5

Teacher’s notes Module 5

5A Verb patterns p. 129

5B Compound noun race p. 130
5C Speaking fluently p. 131
The world around us
Module 5 includes topics such as holidays, travelling, the weather and pollution.

Photocopiable activities Teacher’s Online Material

5
• Test Practice Lesson: Writing 2, Reading 2
• Module Test 5

Lead-in p. 71 3a If you have a strong class, students could do this

individually and then check answers in pairs. With a
weaker class, you could do this as a whole class, checking
Warm-up answers as you go.
Divide students into groups of three or four and give them
1C 2B 3A 4D
5 minutes to discuss the best holiday they’ve ever had.
Ask them to give reasons and encourage them to ask 3b Write the question on the board and elicit the key words
each other questions. As feedback, ask a few students to from students. Then ask them to answer the questions
describe the holidays of their group members. individually and check in pairs before class feedback.

Students could do this in small groups. Ask them to make 1 one specific paragraph (as are all the questions in this type of task)
a note of which students have similar and different views. 2 You need to look for specific information (different attitudes).
As feedback, ask a few students to describe their groups’ 3 information about people’s opinions of the bicycle
preferences.
3c Before students begin, go through steps 1–4 as a class.
Students should then complete the exercise individually
5a Journeys and check answers in pairs before class feedback.

2–3 paragraph E
Reading pp. 72–73
4 In Europe, North America and Australia, … dream of getting
Lesson objectives: to practise understanding detailed one day.
information in a reading passage; to practise a Matching 4 Set a time limit of 20 minutes for the test task. Point out
information task or elicit that there may be extra paragraphs students will
not need. During feedback, ask students to justify their
Warm-up answers according to the passage. If possible, project the
Write on the board: sea travel, air travel, land travel, animal passage onto the board.
travel. Divide students into small groups and ask them to
1 C (When people think about Patagonia, for instance, … very
make a list of different types of transport under each of the
boring)
categories (e.g. ship, submarine, hot air balloon, helicopter,
camel, horse) and then discuss which ones they have used. 2 G (the projects involve huge … costs)
After 3–5 minutes, ask a few students to share their ideas 3 A (In 2008, … to Cape Town)
with the class. 4 D (had to remove the ice from my tent)
5 B (There were, for example, … he could go)
1 Divide students into pairs to discuss the questions and
then get feedback from the class. Write any useful 5 Give pairs 3–5 minutes to discuss the analysis questions,
vocabulary on the board and ask students to record it in then discuss as a class.
their notebooks. 1 No. E and F are not used. 2 details
2 Give students 3 minutes to read the passage and answer
the questions. Students could check answers in pairs 6 Students could discuss the question in pairs or groups.
before class feedback. Elicit some answers and perhaps ask students to say
where they would like to go on a long bike trip.
round the world; through the Americas, including the Deep South
Student’s Resource Book > Reading pages 46–47
of the USA and Texas; Patagonia; across Africa (from Cairo to
MyEnglishLab > 5a Reading
Cape Town)

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 Teacher’s notes Module 5

Language development p. 74 6 Give students 3–4 minutes to make some notes and then
divide them into pairs to discuss their ideas. Monitor and
Lesson objective: to practise -ing forms and infinitives make a note of any errors students make with -ing forms
and infinitives, for class feedback.
Warm-up Student’s Resource Book > Language development page 48

Divide students into groups of three and tell them that they MyEnglishLab > 5a Language development
are going to choose a holiday for you. They should discuss
and agree on a destination, and complete the following Vocabulary p. 75
sentences: 1 We want to send you to … . 2 We think you
like … on holiday. 3 We think you’ll want to … . After 4–6 Lesson objective: to develop vocabulary related to
minutes, ask a student from each group to present their tourism, travel and transport
ideas, and then choose the holiday you like best. Do not
correct students’ sentences at this point. You could write Warm-up
some of the sentences on the board and leave them there Tell students that they are going to brainstorm vocabulary
to refer back to and correct later in the lesson. related to holidays. Write holiday activities in a circle on the
board, and then in circles around it culture, sport, food and
1 Refer students to the Expert grammar section on -ing drink, history. Divide students into groups of three or four
forms and infinitives on page 187 before or after this and ask them to write five items for each category. Tell the
exercise, and clarify any points as necessary. You may want groups to shout Stop! when they have finished. When the
to do the first item as an example, and then ask students first group shouts Stop!, elicit their words and write them
to complete the rest of the exercise individually or in on the board. Then elicit more vocabulary from the other
pairs. You could also elicit one or two more examples of groups. Encourage students to record the vocabulary in
each of the uses A–G, to check students’ understanding their notebooks.
of the structures.

