eae 7 | English a lob ali re anaes ae he. ; Teacher's book Nie dt ee eM laaseli) aT) Caroline Cushen _ Susan Hutchison eeie it lELTS IMUM LE LCase eco ONE WEEK LOAN ; Book darrison with Cushen itchison TC] Marshall Cavendish EducationContents IELTS and Achieve IELTS Introduction - Test overview ery 2 On course Campus Living space Film society Bulletin Energy Cities Communication Fitness and health Charities Work Academic success Page u B 22 30 38 54 63 n 79 87 94 103About IELTS IELTS stands for International English Language Testing Sytem. Itis one measurement of a students level of English accepted by colleges and ‘universities in counties such as Australia, New Zealand, the United Kingdom and many others including, increasingly, the United States. The test has six modules: listening, academic reading, general training reading, speaking, academic writing and general training writing. Candidates choose to do either academic or general training reading and writing, and all candidates do the same listening and speaking test, Canalidates who wish to go into higher education do the academic modules, the general ‘modules are for candidates who want to do non- academic training or training for immigration purposes. The test is scored on a band from 0 (did not attempt the test) to 10 (expert uses). The score at which colleges and universities accept students varies from institution to institution, but as a very rough guide, universities may accept students ‘with IELTS scores of 5.5+ for undergraduate degree studies and 6.5 + for postgraduate studies. ‘The modules are divided into parts and taken in the following order: ‘ Listening ~ Four sections with 40 questions. Time 30 minutes. ‘# Academic reading ~ Three passages with 40 ‘questions. Time one hour. © General training reading ~ Three passages with 40 questions. Time one hour: # Academic writing ~ Two tasks. Time one hour, © General training writing ~ Two tasks. Time ‘one hour. ‘© Speaking ~ Three parts. Time 11 to 14 minutes Scoring is provided as an overall scove and as Individual test scores. TSR SET Cs) (agave 4 ad Overall scoring IELTS results are reported on a nine-band scale. All scores are recorded on the Test Report Form along with details of the candidate's nationality, first language and date of birth. Each overall band score corresponds to a descriptive statement. This, in tum gives a summary of the English language ability of a candidate classified at that level. The nine bands and their descriptive statements are as follows: 9) Expert user — Has fully operational command of the language. Appropriate, accurate and fluent with complete understanding. 8 Very good user — Has fully operational command of the language with only occasional ‘unsystematic inaccuracies and inappropriacies Misunderstandings may occur in unferniliar situations. Handles complex detailed argumentation well. 7 Good user ~ Has operational command of the Tanguage, though occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning 6 Competent user ~ Has generally effective command of the language despite some inaccuracies, inappropriacies and rmisunderstandings. Can use and understand fairly complex language, particularly in familiar situations. 5. Modest user ~ Has partial command of the language, coping with overall meaning in most situations, though is Ilkely to make many mistakes. Should be able to handle basic communication in own field. 4 Limited user ~ Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language. 3 Fatremely limited user ~ Conveys and ‘understands only general meaning in very familiar situations. Frequent breakdowns in communication oceus IELTS and Achieve IELTS. 52 Intermittent user — No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English, 1 Non user — Essentially has no ability to use the language beyond possibly a few isolated words 0. Did not attempt the test ~ No assessable information. Individual test scores Listening and Reading ‘The candidates write their answers on the question paper, but must transfer their answer to an answer sheet at the end of the exam. Candidates may write their answers in upper or Jower case letters, and use American or British English. However, candidates should be careful with the spelling and grammar of their answers, and incorrect spelling and grammar are penalised. ‘Where the question asks for no more than tsvo/three words, if the candidate writes more than this the answer is marked as wrong. Writing Writing is assessed over nine IELTS bands (which, ave confidential). ‘Task 1 is assessed on task achievement, coherence and cohesion, lexical resource and grammatical range and accuracy. Task 2 is assessed on arguments, ideas and evidence, communicative quality and vocabulary and sentence structure Ie the candidate is under the word length they will lose points, if they have copied hey will be severely penalised Speaking Candidates are assessed according to fluency and coherence, lexical resource, grammatical range and accuracy, pronunelation, 6 IELTS and Achieve JELTS About Achieve IELTS Approach to learning and teaching Achieve IELTS is unique among IELTS courses in that it takes a student-centred approach towards test-preparation, That is, we see the student as the ‘most important part in preparing for IELTS. Furthermore, the course does not see the test as the end-point of the course. From the students’ perspective, an IELTS score is simply a way of progressing to their goal: an English-medium education in the subject of their choice in English-meciurn institutions. Achieve IELTS provides students with practise for the test and beyond the test by exposing them to typical situations in college and university life, bot in academic situations and social situations in an academic environment. An example of an academic situation is attending a seminar; an example of a social situation is meeting other students or sharing accommodation at university ‘This approach has many advantages: 1 Tr eflects the aims of the test itself which “is designed to test readiness to enter the world of ‘university-level study in the English language and the ability to cope with the demands of that context immediately after entry’. (utp: //wwycielts.org/teachersandresearchers/ fags/default.aspx#PredictAcademnicSuecess) 2 Tt motivates students by showing life after TELTS - giving them the language necessary to cope with life in another culture and exploring sittations and questions they are interested in. Indeed the course can be seen in part as a series of questions asked by students: ‘© Unit 1 ~ What happens at registration? © Unit 2 - How do I find my way around? ‘© Unit 3 ~ What happens with accommodation? ‘© Units 4 and 5 ~ What is social life like and how can I get involved? ‘© Unit 6 ~ What kind of academic work will I do? © Unit 7 ~ What are foreign towns and cities like? ‘© Unit 8 — How can I keep in touch with other people? © Unit 9 ~ Whar facilities are available for sports and recreation? © Unit 10 — How can I get involved with society outside academic life?# Unic 11 ~ Can I work during my studies? © Unit 12 ~ How can improve my performance? 3 It provides insights into the culture and traditions of the educational system which the students may be a part of after passing the test. 4 Teasks the students to evaluate their own performance, to look at thelr awn strengths and weaknesses in terms of the test ~ see the Introduction unit. This approach informs the choice of themes within the units, the structure of each unit and the activities within the units Achieve JELTS themes The topics and themes in the course have been chosen for their interest and relevance to students, according to needs analysis of and feedback from students at the Universities of Bradford and Buckingham. For example, students want to know about social ifeat college and university, and about accommodation and getting work. Topics and themes have also been chosen to reflect the test. For example, work on the theme of house sharing includes a passage about work done in the home. This passage ineluces a detailed logical argument of the kind found in the test Common themes, such as accommodation, prepare the students for the test in other Important ways in that they may well be asked to talk about where they live in the Speaking tes. Familiarity with such themes therefore prepares the students to answer common questions in the Wiiting and Speaking tests. Note: the Reading and Writing tess in IELTS, unlike those in Achieve JELTS, are not linked thematically. Achieve IELTS uses the same theme a¢r0ss all sections for course continuity and to help stuctents to prepare their ideas and opinions about common topics Achieve JELTS unit structure Achieve IELTS Student’ Book is divided into three notional parts around which the topics for the units were chosen: ‘© Units 1-4 deal with social topies such as sharing a house or joining a student society ‘© Units 5-8 deal with more technical topics frequently encountered in the test, such as communication technology and sustainable energy ‘© Units 9-12 deal with attitudinal topics which ask for students’ opinions and attitudes, for example on issues such as social welfare (charities) and work. Each Student's Book unit is divided into five sections: an introduction to the theme of the unit, then four test practise sections which give the students practise in each of the IELTS sections of reading, listening, speaking and writing. Introduction ‘The introductory sections give IELTS practise for part 2 of the listening test, which deals with people in social situations in an academie context, The introductory sections go further, however, by activating the language and expressions from part 2 of the listening test and helping the students to make them part of their ‘own productive language. The introductory seetions get the students ready for the rest of the tunit and help to prepare them for study in an English-medium university or college. Test practise sections ‘The test practise sections are divided into the four components of the IELTS - listening, reading, speaking and writing ~ although not always in this order These sections contain skills development and test practise, Rather than asking the students to do an activity once only (as in the test), a reading or listening passage will usually have at least two ‘activities attached to it in order to ‘give the students the opportunity to practise a variety of question types ‘give the students deeper understanding of the passage ‘ exploit the passage in terms of vocabulary and {grammar to develop the students’ vocabulary and language. You may, however, wish to exploit any reading or listening passage once only to duplicate test conditions ‘The skills practised and the difficulty of the passage have been chosen and graded in terms of the activity style and the language level (see below for language level). Activity styles that are frequently used in the test, such as multiple- choice questions, matching headings with paragraphs, and labelling activities, are introduced and practised from the start of the IELTS and Achieve IELTS. 7Activities that demand a lot from the students in terms of language and thought, such as summarising, are practised in the second half of the course when the students feel more confident with their English and with the test. As Achieve IELTS stays as close to the test as possible In terms of instructions, activities and explottation of passages, you may wish to supplement the questions in the Student's Book with more of your own. The length and corresponding difficulty of all passages and activities increases throughout the course. Towards the end of the course the students will build up to full-length reading, listening, speaking and writing tasks. Reading and listening sections are divided into cycles following this pattern: © Lead-in ~a short activity, for example a quiz, general questions, vocabulary pre-teaching, using a picture for discussion (usually the large picture at the beginning of a unit). ‘ ‘Test practise (1) ~a global comprehension activity, for example matching headings with paragraphs. © Test practise (2) — an activity which asks the stuclents to read or isten to a passage again in fteater detail, for example multiple-choice questions. © Language study/pronunciation — where examples of a grammar or pronunciation point ‘occur naturally within the passage, this is brought out, presented and practised. ¢ Extension — a production activity which extends and personalises the theme of the passage or topic, making it relevant and personal to the student. In sections with more than one passage, this cycle will be repeated Listening Test task types included in the book are monologues and dialogues in social and academic situations, including conversations, seminars, ‘workshops, lectures and talks. Additional listening, to social conversations in academic situations is given in all introductory sections. Reading ‘The reading sections in the Student's Book cover a wide variety of text types, including articles from magazines and journals, newspaper teports and other sources to reflec the text types in the academic module of IELTS. All have been taken 8 IELTS and Achieve JELTS from authentic sources, Practice in the general training module reading test is given in the Workbook. Writing Achieve IELTS takes a thorough approach to tasks 1 and 2 of the writing test by providing staged practise of each task. The approach of Achieve IELTS to the academic writing tasks is to: break. the task into smaller sub-skills; practise these sub- skills; then build back up to the full task. Practise for general training task 1 is in the Workbook. The writing sections often contain a preliminary readling passage which acts either as a model of how Co answer or a warning of how not to answer, This Teacher's Book provides model answers for each writing task, together with samples of students’ answers with a comment from an experienced IELTS examiner. Speaking, ‘The speaking sections build progressively through, the three parts of the speaking test: introduction and interview, individual long turn, and two-way discussion, This progression allows the students to focus on each part of the test before putting it all together in full speaking tests at the end of the ‘course. This helps them to understand haw the speaking test is staged and what Is required at each, stage. In addition to test practise, the course includes fuency activities ~ fun, engaging, confidence- building activities to improve spoken fluency. ‘These ustally prececle test practise and if exploited fully can really help the students prepare for the test. Other features # Language study. The language study sections are intencled as revision and practise of major language points which the students have already encountered in previous learning, Examples of these points are taken from listening and reading passages where they occur in context naturally. In order ta ensure thorough revision of these language points, practise is given in the Stucent’s Book and further practise is available in the Workbook. It should be noted that while passages and texts have been chosen for their appropriateness to the level and to the language point, the passages will contain language and structures that the students are not taught in the Student's Book, just as the students will come across language and structures they are not familiar with in the test.