of examples
for them.
Watch out
for
words
whichbegin
with
these
letters
but
not the
actual
prefix
(eg
missile)'
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dis-
not,
or to reverse
an action
dis loyal ,
isappear
re-
again,
r back
reprrnt,
everse
across
t ransat lant ic ,
ransport
aga nst
antibiotic,
anticlockwise
ts-
wrong
or
badly
misunderstand,
isspel t
not (with some
words
beginning
with
l)
l l legal , l l i teratebutnote:
dis loyal)
before pre-war,
premature
sma l l
microscope,
icrometer
Working in
pairs
or small
groups,
ask
students
o try
guess he
meanings
of each
prefix. If they
find
this
could give
them
examples
hat
might help:
unique
binoculars,
riangle
quarter
decimsl.
mention that centmeans 100,kilo means1,000and
can mean
1,000
eg
a million)
or more
often
%ooo
a millimetre,
a milligram).
un i -
bi-
t r i
qua-
dec-
are further
exercises
n
prefix and
suffix use
on
159of the
Student'sBook.
Students
should
be able
o make
a good
guess
at the
of the words
by looking
at the
prefix. They
check heir
answers
n
a dictionary
and
seeat
the
how
many
other words
begin
the
sameway.
a bicycle
with
a s ingle
wheel
to
manage
omething
adly
the sc ience
hat
dealswith
very
smal l iv ing
hings
a rai lway ystem n which rains ravelon a s ingle rack
something
which
s
already
wrappedor in
a box
when
you
buy
t
across
several
different
countries
This lead
n introduces
he iopic
in the
following
ext,
which
is based
on the website
Friends
Students
hink
about a
school hey
have
primary,secondary,college, anguage
etc.
Using the
questions
as a
basis,ask
them to
previous
experiences
t school o
their
partner n as
much
detail aspossible.
Other deas hat
could alsobe
explored
could be
school rips,
good/bad
teachers,
memorable
events
or lessons,
tc.
x l,s"l
g;
Explain
to students
hat
FriendsReunited
s a
web
site
that aims
to put
old friends in
contactwith
each
other.
Students ook
at the
table and
predict answer
types
based
on the other
information
in the table.
Note that in
these
questions,no
more than TWO
words
are required
for eachanswer.
X
Students
ead
the flow
chart and predict
answer
types
and word
class.
Look
at
the
instructions
-
here
up
to THREE
words are
acceptable. hen
isten
to the
recording
and
answer
questions1-6.
&mswers
1
(a ) jou rna l i s t
2 Mark
NOT
mark)
3 f r iendship
4 formername maiden amewould alsobe acceptable)
5 workplace
6 C7.50
,.,:i..r:l:rl:ill.:l,ll.:ll
:llrl:llll,ll::,i'rl:irr.l.lr',i
ii:,r,:,ii,:rl:
leJ
py
;
G :
(G=
Graham;
=
Ju l ie ;M
=
Mark )
...
there have
beena lot
of
interesting
ites hat have
come
up on the Internet,
ecently,
ut one of
the ones
that 's
get t ing
a
lot
of
publ ic i ty
s
one
cal led
'Fr iendsReunited' .
The
dea. ike
al l
good
ones, s very
simple i t 'sessent ia l ly database f schools hatyou
canadd
your
name
o and contact
ther
people
who
went
to the
same
place people
you've
lost
contact
wi th accidental ly
r
otherwise. his
morning
n he
studio, have
wo
guests:
u l ieMcDonald.
iournal is t
who
hasbeen ooking
at he
si te
or
us,
Goodmorning
to
you.
Jul ie
and welcome
o the
programme,
nd
Dr
MarkJones,
a
psychologist
ho has
done
several
studies
nto
how andwhv
we
form
and
maintain
f r iendships.t 'snice
o see
you
again,
Mark. u l ie,
an
you
startby
telling us
a bit about he
site?
Yes,
Graham. t 's
actual ly
ui te
compuls ive.
hadn' t
reallyexpected o be very interested y it, but it 's
amazing ow
seeing few
fami l iarnames
anchange
that
i t
ook me back
o my teenage
ears
o
easi ly
I s tayed
n the
si te or about
an hour ooking
up
old
t .
8/9/2019 Macmillan 2004 Ielts Foundation Tb
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f
riends.
The
site
tself
s
airly
straightforward
you
have
o log n,
which
ust
real ly
means
giv ing
a
few
detai ls
uch
as
your
emai laddress,
nd
your
name.
Of
course,
ou
have
o
give
vour
ormer
name,
oo
(the
one
you
were
known
by in
school) f
you've
got
a
different
name now.
You might
have
got
married,
or
example,
nd
people
wouldn' t
ecognize
our
new
name.
Then,
f
you
want
o,
you
canalso
wr i te
a short
noteabout
what
you' re
doing
at he
moment ,
what 's
happened
o
you
since
ou
lef t
school
that
k indof
t h i n g . . .
: Do mostpeopledo that?
actual ly
lot
of
people
don' t
bother.
t 's eal ly
annoying,
oo.
when
you
f ind
someone
hat
you
remember
nd hey haven' t
wr i t tenanything
what
happens
f ter
ou've
ogged
n?
Wel l ,
hen
you
f ind
your
school
you
can
ookup
your
pr imary
chool ,
econdary
chool ,
ven
your
workolace.
heschool
part ,
s
great
you
f ind
your
school ,
s
I
said,
and
hen
you
can ook
down
a l is to f
all the other
people
who were in
your year,
or at least,
who
left n
the
same
year,
and access
he information
that they'veprovided.
:
And
hen
get
n
ouchwith
hem . . .
yeah,
but it 's
at that
point
hat it
stops being
ree.
:
Ahhhh .
Wel l ,
guess
hat
hey have
o
make
some money
out
of it
somehow
and t 's not
very expensive.
ou have
o
pay
seven
pounds
iftv
a
year
and for
that
you
can
send
unl imited
mai ls
o
people
ou
know.
When f i rs t
saw
the
price,
thought
it was
for
one contact,
but it 's not,
you
cancontact
s
many
people
as
you
l ike, o I
thought it was prettyreasonable.
did
you?
Was here
anyone
here
hat
you
knew?
Yes,
here were
-
in fact,
a lot of names
har were
fami l iar ,
pparent ly ,
hey
have
over
b mi l l ion
egistered
users,
o there
were ikely
o be
oneor
two
I
recognized,
ut
no,
I haven't
contacted
anyone
yet.
I
can
magine
might
do in he
uture.
hough.
:
Thank
ou
-
and so, Dr
Jones,we've
heard
a bi t about
this
websi te
can ask
you.
what
do
you
think he
at t ract ion
s of
th is k ind
of
l ink
up?
38
Students
isten
to the second.
art and
circle
correctanswers.
Remind
students o try
to
eliminate
options and if necessary,
ather than
leave
blanks,
he answer.
leJ
ss
(G
=
Graham;
=
Ju l ie ;M
=
Mark )
M: I
th ink hat
hereare
probably
hreemain
reasons
hy
people
re
nterestedn
a s i te ike
his.Jul ie
put
her
f inger
on one reason
ar l ier . ur ios i ty .
hat
plays
a big
part.
The Internet
has a very
voyeuristic
haracter
o it,
that can be
very
attractive we
can
see
n,
but
other
people
can't
necessarily
ee us watching.
t 's almost
the same kind
of
motivation
hat makes
soap ooeras
so
addiQtive we havean involvement
with
the character
becausewe've
seen heir
history,
and so we
want to
know what
happensnext,
oo. On this level,
think it 's
qui te
normaland
heal thy.
G: So
you
think hereare
otherways n
which t isn ' t
normaland heal thy?
M: Well, or
some
people,
hose
who feel
hat
they've
beensuccessful
n life,especially
f
they didn't
do very
well
at school, t
can be
used o show
otherswhat
they 've
done.Forexample,
he
businessman
ho lef t
schoolwi th
no
qual i f icat ions,
ut now has
a company
worth severalmi l l ionpounds. hese indof people
often eel
quite
nsecure
nd want
to
prove
hemselves
G: l s
h isa bad h i ng?
M: No,
t
doesn'thave o be, but
it is imporlant
or
people
to understand
hat other
people 's
pinions
f them
aren't
so imoortant.-
J: lt 's
diff icult
hough, sn't
t?
We
all l ike
other
people
o
think
we aresuccessful .
M: Yes,
of
course,and that's
OK as ong
as t doesn't
become
oo
necessary.
G: And are
hereany other
ways
hat he s i te
couldbe a
bad hing?
M: Yes, n fact,
he biggest
problem
I
think
it
could cause
s
for
people
who have not
beensuccessful
r even
part icular ly
appy n
theiradul t
ives. hese
people
may ook
backnostalgical ly
nd hink
hat everything
was
perfect
when
they were
at school.
G: Mmm, looking
back an be
a dangerous
hing,can' t t?
M: lt can
be. t 's easy, or
example, o
think that
the
girlfriend
or boyfriend
hat
you
had was
perfect,
or
example,
ndcompare
hem o
your
husband
r wi fe
now,
especiallv
f
you're
not very
haoovwith
vour
currentpartner.The ruth is hat lifewas probably ust
much
easier hen no
bi l ls ,no
ob,
not so
much
responsibi l i ty .
G: So do
you
think his k ind
of websi te s
a bad hing?
M:
No, of coursenot
-
for
most
peoole
t's harmless un,
but t isworth real iz ing
he
possible
own
sides, oo,
for
some
people.
f it 's
a bit of curiosity
hat's
motivating
you,
fine,
but if
you're
at
a
particularly
insecure
art
of
vour
i fe.
hen
be aware
hat his might
not help.
G:
Wel l ,
'm not eel ing
ery nsecure,
o
I 'm
going
straight ome o log on to my computerand seewho I
can ind Thank
ou
to my
guests.
oin
us againnext
week o r . ..
;l1l.lli liii 1iit3l]1ii*il]1ii]i]i;,]i1ll9,].1*]']:]'l]]]li:1.;iili:ili1i1]i'1i1':.]l]'1ll
A
C
D
D
A
C
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the listening
activities
give the
class he
to
discuss hese
questions,
clarifzing the
vocabulary
tem
if necessary.
heck hey
he meaning
of nostalgia.
eedback
rom
the
classand then
tell them
to fill in
short
form,
encouraging
them
to
write clearly. f
done
on
pieces
of pape4 hese
could be attached
by the
teacher
and
students
could go round
descriptions
and
then decide
who
they would
the n-formation
upplied and
why.
pat*erms
exercise
onsiderswords
in the
same amily
in
pattemschangewith word form. Ensure
understand
that this
is not very
common,
but
it
to be
aware
of it. You
might
want to remind
of the work
they
did
on
word
stress n
Unit 6.
them to identify
which
word is
stressed ifferently.
qualification,
ollows the
pattern
identified
75.
are
all words
from
the listening.
This
is another
to ask
students o
use a mono-lingual
dictionary
-
they
can checkmeaning
f they
are
of this
at the
same ime
as
checking he
stress
You could
alsouse
his
exerciseo
raise
f word
family
building
in general,
using
a
dictionary.
You
could
draw attention
to the fact
a in
the final
example
(addictiue
addict)
ts pronunciation
due to
the
stresschange,
rom
/
e toa strong
/
e
/
.
(Seealso
Pronunciation
n
oooo)
Ooo)
ooo)
responsibility
oooOoo)
curiosi ty
ooOoo)
addict
Oo)
$
Start by
focussing
on the visual and
give the
group a
few
minutes
to
suggest the possible
content
of the
letter
the
man is reading.
Ask
students a few
general questions
on this
theme before
doing the
task, egHow
often
do you
receiae
etters?How
oftendo you
write letters?
Horu maru1
emails
do you
sendfreceiae
day on arterage?
Students do
the
Part
2 activitv
with a
partner.
For
feedback,
get a
strong student to
give their response
ancl
comment
on it.
The Part 3 section gives students the chance to practise
using future forms
and
express predictions
about this
topic. Draw
attention
to possible
structures
to use in the
boxes. After
the first
exchange
students
could
join
another
pair to
discuss the topics
in more detail
and then
report
back to the
class on the group's
most
interesting
ideas. This
activity
should be monitored
carefully
in
order to
offer an
error correction
slot
afterwards
based
on fufure
forms.
Ybst* X:
&xaa8ys*Nag
&*e
erest&wxa
Aim
This
ect ion
mphasizeshe mportance
f
eadinghe
quest ion
areful lyn
orderto nderstand
he ask
nd hen
present
balanced
iewpointn he
essay.
