Coursebook Band 6 Photocopiable Teacher - S Notes [PDF]

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Module 1 Activity Notes 1A Word to sentence

1B Talk about …

Aim

Aim

To practise using collocations, phrasal verbs and words with more than one meaning

To practise expanding answers when speaking

Activity type

Speaking Part 1: Introduction and interview

Card game

Classroom dynamics Groups of 3 or 4

Test link Activity type Board game: taking it in turns to talk about a topic

Classroom dynamics

Time taken

Groups of 3 or 4

25–30 minutes

Time taken

When to use

30 minutes

After 1a, Vocabulary, Activity 4, page 10

Preparation

When to use After 1a, Language development, Activity 4, Page 13

Make one copy of the activity for each group. Cut into 24 cards for each group.

Preparation

Procedure 1 Divide the class into groups of three or four

Make one copy of the activity sheet for each group. You will also need some dice (one for each group) and some counters. Alternatively, students could use a dice app on their phones and coins as counters.

students.

2 Give each group a complete set of cards. Place the 3

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cards face down so that they can’t see the words. Students take it in turns to pick up a card and make a sentence with the word/phrase. The rest of the group should decide whether the sentence is grammatically correct. If the sentence is correct, the student can keep the card. If the sentence isn’t correct and another student can correct it, the second student keeps the card, if not, nobody keeps the card. The winner is the person with the most cards at the end. Encourage students to make meaningful sentences that show they know the meaning of the word/phrase. Monitor groups and offer help if necessary. When the activity has finished, ask individual students to say some of their sentences.

Procedure 1 Divide the class into groups of three or four and give each group a copy of the board game.

2 Demonstrate the activity: throw the dice and move

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your counter. Ask a student to time you and talk for a minimum of 20 seconds about the topic on your square. Tell students if they land on a ‘free question’ square, another student in the group can ask them a question. Remind students that they can use the phrases from the Speaking 1 lesson on page 11 of their Coursebook. Also tell them that, to extend their answers, they should give reasons and/or examples. Ask one student in each group to keep time. After the activity, get feedback from students about how well they managed talking for at least 20 seconds.

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Module 1 Activity Notes

1C Describing data Aim To practise describing data

Test link Academic Writing Task 1: Describe a table

Activity type Critically analysing sentences and writing new sentences describing the data provided

Classroom dynamics Groups of 3 or 4 then whole class

Time taken 30 minutes

8 Ask students what an overview of the data might sound like, e.g. Cinema attendance has gone down in two of the countries but has gone up in one. Elicit or reaffirm the importance of including an overview. Ask each group to write an overview (one or two sentences). 10 Elicit the overviews and write them on the board. Answer key 1A 2C 3B 4D 5F 6E Suggested answers 1 At 32%, almost a third of adults went to the cinema in Country A in 2006. 2 This percentage fell to just under half in 2016. 3 In 2006, in Country B, cinema attendance accounted for almost half of all adults, at 48%. 4 In 2016, it fell slightly to 40%. 5 In 2006, a quarter of the adult population went to the cinema in Country C. 6 The percentage rose by 10%, to 35%, in 2016.

When to use After 1b, Writing, Activity 8, Page 21

Preparation Make one copy of the activity sheet for each student.

Procedure 1 Give each student a copy of the activity sheet

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and explain that the information and table is like one they are likely to find in Writing Task 1 of the IELTS test. Ask students to read the information in the table then ask questions to check their understanding: What does ‘cinema attendance’ mean? (going to the cinema); What age group are the people who were surveyed? (adults 18+ years); Who attended the cinema the most? When? (Adults in Country B in 2006). Tell students that the sentences below (1–6) describe the data. Ask them to read the sentences and to say what is wrong with them and how they could be improved (they’re too mechanical and there is no attempt to compare the data). Divide the class into groups of 3 or 4. Ask students to focus on the prompts. Students should work together to decide which sentences (1–6) the prompts can be used with. Check the answers with the class. Together in their groups, students should then rewrite the sentences using the prompts. When the groups have finished, elicit some sentences and write them on the board. Note that some answers may vary. As a class, discuss what is good about the new sentences and if they could be improved at all. Remind students that in the actual test, they do not need to describe every bit of data – only the most relevant points.

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Module 2 Activity Notes 2A Bingo!

2B Find the words

Aim

Aims

To practise relative pronouns

To practise adjectives describing experiences from Module 2a; To practise paraphrasing as a speaking communication strategy

Activity type A gap-fill activity in the form of a bingo game

Classroom dynamics Whole class

A word guessing game (information gap)

15 minutes

Classroom dynamics

When to use

Pairs

After 2a, Language development, Activity 4, Page 29

Preparation

Procedure 1 Explain to students that they are going to be

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5

Time taken 15 or 25 minutes

Make enough copies of the activity sheet so that each student has one bingo card. Cut the cards up.

