Expert IELTS TB_U10

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Teacher’s notes Module 10 10101010101010101010101010101010101010 Cutting edgeModule 10 covers topics such as creativity, the imagination, innovation and progress.
Photocopiable activities 
10A Three wishes p. 159
10B Possible explanations p. 160
10C Verb patterns p. 161
Teacher’s Online Material
• Test Practice Lesson: Reading 2
• Module Test 10
• Review Test 5
• End-of-level test
Lead-in p. 151
Warm-up
Divide students into pairs to discuss the meaning of the 
module title (new and exciting). Allow 2–3 minutes and 
feedback. 
1 Divide students into small groups to discuss the questions 
and feedback at the end. 
Tim Berners-Lee – world wide web; Momofuku Ando – instant 
noodles; Hedy Lamarr – radio guidance technology.
10a Thinking creatively
Reading pp. 152–153 
Lesson objectives: practise paraphrasing ideas; Test 
practice (Matching sentence endings; Multiple choice)
Warm-up
Divide students into pairs and ask them to take turns 
describing their favourite work of art or building to each 
other. Their partner should try to draw it as they listen. 
After 5–10 minutes, discuss as a class whose drawings best 
matched the buildings described. 
1 Once students have discussed the question, elicit ideas 
ensuring full answers are given.
Suggested answers
Someone who is prepared to think for themselves and not be tied 
to convention. Someone who produces new, innovative ideas. 
Creativity could be defi ned as the ability to use your imagination 
to produce new and innovative ideas. 
2a Give students 30 seconds to skim the article then elicit 
what the structure is.
Suggested answer
The argument starts with the scientifi c descriptions of creativity, 
then discusses diff erent creative people and talks about being 
more creative. It ends with education. 
2b If students need more support or time is limited, this 
could be done as a class.
Suggested answers
1 test: assessment, evaluation, examination 
valuate: measure, assess, quantify, judge, estimate 
ability: skill, talent, aptitude, gift, expertise 
rational: logical 
2 IQ* measures of aptitude in memory, logic and comprehension. 
3 D seems to capture something about the brain’s processing 
ability that is a predictor of academic and other achievements.
3 Before students complete the task, you might want to 
refer them to the Test strategies on page 172. Allow them 
time to discuss answers before class feedback.
1 D 2 C 3 G 4 B 5 E
4 As in Exercise 3, refer students to the Test strategies on 
page 172 before doing the test task. Then give them 3–4 
minutes to check their answers together before feeding 
back to the class. If possible, project the text on to the 
board so you can discuss the answers.
6 B 7 A 8 A 9 D
5 Students could do this in pairs, or you could discuss the 
question as a whole class.
6 Divide students into pairs or small groups for this 
exercise, then elicit some ideas as feedback.
Expert IELTS 
For multiple choice, matching or True/False/Not given 
questions, encourage students to guess rather than leave 
an answer space blank. Explain that they will not lose marks 
for a wrong answer but that putting a possible answer 
increases their chances of gaining more marks.
Student’s Resource Book > Reading pp. 96–97
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Teacher’s notes Module 101010101010101010 Vocabulary p. 154Lesson objectives: develop use of nouns for hypothesising; practise academic collocations and phrases for speculationWarm-upAsk students to discuss with a partner what diff erent 
forms of creativity there are, e.g. an idea, a joke, a theory, 
a story, music, a piece of artwork, and in which ways they 
are creative. Give them 5–10 minutes and then elicit ideas, 
making a list on the board. 
1a–b Students could complete these exercises individually or 
in pairs. Elicit answers during class feedback and check on 
pronunciation if useful.
1a 1 D 2 B 3 A 4 F 5 C 6 E 
1b 1 assume 2 conceive 3 imply 
 4 insight does not have a verb form 5 speculate 6 infer 
2 Ask students to do this exercise individually. If they do 
not know the word conjecture, discuss how they can work 
out its meaning from the context (not based on evidence) 
before they begin. Allow time for students to compare 
answers in pairs before class feedback.
1 assume 2 conceive 3 implications 4 concept 
3 Divide students into small groups. Remind them to 
answer fully and talk for at least 30 seconds per question. 
During feedback, ask which part of the Speaking test has 
questions like this (Part 3).
Suggested answers
1 I assume that creative people are constantly positive and see the 
world diff erently from the rest of us – as though everything is an 
artistic opportunity. 
2 I think this is because it is so elusive and individual. We can 
never really understand the inspiration of an artist, so people like 
to speculate on various possibilities. 
3 The implications are extremely serious in my opinion. Children 
and young people are supremely creative and society needs 
to ensure that schools are places where this creativity can be 
explored and enhanced. 
4a–b Students could complete these exercises individually or 
in pairs before class feedback. Ask students which part of 
the exam collocations are most useful for (Writing Task 2 
and Speaking). 
4a 1 B 2 C 3 C 4 A 5 B 
4b 1 concept 2 perception 3 assumption 4 implications
Extra!
Ask students to check the meaning of some of the 
vocabulary in Exercises 2 and 4b. For example: cited, 
tangible, enhanced, foster, harness, conjecture. Feedback by 
eliciting the meanings.
5 Begin by eliciting the meanings of the words given. 
Students then complete the exercise in pairs.
1 impression 2 surprised 3 chances 4 confi dent 5 likelihood 
6 guess 
Extra!