1D 2G 3E 4F 5C 6B 7A
1 You could do this exercise as a class, eliciting the answers
and completing the table on the board.
2a Elicit the answer for the first item and write it on the
Types of holiday: activity, adventure, beach, camping, city, cruise,
board. Ask students which rule in Exercise 1 it matches (F).
Then ask students to continue the exercise in pairs. During package, sightseeing
feedback, ask students to match the sentences with uses Transport/Ways of travelling: bike, bus, coach, driving, ferry, flying,
A–G in Exercise 1 (in brackets in the answer key below). ship, train
Accommodation: cottage, guesthouse, hostel, hotel, tent
1 Walking around a town is the best way to find interesting places. (F)
2 I can’t stand flying because there’s so little space. (D) 2 You may want to do the first item as an example with
3 I hate visiting hot countries. (D) students, and tell them that the answers are all nouns.
4 I don’t enjoy visiting tourist attractions in my own country. (D) Then ask students to complete the exercise individually,
5 Travelling alone can be very hard. (F)
using their dictionaries if necessary.
6 I’m good at learning new languages when I travel. (A) 1 flight 2 reservation 3 departure 4 reception 5 arrival

2b Give students a minute to tick the sentences they agree 3 Divide students into pairs and tell them that they can use
with, then divide them into pairs to discuss their ideas. their dictionaries for this exercise. During feedback, try to
Get some feedback from the class, reminding students to elicit why the incorrect answers are incorrect (e.g. fares
give reasons for their answers. is used with prices of transport, costs for other items; a
3 Get students to do this exercise individually. They could guest is a person you invite to an event). If students are
then check answers in pairs before class feedback. unable to explain, explain the answers to them. Students
could also discuss these in pairs for 1–2 minutes.
1 to let 2 to decide 3 to book 4 visit 5 walk 6 to go
1 fares 2 passenger 3 departure lounges 4 traffic 5 journey
4a This is a consolidation exercise, so it would be better for
students to do it individually. 4a Explain or elicit that a compound noun is a noun made
from two words, usually noun + noun (e.g. bus stop) or
1 sailing 2 to do 3 finding 4 to decide 5 speaking 6 to save adjective + noun (e.g. public transport). Ask students to do
4b Divide students into pairs and remind them to explain/ the exercise individually. Check answers with the class and
justify their answers. elicit the meaning and pronunciation of the words.
5 Ask students to do this exercise individually and then 1G 2D 3F 4A 5H 6B 7E 8C
check answers in pairs or groups of three.
4b Students could do this exercise individually or in pairs.
1 travelling 2 to stay 3 to stay 4 to entertain 5 keep 6 to stay
7 visiting 8 to spend 9 lying 10 to visit 1 flight attendant 2 public transport 3 information desk
4 round trip 5 five-star hotel 6 direct flight 7 city break
8 one-way ticket

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 Teacher’s notes Module 5

2c–d Students could do Exercise 2c individually or in pairs.

Extra!
For Exercise 2d, go through the checklist before they
For homework, ask students to choose ten words from listen, and get them to compare answers in pairs before
Exercises 1–4 and write their own example sentences. class feedback.

5 Ask students what a phrasal verb is and elicit a few 2c Suggested answers: 1 a type of person or animal
examples. Then ask them to do the exercise individually, 2 something you eat 3 something you see on a trip 4 a place
using their dictionaries if necessary. Remind them to 5 something you take with you on holiday
follow the form of the words in bold. 2d 1 local people 2 big breakfast 3 (other) wildlife 4 (the) city
5 water
1 eating out 2 show me around 3 look forward to 4 takes off
5 check in 6 set off 7 get around 8 looking around 3a–b As this is consolidation of the sub-skills training in
Exercises 2a–d, it would be better for students to do both
6 Write dependent prepositions on the board and explain exercises individually. You could discuss the answers to
that this means prepositions which come before or after both exercises after students have completed the listening
other words and don’t change. Ask students to read the task.
first sentence and identify the correct preposition (on),
and the word it is dependent on (business). Then they 3a 1 The information in the left-hand column gives us the names
continue individually and check answers in pairs before of the destinations and the days, so we should listen out for
class feedback. these to know when the speaker has moved to the next point.
2 Suggested answers: 1 a place 2 a subject
1 on 2 as 3 with 4 in 5 around 6 by 7 by 8 to 9 by
3 a place or time
10 on 11 for
4 something you might take on a walk
Student’s Resource Book > Vocabulary page 49 5 something you might see in the sea
MyEnglishLab > 5a Vocabulary 6 something you might take on holiday
3b 1 mountain garden 2 geography 3 the top 4 (a) torch
Listening p. 76 5 marine life 6 sun screen

