IELTS Graduation Gera sae seXoxoy sqPreiss ie)Macmillan Education Between Towns Road, Oxford OX4 3PP division of Macmillan Publishers Limited ‘Companies and representatives throughout the world ISBN: 978-1-4050-8079-8 ‘Text, design and illustration © Macmillan Publishers Limited 2007 First published 2007 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. Note to Teachers Photocopies may be made, for classroom use, of pages 106-120 without the prior written permission of Macmillan Publishers Limited. However, please note that the copyright law, which does not normally permit multiple copying of published material, applies to the rest of this book. Designed by eMC Design; [Link] Cover design by Macmillan Education lustrated by eMC Design and Peter Comwell ‘The authors and publishers would like to thank the following for permission to use copyright material: Extracts from Greenpeace online [Link] reprinted by permission of the publisher. Extract “Number working past retirement age set to double in 10 years” by Sarah Womack © The Daily Telegraph 2005 reprinted by permission of the publisher. ‘The publishers would like to thank Frances Cook for all her hard work on this project. Printed and bound in Spain by Edelvives 2011 2010 2009 2008 2007 198765432Increasing numbers of international students wishing to study at colleges and universities in Britain, Canada and Australasia need to achieve a high band score in IELTS in order to do this. IELTS Graduation is designed to help students develop the academic language and exam skills necessary to achieve an IELTS band score of between 5.5 and 7.5. For students at a lower level than this, we recommend studying IELTS Foundation fist ‘The course consists of the following components: Student's Book Teacher's Book Audio CDs Study Skills Book (with Audio CD) Coursebook IELTS Graduation consists of 10 interesting topic-based units. Each unit contains comprehensive practice in Reading, Writing, Speaking and Listening with each part of the test broken down and explained, and exam skills practised. The units also contain Language Focus sections, which analyse the main grammatical areas relevant to a higher IELTS level, together with, Vocabulary sections focused on common IELTS topics. ‘There are also regular pronunciation sections as well as pages developing Study skills. ‘The back of the book contains further grammatical explanations and exercises along with extra vocabulary work. There are also complete model answers for all the Writing questions accompanied by useful comments. ‘Complete scripts for all the Listening exercises are in the back of the book. ‘The contents are closely based on the IELTS exam assessment criteria and each of the 10 units integrates the four skills thus providing balance and variety. The book also aims to develop the type of skills necessary to study and perform effectively in an English- speaking academic environment and active learning is encouraged. Therefore, IELTS Graduation combines two key elements: IELTS preparation and essential study skills. For a detailed description of each unit see Contents on pages 8 and 9. Teacher's Book ‘The Teacher's Book provides the keys to exercises including line references indicating where answers to reading text questions can be found, clear teaching notes for the activities in the Student's Book and ideas for making the best use of the Student’s Book material. For teachers with little experience of teaching IELTS students, the Teacher's Book gives detailed information about the IELTS exam and the strategies and techniques, necessary to achieve a good band score. In addition, italso offers insights into English for Academic Purposes (EAP) and the crucial role that study skills play. This information can be found in the ‘Aims sections of the teacher’s notes. Recording scripts with highlighted answers are included as well as a number of suggestions for optional activities that can be used to supplement the core materials of the Student's Book. There are 10 Photocopiable practice activities at the back of the Teacher's Book, related to each unit in the Student’s Book. These activities reinforce work done in class. Detailed feedback and model answers can be found in the Key for this section. Study Skills Book ‘The Study Skills Book can be used for self-study or as an intensive IELTS preparation course. Itis divided into four sections to give further practice in the Listening, Speaking, Academic Reading and Writing modules of the IELTS exam. This workbook includes relevant exercises, sample answers and useful strategies on how to be successful in the IELTS exam. Keys and ‘comments are given forall the activities in the book and a complete IELTS practice exam is included. The Study Skills Book can be used both to supplement IELTS Graduation or as a separate course. Ret Ree rd Reading Texts are taken from a variety of sources including newspapers, magazines and academic journals and are intended to have a broad appeal to students from a range of backgrounds and cultures. Texts become more difficult as the course progresses. In the later units the aim is to provide students with texts which reflect both the more academic subject matter and linguistic level ofdifficulty which they might expect to find in the actual examination. These texts are intended to challenge higher level stuclents and care should be taken that Tower level students are not discouraged by them. In each Reading skills section, the student is given guidance in both understanding the text and in earning to deal with the full range of IELTS question types. Skills such as skimming, scanning, finding topic sentences and guessing the meaning of new vocabulary from context are developed through a series of tasks and students are also given support and useful tips for tackling each type of question. Writing IELTS Graduation encourages students to work on existing writing skills to achieve a higher band score in the Writing module. Features include planning, paragraphing, useful language, style and editing. All units also contain an IELTS Writing question to give individual practice. ‘As well as focusing on the writing process, a product approach is adopted by basing tasks on model or authentic student writing. This gives insights into the type of text required and the level of the language that is desirable. These sample answers also develop students’ ability to evaluate their own work more successfully. Relevant language is highlighted and tasks are often complemented by grammar or vocabulary exercises which also help improve students’ writing, ‘Model answers and comments can be found on pages 189-196 of the Student's Book. Speaking IELTS Graduation provides guidance and strategies ‘on how to approach the Speaking module. There are numerous opportunities to practise all three parts of the module on a range of topics. Peer and teacher feedback, as well as self-evaluation, are drawn upon to help develop speaking skills. Recordings of authentic student responses are also used for activities and analysis. ‘To improve students’ speaking skills in general, there are regular opportunities to speak in pairs, for example in pre- and post- reading and listening activities. In addition, language sections throughout the book provide useful words and phrases relating to particular functions such as giving and justifying opinions Motivating tasks and interesting topics also allow students to present information and ideas or discuss key issues. These activities will be useful preparation for future academic contexts. istening IELTS Graduation gives students practice in all four parts of the Listening module, as well as providing support and useful tips for tackling different question types. In addition, there are further listening activities designed to practise such skills as note completion and listening and writing simultaneously. This book also gives guidance on how to develop students’ listening skills by focusing on key areas such as prediction. Recording scripts are provided on pages 197-207 of the Student's Book and for easy reference are also given in the Teacher’s Book notes where the answers to the questions are clearly marked. Language focus ‘The Language focus sections have two main aims: to improve the level of accuracy by concentrating on those areas of language which commonly cause difficulty and to help students with those aspects of the language they need to be familiar with if they are to comprehend and produce academic language effectively. ‘The language work is integrated into the skills work, often highlighted in a reading or listening text. Students are thus encouraged to notice language in context and. to try to formulate the rules for themselves before going con to use the language in IELTS Speaking or Writing tasks. At this level, the emphasis is on the more formal language of writing and academic discourse. Further practice of discrete language areas is provided in the Grammar section on pages 168-178 of the Student's Book Vocabulary The topic-based units help students to build up key vocabulary around such typical IELTS topics as the environment, health and crime. Students are also encouraged to increase the communicative quality of their speaking and writing by learning and using, fixed lexical chunks. In addition, every unit contains Dictionary focus section which highlights useful academic words contained within the unit, encouraging, students to notice such language in context and to start to widen their own lexical range. Finally, the Vocabulary section on pages 179-185 of the Student's Book contains a range of extra activities, focusing on such areas as collocation.Pronunciation Pronunciation is a key component of the IELTS ‘Speaking module and is an area that is often overlooked. IELTS Graduation contains regular pronunciation sections that cover a wide range of key issues such as final consonants, the schwa sound, connected speech and sentence stress. These activities are integrated into the units, allowing students opportunities for relevant practice. Study skills Each of the 10 units in IELTS Graduation has a Study skills section focusing on a particular area. The exercises enable students to develop more effective learning strategies. Students are encouraged to attain ‘excellent learner’ habits and to review and evaluate their work throughout the course. The IELTS exam IELTS, or the International English Language Testing System, is an exam designed to assess a learner's level of English, om a scale from 1-9 (see page 6 for details). Asummary of each module is outlined below: Listening Content: This module is in four sections, which get progressively more difficult and takes about 40 minutes. The first two sections are based around social situations. Section 1 will be a conversation between two speakers, such as a conversation between a student and their landlord. Section 2 will be a monologue (one speaker) on a subject of general interest, such as a welcoming speech for new members of a sports, club. The next two sections are more closely related to education or training contexts. Section 3 will be a conversation between two to four people, such as a seminar in which a group of students discuss a topic. Section 4 will be another monologue, such as a lecture, oratalk. Question Types: There are forty questions in total, ten for each section. Different question types include multiple choice, completing notes or sentences, completing or labelling diagrams, charts or tables, classifying, matching and writing short answers. Exam Tips: Each section is heard ONCE. However, there is time to look briefly at the questions before each part is played. During the exam, students should write ‘on the question paper, and at the end of the exam have 10 minutes to transfer answers to the answer sheet. It is important they do this carefully, and check grammar and spelling, as mistakes will lose marks. Academic reading Content: The exam lasts one hour and there are three reading texts, of increasing difficulty, taken from newspapers, magazines, books and journals. The topics are of general interest, so students do not have to be experts in the subject area to understand them. ‘Question Types: There are forty questions in total Question types include multiple choice, choosing True/ False/Not given, or Yes/No/Not given; identifying the view of the writer; completing sentences or notes; completing, or labelling diagrams, charts or tables; classifying; matching; choosing paragraph headings and writing short answers. Exam Tips: As with the listening module, answers are written on an answer sheet, but no extra time is given for this. Itis important for learners to practise managing time so that they complete the whole module within the hour by reading quickly and efficiently. Academic writing Content: There are two tasks in this module and it lasts one hour: In Task 1, students are expected to describe, compare and contrast information in diagrams, charts or tables using at least 150 words. This might be, for example, a chart showing how young people spend their leisure time. Organization is important and earners need to show that they can clearly present and describe data. Alternatively, students may have to describe the stages of a process, or explain how something works. In Task 2, an opinion or a problem is stated and students need to write at least 250 words in response toa question related to this, They may be asked to give solutions to the problem, or present arguments in favour and against the opinion, as well as giving and justifying opinions. Assessment: In Task 1, assessment is based on whether the question has been answered clearly and appropriately, the organization of the text and the accuracy and variety of vocabulary and sentence structure. In Task 2, assessment uses slightly different criteria and is based on the arguments, ideas and evidence given, ‘as well as the organization of the text and the accuracy and variety of vocabulary and sentence structure. Exam Tips: Learners are advised to spend 20 minutes ‘on Task 1 and 40 minutes on Task 2. Itis important to keep to these timings, as Task 2 is longer, and carries slightly more weight than Task 1. Itis also important to keep to the word limits, as writing less than the number of words stated is likely to result in a lower score.Speaking Content: The Speaking module takes between 11 and 14 minutes and is an oral interview between the student and an examiner. It will be recorded on audio tape. There are three parts to the module. In the first part, (4-5 minutes) the examiner will ask some general ‘questions about home and family, job or studies, hobbies and so on. In the second part (3-4 minutes), the student is given a card with 3-4 prompt questions about a particular topic. They have one minute to prepare, when they can write notes if they wish, and will then be asked to speak on the topic for 1-2 minutes ‘without any interruption. At the end of this section, the examiner may ask a question. Finally, in the third part (4-5 minutes), the examiner will ask some more questions related to the topic in the second part. In this, section, they will be looking for the candidate to give opinions and express reasons. Assessment: Assessment is based on fluency, the ability to express oneself clearly and naturally without long pauses, the range, variety and accuracy of vocabulary and grammatical structures, and pronunciation. Exam Tips: It is important that the candidate tries to be as relaxed as possible in the exam. More extended responses to questions rather than just ‘yes’ or ‘no’ answers will gain higher grades. Students can prepare for this module, for example, by practising speaking for 1-2 minutes on different topics. However, discourage the memorization of long speeches as examiners can usually spot this, and will ask learners to talk about something else. Band 9- Expert User Has fully operational command of the language: appropriate, accurate and fluent with complete understanding. Band 8 - Very Good User Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may ‘occur in unfamiliar situations. Handles complex detailed argumentation well. Band 7 -Good User Has operational command of the language, though with occasional inaccuracies, \appropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning. Band 6 - Competent User Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations. Band 5 - Modest User Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field. Band 4—Limited User Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language. Band 3 - Extremely Limited User Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication can occur. Band 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 in understanding spoken and written English. Band 1-Non User Essentially has no ability to use the language beyond possibly a few isolated words. Band 0- Did not attempt the test No assessable information provided. Further information and strategies on how to approach the IELTS exam are detailed in this book, the Student's Book and the Study Skills Book.Contents of the Teacher’s Book Contents of the Student's Book 8 1 Learn to succeed 10 2. Living together 18 3. Costing the earth 28 4 Healthy body, healthy mind 36 5 The world we live in 44 6 Going places 54 7 The world of work 64 8 Artand the city 72 9 Tomorrow's world 82 10 From me to you 1 Grammar key 101 Vocabulary key 103 Photocopiable exercises 105 Key to photocopiable exercises 121Contents of the Student’s Bookcorr) Par Listening Seren oe Pos aT Cr Language Study orate) Verertt tadContent overview Themes Unit 1 introduces the themes of education and gender. Students will read about issues related to gender differences in education throughout the world, and will be able to call on their own experience to discuss and compare approaches in their own countries. Listening * adialogue about some of the problems international students face when they first arrive at university in England ‘+ a description of a university campus in the UK Reading ‘+ gender differences in maths and science education Writing ‘+ interpreting diagrams and graphs ‘+ paragraph planning for Writing Task 1 Exam related activities Listening Section 1 Form completion Following directions on a map Section 2 Short answers Reading Multiple choice Sentence completion Matching (headings to paragraph content, opinions and people) Writing Task 1 Describing changes over time in a diagram Paragraph planning, Speaking Part2 Describing a course of study Describing a teacher Discussing and comparing developments in education Part3 Language development Language focus Verb tenses ‘Unreal sentence subjects: there is/are, there was/twere Vocabulary Synonyms and parallel expressions Word formation: prefixes Describing trends Skills development Reading Prediction of content ‘Skimming for gist (main idea) ‘Scanning for opinions Writing Paraphrasing Organizing and writing essays Revising and editing your writing Listening Listening for detail Following directions Study skills ‘Time management Note-taking Reading for key information Dictionary focus Building a vocabulary bankWarm up p8& ‘Ask students to look at the photos and elicit vocabulary related to educational subjects, teaching methods and gender preferences in education. Vocabulary may include: single sex, mixed, science, arts, humanities, technical, vocational, future career, ability, skil, training, instruction. silty to skim and scan a skill for university studies. Asis never possible to read allthe books on a reading lst, students mustlearn to read quickly for gist and select the texts that are relevantto their research or essay titles. The three reading techniques of prediction, skimming and scanning increase reading speed and allow students to read tactically, giving them time to focus on the most relevant sections of the texts. Elicit predictions from the ttle of the article about the content and write them on the board. Include all predictions, however unusual. Students will be able to ‘see which predictions are correct or incorrect when they have read and discussed the passage in detail (Exercise 2). 1 Ask students to read the title of the passage and answer questions 1 and 2. Answers. amc 20. 2 Students skim the passage individually and compare the content with the predictions on the board in a class discussion. This is an opportunity to explain why ‘some predictions may have been wrong. For example, students may not have paid enough attention to or may have misunderstood the keywords in the ttl. 3 Explain that when scanning for names and numbers wwe can limit our reading to looking for capital letters, figures and symbols, ‘Ask students to underline the keywords in each. question. Go through the answers with the class. Keywords: 3 year/OECD 4 average 5 professor/ Yale 6 university /Dr. Elizabeth Spelke Students scan the passage for specific information to answer questions 3-6, ‘Ask students to compare their answers with a partner and discuss any differences. Answers 3 2003, 4 10% 5 [Link] Urry 6 Harvard Matching: Headings to sections Aim Matching headings to sections is a way of testing that the reader understands the main ideas in a passage. As the heading in the question and the original passage will not have the same wording, itis important for students to look {or synonyms (single words which have similar meanings) ‘and parallel expressions (phrases that have similar meanings). 4 Students look for synonyms or parallel expressions for controversy (fierce reaction) and inborn (innate) in Section A of the passage. 5 students match the sections of the reading passage to the headings to answer questions 1-5. Go through the answers with the class. Answers ‘Section B Section Cv Section Dix Section E vi Section Fi Matching: Opinions and people im Inthe IELTS Reading module, students will be asked to attribute opinions to people mentioned in the passage. This exercise gives students practice in scanning for names and finding the corresponding opinion. 6 First ask students to highlight the keywords in questions 6-11. Keywords: 6 ability brain /anatomy 7 attitude/ performance 8/9 men/women/ respect 10/11 ability/ gender After finding the opinions expressed in the passage, students should scan the passage again to link the opinions with the names of the people (A-G). Students ‘work in pairs to answer questions 6-11 Answers 6c 7E 89 DF 10/11 B/GSentence completion (from a list) Aim ‘Some of the expressions that answer the reading questions inthe IELTS examination willbe identical to those in the passage, but sometimes students will need to find parallel or similar expressions. 