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978-1-316-64933-6 — Mindset for IELTS Level 3 Teacher's Book with Class Audio
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UNIT/ 01: URBAN AND RURAL LIFE

READING
02 Ask students to write a short paragraph about an area
OUTCOMES of their own country. Make it clear to students that the
purpose of writing is to prepare them for the IELTS style
• deal with matching headings tasks texts that they will read in later exercises.
• identify the main idea of a paragraph 03 Draw students’ attention to the title. Ask them to work in
• understand the meaning of prefixes pairs and predict what the main text could be about.
04 Ask students to complete Exercise 04.

OUTCOMES Students’ own answers

Ask students to focus on the outcomes of the lesson. Explain Alternative
that the IELTS matching task requires them to choose a heading
which correctly summarises the whole paragraph. To do this Write the first sentence of the paragraph on the board.
they need to identify the main idea in a paragraph. Explain that Encourage students to identify the main ideas in the
there will probably be some unknown words in IELTS reading sentence by asking questions (e.g.‘What is special or
texts, but that it is possible to ‘guess’ the meaning of some diferent about the city of Auroville?’). Before students do
of these without using a dictionary. Students should also be this exercise, ask them to read the Bullet Box.
aware of the use of prefixes, which can further help them to Advice
choose the correct paragraph headings. Students will need to know what a topic sentence is in
order to attempt IELTS matching tasks. Explain / elicit the
LEAD-IN definition below:
To engage students in the topic, elicit where they would
prefer to go on holiday (e.g. the beach, the mountains, the Definition
countryside, a city). Ask them to read the text and underline Topic sentence: The sentence which conveys the main idea of a
any places they chose that are mentioned in the text. whole paragraph
01 Elicit several examples of underlined nouns in the text which
are preceded by the. Ask students if they know why. Do the
Heading B seems to fit best, as it contains paraphrases of
same for underlined nouns with zero article.
the sentence: designed = planned and built an imperfect
Ask students to work in pairs and complete the exercise. world = today’s world of conflict, greed and constant
struggles for power an urban ideal = the ultimate model
No article used for: of unity, peace and harmony
individual islands: e.g. Mallorca Heading A: There is nothing in the sentence that matches
names of most countries: e.g. Spain, France, Germany, China ‘always fail’.
names of beaches: Alcudia Beach Heading C: The sentence talks about ‘peace and harmony’,
names of cities/towns/regions: Palma de Mallorca, Algaida, which contradicts the idea of ‘conflict’ in the heading.
Binissalem
names of mountains: Mount Everest, Mont Blanc 05 Ask students to read the full paragraph and to check in
Use ‘the’ for: pairs whether they think the heading is still the same.
groups of islands: the Balearic Islands
coastal areas: the Valencian Coast Heading B is correct.
oceans and seas: the Mediterranean Sea, the Persian Gulf
nationalities: the Spanish, the Omanis, the Chinese 06 Ask students to complete Exercise 06 following the same
countries which are Republics, Kingdoms or Unions: procedure as before.
the Republic of China, the United Kingdom (the UK),
the United States of America (the USA) At this point, the best heading appears to be B: A city at
mountain ranges: the Tramuntanas, the Himalayas the top of the world
geographical areas: the north east, the south west
07 Ask students to read the whole paragraph and to decide
Other geographical features:
whether they still agree with their original choice.
lakes: no article, usually begins with the word Lake
(Lake Windermere) The best heading is C: An unusual approach to regulation,
rivers: definite article before name of river. Capitalise because the paragraph talks about other examples of
the word ‘river’ or it can be omitted (the Thames, rules and laws that could be seen as unusual. It is not A –
the River Thames).

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Extension
An unwelcoming place to die – because the text tells us that
it is forbidden to die there. Ask students to come and write their headings on the board
and decide as a class on the best one.
08 Encourage students to identify the sentence that gives the Students then complete Exercise 14.
main idea of the whole paragraph and to compare their
ideas in pairs. Make it clear that the topic sentence is oten, Heading A – A conflict between reality and imitation – is
but not always the first sentence. correct.

But what really sets it apart is that it can also lay claim to 15 Write the word ‘pre’ on the board and elicit its meaning from
some of the world’s strangest rules. students (i.e. that it means ‘before’). Write the first heading –
‘an unusual approach to regulation’ on the board. Ask students
09 Tell students that they are going to read the first sentence to identify which word in the heading contains a prefix.
of another paragraph and find words or phrases that Ask them to discuss the possible meaning of each prefix.
match the words underlined in the three options. Explain
that in the IELTS reading exam they will need to find un- = not opposite;
information in the text that supports the key words in the im- = not;
headings. co- = together

A regulation = not allowed to build fences around their Ask students to complete the rest of the examples in pairs.
houses 16 Use the first prefix as a quick example to work through with
B dangers of the wild = the constant threat of visits from the whole class. Ask students to work in groups of 3. Give
wild animals each group a prefix from the list and ask them to list words
C humans and animals = lions and hippopotamuses that contain it and to work out their meaning.
[and] anxious residents; co-exist = residents are not
allowed to … keep out their neighbours un = not/opposite; im = not; co = together
post = ater, behind – postgraduate, post-mortem, postpone
10 Ask students to focus on the underlined adjectives and for-/fore- = before – forecast, forward, forehead
adverbs and look for information in the sentence that
sub = under, below – submarine, subway, subtitle
matches the underlined words and to decide which of the
headings could be eliminated. Emphasise that this is a multi = many, much – multinational, multiply, multicultural
strategy that they can use in the exam. anti = against, opposite – antivirus, antiseptic, antiperspirant
mis = wrong, bad, badly – misunderstand, misjudge, misspell
A An unusual approach to regulation – still possible as non = not – non-profit, non- fiction, nonsense
a correct answer, and you would need to read more of
the paragraph to be sure. pre = before – preview, prepay, prejudge
over = above, too much – overload, overtake, oversleep
B Dealing with the occasional dangers of the wild – no
longer possible as it contradicts ‘the constant threat’. under = below, not enough – underwater, underwear,
underage
C Where humans and animals cautiously co-exist – most
likely to be correct as it paraphrases the sentence. 17 Work through the first example as a class. Write the sentence
on the board and ask students to volunteer which prefix
11 Ask students to read the whole paragraph and check which
they think would best fit the context of the sentence.
heading correctly matches the idea of the whole paragraph.
Ask students to work through the remaining examples.
Heading C is correct.
A forewarned / pre-warned B overpopulated
12 Ask students to identify the topic sentence of the C misinformed D anti-government(al)
paragraph.