Lesson objectives: to practise understanding main 4 Divide students into pairs to analyse their performance.
points in a listening text; to practise a Table completion 5 Once students have discussed in their pairs, you could
task broaden this into a class discussion.
MyEnglishLab > 5a Listening
Warm-up
Ask students to think about their dream holiday. Tell them to Speaking p. 77
think about location, activities, food, people, etc. Then divide
them into pairs to compare their holidays for 3–4 minutes. Lesson objective: to practise structuring an answer in
Ask a few students to share their ideas with the class. a Part 2 task

1 Check that students understand the meaning of explore Warm-up

and familiar. Divide them into groups to discuss the
Divide the class into two groups and give each group a
questions, then get feedback from the class.
different statement, as follows: Group A: Holidays are a
2a This could be done in pairs or as a whole class. necessity. Group B: Holidays are a luxury. Give groups 2–3
The talk is about a trip to Borneo. The main points will be the minutes to think of ideas to defend their statement. Then put
students in A–B pairs and explain that each student has to
headings in the table, i.e. the different destinations on the trip,
argue for their statement. After 3–5 minutes, ask a few pairs
details about the activities and advice for each activity.
to feed back and say who had the most convincing arguments.

Expert IELTS 1a Give students a minute to think about their answer, then
divide them into pairs or small groups to compare their
It is important to point out to students that in Table answers. Get feedback from the class.
completion tasks, they should use the headings to try to 1b Give students 3–5 minutes to write down some ideas.
predict the main points of the talk, and also to follow the Meanwhile, write the categories on the board. Elicit
talk. Also point out that the numbers before the gaps will students’ ideas and write them on the board. At the end
tell them what order the information will be presented in. of the activity, remind students to note down any useful
vocabulary into their notebooks.
2b Allow time for students to check answers in pairs before
you check with the class. During feedback, ensure students 1c Divide students into pairs for this exercise and tell them
give reasons for their answers, based on the table. to speak for 2 minutes each. Tell them that they can also
refer to the ideas on the board.
wear suitable shoes: Advice (C) 2 Play the recording and then check answers with the class.
Gaya Island jungle trek: Activities (A)
museum visit included: Details of activities (B) how they travel, the activities they do, the sights they see, the food,
the weather

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 Teacher’s notes Module 5

3a You could do this as a whole class, copying the table onto 2a You could do this exercise as a whole class. Ask students
the board and eliciting the answers from students. to identify the key words. Then ask questions to check
that students understand the task, for example: What do
Make generalisations: generally, on the whole, overall you need to write about? (money companies receive from
Sequence ideas: to start with, first of all, lastly tourism); What do you need to write? (a summary); Do you
Add another idea: also, as well, another thing I love about city need to include all the information from the graph? (no, only
holidays is, one more point is the main points).
3b Ask students to do this exercise individually and then 2b Divide students into pairs to brainstorm ideas, elicit some
compare answers in pairs before class feedback. of them and write them on the board. During feedback,
ask the class to decide if they should be included or not,
1 generally 2 overall 3 firstly 4 also 5 On the whole 6 also based on the key words they underlined in Exercise 2a.
7 Another thing 8 Lastly
Suggested answers
3c Once students have discussed in their pairs, ask a few fall after peak in 2007–2009
students to share their descriptions with the class. 2010: trend is upwards
4 Give students 1 minute to prepare and make notes, then difference between Africa and other regions
divide them into pairs for the task. Ensure they time overall picture of tourism: rising everywhere
each other (1–2 minutes). Tell students to stop their
partner after 2 minutes, or encourage them to say more if 2c Give students 3–4 minutes to complete the exercise
necessary. individually, then ask them to compare answers in pairs,
explaining how they decided on their answers.

