8

8
Teacher’s notes Module 8

Activity
Module 8 includes topics such as sports psychology, children and sport and fitness at work.

Photocopiable activities Teacher’s Online Material

8A Find someone who … p. 138 • Test Practice Lesson: Listening 2, Speaking 3
8B Charades p. 139 • Module Test 8
8C Test tips 3 p. 140 • Review Test 4

Lead-in p. 119 B3 C5 D1 E4 F2

4 Give pairs 2–3 minutes to complete the exercise, then

Warm-up check answers with the class. Explain to students that in
Divide students into pairs and dictate or write the following Multiple-choice tasks, some questions ask about details
questions on the board: What sports did/do you play at and some ask about more general points. The latter
school? What sports did/do you play with your family? Did/ means that students will have to look for the answer in
Do you like them? Why/Why not? Give pairs 6–8 minutes to a whole paragraph or section. Also point out that some
discuss the questions, then get feedback from the class. questions are ‘global’, which means they ask about the
general meaning or purpose of the whole passage.
Students could discuss the questions in pairs or groups. You
1B 2A 3A 4B 5B
could then broaden question 2 into a class discussion.
5 Go through steps 1–5 with the class and clarify any points
as necessary. Depending on the ability of your students,
8a Sport you may want to do this exercise as a whole class or let
students work in pairs.
Reading pp. 120–121
1 paragraph A
Lesson objectives: to practise understanding the 2 Students’ own answers
difference between detail and general information in 3 We are looking for a general point – the wording of the question
a reading passage; to practise a Multiple choice task (‘main point’) makes this clear.
4 B (hard to imagine … spectators watch)
Warm-up 5 A Spectators are mentioned as something most people would
Write on the board: What challenges do professional find makes performance harder.
sportspeople face? Divide students into groups and give them C Doing something simple is contrasted with what players
1–2 minutes to list some ideas, then elicit them and write actually do.
them on the board. If students are struggling, you could D This is true but it is not the main point the writer is making.
provide some suggestions (e.g. missing family when travelling,
injuries, staying positive after losing, changing teams, not 6 Set a time limit of 10 minutes for the test task. Remind
getting on with teammates, moving to another country for students to follow the steps in Exercise 5 for each question.
your sport, dealing with criticism from fans). Give groups 5
minutes to discuss the challenges and rank them in order of 2 B (mental skills … have to learn and practise; sports
importance. Get brief feedback from the class. psychologists who teach … as the game changes)
3 B (if this part of the brain … what to do next)
1 Check that students know the meaning of mentally and 4 D (Psychologists have shown … does make a difference)
physically. Divide them into pairs to discuss the questions 5 C (The brain finds it … speed is important)
and remind them to give reasons for their answers. Get 6 C (A striker can’t control … to be important)
feedback from the class and write any useful vocabulary 7 A (a general point, but evident in para G)
on the board for students to record in their notebooks.
2 Give students 2 minutes to read the passage, and elicit 7 Divide students into pairs to do this exercise and then ask
the answer. a few students to share their answers with the class. If
time allows, you could go through the answers to question
It is very important – the writer advocates it. 3 as a class, nominating different students to say why the
incorrect options were wrong.
3 You may want to do paragraph B as an example with the
class. Students can then continue individually and check
answers in pairs before class feedback.