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Speaking (all parts)

Activity type

Time taken

2

Test link

playing a game of bingo. Hand out a bingo card to each student. Make sure that students sitting next to each other don’t have the same card. Give students a couple of minutes to read through their gapped sentences on their own and predict the answer. Explain that you will read out words (relative pronouns) that can be used in the gaps. As they listen they should complete the gap with the relative pronoun you’ve called out, but only if it fits. Tell students that the first person to complete all their sentences must shout ‘Bingo!’ to win. Start calling out the relative pronouns (where/who/ which/when). Allow a few seconds between each pronoun to give students time to read through their sentences as they may need to complete more than one sentence with each word. Check the winning students’ cards (there may be more than one winner).

Answer key I find it irritating when my classmates talk very loudly. Students who daydream spend a lot of time looking out of windows. Places where there are a lot of people can be frightening for some people. Activities which cause stress should be avoided. I like people who listen to me when I’m talking. There are at least twenty things which I’d like to do before I get old. Is that the place where I need to go? There was a time when having professional qualifications was more important than being creative.

When to use After 2a, Language development, Activity 4, Page 29

Preparation Make one copy of the activity sheet for every two pairs. Cut the activity sheet into two sets of four word cards. Alternatively, for a shorter activity (10–15 minutes), prepare only two cards for each pair of students.

Procedure 1 Explain to students that sometimes in the Speaking

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test they might come across an unknown word or forget a word. Pausing to try to recall a word can affect fluency, so learning how to paraphrase is a good strategy to have. Explain to students that in this activity students will need to describe an adjective for their partner to guess the word. They can use synonyms or examples but they should not say the word on the card. Divide the class into pairs. Give each pair one set of cards face down. Ask students to take it in turns to pick up a card with a word list on. Tell them that all the words on the card are adjectives. Students should not show their list to their partner. Tell them to help their partner guess the adjectives in the list. To do this, students need to convey the meaning of the adjectives in the list but they should not use the adjectives themselves. Their partner has to try to guess the adjective. Remind them that they can use relative clauses for this, e.g. This is when you are scared. (afraid). If their partner can’t guess the word, move onto the next one. Pairs should take turns until all the adjectives on their cards have been guessed. When they have finished, they can pick up another card.

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Module 2 Activity Notes

2C When have you felt …? Aims To practise talking about feelings and situations; To practice preparing for a long turn; To practise talking for an extended period of time

Test link Speaking Part 2: Individual long turn

Activity type Talking individually for a minute on a given topic

Classroom dynamics Groups of 4

Time taken 30 or 15 minutes

When to use After 2b, Speaking, Activity 5, Page 33

Preparation Make one copy of the activity sheet for each group. Cut into 16 cards. Alternatively, for a shorter activity (15 minutes), use only eight cards.

Procedure 1 Divide the class into groups of four. Place the cards 2

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face down on the students’ table so that students can’t see what is written on the cards. Explain to students that they are going to do a speaking activity to practise the Part 2 Individual long turn. They should each pick up a card from the pile. Each card contains an adjective describing feelings. They will have 30 seconds to prepare a one-minute talk about a situation in which they have felt the feeling on their card. Ask them to think about the situation: what it was, when and where it happened and how they felt. Encourage them to make notes as they’re preparing. Ask students to take it in turns to talk for a minute. The other students should time them. If they manage to talk for a minute about the feeling on their card, they keep the card. The object is to collect as many cards as possible. Allow students to continue until all the cards are used up or for as long as time permits.

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Module 3 Activity Notes 3A Error correction Aim To practise error correction in written language

Activity type Correcting word formation errors in sentences

Classroom dynamics Groups of 3

Time taken 15 minutes

When to use After 3a, Vocabulary, Activity 4, Page 42

Preparation Make one copy of the activity for each group. Cut up into strips (each sentence is one strip).

Answer key I need a 6 in IELTS but I’m not sure that’s achievable. The most annoying thing about schools is all the tests. I’ve tried to organize the new vocabulary in alphabetical order but it doesn’t help. My mark in my last assignment was very disappointing. I’m very careful when I write. I always check what I’ve written at the end. Jemima has always been a very creative person. I found the lecture very informative. Stressing too much about exams can be harmful. Educational research has shown that practice really does make perfect. After careful consideration I’ve decided not to take the exam at this stage. Traditional methods of teaching are often found to be boring by students. Stress has been found to have a direct effect on the academic success of students. We had a very interesting conversation about the aims of education. What’s the difference between a test and an exam? Some people value popularity more than honesty.

Procedure 1 Divide the class into groups of three. Give each

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group a complete set of sentence strips, placing them face down so that students can’t see what is written on them. Explain that each strip has a sentence with a word formation error in it. They need to find the error and correct it. Ask students to appoint a member of the group to keep score. They take it in turns to pick up a strip and read out the sentence on it. If they can spot the error, they get one point. If they can correct it, they get another point. Each sentence is worth two points. The others in the group have to agree on the correction for the student to get the points. Demonstrate with a sentence on the board: The decide was not an easy one to take. (The decision was not an easy one to take.)

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Module 3 Activity Notes

3B Priorities

3C Verb patterns

Aim

Aim

To practise education vocabulary, comparatives and superlatives

To practise verb patterns (-ing and infinitives)

Test link

Card matching game and making sentences

Speaking

Activity type Classroom dynamics

Activity type

Groups of 3 or 4

Ranking activity

Classroom dynamics Individual then pairs

Time taken

Time taken 20–25 minutes

When to use

15–20 minutes

After 3b, Language development and vocabulary, Activity 4, Page 48

When to use

Preparation

After 3a, Language development, Activity 4, Page 45

Make one copy of the activity sheet for each group. Cut up the word cards so that there are two piles of cards for each group; one white and one grey.

