Expert IELTS TB_U04

Prévia do material em texto

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Teacher’s notes Module 44444444444
Module 4 includes topics such as recycling and consumerism and their effect on society and the 
environment. 
4 A consumer society
Photocopiable activities
4A How environmentally aware are you? p. 141
4B Q & A p. 142
4C Cloze race p. 143
Teacher’s Online Material
• Test Practice Lesson: Reading 3
• Module Test 4
• Review Test 2
 Lead-in p. 55 
 Warm-up 
 Dictate the following to students: the most expensive thing 
you’ve bought, something you’ve owned for a long time, the best 
gift you’ve received, your favourite possession . Divide students 
into pairs to talk about the topics for 4–5 minutes, then ask 
a few students to share their ideas as feedback. 
 1a Students complete the quiz individually then compare 
answers in pairs. For feedback, read out the answers 
below and ask them if they agree with the descriptions 
and why. If they do not agree, ask them to explain why. 
Students could also rewrite the descriptions in pairs to 
fully refl ect their ideas and share them with the class. 
 Mostly green boxes? This means that you’re not a careful shopper. 
You’re happy to spend money and throw things away. You don’t 
like to think ahead and are keen on convenience. 
 Mostly blue boxes? You’re a careful spender. You plan how to use 
your money, are keen on saving and don’t particularly like waste. 
 1b Write responsible spender on the board. Ask students what 
they think this means and write their ideas on the board. 
Ensure they write down any useful vocabulary. 
 Suggested answer 
 A responsible spender could be someone who doesn’t get into 
debt, plans and saves money, and thinks about reusing things and 
helping the environment. Many people nowadays consume more 
and also throw more away. However, some people think carefully 
about their impact on the environment. 
 4a The cost of buying 
 Reading pp. 56–57 
 Lesson objectives: learn how to identify functions; Test 
practice (Matching information; Summary completion) 
 Warm-up 
 Tell students they are going to do a class survey on 
recycling. Ask them to write three to fi ve questions on 
recycling such as What do you recycle? (Plastic/paper/food/
batteries/glass). Give students 5–10 minutes to ask as 
many other pairs their questions. For feedback, elicit the 
most common answer(s) and/or if the students found any 
answers surprising. 
 Extra! 
 Students could turn this information into a graph/chart. 
Get them to choose one question as the title, the x-axis will 
then be the options (every day/once a week, etc.) and the 
y-axis will have the number of respondents. After drawing 
the graph, students could give it to another student to write 
about as practice for Writing Task 1. 
 1 Divide students into pairs or small groups to discuss the 
questions, then get feedback from the class. 
 1 Students’ own answers 
 2 Everyone should take collective responsibility. For example, 
individuals are less likely to forget to take bags to a supermarket if 
supermarkets refuse to give them one, or charge them for it. However, 
supermarkets may be tempted to issue plastic bags in the interests of 
sales, unless the government make it a law that they cannot. 
 2 Give students 30 seconds to skim the title and paragraphs 
then elicit the answer. Ensure they can justify their answers 
using examples from the text. 
 A mixture of argumentative (e.g. Yet this has come at a steep 
price: the creation of the so-called linear economy ) and factual (e.g. 
 In Germany, for instance, almost one third of household appliances 
disposed of in 2012 were still functioning ) . 
 3a Do the fi rst one as an example with the class then ask 
students to complete the exercise individually. Get feedback 
from the class, clarifying any incorrect answers as necessary. 
 A 3, 5, 11 B 1, 4, 13 C 7, 8, 10, 15 D 6, 7, 9, 12 E 2, 14 
 3b You may want to do this exercise as a class and give an 
example for each function to help stimulate students’ 
ideas as they may fi nd it diffi cult on their own. 
 example: a case in point is … 
 contrasting/comparing: whereas; they both 
 summarising: to sum up, … 
 reason/result: because of this; as a consequence 
 explaining/defi ning: in other words 
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Teacher’s notes Module 4
3c You may want to do this as a class discussion. 
It helps you to understand the writer’s purpose more quickly.
4a–b Refer students to the Test strategies on page 171. Give 
them 10–15 minutes to complete the task individually 
then ask them to compare answers in pairs before class 
feedback.
4a 1 C 2 D 3 A 4 B 5 E 
4b Students’ own answers
5a Give students 1–2 minutes to read the summary and 
answer the question. If they are struggling, ask them 
to explain the meaning of the following vocabulary: 
consequences, problems, blamed on, deterioration, declining 
resources. Ask them to think about how these words help to 
understand the meaning of the summary, i.e. the summary 
explains how some of the effects of progress are negative. 
It summarises some of paragraph B. 
Expert IELTS 
It is important that students quickly work out if the 
summary focuses on the whole text or just a part of it. This 
helps them find the answers. They should read the title and 
summary in detail but skim the text (first and last sentences 
of each paragraph, for example) to help them locate the 
section of the text that the summary focuses on OR work 
out if it relates to the text as a whole. 
5b Refer students to the Test strategies on page 170 and 
answer any questions they may have. Then set a time limit 
of 10–15 minutes for the test task. 
