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1 Learning

Photocopiable activities
1A Getting to know you p. 117
1B Words that go together p. 118
1C Tell us about … p. 119

Lead-in p. 7

Warm-up
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Write the word learning in a circle on the board and then

write the following categories in circles around it, in a
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spidergram: technology, people, websites, music. Divide

students into groups of three and ask them to discuss how
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they use the categories on the board to help them learn.

You could give an example such as: I often ask my father to
help me with maths and calculations because he’s an engineer.
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Give students 5 minutes to discuss in their groups and invite

different students to share their ideas with the class.
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Refer students to the glossary under the infographic. Also

Teacher’s Online Material

• Module Test 1

2
1
• Test Practice Lesson: Listening 4
Teacher’s notes Module 1

Module 1 includes topics which focus on learning, study skills and academic and social life at university.

Divide students into pairs and give them 2–3 minutes to

discuss the questions. Then invite some pairs to share
their answers with the class.
Ensure students understand the questions by eliciting the
meaning of instructions, opinion and advice. Give them
3–4 minutes to skim-read the passage and answer the
questions, then check answers with the class.

1B 2C

3a Do the first item as an example with the class: give

students 5 minutes to read the passage in detail and then
elicit the answer. Ask students which words in the passage
helped them identify the correct paragraph. Give students
5 minutes to complete the exercise individually and then
get them to compare answers in pairs.
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check they understand the meanings of early bird (someone

who always gets up early in the morning) and night owl 1E 2C 3A 4B 5D
(someone who enjoys staying awake all night). Briefly check
3b Get students to complete this exercise individually and
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understanding of the infographic by asking: What does the

graph show? Students could then discuss the questions in pairs, then compare their answers in pairs.
groups or as a whole class. 3c You could do this activity as a whole class.
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1 most productive/most creative: 12.00–18.00 A 5 B 1, 3, 4 C 2

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least productive/least creative: 8.00–12.00

2 Students’ own answers 3d Write question 1 from Exercise 3b on the board and
underline the key words. Ask students to complete the
exercise individually and then discuss their answers in
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pairs. Check answers with the class.

1a Smart learners
1 paragraph A 2 find out more 3 always want to
on

Reading pp. 8–9

Lesson objectives: to practise finding specific Expert IELTS
information in a passage; to practise a Short-answer In Short-answer tasks, students must use words from the
questions task
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passage, not paraphrases or their own interpretations of

the answers. Ensure students understand that they must
Warm-up copy the words from the passage, without changing them in
any way.
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Draw a table with four columns on the board, and the

following headings for the columns: things that distract me
from studying, things that motivate me to study, my preferred 4 Give students 10 minutes to answer the rest of the
study places, good times for me to study. Check that students questions. Get them to compare answers in pairs, showing
understand distract and motivate. Give students 4–5 minutes their partner the relevant section of the passage each
to note down some ideas, then divide them into pairs to time. Then check as a whole class, clarifying any answers
compare their notes. Get brief feedback by asking a few as necessary.
students to share their ideas with the class. 2 confident 3 understanding the topic
4 their knowledge structures 5 other learners

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 Teacher’s notes Module 1 Teacher’s notes Module 1

5 Students could discuss the questions in pairs or as a whole 1 How do you travel to work or college? 1a Get students to complete the exercise individually and 1D 2F 3B 4A 5C 6E
class. Pay particular attention to question 4, pointing out then check answers in pairs. They can use dictionaries
2 How many people are there in your family? Other examples
that the words are usually different. if necessary. During feedback, check that students have
3 Where does your family live? 1 cooking, dancing 2 making decisions, encouraging others
understood the meaning of the target vocabulary, and drill
1 Reading the whole passage first shows you the structure of the 4 What do you like about your home town? 3 using Word, creating a webpage 4 skimming, writing an essay
the pronunciation of the words.
passage and this should help you to find answers. 5 Is your house big or small? 5 understanding other people’s feelings, building good relationships
2 yes 6 correct 1 assignment 2 project 3 presentation 4 report 5 grade 6 communicating in another language
3 These words help: 7 Have you got/Do you have any hobbies? 6 examination 7 essay 8 research 9 course 10 term
8 Are you good at sport?
5b Divide students into groups and give them 3–4 minutes
2 How, feel, chances, answer to a study problem
to discuss the questions. Remind them to justify their
3 What, boring learning tasks, worthwhile
3b Divide students into pairs to ask and answer the Expert IELTS answers. As feedback, elicit ideas from a few groups.