Preparation Make one copy of the activity for each student.

Procedure 1 Tell students they are going to rank a list of reasons 2

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for going to (secondary) school. Elicit some reasons from the students and write them on the board. Hand out a copy of the activity to each student. Give students a minute to read through the reasons to see if any of the ones they came up with are on the list. Ask them to work alone. They should choose the 10 most important reasons for going to school and assess them on a scale from 1 to 10, where 1 is the most important and 10 the least important. Allow about 5 minutes for this. When they have finished, ask students to work in pairs to compare their opinions and then come up with a combined pair ranking, from the most important (1) to the least important (10). Remind them to use comparatives and superlatives for this. Give them some examples, e.g. Learning to read and write is more important than having a good time. Getting a qualification isn’t as important as learning about history. Give students ten minutes to complete their rankings in pairs then get feedback from the different pairs about the five most important reasons that they agreed on. Encourage discussion about the most important reasons. If time allows, you could try to get a class consensus on the five most important reasons for going to school.

Procedure 1 Give each group one set of grey cards and one set

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of white cards. Deal out two white cards to each player and place the remaining cards face down on the table. Do the same with the grey cards. Tell students that they are going to play a game. They need to combine two words to make a sentence. Hold up a set of white cards and explain to students that the words on these cards are followed either by the -ing form or the infinitive (with or without to) and that in some cases, both are possible. Then hold up a set of B cards (grey) and explain that they are a set of verbs. Explain that to play the game, they will need to make a sentence using the word on the white card and a verb on the grey card, e.g. ask (somebody) + watch: I asked my students to watch films in English. The sentences can be either positive or negative and they can be in any tense. Students take turns to make a sentence. They should place the cards on the table in front of them as they do so. Other players in the group accept or challenge the sentence. If the group accepts the sentence, the student keeps the cards. As students play, monitor their use of the structures. If students can’t make a sentence, they can use their turn to change one of their cards by taking one from the corresponding pile. The card they put down goes to the bottom of the pile. After making a sentence, they pick up two more cards, one from each pile. The student with the most pairs wins.

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Module 4 Activity Notes 4A Collocation race Aim To match adjectives and verbs with a noun to make collocations

Activity type Matching task

Classroom dynamics Pairs then groups of 4

Time taken 15–20 minutes

When to use

Answer key medical treatment/research/development/information similar characteristics/appearance make an impact significant achievement/opportunities/research/information/ development common theme/characteristics traditional methods equal opportunities conduct research achieve a goal negative effect carry out an investigation/research physical appearance share information/a goal become aware social media technological development

After 4a, Vocabulary, Activity 4, Page 58. The collocations are taken from Modules 1–4.

Preparation Make one copy of the activity for each pair.

Procedure 1 Divide students into pairs. Give one activity sheet to each pair.

2 Tell them that they are going to race other pairs

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to form as many collocations as they can in five minutes by matching a verb or adjective with a noun. Tell students that some adjectives/verbs may collocate with more than one noun. One student should write down the collocations on the activity sheet. Start the race and time them. When five minutes is up, ask each pair to join another pair. They should compare their lists and agree on a new, definite list. Ask them to try to form 16 collocations. Give them another five minutes for this. Ask a student from each group to read out their collocations for the rest of the class to agree that they are correct. If there’s time, ask each group to choose five collocations to put into sentences. They can read out their sentences when they have finished.

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Module 4 Activity Notes

4B Futurist predictions

4C Speaking fluently

Aim

Aim

To practise talking about future probability

To practise speaking on a given topic for 1–2 minutes and to focus on building fluency

Activity type Making predictions

Classroom dynamics Pairs

Pairs

When to use After 4a, Language development, Activity 5, Page 61

Make one copy of the activity sheet for each group.

Procedure 1 Tell students that they are going to be futurists

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Time taken 15–20 minutes

Preparation

4

Activity type Classroom dynamics

20–25 minutes

3

Speaking Part 2: Individual long turn

Speaking about a topic

Time taken

2

Test link

for this activity. Explain that a futurist is a person who makes predictions about the future based on current trends. Divide students into groups of three or four and give an activity sheet to each group. Ask students to choose two areas of speciality (e.g. travel and fashion). Their job will be to make three predictions about those areas. Ask them to predict the kind of developments they think will definitely/ probably/possibly happen a hundred years from now based on the current trends in those areas. Write up on the board the language students can use when they’re completely sure, quite sure and not sure about a prediction (see Activity 1b, page 61, in the Coursebook). Give an example: I think a hundred years from now it might be possible for everyone to travel to other planets. Ask students to present their predictions to the class. Encourage the class to ask questions after the presentations or if clarifications are needed. When all the presentations have been made, encourage a class discussion about the predictions students think are the most likely to happen.

When to use After 4b, Speaking, Activity 4, Page 65

Preparation Make one copy of the activity sheet for each pair and cut it into three sections as indicated.