6 Industrial Revolution 7 living standards 
8 (economic) productivity 9 middle class
5c Divide students into pairs to discuss their answers. Ensure 
they justify their choices by referring to sections of the 
text. Get feedback from the class and clarify any answers 
as necessary.
6 Get students to discuss the questions in pairs, then get 
feedback from the class. 
Suggested answers
1 By finding paraphrases of the ideas or words highlighted. E.g. for 
number 1: more value can be extracted…improve resource productivity 
by keeping goods and resources in use for as long as possible. 
2 The title links with the first sentence, mentioning the impact of 
the Industrial Revolution; students’ own answers.
7 Students could discuss the questions in pairs or small 
groups. Elicit some ideas as feedback. 
Suggested answers
1 A lot of publicity/education about the problems of continuing with 
a linear economy and awareness-raising of the financial benefits.
2 Loss of jobs, although this might be rectified by providing jobs in 
other areas (e.g. in maintaining equipment rather than making it). 
Student’s Resource Book > Reading pp. 36–37
MyEnglishLab > 4a Reading
Vocabulary p. 58 
Lesson objectives: learn how to use an impersonal 
style in writing and speaking; study acdemic verbs and 
collocations for thoughts and beliefs
Warm-up
Divide students into pairs and ask them to discuss the 
difference in meaning between the following words: think, 
know, believe, speculate. Ask them to write four sentences 
to show how they differ in meaning then share them with 
another pair. For feedback, discuss the differences and elicit 
some sentences. 
1a–b Ask students to complete the exercises individually and 
then check answers with a partner. You may want to drill 
the pronunciation of the words given during feedback. 
1a 1 assume 2 contradict 3 define 4 speculate 5 consider 
 6 acknowledge 7 convince 8 conceive 
1b 1 conceive 2 defined 3 assume 4 contradicts 5 convince 
 6 speculate 7 acknowledge 8 consider
2a This exercise could be done as a class on the board. 
Encourage students to justify their answers. The first 
sentenceis in an impersonal style because it uses it is 
thought that. The second is in a personal style because it 
uses I think. 
1 impersonal 2 personal
2b Ask students to do the exercise individually, then get 
feedback from the class. 
1 adjective + noun 2 adverb + past participle 
3 adverb + present simple verb 
3 This exercise can be done individually or in pairs. Get 
feedback, correcting any word forms as necessary. 
1 widespread belief 2 underlying assumption 
3 formally acknowledged 4 common misconception
4 Ask students to do this exercise individually then check 
their answers in pairs. If possible, during feedback, project 
the paragraph on the board. Elicit changes, writing them 
on the board. Correct and discuss any word forms and 
structures as necessary.
1 Many people generally believe that 2 it is undeniably true that 
3 There is a common misconception that
Extra!
To give students further practice using an impersonal 
writing style prepare another short text similar to that in 
Exercise 4 and have them work on it in the same way either 
in class or for homework. 
5a Divide students into pairs to match the collocations. They 
can use a dictionary if necessary. Get feedback from the 
class, correcting errors and clarifying meanings as required. 
1 C 2 E 3 A 4 D 5 B
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Teacher’s notes Module 4
5b Ask students to do this exercise individually, then get 
feedback from the class. 
1 pass judgement on 2 have faith in 3 resign themselves to 
4 be open to 5 take into consideration 
Student’s Resource Book > Vocabulary p. 38
MyEnglishLab > 4a Vocabulary
Speaking p. 59
Lesson objectives: develop topic-specific vocabulary; 
expand your ideas using conjunctions and phrases; Test 
practice: Part 3
Warm-up
Divide students into small groups and give them 5 minutes 
to make a list of things which can be recycled now and 
things they think will be recyclable in the future. Ask them 
to justify their suggestions. Get feedback by asking a couple 
of groups for their ideas. Write any useful vocabulary on 
the board. 
1 Divide students into pairs to discuss the quote. Spend 
some time eliciting their ideas then open the discussion up 
to the class.
The quote suggests that people cannot keep using more and more 
resources because there is a limited quantity of them; students’ 
own answers.
2a Ask students to complete the exercise individually then 
compare answers with a partner. 
1 Fast fashion 2 Landfill sites 3 Biodegradable 
4 Ecological footprint 5 Renewable resources 6 Upgrades
2b Students then create questions which they ask their 
partner. Get feedback from the class.
Suggested questions
Do you always buy the latest upgrades? What do you do with 
your old gadgets? To what extent do you think of the environment 
when considering new technology? What kinds of products do 
you buy the most? How does the disposal of these items affect 
the environment? Do you care about your ecological footprint? 
How large do you think it is? What could you do to reduce it? 
How is rubbish disposed of in your country? 
3a Ask students to write down their answer to the question. 
Suggested answer
I think yes because we need to conserve our planet and recycling is 
a way of saving our scarce resources. 
3b Get students to complete the exercise individually then 
check in pairs. After feeding back, ask students to add 
another sentence to the one they wrote in Exercise 3a 
and choose a conjunction to connect the ideas. Elicit ideas 
from the class, writing them down on the board.
Suggested answer
because they know it’ll be better for the environment and they 
try not to buy things which aren’t biodegradable or recyclable 
but they aren’t always easy to find or they buy things which are 
biodegradable so they don’t generate lots of unnecessary waste. 