Expert IELTS 4, 2, 3, 1

In Part 2 of the Speaking Paper, students need to speak for 3a You could do this exercise on the board, checking the
1–2 minutes, so it is important that this is practised and meaning and pronunciation of the words as you go.
monitored in class. Either time the whole class yourself or Stronger students could do this individually and then check
ensure students time each other. You could also give them answers in pairs before class feedback.
phrases to stop and encourage their partner, such as ‘Thank
you, I’ll stop you there,’ and ‘Could you say a bit more, Going up: grow, increase, peak, reach a peak, rise
please?’ or ‘Why?’ Going down: decline, decrease, fall
Staying the same: level off, remain stable, remain unchanged, stay
5 Students discuss the analysis questions in pairs. You may constant
want to broaden this into a class discussion, and give
students some further advice if they are struggling. 3b Ask students to do this individually, and explain that
MyEnglishLab > 5a Speaking
more than one answer may be possible for some of the
underlined verbs.

Writing p. 78 reaching a peak – peaking

remained fairly stable – remained (fairly) unchanged, stayed (fairly)
Lesson objectives: to introduce useful language for constant
describing changes and trends; to practise organising rose – grew, increased
information in a Task 1 summary peaking – reaching a peak
increased – rose, grew
Warm-up stayed fairly constant – remained (fairly) stable, remained (fairly)
Tell students that they are going to do a class survey unchanged
on holidays, and dictate the following questions: Which grew – increased, rose
continents have you travelled to? How many holidays do you
have a year? What type of holiday is your favourite? Give
students 5 minutes to mingle and ask their questions Expert IELTS
to different students and then divide them into pairs to Students need to have a range of vocabulary to describe
compare their answers. Get feedback by asking a few changes and trends in Writing Task 1. They also need to be
students to share what they found out. able to use the verb + adverb (e.g. fall slightly) and adjective +
noun (e.g. a slight fall) combinations accurately. Ensure
1 As students need to be able to interpret visual data, get
students have plenty of practice with these forms.
them to do this exercise individually and then check in
pairs before class feedback. Check that they understand 3c Students could do this individually or in pairs. Ensure you
income and regions before they begin. If possible, project elicit all the possible answers for questions 2, 3 and 4.
the graph onto the board so you can refer to specific
points during the lesson. 1 a peak 2 fell/declined/decreased/went down
3 remained stable/remained unchanged/stayed constant
1 income from tourism for different regions of the world between
4 grew/increased/rose/went up
1960 and 2010 2 all except numbers of tourists

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 Teacher’s notes Module 5

3 Before students listen, refer them to the Test strategies on

Extra!
page 178, and point out the Help notes. Ask students to
In pairs, students could write sentences with the opposite check answers in pairs before class feedback.
meaning to those in Exercise 4c. Elicit some answers and
have the class correct any errors. 1 energy 2 daylight 3 mood 4 depression 5 stress
6 generous 7 volunteers 8 crime
4 Give students 20 minutes to write their paragraphs and Help
then put them in groups of three to read and comment 3 grow up 5 stress 6 generous
on each other’s writing.
4 Refer students to the audio script on page 215 and give
them 3–4 minutes to analyse their performance.
Extra!
5 Give pairs 3 minutes to discuss, then get feedback from
For homework, students could rewrite their paragraphs the class, writing any useful vocabulary on the board.
based on the feedback they received from their group. Student’s Resource Book > Listening page 51

Student’s Resource Book > Writing page 50

MyEnglishLab > 5a Writing Language development p. 80
Lesson objective: to practise prepositions of place,
5b Our environment time and movement