'&
Students underline key
words they think
are
important.
You
may wish to impose
a limit
of about
six
minutes, and then they can compare their choice with
their
partner's.
Students may find it
difficult
to actually
pick
out the elements
of the statement
they have
to
respond
to.
&g1s ,v*ns
.
ln format ion
echnology
there s a
speci f icopic
.
The
past
and
present
ouldbe ment ioned
r ie f ly
but
the mainaim is
o
predict
uture
developmentsn
his
f ie ld
.
lnd iv idual
deas nd
opin ions re
mpor tant
Krmims*mrsmXmg
deas
Students
often have
difficulty
in
generating
ideas for
Part
2 essays.Encourage
them in pairs
or groups
of
three to
write
down three
positive and three
negative ideas.
Further
points
can be brainstormed
and highlighted
on
the
board or
an OFIT, eg:
Poslhve:
or
educational
urposes,
work more
fictiaely,
etc.
Negative: People
o essphysical
exercise, omputer
truses,etc.
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our
argunrent
Aim
his
ectionaises
wareness
f
he mportance
fa
balancedrgument,
nd
he anguage
ssociated
ith t .
Notehatthis
mphasis
nbalance
s
nota universal
cultural
ormn
writing, o
t s mportant
o coverhis
area.
After reading
the sentences,
tudents
decide
is more positive
about
the
World Wide
correct nswer.
Ensnre
hat students
have understood
that there
inked
together
and then
ask
hem to
n
pairs.
point
2
second
it
but ,
al though,
On he other
hand,
despi te l
The
World Wide
Web
provides
useful
nformation,
but
it is diff icult
o navigate.
Al though
he
World
WideWeb
provides
seful
information,
t
is
diff icult
o
navigate.
The
World Wide
Web
provides
useful
nformation,
although
t is diff icult
o
navigate.
The
World
WideWeb
provides
seful
nformat ion.
n
the otherhand.
t is d i f f icul t
o navigate.
TheWorld
WideWeb
provides
seful
nformation,
despite eing
difficult
o
navigate.
can work
individually
to construct
rom the
ideas
heybrainstormed,
using
the
guide
to help
them.
Encourage
hem to use
many different
linkers and
modals
aspossible.
answers
n
pairs.
s
possible
o work
moreeasi ly
rom
home but
here
are
more computer
virusesattacking
ystems'
t is possibleo work moreeasi ly rom home,
are
now
more computer
virusesattacking
ystems.
Witn a
'To
what extent
...'
type of question,
it is
for students
to quickly
decide
whether
they
with the
statement
and
why.
Point out
answers
need to state
how
much
they agree or
for
what reasons. Give
students
a few
to give
their
views on
this question
to
their
Invite
a few
comments.
Exam
nformation
When
onsidering
part icular
ssue, oth
ides
f he
argument
o
nothave
obeequally
alanced,
utyou
o
needo show
ou
have
iven
hought
o different
iews f
the
subject
n
question.
ssays
onot
always
aveo
have
five
aragraphs.
owever,
s
ime
s imitedn he
ELTS
Writing
ask ,
t--6
aragraphs
s ikelyto
eappropriate.
4 Give
students
a
time limit of
three
to four
minutes
to
skim
read
the sample
and answer
he
question.
Am*wer
The
writer agrees
with
the statement
because
elshe
eels
there
wil l
be more
negative
developments
n the
future
(mainly
hown
n he
paragraphs
and
4) .
Optional
actiuity
Use he
sample
nswer
n
Page
124togSve
xtrapractis
in linkers.
Ask students
to
look at the
model
answer
and
find
examples
of conjunctions
of:
Contrasfi
althoughlon
heone
hand,on
theother
hand
Reason/resultzaslssa result
Addition:
also
n addition
Then ask students
to
brainstorm
other conjunctions
with
similar
meanings
and see
f they
can
replace
the
conjunctions
in the
text
with these
alternatives.
Note
that
conjunctions
of contrast
were
dealt with
in Unit
5 and
reason/result
in Unit
6.
This willbe
the first
time
students
have
focused
on conjunctions
showing
addition'
Fossible nswer$
Gontrast:
ln
spite
of the
fact
that/Despite
the
fact that/Even
though
many
moreadvances
re
ikelY. . .
Many
more
advances
re
ikely o
take
place
n he
uture.
However/Nevertheless/Nonetheless,
t is
quite
possible
.. .
However/Nevertheless/Nonetheless'..
here are
ikely o
be serious
negative
effects
..
Reason
result
Global ommunicat ion
asbecome
much
quicker
nd
cheaper
as/since/becausethere
s now
easier
access
..
Co
nseq
entl
y,/T
e
efo e,/F
th s
reaso
n,'.'
face-to-face
communicat ion
nd
social
ontact
wi l l be
reduced
. .
Addition
Moreoven/FurThermore,Mhat
s more,
I think computer
viruses
will b e created
Moreover,/Fufthermore,
What
s more,the
WWW and
emai l
have
been
used
or educat ional
urposes.
TheWWW and
emai l
communicat ion
avebeen
used
or
educational
u
poses
oo
5
fnis task
requires
a
more
detailed
analysis
of
the
sample
text
and
will
help students
see
how
the writer
has
organized
the
text
so
that both sides
of the
argument
are addressed,
giving
a more
balanced
effect overall.
Encourage
brief notes
on
key points
in each
paragraph.
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n$wels
points:
mpor tant
dvances
ut not
a l l
posi t ive
2
oints:
Global
ommunicat ion
uicker
nd
cheaper
Easier
access
o more
information
WVWV
nd
emai lused
n educat ion
oints;
l legal
ct iv i t ies,
g,
pornography
nd
information heft
More
computer i ruses
4
oints:
More
people
addicted
o 'sur f ing 'and
chat
ines
Reduces
ocialcontact
point:
Need
o
consider/minimize
egative
effects
o
contro l led
y lT
echnology
ur ther
pract ice
n evaluat ing
n
essay n
he
xercise
n
page
123.
w06abNJlarV
Aim
How ocabulary
s ecorded
anmake
big i f ference
o
how asi ly
t s emembered.
his
xercises
designed
o
introducehe dea fmindmappingorvocabularyearning.
students
to look
at the mind
map
and the
list. If
students are unfamiliar
with
mind
explain
that
they
set out information
so that
have
associations
are shown
as linked,
eg
mouseandmonitor
are all
linked tohardware.
they think
is more
memorable.
Suggestion
Ask
alf f he
classo ook
t
he ist
and
over p he
mindmap)
nd alf
t he
mindmap
covering
he
ist)or
oneminute.
owdo
some
ther, nrelated
ctivityora ew
minutes
eg
ome
ocabulary
ecycl ing
romhe
0cabulary
box), hen
skall
studentso
writedown
llthe
words
hey
can emember
romhe
isVmind
ap.Write
p he
number
that
ach tudent
emembered
nd ind
naverage
or he
mindmap
nd he ist .
General ly,
he
mindmap
roup
i l l
scoremore
ighly,
nd
ou
wil lhave
onvinced
hemhat
this sa
usef lway
of earning.
Check
hey
understand
all
of the vocabulary
(eg
unwanted
email, usually
advertising)
and
then
hem to
put them
into
a mind map
following
the
There s no right answerto this,but ensure
students
can
ustify
their reasons
or
putting
words in
particularplaces.
There
s an
exercise
on
homonyms
relating
to computers
and
IT on
page158
of
the
Student'sBook.
As in Unit
1, ensure
students understand
that these
words are useful in academic writing, ie, for productive
use. Ask them
to find the
words in
the
context
of
the
unit
before
looking them
up in
a dictionary.
fink
(page
114
MyLifeBits can
be tagged with
a written
or
spoken commentary
and linked
to other files.l
secure
page
115
t may
not be very
secure.l
chronofogical
(page
115
Searching
or
a
friend's
name
would
bring
up a chronological
set
of
files
describing
when
you
both did
things together
...)
conventionaf
(page
115 .. which
THREE
f the following
are
problems
with conventional
ways
of storing
our
memoriesl
generate (page 115 Doug de Groot, who works on
computer
generated
human
beings ...1
express
(page
116
Classifu
he
following
opinions
as
expressed
by . .1
cfassify
page
116
Classify he following
opinions as
expressed y
...1
emphasize
(page
123 Does
the
point
that the writer
wants
to
emphasize
come first
or second?l
locate
(page
123
. it is
often difficult
to locate
exactly
what
you
are looking
for.l
&Jsimg
mimd
maps for vscabulary
r@cye,,mg
Choose
a lexical
set of words from
a
previous unit,
eg
from
Unit 8, related
to health
and medicine.
Give pairs
of
students large
pieces of
paper and ask them
to
put
these words into
a mind
map, and then
use
their
dictionaries
to look
up and
add
other
vocabulary
to the
map. These could be displayed around the classroom.
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E
(Paragraph
:
they do not
understandwhat
advertising
is.l
D
(Paragraph
N:
Children
are much
easier o reach
with
advertisingl
B
(Paragraph
G: if ITV
did not have
the adveftising
revenue
... it
could not make
original children's
programmes.l
hsXce
Give the
students a
chance to look
through the
choice questions first, and make sure they have
that question
3
asks
for three
answers. Note
that
exam
questions like
this may need the
students
to
options
correct to gain the
point.
A
(Paragraph
F:Advertising
n the
UK ... is conducted
responsibly.
The ITC's
egulations
are
taken seriously
...1
A
(Paragraph
G: ...
broadcast ow
cost
programmes
brought in
from
the US and
elsewhere ..1
D
and E
(Paragraph
G: Qualitywould
sufferand the
range
of
programmes
would fall
awav.l
C (Paragraphsand J: Thenumber of advertisements
watched
by
British
children ... lt's not
surprising with
staf,stics
like these
that the
advertising industry is
worr ied. . . l
B
(Paragraph
O:
n the
past
six
years,
spending
on
advertising
toys and
games
during children's
television
has risen from
f26m
to f 150m.1
of obligatiwm
and
prohrhition
Check students
understand
what modal
verbs are.
check that
they understand
the terms
obligation
and
students
to look at
the sample
sentences
put the modal
verbs into
the correct
category in the
Once you
are sure
students are
clear about the
ask them
to do the
same task for haae o,
don't need o.
These are
semi-modals,
have the
same function
as modals,
the
same way
grammatically.
Answers
3 Look at the
sample modal sentence
and elicit that
modals are
followed by a bare infinitive (ie
without
fo).
Students
should then notice that
the semi-modals
need,
ought,haae allneed
a
full
infinitive.
4
Students write the modals
in the
past. This is a
complicated area,
as choosing the wrong
past form
can
alter
the meaning.
Check understanding
carefully.
Answers
5 tnis exercise
presentsother useful language
or
students
n
talking about
obligation and prohibition.
Look at the
examples,and
encouragestudents o
use
them in the
next exercise.
6 ert students to write
down five rules
for their
country. n
multi-lingual
classes,
ou
could ask hem
to
compare
he
rules n their different
countries.
?
t,sJ
3g
Depending
onyour students,listemng
skills,
play
the listening
twice. Ask them to
listen the
first time for what
was good or could be mproved
in
the
student's work. Then ask them
to listen and
write
down the
examples hey hear of language
of
obligation/lack
of obligation or prohibition.
Answers
. . .
vou
real ly
houldhave ead he
quest ion
more
carefully.
So, ought
o have
given
moreexamples?
.. .
@
compareand contrast
hem
Obligation
Prohibition
rtrong
weak
lack
of
obligation
strong weak
have to
ought to don't have to
ought
not to
Present
ime
r
Past
ime
should
I
should have+
past participle
have o
I
had to +
infinitive
must
I
had to + infinitive
must
have
done,
I
would
mply deduct ion,
ot ob l igat ion)
't
need o
I
didn't need o + infinitive
or needn't
shouldn't
I
shouldn't
haye
+
past participle
Prohibition
rong weak
lack
of
obligation
strong weak
shou ld
do
not
need
o must not
shouldnot
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understandhat
I had
o do that
didn't need o word-process t
J : '
Can
you
explain
what
he
problem
was with my
assignment n advef t is ing tandards?
Wel l , o beginwith,
vou
real lv
hould
have ead
he
quest ion
more
careful lv .
he
quest ion
sked
ou
to
compare nd contrasthe rulesappl iedby advert is ing
standards gencies roun d he wor ld and
you
only
wrote about
your
own country.
So. ought
o
have
given
more
examoles?