Elicit the type of vocabulary for Speaking and for Writing 
(Speaking: phrases for speculation, nouns for hypothesising, 
academic collocations. Writing: nouns for hypothesising, 
academic collocations). Write on the board: How can we 
inspire young people to continue studying? Divide students 
into groups and give half the groups 15 minutes to produce 
a written answer (100 words) and the other half a spoken 
answer. Ask some groups to share their work with the class. 
Student’s Resource Book > Vocabulary p. 98
MyEnglishLab > 10a Vocabulary
Speaking p. 155
Lesson objectives: develop topic-specifi c vocabulary; 
practise using speculation in answers; Test practice: 
Part 2; Part 3
Warm-up
Ask students to think of someone who has inspired them. 
In groups, ask them to describe this person and why they 
are inspirational (making you feel full of hope or encouraged). 
Encourage them to ask each other further questions. Give 
them 5–10 minutes, then ask some students to share their 
ideas. 
1 Remind students to justify their answers. You could make 
groups decide on their favourite one and justify this to the 
class.
2a Students could do this in pairs or small groups before class 
feedback. 
1 E 2 D 3 B 4 A 5 C
2b Students should do this individually. If they fi nd it diffi cult, 
play the recording twice. Ask them to check in pairs, then 
get feedback from the class. 
1 vivid imagination 2 stifl e (our) creativity 3 think laterally 
4 wasting my talent 5 artistic fl air
2c Divide students into small groups and encourage them 
to ask each other follow-on questions and use the 
vocabulary just studied. Elicit some ideas as feedback, 
writing any useful language on the board. 
Suggested answer
1 I was often creative as a child because I loved to collect objects 
from the natural world and turn them into pictures. I would collect 
fl owers and leaves from our garden or from trips to the beach and 
the park and use my vivid imagination to turn them into a face, or 
a house, or an animal. After that, I’d add paint or writing to the 
picture to give it a bit more artisticfl air.
3a Discuss where students can use their imagination then 
give them 1 minute to make notes individually. 
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Teacher’s notes Module 10
Suggested answer
You could use your imagination in the first part of the prompt 
to describe what you made, then you could imagine an unusual 
solution to a problem as well as think of an original way to explain 
how you would do things differently in the last part of the prompt. 
3b Tell students they will hear an example response. Ask 
them to write one or two words. Then play the recording. 
Play it again if necessary and ask students to compare 
their notes before feedback.
1 a princess costume 
2 She ruined the material because she didn’t know how to work 
the sewing machine. 
3 called her friend to help 
4 learn to operate the machine, draw the design better
3c Students can do this in pairs. Ensure feedback is thorough 
here. If possible, project audio script 10.2 on page 213 on 
the board and underline the structures. 
Last year I went to a friend’s New Year’s Eve party which was 
fancy dress. Everyone was told that they had to make their own 
costume and not buy one on the internet! So, I decided to make a 
princess costume. I chose to use a combination of silk and lace and 
I imagined it would look spectacular, like something from Frozen! 
I was pretty confident that I could do it because my grandmother 
taught me how to sew when I was a teenager and I had quite a lot 
of artistic flair back then. I made a couple of party dresses with 
my grandmother’s help and I was quite proud of them at the time. 
Anyway, because of my previous experience, in my mind, I thought 
my costume would be fairly professional-looking. 
The day before the party, I got out my old sewing machine, set it up 
on the kitchen table and started work. After a couple of hours, I’d 
not managed to get very far and I wish I’d read the machine 
instructions beforehand. I’d forgotten what some of the controls did 
and had ruined most of the material. At that point, I realised I only 
had a couple of options – buy a costume and pretend I had made it 
or call my friend to help me fix the mess I’d made. I decided to call 
my friend who arrived an hour later and managed to undo all my 
sewing and make the costume as it was supposed to look. I don’t 
know what I would have done without his help and patience. 
I suppose if I had to do something like this again, I’d do a few things 
differently. First and foremost, I would make sure I knew how to 
operate any machinery properly as this was what caused the most 
setbacks. Besides that, I think I should have drawn out the design 
more thoroughly. In my view, I believe that the costume would have 
been easier to make with a clearer design. 
The grammatical structures for speculation include: would + verb, 
would + have + past participle, should + have + past participle.
Extra!
Ask students to write five of their own sentences using 
the structures from Exercise 3c and compare them with a 
partner. Ask a few students for their sentences and make 
any corrections as necessary. 
3d Students work individually, referring back to their original 
notes. Monitor to check use of the structures.
4a Refer students to the Test strategies on pages 174 and 175. 
Give them 2–3 minutes to think of some ideas.
4b Divide students into pairs to take turns asking and 
answering the questions. Each student should have 
2 minutes for Part 2 and 3–4 minutes for Part 3.
Part 2 Suggested answer
When I was at school my friends and I were involved in a video 
game design project. It was a very simple game, but we were 
more interested in the overall experience of the design process 
than the game itself. We watched a lot of videos on Youtube 
about the different ways to create various game genres, such as 
platform or shooter or adventure games. Then we took turns 
practising writing the game in two different languages. We wanted 
to learn more about the implications of using different languages.
We chose to get involved in this kind of creative activity because 
we were learning how to code and thought that the best way to 
put our skills into practice was to make our own game. At that 
time, I was also thinking of studying computer science at university.