3c Students do this exercise individually then compare 
answers with a partner. During feedback, discuss where 
the alternative conjunctions would fit in the examples 
previously written on the board. 
along with = and; alternatively = or; another thing = and; as well 
as = and; instead = or; in the end = so; on the grounds that = 
because; on the other hand = but; since = because
3d Ask students to do this individually and then get feedback 
from the class. 
1 On the other hand 2 instead 3 on the grounds that/since 
4 Alternatively 5 Another thing
4a Ask students to read the Test strategies on page 175 and 
clarify any points as needed. Then give them 2 minutes to 
read the questions and consider their answers. Remind 
them to record their answers if possible.
Suggested answers
1 I’m not too sure really. I do think that recycling is good for the 
environment. I mean, we can’t just keep using landfill sites because 
surely, we’ll run out of space at some point in the future … but 
recycling isn’t always easy. Some things are made of more than 
one material so they’re not easy to recycle for a start, and besides, 
there aren’t always recycling bins available. I definitely think 
companies and governments should do a lot more to make it easier 
for people to recycle a wider range of goods. If they did, then I’d 
definitely recycle more and I’m sure other people would do too.
2 There are so many ways people can save or reuse things. For 
a start, they could buy second-hand goods or buy things that are 
meant to last instead of getting whatever’s in fashion and then 
throwing it away when it’s no longer trendy. I know that might 
sound a bit depressing for fashion followers, but there’s also the 
option for people to create their own more unique fashions as well!
3 Both in my opinion! Recycling is a great idea because, let’s face it, 
there are always going to be some things we need to buy, but this 
doesn’t mean we can’t also limit our buying. I mean, for example, 
rather than buying cans of drink all the time and throwing them 
away, we could be more prepared and carry a reusable cup.
4 Personally, I think it should be mandatory as unfortunately, there 
are plenty of people who won’t bother to recycle if they don’t 
have to. I’m not sure if any country has laws that state their citizens 
must recycle, but I definitely think that would be a good thing for 
the society and the environment.
4b Give students 4–5 minutes for the exercise. They then 
change roles and repeat. 
5a–b Get students to listen to their recordings and analyse 
their performance using the statements. Remind them 
to focus on one area for improvement. Students could 
suggest ways for their partner to improve as well. 
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Teacher’s notes Module 4
Expert IELTS
Part 3 is the last opportunity for students to impress the 
examiner so it is important that they practise giving full 
and thorough answers. Examiners are expecting students 
to be able to speculate and hypothesise using complex 
grammatical structures such as conditionals, so encourage 
them to use this type of language when answering questions. 
MyEnglishLab > 4a Speaking
Listening p. 60
Lesson objectives: practise using questions to predict 
answers in Listening Section 2; Test practice: Section 2 
(Table and note completion)
Warm-up
Divide students into pairs and give them an object such as 
a ball, a stapler, a set of keys or a cup. Give them 3 minutes 
to imagine as many alternative uses for their object as 
possible (e.g. ball = a door stop, keys = a musical instrument, 
cup = pen holder). Join pairs of students together to share 
their ideas. Feedback by eliciting ideas from the class.
1 Divide students into pairs or small groups to discuss the 
questions then open the discussion to the class.
Suggested answer
I think upcycling means turning something old and dishevelled 
into something shiny and new-looking. This can be seen from the 
pictures. People probably do this because it’s a hobbyand it could 
save them money and reduce waste. In my view, it’s a great idea 
because it teaches us the value of our possessions and we also give 
new uses to old items we’d otherwise discard.
2a–b Ask students to do these exercises individually then 
compare answers in pairs. Get feedback from the class, 
making sure all students understand the answers. 
2a 1 Across in rows. Because of the order of the numbers. 
 2 Three words 3 Questions 1, 3 and 4 4 Questions 1 and 4 
 (in question 3 the verb is already written) 5 Question 2
2b Suggested answers: the layout of the table including the 
headings, the numbers, listening for key words near the answers 
3a–b Divide students into pairs for these exercises. Then 
change the pairs for them to check their answers. Get 
feedback from the class and ensure students fully 
understand the answers to Exercise 3b. 
3a all nouns 
3b 1 No 2 No. Because the instructions say no more than two 
words and/or a number. 
4 Refer students to the Test strategies on page 168 and 
answer any questions that arise. Give them 30 seconds to 
read the questions then play the recording. Remind them 
to highlight key words and implement the test strategies 
they know. Get them to check their answers in pairs then 
do class feedback. If useful, refer them to audio script 4.1 
on pages 204–205 and encourage them to say where the 
answers are and to find any possible distractors. 
Expert IELTS
It is a good idea to use the audio script to show students 
how the Listening paper works. Encourage them to read 
and analyse the answers and audio script after every 
Listening task. You can highlight where the distractors are, 
how paraphrase has been used and where word matching 
will lead them to the incorrect answer. 
1 fabric repair 2 first and last 3 previous sewing experience 
4 carving techniques 5 Specialist knowledge 6 allergies 
7 Protective clothing
5 The follow-up discussion can be done in small groups 
or as a class. These questions present an opportunity 
for further practice of the impersonal language from the 
Vocabulary on page 58 and/or connecting ideas from the 
Speaking on page 59 to encourage students to include 
these aspects in their discussions. 