Yes, nd
vou
werealsosupposedo
compareand
contrast he m, or say how they're differentor similar.
Oh, didn' tunderstandhat had o do that .OK.Was
that he only
problem?
l'm
afraid
your
handwrit ingwasn'tvery
good
either.
You
didn't
need
o
word-orocess
t, but it would have
helpedme to understandwhat you wanted o say.
Having
aidal l hat ,
you
did havesomevery
good
ideas
bou t . . .
ou couldaskstudentso discuss ow
think
life
at university
will
be different from their
egI'ilhaL,e
to
zlork
eaenharder.
I won't need
study somany subjects.
a grammar reference and a further exercise on
of obligation and prohibition on page 154 of the
Book.
Co through the instructions
with the students,and
1-13)
could alsobrainstorm what they think the text
be about, from the title.
hcadings tei
peragrep*?s
If your students still need the
support,
pre-teach
ural dffirences.
As usual, encourage them
look
for
clues in the text which are related to the
and
note
that the key points are
often
in the
topic sentence, or sometimes summarized at the
paragraph.
Answers
1 Para B
-vii
(global
standardization s inevitable ...
Kellogg
... has
been
very influential
...1
2 Para C
-
ix
(if
is considered better business
practice
.. .
to change their
products
from
one country to the
next.
... The best
policy
... is to adapt their
product
to a
particular
market.l
3
Para D
-v
(Many
high-tech
products
such as
DVD
players
... Hollwood films are often
seen
n the
United
Sfafes
weeks
or
months before ... other
countries
...\
4 Para
E
-
ii
(The
advantage or firms is that it is easier o
launch in one market at a time. Effort and concentration
can be focussed ..1
5 Para F
-
viii
(
he final consideration .. is
to
take
c u tu
ra
d
ffe re
nces
i nto
accou
ntl
6 Para
G
-
iii
(...
t musttaketime to f ind out about ocal
customs
and methods of business
operation.
Equally
important is to ensure that such
information is
avai lable. . . l
7 Para H
-
x
(depend
on many factors,such as ... the key
to marketing success ..1
f\{ste cermpt@tion
3
Ast
students
o read the text again, ooking for the
information to
complete questions
8-11.Ensure he
students
ake time to look at the notes and understand
how they are
organized
and what sort of information
they are ooking for. Remind them that the words they
need are n the text and
will
be
found in
the sameorder
as he questions.
A:rswers
8 broaden heir markets
paragraph
)
9 Ford paragraph )
10 ' sp r ink le r '
pa ragraph
)
11 Hol lywood
American US
(paragraph
)
Marftiple ehoice
,4
These questions should
not require
students
to read
the text again, simply to
find the
evidence
for their
answers. Remind
them that'the writer
concludes'
probably means that the
information is at
the end of
the
text.
Answers
12 C
lParagraph
C:
ln
terms of the car
industry, it would
be too expensive
for manufacturers to develop and
build completely different
vehicles
for different
markets.l
13 B
(Paragraph
H: ...
the
key to marketing
success
n a
global
level, is to have sufficient information on
how
cultural
differences are
likely
to affectthe marketing
of a
product . . . l
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of
usefarl
amguage
Aims
In
his ect ion,
tudentsevise
seful
hrases,
inking
words nd
xampleentences
romhe
bookhatwi l lhelp
them evelop
nd mprove
heir cademicr i t ing
ki l ls.
to the writing task, students can discuss
ways different
products are advertised
in their
If some
students are unfamiliar
with
lexical items
unethical
and
unacceptable,
licit
are positive
or negative
and encourage
to guess the
general meaning
(medical
ethics
Unit 4
so they should be able
to do
Focus on the
Task 2
question before working
through
together as
a class. This
allows
time
to
consider their response
before
putting
elements together in order to form a well-
well-argued
essay.Stress that
the actual
of a Task
2 answer
is important and
clear ideas
to be
included.
Students
select phrases from
the box
on page 135
so
contains two
examples. Note that
some of
taken from
the reading texts.
essay
ears herehavebeenmany developmentsn . . .
points
t i s
mpor tant
o consider . .
po int
o consider
s . . .
opinions:
agreeing with
a
point
he view hat . . .
s cer ta in ly
rue o say hat . . .
pinions:
challenging disagreeing
with a
no evidence
o suggest hat
. . .
m
unconvinced
hat . . .
might ead
o . . .
would have
an ef fect
n . . .
as an example . .
l lustratehis
point
. .
point
n o to n l y . . .
u t . . .
here
s
he ssue
f
. . .
conclusions
examining he ssues t is evident hat . . .
t
is
c lear hat
. .
S It maybe useful
to do the Speakingactivity
that
follows
before he
students actually do the writing
task
(to
provide further
vocabulary).Allow 40
minutes for
studentswrite
an answer to the
question.Peer eedback
could
be encouragedwith
students checking heir
partner's answet,
using the strategy guide in
exercise1
as
a checklist.
Good
deasand
accurateanguage
ould
be highlighted
on
the
board.
{ As a lead-in
activity, bring in
a
few
striking magazine
or newspaper
adverts for students
to discuss in pairs
or
as a whole
class. Students then do the Part
2 activity in
pairs. Check meaning
of any unfamiliar words,
eg
brand, arget
market,billboard,
tc. As feedback, isten
to
examples and allow further
discussion of the
topic as
necessafy.
2 fne aim
of
this
activity is to pre-teach terminology
students will need for the next listening. Ask them to try
to match
the descriptions with the methods.
Answlens
The
photocopiable exercise
n page
724
gives urther
speaking
practice,connected o advertising.
&lassif icati@m
I
lHJ
40 rrris is
a
not
a
typical
IELTS istening,
but is
practice or classification asks,and setsup the
following Part
3 Listening text. Students
should look at
the
questions
irst
and underline key words. Ensure
hat
they
understand terms ike
the anti-advertising method
from
the previous exercise, nd
elicit paraphrases or
don't haae o pay
for
it immediately.
ie credit,etc.
a l 2
b)
5
c l 4
d ) 7
e) 6
f)
8
s)
1
h )
3
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B
(arguably
aswell)
A
C
B
C
*o
A
=
young
chi ld;A
=
Adult )
Um . . . here's
good
dea oryou. f
you
want to set
up
your
own business,
ou
shouldbe at least . .
um,
at
least welve.
hink hat
you
cansound
grown
up
on
he
phone,
hen
you
should . .
2: I 'd
set up an off iceat the top of Mt Everest. 'd set t
up
in he midd leof nowhere, o hat I had otsof
peace
and
quiet
o
get
on
with
my work.
My daddy says
you
have o
pay
for a lot of taxis
when
you
have
a business, ut l 'm not surewhy,
cos he'sgot hisown car. . .
grown-up
advice boutstar t ing
our
own
business, al l theBusiness
e lp l ine n 0800501
5001
or
v is i t
businesshelp.org.
e ' re
here o
help
you
credit,and
you
don't have
o
pav
a oennv
or a
vearl
-
that's he
fantastic
Summer Saleoffer at
ut
it must
end this
week.
Save up to 70 7o n
and bedroom urni ture. ou
want
eather
We've
got
it You want
beds,carpetsand
no ur ther Youcanspread he costover
years,
without
paying
a
penny
n interestand f
you
over 200,
you
don't
even
have
o
pay
a deposit.
or written
details.
big savings,no deposit,no
payments,
no
interest
no catch, ut
you' l l
have
o
hurry.
Theamazing
Sale
must
end at 5pm his Sundayat Harold 's ,
Rd
Shirleyand he KingfisherCentre.
C
=
Woman
1;2
=
Woman2;A
=
Announcer)
areyou up o th isweekend?
I 'm
ry ing o
get
a washingmachine.
so vou' l l be
ooking or
a
Super
megadeal ' . hen.
or a
Pr ice
Slasher ' , r a
Red
hot
SummerSale'?Or
mavbe a
Special
f 10off voucher ask n store or
detai ls '?
No
At Star,we check housandsof
prices
at
other stores
everyweek,so
you
don't have o. Youcan rest,safe n
the knowledge
hat our
pr iceguarantee
swhat t says.
l f vou can
ind
he same hingcheaper. e ' l l match he
price
AND
give you
€20 n cash.You can rust us,
becausewe careabout prices.
What
abouta Blazing aver?
N O
Multiple ehoice
Aims
This
s
a Part3IELTS
istening,discussionetween
lecturer
nd
hree
tudents
n
aseminarituation,nd im
to
give ractice
na variety f different
uestion
ypes. he
recordingay
eedo be
played
wice.
A
|
g
|
4'1
Studentsshould
ook
at
the questionsand
underline key words. Encourage hem to speculate
n
pairs
about the kind of information they are istening
for.
Answens
tg"l
q"r
(T
=
Tutor;A
=
Adam; B
=
Betty;C
=
Charlie)
T: So,
you've
all had a chance o study he adverts,who'd
like o start us
off
by talkingabout he first one?
A: I
thought
h is onewas
qui te
nterest ing.t 'snot
a
commercial rganizat ion,
s t?
No,
t
isn't.
t 's
a
government
bodv.
So, arguably
t 'sdifferent rom the other wo, it 's not
actually
sellingsomething, t 's offeringa service o
people .
I
thought hat,
oo,
but
when I actuallystopped o
consider
he implica tions, t 's not so different, s t? In
the
commercial ector nd he
government
ector ,he
aim of the advert
s
o
persuade.
Whether
hat
means
persuade eople
o buy something, r
persuade
people o usesomething,sn' tvery mportant .
That'sa
good point,
but I think there s a difference. t 's
lessdiff icult o
persuade
omeone o use something
f
the hing
you' re
of fer ing snt
going
o
cost
hem any
money.Am I r ight n hink ing hat he serv ice
s
ree?
Yes,
think
hatwould be a fa i rassumpt ion, dam. do
think,
hough, hat
you
canclassi fyhis advert
accordingo the
cr i ter iawe are oo kingat . n my
opin ion,
t uses imple nformat iono
persuade.
t 'sa
service
hat many
people
won't have heardof and it 's
probablv
nicLue.heyareworkingon the
pr inc ip le
that
if they say
what
they are offering,and
make t
a
litt le bit entertainingwith the children's oices, hen
tha t
w i l l beenough .
Don't
you
think here'sa certainamount of
reoetit ion
in
here.
oo?Thevsaid he nameabout hree imesat
the end. n
ouick
succession.
Yes,but that's he same or al most every ad,
sn't t?
I
guess
o. t was cer tainly
rue
or the secondone.
Do
you
think hat
was
he
main echniquen thatcase,
then?
No, he main hrustwas def in i te lyhe
hal f
pr icei
special
offer method.
The
whole advert
was
centred
around
what a
great
deal
you
could
get,
how
litt le
t
would
cost,
how
you
could
get
interest reecredit,etc
etc.They mentioned hat the offerwould finish hat
Sundav.oo. suppose hat
making t
seem
as f
you
can
get
a
great
bargain, ut only
f
you
act
quick ly
s a
6 C
7 D
T:
A:
B:
A:
t :
C:
A:
C;
T:
C :
:
.
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(page
129
As we
struggle with
the
question
of how
hat children
see high
quality
television,
..1
(page
129 The
ITC's egulations
are taken
ou s y an
d constantly evi
sed.l
(page
129 .. 'quite
simply, t
could not
make
ch d ren's
prog
ram m
es.
(page
131
Consequently,
here
are tremendous
businesses
to broaden
heir markets
into
countries.l
(page
131 The Ford
Mondeo was
designed
with
rom different markets ...1
(page
134
Some of
the
methods
used
n
are unethical
and unacceptable
in today's
vocahulary
im centext
of the words
in this unit's Dictionary
focus
are rom
text on pages 128-9.After the students have ooked
words
and
leamt
them,
perhaps n
the next
give them
either a
copy of the text
with these
blanked
out, or
just
the
relevant
sentences
s a
fill exercise.
n pairs,
ask them to fi ll
in the missing
you
want to give them
somehelp,
you could
the six words in
random
order on the board.
If
to make t
more difficult,
you
could include
other three words
from this
unit's list
as distracters.
give
no clues at all.
have finished,encourage hem to look for
words in the
paragraphs hat
they think
would be
can ask students
o checkback
n the text for
hemselves.
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Content
overview
Themes
The final unit in this book focuses on
preparation
for
the IELTS
exam and
includes
general
strategies
and
tips
for different
skills areas.