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4 What, modify, learn more
questions. If time allows, invite a few students to share Student’s Resource Book > Vocabulary page 9
5 Who, explain new knowledge to It is important for students to develop good dictionary skills.
their answers with the class.

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They should be aware of the type of information available MyEnglishLab > 1a Vocabulary
4 Usually the words are different.
4a Before students begin, you could do an example on the in dictionaries (pronunciation, part of speech, collocations,
6 Give students 3–4 minutes to discuss the questions in board (e.g. I speak Chinese. – I don’t speak Chinese.) so examples). Encourage students to make use of dictionaries Listening p. 12
pairs, then ask some students to share their ideas with students can see how to form the negative. Get students both in class and at home, to help build their vocabulary.
the class. to complete the exercise individually and for feedback, ask Lesson objectives: to practise predicting answers to

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different students to share their sentences with the class. 1b Before students begin, point out that the words here are a listening task; to practise a Notes completion task
Extra! the same as those in Exercise 1a, so students can refer
Students’ own answers, but the negative sentences are:

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back to it if they need help with the meanings. Warm-up
For homework, ask students to re-read the passage and 1 My first language isn’t English.
look up the meaning of 5–10 new words. They should 2 I’m not very good at tennis. 1 assignments 2 examinations 3 report 4 essay 5 presentation Write on the board: good ways to study – bad ways to study

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record the new vocabulary in their notebooks and write an 3 Most of my friends aren’t British. 6 project 7 research 8 grades and elicit an example for each. Then divide the class into
example sentence for each one. 4 I haven’t got a very big family.
two groups, A and B. Divide the students in each group
2 Write collocation on the board and elicit or explain its into pairs and ask the pairs in group A to brainstorm ideas

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5 I don’t enjoy reading in another language.
Student’s Resource Book > Reading pages 6–7 meaning (the combination of two or more words to form for good ways to study and those in group B to think of ideas
6 My best friend doesn’t live in Canada.
a common phrase). Give a few examples such as happy for bad ways to study. After 3–4 minutes, put students in
MyEnglishLab > 1a Reading 7 I don’t study very hard every evening. birthday, do homework, catch a cold. Explain that students A–B pairs to discuss their ideas. If time allows, as feedback,

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8 My house hasn’t got ten bedrooms. will be looking at collocations in this exercise, and ask invite a few pairs to share their ideas with the class.
Language development p. 10 them to complete it individually or in pairs. They could use
4b Go through the example with the class and invite a
dictionaries to help them find the correct verb by looking 1 Once students have discussed the questions in pairs, you

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Lesson objective: to practise the present simple student to expand on the first question. You may want to
could broaden this into a class discussion.

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up the word in bold.
give another example of your own. Then divide students
Warm-up into pairs and give them 4–5 minutes to discuss their 2a Give students 1 minute to look at the notes and think about
1 write 2 make 3 make 4 do 5 carry out 6 make 7 make
sentences. the questions. Elicit the answers and ask students what
Write three facts about yourself on the board where one 8 have
information in the notes helped them answer the questions.

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is false and two are true, using the present simple. Ask 5 Get students to do this exercise individually. Ask them to
students to guess which one is false and say why they think compare answers in pairs before checking with the class. Suggested answers
Expert IELTS The situation is a tutorial. The two people talking are a student and
so. Then get students to write down three facts about

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1 need 2 doesn’t matter 3 don’t understand 4 depends 5 are
themselves where one is false and the other two are true. 6 don’t have 7 is 8 allows 9 need 10 takes
Students should keep a vocabulary notebook and add any a tutor/student advisor.
Divide them into small groups to read their sentences to new words they come across. Discuss with students how

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each other and guess which ones are true and false. As 6 Go through the example exchange with the class. Before they could organise their vocabulary notebooks, how to 2b Ask students to complete the exercise individually, then
feedback, ask students to say if they guessed correctly and students begin, you may want to model an answer by record new vocabulary, and encourage them to regularly compare their answers in pairs. During class feedback, ask
what they found out about their partners. telling the class about your day and then inviting a few review their vocabulary notebooks. students what helped them decide.