7 Refer students to the underlined words in questions 12-16 and ask them to highlight the parallel expressions in the passage. The questions follow the order of the passage. Parallel expressions are: Question Passage 12 learning capacity aptitude (line 67) 13 language verbal (line 70) 14 got better results in math scored higher (line 93) 15 worst opinion more negative attitudes (line 102) 16 effort ‘work harder (line 114) Students complete questions 12-16 individually and check their answers with a partner. Answers, WF 13 ME 5B 16D Vocabulary p12 Synonyms and parallel expressions 1 Students work individually to match the expressions from the reading passage with parallel expressions. Students check their answers with a partner or the whole class. Answers Further practice Refer students to Unit 1 Vocabulary, Exercises 1 and 2, page 179. If necessary, briefly revise the functions of rnouns and adjectives. Refer students to Photocopiable 1, Exercises 2 and 3 (TB page 106). Students use parallel expressions to summarize the reading passage and discuss their answers. Point out that they should only write one sentence about the ‘main idea of each paragraph and that they should not copy from the passage. Word formation: Prefixes Aim As itis very unlikely that students will know all the words in 2 reading passage, it can be valuable for them to learn the ‘technique of guessing the meanings of words from prefixes. Being able to identity the meanings of prefixes can help students develop both reading skills and vocabulary. 1 Elicit possible paraphrases of neuroscientist and subcategory as used in the passage. Elicit other associated words. Other possibilities are: neurotic, neurosurgeon, neuron. If students suggest substandard, submarine or subscription, you could explain that sub ‘commonly means under. 2 students can complete this matching exercise individually or in pairs. Disagreements can be discussed in a plenary session. 3 Students can do this completion exercise individually and compare their answers in pairs. Answers. profit, final write graduate president information annual Refer students to Photocopiable 1, Exercise 1 (TB page 106) to practise generating new words from prefixes.Language focus p14 Unreal sentence subjects There is/was ... ‘Aim Impersonal sentence subjects are used in scientific and ‘academic writing to emphasize objectivity. The following exercises clarify and practise the use of these structures. Explain that the normal word order in English sentences is subject /verb/object. However, in sentences beginning with there is/oas, the grammatical subject (there) comes first and the real subject comes after the verb (is/tuas). For example: There was a similarity between male and female task performance figures in children under the age of 8. There was a similarity . (grammatical subject) (verb) (real subject) In other words: A similarity existed between male and {female task performance figures in children under 8. Further practice For a more detailed explanation of this structure, refer students to Unit 1 Grammar, page 169. 1 Students complete the exercise individually and compare their answers with a partner. Answers 1 are 2 is 3 was 2 singular b plural 2 Remind students that the tense of the verb to he will correlate with the tense of the other verbs in the sentence. For example: there have been scientists who have suggested . verbs in the present perfect) (both, Students complete the exercise individually and. compare their answers with a partner. Answers 1 have been 2 is 3 were 4 was 5 will... be Aim ‘The purpose of Exercise 3is to raise awareness of word order, Students may have a tendency to puttthe participle after the verb to be as they would when forming a ‘continuous or passive form. However, in sentences beginning with there + be, the noun ‘complement cannot be separated from the verb to bi Explain thatthe verb and the real subject are not separated when the verb to beis followed by a present or past participle (-ing or -ed). Further practice Review the forms of the verb to be referring to Form in Unit 1 Grammar, page 168. ‘Ask students to work in pairs to find the correct form for each of the sentences in the reading passage. Answers 1b 2a 4 Students rewrite the sentences using There + to be and the correct word order. Answers 1 There was something unusual about the test results 2. There was a loud noise outside the classroom. 3. There's no reason to believe that men are more capable than women. There's so There were similar results obtained by Japanese boys and girls. For further practice, write these prompts on the board and ask students to put them in the correct order. 1 There / some healthy meals / being / are / sold / in school canteens. 2 There / healthy food / in some but not all schools / is / offered. Answers. 1g sold in school 2. There is healthy food offered in some but not all schools. Listening p15 Section 1 Form completion ‘Aim Inthe first few days at university, students have to answer variety of questions about themselves and may have to ill ina number of forms. The dialogues in the Listening section of this unit are typical of conversations with tutors taking students’ personal details and giving general orientation.Explain the different types of accommodation available to students in the UK: university residence — purpose built accommodation on campus for the exclusive use of students during term time host family — a family that takes international students into their home fora fee shared house/flat — a rented house or flat which is shared by several people bed-sit -a room which is both a bedroom and a sitting room/study Explain the different types of answers required in this section. In this unit there are short answers (questions 1-6) and map completion exercises (questions 7-12). Explain that for questions 1-6 (Exercises 1 and 2), students must limit their answers to one word. 1 and 2 ©) 1.1 Give students time to read the instructions and the questions, and underline the keywords (1 year 2 feeling 3 name 4 room 5 nationality 6 number). Play the recording and ask students to answer questions 1-6 only. Students compare their answers in pairs and discuss any differences. (The correct answers are underlined in, the recording script below.) Answers first confused Sondra Da Costa B Spanish 0764 543302 ESSA RTCA O11 [T= Tutor; S = Student) Good morning, and how can | help you? 'S: Good morning, my name is Sondra da Costa. I'm a first year student and I'm a bit confused about a few. things. | was told by a lecturer to come her T: OK then, take a seat Sondra and let me see how | can help you. Because this is your first year here, Ill need 2 few personal details. What did you say your name ‘was again? S: Sondra da Costa. T Is that Sandra? S: No, i's spelt with an So - ‘surname. please? S: WeDACOSTA, T: Is that all one word? 3: No, it’s two words, actually. Ag Fine, and are you living on campus or in other accommodation? S: I'm living in university residences in Bramble House, the one on the main campus, room number 13. T: How are you finding it so far? 'S: Much better than | expected. | have quite a large room and we have a shared kitchen and bathroom. The other students I've met seem really friendly. T: That's good to hear. | think you've made a wise decision living on campus. Now just a few more details and then we can go on to discuss what's worrying you. Where are you from? S: My mother is from South America, but| was born in. the north of Spain. T: That's interesting and ... er ... one more thing Do you have a number we can contact you on in ‘emergencies? : Yes. | have a mobile number. It’s 07764 543302. Let's just check that. Did you say 07764 5433327 3: No, it's 54-33-02. That's fine, Sondra. Thank you. That's all the information | need for the moment. ARRREDURET SEEM Map completion 3 Revise vocabulary for places and locations from the Useful language box by asking students to answer 1-3. Answer 1 nextto Chemistry Lab A 2 Lecture Hall B 3 Goto the top of University Lane and turn left into Newton Drive. Take the first left and turn into Isaacs Street. At the bottom of Isaacs Street on the left is Lecture Hall A. 4 ©) 1.2 Explain that in this exercise students have to answer questions by listening to a conversation and following directions on a map. ‘On this recording, the tutor is explaining to the student how to find the Computer Rooms (in the Arts Block opposite Dalton House), the Library (to the right of Lab B), the Finance Office (at the end of Newton Drive), ‘Students’ Union (behind the cafeteria) and the Bank (in Isaacs Street, opposite Lecture Halls A and B, in the middle). Play the recording for students to answer questions 7~ 12. The correct answers are underlined in the recording, script.Answers 76 a8 9c WE We 12 (tutor not available all day) D In pairs, students practise giving each other instructions to get from one building to another on the map. Sener NAAR ATA ETE O12 IT = Tutor; S = Student] T: So, how can |help you? : Well, I'm really worried about how I'm going to cope with university life. mean | feel like I don’t know what's going on. T; Don't worry, Sondra. Most undergraduates fe this in their frst week. ‘S: Well, maybe if I knew the campus a bit better, that might help. T: Do you have a map of the campus? SS: Yes. | was given one during orientation week, but to be honest, | don't really understand it. T: Well, let's look at it together. OK, we are here now in Dalton House, Opposite this building is the Arts Block where youl find the computers, The Computer Rooms {€) are open from 9.00 a.m. tll 10.30 p.m. weekdays, but closed on the weekends. S: Are there no other computers on campus? T: There are a few in the Library that are available throughout the year, except Sundays. To get to the Library (F) you keep going down University Lane, past the Science Block on your left. Opposite the Science Block are the Chemistry Labs and the Library is just on the right next to Lab B. S: Fine, T: Another important building is the Students’ Union (G).. ‘Turn left into Newton Drive. There are some trees and alittle outside cafeteria. The Students’ Union behind One thing | must check fees yet? S: Well, filled in a direct debit form so I suppose that means everything is fine. T: Probably, but you should go to the Finance Office {(B) just to make sure. It's at the end of Newton Drive. You'll need some identification ... your passport or student ID. And is there a Bank (C) on campus? Yes, i's open normal banking hours and th hour cash machine. The Bank's in Isaacs St runs parallel to University Lane where we are now. Go past Lecture Hall B and the Bank is opposite, just before you get to Lecture Hall A. like . have you sorted out your S: Great, T Probably the best thing to do is to walk around and. familiarize yourself with everything. Don’t worry, it won't take you long to settle in. S: I'm sure you're right. | feel a lot better. T: Lalso need you to fil in this form for the tutorial file ‘Take it away with you and then make an appointment. to see me again and we'll go over it. My telephone number is on the form, here, at the bottom of the page. You can ring me anytime between 9.00 a.m. and. Review the answers with the whole class. Play the entire recording a second time to give students a chance to listen again and confirm the correct answers. Note: In the IELTS Listening module, the recording is only played once. If you want to focus on exam practice rather than listening practice, only play the recording once. Understanding the test Aim Inthe Speaking module of the IELTS exam, students are expected to progress from describing personal experiences in informal language to adopting a mare formal register to discuss and speculate on topics of global interest. 1 In pairs, students ask each other the questions and discuss their opinions, They then join another pair and compare their opinions in a group. 2 ‘Aim By making notes before the 1-2minute talkin Part 2 of the Speaking module, students can organize their ideas logically. This exercise shows students the advantages of making clear notes in advance of the talk. Point out thatthe IELTS topic cards a useful guide to developing the main points ofthe talk In pairs, students take one minute to make notes on topics A and B. They then exchange their notes with their partner and give a talk from each other's notes.3 Ask students to underline the keywords in the ‘questions. T future / teachers / smaller / role / education / students / Internet 2 compare single sex education / co-educational environments 3 physics / chemistry / more important / art / music agree or disagree / learn / outside / inside classroom 5 differences / approaches / men / women / learning Write questions 1-5 on slips of paper. In pairs, students pick a slip of paper at random and brainstorm the topi together. They discuss how to develop their ideas by answering the questions Why ...? and How ...? and by thinking of examples to illustrate their points. Individually, students pick another slip of paper and prepare to discuss their topic with a small group. Task 1 1 Ask students if they can remember the answers to 1-5, Refer students to the front of the book. Students discuss any doubts in groups. Any unresolved. questions can be clarified in a whole group session. Use the time to select the most important data and identifying trends, organize your ideas. Write and edit your essay. Check you have an overview at the beginning and a conclusion at the end. You should write a factual description of a diagram. 2. 180 words in 2/3 paragraphs 3. Achievement, Coherence and Cohesion, Lexical Resource, Grammatical Range and Accuracy 4 No. You are only expected to describe the most significant facts. You are not asked for your opinion. 5 No. You should only include the most important data and the main trends. 2 In groups, students produce drawings A-H and. label the diagrams with the words in 2. Each group draws one of their labelled examples on the board for whole class revision. Task 1: Changes over time 3 1 Explain that diagrams may show changes over a period of time or compare several situations at a given moment, or both. By first establishing the time period, students will be able to decide which tense(s) they need to use in their Task 1 writing question. Answers Diagram 1: both Diagram 2: comparisons only Diagram 3: both Diagram 4: comparisons only 2. Students review the forms of the tenses by completing Unit 1 Grammar, Exercises 1 and 2, page 169. Refer to the Tense revision section on page 168 to troubleshoot errors. Students work in small ‘groups to discuss the tenses they should use to describe the diagrams. sentences individually, they compare and discuss them with a partner. Ostia sca acini ees bt from the Useful language box and extend the descriptions of Diagrams 1 and 3. After completing the descriptions individually, students compare and discuss their answers with their partner. 5 Before asking students to write descriptions of the main changes in the diagrams, review the type of information required (changes over time / comparison) and the tense to be used (past). It may be helpful for students to discuss 2 and 3 before writing individual descriptions of the diagrams in 1 joining the first and last poi I the overall trend and. ‘make it easier to see if there are any major variations. from that trend. For bar charts, use a pencil to connect the tops of the bars to see the main pattern. For tables and pie charts, circle maximum and minimum figures. 6 Brainstorm the answers to 1-6 as a whole class before asking students to work in pairs for Exercise 7.Answers yes: formal past tenses. both Student enrolment from three countries at one university in a five-year period 6 See model answer in Exercise 8. 7. Answers * uses an informal register, * lacks precision * blue lineis meaningless ‘errors with adjectives and adverbs * inappropriate to give explanation tudents can refer back to the questions in Exercise 6 to tablish the following: * no dates and figures * use of informal language (Well, first ofall, After a bit more) * use of wrong tense (past dates indicate past tense needed) no comparison between national groups no i n of groups or lines main features not highlighted unsupported opinion (the strong Chinese economy) 8 Check and discuss answers to paragraph 2 with the whole group. Encourage students to recognize that there is a range of possible correct answers. Answers 1. enrolment of students, Japanese adi numbers, numbers of indian students 2 almost, from over, just over, around, about, approximately 3. (accept any suitable answers) 1 grew steadily 2 sharp rise 3in 2003 4 steady growth 5 decreased dramatically 6 a high 7 levelled off 8 from 2001 to 2002 4 The answer does follow the paragraph plan (page 20). issions, Chinese 9 Before students answer 1-3, ask them to look at the diagram and identify: © the percentage range (10%—~40%) * the time span (2003-2006/3 years) * the starting point of each company (D 20%, C 25%, A 27%, B34%) + the finishing point of each company (D 35%, C.36%, A27%, B 28%) the peak (36%) and the lowest point (17%) and the year of each (2004) In pairs, students answer 1-3. Answers. 1 percentages 2 Achanges little. 8, C and D have all increased but by very different amounts. 3 See model answer on page 189, 10 students write their answers for homework. In the next class, students work in pairs. They exchange answers, compare their partner’s work with the model answer on page 189 and discuss differences. Study skills p23 Aim Students who can describe their strengths and weaknesses in each of the study skills willbe in a better position to develop strategies for improving in problem areas. 1 Students complete the table. Answers. Making notes during lectures: Paolo Selecting key information when reading: Yuan Learning new vocabulary: Yuan Time organization: Paolo 2 and 3 Ask students to discuss individual study skills with a partner to decide their degree of confidence. Pairs can join together to form small groups and share strategies for developing study skills. Ask ‘each group to present its strategies to the rest of the class. Dictionary focus p23 Aim ‘As students’ writing will be more interesting if they can use alternative words to express one idea, itis important for them to build up a bank of synonyms. 1 In pairs, students look up the words on the list in the dictionary and discuss possible synonyms. jancies = differences stabilize = stop changing amount = quantity data = computer information element = part converge = come together figure = number trends = general patterns 2 Suggested answers data: computer information ‘element: a~ weather b- earth, water, ar, firec— single atom such as hydrogen figure: a— important person b - person's shape, c= illustration trend: a fashionContent overview Themes In Unit 2, students will read about and discuss topics related to the physical and mental health of teenagers across the world. Themes include self-esteem and managing personal finances, as well as social issues. Listening + a talk about giving up smoking * a discussion among students about managing money Speaking ‘+ asample one-minute talk from Part 2 of the IELTS, Speaking module ‘+ pronunciation practice: stress Reading * teenage mental and physical health Writing ‘Task 2: Argument/Opinion questions: the balanced argument approach ‘paragraph planning for Writing Task 2 Exam related activities Listening Section2. Note completion Short answers Matching Section 3 Multiple choice Table completion Speaking Part2 Describing a person Describing a place Reading Multiple choice ‘Summary completion from a list ‘True/ False questions Writing Task2 Balanced argument essays ‘Supporting a point of view Paragraph planning, Language development Language focus Sentence subjects Word order Using numerical expressions Parts of speech Vocabulary Collocations Word formation: nouns and verbs Sutfixes Skills development Speaking Preparing a talk by making notes Reading Predicting content ‘Skimming for genre (type of text) and purpose Finding synonyms Scanning for figures Writing Linking paragraphs Organizing essay structures Listening Listening for keywords Pronunciation ‘Stressed syllables Study skills Using a dictionary Dictionary focus Collocations SuffixesWarm up p24 Elicit vocabulary relevant to the photos at the beginning of the unit before dividing students into groups to discuss 1 and 2. Vocabulary may include: texting, chatting, unemployed, street crime, gangs litter. Listening 1 p24 Section 2 Aim Itis easier to follow a speech or conversation ifwe can predictthe vocabulary associated with the topic. The following exercises prepare students forthe IELTS Listening module by activating vocabulary in advance, encouraging students to find keywords inthe questions before listening ‘Ask students to brainstorm vocabulary associated with smoking. These words could be organized on the board into themes such as: public health, personal health, ways to quit. Ask if anyone has personal experience of giving up smoking. Discuss the advantages and disadvantages of being a non-smoker or a smoker. Note completion 1 Ask students to look at the extract and underline the keywords (smoker, smoking, passive, anti-social) before completing the notes. Focus students’ attention on reading the question carefully for the number of words, required (see Tip on page 25). Answers. B (Cis 4 words, A is incorrect) 2 ©) 1.3 Inpairs, students discuss suitable parts of speech for each space. As students may not be fully aware of word forms, explain the answers to the whole group. Answers. 