Listening p. 79 Warm-up
Place a pen on a desk and ask: Where is my pen? Elicit the
Lesson objective: to practise a Table completion task answer (on the desk) and write it on the board. Move the
pen to another position, ask the question again and write
Warm-up the answer on the board. Underline the prepositions and
Draw a table on the board with three columns and the elicit or explain that they are prepositions of place. Then
following headings: seasons, weather, favourite activities. divide students into pairs and ask them to think of more
Elicit the names of the seasons and write them in the table. prepositions of place, time and movement. After 3–4
Then divide students into pairs to complete the rest of the minutes, elicit students’ ideas and write them up in a table
table with information about the weather in their country/ on the board. Explain to students that these will be the
region and the things they like to do in each season. After focus of today’s lesson.
4–6 minutes, ask a few students to share their ideas with
the class. 1 Refer students to the Expert grammar section on
prepositions on page 187 and answer any questions they
1 Ask students to discuss the questions in pairs or small may have. Then do this exercise as a whole class.
groups, then get feedback from the class.
1 in, T 2 towards, M 3 behind, P
2 Give pairs 2–3 minutes for this exercise, then check
answers with the class. You could write the answers to 2 Students can do this exercise individually or in pairs.
question 3 on the board so students can refer to them
1 on, next to 2 in, under 3 between, at 4 behind, above
when they do Exercise 3.
5 near, above 6 behind, in
Suggested answers
1 the effects of the weather (on people’s feelings and behaviour)
3a You could do this exercise as a whole class, copying the
table onto the board and eliciting answers as you go.
2 The main ideas are the effects of lack of sunlight, the season of
birth, extreme weather and high temperatures. We know because on: 13 March, Monday morning, my birthday, Saturday evening,
these are the headings. Wednesday
3 1 something people don’t have when they are depressed at: 7 o’clock, Diwali, lunchtime, New Year, night
2 something people have little of in winter in: 2015, autumn, November, the evening, the past
3 something similar to temperament 4 a condition or illness
5 a condition or illness 6 an adjective/feeling 3b Go through the example with the class and elicit a couple
7 someone or something that gives help
more questions before students begin. Give students 2–3
minutes to write their questions individually and then
8 a situation or condition that can increase
divide them into pairs to ask and answer their questions.
4 Ask students to do this individually. During feedback,
Expert IELTS check they understand the meaning of the prepositions
and clarify any errors as necessary.
In the Listening Paper, students will have some time to
read the questions before listening. This is usually about 30 1 across 2 back 3 through 4 round 5 under 6 down
seconds, so try to gradually reduce the amount of time you 7 towards 8 away
give students to read questions and underline key words as
the course progresses.

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 Teacher’s notes Module 5

5 Before students begin, briefly discuss the graph and check 4b Once students have discussed in their pairs, you could
they understand average, moderate, rural and urban. You broaden this into a class discussion. Alternatively, if
could ask them to check answers in pairs before class time is short, you could ask for a show of hands for the
feedback. If possible, project the exercise onto the board sentences students agree/disagree with.
during feedback, highlighting the answers in the summary 5 Ask students to do this individually, using a dictionary to
and pointing to the relevant sections in the graph to justify check any unknown words. Point out that the options are
answers. all words with similar meanings. During feedback, ensure
students understand the differences in meaning.
1 in 2 between 3 up 4 by 5 to 6 down 7 over 8 below
9 over 10 at 1 affect 2 produces 3 takes place 4 increases 5 deal 6 prevent

Student’s Resource Book > Language development page 52 Student’s Resource Book > Vocabulary page 53
MyEnglishLab > 5b Language development MyEnglishLab > 5b Vocabulary

Vocabulary p. 81 Reading pp. 82–83

Lesson objective: to develop vocabulary related to the Lesson objective: to practise a Matching information
environment task

Warm-up Warm-up
Write on the board: natural disasters, extreme weather Write types of pollution on the board. Divide students into
conditions, environmental problems. You may, however, want pairs and give them 3 minutes to think of as many different
to avoid including natural disasters in contexts where they types as they can. Then elicit their ideas and write them on
have been a recent issue. Divide students into groups of the board.
three to discuss which of these happen in their countries/
regions. Give groups 3–5 minutes to discuss, then get 1a Ask students to read the definition and answer the
feedback from the class. question. If they struggle with the concept, give them a
couple of examples such as billboards and power lines.
1 Make sure students have access to dictionaries for this You could bring in some photos to show them or use the
exercise. During feedback, check that they understand the photos on pages 82–83.
meanings and drill the pronunciation of the words. 1b Give students 2 minutes to number the items and then
1 hurricane 2 drought 3 flood 4 heat wave put them in small groups to compare their ideas. Get
5 thunder and lightning 6 blizzard 7 fog feedback from the class and elicit a few more examples of
visual pollution. You could use this as an opportunity to
2a This exercise could be done in pairs or as a whole class. pre-teach haze, which is used in the passage.
Explain or elicit that these are collocations and check that
Suggested answers
students remember what a collocation is.
skyscrapers, factory chimneys, motorways cutting through beautiful
1 weak 2 strong 3 hot 4 solid 5 severe 6 hot countryside, haze