Everywhere in Marloth Park, a wary understanding exists EXAM SKILLS

between man and beast. 18 Tell students to read through the text quickly to get a
general idea. Tell them not to look at the headings yet, as
13 Tell students to read the paragraph and to take some brief this will encourage them to focus on specific words, which
notes on the main ideas. may appear in the paragraph, but will not necessarily
represent the main idea.
Students’ own notes
Alternative
14 Ask students to look at their notes and to use them to Go through the first paragraph as a whole class. Ask students
identify the main idea of the paragraph and write a to carefully read paragraph A again, and to write down what
sentence giving the main idea of the paragraph. they think its main idea is. Then ask them to refer to the
headings and to try to select the correct one for paragraph A.

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2 Between 1980 and 1990 sales grew rapidly to 90,000.

Ask students to work individually through the paragraphs
3 From 2020 to 2030 sales will / are predicted to / are
following the same procedure. Before students do this
expected to grow rapidly to 90,000.
exercise, ask them to read the Bullet Box at the start of the
Matching Headings section. 4 By the year 2000, sales had grown rapidly to 90,000
Advice 5 By the year 2020, sales will have grown rapidly to 90,000.
Make students aware that there are two ‘distractor’ 02 Ask students to complete the next task as a pair activity.
headings. Emphasise that if they focus on the paragraphs
before looking at the headings, they will be less likely to be Draw students’ attention to the advice box on Part 1 Task
confused by the distractors. Achievement. Ask them to read through it and then elicit
the types of common mistake that may stop students from
Definition getting high marks. Then ask students to focus on the main
questions that they should ask themselves when looking at
Distractors: Extra heading in the IELTS reading heading matching a Part 1 task.
task which do not match with any of the paragraphs.
03 Ask students to work in pairs and complete Exercise 03.
It is good practice to give students a time limit to complete Suggested answers
IELTS practice tasks, so that they can get used to working
under exam conditions. Monitor as they are working All three reasons have risen over the period. Overall, the
through the task, in order to get an idea of how easy or number of people moving away from the capital city is
dificult students are finding it. on the up.
Trafic saw the steepest rise, particularly from 2000 to 2010.
1 ii 2 vi 3 iii 4 v 5 viii 6 vii Rising cost of living rose the least over the whole period and
this reason was the only one to show any fall (2000–2010).
However, in terms of numbers it was the main reason for
WRITING moving to the countryside across the whole period by a
significant margin.
OUTCOMES The increase in people leaving for lifestyle reasons was
steady across the whole period but relatively low.
• identify the main features of a line graph
• achieve a high score for Task Achievement 04 Ask students to read the example answer, and to discuss
• describe and compare with adjectives and adverbs. with a partner why it would not have received a good mark
for Task Achievement. Remind students to look back at the
reasons students lose marks for this task from the previous
exercise. Before students do this exercise, ask them to read
OUTCOMES the Tip for exercise 03
This lesson is linked to Part 1 of the IELTS writing test, which
Advice
involves giving a written description of a graph, chart, map
or process diagram. The first outcome is linked to one of the A good answer to Task 1 should include the following:
graphs that students may be asked to describe. The second • A brief overview of the information shown in the graph,
outcome focuses on Task Achievement – one of the four chart, map or process diagram.
criteria that will be used to measure students’ performance • Several paragraphs highlighting key information or trends.
in Writing Part 1. The third outcome concerns some of the key
• A concluding paragraph which summarizes the main
language that is frequently used for describing graphs and
features.
charts. These outcomes are all key requirements for IELTS
Task 1. Emphasize to students that they are not expected to
speculate reasons why changes have occurred; they only
LEAD-IN need to comment on the data that appears in the task.
01 Project an image of the simple chart in Exercise 1 onto the Suggested answers
board. Ask students to work in pairs and discuss information
Some of the data and categories are incorrectly reported.
about the chart (e.g. ‘What type of chart is it?’ ‘What does it
(Incorrect: The main reason was tra ic; 70,000 le in 2010)
show’ etc.). This will give you an idea of how familiar your
students are with reading and interpreting information The third paragraph does not include any data to support
in charts. Ask students to work in pairs and complete the its arguments.
remaining tasks. There is no concluding paragraph.
The answer is considerably less than 150 words.

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The level of language is OK, but unlikely to impress the The increase in people moving for a better quality of life is
examiner. significantly higher than in the other categories.
Note: it is also recommended that when you write The rise in people moving for a better quality of life is
your introduction, you put it in your own words as this noticeably higher than in the other categories.
demonstrates the ability to paraphrase (Lexical Resource).
This introduction borrows heavily from the question. 09 Turn students’ attention to the example sentence in
the students’ book, then ask them to produce written
05 Ask students to read the second sample essay and to descriptions in pairs. This will help to familiarise students
complete the task. with vocabulary that may be new to them, but which will
be frequently used in writing Task 1.
1 B 2 A 3 D 4 C
Alternative
06 Students discuss the best summary in pairs, giving reasons Provide students with some simple visual representations of
for their choice. line charts (these can be drawn on the board). Ask students
to work in pairs. One student sits with their back to the
A This is not a good conclusion: (a) to say ‘people let the board, while the other describes the line (not using the
city for three main reasons’ is not necessarily true: the adverbs from Exercise 08). The students with their backs to
graph did supply three reasons – however, there may have the board have to work out which adverb from Exercise 08 is
been others that were not included in the graph; (b) there being described.
is incorrect reporting of data, which should be ‘between
1990 and 2010’, not ‘1990 and 2000’. Also, life style did not inconsistently: the line changes in a way that doesn’t
change the least, given the fall between 2000 and 2010, demonstrate an obvious pattern
rising cost of living changed the least for the whole period. significantly: the change showed by the line is marked or
B This is the best conclusion. It is less mechanical than major, perhaps in comparison to another line on the graph
A, mentions the main features and expresses what had progressively: the change is slow and consistent
started to happen by the end of the period. noticeably: the change showed by the line is clearly visible,
C The worst conclusion of all three. Not only has the especially in comparison to another line on the graph
candidate included data in their concluding paragraph, gradually: the tendency to change on the graph is slow
but it also repeats what has already been stated in the
sharply: the change indicated by the line is fast and
main body. The candidate does not ‘step back’ and
dramatic
present a summary of the main trends or features.
markedly: the change showed by the line is clearly visible,
07 Encourage students to check the meaning of any unknown especially in comparison to another line on the graph
vocabulary, and then complete Exercise 07. abruptly: the change indicated by the line is fast and
dramatic
1 highest 2 overall 3 notable 4 consistent
5 stable 6 lowest 7 joint-lowest 10 Emphasize the importance of using a range of grammatical
structures in the response to Task 1, as this will result in
08 This task requires students to distinguish between objective achieving a better score for Grammatical Range and Accuracy.
and subjective adverbs for describing manner of change. Turn students’ attention to the example exercise. Ask them
Before students do this exercise, ask them to read the Tip. to identify the parts of speech in the second sentence, and
Advice whether it is necessary to add any other words (e.g. The).
It is important to encourage students to use appropriate Ask students to work in pairs and complete the rest of the
academic register when responding to Writing Task 1, as exercise.
this is linked to the Task Achievement criterion. A simple
explanation would be that objective language concerns ‘facts’ Sample answers
whereas subjective language brings in the writer’s feelings. 2 Trafic experienced a steady rise as a reason for moving
An example could be demonstrated to clarify the diference to the countryside between 1990 and 2000
e.g. numbers rose abruptly vs numbers rose shockingly. Ask 3 but then increased markedly between 2000 and 2010.
students which of these adverbs represents a feeling, and
4 The number of people moving to the countryside for
then explain that this makes the language subjective.
lifestyle reasons saw a consistent growth across the
Ask students to complete the exercise in pairs, and then whole period shown in the graph.
nominate individuals to answer.