Exam
elated
activities
Reading
Y/N/NG
Summary
completion
Top
tips
for the
IELTS
Reading
module
Writing
Thsk1
IELTS
Task
1 Writing
checklist
Task
2 IELTS
Task2
Writing
checklist
Top tips
for the
IELTSWriting
module
Listening
Part
3
Short
answers
Note
completion
Top tips
for the
IELTS
Listening
module
Speaking
IELTS
Speaking
module
Parts 1, 2
andS
op tips
for
the IELTS
Speakingmodule
Language
development
Language
fo
cus
and
Vo
cabul ary
Collocations
-
make and
do
Top tips
for recording,
remembering
and using
new
vocabulary
Skills
development
Pronunciation
Schwa
n unstressedsyllables
Study
skills
How
to revise
effectively
Dictionary
focus
the students n pairs or threes o brainstorm and
a ist
of
reasons
tudents
go overseas.
ltswer$
because
t is difficult
o
get
a
university
place
n
their
country
because
hey
wish
o broaden
heir
hor izons
because
here s
a special
course
hey wish
to take.
which
isn't
offered
n
their country
because
hey
want o
improve
heirEngl ish
some ideas
to the class,
and then
discuss
the
question.
Fsssihle
nswer$
i t
can ncrease
our
self confidence
it
can
give you
a
qualification
which
may have
prestige
value n yourcountry
i t w i l l
g ive
you
f luency
n another
anguage
it wil l
giveyou
insight
nto
another
ulture,which
may
be
useful, or
example,
f
you
areconducting
usiness
3 l,HJ
42
plicit
that
this is
a talk from
someonewho
is
not British,
but who
studied in Britain.
Encourage
students
to underline
words
and phrases
o listen
for. In
the
Listening
module,
they will
only have
time to
do this
mentally,
but to underline
is a
good practice
or
identifyingkeywords.
8/9/2019 Macmillan 2004 Ielts Foundation Tb
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f ?sw&trs
Whv are
he audience
isiting he
university?
ie
not he
soeaker)
What are
he speaker's
est memories
of university
about?
Where s
the speaker rom?
speaker ays
hat in his country
a degree
rom a
Br i t ish
niversi ty
e lps
o
get
. . .
subiect
did the speaker
graduate
n?
After
graduat ing,
h ich
organizat ion
id
he speaker
work
for in his
own countrv?
Havinga Britishdeqreeshows emplovers hat the
s tuden ts . . .
d id he in ish
his
postgraduate
ourse?
is a Part
3 Listening
*
practising
short answers.
students
time to look
through the
questions and
including
the correct
word form
Open Day
specia l ccasions
a h igher
posi t ion
a
good
ob
NOT
Economics, h ich
he only
studied or
a
year)
f Educat ion
NOT
he
publ ic
ector )
independent
f luent
n Engl ish
good
at
Engl ish
NOT
lexib i l i ty independence
language)
last
year
the
previous
ear
q:
afternoon. t'svery nice o seeso many of you
here or
our
Open
Day.
hope
hat
you've
enjoyed
looking
around
he campus
and havebeen
able o
get
any
questions
ou
have about courses
answered.
We
open his afternoon
with
a short alk
rom one of our
success
tories.Ali Khan s
a former
studentof the
university
who
we are very
proud
of. He s here
his
af ternoon
o te l l us
a
l i t t le
abouth is
career nd
how
hisstudies
erehave
helpedhim.
hope hat
hewi l l
be
an
nspirat ion
o
you.
you
very much
and
good
afternoon. t'svery
nice
o be back
o visit he university.
have
many
happymemor ies f my t ime here al though have o
admit
hat the
bestof these
are of social
occasions
rather than
ectures
I first
came
rom Pakistan
leven
years
ago to study
here.
h ink hat he main
reasonwas
he reputat ion
that
England
as.So many Engl ish
niversi t ies
ave
sucha strong
eputat ionor
academic
xcel lence nd
a
great
academic
radition.
Also, o
be
frank,
a
good
Br i t ish
egree
s a
passoor t
o a h igher
oosi t ion nd a
oood
ob
in Pakistan nd
t hascer ta in ly
orked
hat
way for
me. 'm
qui te
sure wouldn ' t
havedoneso
wel l f
I hadn' t
tud ied
here.
I
or ig ina l ly ame o the UKwant ing
o
study
Economics nd did
so here or
the
first
vear.
but
then I
found
that
actuallv was
much more interested
n
Pol i t ics.
never
wanted
o
become
pol i t ic ian,
n
my
country
most
people
hink hat
hey
areonlya
step
away
rom
cr iminals,
ut
I was
real ly ascinated
y
the
way that
government
unctions
and the effects
that
h iscan haveon ord inary
people.
wish I had
realized
his earlier, s t
cost me a
year's
study.When
you' re
choosing
our
ie ld
of study,
h ink
hat t 's
very
mpoftant o balance
hat
you
th ink
wi l l make
you
employable, i th what
you ' re
nterested
n. n my
case,
as my
parents
were
supporting
me, he balance
also ncluded
what heywanted
me o do Lucki ly,
they were very sympathetic
When I
graduated
n Politics,
went back
o
Pakistan
and began ooking or
work n
he
publ ic
sector .
s
I
sa id.
had no ntent ion
f becoming
pol i t ic ian,
ut
I
felt
as
f I wanted
o do
something
positive
o
help
my
country
o develop. applied or
work in
the Ministrv
of Educat ion. he
compet i t ionor
obs
ike
his
s
fiercebut he fact hat
I had a
good
degree
rom
a
wel l - regarded
r i t ish
niversi tymade
a
huge
difference.
Partly his was
because f
the standardof
educat ion,
ut I h ink
hat herewereother
easons
why
employers
avour
graduates
who
have
studied
overseas.
anguage, f course,
s a major
one.Even
in
Pakistan, here
al l educated
eople
peakEngl ish
and he
standard s
genera l ly
igh. f an employer
knows
hat
you 've
studied n
Engl ish
o a ter t iary
level , t
g ives
hem conf idencen
your
abi l i t ies.
t 'snot
only anguage,
hough.To havehad
he exper ience
f
studying
overseas
ivesyou
a lot
of independence
and
lexib i l i ty . oudef in i te ly
eed o be lexib le
n
order
o copewith atl of the
culturaldifferences
f a
different
country.Employers
alue hat,
think.
So, I
got
the
ob
I wanted
and worked
or
six
years
n
the
Education ector,before
coming back
o England
to
get
a
Masters
degree
n
Development
Studies.
was
actual ly ponsored
o do th is by
the Min istry, nd
when
I finished. astvear, went
back o
take up a new
position
of Directorof
a
project
o improve
echnical
education n
one regionof
the country. t 's an
important
post
and a
very interesting
ne. suppose
that it would be oo strong
o say hat I
owe it all o
this
university, ut the education received
hereha s
certainly
been a major actor
n my
success.
Top
tip*
for
tlre
IELTS
L6stenlng
module
4 ntcit from
students what they
find difficult about
the
IELTSListening
module, and make
sure hat they are
clear
about the format, text
types, etc.Many
of the
answers n
this listening text
are quite
'guessable',
but
the main
aim
is
to remind
them of
important
strategies.
5 t,HJ
43 Before
students
isten
to the recording,
point
out that a maximum
of three words is
allowed. Then
play the recording
for students o
complete he text.
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A$swers
he instructions
quest ions
arefu l ly
a
possib le
nswer
check
our
spel l ing
*s
everyone,
our
IELTS
est s next
week,so I
ust
want
g iveyou
a few f ina l
h intson he
Listeningmodule
|
hat some of you area bit worried about hat part.
hat
hereare our
par ts
o
the L istening
nd hey
get
more
di f f icu l t s
hey
go
through,
eachsection
you'l l
have
a short
ime to look
at
quest ions.
h is
ime s real ly
mpor tant
o
you
-
the
o
do
is
o read
he nstruct ions
arefu l ly o hat
understand
he
ask ype is
t a mul t ip le
hoice, s
t a
how
manywords
can
you
use n
he answer
that
of th ing.
As
you' re
doing hat
you
alsoneed
o th ink
rying to
predict
he context what
do the
questions
you
about
what
you ' regoing
o hear? t 's
not rea l lya
idea
o
predict
answers
o
questions
before
you've
he ape,
but someth ing
hat
you
canusefu l ly o is
cLuestions
arefullyso
that
you
know
the kind
of
hat s
being
asked or .For
example, s t
a
name,
or a number,
r a date?
his s
a lo t o do in
ime
you
have,
but t ' l l make
istening
lot
easier .
you ' re
istening
o the apes,wr i te
down
your
quickly
s
you
can,but whi le
you' re
wr i t ing,
on the tape.
f
you
don't
hearsomething
and
you're
not sure
about he
answer, rv
to note
a oossible
answer.
You might be
able o
guess
t
n
he ast10minutes,
ransfer
our
answers
carefu l ly, aking
ure hat
a l l he
numbers
match
up,
don' t
hangaround
get
he
answers n
the answer
and henquickly heck ourspel l ino.Remember
you' l l
ose
marksunless
he spel l ing
s correct .
Suggestion
I t
s
verymportantthat
tudents
re ncouraged
o
earn
wordsn
c0ntext ,atherthan
n solat ion.
ncourage
hem
to ookor
simi larol locat ions
n exts
hey ead, nd
o
note
own
ommonol locat ions
i th
newwordshev
record.
Check hat
students
understand
the idea
of
ask hem
to try and
guesswhich words
ollocate. hey
may also
usedictionaries.
students
o find the
phrases rom
exercise
6
in
script on page775.
Schwra m umstressed
*yllablex
? Remind
studentsof the work done
previously
on
stressed yllables
Units
6
and 10)and
ask hem
to
identify
the stress
n the words. These
should all be
known,
but
studentscould usea dictionary
to
check.
Point
out that all the underlined
vowels have
he
sound
/e / .
Answers
preparat ion
ooOo)
echnical
Ooo)
presentat ion
ooOo)
support
oO)
universi ty
ooOoo)
professional
oOoo)
considered
oOo)
2 est
students o find the words
in the dictionary
and
mark the stress.Point
out that all vowel
letters
can
becomeweakened
o the schwa
/
e/
,but
that a
schwa s
never heard
on stressed
yllables.
Tell
them
to do this
with
other
words in their vocabulary
notebooks
f time
permits.
&msusens
List A
f ie ld
a slrong
the
publ ic
a major
academic
fierce
List B
of
study
reputation
sector
factor
excel lence
competition
organrzrng
tertiary
pol i t ic ian
inspiratjon
audience
Oooo
Ooo
ooOo
ooOo
Ooo
'l
est students
o tick any statements
which are rue
for them. Some
studentsmaybe feeling
worried about
the
exam,and will need o
be
reassured.
Yes, &lo, f\lot
&iwem
3 Look at the
statements irst, then ask
students
o
read
the text to find
if the statements eflect
he views
of
the
writer.
Remind them that
a
statement
may
be ogical, but
that does
not mean that the writer
agreeswith it,
or that
it is to be found
in the
text,
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Yes
(Some
(careers)
may be
closed
altogether'l
The
world
is teeming
with
people
who
have
found
that
to be
the case
whether
they
have
passed
examinations
or
not.l
No
(Pracfisin
what
you
have
to do
in the examination
room
is the key.l
Not Given
Yes
.
in comparing
yourself
with others,
you
find
your
performance inadequate
'. Other
people
are
largely
irrelevant.
They do
not depend
for their
success
upon
your
lack of success
or
vice versa'l
No
lThey
may become
more
technical,
nvolve
more
abstract
deas
and
concepts,
nvolve
you
in
greater
specialization
and
more
specialist
argon.
This
does
not
mean
they
become
more
difficult')
No
(Examine
s do
not expect
You
o
have done
so'\
Not Given
c0mpletiom
students
complete
he summary,
remind
them
to
hat they
are
using
an
appropriate
part
of speech
well as nserting somethingwhich makessense.
reveal
n
ineffective
Tips for the
EL3'S
Readimg
rmodule
Aim
This ct iv i tyontainsseful dvice,swel lasproviding
further
ract ice
nusing
exical
inks nd
eference
osee
how
entences
ohere.
Students
ead
the
tips,
and complete
hem
with
the
elow.
Ask
students
o say
which
words
them complete
he
tiPs.
E
-To
improve
our
reading
peed
and
comprehension
ou
should
ead
in
Engl ish
s much
as
possible.As well as books, ry newspapers. ebsites'
magazines,
ven
advert isements
al l
h ings
you
read).
B
-
Don't
use
your
dictionary
to
check
the
meaning
of
every
new
word.