Well, all of us thoroughly enjoyed the experience. We learned a 
lot about coding – the stresses and strains and complications, but 
also where our individual strengths and weaknesses lay. It was a 
nice bonding experience for my friends and me. But I suppose 
the key thing that I discovered was that working as a video game 
designer could be less glamourous than it sounds! 
The video game we made was actually really good from several 
perspectives – it was user-friendly, had attractive graphics and 
was not that time-consuming to code. However, we would have 
preferred to make it more interactive. Unfortunately, this wasn’t 
possible due to the time constraints of the project, but I would 
work on this aspect if I did another project like this. 
Part 3 Suggested answers
In what ways is creativity valued and rewarded in society? Creativity 
tends to be both valued and rewarded in business more than any 
other field these days. Ideas are often considered to be the epitome 
of creativity and as such are extremely lucrative for corporations. 
Rewards are mostly financial and can sometimes be vast.
What opportunities for creativity does modern life provide? In my 
view, due to globalisation, the opportunities for creativity have 
widened enormously. Creativity features more in education and 
the workplace because it will play a significant role in solving the 
world’s issues in the future. 
In what ways, would you expect to find creativity in the workplace 
nowadays? Um, well, that’s an interesting question. In many ways, 
creativity can be found in the people we work with. Listening to 
their ideas and developing new ways of working can be viewed as 
creative even though they don’t appear to be. It’s all about how 
we conceptualise creativity.
How can more creativity be brought into our everyday lives? There are 
various ways people can do this such as becoming involved with 
painting or literature or other artistic forms – many people actually 
have more of a vivid imagination than they think – by thinking 
laterally and using our imagination, we can all increase our creativity. 
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Teacher’s notes Module 10
Expert IELTS
As students can run out of ideas before 2 minutes is up 
in Part 2 Speaking, discuss techniques that they can use to 
add extra information, such as speculating for Part 3. They 
could also tell a story related to the subject if they finish all 
parts of the prompt (e.g. I would make much more effort if I 
did it again. It reminds me of a time when I did make an effort 
and it worked out well…).
MyEnglishLab > 10a Speaking
Listening p. 156
Lesson objectives: practise using metaphors and 
similes in lectures; Test practice: Section 4 (Note 
completion)
Warm-up
Divide students into pairs or small groups and ask them to 
describe their favourite song. They should say who sang it, 
whether it was popular or not, what it is about (if anything) 
and what they like about it. Give each student 2 minutes. 
Feedback by asking one or two students to explain their 
answers.
1 Students could discuss these questions in pairs or small 
groups before a brief class discussion.
Suggested answer
Yes, I do think there’s some truth in the image because people 
have certain expectations from different types of music which 
songwriters tend to fulfil in order to sell their records. Modern 
pop songs are fairly formulaic in their content and their structure, 
although some artists break out of this mould. 
2a Students can answer this question in pairs or small groups. 
Check answers with the class. 
Metaphor: 1 and B; Simile: 2 and A2b Ask students to do this individually. If they find it difficult, 
play the recording more than once. After listening, ask them 
to compare answers with a partner before feeding back. 
Speaker 1 talks about Mozart’s childhood ability with music. The 
speaker uses a simile to compare Mozart’s understanding of music 
to a bird flying. 
Speaker 2 talks about how music and listeners have diversified. The 
speaker uses a metaphor to compare music listeners to sponges.
2c Students can work in pairs or small groups to identify the 
simile and discuss why it is appropriate.
The speaker says listeners are sponges as the water/music goes 
inside us, almost involuntarily and we take the music in and 
internalise it no matter what, as a sponge does with all liquids.
3a If useful, refer students to the Test strategies on page 168. 
Then give them 2 minutes to read the points A–E and 
discuss what they mean with a partner. They then listen to 
the recording and order the points on their own before 
class feedback. 
1 B 2 D 3 A 4 E 5 C
3b Students could use the audio script 10.4 on page 213 to 
identify the metaphors and similes. Get feedback from the 
class.
4a Remind students to consider what kinds of words (nouns, 
verbs, adjectives, etc.) could go in the spaces before they 
discuss ideas with a partner. Briefly elicit ideas from the 
class. 
4b Students complete the task individually. Remind them to 
check their spelling and then ask them to swap answers 
with a partner. They should mark each other’s work 
during feedback.
1 right audience 2 catching a wave 3 car 4 (a) part 5 robbery 
6 human 7 reflection 8 recipe
Language development p. 157
Lesson objectives: practise using unreal conditionals, 
wish, if only and hypothetical forms
Warm-up
Write on the board If I had a billion pounds, … . Ask 
students to think about what they would do with it. Share 
it or spend it all on themselves? Give it to charity? Start a 
business? Ask them to talk in pairs or small groups about 
what they would do with the money and set a time limit of 
10 minutes. Do not worry too much about the grammar 
at this point, you can revisit it after completing the main 
exercises.
1a–b Refer students to Expert grammar on page 181. 
Students could do these in pairs or small groups. Then get 
feedback from the class.
1a 1 A did not happen, B happened 2 A did not happen, 
 B happened 3 A happened, B did not happen
1b 1 I wish I had studied a more arts-based subject at university. 
 2 If only I had more time, I would do something creative. 
 3 If I had studied a more arts-based subject at university, I might 
 have found a more inspiring job. 
1c Students could discuss these questions in the same pairs 
or small groups. During feedback, elicit and discuss 
answers.