Suggested answer
Because if we don’t look after the world’s resources, they may 
soon run out. From my perspective, upcycling won’t make a 
huge difference because not enough people do it and it requires 
considerable time and effort; something which might discourage a 
lot of people from bothering to do it too. 
Extra!
Use the questions in Exercise 5 as essay style Writing tasks 
for homework, or timed Writing practice for class. 
MyEnglishLab > 4a Listening
Language development p. 61
Lesson objectives: practise forming clauses; using 
subordinate clauses; expressing opinions with that
Warm-up
Write the following punctuation marks on the board: . , 
? ! “ ” and ask students to shout out what they are called 
(full stop/period, comma, question mark, exclamation mark, 
speech/quotation marks), how they are used and why. 
Correct students as you go. 
1a Refer students to Expert grammar on page 178 and 
answer any questions that arise. Then ask students to do 
this exercise individually. Check answers with the class. 
If possible, project the text on to the board so you can 
highlight the errors.
Cleaning up your home can actually save you money. If you have a 
lot of clutter, try to get rid of this. You can look around the house 
for items that you do not use and sell them off or give them away. 
One key way to reduce your spending and make money. This 
could also make your home a nicer place to be in. With the effect 
of being a more pleasant environment. This might also make your 
home a more enjoyable place to be in, which also saves you money. 
Because you will not go out as much. 
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Teacher’s notes Module 4
1b You could do this exercise as a class to ensure that all 
students understand the error types. 
A No verb: One key way (is) to reduce your spending and make 
money. C No subject: With the effect of (it) being a more 
pleasant environment. E A missing clause: (You’ll spend less) 
Because you will not go out as much.
1c Ensure students do this exercise individually. Get feedback 
from the class. You could write the answers on the board 
in full and have students identify the parts of speech of all 
the words in the sentence. 
1 Many electronic devices use a great deal of energy so unplug 
them when you can. 
2 You should unplug these devices when not in use. 
3 It might seem hard, but you will save money. 
4 Many people neglect to do this because they simply do not have 
the time. OR Because many people simply do not have the time, 
they neglect to do this.
2–3 Get students to do these exercises individually then 
check with the class. 
2 1 B 2 B 3 A 4 A
3 1 C 2 E 3 D 4 A 5 B 
Extra! 
If students need further practice with subordinating 
conjunctions and clauses, ask them to complete the 
sentences in Exercise 3 (1–5) in their own way. Then divide 
them into pairs to check their answers. For feedback, ask 
for volunteers to share their ideas and use the class to peer 
check for accuracy. You may wish to write their ideas on 
the board.
4 Students do this exercise individually then check in pairs. 
Feedback asking them to justify their answers according to 
the rules of punctuation. If useful, project the text on the 
board to show the punctuation. 
Life is not all about spending money. Thinking about saving money 
and resources can be really beneficial. If you are careful with 
money and resources, you may be able to afford some of the items 
you really want in the future. You will be aiding the environment 
too as wasting resources is one of the largest environmental 
problems in the world. 
Whenever you think about disposing of something, consider 
whether you can do anything else with it. Think of activities you can 
do which do not involve resources. Whereas watching television 
for an hour uses power, going for a walk does not consume any 
resources. Small steps like this can make a considerable difference.
Expert IELTS
Sentence fragments and run-on sentences are typical 
student writing errors, even at high levels. Students often 
need extensive practice in forming full sentences which are 
correctly connected and/or punctuated and have good 
syntax. Ensure that you draw individual student’s attention 
to this if they consistently make this error and give them 
extra practice in writing if necessary. 
5 Ask students to complete the sentences with their own 
ideas and then discuss their reasons with a partner. Make 
sure they extend their answers. 
Suggested answers
1 If I had enough money, I’d take a year off work and travel around 
the world. 
2 While I don’t always enjoy shopping, I do like buying new clothes.
3 Although most people say studying is important, so is having time 
to relax and spend time with family and friends.
6a Do this exercise as a class. Write the sentence on the 
board and elicit the correct answer.
A a clause (reusing here is a verb used in noun form, but it forms 
part of the subject of the clause).
6b Ask students to do the exercise individually and then 
check in pairs. Write the answers on the board then 
feedback by asking students for their opinions on the ideas 
in the sentences. 
1 Many people disagree that our planet is being harmed by our 
wastefulness. 
2 Experts speculate that we will soon double the amount of waste 
we discard. 
3 We must take into consideration that whilst it might be easier to 
just use resources freely, it will not help the environment.
Student’s Resource Book > Language development p. 39
MyEnglishLab > 4a Language development
Writing p. 62 
Lesson objectives: learn how to give your opinion and 
develop your arguments; Test practice: Task 2 (Opinion 
essay)Warm-up 
Write on the board Old/New/Both. Divide students into 
pairs and give them 3–4 minutes to think of some objects 
which have old and new versions, such as film, car, building, 
gadget, etc. Write these examples on the board and ask 
students to discuss whether the old or new versions of the 
objects are better, or both are as good. Feedback by asking 
a few pairs to share their ideas. 