© Pronunciation. The Achieve IELTS pronunciation syllabus focuses on features such as word and sentence stress and intonation. The students are also asked to practise the pronunciation of common colloquial expressions and phases in the ‘Express yourself” sections. * Express yourself. In order to prepare the students for life after IELTS, where appropriate, expressions naturally occurring in listening passages are highlighted for the students’ attention, These will be very useful during the time they are at an English-medium university and will also make the students sound more fluent and confident. © Achieve IELTS, During the course the students will be offered instruction on how the test works, advice and suggestions on how to prepare for questions, and examinations strategies to get the best out of the test. We have avoided blanket statements in favour of conerete examination strategies Followed up with practice activities that help the students apply the strategy offered. The aim is to present the students with a few real examination strategies and to help them practise and improve. © Study skills. Study skills are presented and practised as part of the Workbook. You may wish to do these sections in the class or give them to the students to do at home. Our experience shows that stucents with good study skills learn better and more thoroughly that the students who do not practise good study skils For this reason, the fist listening passage in Unit 1 is about good study skills and we strongly recommend that the students follow the study skill syllabus in the Workbook. The study skills syllabus includes: ~ remembering vocabulary keeping a vocabulary notebook revising vocabulary ~ using a dictionary ~ choosing correct meanings from a dictionary = dictionary work ~ grouping vocabulary ~ resources in libraries = using illustrations and diagrams ~ collocation collocation with make and do ~ exam preparation. Achieve IELTS activities Putting the focus on the students means d test practise through interaction with other stuclents, not as a single test-candidate facing IELTS alone. For this reason, Achieve IELTS includes motivating and stimulating activities involving pair, group and team work, A key principle in our approach is that test practise can be fun (but stil hard work). Achieve IELTS includes quizzes, pair work and fluency activities to increase motivation and confidence as students prepare for the test. This Teacher's Book offers ideas and suggestions for activities additional to those in the Students Book Achieve IELTS Workbook Achieve IELTS Workbook contains further padect © all test sections oT prea ator language points It also contains practise in the general training modules for © writing task 1 © ceading The Workbook contains sections which practise study skal Achieve IELTS Teacher’s Book ‘The Teacher's Book contains: an introduction to the course and test how to use the Student's Book and Workbook instructions on activities answers to all activities ‘model answers to essays photocopiable students’ answers to essays with comments from an experienced IELTS, examiner for classroom use ‘© additional activities ‘© background information to academic life and ‘the theme of each unit © the IELTS scoring scheme further references. IELTS and Achieve IELTS. 9Further references For more information about IELTS, go to the follaenemete © hup:Awwwielts.org! ‘© http://hvww.idp.com/globalexaminationservices! ielts/default.asp © http:/Amww.ukstudentlife.com/English/Exams! TELTS.hem For information about student life in Australia and the UK: © hitp://www.idp.edu.au/ ~ student life in Australia © http://www.britcoun.org/home.htm — the British Council © http:/Avww.ukcosa.org.uk/ ~ the council for intemational education © http:/Avww.cisuk.org.uk/ ~ the council for intemational students © http:/Avww.prospects.ac.uk ~ graduate careers ech etter ete tere Headers © http://Avww.dfes.gov.uk/international-students/ ~ UK government site for international ie 10 IELTS and Achieve IELTSINTRODUCTION Test overview, Achieve IELTS survey Themes test overview, Achieve JELTS Student's Book survey Vocabulary question and task types mulrple- hice guettons, Peadings, ldbeling classification, summarising Background reading This introductory unit gives students an overview of the IELTS, goes over the structure of the test, gives more information about the test, and Introduces the task and question types they will practise in both Achieve LELTS and in the test. It also familiarises students with the Achieve IELTS Students Book and asks them to think about which questions and task types they need to concentrate on in order to achieve: ‘maximum points. 1. Do the quiz, Go over the quiz with the students and explain any unknown words, for example standard (level of achievernent) or academic (to do with education, particularly at university or college). Ask the students to do the quiz and have them compare their answers when they have finished. Alternatively, you may wish to put them in pairs and have them discuss the answers as they wark through the quiz @2) Now listen and check your answers. ‘Tall the students they are going to listen to a talk about the test. Ask the students to listen and check their Answers 1A 2A 3A 4B 5B (© 2 Listen again and complete the chart. Go over the table with students. Explain that they will listen to the passage again and complete the table. Answers 1 listening, 40 minutes, four parts 2 reading, one hour, three parts 3 writing, one hour, two tasks 4 speaking, up to 14 minutes, three parts Look through Achieve IELTS and answer the questions. Go over the questions with the class and ask the students to look through Achieve IELTS and answer them. Answers, 1 five ~ introduction, listening, reading, writing, speaking (not necessarlly in this order) 2. in vocabulary boxes in the margin 3 in boxes heacled Achieve IELTS 4 27 if you count will/ going to, etc. as 5 separate language points Work in pairs. Discuss the questions. Go over the questions with the students, then allow discussion in pais At the end of the discussion, get the answers from one or two pairs. Open answers ‘Match the words in A with the definitions. Go over the words with the students and explain that they are all types of exam question. Have the students match the words with the definitions. Answers, 1 classification 2, multiple-choice questions z 3 labelling 4 summarising § choosing headings Now work in pairs. Decide which questions oo the listening test and which are in the reading test. Introduction ~ Test overview, Achieve IELTS survey 1Pat the stucients in pairs and have them decide Which questions and activities in A are in the listening test and which are in the reading (est. If you wish, you could have the students look through Achieve IELTS to find the answers, Answers Listening test classification, labeling, multiple-choice questions Reading test: clasification, labelling, multiple- choice questions, summarising, choosing headings Work in pairs. Complete the table with one ‘example of each question type in Achieve JELTS. Go over the table with the students and ask them to work in pairs and complete it by looking through Achieve IELTS and finding examples of each kind of question, Suggested answers 1 Unit 1, listening, activity 3 2 Unit 10, listening, activ 3 Unit 12, listening, activity 3 (note completion): Unit 3, listening activity 8 (Gentence completion) Unit 11, listening, activity 3 Unit 3, reading activity 3 Unit 2, reading, activity 3 Unit 7, reading, activity 2 Unit 8, reading, activity 6 9 Unit 2, reading, activity 2 10 Unit 9, reading, activity 4 11 Unit 4, reading, activity 3 12 Unit 9, reading, activity 4 13 Units 1-7 14 Units 8-12 15. Unit 1, speaking, activi 16 Unit 4, speaking, activity 2 17 Unit 12, speaking, activity 3 Note: matching activities are also included in Achieve IELTS for the listening and seading tests, An example for listening is in Unit 3, listening, activity 2, and an example for reading is Unit 10, reading, activity 2. 1, 2and3 Introduction ~ Test overview, Achieve IELTS survey Additional activities: IELTS quiz Ifyou wish, you could turn the activity Jnio a team game by giving the class a time limit, putting the students into groups and seeing how many correct answers they get within the limit. The ‘winning team is the group with the most Correct answers An alternative is to divide the class into groups A and B. Ask group A to find the answers for listening and speaking and group B to find the answers for reading and writing. When they have finished, pair students from group A with students from group B and ask them to share their Now work in pairs and ask each other the questions. Go over the questions with the students, then allow discussion in pais. At the end of the discussion, get the answers from one or two pairs. You may wish to make a note of the answers to question 2 in order to sive the students extra practise in that exam {question type during the course Open answersUNIT 1 On course Themes starting university, timetabling, learning styles Passages an article the first week at university (reading): getting a timetable, good study skills (listening) Language study present continuous (introduction), present simple (listening) Express yourself asking for and giving spellings, talking about things in common (introduction) Achieve IELTS similar and opposite words (reading), refercing to titles in reports (writing) Vocabulary people and activities Chancellor. admissions officer, course adminivorator, fresher, enrol, registration, tuition, lecture, seminar, workshop, sutorial places faculy, department, school, centre, unis, campus subjects. medicine, bolngy, agriculture, computing, engineering, busines, art and design, languages, physics, architecture charts. bar chart, pie chart, flow chart, line graph, table, row, section, segment, column, horizontal axis, vertical axis, heading, sub- heading ‘other term, degree Background reading. The first week in an Australian or British ‘university is called Fresher’s Week and the new students are called freshers: The week isan extromoly busy time for new students who need to tegister for courses, register at the library and Students) Union, settle into their accommodation, ‘meet new people and get to know their way around thelr neve environment. In addition to this, the majority of students in Britain prefer to live away from home and attend a university in a new city, and so they may need to familiarise ‘thernselves with an entirely new area, Registration day ‘This section introduces the unit and gives practise in listening test parts ] and 2 and the Speaking test 1 Look at the picture above and say what is happening. Direct students to the picture and ask the class for one or two ideas of what is happening. You may like to ask one or two more questions about the picture, for example ‘Where are the people? What do you think the white paper is that a lot of the people are holding? Who are the people behind the tables? What happened When you registered for your course and what kind of information did you give to the institution””. ‘Answer Students are registering for their university course. Now match the words in A with their definitions. Direct students to box A and go over the words with them [Ask students to read the definitions and match ‘the words with the definitions. ‘Answers 1 course administrator 2 enrol 3 admissions officer 4 registration 5 degree At this point, you may wish to model the ‘words orally for the students and have them practise ther, 2. Read the card and answer the questions. Background reading Registration details are usually sent out to students up to two weeks before registration so that students know their ‘time and place of registration, Unit 1 0n course 13a 4 Before students do this you may like to explain (G2) 4 Listen again and answer the questions. Welcome pack (usually a file containing information about the university, the facilities, the campus, the Students’ Union and the course). Have students read the questions and the text and answer the questions. Answers 1 Lpmto 2.30 pm 2 im the Small Hall 3 on registration Read the registration form. Write a question for each section. Go over the registration form with students and elicit one or two questions from the class Ask students to write at least one question for each section of the form and explain that this ‘will help them to understand the listening passage later. They will also need these questions for activity 5. Possible answers 1. What is your surname? 2 What is your first name? Pe l*ad 3 Which school are you enrolled with? *y 4 What is the code for your course? 5 What is your telephone number? 6 What is your date of birth? . 7 What is your marital status? 