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students to ask you questions. A5 B3 C2 D4 E1
1 Before this exercise, refer students to the Expert grammar Student’s Resource Book > Language development page 8
3 You may want to do this exercise as a whole class, eliciting
section on the present simple on page 183. Check that the correct verb for each noun from different students. 2c Before doing this exercise, ask students to match the words

on
MyEnglishLab > 1a Language development
students understand repeated, permanent and state, and Alternatively, students could complete the exercise in the box with the categories in Exercise 2b – you could do
do this exercise as a whole class. individually, using dictionaries to help them. this as a whole class. Ask students to complete the notes,
Vocabulary p. 11
then play the recording for them to check their answers.
1B 2C 3A 1 do 2 prepare 3 have 4 ask 5 take 6 give
Lesson objective: to develop vocabulary related to

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1 exams 2 Dr Green 3 3.15 p.m. 4 Student Services 5 17 April
2 Get students to complete this exercise individually. You studying 4 Go through the example with the class. Get students
could ask them to compare answers in pairs before to complete the exercise individually and then compare
checking with the class. Warm-up answers in pairs before class feedback. Expert IELTS

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1 is 2 have got 3 enjoy 4 studies 5 helps 6 remember Divide students into pairs and tell them to talk to each 2 give your opinion 3 give/do a presentation 4 take notes Predicting answers is a useful strategy for the Listening
7 watches 8 carries 9 has got 10 am, is other about what they want to study at university and 5 prepare for, test 6 ask questions/have a discussion Paper. Encourage students to try to predict answers as
why. For students already at university or those who have this will give them more of a focus while listening: after
3a You could go through each question as a whole class or let been to university, ask them to explain why students go 5a You may want to do the first item as an example with the predicting answers, they will be listening to confirm or
students complete the exercise individually. to university and what the good and bad points are about class. Divide students into pairs for the exercise and then reject their predictions.
studying at university. Give pairs 3–5 minutes to discuss, check answers with the class. Write students’ examples
then ask a few students to share their ideas with the class. on the board.

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 Teacher’s notes Module 1 Teacher’s notes Module 1

3a Divide students into pairs to read the task and discuss the 2a Before listening, ask students what kind of words they 1 Ask students if they have written an essay before. If so,
information they need to complete the notes. You could should listen for (wh- question words or auxiliary verbs, when? Who for? What about? Get students to complete 1b Studying at university
also ask students to underline the key words in the notes. e.g. do). During feedback, ask students what other the exercise individually and then compare answers in pairs
question words they know. before class feedback. When discussing question 3, it is Listening p. 15
1 a noun (something to do with revision) 2 an activity worth reassuring students that they do not need to know
3 a time period 4 an activity 5 a day 6 a telephone number 1 Do 2 Where 3 How 4 Who 5 Do 6 What lots of hard/infrequent words to write a good essay. Lesson objective: to practise a Notes completion task
3b Before playing the recording, point out the importance 2b Ask students to listen again and notice how the speakers 1 B 2 B, C 3 A, B, C
of reading the rubric carefully to make sure they use the pronounce do you. Model the pronunciation and then drill Warm-up
correct number of words. Play the recording and get the phrase. 2a Get students to compare answers in pairs before checking Divide students into pairs and ask them to make a list of
students to compare answers in pairs before checking with the class. the five most important subjects to study at school and

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Do you is weak and pronounced as one word: /dʒʊ/ or /dʒə/.
with the class. During feedback, write the answers on the why. Join two pairs together to compare their ideas and try
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board so students can check their spelling. Point out the 2c Drill the questions in Exercise 2a with the whole class and to agree on a final list of five. As feedback, ask a few groups