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 Teacher’s notes Module 8

8 Students could discuss the questions in pairs, small groups 1 recently 2 never 3 never 4 yet 5 already 6 just 7 ever
or as a whole class. 8 lately
1 Suggested answers: Talk to yourself in a positive way. Stand
5b Once students have discussed the statements in their pairs,
up straight. Focus only on things you can control. Give yourself ask a few students to share their answers with the class.
simple objectives.
6 This is a consolidation exercise, so it would be better for
2 Students’ own answers
students to do it individually.
Student’s Resource Book > Reading pages 76–77
1 has recently recognised 2 hasn’t become 3 have decided
MyEnglishLab > 8a Reading
4 have played 5 has always been 6 has grown
A yet B since C Since
Language development p. 122
7 Give students 5–6 minutes to write their sentences, then
Lesson objective: to practise the present perfect put them in pairs to discuss them. Monitor and help
students as necessary.
Warm-up Student’s Resource Book > Language development page 78
Dictate the following yes/no questions: Have you ever met a MyEnglishLab > 8a Language development
famous sportsperson? Have you been to a tennis match? Have
you watched any sport on TV this week? Have you ever tried Vocabulary p. 123
an extreme sport (like bungee jumping)? Give students 6–8
minutes to go around the class asking their questions, trying Lesson objective: to develop vocabulary related to sport
to find one student who answers yes to each question. As
feedback, ask a few students what they found out about Warm-up
their classmates.
Divide students into pairs and ask them to think of a
sport which their partner has to guess. They can explain it
1 Refer students to the Expert grammar section on the
through mime, drawing or description (whichever you feel
present perfect on page 189 and clarify any points as
your class would enjoy most). After both students in each
necessary. You could then do this exercise as a whole class.
pair have had a turn, you could invite different students to
1B 2C 3A mime, draw or describe their sport for the rest of the class
to guess.
2 Students could do this individually or in pairs. If they need
help, refer them to the irregular verbs list on page 192. 1a–b Students could do these exercises in pairs or you could
do them as a whole class on the board.
be – been, have – had, go – gone/been, try – tried, win – won,
buy – bought, choose – chosen, train – trained (Suggested answers for Exercise 1b are in italics.)
1 baseball, basketball, football, ice hockey, rugby, netball, cricket
2 athletics, boxing, golf, ice skating, sailing, surfing, table tennis,
Extra!
taekwondo, tennis, gymnastics, cycling
Divide students into pairs and give them 2 minutes to make
a list of ten irregular verbs. Each pair then exchanges their 1c Divide students into pairs to discuss the questions.
list with another pair, who must write the past participles. Remind them to give details (e.g. where and when they
Pairs can then check each other’s answers using the list on played the sport, who with, whether they liked it or not).
page 192. 2a–b Ask students to complete these exercises individually,
using dictionaries if necessary. They could check their
3 Ask students to do this exercise individually and then answers in pairs before class feedback.
check answers in pairs before class feedback.
2a 1 go 2 do 3 play 4 play, do 5 play 6 go
1 have been 2 Have you ever seen 3 has chosen 4 haven’t had 2b 1 D 2 A 3 B 4 E 5 F 6 G 7 C
5 Have you bought 6 hasn’t been 7 have won
8 have never swum
3 Check that students understand the words in the box
before they begin. You could elicit/explain the meanings
4 Write on the board: I’ve been here for three months. I’ve or bring in photos to show them.
been here since May. Underline for and since and elicit or
1 racquet 2 boots 3 clubs 4 skates 5 life jacket 6 surfboard
explain the difference (for shows how long something has
continued; since shows when something began). Then ask 7 helmet 8 bat/ball, ball/bat
students to complete the exercise individually. 4 Divide students into pairs to do the exercise and tell them
1 since 2 since 3 for 4 for 5 since 6 for to check any unknown words in their dictionaries. During
feedback, check that students understand the meanings
5a Divide students into pairs for this exercise. If they are and drill the pronunciation.
struggling with meaning or word order, refer them to the
section on time phrases on page 189 of Expert grammar, 1 champions 2 referee 3 players 4 captain 5 coaches 6 fans
and clarify any points as necessary. 7 supporters 8 spectators

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 Teacher’s notes Module 8

5a Students could do this individually or in pairs, using 4a Play the recording but do not check answers yet as
dictionaries if necessary. students will do this in Exercise 4b.
4b Give students time to check their answers – they could
1 up 2 up 3 up 4 out 5 out 6 out
do this individually or in pairs. Then check answers with
5b Divide students into pairs to ask and answer the the class.
questions, then get feedback from the class.
1 (young) children 2 mid-teens 3 professional athletes
Student’s Resource Book > Vocabulary page 79 4 (extremely) motivated 5 problems 6 failure 7 self-belief
MyEnglishLab > 8a Vocabulary
8 champions

Listening p.124 5 Divide students into pairs to analyse their performance.