1 regrets 2 past simple 3 past perfect 
2 Students could do this exercise individually so that you can 
monitor their progress, then compare their answers with 
a partner before class feedback.
1 Incorrect – change will to would 2 Correct 3 Incorrect – change 
is to was 4 Correct 5 Incorrect – change are involving to involved 
6 Incorrect – change might not started to might not have started
3 Divide students into groups of three so each can talk 
about a different topic. Ask them to decide their topics 
and then give them 1 minute to prepare. Remind them to 
ask follow-up questions. 
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Teacher’s notes Module 10
Suggested answers
1 I wish I’d been able to travel more when I was younger, but 
instead I decided to focus on studying … .
2 If I’d studied engineering, I’d probably have a very different career 
now … . 
3 If only I’d continued to learn German, I think I’d be able to speak 
it quite well now … .
4a You could start by asking the class if they know any 
other structures to express alternative ways things could 
happen. Students then look at the sentences in pairs 
before feeding back to the class.
1 Suppose we hadn’t met James. We wouldn’t have such a great 
creative team for the project. 
2 Let’s transport the musical equipment by car in case something 
gets damaged. 
3 It’s time the company started adding some more innovative ideas 
to its range of kitchenware products. 
4 What if you’d been born in California? How would your life have 
been different?
4b–c These exercises could be done as a class or in pairs 
before class feedback. Provide additional examples of 
hypothetical forms if needed.
4b Past = 1 and 4, Present = 2 and 3 
4c 1 Past perfect to imagine an alternative version of the past. 
 2 Present simple to describe what might happen now or in the 
 near future. 
 3 Past simple to talk about what we want for the present but 
 does not yet exist. 
 4 Past perfect to imagine an alternative version of the past.
4d Students could complete this individually, then check in 
pairs before getting feedback from the class.
1 thought of 2 disagreed 3 created 4 began 
Extra!
Return to the warmer If I had a million pounds, … and as a 
class create a Task 2 Speaking prompt (e.g. Describe what 
you would do if you had a million pounds, say what you would 
buy …). Ensure students follow the same format (three 
bullet points and an end point) and use structures from the 
lesson. Give them 1 minute to plan, then ask them to take 
turns to give their answer.
Student’s Resource Book > Language development p. 99
MyEnglishLab > 10a Language development A and B
Writing p. 158
Lesson objectives: learn how to write about 
hypothetical alternatives in Writing Task 2; Test 
practice: Task 2 (Develop a coherent argument)
Warm-up 
Write Types of problem on the board and elicit some 
examples such as maths problems, social, technical, 
emotional/friendship. Divide students into pairs to discuss 
how good they are at solving these problems and what type 
of problems they like to solve. Allow 5–10 minutes and 
then feedback. 
1a Students can do this exercise in pairs with a time limit of 
1 minute. Then get feedback from the class.
wave goodbye
1b You may want to do this as a whole class, guiding students 
to the answer if necessary. 
Lateral thinking skills. This is when you solve a problem by taking 
an indirect or creative approach. This can help with general 
problem-solving in life. 
2a Explain that in the essay task, it is common to use 
hypotheticals to develop arguments, and that they can 
be used in different tenses. Ask students to look at 
the sentences individually and match them, then check 
answers in pairs. Get feedback from the class.
1 D future 2 E present 3 B future 4 A present 5 C past
2b Students could do this activity in pairs. If possible, project 
the text on to the board during feedback.
Creativity is an ability that should be encouraged in schools. Many 
schools nowadays are more focused on exams and maths and 
language skills. However, if this continues, it might not develop a 
child fully enough. Without having their creativity fostered, children 
may only grow up to deal with logical tasks, but not think creatively 
about what they can do with their lives and for the world. This 
could mean that the world would be a less innovative place.
2c You could divide students into groups and give each group 
one of the prompts. The groups could create a paragraph 
using hypotheticals to share with the class. If you do 
this, ensure you monitor their paragraph development. 
Alternatively, this could be done as a class, writing ideas 
on the board.
Suggested answers
1 If we did not have mathematicians and scientists, then we would 
not have bridges or computers, which are more necessary than 
songs and paintings. 
2 If scientists like Stephen Hawking and Albert Einstein had not 
thought creatively about problems, they would not have been able 
to discover so many things. Scientists probably would not solve 
many mysteries in the world without some creativity. 
3 Imaginethe world without creative inventions like the wheel, the 
computer, or electricity. Our lives would be completely different.
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Teacher’s notes Module 10
3a Check students understand a logical, coherent argument (an 
argument which goes from one clear point which is supported 
to the next). They could do this activity in pairs. Ask them 
to look up any new vocabulary and make a note of it. Get 
feedback from the class.
1 B 2 A 3 D 4 C
3b Divide students into pairs for this exercise. Give students 
3–4 minutes to plan ideas. Elicit answers from one or two 
pairs/groups and get feedback on their development.
Suggested answer 
Points in order: creativity is varied and can apply to many areas 
of life. This means everyone has the capacity for creativity, e.g. 
personal skills, artistic flair. This is the traditional view and applies 
to some people. However, many people are creative in non-
traditional areas, such as work, sports, studying. We should widen 
our understanding of creativity so everyone feels included. This 
could help in education – young people would all be encouraged to 
discover what they are talented at.
3c Having modelled some class examples, now ask pairs to 
swap their ideas with another pair and review the work 
based on the bullet points. Then ask them to give verbal 
feedback.