8 Do you have an e-mail address? What is it? «. Now listen to a conversation and cote the form for Belen. Tell students they will listen to a conversation becween the Registrar (the person who . registers students) and a student: This activity is an opportunity for students to develop the skill of listening for detall, and to practise part 2 of the listening test. Play the listening passage. Students should i listen and complete the registration form, Answers 1 Perez 2 Belen 3 of Management 4 N100 Bse-BMS 5 55046 6 3/12/86 7 single 8 bperez@braclford ac.uuk \ot Unit 3 On course You may like to inform students that in the IELTS they will only hear a listening passage ‘once, but that in order to develop thelr Ustening skills they will listen again for comprehension Go over the questions with the students and explain marital status (whether the person is ‘married or single). Play the CD and have students listen and. answer the questions. Answers 1 They do not want the wrong name on her student card 2 Itis not connected yet. 3 She has to have her photo taken for her student card Express yourself: asking for and giving spellings Students will encounter these phrases in a ‘number of situations: 4 in the listening test (aying and spelling names is a regular feature) © in the classroom (they may need to spell their name for another student) ‘© iF they go to an English-medium university or college Note: spelling names is not part of the speaking test. Go over the phrases and check that the students understand them Note that it is becoming common, especially over the telephone, to clarify spellings by referring to the first letter of a word, hence R _for river. Ie could be any word beginning with R, however common ones are Rameo and Rodger. Now listen and practise. Play the recording and have students listen and practise, paying attention to pronuneiation and intonation, Work in pairs. Ask each other questions and complete the registration form. Refer studlents back to the questions they ‘wrote for activity 3 and the registration form. Put students in pairs and have them ask each other questions to complete the form. You ‘may want to supply the students with a course code for question 4.ia Open answers > Further practice: Achieve IELTS Workbook, Unit 1 Vocabulary 6 Work in pairs. Decide what you can talk about when you first meet another student. Go over 1-5 with the students, then put students in pairs and ask them to discuss ‘which things they think students in Australia and the UK feel comfortable talking about at a first meeting. Answers Lv 24 3¥ 5 lifthey know the name of their tutor) 7 Go over the answers and remind the students that we usually avoid talking about money (option 4) until we know a person quite well. ‘Now listen to a conversation and tick the things they talk about, Play the recording and have the students tick the things the students talk about. Answers 41/243 7 Label the diagram. Use the words in B. Go over the words in B and make sure students understand them. [Ask the stucents to label the diagram, ‘Answer 1 faculty 2 school 3 department 4 centre/ unit Background reading Universities are organised in many different ways according to the individual institution, Generally, a university will be divided into faculties, then schools, then departments and finally centres or units Faculties and schools are the highest division and these terms are often used. interchangeably. Now listen again and answer the questions. Go over the questions with the students and play the recording, Answers 1 Marketing 2. Tao: Business and Marketing Studies, Belen: International Business and Management 3 He is trying to decide whether to do the ‘hree-year course or the four-year course, 4 They want to talk about their accommodation and whether they should stay for three years or four years. Language study: present continuous © Study the examples and explanations. Go over the examples and explanations with the students. Explain that the present continuous is often used in connection with a course as there is quite a long period of time in \which students are in the middle of the action (the course). As the present continuous has the sense of a present action or event in progress, ‘we often use it to talk about things in the near future and also for making plans and arrangements, Note that the continuous form of a verb cannot be used with verbs that describe a state, or stative verbs such as like, wans, please, surprise, believe, know, understand, hrear, see, love. If you wish, you could play the recording again for the students to listen for the examples in context of the present continuous. Now complete the conversation. Use the words in C. Go over the conversation with the students and have them complete it. Go over the answers with the class You may like to model the conversation orally for the class and have the students practise it in pairs, Answers 1 A: Hi Vicky, what are you doing? 2B: Lam going to the Small Hall to register. 3. A: What course are you taking? 4B; Lam doing Economics and Development Studies. 5 AA: Are you taking the three- or four year course? 6 B: Dont ask! | am still trying to decide Express yourself: talking about things in common One thing we try to do when we meet someone for the firs time isto find out things wwe have in common, Remind the students of the conversation in activity 7 and go over the phrases. Unit 2 0n course 25a3 Now listen and underline the stressed words. Play the recording and have the students tunderfine the stressed words, Ifyou wish, play the recording again and have the students listen and practise the phrases. answers We're both in the same hall. We're probably taking similar subjects Tim also taking an undergraduate degree. ‘We've certainly got something in common. ‘Arent you in the same hall as me? Yes, me too. Go around the class and find a student you have three things in common with, Give the students a few minutes to prepare questions for each other. It you wish, you could give the students one or two examples: Where are you staying? What subject co you want to study?” Have the students stand up, Introduce themselves to another student, and try to find out three things they have in common, Give them a two-minute time limit per student, AL the end of the activity, ask the students to tell you who they have most in common with. Open answers Speaking 16 Go over the IELTS tasks with the students and make sure they understand what they will practise in this section ‘Match the words and phrases with the Direct the students to the pictures and ask one Or two students to describe them, Ask the students to identify the differences between the situations, and also what other areetings they could use, for example, for picture A Id like to introduce myself, could I insroduce myself for picture B bi, hell; for picture C good affernoon, good evening Answers 1B 2C 3A Unit 3 On course 2 Work in pairs. Tick the topics the examiner may ask you about. Go over 1-6 and tell students they should think about the frst few minutes of the speaking test when the examiner will ask a few introductory questions to put them at ease ‘and try to make them feel less nervous. Point out that, again, we usually avoid talking about things we consider personal at a first ‘meeting, for example appearance, money, family and so on. Answers 1¥ 2¥ 3¥ 5 (possible, but unlikely) ov Now match topics 1-6 with questions A-E, Go over the questions with the students and ask them to match the questions with the topics. Note that as they will not be asked about one of the topics, there are only five questions (there is no question for 4 as it will not arise in an interview). ‘Answers: A (What do you do?) 2 (your job) B (What subject(s) are you taking?) 3 (your scudies) € (Do you come from a large family?) 5 (your family) D (Are you from this area?) 1 (your hometown) E (How long did it take to get here?) 6 (your journey) 3 Decide who says these sentences. Write ‘examiner or candidate. Go over one or two sentences and explain that the students should decide who says the sentences in the context of this scenario and that the sentences are not in the correct order. Have the students decide whether the ‘examiner or candidate says each sentence. ‘Answers Not too far, about half an hour away. — candidate How are you today? ~ examiner Could you spell that for me, please? ~ examiner My name is Erzsebet. ~ candidate Its E-R-Z-S-E-B-E-T, but you can call me Liz i's easier. ~ candidate Yes, of course it's 062 226. candidateas & And your name is.....? — examiner Not so good. The traffic is terrible in the city centre. ~ candidate How was your journey here? ~ examiner Very well thank you, ~ candidate Do you live far away? ~ examiner Can you tell me your candidate number? examiner Now order the conversation. Got the answers from the class and have them put the conversation in order. You may like to ask students to work in pairs to do this. Answers How are you today? Very well thank you, ‘And your name is My name is Erzsébet. Could you spell that for me, please! Its E-R-Z-S-E-B-E-T, but you can call me Liz it's easier Can you tell me your candidate number? Yes, of course it's 062 266. How was your journey here? Not so good, The traffic is terrible in the city centre. Do you live far away? Not too far, about half an hour away. 4 Listen and check your answers. Play the recorcling and have the students check their answers. The students will practise the conversation after some pronunciation work, Pronunciation 5 Listen and write the numbers, dates and addresses. ‘Tell students that they will listen to two numbers, two dates and two addresses, Play the recording once and have the students write the figures. If necessary, play the recording again pausing after each figure. Answers Y 1 011388 6 2 13th September 1985 Se 3-117 Horton Road he 4 Wednesday 16th December ivve/ / 5 55 #5 6 12 Richmond Road 2 Yack 4.8) 6 Listen and practise the addresses and numbers. Play the recording again and have students listen and practise the numbers, dates and adciresses, Additional activity: dictation bingo Write 12 more numbers, dates and addresses on the board, Have stucients draw a six-square geld and, copy a figure into each of the squares so they have a grid with six random figures. Explain to the stuclents that you will say the figures to them and when they hear a figure they have written they should cross it out until all the squares are crossed. The first student to cross out all the figures is the winner, Say the figures on the board at random Until a student says they have finished. > Further practice: Achieve JELTS Workbook, Unit 1 Pronunciation 7 Work in pairs. Practise the conversation in 3. ‘This activity simulates a possible conversation in the IELTS and familiarises students with the test. Refer the students back to activity 3. Ifyou wish, play the recording again. Have students practise the conversation. If you wish, ask students to change the conversation to make it personal to them and practise again. Reading Go over the IELTS tasks with the students and take sure they understand what they will practise In this section, 1 Match the words in D with the definitions. Go over the words in D with the students and have them match the words with the definitions. Explain that the words are all connected with university lif Answers 1 tuition 2 fresher 3 lecture 4 term Unit s On course 375 campus: 6 Chancellor 2 This reading passage has five sections A-E. Choose the most suitable heading for each section from the list, Go over the list of headings. Explain that the passage is about the first week at university and ask the student what they think happens and why the dle says a guaranteed good time. Ifyou wish, write the students’ answers on the board and, after checking the answers, see If their guesses were correct Answers 1A=vi 2B=vil 3C=1 4D=ii Siv Background reading A problem sheet contains a task or problem for students to study or work through before they go to a tutorial or serninar. 3. Read the passage again and choose four letters a-g. Go over a-g with the students Have the students read the passage again and choose four of the endings to complete the sentence, Answers a Yes ~ ‘settle into their accommodation’ (line 5) b Yes - "The Students’ Union is where students spend most of their of evening in fresher's week’ (Line 17). © Yes ‘ta receive an introductory talk from the Chancellor’ (Line 6) No, Fresher's week is the wrong time to do this e No. F No, Students do this when the course begins Yes ~ ‘given your passport to student life — the Students’ Union card’ (lines 14-15). Achieve IELTS: words with similar and contrasting meanings Often in reading and listening passages, the answer is contained in a word or phrase with a similar or sometimes contrasting meaning to 18 Unit « On course se the word in the question, Identifying key ‘words and phrases in the question and their synonyms and antonyms isa key skill in IELTS and needs to be practiced at every opportunity. Now find two more examples of a similar word and phrase and a contrasting word or phrase in the reading passage and a-g in 3. ‘Answers move into ~ settle into (line 5) read — g0 over (line 24) are in (the Students’ Union) ~ spend (time) (line 17) first name — surname (line 12) receive ~ are given (line 14) 4 Work in pairs. Decide which things are the same in your country. Go over 1-5 with the students. Put students in patrs and have them discuss 1-5. At the end of the activity, get one or two answers from the students. Ifyou wish, you could put students in groups for the next activity Open answers Now discuss the main differences between .. Go over 1 and 2 and have the students discuss the topics. At the end of the activity, get one or two answers from the students ‘Open answers >> Further practi Unit 1 Reading ichieve IELTS Workbook, Listening Go over the IELTS tasks with the students and make sure they understand what they will learn in the section. There are two listening passages: the first is about getting a timetable the second is about good study sks Work in pairs. Discuss the questions. Go over the questions with the class and have the students discuss them in pairs. At the end of the activity, get one or two answers from the students. Open answers2 a3 Match the words in E with the definitions. Go over the words in E with the students and explain that they are different kinds of class at university. Ask the students to match the words with the definitions. Answers 1 workshop 2 serninar 3 tutorial Listen to a conversation between a student and course administrator. Circle T (true) or F (alse). Direct the students to the picture and ask them to describe it Explain that the activity will give them practise for part 2 of the listening test. Play the passage and have the students listen and circle true or false Answers: 