Procedure 1 Explain to students that they are going to take turns at being candidates and speaking examiners.

2 Divide the students into pairs. Give each pair a

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prompt card to share and each student a checklist. Explain that they will each get a turn to talk for 1–2 minutes on the topic on the prompt card. Go through the checklist with the class. Give students one minute to prepare their talk. Encourage them to make notes. In their pairs, students take it in turns to be the candidate and speak for 1–2 minutes on the topic on the card. As their partner is speaking, the ‘examiner’ should time them and listen in order to complete the ‘First turn’ column of the checklist. They should stop their partner when two minutes is up and give feedback based on the checklist. Students swap roles and do the same for their partner. When they’ve both had a turn, give students time to look through the checklist their partner has completed for them. They should then repeat the process (steps 3–4) trying to incorporate the feedback their partner has given them. As they speak, their partner should now complete the ‘Second turn’ column of the checklist and repeat their feedback. After the activity has finished, get feedback from the class: was their second turn better? Was the feedback they received helpful? What can they improve on?

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Module 5 Activity Notes 5A Pelmanism

5B Q & A

Aim

Aims

To practise verbs + prepositions; grammar to connect ideas and relative pronouns

To practise answering IELTS Part 3 speaking questions; To practise culture and entertainment vocabulary

Activity type

Test link

Pelmanism game: matching prepositions, verbs and pronouns with gapped sentences

Speaking Part 3: Two-way discussion

Classroom dynamics

Sentence sorting and speaking interview

Groups of 3–4

Classroom dynamics

Time taken

Pairs

20 minutes

Time taken

When to use

2–5 minutes

After 5a, Language development, Activity 4, Page 77

Preparation

Procedure 1 Divide students into groups of 3 or 4 students. 2 Place the sentence strips and cards face down on

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When to use After 5b, Speaking, Activity 6, Page 81

Make one copy of the activity for each group and cut up the sentence strips and cards.

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Activity type

the table in their sets (grey and white). Ask students to lay the strips and cards out, i.e. they shouldn’t be in piles. Students take it in turns to turn over a card from each set – one sentence card and one word card. If the word completes the sentence, the student keeps the pair and has another turn. If it doesn’t, the student puts them back, face down, and the next student has a turn. Groups can discuss whether a pair matches or not and ask for help where necessary. As they play, go round the class, monitoring the pairs of cards collected. If any are wrong, explain why. The student with the most pairs wins.

Preparation Make one copy of the activity for each pair and cut the sentences up. Shuffle them.

Procedure 1 Divide students into pairs. Hand out one set of shuffled cards to each pair.

2 Tell students that the cards contain Speaking Part 3 4 5

Answer key 1 can 2 this 3 Such 4 of 5 of 6 of 7 by 8 on 9 to 10 when 11 to 12 who 13 such 14 those

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3 questions but are all mixed up. Students need to sort them into four topic groups. Elicit the four different topics from the students (art, cities and culture, sportspeople and celebrities, toys and games). Now pairs should divide the four topics between them and ask their partner the three questions on each topic. Monitor while students take it in turns to ask their partner their questions. Encourage them not to rush their partner as the point is for their partner to say as much as possible when answering as they would be expected to do in the exam, but if their partner is struggling, they should ask them the follow up questions in brackets. Get feedback by asking students what they found difficult and/or easy about answering questions without time to prepare.

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Module 5 Activity Notes

5C Test tips 1 Aims To practise using reference words and synonyms to understand text cohesion; To revise useful reading paper tips

Test link Reading

Activity type Matching sentence halves

Classroom dynamics Pairs

Time taken 20 minutes

When to use After 5b, Reading, Activity 4, Page 82

Preparation Make one copy of the activity for each pair of students.

Procedure 1 Divide students into pairs and give each pair a copy of the activity.

2 Explain that the activity contains a list of test tips.

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Give them a few seconds to scan the sentences and decide which test the tips are for (Reading). Ask them to write their answer in the gap above the matching activity. In pairs, students complete the tips by matching 1–9 with A–I, writing their answers in the gaps. Encourage them to look for synonyms, topic vocabulary and reference words (e.g. these, one, it) to help them match A–I to 1–9. Get feedback by reading out the tips as a class. Ask students, in their pairs, to come up with any more useful reading tips. Give them a minute to brainstorm ideas. Elicit ideas from the class.

Answer key 1I 2A 3D 4C 5F 6E 7G 8H 9B

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Module 6 Activity Notes 6A The natural world quiz

6B Find someone who …

Aim

Aim

To practise environment vocabulary

To practise the present perfect

Activity type

Activity type

An environment quiz with gapped sentences

A mingling activity to find students who have done the things in the table

Classroom dynamics Pairs, groups of 4 or whole class

Classroom dynamics Whole class

Time taken

Time taken

15 minutes

15–20 minutes

When to use After 6a, Vocabulary, Activity 4, Page 90

When to use After 6a, Language development, Activity 5, Page 93

Preparation Make one copy of the quiz for each pair or group of four students.