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importance of accurate spelling in the Listening Paper. then divide students into pairs to practise asking them 2b Divide students into pairs and give them 3–4 minutes to to share their lists with the class, explaining why they chose
with the correct pronunciation. write one advantage and one disadvantage. When the time these subjects.
1 timetable 2 study group 3 10/ten minutes 4 relaxation
3a Check the meaning of the adjectives and drill their is up, join pairs together into groups of four to discuss and
5 Wednesday 6 07768123656 1 Divide students into groups of three or four to discuss the
pronunciation. Refer students to audio script 1.3 on page compare their ideas. They should then read the model

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answer and discuss question 3 in their groups. Check questions. Ask a few students to share their answers with
4 Once students have discussed the questions in pairs, you 210 and ask them to complete the exercise individually.
answers with the class. You may wish to list the advantages the class as feedback.
could broaden this into a class discussion.
Adjectives to describe their course: hard, interesting, boring and disadvantages students come up with on the board. 2 Get students to discuss the questions in pairs and elicit

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1 yes 2–3 Students’ own answers Adjectives to describe their accommodation: small, comfortable, their answers. For questions 1 and 3, ask students to say
1–2 Students’ own answers what helped them decide on their answers.
great, convenient, expensive
5 Once students have discussed the questions in pairs, ask

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3 Advantages mentioned: earning money; gives students experience
Adjectives to describe meeting people: easy, difficult
some pairs to share their ideas with the class, making sure Disadvantages mentioned: it’s hard; it can make you feel tired; less 1 Suggested answer: a student talking to a teacher/tutor/
they justify their answers. 3b Before students begin, you could model an exchange with time available for study professor/student advisor

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a stronger student. Remind students to focus on their 2 one word only (or a number)
1 Students’ own answers
pronunciation in the questions and to use the adjectives in 3 This activity could be done as a whole class. If possible, 3 Suggested answers: 1 a subject 2 a subject or skill
2 Suggested answers: read and take notes, look through class project the model answer onto the board so you can
Exercise 3a in their answers.

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3 an activity (something you might do on a course)
notes, test each other highlight the relevant language.
4a Give students 3–4 minutes to write some questions. 4 an organisation or a person 5 a name 6 a (room) number
MyEnglishLab > 1a Listening Monitor and check they are forming the questions correctly. The main advantage is … Another advantage is … 7 a telephone number or a name 8 a date (a month)

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4b Divide students into pairs for the test task and set a time One disadvantage is … Another problem is …

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3 Before students do the test task, refer them to the Test
Speaking p. 13 limit. Get students to record their answers if possible.
strategies section on page 178 and answer any questions
Lesson objectives: to practise answering personal Expert IELTS they may have. Also introduce the Help notes before
Expert IELTS they listen: explain that they can refer to these notes for

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questions for Part 1 of the Speaking Paper; to introduce
The Writing lessons in this book all have a lexical focus and help with some of the questions in test tasks. Play the
the concept of lexical resource When doing Speaking tasks, encourage students to record
give students a set of useful phrases for the different task recording and get students to compare answers in pairs
their answers on their mobile phones or other device if
types and functions. Encourage students to record these before checking with the class.

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Warm-up possible. Students can then use these recordings in the task
phrases in their notebooks so that they can build up a bank
analysis sections and/or listen to them after class to analyse 1 maths 2 English 3 lectures 4 employers 5 Lyatt
Divide students into pairs and tell them they have 1 minute of useful phrases for writing.

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their performance.
(30 seconds each) to find out as much information about 6 251 7 76829331 8 April
their partner as they can by asking questions. When the 4 This activity could be done in class or for homework.
5 Students should discuss the questions in the same pairs.
1 minute is up, ask students to change partners and repeat. If done in class, give students10 minutes to write their
If they recorded their answers, get students to listen to Expert IELTS

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They can ask the same questions or different ones. Repeat sentences. Monitor to check accuracy and also help
them, to help analyse their performance. As feedback, ask
this one more time so each student has spoken to three students with any vocabulary they may need. Students In the real test, students will hear the recording once only.
some students to share their answers with the class.
classmates. As feedback, ask students what topics they could then work in pairs to read each other’s sentences Depending on your students’ needs, you may wish to let

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MyEnglishLab > 1a Speaking and give each other feedback.
asked about (e.g. family, hobbies, studies/work, favourite them listen twice in the early stages of the course. Then,
food/music). You could also ask a few students to share