1 True 2. False (only Wednesday afternoon is free) 3 False (there are two: French and Japanese) Now listen again and complete the timetable. Go over the timetable and ask the stucents one of two questions about it, for example “When is Foundations of Marketing? Where are Languages for Business?” For weaker students, you may wish to write the answers on the board hefore they listen to make it easier to complete the timetable Play the passage again and have the students complete the timetable ‘Answers: 1 main lecture theatre 223 3 seminar 4 Information 5 workshop 62-3 T Global Economics 8 tutorial 9 Environmental 10. Japanese Language study: present simple Study the examples and explanations. Go over the examples and explanations with the students Iryou wish, play the passage again so that students can listen to the examples again. Explain that we use the present simple to tall about states that exist over long periods. This includes general truths (water frezes at 0°C), permanent states (I's from Canberra, Tin Australian) anc timetables (the 9.45 flight from New York lands at 5.30. Now work in pairs. Student A, turn to assignment 2.2. Student B, turn to assignment 1.2; ask Student A questions to complete your timetable. Explain that Student A is the course aciministrator and has all the timetable details and that Student B needs to ask questions to complete their timetable. Pat the students in pairs Have Student A turn to assignment 1.1 and Student B turn to assignment 1.2. The p then complete the task. Go over the answers with the class ‘Answers 1 10-11 2 Seminar room 2 3 Languages for Business ~ Chinese 41-3 5 Study skills 6 Main lecture hall 7 Foundations of Production 8 General tutorial > Further practice: Achieve IELTS Workbook, Unit 1 Language study Do the quiz. Co over the quiz with the students and teach any unknown words, such as frustration. If you wish, put the students in pairs to compare their answers. Now turn to assignment 1.3 and read your results. Have the students turn to assignment 1.3 and read the result of the quiz. Get one or two answers from the students Unit 1 On course 19eo «0 Work in pairs. Discuss your results, Puc the students in pairs and have them. discuss their results. Ask the students if they find their results interesting and if they agreed with I Listen to a seminar and circle A-C. Tell the students they wal listen to a seminar. Explain that the activity will give them practise For part 3 of the listening test Go over the questions with the students. Play the passage and have the students elrele the answers Go over the answers with the class, Answers 1B 2B 3B 4C 5A Now listen again. Complete the notes with no more than three words for each answer. Go over the notes with the class and explain new vocabulary Piay the passage again and have the students make notes. Make sure that they only use three words or less for each answer. Play the passage once more, if necessary Answers 1 a good learner 2 ac university 3 three-module course 4 organise information 5 ideas and information 6 examples 7 an active part 8 asking questions 9 of the subject 10 an advantage 11 reading list 12 department's website 13 come up with 14 test 15 your tutor Now work in pairs. List three more good study habits. Put the students in pairs and have them think ‘of more good study habits. Get one or two answers from the class and write them on the board. Unit 1 On course Additional activity: good study habits Once you have collected the answers, you could ask students to choose one of the activities and ask the whole class whether they do this. When the students have finished, put the results on the board and find the most popular good study habit. Writing Go over the IELTS tasks with the students: make sure they understand what they wil learn in the section, Background reading ‘Traditionally, subjects have been divided {nto either arts or sciences. In the early half of the twentieth conciry, with the emergence of social sciences like sociology, this division became harder to maintain, Nowadays, there are many multi-discipline and cross-discipline subjects, but the basic division here holds ‘mote or less true for many subjects ‘Work in pairs. Put the subjects in F into groups. Go over the subjects in box F with the class and make sure they understand them, Put the students into pairs and have them divide the subjects into groups Suggested answers 1 arts: art and design, languages 2 sciences: medicine, biology, physics, engineering, computing 3 social sciences: agriculture, business, architecture > Further practice: Achieve [ELTS Workbook, Unit 1 Vocabulary activities 2,3 and 4 2 Label 1-5, Use the words in G. Go over the words in box G with the students and direct them to the pictures. Faplain that they will need to know the names and parts of charts, tables and diagrams for the ‘writing test Ask the students to label 1-5 with the words:Answers, I bar chart 2 pie chart 3 flowchart Aline graph 5 table Now label 6-12. Use the words in H. Go over the words in box H with the students and ask them to label 6-12 Answers, 6 vertical axis 7 horizontal axis 8 section/ segment Qheading 10 sub-heading 11 row 12 column 3 Look at the charts on the following page and answer the questions. Diet the students to the charts and go over the questions. Have the students answer the questions. Answers, 1 stuclents in UK higher education by number and by subject 2 approximately 230,000 (130,000 in computer science, 50,000 in medicine and dentistry, 50,000 in engineering and technology) 3.27% 4 the number of students over time, or trend 5 open answers 4% Look at the charts in 3 again and complete the sentences. Direct the students to the charts and ask them to complete the sentences. Answers 1 pie chart, percentage, section (or segment), Business and administrative 2 line graph, vertical axis, horizontal axis, time Achieve IELTS: referring to titles During the writing tes, students should try to avoid copying the information in the question's title word for word as this will loose marks. It s much better to pick out the key ‘words and write a paraphrase around these. 5 Read the title and underline the key words. Ask the students to read the title and underline the key words. If you wish, ask one or two students to give ‘you their answers and write them on the board. See if the students can then rephrase the title in their own words, Possible answer The chart below shows the number of students in Australia by subject in 2003 and 2002, Write a report for a university lecturer describing the information shown below. Now write the introduction to your report. ‘Ask the students to write a short paragraph introducing the report. At this stage, this level of work is sufficient. From Unit 5, the students will be required to write full reports. However, if you wish, you may also ask the students to write the rest of the report. Suggested answer The bar chart shows how many students took which subjects between 2002 and 2003 in higher education in Australia, The vertical axis shows the number of students in thousands. The horizontal axis shows the students by year and ten academic subjects which students took. Additional activity: your country, If you wish, you could try to find similar statisties for your country (often available from a central office for statistics) and five these to the students along with a similar title for additional practise > Further practice: Achieve IELTS Workbook, Unit 1 Writing: Unit 1 Study skills Unit On course 21UNIT 2 Campus Themes places at universities, directions, types of university, changes in higher education Passages types of university in the UK (reading); a campus tour, virtual universities (listening) Language study giving directions (introduction), general amounts (reading) Express yourself asking for repetition (introduction) Achieve IELTS. repeated information (listening) Vocabulary places at university radio station, student information centre, auditoriums, art gallery nightclub, cinema, student computing, bursar’ office, admisions office, international office, refectory, Students’ Union, lecture halls subjects maths and stasste, sociology, Inumanisies Information technology tireless network, modem, workstation, webcam, video conferencing, server, cluster room ges increase, decrease, rise, drop, fall, reduction, decline, levelling off other financial aid Background reading Universities can be divided into a number of categories: by their funding (public or private). by their location (city or campus), by their purpose (technical, e.g the Massachusetts Insticute of Technology, fr general), or by their age. Pethaps the ‘most common way of classifying universities is whether the university buildings are together on one site or ‘campus, ot whether they are integrated into the city, as at the University of ‘London or the University of New York. In Britain, universities can be established {in two ways: by Royel Charter from the King or Queen, or by a government act. Many former polytechnics in Britain became universities by government act. Unit 2 also looks at two additional ‘unkersity types: the Open University, an 22, Unit 2 Campus existing UK university where students | learn through television and radio broadcasts together with shore courses generally during sunmer; and the Virtual Campus, a university of the future where stuclenits will be able to take courses delivered entirely via information technology. Getting around ‘This section introduces the unit and gives practise in listening test parts 1 and 2 and the speaking test. 1 Look at the pictures and answer the questions. ‘Ask the students for the meaning of campus and explain it to them if necessary. Direct the students to pictures A and B, go ‘over the questions and ask them how they now which university is city-based and which is campus-based Get the answers from the class. You may wish to ask the stuclents which universities in their country are campus or city universities, and have a short discussion about which are better and why. Answers, 1 Picture A is a city university (University of London), Picture B is a campus university (University of Bradford). 2 The main difference is that a campus ‘university hes most ofits buildings in one area, By contrast, with a city university the buildings are not in the same location. Other differences are that campus universities are often built outside a city, that stucents live on carmpus, and that all the facilities, including entertainment facilities, are on campus. Note: while the University of London can be considered as a elty university, it has many ‘campuses, some of them outside the city.2 Match the places with the definitions. Go over the places and definitions with the students and then ask them to complete the matching exercise Answers la 2d 3f 4b 5c Ge Background reading ‘Other important places at university include the Chaplaincy (the office of the university chaplain or priest), the careers advice service, learning support services (often including the library), and IT. support services (computing support) oo Now listen to three conversations and label ‘map A. Start from the Richmond building. Direct the students to map A and explain that they will listen to three short conversations ‘Tall the students that map A is a map of the university in picture B - the University of Bradford. ‘Ask the students to find the Richmond building, the Communal building and the Phoenix building on the map. Play the passage and have the students label the map, Answers 1 the Students’ Unton 2 art gallery 3 the refectory Listen to a conversation and circle A-C. Go over the multiple-choice questions with the students and explain any unknown words, for example pharmacology (the study of medicine or pharmacy) Play the passage and have the stuclents cirele the correct letter. You may wish to play the passage again for the students to check their answers. Answers 1B 2A 3B Express yourself: asking for repetition When they do not understand something, the students should be encouraged to ask the person to repeat their sentence again, Explain that if they do not understand something in the test, its better to ask the examiner to repeat him/herself, using one of these phrases, than not to say anything. The student will not Jose points for this, In fact it shows they have ‘enough confidence and language to ask the ‘examiner to repeat themselves Go over the sentences with the students and ask them to underline the words they think are stressed Answers Sorry, could you repeat that last sentence? Somy, I didn quite catch that. Can you say that again? Did you say go left across the park? Now listen again and practise. Play the recording for the students to check their answers and to practise the sentences with the correct sentence stress Language study: giving directions 4 Study the examples and explanation. Go over the examples and explanation with the students Explain that when giving directions we don't ‘often use points of the compass, such as north, south and so on. Instead, we use landmarks like a public building, library, church or pub {a pub is especially common in UK directions), or a feature like a statue or a park. Explain that directions are often given with the base verb and preposition. Now complete the sentences. Use the words ina Direct the students to map A again. Explain ‘that they are stating from the Phoenix building and the directions are to the art gallery. Answers Lacross 2 towards 310 4 between 5 past 6 forward ‘Compete the conversation. Use the words and phrases in B. Direct the students to map B and explain that itis a map of the university in picture B ~ the University of London, Tell the students that the directions are from. the Union building to the Brunei Gallery and have them complete the clirections with the phrases in B. Unit 2 Campus 23Answers 1 tell me the way 2 head for 3 get to 4 go straight ahead > Further practice: Achieve IELTS Workbook, Unit 2 Language study Pronunciation 624 6 Listen and notice how the voice rises and falls. Play the recording and have the students listen to the phrases and notice the intonation in the phrases, If you wish, you may want the students to write them down, Now listen again and practise. Play the recording again and ask che stuclents to practise the phrases 7 Work in pairs. Use map B and have a similar conversation. Put the students in pairs and ask them to ‘write a similar conversation using map B. Have the students practise their conversation. If you wish, you could ask one or Wo paits to act out their conversation for the clas. Additional activity Ifyou wish, you could extend asking for and giving directions beyond the campus by bringing in maps of your town or city and using these for further pair work practise, Reading Go over the IELTS tasks with the students and rage ee ey ate tea ere eer Work in pairs. Answer the questions. Go over the questions with the students. Put the students in pairs and ask them to discuss the questions. Get the answers from the class at the end of the discussion. Open answers 2. The reading passage has six sections AF. Choose the most suitable headings for sections A-F from the list of headings. 