Try o
guess
he meaning
rom
context
f
you
can.
A
-
Read
the
title
and the
first
paragraph
carefully'
Reading the
first
line of each
paragraph '. These
techniques
will
help
you
to
understand
what
the text
is
about.
G
-
You
won't
have
time
in the
exam
o read
all
of
the
text
very horoughly.
Read he
text ouickly
o
locate
which
section
contains
an
answer
and
read
hat
sectioncarefullyto ind it.
F
Remember
hat
he
quest ions
usual ly
ol low he
same
order
as
he text.
Answer
he ouestions
n order'
but
f
you
f ind
. . .
The
additional
sentences
re D
and H'
They
also
give
good
advice.
Collocations
-
6make
nd
de
I this
second
activity
on collocations,
focuses
on some
very
common
and often
confused
collocations
withmake
and
do.In pairs
ask
the students
to decide whether the
phrases
go
with
make
or
do andput
in the appropriate
column.
Then
correct
as a class'
Ansuvens
Make
money
a
l is t
an arrangement
a
decis ion
progress
a choice
a speech
an
appointment
a
notse
a loss
a mistake
up
your
m ind
Do
a
course
an
exper iment
an
exerclse
some
work
research
thewashingup
a
degree
housework
2
est
if students
have
spotted
any
reasons
for
the
categories.
Show
that
words
which collocate
withmake
and
do often
have similar
basic
meanings.
Ask
students
to categorize
the
collocations
by meaning.
This
should
show
that
words
related
to money
often
collocate
with
moke andso
on.
You could
also
point
out
thatmakeis
often
used
about creative
things,
such
as
making
a cake.
Answrers
Relating
to
study
Domestic
tasks
Relating
to
money
Make
o
a course
an exper iment
an exerc lse
somework
research
a degree
Make
a l is t
the
washing
up
money
housework
a
loss
Make
a
l is t
Do
3
tne
remaining
words
are- n
arrangement,
decision,
choice,
speech,
nappointment,
noise,
mistnke,
p
your
mind.Notethatmakeprogress
anrefer
o study,
but
may
alsorelate o work, recovery rom illness,etc.Possible
ways
of categorizing
might
include
the
idea
that make s
used
with
plans
and
decisions.
But
there
are
no set
answers
o
this activitY.
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Now
the students
actively
use
some of
these
o
discuss
everyday
situations.
They
should
make
r
do
nthe
appropriate
form
and
complete
gaps n the
questions.
made
making
d o
d o
making
Students
now
take t
turns to
ask
heir partner
the
exercise4
and make
a note
of
answers
or
eedback.
t ips for
recsrdlng"
remlemberims
elsfrng
e$r
vocabulary
students
o
choose he
correctverb
and then
heir
answers
n
pairs, discussinghow many of
suggestions
hey
already
do,
or would like
to
do.
Set
Exper iment
us e
is a
further
vocabulary
exercise
on collocations
the word examon page 159 of the Student's Book.
Aim
In
hissection,
tudents
ork hrough
ypicalELTS
Speaking
est. hey
ract ise
luency,
rammatical
accuracy.
ocabulary
ange
nd
ronunciat ion,
hich
he
examiner
i l lbe
assessing.
nformation
bout
ossible
content
nd dvice
n
howto pproach
ach
ect ions
provided.
"
Students write
down
questions
on topics
(alternative
can
be accepted).
Correct
as necessary.
that
this
section is
on
familiar
topics
and
should
help
the
candidate
relax. For
most
is the
easiest
section
so it
gives them
the
to
start well.
See
Unit 1 for
more
practice
of
section
of the
exam.
Fossihle
n$&rsrs
1 Where
do
you
live?
2
What does
your
father
do?
3 What
are
you
studying?
4
Wheredo
you
l ivenow?
Who
do
you
l ive
wi th now?
5 How
do
you
spend
your
ree
ime?
What
are
your
interests?
6 What
are
your p lans
or
the uture?
2.
Students
select the
best alternative
from
the words
in
italics.
Answers
Part 1 tips
.
re laxed
nd r iendly
( th is
wi l l
g ive
a
good
impression)
.
longer
answers
(monosyl lab ic
r veryshor t
responses
re o
be avoided)
.
c lear ly
iv ing
deta i ls
( t ry
and
give
measured,
extended
answers)
.
l t
is
possible
(students
an
practise
his section
quite
easi ly)
3
Students take it
in turns to
ask their
partner
the
questions they
formed
in exercise
1 and then
give
comments
on performance.
After
the
pairwork
activity,
you could
get one
pair to demonstrate
and give
feedback
accordingly.
3 Fart
2
T
Ask for
a brief summary
of
what
this
section
involves.
Students
select he best
altemative
from the
words
in italics.
Ansvvers
.
one
opic . . should
be easy
o
ta lkabout
( they
are
fami l iar
opics)
.
Make
some notes
or think before
you
startspeaking
(1
minute
preparat ion
ime s
given)
.
Organize
our
reply
as
t s
on the card
(structure
s
important)
.
should
( i t
s mpor tant
o include
ach
point)
.
1
minute
( th is
s
he
minimum,
2
minutes s
about
he
max imum)
.
ask
you
a simple
quest ion ( to
round
off h is
sect ion)
2
Students
ead the instructions
on the
card related
o
the theme
of this unit
and then they
have
one minute
to
make
notes.
& Students
ake t in tums
to
speakon the
topic, then
ask
one of
the
questions
provided and finally
comment
on their
partner's
performance.
After the
pairwork
activity,
f
possible,ask
one person to
demonstrate
with
whole-class
eedback.
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Fart
3
Studentsselect he best altemative
from the
words in
be related
o t he topic in
the
previous
section
(the
theme s inked)
genera l
( rather than
ersonal)
more
extended
nswers
(good
answers
wi l l have
depth)
You
may need o talk
about he
past,present
and
future
( th is
wi l l
dependon
the
quest ion
ut a l l may
be
possib le)
g ive
opin ions n he
opic
(a
vi ta l ngredient
f th is
section)
Do not ask he
examiner or
your
bandscoreat he
end.
(examiners
re
not
a l lowed o
discuss
rades
with candidates)
Students take it in turns
to ask questions
from one of
sections
and then comment
on their
partner's
After the pairwork activity, if possible,
with
one student and
give
whole-class
for the lgUf$
Speal*img *?r@d&rfe
have not read this
section, you could
ask
down five
of
their
own tips for
the
module
and
then compare
them with the list.
get
them to
select their top three in
order
justify
their choices.
Aim
This
ection
ives
nopportunity
orstudentso
review nd
practise
heskills ecessary
o
effectively
escribeata n
a
ypical
ELTS riting art
question.
t also
rovides
advice
nhowto pproach
his ask.
ooking at the data
ask he class o predict
parts of the world most
overseas tudents n the
rom.
Then they
look at the data
and compare
thoughts
with
the
statistics.Draw attention to
the
word limit
for this question ype.
Then work
checklistwith them, grouping
the data
he question
and eliciting a
statementabout the
data that
could serveas a
sentence.
students20 minutes to
complete he task
X Higtrngnting strengthsand weaknesses
n this type
of writing
(using
an authentic answer
by a learner)
should help to develop awareness
f the most
appropriate
style
and language
necessary o
get
a
good
grade.
Students
ead the
sample answer and work in
pairs
to
answer
he questions.
Answerc
or
1
2 l t is
mpor tant o inc lude he
mostsigni f icant
informationwith referenceo specif ic igures.
Answens
on
?
Strengths
Clear nd ogica l
Answers he
quest ion
Paragraphs
al though
his s
ess mpor tant or h is
ype of
quest ion)
Genera l ly ccurate
Weaknesses
A
bit
repetitive
Only ust ongenough 147words) .Youcould e l lstudents
that it is worth writing a l itt leover
150words
(eg
160-170)
Some naccuracies
Note that in the IELTS V/riting exam, this
essay would
probably be
of an acceptable IELTS level.
I
Aim
I
fnisexercise
ives ract ice
n
edit ing ork nd orrect in
I common istakes.
S
Students efer to the
sections
marked
with Roman
numerals n the essayon page 1.46 ndwork in pairs to
identify and
correct
he mistakes.
f this is difficult, give
cluesas o the kind of mistake which
has been made,
eg word missing, tense,etc.
Answens sn1
i theMiddle ast
art ic le
issing)
i i
s im i la r
spe l l ing)
i i i Afr ican
wrong
orm)
iv total
wrong
word)
v i l lustrates
grammar
missing
hird
person
)
vi in
(wrong
reposit ion)the
missing
rt ic le)
vii
number f hestudents
article
misuse)
vi i i came
tense.)
Studentsnow go back to the text they produced in
exercise
1
and go through
the
checklistprovided.
Allswers
See
Modelansweron
page
165.
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Aim
This ect ion
ives
tudents
noppoftunityto
eview
nd
practise
he
ki l ls ecessaryt0
ffect ively
nswer ypical
IELTS r i t ing
ask
question.
t a lso
rovides
dvice
n
howto
pproachhis
ask.
read the
sample task
based on the
main
unit. Refer
them to the
checklist
on
how
to
such
a
task,
perhaps eliciting the
rationale for
Evaluating
an authentic
sample answer
on a
global
should raise
awareness
of the key features
required
2 answer.
Students read
the sample
get an overall impression
and
then
discuss
the
a partner.
on'
No, not really
This
answer
does
not
discuss ther
ways
to achieve r
measure uccess
ut merely
suggests
ow
to becomesuccessful.
herefore,
t has not
satisfactorilv
fulf i l led
he task
set out in the
question.
out the key
areas that
examiners will
be
Then
give students the
opportunity
to
and this
piece of written
work.
also reinforce
the importance
of careful
on
aragraphs
re used, here s
an
onclusion
nd he essay
isp lays og ica l
ual i ty :
t is a i r lyeasy
o fol lowand
nd arguments:
ather impleand need o be
here
are numerous
rammat ical
and
a
limited
range
of vocabulary.
hese
probably
he
weakest
areas.
essay s o o
short at 193words.
( l ine
1) Wrong
tense
fai ledl
l ine
2)
-
Wrong form
(successfu0
(line
3)
-
Wrong word
(gained
achieved
obtainedl
a big mistake
l ine
4)
Sty le: oo nformal
o say ... However,
disagree with this view.l
o work (line5) Grammar (must work\
must . . .
brave
l ine
7) - Miss ingword:
be
wi l l
havesomet imes
roblems
l ine
7) Word
order
will sometimes
have
problemsl
to be
he successful us inessman
l ine
8) Wrongword
grammar
a)
do not
g ive
up,
l ine
10) Punctuat ion;
u l ls top
af terup
then new sentence
his . .
par t ic lar
l ine
12)
Spel l ing
part icular l
Point
out
that
in correct use
of
articles,
tenses, word
forms and spelling
are some of the most
common errors
in
written work
and
therefore
ones for
sfudents to look
out
for
especially when
checking
their
own work.
S fnis
gives further
practice of an IELTS Writing
Task 2
question. Either do this as a
classroom writing activity
or set
for homework. Bear in mind that
the students
are
familiar
with
the
topic, have had time to
consider the
task and have
seen a sample answer.
The
photocopiable exercise
on page
125
gives further
practice
of
editing
language in Thsk 2 essays.
Ymp
&6ps sr the IELTS
Wr&tlng msdaxle
Students highlight
the general advice for the
Writing
module
by
selecting the best alternative from
the words
in italics.
&nswers
an academicwrit ing style
(this
s
more relevant or
this
type of task)
thosespeci f ic
reas
( focus
n ind iv idua l reas
f
weakness)
task
(answering
he specif ic
question
s
important)
a l i t t le
(5
minutesmaximum)
appropr iate
(qual i t y
ather han
quant i ty
s mportant)
Leave nough
ime o check
our
work careful ly
( th is
is mportant ut wo or threeminutes houldbe
enough )
E{erqru
s
rearise
effect[weXy
? Vany
students find it
difficult
to identiSr
effective
strategies for revising.
If they are
going
to take
IELTS in
the near future, you could beginby asking them to
discuss
their revision
plans.
Ask the
class to
look
al the picture of the
students, and
discuss in
pairs
if any
of
the
problems seem familiar to
them. You
could
ask
them to brainstorm
some possible
solutions before they look at the
suggested ones.
2
No* ask students to
match
the
problems with the
suggestions.
Amswers
3
4
5
6
1 D 2 A 3 8 4 E 5 F 6 C
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in
Unit
1.,
ensure students
understand
that
these
useful in
academic
writing,
ie for
productive
Ask them to find the words
in the
context of
the unit
looking them
up in a dictionary.