1 Ask the class to clarify what the joke in the cartoon is. 
Then divide students into small groups and give them four 
to five minutes to discuss the following questions: Are you 
pessimistic or optimistic about our attitudes towards recycling? 
Why? How well is recycling done in your country? How could 
it be improved? Ask some students to report back on their 
group’s discussion. 
The joke is that the government spends a lot of time and 
resources creating plans to reduce the use of resources and the 
man is recycling the plans for recycling projects, which is ironic. 
2 Give students 5 minutes to read the essay question 
and put the paragraphs in order. Ensure they do this 
individually then check with a partner. 
C, A, D, B
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Teacher’s notes Module 4
3 Ask students to do this exercise individually then check in 
pairs. Get feedback from the class. If possible, project the 
essay on to the board in order to highlight the answers 
clearly. 
1 In my view, recycling is not a waste of time and should be 
encouraged.
2 In my view
3 Recycling is an easy way for people to contribute to conserving 
the Earth’s resources.
4 The paragraph includes an explanation of the main idea, an 
example and describes the results of the main idea.
5 Institutions need to help
6 An explanation of the importance of larger scale recycling and an 
example of how institutions can help. 
7 Yes
4a Refer students to Expert writing on page 194 then give 
them 2 minutes to plan their answer. Ensure they keep to 
the time limit to give realistic test practice. Monitor and 
check they are making notes for their plan.
4b Set a time limit of 40 minutes for students to write their 
answers.
Model answer 
In many parts of the world today there is considerably more waste 
being thrown away than in the past and this is causing an increasing 
number of problems for the environment. While recycling is one 
method of trying to limit the negative effects of waste, perhaps 
it would be more effective to focus on reducing the amount of 
resources used in the first place. This essay will argue that reducing 
initial consumption is far more important than recycling.
Firstly, although recycling is a positive action, limiting resources 
has a more beneficial effect on the environment in general. 
Products, whether recyclable or not, still have to be manufactured 
and transported, and this has a negative effect on the global 
environment. Additionally, not all products can be recycled so 
waste is still produced on a large scale. For example, items such as 
plastic bags and batteries remain in landfill sites for many years and 
pose a continuous threat to the environment and wildlife.
Secondly, a focus on limiting resources is advantageous for social 
awareness. If people know and take responsibility for caring about 
the resources around them, they are more likely to consume less 
and care more about the planet. As a result, this could change 
the way of thinking of future generations, making society more 
environmentally friendly and less materialistic.
In conclusion, although recycling is an admirable activity, it does not 
address large problems associated with the environment. In my 
opinion, people need to become more conscious of the resources 
they use and more caring towards the environment. 
4c Divide students into pairs to read and analyse each other’s 
essays. Get them to identify each other’s opinions, main 
ideas and support. Round up by discussing key strengths 
and weaknesses.
Student’s Resource Book > Writing p. 40
MyEnglishLab > 4a Writing A and B
4b Objects of desire
Listening p. 63
Lesson objectives: learn how to identify links between 
ideas in Listening Section 2; Test practice: Section 2 
(Table and note completion)
Warm-up
Divide students into groups of three or four and give them 
5–10 minutes to discuss the following questions: What’s the 
most unusual gift you have received? Which person has been 
the most pleased to receive a gift from you and what was it? 
How do you choose gifts for your friends and family? Get some 
feedback by asking a couple of groups to report back on 
their discussions. 
1 Divide students into pairs to discuss the questions, then 
get feedback from the class. 
Suggested answers
1 In the UK giving presents is important for birthdays, religious 
festivals and other events such as leaving a job or getting married. 
This may be because it shows the importance of the relationship. 
2 In the UK, we usually give flowers on Mother’s Day, otherwise 
gifts are generally personalised.
3 In the UK, it is often better to give something that the recipient 
would like rather than a functional gift. However, when it comes 
to flowers, it should be remembered while giving lilies to someone 
is appropriate for a funeral, it would not be for other occasions 
unless it was known that the recipient really liked them. 
2a Direct students to the table and ask them to consider how 
the information will be presented. Elicit the answer from 
the class and ask them to explain their reasoning.
In number order. Horizontally across, by gift. 
2b Ask students to do this exercise individually and then get 
feedback from the class. 
1 B 2 D 3 A 4 C
2c Ask students to read questions 5–10 in Exercise 3b then 
elicit the answer to the question.
There are fewer clues which show the relationship of ideas like 
advantages and disadvantages in the table.
3a Before doing this exercise you could refer your students 
to the Test strategies on page 168. Give students 2–3 
minutes to analyse the questions with a partner. Get 
feedback from the class and discuss the clues given. 
Suggested answers
Question 2 is likely to be an adjective to describe amount, the 
adjective will begin with a consonant because the article is a not an. 
Question 4 is likely to be an adjective because the verb to be + 
adverb precedes the answer.
Question 7 is likely to be a noun beginning with a vowel because 
the article is an not a. 
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Teacher’s notes Module 4
3b Play the recording. Ask students to check their answers, 
then get feedback from the class.
1 power balance 2 reasonable 3 offence 4 traditional 
5 acceptance 6 value 7 incentive 8 contribute money 
9 Retirement 10 speech
4 Divide students into pairs to analyse the questions and 
their answers. 