24 Unit 2 Campus Go over the title of the reading passage and the list of headings with the students. Explain any unknown words, for example polytechnics {higher educational institutions designed to prepare people for technical and practical work) Ask the students what they think the passage will contain. Ask the stuclents to read the passage quickly and match the heacings with the paragraphs. ‘Answers 1A=ii 2B=ii 3C=vi 4D=vi SE=w 6F ‘Answer the questions using no more than three words from the passage for each question. Go over the questions with the students. Ask the students to read the passage again and ‘answer the questions in no more than three words Answers 1 the industrial revolution 2 expand higher education 3. vocational and professional 4 social life/academie Ife Classify the following descriptions as referring to Go over the descriptions with the students It you wish, have the students classify the descriptions from memory. Otherwise, refer dem back to the passage and have them classify the deseriptions. Answers 1 NU (ines 22-23) 2 UC (ine 33) 3 OU (line 36-37) 4 OU (lines 4— 5 CU (lines 12-13) 6 FP (line 29) ‘Work in pairs. Discuss the questions. Pat the students in pairs Ask them to discuss the questions At the end of the discussion, get one or two answers from the class Open answersLanguage study: general amounts 6 Study the examples and explanation. Go over the examples and explanation with the students. Explain that we do not need to give specific amounts with groups or classes of things. Referring to a general amount is usually enough in these cases Then have the students order the phrases in C. Possible answer most of, many of, several, a number of, some, not many 7 Read the passage in 2 again, and underline words and phrases for general amounts, Refer the students back to the passage again, specifically paragraphs D-F, and have them underline the phrases for giving general amounts. Possible answers paragraph D for many years, many became paragraph E are made of several smaller colleges paragraph F some city campuses Now complete the passage. Use the phrases inc Have the students complete the passage with the words in box C. Answers: I most of 2 many of 3 most A not many of 5 most 8 Write the questions in full. Go over the questions. If you wish, do the first cone with the class as an example. Ask the students to write the questions in full, Check the answers with the class Answers 1 Wout you like to study abroad? 2 Which country would you like to go to? 3. What kind of university would you like to g0 to’ city or campus university? Now add two more questions. [Ask the students to write two more of their ‘own questions, Open answers 9 Ask five students the questions and note their answers. Have the students ask at least five more students the questions, They must fake a note of the students’ answers as they will need them for the next activity Now write about your findings. Ask the students to write about the findings to their questions. Make sure they use some words and phrases for general amounts. > Further practice: Achieve IELTS Workbook, Unit 2 Reading Speaking Go over the IELTS tasks with the students and make sure they understand what they wil practise in this section, 4. Work in pairs. Tick the phrases that are suitable to introduce a topic and put a cross next to the phrases that are not suitable. Go over the phrases with the students and explain that most of the phrases can be used to Introduce a topic. Put the students in pairs and ask them to decide which topics should not be used to introduce a topic Answers The students should not use: Listen up ... (very informal) Td like to introduce the topic of a place I have studied ... (there is no need to include the title of the topic, this is repetition) 2 Read the topic and tick the subjects in D that you could talk about. Explain to the students that they will practise part 2 of the speaking test. Go over the topic with the students and refer them to the sub-topies in D. Explain that in the test chey will have one minute to make notes on the topic. Work through an example with the students For example, for number of students in class they could include the ages of their classmates, gender, subjects their classmates studied, nationality and so on. Have the students decide which subjects they could speak about. Unit 2 Campus 25,54 6 Answers All subjects are acceptable except crime and sod. Now make notes on three of the subjects in D. Ask the students to choose three of the subjects and make notes about them, Tel the students they will use the notes in activity 6. Order the questions. Explain to the students that they should order the words to make questions, and should make sure they get the word order and punctuation Answers 1 Can you tell me abot enjoyed studying at? a place you really 2 Woy did you go there? 3 How many students studied with you? Now listen to an interview and check your answers. Explain to the students that they will hear an extract from an IELTS interview and they should listen and check their answers Play the recording for the stuclents to check their answers, Listen again and note any more rounding-off questions. Explain to the students that after part 2 of the test — the individual long turn ~ the examiner may ask one of two follow-up questions to Jead into the topic. Play the recording again and have the students make a note of the other follow-up questions pausing after each question, if necessary. ‘Answers: ‘When was the university founded? Why dil you go there? Choose a topic and write two or three rounding-off questions. Go over the topics and ask the students to write two of three rounding-off questions. Get one or two answers from the students. Open answers Work in pairs. Student A, use your notes and talk about the topic in 2 for two minutes. Student B, ask Student A the rounding-off Unit 2 Campus questions in activities 3 and 4. Begin Can you tell me about ... Explain to the students that they will practise part 2 of the speaking test, Student A will talk about the topic using their notes from activity 2. Student B should use the rounding-off questions they wrote down activities 3 and 4. Ask them to begin with Ga you tell me about + topic Now change roles. When the students have finished, ask them to ‘swap roles and do the role play again. Additional activity: recording: If you wish, you could record the stuclents as they practise for part 2 of the speaking test. Keep the recording until the end of the course and play i back for the students to check their progress Listening Go over the IELTS tasks with the students and make sure they understand what they will practise in the section ‘There are cwo listening passages: the first is a camps tour, the second isa seminar about virtual universities, ‘Work in pairs. Decide which facilities in E are at the University Centre and which are at the Students’ Union. Explain to the students that they will listen t0 part of a campus tour around the University of Vietoria, Canada. Go over the places in E and make sure the students understand any unknown words, for example auditorium (a large room for giving talks and lectures) ut the studerus in pais Go over the frst place as an example, Ask the students if they think the radio station is part of the University Centre or the Students’ Union. Pur the students in pairs and ask them to decide which facilities belong to the Students Union or the University Centre Then play the passage and have the students listen and check their anstversNow listen to a talk and check your answers. lay the passage for the students to check their Answers University Centre: art gallery, student information centre, financial aid, auditoriums, museum Students’ Union? radio station, nightclub, cinema, student newspaper $862 Listen again and label map C. Use the words and phrases in F. Refer the students to map C, in particular the Students’ Union, University Centre, Strong, Cornett and Clearihue buildings. Play the passage again and have the stuclents, label the map with the words and phrases in F. Go over the answers with the class. Answers 1 lecture halls 2 museum 3 sociology 4 humanities, student computing 5 student newspaper > Further practice: Achieve IELTS Workbook, Unit 2 Vocabulary activity 1 3. Label the diagram. Use the words and phrases in G. Direct the stucents to the diagram and elicit as much vocabulary as possible. ‘Ask the students to label the diagram with the words in G. Answers 1 video conferencing 2 workstation 3 modem 4 wireless network 5 cluster room 6 server Twebearn Now work in pairs. Ask each other the questions. Go over the questions with the students. Pat the students fn pairs and have them ask each other the questions. Get one or two answers from the class. Open answers > Further practice: Achieve IELTS Workbook, Unit 2 Vocabulary activity 2 647 4 Listen to a seminar and write OU (Open University) or VC (Virtual Campus). Explain the term Open University (a British university where students study through television, radio and short courses), and the {dea of the virtual campus (where teaching would be done entirely through computers) Tall the stucents that they will listen to part of a seminar and should decide which sentences are about the Open University and which are about the Virtual Campus. Play the passage and have the students label 14. Answers 10U 2VC 3VC 40U 27 5 Listen again and complete the notes. Write no more than three words for each answer. Go over the notes with the stuclents. If you wish, you could ask the students to complete as much as they can from memory. Play the passage again and ask the stucents to complete the notes with no more than three words for each answer. Answers 1 Virtual Learning Environment 2 lectures 3 tutorials 4 decreases 5 their degree/course 6 the social life Achieve IELTS: repeated information As the students will hear the listening passages {n the listening test once only, very often the answer is repeated elther directly (often the case with spelling and numbers) or given again in different words. This is may be preceded by a phrase indicating that the answer will be given in a different form. The students should listen for these to be ready for the repeated Go over the explanations and examples with the students See if the students can give you any more ways of rephrasing Ifyou wish, you could play the listening Unit 2 Campus 27passage again so that the students ean listen for the ways of rephrasing, Now rewrite the sentences. Go over the sentences with the students and ask them to rewrite them, Possible answers 1 In other words, every year the number of international students in Australia rises by 12%, 2 That is to say, there are many reasons for the choice af university, including course contents and campus types 6 Work in pairs. Ask each other the questions. Go over the questions and make sure the students understand, Have the students ask each other the questions. Av the end of the discussion get one or two students to tell the class their answers, Open answers. > Further practice: Achieve IELTS Workbook, Unit 2 Listening Writing Go over the IELTS tasks with the students and make sure they understand what they will learn in the section 1. Match the words and phrases in H with charts 3-3. Go over the words and phrases in H and ask the students to match them with the charts Answers chart 1: inerease, rise chart 2: levelling off, remain stable chart 3; decrease, fall, drop, reduction Complete the sentences. Use the words in I. Go over the words in I with the students and make sure they understand them. ‘Tell the students that there is more than one answer for each sentence. Answers 1 sharp, dramatic 2 slight, gradual, slow 3 sharp, dramatic 28 Unit 2 Campus Now underline the phrases that introduce the description. In Unit 1 the students learnt how to refer to a table or chart. In this unit they will learn how to introduce the chart or table as a whole. Refer the students back to the sentences in 2 and ask them to underline the phrases for introducing tables and charts. Answers In the first chart we can see AAs can be seen in the next chart . As is shown in the last chart Look at charts 4 and 5 and order the sentences. Refer the students to charts 4 and 5 and ask them one or two questions about them, for example ‘What is chart 4 about? What is chart 5 about? How many overseas students studied in Australia In 2001? How many students from India went to Australia to study in 2003? Haye the students order the sentences. Answers GBCAFDE Now work in pairs. Ask each other the questions. Go over the questions with the students, Pur the students in pairs and have them ask each other the questions, At the end of the discussion get one or two answers from the students, Open answers Look at chart 6 and write a short paragraph about student numbers in the UK. Go over chart 6 with the students and ask them one or two questions about it, for example ‘How many students came from Asta in 1997? Why do you think the number of students from Asia fell in 1998? Ask the students to write a short paragraph about the graph, paying particular attention to Introducing the description of the chart and the description of trends. See page 29 for suggested answer and commentary. >> Further practice: Achieve IELTS Workbook, Unit 2 Reading; Unit 2 Study skillsAchieve IELTS Unit 2 Writing activity 4 Photocopiable ‘Suggested answer ‘The line graph shows the number of international students studying in the UK between 1996 and 