1. verb we expect there to be followed by is/are/was/ were or a modal 2 verb towill be followed by the basic form of the verb 3. gerund ~the parallel structure ending in-ing 4and5_ plural or uncountable noun (no article suggests a plural or uncountable object noun) 6 noun—singular or plural object, Emphasize the importance of reading the questions in advance to be able to predict the main ideas before focusing on details. Students listen to the recording once to answer questions 1-6. This will give them an idea of how well they would do in the exam. If you want to give students further listening practice, play the recording again and focus on the questions stucents found difficult. Answers ‘are various methods stay focused phoning ‘smoking aids (nicotine) withdrawal symptoms your local pharmacy (cemeem- SA O13 Good afternoon. Welcome to Stop Smoking Now. You're all here today because you've decided to stop smoking. However, making the decision to stop is just the first step. Yet if you follow these guidelines, no matter how tough it may be to begin with, rest assured, you will be on your way to becoming what you want to be, an ex-smoker. The first thing to remember is that there is not only one way. ‘What I'l give you today are various methods you can choose from. They all work and they can all help. ‘The first method | would recommend is based on something we all have, but in different degrees, namely willpower. Of course just making the decision to stop is an enormous act of willpower alone, but what exactly does this ‘mean? It means having a strong mind, waking up every morning and telling yourself that you will not have that cigarette no matter how much you may want one. To do this successfully you really have to be determined to ‘stay focused. You need to be in the right frame of mind. But this isn't as easy as it may sound and it may mean things to take your mind off having that ticularly when the urge is strong. I've found that different things can help you do this like taking up @ hobby or having a smoking buddy ~ someone you can ‘phone up when the going gets tough, a friend who can help you think about something else. Remember that each time you don't have a cigarette, you will feel better and stronger. Of course, this method does not work for everyone, but there are other ways to help keep you on track. Another way is to use smoking aids. There are many types, 60 find one that suits you best. Take for example nicotine patches. You put one on every day and it gives you a controlled nicotine dose. Basically, you keep reducing the amount until your body stops craving nicotine. As your body gets used to less nicotine, you may experience withdrawal symptoms. Don't worry about feeling embarrassed people will notice because many nicotine patches are see-through. So where do ‘you get them? Well, you can buy them from your local ‘pharmacy or supermarket. You can also ask your GP for a prescription.Matching 2 ©) 1.4 Remind students that they must listen carefully for distracters and parallel expressions in true/false questions. In questions 7-10, students must look out for: 7 50/15, 90/19 8 won't put on weight 9. takes harmful toxins... out of .. 10 from the inside Answers: TN aN ay 10Y O14 Another method that is becoming more popular is ‘alternative therapies. Giving up smoking is not only difficult for your body, but also your mind as the ‘emotional stress can be really severe. One therapy that springs to mind is acupuncture. This ean help you relax, calm you down, making you much more likely to want, to give up. Acupuncture usually lasts between 50 to ‘90 minutes. As your body and mind become stronger, You should need fewer sessions. The good thing about acupuncture is that it takes harmful toxins caused by ‘smoking out af your body. And, I'm sure youl all ike ths, it does not increase your appetite, o giving up smoking using this meth "8 You won't put on weight! It can take as few as five acupuncture sessions to cure you, but ‘of course, this depends on the type of person you are. \ suppose one of the biggest advantages of using this method is that there are almost no withdrawal symptoms because it works from the inside. What | mean by this, is that acupuncture takes away your wanting to smoke and this feeling, on top ofthe feeling of calmness, stays with you after the treatment is over. ‘Atthe ond of the day, it doosn' really matter which method ‘you choose. What's important is that you make the yn and then stick to it no matter what. If you give. ‘of the money you'll be saving! There is no better (0 start than today. You can kick the habit for good! RS ATE Speaking p25 Part 2: Making notes Ai Active student participation in seminar discussions is an important characteristic of UK university study. Students are often required to lead seminars from papers they have prepared. Basic presentation skills are tested in Part of ‘the IELTS Speaking module. 1 Students give examples of older people who have hhad an influence on their ives. Brainstorm vocabulary for describing people. Focus more on personality than physical appearance. Vocabulary may include: adventurous, brave, clever, intelligent, kind, thoughtful, _generous, interesting, creative. Exam tip: Remind students again of the importance of making notes before giving their talk. Notes will help them cover all the points on the topic card and. remember what they have planned to say, especially if they are nervous. 2 ©) 1.5 Students listen to the recording and answer 1-5 individually before discussing their answers in small groups. Answers 1. Yes, the student attempts to do this, but not successfully. 2. No. The student starts talking about an older person ‘and then goes off topic and begins discussing books. Ye ‘ried to use discourse markers. Gave support for the swer (reasons). Keoping to the topic. Giving more details. Varying discourse markers more. Used actually too often. ov tn mevnerateneminonyancsiemnscnen To O15 IE = Examiner; S = Student] : Now I'm going to give you a topic and I want you to ‘speak about it for one to two minutes. First you have ‘one minute to think about what you are going to say and you can make some notes. Here is your topic. ! want you to describe an older person who has had an influence on your life. OK? S: Um ... well, think a person who had most influence is probably my grandfather. He is important for me. He always help me. | did not meet him really because he is my grandfather so actually he was always in my life. Really, we did many things together. He play with me always and sometimes read me story. Actually | like reading books because it can help me to relax. Um ... 'm reading a good book now. I's about this woman and she remember her life ...er... Actually, a love story, but I'm liking it very much. CaREENORSRRREINN f 3 In pairs, students discuss vocabulary for describing places. Vocabulary may include: countryside, city, village, ‘farm, house, flat, garden, patio, brick, wood, tiles, detached, ‘semi-detached, terraced. Students make notes for the talk. Students can use 1-5 in Exercise 2 as a checklist when listening to and evaluating each other's talk.tening 2 p27 Section 3 Elicit vocabulary to describe the spending habits of the person in the picture. Vocabulary may include: clothes, shoes, CDs, music, drink, going out, concerts, traveling, fast ‘food, cinema, theatre, presents, mobile phone. In pairs, students respond to 1 and 2. They interview each other and discuss their different priorities and preferences. Multiple choice 1 ©) 1.6 Before listening to the recording, students highlight keywords in the stems for questions 1-4. Students predict possible answers without looking, at the options (A-C). Students can then check their predictions with the options. Answers. >ooe 1 2 3 4 mperRsen RNR SE O16 IS = Student] $1: Hithere, Sang Min. What have you been up to? 'S2: I've just been to a tutorial. Weren't you two supposed to attend? $3: Yes, we were, but | had an essay to finish and Juliane offered to help. $1: Did we miss much? $2: Well, | thought it was quite interesting. Er... it was all about spending habits among undergraduate: ent research done by a PhD student behavioural psychology. $1: Ohyes, | remember being interviewed by him about what | usually spend my money on. $2: And what did you say? ‘$1: Well, most of my money, probably around 75%, ‘goes on basic living: paying rent, food costs and of course, university fees. $3: I'm the same, except my food bill is higher! 2: Weare all in the same boat here. Virtually all my money goes on that too, but | also spend a lot of money on textbooks, between £100 and £120 a month, usually more. Realistically, i's closer to £150. ‘$1: That explains why you get such good marks! Another aspect of the interview was students’ use of credit cards, with a particular focus on how students manage these. 'S3: In my case, not very welll | always end up spen ‘more than | planned to. I's too easy to use. $2: Surely that must be the point that students are given credit cards too easily before they've learnt how to use them. And the number of credit cards some students get, it's frightening. The average is about three cards. $1: Notonly cards, students need to learn how to manage money, too. And this is what the interview’ meant to find out. By comparing and contrasting all the data, the root causes of student spending could be highlighted. ‘$3: And the effects this has on students, I'd imagine ‘would be more negative than positive. 'S 1: Perhaps, but this was the other part of what the student was trying to achieve. You also need to study the effects to find answe ona Sa Table completion 2 ©) 1.7 Inpairs, students discuss possible answers to questions 5-12, limiting themselves to a maximum of three words per answer 6 practical allowance 7. Saving 8 to personal finance 9 savings account 10 participate in buying 11 their allowance/their personal allowance 12 forthe rest, Suggested alternatives: 5 try not to/ refuse to 6 serious discussion/ spending limit 8 to financial planning /to careful spending 9 bank account 10 make financial decisions/ plan their spending /decide for themselves, 11 their pocket money /monthly allowance 12 for Juxuries/ extra expenses all goes back to how we were taught to manage money when we were children. $3: That's true, Our behaviour now is closely related to the childhood environment and what we learnt from that. ‘$2: But how far back should we go? When do children really begin forming an understanding of what Imonoy means? Ea$3: I've read that children between three and five can understand what's right and wrong. That's when they can learn concepts like sharing. At the age of six, most children can understand the value of ‘money. ‘This suggests that if parents offered practical advic to their children at an early age, it could have a very Positive impact on their spending habits in later life. It basically comes down to three areas. The first one is allowance. Parents should not try to focus on how ‘much money they give their children, but rather on what they need. st 82: $3: Needs are difficult to define so parents need to resist ‘the urge to give in when their children say, J want. For me, the only way to teach children the difference between needs and wants, is to give them a practical allowance. If my parents had not done that for me. when | was younger, I don't think | would be able to handle the money they give me now. ‘Mmm ... true, The second thing Ithink is important pone Can you explain a bit more? Basically, parents need to introduce their children to personal finance. If we are expected to deal with money now, then we have to learn when we're younger | see what you mean. And it could be in quite simple ways like by helping them to open their own savings account, ‘There's one more area | think is vital. What's that? It’s buying. We spend excessively on credit cards because we don’t know how to control money. We almost need to learn how and what to buy, which is why parents should allow their children to ‘participate in this. If they want something expensive like a new pair of trainers, then they could be encouraged to save a bit of their allowance, ‘And parents could also promise to help by saying that they will pay the rest ifthe child, at the end of their period of saving, still does not have enough. TAS EOE Reading p28 im ‘Students at al university levels must be able to read, ‘summarize and paraphrase academic texts in their writing, Summary completion exercises practise scanning for detail, and looking for synonyms and parallel expressions. ‘These are both fundamental skis for paraphrasing si sz S83: Sz s3: Si: 82: Si: S83: 1 Brainstorm teenage problems to activate related vocabulary, which may include: drugs, loneliness, exams, sex, drinking, bullying, violence, peer pressure. 2 After pair discussions, students answer questions in and 2 individually. For further practice of distinguishing text type and purpose, refer students to Photocopiable 2, Exercises 2 and 3 (TB pages 107-108). Answers 3 After finding what the numbers in 1-5 refer to in the passage, students compare their answers with a partner. Answers. 1 2 3 4 number of c 5 ‘ages of children studied percentage of Portuguese children who start the day with a meal number of countries involved in the study ren counselled by Childline average number of children studied who saw peers as ind/helpful Summary completion: From a list Students discuss possible answers to 1 and 2. Ans\ 1 2 better than, worse than, comparable to comparable to 5 In pairs, students discuss possible word forms. Review with the whole class. Answers 1 comparative adjective ‘number, fraction or percentage size adjective number or fraction noun noun: ‘number, fraction or percentage adjective verb 0 verb 6 Students complete the summary. Answers 1 a 3 4 5 6 7 a 9 1 ‘comparable to afifth the youngest quarter peers studies half less find 0 affect,True, False, Not Given 7 Students write their answers to questions 11-15. Answers 11 Not Given (no comp: teenagers) 12 True (wide range of factors) 13 True (there is more that could be done to protect young people) 14 False (/t would also help to have a ban on...) 16 Not Given (passage only mentions 11-year-olds) Language focus p31 Aim ‘As sentences in academic texts tend to be complex and dense in content, itis essential for students to be able to recognize the subjects and verbs of all principle and subordinate clauses. n of Scottish and English Further practice Revise parts of speech by referring students to the ‘exercises in Unit 2 Grammar, pages 170-171. Sentence subjects This section focuses on word order in English sentences. Refer students to Unit 2 Grammar, pages 170-171 for detailed revision notes. 1 and 2 students complete the exercises individually and compare their answers with a partner. Answers. Exercise 1 1 The survey (s), is conducted (v) 2 It(s),is(v) 3. The children (s), were asked (v) 4 Childline (s), counselled (v) 5 English youngsters (s), have (v) 6 5 1 Altitudes, behaviour and lifestyle (s), influence (v) xercise 2 ‘The most important thing children need from their parents is love. 2 Many parenting strategies that work at one age stop working with adolescents. 3. Physical affection, love and praise from parents are important. 4 Behaviours and attitudes learned at an early age can have allifelong effect. An important skillin academic writing isto be able to interpretinformation in diagrams and graphs and to convert itinto coherent textto be incorporated in essays and 3 Students will not need to solve difficult mathematical problems for the IELTS exam but they will need some familiarity with the more basic ways of expressing and reporting information numerically. Give students time to practise saying the fractions, percentages and expressions in pairs. Answers 333% 66.6% 2 50% 2% 9 75% b e 60% 10% 4. Students may benefit from doing the completion exercise (5) before attempting their own sentences in Exercise 4. Revise qualifying expressions. Refer students to Box A in Exercise 5. Explain that les is used with uncountable nouns and fewer with countable nouns. Elicit examples from the class. 5 Students complete the sentences with expressions from Box A and Box B. Answers 1 Halfas many Estonian girls as boys smoke. 2. There are five times as many girls who smoke in Greenland as (there are) in Lithuania. 3. The number of boys who smoke in Greenland is double that in Estoni 4 InFrance, the same number of boys and girls smoke. 5 Twice as many teenagers smoke in Greenland as do in Finland, 6 Comparative structures can be difficult for students to master. This exercise gives students the opportunity to produce their own comparative sentences. Encourage students to practise a range of structures and exchange their sentences with a partner to correct and discuss differences and alternatives. Further practice For further practice of sentence subjects, refer students to Photocopiable 2, Exercise 1 (TB page 107).Vocabulary 1 p33 Social issues Aim The use of correct collocations in academic writing improves accuracy, and allows the writer to express complex concepts more fluently and clearly. Critical thinking the fundamental approach to learning in UK universities, is supported by the problem/solution format for discussion and writing, revisited in this section. Further practice Refer students to Unit 2 Vocabulary, Exercise 2, page 179. 1 z 3 3 2 Students discuss answers in pairs, ‘Suggested issues 1 Money: low income, personal debt 2 Health: cost and quality of health care 3. Family: care of the elderly, breakdown of the extended famil 4. Social groups: juvenile delinquency, homophobia 3 Remind students of the problem /solution/ evaluation pattern in essay questions. Point out that the solution to a problem may create a new problem which needs evaluation and a further solution. Ask students to make brief notes about a social problem in their country before describing it to their partner. Vocabulary 2 p33 Word formation: Nouns and verbs Explain the addition of suffixes to change word forms. Elicit examples of nouns having the most common endings. 1 Point out that when verbs are formed from nouns, it may be necessary to make some spelling changes. Answers ply associat communicate concentrate direct educate examine form inform 10 instruct 11 operate 42 organize 13 populate 14 produce 18 react 16 relate 17 situate 18 vary 2 Students underline the stressed syllables. Observe that for words ending in -tion the stress falls on the second syllable from the end. Answers 1° application /ap’ply 2 association /as'sociate 3. communication /com’municate 4 concentration ‘concentrate 5 direction /direct 6 edu'cation “educate 7 examin‘ation /e’xamine 8 for'mation/ form 8. infor'mation /in'form 10 instruction /in'struct 11 operation ‘operate 12 organi‘zation ‘organize 13 popu'tation /“populate 14 pro'duction /pro‘duce 16 re’action /re‘act 16 rellation /re'late 17 situation /‘situate 3 \) 18 Play the recording for students to check their answers. In pairs, students practise saying the nouns and verbs in Exercise 1. communi‘cation / com’municate 4 concen'tration / ‘concentrate 5 direction / direct 6 education / ‘educate 7 ‘examin’ation / e’xamine 8 for'mation / form 9 information Jin‘form 10 in’struction /in'struct 11 oper‘ation / ‘operate 12 organi’zation / ‘organize 13 popu'lation / ‘populate 14 pro‘duction / pro’duce 15 re‘action / re‘act 16 re'lation / Te'late 17 situ’ation / ‘situate 18 variation / ‘vary4 ‘Answers reaction formation production relations education operated situated examination applications Task 2 Aim One of the most important skills in academic study isthe ability to analyse an essay title and to respond appropriately tot. Students often have difficulty distinguishing between the main topic and the specific aspect ofthe topic to be discussed. They must also be able to express their viewpoint clearly in discursive writing, 1 Ask students to find the answers to 1-5 in the Introduction on pages 4-7 and discuss any doubts in their group. Any unresolved questions can be clarified ina whole group session. Answers 1 250 words 40 minutes, itis worth two thirds of the marks 3. Task Response, Coherence and Cohesion, Lexical Resource, Grammatical Range and Accuracy Aresponse to a given opinion or problem ‘Suggested structure: Introduction, Development, Conclusion Steps involved in writing an essay: Thinking and. Planning, Writing and Checking Understanding the question 2 Explain that each essay title has four parts: the topic, the focus, the viewpoint and the task. The topic is the most general theme, the focus is a specific aspect / part or influence on that theme, the viewpoint may be established in the title or may be required of the writer and the task tells the writer what type of essay he/she is expected to write (for example problem /solution, discussion/ opinion, criticism, description). Answers Vand 4 are instructions 2is the statement 3is the task 1 no 2. only if the habits are a cause of stress 3. not in detail but your experience can be part of your ‘evidence 4 no 5 yes 6 yes (opinion + arguments) Answers Topics are underlined, tasks are in bold italics. 1. The age at which children are allowed to work for ‘money (topic) varies from country to country. While some people believe itis wrong, others regard it as @ valuable opportunity to gain experience of the work environment. Discuss the arguments for and a participating in paid work. Briefly state that the attitude to children’s work varies according to culture and law. Describe the arguments for ‘and against. Conclude with a summary and your own opinion. 2. These days, the wealthy in society often throw away. inst (task) children Briefly describe the ‘throw-away culture’ of today's ‘consumer society. Describe the environmental costs of ‘then contrast with the economic benefits. Conclude with a summary and your own opinion. 3. Many governments state that they value equal. ‘opportunities for all but do not provide adequate ‘support forthe disabled. Discuss this view and give your own opinion. Briefly describe the idea of equal opportunity and its relevance to the disabled. Then outline the arguments for the statement (why governments are failing to provide enough support) and then outline the arguments showing how governments are succeeding. Conclude with a summary and your own opinion. Argument/Opinion Questions 1: The Balanced Argument Approach 5 Students underline the topic (teenagers), focus (stressful), viewpoint (more ... than previous generations) and task (discuss... and give your opinion) in the essay question in Exercise 2 and compare their answers with a partner. Students then make a note of their arguments supporting and contradicting the statement, and discuss them with their partner.6 Students complete 1-5. Using the arguments they discussed in Exercise 5, students write a paragraph each for statements i-v. Answers 3 the body of the essay 4 No, not necessarily. Select those that are strongest and that you have sufficient vocabulary to describe. 