Inappropriate adverbs for a Task 1 essay: amazingly, EXAM SKILLS

shockingly, surprisingly, predictably. 11 Tell students that they are going to attempt an IELTS Task 1
The adverbs significantly and noticeably are arguably response to a line chart.
subjective, but inconsistently used in the correct way are Remind students of the 4 questions that they should ask
not necessarily so: themselves about the information in the line chart that

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they read about in the tip box in Exercise 03. Elicit that
these questions relate to the Task Achievement criterion. All in all, the graph tells us that, ‘employment’ aside, there
Set a time limit and ask students to complete the task was an increase in each of the four reasons for moving over
individually. Before students do this exercise, ask them to the period in question, with the greatest rise occurring in
read the Tip from Exercise 10. those citing study as the main motivating factor. (212 words)
Advice Extension
It is good practice to ask students to work individually on Ask students to work in pairs and look at the sample answer.
the task and to give them a time limit, as this will give them Go over the three criteria that students considered in the
a more authentic experience of exam practice. Tell students lesson (Task Achievement, Lexical Resource and Grammatical
that they will be penalized for being over or under the word Range and Accuracy) and ask students to apply these criteria
limit of 150 words. to the sample answer.
Feedback
If there is time before taking the papers in, you could ask LISTENING
students to peer-assess a partner’s answer. Peer assessment
is a useful way of raising students’ awareness of the strengths
and weaknesses of a particular piece of writing, which will
OUTCOMES
help them to develop their own writing skills. As students can • successfully deal with Part 1 form completion tasks
find peer-assessment dificult if they are unused to it, it may
be useful to provide them with a checklist. • correctly understand names and numbers
e.g. • develop your paraphrasing skills for multiple-choice
questions
• Has the writer described the information in the chart
accurately? • understand and use future time conditionals.
• Has the writer identified key trends?
• Has the writer used a good range of vocabulary for OUTCOMES
describing trends? Ask students to focus on the outcomes. The first outcome helps
• Has the writer used a range of grammatical structures? students with the form completion task in Part 1 of the listening
Refer students to the IELTS criteria specifically for bands 7 test. This lesson will help students develop strategies to best
and 8 in the introduction to the Teachers’ Book. Tell them complete this task. The second outcome focuses on correctly
to firstly determine whether they fully meet the criteria for identifying names and numbers when listening. Remind students
band 7 and then check if they surpass it and can be judged that spelling is very important in IELTS exams and that there are
to meet the grade 8 criteria. certain ways of expressing information in English. This lesson will
help students do this better. The third outcome helps students
Sample answer to recognise paraphrases and synonyms for multiple-choice
The line graph sets out the key motivations for people questions. In IELTS listening tasks, it is common for the recording to
relocating to the capital of a specific country between use diferent words to the questions and students need to be able
2000 and 2015. to cope with this. The final outcome helps students to understand
future time conditionals when they hear them. This will also make
Moving for the purpose of study saw the greatest rise it easier for students to be able to use this grammatical structure.
overall, with a jump of approximately 62,000. It rose
considerably in two periods – from 2000 to 2005 (by
LEAD-IN
22,000), and then again from 2010 to 2015 (by 33,000),
with a more gentle growth of around 7,000 in between. 01 This exercise helps to prepare students for the topic of the
lesson. Give students a few minutes to discuss this and
Elsewhere, the figure of people relocating for work began
generate class discussion during feedback. Ask students to
at 61,000 in 2000, then peaked at 92,000 in 2010 – the
give reasons and to comment on other students’ answers.
highest of any reason, in any year – before finishing as
the joint-highest in 2015 (87,000 – on a level with those 02 The focus on city tour vocabulary will help students identify
relocating in order to study). Notably, this category was the diferences between similar words. This will help when
the only one of the four that underwent a downturn. students need to identify synonyms or paraphrases when
listening. Ater students discuss this in pairs, encourage
Turning to ‘adventure’, this category rose the most stably
student discussion during feedback before you confirm
and steadily of all four categories, from 11,000 to 15,000
the answers.
over the fiteen-year period. Meanwhile, the number of
people relocating for ‘family and friends’ reasons climbed 1 book and reserve are synonyms; select means to
gently in the first five years (12,000 to 14,000), followed choose or decide.
by an upswing to 22,000, before eventually levelling o at
2 discount and reduction are synonyms; bargain means
around 23,000 in 2015.
that you get something for a very favourable price.

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and take in the fascinating pieces of history that

