1

1
Communication
Module 1 includes topics which focus on communication, new technology and social media, and how these
things have changed society.

Photocopiable activities
1A Word to sentence p.115
1B Talk about … p.116
1C Describing data p.117

Lead-in p. 7

Warm-up
Write these questions on the board and ask students to
discuss them in pairs or small groups: Do you like having your
photo taken? Do you like sharing photos with other people?
What do you usually like taking photos of ?

Check that students understand the saying a picture says

a thousand words. You could use a picture of your own to
demonstrate how easy it is to explain something just by
using images.

1 Students might mention phones, texts, instant messaging, video

Teacher’s Online Materials
1 Teacher’s notes Module 1

• Test Practice Lesson: Speaking 3, Listening 2

• Module Test 1

2 It may be better to do this exercise in two stages.

Stage 1: Ask students to read questions 1 and 2. Then give
them 30 seconds to look at the passage on page 9. Then
ask students to discuss questions 1 and 2 in pairs. Stage 2:
Ask students to then read paragraph A (the introduction)
in more detail to answer question 3.

1 In a popular science magazine.

2 Photos of unusual things when you use smart phones.
3 The introduction is about how things look different in photos
from real life. Sometimes, cameras add objects to photographs.
These are called ‘photographic artefacts’.

3a Individually, students answer the questions. Get them to

compare answers in pairs.
conference calls, letters, emails, etc.
1B 2B
2 It means that we can understand more from looking at a
situation than we can with a written description. 3b Ask students to brainstorm words and phrases connected
3 They were taken with a normal camera, but then altered with with topics A–C. Then ask them to read paragraph B and
photo-editing software. answer the question.
4 Students’ own answers.
A distance
2 Check that students understand the meaning of the words (Words include depth of field, far away, very near, near. The words
in the box. Ask them to discuss the questions in pairs or in design and recent changes are mentioned, but not repeated.)
small groups. Check answers with the class.
3c Ask students to identify the difference in meaning between
headings 1 and 2. Then, ask them to choose the correct
1a Communication today heading.

2 (The underlined topic sentence focuses on comparing humans and

Reading pp. 8–9 digital cameras.)

Lesson objective: to identify topic sentences 4a Explain that a topic sentence usually introduces the main
idea of a paragraph. Ask students to read paragraph C and
Warm-up identify the themes. Then ask them to underline the topic
Divide students into groups and ask them to compare their sentence. Get them to compare answers in pairs before
mobile phones. Give them the following questions, and ask checking with the class. Remind students that a topic
them to think of more: Which phone is the best value for sentence is not always the first sentence in a paragraph.
money? Which phone is the most attractive? Which phone has However, digital cameras are also significantly different from the old
the best camera? Which phone is the newest? film cameras.

1 Ask students to discuss the questions in pairs. Ask 4b Elicit from students which topic is repeated in paragraph C.
questions to check they know the meaning of the words in
bold: Which word in bold is a picture that you see through a There is a lot of vocabulary related to time (more than once, a period
camera, on TV, or something that is drawn? (image). of less than a second, during the photo, for longer).