5. one main idea which may be supported by other ideas 7 Answers Three main id 1. exposed to more products than earlier generations (films/media, youth-oriented advertizing) 2 pressure to succeed at school (achieve lifestyle in ‘media, compete for best jobs, parental pressure) 3. stresses in earlier times (hunger, physical hardship) 8 Linking expressions are reviewed in detall in Unit 8 Language focus, page 124; Unit 8 Grammar, page 176 and Unit 9 Dictionary focus, page 151. Revise the functions of the linking words in the box. Students could complete the box with the words from Exercise 9 before adding the words from the box to the correct place in the essay. Answers. {8 a result of In addition Consequently In order to so On the other hand for example Nevertheless © Answers ‘contrast/concession = although, while, in spite (of) reasons = because, due to further support = furthermore, moreover ‘examples = for instance result/consequence = therefore, thus purpose = such as to + infinitive 10 Answ 1 Firstly, On the other hand, To sum up, 2. Inaddition, Consequently, Nevertheless 3. Despite, as a result of, In order to, so, although 11 Answers 1. Longest = peer pressure to conform by owning the latest designer-label clothing + produces. Other long sentence subjects = life for modern teenagers + is, youth-oriented advertising + makes, Parental pressure, ‘exams and homework + are (all) reported, hunger and physical discomfort + would (undoubtedly) have caused, consumerism and academic pressure + are 2. -tion = generations, examinations -ity = celebrities, anxiety, society -er= teenagers, designer = consumerism -ment = improvement, arguments 12 Refer students to the model answer Unit 2 Writing, page 189 to discuss use of linking words and structure Study skills p39 Using a dictionary 1 Students discuss the advantages and disadvantages of using a monolingual dictionary. Advantages: develop language by reading definitions in English, meanings shown in context, wider range of ‘meanings shown Disadvantages: definitions may use unknown vocabulary, slower 2 Answers ‘adverb conjunction infinitive uncountable noun transitive verb somebody followed by a clause beginning with that followed by an infinitive 10 followed by verb + -ing 3 Answers dgastis! INJUSTICE social justice anything in italics ‘1a. the fact that something is reasonable and fairDictionary focus p39 Answers insth of sth advice/solution/use onsth/sb uncontrolled inoying/bad ‘oxpress/giveloffer 2 Students record word families in a table. Point out that not all words take all forms and discuss the alternatives for: addict/become addicted to, opinionto have ‘an opinion. ‘Students can write sentences incorporating at least two forms of each word and discuss them in small groups. Answer noun noun | noun verb adjective [adverb object |-person | - process product [producer [production [produce [productive | productively ee addictive |- [participant [participation [participate | participative |= = [practitioner|practise [practice [practical | practically |= influence [influence [influential [influontaly = [consumer [consumerism | consume [consuming | habit [= = habituate _[— habitually opinion [- = = opinionated |~Content overview Themes Environmental issues are the main theme of Unit 3. Students will be able to bring an international perspective to texts and discussions which centre on recycling, renewable resources and the availability and use of oil and alternative fuels. Listening + two dialogues between a lecturer and a student about recycling and the consumer society + aradio report on government energy policy Reading * il and alternative fuels Writing ‘* interpreting diagrams and graphs for Writing, Task 1 Exam related activities Listening Section3 Multiple choice Summary completion Reading Multiple-choice questions Matching Writing Task 1 Selecting significant information Describing and comparing information in fixed time diagrams Speaking Part3 Introducing an opinion and supporting it with examples Language development Language focus ‘Compound adjectives ‘Comparatives and superlatives Vocabulary Collocations Dependent prepositions Skills development Reading Guessing unknown vocabulary from context Scanning for detailed information Writing Summarizing information in diagrams Making comparisons Listening Listening for detail Pronunciation Final consonants: Isl Jef 1al Tel Int MM Speaking Introducing and organizing opinions Study skills Vocabulary for describing and comparing Dictionary focus Word formsWarm up p40 Elicit the vocabulary of transport and the environment by referring students to the pictures and asking them to compare the sizes and functions of the vehicles. Vocabulary may include: off road, high performance, fuel consumption, fast, family car, racing, formula one, sporty, 00 miles per litre/gallon. In small groups, students discuss the relative popularity of different vehicles in their country and compare them with others. Encourage students to give reasons and explanations for their opinions. Reading p40 Aim Scanning tiles and subtitles for relevance to an essay title or research question can be a valuable time-saving study technique. Students can also lear to read the first sentence of each paragraph forthe istof the content. Elicit predictions from the title and subtitle of the article about the content. Make sure students read all the words in the subtitle (wells, high oil prices, alternative fuels). 1, 2 and 3 Ask students to read the ttle of the article and answer the questions in pairs. 4 Students complete this exercise individually. Review the answers with the whole class. Answers 1. petrol shortage/near future 2. changes/North Sea oil supplies 3. notaffectiprice oil 4 higher fuel prices/bring about 5 Working in pairs, students have the opportunity to discuss the details of the article before choosing responses. They will benefit from their own and their partner's errors which should make them more aware of the dangers of distracters. Mate! 6 students complete the matching exercise and confirm their responses with their neighbour. Answers Dealing with unknown vocabulary in a reading passage Aim When students come across unknown vocabulary in academic text, they often feel the need to understand every word and refer tothe dictionary frequently. This slows down their reading significantly and limits the range of sources they can consult. Guessing meaning from Context and contingent words is a very useful way to speed up reading, 7 Remind students that they cannot only guess from context but, if they speak an Indo-European language, they can look for similarities between words in their ‘own language and English (cognates). For example nascent means being born, Students must also be aware that not all cognates have similar meanings. However, this shouldn't prevent them from using the technique to guess possible meanings in context. 8 In pairs, students discuss possible meanings of the expressions before looking them up in a dictionary and checking the meaning. Suggested answers finite = limited derived from = coming from shortage = not enough dwindling = getting smaller very big = growing tthe beginning sustained = supported, continued 9 Explain that we do not necessarily need to know the meaning of words that are: + examples in a list (ore emulsion, shales, geopolitics, petrollelectric, hybridfbio fuels) * between commas in non-defining relative clauses (balance of payments).Language focus p44 Compound adjectives used in place of relative clauses Aim ‘The use of compound adjectives and correct collocations makes academic writing more concise and accurate. This section develops students’ abilty to combine concepts in compound adjectives and students’ awareness of collocations. Introduce compound adjectives by asking students to find the following examples in the article on page 41: short-sighted (para. 5), tax-friendly (para. 8), off-road (para. 12). Students should explain the examples in their own words. This exercise should demonstrate that compound adjectives are a concise way of describing two attributes of a concept without using a lengthy relative clause. ‘Students can practise forming compound adjectives by completing the exercise in the Grammar section on page 72, 1 and 2 Students combine compound adjectives and nouns to replace the relative clauses and check with the text. Answers. Tong-awaited adoption wallet-friendly alternatives fuel-efficient cars cleaner-burning petrol and diesel engines high fuel-consumption vehicles new-generation vehicles Students work in pairs to create compound adjectives. ‘Suggested answers 1 Lowlying areas are more likely to flood, Itis recommended to eat a well-balanced diet. Ford have produced a high-performance estate car. People entering and leaving the building are monitored on closed-circuit television. In spite of his qualifications and experience, he was offered only short-term employment and not a permanent post. 6 Teaching and nursing have traditionally been low-paid jobs. Fox hunting is a long-standing British tradition. We prefer to do business with well-established. companies. Fora more detailed grammatical explanation refer students to Unit 3 Grammar, pages 171-172, 30 Vocabulary p45 Collocations Explain that certain words are often found together. For example against a background, to make a sacrifice. The correct use of collocations makes writing and speaking more fluent and accurate. 1 Explain that energy can be a noun or an adjective, ‘When it is a noun, it goes after the adjective or the verb (as an object); when itis an adjective it goes in front of lly coming before: alternative, atomic, conserve, conventional, generate, harness, nuclear, provide, renewable, solar, sustainable, wave, wind 2 Words typically coming after: consumption, costs, efficiency, policy, production, requirement, shortage Answers policy harness sustainable consumption requirement generate renewable ‘conventional 3 and 4 ©) 1.9 Explain that the text for completion is the transcript of a brief radio report on government energy policy. Students will listen to it to check their answers. Students complete the text. Play the recording for correction. Words used for completion are underlined in the recording script below. Answers 1 harnessing (gerund because it follows for) 2. renewable/sustainable (renewable is normally an , but has recently become a plural noun, renewables, meaning renewable sources of energy) requirements consumption al |+ Rhee RNR SERS AE ROE OL @r19 ‘The Department of Energy denied claims that a change in its energy policy is being debated in light Of fresh evidence of global warming. A government minister denied that a decision has been taken to back technologies for harnessing the power of renewable and sustainable sources of energy such as wind and solar power. The Department claims that renewables ‘are unable to generate enough power to meet growing energy requirements economically. Campaigners for the environment point out that given the predicted steep rise in energy consumption it is more important than ever that the government takes steps to reduce demands for ‘conventional sources of eneray, like fossil fuels, which are damaging to the environment. ASAIN SLRS RR Further practice For extended revision of word forms, ask students to complete Unit 3 Vocabulary, Exercise 2, page 180. Listening p46 Section 3: Multiple choice Aim Ata UK university @ considerable amount of time is spent smic discourse in the form of lectures, 8. As tis usual for ideas to be rephrased and reformulated during a discussion, itis important for students to listen for synonyms and parallel expressions. Brainstorm key vocabulary related to waste and recycling. Ask students to classify vocabulary into categories related to: household, commercial and industrial waste, recycling and renewable. Elicit students’ experiences of recycling, encouraging them to describe and compare local and national policies. 1 Answers. Tb 2 Students discuss and answer 1-6. Answers yes because she isn’t worried about missing the lecture she knows it fairly well because she knows her subject well worried 3 ©) 1.10 Play the recording and ask students to answer questions 1-4. Students compare their answers in pairs and discuss any differences. The correct answers are underlined in the recording script below. DrD: Good afternoon, Dr Dartford speaking. M: — Good afternoon, Doctor Dartford. It's Miranda Smith here, Dr D: Oh, hello Miranda. How can | help you? I'm really sorry, but | couldn't come to your lecture ‘on the government's waste strategy yesterday because | was feeling ill. My essay has to be handed in in two weeks’ time and I'm worried L | really don't like it when | miss lectures, especially when | need the information for an essay. Dr D: Well, try not to worry. You can't help being sick. How about if I give you a quick summary of the ‘main points? ‘That'd be great, thanks. Just let me get a pen. Right, I'm ready. Dr D: To begin with, | stressed the importance of us re-using and recycling waste in the future. | made particular reference to the UK which at the moment fi waste. The levels of industrial and commercial ‘waste are much higher. It's frightening how much. ‘waste factories produce on a daily basis, but that’s not all. The fact is that not only is this rate of recycling well below government targets, but fat a much lower rate than many other European ‘countries which means Britain is just not keeping. M: That's pretty worrying, isn't it? DrD: It certainly is. What is more, we need to understand that if we are to achieve a more rational and sustainable use of our resources in this country, then we have to develop a fundamental change in the way we think about waste.‘That won't be easy. What suggestions did you propose? Just give me a second, let me check my notes. Ok, got it. Basically, there are a couple of ways this could be achieve: household waste to be separated, M: You mean separated into things like newspapers, tins and stuff like that? Dr D: Yes, that's the idea. Then this separated waste would obviously need different forms of collection by local councils, but most importantly, it will require an expansion in the market for collected ‘materials, which is one of the major barriers to sreased recycling. New government targets have also been set for recycling or composting 30 per cent of household waste by 2010. M: But that’s almost a fourfold increase, isn't it? : It is indeed. Rather a frightening figure, whichever way you look at it. SRR STEEN DE Summary completion 4 ©) 1.11 Ask students to read the passage in pairs and guess possible answers. Remind them that they must not use more than three words in their answer. After listening to the recording, students compare their predictions with the correct answers. Answers 5 general public 6 lifestyle 7 ready-made meals 8 bemore convenient 9 throw-away culture 10 consumers rn ECAR ES O11 [Dr D = Dr Dartford; M = Mirandal Dr As you say, it's a fourfold increase, but my guess is it won't stop there. You must remember the previous government found that setting targets ‘one thing, but ifthe practical policies are not in place, nothing will happen. So what is the government planning to do about all this waste? DrD: Well, apparently they're going to publish a final strategy setting out a range of policies to start and sustain the necessary changes. But the interesting part for me was that its not only up to the government. To say we need more recycling isa simple message, but, and here is the crux of the matter, there's another one that isn't getting enough attention. M: Really? What's that? DrD: It’s quite obvious really, it’s us, the general public. We have to reduce the amount of waste we make It’s our responsibility. Did you know that every hour, enough waste is produced to fill the Sydney. Opera House? And the rate is increasing. M: Actually, now you mention it, l remember reading somewhere that the reason for all this waste is ur increasing wealth and the changes to our lifestyles. | guess it's quite obvious when you really ‘think about it, mean its things like shops and supermarkets selling more pre-packaged foods and ready-made meals. : Convenience is the key. People simply want their lives to be more convenient and there's also technological change that brings pressure to make people change their domestic appliances for newer models. M: — Inever thought about that, but you're right. And. I'm just as guilty. l threw out my old stereo so | could have a better model even though there ‘wasn't really anything wrong with the old one. You see, you're a classic example that changing our present ‘ is going to be an enormous challenge. At the end of the day, ‘consumers will have an important role to play. It could all boil down to their choices and thei willingness to support recycling by sorting their waste and accepting more recycled products. RTT Drb: 5 Students write a sentence for each of the expressions in 1-4. When they have found synonyms in the dictionary, they can rephrase their original sentences and compare and discuss them with a partner. Suggested answers (accept any reasonable suggestions) 1 an increasing tendency 2 refuse from industries and businesses 3. products already wrapped or in a box at the time of sale 4 temporary depression in economic prosperity on a global scale Pronunciation p48 Final consonants Point out that elision is a feature of pronunciation in which sounds at the end of one word merge with the beginning of another, for example lao (a)n(d) order, nex(t) please. If students do not know how to join their speech in this way, they will still be understood. However if final consonants are not pronounced at all, ‘communication may be affected. For example We must hand in our essay(s) by 3.30 on Friday. (Ifthe final s is not pronounced, it isn't clear that there is more than one essay to hand in.) |1 ©) 1.12 Students work with a partner to practise the pronunciation of the final consonant sounds and place them in the correct category. Play the recording for students to check their answers. ‘Answers Is! importance, targets, convenience, appliance, recycles, ‘ht policies, propose Jd household Jk! public, domesti In solution, sustain IV futile, conventional, fundamental, sustainable 2 © 1.13 Students work with a partner to practise the pronunciation of the sentences, correcting each other where necessary. Students check their answers with the recording. aT SE! O1.13 1. The UK has less recycled household waste and rather more industrial and commercial waste. 2. The government needs to start and sustain changes in refuse collection. 3. The general public needs to think more about recycling and develop a fundamental change in the way they get rid of their domestic waste. 4 He made the suggestion that a sustainable solution required an expansion in the market. REA a Speaking p49 Ai ‘The discussion of controversial issues is an important part of academic fe. Through contact with other students and staff, students will be exposed to a wide range of cultural ‘and intellectual experiences. The ability to define terms, ‘compare and contrast ideas and defend opinions is central tothis environment of discussion 1 Answers Possible answers for 1 are that in an o ‘= the conversation is unnatural ‘+ the examiner does not ask authentic questions (he/she does not need the information) ‘+ the examiner does not ask questions to clarify misunderstandings ‘+ the candidate is expected to continue speaking uninterrupted for up to two minutes and to give full answers to all questions ‘+ the candidate does not ask questions ‘The answer to 2is that the language used in the IELTS ‘Speaking module should be formal without being technical. Speaking practice: Part 3 Introducing and orga opinions Aim InPart3 of the IELTS Speaking module, expected to give an opinion about atopic of general interest and discuss itwith the examiner. Candidates may be asked to trace the history ofa situation (past), describe the current situation present) and/or predict future developments, Candidates need to support their opinions. with examples and explanations. 2 Write the following statements on the board: The government needs to start and sustain changes in refuse collection. The general public needs to think more about recycling and develop a fundamental change in the way they get rid of their domestic waste. Elicit opinions from students on each of these statements and illustrate the three stepping stones: sentence starters, main ideas and supporting ideas (explanations, examples). 3 Ask students to give opinions in a variety of ways by completing the sentence starters (introducing your opinions) from the Useful language box. Students can give an opinion on the following, or any other, controversial statement about energy: ‘The world would be better off ifall cars were banned. Students support their opinions with examples by completing the remaining sentence starters (Extra information ...). 4. In pairs, students match phrases from the Useful Janguage box to the main ideas. Encourage students to develop a discussion. Suggested answers 1 Forexample inthe UK, North Sea oll and gas are running out. 2 Qneexample that springs to mind is giving council tax reductions to people who recycle their rubbish. 3. Eorinstance, nuclear waste is impossible to dispose of. 4, Probably the hest example Lcan think af is the way we buy new electronic equipment instead of repairing it. 5 Before speaking, students make brief notes of their main ideas and supporting examples for 1-3. They should then form small groups to discuss the issues.Task 1 Aim itis important for students to be able to transfer information from diagrams to written text. This section gives students practice in selecting, describing, analysing and comparing relevant data 1 Students prepare for a small group discussion by making brief notes to answer 1-3. One member of each group should keep a record of the main points of the discussion and report back to the whole class. 2 Students should underline the keywords in the question (car drivers, two types of fuel, different age ‘groups, 2005). Remind students that this graph shows a comparison at a fixed point in time so they will not use the language of trends. Task 1: Selecting significant information 3 Answers 3,2,4,1 4 Answers 1. The highest consumption is for the middle age groups with less for the younger and older age ranges. Also, overall consumption of unleaded is higher than diesel. 2 Unleaded petrol. 3. the 20-25 year age group 4 the 51-55 and 56-60 age groups (where more diesel is. consumed) 5 * looking at the highest and lowest uses, and biggest differences * looking at the pattern for Unleaded first, then the pattern for Diesel * looking at each age group in turn 5 Remind students that an introduction should include: + a paraphrase of the title or a general comment describing the main elements of the graph + acomment on the most significant patterns, with ‘numerical support Answers B (Diagram is introduced with a paraphrase of the question. Main feature described and supported with figures.) ‘Suggested reasons why A is weaker: ‘= There is no introductory sentence. ‘+ Itlacks numerical precision. ‘+ Ituses inappropriate register. ‘+ Itmisinterprets the diagram. The writer says that consumption increased from. to. This is incorrect as, the diagram shows differences in one fixed time, not changes across different times. ‘+ The answer gives a suggestion for the pattern, which is inappropriate for Task 1. In Task 1 only a factual description is required. ‘Suggested reasons why Cis weaker: ‘The first sentence is a copy not a paraphrase. Further practice For further writing practice comparing data in charts, refer students to Photocopiable 3 (TB page 109). Task 1: Fixed time diagrams 6 Explain that students are required to summarize the main points of the model answer in note form, and use their own words. This is easier if they work in pairs and then review the answers as a whole class. ‘Suggested answers Point 1: main patterns/contrasts Point 2: the greatest difference is for the 20-25 age group Point 3: leaded petrol consumption greater than diesel, Point 4: diesel use the same for the older age groups Point 6: (single sentence summarizing the overall trend) differences between age groups Point 6: middle age groups highest consumers Point out the use of the present and the past tense in this type of question. When the writer is describing the graph itself he/she will use the present tense, for example The 20-25 year range shows the largest variation in fuel us (para. 2). But as the data is taken from the past, the writer has the option of using the past tense when describing the data, for example ... unleaded petro! was consumed at @ higher rate... (para. 1), 7 Revise comparative and superlative structures, referring to the table on pages 52-53 before asking students to complete the exercise. Answers ‘comparatives = 1, 2,3,5,7,8 superlatives = 0, 4,6 Dc momorso. 