During feedback, project the audio script onto the board
Lesson objectives: to practise following a talk; to if possible, to highlight the answers to question 2.
practise a Summary completion task
1 Students’ own answers
2 one of the key things that I think affects …
Warm-up
The first thing I noticed in …
Write on the board: advantages and disadvantages of being let’s now consider how athletes …
a professional sportsperson. Divide students into groups of This links to my next point, which is …
three or four and give them 5 minutes to brainstorm ideas. The next feature might sound …
Elicit ideas from different groups and write them in two Finally, I want to point out that …
columns on the board.
6 Give pairs 4–5 minutes to discuss the questions. You
may want to broaden this into a class discussion as many
Expert IELTS students may be interested in sport.
It is important for students to become accustomed to MyEnglishLab > 8a Listening
listening to longer stretches of academic language. They
could practise this at home by listening to talk radio such Speaking p. 125
as the BBC World Service or NPR. They could also watch
TED talks online. Lesson objectives: to practise balancing information
and linking ideas in a Part 2 answer; to practise a Part 2
1 Check that students understand the meaning of qualities. task
Get them to discuss the questions in pairs and then
elicit some of their ideas. Write any useful ideas and/or Warm-up
vocabulary on the board.
Divide students into A and B groups. Ask A groups to
2a Go through the questions with students and then play the
discuss why people may decide to take up a sport, and
recording. Ask students to check their answers in pairs
B groups to discuss why people may decide to give up a
before class feedback.
sport. After 4–5 minutes, put students into A/B pairs to
1 to talk about the reasons for her sporting success share their ideas.
2 the three main reasons for her success: the money she receives,
her coach, her work with a sports psychologist
1a Students can do this exercise in pairs or as a whole class.

The main topic is describing a popular sport. There are four

2b Play the recording again and elicit the answers, writing
them on the board. Weaker students could refer to the main points: what the sport is, whether you play it or not, where
audio script and/or listen again if necessary. people play it and why it is popular.

To introduce each new point, the speaker uses the following 1b Ask students to do this exercise individually and then
phrases: The first factor ... , The second reason … , The final factor. check answers in pairs before class feedback. You may
To introduce her conclusion, she uses the phrase To sum up.
want to read out the answers (or nominate a stronger
student to do this) so that students can hear a fluent,
3 Give students 3–4 minutes to read the summary and organised answer as a model.
answer the questions. They should do this individually and
1C 2A 3B 4D
then check answers in pairs before class feedback.

1 how to be successful in sport

1c Students could do this individually or in pairs. Point out
that one function will be used twice.
2 One important factor, The first of these, Secondly, In addition,
Finally, In summary 1 C 2 A, B 3 D
3 Suggested answers: 1 a group of people 2 an age
3 a group of people 4 a quality or state 2 Play the recording and elicit the answers. You may need
to play the recording more than once, depending on the
5 possibly something bad/negative
ability of your class.
6 possibly something bad/negative 7 a quality
8 a group of people Yes, he spends more time talking about the final two points.

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 Teacher’s notes Module 8

Expert IELTS Writing p. 126

In Speaking Part 2, spending more time on some points Lesson objectives: to practise generating ideas and
than others will not negatively affect the students’ score. vocabulary for a writing task; to practise writing a
They should make sure that they cover all the points fully Task 2 essay
and appropriately, but this does not necessarily mean that
they need to spend the same amount of time on each of Warm-up
the four points in the task.
Dictate or write the following questions on the board: How
3a Before students do the exercise, check that they have do children in your country spend their free time in the evenings
found the words in the audio script or project the audio and at weekends? Why is it good for children to spend some
script onto the board and highlight the target words. of their free time playing sport? Divide students into pairs
Students should do this exercise individually and then or small groups to discuss the questions, then ask a few
check answers in pairs before class feedback. students to share their ideas with the class.