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 Teacher’s notes Module 1

4c Ask students to discuss the differences in meaning 1c Give an example for sentence 1. For example, it’s
between headings 1 and 2. You may want to discuss this acceptable to ask a person in a gym who looks fit how to
as a whole class. use one of the machines. Ask students to suggest other
examples for sentence 1 before they do the exercise in
1 (There is no suggestion in the paragraph that old cameras had pairs.
problems that have been corrected.)
2a Explain that phrasal verbs are made up of a main verb and
5 Before students start the task, you may want to refer at least one particle and that they have a specific meaning.
them to the Test Strategies on page 170, and answer any They are more common in speaking than in academic
questions they have. Divide students into pairs and ask writing.
them to underline key words in the List of Headings. Ask
1H 2E 3A 4C 5G 6B 7D 8F
them to discuss how these words are connected within
each heading. Then, get students to match the headings 2b Ask students what get across in Exercise 2a means
to the paragraphs. Get them to compare answers in pairs, (explain). Then ask students to complete the rest of the
justifying their choices. exercise in pairs.
A ii (Put simply, contrary to popular belief, things in photos look get across = explain bring up = mention
different from real life.) point out = bring attention to sum up = summarise
D iii (… glass often makes objects such as a light source behind leave out = not mention pick up on = notice
the photographer appear in the printed photo …) spell out = explain very clearly
E vi (As you go nearer, instead of seeing this image as a back someone up = support (in an argument)
continuous picture, the digital image becomes pixelated.)
F v (Fakes, images created by computer …) 2c Point out that some phrasal verbs are separable (e.g. we
G i (In many cases, the ghostly nature depends entirely on the fact
can say get across something or get something across). Some
phrasal verbs are inseparable (e.g. we can only say pick
that the photographer’s claim ‘that wasn’t there when I took the
up on something). Tell students that all the phrasal verbs in
photo.’)
Exercise 2a are separable, except pick up on.
6 Discuss the questions with the whole class. Draw 3a Write point on the board and tell students that this word
students’ attention to the importance of topic sentences, has more than one meaning. Ask them how many they
repeated themes and connections with doing Matching know. Then do question 1 as a class.
headings tasks.
1 A sharp end B idea or opinions
7 Check students understand the meaning of persuade
2 A a written or spoken description B where you keep your
(make someone do or believe something, using words).
money in a bank
This activity could be done in pairs or small groups, with
brief class feedback. 3 A a subject or group of activities B a part of the country or city
4 A give clear reasons for something B disagree in an angry way
Student’s Resource Book > Reading pp. 6–7
MyEnglishLab > 1a Reading 3b Do this exercise as a whole class to generate discussion
on the nature of academic texts.
Vocabulary p. 10
1B 2A 3A 4A
Lesson objectives: to build vocabulary on
communication, and words with more than one meaning 4 Tell students that knowing how to change words into
different parts of speech is a good way to build their
vocabulary. Ask students to do the exercise in pairs.
Warm-up
Write make a photo and take a photo on the board and ask 2 communication 3 agreement 4 understanding 5 popularity
students which phrase is correct (take a photo). Explain 6 technology 7 difference 8 discussions 9 decision(s)
that take a photo is a collocation (words which go together
Student’s Resource Book > Vocabulary p. 8
naturally). Write make a …, take a … and do a … on the
MyEnglishLab > 1a Vocabulary
board. Divide students into groups and give them two
minutes to write as many collocations as they can.
Speaking p. 11
1a Divide students into pairs or small groups for this.
Lesson objective: to expand upon answers in Part 1 of
become aware clear relationship physical appearance the Speaking Paper
share information social media technological development
Warm-up
1b Individually, students complete the sentences, before
checking their answers in pairs. Ask students to look at the photo. Discuss this question
with the class: What are the people doing and how are they
1 physical appearance 2 Social media 3 become aware feeling? In what other situations do people feel this way?
4 clear relationship 5 share information
6 Technological development

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 Teacher’s notes Module 1

Expert IELTS Expert IELTS

In Part 1 of the Speaking Paper, it is important that The Listening Paper is in four sections. It increases in
candidates give full answers so that they demonstrate the difficulty with every section. Section 1 is typically a
language they can use. Encourage students to explain why conversation between two or more people in a general
when giving answers. situation. Note-completion tasks are often found in this
section.
1a Ask students to read the questions and think about their
answers. Then focus them on the phrases in the box. Tell 1 You could discuss these questions with the whole class, to
students that these phrases are used to give opinions and create a survey of their opinions.
that they introduce an idea. 2a Before they listen, ask students why a customer might
1b Students discuss the questions in pairs. call a company about a new phone or contract (e.g. the
2a Before they listen, give students time to look at the phone is broken or damaged, the bill is incorrect, etc.).
questions from Exercise 1a again.
2 (The man clearly says new contract, which is a clue that
A6 B5 C3 D1 E4 F2 information about a service contract is coming up. This is also the
topic of the next question.)
2b Students could do this exercise individually or in pairs.
2b After listening, ask students to compare their answers in
1C 2D 3A 4F 5B 6E pairs, giving reasons for their choice.

mobile
Extra!
2c Ask students to read audio script 1.2 on p202 and discuss
Focus students’ attention on the phrases in italics from why home broadband was the wrong answer.
Exercise 2b. Explain that they are used to introduce ideas.
Elicit an example sentence using each phrase (e.g. The The man says Just the mobile one, please in response to the question.
benefit of learning English is being able to communicate with
lots of people.). Make sure students are using the phrases to 2d After listening, ask students to read audio script 1.3 on
create grammatically correct sentences. p202 to check their answer.