3 There are no synonyms here; a curator is someone have been found and donated to the museum over
who organises the exhibits in a gallery or museum; a the years – including maps, photos, images and
presenter is someone who introduces a television or thousands of other objects here. And finally, when we
radio show; a guide is someone whose job is to show a leave the part of the exhibition called ‘Contemporary
place to visitors or tourists. London’, we’ll move away from our present, here in
4 visitors and guests are synonyms; explorers travel to the 21st century and head o into the 22nd.
new and unknown places. You can explore a museum, 05 Students can now read the script as well as listen again. This
but you cannot be a museum explorer. will help them to identify what words have been paraphrased
5 the front desk and main entrance are synonyms here; and what synonyms have been used. This is a good way for
the guard room is more likely to be in a prison and not students to see the actual diferent expressions used.
a place where you show your tickets.
1 exciting visit, which … traces the history of this vast and
6 explore and wander around are synonyms here; navigate
ever-changing city
means to direct the course of a vehicle, such as a ship.
2 life from the point of view of prehistoric men, women
7 pick us up and collect us are synonyms; let us on means
and children
allow us to board the bus.
3 when all this around us was fields
03 Ask students to look at the advice given. Make sure students 4 take in the fascinating pieces of history
are aware that they may need to identify when an idea 5 we’ll move away from our present, here in the
is expressed diferently when listening compared to the 21st century and head of into the 22nd
questions but that students must use the exact word they hear.
Highlight the need for correct spelling. This exercise prepares 06 Ask students to read the advice box. Make sure they are aware
students for the listening task in the next exercise by allowing that Part/Section 1 of the listening test is the least dificult and
them to discuss possible answers and synonyms for each gap. that they should aim to score as much as possible as the later
sections of the test will be more challenging. This exercise
Suggested answers allows students to prepare for the listening and you should
1 adjective (the earliest, ancient, prehistoric) recommend that they should try to predict the missing words
2 adjective (ancient,prehistoric,early) in the test. During feedback, you don’t need to confirm answers
3 plural or collective noun (treasure, objects, items, scenes, but it is a good idea to see if other students agree or not.
displays) 07 Students have the opportunity to practise filling in the form.
4 adjective or noun (present day, contemporary, Ask students to compare their answers before you give
current day) feedback. Remind students that spelling is important here.
5 ordinal number or adjective (22nd, twenty-second, 1 James Graeme 2 16 Mount Hill 3 E15 2TP
next, forthcoming)
4 770 464 5 15/fiteen 6 15/fiteen
04 Students now have the opportunity to practise identifying 7 4/four 8 (£)4.25 9 Underground
synonyms and paraphrases when listening. Make sure 10 12/12th/twelth
students are aware that they cannot write more than two
words for each answer. Transcript 03
Museum employee: Hello, The Museum of London Life.
1 ancient 2 prehistoric 3 objects How can I help?
4 Contemporary 5 22nd / twenty-second James: Oh, hi, I was wondering if I you could
send me some information. I’ve been
Transcript 02
looking on your website and can’t
Guide: Ladies and gentlemen, welcome to the Museum of seem to find what I need to know.
London Life. My name’s Peter, and I’ll be your guide
Museum employee: Certainly, sir. Can I take your name
taking you through your exciting visit, which lasts for
first of all?
approximately ninety minutes, and traces the history
of this vast and ever-changing city. But before we James: Yes, it’s James Graeme.
eventually arrive back here in the present, we begin Museum employee: Ah, okay…so that’s G-R-A-H-A-M,
our walk in ancient London, where we’re going to correct?
take a look at life from the point of view of prehistoric James: No, it’s G-R-A-E-M-E.
men, women and children, looking at how they lived
Museum employee: OK, great. Got there in the end. So,
thousands of years ago, when all this around us was
how can I help?
fields. At this point, London was little more than a few
settlements dotted about here and there. Certainly James: Well, it says that I can print of some
nothing like the metropolis you see surrounding you vouchers for reduced entry, but I
today. So, from there, the walk allows you to see haven’t got a printer. Could you
the city grow as you progress through the exhibits send me some through the post?

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Museum employee: Sure. What’s your address? 08 Ask students to read the tip. Tell students that there are
James: 16, Mount Hill Road, – that’s M-O-U- certain ways that information is expressed in English and by
N-T Hill Road, London, E-fiteen-2-T-P. knowing this that they can get higher marks and not make
as many mistakes. The exercise tests students’ existing
Museum employee: Okay. Can I take a contact number
knowledge of this. Put students into pairs or small groups
for you for our records?
to do this and encourage discussion during feedback before
James: Yes, it’s -Double 7-Oh, 3-6-4. Sorry, I confirming answers.
mean Double 7-7-Oh, 4-6-4
Museum employee: OK, great. I’ll get some vouchers 1 B 2 A, C 3 A 4 C 5 B 6 C 7 A, B 8 B
sent out to you.
Extension
James: Thanks. Could you just clarify what
the discount structure is? Prepare a document with the following – you can choose
alternatives but try to use the categories in Exercise 08.
Museum employee: Of course. So, for groups of four or
Ask students to work in pairs to say how they should be
more there is a ten percent discount
said in English.
applied. If you manage to get
together a larger gang of people – ten Telephone Number
or more, to be precise – then that 662 005 005
figure goes up to fiteen percent. Period
James: And what about students like me? 21st Century
Anything extra?
Year
Museum employee: Yes, all students get that same
1978
15 percent discount automatically,
but in groups of four or more that Date
goes up by another 5 to 20%. Would 31/10/80
you be coming with friends? Name
James: No, I think the likelihood is that I’ll Smith-Peters
be on my own. So how much exactly
Price
would that cost me for entry?
£12.99
Museum employee: That’s four twenty-five
citybreaks@travel.com
James: So with the discount that makes…
three pounds sixty-one, doesn’t it? Time
Museum employee: No, sorry, that price was with the 16.00
discount already applied. 09 This exercise focuses again on identifying synonyms or
James: Oh, OK. And are there any special paraphrased information but this time within a multiple-
exhibitions at the moment? I’ll choice question context. Ask students to read the Bullet
book tickets for that as well today, Box. Tell students that it’s a good idea to think about
provided there’s something special how the possible answers could be rephrased before
that I’m particularly interested in. students start to listen. This exercise gives students
practice of this. Tell students to read the example to
Museum employee: There is, actually. You’ve just missed
help them.
a really popular one that took in
the Viking period, and coming up Suggested answers
we’ve got the period known as ‘The
1 show to collect his ticket – produce in order to be able
Industrial Revolution’, but the one
to enter, have as proof of identity to get his ticket
we’re currently running one called
passport – identification document, ID
Underground London, which looks at
debit card – bank card, payment card
the tunnels, sewers, and catacombs
smartphone – no obvious synonym except telephone/
beneath the streets of the city.
phone
James: Great! Ideally, I’d like to visit on my
2 most appreciates – likes the most/best, thinks is the
birthday, the thirteenth of July.
most important, is most impressed by, thinks is key
Museum employee: Let me check…No, that’s a Monday. designed – structured, put together, connected,
We’re closed on Mondays. linked, built talks about the city’s inhabitants – shows/
James: Ah, that’s a shame. Never mind, I’ll paints a picture of the life of city dwellers / citizens /
come the day before. Can I book the local people is involved in fundraising for the
over the phone now? local community – does local charity work, raises
Museum employee: Certainly, so that’s one student money for local causes, donates money to worthwhile
ticket for the 12th. Let me take your community organisations
payment details.

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10 Before students listen to check their answers, ask them to 11 This exercise gives students the opportunity to analyse the
read the exam advice. Tell students not to write down the language structures used and order of information given
first answer they hear as the speaker may change what they by the speaker. This will help students to understand more
say. Ask students to compare their answers in pairs before about how this particular task in the listening test may
class feedback is provided. be structured.