(page
139 a major factor.l
(page
140 .. meaningful status
n the eyes of
(page
140 They may become
more technical,
deas and concepts, ..1
(page
140 Other
people
are largely irrelevant.
do not depend for their successupon
your
lack of
(page
140 ... in comparing
yourself
with
you
find
your performance
inadequate.\
(page
140 Difficulty is
a relative word.l
(page
141 ..
problems
are causedby the
nt's negat ve attitu d e,
i n
effe
ct ve Iea n n
g
strateg
ies
simply
the
circumstancesof their
life
at
the
time.l
(page
146 The students
from Europe
(EC)
from
the
Far East were the most
(37%
and
34%
(page
148 ... and that
you
use appropriate/
kin
g
devices.l
point, your vocabulary box should be quite fuIl.
a
small
pile of words
to
each
group and ask
em into
the following groups:
don'tremember
I
understand
I understand
and know how
to use
I have used n my
writing
could also ask hem to
think
of
ideas or games or
vocabulary
n
class,and play one or
two.
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Forming
uestions
ou
been
o England?
ls she iv ing n Hong
Kong?
Peter
been
o
Australia
before?
What does he write?
did he come o school?
we eatdinner
beforewe
go
out?
greement
s
imple s.
present
ontinuous
Thesun r ises n
he East . Something
hat s
general ly
t rue.
Thesun s r is ing
n
he
East .
Something hat s
happening
t
a speci f icmoment .
ives
with
his mother. A
regular abi tual c t ion.
He s iv ing
with his mother.
A temporary i tuat ion.
I s tar t
work at 9 am. A regular
abi tual c t ion.
I am star t ingwork
at 9 am thisweek. A
temporary
si tuat ion.
|
reada otof books n
Engl ish
A
regular abi tual
ct ion.
I
am
reading
lot
of books n Engl ish. A
temporary
si tuat ion.
Correct
ncreaseswith
pressure.
He knows
Torontovery
well.
on.We'rewait ing
or
you.
I agreewith
you.
Articles
a
a
the
a
1 6 a
1 7 a
1 8
a n
19 The
20 The
21
a/ the
Unit
-ing
ormand
nfinitives
t he lp ing
2
learn ing
3 do ing
4 to take
5 studying/tostudy
6 to lock
Unit5
Future
lans
ndarrangements
1
going
o take
2 going o fai l
3
wi l l
probably
ncrease
4 l ' l l d o
5
l ' l l t r y
6 starts
will
startalso
possible)
Unit
Defining
elative lauses
1 0
2 whose
3 who
4 0
5 rhat
6 who
Unit
7
Non-definingelative lauses
1
OxfordUnivers i ty ,
hich s
he oldestunivers i tyn the
Engl ish-speakingor ld,
ook
irst
place
n
the
Times
GoodUnivers i ty
Guide
2002' .
2 Nurses,who
are
not well
paid
n my
country,are vital
to the
health
service.
3
Reflexology, hich is
dismissedas
neffective
y
somedoctors, s ncreasingn
popular i ty
n the West .
4 Sweden,whichwas ethnical ly omogenous
nt i l the
1930s, asan act ivebi l ingual ism
ol icy.
5 The PrimeMinister.who has been n off ice or seven
years,
as esigned.
6 Emai l ,which s widelyavai lablen
the UK,hasmade
communicat ion
much
quicker.
Unit
7The
passive
1 was/has
eenannounced
2 were rescued
3 wi l l
probably
e used
4 is inspected
5 is current ly eingdeveloped
6 was
directed
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nding
n
-ing
|
-ed
bored
fascinat ing
disappointed
Noun
hrases
a s l i gh t a l l
a sharp
decrease
a
s lowc l imb
a br ief luctuat ion
Collocation
air TRAFFIC
main ROAD
dr ive
tour
crossing
expedi t ion
tour
journey
repositions
f
with
n
about
for
l ights
fumes
Jams
rage
users
safety
Unit5
Suffixes
fuland
/ess
Noun
/
Verb
-ful
na rm
use
peace
tact
sk i l l
nome
care
hope
SUCCCSS
power
harmful
usefu
peaceful
tactful
sk i l l f
ca
efu
hopefu
successful
powerful
Unit
Collocations
1
cr ime
prevent ion
2
turn o cr ime
3 cr ime
wave
4 organized
r ime
5
crime rate
6
pet ty
cr ime,
er ious r ime
7 to
solvea cr ime
Unit
7Verb
noun ollocations
1
make
2 d o
3
reached
4 g o
5 cut
6 take
7
earn
8
puts
Unit
Dependent
repositions
1 t o
2 from
3 for
4
with
5 for
6 b v
7 i n
Unit
Synonyms
1
manufacture
2 invent,
create
3
develop
4
design
Unit Spell ing
1 demonstrated
2
Communicat ion
3 developments
4 signi f icant
-less
harmless
useless
tactless
homeless
careless
hopeless
unsuccessful
not
using
ess)
powerless
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Studying
broad
utvey
A
Loot at he act ivi t ies ou canusea computer or,
ive of them
and
nterview
our
classmates
find out which
hree hey
do
most.Make
notes
of
answers
and ind out the
most
popular
.
sendingemails
o fr iends
.
sending
mai ls o
re la t ions
.
looking
at
websites n
my own
language
.
lookingat websites
n English
.
word
processing
omework/assignments
.
usingchatrooms
.
p lay ing
omputer
ames
.
watching
DVDs/l istening
o
music
Write the
namesof
your
five activities
next o
the
oxes
n the
key.Then using
he frame,
bar chart
rom the information
ou
have
your
classmates
ctivi t ies.
Makenoteson signif icant
nformation nd
indings
rom
your
bar chart
and
present
data
oral ly o a
memberof the
other
group.
a shoft report minimum 150words)
he information
hown
n
your
bar chart.
your
report o
your
partner
o
highl ightany
hat
needcorrect ing,
nd
make he
necessary
Wtratconclusions
an
you
draw
rom
this
data?
n f f i r
Group
B
1 Look at the different ypes of TV programmes.
Choose
ive of them
and
nterview
our
classmates
to f ind
out which
hree
ypes hey
watch most,
Make
notes
of their answers
and ind out
he most
popular
typesof
TV
programme.
.
news
programmes
.
sports
programmes
.
soapoperas
.
documentaries
.
f i l m s
.
cartoons
.
musrc
rogrammes
.
quiz
shows/gameshows
2 Write he
names
of
your
f iveTV
programmes
ext
to
the
patterned
oxes
n the key.
Then using he
frame,construct
bar chart
rom the
nformation
you
have
about
your
classmates'
ct ivi t ies.
3 Mate
notes
on signif icant
nformation
nd
interest ing
indings
rom
your
barchart
and
present
your
data
oral ly o
a member
of the
other
group.
4 Writea shortreport minimum 150words)
describing
he
information
hown
n
your
bar chart.
Give
your
report
o
your
partner
o
highl ightany
points
hat
needcorrect ing,
nd make
he
necessary
correct ions.
5 Wnat
conclusions
an
you
draw
rom this
data?
u)
o
E
z
Computer
ct ivi t ies
@Macmil lan
Publ ishers
td .
Studying
abroad
This
page
may be
photocopied
nd
used
within he c lass.
Television
rogrammes
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Earth
oday
ocabulary
words
are
rom
the
Dict ionary
ocus
n unit
2.
could
useall
of
these
words
n
your
own
essays,
you need o know more about hem first.Lookat
dict ionary
ntr ies
or the
words
and
answer
he
What
pan
of speech
s majorin
this context?
does
major
mean
in
this context?
Major
collocates
with
nouns
which
have
hree
basic
meanings,
What
are hey?
. and
Which
of these
sentences
re
grammatical ly
correct
according
o the
dict ionary
ntr ies?
Correct
he
sentences
hich
arewrong.
a He
was orced
sign
he documents.
b
She orced
him
sitt ing
down.
c I had o forcemyself o write he essay.
d
They orced
o
him
to confess.
The
rapid
spread
of the
disease
orced
he
government
o change
heir
pol icy.
Which
syl lable
s
stressed
n
urban?
Which
two nouns
collocate
with
urban?
What
is the
opposite
of urbanT
evidence
ountable
r uncountable?
What
wo
preposit ions
ancollocate
with
evidence?
a n d
. . . . . . . . , . .
What
two verbs
can collocate
with
evidence.
a n d
. . . . . . . . . . .
Earth
today
major
/merd3e/
dj
1 mportant,
arge,
or
great:
one of
the major
problems
facing
our
planett
The
major
attraction s
a huge
clock
in
the entrance
hall.
I Age is
a major
factor
affecting
chances
of employment.
Words
often
used
with major
Nouns
often
used with
major
(adj,
sense
1)
f MAJOR + drawback, obstacle,problem,
setback:
used
about
problems
hat are
ser ious
f MAJOR
+
crause,
actor, influence,
source;
used
about actors
hat are mportant
f MAJOR
+
change,
hake-up,
hift,
upheaval:
used
about changes
hat have
a big
effect
force
fcrsl
verb
[T]
l to make
someone
do something
hat hey
do not
want
to do = COMPEL:orce sb to do sth The udge was
forced
to resign.
I
force
yourself
to do
sth Despite
the
pain,
she
forced
herselfto
get
out of
bed.
Zto use
physical
orce o
move
something
or to
move
somewhere:
She forced
the
package
hrough
the
slot.
)
We had
to force
the
windows
open.
3to make
something
happen:
Opposit ion
o the
plans
forced
a rapid
change
of
policy.
urban
'g;ben/
dj relating
o towns
and cit ies
=
RURAL:
Peoplemoved to the urban areas or obs. I Urban
poverty
is on
the increase.
evidence
'evrdens/
oun
IU]
l
factsor
physical
igns
hat help
o
prove
something:
the historical
evidence
for his
theories e
We
are seeing
more
evidence
of economic
growth.0
+that
The
study
found no evidence hat fish feel
pain.
@
Macmil lan
Publ ishers
td.
This
page
may be
photocopied
nd used
within
he c lass.
8/9/2019 Macmillan 2004 Ielts Foundation Tb
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Outof
his
world
ata
at he able belowshowing
sales iguresof
and videos
n
the
UK
rom
2000-2003.
hesesentences
nd under l ine he most
ord or
phrase.
tallest/most/highest
ales
igures or DVDs
over his
per iod
occurred
n 2003.
Sales of DVDs
(a)
go
up/increased/rised
lbl
s
g
n fi cantl
y/d
ram
ati c/g
rad ua y f
r
om
2000-2003.
From2000 o 2003salesof
videos
we nt Iowe r/red uced/d ecrea
sed.
ln 2001 sales of DVDs
were
(al
slightly/little
much
lb)
higher lower biggerthan sales
of videos.
Between
2001and 2003salesof
DVDsmore than
doubled / increased wo times were twice higher.
at he tablebelow
aboutvisitors o
Austral ia
four
countr ies.
means igures
ot
ava i lab le
fol lowingshort ext by
f i l l ing n
gaps
with a sui table xpression
rom the correct
.
visitors to
Australia from most of
1)
.. . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . .n
although
not all the figures were
available.
though visitors from Korea
actually
...............
over his
period,
t
had he(3) ..........-...umber
Australia
of
the countries shown.
Visitors
In7999 this
figure was
(5)
than
the number of
visitors from China
which stood at 88,000.
3
Writea descr ipt ion
f the data
n
the
able
which
shows he numberof vis i tors o Ausf ia l ia rom New
Zealand,
apan,Singapore
nd Malaysia
(4)
2000 2W1
2m2 2003
22 65
100
1 40
82
72 68 60
Gountry
1991 1993
1995 1997
New Zealand
412,000
438,000 610,000641,000
Japan 51
000
641,000
738,000
766,000
Singapore
75,000
130,000 169,000
201,000
Malays ia
43,000 7 1, 00 0 94,000
126,000
1991 1993
1995
1997
1999
n .a ,
n .a .
161,00021,000
100,000
land 34 ,000 42,000
73,000 62,000 56,000
32,000
61,000
108.000
138,00082,000
n .a .
n .a . n .a .
64,000
88.000
n 1991 o 82,000
t the end of the
decade.
@Macmil lan
Publ ishers td.
photocopied
with in he class.
Out of
this world
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All
in
he
mind
ntel
igences
at he
statements
hich
represent
ach
and complete hem with an appropr iate
erb
rom
the box. Use he
correct orm.