19/nineteen (We hear the phrase student plan. These are the signal
2c Give students time to think about their answers before
words that indicate that the answer to question 1 is coming.)
they do the exercise.
3 Before students start this activity, you may want to refer 3a This is a good opportunity to refer students to the Test
them to the Test Strategies on page 172, and answer Strategies on page 168. These give students advice on
any questions they have. You could follow this by going approaching different task types in the IELTS Listening
through the exercises in Expert Speaking on page 185, Paper. For weaker classes, you could focus on a single
which give students extra test practice of Part 1 of the strategy. With stronger students, ask them to read all the
Speaking Paper. strategies before carrying out the task.
Ask students to read the questions in the box and give
Suggested answers
them a minute to think of possible answers. Remind them
2 a number (signal words: minimum, months)
to use phrases from Exercises 1a and 2b. Divide students
3 a service you use on your phone (signal words: No limits)
into pairs to ask and answer the questions.
4 an amount of money (signal words: pay, starts)
4 You may want to do this exercise with the whole class,
5 a number (signal words: includes, minutes, calls)
beginning with a discussion on why analysing your own
performance can be beneficial. 6 a surname
7 a name (signal word: email)
MyEnglishLab > 1a Speaking A and B
8 a thing (signal words: Main use)
9 something you use to make a payment (signal words: Pay by)
Listening p. 12
10 a person or a place (signal word: collect)
Lesson objective: to practise locating information in a 3b Ask students the number of words or numbers which
listening text are allowed for each answer (no more than two). Point
out that it is always important to read the instructions
Warm-up carefully in the Listening Paper. Get students to complete
Focus students’ attention on the mobile phones in the the exercise individually and to check their spelling.
photo. Ask the class who has a mobile phone, and how 1 19/nineteen 2 12/twelve 3 texts 4 (a) deposit
long they have had it. Divide students into small groups to
5 400/ four hundred 6 White 7 stegboy 8 videos 9 cash
describe their phones and what they can do, or why they
10 (the) reception (desk)
don’t have one.

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 Teacher’s notes Module 1

4 Ask students to check audio script 1.4 on page 202. 3a It is important for students to familiarise themselves with
First, they should locate the answers to the questions a text by skimming it (looking over it) quickly, as this will
in Exercise 3b. Then, they could underline the words help them understand the context. Give students a minute
which signal that the correct information is about to be to skim the text quickly, and answer the question.
given. They could also underline words which signal that
contrasting information is about to be given. A mood is the way you feel at a particular time (e.g. happy, sad, etc.).

2 What’s the minimum contract on that? Is that six or twelve 3b Ask students to complete the exercise individually and
months? then compare answers with a partner.
3 There are limits on the number of calls you can make – let me 2 show 3 thinks 4 are 5 appears 6 send 7 produces
see, that’s six hundred. But with that you also get unlimited texts … 8 predict 9 shows 10 are 11 hope
4 How much is that? … We’ll need you to put down a deposit …
5 And how many minutes … You can make four hundred minutes 4a Focus students on the questions. Check they understand
of calls a month … benefitted (make better) and discuss (do you agree or
6 What’s your full name? … David White.
disagree?) in 1, and to what extent (how much) and way
(method) in 2. Give students up to a minute to skim the
7 OK, and I need to take an email address, just so we can contact
paragraph and decide which question is being answered.
you if there’s a problem … it’s stegboy, that’s S-T-E-G-B-O-Y.
8 Do you use your phone for games regularly? … Well, I don’t 2 (It talks about effects, not advantages.)
game much, but I always have a lot of videos on there.
4b Ask students to complete the exercise individually and
9 And how would you prefer to pay? … I’d prefer to do it by cash
then compare with a partner.
to start.
10 where can I collect the card to get started? … you can pick up 2 are using 3 visit 4 use 5 prints 6 do not/don’t phone
your card at the reception desk 7 are turning 8 does not come 9 rate 10 are not doing