1 B 2 B Question 1
1 The options are mentioned in the order A C B.
Transcript 04
2 Option A: ‘So, I should bring my passport, then, for
Museum employee: Your pre-printed ticket will be proof of ID?’ Option B: ‘But you’ll get your tickets fine
available to collect as soon as you as long as you can produce the payment card you
arrive at the front desk. bought the tickets with. That’s the only ID we need
James: So, I should bring my passport, then, to see.’ Option C: ‘People usually have a copy of their
for proof of ID? booking on their email, and they just show this on their
Museum employee: People usually have a copy of their smartphones and go straight through.
booking on their email, and they just Question 2
show this on their smartphones and 1 The options are mentioned in the following order: C B A
go straight through. But if, for some
reason, you can’t get any internet 2 Option A: because of the way the exhibition designers
connection here, you obviously can’t have connected each section to the next with a real sense
pull up your ticket details to show of development and design. It just flows so well from one
the museum assistant. But you’ll room to the next. Better than any other museum I’ve been
get your tickets fine, as long as you into, certainly.
can produce the payment card you Option B: But what’s so good for visitors – and is absolutely
bought the tickets with. That’s the key for me – is that, as you walk through from one room to
only ID we need to see. another, you always, always get a real sense of who has
James: Great. Well, thanks for all your help lived here over the years, and what sort of people they are,
today. Anything you’d recommend or have been.
personally? What do you like most Option C: One important thing is that the museum here
about the museum? has formed some extremely worthwhile partnerships
Museum employee: One very important thing is that with a wide range of local charities. In London, like any
the museum here has formed some capital city, there are a lot of social problems, and the
extremely worthwhile partnerships museum’s help in reaching out to the world outside is
with a wide range of local charities. greatly appreciated by so many.
In London, like any capital city, there 12 This exercise uses sentences from the unit in order
are a lot of social problems, and the to analyse them in terms of grammatical structure.
museum’s help in reaching out to the This is a good idea as students already understand the
world outside is greatly appreciated context. If you feel students need more help with this,
by so many. But what is so good for write the first question on the board and invite answers
visitors – and is absolutely key for from the class.
me – is that, as you walk through
from one room to another, you Cause underlined
always, always get a real sense of 1 I’ll book tickets for that as well today, provided there is
who has lived here over the years, something special that I’m particularly interested in.
and what sort of people they are, or
2 You’ll get your tickets fine, as long as you can produce
have been. And that’s really easy to
the payment card you bought the tickets with.
do, because the way the exhibition
designers have connected each 3 Once we leave the part of the exhibition called
section to the next with a real sense ‘Contemporary London’, we will move into the
of development and design. It just 22nd century.
flows so well from one room to the 4 Unless something dramatic happens, I should be
next, better than any other museum working here for a long time.
I’ve been into, certainly.
James: Wow. You really like it there, don’t 13 This exercise provides further linguistic analysis – this time
you? focusing on the future time word. Ask students to do this
in pairs and then provide feedback and confirmation of
Museum employee: Absolutely. Unless something
answers ater encouraging class discussion of the possible
dramatic happens, I should be
answers.
working here for a long time.

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to compare their answers ater or you can ask students to

1 provided 2 as long as 3 Once 4 Unless discuss strategies before doing the exercise.
We can replace provided with as long as if. Once could
be replaced with when. Unless means ‘if not’, so we can 1 David Cottenham 2 DV12 8HA 3 7.30 pm /
change it if we change the whole cause clause: 19.30 /half past seven 4 £60,000 5 244 510
If something dramatic doesn’t happen, … 6 we-move-u 7 B 8 C 9 C

14 Students now can use their existing knowledge of the Transcript 05

examples from the sentences in the previous 2 exercises You will hear a conversation between an employee at a
to identify the grammatical patterns for first conditional. removals company and a man who is planning to move to
You may want to confirm that students are aware of what London. First you have some time to look at questions 1 to 6.
is meant by both terms by providing examples. In addition,
[pause]
you may want to ask students to create example sentences
and you can then concept check that all students are aware Now listen carefully and answer questions 1 to 6.
of the correct structure and usage.
Woman: Good aternoon, We-Move-U, how can I help
Future time conditionals follow the same structure as the you?
first conditional:
Man: Hello, there. I’d like some help with my move
If + present simple … / … will + bare infinitive. to London. I’m currently living a long way
Note that all present tenses are possible in the If clause, away in the southwest of the UK, is that an
although the present simple is the most commonly used. area you cover?
In the result clause, instead of will we can use be going to Woman: Yes, we cover all of the UK, so that is no
and other modal verbs such as can, should and must. We problem. Can I take your name first, please?
can also use an imperative in the result clause.
Man: Yes, it’s Mr. David Cottenham.
15 This exercise provides students with practice of this Woman: C-O-T-N-A-M?
language structure. Ask students to complete this exercise Man: No, it’s C-O-T-T-E-N-H-A-M.
in pairs before providing class feedback. Ask students to
Woman: Okay, Mr. Cottenham, you said that you live
comment on their classmate’s answers before you confirm if
in Devon…
they are correct or not.
Man: Yes, at 4 West Cottage in Humblington. It’s
Sample answers a small town near Exton. Well, it’s more of a
1 You can get a discounted ticket as long as you show village really.
your student card. Woman: Mm-hm, and the postcode there, please, so I
2 Once everybody has bought their ticket, we will go to can look up exactly where you are?
the first exhibit room. Man: D-V-12 8-H-A.
3 You won’t get lost provided you use the map you were Woman: Okay, I’ve found your home on the system
given. here. My goodness, that is very much in the
4 Now everybody is free to explore the museum. You can countryside, isn’t it?
go wherever you like as long as you return to the main Man: Yes, it is. London is going to be a bit of a
entrance for 4 pm. shock for me. It’s so crowded.
5 Your bus back to the hotel will depart as soon as Woman: Well, it can be, but it depends where you live.
everybody is on board. What address are you moving to?
6 Do not touch or take photos of the exhibits unless Man: 8b Greenend Road, E19 4RR. ‘Greenend’ is
there is a sign saying that it is allowed. one word.
Woman: Well, that area is one of the quieter parts of
Extension London, at least. Not as busy as other places,
You can provide students with further practice of this by certainly. When are you looking to move?
recording your own answers and then playing these full Man: 30th August.
sentences for students to listen to and note down. Alternatively,
Woman: That’s good for us. People are on their
you can ask other students to read out their sentences while
summer holidays, children are not at
students note down the answer. You can vary this by using the
school…so there is less trafic on the roads.
same language structures in diferent contexts.
What sort of time are you thinking of leaving?
EXAM SKILLS Man: Around half seven would be good.
16 Students now have the opportunity to practise the skills Woman: That may be dificult, because our staf need
they have developed in this unit. You can do this under a lot of time to pack your things into the van.
conditions similar to the listening test and then ask students