2002. The student numbers are shown in thousands and by region. As the chart shows, the overall end Is an increase in international students studying in the UK, despite a temporary drop in numbers beginning in 1997. Between 1996 and 1997 there was a sharp rise in the number of students from Asia and a slight increase in students from the other regions. However, in 1997 student numbers from Asia fell sharply, and this was followed by slight decreases in numbers from the Middle East between 1998 and 2001 anc Africa between 1999 and 2000. During this period, the number of students from the United States remained steady and began to increase slightly after 2000. In fact, student numbers from most regions began to rise again after 2000, The biggest increase was in. students from Asia which rose dramatically to over 12,000 in 2002 ~ almost double the number in 1996. Student's answer This line graph shows the nunber of overseas students from Asa, Africa, Middle East, and US in the UK Frem 1996 to 2002, The students Fram middle East and US ineveased gradually ever ® years avd the nurbors from both ccunlvies are beat 2000 in 2002. The number of students from Africa increased slightly until 1988, Lut after that it mereased steaetily ard became, $000 in 2002 which is mere than twice aS mich 05 that in B36. The biggest number of shidents is from Asia in this pericd. In 1897 it declined a liHe, but soon it rose dramatically ond i became 13000 in 2002. From this Ine. graph it can be said that the number of overseas students in the UK will be continue to increase. Comment ‘This essay shows good language control andl uses a fair range of structures and vocabulary. The data is described accurately and completely, However, at 128 words, this writing is underlength, ‘which may restrict the score to less than band 6.0, ‘Asbiese IELTS © Marshall Caverns Elution: this page may be rrodued for as so slay within the purchases schoo! or collegeUNIT 3 Living space Themes types of accommodation, household chores, places In residences Passages. the effect of housework on relationships (reading); a conversation after a party a talk about rules in a hall of residence (istening) Language study will and going to (introduction), must, need ro, have to (istening) Express yourself talking about untidiness (listening) Achieve IELTS talking about your home (speaking), task fulfilment (writing) Vocabulary hhouschold chores washing up, vacuuming, ironing, washing, cooking, cleaning, making beds, DIY (do it yourself renting accommodation share, rene, landlordilandledy, flatmatelbousemate places to live detached house, semi-detached hhowse, apartment block, bungalow, apartment, hall of residence, bedsit adjectives for accommodation spacions, airy cold, bright, modern, stuf cosy, gloomy, old fashioned, mesy, cramped, tidy places in residences kitchen, bedroom living room, dining room, bathroom, corrider balcony, foyer porter’ ladge, canteen, laundreite staff in residences receptionist, security staff caretaker Background reading Although it 1s increasingly common for students in Australia and Britain to live at home while studying (due to the increasing cost of eclucation), it remains ‘more usual for stucfents to leave home and ‘move to another part of the country for ‘their higher education, During the first ‘ear at university, students usually live in ‘university accommodation — usually halls of resicience. These can be mixed or single-gender halls, Students can continue to stay in university accommodation, but 30 Unit 3 Living space ‘itis more usual for second and third year siusdents to find rented accommodtion, ‘or digs, outside che university, Students svi often share a house with other siucents, each having thelr own room. and sharing the kitchen, bathroom snd living room, House share ‘This section introduces the unit and gives practise in listening test parts 1 and 2 and the speaking test. 1 Name the housework in the picture. Choose from the words in A. Direct the students to the picture and go over the words in A, Make sure the students understand the words, then ask them to decide which kind of housework they can seein the picture ‘Answer et 2 Match the words in B with the definitions. Go over the words in B and the definitions. ‘Ask the students to match the words with the definitions, Answers 1 flatmate or housemate 2 rent 3 landlord or landlady 4 share 3 Do the quiz. Additional activity: sharing Ityou wish, you could go through the introductory questions and have a brie? class discussion before the students do the 1 quiz. Other questions you could use are 1 ‘Does anyone share a flat or house? Are you easy to get on with or do you need your own space?”Go over the quiz with the students and explain any unknown words, for example schedule imetable) and throw someone owt (to make someone leave a place) Have the students do the quiz individually. If you wish, you could have the students compare their answers in pairs when they have finished. Now turn to assignment 3-1 and check your results. Ask the students to turn to assignment 3.1 and cheek their answers, Listen to a conversation. Which jobs do the students talk about? Circle five letters A-H. Gis + Explain that the students will listen to a conversation between three housemates planning a party and that they should listen and decide which jobs they hear. Go over A-H, then play the listening passage Have the students listen and circle the jobs, Answers ACEFG 485 Listen again and answer the questions. If you wish, you could see Ifthe students can answer the questions from the frst time they listened, then play the passage again to check thelr answers, Otherwise, go over the questions and play the listening passage again. Answers 1 his assignments 2 by taxi 3 He is helping with preparations for a dance at the Students’ Union. Language study: will and going to © Study the examples and explanations. Go over the examples and explanations with the students. If you wish, play the passage again for students to listen to the examples agatn. Explain that we use will when we make a decision about the future at the time of speaking, We use will for offers and promises and also to make predictions about the future. Tn contrast, we use going to to talk about the future when we base our predictions on present evidence or intentions. ag Now work in groups of three. Each student should offer to do three things on the list, then check with the group that everybody knows what they are going to do. Go over the household jobs with the students and explain any unknown words, for example snacks (small pieces of food usually eaten between meals or with drinks). Explain that they are going to have a party and need to share the jobs between them. Each student in the group should offer to do three things and give an explanation of why they ‘would like to do it. If more than one stucient offers to do the same thing, the students should say why they should be chosen to do the job. When they have allocated the jobs, Ihave the students check who is doing which job. Ask the students to use going t0 at this point Put the students into groups of three and have them do the activity. >> Further practice: Achieve IELTS Workbook, Unie 3 Language study; Unit 3 Pronunciation Listening Go over the IELTS tasks with the students and make sure they understand what they will learn in the section ‘There are two listening passages: the first is a conversation after a party, the second is a talc about rules in a hall of residence Work in pairs. Decide which jobs go together with do, make or take. Go over the jobs with the students and explain any unknown words, for example recycling (using something again). ‘Ask the students to decide which jobs go with ‘which verbs, and do the first one as an example. Put the students in palrs and have them do the activity Answers, do: the washing up, the cleaning, the ‘gardening, cooking, make: the bed take: the rubbish away, the bottles for recycling, the Now listen to the conversation and jobs you hear. Play the passage and ask the students to tick the jobs they hear Unit 3 Living space 32«as @o 0 Answers the rubbish away ¥ the bottles for recycling ¥ washing-up Y cleaning 7 cooking (Ahmed mentions that his mother does this) / tidying up J 2 Listen again and circle A-D. Explain to the students that they will listen to a conversation after the party. They should circle the letter that completes each sentence. Play the listening passage and have the students circle the eters Answers, 1D 2C 3A (he’s always trying to get out of the housework) Express yourself: talking about untidiness Listen and underline the stressed words. Go over the sentences and explain that we use these phrases for commenting on the (un)tidiness of a place. Make sure the students understand all the words, for example #p (a place where rubbish is left). As they will see later in the writing seetion, British students are ‘not very good at housework, so these phrases should be very useful ifthe students attend a British universty Play the recording and ask the students to mark the stressed words Answers Look at the state of this place. What a mess Its so untidy. Its an absolute tip. Now listen again and practise. Play the recording again. Pra paying attention to stress and i the sentences tonation, ‘Additional activity: role play [Ask the students to work in patrs and write a short conversation to include one or two of the sentences. Possible situations could be: landlord land- lady to students after a party, parents to children, housemates/latmates to each other. ‘Then have the students practise their dialogues and ask one or two pairs t0 act ut thoir conversation for the class. 32 Unit 3 Living space Language study: must(n’t), need to and have to 3. Study the examples and explanations, Go over the examples and explanations with the students, Ifyou wish, play the passage again for stucents to listen to the examples in context again. Explain that must is a modal verb. It is always followed by a verb in the bare infinitive (infinitive without to). We use must for obligation (this unit) or for strong advice (see Unit 9). When the obligation comes from an outside body, for example anather person or a set of rules, we tend to use uve to, We can only use muse to talk about the present or the future (I mst leave in an hou). To talk about the past, we use had to. ‘Need can be used as both a verb and a modal verb, When itis used as a modal verb, ike ‘must, itis followed by a bare infinitive and does not carry an -s ending, has no past tense, and questions and negatives are formed without do. In the example and conversation, we have need as an ordinary verb because the modal form of the verb is usually used in a present situation (usually in the negative): We needn't worry about the mes, the cleaner will tidy up. Now complete the sentences. Go over 1-3 with the students and ask them to complete the sentences with a suitable modal verb, Answers 1 must ~ The order is directly from the landlord. Have 10 also acceptable in the sense that the rules for renting the house include keeping it tidy, and therefore there Is the sense of indirect obligation. 2 have to ~ The rules for renting the house include keeping it tidy. 3 dont need to, need to/have to ~ Mustis not correct. The correct question using must would be Must we clean the bathroom? 4 Work in pairs. Ask each other which jobs in the house you have to do today. If you wish, you could toll the students which household jobs they have to do. Pat the students in pairs and have them discuss ‘which Jobs they have to do. Go round and monitor for the correct use of have to, must and need to.as Open answers > Further practice: Achieve IELTS Workbook, Unit 3 Language study activities B and 7 Put the words in C into groups. Go over the words and phrases with the students and ask them to put the words into sroups Answers 1 accommodation: hall of residence, bedsit, apartment. 2 places in a hall: foyer, porter’ lodge, dining hrall, undiette 3. people working in a hall: receptionist, security staff, caretaker, housekeeping staff Additional activity: brainstorming Ir you wish, you could ask the students if they know any other words to add to the lists. Possible answers accommodation: flat, dormitory, detached house, bungalow, shared house places in a hall: kitchen, showers, bathroom people working in a hall: porter, cleaner Now listen to the accommodation officer giving a talk to new students. Tick the words you hear Play the listening passage and have the students tick the words they hear Answers: Alll of the words in C / 216 Listen again and complete the sentences, Write no more than three words for each space. Go over the notes with the students, IFyou wish, you could ask the students (0 try to predict what could possibly complete the notes Mate sure the students understand they should write no more than three words Play the listening passage again and have the students complete the notes Answers I hall of residence 2 shared 3: (TV) ticense 4 porters lodge 5 laundrette 6 housekeeping 7 caretaker's 8 main receptionist 9 bedsit 10 shared house 7 Work in pairs. Ask each other the questions. Go over the questions with the class and have the stuclents discuss them, At the end of the discussion, get the answers from one or two pairs. Open answers > Further practice: Achieve IELTS Workbook, Unit 3 Listening: Unit 3 Vocabulary: Unit 3 Study skills Reading Go over the IELTS tasks with the students and make sure they understand what they will learn in the section. 1. Tick who usually does these jobs in the house. Go over the table with the students. If you wish, you could ask the students for more members of a family Put the students in pairs and have them complete the table ‘Open answers. Now discuss the questions. Go over the questions with the class and have the students discuss them, At the end of the discussion, get the answers from one or two paits Open answers 2 Work in pairs. Read the title of the passage and guess the reasons for it. [Ask the stucents to reac the title of the passage. Alternatively, write the title of the passage on the board. Ask the stuclents to guess how and why sharing housework equally makes a happy relationship. If you wish, you could ask why not sharing housework makes an unhappy relationship. White their predictions on the board to check after activity 4 Unit 3 Living space 33,4 34 Open answers Now read the passage. Do the statements teflect the claims of the writer? Go over the statements with the students and make sure they understand any new words, for example depresed (a condition in which a person’ feels very unhappy and disappointed). Ask the students to read the passage and say which statements agree or disagree with the writer and whieh are not given. Answers, 1 Not given. 