Preparation

Procedure 1 Divide students into pairs or groups of four. Give

Procedure 1 Give each student a copy of the activity. 2 Explain to students that they will need to go round

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each pair/group a copy of the quiz. Students to work together to find the answers to the quiz. You could set a time limit for this. Elicit answers to the quiz as a class. Alternatively, you could do this quiz as a class. Divide the class into two teams. Hand out the quiz (one to be shared by two students) and give students a few minutes to complete it in their groups. Elicit answers by asking each team alternate questions. If they get their question right, they get two points. If not, the other team can answer. If they answer correctly, they get one point.

Answer key 1 climate 2 greenhouse 3 Global 4 fossil 5 shortage 6 increase/rise 7 pollution 8 energy 9 coastline 10 Lightning, thunder 11 volcano 12 rainforests 13 waterfall, Falls 14 Pacific 15 cave 16 temperature

Make one copy of the activity for each student.

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the class to find people who have done the things on their list. When they have found someone, they should think of a follow-up question to ask them and write the answer in the ‘Details’ column then move on to a different student to ask the next question. Demonstrate by writing on the board: Find someone who has been to an English speaking country. Ask individual students: Have you been to an English speaking country? until you find someone who has. Write their name on the board and say [Name] has been to an English speaking country. Ask the student: Which country have you been to? Report back to the class: [Name] has been to [name of country]. Monitor students. The negative statements will be more difficult for students, so you may need to help them (Have you watched television in the last seven days? Have you been to the cinema this year?). When students have found a name for each statement they should sit down. Ask students to report back to the class some things that they found out about their classmates, e.g. Joanne has learnt a second foreign language. She can speak German.

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Module 6 Activity Notes

6C Expanding headlines Aims To expand newspaper headlines into sentences using auxiliary verbs and articles; To practise the present perfect and articles

Activity type Expanding newspaper headlines into full sentences

Classroom dynamics Pairs then groups of 4

Time taken

Answer key Possible answers 1 A park ranger has received a medal for his/her bravery. 2 (Some) animals have escaped from the zoo. 3 A tiger has attacked a boy. 4 Two people have been killed in a safari accident. 5 A man has seen a lion in the street./A lion has been seen in a street. 6 The mayor has opened a new shopping centre. 7 Animal groups have complained about the new laws. 8 A popular wildlife park has closed. 9 A lack of accommodation has been blamed for the low tourist numbers. 10 Animal research has been hit by budget cuts./Budget cuts have hit animal research.

20 minutes

When to use After 6b, Language development and vocabulary, Activity 5, Page 96

Preparation Make one copy of the activity for each pair.

Procedure 1 Divide students into pairs and give them a copy of the activity.

2 Tell students that the column on the left contains

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newspaper headlines and explain that to save space newspapers often omit auxiliary verbs and articles from their headlines and even change the order of the words. Tell students that the aim of the activity is to expand the headlines into full, meaningful sentences. Tell students that normally headlines refer to events in the recent past so the present perfect is usually used to report the event. Give students an example: New Great Barrier Reef fish species: A new species of fish has been found in the Great Barrier Reef. Students work in pairs to write the expanded headlines. Remind them that there may be more than one correct answer. Allow 10 minutes for this. Monitor students’ progress. When students have finished, they should join another pair to form groups of 4. Students compare their sentences and add any sentences the other pair in their group had formed. Elicit feedback from the different groups. If there is time, get students to guess what the news stories might be about. Alternatively, get pairs to write and present a news story for one of the headlines.

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Module 7 Activity Notes 7A The fact is …

7B Test tips 2

Aim

Aims

To practise zero and first conditionals

To practise zero and first conditionals; To revise useful speaking test tips

Activity type A sentence completion task

Classroom dynamics Pairs then groups of 3–4

Test link Speaking

Activity type Gap fill and matching sentences

Time taken

Classroom dynamics

15–20 minutes

Pairs

When to use After 7a, Language development, Activity 4, Page 109

Time taken 15 minutes

Preparation Make one copy of the activity sheet for each pair. Cut up so there is one activity sheet for each student.

When to use

Procedure 1 Hand out a copy of the activity sheet to each

Preparation

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student. Explain to students that they are going to express their opinions about different things using conditional sentences. Demonstrate on the board. Write: If you steal, … and elicit sentence endings from the students, e.g. … you will go to prison. Give students about 10 minutes to complete their sentences in pairs. Monitor for correct tense usage while they’re doing this. Put students into groups of 3 or 4. They should compare their opinions and discuss whether they agree with others’ opinions. Elicit feedback and discuss students’ views where appropriate.

After 7b, Speaking, Activity 5, Page 113

Make one copy of the activity for each pair.

Procedure 1 Divide students into pairs and give them a copy of the activity.

2 Explain that the activity contains a list of test tips.

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Give them a few seconds to scan the sentences and decide which test the tips are for (Speaking). Ask them to write the answer in the gap above the sentences. In pairs, students complete the sentences with the correct form of the verbs in brackets. Check the answers with the class. Explain to students that they will now need to complete the tips by matching 1–6 with A–F. Get feedback by reading out the tips as a class. Ask pairs to come up with any more useful reading tips. Give them a minute to brainstorm ideas. Elicit ideas from the class.