Student’s Resource Book > Listening p. 41
MyEnglishLab > 4b Listening
Language development and vocabulary p. 64 
Lesson objectives: review and practise pronoun 
referencing; learn new signposting words
Warm-up
Write the beginning of a sentence on the board, e.g. I really 
enjoy learning English… . Nominate a student to choose a 
signposting word such as but or because. Then nominate 
another student to finish the sentence. Divide students 
into small groups and ask them to repeat this with their 
own sentences. Three or four examples will be enough. 
Feedback by eliciting some sentences.
1a Begin by referring students to Expert grammar on page 
178 and answer any questions which arise. Students then 
do the exercise individually before checking in pairs. Get 
feedback from the class. 
1 E 2 G 3 B 4 I 5 A 6 D 7 H 8 J 9 F 10 C
1b Do this exercise as a class to check students’ 
comprehension.
1 he, she, his, her, they, we, our, you, your, etc. 2 plural nouns 
and people, longer phrases or ideas 3 both 4 which – nouns 
and whole phrases/ideas, who – people, where – places2 Ask students to do this exercise individually and then 
compare their answers in pairs before class feedback. 
Discuss any answers where more than one option is possible. 
1 which 2 This/Their 3 they 4 These/This, their 
3a Students could do this activity in pairs. If possible, project 
or copy the table on to the board. Write in the answers as 
you elicit them from the class. Elicit further examples, noting 
them on the table (e.g. also, next, in contrast, such as, so).
To add more information: furthermore, in addition
To show the order of things: finally, in conclusion, initially 
To compare or contrast: although, despite, however, nevertheless, 
on the contrary, whereas 
To give examples: for instance, in particular 
To show reasons and results: consequently, due to, therefore
3b Ensure students do this exercise individually to give 
them practice in signposting words. They can check their 
answers in pairs before feeding back to the class.
1 On the contrary 2 Although 3 due to 4 In addition 5 Initially 
6 However 7 Furthermore 8 in particular 9 therefore 
Extra!
If students need further practice with signposting words, 
ask them to find a newspaper article (print or online) and 
underline all the signposting words. They can then bring 
the article into class and work in pairs or small groups to 
explain how the writer has used signposting words. 
Student’s Resource Book > Language development and Vocabulary 
pp. 42–43
MyEnglishLab > 4b Language development and Vocabulary A and B
Speaking p. 65
Lesson objectives: develop vocabulary; focus on 
pronunciation; Test practice: Part 3
Warm-up
Divide students into pairs and give them 3–4 minutes to discuss 
the following question: If you had all the money in the world for 
one day, what ONE item would you buy and why? Round up by 
asking a few students to share their ideas with the class.
1 This could be done as a class. First, elicit the names of the 
items. Then divide students into groups to discuss and 
agree on how much they think each item is worth. Read 
out the answers and for each one give the group with the 
closest guess a point. The group with the most points wins.
A Antilla (the world’s most expensive house) – worth $1 billion. 
B Gold-plated Bugatti – worth approx. $10 million. 
C The Wittelsbach-Graff Diamond – worth $80 million.
2 Elicit the parts of speech of the words given and drill 
the pronunciation. Students then complete the exercise 
individually. Get feedback from the class. 
1 value 2 materialistic 3 gadgets 4 brand 5 status symbol 
6 successful 7 possessions 
3 Divide students into pairs or groups to discuss the 
questions. Remind them to give full answers and focus on 
connecting their ideas well. Open the discussion to the 
class and elicit ideas.
Suggested answers
1 People may spend more money than they intended to or could 
afford to. Buying brand names drives the idea of competing with 
others for status but could lead people into debt.
2 No, I think people are successful because they are happy rather 
than because of their possessions. Many people with lots of 
possessions are deeply unhappy in life.
3 I think the entire world is becoming more materialistic because 
the opportunities for consumption have risen everywhere in 
recent years.
4 Materialism might be beneficial because it creates employment. 
However, it is negative because it is not the most important aspect 
of life and may bring out the worst in people. 
4a Refer students to the descriptors. The exercise itself can 
be done as a class to ensure all students are aware of the 
different pronunciation features. 
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Teacher’s notes Module 4
1 B 2 D 3 C 4 A
4b–c Play the recording and elicit the answer. You may need 
to play the recording more than once. Ensure students can 
justify their answer.
4b Speaker 2 has the best pronunciation of the two. 
4c The first one is more likely to get a higher score. The speech 
is connected and there is stress on important words. The second 
example has flat intonation, words aren’t connected and individual 
sounds are sometimes hard to hear.
5a–b If useful, first refer students to the Test strategies on 
page 175. Then give them 1 minute to read the questions 
and consider their answers. They then work in pairs 
and take turns asking and answering the questions. If 
possible, students record or take notes on their partner’s 
performance. 
5a Suggested answers: 
1 Yes, I think brands are important, especially for more affluent 
people but also younger people as well (although they no doubt 
favour different brands). I think this is because a lot of people feel 
the need to keep up with their peers, or in the case of teenagers, 
to be seen to be trendy and cool. 
2 People are influenced by advertising in a multitude of ways; they 
may identify with the lifestyle presented in the advert or may be 
subliminally attracted to colours, music or messages in the adverts. 