A I think B because C so D although E for instance F as well 1 Students could discuss the questions in pairs or small
groups. Before they begin, ask them to underline the key
3b This exercise can be done in pairs or as a whole class. Ask words and elicit what they need to include in their answer:
students if they can think of any other words/phrases for the reasons for the problem and possible solutions. Elicit
each function (see suggested answers in brackets in the the answers and write them on the board.
answer key below).
Suggested answers
A I believe, in my view (in my opinion) B as, due to (because of )
Four paragraphs: para 1: introduction; para 2: reasons;
C as a result (therefore) D even though, however (but, though)
para 3: solutions; para 4: conclusion
E like, such as (for example) F also, too (and, in addition)
2a Students could do this in pairs or you could elicit ideas
3c Give students 4–5 minutes to complete the sentences from the whole class and write them in two columns on
and then divide them into pairs to share and discuss their the board.
answers. Get brief feedback from the class.
4a For this exercise, you may want to play the recording Suggested answers
more than once. Check that students can hear the 1 parents don’t have time to take them to sports clubs; can be
pauses, then divide them into pairs to practise saying expensive
the sentence. 2 organise more local clubs that are easy for children to get to;
4b Ask students to do this exercise individually, then play the government should pay sports instructors so sports clubs are
the recording for them to check their answers. You may free for young people
want to play the recording a second time before students
practise saying the sentences in their pairs. 2b Give students 2–3 minutes to do this exercise individually.
Elicit their phrases and write them on the board so that
1 Most people follow a team / and when there is an important they can refer to them when they write their essays.
match on, / everyone watches it on TV.
Suggested answers
2 I think it’s also a good sport to watch live / and although I don’t
1 One reason (why this happens) is … , Another reason is … ,
go to see games myself, / I have friends who go / and they say it’s
A further reason could be … , The main reason is … ,
really exciting / and there’s a great atmosphere.
This happens because … , A possible reason for this is …
5 Give students 1 minute to make notes. Then divide them 2 One possible solution (to this problem) is … , … is another
into pairs and ask them to take turns to do the task. possible solution., One way to solve the problem could be …,
Remind them to time their partner to make sure they We could solve the problem by …
speak for up to 2 minutes, and to record their answers if
possible. Monitor and make note of any errors to highlight 3 Ask students to complete this exercise individually and
during feedback. then compare their ideas in pairs. During feedback, add
6 Keep students in the same pairs for this activity. Once any new phrases for question 4 to the list on the board.
they have discussed in their pairs, highlight any errors you 1 yes
noted down while monitoring. 2–3 Students’ own answers
4 Reasons: Probably the main reason is that … , Another reason
Extra! is that … , (Schoolwork) is a further reason for …
Students can repeat the test task at home, recording their Solutions: (Schools) could help solve the problem by … ,
answers if possible. Remind them that repeating exercises A further solution to the problem is …
will help them to become more fluent and to get a better
sense of how they improve. 4 This exercise could be done individually or in pairs.

1F 2C 3D 4A 5B 6E
MyEnglishLab > 8a Speaking

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 Teacher’s notes Module 8

5 Give students 5 minutes to plan their answer. Then divide Language development p. 128
them into pairs to compare and discuss their plans.
6 Give students 35 minutes to write their answer. Tell them Lesson objective: to practise the definite, indefinite and
that they would normally have 40 minutes for this task, zero article
with five minutes for planning. Alternatively, students
could write their essays for homework. If so, remind them Warm-up
to time themselves a maximum of 35 minutes.
Write on the board: I like football matches. I’d like to go to
Student’s Resource Book > Writing page 80 a football match. The football match we went to was exciting.
MyEnglishLab > 8a Writing Divide students into pairs and ask them to discuss the
difference in meaning based on the underlined words. Elicit
the answer (football matches = in general; a football match =
8b Work and play any football match, not a particular one; the football match =
one specific match). Circle a and the in the examples and
Listening p. 127 ask students what these words are (articles). Tell them that
this will be the focus of the lesson.
Lesson objective: to practise a Multiple choice and a
Summary completion task 1 Before doing this exercise, refer students to the Expert
grammar section on articles on page 189 and clarify any
Warm-up points as necessary. Tell students that they should select
their answers based on the words in bold, and ask them
Divide students into groups of three or four and write the
to check answers in pairs before class feedback.
following statement on the board: The Olympic Games is
a waste of money for the host country. Give students 6–8 1D 2B 3A 4C
minutes to discuss how much they agree or disagree with
the statement. As feedback, elicit some of the students’ 2a Ask students to do this exercise in pairs, referring back to
ideas and write any useful vocabulary on the board. the rules in Expert grammar if necessary.