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once they have familiarised themselves with the task types
any interesting things they found out about their classmates. Writing p. 14 Extra! and test strategies, you can play recordings once only, for
realistic test practice.
Lesson objectives: to introduce students to essay You could spend some more time analysing the model

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1a Students could discuss the question in pairs, small groups
or as a whole class. Make a list of their ideas on the board. writing; to present useful phrases for introducing answer. Ask students how many ideas there are in each 4 Divide students into pairs to analyse their performance.
advantages and disadvantages; to practise writing paragraph, how many sentences are in each paragraph and If possible, project the audio script onto the board during
1b Ask students to tick the topics in Exercise 1a they hear
sentences for an advantages-disadvantages essay how many/which of the sentences are used to explain each feedback, to highlight the correct answers and key words,

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the speakers talk about and to note down any additional
advantage and disadvantage. and discuss any difficulties with students.
topics they discuss. Play the recording and check answers
with the class. Warm-up
Student’s Resource Book > Writing page 10 5 Set a time limit of 5 minutes for pairs to discuss the
Write on the board: People learn more useful things at work questions. You could then broaden this into a class
The students talk about their studies. They also talk about their MyEnglishLab > 1a Writing
than at school or university. Divide students into groups of discussion. Write any useful vocabulary on the board and
homes/accommodation, travelling to class and their interests/ three or four to discuss if they agree or disagree with the ask students to record it in their notebooks.
free-time activities. statement. Remind them to give reasons to support their Student’s Resource Book > Listening page 11
ideas. After 3–5 minutes, invite different students to share MyEnglishLab > 1b Listening
their ideas with the class.

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 Teacher’s notes Module 1 Teacher’s notes Module 1

Language development p. 16 4 Refer students to the Expert grammar section on can on Places: admissions office, campus, department, faculty, laboratory, Suggested answers
page 183 and clarify any points as necessary. Briefly check
library 1 a qualification; something people get after graduating
Lesson objective: to practise the present simple with the grammar of modal verbs by eliciting that they are the
People: advisor, classmate, lecturer, professor, tutor 2 a quality or something else people may have
adverbs of frequency and can for ability, possibility same in all persons and are followed by a bare infinitive.
3 an element of a course
and permission Do this exercise as a whole class and give or elicit more 1b Students could do this individually or as a whole class.
examples for each function (e.g. ability: I can play the 4 a time
guitar. possibility: You can’t buy tickets here. permission: 1C 2A 3E 4B 5D 5 a type of business department
Warm-up
Can I ask you a few questions?). 6 a person or group of people
Dictate the following sentences to students: I do my 1c Give students 1 minute to read through the text first and
English homework before watching TV. I revise a lot for 1 PE 2 A 3 PO 4 PO 5 A 6 PE help them with any unknown words. Then ask them to 4 Before students do the test task, refer them to the Test
my English tests. I ask questions in my English class complete the text individually and compare answers in strategies on page 179. Set a time limit of 15–20 minutes,

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when I don’t understand. Write always, sometimes and never 5 Go through the example with the class. Get students to pairs before class feedback. depending on the level of your class, and point out the
on the board. Check that students understand the meaning complete the exercise individually, then compare answers Help notes before they begin. Allow students to check

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in pairs before class feedback. After checking answers with 1 campus 2 faculty 3 laboratory 4 library 5 degrees their answers in pairs before class feedback. During
of the frequency adverbs. Then divide them into pairs and
ask them to discuss which word from the board completes the class, you could ask students to match the sentences 6 tutor/advisor 7 admissions office feedback, ensure students can show where the answers
each sentence most accurately for them. Get brief feedback with the functions in Exercise 4 (see answers in brackets in are in the passage. If possible, project the passage onto
the answer key below). 2a Clarify the meaning of any unknown words in the box, and
from the class. the board to facilitate this.
drill their pronunciation. Students can then complete the

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1 I can’t speak French very well but I can understand it a little. (ability) exercise individually or in pairs. 1 (a) job 2 business experience 3 practice 4 three months
1 Before this exercise, refer students to the Expert grammar
2 We can leave the lecture early. (permission) 5 sales 6 employers
section on using the present simple with adverbs of