2b Ask students to complete this exercise individually and 2a Give students 3–4 minutes for this exercise. You may
check answers in pairs before class feedback. want to do the first item as an example with the class.
1 Thick/Freezing fog 2 mild climate 3 extreme weather 1 a (A) reference to a (B) problem that may (B) no longer be
4 low temperatures 5 heavy rain 6 violent/tropical storm possible to solve
2 (A) examples of visual pollution having an (B) impact on health
3a–b You could do Exercise 3a as a whole class, eliciting the
3 an (A) example of a deliberate (B) way of hiding something
answers and writing them on the board. Then students
could do Exercise 3b in pairs. unattractive
4 (A) definitions of (B) different kinds of visual pollution
3a 1 C 2 D 3 E 4 B 5 A 5 an (A) example of a (B) problem that may (B) last for a long time
3b 1 polar ice cap 2 fossil fuels 3 global warming 6 a (A) reference to the fact that visual pollution (B) can cause
4 greenhouse effect 5 forest fire accidents
7 a (A) reference to the (B) impact of visual pollution (B) on the
4a Before students do this exercise, check the meaning of the
economy
words in the box with them. Then ask them to complete
the sentences individually and check answers in pairs 8 an (A) example of (B) different ways of viewing the same thing
before class feedback. 2b Refer students to the Test strategies on page 179
1 noise pollution 2 rubbish 3 recycling 4 toxic waste and point out the Help notes for questions 2 and 5.
5 air pollution 6 air quality
Depending on the level of your class, set a time limit of
15–20 minutes for the test task. Check answers with
the class, but do not analyse them using the passage yet;
students will do this in Exercise 3.

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 Teacher’s notes Module 5

1 G (it is probably already too late to change the situation) 3 Students could do this individually or in pairs.
2 F (more and more people suffering from breathing problems; 1C 2A 3D 4B
people who have an unpleasant view … feel sad or depressed;
physical environment affects stress levels) 4a Divide students into pairs to answer the questions. Check
3 E (Some mobile phone towers … trees or plants) answers with the class and if possible, project the graph
4 A (One is when … signs spoil the view)
onto the board and add lines D and E for questions 7 and 8.
5 C (It is possible that some of the fires will continue to burn for 1B 2C 3A 4C 5B 6A
years.) 7–8 See suggested answers in the graph below.
6 E ([advertising hoardings] … from focusing on the road.)
A
7 C (haze from enormous forest … in health care)
8 D (To the businessman, … it is visual pollution.)

3 Give students 3–5 minutes to analyse the test task in pairs,

E
then check answers with the class.

1 See answers to Exercise 2b above.

2 Although basic topic words and expressions (e.g. visual pollution,
problem) which are used throughout the passage may be repeated B
in the questions, usually the questions use different words from C
those found in the paragraph containing the answer.
3 C and E are used more than once.
4 No. Paragraph B is not used. D

4 Students could discuss the questions in pairs or small

groups. You could then broaden this into a class discussion.

Extra! 4b Write steady on the board and ask students if it is an

adjective or an adverb. Then elicit the adverb form
Ask students to write a short paragraph (60–80 words) (steadily) and look at the example with the class. Ask
answering one of the questions in Exercise 4, using words students to complete the rest of the exercise individually.
from page 81.
2 slightly 3 declined sharply
MyEnglishLab > 5b Reading 4 In 2016 student numbers grew suddenly.
5 Temperatures decreased significantly.
Writing pp. 84–85 6 Income levelled off gradually.
7 Tourist numbers increased dramatically.
Lesson objectives: to practise adjectives and adverbs
for describing changes and trends and making 4c This could be done individually or as a whole class.
comparisons; to practise writing the main body of a A 2, 3, 4 B 1, 5
Task 1 summary
5 Ask students to work in pairs and then check answers
Warm-up with the class. If possible, project the model answer onto
the board so you can highlight the relevant parts.
Tell students that they are going to have a debate. Write on
the board: The government should be responsible for stopping 1 yes 2 yes 3 yes; examples: fluctuated, grew, (sharp) fall, (slow)
pollution – individual people can do nothing to help. Divide decline 4 yes examples: considerably, the highest (proportion),
students into groups of four and tell two students they have sharp (fall), slow (decline)
to agree with the statement and the other two students they
have to disagree. Give them 2 minutes to think about their 6a Ask students to do this exercise individually. During
answers and then 5 minutes to debate. At the end, ask the feedback, point out that any of the approaches are
groups which pair of students won. possible.