5 Encourage students to recycle the phrases from the 4c Remind students to give reasons when they discuss the
Speaking section on page 11. question.
MyEnglishLab > 1a Listening 5a Make sure students focus on all the verb forms in each
question.
Language development p. 13
1 Are you working or studying at the moment? (present continuous)
Lesson objective: to review the use of present tenses 2 What do you like best about your course? (present simple)
3 Is there anything you DISLIKE about your course? (present simple)
Warm-up 4 What are you planning to do when you finish your course?
(present continuous and present simple)
Mime an action such as swimming or driving and ask
students: What am I doing? Ask students to think of a more 5b Students could do this individually or in pairs.
difficult action and mime it to their partner, who should
guess what they are doing. At the end of the activity, ask 1’m studying 2 want 3 really like 4 don’t like; need
what tenses students used. They should respond with the 5 ’m planning / plan
present continuous.
5c Ask students to think of the tenses they should use before
they answer the questions.
1a Ask students to complete the exercise before checking
answers with the class.
Extra!
1 am looking 2 does that include 3 are offering
4 do you want 5 Do you use 6 need Divide students into groups to discuss this statement:
Mobile phones have benefitted society. Half the students must
1b Discuss the question with the class and refer students to argue that mobile phones have benefitted society and the
the Expert Grammar section on present tenses on page other half must argue the opposite. Give them five minutes
173. This section gives explanations of the grammar point to think of reasons and another five minutes to debate the
in this lesson. You may want to write key points from this statement. This will help them practise generating ideas,
section on the board and ask students to record them. which is useful for the IELTS Speaking and Writing Papers.

The verbs include, want and need, because they describe states, not Student’s Resource Book > Language development p. 9
actions. MyEnglishLab > 1a Language development

2 Get students to complete the exercise individually and

then compare their answers with a partner. Make sure
that they use the present simple for things they generally
do, and the present continuous for things they are doing
(temporarily) at the moment.

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 Teacher’s notes Module 1

Writing p. 14
1b Back to the old ways
Lesson objective: to write an overview
Listening p.15
Warm-up
Lesson objective: to practise a Listening Section 1 task
Ask students how many hours a week they spend on
their mobile phones, and write the answers on the board. Warm-up
Turn this information into a bar chart. Elicit the horizontal
axis showing the number of hours in units (e.g. 0 hours, Give each student a piece of paper with a media-related job
1–2 hours, 2–4 hours, etc.), the vertical axis showing the written on it (e.g. journalist, web editor, advertising copywriter)
number of students, and the title of the chart. and tell them not to show each other their cards. Ask
students to write what they think are the advantages and
disadvantages of their job. Then divide students into pairs
Expert IELTS and ask them to discuss their job, without saying what it
In Writing Task 1, candidates need to write at least 150 actually is. Their partner should guess the job.
words describing the features of some kind of visual
information, such as a graph, chart or map. One important 1 Ensure students understand the meanings of the jobs in
aspect of this task is to understand what the visual the box before discussing the questions.
information is trying to communicate. This should then be 2 Before listening, ask students to underline the signal words
summarised in a short overview, explaining what the graph, in the questions and predict the kind of information that
chart or map is presenting. could go in the gaps. You may want to refer to the Test
Strategies on page 168 before doing the task. Remind
1a Refer students to the Expert Writing section on page 192. students to check how many words they should use to
Point out that this gives a model answer to a Writing Task answer the questions. After listening, ask students to
1 question. Focus students on the answer, and show them check their spelling carefully.
where the overview is (in the first paragraph). Explain that
this is the focus of the lesson. Tell students to match the 1 advertising (I’m doing a degree in advertising)
sentences to the charts. 2 second / 2nd (I’m doing a four-year degree and I’m in the
second year)
1B 2A 3C 3 cinema (We have a position working as a food assistant … it’s at
1b Get students to match the overviews to the correct charts. the cinema)
4 (A) Salesperson (The local newspaper is looking for a bright
1B 2C 3A young undergraduate to work as a salesperson)
5 media centre (They’re looking for an early morning receptionist
1c–d Discuss the questions with the whole class.
… The position is available in the University’s Media Centre)
1c 2 1d 2 (The overview gives a summary of the results. The 6 Desai (Ruby Desai – that’s D-E-S-A-I)
main body of the description gives examples.) 7 Green Park (I’ve just moved into Green Park)
8 computer programming (I took a course on computer programming)
2a Refer students to the Test Strategies on page 171 before
9 business services (she’s based in the business services building)
doing this test practice. Then focus students on the
10 10.30 / half past ten / ten thirty (I’ll put you in for half past ten)
questions in Exercise 2a and discuss the answers with the
class.

It is very similar to graph shape B. The shape for reasons to Extra!