0 0 bo8 Point out that the first sentence is a general comment about road and rail travel and that the second sentence gives more specific detail. Refer students to the table on pages 52-53 and ask them to write one general and one specific sentence about each of the diagrams before discussing their sentences in pairs, Suggested answers 1. Germany and Russia consume similar amounts of oil. Russia uses 949 m barrels, slightly less than Germany's 985m barrels. 2 There is a marked contrast between CO; emissions in the North and the South. The South produces over twice as much CO; as the North. 3. Nearly half the electricity produced in Europe is, ‘generated by Britain, Sweden and Belgium. The largest producer of the three is Britain, which supplies 26% of all electricity. 4 Both China and the USA consume significantly ‘more steel than they produce. China consumes ‘approximately three times as much steel as it produces, while the USA consumes roughly four times. its production. 9 Students use the table on pages 52-53 to replace the comparative expressions in the model answer on page 52. Answers ‘greatest incontrast to the widest/the most significant ‘as great as Incomparison ‘awide disparity the largest amount/quantity of For further practice, ask students to look at the fuel use table in Exercise 10 on page 54 and write their own gapped sentences comparing the data. They should use language from the table on pages 52-53. In pairs, students can swap sentences and complete each other’s saps. Task 1: further practice 10 Students work in pairs to answer 1-3. Check answers with the whole class. Answers 1 percentage of fuel used to produce electricity 2. Belgium and Sweden highest for nuclear use with Italy having none. Germany and Britain similar use of cot and lignite, and much higher than other countries. italy had by far the greatest proportion of petroleum. products. Sweden produces almost half of its electricity from hydro and wind - over twice that of Italy. T remaining countries using it only very little. Significant use of other fuels. 3. Two possibilities: by fuel type or by country. Students should use the way they find easiest. Study skills p55 Recording vocabulary for Writing Task 1 1 Refer students to Unit 1 Writing, Exercise 4, page 19 to revise language for describing changes over time, and to Unit 3, Writing, Exercise 6, page 53 to revise language of comparison at a fixed time. Students then complete the table by matching the ‘expressions with their functions in Task 1 answers. Answers Tetroductory | Describing changes | Making phrasesto | overaltrends ‘comparisons Writing Task | or features The given data | TheUSA | Aflctuated AandB ilustrates... | consumes | considerably from...| experienced Thistable/ | thegreatest | to ‘anidentica! ‘raphvchare | Proportion of | The exception to | increase. clearly Cori this trendis/was... | Awasovor shows... | Ingeneral, twice as themost largo as B. significant change curred Dictionary focus p55 1 and 2 Students discuss the word forms and possible meanings of the words in the context of the reading text, before checking in the dictionary and adding the words to their vocabulary bank.Content overview Themes In Unit 4, students will discuss personal and social perspectives on health issues. Topics include diet, nutrition, illness, medical treatment, health care and food production. Listening + allecture on tiredness Reading * the benefits of eating chocolate ‘+ self-help and health care Writing ‘+ argument/opinion essays for Writing Task 2 Exam related activities Listening Section4 Note completion Multiple choice ‘Summary completion Reading Matching headings Table completion Short answer questions Multiple choice True/False Writing Task2 Planning paragraph structures for argument/opinion essays Speaking Part2 Describing and discussing food Part3 Giving opinions about food Language development Language focus Defining and non-defining relative clauses Past and present participle clauses (-ed / ~ing) Vocabulary ‘Medical terms Suffixes Skills development Reading ‘Skimming for purpose and organization Scanning for detail Scanning for argument Writing Generating ideas through perspective Expressing opinions Listening Listening for detail Prediction Speaking Introducing and organizing opinions Study skills Brainstorming, mind maps Dictionary focus Word formsWarm up p56 In the UK the National Health Service (NHS) is the state-financed health provider, offering free treatment to all members of the EU. To elicit vocabulary related to health and medicine, ask students about the health services in their country. Vocabulary may include: hospital, clinic, emergency, maternity, private, public/state, intensive care, surgery, operating theatre. Speaking p56 1 and 2 Brainstorm vocabulary for food groups and healthy unhealthy habits. Vocabulary may include: saturated/unsaturated fat, fibre, smoking, drinking, junk food, working out, cycling, walking, jogging. Students make notes individually before discussing the questions in small groups. Reading 1 p57 Aim ‘Students will often need to skim academic texts to establish the purpose and the outline ofthe argument. Remind students that reading the abstract atthe beginning of the text will give a broad outline ofthe contents and the viewpoint. The first sentence of each paragraphs also @ helpful guideline to the argument. ‘Answers Completing tables, diagrams, notes 3 Students complete this exercise individually. Review in pairs. Remind students that in the IELTS exam they will lose points if they use more than two words in their response. Answers cholesterol stress sugar blood sugar lactase caffeine Short answer questions 4 Aim ‘When students are using academic texts, they need to distinguish between facts and opinions in source material inorder to support their arguments in essays. Before looking for the relevant words in the reading text, students underline the keywords in the questions. Answers 7. polyphenols: 8 70 9 bloating, cramping, diarrhoea 10 hypothalamus 11 (any three off chromium, iron, magnesium, calcium Language focus p59 Defining and non-de clauses Explain that relative clauses are used to describe and define people and ideas. They are one of the most effective ways of extending ideas and expressing complex concepts. They may contain essential (defining) information or additional (non-defining) information. They are most frequently introduced by which, that, who. 9 relative 1 Students work individually and compare their answers with a partner. Answers 1 Chocolate is good for people who are lactose- relative pronoun) 3. Chocolate contains valeric acid, which is a relaxant and. {stanauillizer. (which = relative pronoun) 4 Chocolate has a reasonably low Gl, which meansit. gives a long-lasting energy. (which = relative pronoun) 2 Students answer 1-3. They should refer to Unit 4 Grammar, pages 172-173 for a detailed explanation of defining and non-defining relative clauses.Answers 1a who) b which © whose Note: tis less common to replace who with thatthan to replace which with that. 2a Sentences 0, 1, because the relative clauses in these sentences are defining. » The relative pronoun could be omitted in 0, because it is the object of the relative clause. 3. Because they are non-defining clauses. They give extra, non-essential information. 3 In pairs, students answer a-c. Refer them to Unit 4 ‘Grammar, pages 172-173 if necessary. 9 b defining © non-defining 4. Students complete the gaps with the information from the box and check with a partner. Answers 1_which is 75 years, 2. which causes coughi ‘wash out the virus. 3 which infects them 4 awhere the body temperature is lower. 5 which is more dominant 6 which promotes sweating and hastens healing, 1 a 9 19, sneezing and a runny nose to in which/that people respond to iliness who panic or get distressed. \which/that (zero) the immune system is the only cure for. Further practice Refer students to the exercise for Unit 4 Grammar, page 173, for additional practice. Students underline the relative pronouns before deciding if the sentences are correct or not. Participle clauses: -ing and -ed Refer students to Unit 4 Grammar, Participle clauses, page 173. Explain that relative clauses can be introduced by present or past participles. To decide which to use, look first at the main verb in the relative clause. If it is active, the participle will end in -ing. If is passive, the past participle will be used. Answers: 1a active tb passive 2 Answers 1 present 2 past 3 Students work individually to rewrite the sentences. They compare their answers with a partner. Answers 1. The hypothalamus hunge 2 Chocolate contains substances thought to make us ‘more alert. 3 We need lactose to digest the sugar found in milk. 4 We may have more colds in the winter because we huddle together more for warmth, making cross- infection more likely 5 Coughing is @ reaction to the irritation in the throat, ‘caused by colds. 6 Acough is a rush of air through the voice box ‘producing a sound unique to each individual. 7 Chocolate slows downs brain waves, making us fee! calm. Speaking p61 Aim ‘This section gives students practice in making brief notes before speaking, which is useful preparation for taking part in seminars and discussions in lectures. the part of the brain controlling 1 Students make brief notes to answer 1-4 before discussing the answers as a class. 2 Students make a note of three questions about food and health. Encourage students to include a question about the past, the present and the future. 3 After talking about a popular dish from their country, students create two new task cards with questions about food and health services in their partner’s country. Both students make notes and talk for one minute about the topics on the task cards. Write each of the questions on separate slips of paper. Students select a slip at random and, after making notes for three minutes, lead the discussion on the chosen topic. Remind students to use the language of opinion, Unit 3, page 49.Reading 2 p61 Following an argument in a passage 1 Answers Multiple-choice questions: mul answers iple 2 Explain that this type of question requires students to choose three correct answers from a list. Answers 1 ABD 2 ABF 3 Ask students to decide whether sentences 3-5 give factual information or opinions. Answers 3 fact 4 opinion 5 fact 4 Individually, students underline the keywords in each question. Working in pairs, they scan the text to find the keywords, synonyms and /or parallel, expressions that express the writer's opinion. Answers 6 Yes (para. 9) 7 No (para. 4) 8 Not Given 9. Yes (para. 5) 10 Yes (para. 8) 11 Not Given. mA Vocabulary p64 Medical terms 1, 2 and 3 Students discuss their experiences of illness and related symptoms, and complete the table. Go through the answers with the whole class. Further practice Refer students to Unit 4 Vocabulary, Exercises 1 and 2, page 181. Writing 1 p64 Task 2: Essay sections ‘Aim ‘An awareness of discourse markersis an invaluable aid the logical structure ofa text and allows ny the main thesis, focus, supporting points, examples and writers point of view. 1 Explain that certain phrases or discourse markers in a text act as signposts to guide the reader through the writer's argument. Individually, students underline the organizing, or signpost, words in the extracts (1 A further point 2 To conclude 3 For instance 4 The focus of this essay) before deciding to which part of the essay each extract relates. Answers. Sentence 1: Body Sentence 2: Conclusion Sentence3: Body Sentence 4: Introduction Paragraph structure: The body of the essay Aim ‘Aclearly structured paragraphs more accessible tothe reader and communicates ideas effectively. At advanced academic levels, writers will structure complex paragraphs to reflect complex lines of argument, However, under the time and word limits of IELTS Writing Task2, itis more practical to follow a relatively simple paragraph format, ‘hich allows the reader to identify the main idea, the development of this idea inthe form of explanation or ‘examples, and @ concluding or transition sentence which leads into the following paragraph.2 Students match the explanations to the appropriate sections of the plan. 3 Ask students to underline the discourse markers and [Link] them to identify the function of each sentence in the paragraph. Answers sentence 1 = development sentence 2 = opposing idea sentence 3 = development sentence 4 = main i sentence § = paragraph conclusion Explain the following and ask students to rewrite the paragraph. These foods (sentence 1): refers back to processed food However (sentence 2): opposing id Furthermore (sentence 3): further information The first point (sentence 4) concession. Model paragraph The first point to consider is the link between the consumption of processed food and obesity. These foods are often high in sugar and fat, both of which can Jead to weight gain. Furthermore, many nutrients are lost from processed food during preparation making it ess healthy to eat. However, some forms of obesity are a result of genetic disorders and not diet. Nevertheless, what many people are concerned about is the recent increase in obesity rates, particularly in children, which | believe is partly a result of an increase in processed food consumption. 4. Refer students to the paragraph plan and elicit possible points for the development of the title. Students write their own complete paragraphs and exchange them with a partner. Using checklist questions 1-6, students check their partner's paragraph and discuss omissions or misunderstandings. Refer students to Unit 4 Model answer, page 190. Ask them to underline the main idea of each paragraph and highlight the supporting ideas. Listening p66 Section 4 Aim [ Secsinzee content dri soi approaches to listening. 1 Remind students that a systematic approach to listening can reduce nervousness and improve understanding, Students reorder the exam strategies 1-7. Review asa class. 2 © 1.14 Students listen to the recording and answer questions 1-6. Answers are underlined in the recording script below. Answers 1 (so-called) energy 2. herbal 3. not taking holidays 4 5 6 oxygen caffeine forgetful cRNA ENS ETD ne O14 Good morning. As part of our lecture series on everyday alth issues, today's talk is on tiredness. We shall look at the main issues in turn, as well as some of the main research that has been carried out in this field. Firstly itis clear that tiredness is on the rise. No official data exists on the rate of people reporting to doctors with recurring tiredness but its a very common complaint. Research suggests that people are not relaxing properly, and often work when they do not have enough energy. Furthermore, products to boost energy are also o' the rise ~ sales of so-called eneray drinks loaded with caffeine and sugar have grown by 23 per cent over the last year. And this is not the only instance of an increase in products claiming to boost energy. Guarana, a herbal stimulant, can now be found in everything from chocolate bars to tea bags. ‘Now let's examine what itis that’s making people so tired. Dr Liebhold, a Sydney GP, has done extensive research into this and he believes that financial pressur and not having time off when you become ill due to fear of losing your job, are all common, causes. Some of the other suggested causes are low ‘oxygen levels in offices, poor diet, or illness. The problem is that tiredness is a symptom of just about every kind of illness which makes tracking down the cause all the more difficult.‘The next question to ask is are people getting enough sleep? Dr Mansfield from Melbourne's Epworth Sleep Centre, who specializes in sleep disorders, says insomnia often arises when people are going through a stressful period. Mansfield often needs to re-educate people in how to get off to sleep. He recommends keeping your body clock regular by going to bed and rising at similar ‘times every day, and not drinking too much caffeine. {And there is some truth in the old story about having a glass of hot milk before bed. Milk contains the amino acid, tryptophan, which has been shown to help induce sleepiness. ‘Turing to the question of why we need sleep, researchers are stil trying to answer this fundamental question. Sleep deprivation experiments have shown that after 14 days without sleep, rats will lie down and. And after only three days’ sleep loss, humans get confused, forgetful and start having hallucinations, so ‘whatever sleep does, itis important. EOE Multiple choice 3 1.15 Students listen to the recording and answer questions 7 and 8. Answers are underlined in the recording script below. Answers qc 8B mcrae TERT @O1.15 Let's now look at the medical aspect of the problem. If, ‘on-going tiredness is present, a diagnosis of chronic fatigue syndrome might be considered. University of NSW expert, Professor Lloyd, says that by a process of elimination, researchers have tracked the site of this problem to the brain, and Lloyd believes itis a problem. with the proper functioning of the brain, rather than any. structural abnormality. The good news however is that ‘most chronic fatigue sufferers make a full recovery within. ix months of being diagnosed. The final area to examine is diet. Sydney-based naturopath Leonie McMahon, believes inadequate. breakfast is a common cause of tiredness and_ ‘recommends increasing the consumption of protein at_ breakfast. LEE RTI Summary comp! 4 ©) 1.16 Students listen to the recording and answer questions 9-12, Answers are underlined in the recording script below. Answers. 9 notconvinced 10 energy levels, 11 fatigue 12 whole grains SERIE" 2 RE @1.16 However, not all researchers feel the same way. Trent Watson, of the Dietitians Association, is not convinced. by McMahon's theory explaining that our bodies don’t really like to burn protein as a fuel so it doesn't really contribute to eneray levels. Carbohydrates however, found in fruit, breads and pastas are a more common fuel. “Anyone following a rigidly high-protein diet with low carbohydrates, even if they are operating at low intensity, during the day, could subject themselves to fatigue because they just don't have the carbohydrate stores,’ Watson says. In general, a good way to stay energized from a dietary point of view is to eat red meat, green leafy vegetables and whole grains. These foods give red blood colls the building blocks for optimum performance in their role of delivering oxygen to muscles, To sum up, tiredness is a health problem on the incre and there continues to be much debate surrounding its causes and remedies. Now, if there are any questions I'd be happy to answer them. ae Wy ig 2 p69 Task Aim To develop students’ writing by expanding on ideas and iving supporting points in the form of examples and explanations. : Planning: Finding ideas 1 1 Explain that a perspective in writing is a specific point of view. Elicit examples of personal, local and international perspectives on health, nutrition and organic farming.2 Students classify sentences 1-6 into personal, local/ national, and global/international. Answers ‘global/international personal ocal/nationat global/international local/nationat personal Further practice Brainstorm personal, local and international ideas on teenagers, middle-aged people and old-aged people. Organize ideas in columns on the board. Identify main ideas and supporting points in brainstorming. Students choose three ideas from the brainstorm and write a paragraph for each: one personal, one local and. one international. They should extend and support their ideas with explanations or examples. 3 Students write paragraphs individually using the full range of ideas, explanations and examples collected from the discussion in Exercises 1 and 2. intensively farmed meavfish to emulate celebrity vegetarians 3. religion - maybe more people are turning to religions that advocate a vegetarian diet 4 environmental concern - maybe some people fe becoming vegetarian out of concern for the vironment (demand for meat leads to destruction of rainforest) 5 health ~to follow a particular weight loss program Argument/opinion questions 2: The opinion essay Remind students that although they may be taking one side of the argument, they must still cover all the points in the essay title. Refer to the balanced argument approach in Unit 2, Writing, page 35. '5 Students discuss the question in pairs. Review asa class. Answers ‘An opinion essay is perhaps most obvious but a balanced essay may also be successful if the student does not have strong views. f they adopt a balanced approach, students must make their own opinion clear throughout. 6 Answers T Yes. 2. Ask students to decide with a partner which are personal opinions and which refer to other people's opinions. Some would argue that it would be better if food produce was not imported. Lficmly believe that this view is correct, and will discuss the reasons why in this essay. ‘tis certainly the case that importing food can have a negative effect on local culture. Although some would argue that this is a natural part of ‘economic development in an increasingly global world, L ‘feel strongly that. Despite the fact that the trade in food exports has existed for many years, Lam convinced that a reduction would bring significant financial and environmental gains. In spite of this, the importance of developing local trade ‘should not be undervalued. In conclusion, Lam certain that reducing food imports would have cultural and environmental benefits. Refer students to the Useful language box on page 70, and point out the use of it as a subject of impersonal opinions. Ask students to decide which verbs they ‘would use with personal opinions and which with impersonal or other people's opinions. (We would not usually use assert, claim, confirm, insist, state with personal opinions.) Note: I insist is a very authoritarian way of expressing your wishes or opinion. 