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1 engineering 2 architecture 3 dentistry 4 law
3 Do you think Xi can help us with this assignment? (possibility)
frequency on page 183. Answer any questions students may 5 business studies/economics, economics/business studies
have, then ask them to complete the exercise individually. 4 Some people can’t read quickly. (ability)
6 accountancy 7 computer science 8 medicine Expert IELTS

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Check answers with the class and ensure students 5 You can’t study economics without a good grade in maths.
understand the meaning of the frequency adverbs. (possibility) 2b Divide students into pairs and give them 2–3 minutes to It is important to start setting time limits for the reading tasks,
6 Can you hear what’s she’s saying? (ability) discuss the question. Then invite some pairs to share their to give students an idea of how they will need to read in the

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never ➞ rarely ➞ occasionally ➞ sometimes ➞ normally/usually ➞ 7 They can’t use the computers in the library. (permission) answers with the class. real test, i.e. using strategies and techniques such as skimming
always 8 You can’t see Professor Gibson now. Can you come back later? and scanning rather than fully engaging with the passage.
3a Students could do this activity individually or in pairs.

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2 Go through the example with the class and then get students (possibility)
9 Some people can’t work in a team. (ability) 1 miss 2 make 3 do 4 make 5 attend 6 doing 7 failed 5 Give students 3–4 minutes to do this individually, then get
to complete the rest of the exercise individually. They can
10 Can you use material from the college website? (possibility) 8 passed them to compare answers in pairs before class feedback.
then compare answers in pairs before class feedback.

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6 Once students have discussed the questions in pairs, ask
3b Go through the example with the class. Then divide

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2 We don’t often study in the library. 6a Students could do this individually or in pairs. Elicit some one or two to share their ideas with the class. You could
of their ideas and write them on the board for students to students into pairs and give them 4–6 minutes to discuss
3 She’s rarely late for class. broaden this into a class discussion and ask about the
add to their lists. the questions. Remind them to give full answers, including
4 He always goes to the library at 8 a.m. merits of studying other subjects.
reasons and/or explanations.
6b Go through the example with the class and if necessary

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5 Do you often write reports?
model it with a stronger student. Give pairs 5 minutes to Student’s Resource Book > Vocabulary page 13
6 I am sometimes confused by the lectures. Extra!
ask and answer the questions. Monitor and note down MyEnglishLab > 1b Vocabulary
7 He doesn’t normally fail exams.
Ask students to read the passage again at home and review

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8 They occasionally have to give presentations. any errors for brief class feedback afterwards.
Student’s Resource Book > Language development page 12
Reading pp. 18–19 their incorrect answers, thinking about why these answers
9 We rarely write essays. were wrong. You could also ask them to choose 5–10 new

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10 He never goes to tutorials. MyEnglishLab > 1b Language development A and B
Lesson objective: to practise a Short-answer questions words to look up and record in their vocabulary notebooks.
3a Do the first item as an example with the class, then ask
task
Vocabulary p. 17 MyEnglishLab > 1b Reading
students to complete the rest of the exercise individually.

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Warm-up
Lesson objective: to develop vocabulary related to
1 I often get bad grades for assignments. Writing pp. 20–21
higher education: people, places, subjects, collocations Write on the board: Why do students go to university? Divide

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2 My lectures are usually very interesting.
students into pairs and give them 2–3 minutes to make a list Lesson objectives: to practise giving supporting
3 I sometimes have to give a presentation. of reasons. Then join pairs together into groups of four and
Warm-up

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4 I rarely study at weekends. points in an essay; to practise writing the main body
give them another 2–3 minutes to compare their lists. Get paragraphs of an advantages-disadvantages essay
5 I always study in the library on Fridays. Tell students that they are going to make a mind map for feedback from the class.
learning. Write education in a circle on the board, then

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6 I never have to do any homework.
write people, places and activities in smaller circles around 1 Students could discuss the question in pairs, small groups
Warm-up
7 I occasionally do exams.
it. Divide students into pairs and set a time limit of 3–4 or as a whole class. Tell students that they are going to survey the class on sports
8 I normally do research online.
minutes for them to think of as many words as they can and hobbies. Ask them to write the following four questions
2 Ask students to make their choices from the list and then