‘unfriend’ is similar but less pronounced, with a range of reasons Ask students to read audio script 1.5 on page 202. Tell
to ‘unfriend’. them to underline the parts of the script where the correct
answers appear. If they had any incorrect answers, they
2b Ask students to complete the exercise individually and then should try to understand why they were incorrect.
compare answers with a partner.
3a Check that students understand losing focus (to stop
Suggested answer
understanding the main points).
Introductory sentence: The chart illustrates the reasons people gave
for starting or ending friendships on a social media site. 3b You can broaden this exercise into a class discussion.
Overview sentence: While two main reasons dominate the reasons to Student’s Resource Book > Listening p. 11
begin friendships, a variety of reasons were given for ending friendships. MyEnglishLab > 1b Listening

Extra!
Using the bar chart you created in the warm-up section,
ask students to write an introductory and an overview
sentence, summarising the information.

Student’s Resource Book > Writing p. 10

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 Teacher’s notes Module 1

Language development and vocabulary p. 16 Speaking p. 17

Lesson objectives: to review the use of past tenses; to Lesson objective: improving fluency and coherence
develop vocabulary related to the media
Warm-up
Warm-up
Ask students what is currently in the news, how they found
Write these questions on the board for students to discuss: out about it, and how often they check the news. They
What jobs did people do in the past that we don’t have now? should take turns to talk to a partner for a minute.
Why did these jobs stop? Check answers with the class, and
then ask students what tenses they used to discuss the 1 Make sure students have access to dictionaries for
questions. They should have mostly used the past simple. this exercise. Divide students into pairs to discuss
the questions and ask them to record any unknown
1 Ask students to complete the sentences with the past vocabulary in their notebooks.
form of the verbs, and compare their answers with a 2a Check that students know what fluency and coherence
partner. Check answers with the class. mean (coherence is about being understandable and
getting your point across clearly, fluency is the ability to
1 called 2 did not/didn’t want 3 came 4 Did you do
keep talking without large pauses, or noticeable effort).
5 took, did
Ask students to look at descriptions 1–3 at the same time
2 Think of a technology you used in the past (a tape as listening.
recorder, typewriter, etc.) and describe what it was and
1 needs to repeat ideas or pause (she repeats the question, and
how you used it. Ask students to write down the past
uses I think that all the time, as well as having some lengthy pauses)
verbs you used in your description. Then divide students
2 uses the same connectors quite often (she uses because, that
into pairs to talk about a technology they used.
and and)
3 sometimes goes much slower (this is an example of slow speech)
Background
The Industrial Revolution refers to the change from an 2b You could do this exercise with the whole class.
agricultural society to a manufacturing society. This involves 1 able to speak alone for about 30 seconds = Band 6 (is willing
the spread of machinery and factories and often the
to speak at length, though may lose coherence at times due to
movement of people from rural to urban areas.
occasional repetition, self-correction or hesitation);
3 Ensure students understand the following vocabulary: needs to repeat ideas or pause = Band 5 (usually maintains flow
revolution (a very large change), ink (liquid used for of speech but uses repetition, self-correction and/or slow speech
writing), bamboo (a type of plant), silk (a type of material), to keep going)
impatient (not wanting to wait for something). Give 2 uses different connectors = Band 6 (uses a range of connectives
students a minute to skim the text to understand what and discourse markers but not always appropriately);
it is about. Then ask students to complete the gaps and uses the same connectors quite often = Band 5 (may over-use
compare their answers, and spelling, with a partner. certain connectives and discourse markers)
3 is able to speak at a read-aloud speed = this would be typical of
2 meant 3 led 4 chose 5 let 6 wrote 7 undertook
Band 6; sometimes goes much slower = Band 5 (produces simple
8 were 9 dealt 10 rose 11 rebuilt 12 dreamed/dreamt
speech fluently, but more complex communication causes fluency
13 drew
problems)
4a Make sure students have access to dictionaries for this.
2c Advise students to read the options in Exercise 2a before
1C 2B 3F 4E 5G 6A 7H 8D discussing the questions.