7 Answe Other people No strong opinion Disagreeing with an idea Other people 8 students compare their arguments with those in Unit 4 Model answer, page 191. Further practice Refer students to Photocopiable 4, Exercise 3 (TB page 110),Study skills p71 Planning: Finding ideas 2 Remind students that by adding a suffix we change the form of a word. For example by adding -al to the basic form of a word, we create an adjectival form. 1 Students complete the word formation and sentence completion exercises. Answers cultural, geographical, ecological, environmental, commercial, social 2 ‘Answers 1 cultural 2 commercial 3 ecological/environmental 4 social Further practice For further practice in word formation, refer students to Photocopiable 4, Exercises 1 and 2 (TB page 110). Dictionary focus p71 1 Students discuss the word forms and possible meanings of the words before checking in the dictionary and adding the words to their vocabulary bank.Content overview Themes Natural disasters, natural processes, ecology and ‘man’s interaction with nature are the main themes of Unit 5. Students will read and write about natural and ‘man-made processes and discuss problems associated with natural phenomena, endangered species and global warming. Listening + aradio programme about polar bears in Canada * allecture about cloning Reading © hurricanes Writing + natural and man-made processes Exam related activities Listening Section 2. Flow chart completion Short answers Matching Reading Matching headings Summary completion Labelling a diagram Short answer questions Writing Task1 Describing: + man-made processes + natural processes Speaking Part2 Describing and discussing animals and natural environments Model answers Expanding on responses Language development Language focus The passive Discourse markers for ordering Vocabulary Adjectives and nouns Skills development Reading ‘Skimming for purpose and organization Scanning for detail Writing Identifying and describing processes Listening Listening for detail Pronunciation Stressed syllables and schwa/a/ Speaking Discussing ideas and supporting opinions Study skills Register (formal /informal) Dictionary focus ‘Academic Word ListWarm up p72 1 and 2 From the pictures, elicit vocabulary related to natural disasters and write it on the board. Vocabulary may include: tsunami, tidal wave, earthquake, eth tremor, Richter scale, epicentre, aftershock, tornado, hurricane, whirlwind, typhoon, cyclone, monsoon, volcano, lava, eruption, crater, active|dormant, aid/government agencies Ask students to compile a list of recent natural disasters and make notes of the results of these events. Students should then join another pair and describe the effects of the disasters. This should encourage students to use the passive, Students note their opinions on who should be responsible for rescue and aid efforts, with specific examples, before joining a whole class discussion. Reading p72 Aim Readers of academic texts need to distinguish between the main ideas of a paragraph or an article and examples, supporting detail, and discussion. itis usually possible to establish the main purpose of a paragraph by examining the first sentence. The rest ofthe paragraph should provide explanation, exemplification or discussion of the main premise. Answers: > 2 Before completing the exercise, ask students to underline/highlight the subject and main verb in the first sentence of each paragraph (reading passage, page 73) and decide on its purpose. Answers, Para. A: A hurricane is (definition) Para. B: Hurricanes need... causes of hurricanes) Para. C: Hurricanes produce... (effects of hurricanes) Para. D: Hurricanes are... measured (measurement of hurricanes) global warming is... expected to produce (effect of global warming) Para. F: All tropical storms are named (identification of hurricanes) Note: When checking the exercise, point out that in paragraph C the storm surge is discussed but is not the main point of the paragraph. Also, in paragraph E, the dates are a supporting detail Para. E: Answers 1 2 3 4 5 Further practice Refer students to Photocopiable 5, Exercises 1 and 2 (TB page 111) for further practice in identifying the purpose of a text. Summary completion 3 In pairs, students discuss whether the whole passage or part of itis being summarized (the whole passage is summarized). Answers. 6 tropics 7. category/strength 8 (many) buildings destroyed 9 global warming/climate change 10 male first names 11 meteorological region 12 (officially) retired Lab ing a diagram Answers 1B coldair 14 eye/calm winds 15 spinning vortex (made up of high winds and heavy rainstorms) Language focus p76 The passive Aim ‘The passive voice is frequently used in scientific writing and formal research. In this section, students revise the forms and functions of the passive. Explain that the passive is often associated with the description of artificial processes and when the event or the result is more important than the agent (the person or thing that causes the event). Elicit examples of artificial processes. Possibilities include: medical procedures, industrial production, construction, legislation and regulation, scientific experiments. Revise the formation of the passive by referring students to Form in Unit 5 Grammar, page 173. Ask students to underline examples of verbs in the passive in the reading passage and check their answers, aeeksPara. A: is called ara. B: are formed, is sucked into, is named, is made up of Para. D: are measured, was devised Para. B: is expected Para. F: are named, is being described, were named, are not used, have been retired 1 Students complete the matching exercise. Answers scao 2 Students discuss the answers to the questions in pairs. Answers The verbs in italics are all in the passive. We form the passive using the verb to be + past 1 2 3. 1 present simple 2 present continuous 3 present perfect ‘4modal passive 4 sentence 4 (by a country) 3 Answers. ‘are heated isheated are given/have been given is measured was devised israted israted Further practice Refer students to the exercise in Unit 5 Grammar, page 174, Now refer students to Photocopiable 5, Exercises 3 and 4 (TB page 112), Vocabulary 1 p77 Adjecti 1 Review the functions of adjectives and remind students that in English adjectives come before nouns. Students work in pairs to discuss the questions. es and nouns '@ global, meteorological, structural, torrential, tropical, violent, active, disastrous b catastrophic © The-al ending is most common in news and academic writing. 2 Inpairs, students complete the table. Answers. -al: central, national, normal, political ent: dependent, different, efficient, frequent -ive: attractive, creative, effective, expensive -ous: famous, religious, various 3 students complete the exercise individually and discuss their answers in pairs. Answers central structural violent effective various religious/political frequent normal Further practice Refer students to Unit 5 Vocabulary, pages 181-182 for further practice of adjectives and nouns. Students work in groups with large sheets of paper ‘or OHTs to complete the table. Groups join each other and compare answers. Any misunderstandings can be clarified in a whole class discussion. ‘Students can improve their listening comprehension in lectures by reading, preparing questions on the lecture ‘topic and discussing concepts in advance. By activating ‘context-specific vocabulary and predicting lecture content, students can reduce the demands of listening for information and focus on the discursive elements of the lecture. 1 Students note their answers to the questions, discuss them with a partner and extend the discussion to a small group.Flow chart Students re-order the steps for completing flow charts, individually and check their answers with a partner. Answers 3,2,6,4,1,5 2 ©) 1.17 Students listen and complete the flow chart to answer questions 1-4. Remind students to use no more than two words and / or a number for each. answer. Answers are underlined in the recording script. Answers 1 ontoland O17 [A= Announcer; U = Usha] A: This week’s Our World programme comes from Canada where Usha Lee McFarling sends this report ‘on how global warming is affecting the behaviour of polar bears and creating problems for the town of Churchill which depends on the bears for tourism. U: The Hudson Bay polar bears are an unusual group. They spend half their year living on the frozen sea ice. And in a normal year, around springtime, when the weather gets warmer, the bears move onto land as the sea ice begins to melt. Once they have done this, their lives enter a new phase which involves a change in their metabolism. They don’t hibernate, but their bodies slow down because they won't eat for the ‘ats months, During this half ofthe year they lose hundreds of pounds in Each autumn, as the temperature falls, the bears migrate past the small town of Churchill waiting for the Hudson Bay to freeze over again. When it has, the bears go back onto the sea ice. Now they can build up their fat reserves by feeding on seals. They survive because the surface of the Hudson Bay is normally frozen from mid-October through to mid-April. During these months, the bears sleep on ice floes and swim in the frigid waters. Normally, that means millions of dollars for the town of Churchill, which earns money by taking tourists into the tundra to see the bears as they pass by the town. However, recently the weather has been warmer and the bears’ behaviour has changed. The warm weather prevents the sea from freezing and so the hungry bears come into town looking for food, 3 ©) 1.18 Students listen and answer questions 5-8. Remind them to check the instructions carefully. For these questions, students can answer using up to three words and/or a number. Answers are underlined in the recording script. Answers 5 sleeping dart 6 (polar) bear prison 7 helicopter 8 natural (winter) habitat @O 1.18 Having spent six months without food, the bears are at their most hungry and dangerous. Starving bears often lose their natural wariness and wander into town. Ha town resident spots a bear, they call the Bear Alert Programme on 675-BEAR day or night, to report a bear in town. Officer Richard Romaniuk and his crew will then shoot the bear with a sleeping dart. It will then be taken to polar bear prison. Sometimes the officers capture four bears in a day. To keep the animals from associating humans with food, they are not fed in prison. The bears are kept locked up until the sea freezes. Once the sea has frozen again the bears are airlifted by helicopter and flown back to return to their natural winter habitat. ‘The programme has two objectives. The first is to protect people from the bears. The second is to protect the bears. from the people. smaoetemnaemamemansreer soe Sacer Short answers 4 ©) 1.19 Students listen and answer questions 9-14. Answers are underlined in the recording script. Answers 3 $300 million 10 global warming 11 view bears. 12 1,200 13 Northern Lights 14 The Snow Walker mmDErINaIRSONETRENSE 2 @O1.19 ‘The town of Churchill has good reason to look after the bears. Rough estimates indicate the province of Manitoba earns in the region of $300 million each year from bear tourism. ‘Bears are the backbone of our economy,’ said town manager, Darren Ottaway. While Ottaway is concerned about an abundance of hungry bears coming to town in the short term, he is even ‘more worried that global warming may mean no bears here at all one day.For three weeks during bear season, sleepy Churchill blooms as about 15,000 tourists stream through town hoping to get close-up views of the animals from caravans of heated Tundra Buggies. Several charterod jets unload bear-gazers at the Churchill airport each day Hotels and restaurants closed during the bleak winter fill to capacity. Polar bears are not currently an endangered species. Their total population is estimated to be from. 22,000 to 27,000. But the 1,200 Hudson Bay bears could, face what scientists call a local extinction ~ they could produce fewer cubs and eventually die out. Officials and business leaders in Churchill have already begun planning for alternative ways of gener income. Ottaway is promoting whale watching and is delighted that Japanese tourists are willing to brave the bone-chilling cold of winter to view the ‘it’s super news for us,’ Ottaway said of the potential Japanese tourist boom. Warmer weather, Ottaway said, could also extend the shipping season on Hudson Bay and attract more filmmakers. The science-fiction classic Iceman was filmed nearby as well as an upcoming film, The Snow Walker. ‘When people talk about climate change, you have to look at the benefits too,’ Ottaway said. Others, however, feel differently. ‘The bears have been in ‘our community for years,’ said one resident. ‘They're like neighbours and everybody ought to be helping to make sure their natural life cycle can be maintained. ARE ERT AI The schwa sound /2/ Explain that in fluent English conversation, speakers pronounce many consonants in unstressed syllables with the schwa sound, regardless of spelling, 1 and 2 ©) 1.20 Students underline the stressed syllables then listen to check their answers. ‘Students work in pairs listening to and correcting each other. Monitor this carefully as students may have difficulty distinguishing the stressed syllables. Students listen a second (and third) time to identify syllables pronounced with schwa. Repeat the practice and correction in pairs, focusing this time on the pronunciation of the schwa sound. Answers mene oo @1.20 {schwa sounds are underlined) ‘Afton Category comMUnity_ ‘eCOnomy eNORmous Estimate Minor phaNOmenan paTENti 10 Region 11 Resident 12 STRategy RTOS TR 3 and 4 ©) 1.21 Inpairs, students mark the stressed syllables and the schwa sounds in the sentences, Play the recording. Pause after each sentence to give students a chance to check their answers. Answe eee @ 1.21 (schwa sounds are underlined) 1. the HUDson BAY POlar BEARS are an unUsual GROUP. 2. SOMEtimes the OFficers CAPture FOUR BEARS in a Day. 3 The TOWN of CHURchill has GOOD REAson to LOOK AFtar the BEARS. 4 POlar BEARS are NOT CURrently an enDANgered SPEcies. 5 The BEARS have BEEN jn our comMUnity for YEARS. RARER SN REISE Speaking p8 1 Ask students to brainstorm vocabulary related to 200s and pets on a sheet of paper before interviewing each other. Vocabulary may include: cages, enclosures, breeding programmes, free, wild, locked up, dangerous, extinct, domestic, tame, companionship, loyal, vet2 Students answer the questions on the task cards in rote form for both Part 2 topics before talking about them to a partner for one minute. Students check that their partner has answered all the prompt questions. 3 ©) 1.22 Prepare students to listen to the recording of a student answering one of these Part 2 questions. Ask them to answer the prompt questions as they listen. Answers large, has a hum visiting an uncle popular d_ move gracefully important national symbol a town where camel racing is amacemmmresroner meas cnst aes sere @O1.22 My favourite animal is a camel. It is quite a large animal ‘and one thing about it that makes it easy to recognize is that it has a hump, either one or two, depending on the type. | think | saw my first camel when | went to visit. ‘my uncle. Er ... he lives ina town where camel racing is. teally popular so you see camels everywhere, sometimes just walking in the streets. | really like camels because, for me, they move so gracefully when they walk and I've always found it fascinating that they can survive for long periods without water. | feel the camel s an important. symbol of my country because | guess many people associate camels with my country Er... its also an important animal for food... mean we drink camel milk. {And of course, racing camels make lots of money for the In Part3 of the Speaking module, can to answer questions about the backgr future developments of a theme of g ‘and support opinions with lo ‘explanations and examples is practised in this section. 4 Ask students to write answers to the questions Who? What? Where? and Why? for 1, 2 and 3. Students then form groups of four to discuss and compare their suggestions. Refer them to the language of opinions in Unit 3, page 49. 5 ©) 1.23 students listen to the recording and ‘underline the expressions in the recording script on page 200 that answer the questions Who? What? Where? and Why? Answers are underlined in the recording, script below. Answers Who? governments/general public What? laws/only buy dolphin-friendly tinned fish Where? New Zealand and Australia Why? dolphins could be in danger of becoming extinct 2 eee RM EP @ 1.23 Um ... | think there is a dual responsibility for protecting ‘animals. Firstly itis the responsibility of governments to make sure this happens. There should be laws to ensure, for example, that whales and dolphins are protected. | remember reading somewhere that quite a few dolphins get killed because they get caught in fishing nets. Of course, we, the general public, also have an important part to play in this. As far as dolphins are concerned, we can tinned fish that is dolphin- friendly and what | mean by this is that the correct fishing methods have been used. | feel quite strongly that animals like dolphins must be protected because if we don't do this, ‘extinct and that would be a real shame. There would be other effects too, like to the tourist industry. Mmm ... | ‘mean, if you think about it, in many countries, like New. Zealand and Australia, tourists pay to go and look at the dolphins and even swim with them, which must be quite ‘an unforgettable experience. RETA 6 |) 1.23 Explain that students can extend their answers by giving examples, causes and effects, and rephrasing. Ask if students recall any examples of ‘expressions from the recording, Play the recording again for students to underline expressions in the recording script on page 200. Answers are underlined in the recording script below. Answers for example as far as... are concerned what | mean by that is. because if we don't do this like Imean(2 2 ur eterna SESE 1.23 | think there is a dual responsibility for protecting animals. Firstly, itis the responsibility of governments to make sure this happens. There should be laws to ensure, forexample, that whales and dolphins are protected. | remember reading somewhere that quite a few dolphins get killed because they get caught in fishing nets. Of course, we, the general public, also have an important partto play in this. As far as dolphins are concerned, we can make sure we only buy tinned fish that is dolp! friendly and what Lmean by [Link] that the correct fishing methods have been used. feel quite strongly that animals like dolphins must be protected because if wo_ don't do this, dolphins could be in danger of becoming extinct and that would be a real shame. There would be other effects too, like to the tourist industry. Lmean, if you think about it, in many countries, like New Zealand ‘and Australia, tourists pay to go and look at the dolphins and even swim with them, which must be quite an unforgettable experience. REESE PRE Listening 2 p82 Section 4 1 and 2 Elicit a definition of cloning, or read a dictionary definition and elicit the word. Brainstorm vocabulary related to cloning Vocabulary may include: reproduction, identical, genetic, cellstem cell, nuclear transfer, cell replacement, emioryo splitting, ethics. Ask students to discuss possible answers to 1-3. 3 ©) 1.24 Students write answers for questions 1-3. Answers. 