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3b Go through the example with the class, highlighting where for each category. Get feedback from the class, adding on a piece of paper: What sports do you enjoy? What hobbies
students’ ideas to the mind map on the board. Ask students compare their ideas in pairs. In their pairs, they then write
extra information is added. You may want to give another a question or two for each topic. Elicit questions from a do you have? Why do people do sport or have hobbies? What
example or ask a strong student for an example first. Give to copy the mind map into their notebooks. sports or hobbies would you like to try in the future? Why?
few students as feedback.
students 3–4 minutes to change the sentences individually. Explain that students should interview five other students in
Monitor students as they do this and correct any errors in 1a Divide students into pairs for this exercise and encourage 3a You could get students to compare answers in pairs
the class and make a note of their answers. Set a time limit of
their sentences. Then divide them into pairs to say their them to use their dictionaries if necessary. During class before checking with the class.
5 minutes for this. When the time is up, ask a few students to
sentences, adding extra information. feedback, check that students understand the meaning of 3b Get students to do this exercise in pairs. Elicit the answers report back on what they found out.
the words. and write them on the board for students to refer to
when they do the test task.

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 Teacher’s notes Module 1 Teacher’s notes Module 1

1 Elicit the activities in the photos (polo, playing music, 4a You could ask students to do this alone or do it as a whole 1c Ask students to complete this exercise individually. If 1 1 department 2 professor 3 library 4 lecturer 5 campus
dancing, pottery). Go through the questions with the class class. Again, if possible, project the model answer onto possible, project the audio script onto the board during
6 laboratory 7 tutor 8 faculty
and check students understand the meaning of extra- the board and highlight the relevant parts. feedback, and highlight the answers. Ask students if they
2 1 My university hasn’t got very good sports facilities.
curricular activity. Divide students into pairs and give them can add any new adjectives to the list.
Paragraph B 2 The library isn’t open today.
3–4 minutes to discuss the questions. As feedback, ask
different pairs to share their ideas with the class. You get on well with each other … same interest. exciting, new, great, hard, difficult, easy, interesting. 3 My family lives near the university.
Obviously, it is a good idea … opportunity. 4 I don’t usually work at the weekends.
2a Before doing this exercise, you might want to refer 2a Play the recording again for students to complete the
Paragraph C 5 My best friend doesn’t study the same subject as me.
students to page 200 of the Expert writing section, which sentences and then get them to compare answers in pairs
provides a model of a Task 2 advantages-disadvantages It is easy to take on … or write your assignments. 6 I usually go to the library in the afternoon.
before class feedback. For weaker students, you may need
essay. Use this to show students how a typical essay This means that … with big debts. to play the recording twice. 7 My tutor doesn’t speak Chinese.

S
of this type is organised and what it contains. Then ask 8 The buildings on campus aren’t very modern.
4b Give students 5 minutes to do this. You may want to 1 I think 2 in my opinion 3 I don’t think 4 I believe 3 2 I don’t usually get the bus but I occasionally take it when it
students to complete the exercise individually.
monitor in case students have any questions as they do

am
5 To be honest rains.
A the exercise.
3 I am often the first to finish my assignments.
5 Before students do the writing task, refer them to the Test 2b Students could do this exercise individually or in pairs.
4 My friend is always late to lectures because she always gets
strategies on page 181 and answer any questions they may Again, if possible, project the audio script onto the board
Expert IELTS during feedback, highlighting the answers. up late.
have. Also remind them that they can refer to the Expert

pl
5 I sometimes use the sports facilities before lectures; they are
The Expert writing section gives examples of different writing section as they write. Go over the bullet points
because, one of the reasons why, as always too busy later in the day.
question types, with a model answer, key points to with the class, and highlight the word limit. Give students

e
20–25 minutes to write their paragraphs, depending on 4 1 worries 2 are not 3 feel 4 don’t get 5 spend
remember about the particular question type and key 2c Give students 2–3 minutes to complete the exercise
elements to include. Use this section with students to the level of your class. Alternatively, you could set this 6 don’t eat 7 rarely sleep 8 don’t have to
individually, then check answers with the class.
highlight what is expected of them in IELTS Writing tasks. exercise as homework. 9 doesn’t matter 10 are