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They will need to start in the middle of the Woman: It depends what you mean by ‘everything’.
night if you want to leave that early… That is how much our ‘Silver’ package would
Man: No, no, I mean half seven in the evening. cost, and as well as insurance for anything
that gets broken or damaged, it also covers
Woman: Oh, I see. We can do that. And do you want
your costs if our delivery drivers are late
to take out insurance, in case there is any
getting to London.
damage to your property?
Man: Are there any other packages?
Man: Yes, I think so. I’ve looked at everything
I own, and I think that it’s all worth about Woman: Yes, our ‘Economy’ cover is the same as
forty thousand pounds in total. ‘Silver’, but without the cover for late
arrival, and that would cost you around
Woman: Shall we say a little bit more, just in case?
£1,800. Our ‘Premium’ package has the
I know you probably think it will be much
same insurance as ‘Silver’, but on top of
more expensive to take a higher amount,
that our removals team men come and pack
but the diference in what you pay for forty
all your things, put everything into boxes
thousand or fity thousand in insurance is
for you.
actually just a few pounds. It’s ten pounds
higher for fity thousand, and fiteen pounds Man: And that’s the ‘Premium’? Hmm, I guess
higher for sixty thousand. that’s quite a benefit. How much is that?
Man: Yes, OK. Make it fity thousand. No, on second Woman: It would be £2,500 for this job. So shall we
thoughts sixty thousand. So, how much do agree on ‘Premium’?
you think the relocation will cost in total? Man: Hmmm…no, let’s stick with ‘Silver’. If your
Woman: Let me check…I think we can do everything drivers are late, it doesn’t afect us. Actually,
for approximately £2,000. That figure may I’ve been looking at some reviews of your
change, of course – it’s just an estimate for company online. Generally very good – the
now – but it gives you a good idea of the thing that seems to impress most people is
price you will have to pay. the cost.
Man: That’s pretty good, actually. I was expecting Woman: Well, yes, I think most people are surprised
a lot more? by our low prices. Others believe that our
level of customer care is the best thing about
Woman: Would you like to book now? Or shall I take
us, and I have also seen some reviews where
your mobile number? l can call you back
people are most impressed by how quickly
tomorrow, ater you’ve had some time to
we complete the job. I agree with everything
think about it, maybe?
they say, of course, but I am probably most
Man: Sure, it’s oh-seven-two-three-eight, two proud of our reputation for customer care
double-four, five-one-oh. and satisfaction.
Woman: Great. I’ll speak to you tomorrow. And if you Man: Great. Well, I think that’s everything. Oh, one
have any other questions, either call us back final question – once I make the booking,
on the number you first dialled, or have a will I have to pay more if I need to make any
look at our website. changes?
Man: What’s the website address, please? Woman: In most cases, there is nothing extra that you
Woman: www-dot, we-hyphen-move-hyphen-u, will need to pay once your initial payment
(that’s the letter u, not the word ‘you’) is completed. Unless, that is, you decide to
dot-co-dot-uk. cancel the booking completely – in that case,
Man: Okay, thanks for your help. I’ll speak to you there will a charge of 10 percent of the total
tomorrow. fee if you cancel less than 15 days before the
date of the move. And if you need to move
Before you hear the rest of the conversation you have some
the date, for any reason, we will usually do
time to look at questions 7 to 9.
that for a very low cost.
[pause]
Man: Fantastic. Great. Well, I think I’m ready to
Now listen and answer questions 7 to 9. book.
Woman: Hello, Mr Cottenham, it’s Maria here from Extension
We-Move-You. How are you?
As previously done in this unit, provide students with
Man: Oh, hi there. Yes, I’m very well. I’ve actually another opportunity to listen and read the tape script
been thinking about our conversation in order for students to analyse both the language used
yesterday. You said that the total cost of the in terms of paraphrasing, synonyms and grammatical
package with insurance would be around structures as well as order of information provided. This will
£2,000. Does that insurance cover everything? help students better prepare for the listening test.

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SPEAKING Advice
• Never memorise complete answers to questions BEFORE
the exam. It is normally obvious to examiners when a
OUTCOMES candidate does this and it may afect your score.
• review all three parts of the Speaking test • Aim to show a variety of verb forms and grammar structures –
but they must be correct if you want a high score.
• analyse good and bad answers to parts of the test
• Vary your vocabulary. Use synonyms and paraphrase to
• correctly use future time conditionals in the Speaking test.
express your ideas using diferent words.
This will help students when doing this exercise. Ask
students to listen first and then to discuss their answers in
OUTCOMES
pairs aterwards. Tell students to focus on bad practice.
Ask students to focus on the outcomes. This lesson is linked to
Parts 1, 2 and 3 of the IELTS speaking test. The first outcome helps These answers are not likely to impress the examiner.
students to understand the structure and format of the test. Question 1: The candidate repeats the word ‘apartment’
The second outcome follows on from this and helps students several times. She could improve this by using reference
to analyse examples of student responses in the test in order to words like ‘it’ and ‘one’, and the flow of her answer
understand what they should and should not do when answering. would improve (along with her score for Fluency and
The final outcome focuses on a specific grammatical feature Coherence).
(future time conditionals). This will help students to respond
more accurately and to gain greater marks for grammatical range Question 2: The language used is very good, but it doesn’t
when answering in the speaking test. Future time conditionals answer the question. It is highly likely to be a memorised
are a relatively complex and high level grammatical feature and answer, which should be avoided completely – the
accurate use of this will be rewarded in the test. vocabulary is not relevant to the topic at all. This limits
the score for both Fluency and Coherence and Lexical
Resource.
LEAD-IN
Question 3: There are several problems with the grammar
01 This exercise aims to identify what students already know about
used; these would limit the score the candidate might get
the IELTS speaking test and to help them understand what
for Grammatical Range and Accuracy.
format the speaking test will have. In addition, it will help to
familiarise what the examiner expectations are. If you feel that
Transcript 06
students need a little more time before they do this exercise,
give students 3-4 minutes to discuss in pairs what they already Examiner: In this first part of the exam, I’d like to ask
know about the speaking test. Ater this time, invite student you some questions about yourself. Let’s
responses but do not confirm answers. Instead, ask students to talk about where you live. Do you live in a
comment on other students’ contributions. This will generate a house or an apartment?
class debate. Then ask students to complete the exercise. Candidate 1: Apartment. It’s a small apartment in the
centre of my home town, but it’s still
1 B 2 C 3 C 4 B 5 C 6 C 7 A 8 A bigger than the apartment I live in now.
My apartment now is just one room, really.
02 This exercise gives students the opportunity to give their I used to live in a huge apartment, but it
own opinions about the test and encourages them to was my parents’ apartment and it was
identify what they are good at and what they will need more time for me to go to university. I let, found
support with when preparing for the speaking test. Ater a place. And that’s the apartment where
pairs discuss this, invite students to give their opinions to I live now.
the class and encourage other students to comment.
Examiner: What do you like about the area where
Students’ own answers you live?
Candidate 2: I used to live in Guangzhou, the capital city
03 This exercise focuses only on Part 1 of the speaking test. of Guangdong Province in south-eastern
Before students do this exercise, explain to students that China. Once an important stop-of point
Part 1 questions focus on general familiar topics that reflect on the maritime Silk Road, Guangzhou
students’ everyday life rather than complex or abstract maintains to this day its importance as a
questions. Ask students to complete this exercise in pairs. major port and transportation hub.
This will allow you to monitor. Examiner: Do you oten visit parks in your city?
The following questions would not be asked: 2, 3, 5, 7 Candidate 3: Actually, I have gone to my local park last
week. I’ve really enjoyed it. I have a friend,
04 Before students complete this exercise, ask them to work he never been to my town, so yesterday we
in pairs to think of 3-5 pieces of good advice for students have decided to go together next week. We
doing Part 1. Before students do this exercise, ask them to will go on next Tuesday, I think. As soon as
read the Tip. we will finish class, we will go.