1 Divide students into pairs to discuss the questions, then 1 The, the, the 2 a 3 The 4 a 5 the 6 a 7 an 8 a
ask a few students to share their ideas with the class. 2b Divide students into pairs to discuss the questions and
During feedback, try to elicit or pre-teach sponsor and remind them to give reasons. Monitor and make a note of
sponsorship, which are used in the test task. any errors to highlight during feedback.
2 Ask students to do the exercise individually. With stronger 3a Ask students to do this exercise individually. They can
classes, continue with the test task without checking check answers in pairs before class feedback.
answers, to give students realistic test practice. With weaker
classes, you may want to check answers before continuing. 1 Do you like winter sports like ice-skating and snowboarding?
2 What is the national sport in your country?
1 how football clubs make money
3 Which sports did you learn at school?
2 Students’ own answers
4 Do you follow the football World Cup?
3 The first of these; An additional source of income; The final
5 How can we encourage people to be more active?
source of income
6 Do countries with big populations like the United States
4 Suggested answers: 3 clubs or organisations
and China have an advantage in international competitions?
4 organisations or people 5 a method, action or process
7 Do you think women and men can do the same sports?
6 an action or process 7 something you can buy/sell
8 What do you think is the most dangerous sport?
8 a reason 9 a result 10 a result
3b Give students 4–6 minutes to ask and answer the
3 Refer students to the Test strategies on page 178 and
questions while you monitor and note down any
also point out the Help notes for the second task. Get
persistent errors to go over and clarify during feedback.
students to check their answers in pairs before class
feedback. 4a Students could do this exercise individually and check
answers in pairs before class feedback.
1 C 2 A 3 TV companies 4 sponsors 5 advertising 6 name
7 shirts and scarves 8 TV audience 9 publicity 10 profit 1 When I was a child, I dreamed of becoming a professional athlete.
Help 2 I’ve never been to a live sporting event.
4 attractive 6 ground 7 around the world 3 correct
4 I would love to visit a famous football stadium like Old Trafford
4 Divide students into pairs to discuss their performance. in the Manchester or Maracana in the Rio de Janeiro.
Monitor and make a note of any points to highlight during 5 I have no interest in a sport and hate talking about it.
class feedback. 6 I always support my country in international sporting events like
5 Once students have discussed in their groups, you could the Olympic Games.
broaden this into a class discussion. 7 I don’t like the violent sports like the boxing.
Student’s Resource Book > Listening page 81
MyEnglishLab > 8b Listening

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 Teacher’s notes Module 8

4b Ask students to discuss the statements in pairs and then to win/lose: a championship, a competition, a game, a match,
get some feedback from the class. Monitor students’
a point, a race, a tournament
discussions for errors and highlight them during feedback.
to beat: a stronger team, an opponent, Real Madrid
5 This is a consolidation exercise, so it would be better for to score/miss: a goal, a penalty, a point
students to do it individually. They could check answers in
pairs before class feedback. 4b Ask students to complete this exercise individually and
then check answers in pairs. Remind them that they may
1 a 2 – 3 – 4 – 5 – 6 The 7 a 8 a 9 a 10 the 11 –
need to change the form of the verbs.
Student’s Resource Book > Language development page 82
1 beat 2 lost 3 scored 4 beat 5 win 6 missed 7 lost 8 win
MyEnglishLab > 8b Language development
5a Students could do this individually or in pairs, using a
Vocabulary p. 129 dictionary if necessary.

1 breaking 2 set 3 break 4 make, do 5 play

Lesson objective: to develop vocabulary related to
sport and business 5b This exercise could be done in pairs or you may wish to
briefly discuss each statement as a class.
Warm-up
Write the following headings on the board: equipment, Extra!
people, places. Ask students to choose a sport such as
Ask students to write their own example sentences for the
football or tennis. Elicit some vocabulary for each heading
verb phrases in Exercise 5a.
(e.g. boots, ball, racquet; player, goalkeeper; pitch, park,
court). Then divide students into pairs and tell them to
Student’s Resource Book > Vocabulary page 83
repeat the activity with two different sports. After 3–5
MyEnglishLab > 8b Vocabulary
minutes, ask a few pairs to share their words with the class.
Write any useful vocabulary on the board and encourage
students to record it in their notebooks. Reading pp. 130–131

1 Divide students into pairs for this exercise and then check Lesson objective: to practise a Notes completion and
answers as a class, clarifying meanings as necessary. a Multiple choice task