4b You may want students to do this exercise in pairs or Nicholas is better. He shows the features of a Band 6 performance.
small groups. Ask them to recycle the language from the
Speaking section on page 11. 3 Before students start the task, refer them to the Test
Strategies on page 172, and answer any questions they
5 Give students 30 seconds to skim the extract. Ask them have. Give students some time to think about their
what the overall idea is (the media used to be more answers to the exercise before speaking. If possible,
important than it is now). Ask students to complete the students should record their answers.
exercise individually.
4a–b Ask students to discuss the questions and make
1 content 2 journalists 3 agencies 4 broadcast 5 views recommendations to each other. If students recorded
6 audience 7 events 8 issues themselves, they can listen again and analyse their
performances. When doing this, they should make
Student’s Resource Book > Language development and Vocabulary comments on their partner’s strengths and discuss
pp. 12–13 possible improvements.
MyEnglishLab > 1b Language development and Vocabulary
Student’s Resource Book > Speaking p. 14

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 Teacher’s notes Module 1

Reading pp. 18–19 4a–b Divide students into pairs to discuss the questions.
You could discuss 4b with the whole class.
Lesson objectives: how to identify the main idea in
paragraphs of a reading text; to practise Matching Extra!
headings and Sentence completion tasks
Ask students to underline any unfamiliar vocabulary in
Warm-up the passage on page 19. Then, ask: How did the unknown
vocabulary affect your ability to answer the questions? Expand
Divide students into pairs and ask them to think of a book this to a whole-class discussion (if the unknown vocabulary
they like. Ask them to describe it to their partner, saying did not negatively affect their answers, explain that it is a
why it is good, and persuading them to try it. useful test strategy to not focus on unknown words if they
are irrelevant to the questions).
1 Remind students to pay attention to past forms when
answering question 1. For question 2, students could
recycle phrases for giving opinions and reasons from the Writing pp. 20–21
Speaking section on page 11.
2 Give students two minutes to skim the passage on page 19. Lesson objectives: to practise understanding the task
Explain that it is important to quickly get an understanding and writing an overview
of the topic of any passage in the IELTS exam.
Warm-up
2 (Although it compares the present with an earlier time, there
are a lot of names mentioned, which immediately indicate an Divide students into groups and ask them to describe
argument. A historical text would have dates.) the most recent film they have seen. Ask them to use
past tenses to describe the plot, while the other students
3 You may want to refer students to the Test Strategies on guess the film title. Encourage students to ask each other
page 170 before doing this Reading task. Check students questions to find out more (Where was it set? What was the
understand the following words in the questions: intense plot?).
(very strong), capacity (ability), critical thought (a way of
questioning ideas), biological (relating to biology – the 1 Ask students to discuss the questions. Remind them to
body, nature, etc.). Ask students what they need to write give full answers and reasons for their opinions.
for questions 1–6 (the letters i–x) and how many words 2a Explain that candidates may lose marks if they copy
are allowed for questions 7–10 (one word only). Remind vocabulary from the title of the graph or chart in their
students to underline the key words in the questions to answer. Ask students to do the exercise and then
help them locate the answers in the passage more easily. compare answers in pairs.
1 vi (people were able to remember more information from an abroad – internationally
article that they read on paper, than a similar group who read the between – from … to
same article online) by selling – from sales
2 i (poor understandings are being passed on to others) graph – chart
3 x (the brain is constantly changing and re-organizing itself ) how much – the amount
4 ii (We now have so much choice that many people refuse to illustrates – shows
waste their time on anything unless something is truly fascinating) money the film industry made – income from cinema ticket and
5 v (Unfortunately, just as our bodies are programmed to want to DVD sales
eat fats and sugars, things which we know are not good for us, our
brains prefer to read things that are shocking) 2b Depending on the ability of the class, ask students to
6 viii (With modern online news providers, you could exist quite rewrite the introductory sentence either individually or in
pairs. You may want to put stronger students and weaker
happily never knowing what is happening outside of your personal
students together.
interests.)
7 seconds (A – For every 150 ‘readers’ who open an article on Model answer
the internet, one in three of them will leave within seconds.) The graph shows how much money the film industry made by
8 comments (C – the overall number of comments and the selling cinema tickets and DVDs in the USA and abroad between
number of people who scrolled down to the end of the article did 2001 and 2010.
not match)
9 childhood (D – Michael Merzenich has long argued against the
argument that the brain is formed in the early years of childhood) Extra!
10 content/things (F/G – we read things we know we should Ask students to think about the introductory sentences
not. Some experts have referred to this as ‘psychological obesity’. they wrote. Write some of them on the board and ask
Editors of respectable newspapers are aware that this kind of students to discuss these questions.
content is popular, but they put important news stories on the 1 Does your introductory sentence accurately represent the data?
front cover anyway.) 2 Are there are any grammatical errors?
3 Did you copy vocabulary from the task question?