4a Ask students to read Expert writing on page 200. Ensure 
they do this individually and give them 5 minutes. They 
can then use the checklist to review each other’s plans. 
Suggested answer
Plan: Intro – agree for two reasons. 
Main idea 1 – creativity enables more solutions. Support – people 
feed off each other’s ideas, more possibilities = more likelihood 
of finding a good solution. Hypothetical alternative – If our focus 
were never widened we wouldn’t explore other options. 
Main idea 2 – creativity allows us to think laterally. Support – 
often solution is not obvious, we need to play around with ideas 
before they become options. Hypothetical alternative – if we only 
thought logically, we’d always come to the same conclusions and 
wouldn’t make progress. 
Conclusion – creativity changes our approach to problem-solving.
4b Give students 20–30 minutes to write their paragraphs or 
set this exercise as homework.
Model answer 
Creativity is a concept which many people understand very 
differently. For some, it is connected to being artistic and as such, 
has few applications outside of the Arts, whereas for others, it has 
far wider implications for society and can be used in many areas, 
one of which is problem-solving. In my opinion, creativity plays 
a pivotal role when it comes to problem-solving and should be 
viewed as a key factor for several reasons. 
Firstly, the likelihood of being able to solve problems is generally 
greater when people think more laterally. It can be argued that 
many traditional approaches to problem-solving only work for a 
specific time period and that these approaches need to be revised 
as society develops. Although a solution may have been successful 
in the past, there is no reason for us to assume that it will continue 
to be effective in the long-term. If we are more receptive to the 
idea of creativity playing a fundamental role in problem-solving, 
more viable solutions may appear.
Secondly, embracing the idea of creativity in problem-solving is an 
effective way of including more people in the process. Often, for 
example, it has been assumed that certain personality types, such 
as those who are considered to be more logical, are more suited to 
problem-solving. However, this attitude could preclude other creative 
people from the problem-solving process and it is these people who 
could potentially provide innovative solutions if they were included. 
In conclusion, I would argue that creativity should play a central 
role in problem-solving if we are to fully explore a fuller range of 
potential solutions and include a mix of people who will tackle a 
problem using a variety of approaches.
4c Students work in pairs to review their paragraphs.
Expert IELTS
Planning is essential for IELTS Writing tasks. Students will 
be marked on coherence and cohesion, which is how well 
their writing ‘flows’. Working on paragraph structure and 
argument development can help improve this so try to 
ensure your students ask Why is this sentence here? Why is 
this paragraph here? both to themselves, or when feeding 
back to others. 
Student’s Resource Book > Writing p. 100
MyEnglishLab > 10a Writing
10b Innovation
Listening p. 159
Lesson objectives: practise hypothesising in Listening 
Section 4; Test practice: Section 4 (Table completion; 
Note completion)
Warm-up
Ask students to discuss in pairs any unusual health-related 
medical advice they have received from someone and what 
they think of current health and fitness trends/advice. 
Discuss whether they have taken any advice and if it helped. 
Give students 5 minutes and then get feedback from the 
class. 
1 Students could do this in pairs or small groups before class 
feedback. 
I think the sequencing of DNA is the most important medical 
advance as it has enabled us to learn more about the human body. 
Its potential for curing diseases in the future is enormous. 
2a Students should read individually and then discuss this in 
pairs. Get feedback from the class. 
1 is hypothetical
2b Students can discuss ideas in pairs before class feedback. 
1 Let’s ask ourselves where we would be without penicillin. Well, 
we would not be able to fight infection. We would probably have a 
much shorter life expectancy and be more susceptible to all sorts 
of diseases.
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Teacher’s notes Module 10
3a Give students 30 seconds to read the questions. Then play 
the recording. After completing the exercises, students 
could compare their answers with a partner. Get feedback 
from the class.
1 D 2 B 3 C 4 A
3b Refer students to audio script 10.5 on page 213 and ask 
them to do this exercise individually or in pairs. If possible, 
project the audio script onto the board to aid feedback.
Suggested answers
1 I can’t imagine what the world would be like without painkillers. 
They are used so much these days, for things like headaches all the 
way through to post-operative treatments … I suppose people 
would put up with things a lot more because they’d not want to 
have operations or medical procedures that might hurt. I imagine 
we’d be using more natural pain relievers too like acupuncture. 
2 In the next 50 years? Well, I think we might have cures for many 
of the diseases that exist today. And hopefully ones like polio and 
malaria might be a thing of the past. With the progress made in 
vaccinations I see that as a very real possibility. 
3 It would be a very bleak place in my opinion. If we didn’t have 
these essential medical services, we’d probably see people suffering 
just out in the streets. This would be a very difficult sight. Also, 
there would probably be a much shorter life expectancy for everyone. 
4 Yes, I think that might well happen. Life expectancy has risen and 
risen up to now, and I see no reason why that wouldn’t continue. In 
the early 20th century, it was probably common for people to live 
to about 60, but now in many countries it’s the norm for people 
to live into their eighties.
4 If useful, refer students to the Test strategies on page 168. 
Give students 30 seconds to read the questions then play 
the recording. 
1 surgeons 2 function 3 (donor) waiting lists 4 Face 
5 identity transfer 6 mapping 7 personalised (GB)/personalized (US) 
8 discriminate 9 (future) partner 10 a (short) presentation 
5 Divide students into pairs for this exercise. Elicit which 
answers used hypothetical language.