1C 2A 3F 4E 5B 6D Warm-up
2a Students could do this individually or in pairs. Check that Write on the board: running in the park, going to the gym,
they know the meaning of the words in the box before playing in a sports team, walking in the countryside, swimming.
they begin. Then ask: Which of these is the best form of exercise? Why?
Divide students into groups to discuss the question and
1 host 2 competes 3 train 4 Supporting 5 sponsor 6 sign encourage them to try to reach a consensus. After 4–6
minutes, ask if any groups agreed.
2b Give pairs 3–5 minutes to discuss the statements, then ask
a few students to share their views with the class.
1 Check that students understand fitness industry and divide
3a Go through the meanings of the words in the box with them into pairs to discuss the questions. Get feedback
students, giving examples if necessary. Then ask students from the class.
to do the exercise individually and check answers in pairs
before class feedback.
Expert IELTS
1 self-discipline 2 peer pressure 3 self-belief 4 team work
Although students may be familiar with the different Reading
5 life lesson 6 personal best tasks by now, they still need plenty of practice in identifying
the correct part of the passage for each task and the
paraphrases. Try to get students into the habit of predicting
Extra!
synonyms/paraphrases as they read the questions.
Divide students into pairs and give them 5 minutes to
discuss which of the qualities in Exercise 3a could be useful 2 This exercise could be done as a whole class.
in work and business. As feedback, ask a few students to Alternatively, for realistic test practice, you may decide to
share their ideas with the class. ask students to complete it individually and then set the
test tasks without doing class feedback for this exercise.
4a Check that students understand the words in the box
before they begin, then ask them to complete the exercise 1 All questions in the note completion task are about specific
individually or in pairs. Copy the table onto the board and details in the passage.
elicit the answers. 2 Questions 7–9 are about specific details. Question 10 is about a
general point.

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 Teacher’s notes Module 8

3 You may wish to refer students to the Test strategies on 1 four (para 1: introduction; para 2: reasons; para 3: solutions;
page 179 before they do the test tasks. Also point out the para 4: conclusion) 2 yes, in the second paragraph 3 yes
Help notes for questions 9 and 10. Depending on your
4 yes, in the third paragraph 5 yes
students’ ability, set a time limit of 15–20 minutes for the
test tasks. 3b This exercise could be done in pairs or as a whole class.
1 Fitness industry 2 leisure company 3 home 4 encouragement 1 reason 2 solution 3 reason 4 solution 5 reason 6 solution
5 insurance 6 (fitness) equipment 7 C 8 D 9 A 10 C
3c Ask students to do this individually and then divide them
4 Divide students into pairs for the task analysis. You may into pairs to compare and discuss their answers. Accept any
want to then broaden this into a class discussion, and help reasonable answers if students are able to justify them.
students with any difficulties they had, especially in terms
of the different task types. Suggested answers
1C 2F 3E 4A 5B 6D
1 Students’ own answers 2 Each task refers to a different section
of the text (Questions 1–6: paras 1–5; Questions 7–10: paras 4a Give students 2 minutes to re-read the model answer and
6–9). 3 Students’ own answers find the words/phrases. If possible, project the model
answer onto the board during feedback, and highlight the
5 Give pairs 3–4 minutes to discuss the question, then ask a answers.
few students to share their answers with the class. If time
allows, students could discuss the other jobs they thought … but there also are newer ones …
of in Exercise 1. Would they like to do any of these jobs? Moreover, if you want to play …
Why/Why not? … share your equipment as well.
MyEnglishLab > 8b Reading Also, I think another solution …
… individuals and governments too should …

Writing pp. 132–133 4b Give students 1–2 minutes to underline the words and
phrases and check answers with the class. Before students
Lesson objectives: to introduce language for adding complete the sentences, you may want to give them an
information; to practise writing a Task 2 essay example for the first item (e.g. In addition, it is very good
for your fitness.). Ask students to complete the sentences
Warm-up individually and then to share and discuss them in pairs. As
Dictate or write the following questions on the board: feedback, ask a few students to share their sentences with
What sport would you love to try? What sport would you never the class.
try? What’s the strangest sport you’ve ever heard of ? Divide 1 In addition 2 Furthermore 3 Moreover 4 also
students into pairs to discuss the questions and remind
them to give reasons. After 5–6 minutes, get feedback from
the class. Extra!

1 Divide students into pairs to discuss the questions. You If students need more practice with the language of
could also ask them to think of reasons why people may addition, you could ask them to write two or three
give up a sport soon after taking it up. After 4–5 minutes, sentences in answer to each of the questions in the
ask a few students to share their ideas with the class. Warm-up for this lesson. They should include reasons/
explanations, using a different word/phrase from the box in
2a You could go through the model answer in the Expert Exercise 4a in each answer.
writing section on page 207 before doing this task. Ask
students to do the exercise individually. 5a Divide students into pairs to brainstorm ideas for their
Suggested answers essay. Set a time limit of 3–4 minutes.
People often stop doing a new sport soon after taking it up. This 5b Give students 3–4 minutes to plan their essay.
is a pity as it means that they are missing an opportunity to learn 6 Before doing the test task, you may want to refer students
something healthy and enjoyable. What do you think are the to the Test strategies on page 181. Go through the list of
reasons for this? What solutions can you suggest to deal with this points with the class, explaining any as necessary. Then set a
situation? time limit of 30 minutes for students to write their essays.
7 This could be done as self- or peer-assessment. Students
2b Do this exercise as a whole class. For each correct option, could answer the questions about their own essay or
ask: Which words in the task tell you this? (See suggested they could assess a partner’s essay. Monitor and note any
answers in brackets in the answer key below.) points to highlight in feedback.
A (What … are the reasons for this?) and C (What solutions … Student’s Resource Book > Writing page 84
with this situation?)