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Extension the streets get white with the snow that

Ask students to take it in turns to role-play the same questions falls. Summer is the opposite extreme – it
from the recording. Put students into pairs. Tell student A to can actually get pretty warm, comfortable
ask the exact questions that the examiner asks. Ask student enough to wear just a t-shirt and shorts –
B to create their own answers. Then ask students to swap but if you wanted to visit at that time, you’d
roles. Monitor as students do this and note down any common have to get yourself prepared for all the
errors or points you wish to talk about in class feedback. tourists. Other times? Autumn is pretty, I’ve
been told, but I tend to visit in spring.
Feedback
I go every year, just me; I have to say that
Using the notes you made, you can write on the board
I generally prefer not to go with anyone
examples good practice and not so good practice that you
else. For one thing, you can make friends
heard when monitoring. Mix these up and ask students to
really easily if you stay in a hostel. There are
identify whether the examples are positive or negative. This
young people from all over the world who
is a good way to respond to emerging learners’ needs.
make it their mission to spend a few days
05 This exercise focuses on Part 2 and helps students to familiarise or a week there. As I say, it’s an ideal place
themselves with the task required of them. Encourage students to go hiking or hill-walking, so that’s the
to discuss their answer and to give reasons. priority for me and for hundreds of others.
There are also a really interesting variety of
Task card A
independent local shops, selling everything
from cheap souvenirs to galleries full of
06 In this exercise, students evaluate an example response.
extremely expensive art. When I go back,
This will help them to identify how to divide up their time
I’m going to do what I always do – browsing
when answering this task in the test. Before students do this
through the shops ater a long day walking
exercise, ask them to read the Tip.
in the countryside.
Advice
Extension
In each Part 2 question, you do not need to try and give
Ask students to take it in turns to complete the example
equal time to each of the four prompts. Some prompts will
Part 2 test above. In pairs, ask student A to speak first and
be easier to expand on than others.
for student B to listen and give feedback ater student A
As before, play the recording and give students some time to finishes. Encourage students to be constructive in their
discuss their answers in pairs or small groups. comments. Then ask students to swap. Monitor and make
notes as students do this.
This candidate talked about all four points, exploring three of
them in some detail. He used a good range of vocabulary and Feedback
grammar; the organisation of the answer was also very good Using the notes you made, you can write on the board
indeed, and the long turn flowed naturally from one idea to examples good practice and not so good practice that you
the next. It is not important that he spoke about the third heard when monitoring. Mix these up and ask students to
prompt only very briefly, as he clearly had decided to spend identify whether the examples are positive or negative.
more time on the points he felt he could expand on more 07 This exercise gives students the opportunity to listen to a
easily, and in more detail. good example of responses to Part 3 of the speaking test in
order to analyse them in more detail in the following exercise.
Transcript 07
Candidate: So, I’m going to tell you about a town in the 1 D 2 E 3 A 4 C 5 B
Lake District, which is a beautiful region in
the north-west of England, pretty close to Transcript 08
the border of Scotland. There are dozens Candidate: (Answer 1) For a number of reasons. Oten, I
of fantastic little villages and towns there, think, because they are exhausted; capital cities
but the one that tops the rest is called in particular can be very demanding places to
Windermere. It sits on a huge lake and is live – the noise, the trafic, the cost of living – and
surrounded by hills, trees and rocks. I’ve people o en grow tired of all that. It’s just too over
been lots of times already, and I can’t wait the top for some. They start to feel drawn to the
to go back – as soon as I finish the second peace and quiet that rural life might be able to
semester at university, I’m going to head up give them. Generally speaking, though, I do think
there again. that it is the case that younger people – people
Being far up in the north, as you can like me – are more drawn to that vibrant, city
imagine, it can get pretty cold in lifestyle. As soon as you get older and have a
Windermere, particularly in winter. Too family, you start thinking it’s time to move.
cold for some. Having said that, there is a (Answer 2) Well, one possibility that I can
real stark beauty to the town at that time, foresee is that buildings will keep getting
when your breath comes out like mist, and taller and taller. This has been going on for