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Also encourage students to refer to this section for writing Giving opinions: I think, in my opinion, I don’t think, I believe, 5a 2 I can understand other people’s problems.
tasks they complete for homework. To be honest 3 She can’t cook (well).
Expert IELTS

at
Giving reasons for opinions: because, one of the reasons why, as 4 I can’t tell people what to do.
2b Ask students to complete this exercise individually, then It is worth asking students to do the writing tasks in class as 5 I can’t write this report.
compare answers in pairs before class feedback. this will give you a chance to monitor and notice students 2d Go through the example with the class. Divide students
6 I can help my friends with their computer problems.

er
who are struggling with time, ideas, vocabulary or other into pairs and give them 3–4 minutes to discuss their
opinions. Remind them to give reasons. Monitor to check 5b 1 language skills 2 people skills 3 practical skills
Suggested answer issues.
they are using the phrases from Exercise 2c. 4 management skills 5 writing skills 6 IT skills
Many students like to get involved in extra-curricular activities at

i
6 Instead of doing this as a self-assessment exercise, you 6 1 carrying out 2 writing 3 take 4 doing 5 complete
university such as social clubs or sports. What are the advantages 3 Before students start this activity, refer them to the Test

al
could ask students to swap their paragraphs with a strategies on page 182, and answer any questions they 6 give 7 prepare 8 get 9 do 10 fail
and disadvantages of this?
partner for some peer correction. may have. You could follow this by going through the MyEnglishLab > Module Test 1
3a Students could do this exercise individually or in pairs. Student’s Resource Book > Writing page 14 exercises in Expert speaking on page 194, which give
Check answers with the class and make sure students

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students extra practice in Part 1 of the Speaking Paper.
justify their responses. Divide students into pairs for the test task and give them
Speaking p. 22
a minute to read the questions in the box and think
A2 B4 C1 D3

P
Lesson objectives: to introduce useful language about their answers. Then give them 3–4 minutes to ask
3b Give students 2–3 minutes to read the model answer for giving opinions; to practise answering personal and answer the questions, and get them to record their

ea
again, then do the exercise as a whole class. If possible, questions for Part 1 of the Speaking Paper answers if possible.
project the model answer onto the board and highlight 4 In the same pairs, students analyse their performance. If
the answers to question 2. Warm-up they recorded their answers, they should listen to them

rs
to help them answer the questions. You could also briefly
1 Yes, it does. Write non-academic classes/courses on the board. Elicit
discuss these questions with the whole class.
2 Advantages: making friends, cheap way to learn new skills some ideas from students (e.g. art/painting, martial arts,
knitting, photography, swimming, cooking, learning an Student’s Resource Book > Speaking page 15

o
Disadvantages: takes time away from study, no time for paid work
instrument, dancing) and write them on the board. Divide MyEnglishLab > 1b Speaking

n
3c Divide students into pairs to brainstorm ideas. During students into pairs and give them 3–4 minutes to discuss
feedback, ask some students to share their ideas with which three courses they would like to take part in and Review 1 p. 168
the class, and write them on the board. Ask students to why. When the time is up, ask a few pairs to share their The aim of the Review page is to check students’ progress

20
decide on two advantages and two disadvantages for their ideas with the class. in using the vocabulary and grammar from the module. This
paragraphs – they can use their own or choose from the
section covers vocabulary related to studying, the present
list on the board. Have students copy down the ideas so 1a Students could do this activity in pairs or small groups.
simple and can. It could be given as homework and checked

23
they can use them if they write their paragraphs outside During feedback, elicit adjectives from different students
in class. Alternatively, it could be used as an informal class
class time. and write them on the board.
test. If done in class, give students 30 minutes to complete the
1b Give students a minute to read the questions, then play exercises.
Suggested answers
the recording. Check answers with the class.
Advantages: can do things that can be good for career, positive use
of time 1 He is talking about his studies/his course. 2 B
Disadvantages: uses all your energy, can be a waste of time

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