1 Kinaesthetic
5 Linguistic
6 Logical-Mathematical
3 Interpersonal
7 Musical
Most
of these
phrasal
erbs
are
separable'.
You
say: I tidied
up
the desk
or I tidied
the desk up.
wo
phrasal
erbsabove
are NOT
separable?
your
dict ionary.
n
pairs.
What
do
you
think
your partner
or is good at in class?Complete he fol lowing
magining
that
you
are
your partner.
some
of
the
phrasal
erbs rom
exercise
,or
suitable erbs.
Use
he correct
orm
(ing
or
All in
the
mind
@Macmil lan
Publ ishers
td.
This
page
may be
photocopied
nd usedwith in
he class.
get
on
jo in
n make
up
p ick
up se t
up
take
n
talk hrough
work out
wri te
down
Are
any of these
statements
rue about
you?
I enjoy
I
f ind i t easy
o
lam in te res ted
n
lwou ld
l ike
o
l 'm
g o o d
a t . . . . . . . . . . . . . .
I
par t icu la r ly
is l i ke
4 Now
discuss
our
answers
with
your partner,
nd
see f
your
guesses
were
accurate.Which
in te l l igences
o
you
h ink
you
and
your par tner
re
strongest
n?
8/9/2019 Macmillan 2004 Ielts Foundation Tb
http://slidepdf.com/reader/full/macmillan-2004-ielts-foundation-tb 120/128
A
career
r aiob?
ob
nterview
advice
would
you give
someone
who
was
or
an mportant
nterview?
Do
Dont
.
wear
smart
clothes
.
be ate
took at hese
hreedialogues.
Which
person
s
ikely o
get
he
ob?
What s
wrong with the
candidates'
nswers?
why do
you
want
this
job?
lt looks
nterest ing,
And
what did
you
study
at university?
Marketing.
3
The
nterviewer sks
some
more
questions.
How
could
you
improve
heseanswers?
Interviewer:
So what
kind of
previous
work
experience
ave
you
had?
Candidate: None.
lnterviewer:
What
quali t ies
o
you
think
you
have
that
make
you
sui table or
the
ob?
Candidate:
Ummm.
I
don' t
know real ly.
4 You are
nterested
n the
ob
for business
graduates,
nd
havebeen nvited
or an interview.
Lookat he
advert.
Whichof the
ol lowing
might be
discussed t
he interview?
.
your
degree
.
your fami ly
. your work
expeflence
.
your
ambi t ions
.
benef i ts
pay/
hol iday/
sickpayl pensions/etc)
.
your
hobb ies
So,
why do
you
want
his
ob?
It looks
eally nterest ing.
'd ike he
opportunity
o work
in a big mult i-
na t iona l ompany
ike h is .
My las t
ob
was n a smal l f i rm, nd learn t lo t ,
but
h ink h is
would be a m ore
chal lenging
xper ience
or me.
And
what
did
you
studyat
universi ty?
Market ing.
d id modu les
n
accounting
nd
inance, oo,
and I
enjoyed
hat,but what
I real ly
ove s
the
promot iona ls ide
f h ings .
So,
why do
you
want this
ob?
I
need he money.
'm real ly
badly n
debt after hreeyearsat university.
My bank old
me that f I
don' t reduce
my
overdraft,
hey're
going
o close
my account.
And what did
you
study at
university?
My degree
s n
Marketing, ut
my
main nterest
s music
|
play
ead
guitar
n
a
rockband.
t 's
great.
@Macmi l lan
Publ ishers
td.
page photocopied
wi th in
he c lass.
Student
A
You
are
an employer
nterviewing omeone
or this
job.
Writedown
some
questions
hat
you
want
o ask
them.
Student
B
Youare
applying
or th is
ob,
and
you
real lywant
it .
Write noteson
what
you
want o
tel l
your
interviewer
nd any
questions ou
want o
ask hem
about
he
ob.
5
Role-playhe
interview.
6
Give
your partner
eedback,
Would
you give
hem
the
ob?
Why?
Why
not?
7
Change
olesand
repeat he
interview.
A
careeror a
job?
8/9/2019 Macmillan 2004 Ielts Foundation Tb
http://slidepdf.com/reader/full/macmillan-2004-ielts-foundation-tb 121/128
Crime nd
punishment
tschool
hese
questions
with
your partner:
.
What
kind
of thingswould
you
consider
bad
behaviour t school?
.
What
punishments
ere
used n
your
school or
bad behaviour?
he
names
of dif ferent inds
of
ounishments
and hen
match
eachone with i ts
definit ion.
a being orced
o leave
chool
permanently
ecause
f bad
behaviour
corporal
punishment
bad
suspension
d
writ ing
e
l ines
f
te l l ing
omeone
heywi l l be
punished
f they do
something
again
writing
a sentence
uch as / razil /
not
eat n class
many imes
hitt ingsomeone
staying
at schoolwhen
he other
ch i ldren
ave
gone
home
removing
someone
rom school
for a short
ime
you
hink
of any
other
punishments
hat
are
n schools?
pairs
discuss
hese
situations.
What
kind
of
o
you
think
hey deserve?Why?
Crime
and
punishment
4 I nsma l l g r oups ,
ank the
most
ser ious hen agree
on
class.
situations
rom least o
a f ina l ank ing
s a
@
Macmil lan
Publ ishers
td .
This
page
may
be
photocopied
nd usedwithin he c lass.
Afourteen-year_old
boysllore
at
a
female
**
i:Hf,i:',,:i#:j
?i
'98'
"
;;;
i=",
"
n.le#+h- ̂ r_^__,
n19whisbooks
onthefloor
and left the classroom.
received
a
6
month
p.**t
T,rr*::tas
just
e
t*"t,r"-y"ar-old
girl
has
persistent$
arrived
between
ifteen
nd
wenty
mtTl"?-Yj:.",;:?
Detwecrr
urLLrr
-^'-
-
eek.'When
asked
why
this
morning
for
the
last
w
#i
"p?;;;a,n"
utu^"sher
mother
ornot
*uf.i"g
h"t
uP
earlY
enough'
ln
a
pru.tic"
test,
wo
fifteen-year-oid
girls
are
discbv
red
o
u
" "t't"
C"
uV
"
1l
g^l":::=i:i
cllscoverEu
"
""
.*'---it'';
nties contain mportantotherbetweendesks'
#;;;il;elated
to
he
est'
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9'Il'-i':,"r".
"lffiffi
;:;;;1*
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test
and
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hi
gh
grades'
ilJrr,""r,-year-old
boys
ave
een
ush:
smoking,
hich
s
agalnst
h:?l^'*iJTLl"""
il;ilf*;;;th"'
ifi"v
have
ailed
all
of
heir
ll"*,
""a
*iil
have
to
retake
hem
after
the
Giving opinions
Agreeing
and disagreeing
I
feel /bel ieve
hat . . .
I n my
op in ion
. .
There s no
doubt n my
mind
ha t . .
I end o th ink
hat . . .
I strongly
agreewith this
v i e w . . .
I disagreewith the view
tha t . .
I do not
bel ieve hat . .
o.---u**u*y"ar-old
girlhas
been
accused
of
il"lv,"
""*uo
?r."iq:if .1*:S
gii
utlv1116
q
rrqrrrvv-
-
iln,
iJso
upiet
she
has
rr-izl.bne
of
he
vict
missed
hreeweeksot:"ttool'
T:
ttt accusedf
Urrtfyir,g
has
a
very
aggressive
ather'
8/9/2019 Macmillan 2004 Ielts Foundation Tb
http://slidepdf.com/reader/full/macmillan-2004-ielts-foundation-tb 122/128
Globalization
passive
ollowing hort
paragraph
nd
ll heexamples
f
passive
hat
you
ind.
or what s hemain ubject f heparagraph?
does his affect
he
writer's hoice f active
r
One
of the consequences
f globalization
s
that millions of
women havebeen
brought nto
the paid workforce.
Twenty years ago they
stayed
at home to
look after their
families, now
they are employed
in farms
and factories
across
he world. Their
work is helping to
strengthen he economiesof their countries,
creating
wealth.However,
he women
themselves
are often
being denied
the benefits
of
this economicgrowth,
as
n many areasof
the world, they are commonly
exploited
by
their employers.
next
paragraph
as hesame
mainsubject.
he
bestoption
active
r
passive)
n each
Theemployerssually mployhem They re
usually
mployedn short
erm contracts,
nd
therefore
have no
job
security.
The
employers
force
them These omen re
forced
o work
long hours
for
little
pay.
Theemployers
onotpay
mostof them
I
Most
of themarenot paid
f they are sick,
nor
do heemployers
iue
hem are heygioenany
maternity
eave. n this way,
global rade s
not
improaing hesituation
of workers
n thedeaeloping
world thesituation f workersn thedeueloping
world
s
not
being mproaedby
lobal
rade,
ven
though
the countries
may be getting
richer.
3
Who or
what are he
main subjects
f the
next
two
paragraphs?
ut he
verbs
nto
he correct
act ive
or
passive
orm.
The
employers
cannot
really
(blame) for this situation, however. They
(pressurize)
by large multinational
companies
to deliver
their goods
quickly
and
cheaply,
and
they cannot
(expect)
to
resist this pressure.
Instead, governments
must
-
(do)
more to
improve
the laws
which protect
workers.
Thev
mav wish
to
(encourage)
trade, but
this should
not be at the
cost of
the
long term
health and
happiness of
their
citizens.
4 Choose wo
statements
rom the l ist
below hat
you
agree
or disagree
with.
Discussn
pairs.
Example:
I
think
globaltrade
should be
encouraged
because
people
from
poorer
countries
would benefit
from
increased
ob
opportunities,
as well as
.. .
I don't think global trade should be encouraged
because
t leads to
rich multinational
companies
exploiting
smaller,
ocal businesses
..
1 G lobal t rade
hould
be encouraged.
2 Prices
n
supermarkets
hould
be kept
as ow as
poss ib le .
3 l f
you
are l l ,
you
shouldbe
given
s ick
pay
unt i l
you
get
better.
4 Smaller
ompanies
hould
be supported
more by
the
government.
5
People hould
not
be expected
o work
more han
37 hoursa week.
5
Write
wo
statements
f
your
own using
should+
passive,
s above
and
discuss hem
with a
new
pa
tner.
Our 24/7store
is
open
on a Saturday?
" t \
6 l
I
D
D it '
tl
@Macmil lan
Publ ishers td.
mavbe
photocopied
ndused
within he c lass.
Globalization
8/9/2019 Macmillan 2004 Ielts Foundation Tb
http://slidepdf.com/reader/full/macmillan-2004-ielts-foundation-tb 123/128
What's
he
a
ternative?
dehate
are wo
statements or
debate.
Use
your
o look
up any words
you
do not
nders ta d.
Human
cloning
is wrong
because
t is not
right
to
treat
a human
being
at any stage
of development
as
a
'thing'
to be used
and abused
to
further the
devel
opm ent
of science.
Food
production
must be increased
o feed
a
growing
world
population
and
GM animals
can
significantly
help
with
this.
you
basical ly
greeor
disagreewith
the
n exercise ? What evidence r reasons
you give
o support
your
argument?
Write
br ief
3 Now turn
your
notes nto
sentences,
sing he
phrases
elow.
4
Discuss i ther
one or both
of the
quest ions
with
your
classmates.
oushould,
pol i te ly,
ry
to
persuade eople
o agree
with
your
opinion.
Giving Opinions
Agreeingand
disagreeing
l f
you
askme . . .
The
po in t
s
. .
Wouldn ' t
ou
saythat . .?
Donl
you
agree hat . . .?
As I see t . . .
I
couldn ' t
greemore.
That's
ust
what I
think.
That'sa very
good point.
Yes,
suppose
hat's rue,
b u t . . .
Wel l ,
ou
have
a
point
the re ,
u t . .
I seewhat
you
mean,
b u t . . .
Perhaps,
ut
don't
you
th ink ha t . .
Note
hat
n
order o disagree
olitely
n English
we
usually
tart
by
agreeing
t leasta l itt le
and hen
use but.
What's
the alternative?
@Macmil lan
Publ ishers td .
This
paqe
ma be
hotoc o ied
ndusedwith in
thec lass.
8/9/2019 Macmillan 2004 Ielts Foundation Tb
http://slidepdf.com/reader/full/macmillan-2004-ielts-foundation-tb 124/128
Gadgets
nd
gizmos
urgeons
Work
n
pairs.
Would
you
l ike
o be
operated
n
a robot
surgeon?