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some time, all over the world, and so many 09 This exercise gives students the opportunity to understand
people now are moving to the city. Unless some of the marking criteria and comments made about
this changes, we are going to need more and the example answer they have just listened to and read.
more homes for everyone. We might even see This will help students to identify what they need to do to
a 500-storey skyscraper one day. That might provide good responses in this part of the speaking test. Let
sound ridiculous now, but cities are likely to students discuss this in pairs.
keep expanding at the rate they are currently, so
there will be no other option that I can think of. 1 P 2 GRA 3 FC 4 GRA 5 LR 6 FC
(Answer 3) Oh,I think that would be a bit of a 7 P 8 LR 9 FC
disaster, to be honest. Insisting that everyone
uses public transport could create more 10 This exercise gives students another opportunity to listen
problems than currently exist. Fine, if you and to better understand the feedback given.
were just visiting the city it probably wouldn’t Extension
bother you too much, but if you were a resident Ask students to take it in turns to complete the example
there...then again, the streets would be safer for Part 3 test above. Put students into pairs. Tell student A to ask
pedestrians. And it might do something about the exact questions that the examiner asks. Ask student B to
the levels of pollution. I do think it is bound to create their own answers. Then ask students to swap roles.
happen, to be honest. So, as long as people are Monitor as students do this and note down any common
happy to use buses and bikes instead of their errors or points you wish to talk about in class feedback.
cars, life will continue as normal.
Feedback
(Answer 4) I can understand why people want
Using the notes you made, you can write on the board
a huge, old-fashioned house. In the similar
examples of good practice and not so good practice that you
way to living in the middle of the bright
heard when monitoring. Mix these up and ask students to
lights of the big city, there is something quite
identify whether the examples are positive or negative.
romantic about it. Having said that, I do think
it does depend on your age. Most people of 11 This exercise links back to the student’s answer from the
my age, for example, prefer the idea of coming example Part 1 response and connects to the grammar
home to a smart, modern apartment every focus of this lesson. Encourage students to discuss this
day, high up in the sky, overlooking the city, in pairs.
well – it just sounds amazing. Providing I make
The grammar is incorrect: As soon as we will finish class,
enough money, I’ll definitely be on a top floor
we will go.
myself one day.
This is the grammatical structure o en known as the first
(Answer 5) Well, in the old days, your whole life
conditional (If + present tense, will + bare infinitive) but
was in one place.You married someone from
with As soon as instead of If.
the same town, you had a job in the same
village, and your family stayed around you. 12 This exercise connects back to the Part 3 example above and
In some places, life is still like that – people focuses on the grammar used for future conditionals. Ask
only need to go next door or downstairs to see students to discuss their answers in pairs first. Then play the
their parents, for example – but a er people recording for students to check their answers.
were given the opportunity to move around
from one town to another, on trains or even A As long as B By the time C Providing that
aeroplanes, the traditional family unit started D As soon as E Unless
to change, I think, and people are now much
more spread out. Not just nationally, but Transcript 09
internationally. By the time I’m a grandparent, A As long as people are happy to use buses and bikes
I think it will be even more diferent. instead of their cars, life will continue as normal.
08 Students are able to analyse the responses in more detail B By the time I’m a grandparent, I think it will be even
here. The specific focus of this exercise is to make students more diferent.
aware of the connection between the function of what
is said and the grammar used. Before students do this C Providing I make enough money, I’ll definitely be on a
exercise, ask them to read the Tip. top floor myself one day.
Advice D As soon as you get older and have a family, you start
thinking it’s time to move.
Thinking about the function of the question being asked will
help you to develop your answer and decide what language E Unless this changes, we are going to need more and
and structures to use. more homes for everyone.
13 Students have the opportunity now to analyse the grammar
A iii B v C ii D iv E i used in order to be aware why certain language choices
have been made in the recording and what would happen if
alternative words were used. Ask students to do this in pairs

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and then encourage a class discussion before confirming Alternative

answers. Ater going through the answers, you may wish to If students have smartphones, you could ask them to record
ask concept check questions to make sure that all students their sentences and then to listen again at home and then
understand. try to improve the pronunciation by listening again to the
model and re-recording.
1 Unless suggests that the speaker sees the changes as
completely necessary, but they doubt whether the
changes will ever happen. On the other hand, Once
EXAM SKILLS
suggests that the speaker sees the changes as certain 16 Exercises 16-18 provide students with an opportunity to
to happen, with a natural result (which they give). practise all 3 parts of the speaking test focusing on the topic
Using Once in this sentence is still grammatically correct of towns and cities. In this exercise, ask students to take
and logical. However it wouldn’t work in the answer it in turns to ask and answer Part 1 questions. Monitor as
given by the candidate. students do this and take notes of any common errors or
points you wish to talk about in class feedback.
2 When suggests the speaker believes that people
will definitely, at some point, be happy to use buses Feedback
and bikes instead of their cars (A), and that she will Using the notes you made, you can write on the board
definitely, at some point, make enough money to buy examples of good practice and not so good practice that you
a top-floor flat (C). As long as and Provided that both heard when monitoring. Mix these up and ask students to
suggest that the speaker is not convinced that the identify whether the examples are positive or negative.
result given in each case is definite – people may not 17 This exercise provides practice of Part 2 of the speaking
be happy about using buses and bikes; she may not exam. Make sure students are aware of the procedure and
ever earn enough money to buy the top- floor flat. encourage them to spend one minute preparing notes. If
3 Sentence D is diferent. The speaker is not thinking you feel students would benefit from comparing notes, you
about the future in particular, but is stating something can allow students to discuss their notes in pairs before
as a constant fact (in their opinion). The structure is speaking. Ask students to take turns completing this exercise
a zero conditional (present simple / present simple), and to give each other constructive feedback. As before,
whereas the other sentences use the first conditional monitor as students do this and take notes of any common
(present simple / will + bare infinitive). errors or points you wish to talk about in class feedback.
Feedback
14 This exercise uses the sentences from the previous exercise
but the focus here is on pronunciation. Using the notes you made, you can write on the board
examples of good practice and not so good practice that you
Advice heard when monitoring. Mix these up and ask students to
In order to get a high score for pronunciation, it is identify whether the examples are positive or negative.
important to know how to use natural word and sentence Refer students to the IELTS criteria specifically for bands 7
stress. Normally the syllables of words which carry the and 8 in the introduction to the Teachers’ Book. Tell them
main meaning are those which are stressed and grammar to firstly determine whether they fully meet the criteria for
words which are not. band 7 and then check if they surpass it and can be judged
B By the time I’m a gran dparent, I think it will be even more vto meet the grade 8 criteria.
diferent. Extension
C Pro v iding that I make enough money, I’ll de finitely be on Ask students to record their answers on a smartphone and
a top floor my self one day. to re-record it at home. This can then be emailed to you
D As soon as you get ol der and have a fa mily, you start and you can use example answers in future lessons in
order to analyse them, show good practice or improve on
think ing it’s time to move. a weaker model.
E Un less this chan ges, we are going to need more and 18 Students have exam practice of Part 3 questions here.
more homes for ev eryone. Students should take it in turns to ask and answer the
15 This exercise gives students the opportunity to practise questions. Encourage students to focus on grammatical
repeating the sentences with the correct pronunciation. range and accuracy, including future conditionals, and
Students can do this in pairs with the non-speaking partner pronunciation in terms of word and sentence stress. Follow
giving feedback. Nominate students to try saying the the advice for feedback and extension above.
sentences in front of the class and encourage other students
to comment and correct if necessary.

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