2 Yes (line 5) 3 No (lines 16-17) 4 Yes (lines 19-20) 5 No (lines 23-24) Read the passage again and circle one letter AD. Go over the questions with the students and. ask them to read the passage again and circle one of the letters AD. Answers 1 C (line 14) 2 B (lines 7-8) 3 D (lines 15-17) Complete the summary. Choose no more than two words or a number from the reading passage for each answer, Ask the students to read the surnmary, then read the passage again and complete the summary with no more than two words for each gap. Answers 1 women 2 men 3 equally 4 eighty percent 5 increases 6 ajob 7 teamwork 8 (equally) share Match the definitions with the words in D. Go over the words with the students and ask them to use their dictionaries if necessary Have the students match the words with the definitions. Unit 3 Living space Answers Lestimate 2 ratio 3 division 4 norm 5 remainder 6 Make opposites with the words in E. Use these prefixes. Go over the profixes with the students and ask them to make opposites using the prefixes and the wards in C Answers, Unequal, unimportant, unbalanced, inequality, ‘unfulfilling Note the difference between unbalanced (adjective) and imbalanced (noun). Additional activity: negatives Ask the students to think of more words with these negative prefixes, Remind the students that learning the ‘opposite of a word is a good way of expanding their vocabulary. 7 Look at the example and complete the chart for yourself. Use the words in F. Go over the words and the example with the students. Have the students make a chart for themselves. Open answers Now work in pairs. Compare and discuss your charts. Ask the students to compare and discuss their charts with a partner, Open answers > Further practice: Achieve IELTS Workbook, Unit 3 Reading Speaking Go over the IELTS tasks with the students and make sure they understand what they will eee nia! 1. Match the words in G with the pictures. Direct the students to the pictures, Have the scudents match the words with the pictures, Answers Asemi-detached house B detached house C bungalow D apartment blockoa cd ‘Additional activity: survey Ifyou wish, you could ask the students to do.a quick survey of how many people in the class live in apartment blocks, detached houses, and so on, Now work in pairs. Decide which is the most important feature of a house. Go over the words and phrases with the students, then put the students into pairs or groups and have them discuss the most important feature. If you wish, you could ask the students to give you the three most important features and the least important feature. Open answers 2. Describe the pictures with the words in H. Direct the students to the pictures Go over the words with the students and explain any new words, for example stuffy (a place with litle als), cramped (a small space with very litle room to move), gloomy (a place with very litle lighd. Suggested answers Room A: spacious, airy, bright, modern, ti Room B: stuffy, gloomy, messy, cramped ‘Additional activity: opposites If you wish, you could ask the students to match the words with thelr opposite meanings. Answers spaciousferamped.airy/stuffy cosy/eold bright/gloomy modern/old-fashioned tidy/messy Pronunciation 3. Listen and notice how we say final -y in these words. Play the recording to the students and focus their attention on the pronunciation of final -y in the words. Now listen again and practise. Then play the recording again and have the students practise the words, making sure they pronounce final -y s a short sound Gas Listen and tabel the plan with the words in |. Direct the students to the plan. Go over the words with the students and explain any new words, for example corridor (a narrow space between rooms). Note: there are seven words and only six answers. this is because one of the rooms has two uses Play the listening passage and have the students label the plan. Ifyou wish, you could refer the students to the audioscript and have them underline any useful words and phrases, for example Let me tell you about my home. It’s just right for a small family, When you enter. Answers 1 living room and dining room 2 kitchen 3 balcony 4 corridor 5 bedrooms 6 bathroom Achieve IELTS: talking about your home When the examiner first meets the student, their frst task isto calm the student and make them fe! fess nervous in order to properly assess tholr level, At the start of the interview, the examiner may ask one or two general or personal questions which the students ean answer easily. A typical topic is about the student's home. If the student is ready for this question, they may be able to lead into the examn in a confident manner. Go over the explanation and examples, Now write three more questions about people's homes. Then ask the students to write three more questions about people's homes, Get one or two questions from the students at the end of the activity. Read the topic and make notes. Explain to the students that they will practise part 2 of the speaking test. Go over the topic and explain that in the test they will have one minute to make notes on the topic. This time, if you wish, you could allow the students more time in order to give a fuller answer: Ask the students to make notes on the copie Unit 3 Living space 35Now work in pairs. Take turns to talk about 3 Not useful or irrelevant: Female students, the topic. have a lot more clothes than males.’ “There Have one student take the rale of the are many fast food outlets around the examiner and another student take the role of campus. "Vacuum cleaners use a lot of the candidate electricity ut the students into pairs and ask them to do ; the activity Achieve IELTS: task achievement If you wish, when the students have finished, Explain to the students that a major element of Baier tee eemleters talent ie part | of the writing testis to understand and topic again. achieve the task. Candidates are assessed on how well they have achieved the task, or in other words how well they have answered the att ‘questions. Leaving out important information, Writing ance ec Go over the IELTS tasks with the stuclents and to the chart, table or plan, and including 36 make sure they understand what they will irrelevant information will loose marks, learn in the section. Go over the questions with the students Work in pairs. Ask each other the questions. Explain that asking themselves these questions about the chart before they begin to write will Go over the questions with the class and have Ree ae ame ey the stuclents discuss them: Ab Eerie ar teat tat an et thet arvers Now rewrite the description in 3. from one or two pairs. Have the students rewrite the description in 3, ‘making sure all the information is included, that itis all accurate and that relevant Look at the chart and answer the questions. {information is not included. See page 37 for suggested answer and ‘commentary. Open answers Direct the stuclents to the chart and go over the questions. Ask the students to answer the questions. 4 Write questions about housework for the other students. Answers 1 ‘The chart shows the housework done by Go over the examples with te students male and female students. [Ask the stucents to write five more questions 2 20% (80% cannot wash clothes) to ask the other students about housework Era oe) Now ask ten students your questions. Sater Remind the students to make a note of the Look at the chart and read the description. EEG SUL EAS INTUTE SN Decide which information is .. next activity. Have the students ask the other students in the class their questions and make a note of the answers. Ask the students to decide which information in the description is wrong or inaccurate, missing or irrelevant. penne 5 Put the information into a chart and write a short description. 1 Wrong or inaccurate: the title of the graph refers to housework only, not the ability to Ask the students to use the information they live away from home (which would include collected to make a chart. things like managing finances, finding Have the students write a short description accommodation, shopping and so on) RES 2 Missing: the percentage of females who é knew how to iron clothes (33%); the > Further practice: Achieve IELTS Workbo percentage of males who knew how to Unie 3 Waiting operate a vacuum cleaner (10%) Unit 3 Living spaceAchieve IELTS Unit 3 Writing activity 4 Photocopiable Suggested answer The bar chart shows the results of some students who were interviewed about their ability to do housework. The vertical axis shows the percentage of students interviewed and the horizontal axis shows the jobs done by males and females. We can see that 80% of male students did not know how to wash clothes, while the percentage of females who could not do laundry was 60%, Not many students can cook for themselves: just 10% of the males and 20% of females. The majority of female stuclents eat fast food instead of cooking, and. even more males live on fast food: almost two out of three do this. Very few male students know how to iron their clothes, but 33% of female students can iron clothes. Only 10% of ‘male students know how to use a vacuum cleaner but 20% of females knew how to operate one, | ‘Student's answer The chart shows the resus of some students who de housework. It also shows | the difference between the between the male and female students we can see that 607, of male students can vot wash clathes while the percentage of Females who con't wash clothes is GO7, Few shidents can ceck for themselves, only 17, of the males and 20% of the females. There are. many students whe eat fost food which is 60% of males and $47. of females. Not many male. Students: enew how te ivan their clothes, it is enly 7 but 407 of female, students know how to do that. 207, of females knew how te epevate a vacuum cleaner an only 107 of moles knew haw to do that 4 ‘Comment This writing shows a falr degree of language control, but some of ‘the information is inaccurate and it is underlength (124 words} This would probably limit the band score to 5.0 AvhieveIELTS‘© Marsal Cavers Education: this page may be reproduced for css we slay within the purchaser’ school or algeeae Tera 38 Themes stuclent societies, meetings, the entertainment industry Passages an article about media literacy for children (ading);a student society meeting listening) Language study narrative tenses (introduction), suggestions (listening) Express yourself ‘alking about films (introduction) Achieve IELTS giving longer answers (speaking) Vocabulary types of film thvilles horror, comedy, romantic, Science fiction, martial arts, dacumentary, drama, biography, docudrama academic verbs examine, demonstrate, consider, committee positions committee, treasurer, secretary, events organiser agendas minutes, apologies, aob, item as approximating roughly, nearly, almost, ‘approximately fractions and percentages af. a third, a quarter, fifty percen, twenty-five percent Background reading University Students’ Unions haye a number of societies. A society is basically a club. Many of these societies are sports: and subject-based. Other societies depend upon the interests of the students ‘Typically, a Students’ Union will have a fila society, an international students society, and frequently societies based ‘upon nationality, for example a Chinese society. A society is formed by a student or group of stuclents who must first apply to the Students’ Union. If the application is, successful, the society Is then given a buciget and a room to operate from. For international stuclents, societies are great places to meet other stuclents and practise Tanguage skill. Additionally, joining a society Is good for the students’ CVs, as it shows that they like to be involved in organising events, in teamwork, and are willing to take on responsibilities. Unit 4 Film society G2 Let’s catch a film ‘This section introduces the unit and gives practise in listening test parts 1 and 2 and the speaking test. ‘Match the definitions with the words in A. Refer the students to the picture and ask them if they know the name of the film and what kind of film itis. Go over the words with the students and explain that they are all types of film. Have the students match the words with the definitions Answers Tdrama 2 docudrama 3 biography 4 documentary Listen to a conversation and answer the questions. Direct the students to the picture of the two people. Ask the students what the two people are talking about, Write up two or three of the students’ suggestions on the board. Go over the questions with the students Play the listening passage and have the students answer the questions. Ifyou wish, you could also refer the students to thelr previous predictions and see if they were correct. Answers: 1 climbers in the Andes and how they survived a fall 2 a docudrama 3 excellent, five star reviews 4 His tutor recommended it 5 She really enjoyed tt. Listen again and complete each sentence with no more than three words or a number. Go over the paragraph with the students and ask them to listen and complete i. Play the listening passage again and have the students fill in the gaps.