3 In my opinion, there is a lot of pressure on people when it 
comes to technology and having the latest devices and gadgets. 
This can be seen when people discuss the functionality of their 
new phones and so on. 
4 Yes, I do. There are far more important things in life than acquiring 
possessions – we should be more concerned about spending quality 
time with friends and family, looking after our own health and well-
being and integrating with those in our local communities. 
5b Students’ own answers
6a–b Ask students to listen to their recorded performances and 
analyse them using the questions. Alternatively, they should 
review their notes from Exercise 5a. Ensure they give each 
other advice on how to improve. Feedback by asking who is 
going to focus on which areas of pronunciation.
Student’s Resource Book > Speaking p. 44
Reading pp. 66–67
Lesson objectives: Test practice (Matching 
information; Summary completion)
Warm-up
Divide students into pairs or small groups and ask them to 
note down three objects they would love to own which 
they think would make them happy. Get them to share their 
ideas with their partner and explain how each object would 
make them happy. Get feedback by eliciting some ideas 
from the class.
1 Divide students into small groups to discuss the questions. 
Elicit some of their ideas and write any useful vocabulary 
on the board. 
Suggested answers
1 Examples: car, phone, computer, photos, pets, jewellery. Perhaps 
they were given to you by someone special. 
2 Perhaps the influence of parents, or peer pressure. Students’ own 
answers
3 Students’ own answers
2 If useful, refer students to the Test strategies on pages 
170 and 172 and the Help notes. Clarify any points as 
needed. Set a time limit of 20 minutes for the reading to 
mirror test conditions. Ensure students do the test task 
individually and without dictionaries. After 20 minutes, 
ask them to check their answers with a partner before 
feeding back as a class. Spend some time discussing why 
answers are correct or incorrect and locating the relevant 
information in the text.
1 D 2 E 3 A 4 B 5 C 6 F 7 comfortable lifestyle 
8 other people 9 change 10 time
3 Divide students into pairs to analyse their use of the test 
strategies. Then discuss ideas as a class. 
4 Check students understand the statements (enhance = 
improve, vague = not specific, notion = idea, evaporate = 
dry up/disappear, bolster = support) then divide them into 
small groups to discuss them. You could discuss the first 
question as a class, or model a response to it yourself. 
Monitor to check students are giving full answers. Round 
up by eliciting opinions and reasons. 
Suggested answers
1 People may hope that expensive clothes, cars or houses may give 
them prestige in the eyes of others and increase their status. 
2 Sometimes people regret a purchase and even return it to the 
shop. The buyingof something was probably enough and instead 
of cheering you up, it may have provoked worry or guilt about 
the money spent and thus have the opposite effect of what it was 
intended to have. 
3 People may try to acquire a certain image and to give others 
a different impression of who they really are by what they buy, 
wear, etc. 
4 There may be a lot of pressure to conform to a certain standard 
of living if the people around you live in a certain way.
Extra! 
For homework ask students to write a paragraph stating 
which opinions from the text they agree with and which 
they disagree with, and why.
MyEnglishLab > 4b Reading A and B
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Teacher’s notes Module 4
Writing pp. 68–69
Lesson objectives: plan how to write an opinion essay 
for Writing Task 2; Test practice: Task 2 (Opinion essay)
Warm-up 
Write brand slogan on the board and elicit the meaning 
from the class (a phrase which companies use to advertise 
their products, e.g. Just do it – Nike). Divide students into 
pairs and give them 3–4 minutes to think of a slogan they 
know. Then put two pairs together and ask them to try to 
guess the company and/or product within two minutes. 
Feedback by discussing the slogans chosen.
1 Divide students into pairs to discuss the questions. Get 
feedback from the class and write any useful vocabulary 
on the board.
2a–b If useful, refer students to Expert writing on page 194 
and clarify any points as necessary. Ask students to do the 
exercise individually and then compare with a partner. Get 
feedback from the class. Elicit why the opinions given are 
suitable or unsuitable for the essay.
2a Suitable answers: 1, 4, 6, 7 
2b Suggested answers: 1, 4, 6 and 7 all directly relate to the 
specific question being asked. 2 does not deal with people’s values, 
it focuses on society and economics. 3 concentrates on social media 
which is outside the scope of the question and 5 deals with the 
price of possessions, but the question asks about value in terms of 
personal importance. 
3 Focus students’ attention on the table and check they 
understand the task. Give them 2 minutes to write down 
some ideas. Make sure you adhere to the time limit to give 
realistic test practice. Ask students to compare their ideas 
in pairs before feeding back to the class.
Expert IELTS
It can be difficult for students to generate ideas for Writing 
Task 2. This could be due to levels of maturity or limited life 
experiences. As such, encourage them to keep a notebook 
of essay ideas from the Writing and Speaking Part 3 
discussion tasks in class to help them develop confidence in 
this aspect of the test. 
Suggested answers
Ideas Supporting arguments
Consumerism 
puts unnecessary 
demands on some 
people.
Children want to have similar products as 
their peers in order to fit in to the group, 
poorer people may feel inadequate if they 
cannot afford to buy new products.
Consumerism 
instils aspiration in 
many people.