Student’s Resource Book > Listening p. 101
MyEnglishLab > 10b Listening
Language development and vocabularyp. 160
Lesson objectives: practise using past modal verbs and 
verb patterns
Warm-up
Give each student a problem written in the past tense on 
a card (e.g. I lost my phone last night. What should I do?). 
Get them to ask others for advice on what they should 
or should not do. Give them 5–10 minutes and then ask a 
few students to report back to the class on the advice they 
were given.
1 Students could discuss this in pairs before class feedback. 
Highlight the could have, would have, should have elements 
of the sentences then refer them to Expert grammar on 
page 182.
1 B 2 A 3 C 
Background: Jacques Cousteau was a French scientist and 
filmmaker who was fascinated with the sea and all that 
lived in it. He was born in 1910 and was a famous figure in 
marine exploration and research until his death in 1997. He 
famously co-invented the Aqua-lung. 
2 Ask students if they know anything about Jacques 
Cousteau. Get them to do this individually so you can 
check progress. They could then check in pairs before 
class feedback.
1 could 2 may 3 could 4 should 5 would not 
3 Divide students into pairs. Remind them to use the 
structures covered. Elicit some answers as feedback. 
Suggested answers
1 I should have passed my driving test first time, but I didn’t practise 
enough beforehand. 
2 I could have decided to visit my friend for my last holiday, but I 
wanted to go somewhere I’d never been before. 
3 Argentina could have beaten Germany in the 2014 World Cup 
final if they hadn’t become so tired and lost focus. 
4a Students can discuss the answers in pairs or you could do 
it as a whole class. If possible, show them how an online 
dictionary can indicate the answer using example sentences. 
Followed by the infinitive: afford, manage, promise. 
Followed by the gerund: avoid, deny, involve, risk, suggest.
4b Students can do this individually then check in pairs before 
class feedback.
1 afford to pay 2 involves ensuring 3 avoid spending 
4 denied subsidising 5 suggested participating 6 promised to invest
4c Divide students into pairs for this exercise. Get a few pairs 
to feedback their ideas.
Suggested answers
1 I’d recommend that they should choose one and try to develop it 
into something financially viable. 
2 I’ve made some clothes which involved designing a pattern, then 
cutting the cloth to the correct size and sewing it into a garment. 
3 I’d suggest they try thinking about things from alternative 
perspectives. 
4 I’d encourage that person to get an expert opinion to see if the 
idea could be profitable. 
Student’s Resource Book > Language development and Vocabulary 
pp. 102–103
MyEnglishLab > 10b Language development and Vocabulary
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Teacher’s notes Module 10
Speaking p. 161
Lesson objectives: develop vocabulary; focus on 
lexical resource; Test practice: Part 3
Warm-up
Elicit the meaning of gadget (a small machine/device, e.g. 
tablet, exercise tracker). Ask students to think of a gadget 
they own and describe its good and bad qualities to a 
partner. Give them 5–10 minutes then get feedback by 
asking a few pairs to share their ideas with the class. 
1 These questions can be discussed in pairs or as a class.
Suggested answer
The images show that there is a difference between coming up 
with an original idea for an invention and transforming an existing 
invention into a product that people find more desirable. I think 
the difference is one of utility and understanding how to use 
advances in technology as well as to market ideas and products. 
2 Ask students to do the exercise in pairs and then get 
feedback from the class.
1 best-selling 2 pioneering 3 cutting-edge 4 state-of-the-art 
5 world-leading 6 life-changing
3 Ask students to complete the text individually before 
checking in pairs. Get feedback from the class and check 
the meanings of the words in the box.
1 launched 2 spearheaded 3 took the lead 4 instigated 
5 laid the groundwork
4a Students can do this in pairs. Get feedback from the class 
and clarify any points as necessary.
Band 8 can communicate meaning precisely. The candidate 
can use idiom and collocation well and inaccuracies are 
unusual. Paraphrase is used effectively when needed. Band 7 
can also paraphrase. There is flexibility in language with some 
understanding of style/collocation. 
4b Play the recording, then give students 2–3 minutes to 
discuss their answers in pairs. Get feedback from the class. 
Note that the student has a good command of vocabulary.
Jina: Mmm, that’s an interesting question. For me, the drawbacks 
of inventions can be overlooked in favour of the beneficial aspects. 
On the vast majority of occasions, it is reasonable to assert that 
inventions instigate positive changes in society. I mean where would 
we be if the internet hadn’t been created, for example? When it 
was launched in the late 1980s, we couldn’t have imagined how 
it was going to revolutionise our lives. Yet, sometimes negative 
repercussions of inventions come to our attention a little later. I’m 
thinking about research which has revealed some of the adverse 
effects of social media on young people and youth culture. Things 
such as cyber bullying which is when children adopt threatening 
behaviour to others on sites like Facebook. So, I guess my view is 
that there’s usually both good and bad outcomes. 
5a Refer students to Test strategies on page 175. Check 
they understand the questions. Give them 2 minutes to 
individually plan how to incorporate vocabulary from the 
unit into their answer.
5b Divide students into pairs and remind them to give full 
answers. They should record their answers if they can 
and the student listening needs to note down any good 
vocabulary they hear. As feedback, discuss the vocabulary 
used and which questions were more difficult and why.
Suggested answers
1 Because it pushes forward development and harnesses people’s 
desire to continually improve their lives. Invention provides 
opportunities for creativity and brings people together to work on 
projects. 