1 His brother, Taz 2. Texas/in Texas/state of Texas/{in} a laboratory 3 [in] human transplants/transplant operations. gS OOP TE EOE EPS @O1.24 Good morning and welcome to this series of lectures on ‘man interfering with nature. This morning we are going to look at the issue of cloning. I'd like to begin by looking at ‘some examples of animals that have been cloned before moving on to looking at how cloning is defined. The first example Id lke to talk about is Idaho Gem, who was the very first mule to be cloned. Mules are ‘combination of horse and donkey. Idaho Gem is an identical copy of his brother, Taz. who is a racing champion, thus we can make the conclusion here that he was cloned to follow in his brother's footsteps. The next example I'd like to refer to is CC, which stands for CopyCat. Like her name suggests, she was the first cloned kitten. interestingly, CC was created in.a laboratory in_ the state of Texas by the very same scientists who made Dolly the sheep in Scotland. CC is physically identical to her mother, Rainbow, and what is important about thi is that it has opened the doors for people to clone thei pets in the future. Now the last animal example Id like to look at today is the pig. In 2001, five piglets were born all female. They were created by a firm who claim tl birth is an important step for medicine. The idea is that pig organs and cells could be used in human transplants ‘because the pigs have been cloned without a certain cell. This cell is a vital beings that is respo i donor organs. This means that not only is the transplant. ‘operation unsuccessful, but the patient's life could be at risk. Now I'd like to discuss some of the current definitions of cloning. a Matching 4 ©) 1.25 Ask students to underline the keywords in questions 4-6. Keywords are: 4 natural /identical copies/ parent 5 produce / farm animals 6 embryo/ laboratory /donor mother Explain that keywords themselves may not always be on the recording, as they may be replaced with synonyms, Ask students to work in pairs to discuss possible synonyms for the following keywords: identical (same type), farm animals (cattle), donor (foster), placed in (implanted). Review with the whole class. Answers Explain that in this type of question, students will be asked to match an opinion with a statement on a scale of agreement or disagreement. Ask students to rate their own opinions about questions 7-10, using, the same scale, before listening to the recording and answering the questions. Answers TB aA 9c 108 (21.25 One kind of cloning, the kind commonly found in plants, occurs when plants reproduce themselves around the original plants known as the parent plants. New plants can then grow. This is quite a natural process by which plants can form more of the same type of plant.Though you may not be aware of it, another type of cloning happens quite naturally in your body when old sells need to be replaced. Cells n your body spt into two and make new chromosomes and itis the chromosomes that contain our genes. Embryo spliting is another form of cloning which can happen quite naturally when cells splitto form two identical twins. You may then be asking yourself what al the fuss is about, if cloning does in fact happen naturally because sometimes man can interfere with nature and it can work. Take embryo spliting as ‘an example. Now this type of cloning is quite common in farming and itis used to breed new bulls and cows. Embryos are placed into foster mather cows and these then grow into calves. And though some may consider this to be artificial, ithas been going on for the last ten years with relatively few problems. Now the last type of cloning I'd like to mention is perhaps the most controversial. This type of cloning is cal ‘nuclear transfer and it is when the nucleus of a cell is put into an egg of another animal that is genetically the same. This is done in a laboratory and after about five or six days, the embryo is implanted into a donor mother, which is how Dolly the sheep was made. One argument in favour of cloning is that it can help medicine as in the case of pigs being used in transplant operations. Its true that many people can wait for up toa year for a new kidney, and then still run the risk of their bodies rejecting the donor kidney; but will using pig organs really be the solution? To answer this question, I'd like to take a look at some: responses to the whole idea of using pig organs in humans. Neil Blackwood, who works for the company that cloned the five piglets, described it as a major ‘medical advance that could solve the global problem of a lack of organs to use in transplant operations. This could lead in the future to saving human lives. Sheila Halliday, a leading transplant surgeon, does not share his view. She believes that although it is possible to use pig organs in humans, there are very real dangers. Halliday points out, that diseases and infections could be passed from pig to Of course she does not yet know this for certain, which is why Halliday strongly advocates that more scientific research be done. She firmly believes pig organs should not be used in human operations until these findings are made public. RN TT 5 Ask students to make notes of their opinions on cloning with supporting reasons. Students must give three reasons for each of their opinions. Students discuss their opinions in pairs before joining another pair for a group discussion. Task 1: Process diagrams 1 Aim During their academic studies, students will be required to describe a range of processes which may include scientific experiments, social systems, historical developments and research methods. Students will need to be aware of the Janguage of cause and effect, purpose and systematization 1 Explain that processes may be linear (a production line), cyclical (a life cycle), systematic (an information flow chart), natural or man-made. Explain that diagrams may be pictorial or non-pictorial. Answers Diagram A- linear process, non-pictorial, man-made Diagram B cyclical process, natural, Students make notes of two further examples of processes and classify them as cyclical/linear/ systematic /natural /man-made. Ask students to suggest the most effective diagrams to depict the processes they have suggested and to draw the diagrams on large sheets of paper or OHTS to show to the rest of the group in Exercise 4. 2 Students match the descriptions in sentences i and ii to Diagrams A and B. Point out that factual processes are described in the present tense. When the process is natural, the verb will be in the active voice. The passive voice is used for man-made processes. ‘Students underline the verbs in sentences i and ii and discuss in pairs which tense they are in and why. Answers Diagram A- Diagram B~ (Questions 1 and 2) i the present simple active is used to describe natural processes (enlarges/becomes/appear) ji_ the present simple passive is used to describe a man made process (is inspected/are met/can be furnished/ must be decorated). 3 Students complete the sentences in pairs and check their answers in small groups.Answers different purpose order changed passive active present 4 Elicit responses from the whole class. Suggested answers a) sending a text message ») paper recycling ¢} the water cycle 4) how bees make honey Students show the diagrams they have prepared in Exercise 1 to the class and explain the processes. 5 Using the example of the water cycle, elicit the vocabulary for presenting the steps in a process in the correct order. Possible suggestions are: first, then, after finally, when. Answers. ‘The step after this, Gradually,/Over time, At this point in the cycle, in order to Gradually,/Over time, Asaresult of The final stage of the cycle is when Having completed all these steps @ eYansens Suggested answers (Question 2) © Tobegin with, 1 The next stage of the cycle, 2. Eventually, 3. Atthe same time, 4 soasto 7 Ask students to find nectar, pollen and pollinate in a dictionary and discuss the definitions with a partner. Students order the steps of the process before referring to Exercise 2 to decide which tense and voice to use in their paragraph (natural process = present tense/ active voice). Refer students to the Grammar section of Unit 4, pages 172-173 for revision of relative clauses. Students write paragraphs individually and compare them with copies of the model answer below. Model answer ‘To begin with, the bee searches for suitable flowers. Eventually, the bee finds a flower and extracts nectar which it needs in order to make honey. At the same time, pollen from the flower sticks to the bee's lags. The final stage of the process is when the bee finds another flower. and repeats the process, which helps pollinate the flower. B Ask students to identify the cause, effect or purpose in each sentence before rewriting them. Point out that students will need to change word forms as well as vocabulary. Answers (ciocuss grammatically corec alternatives) ‘Apples are carefully packed in boxes in order to stop them bruising. 2. Yeast is mixed into the bread dough so that the bread, 3. Asa result of a drop in the ocean floor, a tsunami wave is produced. 4. The temperature drops below zero degrees, which results in snowflakes forming. ‘9 Refer students to the model answer ‘A straw bale house construction’, page 191 and ask them to ‘underline all the words that have been taken from the diagram on page 83 and changed. Review word forms with the whole class. Answers 1. prepared (v) ~ preparation (n) installation (n) ~installed (v) electrics (n) electrical (adj) insulation (n) ~ insulated (v) inspection (n) ~ inspected (v) decoration (n) ~ decorated (v) — rpet (n) ~ carpeting (n) furnishing (n)~ furnished (v) 2. are positioned and secured/is installed/is completed/ is insulatedfis inspected/are metibe furnished/be decoratedis finished decorative (adj) Further practice 10 Students use the paragraph plan and the Useful language box, page 85, to write the Task 1 essay and exchange their work with a partner. In pairs, students highlight or underline the following elements of the essay: starting point of process /first half of process / purpose /result of main stages/ second half of process/ result of process finished or cyclical Refer students to the model answer ‘The carbon cycle’, page 191, and ask them to underline all the words that refer to the process and compare them with their own use of process vocabulary. Answers ‘goes through ast To begin with, After this stage, Asa result of The final stageStudy skills p87 Academic vocabulary Aim Students will need to follow the conventions of formality or register in academic writing. Register is reflected in the use of echnical or Latinate vocabulary (not phrasal verbs), impersonal opinions and the passive voice. 1 Students match the alternatives. Answers 1D 26 3A ae 5 6H TE 8B 2 Ans\ Noun Verb ‘Adjective | Adverb alysis erase leaiaa environment | — ‘environmental | environmentally ata te a a indicator | indicate | indicative | — evidence | (evidence) | evidential | (evident) climate es climatic — source source — = creator create creative creatively policy Ss poitical politically requirement | require required a individual | (individualze) | individual | individually procedure | proceed | procedural | — majority {major major Ee research | — im identity Tdentfiable | Wentifably identified significance | signify significant | significanty benefits benefit beneficial | (beneficially) Tegistation | legislate | togislative | (legislatively) finance finance financial financially economy | economize | economic | economically ‘economical Dictionary focus p87 Explain that the Academic Word List (AWL) was designed to help students prepare for university study and is based on the frequency of written words in the Academic Corpus. The AWL excludes the 2,000 words in the General Service List (GSL) which was created by Michael West in 1953 and contains the words of ‘most use to learners of English. Students need to have knowledge of this before studying the AWL. Refer students to John Bauman’s site for information on the GSL ([Link]) Students check the meanings of the words in the dictionary and add them to their vocabulary bank. They can then look for the words on the AWL and GSL.Content overview Themes Unit 6 focuses on the themes of travel and tourism, including student travel, transport systems, the cultural, economic and ecological effects of tourism. Students will read about and discuss these themes from a local and personal perspective. Listening + adialogue about low cost travel for students + alecture on transport, geography and economics Reading * tourism and innovation * tourism and culture Writing * organizing and writing problem/solution essays Exam related activities Listening Section 1 Short answers ‘YES/NO Multiple choice Section 4 Table completion ‘Summary completion Reading Multiple choice Map completion Sentence completion Writing ‘Task 2 Speaking Part2 Discussing the advantages and disadvantages of different forms of transport Part3 Discussing travel and tourism in the past, present and the future Problem/solution essays Language development Language focus Reference and substitution Conditionals (Ist, 2nd) Modality (expressing possibility and probability) Vocabulary Lexical cohesion for: * cause/effect + problem/solution Synonyms Skills development Reading ‘Scanning for opinions Finding parallel expressions Writing Planning and writing introductions Paraphrasing Organizing and writing essays Listening Listening for detail Study skills Revising and editing your writing Dictionary focus Parts of speechWarm up p88 Introduce the topic of holidays by referring students to the photo. Elicit holiday and transport related vocabulary by asking general questions such as: Where are they taking their holiday? How do you think they got there? Refer students to the pictures of modes of transport (ferry, plane and hovercraft) on page 89. Discuss ‘whether these modes of transport are common in. students’ home countries. Ask students to write brief answers to 1-3. Students compare their answers in pairs, note the differences and report back to the class. Listening 1 p88 Section 1 Aim Many UX students take a gap year'a year away from studying, often spent traveling) between leaving school and starting university. They also travel, as cheaply as possible, during the long university vacations. Railcards and youth travel cards are both means of getting discounts on fares and youth hostels offer simple shared accommodation atlow prices. This section practices the language needed to compare different means of travel, discuss the costing and make bookings. 1 © 1.26 Explain the different types of answer required. For questions 1-2, students must write short answers. ‘They must limit their answers to two words and/or a number. For questions 3-6, students must answer A or B, Students must be careful to write A or B, not RECOMMEND/ DOES NOT RECOMMEND. Give students time to read the questions before they listen. Play the recording and ask students to answer questions 1-6 only. Students compare their answers in pairs and discuss differences. Answers are underlined in the recording script. Answers France/in France £1,100 7 2 3 4 5 6 o>o> (RR a ASIA O1.26 ITA = Travel agent; $ = Student} TA: Good morning. How can |help you? S:_ I'm thinking of taking a year off university next year and I'd like to travel around Europe. TA: OK then. Do you have any idea where you'd like to 90? 'S: Well, | was thinking of starting in France and then working my way up to Eastern Europe, possibly going as far as Slovakia. TA: Well, there are a number of ways you can do this and we have various options available. It really depends ‘on your budget and how you'd like to travel. S: That's just the thing really. Um ... | mean I've just finished my second year at university so obviously 1'd like to do it in as cheap a way as possible. ‘TA: That's fine. Could you give me a rough idea of the price range you're looking at? S: Realistically speaking, I'm hoping to pay between about £700 and £900. | could stretch to £1,100, but that’s really my li TA: How long are you thinking of going for? S: About ten months. TA: To be honest, you'd be better off travelling for about seven months if that's your budget. Ok, that's not too bad. So how would you suggest | travel? TA: Well, because of the time limit, I don't think walking isa viable option. Of course in this day and age, the most convenient way to get around is by flying, particularly if you've got quite a bit you want to see in a short space of time. Saying that, I still think Asa student, you can also get a student railcard, which means cheaper fares. That sounds brilliant. How do | go about getting @ raileard? ‘TA: Well, if you decide that’s what you want to do, then we can organize that all for you. You'll need to fill in a form and provide us with two passport photos and ‘we'll do the rest. It costs about £36 plus about £10, administration costs. Great, that's really not expensive at all. And what about buses? | was just thinking if | decide to go to places which are a bit more remote. ‘TA: There are always local buses, but these are not. always a good idea. They can be quite unreliabie and ‘some areas quite dangerous because the buses tend to be overcrowded and some of the drivers drive way too fast. So | would suggest you don't do this. S:_ That sounds quite frightening! So what are my options then?‘TA: You could hire [Link], but it can be expensive. Still | do think if you're thinking about going to smaller towns and places which are off the beaten track, then hiring a car is by far the better way to do it. You can also look at sharing the costs by hiring a car with someone else. 'S:_ That's a good idea. | guess I could put s message on the Internet. TA: You could do that, but don’t forget that you meet people when you're travelling and you'll probably find someone who's going to the same place as you are. S: That's true. | want to stay in youth hostels so I'm sure Hl find people who are interested in going to the ‘same places. One last thing, what about taxis? | was, thinking about if go out at night. | use taxis all the time here. TA: Ah, but taxis abroad are a different story. In certain countries, they're no problem, but by and large. taxi. fares are high. If you do go out at night try walking home, but make sure you don't do this alone. Try and find people to go out with at night or come home ata reasonable time. But if you're staying in youth hostels, you should find plenty of young people to go ‘out with at night, I'm sure | will eee eee eee 2 ©) 1.27 For questions 7-9, students must choose one of the options A, B or C (multiple choice). Explain that multiple-choice questions sometimes contain false clues or distracters and that it is important to read the questions very carefully. Possible distracters for 7-9 are: 7 A(a ferry ticket is usually the cheapest option) 8A (Idon’t have my cheque book with me) 9.C (a later flight at 11.30) Play the recording for students to answer questions 7-9. Students compare answers in p: differences. and discuss Answers TB ac 98 Review the answers with the whole class and play the recording a second time to give students a chance to listen again and check. (TA= Travel agent; S = Student] TA: Now have you thought about how you'd like to travel to France? S: Not really, no. TA: There are basically three ways. You can go by ferry, which leaves every day and night, or there's the hovercraft which is more pricey, but will get you there quicker and, of course, you could fly. S: Well, I don't think flying is an option for me as it! bbe too expensive so | suppose I'll choose one of the other two. It’s a pity really as | don’t fancy the idea of travelling by sea. Last time | did th. seasick. TA: Well, you're in luck then as at the moment there's a special deal on is now half the price of a ferry ticket which is usually the cheapest option. ‘S: That's great, ll do that then, | much prefer fiving. anyway, TA: I'll need to get some details off you then. Firstly, how will you be paying ~ cash, cheque or credit card? If you pay by cheque, you'll need a cheque guarantee card. S: Ldon‘t have my cheque book with me so itl have to. be by credit card. TA: Fine, that's no problem. If you could just sign over here, and then we'll have look at flight times and | ‘can sort out a youth travel card for you. Fine. Can | use your pen, please? No problem. Now let's look at times. There is flight leaving at 9.00 a.m. and one that leaves half an hour later. Or you can choose a later flight at 11.30. S: No, | think 11.30 is too late so | think I'd prafer the. flight that leaves after 9,00. I'm not very good at getting up in the morning! TA: No problem, just give me a moment. Right, that’s booked for you. Please remember that if you want to change this, you must give 24 hours’ notice or you will lose your place eee RRS SAMEERA 3 Ask students to make notes on the advantages and disadvantages of travelling before or after studying at university. Students then form groups to discuss their ideas.Listening 2 p90 Section 4 Aim The language and the structure of lectures is more formal than that of dialogues and conversations. A formal speaker will anounce the topic ofthe tlk atthe beginning of the lecture and give the listaners an outline ofthe key areas. of discussion. He/She will use signposting language to indicate transitions from one part ofthe talk to another. 1) 1.28 Explain that the lecture students will hearis about the relationship between the geographical features of several countries and the forms of transport most commonly used in each. Indicate Colombia, Venezuela, the UK, Belgium, China and Japan on a world map and elicit vocabulary for geographical features and transport. Vocabulary includes: mountains, forests, highlands, inland waterways, canals, steamers, ships, domestic flights, road networks, rail system, seaports. Emphasize that for questions 1-6, students must limit their answers to two words and /or a number. Play the recording and ask students to answer questions 1-6. Answers are underlined in the recording, script. Students compare their answers in pairs and discuss differences, Ans\ ‘commercial airline 400 Highlands/the Highlands 4,000 km 17% 90% ERE = @ 1.28 Good morning and welcome to this morning's lecture on. transport. What Ill be doing today is comparing forms of transport in different countries to see how forms of ‘transport are affected by factors such as geographical landscape and economic development. My focus will be ‘on countries in South America, Europe and Asi ‘The frst country I'd like to look at is Colombia, which isin South America. This is a country where geography plays an important role. Due to the huge amount of mounteins and forests in this country, travelling by ar is crucial. don’t know if many of you realize this fact, but Colombia. 5 io inso doing they made aviation history, Taday there are_ ‘more than 400 airports in Colombia for domestic flights which highlights the point | made earlier that air travel is ee a vital means of transport in this country. Colombia also has a road network of about 48,000 km linking Colombia to Venezuela and Ecuador. Transport by road is important for trade as well as tourism. Apart from this, there is. also a railway system, but itis in need of modernization. The other means of transport is by steamers with the ‘Magdalena being the main waterway. Now let's turn to Colombia's neighbour, Venezuela. Once again we see that internal flights are an important means of transport as, like Colombia, Venezuela has remote areas where flying is the easiest means of travelling from A to B. Trains, ‘re not popular and most of the railway lines are in the Highlands as this is where the iron ore mines are. Trains are an efficient means of transporting the iron ore from, the mines to the factories. Thus we can see how transport and the economy are inter-related. Ships are also used extensively in this country and there are many ports, the ‘main seaports being Puerto Cabello and Guanta. Turning now to Europe. Belgium is a country that boasts one of the most compact railway systems worldwide. Inland waterways, or canals, are also an important ‘means of transport, transporting both freight and people. Belgium also has the third largest seaport in the world, namely Antwerpen. Air travel is also important, although this is not linked to geographical terrain, as is the case in, the South American countries we've already looked at. ‘Next I'd like to look at the United Kingdom. Like Belgium, the UK has inland waterways, around 4,000 km, yet only. 1 3 The main inland port is Manchester and the chief seaport is London with Southampton taking second place. Air travel is extensive in this country and there are around 160 airports, the most famous being Heathrow. However, 1.29 Emphasize that for questions 7-12 stuclents must limit their answers to a maximum of three words or a number. Play the recording and ask students to answer questions 7-12, Answers are underlined in the recording script. Students compare their answers in pairs and discuss differences. 8 twolevelsftiers 9 trains 10 250 km. 11 international 12 domestic©) seers SE ROE 1.29 Finally, fi to look at two Asian countries. China is. transport development. Roads and railways used and this has led to a huge amount of brid built such as the Yangtse Bridge which is probably the most widely known. The Yangtse Bridge is 1.6 km long and is built on two levels. The upper tier is for cars. and pedestrians while the lower is for trains. Railways are especially important and over 80% of freight and passengers are transported by rail. With such e high proportion of people using trains, itis not surprising that governments in countries like China are prepared to invest in the railway system. Obviously, a fast and effective train service will encourage businesses and the ‘general public to continue using it. The last country I'm going to mention is Japan which has one of the most advanced transport systems in the world. The railway system is highly developed and the Tokaido railway, connecting Tokyo and Osaka has trains that can travel ‘up to 250 km per hour, Ships are also a vital means of ‘transport. in both international and domestic areas. ‘To summarize, we can see that transport varies throughout the world, yet the importance of transport networks, be they air, sea, rail or road cannot be ‘underestimated. 