WhY/whY
not?
read
he
ext
about
an operation
arr ied
by a
robot,
gnor ing
he
gaps:
Was
he
robot
bet ter
han
a
human
one?
Whyff ihy
not?
3
Now
complete
he
gaps
using
ei ther
present
per-fect
r
past
simPle.
4 Wfrlcfr
wo
verbs
can
you
find
in the
text
that
col locate
with
oPeration?
1
. . . . . . . . . . . . . . . . . . . . ' a n
p e r a t i o n .
2
. . . . . . . . . . . . . . . , . . . ' .
n
opera t ion .
I
recent
British
studY
1)
.....
demonstrate)
a robot surgeon s moreeffective
a human
surgeon
at carrying
out
a difficult
kidney
operation.
However
good
the
surgeon,
human
arms
can
shake
when
theY
are
carrying
out
difficult
operations
on
a small
piece
of
tissue
or
organ.
The
studY
demonstratedhat robot'arms'do not
have
this
problem.
Of
course,
he
robot
did
not
work
alone.
With
the
help
of
a computer
and
highly
developed
video
and
Phone
links,
a doctor
(2)
.........
..
(control)
he
obot
from thousandsof milesaway.
Scientists
3)
......
(already est)
he
equiPment
on
a
plastic
dummy.
In
this
experiment,
the
robot
4)
.........
..
(have o)
slice
through
the
'skin'
of
the
dummY
and
remove
kidney
stones
rom
a model
kidney.Severalhundred operations
were
carried
out
over
a six-month
period.
The
study,
which
(5)
.........
(begin)
ast
Spring
and
(6)
(justbecomPlete),
analyses
he
results
of
the
operations
which
were
carried
out
by
robots
and
compares
hem
with
results
rom
the
same
number
of
operations
conducted
by
surgeons.
The
robot
(7)
(be)
noticeablY
more
successfulhan thehuman surgeons'
o: :"
:::::',T;:fi
l:
?:5',]
stones
on
the
first
attempt.
Although
manufacturers
9)
..
..
.
(make
use
of)
robots
or
many
years
n
manufacturing,
this
is the
first
time
they 10) ... . . . .
. . .
be)
sed
n
this
way
on
peoPle.
Glossary
Kidney:
an
organ
n
your
body
hat
removes
waste
l iqu ids .
Kidney
stones:
small
pieces
of
hard
at
that
can
orm
inside
he
kidneY.
Organ:
partof your body hatdoesa part icularob'
eg
heart ,
ra in.
Tlssue:
he
substance
hat
animal
and
plant
cel ls
are
made
of.
Gadgets
and
gizmos
Macmil lan
Publ ishers
td'
be
photocopied
nd
used
with in
he class'
8/9/2019 Macmillan 2004 Ielts Foundation Tb
http://slidepdf.com/reader/full/macmillan-2004-ielts-foundation-tb 125/128
I
The
uture
of
computing
n
essay
the
last
20
years
here
have
been many
developments
n
of information
technology
(lT),
or
example
the
Web and communication by emait. However,
advances
have
been
positive.
ype of lT
developments
o
you
think
are
ikely
o
the future
and
what
might
he negative
effects
be?
should
write at least
250
words
he
sample
student
answer
to th is
quest ion.
answer
the
quest ions (a- f ) .
ls
the
wr i t ing
wel l -organized?
.
l s he re
an
in t roduc t ion
and a
conc lus ion?
.
Are
he
paragraphs
inked?
he
student
opy
phrases
rom
the
questions
n
the introduction?
ls
he essay
he r ight
ength?
ls
he
content elevant?
Give
examples.
he writer
consider
both
sidesof
the
argument?
ive
examples.
Posit ive
Negative
Has
he writer
used
an academic
tyle?
Find
hree
examples
f
an appropriate
hrase.
Does
he
essay
ontain
a
range
ofvocabulary
and
ammatical
tructures?
Find
six
errors
and
correct
hem.
The
future
of
com
Admittedly, information
technology
have
improved
dramatically
and
changed
the way
people live
in the
past two decades.
However,
some
people believe that
the future
advance
of
this
is
more likely to have more unfavorable effects.
Internet
is the
greatest
invention in
information
technology;
it helps
human
beings
connecting
each
other wherever
you are in
the world.
However,
it
has
some inevitable
defects.
First,
some
of the
World Wide
Web
harms the
development
of young
people because
t is full
of
violence
and
pornography.
Some
people
say
that
various
crimes
are
caused
by young people
who
see hese
websites. Secondly,some bad men utilize the
Internet to
deal in
drugs, weapons
and
so
on.
Moreover,
people's bank
or credit
card details
could
be revealed
to criminals.
lfowever,
it is also
an undeniable
fact that
the IT
progress have
led to
life becoming
better
and better
with more
effective
communication
and
it
could
even
save a
person's life. For
instance,
a story
was
reported
that
some despairing
parents
in
China
wanted to help their baby who had heart
disease. f
he
had no
operation for
his
heart, he wouldn't
be
able to live longer
than
five. His
parents
couldn't
afford the
huge amount
of money and
it
couldn't be
done in
China. However,
they found
a doctor
in
USA on
the
Internet
and after the
operation
the
baby have
cured.
To
conclude, although
the
Internet
has
some
negative
side-effects, we
should
agree that its
advantages
outweight its disadvantage.
Therefore,
we
should
use the law and
other methods
to
handle
it
properly in
order to make
full use
of information
technology
and to
satisfy the needs
of
social
development.
(276
words)
3
Consider ow
well
hey haveanswered
he
question
by discussing
our
answers
o exercise
with
a
Dartner.
1
2
3
4
5
6
@Macmil lan
Publ ishers
td .
This
page
ma
be
hoto co ied
nd
usedwithin
thec lass .
8/9/2019 Macmillan 2004 Ielts Foundation Tb
http://slidepdf.com/reader/full/macmillan-2004-ielts-foundation-tb 126/128
The
aft
of
advertising
arGampaign
The Brief
havebeen
commissioned
y
a
food
company
o
evelop nd
aunch
new
product
onto
he
a
chocolate
bar.The company
will
select
he
which hey
eel
s most
ikely o be successful
nd
prepared
o spend
as much
money
as necessary
o
good
aunch.
groups
your
aim s o 'win ' the
contract
or th issnack
by developing n
or ig inal
roduct
and hen
designing
which highl ights
ts mosts igni f icant
eatures.
ou
present our
deas o the
restof the c lass
using
poster
asa
visualaid.
groups
of three
or four
consider
these
points:
.
Who is he
target
market
or
your
product?
age,
gender,
ncome?
.
What
features
will
your
product
have? aste,
i n
g
red e
nts, flavo u
r, sh a
pe?
.
Where
wil l
your
advert is ing
ampaign
ake
place?
elevision,
magazines/newspapers,
online, billboards?
.
Wil l
i t be endorsed
y anyone
amous?
who, why?
.
Thinkof a
name or
your product
and
give
reasons
or
your
choice.
.
Thinkof the
designof the
wrapper
and
packag ing .
.
How much
wi l l your
product
os t?
.
Wil l there
be any
special f fers/free
if ts?
2
Designa
poster
o
promote
your product
o the
foodcompany
nd make
up a
sa les logan.
hen
decide
which
memberof
your
team
s
going
o
present
which
part
of
your
presentat ion.
emember
everyone
hould
contr ibute
o
this
alk.
3
Givea
group
presentat ion
o
launch
our
new
product.
While
you
are istening
o the
other
presentat ions
o
the
fol lowing:
.
Th inko f an
appropr ia te
uest ion
o
ask he
group
at he
end
of each
presentat ion.
.
Makea
noteof one
posit ive
spect f
each
presentat ion.
.
Decide
which
chocolate
ar
you
think s
he
most
ikely o
be successful
nd
vote as a class
to seewhich eamwould win the contract. ou
are
not al lowed
o
vote or
your
own
product l
Aft er extensive
resea ch
into the
market,
my
teamand
. . .
$''*l'
Chocolate
Bar Campaign
Nameof
Company
Nameof
product
Posit ive
spectof
presentation
Negativeaspects f presentation
The compet i t ion
inner
s
@Macmil lan
Publ ishers
td.
This
page
may
be
photocopied
and
used
within the
class'
The aft
of advertising
8/9/2019 Macmillan 2004 Ielts Foundation Tb
http://slidepdf.com/reader/full/macmillan-2004-ielts-foundation-tb 127/128
2/
IETTS
reparation
his
quest ion.
number of tests and exams is putting
pressure
on
students and
causing
stress.
n many
ways it would
be more
to
reduce
the number
of exams and
alternative methods
of assessment.
extent do
you
agree
with this
statement?
at he
sample
studentanswer
and choose
a
or
phrase
rom
the box o replace
he words
out
from
a-f.
For his reason Fur thermore In my opin ion
Many
people
onsider To
sum up, There
s no
doubt
he six
errors
underl ined -6.
IELTS
reparation
(a)
@
that the increasing
number
of testsand
exams
puts enormous
pressure
on students.They
areworried about
exams
all the
time and it makes
hem feel 1
boring.
Even though
they
study hard,
sometimes hey
still don't
pass he
exam.
But
sometimes,ots
of
examsmake
some
studentsnervous
and
just
someexams
decide a
person's ife.
There
area ot
of testsand exams
or students.
Each
subjecthas different
ones.
(b)
Foffie,
so many
testsand
examinationsare
unnecessary. ut
the
school and teachers
hink it is
good for
students, t
can
motivate them
to work hard
and hard.
(c)
that
there are
other
ways
that are
better han exams.For
example,
the teachers
an et the
studentsknow
how
important
to work hard.
Everyone
2 know it is
very
important
to work hard.
f you don't, you
can't
earn
money,
have a
good life
when you finish
3 the
school.
(d)
AJso, here
s another
better way
can
test
students, ike
continualassessment.
eacher
can
give
some4 homeworks,
or
give
a few
tests, ot
too
often so
students
will
be huppy with
this way
to
test
5 themself and
they
will
get better
relationship
with
their teacher.
(e)
Se+ha+means
he
government
must reduce he
estsand
exams.
(0
+e+nisn,
there are
other ways to test
or assess
students
so they
get
more free
time
to practice,
more
time to do what
they
like
and
then more
knowledge
they will
get.
It's
5 more fair
for most
students and make them work
harder
evervdav.
@Macmil lan
Publ ishers td .
This
page
may
be
photocopied
nd usedwith in
he class.
8/9/2019 Macmillan 2004 Ielts Foundation Tb
http://slidepdf.com/reader/full/macmillan-2004-ielts-foundation-tb 128/128
o
photocopiable
xercises
important , argeor
great
problem,
ause, hange
a Hewas
orced
o s ign
he documents.
b She orced
him to
si t
down.
c Correct.
d
They orced him to
confess.
e
Correct.
poverty,
areas
rural
see,
ind
ignif icantly
s l ight ly
ower
more handoubled
increased
ignif icantly
decreased
highest
more handoubled
sl ight ly
ower
alternative nswers
may be acceptable
They
are usual ly moloyed
Thesewomen are orced
Most
of
them
arenot
nare
thev
given
global
rade
s not
imoroving he
si tuat ion
f workers
n
he
developing
or ld
*Note
inversionafter
nor.
3
The
irst
paragraph
ocuses
n the employers nd
on what
happenso
them
(hence
assivel .
he second
aragraph
on
governments
nd on what hey
should
act ively)
o.
be
blamed are
pressurized
be expected do
/
encourage
Unit
3
t hasdemonstrated
recent
ews)
2
control led
dur ing
he study)
3
havealready ested
non
speci f icime)
4 had o
(again
n the speci f ic
ccasions
ent ioned
i n 2 )
5 began
last
Spr ing)
6 has
ust
been
completed
recent
news,
no specif ic
t ime)
7 was
( in
hisstudy,
which s now completed)
8 reached
on
hese
occasions)
t havemade useof (star tedn the pastandcont inueso
the
present)
10
have
been
as
above)
4
carry out and
conduct
Unit 0
Reasonably
el l -s t ructured:
nt ro,main body
(2
paragraphs)
nd conclusion.
he
essay
hascoherence
and here
s evidence
f logical
rogression
i th he
argument .
The nt roduct ion
asbeen
paraphrased.
Between
250-280
ords: an
appropriate
ength.
Thecontent
s relevant
nd he answer
addresses
he
quest ion.
Bothsidesof
the argument
reconsidered:
pick
up
take n
5 to
write itdown
6
work out
1
a
L
U
d