3a Tell students to do this individually and then compare their

answers in pairs before class feedback.

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 Teacher’s notes Module 8

Speaking p. 134 3b Divide students into pairs for this exercise. Monitor, making
sure students are using the strategies and language covered
Lesson objectives: to practise expanding answers; to in previous exercises, and make notes for feedback. After
introduce useful language for explaining/clarifying; to 3–4 minutes, ask a few students to share their answers with
practise a Part 2 task the class and go over any errors you noted.
4a Give students 1 minute to make notes. You may want to
Warm-up refer them to the Test strategies on page 182 before they
do this exercise.
Dictate or write the following questions on the board: What
skills can people learn from doing sports? How can these skills 4b Divide students into pairs to compare and add to their
help other aspects of our lives? Divide students into pairs notes. Remind them that they need enough information to
or small groups and give them 5–6 minutes to discuss the speak for 1–2 minutes.
questions. You could then broaden this into a class discussion. 4c Divide students into pairs for the test task. Go through
the points in the table before they begin, to ensure
1 Give pairs 3–5 minutes to discuss the questions and then Student B knows what to listen for in their partner’s
ask a few students to share their answers with the class. answer. Remind students to time each other and to
2a Give students a minute to read the task and then play the record their answers if possible.
recording. With weaker classes, you may need to play the 5 Keep students in the same pairs to analyse their
recording a second time. Do not feed back at this point performance and give each other feedback, using their
as students will compare their notes in pairs in the next notes from the previous exercise (and their recordings, if
exercise. they have them).
Suggested answers Student’s Resource Book > Speaking page 85

why you decided to learn this sport: wanted to make new friends, MyEnglishLab > 8b Speaking

friend introduced her to tennis, a chance to meet new people

what you did to learn it: joined tennis club, already knew the rules,
Review 8 p. 175
not difficult, had a good teacher The Review page revises vocabulary and grammar from the
what kind of equipment you needed: cheap and easy, not much module. It covers vocabulary related to sport, the present
equipment perfect and articles. Students could do it as a timed 30-minute
how successful you have been: plays in club matches, wins class test or for homework.
sometimes, keeps her fit 1a 1 go 2 work 3 do 4 play 5 give 6 support 7 make
2b Get students to compare their notes in pairs and then 8 lose 9 beat 10 score
check answers with the class. You could play the recording 2a 1 has increased 2 have fallen 3 have seen
again for students to hear the answers. 4 has also gone down 5 has become 6 have risen
2c Go through the list of strategies and check students 7 have taken up 8 has grown
understand them. Then get students to do the exercise 2b 1 before 2 never 3 just 4 before 5 ever 6 so far 7 yet
individually and compare answers in pairs before class 8 ever
feedback. If possible, project the audio script onto the 3 1 helmet 2 racquet 3 track 4 spectators 5 pitch 6 coach
board and highlight the answers. 7 club 8 life jacket 9 court 10 referee
4a 1 the 2 a 3 – 4 – 5 a 6 the
Suggested answers
4b 1 life 2 pressure 3 self 4 belief 5 work 6 best
The student does all of these things, except 3.
1 … social events for the club – such as quiz nights and fundraising MyEnglishLab > Module Test 8
events … MyEnglishLab > Review Test 4
2 the reason I decided to take it up was because I moved to a new
town; I suppose it was quite easy for me because I already knew
the rules.
4 She was always playing … it was my friend who got me into
playing tennis.
5 What I mean is … ; In other words, … ; What I’m trying to say
is … ; To put it another way … ; What I mean by that is …

3a Get students to compare answers in pairs before class

feedback. After checking answers, ask students to
underline the key phrases and to record them in their
notebooks.

1 mean is 2 other words 3 trying to say 4 another way

5 mean by that 6 want to say

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