Answer key 2 do not/don’t 3 do not/don’t 5 get better/will get better B will count D will not/won’t/ might not E are 1E 2F 3A 4B 5C 6D

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Module 7 Activity Notes

7C Taboo Aims To practise vocabulary from modules 7a and 7b; To practise paraphrasing as a speaking communication strategy

Test link Speaking (all parts)

Activity type A word guessing game

Classroom dynamics Groups of 3 or 4

Time taken 20 minutes

When to use After 7b, Reading, Activity 4, Page 114

Preparation Make one copy of the activity for each group. Cut up the 16 cards.

Procedure 1 Divide the class into groups of three or four. Give each group one set of cards face down.

2 Explain to students that they have to describe the

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word on the card without saying the word itself. They can define the word, describe it, explain its concept or use examples or synonyms. They can also mention the part of speech the word is, e.g. noun, verb, adjective. Explain that this is a good skill to learn in case they can’t recall a specific word in the Speaking test. Students take it in turns to pick up a word card. Tell them that they should not show their card to the others in the group. Their partners have to try to guess the word. The first student to guess the word correctly, gets to keep the card. If no one can guess the card, it should go back in the middle face up. The winner is the student with the most cards at the end.

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Module 8 Activity Notes 8A Ordering sentences Aim To practise the passive voice; To practise using sequencers

Test link Writing Task 1: Describing stages in a process

Activity type Ordering sentences in a process

Classroom dynamics Pairs then groups of 4

Time taken

Aim To revise synonyms from modules 8a and 8b

Matching task

When to use After 8a, Writing, Activity 3, Page 126

Preparation Make one copy of the activity sheet for each pair or group and cut up into sentences.

Procedure 1 Divide the class into pairs or groups and write the heading on the board: From cacao to cocoa.

2 Give each pair a set of sentences. Explain that the

4

8B Synonym race

Activity type

20–25 minutes

3

Holes in the box allow the liquid that is produced to slowly leak out, leaving just the beans. The beans gather moisture from the environment and the pulp. Their flavour begins to change from mainly bitter to the complex flavour called chocolate. This fermentation process can take up to eight days depending on the species of cacao beans. In the final stage, the cocoa beans (as they are called after fermentation) are dried, shipped and stored.

sentences describe the process of producing cocoa from cacao beans. In pairs, students reorder the sentences to complete the process of producing cocoa. Remind them to look for sequencers to help them, e.g. first, then, finally. When they have finished, pairs could then join another pair to agree on a final order. Elicit ideas from the different groups. The actual correct order isn’t of paramount importance. However, the students should be able to justify why they have chosen a particular order. You could write the sentences on the board as you elicit them. Alternatively, make a copy of the answer key to hand out to students.

Answer key From Cacao to Cocoa First the cacao pods are harvested by hand. The pods are then carefully broken open to release the cacao beans, which are embedded in a moist pulp. The beans and pulp are scooped out quickly and placed in a pile on mats or banana leaves and placed in a box. The contents of the box are heated slightly. Fermentation occurs when the pulp surrounding the cacao bean is converted into alcohol by the yeast in the air. The beans are mixed gently during this process to introduce oxygen into the box.

Classroom dynamics Pairs and groups of 4

Time taken 15–20 minutes

When to use After 8b, Language development and vocabulary, Activity 4, Page 128

Preparation Make one copy of the activity for each pair.

Procedure 1 Divide students into pairs. Hand out a copy of the activity to each pair.

2 Tell students that they are going to have a race to

3 4

5 6

form as many synonym pairs as they can in five minutes by matching a word or phrase in the top group with its synonym in the bottom group. One student should write down the synonyms on the lines provided at the bottom of the page. Start the race and time them. When five minutes is up, ask each pair how many they matched. Ask each pair to join another pair. Ask the groups to form 21 synonym pairs. They should compare their lists and agree on a new, definitive list. Give them another five minutes for this. Elicit the synonyms and write them up on the board. If there’s time, ask each group to choose five words/phrases to put into sentences. They can read out their sentences when they have finished.

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Module 8 Activity Notes Answer key involves – is about; complex – difficult; considerably – much; consume – eat; generate – create; occur – happen; health – well-being; vary – change; be concerned – worry; benefit of – good thing about; deliver – bring; prepare – cook; relax – sit back; remove – take away; as a result – so; collect – take; place – put; display – show; locate – find; select – choose; view – look at

8C Test tips 3 Aim To revise useful writing test tips

Test link Writing

Activity type Gapped sentences

Answer key 1 Always read the question carefully and keep your answers relevant to the topic. 2 Try to develop an academic writing style. 3 Make sure your writing is clearly organised into paragraphs. 4 Write clearly so that the examiner can read your handwriting. 5 Leave enough time to check your work carefully. 6 Use connectors to show the relationship between ideas. 7 Spend no more than five minutes planning your answer. 8 Get as much practice answering the different IELTS Writing task types as possible. 9 For Academic Task 1, include facts and numbers/figures from the charts to illustrate your main points. 10 Do not write less than the word limit specified. General 2, 8 Before 1, 7 While 3, 6, 9, 10 After 5

Classroom dynamics Pairs

Time taken 15 minutes

When to use After 8b, Writing, Activity 8, Page 133

Preparation Make one copy of the activity for each student or pair.