2 When someone sees something which doesn’t work very well 
and they feel they are able produce a better version. 
3 The internet has obviously fundamentally changed the way we 
communicate and conduct business. Medical science has also been 
transformational for many people who would not have survived 
illnesses in the past. 
4 In my view, the most useful inventions are those which are related 
to environmental protection, such as alternative energy sources. This 
is because many other inventions are actually resource-intensive and 
therefore their usefulness could be described as debatable. 
6a–b Divide students into pairs to analyse their vocabulary. 
Get feedback by asking a few students to comment on 
their performance. 
Extra!
Write each vocabulary item on a card and give them to 
students. Give students 1 minute to check the meaning and 
use. They then mingle, showing their card to other students 
who must use the word in a sentence. The first student 
must check the word is used correctly (both grammatically 
and in terms of meaning). Get feedback by discussing any 
questions on meaning or usage.
Student’s Resource Book > Speaking p. 104
Reading pp. 162–163
Lesson objectives: Test practice (Matching sentence 
endings; Yes/No/Not given)
Warm-up
Dictate: Science is more important than the Arts. Give 
students 3–4 minutes to note ideas for and against this 
statement. Then give them 5 minutes to discuss their ideas 
in pairs and try to come to an agreement on how much 
they agree/disagree with the statement. Briefly elicit ideas 
for feedback. 
1 Students can discuss these questions in pairs or small 
groups before feeding back to the class.
2a Give students 1 minute to do this individually before 
comparing ideas in pairs. 
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Teacher’snotes Module 10
2b These questions could be discussed in pairs or as a class. 
You might also want to elicit further advice students have 
for answering these question types.
1 C 2 C 3 B 4 C 5 A
3 You may want to first refer students to the Test strategies 
on pages 171 and 172 and the Help notes. As this is the 
last reading test in the book, do it under test conditions 
and give students 20 minutes to complete it. For feedback, 
ask students to swap answers and mark each other’s work. 
1 D 2 F 3 A 4 C 5 No 6 Yes 7 No 8 Not given 9 Yes
4 Get students to discuss the questions in groups. Ask one 
or two groups for some feedback.
5 Students could discuss the question in pairs or small 
groups. Give them 5–10 minutes and then elicit some of 
their ideas. Write any useful vocabulary on the board.
Suggested answer 
In the areas of space/astronomy and medicine.
Extra! 
Use the text and ask groups of students to write a sentence 
completion task with three questions. Show them an 
example, and ensure the sentence frame is a paraphrase 
of the original text and the word(s) in the space are 
directly from the text. Give them 10 minutes to write their 
questions and monitor them carefully. Then groups can 
answer each other’s tests.
Writing pp. 164–165
Lesson objectives: plan how to write an opinion essay 
for Writing Task 2; Test practice: Task 2 (Opinion essay)
Warm-up 
Ask students to work in pairs/small groups and order the 
inventions given in the lead-in pictures from the most to the 
least essential. Remind them to justify the order they agree 
on and set a time limit of 5 minutes. Ask some students to 
feedback their ideas. You may want to have a class vote. 
1 Students can discuss these questions in pairs or small 
groups. Get feedback from the class, noting any useful 
vocabulary on the board.
Airplane, washing machine, tank. 
Suggested second part answer: The airplane has helped us 
travel yet has caused pollution problems. The washing machine has 
made doing the laundry a far less arduous activity as well as allowed 
us easier options to deal with the cleaning of different types of 
materials and fabrics. The tank has enabled countries to fight more 
effectively in wars and to a certain degree, protect those who man 
the weapons which the tank yields. 
2a Ensure students discuss the question thoroughly and make 
complete notes. Ask them to consider how they could 
order and explain their points. Get feedback on questions 
1 and 2 before discussing 3.
Suggested answers
1 The question means there are no negative aspects to scientific 
invention and society should encourage scientists to be more 
innovative. 
2 Not always as scientific innovation is used in wars and some 
medicines which have had bad side effects. 
3 Main points – we should regulate scientific innovation in the 
development of weapons, innovation in medicine should be regulated 
tightly to prevent harm to people taking certain medication. 
2b Ask students to do this in pairs. Remind them to justify 
their answers and then do feedback.
1 for 2 for 3 both 4 against 5 both
2c Ask students to complete this individually then check 
answers in pairs. During feedback, ensure you highlight 
that these hypothetical situations develop the main points 
being made in Exercise 2b.
A 5 B 1 C 3 D 2 E 4
2d Students should work in the same pairs they were in for 
Exercise 2a. 
3a Students can discuss the questions in pairs or small groups 
before class feedback.
Suggested answers
1 So you know how you are going to order your ideas logically and 
coherently before you start writing. 
2 Begin with a topic sentence which explains your main idea, 
followed by any necessary details to explain it further, then by 
support in the form of examples, counter arguments, reasons, 
results, effects, and so on. 
3 The answer should be stated in the introduction and repeated in 
the conclusion. 
4 Your main ideas and support for them. 
5 Start with a short general statement which explains your idea 
succinctly, then add supporting details to explain it more fully. 
Your ideas should go from general to specific as you progress 
through the paragraph. You can also add counter arguments after 
your main idea. 
6 By using linking words and pronoun referencing words such as 
this, it or they. 