2 ERNE TACT NE CRON LET Further practice Refer students to Photocopiable 6, Exercise 1 (TB page 113) and play the recording again for them to note the signposting language. Reading p90 Recognizing opinions in a passage im l Inthis section, students practise identifying writers’ ‘opinions and the purpose of the reading passage. 1 Elicit typical problems experienced by small villages, for example limited employment opportunities, a declining permanent population, an ageing population. ‘Ask students to read the title of the passage and to discuss what they think the problem in this village may be. What do they think the solution may be? This is an opportunity to highlight the use of modals to express probability. Refer students to the Useful language box on page 101 for the use of might, may, could for speculating, Ask students to read the passage carefully and then answer questions 1 and 2 Multiple-choice questions 2. Ask students to read questions 1 and 2 carefully Then ask them to look for the answers in the reading, passage. Answers ms 2¢ Completing a map 3 Answers 3 Kramsach 4 mirrors/heliostats/reflectors 5 fort Sentence completion (no list) 4. Explain that some of the answers to the questions in the exam will be the same as the words used in the text, ‘but sometimes students will need to find parallel or similar expressions. The questions follow the order of the text. Refer students to the italicized words in questions 6-12 and ask them to highlight the parallel expressions in the text. Answers 6 driving away (lines 18-19) 7. built its reputation and wealth on (line 28) 8 reflect the light accurately (line 40) 9. one in five, syndrome (lines 79 and 82) 10 has fallen (lines 104-105) 11 blind (line 119) 12 plan to shut down (line 146) 5 Answers 6 tourists and inhabitants 7 erystal glass production 9 SAD/Seasonal Affective Disorder 10 permanent population 11 motorists 12 regional court houseMatching: People and opinions 6 Review the rule that, in English, proper nouns (the names of people, places, months of the year and organizations) start with capital letters, and explain that this makes them easier to find in the text. Students complete questions 13-18 individually and check their answers with their partners. ‘Answers BC 14,15 A.C 16D 171,18 AB Further practice Refer students to Photocopiable 6, Exercise 2 (TB page 113) to practise scanning for names. Understanding reference and substitution Aim This section focuses on the use of referents to avoid ‘repetition and increase cohesion in writen texts. Elicit examples of personal pronouns such as he, she, it, they, one, demonstrative pronouns such as this, thatand these, relative pronouns such as which and that. Explain the use ofthese pronouns to replace nouns and ask students to write examples on the board. 1 Students work in pairs to find the pronouns in the reading passage on page 91 and their referents. Answers 1 thesun 2 Rattenberg’s 3. mirrors 4 sunshine 5. SAD andior the syndrome created by a shortage of light 6 (the people ofthe village 7. concerns 8 DrPeter Erhard Answers 1 aforce of nature 2 asun 3 bathe the entire: 4 the imagination If students find Exercise 2 difficult, help them to rewrite the sentences so that they do not contain the expressions in Exercise 2. Make sure that students understand this form is not acceptable. For example But just as the obstacle that blights Rattenberg is a force of, nature, a force of nature too is the solution 3 Students compare their answers in pairs. Vocabulary p95 Lexical cohesion Introduce the lexical categories to be studied: problem, solution, cause, effect, actionlactivity, quantity, argument. Write them in columns on the board and elicit relevant vocabulary. 1 Ask students to use a dictionary to organize the words into categories. Examples from the text are already given. Answers 1 solutionieffect: result, alternative, consequence, outcome 2 action/activity: project, scheme 3. size/quantity: number, amount, extent, scope 4 argumentiopinion: controversy, discussion, debate, viewpoint, dispute, answer, event, suggestion 2 Ask students to complete the text with words from Exercise 1 Students compare answers and discuss discrepancies, Answers numbers solution activity actions ceffects/consequences argument resultieffect/consequence extent alternati ss/solutions Further practice Students complete the sentences in Unit 6 Vocabulary, page 182.guage focus p96 Conditional sentences Real conditionals Explain that first or real conditionals are used to express possible and probable results or solutions to problems. 1 Explain that provided (that), supposing (that) and as/so Jong as can replace if Unless introduces a negative condition (if not) which, affects the verb in the second clause. For example If the people of Rattenberg do not obtain funding, they will _g0 bankrupt /Unless the people of Rattenberg obtain the ‘funding, they will go bankrupt Elicit examples of unless from students’ daily life to reinforce the difference between unless and the other conditionals. Answers 1 Problem: possible bankruptcy/cost of the mirrors Solution: EU funding 2. Unless the people of Rattenberg obtain European Union funding, they will/may/might/could become bankrupt. Provided (that)/Supposing (that)/As long as the people of Rattenberg obtain European Union funding, they willimay/might/could be saved from bankruptcy. 2 Ask students to write solutions to problems 1-4 and discuss them in small groups. Unreal conditionals 1 Review sentence a as an example of second. conditional forms, explaining that second conditionals express possibility, but not probability. a If Hawaii banned tourism, the economy would/may! ‘might /could be badly affected. (E's posoib le for Hawaii to bori touristy but not at all probable because it depends on tourism for a large part, of its income.) Practise and reinforce the use of past tense + would by eliciting examples of possible but unlikely events from students’ daily lives. Question 1. In pairs, students identify the tenses and discuss the functions of the conditionals. 60 Answers 1b 20 ac Question 2, Individually, students write answers to 1-5. They then form groups and use their answers to discuss each question. Go through possible answers with the whole class. Suggested answers 1 Ifthere were congestion charges for all privately-owed vehicles entering city centres, more people would be encouraged to use public transport. 2. If penalties were placed on the use of private cars, this ‘would be unfair to people living in areas which are poorly served by public transport. 3. Iflaws to discourage the use of private transport had been introduced earlier, our cities would not be so polluted. 4. Iftaxes on petrol had been increased, the money could, have been invested in public transport. out winning votes, the might do more to address the problem of pollution in cities. Further practice For further practice of conditionals, ask students to complete the exercise in Unit 6 Grammar, page 175. Vt ing 1 p97 Task 2: Understanding introductions ‘The introduction can be described as the map of the essay. Firstly, it guides the writer, and secondly itindicates to the reader what to expect in the main body of the essay. The introduction should includ ‘© the topics that are going to be covered * the focus ‘= the writer's point of view ‘© how the writer intends to present the essay 1 Students establish the topic and the task by answering 1 and 2. Private car ownership (topic) has grown dramatically in ‘recent years. This has led to a rise in traffic congestion. (topic) What could governments and individuals do to reduce congestion? (task) Answers 1. Traffic congestion due to car ownership. 2 To suggest possible solutions by governments and2 Ask students to distinguish the topic (traffic congestion) from the specific aspect of the topic (the contribution of private car ownership to congestion) and to state their opinion on the responsibility of governments and individuals for traffic congestion. Students highlight or underline the words in the ‘example introduction that state the writer’s intention (outline and evaluate). Answers 1. Sentence 2 states the writer's opinion, Sentence 3 ‘explains the focus of the essay 2 Yes, although giving your opinion is optional unless specifically asked for (see Unit 4). Paraphrasing the question 3 Students work in pairs to find paraphrases in the ‘model introduction on page 97. Answers. ‘ownership = own car ‘grown = growing arise = an increase toreduce = reducing 4 ‘Answers 1 answer 2 problem 3 belief 4 worry 5. significant 6 explain 7 improve 8 view 9 affect 5 Introduce examples of the gerund as a subject, for example: Avoiding trafic jams is one advantage of travel by train. Travelling by train is one way of reducing traffic congestion. Suggested answers 1. Solving the issue of sound pollution from planes is difficult. 2. The importance of encouraging types of transport that are friendly to the environment is a priority for people in government. 3. Transporting goods by rails less environmentally damaging. 4 Riising oil costs are causing anxiety. 5 Reducing energy waste should be the first. government. ofa Writing introduc! Aim | Inthis section, students practise expanding on main ideas by including examples. 6 Students refer to the Useful language box on page 99 to expand parts 1, 2 and 3 of the introductory paragraph. Students then compare their answers with a partner. Students identify phrases which introduce ideas, explain focus, give opinions, outline arguments and counter arguments, and identify the task. =n modern society, S issue is, Sentence 3 = The arguments .. examined, Sentence 1 = recent advances, Sentence 2= While this development, Sentence 3 =| partly agree, Sentence 4= This essay will 3: Sentence 1 = The issue of, Sentence 2 = Some argue, Sentence 3 Others feel, Sentence 4 = This essay will Unit 10: Sentence 1 = Ther 2=Some argue that. Sentence 3= itis my belief need to be different views, Sentence lst others point to, 7 Students write paragraphs for questions 1 and 2 and ‘exchange them with a partner. Students underline the phrases in their partner's paragraphs that introduce the main parts of the introduction and discuss any Speaking p99 1 Blicit and discuss vocabulary for different forms of transport in other countries. Identify more /less popular forms of transport and ask students to give explanations for their relative popularity or unpopularity. Answers Public transport: commuteritrain/bus/fare/tram/taxi Private transport: bicycle/carjtollbooth/motorway/ motorcycle 2 In Part 2, candidates are expected to talk for 1-2 ‘minutes on a set topic. They are given four questions to guide their talk. By answering these questions, students can develop their topic coherently, Students can make their talk more interesting and show their language ability by including descriptions and giving examples.3 Make sure that students are preparing their talk by writing the answers to the questions on the topic card and that they are timing each other (they should have ‘one minute to prepare) (Check that Student B is making notes while Student A is speaking (and vice versa), and that the talk is timed (1-2 minutes) Give students time to convert their notes into questions before they check with each other. 4 ‘Aim In Part3 of the IELTS Speaking module, students are expected to discuss, compare, suggest, speculate and give opinions on topics of general interest. ‘Ask students to make brief notes on questions 1-6 before forming groups and discussing each question. itd ing 2 p100 Task 2: Problem and solution questions 1 Ansi Unit2 tasks = discuss arguments for/against Unit 4 tasks = give your own view Unit 6 tasks = describe solutions to a problem 2 Students find synonyms in the paragraph for problem and solution. Answers. 1. problem = issue, drawback solution = proposal 2. Itis used to express possibility or hypothetical situations rather than certainty. 3 ‘Aim Problem/solution essays not only include suggestions for ways to resolve difficulties, but also require an evaluation of the solution, This may take the form of a counter-argument (orrefutation), suggesting alternative possibilities and speculating on the results. After working in pairs to develop arguments and counter-arguments, students form small groups to develop a discussion of one or two of the problems. 4 Suggested answers ‘large number of many people believe, often would probably highly likely to be 1e majority of accidents involve Refer students to Unit 9, pages 140-141 for detailed practice of modals. 5 Students plan paragraphs for three of the problems in Exercise 3, page 101. Students exchange their paragraphs with a partner who should check that the paragraphs include: a solution advantages disadvantages an evaluation of the advantages and disadvantages 6 In pairs, students generate ideas from the mind map before using the paragraph plan to organize their ideas for a Task 2 essay. Students write the essay individually. 7 Students compare their essay with the model answer ‘on page 192. Students should underline topic sentences at the beginning of each paragraph, problems, solutions and evaluations of the consequences. 1 and 2 students work in pairs to match the grammar mistakes to the examples and write the correct sentences Answers 1. F Relaxing visa regulations would be fairer for overs students, particularly as their tuition fees arenormally much higher than those for home students. 2. Playing computer games, a common pastime for ‘young people, is fast becoming a major cause of poor social skills. 3. BTourism is a much-needed source of income in developing countries. 4 Citis undeniable that young children are easily attracted by advertising campaigns. 5 E Older people are more reluctant to travel long- distances because they are less prepared to take risks.re clear examples that different climate conditions in ‘uropean countries vary considerably. 7. In other words, their daily lives also include elements, of traditional culture such as language, food and. fashion, 8 GOnthe otherhand, other groups argue that itis the. responsibility of governments to maintain roads. 9D This suggests having a fast and efficient train system ‘will encourage the general public to use private transport loss. Dictionary focus p103 Individually, students find the words in the dictionary and make a note of the parts of speech. In pairs, they discuss their answers. Refer students to Photocopiable 6, Exercise 3 (TB page 114) for practice in deducing the meaning of words from their context.Content overview Themes Unit 7 focuses on international trade and the effect of globalization on local agriculture. It discusses employment, the effects of stress at work and ‘employment issues for people with disabilities. Listening + atalk about temporary employment for people with special needs Reading ‘a newspaper article about McDonald's '* an article about work overload Writing * interpreting graphs and diagrams about work and industry Exam related activities Listening Section 2. Sentence completion Short answers Table completion Reading ‘True/ False questions Flow chart completion Short answer questions ‘Note completion Writing Task1 Multiple diagrams Speaking Predicting the future Expressing certainty /uncertainty Language development Language focus Clauses introduced by that Complex sentence structures Vocabulary ‘Synonyms for people Skills development Reading Prediction ‘Scanning for detail Scanning for opinion Writing Describing data in diagrams Listening Prediction Listening for detail Pronunciation Linking Study skills Editing written work Dictionary focus Collocations@ Warm up p104 Elicit the names of multinationals and ask students which of these is most popular /common in their country. Do any multinationals have different names in other countries (for example Wal-Mart in the USA is Asda in the UK)? Which are the largest multinationals? (Wal-Mart, BP, ExxonMobil, Shell, General Motors) 1 and 2 Students note their answers to the questions before discussing them with a partner. Pairs then join together to form small groups for further discussion. Reading 1 p104 im By predicting the possible content and viewpoint of articles ‘and reports, students can activate their prior knowledge of ideas for written and spoken discussion re students for lectures, essays and seminar discussions. Titles, subtitles, diagrams, tables and article abstracts are all useful pointers to the content ofthe text and the writers attitude 1 Once students have discussed the questions in pairs, they can contribute to a plenary discussion. ‘Some facts about McDonald's (taken from the website ‘[Link]). ‘+ McDonald's has more than 30,000 restaurants worldwide, ‘+ McDonald's restaurants serve more than 50 million people in 119 countries daily. ‘+ McDonald's was founded by Ray Croc. ‘+ McDonald's opened its first restaurant in Des Plaines, Illinois in 1955. The first day’s revenue was $366.12 ‘+ Ronald MeDonald’s first television appearance was in 1963. + The Big Mac was introduced in 1968 and the Egg McMuffin was introduced in 1973, 2 and 3 Students underline keywords in the title that may answer questions 1 and 2 (fruit) Big Mac/so ‘much... hat = cause and effect). The first sentence confirms that apples are the fruit in question. Answers, 18 2x True, False, Not Given ‘Ask students to find examples in the reading text of the words in 1-5 on page 106 and underline them. Students check answers in pairs, 4 Answers 1 False (will soon be joined by) 2 True (Noone knows whether) 3 Not Given 4 5 6 False (have not had a comparable influence) False (at least 10%) ‘True (beef, chicken, potatoes, fruit and vegetables) Flow chart completion 5 Answers T calcium ascorbate 8 refrigerated trucks/green bags 9 fourteen days Short answer questions Refer students to Unit 4, pages 58-59 for revision on approaches to answering short answer questions. Answers 10 apples, grapes 122 12 one-quarter, 25% 18 Cameo, Pink Lady Language focus p107 that-clauses Aim ‘When students cite sources in their academic essays, they will need to make wide use of reported speech. In this section, students practise using the structures and vocabulary of reporting and referencing. Explain that that can have the function of joining two parts of a sentence and introducing a clause that reports opinion, facts or attitudes. This use of that should not be confused with the function of that in relative clauses (to replace who, whom or which in defining relative clauses). Refer students to Unit 7 Grammar, page 175 for a detailed explanation and examples of that as a conjunction in reported speech. Explain that some reporting verbs must have a direct object (a person/ group / organization), others cannot take a direct object and must be followed by that. Students look up reporting verbs in the dictionary and complete the table.1 Students work in pairs to answer 1-3. Answers. TB 2A ane. 2 Ask students to underline the verbs in 1-10 before answering the questions individually and comparing their answers with a partner. Answers 1. Ithas been proven that fact 2. Tests indicate that opinion 3. Scientists can confirm that fact 4 Itis certain that fact 5 Results show that fact 6 7 8 Itis interesting that opinion In spite of/Despite the fact that fact (not a main clause) ‘doubtful that opinion 9 Many would argue that opinion 10 Some believe that opinion Ask students to look at Sentence 1 and underline the main verb and the subject. Explain that sentences in academic writing typically include long noun phrases as subjects. A noun phrase may include a defining clause and several adjectives as well as the subject of the verb. Point out that the structure of a sentence with a long noun phrase as a subject is similar to that of a sentence with a simple noun subject. In Sentence 2, ask students to underline or circle a defining clause and a place in the subject-noun phrase. Further practice Refer students to Photocopiable 7, Exercises 1 and 2 (TB page 115). 4 Answers 1 Authorities on management styles argue that managers exhibit one of two management styles, which are described as ‘authoritarian’ and ‘democratic’ 2 Managers exhibiting an authoritarian style of management believe that people are basically lazy and will avoid work and responsibility. 3. Managers employing a democratic style of management believe that work is natural to people and ‘can be enjoyed. assume as much responsibility as their abi their employers will allow. 5 Effective managers recognize that their ability to lead is. a direct extension of their personal credibility. Suggested answers 1. W: Pater Chan, the new sales representative, is the man that | was telling you about. R W: The diagram shows unemployment throughout the 1980s in Southern European countries (+ verb). 4 Wen my opinion, the removal of trade barriers would enable developing countries to build strong economies and reduce their dependence on aid. 5. Wiitis my opinion that we are on the verge of a breakthrough in information technology which will have a profound impact on the global economy. 6 W:Ascan be seen, the charts show clearly the number of boys and girls in all levels of education in developing and developed countries (+ verb). 7 W: As we can see, there is only a slight difference between the two countries. 8 Wilf we look at all three charts we can see that all levels of education were able to achieve the final target. oR 2 3 Further practice Refer students to Unit 7 Vocabulary, page 182. Vocabulary p109 Ai AAs students will write a number of essays during their academic studies, they will need tofind alternatives to frequently occurring vocabulary. The thesaurusis the most effective way of finding synonyms and parallel expressions. ‘Students need to be aware, however, ofthe importance of using vocabulary in the correct context. Synonyms for people Elicit names of groups of people by profession, for example medicine, education, sport. Then ask students to work in pairs with a thesaurus to find alternative descriptions of professions in these groups (doctors = medical professionals, teachers = educators, coaches = trainers). 1 Students complete the table individually and compare their answers with a partner.