Procedure 1 Divide students into pairs and give each student or pair a copy of the activity.

2 Explain that the activity contains a list of writing

3

4 5

test tips. In pairs, students complete the tips with a suitable word. Remind them that the word not only has to fit the sentence in meaning and grammar but also has to give the best advice for the writing paper. Give pairs at least 5 minutes to complete the task. When they have finished, ask them to compare their answers with another pair. In their groups, they should decide whether each tip is general in nature or refers to before, while or after they write. Ask them to write the numbers of the sentences in the correct part of the table. Get feedback from the class. Discuss the different answers students come up with and decide on the best answer for each gap as a class. If there is time, ask students, in their pairs or groups, to come up with two more useful writing tips. Give them a couple of minutes to brainstorm ideas. Elicit ideas from the class.

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Module 9 Activity Notes 9A Test tips 4

9B Active to passive

Aim

Aim

To practise modals of obligation; To revise useful listening test tips

To practise transforming sentences from active to passive voice

Test link

Activity type

Listening

Sentence transformation

Activity type

Classroom dynamics

Word choice task

Groups of 3

Classroom dynamics

Time taken

Pairs and whole class

20 minutes

Time taken

When to use

15 minutes

After 9b, Language development and vocabulary, Activity 2, Page 144

When to use After 9a, Language development, Activity 4, Page 141

Preparation

Make one copy of the activity for every two pairs. Cut into two cards, one for each pair..

Make one copy of the activity for each group. Cut up the sentence strips, keeping them in order with 12 at the bottom of the pile (as the sentences become more challenging).

Procedure 1 Divide students into pairs and give one copy of the

Procedure 1 Divide the class into groups of 3. Tell them that

Preparation

activity to each student or pair.

2 Explain that the activity contains a list of listening

3 4

5

test tips. Explain that both modal options in each sentence are structurally possible so they need to think about the meaning of the sentence and choose the option which gives the correct advice. In pairs, students complete the tips with the correct modal. Give them 5 minutes to do this. When they have finished, elicit answers and, as a class, discuss the rationale behind each tip. Ask students, in their pairs, to come up with two more useful listening tips, e.g. You should read the instructions to find out how many words or numbers you can write in each gap. Tell them to include modals and to make their sentences into a word choice task (like the one they’ve just done). Give them a few minutes to brainstorm ideas and to write their tips in the space provided. If they are struggling, they could look at the Coursebook or a practice paper for inspiration. Students should then swap tips with another pair to complete and return. Pairs can then mark each other’s work. Elicit the tips the students have come up with.

Answer key 1 should 2 shouldn’t 3 should 4 can 5 mustn’t, should 6 should 7 must 8 must

2 3 4

5

6

they will need their notebooks or a blank piece of paper for this activity. Give each group a complete set of sentence strips, face down on the table. Explain that each sentence on the paper is in the active voice. Students have to convert it into the passive voice. Students appoint a member of the group to keep score. All three students pick up a sentence strip. They should write down their new, passive sentence in their notebook or on a piece of paper. When they have finished, they take it in turns to read out the active sentence and then the passive one they’ve written. Their team members must decide if the passive sentence is acceptable. If it is, the student gets one point. They then pick up another sentence strip and play on. Demonstrate with a sentence on the board, e.g. Scientists consider good health to be of utmost important: Good health is considered to be of utmost importance. Ask students to decide themselves if the agent is necessary for each sentence. Monitor the activity and help out if needed. When the students have finished, elicit answers and ask students if the agent was important enough to be included. You could also give them a copy of the answer key to check their answers.

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Module 9 Activity Notes Answer key 1 Penicillin was discovered by Alexander Fleming in 1928. 2 Antibiotics are known to be under threat. 3 New medicines are tested on animals. 4 The bacterium H. Pylori has been found to cause stomach ulcers in people. 5 Genetics is said to account for 20% of our well-being. 6 Good friendships are formed when we’re teenagers. 7 Physical appearance is not considered important by everyone. 8 Having a family is considered to be important (by many people). 9 Teenagers can be influenced by their peers. 10 We know that fitness was promoted by the Ancient Greeks. 11 In recent years, more attention has been paid to diet as a way to stay healthy. 12 A gym has been set up for our employees to use.

3 When students finish elicit feedback. 4 Then students put the words into the correct 5

6

9C Describing people 7

Aims To practise adjectives describing people; To practise speaking on a given topic for 1–2 minutes

Test link Speaking Part 2: Individual long turn

Activity type Brainstorming synonyms, categorising adjectives and speaking about a topic

Classroom dynamics Pairs

Time taken 15–20 minutes

column and, if they can, add two new words to each column. Elicit answers. Hand out a copy of the Speaking test prompt card to each pair. Explain that each student should prepare a talk on the topic using some words from the vocabulary task during their talk. Give students one minute to prepare. Encourage them to make notes. In pairs, students take turns to be the candidate and speak for one to two minutes on the topic. Encourage them to aim for two minutes. As their partner is speaking, the other student should be listening to them. Write the following criteria on the board: Did they follow the prompts? Did they speak clearly? Did they use a variety of language for describing people? Ask students to listen for these things as their partner is speaking. Students should stop their partner after two minutes and give them feedback on these points. Students swap roles.