1 Check students understand the meaning of water shortage B

and automobile emissions and divide them into pairs to
6b Give students 1 minute for this. Again, point out that
discuss the questions. As feedback, write the problems
there are a number of ways to organise the information
on the board, ask for a show of hands and record the
in their paragraphs. Here, for example, all the approaches
answers. Elicit solutions from a few students.
are possible, and the one they choose is a matter of
2a–b It may be better to do these as a whole class. You could personal preference.
refer students to Expert writing on page 204 before or
6c–d Give students 5 minutes to plan their answer. For
after these exercises.
Exercise 6d, you could refer them back to Exercises 3a–c
2b C on page 78, and to Exercises 4a–c on this page.

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 Teacher’s notes Module 5

7 Refer students to the Test strategies on page 181. Set a 5a Before doing this task, you could refer students to the
time limit of 20 minutes for the writing task. Test strategies on page 182 and go through the exercises
8 Ask students to think about the questions and then in Expert speaking on page 198. Give students 1 minute to
discuss their writing in pairs, thinking about where they make their notes.
could make improvements. 5b Divide students into pairs to discuss their ideas.
Student’s Resource Book > Writing page 54 5c Before students complete the test task, go through the
table with them so that the ‘examiner’ knows what to
Speaking p. 86 listen for. Remind students to time each other (1–2
minutes). The ‘examiner’ should take notes as they listen.
Lesson objective: to practise using time phrases in a Also tell students to record their answers if possible.
Part 2 task and improving grammatical range 6 In the same pairs, students discuss their performance,
using the ‘examiner’s’ notes and their recordings, if they
Warm-up have them.
Write on the board: What is the most important Student’s Resource Book > Speaking page 55
environmental problem in your country? Can you suggest MyEnglishLab > 5b Speaking
solutions? Give students 5 minutes to discuss in pairs. Then
invite a few students to share their ideas with the class. Review 5 p. 172
The Review page revises vocabulary and grammar from the
1a–b Students could discuss the questions in pairs or groups.
module. The exercises cover vocabulary related to travel,
You could then broaden this into a class discussion.
tourism and environmental issues, -ing forms and infinitives,
2a Give students a minute to read the task and then elicit and prepositions. They can be done as an informal class test
the answer. (with a suggested time limit of 30 minutes), to revise and
consolidate the language of the module, or as homework.
The task requires students to talk about both the present and past
(so they need to use both present and past tenses). 1 1 cruise 2 hostel 3 package 4 tent 5 sightseeing
2 1 off 2 to 3 by 4 on 5 around 6 around 7 out 8 with
2b Play the recording, twice if necessary, and then ask
9 around 10 on
students to compare their answers in pairs before class
feedback. 3 1 extreme 2 heavy 3 floods 4 temperatures 5 global
6 polar 7 air 8 fuels 9 pollution 10 toxic
1 The candidate talks about rubbish on the beach and polluted sea 4 1 to have 2 be 3 to snow 4 getting 5 feel 6 to stay
water. 7 coming 8 going 9 spending 10 to forget
2 The problem is worse now than in the past. 5 1 through, on 2 on, in 3 above, in 4 In, in 5 at, in
6 at, next to 7 in, on, in
3 Before students look at the audio script, ask them what
present/past tenses they know and if they can remember MyEnglishLab > Module Test 5
any time phrases used with these tenses. Put them on the
board. Then refer students to the audio script on page
215 and ask them to complete the table. Elicit the answers
and write them on the board.

Time phrases used with present tenses: at the moment, nowadays,

these days, (right) now
Time phrases used with past tenses: a few years ago, the last time,
when (I was younger/I swam in it as a child), at that time, in the past

4a–b Before doing Exercise 4a, elicit an example of each of

the structures, to check that students know what they are
looking for. Ask students to do these exercises individually
and then check answers in pairs before class feedback.

4a 1 has, live think, go, leave, doesn’t happen, looks, remember

2 is becoming 3 started, was, went, cleaned, picked up, swam
4 could, can’t 5 often
6 more popular, cleaner, not as attractive as, worse
7 the most popular 8 swimming is not safe
4b 1 dirtier 2 didn’t care 3 most polluted 4 always pick up
5 to breathe 6 leave 7 keeping 8 steadily

4c Divide students into pairs to discuss the sentences. You

might want to briefly feed back as a class.

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