@s 3 Answers 1 gangs 2 the Andes 3 at 7.30 4 waiters 5 at about 7.45 6 just over 90 minutes 7 25% 8 film society members Now circle the correct letter A-C. Go over the multiple-choice questions with the students and have them choose the correct, answers. Answers, 1B 2B Express yourself: talking about films Listen and underline the stressed words. Go over the phrases with the students. Ask them to listen and underline the stressed words, Play the recording Answers It really exciting How good was that? T really enjoyed it ~ iS a great film. Now listen again and practise. Play the recording again and have the students practise the phrases, paying attention to stress and intonation, Language study: narrative tenses 4 Study the examples and explanations. Go over the examples and explanations with the students. If you wish, play the passage again for students to listen to the examples again. Explain that we uso the past simple to refer to states and actions in the past. We use it to talk about actions that had a short duration (Joe broke bis leg), actions with a longer duration (how a climber survived a disastrous fal) oF repeated action (When I was a student I went to the students cinema every wee} {As the past continuous is often used together ‘with the past tense to refer to a background event or to describe a situation at that time, ‘we typically use the past continuous when we are telling a story or deseribing the background to a narrative. Like all continuous tenses, we do not use the past continuous to talk about a repeated action in the past (When Twas a student [Xtas going to che students’ cinema every week), or with stative verbs (As they were climbing the mountain, the climbers X twere seeing the bid weather closing in). Now complete the sentences. Refer the stuclents to the questions and ask them to complete them with the correct form Of the verbs in brackets Answers 1 were approaching, occurred 2 were walking, remembered 3. was walking, fell, broke 4 was lowering, went > Further practice: Achieve IELTS Workbook, Unit 4 Listening: Unit 4 Language study activity 1 5 Work in pairs. Ask each other the questions. Go over the questions with the class then have the students discuss them. Make sure that for question 3 the stucients are using narrative tenses correctly. Ar the end of the discussion, get the answers from one or two pars. Open answers Reading Go over the IELTS tasks with the students and make sure they understand what they will learn in the section, Background reading Media studies has become increasingly | popular with students in the UK, many preferring to take it in preference to the ‘more traditional subjects, However. some people used fo see media studies as a Soft subject as opposed to subjects like physics, mathematics andl languages. 1. Work in pairs. Answer the questions. Go over the questions with the class then have the students discuss them, [At the end of the discussion, get the answers from one or two pairs Unit 4 Film society 39)2 4 Answers 1 Open answers. The students will check their answers to this question in the next part, 2 Suggested answer ~ The media is increasingly important in people’ lives and as an Industry, 3. Open answers. Now read the passage and check your answers to question 3. Ask the students to read the passage and check their answers to question | only. Answer ‘They study public communications such as film, newspapers, adverts, music and videos. They consider definitions of eulsure and media and look at cultural material, the way culture shapes people's values and beliefs and the way ‘media and institutions transmit ideas and values ‘Additional activity: Latin words in academic English Explain to the students that media is @ ‘word from Latin and therefore has irregular singular and plural forms. The singular is medium, the plural is media. Explain the meaning of curriculum, flrngus, and criterion. Then ask the students to find the plurals in their dictionary. Answers curriculum curricula, fungus ings terion ertteria Find the words in B in the text and choose the definition. Ask the students to read the text again and find the words in B. Ask the students to try to get the correct definition for the words, Answers Leonsider 2 demonstrate 3 examine 4 assume Read the passage in 1 again. Write ... Go over the ‘trut with the students, ‘alse’, ‘not given’ statements Ask them to read the passage again and decide which statements are true, false or not given. Unit 4 Film society Answers 1 True ~ ‘we consider competing definitions 2. False ~ ‘a range of cultural material from a variety of media 3 True ~ ‘While we assume that the meaning of much of the cultural material around us is obvious and transparent, this course demonstrates that we are constantly interpreting and decoding’ 4 Not given 5. False ~ ‘the importance of brands and fashion Work in pairs, Ask each other the questions. Go over the questions with the class then have the students diseuss them. At the end of the discussion, get the answers from one oF two pairs Open answers Read passage and choose the most suitable title AE. Go over the titles with the students. Direct the students to the picture and ask them what they think the passage is about. Have them read the whole of the reading passage and choose the most suitable title Answer A Media studies for children Read the passage again and circle the appropriate letters A-D. Go over the multiple-choice questions with the students. Have them read the passage again and choose the correct answers. You may like to explain watching the box (colloquial for watching TV), cookies (American English for biscuits, also biscuits with pieces of chocolate in them), commercial break (TV advertisements shown during a ‘pause in the main programming). get their ‘message across (sell their product to people) Answers 1B ~ ‘children as young as three may be Jearning in the most basie way the sort of slalls that are taught on such courses (lines 6-8) 2 A — ‘Although product placement is banned for programme makers in Britain, on commercial TV as well as the BBC’ (tines 27-28)3D ‘With the rise of digital TV which Have the students mateh the words and oadpverestbes nc oriotal Woe defitions een ee No ieee a eet eee Rae le 2d 3b 4a 4. A~ ‘the British Film Institute's Cary Bazalgette rejects the term media studies in Answers 3 Put the agenda items in 2 in order. favour of media literacy (lines 63-65) Explain agenda (the plan of a meeting) to the students. ria a RSS bod Ask the students to put the stages of the Aeirent es agenda in order and explain that they will Go over the questions with the students and ‘check their answers in the next stage of the have them tick the statements they agree with. activity. Encourage them to note one or two reasons SRE eR eS 126 Now listen to a meeting and check your answers. Open answers Play the listening passage and have the Now work in pairs. Discuss and give reasons students check their answers to activity 3. for your answers. (eerie Ask the students to discuss the statements and. Tete nia eae reacts put them into pairs, or if you wish, groups. Ac the end of the discussion, get the answers 4 Label the diagram. Use the words in C. from one or two pairs. Go over the words with the students and Oeeaererers ‘explain that they are mostly positions in a committee >> Further practice: Achicue IELTS Workbook, Have the students label che diagram. Unit 4 Reading mr Answers 3 1 committee 2 treasurer 3 secretary istening 4 events organiser Go over the IELTS tasks with the students and 3g 5 Listen again. Complete the agenda, make sure they understand what they will flees the section Play the listening passage again and ask the ‘The listening passage isa student society Seep Somes ie cee meting Its split into three pars going ov Answers he agenda (activites 3-5), item 1 — the apologies, he has to finish an assignment, he see aaa ete 2 Muir ae secre suggestions for the film society film night 2. approved: YES, objections: NO (activities 8-9). 3 the equipment, film night 1. Work in pairs. Answer the questions. > Further practice: Mchieve IELTS Workbook, Go over the questions with the class then have Unit 4 Vocabulary os saicagg ess there 6 Label the picture. Use the words in D. At the end of the discussion, get the answers from one or two pairs Direct the students to the picture and refer them to the words in box D. Tag i ulats Ask them to label the picture with the words, 2 Match the words with the definitions. RLS ATS SEAS Sra SES, Go over the words with the students and Answers explain that they are all words used to describe A sound system B projector C file parts of a meeting. Descreen E seats Unit 4 Film society 4scod ta as Now listen and tick the things you hear. Y screen V projector ¥ film 7 Listen again. Circle three letters A-E. Go over 1 and 2 with the students. Play the listening passage and have the students circle the letters, Answers 1 BCE 2 £1,500, £1,300 8 Label the pictures. Choose from the words in. Direct the students to the pictures and elicit what kind of films they are. Go over the types of film and explain any new wores. Have the students choose three of the film types and match them with the pictures. Answers 1 thriller Now listen and circle the correct letters A-C. Play the listening passage and have the students choose the correct leter 1B 2C 3B ‘Match the verbs with the nouns. 2 martial arts 3 science fiction Go over the verbs and nouns and explain any new words ‘Ask the stuclents to match the verbs with the nouns. Answers 1d 2 3b 4a 5e Language study: suggestions 10 Study the examples and explanations. Go over the examples and explanations with the students Ityou wish, play the passage again for students to listen to the examples again. Explain that we use suggestions to offer alterna- tives to other people, Explain to the students that we usually give a reason for rejecting a suggestion, itis not enough to just say no, Now complete the sentences. Ask the students to complete the sentences with a word or phrase from 10. 42 Unit 4 Film society Answers 1 Your thoughts on this/Any suggestions about this 2 tke to suggest 3 How about 4 avoid doing that 29 11 Listen and check your answers, Play the recording and have the students check their answers. >> Further practice: Achieve JELTS Workbook, Unit 4 Listening activity 2 Pronunciation 29 12 Listen again and practise. Play the recording again and ask the students to practise the sentences paying attention to stress and Intonation, 13 Work in pairs. Student A, you are the President of the Film Society - read your role card. Student B, you are the Events Organiser = read your role card. ‘Tall the students that they are going to practise ‘making suggestions and rejecting and offering alternative suggestions. Spl the clas into two groups ~ Students A and Students B ~ and ask them to look at thete assigoment role cards. Give them one or two minutes to prepare what they are going to say. Now have a conversation using the role cards. ut the students into pairs and have them practise the conversation, If you wish, you could ask one or two pairs to show their conversation to the class > Further practice: Achieve JELTS Workbook, Unit 4 Listening Speaking Go over the IELTS tasks with the students and make sure they understand what they wil earn. in the section ‘The first activity is an extension of the listening section, but can be done as it stands, 1 Work in groups. Discuss ways to raise funds for a new piece of equipment for a student society. Follow these steps.‘Tall the students that they are going to hold their own meoting ‘The meeting could be for the film society or another society connected to your school. Whatever you or the students decide, they have to discuss ways of raising money for a new piece of equipment. Ask the students to decide on a club or society name and an agenda (or, alternatively, write an agenda for the students yourself). Ask them to appoint a chairperson, treasurer and secretary and any other positions they think the committee needs, ‘Tall the students to hold their meeting and make sure they come up with definite points of action for each of their items. Put the students into groups of three or four and ask them to hold their own meeting. It you wish, you could ask the secretary to take minutes of the meeting, then tell the class the results of the meeting Read the topic below and underline the main points. Go over the topic with the students and ask them to underline the main points, The students will be asked to do this repeatedly throughout Achiewe IELTS to get them into the practise of identifying the main and most important points. Ask the students what they think are the most important points and write one or two on the board Suggested answer Part 2: Describe a film you saw which made an impression on you, You should say: 1 what film and what type of film itis 2 when you saw it 3 what your favourite part of the film is and explain why it macle an impression on you. Now make notes on the main points. Ask the students to make one or two short notes on the main points, This reproduces test procedure and prepares them for th final speaking activity Open answers Gos Read the notes, then listen and write » when you hear any extra information. Ask the students to read the notes Explain that on the recording they will hear extra information and they should mark » where they hear this, Play the recording and have the students mark where they hear the extra information, If you wish, you could play the recording again, pausing after each answer and ask the students to write the extra information. Answers (underlined) My favourite film is the Matrix because itis such a fast-moving film. ItS a science fiction film but at the same time you could call ican action film. I saw ita few years ago, as soon as it was released, in fact we fiends to see i. The best part of the film was ‘when the main character was trying to rescue his friend, Llike this part because the special effects ate amazing. It macle a big impression ‘on me as ic was technically so far ahead of any ‘other film at that time ~ [liked it very much, Achieve IELTS: giving longer answers The individual long turn is where the students have the chance to develop the ideas in the topic and show the examiner their range of vocabulary and fluency. A short answor will ‘mean that the examiner has to ask furthor questions in order make an assessment. It is ‘much better if the students are able to develop their answers by giving more details and reasons, as in the recording in activity 3. Go over the phrases for giving longer answers with the students. ‘Then ask the students to go back to the nates they made for the topic in activity 2 and see if they can use the phrases to give longer answers Work in pairs. Discuss the topic in activity 2. Put the students into pairs and ask them to discuss the topic in 2. Have one student take the role of the examiner and the ather student take the role of the candidate Iryou wish, when the students have finished, ask them to swap roles and talk about the topic again. Unit 4 Film society 43