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 Teacher’s notes Module 1

3a Ask students to discuss the questions in pairs. Make sure 7 Before students begin, briefly review the structure of a
students understand the correct answers before moving Writing Task 1 description (introduction, overview, main
on to the next exercise. features, summary), the amount of words they must write
(at least 150), and remind them only to focus on the most
1 At the beginning, the North American market for DVD sales important data from the graph. Give students 20 minutes
was bigger, but by the end, the international market was worth to write their descriptions.
more.
2 DVD sales began to fall gradually for both DVD sales and Model answer
cinema sales. The chart gives an overview of the changes in cinema and DVD
3 Most of the money came from international cinema ticket sales sales in the United States and the rest of the world over a ten-
($32 billion compared to $22 billion for international DVD sales, year period. From the chart, we can tell that DVD sales have been
only $11.5 billion for US cinema sales, and only $18 billion for US higher than cinema visits, and the international market has become
DVD sales). more important over the period.
At the beginning of the period, just under half of the income
3b Depending on the ability of the class, ask students to came from cinema sales compared to DVDs, at $10 billion and
rewrite the overview individually or in pairs. $20 billion, respectively. Despite a slight rise in DVD sales around
Model answer 2005, they finished in more or less the same position, at around
The graph shows that although the US market for DVD and $18 billion and $11 billion by 2010. However, there were much
cinema ticket sales was as big in 2001 as all the other countries, bigger changes in international sales, with sales of DVDs rising
by the end of the study, the international market was more from $11 billion to $22 billion by 2010. Cinema sales were worth
important for the US film industry. over $32 billion. This was more than twice as much as domestic
sales.
4a You may want to refer to the Test Strategies on page 171, This shows that the international market became more important
focusing students on the Task 1 section. Check students to the film industry between 2001 and 2010.
understand the meaning of task achievement (answering
the question in a full and appropriate manner) and then 8 Divide students into pairs to read and give feedback on
ask them to discuss the questions. each other’s answers.

1 at best, Band 5 2 at best, Band 5

Extra!
4b Write recounts detail mechanically on the board. Ask: What Show the strongest answer to the whole class and discuss
does this mean? (The student has written about all the data why it is good and how it could be improved further. You
in the graph as if it were a list). could do this at the end of the class or at the beginning of
1 listing 2 means 3 important 4 grammatical the next one.

4c Students could do this exercise individually or in pairs. Student’s Resource Book > Writing p. 15
During feedback, make sure students give reasons for MyEnglishLab > 1b Writing
their answers.
Review p. 22
Suggested answer
The first sentence recounts detail mechanically. This means that a The aim of this section is to check students’ progress in using
‘formula’ of language is repeated and/or numbers are merely listed. the vocabulary and grammar from the Module. This could
This can be avoided by using a range of grammatical structures and be given as homework and checked in class. Alternatively, it
vocabulary and by focusing on the most important data.
could be used as a more formal test during the class. If done in
class, give students approximately 40 minutes to complete the
5 Explain that prepositions are often important in describing exercises.
visual information because they sometimes explain the
1 1 technological 2 across 3 aware 4 area 5 leave out
direction of the data. For example, sales rose from/by/to
10% all have different meanings (from – starting number, 6 back up 7 popularity 8 share
by – amount of change, to – finishing number). 2a 1 don’t post 2 are missing / miss 3 means 4 is
5 does 6 don’t offer 7 don’t have 8 agree
1 at 2 by 3 to 4 by 5 (nothing) 9 is becoming 10 goes 11 visit 12 sign up
3 1 agencies 2 content / coverage 3 journalists 4 views
6a Explain that another important skill for Writing Task 1 is
to use vocabulary to express quantity. 5 Social media 6 audience 7 events 8 broadcast
4a 1 went 2 was 3 got 4 put 5 chose 6 began
1 48% 2 9.5 billion 3 76% 4 15 billion and 32 billion 7 didn’t mind 8 saw 9 thought 10 took 11 didn’t have
5 20 billion and 30 billion 6 62.5 billion and 83.5 billion 12 decided

6b Do the exercise with the whole class, to check that MyEnglishLab > Module Test 1
students understood the vocabulary in Exercise 6a.

A exactly B approximately, around C over D just under, almost

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