3b Students should have a comprehensive set of notes 
for their essay already. Now, they need to ensure their 
structure is clear. Ask them to review their original notes 
and in relation to the questions in Exercise 3a. They can do 
this individually at first, then discuss ideas with a partner.
Suggested answer
Plan: Intro – agree somewhat but not completely, lots of good 
things but sometimes negative outcomes. Two main reasons. 
Idea 1 – scientific innovation can be negative, e.g. in war. Regulate 
and control scientific innovation in weapons manufacture, not 
encourage it. Idea 2 – some innovation in medicine has caused 
side effects. Society should not encourage too much innovation 
in medicine. Need thorough process of trialling and testing to 
structure innovation in this field. 
Conclusion – encourage innovation, but be careful in certain areas 
where the results can be misused or have unintentional negative 
effects. 
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Teacher’s notes Module 10
4 This exercise could be done in pairs or as a quick class 
discussion. Elicit some ideas as feedback.
Suggested answers
1 Cars aid transportation, but are bad for the environment in terms 
of air pollution. 
2 Fertiliser can improve crop quality and quantity, but may damage 
soil and wildlife. 
3 Money facilitates people’s lives and enables them to acquire 
possessions, can cause a change in values. 
4 Nuclear energy provides a reliable source of energy which is 
cost effective, but disasters in nuclear power plants can have a 
devastating effect. 
5 Plastic is extremely versatile, but it is not biodegradable and 
therefore has a negative impact on the environment. 
6 The internet is the most comprehensive and extensive source of 
information ever created, but can be a source of distraction and 
poor quality information. 
5a Get students to do this exercise individually and check in 
pairs before class feedback.
1 culture 2 lack of activity 3 process 4 products 5 material 
6 form of transport
5b Divide students into pairs and give them 5 minutes to 
come up with ideas. Explain they will each need to give 
an example during feedback. As a class, check whether 
examples elicited are correct or not.
Suggested answers
1 However, money is a far more efficient system than the 
exchanges that went on in the past. 
2 In addition, it can have negative physical effects. 
3 …, although many people still think it is unsafe. 
4 This, in turn, helps to cater for the increasing demand for food. 
5 As a result, it often gets left in landfills. 
6 Consequently, people can use more of their time for things they 
enjoy.
6 At this point, you could refer students to Expert writing 
on page 200. As this is the final writing task of the book, 
do it under test conditions. Give students 40 minutes and 
remind them to follow their plan as well as check their 
spelling and grammar at the end. 
Model answer 
In the modern world innovation is clearly active in many areas of 
life. It plays a central role in business development, technology and 
scientific advancement and can be considered to be responsible 
for a whole host of improvements in societies all around the 
globe. As such, I believe that innovation is essential to our lives 
and that people should be actively encouraged to engage with it 
wherever possible. 
First of all, humanity owes so much to the innovative ideas of 
previous generations, many of which perhaps are completely taken 
for granted. Scientists, explorers and business leaders have often 
placed themselves at the forefront of innovation andtaken risks 
to make progress in areas such as medicine and space exploration. 
Without their dedication, a significant number of people would 
not enjoy many of the comforts of modern life. Innovation has 
been especially important in recent times, providing solutions to 
problems in the developing world.
On the other hand, it could be argued that some innovation is less 
practical and therefore not the wisest way to spend scarce financial 
resources. Vast sums of money are sometimes provided in the 
form of investment in research projects that do not always fulfil 
the more pressing and worthy requirements of society. It could be 
argued that at times the term innovation is used for ideas which are 
only likely to benefit a small minority of people. In these instances, 
a possible way forward might well be to fund such projects with 
private, rather than public, money so as to ensure that the public 
money is allocated to the most useful projects for society as a 
whole. 
In conclusion, innovation has had a positive effect on the 
development of the world across a broad spectrum of fields. 
Although some innovation may appear less relevant to society’s 
needs, overall, it should be encouraged in all its forms.
7a Divide students into pairs and ask them to make some 
notes to give to their partners as feedback.
7b Give students 10 minutes to work on improving their 
essays, or set this as homework.
Student’s Resource Book > Writing p. 105
MyEnglishLab > 10b Writing
Review p. 166 
The aim of this review section is to provide further practice 
and consolidation in the vocabulary and grammar covered in 
this module, such as conditionals, past modal verbs and verb 
patterns. The exercises can be done either in class (with a 
suggested time limit of 20 minutes) or set as homework.
1a 1 concept 2 assume 3 public perception 4 wider implications 
 5 speculate 6 In all likelihood
1b 1 invest 2 to expand 3 practising 4 becoming 5 losing
1c 1 insight 2 I would not be surprised 3 the chances are 
 4 I get the impression 5 inference 6 My guess
2a 1 had invested 2 included 3 would have gone/could have gone 
 4 would not be 5 focused 6 would, have changed/change
2b 1 could have 2 should have 3 would have 
2c 1 In A the speaker believes a past action to be wrong and 
 recommends a different past action, whereas in B the 
 speaker thinks that a different action in the past was 
 possible, but not recommended. 
 2 In A the speaker is imagining a different outcome to a 
 situation in the past, and in B the speaker is making a 
 recommendation for the past. 
 3 In A the speaker is imagining a different outcome to a 
 situation in the past with some surety, whereas in B the 
 speaker is imagining a possible outcome to a situation in the 
 past and is therefore less sure.
MyEnglishLab > Module Test 10
MyEnglishLab > Review Test 5
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