macmillan 2004 ielts foundation tb

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IELTS

Foundatlon



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



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



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



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



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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



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



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.



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



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



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



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)



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



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



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



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.



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



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



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.



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



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



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.



. . . 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



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



$ust$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



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



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



(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



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.



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



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



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.

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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



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.



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'.



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.



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.



,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



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



: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



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

.. .



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:

:



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


abstract

(page

47: ... whetherthese

creaturescould

remember

ahstract symbols

and then

use this system

o

accu ately

label objects.l

1

2



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.



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.



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 :



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



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.



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



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.



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



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)



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



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.



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



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



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.



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,

print

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


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



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,

print

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


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



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)



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



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.



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



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.



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



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).)



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.



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.



|

(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



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.



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.



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



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



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.



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.



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



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



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



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

[email protected]

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:



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.



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

(Google

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.



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)'



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 .



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



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.



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.



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.



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



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



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



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 :

:

.



(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.



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.



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.



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,



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.



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.



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.



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



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.



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



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



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



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.



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



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?



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?



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

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n.le#+h- ̂ r_^__,

n19whisbooks

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and left the classroom.

received

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p.**t

T,rr*::tas

just

e

t*"t,r"-y"ar-old

girl

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arrived

between

ifteen

nd

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mtTl"?-Yj:.",;:?

Detwecrr

urLLrr

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for

the

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w

#i

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mother

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*uf.i"g

h"t

uP

earlY

enough'

ln

a

pru.tic"

test,

wo

fifteen-year-oid

girls

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u

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ailed

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have

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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

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ather'



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



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.



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'



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 .



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



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.



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

macmillan 2004 ielts foundation tb

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