Answer key Possible answers motivated – ambitious; grumpy – bad tempered; athletic – fit; elegant – stylish; talented – gifted; slim – thin; gorgeous – good-looking; intelligent – smart/clever; dull – boring; fascinating – interesting; attractive – good-looking/pretty/ beautiful Physical appearance

Personal qualities

athletic – fit elegant – stylish slim – thin gorgeous – good-looking attractive – good-looking/ pretty/beautiful

motivated – ambitious grumpy – bad tempered talented – gifted intelligent – smart/clever dull – boring fascinating – interesting

When to use After 9b, Language development and vocabulary, Activity 4, Page 144

Preparation Make one copy of the activity sheet for each pair. Cut it into two sections (a vocabulary activity and a prompt card).

Procedure 1 Divide students into pairs. Give each pair a copy of 2

the first activity but not the Speaking test prompt card yet. Students read through adjectives describing people and brainstorm a synonym for each adjective. Tell them that these adjectives together with their synonyms all appeared in Modules 9b and 2a of their Coursebook. They should try to recall the synonyms without looking in their Coursebooks however. You might want to set a time limit of three minutes for this. Expert IELTS 6 Teacher’s Online Materials © Pearson Education Limited 2017

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Module 10 Activity Notes 10A Word associations

10B Quantifiers

Aim

Aim

To practise crime vocabulary

To practise using quantifiers

Activity type

Activity type

Word association card game

Sorting activity and sentence writing

Classroom dynamics

Classroom dynamics

Groups of 3 or 4

Groups of 4 or more

Time taken

Time taken

10–15 or 20–25 minutes

20 minutes

When to use

When to use

After 10a, Vocabulary, Activity 5, Page 154

After 10a, Language development, Activity 4, Page 157

Preparation

Preparation

Make one copy for each group. Cut into 24 cards for each group. (For a shorter activity, use only half the cards.)

Make one copy of the activity for each group.

Procedure 1 Divide the class into groups of 3 or 4. Give each 2

3 4 5

group a complete set of cards, face down on the table. Students take it in turns to pick up two cards and make a sentence incorporating both words/ phrases. They can change the form of a word (e.g. simple to continuous or present to past) but not the word class (e.g. noun to verb). The rest of the group should decide if the sentence is correct. If it is, the student keeps the cards. If it isn’t correct, another member of the group can correct the sentence and, if they are successful, they can keep the cards. If no one can make a sentence, the cards go back in the pack and the pack is shuffled. The winner is the person with the most cards at the end. Demonstrate with two of the cards, e.g. murderer and robber: He is a convicted murderer and robber and will stay in prison for a very long time. Monitor students and help out if necessary. When the groups have finished, ask individual students to say some of their sentences.

Procedure 1 Divide the class into groups of at least four students and give each group a copy of the activity.

2 In their groups, students brainstorm as many

3

4

5

quantifiers as they can think of in two minutes. They should write the quantifiers in the blank box. After two minutes, ask students to swap their activity sheets with another group and to add any quantifiers that are missing. Give them a minute to do this. Elicit the quantifiers and write them up on the board. Add any they have not come up with. Ask students to sort the quantifiers into the table on the activity sheet. Point out that some can go into more than one column. Get feedback when they have finished. Ask students which two quantifiers mean not enough (few and little). For the last activity, students will need to ask the other members in their group questions about their family, possessions and what they’ve got in their bags or pockets, e.g. Do you have any money in your pocket? (Yes): Zoe has got some money in her pocket. Students write one sentence for each quantifier. When they have finished, ask students to tell the class about their group by reading out some of their sentences.

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Module 10 Activity Notes Answer key Quantifiers many, a lot of, a little, some, any, a few, little, a large number of, few, plenty of, much, a large amount of Positive

Countable

Uncountable

many, a lot of, some, a few, a large number of, few, plenty of

much, a little, some, a lot of, little, a large amount of, plenty of

Question any and Negative

any

10C If I could … Aim To practise the second conditional for talking about hypothetical situations

Activity type Completing sentences and guessing game

Classroom dynamics Class or two large groups

Time taken 15 minutes

When to use After 10b, Language development and vocabulary, Activity 6, Page 160

Preparation Make enough copies of the activity so that each student gets at least three sentence strips. Bring one bag for each group to class to put the folded sentence strips in.

Procedure 1 Depending on the size of your class, you can play

2

3

4

this game as a class or in groups of four. Hand out at least three different sentence strips to each student. Individually, students should complete the sentences with their own opinions using the second conditional. Allow about five minutes for this. Monitor students and check that they are writing grammatically correct sentences (focus on the structure of second conditional sentences). Ask students to fold their sentences and to put one of them in the bag then jumble the sentences in the bag. Students then pull out a sentence and read it out loud. If it is their sentence they should put it back into the bag and pull out another. Group members have to guess who wrote the sentence. If they guess right, they get a point. Continue until all the sentences have been read out. The student with the most points when all the sentences have been read out is the winner.

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