It is good for society to have people who 
desire more as this drives them to be 
creative and hard-working. It also drives 
the economy.
Consumerism 
leads to people 
accumulating too 
many possessions.
Often people buy things without thinking 
whether they genuinely need or want 
them. Many of these items may be quickly 
forgotten about and take up valuable 
storage space in people’s houses.
4a You could do this as a class, guiding students through the 
descriptors as necessary. 
4b Ask students to do this exercise individually, then feedback 
to the class.
1, 2, 4 and 5
4c For this exercise, divide students into pairs and ask them 
to show each other a piece of their writing, for example 
the last essay they wrote, in order to answer the question. 
5a–b These exercises can be done as a class. For Exercise 5b, 
ask students to volunteer their sentences. Write some on 
the board. 
5a Answers the question: 1. Describes the essay structure: 2, 3. 
5b Suggested answers: 
Opinion: From my point of view, I firmly believe ... 
Describing structure: I will discuss …, X will be outlined.
6a–b Give students 2 minutes to write some ideas then set a 
time limit of 40 minutes to write their essay. 
Expert IELTS
Discuss how students should divide the 40 minutes for the 
essay in the real exam. For example, 2 minutes to read and 
understand the question, 3 minutes to brainstorm ideas, 
3–4 minutes to organise them, 25 minutes to write the 
essay and 6–7 minutes to review, check and edit.
6a Suggested answers
Answer: It is not bad that young people spend money on fashion 
and gadgets. 
Reason 1: Provides employment. Supporting argument: Not only 
for bosses, but also for workers, wages are necessary to live. 
Reason 2: Some possessions are necessary. Supporting argument: 
Can make people feel good and help people in their daily lives, for 
example, mobile phones. 
6b Model answer
Consumerism is a growing part of life in many modern countries. 
It cannot be denied that people, especially younger people, spend 
a considerable amount of money on fashion brands and electronic 
gadgets as a part of this consumerism. However, this is not 
necessarily a negative action. This essay will explore how this kind 
of consumerism is necessary and beneficial for society by evaluating 
how such purchasing creates employment and enriches lives.
Firstly, expensive fashion brands and electronic gadgetry provide 
employment for many people. For example, fashion brands not 
only make the designer rich, they also provide an income for 
people who make the garments, people who ship the garments 
and those who work in the shops that sell the garments, which 
might even include young people if they have a part-time job. 
This kind of job creation is an essential part of life and provides 
an income to enable people to feed their families or pay for their 
studies, for example.
Secondly, while many people might consider expensive fashion and 
gadgets a luxury, they can sometimes be considered a necessity. 
Having glamorous clothes can give a sense of happiness and can 
even bring popularity to an individual. These are essential factors 
for some people. In terms of technology, some expensive gadgets 
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Teacher’s notes Module 4
are vital for individuals to perform daily tasks. One such example 
is the mobile phone which provides the internet and all of its 
associated benefits such as connecting young people and enabling 
them to keep in touch with friends, family and co-workers. In 
addition, games and internet access can educate young minds. The 
more recent the games and faster the devices, the easier people 
can use them.
For the above reasons, spending on fashion and gadgets cannot be 
considered unnecessary for young people. It brings us beauty, 
convenience, communication and education, while providing much 
needed jobs throughout the world.
7a–b Divide students into pairs to analyse each other’s 
essays using the questions. Ask them to provide a list of 
suggestions for their partner.
7c Students could do this for homework or in class. You may 
want them to do it in another lesson.
Student’s Resource Book > Writing p. 45
MyEnglishLab > 4b Writing 
Review p. 70 
The aim here is to give practice and consolidate the language 
and vocabulary covered in the module including verbs 
of thinking, signposting words, punctuation and pronoun 
referencing. These exercises could be set for homework or 
as a class progress test (with a suggested time limit of 20–30 
minutes). 
1a 1 conceive 2 contradicts 3 pass 4 speculate 5 faith 
 6 convince
1b 1 C 2 A 3 E 4 B 5 D
1c 1 initially 2 For instance, 3 Despite 4 due to 
 5 In particular 6 Furthermore 7 Consequently 8 Although
2a 1 Many consumers believe that it is cost effective to buy 
 cheaply and replace goods frequently. 
 2 While the decreasing cost of fashion is beneficialfor 
 consumers, the impact on factory workers’ salaries has been 
 negative. 
 3 It can seem difficult to keep up with the latest technology 
 because there are so many rapid developments in this area. 
 4 Although there are frequent complaints about rising prices, 
 this has not reduced the average household’s consumption. 
 5 There is a common belief that the more you pay, the better 
 the quality. 
 6 If people turned off their house lights, their electricity 
 consumption would be reduced. 
 7 Whereas young people are interested in buying the latest 
 products, older people prefer things built to last./Young 
 people are interested in buying the latest products, whereas 
 older people prefer things built to last. 
 8 Products will not be ethically produced unless consumers 
 demand it./Unless consumers demand it, products will not 
 be ethically produced.
2b 1 they/these 2 This 3 they/you 4 they/you 5 these 
 6 their/his/her 7 it
MyEnglishLab > Module Test 4
MyEnglishLab > Review Test 2
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